Connecticut . Trevor Yates Vice-President Cambridge Education (LLC). September 2007. WHO ARE WE.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Cambridge Education (LLC)
Since 1983, Cambridge Education has combined the expertise and experience of its permanently employed staff with self-employed associates. We currently employ 550 full time staff and have a data base of 7,000 associate education specialists world-wide; and have a current turnover of over $100m
Our vision is to create a lasting improvement in the quality of education experienced by the young people and adults we support, either directly or indirectly, through our relationship with clients
Our aim is to provide professional educational advice and practical solutions
Our objective is to contribute to and be part of the development of every organization we work with
Our approach is to develop partnerships based upon mutual trust.
Funding Agencies – Department for International Development (DFID), European Commission (EC), Asian Development Bank (ADB), World Bank (WB), International Development Bank (IDB), UN Agencies, Other bilateral donors (Sweden, Japan, Finland, Ireland, Denmark)
Government Ministries – policy support, planning and budgeting,capacity building, restructuring, systems development etc
Government Institutions and Agencies – teacher training institutions, curriculum authorities, examination boards,inspection authorities
Districts and Schools – district reform,policy development, leadership development, performance management, curriculum design, professional development.
street children, non-formal
WHERE DO WE WORK
Technical & vocational education
civic Education: curriculum development and training of teachers.
examination systems reform
project preparation, policy development, teacher training,
Basic education & vocational education
textbook design and publishing, education management, project management
pre- and in-service teacher training, , curriculum development, textbook development, EMIS, assessment and examination reform,
project design, school development
planning, teacher training, curriculum
development, inspection, headteacher training,
project preparation, policy development at both primary and secondary levels, school development planning, inspection, curriculum development, teacher training, headteacher training, textbook production, EMIS,
policy development for teacher
integrating ICT in the curriculum, teacher training, institutional development,
human resource development
project preparation, textbook
development, production and
project preparation, sector review,
monitoring and evaluation
strategic and financial planning, institutional development, teacher training, curriculum
school planning and financing, cost-sharing
support to the development of a SWAp, policy and planning, school improvement, teacher training,
support to design of a SWAp, and development of textbook policy
financial planning, institutional development, human resource development, EMIS
project design and sector development planning
project and sector review, non-formal education, institutional development
strategic and financial planning, institutional development, human resource development, quality assurance, teacher training, curriculum development, equity, school improvement
TVET project design and
School inspection; district reform; performance management; coaching and mentoring; school improvement; school development planning; c.p.d.; site-based management; children’s services; health education; BSF; academies,ICT
WHERE DO WE WORK
School evaluations, district reform, executive coaching, district accountability planning, school improvement school development planning, technical assistance, charter schools, charter management organizations
Strengthening Tech Voc Education
Curriculum development, leadership training, school development planning, language development, VET, performance management,
Development of language centre
Dominica, St Vincent, St Lucia, Grenada - curriculum development, assessment, children at risk, equity, EMIS, teacher professional development, literacy and numeracy development
Over 25 years experience
Completed over 1,800 schools reviews across US
Worked in Connecticut for past six years
Responsible for running Local Education Authorities in UK
Largest single contractor of school inspections in England
Trained Inspectors and Reviewers for over 15 years in
Islington LEA – since 2000, when Cambridge Education took over responsibility, Islington LEA has moved from being considered a failing authority to the top quartile overall and top 5% of LEA’s for SEN, according to UK Government inspections - in 2 of past 3 years recognised as the most improved LEA in England.
Islington schools - in 2000 Ofsted Inspections identified 20% of schools in either special measures or serious weakness. In the Autumn of 2005 0% of schools were in either of these categories - and the 7 schools inspected under the New Inspections arrangements were rated:
3 outstanding, 2 very good and 2 good.
Achievement of boys…for the past three years, CEA@Islington have consistently succeeded in raising the achievement levels of both boys and girls, while reducing the gap in performance between girls and boys.
Ethnic minority pupils…African Caribbean, African and Bangladeshi pupils in Islington are outperforming their counter parts in the rest of the country – in tests at 11, 14 and 16.
The School Quality Review program is a central component in the State’s strategy for promoting continuous school improvement.
It is designed to enable and assist:
A commitment to a cycle of monitoring, evaluation, review and revision (MERR) by the school’s leadership and staff is vital in creating a dynamic organisational culture of continuous improvement
These mirror the components of Connecticut’s Accountability for Learning Model.
1: Student achievement in the core subjects
2: The quality of instruction through teaching, learning and curriculum
3. Students’ personal character development
4. Effective leadership and management
5. Partnerships with parents and community
The District Quality Review process is designed to address three central questions:
There is a 5 point scale
Stage 1 - Pre – site visit
Stage 2 - Site-visit.
Stage 3 - Feedback.
Preparatory work is the foundation of a successful Quality Reviews.
Each district and every school will be asked to complete short Self-Evaluation Forms
(DSEF and SEF)
Prior to the review the State and / or District and will provide Cambridge Education with
key student achievement data.
At the start of the visit the district / school will provide the lead reviewer with:
The lead reviewer will be able to use this information alongside the SEF to gain an understanding of the school context, its history and most importantly actions, which have taken place during the past two years.
The reviewer(s)will be in the school for two days, during which time they collect evidence, through:
This evidence provides them with a thorough understanding of
the range and quality of the school’s work.
The district review team will normally consist of 4 reviewers:
The review team will spend 1 week reviewing each district
Day 1 will be spent at the State Department, reviewing and analyzing data
The remaining 4 days will be spent in the District.
The team will hold meetings / focus groups with a range of individuals and
Parents / local community groups/ unions / administrators/ teachers
The team will attend district meetings and observe the workings of the district
This evidence provides them with a thorough understanding of the range and
quality of the district’s work.
Evidence is collected to evaluate the impact the district / school is having on student learning and development:
Reviewers will talk with students in order to assess:
Reviewers will talk with teachers in order to judge how
roles and responsibilities are fulfilled
Reviewers will ask teachers for:
The school may offer other measures or indicators of
attainment and progress
Reviewers will talk with central office staff in order to judge how
roles and responsibilities are fulfilled
Reviewers will ask staff for:
The district may offer other measures or indicators of school improvement
Quality reviews asks three key questions:
How good is the district / school?
What does it do well?
What should it do to improve?
The MIC approach:
What should it Maintain?
What should it Improve?
What should it Change?
Throughout the visit the reviewers meet regularly with the Superintendent / Principal to:
The Superintendent / Principal can also direct feedback to the lead
reviewer on any issues which need following up
At the end of the visit the reviewers provide oral feedback and leave a written summary with the school. This feedback includes:
If there has been effective communication it is unlikely that this feedback will contain any surprises.
It is helpful for the superintendent / principal to have others from their team and/or members of the board present at the feedback.
This enables the principal to listen, direct all his /her attention to the message given and to ask questions.
The final written report is an analysis of the district / school’s strengths and areas for development.
Districts /Schools have the opportunity to review the draft report for factual accuracy before final publication, which is usually within 4 weeks of the end of the site visit
The district / school can use the report to
When district and school evaluation is set within a culture of self-reflection, analysis of results and action, it becomes a very powerful tool for district / school improvement
Thought of in this way a Quality Review is a beginning
(open our minds and
behaviors to spot the
… continuing to assessthe needs of the communityand adapt to deliver those
(Evaluate and choosethe opportunities)
(Vision & Plan )