RAISEonline Governor TrainingLead Facilitator Training

27 January 2014

Purpose of today

To provide an opportunity to:

• explore the materials• confirm key messages• identify and resolve any challenges in

delivering the materials

Overarching aims

• Governors know/understand more when they leave the workshops

• Governors not afraid of data• Governors know what data to expect/ask for• Governors understand sensitivities around

school performance data• Governors know where to go for additional

support/advice

Specific Workshop Aims• knowledge of the data available to them from RAISEonline• understanding of key terms and concepts used in

RAISEonline• skills in the interpretation of key data• awareness of how RAISEonline can be used to ask

challenging questions about the performance of their school

• understanding of the contribution of RAISEonline to school self-evaluation and school improvement

• understanding of the proper use of RAISEonline by governors and the protocols that they should follow

RAISE: Key understandings

• Some tables now identified with a ‘Big G’• Focus on attainment and progress – and on

governors understanding the differences between the 4 indicators

• Floor standards – high stakes indicator• Closing the Gap; pupil premium;CLAs

Workshop Structure

Using the data

School self-evaluation School improvement planning Protocols

Getting to grips with RAISEUnderstanding key concepts Applying key concepts

Setting the sceneNational Context Expectations of governors

Resources

• Delivery notes• Powerpoints• Participant workbook• Example RAISE

(Separate primary and secondary versions of each)

Delivery notes

• Background information on the workshop• High level overview of the programme – read

in conjunction with powerpoints• Timings indicative• Signposts additional resources

Powerpoints

• Use notes function• Check all tables/charts can be read by

audience• Please do not alter NCTL fonts, logos etc

The Workbook

• A flexible resource• Walk through as a whole group?• Work in small groups?• Work individually?• If time constraints – focus on progress and

attainment

Example RAISE

• Real schools – anonymised • Print – whole document or selected tables?• Please do not bring in examples form other

schools – DfE guidance

Managing the workshop

• A flexible framework• Doesn’t have to be 3 hours• A lot of powerpoints – be selective• Vary between using powerpoints and printed

copies of RAISE?• Non-negotiable – tables covered from slide

20-61 (primary version)

Bobbie, Billy and Sam

Attendance data

Activity: Exploring the materials

• Clarity of messages – facilitator perspective• Accessibility of the materials for the audience –

language, content, activities• Time management – challenges and solutions• Balance between use of powerpoints and example

RAISE• Effective use of the workbooks• Avoiding statistical meltdown• Further support providers might offer• Challenges and solutions

Endings