Camargo_Strawman_Aspire Public Schools - Work Plan
Pam_Barmby_JM_1.0 (1)
1. www.imagine.education | Page 1 of 3
COMPETENCIES OBSERVATION FORM
Date 1st
-4th
September
Region SSA
Participant Pam Barmby
Observer Susan Douglas
Level Indication
1 Beginning to apply the competency
2 Applying the competency but have areas which require improvement
3 Applying the competency with confidence
4 Applying the competency at a level with strength
Notes: Level Continuum = records all levels demonstrated throughout the day
For a candidate to successfully achieve validation, they must consistently demonstrate the ability to perform at ‘Level 3’
(Applying the competency with confidence) across all key competencies
Participants’ capacity to meet the necessary ‘Validation Criteria’ to perform the role of ‘British
Council Trainer for core skills and competencies’ professional development.
Competency Grouping Level
Continuum
Summary Comments
(incl. actions needed should validation
not be achieved)
‘A’: MANAGEMENT OF FACILITATION
COURSE MATERIALS
4 Pam has clearly demonstrated the
following competencies at level 4
•Knowledge and understanding of the
content and ethos of the core skills
development offer;
•Demonstrate knowledge and
understanding of effective teaching and
learning strategies;
•Leadership and mentoring capacities to
train and support others to deliver the
core skills professional development
offer;
•Contribution to the design and provision
of engaging teaching and learning
material;
•Ability to organise and deliver well-
structured activities related to course
learning outcomes and local context;
•Reflect systematically on the
2. www.imagine.education | Page 2 of 3
effectiveness of delivered teaching and
learning.
‘B’: DELIVERY OF FACILITATION COURSE
MATERIALS
4 Pam has clearly demonstrated the
following competencies at level 4
•Set high expectations which inspire,
motivate and challenge participants;
•Be accountable for meeting the set
learning outcomes;
•Demonstrate ability to impart
knowledge and develop understanding;
•Know when and how to differentiate
appropriately, using approaches which
enable participants to learn effectively;
•Make accurate and productive use of
‘Formative Assessment’ (AfL) to inform
and secure participants progress against
specified objectives;
•Guide participants to reflect on the
progress they have made and their
emerging needs;
•Adapt facilitation style to respond to the
strengths and needs of all participants.
‘C’: PERSONAL AND PROFESSIONAL
CONDUCT
4 Pam has clearly demonstrated the
following competencies at level 4
•To consistently uphold high professional
values and standards that reflect those of
the British Council.
•Treat participants with dignity,
recognising the importance of cultural
awareness and sensitivity;
•Ability to recognise the different
experiences, views and approaches that
course participants can bring;
•Encourage participants to take a
responsible and conscientious attitude to
their learning and development;
•Willingness to learn from and actively
support others;
•Ability to create a safe learning
environment within which participants
feel they can raise issues and share
experiences;
•Capacity to create and nurture an
enabling learning environment;
•Work effectively as part of a ‘facilitation
team’.
3. www.imagine.education | Page 3 of 3
Validation confirmed Validated
Validation confirmed following action
points
Not validated (incl. insecure
competencies):
Overall statement of competency:
Pam is a confident and experienced facilitator. She participated in the whole training event in a
thoughtful and enthusiastic way contributing helpful and interesting comments.
Micro-teaching: Pam had planned the session meticulously, producing a great set of slides which
she supplemented with a good activity. She had a confident and authoritative style and good
subject knowledge. She clearly has an excellent understanding of a wide variety of teaching and
learning strategies and assessment methods. Her input was focused on core skills with primary
pupils which was a different focus and she did this in an imaginative way using story telling. She
has good presence, moving around the room to gain attention and projects well. Her focus was
clear and although she ran out of time before she was able to conclude, she covered her original
stated learning intentions thoroughly.
Pam had a good questioning style which she used well to draw out deeper responses to her
questions. She challenged the group who described her as “thought provoking and innovative”.
When her technology failed, she was flexible and calm, immediately adopting a plan B. Pam
formed excellent relationships with the rest of the group and was a real team player. She was very
aware of cultural sensitivities and to the needs of her fellow participants.
Pam’s 360 demonstrates a wealth of experience in both the construction and delivery of courses
related closely to core skills and for significant organisations such as UNICEF. She also has
significant experience pan Africa which may be useful in terms of Africa mobile facilitators.
I recommend that Pam be accepted as a facilitator without action points and I am sure she will be
an asset to the programme.
Pam is recommended for school leadership training but with another facilitator in the
initial instance.
Name of Imagine Education
Validator:
Susan Douglas
Date: September 2015