Student-outcome tracking & staff CPD
Assesses whether the organization systematically tracks student progress and learning outcomes across academic, spiritual, and character domains, and uses this data—alongside stakeholder voice—to inform a structured, evidence-based Continuing Professional Development (CPD) program. This approach embodies the principles of Tarbiyah (holistic nurturing), ensuring that Ilm (knowledge) and Tazkiyah (spiritual purification) are effectively cultivated in learners. Furthermore, empowering staff through continuous development reflects the pursuit of Ihsan (excellence) in the sacred trust of education.
| Metric | Average staff CPD hours |
|---|---|
| Target | Not specified |
| Frequency | Annual |
| Method | Total annual CPD hours / Total number of staff |
| Unit | Hours |
Level 1: Initial/Ad-hoc
Student progress is monitored informally (e.g., teacher observation only). Staff development is ad-hoc, self-directed, or non-existent, with no link to student learning needs.
Level 2: Developing
Basic student data (e.g., grades, attendance) is collected inconsistently. CPD activities are generic. No formal moderation or disaggregation of data exists.
Level 3: Established
Systematically tracks defined outcomes across domains; data reviewed termly; at least half of CPD is planned from identified needs; basic disaggregation (e.g., SEND) and basic GDPR controls (privacy notice) in place; early evidence of impact.
Level 4: Advanced
Robust tracking across Academic, Spiritual, and Character domains with termly moderation (≥10% sample). An 'Outcome-to-CPD Operating Procedure' is active. Data is disaggregated by disadvantage/SEND to drive an Equity Action Plan. Shūrā (student/parent voice) informs CPD. GDPR compliance includes ROPA and vendor DPAs. Measurable improvements in teaching and gap closure are evident.
Level 5: Optimizing
Integrated system with predictive analytics and documented bias checks; CPD highly personalised (coaching/PLC); ≥70% CPD linked to data; impact verified via effect sizes or rubric shifts; sustained gap closure; board actively manages risk via data; cycle continuously refined and externally shared.
Organisation Types
By Organisation Size
| Size | Applicability | Notes |
|---|---|---|
| Micro | exempt | Disproportionate for volunteer-run groups without formal teaching staff or structured CPD programs. |
| Small | partial | Scaled down to basic student progress tracking; formal CPD operating procedures and board dashboards are disproportionate. |
| Medium | partial | Requires an assessment framework and staff training, but formal dashboards and complex escalation procedures can be simplified. |
| Large | full | |
| Major | full |
Applicable When
- The organization offers structured educational programs with defined learning objectives.
- The organization employs staff whose role is to educate or train students.
- For HE providers, align CPD with Advance HE PSF and QAA Quality Code.
- For FE/training providers, align to ETF Professional Standards.
Not Applicable When
- The organization does not offer formal education or training programs.
- The organization does not have teaching staff.
- Where the organization solely brokers learning without delivering teaching or tracking outcomes directly.
Discussion (1)
📋 **Version updated: 1.0.0 → 2.9.7** **Changes:** Full import from mizan-297.json
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