MASTERCLASSES
A series of Masterclasses have been
planned, each limited to a maximum of 15 participants.
Places are allocated on a first come, first served
basis. Those attending should be managers with the
authority to implement improvement when they go back to
their colleges. The Masterclasses can also be delivered
on-site for relevant staff in a single college as part
of an institutional improvement plan. Each includes
electronic copies of all the adaptable paperwork you
will need to improve your provision.
1.
Improving teaching, learning and
assessment through exemplary systems with observations
that bring about long-term change in staff performance
- includes
guidance on effective observations, different types of
observation, themed walk-throughs, benefits of no notice
observations to see the true picture of teaching and
learning, moderating observations, training observers,
using sub-grading to promote improvement, ungraded
observations, self-assessment of teaching by teachers,
lesson planning, methods of checking learning,
identifying and sharing good practice, what makes
outstanding teaching and management of outstanding
teaching. Will include English and maths best practice.
(full-day)
2.
Producing a self-assessment report
that truly reflects your provision and leads to
improvement planning that moves you forward
(includes
position statements and the role of governors) getting
the right people involved, top-down approach versus a
bottom-up one, challenges of multi-sites, challenges of
multi-areas of learning, mini-SARs, programmes of study,
an overall SAR that is used in improvement work, quality
over quantity, using the evidence that should be
available, user voice/learner experience, governors and
moderation, structure and grading beyond the CIF,
importance of demonstrating movement since the last
inspection, prioritising improvement planning, linking
the SAR and the strategic plan (full-day). This
includes a SAR template and exemplars
3.
Embedding an awareness of equality and
diversity in your learners through their induction and
the curriculum
(includes training for staff and governors) the key
areas that should be covered, exercises to raise
awareness, readable policies and procedures, naturally
occurring ways to reinforce E&D in the curriculum,
creating an ED box in curriculum areas, creating an
inclusive learning environment, work-based learning
reviews, attracting underrepresented groups into
training, using performance data, governing bodies
(full-day)
4.
Using feedback to improve your
provision
(particularly the voice of learners)
- includes staff, employers and governors, what
questions to ask and when, open versus closed questions,
key reference questions,
focus groups, compliments and complaints, exemplary
procedures for dealing with complaints, challenges of
getting feedback from employers, you said, we did, using
feedback to promote and demonstrate improvement, using
feedback effectively in self-assessment reporting
(half-day)
5.
Using course reviews to monitor and
improve your provision
setting up
a course review system, what data needs to be collected
and how/when to use it, continuous versus end of course
only review, what you can get from a review, using the
review to manage good team delivery, views of learners
and employers, from recruitment through to destination
of learners (half-day)
6.
Monitoring and improving subcontracted
work-based learning provision
why have subcontracted provision? What needs to be
monitored, identifying areas to improve, using
observation to monitor and improve teaching, learning,
assessment and reviews, establishing learner feedback
and complaints systems, annual mini inspection and
self-assessment, sharing good practice and resources
(half-day)
7. Attendance and punctuality
policy, getting learners on board,
charters, targets, learner references, what your
college/institution should be saying as a message to
learners, a poster campaign, celebrating high
attendance, knowing the impact of low attendance
(half-day)
8. Safeguarding, Prevent and British Values
covered from
the point of view of training staff to give them
confidence to cascade train to their learners as well as
the messages that you should be giving learners through
poster campaigns, tutorials, apprentice reviews and
including in teaching and learning.
We will be sharing good practice and resources
either as half-day sessions on each of the three topics
or as a very full day to cover all three (half-day or
full-day)
What is the difference between LIS Masterclasses and other conferences?
Simply, what you will come away with at the end of the
day. These are not talking shops with an expert wheeled
out every 20 minutes.
There will be a practical focus on the how to, rather
than the more visionary this is what is needed approach,
that tells you what needs to be achieved but gives
little guidance on how to actually get there.
You will learn from someone who has not only been
graded outstanding twice himself, but who has made a
major contribution to the sector through his inspection
and good practice work. You will understand the very
best systems and practice, and how these can be applied
to bring about improvements in your own college. As well
as receiving a wide-ranging coverage of the Masterclass
topic that encapsulates the best practice of the whole
further education sector, you will have the chance to
check your understanding and receive electronic
resources that are licensed to be adapted and used in
your college.
You will also be facilitated to network and make
supportive new contacts with other participants, who
will be working in their colleges to promote similar
improvements to you. There is far too much reinventing
of wheels in the sector rather than sharing development
and lessons learnt from implementation. If ever there
was a win-win method of staff development and quality
improvement, this is it.
To register your interest in
any one of the above Masterclasses email
Phil@learningimprovementservice.co.uk