• To support SPARK-certified centres to further improve programme quality

• To validate and extend the SPARK certification for another 3 years to centres which maintain at least a baseline standard of quality

• To recognise SPARK-certified centres for significant progress made in Teaching and Learning

Objectives of SPARK Re-certification

Good Teaching and Learning processes

are crucial for centres

to achieve the desired outcomes of

pre-school education

Focus of SPARK Re-certification

TEACHING AND LEARNING

1 1.1 Strategic Leadership

2 1.2 Curriculum Leadership

3 2.1 Strategic Planning

4 2.2 Programme Structure and Implementation

5 3.1 Induction and Deployment

6 3.2 Professional Development and Performance Appraisal

7 3.3 Staff Well-being

8 4.1 Teaching and Learning Environment and Resources

9 4.2 Collaboration with Parents

10 5.1 Integrated Curriculum and Holistic Development

11 6.1 General Principles of Pedagogy

12 6.2 Assessment of Children’s Learning and Development

QRS Items on Teaching and Learning

SPARK Re-certification Process

Application

• Clear Regulatory / Licensing check

1 month before site visit

•Email Alert from QAB

•Submission of application

•Payment of $300

Document Submission

Upon application, centre submits their

•Self-Appraisal

•Action Plan

1 week before site visit (3 sets in hardcopy):

•Centre Profile and Staff List

•Progress Report

•Strategic/Improvement Plan

•Time-table and Lesson Plans for the week of assessment

•Curriculum Plans for term of assessment

•Calendar of Events for year of assessment

C1-6 Assessment

•1 day on-site assessment

Results

•Presentation of assessment report and feedback session

Progress Report (past 3 years)

Purpose : To track Key Improvement Areas and for review

Use of Self Appraisal (2012-2014) and Assessment Report 2012 to identify and prioritise key areas for improvement Use of Action Plans (in 2012-2015) to highlight the selected key areas addressed since 2012 Progress Report

− KPI (targets) & review to track progress − Details of actions taken (activities, programme, resources,

time-frame) − Submission of Progress Report (hard copy) and

Presentation during site visit

1-day On-site Assessment

Familiarisation Walk

Lesson Observations

Presentation by Centre Leader / Q&A Session

Document Check

Interviews with Teachers

Final Clarification with Centre Leader

Familiarisation Walk (30 mins)

Purpose :

Introduce assessors to the centre’s environment and show changes made (if any)

• Teaching-Learning environment & resources

- Physical setting

- Display of children’s work

- Teaching learning resources

- Warm & secure environment

Lesson Observations (2 hours)

Purpose : Provide opportunities for assessors to observe how teachers carry out planned integrated lessons/activities • 30 min sessions within 2 hours (approximate) • 3 levels (N2, K1 and K2) • Observe all teachers (or as many as possible) • Integrated curriculum

- Meaningful context, purposeful play, learning dispositions • Holistic development - All learning areas/domains • Teachers’ pedagogical skills

Presentation and Q&A (2 hours)

Purpose: - Show the centre’s improvement mindset - Provide an opportunity for Centre Leader to share

key areas addressed since 2012 & improvement plans for next 3 years

Presentation / Sharing by Centre Leader • Progress Report – highlight key areas addressed since 2012 • Improvement Plans for the next 3-5 years - share Strategic

Planning process and the future plans to sustain success • Q&A No operators / HQ staff to be around

Documentation

Evidence of planned approach (plans, processes and

implementation)

Provides reference for continuity of work

Used for review and improvement

. . . It is an on-going process of keeping written records that are relevant to centres’ operations.

Purpose: To sustain improvement (long-term success)

Interviews with Teachers (30 mins)

Purpose : - Show the centre’s improvement mindset - Provide opportunities for assessors to know

teachers’ involvement and hear teachers’ views on staff management and professional development processes

• Teachers’ understanding of centre direction and involvement in improvement efforts

• Teachers’ involvement in curriculum planning, programme planning and implementation of plans

• Teachers’ views on staff management and PD processes

• Teachers to share structures and processes

Outcomes of Re-certification

SPARK Certificate expires

Falls below baseline quality standard to be SPARK Re-certified

SPARK Re-Certified and recognised for

Progress in Teaching and Learning

Attains above baseline quality standard and makes significant improvement made in Teaching

and Learning

SPARK Re-Certified

Maintains baseline quality standard

SPARK Certification (Commendation)

Attains higher quality standards in Teaching and Learning e.g. a well-designed and integrated

curriculum, and strong pedagogies to support children’s holistic development.