“Has really helped me confirm how I need to address the marking policy”
Katherine Hyland, Assistant Head, St Anne’s Catholic School for Girls
Ofsted 2019 : Greater focus on teacher workload
On 16th January 2019, Ofsted published their new proposed inspection framework. Throughout the draft framework there are references to workload. Leaders need to be aware of the main pressures that are on staff and take account of them, be realistic and constructive in the way they manage their staff and that any workload issues are dealt with appropriately and quickly.
The biggest pressure on teacher workload highlighted in the Teacher Workload Review in 2016, but not yet addressed in over 50% of schools is that of unrealistic expectations associated with Marking and Feedback.
- Are you looking to adopt a “meaningful, manageable and motivating” perspective to marking?
- Do you need the confidence to be able to reject decisions that increase burdens for staff?
- Need a practical toolkit to reclaim your evenings?
Do you need other ways to:
- demonstrate teacher performance?
- feed back to parents?
Link marking and feedback with the learning process to ensure pupils’ understanding is being improved
Dispel the false assumptions about marking:
- What Ofsted inspectors REALLY expect to see
- Does government guidance recommend certain practices
- What the teacher standards say
- Prepare for Ofsted’s latest work book inspections
- Clarify the Hattie meta-analysis research and its impact on effective teaching
Upgrade your marking and feedback to ensure all pupils:
- make rapid progress
- deepen learning
- know how to improve
- are engaged
Marking smarter, not harder: plans to reduce marking time
- Create a meaningful “marking dialogue” to produce real and lasting change
- Develop a consistent approach to marking
- Personalise learning through differentiated and qualitative feedback
Examine and evaluate feedback and marking approaches:
- DIRT (Dedicated Improvement and Reflective Time)
- Comparative judgement
- Peer marking
If your current approach is unmanageable or disproportionate, stop it and adopt an approach that considers exactly what the marking needs to achieve for pupils
Teacher Workload Review, 2016