Ollin, Ros (2009) What factors do tutors take into account when deciding whether a trainee's teaching is "outstanding"? In: Journal of Vocational Education and Training Eighth International Conference: Researching Vocational Education and Training, 3rd - 5th July 2009, Worcester College, Oxford, UK. (Unpublished)

In the Office for Standards in Education, Children's Services and Skills (OFSTED)
inspections for the Learning and Skills Sector (LSS) there is a strong emphasis on the
quality of trainees' practical teaching as evidence of the effectiveness of initial teacher
education (ITE) provision.
In the current inspection round, OFSTED will be using criteria for key aspects of
trainees' performance in lessons, based on four grades: outstanding, good, satisfactory
and inadequate. For Higher Education (HE) partnerships offering the Certificate in
Education/PGCE in Post Compulsory Education and Training (PCET), this will be the
first time the overall grading of trainees has become a formal part of inspection. A major
issue for these providers is how to ensure consistency of judgements across the
partnership, including a shared understanding of what constitutes "outstanding" teaching
in the formal learning environment. This paper will report on the findings of a research
study on teaching observation judgements made by tutors across a PCET ITE network
and how these compare with OFSTED grading criteria. The aims of this study are to
develop a working conceptualisation of what constitutes "outstanding" teaching and to
identify issues related to grading to inform the development of staff and quality systems
across an HE ITE partnership.


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