The development and implementation of a new approach to the inspection of initial teacher education Christine Brown ADM 9 November 2007
The need for a new approach and key drivers Inspection arrangements focused on driving improvement Recognise provision of the highest quality Reduce the burden of inspection Inspections focused on promoting the qualities that the workforce will require in the 21 st Century Focus on outcomes and the views of end-users
The proposals Focus on outcomes Maximise use of provider self-evaluation Develop a tailored and risk-based approach drawing on wide range of data and information Explore the possibility of a single inspection event
The key questions What is the quality of outcomes for trainees? How effective are the factors that contribute to the outcomes? Does the provider have the capacity to improve further or to sustain high quality outcomes?
A risk assessment process TAILORED INSPECTIONS HIGH MEDIUM LOW RISK ASSESSMENT Based on risk assessment, with due regard to: providers self-evaluation previous inspection outcomes/ available data the size and complexity of the provision the number and nature of identified inspection trails. Tailored through: the number of inspection trails to be followed up on the inspection the timing of the inspection – the stage of the course the size and nature of the core inspection team the number and nature of case studies needed – the number of team inspectors.
Tailoring inspections DATA PROFILE INFORMS SELF- EVALUATION INSPECTION PLANNING THE NATURE OF THE INSPECTION PRE-INSPECTION HYPOTHESES AND LINES OF ENQUIRY OTHER EVIDENCE SENT TO PROVIDER Identify those aspects of the provision that need to be inspected, including the focus for field work, to judge each of the key inspection questions Determine the initial inspection trails – the key lines of enquiry Determine the size and nature of the core inspection team and any additional resources, such as specialist inspectors (phase, subject etc.)
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