Core Purpose & Features
Quality assessment:
- Assessment is primarily for the teacher to improve their impact
- Testing is not teaching
- No-one ever grew taller by being measured!
- Feedback is not more marking
Bridging pastoral and curriculum practice. Evidence-based:
- Quantitative and Qualitative
- Education inclusive of results, character development and learning dispositions
Putting assessment into teaching rather than teaching into assessment:
- Making new accountability measures fit your teaching and values
On-going development and support for a self- improving organization. A complete development service together with a QA/Accreditation process via Exeter University Cognitive Education Development Unit. Making Multi-Academy Trusts deliver all-through education
Intolerant of lack of impact and labelling students.
The educational response to a label is “I can fix it”
Student centred:
- Growth in all aspects
- Non-medicalisation of education
- No diagnostic labels
Bespoke whole school Cognitive Education training provided by the Thinking Schools International Team
Teacher workload aware. Removal of unnecessary burdens and the preservation of the art of teaching.
Preservation of creativity and professional growth
Family orientated “If it is not good enough for our own children, then it is not good enough”
Reflective of high impact strategies based on the research of the Sutton Trust and John Hattie
In association with Exeter University’s cognitive Education Development Unit, SISRA, Kestrel and Thinking Schools International
Teachers’ and Leaders’ fundamental role is to evaluate their impact
Fosters researching professionals rather than professional researchers. Any assessment/evaluation is only as good as its interpretation
Complete fusion of assessment, recording, reporting, tracking, monitoring, intervention and cognitive education.
Breaking the
“Sprint finish”
No ‘tricks’:
- Authentic education.
A year’s improvement for a year’s teaching for all students
- Genuine internationally acknowledged impact measures
Backward design:
- Assess
- Teach
- Evaluate
Fully embracing of variation in schools assessment practices
Focuses on Teaching and Learning Leadership, Assessment, Recording, Reporting, Tracking, Monitoring, Intervention, CPD, NQT, ITE, Recruitment
- “Life after Levels” and a common conception of progress across all phases
- Multi-Academy Trust focussed
Built on robust research and over 30 years experience of teaching in schools and higher education
The GPP Specifics
View the specifics of our ground-breaking GPP
The Set Up Process
View the steps involved in setting up the GPP
Costs and Next Steps
View the next steps towards accreditation
The GPP Specifics
It then provides a professional development framework using ‘A’, ‘T’, ‘E’ as its structure. Teachers, Leaders and Support Staff will therefore receive support, guidance and instruction in the following 3 areas:
- Assessment
- Teaching
- Evaluation
Developed by teachers for teachers
Get in touch with Grounded Practice today for a complimentary consultation to see how we can achieve your goals
