Quality Assurance and School Improvement

1. Quality Assurance and School Improvement AN CHIGIREACHT SDP Summer School NUI Galway 21 June 2011 Gary Ó Donnchadha Deputy Chief Inspector Department of Education and Skills

2. Influences on School and System Improvement Continuum of Teacher Education Quality of External Evaluation Curriculum Development and Review - NCCA State Examinations Commission Teaching Council School and System improvement National and International Reporting on Outcomes Development Planning and Self-evaluation Additional Supports and Services to Pupils Professional Development Support

3. External Evaluation – Theoretical Bases Long history of inspection of schools (180 years) Statutory procedure under the Education Act, 1998, S13 Informed by research and evaluation principles embedded in the Code of Practice Developed over recent times in tandem with school development / school improvement / SSE paradigm Accountable under public management / public accountability and VFM frameworks Processes that are principled by collegial, co-professional and affirmative approaches to engagement with schools and teachers A responsibility to employ fair procedures and ensure due process in reporting on schools.

4. Evaluation – Aims to identify, acknowledge and affirm good practice in schools to promote continuing improvement in the quality of education offered by schools to promote self-evaluation and continuous development by schools and staffs to provide an assurance of quality in the educational system as a whole, based on the collection of objective, dependable, high-quality data.

5. Quality assurance – legal bases • Education legislation • Education Act 1998 • Education Welfare Act (2000) • Teaching Council Acts (2001 and 2006) • Education for Persons with Special Needs Act (2004) • Clarification of functions and responsibilities of stakeholders • Teachers • Principal • Board of Management • Inspectors • Trustees • Minister • e.g Sections 9, 13, 15, 20, 21, 24, 27, 28, 29, 53 Education Act 1998

6. A range of Evaluation Models • Whole-school type inspections: • WSE (Primary) • WSE (Post-primary) • WSE-MLL (Management, leadership and learning) • Subject Inspection (PP) • Programme Evaluation (PP) • Thematic evaluations: SEN, EAL • Evaluations of DEIS Planning (P and PP) • Incidental unannounced inspections Primary (Consultation on post-primary) • Follow through inspection visits

7. Evaluation essentials Evidence-based processes Notification of inspection (or not) Whole-school type evaluations focus on management of the school and student learning Emphasis on learning outcomes and the learner experience Promotion of school self-review in all evaluations – reviewing improvement Engagement with school community stakeholders: Patron, trustees, board members, parents. Perspectives of in-school stakeholders: Principal/deputy, teachers, in-school management, care teams, students Meetings, focus groups and surveys Short reports: factual verification and school response

8. International links SICI – Standing International Conference of Inspectorates of Education in Europe Co-operation and conferences in relation to: • Context of schools • Making evaluative judgements • Evaluation criteria and norms • Inspection frameworks and quality areas • Practice descriptors • Focus on learning and teaching • Sampling of subjects and lessons • Frequency of inspections • Texts and examinations • Self-evaluation of schools • Questionnaires • Triangulation of evidence • Management of inspections • Feedback and reports • Action plans following inspection • Very weak schools • Proportional risk-based planning • National reporting and policy advice • Linkage with Ministry of Education • Publication of reports • Impact of inspection Inspectorates of Education in Europe; some comparative remarks about their tasks and work. Johan C. van Bruggen, SICI, April 2010

9. Evaluation: External and Internal A picture of successful learning and good teaching in the effective school.

10. Evidence-based evaluation – External and internal Planning Documentation Observation of Learning and teaching Assessment Records / progress data School Information Form Interaction with Students Discussion with School Personnel ...triangulation! Board presentation on strengths and areas for development Student and parent questionnaires

11. WSE Developments (Primary) • WSE Notification Period is 5 weeks • Size of Inspection Teams has been reduced • Pre-inspection paperwork sought significantly reduced • Reduced number of subjects i.e. English, Gaeilge, Mathematics and another subject. School may request a fifth subject. • Greater emphasis on school self-evaluation • A revised and shortened Report • All teachers or a sample of teachers will be inspected • Feedback meetings: Patron’s representative and Chairperson of Parents’ Association invited to attend feedback meeting with board members • Parent and pupil questionnaires in all primary WSEs

12. WSE-MLL [management, leadership and learning] • WSE MLL - two critically important dimensions: • Leadership and Management and Teaching and learning • Key benefits of WSE-MLL: • Smaller scale evaluation of whole-school dimensions • Complements the other models of SI, Programme Inspection and full WSE • Reviews findings and recommendations of previous inspection reports • Potential for looking at school improvement. • Involves inspection of sample of all classes and programmes across the school - common principles of teaching and learning in these classrooms. • Use of questionnaires to survey the views of pupils and parents • The written report is very significantly shorter. • This is new and represents a broadening out of the scope of inspection

13. Information to students and student council. 27 (2) The procedures established and maintained under subsection (1) shall facilitate the involvement of the students in the operation of the school, having regard to the age and experience of the students, in association with their parents and teachers. Education Act, 1998

15. Evaluation Findings – Primary some positive developments • Good progress in whole-school development planning, especially in respect of • collaborative planning and discussion • the use of external supports to support planning work • engagement of boards of management in the planning process in some schools • Certain aspects of curriculum implementation were identified as progressing well: • English: oral language and the teaching of reading (DEIS Best Practice Guide) • Mathematics: hands-on approaches and activity methods • Visual Arts: breadth of experience offered to pupils and use of varied media • SPHE: the holistic development of the child, the use of active-learning methods, the relevance of the programme and the strands Myself and Myself and others • Science: the provision for the strands Myself/Human Life and Environmental awareness and care

16. Evaluation Findings – Primary improvement needed in some areas • Some aspects of curriculum implementation require improvement. In some schools there are weaknesses in respect of • Mathematics • Science: the development of pupils’ scientific skills and attention to Working scientifically and Designing and making • Irish: the methodologies employed, the realisation of the curriculum objectives, and the pupils’ achievement levels • The type of methodological change required for implementing the major emphases of the Primary School Curriculum (1999) has not occurred on as wide a scale as desired: • integrated teaching • collaborative learning • encouraging higher-order thinking and problem solving • the appropriate use of textbooks / the use of ICT • the use of assessment to support and improve pupils’ learning • Robust self-evaluation, focused on the quality of teaching and learning in classrooms should be used to improve the work of schools

17. Evaluation Findings – Post-primary some positive developments • Whole-school developmental planning progressed well in respect of • the development of middle-management teams • collaborative working in subject departments • Curriculum development has taken place with syllabus revision and wider range of assessment types in some areas • The quality of teaching was good or very good in many schools in respect of • the variety of teaching strategies used • the provision of individual planning for teaching • facilities and teaching and learning resources • interpersonal relations in classrooms • There were some important developments in providing for students with special educational needs in respect of • the procedures for the identification of students with additional learning needs • team-teaching in a small number of schools • Schools devoted significant resources to the care and wellbeing of students

18. Evaluation Findings – Post-primary improvement needed in some areas • Certain aspects of whole-school development planning required attention: • identification of clear learning outcomes for students and appropriate assessment methods • use of effective self-evaluation focused on the quality of learning achieved by students and how this can be improved • the coherence between the department plan and individual teachers’ planning • Some schools were not providing the minimum instruction time to students • Methodological change in classroom practice was required in a significant number of classrooms, particularly in respect of • the use of a wider range of teaching methodologies • the promotion of independent learning • the avoidance of teaching to the examinations • Assessment procedures in some schools required attention in relation to • the quality of feedback provided to students • the use of assessment to inform teaching and learning • the allocation and correction of homework

19. Evaluations of DEIS Planning – planning for improvement

20. DEIS Evaluation: PrimaryDraft conclusions • Systematic planning process: very necessary: DEIS schools; all schools • Planning framework: fit for purpose (strengths in component processes: improvements re DEIS themes generally made) • Framework may be of assistance to schools in SSE • Challenges for DEIS schools; all schools engaging in SSE: • Target-setting: need for clearer guidance at system level • In-school capacity to analyse and use data: supports required • Monitoring of pupils’ progress in learning and use of formative assessment (ii Report 2010) • Integration and co-ordination (personnel, initiatives) • Voice and role of pupils • Fostering of professional responsibility

21. DEIS Evaluation: Post-primaryDraft findings • Litercy, numeracy, examination attainment • Data collection, analysis, use of data to set realistic targets, data to measure progress • Effective structures • Roles in planning process • Integration of planning process, services, initiatives • More inter-agency communication • Role of BOMs • Subject Departments and subject teachers • Role of parents – consultation, involvement, enabling parents to support student learning

22. Evaluation findings: sharing best practice Evaluation Support and Research Unit • National trends from major Thematic Evaluation Reports • Composite reports of Subject Inspections and WSE Supporting schools and the system to respond where areas for development are identified Findings have implications for schools … and for services and agencies supporting schools

23. Challenges for leaders of learning:Literacy and NumeracyPISA 2009: Reading and Mathematics • 2000 – significantly above OECD average (500) • 2009 – not significantly different from OECD average (493) • 2003 – not significantly different from OECD average (500) • 2009 –significantly below OECD average (496)

24. Incidental Inspection …literacy and numeracy challenges Incidental Inspection Findings 2010: Mathematics Key Recommendations …. and school self-evaluation for improvement

25. Strategic developments …a literacy and numeracy national plan • Better Literacy and Numeracy for Children and Young People - A Draft National Plan to Improve Literacy and Numeracy in Schools • Proposed actions include: • ECCE initiatives • Changes to initial teacher education to build capacity of all teachers in effective literacy and numeracy teaching • Revising primary curriculum to show the skills pupils are expected to learn at each stage • Reforming Junior Certificate curriculum and assessment • Improving the ways schools assess and report on pupils’ progress in literacy and numeracy • Publishing national standards for literacy and numeracy • Ensuring inspection of literacy and numeracy is improved further • Supporting CPD for teachers / principals / deputy principals

26. School self-evaluation for Literacy and Numeracy development …in the context of a new emphasis on literacy and numeracy…some questions…at school level... • How do we accommodate a new emphasis on literacy and numeracy in our practice? • What is the relationship between curriculum breadth, balance and necessary standards in literacy and numeracy? • What are the implications for people with management roles in the primary and post-primary schools, including the Principal, Deputy Principal and those supporting SSE? • What kind of classroom / subject teaching is required? • What kind of quality assurance is required?

27. Assuring quality School self-evaluation • A process of internal evaluation of the work of the school • a collaborative process • that builds on school development planning and assessment practices • where principals and teachers • engage in reflective enquiry • Involves: • Evaluating how well the school provides for its pupils • Using information / evidence to make judgements about the work of the school • Identifying the strengths of the school • Examining teaching strategies • Focusing on pupils’ learning experiences and learning outcomes • Identifying where outcomes could be better • Identifying priorities for improvement • Taking action to improve pupils’ learning

28. Assuring quality School self-evaluation: Some practical considerations • An evidence-based process • Information on pupils’ learning achievements and progress • Information on pupils’ learning experiences • Information on teaching in classrooms • Drawing on a range of information sources • Principals and deputy principals • Teachers • Pupils • Parents • Board • Classroom • By means of a range of strategies and tools • Collective reflection • Questionnaires • Observations of classroom practice SSE in Practice Support materials

29. Coexistence of internal and external evaluation • Independent: parallel and complementary • Interdependent: external partly based on internal judgements • Eurydice 2004 • Parallel: two systems run side by side with own criteria and protocols • Sequential: external follows on from internal and use internal findings as the focus • Cooperative: external agencies cooperate with schools to develop common approach • Alvik 1991

30. Supporting schools after inspection • Key messages • School inspection and follow-through to support improvement must be proportionate. • Blanket approachesthat treat every school in the same way are likely to be ineffective and wasteful of resources • Inspection generally reflects very favourably on schoolsand the great majority of schools have the capability to address areas for improvement • The DES has developed a mechanism to coordinate a coherent response where serious weaknesses arise [School Improvement Group] • PDST has a continuing role to respond to requests for advice following inspection and specifically to assist a small number of schools where serious weaknesses arise. • Continue to place emphasis on supporting capacity buildingin the schools in which PDST facilitates development.

31. ? Questions Contact: Inspectorate Evaluation Support and Research Unit Department of Education and Skills www.education.ie