1 / 24

Graham Stoop Chief Review Officer

Graham Stoop, Chief Review Officer, discusses the importance of evaluation in schools and how the Education Review Office (ERO) is moving forward with effective evaluation practices. Learn about the purposes and benefits of evaluation, and the role of ERO as an external evaluation agency.

chapmank
Download Presentation

Graham Stoop Chief Review Officer

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Graham Stoop • Chief Review Officer

  2. I want to do two things today: • Talk about the value that evaluation has to you as school principals. I want to encourage you to think about this value • Talk about how ERO is taking the good things that have occurred over recent years and moving forward with them

  3. The value of evaluation • School self-evaluation is a process of: • Conceiving • Collecting • Analysing • Communicating information

  4. This process has several purposes: • Inform decision-making in a school

  5. “Well, Lemme think. …You’ve stumped me, son. Most folks only wanna know how to go the other way

  6. Purposes - cont • Demonstrate professional accountability • Ascribe value or worth • Establish public confidence in the school

  7. Self-accountable professionals: • Not only reflect upon their practice to improve internal working of a school generally • Evaluate against criteria and standards • Research shortfalls in provision/performance • Respond to changes, experiment • Evaluate and develop new programmes • Engage in negotiation; make findings accessible

  8. Evaluation has wider benefits too: • Accountability • Development • Knowledge • Creativity • Moral purpose in a democratic society

  9. Assurance/audit is something different – a technology • Evaluation isn’t just a technology for assuring the effective and efficient management of society • Evaluation isn’t just a technical undertaking – application of tools, systems, procedures for determining goal attainment, outcomes, effects, and polices • Evaluation is an independent kind of questioning and informed critical analysis • I believe in the role and purpose of evaluation. It is a crucial practice in an open, democratic society

  10. Evaluation serves professional and ethical purposes: • Supporting and strengthening collective professional development of teachers and schools can improve the quality of education • Evaluation is an important process in a collaborative culture where all groups can safely, critically, and publicly evaluate their work and conditions • Schools that implement processes of on-going self-evaluation and open this to public scrutiny demonstrate professional accountability and moral purpose

  11. ERO looking forward • How can we link what I have just been talking about to ERO’s role as an external evaluation agency?

  12. ERO’s Education Reviews • Two purposes: • Evaluation for accountability • Evaluation for improvement

  13. As long as governments finance schools, forms of monitoring will always have to be devised and schools will need to be accountable

  14. At present primary responsibility for educational quality lies with the school: • School improvement plans • Internal evaluation of quality • Planning and reporting initiatives • How do we match the need for governments to be assured about public investment on the one hand, and schools’ autonomy on the other?

  15. Key issue • The responsibilitites for quality assurance are spread across various partners

  16. Outcomes are more likely to be good when external and internal evaluation complement each other • i.e. when a school’s self-review information is used to inform ERO’s judgements

  17. You have all had a review in the past few years. You know that ERO’s current methodology is flexible and responsive – not at all one-size-fits-all • There is scope in an ERO review both for schools with excellent internal review processes – and for those that need the specific direction that an ERO review can give

  18. Some schools are leaping ahead in their capacity for internal review • ERO already has the ability, in its review cycle, to customise its reviews of these schools – the overall goal being better outcomes for students

  19. ERO will develop its review methodology to increase schools’ evaluation capacity • This is a specific project over the next 12 to 18 months

  20. ERO may run a pilot programme. This would be grounded in the theory of evaluation practice and take into account: • Accountability and school development dimensions of evaluation • Legally anchored expectations • School and community internal expectations

  21. As a further capacity-building initiative, ERO will also review how it uses principals and other senior staff members in the ERO external review process • Greater understanding of the ERO methodology and its application will help school leaders and trustees to apply the methodology in their own context

  22. Options that could be reviewed: • The role of a friend of the school • Placement of senior school staff in ERO for professional development • Designation of relieving review officers • Secondment to ERO as temporary review officers

  23. Key issue • The responsibilities for quality assurance are spread across various partners

  24. Building Capacity in Evaluation In ERO In the schooling sector In the wider community Internal External Schools Kura and Kōhanga Early childhood services

More Related