spark re-certification process
TRANSCRIPT
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• To support SPARK-certified centres to further improve programme quality
• To validate and extend the SPARK certification for another 3 years to centres which maintain at least a baseline standard of quality
• To recognise SPARK-certified centres for significant progress made in Teaching and Learning
Objectives of SPARK Re-certification
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Good Teaching and Learning processes
are crucial for centres
to achieve the desired outcomes of
pre-school education
Focus of SPARK Re-certification
TEACHING AND LEARNING
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1 1.1 Strategic Leadership
2 1.2 Curriculum Leadership
3 2.1 Strategic Planning
4 2.2 Programme Structure and Implementation
5 3.1 Induction and Deployment
6 3.2 Professional Development and Performance Appraisal
7 3.3 Staff Well-being
8 4.1 Teaching and Learning Environment and Resources
9 4.2 Collaboration with Parents
10 5.1 Integrated Curriculum and Holistic Development
11 6.1 General Principles of Pedagogy
12 6.2 Assessment of Children’s Learning and Development
QRS Items on Teaching and Learning
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SPARK Re-certification Process
Application
• Clear Regulatory / Licensing check
1 month before site visit
•Email Alert from QAB
•Submission of application
•Payment of $300
Document Submission
Upon application, centre submits their
•Self-Appraisal
•Action Plan
1 week before site visit (3 sets in hardcopy):
•Centre Profile and Staff List
•Progress Report
•Strategic/Improvement Plan
•Time-table and Lesson Plans for the week of assessment
•Curriculum Plans for term of assessment
•Calendar of Events for year of assessment
C1-6 Assessment
•1 day on-site assessment
Results
•Presentation of assessment report and feedback session
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Progress Report (past 3 years)
Purpose : To track Key Improvement Areas and for review
Use of Self Appraisal (2012-2014) and Assessment Report 2012 to identify and prioritise key areas for improvement Use of Action Plans (in 2012-2015) to highlight the selected key areas addressed since 2012 Progress Report
− KPI (targets) & review to track progress − Details of actions taken (activities, programme, resources,
time-frame) − Submission of Progress Report (hard copy) and
Presentation during site visit
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1-day On-site Assessment
Familiarisation Walk
Lesson Observations
Presentation by Centre Leader / Q&A Session
Document Check
Interviews with Teachers
Final Clarification with Centre Leader
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Familiarisation Walk (30 mins)
Purpose :
Introduce assessors to the centre’s environment and show changes made (if any)
• Teaching-Learning environment & resources
- Physical setting
- Display of children’s work
- Teaching learning resources
- Warm & secure environment
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Lesson Observations (2 hours)
Purpose : Provide opportunities for assessors to observe how teachers carry out planned integrated lessons/activities • 30 min sessions within 2 hours (approximate) • 3 levels (N2, K1 and K2) • Observe all teachers (or as many as possible) • Integrated curriculum
- Meaningful context, purposeful play, learning dispositions • Holistic development - All learning areas/domains • Teachers’ pedagogical skills
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Presentation and Q&A (2 hours)
Purpose: - Show the centre’s improvement mindset - Provide an opportunity for Centre Leader to share
key areas addressed since 2012 & improvement plans for next 3 years
Presentation / Sharing by Centre Leader • Progress Report – highlight key areas addressed since 2012 • Improvement Plans for the next 3-5 years - share Strategic
Planning process and the future plans to sustain success • Q&A No operators / HQ staff to be around
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Documentation
Evidence of planned approach (plans, processes and
implementation)
Provides reference for continuity of work
Used for review and improvement
. . . It is an on-going process of keeping written records that are relevant to centres’ operations.
Purpose: To sustain improvement (long-term success)
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Interviews with Teachers (30 mins)
Purpose : - Show the centre’s improvement mindset - Provide opportunities for assessors to know
teachers’ involvement and hear teachers’ views on staff management and professional development processes
• Teachers’ understanding of centre direction and involvement in improvement efforts
• Teachers’ involvement in curriculum planning, programme planning and implementation of plans
• Teachers’ views on staff management and PD processes
• Teachers to share structures and processes
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Outcomes of Re-certification
SPARK Certificate expires
Falls below baseline quality standard to be SPARK Re-certified
SPARK Re-Certified and recognised for
Progress in Teaching and Learning
Attains above baseline quality standard and makes significant improvement made in Teaching
and Learning
SPARK Re-Certified
Maintains baseline quality standard
SPARK Certification (Commendation)
Attains higher quality standards in Teaching and Learning e.g. a well-designed and integrated
curriculum, and strong pedagogies to support children’s holistic development.