learninharrow

Continuing Professional Development for Staff

Catching Confidence: Why and how to measure 'soft' outcomes
15 Feb 11am - 1.30pm and repeat 4pm - 6.30pm

The session will look at simple systems for measuring and recording changes in learner confidence using RARPA to demonstrate impact, activities for embedding this assessment into teaching and learning. We will also look at alternative RARPA templates and pro formas for a range of learners, including EAL and low literacy learners.

RARPA - Using Records of Progress
14 March 11am -1.30pm. Repeat 4pm - 6.30pm and 19 March 11 am -1.30pm.

Why and how do we do it?

The session will look at getting learners onside (how to make it meaningful), individualizing assessment (part of the new focus for Ofsted inspections); the importance of challenging targets and how to keep them SMART, how to include the so-called 'soft' outcomes for learning in RARPA (such as confidence, attitude, knowledge and understanding)

Differentiation
25 April 11am -1.30 pm. Repeat 4pm - 6.30pm.

What does differentiation mean and why does it matter? We will look at the new Ofsted Inspection Framework and the impact of the new focus on individual learning and assessment on our planning, how to establish high expectations and challenging targets with wide ranges of ability in a class and practical ways to differentiate for wide ranges of learners

Planning an Outstanding Lesson
23 May 11 am -1.30pm. Repeat 4pm - 6.30pm.

What makes an outstanding session? What do learners, observers and Ofsted inspectors expect to see in an above standard lesson? This session will look at how to use planning to improve teaching, learning and assessment, including pace and structure, learning outcomes, engaging activites, differentiation and assessing learning

Questioning
20 June 11 am -1.30 pm. Repeat 4pm - 6.30pm.

Questioning is an important part of teaching and assessment. The session will look at research on questioning and techniques for use in a wide range of subjects: using questioning to broaden learning, engage and challenge learners, improve assessment using questioning, using group and pair work for learner questioning

All training will be at Harrow Arts Centre, Uxbridge Road, Hatch End HA5 4EA. Any queries or requests please contact Abigail Norton Abigail.norton@harrow.gov.uk or call 020 8416 8080

Peer observation

The purpose of the Observation Programme is to:

• Support tutors in their professional development by identifying their needs and offering the opportunity for improving and developing their practice through a programme of Staff Development.
• Ensure that the same high standards of provision are met across the service.
• Provide evidence of the quality of teaching and learning for Self Assessment.

A team of Peer Observers from the different Areas of Learning have been trained by an external consultant to carry out observations. The observation visit lasts from 45 min to 1 hour in length and following the Common Inspection Frameork Guidelines, a report is written.

Prior to the observation, tutors are given two weeks notice in writing of the intended visit, reminded of what to expect from the visit and of what is expected from them. A copy of the Peer Observation Report and the Guidelines are sent to them.

The Quality Assurance Officer and the Peer Observers will meet to moderate the process soon after a round of observations and peer observers give feedback to the tutors as soon as possible after the observation visit. This provides the tutor with the opportunity to identify any staff development, training or support needs they may have. Only the tutor and their line manager hold completed forms but an Action Plan is sent to the Quality Assurance Officer at the end of the year.

Teaching QualificationsThe 7303 Award in Preparing to Teach in the Lifelong Learning Sector - PTLLS and City & Guilds Diploma in Teaching in the Lifelong Learning Sector (7305) are provided by both Harrow and Stanmore Colleges

Harrow College http://www.harrow.ac.uk/ 020 8909 6000
Stanmore College http://www.stanmore.ac.uk/ 020 8420 7700