RSAJ246 Opening-minds Report 041212.ET

8/12/2019 RSAJ246 Opening-minds Report 041212.ET

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Annex C – Research process

Data collectionData collected for the project was collected by lead practitioners in threeschools, and comprised:

• seven teacher interviews • one staff focus group

•

three student focus groups.

AnalysisData emerging from the interviews and focus groups were coded ac-cording to their potential to provide evidence for answering the researchsubquestions. Once allocated common practices, issues and themes werethen read across the data set.

The outcomes of the analysis were shared with all participating teach-ers and rened in the light of their feedback.



Opening Minds action research

Annex D – Sample assessmentframeworks

Capital City – Flagship ventures competency grid

Flagship VenturesCompetency grid

Guided Consistent Autonomous Advancedautonomous

Challenge 4Creativity

I am reluctant to trynew things.

I am afraid to share myideas.

I prefer to copy ratherthan produce my ownoriginal work.

I will try new thingswhen promted andwith support.

I can suggestimaginitive ideas butdo not part them intopractice.

I try new things thatare different, but giveup when things getdifcult and nd it hardto see things through.

I actively seek out newand different ways ofdoing things.

I ask questionsto further myunderstanding.

I can come up withimaginitive ideas on myown and I can respond

to suggestions thatpeople make.

Challenge 3Innovation

I give up easily andneed support to tryagain.

With support I canidentify needs andopportunities.

I need support whenI cannot nd thesolution quickly.

I can identify needsand opportunities.

I am reluctant to giveup, but cannot alwaysnd solutions.

I actively look for andidentify needs andopportunities.

I am alwaysdetermined and amexible to changingdemands.

Learning 4Self Relliance

I know what I havedone well.

I ask for help.

I recognise problemsand think of ways I canget round them.

I stay focused.

I know my ownstrengths andweaknesses.

I set myself personaltargets.

I can avoid distraction.

When I see a problemI think about previoussolutions and adaptthem.

I am committed.

People 1Relating to people

I need prompting tospeak at the right level,time and tone.

I bring types ofbehaviour intosituations wherethey are no longerappropriate.

I only see things frommy point of view.

I mostly speak at theright level, time andtone.

I need support tounderstand otherpeople’s point of view.

I am aware ofdifferent methods ofcommunication.

I speak at the rightlevel, time and tone.

I use a range ofmethods and varioustechniques tocommunicate.

My actions show that Iknow that other peoplehave the right to theirpoints of view.

I am able tounderstand,communicate andrespect other people’spoint of view.

I can adapt mymethods ofcommunication anduse various techniquesto suit my audience/the situation.



Annex D – Sample assessment frameworks

Oasis – Information Competence: Success criteria




Oasis – Assessment sheet




RSA Academy – Leadership Level 1, competence descriptor

Title: Leadership

Level: 1

Learning outcomes

The learner will:

Assesment criteria

The learner can:

1. Know about different leadership styles

2. Be able to understand what is needed tobe a good team leader

Have an awareness different leadershipstyles and be able to identify strengths andweaknesses of these

Describe the skills and qualities needed tobe a good team leader

Describe the qualities needed to lead a team

3. Know how to develop own leadershipskills

4. Be able to develop leadership skillsthrough leading and reviewing a team activity

Give examples of situations where they haveundertaken a leadership role

Describe the skills and qualities that theyneed to improve to be an effetive team leader

Lead an activity

Review own performance as a team leaderand agree next steps for continuing todevelop leadership skills

RSA Academy – Leadership Level 2, competence descriptor

Title: Skills for Team Leaders

Level: 2

Learning outcomes

The learner will:

Assesment criteria

The learner can:

1. Know about different leadership styles 1.1 Describe different leadership styles andthe strengths and weaknesses of these

2 Be able to assess own skills and qualitiesas a team leader

2.1 Describe the skills and qualities requirredto be an effective team leader

2.2 Compare own leadership skills andqualities with those needed to be an effectiveteam leader

3. Know how to develop own leadershipskillls

3.1 Give examples of situations where theyhave undertaken a leadership role

3.2 Describe the skills and qualities thatthey need to improve to be an effective teamleader

3.3 Give reasons for conclusions about areasfor improvement

4. Be able to develop leadership skillsthrough leading and reviewing a team activity

4.1 Lead an activity using an approach that issuitable for the situation

4.2 Review own performances as a teamleader and agree next steps for continuing todevelop leadership skills



RSA Academy – Example level ladder

Advanced and Autonomous

I can accomplish all of the Level 1 assessment criteria on my own. I am able to understandwhat is meant by reasoning. I have developed my understanding of thinking skills, andexplored a wide variety of activities that I can use to expand on these. I am able to approachproblem solving independently through my understanding of how to analyse the differentfactors that make up problems and the wide variety of methods and strategies that can beused to solve problems. I am also able to condently guide my peers in problem solvingactivities.

Advanced

I can accomplish the Level 1 criteria with very little support from others. I have developed myunderstanding of thinking skills and reasoning and I have explored a variety of activities thatI can use to expand on these. I am able to approach problem solving condently through myunderstanding of how to analyse the different factors that make up problems. I also know avariety of methods and strategies that can be used to solve problems.

Strong

I can accomplish the Level 1 assessment criteria with some support from others. I havedeveloped my understanding of thinking skills and reasoning, and explored some activitiesthat will help to develop these. I am able to approach problem solving by analysing differentfactors of problems, and I have explored some methods and strategies that can be used tosolve problems.

Regular

I can accomplish the Level 1 assessment criteria with some support. I have begun tounderstand what is meant by thinking skills and reasoning, and I have explored at least twoactivities that will help to develop these. I am able to approach problem solving by looking atdifferent factors of problems, and I have explored some methods and strategies that can beused to solve problems.

Guided

I can accomplish the Level 1 assessment criteria with the teacher’s support. I have begunto develop my understanding of what is meant by thinking skills and reasoning, and I haveexplored at least one activity to help me develop these skills. With guidance, I am able to thinkabout the different factors of problems, and have explored at least two methods that can beused to solve problems.





Annex E – References

Bell, M., Cordingley, P., Gibbons, S. & Hawkins, M. (2008) QCA Building theEvidence Base : Review of Individual Studies from Systematic Research Reviews.

Coventry, CUREE.Cordingley, P., Bell, M., Isham, C., Evans, D. & Firth, A. (2007) What do specialistsdo in CPD programmes for which there is evidence of positive outcomes for pupilsand teachers? Technical Report. In: Research Evidence in Education Library . Lon-don: EPPI-Centre, Social Science Research Unit, Institute of Education, Universityof London. London, EPPI-Centre, Social Science Research Unit, Institute of Educa-tion, University of London.

Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2007) Teacher ProfessionalLearning and Development : Best Evidence Synthesis Iteration Wellington,New Zealand.



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RSAJ246 Opening-minds Report 041212.ET

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