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for Christians working in education

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Items relating to the work of schools and colleges, including resources and training opportunities.

GDQ International Christian School Albania Recruitment.

Opportunities for the 2018-2019 school year include

  • Director
  • Special Needs / Learning Support Teacher
  • English as an Academic Language Teacher
  • High School Math Teacher
  • High School PE Teacher
  • Computer Science Teacher

 

Kathy Passerine | Recruitment

GDQ International Christian School

mob: +355 694088094 (direct)| tel: +355 4 244 8113 (GDQ)

web: www.gdqschool.org | email:recruitment@gdqschool.org


Changes to short inspections from January 2018.

 

The new arrangements are set out in Ofsted’s response to September’s consultation on changes to short inspections. Overall, the majority of respondents supported each of the consultation’s 3 proposals.

This means that from January 2018:

  • inspectors will continue to convert short inspections, usually within 48 hours, if they have serious concerns about safeguarding or behaviour, or if they think the quality of education provided by a school has declined to inadequate
  • when there are no significant issues with safeguarding or behaviour, but inspectors identify potential concerns about either the quality of education or leadership and management, the inspection will not convert. Instead, Ofsted will publish a letter setting out the school’s strengths and areas for improvement. A section 5 inspection will then take place later, typically within 1 to 2 years. This will give the school time to address any weaknesses and seek support from appropriate bodies. In the meantime, the letter will be clear that the school’s current overall effectiveness judgement has not changed.
  • when inspectors have reason to believe that a school may be improving towards an outstanding judgement, Ofsted will publish a letter confirming that the school is still good and setting out its strengths and priorities for further improvement. A section 5 inspection will then take place within 1 to 2 years, giving the school time to consolidate its strong practice. However, requests from schools for early inspections will be considered. The majority of short inspections will confirm that the school remains good and, as now, Ofsted will return to carry out another short inspection after approximately 3 years.

Ofsted’s National Director of Education, Sean Harford said:

The process for converting short inspections to full section 5 inspections has proven challenging for both schools and inspectors. We have been consulting with the sector on ways to address these challenges and I’m delighted that the majority of respondents supported our latest proposals. I’m very grateful to everyone who took the time to engage with us.

These new arrangements reflect our overall aim to act as a force for improvement through inspection, and to catch schools before they fall. We’re confident they will ensure short inspections are responsible interventions that minimise the burden on schools, while at the same time providing constructive support and more time to improve.

The consultation ran from 21 September to 8 November 2017 and was open to the general public. In total, more than 1,500 responses to the online questionnaire were submitted. Ofsted also gathered responses from direct engagement with parents, headteachers, teaching unions and professional associations.


Reading standards best in a generation?

Reading standards in England are the best in a generation, new international test results show, after the push towards phonics led to a dramatic improvement in children’s attainment.

A study of the reading ability of nine and 10 year-olds in 50 countries puts England in joint eighth place, the country’s highest ranking since the test was introduced in 2001.

Schools Minister Nick Gibb said this was the first definitive set of evidence that one of the Government’s most controversial education reforms is working.

In 2010, the Tory-Lib Dem coalition government changed the national curriculum to require schools to use phonics, where children are taught to read by learning individual sounds and then blending different sounds together into words.

Read more.


School charges pupils for work experience checks.

Health and safety chiefs have slammed a Devon school charging students to go on work experience placements for “perpetuating mistruths” about “compulsory health and safety checks”.

According to the UK’s Health and Safety Executive (HSE) there is no legal reason for schools to carry out health and safety checks for work placements, the “employer who is taking on the student for work experience has the primary responsibility for their health and safety”.

Bideford College sent a letter home to parents at the end of November asking parents of students looking to take on a placement to pay £33 for “compulsory health and safety checks.

Read more.


Teachers don't need chocolates they need to be trusted.

Teachers don't need to be told to go home early or to go to yoga – to improve wellbeing they need two things: time to do the job they love and trust that they are doing it right, writes one primary teacher  

 

The standing staffroom joke for this academic year? #Wellbeing. 

We have begun to end every sentence to do with anything other than work with this little phrase: "I'm going to the pub tonight, #wellbeing!", "Not going to do any work tonight, #wellbeing!", "My husband bought me flowers, #wellbeing!" 

Now, I absolutely agree that the wellbeing of teachers, leaders and support staff needs to be raised. Teacher retention is dismally low and recruitment is a nightmare, with workload and stress cited often as major factors in the decision of staff to leave.

However, I am becoming increasingly aware that any initiative at all that might be a little bit less arduous than an average day is suddenly being treated as an amazing idea for improving everyone's wellbeing.


Read more.


Teachers earn less if they quit but are happier.

Teachers earn 10 per cent less on average in new jobs, with many moving to part-time working 

 

Teachers who quit the state sector to take up a role elsewhere tend to see their pay cut – but work shorter hours and find more job satisfaction, according to new research from the National Foundation for Educational Research (NFER).

For non-retiring teachers, the monthly pay of those who left and took up a new job was on average 10 per cent less, the research found.

The report also underlines the impact of the long-hours culture informing their decisions to leave – with many secondary teachers quitting in order to move to part-time jobs.

It states: “Among secondary teachers who leave, the proportion working part-time increases by 20 percentage points after leaving, whereas there is no increase among primary leavers.

“This suggests that secondary teachers find it more difficult to arrange part-time working.”

Read more.


Fewer applicants for teacher training.

There were 5,530 fewer applicants in November 2017 than in November 2016, UCAS statistics show 

 

The number of people applying to start training as teachers next year has dropped by more than 40 per cent compared with last year.

Data from admissions body UCAS shows that 7,310 people had applied for teacher training by November 20, 2017 – compared with 12,840 at the same time last year.

The opening date for applications for teacher training courses in higher education, schools-based initial teacher training (Scitt) and school direct courses in 2016 started a week earlier than in 2017.

But John Howson, visiting professor at Oxford Brookes University, said that the drop was worrying.

“The size of that fall – 43 per cent – is, in my view, significant,” Professor Howson said.

Last year, applications for universities held up better than those for school-based routes.

Professor Howson said: “The risk of this level of decline in November, is that some of the school-based training could be wiped out.

Read more.


Pilot on GCSE resits.

The pilot, developed by the Manchester College, is the fourth study funded by the Education Endowment Foundation and J.P. Morgan  

 

A new pilot study to find out if short tests and handwritten exercises can help college students pass their GCSE English resits has been announced by the Education Endowment Foundation (EEF) and J.P. Morgan.

A total of six colleges will take part in the trial of Assess for Success, a programme developed by the Manchester College, and in which 1,200 students will be involved. The project will be evaluated by the Behavioural Insights Team (BIT).

The Manchester College saw a large increase in the number of young people resitting their maths and English GCSE exam since compulsory resits became a funding condition for colleges in 2014. Because of this, the college’s English department developed the Assess for Success programme as a way of assessing their students’ current capabilities, as well as the areas they need to work on.

Read more.


Value for money in Higher Education.

The Education Committee has today (8 Dec) published the written evidence for its inquiry into value for money in higher education. The written evidence covers topics such as vice-chancellor and senior management pay, the impact of student debt and value for money, and the support available for disadvantaged students.

 

 

The evidence submissions have been published ahead of the inquiry’s first public evidence session on Tuesday when the Committee will be questioning witnesses including representatives from the NUS, Office for Students (OfS) and the Sutton Trust. The Committee will also hear from students, including Sam Brook, a Warwick University graduate, who submitted evidence to the inquiry (entitling his written submission, “A letter to the government from a disgruntled graduate of 2016”).

Read more.


Are handwritten exams a thing of the past for Scotland?

Scottish schools are predicted to phase out handwritten exams over the next decade. Dr Janet Brown, chief executive of the Scottish Qualifications Authority (SQA), said it would be much more unusual to have handwritten exams in future.                                                    But an end to hard copies in the examination system will hinge on suitable equipment being available in all schools amid concerns a roll-out of electronic exams may lead to an equality imbalance.                                                    In an interview with the Times Educational Supplement Scotland, Mrs Brown said: “The day is not tomorrow that we’ll move away from paper, but I would be surprised if we still had handwritten exams within ten years for a significant number of subjects.

Read more.


 

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