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School self-evaluation and improvement planning Why, what, when, who? What works? April 16 2013

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

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  1. School self-evaluation and improvement planning Why, what, when, who? What works? April 16 2013 Andy Homden, Taaleem & JBS

  2. Why?

  3. 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

  4. When?

  5. Conventional view of the Self evaluation process

  6. A reconception of the self-evaluation process and timing

  7. 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

  8. 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

  9. 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

  10. 3. What?

  11. What are you doing already?

  12. 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)

  13. Measuring a school’s progress Two types of evidence • Quantitative data • Qualitative data

  14. 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)

  15. 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.

  16. Qualitative data • Lesson observation (QI 3.1) • Student portfolios (QI 1.2) • Strategic plan self-assessment against objectives or accreditation standards • Individual self-assessments

  17. 3. Who?

  18. Who leads what aspect of self –evaluation?

  19. Reporting self-evaluation Governing body

  20. 4. The effects (remember, self evaluation is a means to end.)

  21. 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

  22. The flywheel effect(adapted from Jim Collins)

  23. Select bibliography Collins, Jim From Good to Great DSIB, Inspection handbook Fullan, Michael The New Meaning of Educational Change. Gladwell, Malcolm The Tipping Point

  24. 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?

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