Reviewer Manual: English Language Quality Standards Programme, British Council

REVIEWER MANUAL ENGLISH LANGUAGE QUALITY STANDARDS PROGRAMME

www.britishcouncil.in

REVIEWER MANUAL Introduction

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SECTION ONE: Reviewers Duties

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Conduct

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Child protection

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Anti-corruption and bribery

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Equal opportunity and diversity

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ConďŹ dentiality and data protection

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Training and professional development

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Performance management and role of the senior reviewer

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Scope of work

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Contract details

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SECTION TWO: The Review The Review visit

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Availability, selection, lead reviewer

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Preparation for the visit

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The day of the visit

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Documentary evidence

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Focus group parents

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Focus groups teachers

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Focus group students

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Classroom observation

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The Report

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Report editing and moderation

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Introduction study. They include the India-specific Quality Standards Framework, a self-diagnostic test and associated online quality improvement resources.

The reviewer manual =

defines the role, conduct, performance standards and training requirements of the British Council reviewer.

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defines the relationship between the British Council and the reviewer.

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details the preparation, content and procedures of the review visit.

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details the audience, content and approach for the review visit report.

Its purpose is to inform and guide reviewers and it should be read in conjunction with the English Language Quality Standards Membership Guide and the English Language Quality Standards Framework.

The English Language Quality Standards Programme =

The Programme is a collaborative initiative designed to help institutions in India improve the quality of their English language education programmes of study.

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It focuses on three interrelated areas: debate, resources and quality standards.

The Quality Debate =

The British Council promotes discussion around the quality of English language education in India.

It contributes to this debate through events, research and publications.

Resources

Consultancy Service (CS) =

This is a customised needs-based programme including a diagnostic school visit, guided action plan and tailored resources and training pathway.

Quality Standards and Quality Assurance The Quality Standards Framework The British Council has developed an India-specific framework which describes quality in relation to 10 standards and five developmental stages. The resources for teachers and learners, the Quality Improvement Resources and the Consultancy Service outlined above specifically help institutions to work towards the standards described in the framework.

The English Language Quality Standards Membership Network Institutions who join the ELQS Membership Network form a long-term relationship with the British Council.

Membership is achieved by institutions operating at level 4 of the Quality Standards Framework, as determined by an on-site review of their English language programmes of study.

Membership provides privileged access to developmental resources, and entitles an institution to demonstrate its clear commitment to quality through the use of the British Council’s Quality Standards marque English Language Quality StandardsMembership Network Member until December 2015

Digital materials for learners Online resources for teachers Online moderated teacher training courses Language proficiency test: Aptis for Teachers

For more information about English Language Quality Standards Programme visit www.britishcouncil.org.in/english-qualitystandards.

Quality Improvement Resources =

These are resources that help institutions reflect on and develop the quality of what they do in relation to their English language programmes of

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SECTION ONE Reviewers

Duties Purpose of job To assess and report on an institution’s English language programmes of study against the English Language Quality Standards Framework, through the examination of documentary evidence, observation of classes and the holding of focus groups with teachers, students and parents.

General responsibilities

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2. Review visit: =

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submit details of you availability to the British Council.

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conďŹ rm your availability for the proposed review dates.

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make all necessary logistical arrangements for travel relating to the review visit.

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review all the necessary pre-review documentation.

conduct the review visit.

3. After the review visit: =

compile and submit (lead reviewer only) a report of your ďŹ ndings.

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submit all expenses claims relating to the visit to the British Council.

Reviewers have four main duties: 1. Prior to the review visit:

establish a review visit schedule in liaison with the institution to be reviewed. (lead reviewer only).

4. Training and professional development: =

attend an induction programme and subsequent training and development opportunities organised by the British Council.

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engage in relevant professional development.

The duties are to be carried out in line with standards laid down on page 11 (Performance management).

Conduct As a reviewer you are the public face of the British Council. Your conduct as a reviewer has a direct bearing on how the British Council is perceived in India. This is a responsibility that you should be fully aware of and it should inform all aspects of your work.

Values The British Council has a set of values that underpin its policy and practices: =

Valuing people The world is a diverse place, which is why our work starts by giving everyone the chance to participate. It means treating people with courtesy and respect. By listening and responding in a helpful way, we are able to unlock potential, and help people to be the best they can be.

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Anti-bribery and corruption.

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Data protection.

Familiarisation with British Council policies and practices in these areas is a mandatory part of your training.

The British Council expects your conduct to reflect these values, policies and practices in all aspects of your work.

Specific examples particularly relevant to your role include: =

Punctuality. You should adhere to the agreed schedule of the review visit.

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Hospitality. The institution will provide lunch and refreshments. You are under no pressure to accept and nor should you accept any gift offered to you in relation to your work as a reviewer.

Keeping our promises, and being consistent in what we say and do, builds trust. We are always honest, and take responsibility for our actions.

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Promotional benefits derived from your visit. Do not allow photographs to be taken during your visit.

Mutuality

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Effective relationships are the heart of our work.

It’s a two way exchange: we learn from all those we interact with and they learn from us, all with a view to advancing the creation of global citizens.

Conflicts of interest. You must notify the British Council if you have any prior connection with the institution that may be perceived as capable of influencing your assessment.

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Dress code. You should be dressed appropriately for your role as professional reviewer. You should wear your identification badge at all times on the premises of the institution you are reviewing, and at no other time.

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Confidentiality. The content of the report and any other information gathered during the review visit is confidential to you, the institution, the Membership Advisory Group and the British Council.

Integrity

Creativity Creativity is the key that will unlock the world’s potential. We are constantly looking for new sources of inspiration, encouraging resourcefulness and the development of new ideas that will shape the future.

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Professionalism As leaders, we understand our responsibility to deliver excellence every time. Setting the highest standards for ourselves, and expecting the same of others means we stay true to our values.

Policies and practices Derived from these values the British Council has policies and practices that relate to particular areas of its work. These include: =

Child protection.

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Equal opportunity and diversity.

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Child protection The British Council believes that all children have potential and that every child matters - everywhere in the world. The British Council affirms the position that all children have the right to be protected from all forms of abuse as set out in article 19, UNCRC, 1989.

We believe good child protection requires everyone to take responsibility. We recognise that the care and welfare of children is paramount and that all children have the right to equal protection from all types of harm or abuse.

The British Council recognises that we have a fundamental duty of care towards all of the children we engage with, including a duty to protect them from abuse. We achieve this through compliance with UK child protection laws and relevant laws in each of the countries we operate in, as well as by adherence to the United Nations Convention on the Rights of the Child (UNCRC) 1989.

As a reviewer you will need to contribute to and abide by the British Council’s policy and practice in the area of child protection. In signing your contract of employment you agree to do so.

As a reviewer you will come into contact with young children and as such your work is a regulated activity.

Prior to employment by the British Council, you will be required to undergo a vetting procedure that will determine if there is any reason for you to be barred from working in a regulated activity.

You will also be required to successfully complete a training session relating to child protection.

During the course of the review visit, if you have cause for concern over the treatment of a minor, you should report the matter to the principal of the school. You should not intervene directly unless the incident is clearly endangering the physical safety of the child.

The institutions who engage with the British Council through the English Language Quality Standards Membership Network are informed of the British Council’s position on Child protection.

For any advice relating to any concerns over child protection you have as a result of your review visit, you should contact the British Council who will put you in touch with the relevant member of staff.

Anti-corruption and bribery As a reviewer you will need to contribute to and abide by the British Council’s policy and practice in the area of anti-corruption and bribery.

The British Council has zero tolerance towards fraud, bribery and corruption and has an obligation to prevent the organisation and its staff from being exposed to these risks.

To achieve this, the organisation will comply with all legal and regulatory requirements relevant to countering bribery and corruption, including the UK Bribery Act 2010.

Gifts, such as cash or presents, and hospitality, such as meals, hotels, invitations to arts and sporting events, may be bribes under the Bribery Act when they are given or received with the intention of influencing business decisions.

Under the Bribery Act it is an offence to offer, promise, give a bribe to or accept from another person where there is the intention to bring about or reward improper performance of a function or activity or where there is the knowledge that the acceptance of the bribe itself constitutes such improper performance.

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You need to be aware that any breaches of the Bribery Act may render you and the British Council liable to prosecution. It may also exclude the British Council from tendering for public contracts and could damage the organisation’s reputation. If you fail to comply with the requirements to declare interests and any gifts or hospitality received or given, or are found to have abused your position you may be liable to disciplinary and/or legal action.

This policy applies to all operations of the British Council worldwide.

The British Council is committed to establishing minimum standards to reduce the organisation’s exposure to bribery risks.

The institutions who engage with the British Council through the English Language Quality Standards Membership Network are informed of the British Council’s position on Anti-bribery and corruption.

Equal opportunity and diversity The British Council is committed to ensuring that there is no unjustified discrimination in the recruitment, retention, training and development of staff on the basis of age, disability, gender including transgender, HIV/AIDS status, marital status including civil partnerships, pregnancy and maternity, political opinion, race/ethnicity, religion and belief, sexual orientation, socioeconomic background, spent convictions, trade union activity or membership, work pattern and on the basis of having or not having dependants or any non-relevant grounds.

We aim to abide by and promote equality legislation by following both the letter and the spirit of legislation to try to avoid unjustified discrimination, recognising that discrimination is a barrier to equality of opportunity, inclusion and human rights.

We also require that clients, customers, partners and suppliers are aware of this policy and operate consistently with it.

The British Council is committed to: =

understanding, valuing and working with diversity to enable fair and full participation in our work.

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ensuring that there is no unjustified discrimination in our recruitment, selection and other processes.

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ensuring action that promotes equality of opportunity, including conducting equality screening and impact assessments of policies and functions and progressing diversity action plans.

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treating individuals with whom we work fairly and with dignity and respect.

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treating individuals with whom we work fairly and with dignity and respect.

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playing our part in removing barriers and redressing imbalances caused by inequality and discrimination.

As a reviewer you will need to contribute to and abide by the British Council’s policy and practice in the area of Equal opportunities and diversity. In signing your contract of employment you agree to do so.

The institutions who engage with the British Council through the English Language Quality Standards Membership Network are informed of the British Council’s position on Equal opportunity and diversity.

Confidentiality and data protection The British Council is committed to ensuring that personal information is protected and managed in accordance with UK law, international good practice and individuals’ rights. We collect and use personal information in order to help us offer individuals appropriate information, products and services.

When asking people for their personal information, the British Council is committed to the following: =

explaining why we need personal information and only asking for the information we need.

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protecting the information we are given and making sure that only those who need access are able to do so.

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only sharing the information within the British Council and with other organisations where such sharing is necessary or where we have the individual’s consent.

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adopt and maintain a procedure which allows people to request access to the personal information we hold on them and which allows them to complain where they believe we have mishandled their information in some way.

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not keep personal information for longer than necessary.

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take measures to protect the rights and freedoms of individuals whose personal information may be transferred to countries with differing data protection laws.

As a reviewer you will be required to contribute and abide by British Council policies and practices in the area of confidentiality and data protection. In signing your contract of employment you agree to do so.

Any information that you access during the review which is outside the scope of the review is confidential to the institution.

The report that you generate as a result of your review is confidential to the institution being reviewed, the Membership Advisory Group and the British Council.

The institutions who engage with the British Council through the English Language Quality Standards Membership Network are informed of the British Council’s position on Confidentiality and data protection.

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Training and professional development The purpose of your training is to ensure that you: 1. understand and adhere to British Council values, policies and practices.

2. understand the English Language Quality Standards Programme and the English Language Quality Standards Membership Network.

3. understand the standards and monitoring process of the ELQS Membership Network.

4. are able to objectively assess English language programmes of study in line with the Quality Standards Framework.

The pathway to becoming a competent reviewer is as follows: =

successful completion of an introductory task based on an online presentation of the Quality Standards Framework.

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a face-to-face two day training session.

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a written assignment.

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supported practical experience of an onsite review.

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working as a co-reviewer.

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5. are able to compile a report that reects your objective assessment.

working as a lead reviewer.

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6. understand the systems in place for monitoring your performance.

successfully participating in the performance management process.

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engaging in relevant professional development.

7. are aware of the ways in which the British Council can support you in your work.

8. understand the terms and conditions of your employment with the British Council.

9. understand the administrative procedures associated with your employment.

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Performance management You performance as a reviewer is key to the success of our work in quality assurance. The decision to accept or reject an institution for membership is based on your evaluation.

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Confirm your availability for the proposed review dates. Email confirmation sent to the BC within 48 hours of receipt of request.

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Make all necessary logistical arrangements for travel relating to the review visit in line with page 17 (Preparation for the review).

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Review all the necessary pre-review documentation. Complete your reading of all review documentation sent to you by the British Council, prior to the review.

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Establish a review visit schedule in liaison with the institution to be reviewed. (lead reviewer only). All elements to be finalised and agreed with the host institution prior to the review.

Your performance is monitored in the following ways: =

an accompanied visit with the senior reviewer during an onsite review visit.

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feedback on your performance and conduct during the onsite review visit from the institution being reviewed.

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feedback on your report writing from the Membership Advisory Group.

The senior reviewer collates the information gathered from the exercises above and will hold regular performance evaluation interviews with you.

2. Review visit: =

Performance standards Purpose of job

Conduct the review visit in line with the procedures required by the British Council as laid down in this manual and the Membership Guide.

To assess and report on an institution’s English language programmes of study against the Quality Standards Framework, through the examination of documentary evidence, observation of classes and the holding of focus groups with teachers, students and parents. This work must be carried out in line with the standards and procedures laid down below and to the satisfaction of the Senior Reviewer.

3. After the review visit:

Responsibilities and main duties

4. Training and professional development:

Reviewers have four main duties:

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Compile and submit (lead reviewer only) a report of your findings within two weeks of the review visit, in line with the standards required by the British Council as laid down in this manual and the Membership Guide.

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Submit all expenses claims relating to the visit to the British Council within two weeks of the review visit.

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Attend an induction programme and all subsequent training and development opportunities organised by the British Council.

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Engage in relevant professional development.

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Take part in an annual performance review meeting with the Senior Reviewer.

1. Prior to the review visit: =

Submit details of you availability to the British Council on a three monthly basis beginning from the date of commencement of your contract.

This, within one week of the request for your availability.

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Scope of work Annex A: SCOPE OF WORK The British Council in India operates and owns a quality assurance scheme which determines access to the English Language Quality Standards Membership Network.

2. Review visit

The English Language Quality Standards Membership Network is open to educational institutions operating in India only.

3. Post review visit

The focus of the scheme is the quality assurance of institutions offering English language courses. The assessment process applies uniquely to the design, delivery, evaluation and promotion of programmes whose direct aim is English language improvement.

Membership of the ELQS Membership Network is granted to institutions who are assessed to be operating at level 4 (Integrated) of the Quality Standards Framework.

Assessment is carried out by reviewers contracted by the British Council. The scope of their assessment and the standards against which this assessment is made are laid out in the Membership Guide.

The report compiled by the reviewers following the review is confidential to the British Council, the Membership Advisory Group and the institution subject to the review.

Membership of the ELQS Membership Network is conferred by the Director of the British Council India, on recommendation received from the Membership Advisory Group.

All processes and materials connected with the quality assurance scheme and the ELQS Membership Network are the property of the British Council.

Any changes to the quality assurance scheme and the rules relating to the ELQS Membership Network in consultation with the member institutions lie with the Director of the British Council, India.

Responsibilities and main duties of a reviewer 1. Pre-review visit:

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Submit details of their availability to the British Council.

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Make all necessary logistical arrangements for travel relating to the review visit.

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Review all the necessary pre-review documentation.

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Establish a review visit schedule in liaison with the institution to be reviewed.

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Conduct the review visit in line with the standards required by the British Council and laid down in the Reviewer manual.

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Compile and submit a report of their findings within two weeks of the review visit, in line with the standards required by the British Council and laid down in the Reviewer manual.

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Submit all fees and travel claims relating to the review visit to the British Council within two weeks of the review visit.

4. Training =

Attend an induction programme and all subsequent training sessions organised by the British Council, including mandatory training in Child protection and Anti-bribery and corruption.

Standards The standards to which these duties are to be performed are laid down on page 11 (Performance management).

Vetting Reviewers will be cleared to fulfil their duties through the same vetting procedures that are used for British Council staff including checks relating to working in regulated activities.

Terms and conditions Following the signing of this umbrella contract, the reviewer will be issued a letter of agreement for each review, stating the dates of the review and the exact duties to be carried out. This should be signed and returned to the British Council.

Within two weeks of the completion of the review, the reviewer will submit a claim form detailing their fees and expenses.

The claim form will be settled provided that the reviewer has completed the activity laid down in the letter of agreement to the satisfaction of the British Council.

Scope of work Annex B Fees Reviewers will be paid INR12000 per 8 hr working day for the days of the review visit. No other fees are applicable.

Travel Travel to and from the place of the review will be reimbursed by the British Council on submission of an invoice and original receipts. Travel should be undertaken by pre-ordered taxi.

Lunch Lunch will be provided by the host institution.

Payments Payments will be made within 30 days of receipt of the reviewer’s claim form.

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British Council contact details Shivangi Gupta Head Business Development English - Face to Face

John Shackleton Senior Training Consultant

British Council Division British High Commission 17, Kasturba Gandhi Marg New Delhi – 110001 India

British Council Division British High Commission 17 Kasturba Gandhi Marg Delhi 110001 India

T: +91 11 42199000 D: +91 11 41497498 F: +91 11 23357709 E: shivangi.gupta@britishcouncil.org W: www.britishcouncil.in

T: +91 11 23711401 ext 7547 D: +91 11 41497457 M: +91 (0) 9811039432 BCTN: 8305 7457 E: john.shackleton@britishcouncil.org W: www.britishcouncil.in

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SECTION TWO The Review

Review visit Purpose The purpose of the review visit is to assess an institution’s English language programmes of study against the Quality Standards Framework.

Approach The approach is based on gathering information from three different perspectives: documentary review, classroom observation and focus groups with teachers, students and parents.

You are tasked to assess a range of clearly defined elements of the institution’s provision and nothing else.

You are guests in the school but are tasked to carry out a rigorous and independent assessment.

The institutions you review will provide as much help and support as possible so that you are able to complete your evaluation.

You are interested in assessing a typical day at the school and you should aim to cause the minimum amount of disruption during your visit.

Availability, selection, lead reviewer The British Council will ask you to provide your availability for a period of three months in advance.

Please let us know if there are any changes to your availability.

for establishing the review visit schedule, and for the final report to be submitted to the Membership Advisory Group, after editing by the Senior Reviewer.

Selection is based on availability and we aim to share work, including the role of lead reviewer, equitably among the team of reviewers.

Once selected you should inform us of any previous contact with the institution or any reason for which the validity of your evaluation might be called into question.

The British Council will nominate a lead reviewer and a reviewer for the review visit.

Once selected, changes to the date of the review will only be allowed in exceptional circumstances.

The lead reviewer is responsible for liaising with an institution’s point of contact to set up the review visit,

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Preparation for the visit Preparation for the visit is straightforward but takes time. Do not leave preparations until the last minute.

The lead reviewer should email the point of contact at the institution to be reviewed to introduce themselves and the co-reviewer and to begin the setting up process.

In all correspondence the lead reviewer should make sure the co-reviewer is copied in.

The lead reviewer should establish the review visit schedule and go through the review visit checklist with the point of contact.

The review visit schedule The schedule should cover the elements detailed in the table below. Timings may vary but the duration of each element is fixed.

Duration

Focus

Who

30 minutes

Introduction to school.

Visit schedule briefing

Principal and Head of English department

2 hours

Document review 1. Lesson plan review

Reviewers only

15 minutes

Break

30 minutes

Classroom observation 1

Reviewers only

30 minutes

Classroom observation 2

Reviewers only

30 minutes

Classroom observation 3

Reviewers only

1 hour

Lunch

1 hour

Student focus group

15 minutes

Break

1 hour

Parent focus group

Reviewers only

2 hours

Document review 2.

Reviewers only

30 minutes

Visit schedule briefing

Principal and Head of English department

2 hours

Document review 3. Lesson plan review

Reviewers only

15 minutes

Break

30 minutes

Classroom observation 4

Reviewers only

30 minutes

Classroom observation 5

Reviewers only

30 minutes

Classroom observation 6

Reviewers only

1 hour

Lunch

1 hour

Teacher focus group

15 minutes

Break

1 hour

Document review 4

Reviewers only

1hour 30 minutes

Report conferral

Reviewers only

30 minutes

Round-up

Principal and Head of department

Day 1

Total

Reviewers only

8 hours

Day 2

Total

Reviewers only

8 hours 17

Preparation for the visit The review visit checklist a Have you agreed the visit schedule with the institution? a Has the institution briefed all those involved with the review on what will happen during the review visit? a Has the institution informed the teachers who will be teaching during the time set aside for classroom observation that they may be observed? a Have the teachers in question produced a printed version (two copies) of their lesson plan? a Has the Principal conďŹ rmed that he or she will be available for the introduction and round-up sessions? a Has the institution invited the following individuals for the focus groups: =

Five English language teachers?

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Five students?

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Five teachers?

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Five parents?

a Has a room been set aside for the reviewers? a Has the institution placed the required documentation in the room set aside for the reviewers? a Has the institution labelled the rooms that will be used for teaching during the time set aside for classroom observation? a Has the institution made arrangements for lunch?

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The day of the visit Introductory session The first session includes: =

Personal introductions. (No photographs or gifts)

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Statement of the purpose and approach of the visit. You should mention: that you will be taking a ‘snapshot’ of the institution’s provision; assessment is against the QSF; you are examining three types of evidence; you will cause the minimum disruption; we are all fellow professionals.

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A brief question and answer introduction to the school that includes information about type of school (fee paying or free, mixed or single sex), if the school is part of a group, any affiliations to examining boards etc, number of students, number of teachers, number of specialist English teachers, number of class teachers who teach English, student teacher ratio, average class size, catchment area from which the school draws its students, any international activity, any other relevant factual details that will help describe the school for somebody who does not know it. The answers given during this session should confirm the information provided on the Declaration of Intent form.

Discussion of the visit schedule. Please make sure that you use the programme briefing at the beginning of the visit to highlight any unforeseen last minute changes and keep to the scheduled timings.

be informed in advance that they may be observed and provide a lesson plan (two copies) for the reviewers to guide their observation. The lesson plans should be placed in the documentary review room.

The reviewers are escorted to the rooms where the teaching is taking place and then left to carry out their observations. The classrooms are clearly labelled with the name of the teacher, the year standards being taught and the timings of the lessons.

Two chairs at the back of the room are set aside for the reviewers. As the reviewers enter the classroom, the teacher indicates where the reviewers should sit but apart from this, the teacher continues with the lesson without interruption. Reviewers should remain seated, not communicate with each other and not interfere with the lesson.

The observation checklist can be found on page 26 (Observation checklist).

Focus groups (5 participants) The focus groups should take place in the room set aside for the reviewers. A representative from the school introduces the participants to the reviewers and then leaves the room. The meeting is conducted in a relaxed manner and feedback in relation to the objectives and areas detailed on pages 23, 24 and 25 is elicited from each participant. The focus groups should be conducted in English unless it becomes clear that the information required can only be ascertained by using the relevant vernacular language.

Documentary review The school should set aside a room for the documentary review and make the necessary documents available in a clear and accessible way.

The member of staff responsible for the Review (point of contact) should be available nearby to provide the reviewers with any clarifications relating to the required documents. However in general, the reviewers should be left alone to complete this task.

The required documents are detailed on page 20 (Documentary evidence).

Classroom observation The reviewers observe six separate classes for 30 minutes each. The teachers who are teaching during the allocated time for classroom observation should

Round-up session The round-up session is an opportunity for the reviewers to confirm what documents they have considered, what classes they have observed and what groups of teachers, students and parents they have spoken to.

The reviewers confirm what the next steps are and the timeframe in which these next steps take place.

The reviewers do not provide any feedback on the outcomes of their assessment during the round-up session. They will not provide any indication as to the result of the review nor any feedback on their sampling of the documentary evidence, the performance of the teachers they have observed or their focus group meetings.

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Documentary evidence: checklist This is the list of documents relevant to the review. In some cases, in relation to syllabus for example, you will need to sample documents. You need to make a note of what documents you sampled. In the notes section you need to record any reasons why the institution does not meet the standards required for level 4.

Standard

Evidence required 1.1 Curriculum / syllabus objectives and intended learner outcomes at each level (mapped against the CEFR).

1.2 Specification of content at each level linked to objectives showing links to previous level.

Standard 1: Programmes of study

1.3 Statement of the type of learning opportunities to be provided at each level linked to specific objectives.

1.4 Guidance on ways of working with the syllabus to provide for student with different learning styles / needs.

1.5 Evidence of student feedback / input into the syllabus.

1.6 Evidence of review and development of the syllabus.

2.1 Initial and final tests.

2.2 Evidence of investigation of the reliability and validity of these tests.

2.3 Evidence of the basis on which links to the CEFR are established.

Standard 2: Assessment

2.4 Evidence of feedback to students on strengths and weaknesses.

2.5 Guidance to teachers on introducing and working with self-assessment for students.

2.6 Organogram / job descriptions for people involved in designing and reviewing tests and the overall assessment system.

2.7 Student feedback in relation to assessment procedures.

3.1 Evidence that the qualifications of teachers employed have been investigated and verified.

3.2 Publicity or other publicly available statement of policy relating to qualifications and English language proficiency of teachers.

Standard 3: Teacher competence

3.3 Organogram and / or job description to identify who is responsible for appointing teachers of English.

3.4 Statement of appointment procedures (including interview, references etc).

3.5 List of current teachers of English with

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Notes

qualifications and level of English (including details of the test/exam on which this level is based).

Standard 4: Teacher performance

4.1 Lesson plans to review lesson aims, the fit with the syllabus and work covered previously, the range of activities, the materials and resources selected, the extent of differentiation to meet the needs of students with specific needs / learning styles.

5.1 Publicity or other documentation to establish information publicly available (within and outside the school) about professional development opportunities for teachers.

Standard 5: Teacher development

5.2 Plan for professional development for teachers in the current school year.

5.3 Organogram / job descriptions for people involved in designing and reviewing professional development plan.

5.4 Evidence of review of previous plans and of ways in which they have been refined / developed.

5.5 Evidence of feedback from teachers on the professional development programme.

Standard 6: Resources and materials

6.1 Academic documentation to see evidence of the basis on which materials and resources are selected.

6.2 Academic documentation to see evidence of the basis on which materials and resources are reviewed and updated, linked to feedback on their use.

6.3 Inventory of resources and materials available in the school.

Standard 7: Class size and layout

7.1 Publicity and associated documentation to establish information given in advance about class size / layout of the classroom.

7.2 Academic policy documentation to see evidence of the basis on which class size is set.

7.3 Academic documentation to see any guidance given to teachers about adapting the layout of the classroom for different activities.

Standard 8: Management

8.1 Organogram for managers involved in the ELT provision.

8.2 Job descriptions for managers involved in the ELT provision.

8.3 Rationale for the current management structure.

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9.1 Organogram / job descriptions for people involved in designing and reviewing the collection and analysis of feedback.

9.2 Rationale explaining the methods adopted for the collection and analysis of feedback.

9.3 Samples of feedback from students and other stakeholders.

9.4 Analyses of feedback.

Standard 9: Feedback

9.5 Organogram / job descriptions for people involved in designing and reviewing action plans based on feedback.

9.6 Action plan for following up issues identiďŹ ed through feedback.

9.7 Policy document on dealing with and acting on complaints.

9.8 Organogram / job descriptions for people involved in designing and reviewing policy on dealing with and acting on complaints.

Standard 10: Advertising

10.1 Organogram / job descriptions for people involved in designing and reviewing publicity and other information for potential students and their parents.

10.2 School brochures, prospectuses etc.

10.3 School website and / or social media sites.

Cross referencing documents

=

teacher recruitment.

Some documents are relevant to more than one assessment standard.

=

teacher development.

=

overall management.

1. Syllabus for each level / standard

=

resources and materials.

2. Student feedback covering:

=

collecting and using feedback.

=

advertising.

=

syllabus.

=

assessment.

=

teacher competence/performance.

=

programmes of study.

=

resources and materials.

=

assessment.

=

class size and layout.

=

teacher competence/performance.

=

course management.

=

teacher development opportunities.

=

opportunities to give feedback.

=

resources and materials.

=

advertising.

=

class size and layout.

=

course management.

=

opportunities to give feedback.

3. Organogram detailing responsibilities for:

22

=

syllabus design and review.

=

assessment mechanisms.

4. Advertising covering:

Focus groups checklist: parents You are interested in collecting the following information during the focus groups with parents. The institution will invite parents of a cross section of students. You should make notes of any instances where the institution does not meet level 4.

Standard

Response required

Standard 1: Programmes of study

clarify their understanding of the current syllabus and the objectives their children are working towards.

Standard 2: Assessment

establish their views of the assessment system particularly in relation to feedback on progress.

Standard 4: Teacher performance

establish any feedback from their children about teacher performance.

Standard 6: Resources and materials

establish any feedback from their children about materials and resources.

Standard 7: Class size and layout

establish any feedback from their children about class size.

Standard 8: Management

establish their view of the effective working of the school.

Standard 9: Feedback

establish their satisfaction with opportunities to provide feedback.

Standard 10: Advertising

establish whether information provided (print and digital) before enrolment is accessible and comprehensive.

Notes

23

Focus groups checklist: teachers You are interested in collecting the following information during the focus groups with teachers. The institution will invite a cross section of teachers, some of whom you have observed. You should make notes of any instances where the institution does not meet level 4.

24

Standard

Response required

Standard 1: Programmes of study

clarify their understanding of the present syllabus and its role. describe the guidance they receive on syllabus matters and their input into review and development.

Standard 2: Assessment

establish their views of the assessment system and the guidance and support they receive – particularly in relation to student self-assessment.

Standard 3: Teacher performance

confirm appointment procedures. confirm they have the required profile. demonstrate they have the required language proficiency.

Standard 5: Teacher development

establish their views of the professional development opportunities provided.

Standard 6: Resources and materials

give views on appropriacy and availability of materials.

Standard 7: Class size and layout

establish if and how their feedback on the class size / layout of the classroom is sought. establish if any guidance is given to them about adapting the layout of the classroom for different activities.

Standard 8: Management

establish their view of the effective working of the school.

Standard 9: Feedback

establish their satisfaction with opportunities to provide feedback.

Notes

Focus groups checklist: students You are interested in collecting the following information during the focus groups with students. The institution will invite a cross section of students. You should make notes of any instances where the institution does not meet level 4.

Standard

Response required

Standard 1: Programmes of study

clarify their understanding of the present syllabus and the objectives they are working towards. clarify their input into review and development.

Standard 2: Assessment

establish their views of the assessment system particularly in relation to feedback on progress, and guidance on self-assessment.

Standard 4: Teacher performance

establish their satisfaction with the content and conduct of the classes. establish if and how their feedback on the teaching is sought.

Standard 5: Teacher development

establish their views on the impact of the development opportunities undertaken by their teachers.

Standard 6: Resources and materials

establish if and how their feedback on materials and resources is sought.

Standard 7: Class size and layout

establish if and how their feedback on the class size / layout of the classroom is sought.

Standard 8: Management

establish their view of the effective working of the school.

Standard 9: Feedback

establish their satisfaction with opportunities to provide feedback.

Standard 10: Advertising

establish whether information provided before enrolment is accessible, accurate and comprehensive.

Notes

25

Classroom observation There are six teacher observations during the review visit.

Teachers should provide a lesson plan. The lesson plan is part of the assessment.

Teachers will be observed for thirty minutes by both reviewers simultaneously (twenty-five minutes observation, five minutes post-observation conferral)

You will not participate in the lesson and will seat yourselves at the rear of the classroom on seats that have been set aside for you.

Teachers will be told in advance that they may be observed.

You should make notes of any instances where the teacher does not meet level 4.

You will select classes from the range of English language lessons that are being taught when the classroom observation section of the review visit is timetabled.

You will not provide feedback to the teacher on his or her performance.

Classrooms will be clearly labelled with the name of the teacher, standard and timing of each lesson during the classroom observation section of the review visit.

Overall, you are assessing the teaching and not just individual teachers. You should satisfy yourself that all things being equal the teaching that you have observed is typical of an institution operating at level 4.

Observation checklist Notes 1. Lesson plan includes:

1.1 Date

Yes / No

1.2 Duration

Yes / No

1.3 Student description

Yes / No

Classes have a clear

1.4 Lesson aims / learning

Yes / No

focus. There is

outcomes linked to the CEFR

differentiation within the lesson to address the needs of specific types of students, especially with regard to linguistic diversity.

Classes are related to the 1.5 Syllabus fit

Yes / No

programme of study.

There is a coherent

1.6 Stages

Yes / No

1.7 Timing

Yes / No

1.8 Resources/materials to be used

Yes / No

1.9 Interaction types

Yes / No

sequence of activities.

Teachers make use of appropriate materials and classroom resources (including digital).

There are opportunities for all students to participate actively in the class and to take part in a balanced range of appropriate interactions.

1.10 Assumptions / potential problems

26

Yes / No

2. Lesson

2.1 Was the classroom layout

Yes / No

appropriate to the stated lesson aims?

Teachers check progress

2.2 Were the lesson aims / learning

Yes / No

against lesson outcomes. outcomes achieved?

2.3 Were the stages of the lesson

Yes / No

clear?

2.4 Were the teacher’s instructions

Yes / No

clear?

2.5 Did the lesson contain a

Yes / No

balanced variety of activity types?

2.6 Did the lesson contain a

Yes / No

balanced variety of interaction types?

Teachers are responsive

2.7 Were the students encouraged

to the group.

to participate actively?

Teachers are responsive

2.8 Did the teacher attend to the

to individuals.

needs of individual students?

2.9 Were the materials selected

Yes / No Yes / No Yes / No

appropriate in terms of level, age and interest of the students?

2.10 Did the teacher employ a range

Yes / No

of appropriate techniques?

2.11 Did the teacher provide appropriate models of spoken and written English?

2.12 Did the teacher provide

Yes / No

appropriate corrective feedback?

3. Overall

3.1 Did the teacher promote

Yes / No

effective learning?

3.2 Did the teacher create a positive

Yes / No

learning environment?

27

The review report The report provides: =

=

an introduction to the school. This is a factual introduction designed to contextualise the school for the Membership Advisory Group. The areas to be covered are described in the template below. a record of what documents the reviewers considered; what classes they observed; who they spoke to. This is to ensure that the reviewers were exposed to the required evidence.

=

the reviewers’ narrative and overall assessment against each standard of the Quality Standards Framework.

=

any recommendations for improvement.

The report is ďŹ nalised within two weeks of the visit and then sent to the Membership Advisory Group for moderation.

1

QUALITY STANDARDS REVIEW REPORT ON VISIT TO: School A

ENGLISH LANGUAGE QUALITY STANDARDS PROGRAMME www.britishcouncil.in

28

2 Name of school: Address of school:

Date of review visit: Number of students: Age-range / Grades / Standards: Number of teachers: Student:teacher ratio and average class size: Number of English teachers: Specialist English teachers Number of English teachers: Primary class teachers teaching English Affiliation: School A is a mixed, fee paying school, founded in 1986. It is part of a group of x educational institutions run by the A Educational Society, which together provide a range of academic and vocational courses for students from pre-school to postgraduate level.

Students at the school visited come from a range of backgrounds. In general parents are educated with a good level of English, but in most cases English is not the language used at home. Admission to the school follows the usual points system that takes into account Right To Education legislation. The school has recently started to offer courses based on the CBSE-i to cater for the needs of students who have previously been in international schools abroad, or who may be moving abroad during their school career.

The school has a strong international orientation and is involved in a wide range of international contact projects. In addition there is a regular student exchange programme.

Another significant feature of the school is its commitment to integrating IT into the design, preparation, and delivery of courses. An in-house learning management system has been designed and is being rolled out across the school.

3 Programme for review visit The reviewers met with: Ÿ

the principal, and vice-principal.

Ÿ

the academic manager for English programmes of study.

Ÿ

five students from Standards x, y and z.

Ÿ

five specialist English teachers .

Ÿ

five parents.

The reviewers considered: Ÿ

organogram

Ÿ

syllabuses and lesson plans for Standards x, y and z.

Ÿ

lesson plans for lessons observed.

Ÿ

tests for levels x, y and z.

Ÿ

qualifications profile for the x number of specialist English teachers and y number of primary classroom teachers teaching English.

Ÿ

professional development plan for teachers.

Ÿ

examples of student feedback.

Ÿ

examples of teacher feedback.

Ÿ

the school website and prospectus.

The reviewers observed together parts of two Standard x lessons (30 minutes each), standard y lessons (30 minutes each) and standard z lessons (30 minutes each).

The reviewers held a round-up meeting with the principal, the academic manager of the English department and member of staff responsible for liaison with the British Council.

29

4 Feedback on performance in relation to each standard including areas for development Focus areas

Standards

Feedback including key areas for development

1. Programmes of study are relevant to the age, level and needs of the students.

There is an overall structure. Progression between the programmes of study at different levels is incorporated informally. At each level the programme of study is based on the needs of the students and is adapted to their age, level and background. The syllabus document focusses on relevant content areas. The programme is formalised and publicly available. Teachers are using the programme of study systematically to inform the content of their lessons and the content of any inclass assessment activities. Responsibility for the design and review of the programme of study is clearly understood. Reviews are carried out on a yearly basis. Regular formal feedback is gathered from students about their engagement with and the usefulness of their programme of study.

Discussions with the reviewers demonstrated a high level of satisfaction with the programme of study.

Recommendations: The school could consider: = making a formal analysis of student needs; = designing the programmes of study around learner outcomes, linked to an external frame of reference (for example, the CEFR); =

specifying the range of learning opportunities to be provided (learning resources and interaction types).

Programme design Level assessed at: 2. Reliable and valid assessment (including self-assessment) is integrated into programme.

Students are assessed formally at the end of their programme of study, and at intervals during the academic year. Students receive regular feedback on their progress and are informed of their strengths and weaknesses during the programme of study. Responsibility for the design and review of the assessment systems is clearly understood. Reviews are carried out on the basis of feedback from students and teachers.

Recommendations: The current assessment system could be developed by: = introducing a formal ‘beginning of course’ assessment; = linking the outcomes of the assessment to an external framework of reference to indicate the student's level (e.g. the CEFR); = formally investigating the validity and reliability of the tests used; =

developing a systematic programme to introduce students to the idea of self-assessment.

Level assessed at:

5 Focus areas

Standards

Feedback including key areas for development

3. Teachers have appropriate qualifications and language proficiency for the teaching of English.

The specialist English teachers have an excellent profile in terms of general educational qualifications.

Recommendations: The school could consider: =

specifying the qualifications and language competence (in relation to the CEFR) required of all teachers involved in teaching English and making this publicly available.

=

requiring teachers to undergo a formal language proficiency test if they have not already taken one

Level assessed at: 4. Teachers have appropriate knowledge, skills and awareness to plan and deliver classes effectively in line with the programme.

Teachers and teaching

Classes observed had a clear focus, related to the programme of study. In both classes, online resources had been chosen to support the teaching / learning which were clearly enjoyed by the students. In both classes observed, the teachers provided appropriate models of both spoken and written English. There was some differentiation within the lessons to address the needs of specific types of students. Informal feedback from students to the reviewers showed that they were satisfied with the way in which the teachers conducted the classes. Regular formal feedback is collected from students on the activities they undertake in class and the performance of the teachers.

Recommendations: The school could consider =

making available development opportunities that would enable teachers to explore ways of working with language elicited from individual students so that it becomes shared with the class and incorporated into their language repertoire.

Level assessed at: 5. Teachers benefit from appropriate professional development opportunities.

Level assessed at:

30

There is a regular programme of professional development activities. Many of these activities are of a general educational nature, but there is a strand of activities directly related to ELT. Teachers are invited to provide formal feedback on the overall programme and on individual sessions.

Recommendations: The school could consider: =

establishing a formal, publicly available document describing a policy to promote professional development for ELT teachers.

=

developing systems to ensure a coherent programme of continuing professional development for all teaching staff, mapped against the India specific CPD framework.

6 Focus areas

Resources for learning

Standards

Feedback including key areas for development

6 Appropriate materials and resources are in use to meet the needs of the students in reaching the objectives of the programme.

Core resources for each class are selected by the teacher in collaboration with the Head of Department. Feedback from students is taken into account. New or additional materials /resources are acquired as needed. Students have easy access to a wide range of materials and resources both in and out of the classroom.

Recommendations: The school could consider: =

providing guidance for students on the use of materials for autonomous learning.

Level assessed at: 7. Class size and the layout of the classroom are appropriate to the needs of the students and the activities planned for the lesson.

The number of students in the class and the way the classroom is laid out was appropriate for the lesson content and outcomes. The rooms provided space for exibility of layout and teacher circulation. Students are asked for feedback on the layout of the classrooms.

Recommendations: The school could consider: =

Making their policy on class size and classroom layout publicly available.

7 Focus areas

Standards

Feedback including key areas for development

8. Transparent management systems are in place to ensure provision is in line with stated standards, and to review and develop provision.

There are management systems in place to review and develop provision. The responsibilities of the principal, the heads of department, and the academic coordinators (one each for years 1-4, 58, 9-12) are clearly understood. Feedback on the working of the management systems is gathered from students, teachers, and parents.

Recommendations: None

Level assessed at:

Management

9. Feedback is gathered systematically and used to inform provision.

There are opportunities in place for gathering regular feedback from students, teachers and parents. The results of feedback given to the reviewers demonstrate a very high level of satisfaction.

Recommendations:. The school could consider: =

formalising responsibility for reviewing and developing the way feedback is collected and analysed

=

formalising the procedures for taking action on the basis of feedback, and for recording this action

Level assessed at: 10. Actual provision matches advertised provision.

Advertising provides outline information on the following aspects of a school’s provision: premises / classroom facilities; programmes of study; measuring student progress. Responsibilities for the production of any promotional materials are understood. Promotional content is reviewed.

Recommendations. The school could consider: =

including information in their advertising on the following areas: student feedback; teacher proďŹ les; teacher development programmes.

Level assessed at:

31

Report moderation After the report is completed and edited by the Senior Reviewer, it is sent to the Membership Advisory Group for moderation. This means that the report is checked for two things: Validity: The reviewers have assessed and recorded what they were supposed to assess and record. The report contains a record of the documents, classroom teaching and stakeholder opinion that were sampled and that this sample was relevant and sufficient. It contains a numerical level assessment and narrative assessment against each standard and that this narrative is relevant and sufficient.

Internal coherence: The numerical level assessment against each standard made by the reviewers is coherent with their narrative assessment against each standard. The final assessment is coherent with the numerical level assessment for each standard.

Decision making If the MAG agrees that the report is both valid and internally coherent then they will necessarily follow the final assessment arrived at by the reviewers and recommend granting or refusing membership of the ELQS Membership Network on this basis.

Membership is conferred by the Director British Council, India on behalf of the British Council.

Review and reviewer reliability: It is not the role of the Membership Advisory Group to ensure reliability of the review. The British Council ensures reliability of the review through its reviewer training programme and quality monitoring procedures.

Membership of the MAG The MAG is made up of five members and chaired by the head of the British Council Quality Standards Team. Members are invited and appointed by the British Council and satisfy the requirements laid down in the relevant role profile.

32

Appeal Institutions may appeal in writing to the head of the British Council Quality Standards Team against the decision of the MAG. There are only two grounds for appeal: =

the review was not carried out in line with the quality assurance scheme procedures.

=

the report was not moderated in line with the quality assurance scheme procedures.

If, on investigation, the head of the Quality Standards Team concludes that the appeal is justified on the grounds that the review was not carried out in line with the quality assurance scheme procedures, then a second review will be organised under the direct supervision of the head of the Quality Standards Team.

The costs of the second review will be borne by the British Council.

If, on investigation, the head of the Quality Standards Team concludes that the appeal is justified on the grounds that the report was not moderated in line with the quality assurance scheme procedures, then the report will be moderated again at the next meeting of the MAG. In either case the decision of the head of the Quality Standards Team is final. No further correspondence will be entered into and no further appeal will be considered.

The British Council Membership and use of the Quality Standards marque is granted in the name of the British Council and may be cancelled by the British Council at its discretion and without reference to the MAG. In such circumstances the British Council will provide a full written rationale to the institution concerned.

For more information contact: British Council 17 Kasturba Gandhi Marg New Delhi 110 001 Telephone (toll-free): 1800 102 4353 Email: elqsp.india@britishcouncil.org

© British Council 2014 “The British Council believes that all children have potential and that every child matters - everywhere in the world. The British Council affirms the position that all children have the right to be protected from all forms of abuse as set out in article 19, UNCRC, 1989” The English language centre is committed to the British Council policy of Equal Opportunity and Diversity.

The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities.

A registered charity: 209131 (England and Wales) SC037733 (Scotland).

www.britishcouncil.in