Yanos Education Consultancy
Innovating Curriculum and Assessment
Improving Teaching and Learning
our work
- audit their curriculum and pedagogical practices
- develop benchmarks of effective practice in pedagogy, curriculum and assessment
- design and develop high quality local curriculum and teacher support materials
- consult with key stakeholders and engage in user testing and review opportunities
- work directly with schools to better understand any localisation and adjustments required
- build local capacity and thought leadership based on evidence and learning from well-performing systems
- develop frameworks that articulate the goals and values of schooling
- embed strategies for ongoing curriculum monitoring, audit and evaluation
our values
- The highest professional and ethical standards
- Transparency and clarity in communications and processes
- Creative and sustainable solutions building capacity of people and systems
- Holding ourselves accountable to deliver on time and to a high standard
- A common sense, practical approach and always using good judgement
- Working collaboratively with people to help achieve their aims
- Listening to people and tailoring solutions to meet their needs
- High quality, relevant, evidence-based advice and support
Services
Teaching and Learning
Curriculum Design and Development
Design and develop appropriate digital and print ready curriculum materials such as subject syllabuses, teacher guides, and resources. This could include, for example, undertaking relevant international benchmarking exercises; developing a skills framework and strategies supporting schools to infuse 21st century values, skills and competencies into their local curriculum; developing progress maps or scope and sequence charts; and curating online resources.
Assessment Design and Development
Design and develop appropriate digital and print ready assessment materials such as formative and summative assessments. This could include, for example, highlighting effective assessment practices and resources consistent with best practice principles; supporting teachers to design inclusive assessments; engaging schools in adaptive assessment tools and processes; and supporting schools in their data collection and analysis processes.
Research and Review
Prepare and conduct small- and large-scale research studies and build an evidence base of effective practice for schools in relation to curriculum, standards, pedagogy, and so on. This could include for example, undertaking research and literature reviews of high performing systems and schools to establish benchmarks of performance; designing and conducting desktop document reviews, surveys and interviews; and collecting, analysing and reporting on quantitative and qualitative data.
support
Management
Project Management
Provide strategic and operational leadership in delivering key projects to a high quality, agreed timelines and within budget. This could include for example, preparing plans of action; mobilising available resources; managing budgets; recruiting, coordinating and supporting teams of experts; overseeing quality assurance and approval processes; consulting with key stakeholders; and preparing progress reports with recommendations for improvement.
School Improvement
Support leadership teams with their self-evaluation and improvement strategies. This could include for example, enhancing schools’ data identification, collection and analysis processes; supporting staff to interrogate available and potentially valid student and school performance data to better inform their decision-making; and contributing to the review and formulation of corporate plans, strategic initiatives and governance arrangements.
Professional Learning
Support the development of individuals and groups as teachers, managers, leaders and facilitators in identified areas of need. This could include for example, coordinating mentorship programs; building capacity through individual and confidential support and coaching; designing and conducting relevant professional learning programs; and facilitating the sharing of successful practices between schools, leaders and teachers via networks as communities of practice.
Blog
An interview conducted by D-News and available at https://doukas.edu.gr/demystifying-artificial-intelligence-an-interview-with-mr-john-gougoulis/
The COVID pandemic and the shift to remote or distance learning has ignited or re-ignited peoples’ recognition and support for teachers and their critical role in the learning process. It has exposed even further existing education inequities and the underbelly of the so-called ‘digital divide’ between over-resourced and dramatically under-resourced communities. But it is much more than just access to technology, hardware and bandwidth, it is just as much about access to teachers’ presence and engagement in the learning process, supportive and safe homes, and community networks.
Overall, good teachers get it but just need time to think, to plan, to schedule; to locate readily available and relevant assets or develop their own; and opportunities to practice using the available technologies. However, many teachers will require training, technically and pedagogically in working online and remotely; in ways to motivate students and maintain engagement; in online collaboration and interaction; and in providing synchronous and asynchronous teaching and learning moments. Teacher training needs to include and refine competencies in taking on a more facilitative role: skills such as questioning, creativity, observation, differentiation, scaffolding, facilitating collaboration and understanding of online protocols. They require access to agreed tools, platforms and interactive web-based, developmentally appropriate resources including teaching strategies, interactive online assets, and assessment items. They also need to be more deliberate in understanding their students’ home environments and engaging parents/caregivers in the learning process.
The need for individuals to flexibly adapt to a changing society, the need for sustainable democratic development and the latest developments in educational research about learning and learning tools are regarded as arguments for focusing on these important competencies. Some also refer to the changes in economy and labor markets caused by globalisation and internationalisation as important drivers. How these are best incorporated meaningfully within an existing formal curriculum in terms of explicit teaching, assessment and learning, is the challenge.
As schools, systems and education providers tackle the best ways to identify and meaningfully integrate these competencies into their curriculum, it is helpful to have a comprehensive review and audit process and as part of that to consider and address some key questions. This will help make informed decisions and implement appropriate strategies to review and modify curriculum, assessment and teaching practices as needed.
