The document describes proposed changes to Version 7 of the EAQUALS language school inspection scheme. It aims to streamline the scheme to reduce paperwork and make it more clear and competitive. Key changes include revising the categories inspected to reflect modern student and school needs, reducing the number of criteria, and simplifying various documents like the manual, application forms, and inspection reports. The new format emphasizes clear executive summaries and focuses verification and recommendations together for each criteria. The goal is to launch an improved inspection scheme in April 2014 after further refinement.
Developing an international quality assessment framework v0.6 290416Simon Berney-Edwards
This paper was written for a 2016 conference on the quality assessment of Library and Information Science Education. It considers the challenges and opportunities in developing an international framework with the aim of achieving better parity between accreditation standards employed by Library Associations, promoting best practice and delivering greater work mobility for students.
Presentation v7 to inspectors nov 2013 (Susanna Dammann)eaquals
Susanna Dammann and the Version 7 Working Group will give an overview of the new inspection scheme categories and criteria and the rationale behind them; the new Report Template; the new Manual
Impact of SA process on Quality Improvement in HEIsMd. Nazrul Islam
After completion of the presentation, the participants will be able to know the :
- Introduction and background of SA
- Purpose of SA Process
- Quality Assurance in Higher Education of Bangladesh
- Self-Assessment Process at the program level
- IQAC at SAU
- Conclusion
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA.
Developing an international quality assessment framework v0.6 290416Simon Berney-Edwards
This paper was written for a 2016 conference on the quality assessment of Library and Information Science Education. It considers the challenges and opportunities in developing an international framework with the aim of achieving better parity between accreditation standards employed by Library Associations, promoting best practice and delivering greater work mobility for students.
Presentation v7 to inspectors nov 2013 (Susanna Dammann)eaquals
Susanna Dammann and the Version 7 Working Group will give an overview of the new inspection scheme categories and criteria and the rationale behind them; the new Report Template; the new Manual
Impact of SA process on Quality Improvement in HEIsMd. Nazrul Islam
After completion of the presentation, the participants will be able to know the :
- Introduction and background of SA
- Purpose of SA Process
- Quality Assurance in Higher Education of Bangladesh
- Self-Assessment Process at the program level
- IQAC at SAU
- Conclusion
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA.
An overview on the National Board of Accreditation (NBA). This slide presentation covers the basic steps of accreditation and the assessment criteria of the NBA. Outcome Based Education (OBE) is also mentioned accordingly.
Gateway Qualifications - Changes to Entry level qualificationsRachel Irvine
Following a consultation with centres, we are updating our suite of Entry Level qualifications to further support the progression of learners with SEND.
Take a look at our webinar that prepares you for any changes and explains what we are doing and how we came to these decisions.
This webinar is open to anyone with a keen interest in Entry Level, no matter who you may be delivering with. Centres already approved to deliver Entry level qualifications with Gateway Qualifications are encouraged to attend to learn about changes you may need to prepare for – we’re on hand to help!
Version 7 of the inspection scheme and the e-learning schemeeaquals
Susanna Dammann and Tim Goodier, Chair of the E-Learning Working Group, will present the work of the project groups which are updating the general inspection scheme and designing a scheme to accredit e-learning.
Discussion regarding the ability to accelerate students by reducing the amount of time, number of developmental credits, and number of courses in the developmental sequence so students can be successful in a college level course. Accelerated learning will require a curriculum redesign.
This presentation was developed by the California Technology Assistance Project Program Management Committee, under the direction of the Online Learning Collaborative Subcommittee of the California County Superintendents Educational Service Agency.
This workshop is designed for schools and districts that are making decisions about the types of content to purchase for online courses, and evaluating content providers for best fit. This outline provides the training agenda, with notes about time and process. This workshop is designed for 3 hours, but could be adjusted to be shorter or longer based on district needs.
Champlain College AAEEBL 2014 PresentationEllen Zeman
Session Title: What Goes Around Comes Around: Student-Teacher Feedback Loop Informs Curricular Change (TH83)
Presenters: Kathryn Leo-Nyquist Zone & Ellen Zeman, Champlain College
Date: Thursday, July 31, 2014
Location: AAEEBL Annual Conference, Boston
Session Description:
Students in Champlain’s teacher education programs build a licensure ePortfolio to demonstrate proficiency in content knowledge and pedagogy as well as proficiency in standards set for Vermont educators. ePortfolio gives us flexibility to map learning outcomes to evolving state teaching standards and continuously informs us of the effectiveness of our teacher preparation program. The student-teacher feedback loop nurtures students’ awareness of their own learning.
Magic in A Midsummer Night's Dream, by Luis Prada and Sergio Prieto. IES Pedro Floriani, Redondela, Interdepartamental Project 2015-16. Department of Philosophy, Department of English
An overview on the National Board of Accreditation (NBA). This slide presentation covers the basic steps of accreditation and the assessment criteria of the NBA. Outcome Based Education (OBE) is also mentioned accordingly.
Gateway Qualifications - Changes to Entry level qualificationsRachel Irvine
Following a consultation with centres, we are updating our suite of Entry Level qualifications to further support the progression of learners with SEND.
Take a look at our webinar that prepares you for any changes and explains what we are doing and how we came to these decisions.
This webinar is open to anyone with a keen interest in Entry Level, no matter who you may be delivering with. Centres already approved to deliver Entry level qualifications with Gateway Qualifications are encouraged to attend to learn about changes you may need to prepare for – we’re on hand to help!
Version 7 of the inspection scheme and the e-learning schemeeaquals
Susanna Dammann and Tim Goodier, Chair of the E-Learning Working Group, will present the work of the project groups which are updating the general inspection scheme and designing a scheme to accredit e-learning.
Discussion regarding the ability to accelerate students by reducing the amount of time, number of developmental credits, and number of courses in the developmental sequence so students can be successful in a college level course. Accelerated learning will require a curriculum redesign.
This presentation was developed by the California Technology Assistance Project Program Management Committee, under the direction of the Online Learning Collaborative Subcommittee of the California County Superintendents Educational Service Agency.
This workshop is designed for schools and districts that are making decisions about the types of content to purchase for online courses, and evaluating content providers for best fit. This outline provides the training agenda, with notes about time and process. This workshop is designed for 3 hours, but could be adjusted to be shorter or longer based on district needs.
Champlain College AAEEBL 2014 PresentationEllen Zeman
Session Title: What Goes Around Comes Around: Student-Teacher Feedback Loop Informs Curricular Change (TH83)
Presenters: Kathryn Leo-Nyquist Zone & Ellen Zeman, Champlain College
Date: Thursday, July 31, 2014
Location: AAEEBL Annual Conference, Boston
Session Description:
Students in Champlain’s teacher education programs build a licensure ePortfolio to demonstrate proficiency in content knowledge and pedagogy as well as proficiency in standards set for Vermont educators. ePortfolio gives us flexibility to map learning outcomes to evolving state teaching standards and continuously informs us of the effectiveness of our teacher preparation program. The student-teacher feedback loop nurtures students’ awareness of their own learning.
Magic in A Midsummer Night's Dream, by Luis Prada and Sergio Prieto. IES Pedro Floriani, Redondela, Interdepartamental Project 2015-16. Department of Philosophy, Department of English
AMND15 Gender issues in A Midsummer Night's Dream, by Alba Campos and Jesús Fernández. IES Pedro Floriani, Redondela, Interdepartamental Project 2015-16. Department of Philosophy, Department of English
The law of Athens in A Midsummer Night's Dream, by Mateo Orege and David Vilaboa. IES Pedro Floriani, Redondela, Interdepartamental Project 2015-16. Department of Philosophy, Department of English
Wilt u graag vol zelfvertrouwen en met de nodige rust voor een groep spreken? Uw stem, taal en gebaren op overtuigende wijze kunnen gebruiken tijdens een presentatie? Er voor zorgen dat uw boodschap blijft hangen bij het publiek? Kortom: wilt u succesvol een uiteenzetting geven voor een groep?
The love potion in A Midsummer Night's Dream, by María Lago and Ana Misa. IES Pedro Floriani, Redondela, Interdepartamental Project 2015-16. Department of Philosophy, Department of English
Introduction To Multilevel Association Rule And Its MethodsIJSRD
Association rule mining is a popular and well researched method for discovering interesting relations between variables in large databases. In this paper we introduce the concept of Data mining, Association rule and Multilevel association rule with different algorithm, its advantage and concept of Fuzzy logic and Genetic Algorithm. Multilevel association rules can be mined efficiently using concept hierarchies under a support-confidence framework.
Magic in A Midsummer Night's Dream, by Carla Alonso and Ibtissam Moukhass. IES Pedro Floriani, Redondela, Interdepartamental Project 2015-16. Department of Philosophy, Department of English
In 9 stappen leren de Dinobusters je slimmer werken. De Dinobusters Nancy De Vogelaere en Elke Wambacq hebben jarenlange ervaring in leidinggeven, coaching en het bouwen van innovatieve arbeidsorganisaties.
Hoe gebruik je social media (Facebook, Twitter…) wanneer je een job zoekt en waar letten rekruteerders op als ze online informatie opzoeken over sollicitanten? Bewust bezig zijn met je online profiel is dan ook een must geworden, als je die droomjob te pakken wil krijgen. Maar is er ook een andere kant, hoe belangrijk is een online profiel van sollicitanten voor recruiters? Kan het oude en vertrouwde CV de deur uit en is twitteren en bloggen genoeg?
SAILing Takes You to Where Your Course Ought to Be - Course Technology Comput...Cengage Learning
SAILing Takes You to Where Your Course Ought to Be - Course Technology Computing Conference
Presenter: Kelly Hinson and Angie Rudd, Gaston College
Strengthening Academic Internet Learning (SAIL) is Gaston College's online quality enhancement project (QEP). This initiative has been in place for 4 years, and places an increased effort on online course quality and a comprehensive online student support system to improve student learning in online courses. The SAIL initiative is an ongoing adaptive environment. In this session, Angie and Kelly will share the changes that have been made in the past year and why, along with the student feedback that promoted the direction of this initiative, and the reasoning behind the project and the standards put in place. Further goals for this session include: presenting a student perspective of the online environment, demonstrating the layout of our online courses in the Blackboard environment, and showing the current statistics of how these standards have improved student learning outcomes. Presenters Angie Rudd and Kelly Hinson have worked with the SAIL initiative since it was opened to instructors. Kelly has spent the summer redoing three courses using the updated SAIL standards. She and Angie work closely with the SAIL team to keep their courses at the highest standards. Both instructors are involved in online standards committees. In a lecture-based co-presentation, these two Gaston College instructors will show attendees how these SAIL standards are used to improve their online course quality. Examples will be presented from Introduction to Computers, Emerging Technologies and Management Information Systems courses. The main emphasis will be in the Introduction to Computers course. Statistics will be used to show the increase in student learning outcomes from the SAIL initiative. Attendees will take away the updated online course requirements for the QEP along with an understanding of what makes a great online course for students.
Rosalind Franklin University shares best practices for designing online courses for quality assurance. By focusing on quality assurance, the team at Rosalind Franklin University of Medicine and Science are providing a systematic monitoring and evaluation process for online courses. Read the blog and watch the video here: https://www.d2l.com/blog/designing-online-courses-quality-assurance/
Learning is essential part for every organizational growth and development. Every world-class institution realize that high quality learning process is what eventually set them apart from the average. Learning & Development are not a static activity, it always dynamically evolves, we therefore need a high-quality framework to catch up with this evolution of performance needs. 4-MAT System was developed by Dr. Bernice McCarthy as a transformative learning framework which engage the whole function of brain in learning and processing information.
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There are five international business accreditation bodies worldwide recognized. I prefer to call them the Five Big Sharks
AACSB
ACBSP,
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There are countless resources that define competency-based education. This is not one. This step-by-step guide can help any educator who is considering or currently developing competency-based education programs. Learn directly from an experienced expert who has developed and launched programs all over the country for several institutions, including Western Governor's University.
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At the end of this module, you should be able to:
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2. Discuss the issues to consider when implementing the QA system in DE
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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2. The EAQUALS Inspection
Scheme: Version 7
Why a new version?
There is fairly widespread agreement that we needed to tidy up V6.2. There’s
a bit of repetition, some criteria are not very clear, and the manual gives too
much information to take in. So we need to streamline and to reduce both the
quantity and variety of paperwork.
3. The educational scene is changing:
•
Other quality marks are moving into the market
We need to be sure our scheme is competitive: good value for money, clear and easy to understand,
even at first glance. Our USP is the consultancy element: the supportive and knowledgeable
‘critical friend’ whose expertise helps an institution to engage fully with our values.
•
Students are becoming more sophisticated and demanding
Students want a wider range of services, for even less money! So we need to ensure our scheme can
cover that wide range. They expect more than just good teaching; and partly through our work,
they expect a higher standard of teaching too
•
Online provision growing in importance
Online provision is becoming an essential element in the ‘product range’ of any school.
So our scheme has to be applicable to online learning whether standalone or embedded in a face to
face course
4. Our members’ needs are
changing:
Language Teaching Institutions are under unceasing pressure to
•Keep costs down
We must offer a streamlined but very high quality service which members feel delivers value for
money
•Expand busines
We must be flexible and able to respond to the new demands of exiting members, and also to the
needs of a more diverse membership.
•Deliver high quality service
We must employ the best people. Inspector fees have not risen for some time; if we can’t raise
their fees we must try to make the work they undertake simpler and more time-effective.
5. So what have we done?
Revised the categories to reflect the
changes in student expectations and
institutional needs
Reduced the number of criteria to keep it all
simpler
6. The EAQUALS Inspection Scheme:
Version 7
CATEGORIES OF THE EAQUALS INSPECTION SCHEME
Note: The order is NOT one of importance: It reflects the order of the two days of an inspection to some extent but not fully
We hope the categories are open enough to allow for the accreditation of language education on-line
1
Management and Administration
7
Client Services
2
Teaching and Learning
8
Quality assurance
3
Academic Systems
9
Staff Profile and Development
4
Assessment and Certification
10
Staff Employment Terms
5
Academic Resources
11
Internal Communications
6
Learning Environment
12
External Communications
7. 1. Management and Administration
•
•
•
1.1
An institutional ethos and a mission statement underpins the institution’s
activities.
1.2
The organisational structure is coherent with the mission statement and ethos
1.3
The leadership, company policies, strategies and management and
administrative systems of the institution guide and support the achievement of its
objectives
8. 2.Teaching
and Learning
The teaching approach and teaching methods used supports course
participants’ language learning needs and the course objectives.
•
2.1.
•
2.2. Lessons are planned with reference to the course programme and the
outcomes of previous lessons, and take into account the current learning
and motivational needs of individual learners and the group
•
2.3. The opportunities offered for learning include varied tasks, activities
and opportunities to communicate in the language, as well as to better
understand how it works
•
2.4. Learners are encouraged also to work on their own both during and
outside the lesson
9. 3. Academic Systems
3.1
There are descriptions of the institution’s educational philosophy
and of the objectives and extent of its courses. Teachers are made aware
of these and implement the educational philosophy and language teaching
methodology.
3.2
There are organised programmes describing the aims and
content of each course offered. The programmes make reference to the
CEFR system of levels and draw on CEFR principles
10. 4. Assessment and Certification
•
4.1 The systems for assessing individual learners’ progress during
the course and their achievement at the end of it provide reliable,
valid and fair means of evaluating student achievement and
performance.
•
4.2 The assessment procedures are compatible with the
institution’s educational philosophy and the course objectives.
•
4.3 The reports and certificates issued to learners indicate learners’
achievements in terms of the course objectives and content.
11. 5. Academic resources
•
5.1 The course books or other core materials for the courses, online
learning platforms and resources, and reference materials are in line with
the course objectives and the methodology used.
•
5.2
•
5.3 Materials are developed in-house as a complement or supplement to
published resources
•
5.4 The IT equipment needed for the course programme is available for
teachers’ use
Access to the internet is available for learners and teachers
12. 6.Learning Environment
•
6.1. The teaching and study facilities take into account the
requirements of the course programme
•
6.2. Any other facilities required for the services to be provided to
learners are also provided
•
6.3. Arrangements are made to protect the health and ensure the
safety of learners and staff
13. 7. Client Services
•
7.1 Advice and support is offered to students on their language learning and
general welfare
•
7.2 Where a leisure and social programme is organised for students it is varied and
takes account of students’ interests
•
7.3
Where accommodation is offered to students it meets agreed standards
14. 8. Quality Assurance
•
8.1. Procedures are in place for lesson observations, both for quality
assurance and teacher development purposes
•
8.2. There are procedures in place to enable clients to give feedback
and make complaints or suggestions relating to the academic and other
services provided
•
8.3. Additional measures are used for monitoring and improving the
quality of all services provided
15. 9. Staff Profile and
Development
•
9.1. The competences, experience and qualifications of managers, teachers
and administrative staff meet the requirements of the language learning and
other services provided to students
•
9.2. All staff are given management and peer support and guidance, as well
as professional development opportunities
•
9.3. There is a system in place to review staff performance and to plan
professional development
•
9.4.
Feedback on performance is a factor in determining training provision
16. 10. Staff Employment Terms
•
10.1. There are up-to-date employment contracts between the
owners of the institution and each member of staff, and these
conform to local norms
•
10.2 The terms and conditions of employment offered to staff also
conform to local norms
17. 11. Internal Communications
•
11.1. The responsibilities and coordination links among members of
management and/or staff are clearly defined
•
11.2. Information is available to staff about the institution, its mission
and its development
•
11.3. There is regular communication between staff and managers
•
11.4. Grievance and disciplinary procedures are in place for staff and
are known to them
18. 12. External Communications
•
12.1 All promotional materials accurately describe the institution’s learning
services and other services and facilities
•
12.2 Contractual information provided to clients is accurate and complete
If the institution has been accredited by EAQUALS:
• 12.3 Information about EAQUALS is available to clients and students, the
EAQUALS Charters are publicly displayed, and the EAQUALS logo is
correctly used.
19. The EAQUALS Inspection
Scheme: Version 7
Not just the Framework:
•New Manual
•New Application Forms
•New Report Template
20. The New Manual – proposed contents:
•
•
•
•
•
•
Brief introduction
The Charters
The Framework: Categories and criteria
Flow chart of the Inspection process
Preparing for the inspection
During the inspection
– The grading scheme
– Criteria for points of excellence
– Certificate of Achievement Scheme
• After the inspection
21. The New InformationForm: A Biennial
Return
Prior to an Inspection
and
Midway between Inspections (with SAQ)
Will contain information about the LTI
–Philosophy and approach
–Legal status
–Student numbers (student hours)
–Staff
–Courses offered
–Procedures
… some of which will be pasted into the report by
the Inspectors
22. The 4-year Cycle Inspection
Process for EAQUALS
Members
2.
1. Secretariat contact LTI
with Biennial return form
and Self-Assessment
Questionnaire
LTIl returns Form
and SelfAssessment
Questionnaire
3. DACS
follows up as
necessary
Y2
4. Secretariat
contact LTI with
Biennial Return
Form and choice
of dates
Y3
Certificate of
Accreditation
Y1
INSPECTION
5. LTI returns
Biennial Return
Form and dates
Y4
Verdict
letter
9.Moderation
Process
REPO
RT
8. LTI sends
required
documents to
inspector copies of
all mails to DACS
and secretariat
7. Inspectors
contact LTI
and start
arrangements
6. Inspectors
appointed
23. The New Form
Section A Institution Description
Official name of LTI
Full postal address of LTI
Email of contact person
Website address
Web link to EAQUALS
information on website
Name of Contact Person for
regular communications (and
Inspection if relevant)
Legal status (sole
ownership/company ownership/public
or state ownership etc)
Details of company or organisation as
filed at the national company
registration authority if relevant
Please delete this and any other instructions
in green as you complete this form.
Please paste in the hyperlink to the Home
page
Please paste in the hyperlink to information on
EAQUALS on your website
24. The New Form
Section B Teaching Staff
Names
Languages and
specialisms taught
(add rows as needed)
NumNumber Full ber
Time
PartTime
Experience,
including service
with the present
organisation
Qualifications
(TFL and
other)
Section C Administrative Staff
Names
Job Title
(add rows as needed)
NumNumber Full ber
Time
PartTime
Experience,
including service
with the present
organisation
Qualifications
25. The New Form
Section D Courses Offered
Approximate percentage of Approximate number of
total student hours as
teachers per language
calculated below
taught
%
Language 1 (insert
name) add further rows
as needed
Types of course, e.g. EAP, IELTS etc.and on-line courses over the year
(add rows as needed)
General Language
%
(name)
Special purpose
(name)
%
Special purpose
(name)
%
Any courses provided which are not language courses (e.g. teacher training).
Please specify type and student numbers.(add rows as needed)
Name of course
Type
Student Numbers
26. The New Form
Section E Student Numbers
Approximate total of number of all student hours of tuition
provided by the institution during the last 12 months Include
course participants taught in-company and in other off-site
locations.
Approximate total of number of Q1 JanQ2 Aprilstudents at different times of
March:
Jun:
the year
Approximate Numbers of full
time (15 or more hours per week)
and part-time (under 15 hours per Number:
week) course participants over the
Percentage:
year
Approximate Numbers of Junior
(under16) Young Learners (under
10) and Very Young Learners
Number:
(under 6) over the year
Percentage:
Maximum size of classes
taught:
To calculate student hours: multiply the number
of course participants registered, by the number
of 60 clock hours each received (for example,
30 course participants doing a course lasting 60
clock hours is 1,800 student hours)
Total Number:
Q3 July-Sept:
Q4 Oct-Dec:
Full-time
Part time
%
%
Junior
Young Learners
Very Young
Learners
%
%
%
27. The New Form
Section F Background Information
History
Premises
Please provide a brief account of the history of the institution
(date founded, any mergers, moves, etc.)
Please give a brief description of the main premises: number
and size of classrooms (how many students can be
accommodated in each) student common rooms, offices etc.
Facilities
Please give a short account of the facilities available to staff
and students such as café/refreshment bar, drinks and snack
machines, and anything you feel is important to include.
Classroom equipment
Please describe the equipment available in classrooms,
indicating whether it is in all classrooms or only some and if
so, how many.
Please describe any other premises used by the institution,
indicating distance in km and travel time from the main
premises
Please give a brief account of any developments which you
feel have made a significant contribution to the Institution’s
performance in the last two years..
Any other premises used by
the LTI
Any recent developments of
importance to the Inspection
28. The New Report
• A simpler layout
• Executive Summary and global
Verdict first
• Evidence and verdict in the same
place for each category
29. Grading Scheme
• The Inspectors found this category to be a Point of
Excellence for the Institution. (Grade 1)
• The Inspectors found some Points of Excellence in
this category (Grade 1.5)
• The Inspectors found that the Institution meets
EAQUALS criteria for this category (Grade 2)
• The Inspectors found that the Institution meets
EAQUALS criteria for this category in most areas but
some action must be taken to fully comply with
EAQUALS standards. (Grade 2.5)
• The Inspectors found that the Institution does not
meet EAQUALS criteria for this category (Grade 3)
30. For example ….
1
Man agem en t an d adm i n i st r at i on ( EAQUALS Gen er al Ch ar t er : 1 , 2 , 3 ,
4)
Verdict statement:
Delet e all verdict st atements except the relevant one.
•
•
•
•
•
Th e I n sp ect or s f ou n d t h i s cat egor y t o b e a Poi n t of Ex cel len ce f or t h e I n st i t u t i on .
( Gr ade 1 )
Th e I n sp ect or s f ou n d som e Poi n t s of Ex cell en ce i n t hi s cat eg or y ( Gr ade 1 .5 )
Th e I n sp ect or s f ou n d t h at t h e I n st i t u t i on m eet s EAQUALS cr i t er i a f or t h is cat egor y
( Gr ad e 2 )
Th e I n sp ect or s f ou n d t h at t h e I n st i t u t i on m eet s EAQUALS cr i t er i a f or t h is cat egor y
i n m ost ar eas bu t som e act i on m u st be t ak en t o f u l l y com p l y w i t h EAQUALS
st an dar ds. ( Gr ad e 2 .5 )
Th e I n sp ect or s f ou n d t h at t h e I n st i t u t i on does n ot m eet EAQUALS cr i t er i a f or t hi s
cat egor y ( Gr ade 3 )
Th e I nspect or s f ou n d:
1.1. A company ethos and/ or mission statement appropriat e to the institution’s activities
1.2. An organisational st ructure coherent wit h the above
1.3. Effective leadership, company policies, and strategies
1.4. Efficient management syst ems
I nsert h er e a description, either for each crit erion, or in one paragraph, which justifies your verdict on this
category.
Then add:
Points of Excellence
Eg 1.2 is excellent because…
(refer to criteria for excellence for guidance; if none, delet e heading.
Recommendations
•
Use bullet points; bold where a priority; if none, write ‘none’ .
Requirement s
•
Use bullet points; if none, writ e ‘none’
31. What next?
A period of
Reflection and listening
Document preparation
Pilot Inspections
Further revision
… and finally … LAUNCH .. . April 2014
Editor's Notes
This is what we are about: the centre of our work;
To present report template and gain feedback
.
We have tried to ensure our criteria are specific, measurable, attainable, relevant and timely:
Management and Admin are the first parts of an organisation with which one comes into contact
We usually spend the first morning observing teaching once the initial meeting is done and start to form an opinion of the way teaching happens in the school
Then a meeting with the Academic management team covers the next two categories learning objectives and how they are presented
Assessment …
which segues nicely into an examination of resources
By lunch time we have begun to see how well the learning environment works – do students have enough space to move, is there a reasonable internet facility, what does the library offer?
And the interview with the Client Services manager can clarify all these systems, though by this time lots of other sources of evidence are building.
But it’s not exact – the evidence here will come from at least three different sources: the Client services manager, the Director of Studies and the Principal and/or marketing people
Notice how ‘local norms’ feature – the evidence for this will come from you: we will ask members to state the ways in which they comply with local regulation and we will ask teachers if they think they are fair (not generous, but at least fair).
This tells us how well all those systems work.
And this one ensures that an accredited Institution says what it does and does what it says.
There’s a lot more to do…
Still in preparation
Aim to bring all the necessary information into one place – but not too much
[click]1
Brief introduction
What is EAQUALS - why was it founded, latest developments main personnel; one page with a link to the website
[click 2]
Charters – 5 pages – should stay as they are very important, it’s what the LTI commits to
The charters are in pride of place as all else stems from them
[click]3
Framework - just the main categories and the focus points – to have them at a glance- one page only
[click]4
Flow chart see in a moment – so that an LTI can see how the Inspection happens
[click] 5
Preparing for the inspection – written on the basis of what’s in current Manual
Application forms are changing – we will be asking institutions to provide most of the factual information about themselves – see next slide
The EPG – this will also be included in the Biennial return to help an LTI form an idea of its teaching body’s strengths and weaknesses as a whole.
[click]6
During the inspection – explain the grading scheme NB grading will be a five point ladder (it already is – was agreed some time ago, but not widely used or known)Criteria for points of excellenceCertificate of Achievement Scheme
After the inspection – written on the basis of what’s in p65 – report, how to respond action to take etc.
Appendices – some to be available on line for access as needed
Why?? 4 years a long time to be out of touch. We agreed 2 yearly Self Assessment by LTI
We want to avoid repetition
We want to ensure LTI provides factual info about school, not us.
We’ll use same form twice and extract elements to be included in Report
click 1
The form to be completed before an inspection to help a)EAQUALS to know what the school is like and b) to help Inspectors plan the timing BUT
Click 2
The four year cycle includes a mid-point Self Assessment
This is to be re-written to fit new categories
And to be more user-friendly
Will be checked by DACS
Click 3
Fundamentally same info for this and for inspection prep so will use same form – no names in report of course
Normally most of the info will remain the same, so no need to do more than update an existing form.
Click 4 – as per the recent improvements table at the moment.
See how it works in the cycle …
Much simplified!
Designed to give an idea of the way the whole process gives more or less continuous but not too onerous contact between EAQUALS and LTI
Explain green rubric – there is more info to be put into this section including student hours etc.
NB we are likely to expand this asking for details of teacher training and assessed development level as per the EPG: development phase 1, 2 or 3
Details of
language proficiency (in CEFR)
Education & Training
Assessed Teaching T
eaching Experience
-
More of this section to come to allow LTIs to showcase their products – certificated courses? On-line courses; etc
This is pretty much what we do now -
NB –
This is the stuff which inspectors currently write for themselves and put at the beginning of the report.
So – the report
Click 1
Trying to keep it readable, flexible, clear but still allowing scope for Inspectors to use their expertise and judgement
Click 2
This is the big change – some people may find odd:
Rationale – we want to emphasise that the verdict is Evidence-based – so we put the verdict first and then back it up with reasons for it in each category section
Click 3
The verdict and evidence are still closely connected on the page
The onus is on the Inspector to show how and why they reached their verdicts
All the news – good and bead is in one place and visible next to the criteria on which the evidence has been judged.
Fundamentally the same – slightly refined to allow for gradated judgements on individual criteria.
Show how evidence is related to each criterion
Note that Excellence, Recommendations and Requirements are all together in each Category section
We might repeat them at the end of the document, but possibly not necessary as the document is now more readable.