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Chiltern Teaching Schools Alliance
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Staff in a meeting
We have a strong track record in the collaborative delivery of ITT, CPD, leadership development, school-to-school support and research and development.

Standards

We agree a detailed action plan each year with the National College and this is the subject of six-monthly meetings. In preparation for these meetings we carry out regular self assessment. This helps us build up a clear picture of the impact our activity is having on outcomes.

Figure 1 shows a summary of the Nationally agreed Key Performance Indicators against which we evaluate our progress.  

What is expected of teaching schools?

Teaching schools have been designated because of their strong track record in the collaborative delivery of ITT, CPD, leadership development, school-to-school support and research and development. As a minimum, the National College expects teaching schools to continue to offer similar levels of support now they are designated and it will be up them to decide which of these areas to improve in their plans for the future. However, the National College is also specifically asking every teaching school to designate and broker a minimum of one SLE and to play a role in developing the next generation of leaders. For many teaching schools this will be a new initiative.

The College and TA (Teaching Agency) approach to quality assurance is founded on the following building blocks:

  • Professional judgement is paramount and peer review essential. This will be externally moderated where appropriate.
  • The quality assurance process is fundamental to the success of teaching school alliances and must itself generate knowledge and learning and encourage innovation and development.
  • The emphasis should be on upfront quality assurance; ongoing quality monitoring should be kept to the minimum that is required for quality control and accountability, so that the approach is appropriate for a self-improving school system.
  • The annual delivery focus of each teaching school alliance should be based on a thorough assessment of need.
  • There needs to be effective methods for the assessment of impact.
  • We should distinguish between system-level key performance indicators and alliance-level success criteria.
  • There should be a robust process for managing the review of designation, which includes some form of moderation.

Source: The National College, National Teaching Schools Handbook

Figure 1 outlines the key annual activity involved in the quality assurance process and success criteria throughout the four-year lifecycle of a teaching school. 

Figure 1

Nationally Agreed Key Performance Indicators

Source: The National College, National Teaching Schools Handbook

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