Control teaching and learning quality
QC requirements and procedure
Quality Control (QC) is undertaken to ensure that the standards are being met. Department Heads and School Boards take responsibility for monitoring and evaluating the teaching and learning process with an emphasis on improvement more than governance. The ultimate goal is to ensure that students have the best learning opportunities possible and receive adequate training for the future.
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Observation and feedback
Observations can be formal or informal. Per semester, for each teacher, at least 2 formal observations are conducted by the Head of Department or School Board. There is no fixed, required number of informal observations, which are often called pop-ins as they may last about 15 minutes each. The number, frequency and length of pop-ins varies depending on the level of support that the administrators think is needed for the teacher.
The marked difference between formal and informal observations in terms of purposes is that formal observations are associated with job-performance evaluation whereas informal observations do not affect it. Informal observations focus more on helping teachers to improve. However, both kinds of classroom observations do share some common purposes, including:
COR is a tool for observing and evaluating the lesson based on a framework that sets out criteria and standards for different levels of performance and describes what performance would look like. Final assessment of an observed lesson is the sum of scores given to all criteria.
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Monitor evidence of learning
The types of evidence that needs to be collected can vary depending on the curriculum outcomes targeted at. To understand more about different types of learning evidence, please read here. Evidence of learning is used to evaluate and improve teaching and learning. Administrators are responsible for reviewing and ensuring that each teacher has a detailed plan to collect, interpret, and use this evidence effectively:
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Monitor Reflective Professional Development Plan
To help teachers develop their expertise effectively and gradually achieve international standards in teaching and learning, ESL leaders need to ask teachers to form good habits of creating Teaching Journal or Reflective Professional Development Plan.
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Reference:
https://aac.ab.ca/hot-topics/communicating-and-reporting/collecting-evidence-of-learning/