‘Key	  Strategies	  to	  Implemen3ng	  Quality	  Assurance	  Systems	  and	  Effec3ve	  Self-­‐Evalua3on	  in	  Educa3on’	 ...
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	  o...
 GeGng	  it	  ‘Right	  First	  Time’	  (con1nued)	  	  	  Are	  supervisors	  sufficiently	  skilled	  in	  evaluaMng	  the	...
Issues	  to	  Resolve	  •  How	  do	  principals	  receive	  quality	  informaMon	  	  from	  supervisors	  on	  which	  t...
Key	  Strategies	  	  1.	  	  	  	  	  Agree	  key	  aspects	  of	  the	  school’s	  work	  	  2.	  	  	  	  	  Schools	  ...
Key	  Strategies	  (con1nued)	  5.	  	  	  	  	  Schools	  need	  a	  self-­‐evaluaMon	  framework	  against	  which	  	  ...
Key	  Strategies	  (con1nued)	  8.	  	  	  	  	  EvaluaMons	  lead	  to	  idenMficaMon	  of	  strengths	  and	  aspects	  	...
Consider….	  At	  the	  heart	  of	  self-­‐evaluaMon	  and	  quality	  assurance	  lies:	  	  •  Students’	  achievement	...
Remember…..	  	  Schools	  and	  educaMonal	  insMtuMons	  need	  to	  be	  able	  to	  evaluate	  themselves	  objecMvely...
Evidence	  in	  PracMce	  From	  a	  Principal	  of	  a	  school	  judged	  ‘outstanding’	  5	  1mes!!!	  	  So….	  	  ‘Wh...
Evidence	  in	  PracMce	  (conMnued)	  •  Consistent	  and	  synchronised	  cycle	  of	  monitoring	  and	  evaluaMon	  	 ...
Evidence	  in	  PracMce	  (con1nued)	  •  Regular	  monitoring	  of	  progress	  	  •  Ensuring	  monitoring	  outcomes/co...
Evidence	  in	  PracMce	  (con1nued)	  •  Monitoring	  is	  a	  key	  driver	  for	  improvement	  	  •  AnalyMcal	  self-...
Evidence	  in	  PracMce	  (con1nued)	  •  Have	  high	  expectaMons	  	  •  Ownership	  and	  accountability	  	  •  Act	 ...
Evidence	  in	  PracMce	  (con1nued)	  •  Use	  of	  external	  reviewers	  	  •  Challenging	  each	  other	  	  •  Use	 ...
Evidence	  in	  PracMce	  (con1nued)	  •  Acknowledging	  outcomes	  and	  acMng	  on	  them	  	  	  	  •  Allowing	  Mme	...
Key	  Skills	  for	  Leadership	  	  •  CommunicaMon	  •  Understanding	  •  Consistency	  •  Persistence	  •  Flexibility...
Self-­‐EvaluaMon	  is	  Complex	  	  	  ‘EducaMonal	  establishments	  spend	  an	  enormous	  amount	  of	  Mme	  measuri...
Self-­‐EvaluaMon	  is	  Complex	  (con1nued)	  Why?	  •  Limited	  focus	  	  •  More	  emphasis	  is	  placed	  on	  ‘pro...
Self-­‐EvaluaMon	  is	  Complex	  (con1nued)	  Conclusion	  We	  have	  failed	  to	  keep	  pace	  in	  some	  aspects	  ...
Assessing	  Quality	  Look	  at:	  •  Structures	  	  	  •  Processes	  	  •  Outcomes	  	  	  
Assessing	  Quality	  (con1nued)	  To	  achieve:	  	  •  Closing	  the	  gap	  between	  what	  should	  be	  and	  what	 ...
‘Keep	  Things	  Simple’	  	  ‘We	  ooen	  make	  self-­‐evaluaMon	  far	  too	  complicated	  and	  ‘scienMfic’	  when	  i...
ImplemenMng	  a	  System	  	  ‘Requires	  all	  involved	  to	  have	  a	  clear	  understanding	  of	  the	  subtle	  diff...
ImplemenMng	  a	  System	  (con1nued)	  •  Schools	  and	  educaMonal	  establishments	  exist	  within	  the	  communiMes...
‘Strategy	  for	  Success’	  •  Succinct	  	  •  Time	  effecMve	  	  •  Easily	  understood	  by	  everyone	  •  Provide	 ...
‘Strategy	  for	  Success’	  (con1nued)	  	  •  Enables	  schools	  to	  become	  or	  remain	  outstanding	  educaMonal	 ...
‘Strategy	  for	  Success’	  (con1nued)	  •  A	  ‘posi3ve’	  approach	  towards	  helping	  schools	  	  •  Improve	  lear...
‘Strategy	  for	  Success’	  (con1nued)	  How	  does	  ‘Strategy	  for	  Success’	  do	  this?	  •  Graduated	  criteria	 ...
‘Strategy	  for	  Success’	  (con1nued)	  Each	  ‘zone	  of	  success’	  includes:	  •  Self	  and	  organisaMonal	  asses...
‘Strategy	  for	  Success’	  (con1nued)	  Unique	  approach	  to	  fit	  needs:	  •  Sharply	  focused	  techniques	  	  • ...
‘Strategy	  for	  Success’	  (con1nued)	  Summary	  •  Tool	  developed	  especially	  for	  schools	  	  	  •  Data	  is	...
‘Strategy	  for	  Success’	  (con1nued)	  Key	  Successes	  •  Improved	  communicaMon	  at	  all	  levels	  but	  especia...
‘Strategy	  for	  Success’	  (con1nued)	  Key	  Points	  •  Understand	  the	  difference	  between	  provision	  and	  out...
‘Strategy	  for	  Success’	  (con1nued)	  Provides	  •  Evidence	  of	  high	  quality	  self-­‐evaluaMon	  	  •  Direct	 ...
‘Strategy	  for	  Success’	  (con1nued)	  The	  8	  Zones	  1.  Assessment	  of	  academic	  standards	  	  2.  Care,	  gu...
‘Strategy	  for	  Success’	  (con1nued)	  The	  Scoring	  Range	  	  Each	  of	  these	  looks	  at	  the	  Provision	  of...
‘Strategy	  for	  Success’	  (con1nued)	  1	  to	  2 	   	  AWARE	  (Inadequate)	  	  	  3	  to	  4 	   	  UNDERSTOOD	  (r...
‘Strategy	  for	  Success’	  ‘What	  is	  Exemplary	  Provision	  •  Teaching	  is	  sMmulaMng,	  enthusiasMc	  and	  chal...
‘Strategy	  for	  Success’	  ‘What	  is	  Exemplary	  (con1nued)	  Provision	  •  Teachers	  have	  excellent	  relaMonshi...
‘Strategy	  for	  Success’	  ‘What	  is	  Exemplary	  (con1nued)	  Provision	  •  Appropriate	  use	  made	  of	  ICT	  an...
Contact	  Details	  Bogusia	  Matusiak-­‐Varley	  	   	   	  	  	   	   	  Email	  –	  admin@topqualitymarque.com	  	  	  ...
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الاستراتيجيات الرئيسية لتنفيذ أنظمة شاملة لضمان الجودة وتطبيق التقويم الذاتي الفاعل في التعليم

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المديرة الإدارية لشركة توب كواليتي ماركيو
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الاستراتيجيات الرئيسية لتنفيذ أنظمة شاملة لضمان الجودة وتطبيق التقويم الذاتي الفاعل في التعليم

  1. 1. ‘Key  Strategies  to  Implemen3ng  Quality  Assurance  Systems  and  Effec3ve  Self-­‐Evalua3on  in  Educa3on’    February  2013  
  2. 2. Presented  by…              Bogusia  Matusiak-­‐Varley    
  3. 3. Quality  Assurance  Systems  Need  to  be:      ‘Fit  for  Purpose’      
  4. 4. Quality  Assurance  Systems  (con1nued)  And:      ‘Right  First  Time’    
  5. 5.  GeGng  it  ‘Right  First  Time’      Do  teachers  fully  understand  the  impact  of  their  teaching  on  learning?        
  6. 6.  GeGng  it  ‘Right  First  Time’  (con1nued)      Are  supervisors  sufficiently  skilled  in  evaluaMng  the  impact  of  provision  on  outcome?    
  7. 7. 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?        
  8. 8. 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  
  9. 9. 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  
  10. 10. 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    
  11. 11. 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              
  12. 12. Remember…..    Schools  and  educaMonal  insMtuMons  need  to  be  able  to  evaluate  themselves  objecMvely  and  accurately  against  agreed  criteria    
  13. 13. 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?’    
  14. 14. Evidence  in  PracMce  (conMnued)  •  Consistent  and  synchronised  cycle  of  monitoring  and  evaluaMon    •  Highly  trained  staff    with  excellent  communicaMon  skills    •  An  environment  which  encourages  improvement    
  15. 15. Evidence  in  PracMce  (con1nued)  •  Regular  monitoring  of  progress    •  Ensuring  monitoring  outcomes/conclusions  are  acted  upon    •  EvaluaMon  against  the  highest  standards;  ‘mediocrity  will  not  do’    
  16. 16. Evidence  in  PracMce  (con1nued)  •  Monitoring  is  a  key  driver  for  improvement    •  AnalyMcal  self-­‐evaluaMon    •  An  understanding  of  what  our  children  require  
  17. 17. Evidence  in  PracMce  (con1nued)  •  Have  high  expectaMons    •  Ownership  and  accountability    •  Act  on  feedback    •  Confident  analysis  of  data  
  18. 18. Evidence  in  PracMce  (con1nued)  •  Use  of  external  reviewers    •  Challenging  each  other    •  Use  of  informaMon  
  19. 19. Evidence  in  PracMce  (con1nued)  •  Acknowledging  outcomes  and  acMng  on  them        •  Allowing  Mme  for  acMons  to  have  an  impact      •  ‘Fit  for  purpose’  approach  
  20. 20. Key  Skills  for  Leadership    •  CommunicaMon  •  Understanding  •  Consistency  •  Persistence  •  Flexibility  •  Focused    •  EvaluaMon    •  Open  to  Challenges  
  21. 21. 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’      
  22. 22. 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    
  23. 23. 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  
  24. 24. Assessing  Quality  Look  at:  •  Structures      •  Processes    •  Outcomes      
  25. 25. 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    
  26. 26. ‘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.’    
  27. 27. 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.’    
  28. 28. 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          
  29. 29. ‘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      
  30. 30. ‘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  
  31. 31. ‘Strategy  for  Success’  (con1nued)  •  A  ‘posi3ve’  approach  towards  helping  schools    •  Improve  learning  potenMal  &  human  capacity    •  Increasing  social  responsibility  forms  the  core  for  ‘modern-­‐thinking  organisa3ons’  
  32. 32. ‘Strategy  for  Success’  (con1nued)  How  does  ‘Strategy  for  Success’  do  this?  •  Graduated  criteria  for  each  of  the  8  zones        •  Criteria  matches  provision    against  outcomes    •  Provides  quality  evaluaMons          
  33. 33. ‘Strategy  for  Success’  (con1nued)  Each  ‘zone  of  success’  includes:  •  Self  and  organisaMonal  assessment    •  Analysis  and  evaluaMon    •  ConMnuous  personal  development  and            organisaMonal  improvement    
  34. 34. ‘Strategy  for  Success’  (con1nued)  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’      
  35. 35. ‘Strategy  for  Success’  (con1nued)  Summary  •  Tool  developed  especially  for  schools      •  Data  is  protected      •  Allows  systemaMc  improvement    •  Accurate  analysis  is  ‘cost-­‐effecMve’    •  QuanMtaMve  outcomes  
  36. 36. ‘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    
  37. 37. ‘Strategy  for  Success’  (con1nued)  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    
  38. 38. ‘Strategy  for  Success’  (con1nued)  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  
  39. 39. ‘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  
  40. 40. ‘Strategy  for  Success’  (con1nued)  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  
  41. 41. ‘Strategy  for  Success’  (con1nued)  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)    
  42. 42. ‘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  
  43. 43. ‘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  
  44. 44. ‘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    
  45. 45. Contact  Details  Bogusia  Matusiak-­‐Varley                Email  –  admin@topqualitymarque.com                  Website  –  bogusiatqm.com                  Telephone  –  +44  121  686  5942    

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