Quality Assurance Flashcards
(20 cards)
As Principal Teacher of Learning, Teaching and Assessment, quality assurance is at the heart of what?
Sustaining high standards and driving continuous improvement.
What does your approach centre on?
My approach centres on evidence-informed practice, collaboration with staff and pupils, and embedding a reflective culture across departments. The goal is not only to evaluate what is happening in classrooms, but to support teachers in refining practice in a meaningful and sustainable way.
Evaluating Teaching Sprints Through Staff Voice and Impact Analysis - Situation
After launching our Teaching Sprints programme, it was important to assess its effectiveness and identify areas for refinement.
Evaluating Teaching Sprints Through Staff Voice and Impact Analysis - Task
I was responsible for evaluating the impact of the programme on classroom practice and staff confidence.
Evaluating Teaching Sprints Through Staff Voice and Impact Analysis - Action
I gathered feedback through structured staff surveys, facilitated reflection sessions, and analysed responses using a SWOT analysis. This helped identify strengths, such as greater clarity in lesson structure, and areas for development, like embedding peer observation more consistently. I used these findings to inform the next cycle of improvement planning.
Evaluating Teaching Sprints Through Staff Voice and Impact Analysis - Result
The feedback led to targeted adjustments in our approach and demonstrated a clear link between professional learning and classroom impact. Staff felt their voices were valued, which contributed to a more reflective and engaged culture of improvement.
Using Pupil Voice to Evaluate and Inform Improvement Planning - Situation
As we approach the end of the school year, it is important to evaluate the impact of our current improvement plan, particularly in relation to pedagogical approaches such as connecting and framing the learning (learning intentions and success criteria, adaptive teaching/differentation and effective feedback.
Using Pupil Voice to Evaluate and Inform Improvement Planning - Task
I was responsible for gathering meaningful pupil feedback to assess the effectiveness of these priorities and use the findings to help shape the next improvement plan.
Using Pupil Voice to Evaluate and Inform Improvement Planning - Action
I gathered pupil feedback through a combination of questionnaires and focus groups, focusing on their experiences of the core pedagogical approaches from our improvement plan—such as clarity of learning intentions, the quality of feedback, and how well lessons were adapted to meet their needs. I also explored broader aspects including digital learning and curriculum design. This was then cross-referenced with insights from staff discussions and attainment data.
Using Pupil Voice to Evaluate and Inform Improvement Planning - Result
The findings highlighted clear strengths, particularly in pupils’ understanding of learning objectives, while also identifying areas for development, such as the consistency and usefulness of feedback. These insights had a direct impact on shaping next year’s improvement priorities and demonstrated the value of embedding pupil voice in ongoing quality assurance and self-evaluation processes.
Moderation as a Quality Assurance and Development Tool - Situation
Consistency in assessment was an area of focus, particularly across BGE and National Qualifications.
Moderation as a Quality Assurance and Development Tool - Task
I have been involved in leading moderation activities to ensure reliability in teacher judgement and alignment with national standards. As a QAMSO-trained practitioner, I apply best practices in quality assurance and moderation techniques to enhance the process.
Moderation as a Quality Assurance and Development Tool - Action
I have facilitated moderation sessions within and across faculties, where staff engaged in joint planning, assessment design, and discussion of exemplars. These sessions also encouraged dialogue about benchmarks, success criteria, and differentiation.
Moderation as a Quality Assurance and Development Tool - Result
Staff developed a stronger shared understanding of standards, and confidence in assessment decisions improved. Moderation has become part of our QA routine, helping to ensure fairness and rigour in pupil assessment.
Tracking and Digital Systems for QA - Situation
When appointed Digital Leader of Learning (DLoL), I identified a need to improve consistency in tracking learning and access to digital tools to support assessment.
Tracking and Digital Systems for QA - Task
As part of my remit, I aimed to improve the systems used to monitor and support digital learning.
Tracking and Digital Systems for QA - Action
I developed a custom iPad tracker and worked closely with the ICT coordinator and technicians to streamline iPad management and support. I also provide staff with ongoing support and training on using digital tools to enhance their teaching and learning practices, ensuring pupils had reliable access and staff felt confident using technology.
Tracking and Digital Systems for QA - Result
This improved both access and accountability, allowing teachers to focus more effectively on pedagogy. It also enhanced data accuracy and supported our wider digital learning QA strategy.
What is your approach to quality assurance?
My approach to quality assurance is strategic, inclusive, and developmental. It involves listening to both staff and pupils, using data to inform decisions, and embedding processes such as moderation and reflection into the fabric of school life.
By focusing on continuous improvement rather than compliance, what do you aim to create?
A culture where quality assurance supports growth, raises standards, and ensures that every learner benefits from high-quality teaching and assessment.
