The Quality Mark Lead Teacher

How can a Beacon School Quality Mark Lead Teacher (2012-20) make the most of Appraisal conversations? How can the UCL Centre for Holocaust Education continue to support you, your colleagues and networks?

Can appraisal conversations support the Quality Mark Lead Teacher? Is there more the UCL Centre for Holocaust Education can do to support you?


The achievement of the Centre’s Quality Mark status is definitely something that should be reflected upon and acknowledged at appraisal. Minimally this could be the appraiser acknowledging the status and work undertaken to achieve it on behalf of the school, and would lead to consideration of a target that would focus on at least one of the areas identified in the ‘Even better if…’ element of the schools QM report.

It could be that you want to continue to develop your emerging specialism in Holocaust teaching and learning by identifying at appraisal a target that would further the impact of Beacon School work. This might be through the scheme of work itself, on a focus upon a specific student cohort or group of learners, or be in line with whole school priority. For example: tracking of PP or students with SEND progression and engagement, or how Holocaust teaching and learning might engage the ‘hard to reach’. Alternatively, developing the scheme of work might be the opportunity to think about developing questioning, encouraging critical thinking or the quality and ratio of teacher talk, or with a view to community cohesion, developing family or community learning opportunities, whole school priorities or consolidating and developing your Beacon School network.

As QM Lead Teachers, you are best placed to learn of the Centre’s latest research projects and the various ways, you, your colleagues or the school could get involved, help inform policy and practice. For example, look at opportunities to refine and evaluate your practice, an exciting way to develop #researchintopractice, or speak to one of our excellent research team Centre colleagues. Alternatively you may like to review our latest seven research summaries and think about how this can inform, enhance your practice, and consider how you can disseminate that to your teams and colleagues.

If you haven’t participated in our MA module then we would of course encourage this, as this could well provide the academic challenge that would move your practice forward and be a next step in ongoing professional development and colleagues becoming regional leads in Holocaust education.

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