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Self-Evaluation in Schools:Sharing the Experience
NSPI Conference, March 2009
School Development Planning Initiative
School self-evaluation is an integral aspect of school development planning
In practice, the evaluative aspect of SDP is under-developed in our schools
Neither SSE nor SDP is an end in itself…
SDP ProcessSDP Process
Review
Mission Evaluate Vision Design
Aims
Implement
School School ImprovementImprovement
SDP Process: Key QuestionsSDP Process: Key Questions
Where are we now? Where do we want to be? How do we get there?
How will we check we are getting there? How will we know if we have got there?
Who are WE?
ReviewReview Where are we now?
Provision
How well are we doing?In relation to: our mission, vision, aims and values previous performance other schools in similar contexts good practice meeting students’ needs meeting expectations of parents… national education policy other…
School Development Planning: Draft Guidelines and Resources for Post-Primary Schools Unit 2 Models of School Development Planning
Performance
School Self-Review (1)School Self-Review (1)
School Development Planning: Draft Guidelines and Resources for Post-Primary Schools Unit 3 Approaches to Review
The more one tries to observe, the less one actually sees, because there is no focus….
The more one structures one’s observation, the more one loses out on the richness of the context in which the observation takes place….
One tends to focus one’s attention on what one wants to see…. ‘blind spots’
Michael Schratz
Insiders are sometimes accused of not noticing things that are right in front of their noses…
We often do not notice very interesting things in our environment, simply because we have become so used to them…
Insiders risk having blind spots which prevent them from seeing things which for others may seem important to look at…
Trond Alvik
Review AreasReview Areas
SDPI Review Areas1. Mission, vision, aims2. Context factors3. Curriculum (including
teaching & learning)4. Care & management of
pupils5. Staff organisation and
development6. School-home-
community links7. School management &
administration
SDPI Strategic Themes1. Vision, mission, aims and
values2. School planning
processes 3. Staff organisation,
teamwork & development4. Teaching and learning5. Curriculum6. Care and management of
students7. School-home-community
links8. School management &
administration
Review AreasReview Areas
SDPI Review Areas1. Mission, Vision, Aims
2. Context Factors
3. Curriculum
4. Care & Management of Pupils
5. Staff Organisation and Development
6. School-Home-Community Links
7. School Management & Administration
LAOS Areas
1. School Management
2. School Planning
3. Curriculum Provision
4. Learning & Teaching
5. Support for Students
Context factors to be taken into account
PROGRESS AND ACHIEVEMENT
of theLEARNER
Resources
The Timetable
Guidance,pastoral care, behaviour & discipline
Decision making
processes
Staffing & their
organisation into groups
& teams
Staff development
Premises & school
environment
Partnerships with the
community
Curriculum & assessment/
organisational policies
Schemes of work
TEACHING
LEARNING
Adapted from Hopkins &
MacGilchrist 1998
By SDPS
Review DataReview Data
“Decisions without data are daft” Data that are already on record within the
school, such as attendance records or test results
Data that have to be specially collected for the purpose of the review
Desk research and field research
Review InstrumentsReview Instruments
Questionnaires (Open/Closed) Checklists Interviews Standard forms Logs Observation forms SCOT Analysis Pro-formas Diagnostic Window Evaluation Grids Ideal / Actual Tables
Retrospective: Review in PracticeRetrospective: Review in Practice
Where are we now?
How well are we doing?In relation to the ARCs: national education policy requirements perceived expectations of the Inspectorate requirements of legal or quasi-legal
procedures
Pressure to produce…
Retrospective: Review in PracticeRetrospective: Review in Practice
SDP process models: different starting points Foundational model
MVA and key policies Structures and procedures
Early Action Planning model Louis & Miles: What works best in SDP is
“plenty of early action to create energy and support learning…”
Michael Fullan: “Ready, fire, aim…”
Retrospective: Review in PracticeRetrospective: Review in Practice
Human nature and the nature of organisations!
Trond Alvik, CIDREE :
Often schools find it necessary to choose a non-sensitive focus in order to gain experience of the processes involved…
At the beginning stage, the participants therefore tend to choose objects or problems at a safe distance from the classroom…
The challenge is to find issues that are “relevant but not too risky” for those involved, to develop the courage to approach the classroom…
Q: Where do we want to be? How do we get there?
A: Design plans and policies Implement plans and policies
DesignDesign
Action Plan TemplateAction Plan Template:
Priority area
Target
Tasks
Timeframes
Remits
Resources
Success criteria
Monitoring procedures
Evaluation procedures
Policy TemplatePolicy Template:
Rationale
Objectives
Content (provisions)
Roles & responsibilities
Success criteria
Monitoring procedures
Review procedures
Timeframe
Implementation plan
EvaluationEvaluation
How do we know we have got there?
At the end of the SDP cycle, evaluation is: a systematic examination by the school of the
outcomes its own agreed courses of action a comparison of how things are against how
things should be if the plans and policies worked as intended
judgement with a view to future action
EvaluationEvaluation
Success criteria are statements of how things should be, the desired outcomes. They are derived from targets & tasks (action plan) or objectives & provisions (policy). They focus the gathering of evidence
Evidence is information as to how things are, the reality on the ground, the actual outcomes
Evaluation tools (or instruments) are means of gathering the information. The choice of tools is guided by the nature of the information needed, which is guided by the success criteria which are being tested
Evaluation ToolsEvaluation Tools
QuantitativeDesk Research Closed Questionnaires Checklists Standard FormsLogs, etc.Evaluation Grids
QualitativeSCOT AnalysisOpen Questionnaires InterviewsForce Field Analysis Spot CheckCritical Incident Analysis Self-evaluation Profile
Summative Evaluation Tool – Links quantitative & qualitative information together
For a worked example of evaluation of an action plan, seeSDP: Draft Guidelines Unit 5: Approaches to Evaluation
Teacher & MeteorologistTeacher & Meteorologist
Both try, to the best of their ability, to predict the results of a forthcoming interaction of forces
Both may experience growth in their professional intuition as a result of systematic reflection on why things developed as they did under the given circumstances…
“It is much more difficult to judge yourself than to judge others. If you succeed in judging well, you will have found true wisdom”
The Little Prince
Quality of Teaching and LearningQuality of Teaching and Learning(Area 4, (Area 4, Looking at Our SchoolLooking at Our School))
Methodology Appropriate methodologies Clarity of purpose Pace and structure of
lesson Variety of strategies Use of resources
Classroom management Discipline Management of learning
activities Challenge & motivation
Classroom atmosphere Respect Interactions Environment Affirmation
Learning Engagement Understanding Knowledge and
competence Collaborative/independent
learning Communication
Quality of Teaching and LearningQuality of Teaching and Learning(Area 4, (Area 4, Looking at Our SchoolLooking at Our School))
Aspect B: Teaching and Learning
Component iv:Learning
Theme:“How actively and independently students engage in
learning, and how the quality of their understanding is reflected in their questioning and in their responses to questions”
Process of Self-Evaluation –key stepsProcess of Self-Evaluation –key steps
Select an area to evaluate: focus Determine what good practice is: indicators Gather reliable data on actual practice Collate, analyse & interpret the data – evidence Compare actual practice with good practice Reach valid conclusions that you can stand
over Prioritise for planned improvement
How to select what to evaluateHow to select what to evaluate
Checklists Study the checklist developed from
Looking at our School, for example WSE or SI reports Suggestions from teachers Feedback from students and parents Influence of inservice or CPD courses Implications of educational research School factors that are causing concern National factors
PerspectivesPerspectives
Five wise men of Hindustan, who were all blind, went to see an elephant.
The first approached the elephant and got on its back. “The elephant is like a brush,” he cried.
The second felt the trunk and said: “The elephant is like a snake.”
The third blind man reached out for the knees and thought,
“The elephant is like a tree-trunk.”
PerspectivesPerspectives
The fourth seized its swinging tail and shouted,
“The elephant is like a rope.”
The fifth blind man yelled:
“The elephant is soft and mushy”