Gr4009 application of quality standards and instruments v.1.1
Download as DOCX, PDF1 like153 views
This course introduces participants to quality standards and instruments applied in schools globally and in Bahrain. It covers the emergence of quality systems in education and frameworks that schools must operate within. The course examines key aspects of schools that will be evaluated, including teaching, curriculum, student achievement and development, leadership, and management. It provides guidance on preparing for school reviews conducted by Bahrain's School Review Unit. The course aims to help participants understand quality standards and prepare their schools for review through assignments such as a self-evaluation form and group presentation analyzing quality standards.
Gr4009 application of quality standards and instruments v.1.1
- 1. Page 1 of 12 PD Course Outline Form المقرر تخطيط وثيقة 1. Course Title المقــــــــرر اســـم Application of Quality Standards and Instruments 2. Course Code رقــــــمالمقــــــرر GR4009 3. Course Credit Value المعتـــمــــدة الساعات عـــدد 2 4. Course Coordinator منســــــــــالمق قـــــــــــــــرر Mr. Michael 5. Course Description وصــــــــــالمق فـــــــــــرر This course is designed to introduce the participants to the ways in which quality standards and instruments are applied to schools in different parts of the world and here in Bahrain. It will look at the emergence of quality systems in education and the review frameworks within which schools need to operate. The course will deal with the key aspects of the school’s work which will be scrutinised and provide the participants with the range of quality indicators for which schools need to provide evidence. The course will consider the quality standards applicable to individual lesson observations as well as those covering the whole school issues, such as management and administration. The course is designed to help the participants prepare for their school review by the SRU of the QAAET.
- 2. Page 2 of 12 6. Learning outcomes: مّلالتع مخرجات:ما ّحضتوالمق هذا لتعلم المرصودة األهداف حقق أنه على يبرهن لكي المقرر هذا نهاية في أداءه من الطالب يتمكن سوفرر. By the end of this course participants will be able to:- 1. Discuss how the emergence of quality standards has influenced the operation of school inspection and review regimes; 2. Apply quality standards and instruments to their teaching and their curriculum area; 3. Recall the range and extent of the evidence necessary for each quality indicator; 4. Identify the appropriate sources for evidence; 5. Evaluate the quality of the evidence presented; 6. Design an action plan in preparation for a review of the teaching in the participants’ school. 7. Course prerequisites (if available) للمقرر السابقة المتطلباتوجدت (إن) None 8. Grading Policy: Clearly describes the course assessment and evaluation of each graded task that will be given during the semester and defines its grading weight. ال توزيعدرجات:توزيع طريقة حّضيوالدرجاترّرللمق واالمتحانات األعمال ّلك على Course assessment and evaluation المقرر لهذا التقييم/التقويم سياسة Assessment criteria include: 70% Tasks and assignments 10% Attendance 20% Classroom participation There will be twoassignmentsto completeforthe assessment.One will be assessedasa groupproject,the other will be anindividual assignment.The gradingrubricsare listedonthe followingpages.
- 3. Page 3 of 12 Reflective Essay Rubric (20%) Unsatisfactory 10%-35% Needs Improvement 35%-55% Good 55%-75% Excellent 75%-100% Content The writer simply restates facts rather than reflectingon his or her own experience. The writer’s point of view is not evident. Contains some interestingideas, but the writer does not explore them thoroughly. Lacks detailed explanation or supporting examples. Essay shows thoughtful reflection. Writer’s pointof view is apparent. Demonstrates fresh, original thought and ideas.Pointof view is thoroughly explored and clearly expressed. Organization No clear direction.Main ideas are vague and connections are confusingor incomplete. Includes an organizational skeleton (intro, body, conclusion),butoften strays fromthe main idea.Lacks transitions. Organization is generally good,but there may be some extraneous details or unclear transitions. Organization enhances the main ideas.Supportinginformation is presented logically,with no extraneous details. Knowledge and awareness of Quality Assurance Framework from the SRU The accountmakes no reference to the writers pointof view in the context of the Review Framework The writer’s knowledge of the Review Framework is evident and some references are made to it in the narrative The accountis framed in the context of the Review Framework and most aspects arereported upon Complete coverage of all aspects of the Review Framework. The writingshows inciteand real understanding SRU= School Review Unit of the Quality Assurance Authority for Education and Training
- 4. Page 4 of 12 Class Participation Assessment Rubric (20%) Unsatisfactory 10%-35% Needs Improvement 35%-55% Good 55%-75% Excellent 75%-100% * Never prepared for class. Evident that individual has not completed reading assignments prior to class. * Usually exhibitsnegative attitudes toward courseand class members. * Mostly does not contribute to classdiscussions or in- class activities. * Mostly prepared for class.Evident that individual has completed most of the readingassignments prior to class. * Mostly exhibits positiveand supportiveattitudes toward course and class members. * Generally does not contribute to class discussionsor in-class activities. * Sometimes prepared for class.Evident that individual hascompleted some of the reading assignments prior to class. * Occasionally exhibitspositiveand supportive attitudes toward courseand class members. * Generally contributes to class discussions or in-class activities. * Always well prepared for class. Evidentthat individual hascompleted all readingassignments prior to class. * Exhibits positiveand supportiveattitudetoward courseand classmembers consistently throughout the course. * Consistently contributes to classdiscussionsand in- class activities. Part A: Group Work Rubric (25%) Requirement Unsatisfactory 10%-35% Needs Improvement 35%-55% Good 55%-75% Excellent 75%-100% Contributions, working with others Not cooperative at all.Never offered useful ideas.Rarely listens to, shares with,or supports the efforts of others. Very often is nota good team member. Occasionally cooperative.Occasionally offered useful ideas.Occasionally listens to, shares with, or supports the efforts of others. Most times is not a good team member. Sometimes offered useful ideas. Often listens to, shares with,and supports the efforts of others. Seldom not a good team member. Always willingto help and do more. Did more than others. Routinely offered useful ideas. Always listens to, shares with, and supports the efforts of others. Tries to keep people working together. Focus on task Does not focus on the task and what needs to be done. Let others do all the work. Most of the time does not focus on the task and what needs to be done. Let others do most of the work. Group members sometimes need to give reminders to keep this person on task. Almost always focused on the task and what needs to be done. This person is very self-directed. Quality of ideas and thoughts Seldom met the objectives. Quality of ideas and thoughts are poor or incomplete. Sometimes met the objectives. Quality of ideas and thoughts are sometimes poor or incomplete. Generally met the objectives.Quality of work is average. Met the objectives all the time. Quality of work is excellent or superior.
- 5. Page 5 of 12 Part B Quality Standards Final Group Presentation Rubric (25%) Requirement Unsatisfactory 10%-35% Needs Improvement 35%-55% Good 55%-75% Excellent 75%-100% Class: Group Members: 1. 2. 3. 4. 5. 6. Total: /25 Topic/Content Includes some essential information with little elaboration or understanding of the purpose for which the SEF will beused Includes essential information . Some elaboration impliesan understandingof the process involved in producinga SEF and its uses SEF is accurateand covers most aspects in sufficientdepth. There is evidence that the candidatehas consulted widely in completingthe SEF SEF is accurateand covers all school aspects completely and in depth. Includegood elaboration that demonstrates good understandingof the processes involved in producinga SEF and its uses Technology/Media Ideas and Inclusion Little evidence to showhow the group uses technology /media ideas in the activities. Their use does not promote any higher order thinking. Technology/media ideas are used to a small extent to demonstrate the candidates’analytical skills and problem solving. Technology/media ideas are incorporated into the presentation to good effect. The use of these media promotes analysisand problem solvingskills. Technology/media ideas areoptimally adopted and fully demonstrate that candidates can usetechnology/media to develop concepts and skillsthrough empirical analysis and problemsolving. Oral Presentation Skills Some difficulty communicatingideas,lack of preparation,or incomplete work Communicates ideas. Adequate preparation and delivery. Communicates ideas effectively; adequate preparation,but some flaws in the delivery. Communicates ideas with enthusiasm, good preparation and clear delivery.
- 6. Page 6 of 12 9. Sessional outline: )Briefly outlines material covered on a session by session basis( األسبوعي الجدول:.أسبوعيا مةّسمق تكون أن على رّرالمق في ىّطستغ التي المادة توضيح Session Title Session Content Session1 QualityStandards – where dotheycome from? The worldagendafor accountabilityof publicservicesfrom 1990s. The adventof international comparisonsviaTIMSSand PISA The emergence of standardisednational inspectionregimes OFSTED inthe UK; otherworldmodels –eg.DSIB, QAAET Comparisonwiththe traditional MENA practice of supervision of teachers Session2 Applicationof QualityStandards Lookingat the applicationof qualitystandardsinthe contextof cycle of continuousreview andimprovementeg.The Singapore NIEmodel The detailsof evaluationmodels –the commongroundwhich theyall cover– an outcome / inputmodel; the outcomes:students’academicachievement; their behaviourandpersonal development. The inputs:Teaching &learning;Curriculum;Support& guidance;Leadershipandmanagement Introduce the SRU Handbookfor School Review – workingonthe “guidance”sectionmake ajudgement of theirschool inparticularcategories Introduce the Self EvaluationFormandinstruct participantsabouthow theyshouldcomplete itasan assessedactivity
- 7. Page 7 of 12 Session3 Evaluationof Students’Achievement Considerationof achievementasa functionof bothattainment ( absolute performance) andprogress( relativeperformance) The challenge of comparisonthroughinternationaltesting The needforobjective measuresof how students’attainment inrelationtoexpectednorms,locally,nationally,and internationally;andhow theyare achievinginrelationtotheir ownstartingpointsand abilities Session4 Evaluationof Students’ Personal Development Thissessionwill provide participantswithagoodoverviewof whatthe school reviewersinBahrainare lookingforinrespect of the students’personal development –notably,howdo the studentsbehave inlessonsandaroundthe school;whatis theirattitude towardslearning? The focus forschool reviewersandevaluatorsisonthe followingquestions: What are the ratesof attendance? Are there any patternsof absence? How dostudentsbehave inlessonsandaround the school? Are theyrespectful towardseachotherand towardstheirteachers? Are theyable to take responsibility? What isthe incidence of violentbehaviour and/ortemporaryexclusionfromthe school ? Session5 Evaluationof TeachingandLearning Thissessionwill focusuponIdentifyingthe featuresof good qualityteachingandlearning How are lessonobservationsrecorded?
- 8. Page 8 of 12 What are the criteria? What isthe situationinBahrainwiththe SRU? What are they lookingfor? Lookingat examplesof lessonobservation forms How bestto prepare school colleaguesfor lessonobservationsbyreviewersfromthe SRU Lookingat examplesof lessonobservationforms Session6 Evaluationof Curriculum –quality,range and implementation The sessionaimstohighlightthe featuresof agoodcurriculum and how it isimplemented.Whilst,ingovernmentschoolsthe reviewerscannotcriticisethe contentof the curriculum,they make judgementsastohow well the curriculumis implemented. What is the quality of cross curricular links? Is the curriculum reviewed regularly? Is there are programme of extra-curricular activities? Is the curriculum relevant and is it preparing the students for the next stage in education or life? Session7 Evaluationof the Arrangementsfor Students’Welfare ie.the Supportand Guidance AvailabletoStudents The sessionwill concentrate onthe evidencerequiredto demonstrate thatthe studentsare well supportedandguided. In arrivingat a judgement,reviewerscheckwhether: recordsare keptof students’personal and academicprogressandthe advice theyreceive informationaboutcurriculumand otherchoicesisprovidedforstudents studentshave accessto staff for guidance andsupport regularinformationissenttoparents abouttheirchildren’sprogress the school has rulesandroutines
- 9. Page 9 of 12 definingacceptable behaviour the school carriesout riskassessments relatingtohealthandsafety. Session8 Evaluationof School Leadershipand Management Checkingonthe qualityof the developmentplanning.Whatis the educational visionof the school?Isthere a realisticand achievable School Development/Improvementplan?Howhas the planemergedandhow isits implementationmonitored and tracked? Session9 Evaluationof School Management How isthe school organised? – distributionof responsibilities and accountabilities.Doesthe principal delegate responsibility effectively?How empoweredare the headsof departmentand othermiddle managers?Isthe school runina systematic, organisedandefficientway,orisitrun in a state of crisis management?How aware isthe principal of the qualityof teachingandlearninginall of the subjects? Session10 BeingPreparedfora QualityAudit Preparingfora visitfromthe School Review Unitof the QAAET. Knowingwhatthe qualityauditors ( inspectorsorreviewers) are lookingfor. Preparationof sufficientandappropriate documentationand evidence.
- 10. Page 10 of 12 10. Required Texts and recommended reading المقرر لهذا المقترحة المراجع و المصادر Session1 Pdfsin course resource bank:- AccountabilityinpublicServices –Gosling,P.2010 Frameworkforthe Inspectionof Schools,QAAET2012 2011 Annual Reportof the QAAET,QAAET 2012 Session2 Documents andPdfs incourse resource bank:- Stufflebeam, DL(2002) The CIPPEvaluationModel Evaluationin EducationandHumanServices,2002, Volume 49,III, 279-317, DOI: 10.1007/0-306-47559-6_16 CIPPChecklist AQMCycle fromSingapore BlankIllustrative SEF SEF for SANSimaginaryschool Session3 Documents andPdfs incourse resource bank:- Achievementsectionfromthe SRUHandbook NEU sectionfromQAA Annual Report TIMSS and Gender– paperby Wiseman Session4 SessionResources videos http://link.brightcove.com/services/player/bcpid940636289001?bckey=AQ~~,AAAA2uzqQrE~,6OG0BmXJ4lLjPBIrsIprn JtmkHdesQfW&bclid=0&bctid=942847114001 last accessed 1/10/12 http://www.tes.co.uk/teaching-resource/Establishing-the-Ground-Rules-Tough-Love-6044201 last accessed 1/10/12 Docs and Pdfsin course resources:- BlankLessonobservationforms
- 11. Page 11 of 12 Succeedwiththe NoisyClass –special report Session5 SessionResources PreparingforlessonobservationvideofromTeachersTV ( 20 minutes) http://storage.tes.co.uk/teacherstv/Download_WMV/C1118002_500k.wmv last accessed 1/10/12 Pdfs:- Evidence formfromQAAET( Arabic) Evidence formfromOFSTED( English) Quality Standards for teaching and learning taken from the QAAET Framework:- In arriving at a judgement, reviewers consider the extent to which teachers: Have strong knowledge of the subjects and courses they teach and how to teach them Enable students to acquire skills and understanding as well as knowledge Enable students to develop higher order thinking Manage lessons effectively so that they are orderly and productive Secure students’ engagement, motivate, encourage and support them Challenge students so that they make at least the expected progress in relation to their prior attainment Use teaching and learning strategies and resources that lead to effective learning Set tasks for students to be undertaken out of lesson time that consolidate and extend work done in class Use assessment, including marking, effectively to diagnose students’ needs and to make the teaching match them Session6 References:- Brady,L (1995) Curriculumdevelopment(5th Ed.) pp.75-91, Sydney:Prentice Hall Glatthorn,AA,Boschee,FandWhitehead,BM(2006) CurriculumLeadership and Developmentandimplementations.LondonSage Ornstein,AC& Behar,LS ( 1995). ContemporaryIssuesinCurriculum, Singapore:Allyn&Bacon Session7 Documents andPdfs:- Relevantpagesfromthe QAA SRU handbook Model Healthand Safetyauditformtobe completed
- 12. Page 12 of 12 Session8 Documents andPdfs incourse resource bank:- Relevantextractsfromthe SRUhandbook SDP template fromHongKongas handout SDP explanatorydocumentfromthe UK(as electronicresource tobe shared) Session9 Documents andPdfs incourse resource bank:- As forSession8 Session10 Document:- Managing yourSchool review –a guide to principals References “School Reformandthe Possibilityof Schooling”Chapter9 inBint,S (2006). SchoolsandSocieties,Stanford,StanfordUniversityPress. ImprovingSchoolsandInspection:the Self-InspectingSchool.Ferguson,N ; Earley,P;Fidler,B;Ouston,J(2000) London,Sage Publications Websites School ReforminBahrain www.education.gov.bh/pdf/projects/edu-dev-trn.pps last accessed 1/10/12 Dubai School Inspection Bureau http://www.khda.gov.ae/en/dsib/InspectionBureau.aspx last accessed 1/10/12 The Quality Assurance Authority for Education and Training http://en.qaa.bh/ last accessed 1/10/12 The Office forStandardsinEducation – http://ofsted.gov.uk last accessed 1/10/12 Inspection framework2011 - http://www.ofsted.gov.uk/resources/evaluation-schedule-of-judgements-for-schools- inspected-under-section-five-of-education-act-2005-sep last accessed 1/10/12