quality assurance handbook
DESCRIPTION
ÂTRANSCRIPT
Information for Internal Moderators and Primary Partnership Schools
Quality Assurance and Enhancement
2
IntroductionLiverpool Hope University is strongly committed to partnership–led teacher education. The Partnership shares a vision and commitment built on values of mutual respect to support the development of high quality teachers. We recognise that the quality of our students gaining Qualified Teacher Status is dependent on the valuable work carried out in schools and ensuring a collaborative approach is maintained at every stage of the management and delivery process.
We are committed to a process of continuous monitoring and review. The continuing dialogue with our partners is a key driver for our improvement. We set ourselves the highest targets in the training of the next generation of teachers. We are committed to being fully transparent with our partnership colleagues and as part of that are ensuring that the moderation process captures the quality of the work being undertaken and is shared openly with schools. We undertake moderation to ensure all aspects of the partnership are developed to achieve the best outcomes for trainees and therefore for schools. LHU moderators are chosen for their skills and abilities in working with schools in a supportive way, while also acting as a critical friend. Our expectation of moderation is that it adds value to the partnership and is not an onerous burden on schools but a constructive dialogue.
3
ContentsSection 1
Internal Moderation Overview ......................................................................................................................4
Roles and Responsibilities of Internal Moderators ....................................................................................... 4
Level 1 .......................................................................................................................................................... 4
Level 2 .......................................................................................................................................................... 4
Internal Moderation Team .............................................................................................................................4
Section 2
School Visits ................................................................................................................................................. 6
Partnership ................................................................................................................................................... 6
Trainee Moderation and Notice to Improve .................................................................................................. 6
Section 3
Selection of Schools ..................................................................................................................................... 7
Timescales .................................................................................................................................................... 7
The Internal Moderation Visit:
• Before the visit ........................................................................................................................................ 7
• During the visit ....................................................................................................................................... 7
• Following the visit ................................................................................................................................... 7
Quality Assurance of Internal Moderation .................................................................................................... 7
Section 4
Appendices .................................................................................................................................................... 9
Partnership Pledge ....................................................................................................................................... 10
Quality of Professional Learning Self Evaluation ............................................................................................... 12
Notice of Internal Moderation Visit – Exemplar Letter to Headteacher .............................................................. 17
Exemplar Agenda for Visit .............................................................................................................................. 18
Primary Partnership and Placement Moderation Form ....................................................................................... 19
Primary Trainee: Notice to Improve Moderation Form ........................................................................................ 23
Lead Internal Moderator Report ....................................................................................................................... 25
Summary of Internal Moderation Visits ............................................................................................................. 28
Moodle Information ...................................................................................................................................... 30
4
Section 1 Internal Moderation overviewModeration visits take place during the school year, generally when trainees are placed in schools and cover aspects such as the quality of our partnership with schools as well as monitoring the progress of trainees giving cause for concern. The approach that is taken during the visit is to discuss the Quality of Professional Learning Self Evaluation (see Appendix 2). All schools will be visited over the next five years and we aim to visit a sample of up to 30 schools per year.
Role and responsibilities of Internal Moderators
The panel of Internal Moderators are appointed by the Liverpool Hope Partnership and employed by Liverpool Hope University to act as a critical friend in the quality assurance of partnership work and the judgements of trainees against the Teachers’ Standards. There are two levels of moderator
Level 1 which consists of a small team of Primary Internal Moderators appointed (from across the partnership + wider) to undertake moderation of a designated sample of schools and trainees (circa 10%) to ensure and assure that assessments are appropriate and that the principles of the LHU partnership pledge are upheld.
Internal Moderators may also be called in to monitor the progress of trainees giving cause for concern and to make recommendations to the Professional Learning Exam Panel and Course Examination Board should such a student be deemed to be failing to make progress against the Professional Teachers’ Standards.
Areas of good practice and innovation in partnership working, especially mentoring are highlighted and subsequently shared across the wider partnership and to external audiences. This is highlighted through discussion of aspects of the QA of Professional Learning Self Evaluation.
Level 2 which consists of an Internal Moderation Panel, who have oversight of the systems and processes for IM, and who also review the outputs and outcomes from IM activities. This provides assurance on the reliability, accuracy and consistency of assessments of trainee teachers across all programmes. Recommendations from school and internal moderators to make to enhance the trainee learning experience are also discussed.
The Internal Moderation Panel is made up of the Lead Moderator, Heads of Programmes, and representation from the Partnership Team and the Senior Partnership Advisor. Minutes from the Internal Moderation Panel will feed into the Primary Steering Committee.
5
The Internal Moderation Team
Andrew Redman – Lead ModeratorAndrew Redman has been the head teacher at Burtonwood Community Primary School in Warrington for the last seven years. He has extensive experience in developing teachers at all stages of their career through performance management, lesson observations and professional development. He has also been seconded to work at another primary school in Warrington to ensure their continued development. He has worked as an external moderator for Hope University for the last two years and is actively involved in the mentoring of students at Burtonwood.
Eileen RobbEileen Robb is a retired Headteacher. She worked at Christ the King Catholic Primary School as Headteacher for 17 years. She has worked for Hope University as an External Moderator since taking up her Headship at Christ the King. After retiring Eileen worked for Wirral and Cheshire Authorities as Caretaker Headteacher in 3 schools whilst the position of Headteacher was advertised.
She is also a coach/mentor for newly appointed Headteachers, a Section 48 Inspector for the Diocese of Shrewsbury and a Foundation Governor for 2 Wirral schools.
Eileen McBirnie Eileen McBirnie is a retired Headteacher with 34 years of experience in education, 21 years of which, in Senior Management roles. She has a total of 14 years of experience as a Primary School Headteacher and has been a Moderator for Liverpool Hope University since 1998.
Ruth Town Ruth Town is a serving Headteacher at St Michael in the Hamlet Primary School and has been in this role since 2008. She has a total of 11 years of experience as a Headteacher. Ruth was also the Chair at the Liverpool Primary Headteacher Association between 2012 and 2014; and the Vice-Chair at the Liverpool Learning Partnership and will become Chair from September 2015.
Diane Shaw Diane Shaw was Headteacher at Childwall C of E Primary School for 15 years before retiring in July 2015. She has served on the University Council and is currently Chair of the Primary Steering Committee, within the School of Teacher Education at Liverpool Hope University.
6
Section 2 School visits
Partnership
School visits undertaken by moderators to sample the quality of partnership working and extent of the schools commitment to the LHU pledge (See Appendix 1) take place throughout the year. Schools are reviewed at the end of the academic year and this information is used to determine which schools are visited. More information on school reviews can be found in the ‘Selection of Schools’ section of this document. All schools however will be visited over time through a rolling programme of sampling visits. The focus of the visit will be to test out and discuss aspects of the QA of Professional Learning Self Evaluation.
Trainee Moderation and Notice to Improve
Notice to improve visits and trainee sampling visits may take place in conjunction with, instead of, or in addition to a partnership visit.
Both trainee moderation and notice to improve visits follow the format laid down by LHU policies and procedures and use the Primary Trainee: Placement Moderation Form and/or Primary Trainee: Notice to Improve Moderation Form (see Appendices 3 & 4).
The roles and responsibilities for Internal Moderators may include:
• detailed scrutiny of a sample of trainees, including judgements by an assessor of those on the pass/fail borderline, or likely to fail
• joint observations of trainees’ teaching
• discussions by relevant staff of all the evidence available, including that derived from trainees’ previous experience and achievement
• arrangements for feeding back information to the partnership about the accuracy and consistency of assessment arrangements and about elements of good practice to support improvements
• work scrutiny
• review of primary school trainee induction documents
• feedback on progress of NQTs and areas for support
7
Section 3Selection of SchoolsLHU will aim to visit 30 schools each year for approximately half a day. An annual review of schools will take place to decide the schools to be visited based on
• concerns about the partnership which schools have identified using the QA of Professional Learning Self Evaluation
• concerns about trainees placed in the school
• length of the partnership with the school e.g. a new school, change of mentor, Headteacher.
• a rolling programme of visits to ensure every school is visited over time (4/5 years)
Timescales
Moderation visits will be carried out across the school year during periods when trainees are on placement with a sample of schools being visited in the autumn, spring and summer terms.
Schools will be informed of visits in advance via letter and email to the Headteacher. LHU will aim to inform schools at least two weeks in advance of a moderation visit.
The Internal Moderation Visit
Before the visit Moderators need to be familiar with:
• Internal Moderation Framework
• QA of Professional Learning Self Evaluation
• Programme Handbook
• Standards for the Award of QTS
• Relevant school information (available in the documentation pack provided to Moderators before the visit)
During the Internal Moderation Visit
Our visits are very important in ensuring quality assurance and checking that the school provision meets the partnership requirements and LHU pledge. The aim of the visit is to help schools get better at what they do and celebrate partnership working rather than to criticise existing provision. This will ensure the very best experience for our schools and trainees. Depending on the nature of the visit Internal Moderators will consider the quality of partnership working through discussion of the QA of Professional Learning Self Evaluation and/or trainee performance and notice to improve. An exemplar agenda for the visit will be provided in the documentation pack (See Appendix 3).
Following the visit
Internal moderation provides a system of checks and balances within the LHU Partnership to ensure that trainees in different settings are assessed accurately and reliably. LHU is repsonsible for ensuring that arrangements for internal moderation are in place and that they work effectively.
8
Schools and trainees will receive written feedback within four weeks of the date of the moderation visit.
Quality Assurance of Internal Moderation
All work undertaken during the year in the Liverpool Hope ITE Partnership is subject to scrutiny by evaluation systems, internal moderation and examination. All of this reports to Programme Steering Committees and Faculty Board. These systems and activities ensure that trainees in different settings are assessed accurately and reliably. Information from Internal Moderation feeds into professional learning moderation meetings and Exam Panels and Boards where final judgments are made about students having met the Professional Teachers’ Standards and the grade they have achieved.
Written work, including The Hope Teacher Profile or e-profile, is internally moderated during the year and some sampling of teaching will also be undertaken by Internal Moderators. The Partnership Advisers will act as critical observers of partnership procedures and quality assurance of Level 1 internal moderation will be undertaken as deemed necessary by members of the Level 2 moderation panel. All judgements made about any aspect of trainees’ work are provisional and may be altered at the time of the final examination by the Examination Board
Section 4Appendices
• Partnership Pledge
• Quality of Professional Learning Self Evaluation
• Notice of Internal Moderation Visit – Exemplar Letter to Headteacher
• Exemplar Agenda for Visit
• Primary Partnership and Placement Moderation Form
• Primary Trainee: Notice to Improve Moderation Form
• Lead Internal Moderator Report
• Summary of Internal Moderation Visits
• Moodle Information
9
10
Appendix 1Liverpool Hope University Partnership Pledge
Our pledge to the Liverpool Hope Partnership:
• Commitment to the development of the Hope Teacher and the vision of the Hope Partnership
• Opportunities to work with a range of high quality Hope Teacher Trainees
• Access to high quality Professional support and curriculum expertise
• Access to relevant university based teaching sessions
• Opportunities for research and collaborative projects to inform evidence based practice.
• Support and preparation for Ofsted inspections and schools at risk or in challenging circumstances
• A Core Support and Development package of 4 days across each year:
- Mentor Level 1 Development Day
- Partnership Learning Day ( covering key government priority areas e.g. Assessment)
- Partnership Conference Day and celebration Dinner
- NQT Induction Tutor Development Day
• Free twilight CPDL events including Subject Knowledge Focus Week
• Subsidised Masters modules based around evidence and enquiry based research, relevant to classroom practice and innovation.
Your pledge to the Liverpool Hope Partnership:
• Commitment to the development of the Hope Teacher and the vision of the Hope Partnership
• Provision of high quality professional placement experiences
• Opportunities for an expansive range of flexible trainee learning experiences within placements
• Engagement in provision of additional non assessed learning opportunities where possible
• Opportunities to observe and learn outstanding practitioners
• Value the importance of excellent mentoring and commit to attendance and dissemination of annual development events
• Commitment to provide a thorough induction into the school
• Openness to share expertise and innovative practice across the partnership
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Liverpool Hope UniversityITE Partnership Pledge
We, at ..................................................................................................... School,
pledge our commitment to working in partnership with
Liverpool Hope University, investing in the future of the teaching
profession and in accordance with the criteria set out in the
Liverpool Hope ITE Partnership Agreement*
Headteacher Signature: ................................................................................................................................................
Chair of Governors Signature: .....................................................................................................................................
Date: ................................................................................................................................................................................
We, at Liverpool Hope University, pledge our commitment to working in partnership with you
Dr Jane MooreHead of School
Dr Jane MooreHead of School
*The Partnership Agreement can be found on the ITE Partnership Moodle
12
Ap
pen
dix
2
QA
of
Pro
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ffec
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sed
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a po
sitiv
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pact
on
stud
ents
’ pro
gres
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2Th
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file
has
been
use
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3M
ento
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velo
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and
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by
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the
qual
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f les
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obse
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form
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taki
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obse
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11(ii
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out
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eval
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12Th
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13
Live
rpo
ol H
op
e U
niv
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- E
valu
ati
on
Cri
teri
a f
or
Sch
oo
ls (
Pri
ma
ry)
All
Sch
ools
wit
hin
the
Par
tner
ship
sha
re: a
com
mit
men
t to
Exc
elle
nce
in IT
E a
nd t
o de
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ping
goo
d or
out
stan
ding
Hop
e Te
ache
rs “
who
tak
e a
full
part
in
prof
essi
onal
sch
ool l
ife
and
teac
h w
ith
‘mor
al p
urpo
se, t
he w
hole
chi
ld’.
(O
FSTE
D 2
012)
Lead
Par
tner
ship
Sch
ool/
Pro
fess
iona
l Le
arni
ng S
etti
ngE
mbe
dded
Par
tner
ship
Sch
ool/
P
rofe
ssio
nal L
earn
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Set
ting
Par
tner
ship
Sch
ool/
Pro
fess
iona
l Le
arni
ng S
etti
ngS
uppo
rtin
g E
vide
nce
in
prep
arat
ion
for
IM V
isit
Inte
rnal
Mod
erat
or
Sum
mar
y of
Dis
cuss
ion
Sch
ool-
Bas
ed T
rain
ing
oppo
rtun
itie
s
• F
ollo
win
g a
com
preh
ensi
ve in
duct
ion,
with
in
the
who
le s
choo
l an
appr
opria
te, p
rogr
essi
ve
timet
able
is c
reat
ed a
nd is
per
sona
lised
to
the
trai
nees
’ nee
ds.
• T
rain
ees
part
icip
ate
in e
xcel
lent
qua
lity
trai
ning
acr
oss
all o
f the
sch
ool’s
key
sta
ges.
• T
he t
rain
ee e
ntitl
emen
t is
alw
ays
met
and
, at
tim
es, e
xcee
ded,
with
a p
ositi
ve im
pact
on
out
com
es fo
r tr
aine
es a
nd p
upils
.
• T
rain
ees
have
reg
ular
opp
ortu
nitie
s to
gai
n kn
owle
dge
of t
he w
ider
sch
ool’s
wor
kfor
ce
and
links
with
out
side
bod
ies.
• T
rain
ees
have
reg
ular
opp
ortu
nitie
s to
att
end
who
le s
choo
l mee
tings
and
sta
ff t
rain
ing
and
thei
r co
ntrib
utio
ns a
re v
alue
d.
• F
ollo
win
g an
app
ropr
iate
, ind
uctio
n to
the
sch
ool a
pro
gres
sive
tim
etab
le is
cre
ated
.
• T
rain
ees
part
icip
ate
in h
igh
qual
ity
trai
ning
acr
oss
all o
f the
sch
ool’s
ke
y st
ages
.
• T
he t
rain
ee e
ntitl
emen
t is
alw
ays
met
.
• T
rain
ees
have
reg
ular
opp
ortu
nitie
s to
gai
n kn
owle
dge
of t
he w
ider
life
of
the
sch
ool /
sch
ool’s
wor
kfor
ce.
• T
rain
ees
have
reg
ular
opp
ortu
nitie
s to
att
end
who
le s
choo
l mee
tings
an
d st
aff t
rain
ing.
• A
n in
duct
ion
to t
he s
choo
l tak
es
plac
e.
• A
n ap
prop
riate
, pro
gres
sive
tim
etab
le is
pro
vide
d.
• T
rain
ees
part
icip
ate
in t
rain
ing.
• T
he t
rain
ee e
ntitl
emen
t is
met
.
Sch
ool’s
str
ateg
ic in
volv
emen
t w
ith
LHU
• A
ctiv
ely
part
icip
ates
in P
artn
ersh
ip
Com
mitt
ees
and
wor
king
gro
ups.
• Is
invo
lved
in S
elec
tion
and
Inte
rvie
win
g.
• C
onsi
sten
tly p
artic
ipat
es in
and
con
trib
utes
to
Par
tner
ship
eve
nts
incl
udin
g cl
uste
r m
eetin
gs a
nd/o
r U
nive
rsity
bas
ed s
essi
ons.
• R
igor
ousl
y ev
alua
tes
all a
spec
ts o
f pro
visi
on
ensu
ring
that
feed
back
con
trib
utes
to
impr
ovem
ent
plan
ning
.
• Is
fully
com
mitt
ed a
nd im
plem
ents
all
area
s of
the
LH
U p
ledg
e, s
harin
g its
pra
ctic
e w
ith
othe
r pa
rtne
r sc
hool
s.
• Is
will
ing
to b
e in
volv
ed in
Sel
ectio
n an
d In
terv
iew
ing.
• C
onsi
sten
tly p
artic
ipat
es in
Pa
rtne
rshi
p ev
ents
incl
udin
g cl
uste
r m
eetin
gs.
• R
egul
arly
eva
luat
es a
ll as
pect
s of
pr
ovis
ion
ensu
ring
that
feed
back
co
ntrib
utes
to
impr
ovem
ent
plan
ning
.
• H
as im
plem
ente
d as
pect
s of
the
LH
U p
ledg
e.
• P
artic
ipat
es in
par
tner
ship
eve
nts
and
eval
uatio
n.
• H
as a
gree
d to
the
prin
cipl
es o
f the
LH
U p
ledg
e.
Con
tinue
d ov
erle
af
14
Men
tor
Kno
wle
dge
and
Trai
ning
• T
he P
rofe
ssio
nal L
earn
ing
Coo
rdin
ator
and
al
l Cla
ss M
ento
rs (
CM
s) h
ave
been
tra
ined
an
d de
mon
stra
te a
n ex
celle
nt k
now
ledg
e of
th
eir
role
s in
dev
elop
ing
trai
nees
to
beco
me
good
or
outs
tand
ing
trai
nees
The
PLC
and
C
Ms
mak
e ef
fect
ive
use
of o
ppor
tuni
ties
to
upda
te t
heir
men
torin
g kn
owle
dge
and
skill
s.
• T
he P
rofe
ssio
nal L
earn
ing
Coo
rdin
ator
and
Cla
ss M
ento
rs
have
bee
n tr
aine
d an
d de
mon
stra
te
a se
cure
kno
wle
dge
of t
heir
role
s in
dev
elop
ing
good
or
outs
tand
ing
trai
nees
.
• T
he P
LC a
nd C
Ms
som
etim
es m
ake
use
of o
ppor
tuni
ties
to u
pdat
e th
eir
men
torin
g kn
owle
dge
and
skill
s.
• T
he P
rofe
ssio
nal L
earn
ing
Coo
rdin
ator
and
som
e C
lass
M
ento
rs h
ave
been
tra
ined
and
are
aw
are
of t
heir
role
in r
elat
ion
to
supp
ortin
g tr
aine
es.
Exp
erti
se o
f th
e P
rofe
ssio
nal L
earn
ing
Coo
rdin
ator
in t
rain
ing,
ass
essm
ent
and
Qua
lity
Ass
uran
ce
• L
eads
a p
lann
ed p
rogr
amm
e of
Indu
ctio
n ac
tiviti
es fo
r al
l tra
inee
s, w
hich
is r
egul
arly
ev
alua
ted.
• L
eads
a r
egul
ar p
rogr
amm
e of
sch
ool-
led
sess
ions
tha
t m
ake
use
of s
peci
alis
t kn
owle
dge
from
with
in o
r be
yond
th
e sc
hool
’s w
orkf
orce
and
whi
ch is
sy
stem
atic
ally
eva
luat
ed a
nd r
evie
wed
to
prom
ote
high
qua
lity
outc
omes
.
• H
as r
obus
t Q
A p
roce
dure
s in
pla
ce w
hich
en
sure
hig
h qu
ality
men
torin
g ba
sed
on t
he
crite
ria s
et o
ut b
elow
.
• U
nder
take
s co
llabo
rativ
e ac
tiviti
es w
ith C
Ms
and
is t
hus
fully
aw
are
of a
ll C
M s
tren
gths
an
d ar
eas
for
deve
lopm
ent.
See
ks w
ays
of a
ddre
ssin
g th
ese
thro
ugh
a ra
nge
of
stra
tegi
es/s
uppo
rt.
• M
eets
with
tra
inee
s an
d C
Ms,
nor
mal
ly a
t re
view
poi
nts,
to
colla
bora
tivel
y re
view
and
se
t ta
rget
s, b
ased
on
a fu
ll un
ders
tand
ing
of
trai
nees
’ nee
ds.
• Is
fully
aw
are
of t
he im
port
ance
of e
arly
id
entifi
catio
n of
issu
es a
nd a
ctio
n fo
r tr
aine
es. R
aise
s N
otic
e to
Impr
ove
inde
pend
ently
and
is c
onfid
ent
in fo
llow
ing
the
LHU
impl
emen
tatio
n pr
oced
ures
.
• L
eads
a p
lann
ed p
rogr
amm
e of
In
duct
ion
for
all t
rain
ees.
• L
eads
a r
egul
ar p
rogr
amm
e of
S
choo
l led
ses
sion
s, w
hich
mak
e us
e of
spe
cial
ist
know
ledg
e fr
om
amon
gst
the
scho
ol’s
wor
kfor
ce
and
is r
espo
nsiv
e to
tra
inee
nee
ds.
• H
as Q
A p
roce
dure
s in
pla
ce w
hich
en
sure
hig
h qu
ality
men
torin
g ba
sed
on t
he c
riter
ia s
et o
ut b
elow
.
• H
as s
ecur
e kn
owle
dge
of t
rain
ees’
pr
ogre
ss a
nd s
uppo
rts
CM
s in
pe
rson
alis
ing
prov
isio
n to
mee
t th
eir
need
s.
• Is
aw
are
of C
M s
tren
gths
and
ar
eas
for
deve
lopm
ent
for
qual
ity
assu
ranc
e pu
rpos
es a
nd s
hare
s be
st p
ract
ice.
• Is
fully
aw
are
of t
he im
port
ance
of
early
iden
tifica
tion
of is
sues
and
ac
tion
for
trai
nees
. Rai
ses
Not
ice
to Im
prov
e in
depe
nden
tly a
nd is
co
nfide
nt in
follo
win
g th
e LH
U
impl
emen
tatio
n pr
oced
ures
.
• L
eads
a p
rogr
amm
e of
Indu
ctio
n ac
tiviti
es fo
r al
l tra
inee
s.
• L
eads
a p
rogr
amm
e of
Sch
ool l
ed
sess
ions
for
all t
rain
ees.
• M
onito
rs t
he p
rogr
ess
of t
rain
ees.
• M
onito
rs t
he w
ork
of C
Ms
base
d on
the
crit
eria
bel
ow.
• Is
fully
aw
are
of t
he im
port
ance
of
early
iden
tifica
tion
of is
sues
and
ac
tion
for
trai
nees
. Rai
ses
Not
ice
to Im
prov
e an
d fo
llow
s th
e LH
U
impl
emen
tatio
n pr
oced
ures
.
15
Pro
fess
iona
l Tut
or C
omm
ents
(if
req
uire
d)In
tern
al M
oder
ator
Prin
t N
ame:
...…
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
…
Sig
n N
ame:
...…
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
…
Ove
rall,
I ag
ree/
disa
gree
tha
t th
e sc
hool
’s s
elf-
eval
uatio
n is
rob
ust
and
that
the
ir D
escr
iptio
n of
par
tner
ship
is a
ccur
ate.
Prin
t N
ame:
...…
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
…
Sig
n N
ame:
...…
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
…
16
Act
ion
Pla
n f
or
Dev
elo
pm
en
t
Nam
e of
Sch
ool:
……
……
……
……
……
……
..……
… P
PT:
……
….…
……
……
……
……
……
……
... P
LC: …
……
…..…
……
……
……
……
.……
……
Inte
rnal
Mod
erat
or (
if ap
plic
able
): …
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
…...
......
......
……
……
……
.
Str
engt
hsC
omm
ents
Are
as f
or D
evel
opm
ent
Act
ion
Res
ourc
es/S
uppo
rt N
eeds
Dea
dlin
e/R
evie
w d
ate
Suc
cess
1. 2. 3. Add
itio
nal i
ssue
s ra
ised
by
Inte
rnal
Mod
erat
or
17
<INSERT SCHOOL ADDRESS>
30th September 2015
Dear <INSERT NAME OF HEAD TEACHER>,
NOTICE OF INTERNAL MODERATION VISIT
The next Internal Moderation exercise at Liverpool Hope University will begin w/c Monday 27th April 2015.
Your school has been selected to take part in this round of moderation and will be visited on:<INSERT DATE AND TIME>
Your Internal Moderator will be:<INSERT NAME OF MODERATOR>
School visits, undertaken by moderators to sample the quality of this aspect of partnership working, take place throughout the academic year. Schools are reviewed at the end of each academic year and this information is used to determine which schools are visited. All schools however, will be visited over time through a rolling programme of sampling visits. The focus of the visit will be to test out and discuss aspects of the QA of Professional Learning Self Evaluation and to give schools an opportunity to give us feedback.
School will be paid a contribution to supply cover at the rate of £70 for a single morning or afternoon session or £140 for a full day. This payment will support the release of the Professional Learning Coordinator/Student Mentor to meet with the Internal Moderator.
Please find enclosed the Internal Moderation Framework and a copy of the QA of Professional Learning Self Evaluation so that you can prepare for the visit.
Best wishes,
Louise Daley MA; BA (Hons) Partnership Administration and Support Manager
School of Teacher EducationFaculty of Education, EDEN Building, Liverpool Hope University, Hope Park, Liverpool, L16 9JD
T: 0151 291 2044/3062 E: [email protected]
Appendix 3Notice of Internal Moderation Visit
18
This agenda is for illustration purposes; the format is flexible and can be adjusted to suit the type of visit.
<INSERT NAME OF HEAD TEACHER>,<INSERT SCHOOL ADDRESS>
<INSERT DATE AND TIME OF VISIT><INSERT NAME OF MODERATOR><INSERT TYPE OF VISIT (Notice to Improve; Trainee Sampling; Partnership Visit)
INTERNAL MODERATION VISIT – EXEMPLAR AGENDA
1. Meeting with Head Teacher/Professional Learning Coordinator
2. Discussion around QA of Professional Learning Self Evaluation; Trainee Induction; School Evaluations
3. Meet with trainees placed at school and scrutinise a sample of Hope Teacher Profiles
4. Conduct a trainee observation in conjunction with the PLC/Class Mentor
5. Meet NQTs and discuss progress, targets and areas for support
6. Complete the QA of Professional Learning Self Evaluation with the Head Teacher/PLC
School of Teacher EducationFaculty of Education, EDEN Building, Liverpool Hope University, Hope Park, Liverpool, L16 9JD
T: 0151 291 2044/3062 E: [email protected]
Appendix 4Internal moderation visit – exemplar agenda
19
Appendix 5Primary Partnership and Trainee Placement Moderation Form
Part A: Partnership Moderation (linked to Self Evaluation [Yellow Form])
Name of Internal Moderator:
Name of School:
Is the school deemed to be in challenging circumstances (Pupil Premium is at least 25%)?
Yes: No:
Date of Moderation visit:
Evidence Base – Partnership Self Evaluation Form (Yellow Form)
Please indicate who you spoke with during the visit
Headteacher Trainee(s)
Professional Learning Coordinator NQT(s)
Mentor/Class Teacher Pupils
Other
Are there any changes to information provided that the partnership team need to be aware of, e.g new Headteacher, name of PLC, NQTs:
Comments from the school regarding LHU partnership:
Has the school requested any support from LHU?
Areas of best practice worth sharing:
Overall comments on LHU and School Partnership:
Signed: ............................................................................................. (Internal Moderator)
20
Part B: Primary Trainee Placement Sampling Moderation (if applicable)
Name of Internal Moderator:
Trainee Name: Trainee ID Course and Year/Subject
Name of School:
Date of Moderation visit:
Evidence Base, moderated against the 2012 Standards and Hope’s Assessment Descriptors
Yes No N/A
Observation forms and weekly reviews seen
Trainee receives constructive feedback on their teaching which has a positive impact on their progress to becoming a good or outstanding teacher
Weekly reviews refer to the Training Plan and are used to secure trainee’s progress
Review form completed by school (if applicable)
Hope Teacher Profile seen
Planning/Evaluations file seen, including observation and progress over time
Assessment file seen
Discussion with PPT took place
Discussion with PLC/Mentor took place
Moderation of Professional Standards
Yes No N/A
Did you conduct a joint observation?
Did the school mentor’s judgement make appropriate and accurate use of the assessment criteria?
Is the level of grades consistent across the range of schools visited?
Is the level of support offered to students by the school appropriate?
Please circle agreed overall lesson grade
1 2a 2b 3 4
Please circle agreed PPL grade at time of visit
1 2 3 4
21
Quality of Training Indicators
Trainee demonstrates good subject and curriculum knowledge
Observation Professional Files Discussion
Comment
Trainee demonstrates good phase expertise Observation Professional Files Discussion
Comment
Trainee demonstrates the ability to use a range of teaching and learning strategies to good effect.
Observation Professional Files Discussion
Comment
Trainee can accurately assess pupil progress Observation Professional Files Discussion
Comment
22
Trainee uses assessment evidence to ensure all learners make at least expected progress
Observation Professional Files Discussion
Comment
Trainee is confident and positive in managing behaviour and discipline in line with school policy and ethos
Observation Professional Files Discussion
Comment
Good quality oral and written feedback is used to set well-focused developmental targets that support trainee to improve their practice.
Observation Professional Files Discussion
Comment
Assessment of trainee is accurate and consistent. Observation Professional Files Discussion
Comment
Signed: ................................................................................... (Professional Learning Coordinator)
Signed: ................................................................................... (Professional Tutor)
Signed: ................................................................................... (Internal Moderator)
23
Name of Internal Moderator:
Student Name: Student ID Course and Year/Subject
Name of School:
Date of Moderation visit:
NATURE OF ISSUE(s): as alerted through Notice to Improve
Poor interaction with peers/colleagues Poor professional qualities(see Professional Standards)
Poor subject knowledge Poor planning
Poor relationships / engagement with pupils
Poor classroom management
Other (please specify below) Lack of punctuality/poor attendance
Poor engagement with course/attitude
Evidence Base, moderated against the 2012 Standards and Hope’s Assessment Descriptors
Did you access the following information Yes No N/AObservation forms and weekly reviews
Notice to Improve Sections A, B and C
Arrangements for School Visits?
Review form completed by school
Discussion with student
PPPD file
Planning/Evaluations file
Assessment file
Discussion with PPT
Discussion with PLC/Mentor
Moderation of Professional Standards
Yes No N/A
Did you conduct a joint observation?
Did the school mentor’s judgement make appropriate and accurate use of the assessment criteria?Is the level of grades consistent across the range of schools visited?
Is the level of support offered to students by the school appropriate?
Appendix 6Notice to Improve Moderation Form
24
Please provide comment and/or recommendations regarding Notice to Improve and moderation of professional standards.
Signed: ................................................................................... (Professional Learning Coordinator)
Signed: ................................................................................... (Professional Tutor)
Signed: ................................................................................... (Internal Moderator)
Teachers’ Standards 2012 Evidence:
T1 Set high expectations which inspire, motivate and challenge pupils
T2 Promote good progress and outcomes by pupils
T3 Demonstrate good subject and curriculum knowledge
T4 Plan and teach well-structured lessons
T5 Adapt teaching to respond to the strengths and needs of all pupils
T6 Make accurate and productive use of assessment
T7 Manage behaviour effectively to ensure a good and safe learning environment
T8 Fulfil wider professional responsibilities
P1 Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
P2Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
P3Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
25
Appendix 7Lead Internal Moderator Report
SECTION A:
Name of Lead Internal Moderator:
Names of Moderators involved in moderation:
Overview of Provision Observed by Internal Moderators
Number of partnership and trainee sampling visits:
Number of Notice to Improve visits:
Number of lessons observed:
Comments regarding procedures, availability of information or documentation
26
SECTION B:
In this section you are asked to provide additional comment on key aspects associated with the quality of the student experience within the partnership. Comments could include:
· The arrangements in place between the University and its Partner Schools and relationships across the partnership
· The strengths and weaknesses of the students’ teaching with respect to knowledge, conceptual grasp or application of skills
· Areas of good practice and innovation in mentoring which you have observed and which it would be valuable to draw to the attention of the wider partnership and to external audiences
· Recommendations you wish to make to enhance the student learning experience on the programme
· Recommendations you wish to make regarding the moderation process
27
SECTION C:
Overview of Term of Office (where appropriate)
On completion of your term of office, please provide an overview, including any recommendations you wish to make.
OFFICE USE
Date report submitted to Partnership Manager
Date report submitted to Primary Steering Committee
Date report submitted to Faculty Board
28
Appendix 8Summary of Internal Moderation Visits
Name of Internal Moderator:
Schools visited:
Number of Notice to Improve visits:
Schools involved:
Name of School:
Meeting with Head Teacher/Professional Learning Coordinator? YES NO
Discussion around QA of Professional Learning Self Evaluation; Trainee Induction; School Evaluations? YES NO
Complete the QA of Professional Learning Self Evaluation with the Head Teacher/PLC? YES NO
Meet with trainees placed at school and scrutinise a sample of Hope Teacher Profiles? YES NO
Conduct a trainee observation in conjunction with the PLC/Class Mentor? YES NO
Meet NQTs and discuss progress, targets and areas for support? YES NO
Name of School:
Meeting with Head Teacher/Professional Learning Coordinator? YES NO
Discussion around QA of Professional Learning Self Evaluation; Trainee Induction; School Evaluations? YES NO
Complete the QA of Professional Learning Self Evaluation with the Head Teacher/PLC? YES NO
Meet with trainees placed at school and scrutinise a sample of Hope Teacher Profiles? YES NO
Conduct a trainee observation in conjunction with the PLC/Class Mentor? YES NO
Meet NQTs and discuss progress, targets and areas for support? YES NO
29
Name of School:
Meeting with Head Teacher/Professional Learning Coordinator? YES NO
Discussion around QA of Professional Learning Self Evaluation; Trainee Induction; School Evaluations? YES NO
Complete the QA of Professional Learning Self Evaluation with the Head Teacher/PLC? YES NO
Meet with trainees placed at school and scrutinise a sample of Hope Teacher Profiles? YES NO
Conduct a trainee observation in conjunction with the PLC/Class Mentor? YES NO
Meet NQTs and discuss progress, targets and areas for support? YES NO
Name of School:
Meeting with Head Teacher/Professional Learning Coordinator? YES NO
Discussion around QA of Professional Learning Self Evaluation; Trainee Induction; School Evaluations? YES NO
Complete the QA of Professional Learning Self Evaluation with the Head Teacher/PLC? YES NO
Meet with trainees placed at school and scrutinise a sample of Hope Teacher Profiles? YES NO
Conduct a trainee observation in conjunction with the PLC/Class Mentor? YES NO
Meet NQTs and discuss progress, targets and areas for support? YES NO
Name of School:
Meeting with Head Teacher/Professional Learning Coordinator? YES NO
Discussion around QA of Professional Learning Self Evaluation; Trainee Induction; School Evaluations? YES NO
Complete the QA of Professional Learning Self Evaluation with the Head Teacher/PLC? YES NO
Meet with trainees placed at school and scrutinise a sample of Hope Teacher Profiles? YES NO
Conduct a trainee observation in conjunction with the PLC/Class Mentor? YES NO
Meet NQTs and discuss progress, targets and areas for support? YES NO
30
Your Moodle Login has changed
From 2015/2016 your Liverpool Hope UniversityMoodle login will be:
Username: partnershipPassword: LivHope@1516
You can log in at:https://moodle.hope.ac.uk
Appendix 9Summary of Internal Moderation Visits
31