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Free teaching resources
Introduction At ETC we are committed to providing the highest quality education, training and consultancy. As part of that commitment, we have included free teaching and learning related resources and links. This should provide you with an initial taster as to the quality and range of resources we utilise in our teaching programme development and delivery. TEACHING, LEARNING AND ASSESSMENT  One of the leading authorities for teaching, learning and assessment in the Further Education sector is Geoff Petty. The  most impressive thing about his publications is the ability to condense, simplify and explain complex theories and research  and present them in a format that is easy to follow, practical and engaging. Geoff Petty’s current publications include: Teaching Today: a Practical Guide (2009), Nelson Thorne, ISBN 9781408504154 Evidence-Based Teaching: A Practical Approach (2009), Nelson Thorne, ISBN 9781408504529 Geoff Petty has published a range of resources that are free to download from his website: http://geoffpetty.com/ Geoff Petty’s books and resources are authoritative and in frequent use in the further education sector. They are also useful for higher education and professional education. We consider them to be essential reading for teaching programmes, such  as PTLLS, CTLLS and DTLLS and the recently developed teaching qualifications (i.e. the Award, Certificate and Diploma in Education and Training). Professor John Hattie is well known for his research into Effect Size (i.e. measuring the influences on student learning) and evidence-based teaching and learning. His publications are not the most accessible for new teachers, but influential, nevertheless. One such example is the following publication: Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2008), Routledge, ISBN 9780415476188 For more information about John Hattie, click here Recommended reading: INSPECTION, REVIEW AND ACCREDITATION As a teacher or coordinator, you will be subject to one of the inspection, review or accreditation bodies and their requirements outlined below. Ofsted If you currently work or intend to work in the public sector, such as an FE College or a publicly funded private training provider then you are likely to be subject to Ofsted Inspection. The latest framework for inspection was published in 2012 (and entitled Handbook for the inspection of further education and skills (2012)) and was applied since September 2012.  Notable features of the framework is the increased emphasis on learning and teaching and the embedding of equality and  diversity across all the aspects of the inspection. Since the revised Common Inspection Framework 2009, the inspection has required providers to supply evidence that their plans, policies, procedures and practices have led or contributed to the  outcomes and impact they are claiming in their self assessment reports. The latst version of the inspection framework (updated in July 2013) can be downloaded here or by clicking here. ISI Educational Oversight (ISI EO) In the private sector, providers delivering predominantly further education or English programmes are regulated by the  Independent Schools Inspectorate (ISI). The inspection framework is a streamlined version of the Ofsted inspection  framework, although the emphasis on learning, teaching, assessments and learner outcomes remains on par with Ofsted inspections, in our opinion. The window for applications for an ISI EO inspection tends to open each summer for inspection the following year. The  inspection framework (entitled Framework for the Educational Oversight of Private Further Education and English Language Colleges) is updated every January. Once an application for ISI EO inspection is submitted and accepted, the provider gains access to a range of documents not available in the public domain, including a copy of the key forms to be used by the inspectors, questions to be asked of all stakeholders and questionnaires for completion by staff and students. The inspection lasts approximately three days, with a briefing visit by the lead inspector a few days prior to inspection. The Principal remains the main point of contact throughout the process. Like the Ofsted inspection framework, the focus remains on triangulating the evidence base and assessing the accuracy of the self-evaluation report drafted by the provider. Inspection is with three weeks’ notice and lesson observations are normally scheduled for each day of the inspection. For further information, click here. We provide consultancy on preparation for ISI EO inspection. QAA Review The Quality Assurance Agency (QAA) reviews a wide range of providers in the public and private sectors. In the public sector, the QAA reviews further education colleges providing higher education programmes. This is normally under its Integrated Quality and Enhancement Review (IQER) methodology. It also reviews universities. In the private sector it undertakes two kinds of review. The first is Review for Education Oversight (REO), which is based on QAA IQER and the Review for Specific Course Designation (RSCD), which is based on the REO method and focuses on colleges that already access or intend to access public funding in the form of Student Loans and intend to have some of their higher education programmes specifically designated for this purpose. As with the ISI EO, the window for applications opens in the summer for review the following year. However, unlike the ISI EO application, it requires a 1,000 word mini self- evaluation, which is used for application eligibility purposes only, there are strict time frames, with longer lead times and greater emphasis is placed on the self-evaluation document (SED) and quality assurance systems and processes, with no observation of teaching and learning. The review handbooks are updated annually and can be found on the the QAA website. There is extensive scrutiny of systems, plans, policies, procedures and practices, with a focus on the UK Quality Code for Higher Education and the extent to which the provider is engaging with this. As with the ISI EO process, there is triangulation of the evidence base, with a series of interviews with stakeholders, in particular learners. The SED forms the backbone of the review process and is considered a more fundamental document than in the ISI EO. Politically, the Government appears to be moving away from ISI and moving towards QAA for educational oversight. This is most evident in the RSCD methodology, where ISI EO only leads to partial exemption from QAA Review, using the RSCD method, whereas a QAA REO provides exemption from any further review for specific course designation. We provide consultancy on preparation for QAA REO and QAA RSCD. BAC inspection (Stages 1-3) For the purposes of ESOL, citizenship, further education and higher education programmes and student visitor visas, a private provider must be accredited by a recognised accreditation body. The British Accreditation Council (BAC) is one of the longest established accreditation bodies after British Council (which focuses on accrediting providers for their English courses). It is mentioned several times in government publications and its approach, in our opinion, is more rigorous than many other accreditation bodies. Since September 2012, it has introduced self-evaluation at stage 2 and 3 inspections. Inspection at Stage 3 of the process is invasive. It involves lesson observations and triangulating the evidence base. The process is robust, especially if it is the first inspection a new provider has undertaken (which is normally the case, since eligibility for both ISI EO and QAA REO and RSCD is a one year track record of delivering further or higher education programmes respectively. The focus with BAC, as with ISI and QAA is on continuous quality improvement. For further information click here. We provide consultancy on preparation for BAC inspection (stages 1- 3). British Council (BC) British Council provides accreditation for providers that specialise in English language. The inspection process is rigorous and robust. Approximately one third of applicants fail to secure BC accreditation on first attempt. Where accreditation is not gained a provider normally has to wait 12 months before re-applying for accreditation. As with ISI and QAA, but unlike BAC, applicants must demonstrate a one year track record of delivering programmes; in this case English provision, and must have a range of structures and systems in place, including an academic manager for English courses that is DipTESOL qualified or its equivalent. For further information, click here.   UNDER DEVELOPMENT
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