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BDC approach to achieving Outstanding for Leadership etc

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by

Jo Young

on 8 April 2014

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Transcript of BDC approach to achieving Outstanding for Leadership etc

Homework
Lesley Graham,
Vice Principal Curriculum and the Learner Experience
for Leadership, Management and Governance in relation to Teaching, Learning and Assessment
What I intend to cover:
Overview
What did Ofsted say about Leadership, Management and Governance at BDC?
Share strategies that contributed to
‘outstanding’
for Leadership, Management and Governance
What do Governors need to be aware in respect of:
understanding of teaching, learning and assessment
Lesson observations – what is good practice?
What does robust reporting on teaching and learning looks like?
Outline key questions Governors & Leaders should ask
Inspected 22 – 26 April 2013
Barking & Dagenham College’s approach to achieving
Outstanding

Barking & Dagenham College’s approach to achieving Outstanding for Leadership, Management and Governance in relation to Teaching, Learning and Assessment
Outstanding for:
Good for:
Outcomes for Learners and Quality of Teaching, Learning and Assessment
Good for:
Overall effectiveness
Effectiveness of
Leadership and Management
“Outstanding leadership and management have ensured that students achieve their learning goals, enjoy their studies and make good progress”.

“Governors, leaders and managers, through their ambitious vision for the college, have created an aspirational and safe environment”.

“Governors, leaders and managers have exceptionally high expectations for the college, typified by the behaviour and attitudes of its students”

KPIs for Outstanding Teaching, Learning & Assessment
Attention & Retention
Success Rates –
including English & Maths
Progression/destination data
Employability
Self-assessment Report
Student Feedback
Lesson Observations – formal/informal
Lessons Observations
Lesson observations:
All teachers have an annual observation
Graded observations:
Outstanding
Good
Requires improvement
Inadequate
Feedback to teachers detailing strengths and areas for improvement
Observation teams can be:
Line managers
Internal observation team made up of SLT etc
External consultants
Students
Support then re-observation for grade 3s and 4s
Quality assurance – how do you know you’re getting it right?
It’s the learning that’s taking place that’s graded, not the teacher
Developmental, supportive – designed to bring about improvement
Linked to Appraisals and Staff Learning & Development
Peer observations
Robust Reporting
Robust Reporting
Current grade profile – by whole college and curriculum area, plus trends
Various breakdowns:
Level
Class type – ie practical/theory/Functional Skills
Age
Employee status
Total number of observations completed to date
Emerging strengths and areas for improvement
Lesson observation grade profile arising out of quality improvement actions– ie teaching on level 2 courses
How much time is spent on Teaching, Learning & Assessment at board and SLT level in your organisation?
Lesson observations:
Lessons observations:
Robust Reporting
“Teachers benefit from a demanding and comprehensive lesson observation process that improves their teaching further. As a result, students’ success continues to improve.

The arrangements to monitor the performance of teachers to improve teaching, learning and assessment are thorough, well established and very effective; they have led to clear improvements.”
Key Questions
Barking & Dagenham College, Ofsted Inspection Report, April 2013
Do Governors know the strengths and weaknesses of teaching and learning?
What do Governors understand by outstanding teaching and learning?
How do Governors ensure teaching and learning is high quality?
Do Governors ask students about teaching and learning?
Feedback
Share strategies that contributed to ‘outstanding’ for Leadership, Management and Governance
What do Governors need to be aware in respect of:
understanding of teaching, learning and assessment
Lesson observations – what is good practice?
What does robust reporting on teaching and learning looks like?
Outline key questions Governors & Leaders should ask

Message from the Principal and CEO of Barking & Dagenham College
Video of Cathy To be added?
What did Ofsted say about Governance at BDC?
Governors are:

Very well informed about students.
Know the college well.
Provide appropriate challenge and support, ensuring leaders continue to strive for excellence and continued student success based on high quality teaching.
Have a good understanding of the student body.
Involve student representatives well, listen attentively to, and act on, students’ views.

Pillars of Success for Teaching & Learning:
High expectations, engagement, care,
support
and motivation from staff.
Staff use skills and expertise to plan and deliver teaching, learning and support to
meet each learner’s needs.

Staff initially assess learners’ starting points,
monitor progress, set challenging tasks,
and
build on and extend learning for all learners.

Learners
understand how to improve
as a result of frequent and detailed feedback from staff.
Teaching and learning
develop English, mathematics and functional skills,
and support the achievement of learning goals and career aims.
Appropriate and
timely information
, advice and
guidance
support learning effectively.
Equality and diversity
are promoted through
teaching and learning.

One Team! One Plan! One Goal!
A Truly Great College,
Passionate about Success!
Aspirational, ambitious culture with high standards for all
An Entrepreneurial Business!
Vision & Mission
A reputation for excellence & innovation in:
Education & training
Customer service

Successful partnerships

To be a truly great college passionate about success

Values & Behaviours
Foster Excellence.
Work Together.
Role model BDC values.
Deliver Results for our learners, our employers and our people.

Behaviours

In order to achieve our values, managers should:

Exhibit constructive behaviour at all times.
Be proactive, seeking ways to resolve problems and make improvements.
Manage by fact, taking time to understand issues and root causes.
Remember that team members will follow their actions, not their words.
Stretch their personal abilities and take measured risks.
Values
The College Mission
The College Vision
Right People on the Bus
Full transcript