Self Review Framework

Name of assessor:
Name of lead assessor:
Name of school:
Date of assessment:
Outcome of assessment: / Met threshold/Not met/referred (delete as appropriate)
Outcome of moderation: / Met threshold/Not met/referred (delete as appropriate)
General comments on moderation:
Comments on ICT Mark assessment report:
Recommendations for further support:
Evidence required to show compliance with above:

Knowledge and understanding of ICT and its impact

Definition / Excellence / Threshold / Score/evidence / Contra indicators
b)Understanding
Understands current ICT issues in schools and academies / Makes direct links to national ICT developments and initiatives. Promotes guidance and expectations of Naace, inspection bodies and other organisations. Shares knowledge to develop participants thinking and exudes enthusiasm for ICT in learning. / Makes reference to the impact of ICT on improving teaching and learning. Offers advice and sources of guidance. Makes explicit links to examples of effective practice. / E / T
1 / 2 / 3
4 / 5
/ Demonstrates little knowledge of national ICT issues – does not make connections beyond own direct experiences. Is not able to give examples that demonstrate the potential of ICT.
Evidence / Moderated assessment
2. Knowledge and understanding of school self-evaluation
Definition / Excellence / Threshold / Score/evidence / Contra indicators
a)Engagement
Shows engagement in supporting self-evaluation in schools to improve impact of ICT. / Demonstrates experience of engaging with a wide variety of schools using a range of whole school self-evaluationtools and their impact, including inspection and other national strategies. / Demonstrates experienceengaging with school staff on a range of whole school self-evaluationtools and their impact, including inspection and local strategies. / E / T
1 / 2 / 3
4 / 5
/ Does not demonstrate any relevant experience of whole school self-evaluation strategies and is unaware of their impact
Evidence / Moderated assessment

Ability to engage in professional dialogue

Definition / Excellence / Threshold / Score/evidence / Contra indicators
a)Focus
Have a client focus, with appreciation of the environment of the individual school, and the importance of confidentiality / Reflects back to client a clear understanding of their context and is able to adapt responses to reflect the specifics of the circumstances. / Ask questions of client’s circumstances and gives some adaptive responses. Gives client confidence in their professionalism through re-assuring comments and body language affirmation. / E / T
1 / 2 / 3
4 / 5
/ Advice given irrespective of client circumstances and no exploration of clients’ situation built into discussion. Gives no re-assuring affirmation of a grasp of the issues of confidentiality.
Evidence / Moderated assessment
b) Effective communication
Be effective communicators, both in written and oral presentations, and in giving succinct and concise feedback to schools. / Presents information and ideas with enthusiasm, openness and clarity. Seeks feedback of understanding through open questioning and challenging for examples and evidence. / Clarity in communication, giving clear instructions and seeking feedback by observing audience. Attempts to build rapport through adaptation, personalisation of dialogue and open questioning. / E / T
1 / 2 / 3
4 / 5
/ Shows no attempt to build rapport. And continues discussions ignoring disengagement with audience. Dismissive of, or disregards, questions from clients using closed questions with no probing follow up.
Evidence / Moderated assessment
c) Time management
Manage their own time and activities effectively / Delivers all materials and expectations to deadlines and manages the flow of delivery with little reference to ‘time’ referring instead to completion of outcomes and targets. Makes a virtue of time available. / Completes work to an agreed schedule, uses ongoing references to time to ensure timely completion of tasks. Delivers within timelines. / E / T
1 / 2 / 3
4 / 5
/ Gives no-reference to the time frame for work, cuts off completion by announcing the end of a period of working without warning, Doesn’t work to prescribed time frames or deadlines and uses lack of time as an excuse.
Evidence / Moderated assessment