University of Bolton, Deane Road, Bolton. BL3 5AB
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“At the University of Bolton, we take great pride in providing a quality, supportive learning environment for our students.”
Professor George E Holmes DL | President & Vice Chancellor
“...tutors are very supportive and you’re not just a student ID number, at this university you are an individual with a name.”
Ellisse Vernon | BSc (Hons) Adult Nursing
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26/05/2022
There is considerable research into what comprises quality when it comes to teaching and learning. Anyone who is familiar with any part of the education sector will have heard of Ofsted and their historical efforts to identify providers who are “outstanding, good, requiring improvement or inadequate”. These grades are undoubtedly important to many stakeholders and parents alike, and their potential impact on the success of a school cannot be ignored.
For those teaching in the exciting world of post-compulsory education, the need to address quality assurance systems underpins their daily practice in a seamless and often unconscious way. Everyone working with learners has a professional responsibility to be accountable for something which is in the public domain. For teachers, however, their own measures of success may have a different focus to those shared by senior managers. These can be complementary rather than conflicting.
A recent discussion with a cohort of current trainee teachers considered priorities and a number of common themes emerged. When tasked with an activity to complete “I am successful at my job when…..”, it was interesting to see that data, achievement rates, Ofsted grades and value for money, were replaced by different criteria. These included “when learners turn up to my classes, when learners feel safe to ask and answer questions, when learners are engaged and can say that they have enjoyed a session, and when learners say thank you.
These reflect the personal and professional philosophies of trainee teachers about the real purposes of education. Quiet times of reflection around issues like this are encouraged for trainee teachers as they explore key issues in education and their own roles and responsibilities as professionals. Perhaps this small activity served as a reminder about why they believe in their job, their profession and in some small way reinforce their love for their work and their continued commitment to a career which truly can change lives.
We are proud to provide #UniAsItShouldBe; where we put our students and their needs first. If you wish to learn more, contact me at Karen.Lowe@salfordcc.ac.uk, or +44 (0)161 631 5586.
Karen Lowe – Centre Lead for Teacher Education - Salford City College
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University of Bolton, Deane Road, Bolton. BL3 5AB
Part of the University of Bolton Group
University of Bolton, Deane Road, Bolton. BL3 5AB
Part of the University of Bolton Group