Products and Services
Products and Services
Our innovative products and services for learners, authors and customers are based on world-class research and are relevant, exciting and inspiring.
We unlock the potential of millions of people worldwide. Our assessments, publications and research spread knowledge, spark enquiry and aid understanding around the world.
No matter who you are, what you do, or where you come from, you’ll feel proud to work here.
Why choose us?
You are here:
This category breaks down into four sub-categories: Supporting, Observing, Feedback and Assessing.
From Teacher to Trainer
Discusses strengths and needs with teachers.
Suggests general strategies for development.
Supports teachers with relevant and up-to-date resources and tools.
Elicits specific strengths and needs from teachers.
Suggests clear and appropriate strategies for development based on e.g. dialogue with teachers, co-planning, observation of teaching practice.
Actively supports teachers by having them critically engage with relevant, up-to-date resources and tools.
Elicits individual strengths and needs from teachers throughout training, including nurturing emergent needs.
Helps teachers, through negotiation, to define their own clear and appropriate strategies and activities for development.
Leads and motivates teachers. Initiates development programmes for teachers. Enables them to engage critically and creatively with relevant, up-to-date resources and tools.
Schedules classroom observations.
Uses given observation tools appropriately.
Sets up classroom observations with an awareness of different trainer roles before and during observations (e.g. discussion of lesson plan).
Adapts available observation tools where appropriate.
Plans and sets up classroom observations, with joint agreement of outcomes and practical considerations (e.g. trainer role in classroom).
Designs appropriate observation tools, criteria and documentation.
Feeding back on teaching
Offers general and constructive feedback.
Identifies a number of areas for improvement.
May avoid negative feedback.
Generally relates feedback to available assessment criteria.
Offers clear constructive and sensitive feedback.
Identifies key steps and gives concrete advice for improvement, with some attempt to involve the teacher.
Approaches negative feedback sensitively.
Generally relates feedback to available assessment criteria and agreed action points.
Offers clear, constructive and sensitive feedback, using a range of styles.
Elicits key steps and concrete strategies for improvement, prioritising a clear development pathway with an achievable number of next steps as appropriate.
Uses a range of strategies for dealing with and managing negative feedback.
Consistently relates feedback specifically to available assessment criteria and agreed action points.
Generally applies given assessment criteria accurately to a training situation.
Consistently applies given assessment criteria accurately to a training situation.
Critically appraises given assessment criteria and feeds into their development where necessary.
Critically and accurately applies given criteria to a training situation.
Researches assessment tool effectiveness, suggesting modifications as necessary and designing assessment tools for specific purposes, as appropriate.