{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-c1c50a24fb450add","slug":"2020-12-29-using-internal-evidence-to-strengthen-teacher-support-for-remote-delivery","language":"en","publication_status":"READY_FOR_IMPORT","publication_date":"2020-12-29","last_modified_date":"2020-12-29","title":"Using internal evidence to strengthen teacher support for remote delivery","summary":"Describes how improvement in using internal evidence to strengthen teacher support for remote delivery can be planned, measured and maintained through clear responsibility.","category":{"code":"QUALITY_IMPROVEMENT_METHODS","label":"Quality Improvement Methods"},"article_type":"Quality improvement method","publisher":"International Council for Education Quality Certification (ICEQC)","jurisdictional_scope":"International","historical_reference_basis":"Emergency transition to online learning","reference_authority":"United Nations Educational, Scientific and Cultural Organization","sections":[{"heading":null,"paragraphs":["The emergency transition to online learning provides the immediate context for internal evidence to strengthen teacher support for remote delivery. A decision concerning the issue under review should recognise that a disciplined improvement process separates immediate containment from corrective action directed at the underlying cause.","The circumstances described by the emergency transition to online learning are developing and may differ materially between locations. Decisions on the improvement objective should therefore be based on verified information available for the affected community and should be reviewed as conditions change. Temporary measures require recorded authority, learner communication and an end or review point; urgency does not remove the need to preserve safety, fair treatment and reliable records.","The declaration of a pandemic in March 2020 and the rapid closure of education sites have required emergency continuity arrangements on an unprecedented scale. Replacement provision differs sharply in connectivity, devices, home conditions, accessibility and staff readiness. Measures should be treated as emergency responses, with documented authority and review. Continuity reporting should identify learners not reached and should not equate online activity with learning."]},{"heading":"Improvement objective and baseline","paragraphs":["The quality significance of internal evidence to strengthen teacher support for remote delivery follows from a basic distinction between availability and effective provision. In reviewing the improvement objective, education quality depends on sufficient numbers of competent staff who are prepared, supported and assigned work they can perform effectively. In relation to using internal evidence to strengthen teacher support for remote delivery, review should cover the stages at which learners receive information, provision, assessment, support and remedy.","A focused examination of the issue under review requires a clear analytical discipline. In reviewing the corrective programme, the subject should be examined as a connected system of policy, people, resources, decisions and evidence. A review should test the interfaces between functions, not assume that sound component controls ensure a sound end-to-end process.","Risk assessment of the issue under review should give particular attention to deployment unrelated to learner need, weak evaluation of teaching support, and use of staff outside their competence. A provider should also consider workload that limits preparation and feedback and professional learning disconnected from practice. The control response should reflect whether an affected learner can identify the error and obtain an effective remedy in time."]},{"heading":"Controls and accountable action","paragraphs":["Readily available material should not define the enquiry if it cannot answer the relevant decision question. For internal evidence to strengthen teacher support for remote delivery, the most relevant material is likely to include qualification and competence records, observation and learner feedback, workforce plans and vacancy information, and retention and continuity indicators.","Records relating to the corrective programme should preserve both the conclusion and its limits. The correction record should state what the new evidence changes and which earlier conclusions or decisions require review. In relation to using internal evidence to strengthen teacher support for remote delivery, where reliance has occurred, correction may require review of affected decisions as well as amendment of published information."],"bullets":["Evaluate professional learning in practice.","Verify competence before assignment.","Maintain continuity arrangements.","Monitor workload and turnover before it is relied on for a decision with material effect.","Prioritise support where learner need is greatest, identifying the accountable function and affected scope."]},{"heading":"Evidence of effect","paragraphs":["Responsibility for internal evidence to strengthen teacher support for remote delivery should be visible at the point where consequential decisions are made. A decision concerning the corrective programme should recognise that the intervention should be tested on a scale proportionate to the risk before wider implementation, unless immediate system-wide action is necessary to protect learners. A decision should not be closed at the operating level where material impact, conflict or a significant evidential gap remains unresolved.","For operational review of the practice, authorities and providers should proceed in a defined sequence. Examination of the matter should map the complete process, identify the intended result and responsible authority at each stage, and test normal cases together with exceptions. Results should distinguish a single case from evidence of a wider control weakness.","A decision to close improvement work on the improvement objective should be made by a person with authority and sufficient independence from implementation.","Where the issue under review involves partners, suppliers or several public bodies, responsibility should be mapped across the complete service. Agreements should allocate information exchange, incident escalation, learner communication, record custody and corrective authority. Learner safeguards should remain continuous where provision is delivered by several bodies."]},{"heading":"Sustaining improvement","paragraphs":["Proportionality in relation to internal evidence to strengthen teacher support for remote delivery does not mean reduced protection for learners exposed to greater risk. For the practice, qualifications and participation in training are inputs. A decision concerning the issue under review should recognise that correcting an individual record does not establish that the process which produced the error has been corrected. The record for an exception should identify the reason, approving authority, period of operation and date for reconsideration.","The current development provides a basis for examining whether the practice is supported by responsible action and demonstrable result. Improvement should be supported by evidence and an accountable decision record capable of public scrutiny."]}],"word_count":841,"content_hash":"sha256-ba1dd65faf96dde3ea5fea2a88515d20afa9924c2fd8656a047411bf289777ae","seo_keywords":["using internal evidence to strengthen teacher support for remote delivery","education quality improvement","education quality","ICEQC"],"schema_type":"TechArticle"}