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‘Key Strategies to Implemen3ng Quality Assurance Systems and Effec3ve Self-‐Evalua3on in

Educa3on’

February 2013

Presented by…

Bogusia Matusiak-‐Varley

Quality Assurance Systems

Need to be:

‘Fit for Purpose’

Quality Assurance Systems (con1nued)

And:

‘Right First Time’

GeGng it ‘Right First Time’

Do teachers fully understand the impact of their teaching on

learning?

GeGng it ‘Right First Time’

(con1nued)

Are supervisors sufficiently skilled in evaluaMng the impact of provision on outcome?

Issues to Resolve

•  How do principals receive quality informaMon from supervisors on which to build strategy for improvement?

•  Is objecMve verificaMon of evaluaMon carried out? If so, how?

Key Strategies 1. Agree key aspects of the school’s work 2. Schools evaluate themselves objecMvely and accurately 3. EvaluaMons must be based on real evidence 4. Valid sources of evidence must be agreed and moderated

Key Strategies (con1nued)

5. Schools need a self-‐evaluaMon framework against which evidence is compared and judgements made

6. EvaluaMons must be triangulated/checked for consistency

and reliability 7. Judgements must be corporate – more than just one

person making them

Key Strategies (con1nued)

8. EvaluaMons lead to idenMficaMon of strengths and aspects for improvement

9. Aspects for improvement lead to recommendaMons 10. RecommendaMons lead to acMon planning 11. AcMon plans must be ‘SMART’ 12. AcMons underpinned by well-‐focused CPD

Consider…. At the heart of self-‐evaluaMon and quality assurance lies: •  Students’ achievement and personal development •  Opportunity for teachers to be the best they can be •  Analysis of what works well in curriculum design •  EffecMveness of leadership in bringing about change

Remember…..

Schools and educaMonal insMtuMons need to be able to evaluate

themselves objecMvely and accurately against agreed criteria

Evidence in PracMce

From a Principal of a school judged ‘outstanding’ 5 1mes!!!

So….

‘What worked well? and ‘What were the core themes that contributed

to this judgment?’

Evidence in PracMce (conMnued)

•  Consistent and synchronised cycle of monitoring and evaluaMon

•  Highly trained staff with excellent communicaMon skills

•  An environment which encourages improvement

Evidence in PracMce (con1nued)

•  Regular monitoring of progress •  Ensuring monitoring outcomes/conclusions are acted upon

•  EvaluaMon against the highest standards; ‘mediocrity will not do’


•  Monitoring is a key driver for improvement •  AnalyMcal self-‐evaluaMon •  An understanding of what our children require


•  Have high expectaMons •  Ownership and accountability •  Act on feedback •  Confident analysis of data


•  Use of external reviewers •  Challenging each other •  Use of informaMon


•  Acknowledging outcomes and acMng on them •  Allowing Mme for acMons to have an impact •  ‘Fit for purpose’ approach

Key Skills for Leadership

•  CommunicaMon •  Understanding •  Consistency •  Persistence •  Flexibility •  Focused •  EvaluaMon •  Open to Challenges

Self-‐EvaluaMon is Complex

‘EducaMonal establishments spend an

enormous amount of Mme measuring all aspects of provision but we are sMll accused of not providing a workforce that is amuned to

providing high quality services’

Self-‐EvaluaMon is Complex (con1nued)

Why? •  Limited focus •  More emphasis is placed on ‘product’ rather than ‘process’

•  The curriculum is not keeping pace with the demands of industry

Self-‐EvaluaMon is Complex (con1nued) Conclusion

We have failed to keep pace in some aspects of our provision with the requirements of a digital age that demands: •  flexibility of thought •  an open mind •  ability to changing thought processes

Assessing Quality

Look at:

•  Structures •  Processes •  Outcomes

Assessing Quality (con1nued) To achieve:

•  Closing the gap between what should be and what there actually is

•  Concurrent and retrospecMve view to see how far we have travelled

‘Keep Things Simple’

‘We ooen make self-‐evaluaMon far too

complicated and ‘scienMfic’ when in fact a qualitaMve perspecMve as well as a quanMtaMve

perspecMve is needed.’

ImplemenMng a System

‘Requires all involved to have a clear understanding of the subtle differences between the various criteria and how we

evaluate the impact of provision on outcomes.’

ImplemenMng a System (con1nued)

•  Schools and educaMonal establishments exist within the communiMes that they serve

•  Systems for self-‐evaluaMon need to reflect the school in its community

•  ‘Strategy for Success’ is based on the fundamental principles necessary for effecMve self-‐evaluaMon

‘Strategy for Success’

•  Succinct •  Time effecMve •  Easily understood by everyone •  Provide opportuniMes for qualitaMve data to be analysed alongside quanMtaMve data

•  Tailor made to each establishment •  Provide a clear direcMon for improvement

‘Strategy for Success’ (con1nued)

•  Enables schools to become or remain outstanding educaMonal insMtuMons

•  The focus is on essenMal aspects of a school’s organisaMon that have a growing influence on its efficiency and effecMveness


•  A ‘posi3ve’ approach towards helping schools •  Improve learning potenMal & human capacity •  Increasing social responsibility forms the core for ‘modern-‐thinking organisa3ons’


How does ‘Strategy for Success’ do this? •  Graduated criteria for each of the 8 zones •  Criteria matches provision against outcomes •  Provides quality evaluaMons


Each ‘zone of success’ includes: •  Self and organisaMonal assessment •  Analysis and evaluaMon •  ConMnuous personal development and organisaMonal improvement


Unique approach to fit needs: •  Sharply focused techniques

•  Self-‐assessment tools

•  Training and coaching

•  Easy to use web-‐based data

•  Not ‘one-‐method-‐fits-‐all’


Summary •  Tool developed especially for schools •  Data is protected •  Allows systemaMc improvement •  Accurate analysis is ‘cost-‐effecMve’ •  QuanMtaMve outcomes

‘Strategy for Success’ (con1nued) Key Successes

•  Improved communicaMon at all levels but especially at classroom level

•  Teachers understand what is evaluated •  Criteria is made clear to everybody and understanding is checked

•  EvaluaMons are backed with evidence


Key Points •  Understand the difference between provision and outcome

•  Do not measure in isolaMon as everything is interdependent

•  Use graduated criteria and rigorously sMck to them •  Evaluate both with heart and mind but find evidence to support judgements


Provides •  Evidence of high quality self-‐evaluaMon •  Direct links between self-‐evaluaMon, strategic planning and CPD

•  InformaMon for the achievement of outcomes •  Sharpens self-‐evaluaMon skills •  EvaluaMon on cost-‐effecMveness of decisions •  Impact of decision-‐making on outcomes

‘Strategy for Success’ (con1nued) The 8 Zones

1.   Assessment of academic standards 2.   Care, guidance, support, safety and behaviour of

students 3.   Community 4.   Culture 5.   Curriculum 6.   Leadership and Management 7.   Resources 8.   Teaching and Learning


The Scoring Range

Each of these looks at the Provision of operaMons and the resulMng Outcomes and can be scored on a

1 to 10 scoring range.

The scoring range is split into five idenMfied outcomes


1 to 2 AWARE (Inadequate) 3 to 4 UNDERSTOOD (requiring

improvement) 5 to 6 APPLIED (SaMsfactory) 7 to 8 INTEGRATED (Good) 9 to 10 EXEMPLARY (Outstanding)

‘Strategy for Success’ ‘What is Exemplary

Provision •  Teaching is sMmulaMng,

enthusiasMc and challenging •  Assessment and reflecMon is

integral to all lessons •  Teachers have expert knowledge

and skills for their subject •  Pupils are encouraged to be fully

involved in their learning

Outcomes •  Pupils are fully engaged,

interested and moMvated •  Pupils reflect on their lessons

highly effecMvely •  Pupils drive themselves to

develop their skills and knowledge

•  Pupils understand their goals and review their achievements

‘Strategy for Success’ ‘What is Exemplary (con1nued)

Provision •  Teachers have excellent

relaMonships with pupils •  Range of teaching methods used

to meet pupils needs •  ‘Whole class’ arrangements

made to enhance learning •  Teaching Assistants are used

effecMvely

Outcomes •  Pupils have excellent

relaMonships with teachers •  Pupils make appropriate choices

to enhance their learning •  Pupils learn new skills when

working in groups

•  Pupils work just as effecMvely with Teaching Assistants

‘Strategy for Success’ ‘What is Exemplary (con1nued)

Provision •  Appropriate use made of ICT and

other resources •  Homework is effecMvely linked

to needs

Outcomes •  Pupils make excellent choices on

the use of addiMonal learning resources

•  Pupils involved in choices about homework

Contact Details

Bogusia Matusiak-‐Varley Email – [email protected]

Website – bogusiatqm.com Telephone – +44 121 686 5942

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