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School self-evaluation and improvement planning Why, what, when, who? What works? April 16 2013 Andy Homden, Taaleem & JBS. Why?. A means to an end – not an end in itself. W hy do schools carry out self evaluation? Why do you do it? School improvement Improving learning . . .
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School self-evaluation and improvement planning Why, what, when, who? What works? April 16 2013 Andy Homden, Taaleem & JBS
A means to an end – not an end in itself • Why do schools carry out self evaluation? • Why do you do it? School improvement • Improving learning . . . • . . . . . for all students
Michael Fullan, adapted • The New Meaning of Educational Change (1991) • Change is a process, not an event Adapted as • School self-evaluation is a process, or a series of processes, not an event
Some tips for starting this process • Agree what will be evaluated • Always carry a note book • Develop categories for what is being evaluated • Write down ideas when they occur within the categories
Starting the process, continued • Get others to do the same • Agree standard checklists for people working on the same aspect of self-evaluation • Set times in the year when you bring the ideas together and agree how your plans must be modified
School self-evaluation of . . . . ? • The strategic plan • Teaching for effective learning (QI 3.1 – also an aspect of performance management) • Trends in student attainment (QI 1.1) • Trends in student progress (QI 1.2)
Measuring a school’s progress Two types of evidence • Quantitative data • Qualitative data
Quantitative data • Student assessment results (QI 1.1 & 1.2) • Lesson observation (QI 3.1) • “Grade Point average” of DSIB ratings (1 = Unsatisfactory; 2 = Acceptable; 3 = Good; 4 = Outstanding)
DSIB “GPA” self evaluation and planning • = Unsatisfactory; • = Acceptable; • = Good; • = Outstanding In a “GPA” self-evaluation you can work out relative strengths in each QI – where you are almost “good” or “outstanding” and plan accordingly.
Qualitative data • Lesson observation (QI 3.1) • Student portfolios (QI 1.2) • Strategic plan self-assessment against objectives or accreditation standards • Individual self-assessments
Reporting self-evaluation Governing body
4. The effects (remember, self evaluation is a means to end.)
Understanding change • Look out for small but meaningful improvements as indicators of a bigger process • Be aware of Fullan’s “implementation dip” • Look from where you have come as well as where you are going • Self-evaluation as a cultural norm
Select bibliography Collins, Jim From Good to Great DSIB, Inspection handbook Fullan, Michael The New Meaning of Educational Change. Gladwell, Malcolm The Tipping Point
What have you learned? • Three ideas that you might find useful • The most important idea • What will you share with your team(s) this month?