Quality Assurance through School Self-Evaluation the role of External Review and Inspection.ppt by malj


									  Quality Assurance through
School Self-Evaluation: the role
   of External Review and
             David Taylor
    Formerly Director of Inspection,
Structure of presentation
n Quality Assurance and Self-Evaluation
n Working with schools on self-evaluation
Quality Assurance (QA) and
School Self-Evaluation (SSE)
n Quality
n Assurance and control
n The place of SSE in a QA system
    What is school self-evaluation?
n   Self-evaluation is the process by which a
    school is able to look critically at itself in
    order to improve further the quality of its
    provision and its performance.
SCHOOL SELF-EVALUATION: the 3-step process

                                     What are we
                                   going to do next?

                    How do we

 How good is our
                     Through self-evaluation, a
                    school is asking questions of
                   itself which probe thoroughly
                        all aspects of quality.
    Promoting School Improvement (1)
n   Self-evaluation aims to promote school
    improvement by seeking:
     u To inform improvement planning

        t all staff are, or should be, involved in
          improvement planning
        t improvement planning must have standards
          of achievement, quality of teaching and
          quality of learning as high priorities;
        t monitoring and evaluation are indispensable
          parts of the improvement planning cycle;
        t schools need to integrate a programme of
          self-evaluation into their improvement
Promoting School Improvement (2)
n   Self-evaluation aims to promote school
    improvement by seeking:
    -         To promote effective learning and raise standards
        •   all pupils are learners and should take part in self-
        •   good teachers are good learners; they continually ask
            questions of their own practice to improve provision;
        •   different people learn best in different ways;
        •   teachers need to know how their pupils learn best;
        •   school managers need to know what makes members of
            staff effective learners and therefore effective
        •   parents/carers and governors have a key role in
            supporting learning
    Promoting School Improvement (3)
n   Self-evaluation aims to promote school
    improvement by seeking:
    -     To encourage a climate of professional trust
     •   self-evaluation is most effective when the
         process is transparent;
     •   everyone is part of the self-evaluation process;
         no-one hides behind status;
     •   positive outcomes for teachers and pupils are
         evident and people have faith in the process;
     •   good practice is celebrated in more than one
The Improvement Cycle
      Improving schools’ self-
n   Improved training in leadership and management
n   More available data
n   Growing use of external performance indicators
n   Effective use of classroom observation
n   Understanding how to carry out self-evaluation
 Involving all staff in planning
      and self-evaluation
Staff should:
n Understand the planning and evaluation process
n Have ownership of it
n Focus on pupils’ attainments and experiences
n Engage in appropriate professional development
n Review their approaches to teaching and learning 
Internal and external:
complementary roles
n SSE: event or process?
n Which comes first?
n Frameworks and criteria
n Training and development
Working with schools on self-
n Preparing for self-evaluation
n Data collection and data analysis
n Understanding how to evaluate
n Collecting evidence
n Securing trust
n Self-evaluation and staff appraisal
Six ‘acid tests’ for effective SSE
 n   Is the SSE based on a good range of convincing
 n   Does the SSE identify the most important
     questions about how well the school serves its
 n   How well does the school compare with similar
     schools and use such comparative data?
 n   Does the SSE include the views of key groups,
     especially parents, pupils and wider community?
 n   Is SSE integrally linked to key management
 n   Does SSE lead to action to achieve he school’s
     longer-term improvement goals?
A focus on learning outcomes (1)
n   Taking responsibility for learning
     Good features:
     u Know their most effective ways of learning

     u Can apply themselves to learning effectively

     u Sustain concentration

     u Appreciate what they need to do to make
A focus on learning outcomes (2)
  u Plan sensibly how they will achieve their
    learning goals
  u Seek appropriate help in working towards their
  u Show initiative and take responsibility

  u Work well without supervision

  u Review their progress and adjust their learning
    as necessary
A focus on learning outcomes (3)
n   Taking responsibility for learning
     u Have limited awareness of how they learn best

     u Plan inadequately to address deficiencies

     u Rely too much on others for assurance and
     u Are easily distracted
A focus on learning outcomes (4)
  u Do not work well without direct
  u Are too compliant and passive

  u Work too slowly

  u Seek the direction of the teacher too
  u Are uncertain about their own progress.
A focus on effective leadership
action (1)
Leadership has consistently been shown as the key
  factor in determining the success of a school.
Leaders who seek to transform their schools tend to:
n Have self-knowledge and clarity about values and
n Focus on developing people, and empowering
  them to bring about a shared vision which
  produces good learning outcomes for pupils
n Be found operating at all levels in the school, not
  just the senior management team
A focus on effective leadership
action (2)
Leaders who seek to transform their schools tend to:
n Encourage, manage and sustain school
n Manage the organisation well, respond to change
  effectively and welcome greater school autonomy
  and innovation
n Ensure that there is an unvarying focus on
  improving teaching and learning
A focus on effective leadership
action (3):
n   Take early, firm intervention to secure effective
    leadership and management
n   Establish and implement systems to identify key
    priorities for improvement through effective data
    management, ie:
     u Gathering, analysing and presenting data on
       pupils’ achievement
     u Using the data to identify good practice

     u Surveying the opinions of staff and students

     u Gaining the commitment of staff
A focus on effective leadership
action (4):
n   Focus on dealing with issues in a staged manner,
    with measures to ensure early success, eg:
     u Developing pride and self-esteem

     u Targeting specific under-performance, while
       developing long-term improvement strategies
     u Improving attendance, punctuality, uniform-
A focus on effective leadership
action (5):
n   Focus on teaching and learning:
     u Establishing a set of core behaviours

     u Re-skilling teachers in their repertoire of
       teaching methods
     u Implementing a firm and consistent policy on
       behaviour (around the site as well as in
     u Supporting and building on models of excellent
     u Establishing collaborative working as a way of
       improving teachers’ practice
A focus on effective leadership
action (6)
n   Introduce models of leadership and teaching
     u Building effective leadership teams throughout
       the school
     u Bringing in new staff with developing teaching
       skills (eg Advanced skills teachers)
     u Coaching staff to develop their teaching skills
    1. Characteristics of the School
n Context of school and learners
n School aims
2. Views of Learners, Parents/Carers and
           other Stakeholders

n How are views gathered?
n What do they say about provision?
n How are findings shared?
n What action is taken?
    3. Achievement and Standards
n What are the standards achieved? Are there
  significant trends?
n Are there any underachieving groups?
n How do you know?
n What action do you intend to take?
4. Personal development and well-being
   (‘Every Child Matters’ outcomes)
Learners should :
n Be healthy
n Be safe
n Enjoy their learning and achieve
n Make a positive contribution to the
n Be prepared for the future and for their
  economic well-being
        5. Quality of provision

n How effective are teaching and learning?
n Do the curriculum and other activities meet
  the needs and interests of learners?
n How well are learners cared for, guided and
Example: Teaching and Learning
    6. Leadership and Management
n   How effectively do leaders and managers set a clear
n   How effective is performance monitoring?
n   How well are equal opportunities and inclusion promoted?
n   What is the adequacy of staffing, resources and
n   How effective are links with other providers and agencies?
n   How effective are Governors?
    7. Overall effectiveness and efficiency

n The extent of improvement since the previous
n Is there sufficient capacity for further
n What steps are being taken to improve
Some key questions for
n   Suppose you were a person such as a ‘school
    improvement partner’, how would you set about
    working with a school on SSE?
n   How does a school inspection/review gain
    evidence of the effectiveness of SSE?
n   What should happen if the inspection/review
    disagrees strongly with the results of the SSE?
n   How far should SSE go in incorporating the views
    of students, parents and the wider community?
n   How should schools develop the skills of
    evaluating lessons and outcomes for students?
Some conclusions
n   Inspection/review and SSE should complement
    each other and dovetail closely, using related:
     u Frameworks

     u Criteria

     u Data sources

n   Effective SSE has clear goals, clear evaluation of
    teaching and learning and of leadership and
n   The whole school community should be involved
    in SSE
n   Inspection has much to offer in developing and
    improving the quality of SSE.

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