Response to Outcomes of HMIe Review
Context
The College was last reviewed by HMIE in February 2009 and received full confidence statements in that review. The Scottish Funding Council (SFC) requires each college to produce a report setting out its response to the main outcomes of the HMIE review one year after this has taken place. This document summarises the College’s response to the two Main Points for Action identified in the HIME review report, June 2009.
Main Points for Action
The college should increase the pace of its response to equalities legislation and raise staff’s awareness of equality and diversity issues
The college has introduced Equality and Diversity Advisers who, are members of the Equality and Diversity Strategy Group. In addition to their existing roles within the college, each advisor has a specific responsibility for one strand: either Race, Disability, Beliefs, Gender, Sexual Orientation and Age. This has supported the college to address all the equality strands.
The features of the Equality and Diversity Advisor include providing an advisory role to the Group on legislation, case law and initiatives, to act as a conduit for information in their respective areas, and to be a reference point for staff and students who wish to discuss anything concerned with each area of specialism.
The impact of the advisor role has been significant in two strategic initiatives for the college, firstly, to drive forward and lead on the promotion and awareness of equality and diversity across the college community and secondly, to work in partnership with appropriate local and national agencies. This involvement supports communication of local and national initiatives, developments and legislation. The advisors report to the Equality and Diversity Strategy Group at each meeting , providing an effective model to disseminate information and raise awareness and understanding of the key equality strands.
A highly successful RESPECT college campaign was launched which has heightened awareness of equality and diversity for both staff and students. The advisors and student representatives have regular meetings to plan the calendar of events for each of the strands. Many members of staff, learners and other stakeholders have participated in the events held this session with numbers increasing with each event.
The appointment of Equality and Diversity Advisors has been identified as Sector Leading and Innovative Practice at the HMIE Annual Engagement Visit in March 2010.
The college has taken a very systematic approach to impact assessments. Identified staff in each area have been trained to carry out impact assessment on all policy, procedures and practice against a clear procedure. The college has a timescale for completion and anticipate that this will be accomplished ahead of SFC recommendations.
The college has provided training in Quality and Equality of Learning and Teaching Materials (QELTM) for teaching staff and cross college teams and is now ensuring that this is carried out within curriculum teams. Staff apply QELTM to all new teaching materials and have a schedule for applying this to existing material.
The college should implement effective arrangements to ensure systematic professional reflection by teaching staff, as a further means of enhancing the quality of their learning and teaching
At the Annual Engagement in March 2010 HMIE reported evidence of staff in the college engaging in a wide range of reflective practice activities where learners are asked how they think their learning activities could be improved upon, and where staff reflect on their teaching methodologies and look for improvements. Good practice was identified in hairdressing, beauty and complementary therapies where the ‘Fast Five Tool’ directs learners and staff to reflect on their learning and teaching activities and helps to identify where staff could improve.
Lesson plans include a reflective section which staff complete based upon an evaluation of what worked well in the lesson. These comments are shared with other staff at team meetings and the positive relationships between staff in subject areas helps with open discussion and aids team teaching activities where appropriate.
Learning and Teaching observation checklists record the appropriate use of ICT in delivery.
Following the development of a Classroom Observation model, in agreement with the JNC, a pilot has been conducted involving 40 lecturing staff from each of the 8 teaching centres using a team of 8 observers. CPD was provided for all participants in the pilot. Feedback from the pilot will be used to refine the design of the process, its management, as well as associated documentation including ‘A Guide to Teaching Observations’ for all participants.
The final version of the model will be implemented in October 2010, supported by CPD sessions for participants in relation to participating in professional discussions, coaching and mentoring skills.
The recently installed HR management information system will facilitate the systematic selection of employees to participate in the observation process. Outcomes of the observations will be used to inform individual development plans and activities as well as the college wide CPD programme.