Eps2.0 Presv.2

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Overview of the EPS2.0 school self review system presented at a CORE Breakfast session

Overview of the EPS2.0 school self review system presented at a CORE Breakfast session

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  • 1. Introducing the … Managing Change in Times of Uncertainty
  • 2. School Review & Development
    • Schools are ‘organic’, constantly evolving organizations.
    • Need to take account of:
      • curriculum changes
      • change in staffing, students
      • social and policy changes
      • community expectations
      • etc.
    • Need for a process of regular review and development.
  • 3. A case for change…
    • “ schools frozen in time…”
    • “ a yawning chasm …separates the world inside the schoolhouse from the world outside.”
    • "achievement gap" between social classes
  • 4. Setting the scene
    • What is one thing you’d like to see changed in your school/organisation that you would improve the opportunities for learners to learn?
    • Why is this important?
  • 5. What drives your process?
    • External agendas?
    • Whole school scan – where are you at?
    • Pedagogical practice?
    • Student achievement data?
    • ICT?
    • Assessment?
    • Community opinion?
    • School vision and values?
  • 6. What we want young people to learn
    • Learning to learn
      • Curriculum based on knowledge alone does not equip students for further learning
    • Shifting balance of values, competencies, knowledge, and skills
    • Integration of skills, competencies and knowledge – emphasis on application
  • 7. Essence of curriculum reform
    • Is not…..
    • new documentation
    • new resources
    • But it is..
    • Teachers changing their teaching practice
      • if teachers continue to do what they always did before, the new/revised curriculum will have no effect
  • 8. What Experience & Research tells us 1
    • Teachers do not change their practice because they are told to.
    • Teachers change when:
      • They have opportunities to practice
      • They have opportunities to reflect on the success of their changed practice
      • They can share experience and methods with professional colleagues
      • They are supported with appropriate tools
      • 1 http://www.educationcounts.govt.nz/publications/series/2515/15341
  • 9. Leading Curriculum Change
    • Within the ‘jigsaw’ of things to consider when leading curriculum change establishing clarity around what the expectations are is an important first step.
  • 10. Values, Beliefs, Principles and Practices.
    • How we operate in our schools and classrooms is a reflection of our core values and beliefs.
  • 11. Our Beliefs
    • Our beliefs are the truth
    • The truth is obvious
    • Our beliefs are based on real data
    • The data we select are the real data
    • Challenges:
    • Understanding the “current realities”
    • Understanding the thinking of others and myself
  • 12. Mental Models Mental models are the assumptions & stories which we carry in our minds of ourselves, other people, institutions, & every aspect of the world. Differences between mental models explain why two people can observe the same event and describe it differently; they are paying attention to different details.
  • 13. The Ladder of Inference Argyris & Schon, 2000 I adopt beliefs about the world I draw conclusions I make assumptions based on the meanings I’ve added I add meanings (cultural and personal) I select data from what I observe Observable ‘data’ and experiences The reflexive leap (our beliefs affect what data we select next time) I take action based on my beliefs
  • 14. What is EPS2.0?
    • An online tool designed to enable educators to:
    • understand the “big picture” within which their school is located
    • identify areas of strength and weakness in their school
    • plan strategically for future development.
  • 15. Why is EPS2.0 useful?
    • Principals and teachers are often immersed in the immediate concerns of their school/class.
    • EPS2.0 provides an objective way of looking at the “bigger picture”.
    • Provides a multi-dimensional picture specific to each school.
  • 16. How does EPS2.0 work?
    • Uses teachers’ own experiences as the basis of reflection and feedback
    • Individuals respond to statements in an online survey
    • Responses are combined to provide an objective overview
    • Feedback can be interrogated interactively online, or printed out as a final report
  • 17. Three dimensions Philosophical Frameworks: deep exploration of the fundamental nature of educative purpose, learning, knowing and knowledge Techniques, Strategies, Structures: the tools to implement the philosophical frameworks including the design of the use and allocation of people, time, space and place Community & Culture: the development of a learning culture and learning community
  • 18. 18 Elements
    • Provides a “birds eye view” of the feedback across all 18 elements.
    • The colours in each element represent the strengths and weaknesses in each dimensions, depending on how far from the centre the colour bar reaches.
  • 19. Four Tests
    • The responses within each dimension can be interrogated according to the following four tests:
    • Robustness – processes up to the task
    • Are the processes robust enough?
    • Collectivity – participation and contribution
    • Who is participating and to what extent?
    • Consistency – relationships of the parts to whole
    • Is the application consistent, across everything?
    • Congruence – the desired effect
    • What is the relationship between theory and practice?
  • 20. Starting the Survey
    • School administrator registers school and distributes an access key to all staff
    • Access key must be kept confidential to ensure validity of school data
    • Individual staff may enter a PIN to enable them to return to the site to complete the survey or to review their results
  • 21. Selecting a role
    • EPS2.0 requires users to designate their role
    • This enables greater levels of interpretation of the data when the final results are published
    • Schools should determine who will identify themselves as school leadership for the purposes of this survey
  • 22. Responding to statements Click on ‘submit’ when all statements on the page have been responded to. Click on the bar to make marker appear. Slide marker to position that best indicates your response. Click on ‘comment’ to make comments box appear. Indicator bar shows progress through the pages of the survey. Enter comment if appropriate (140 character max.)
  • 23. Viewing feedback
    • Once completed, an individual teacher may view their personal results and explore the interactive feedback
    • Whole school feedback can be viewed once all staff have completed the survey
  • 24. School results
  • 25. Element View
    • Each element can be viewed in terms of how the four tests apply:
    • Robustness
    • Collectivity
    • Consistency
    • Congruence
  • 26. Slider view Each of the elements is linked for further analysis Interactive sliders enable exploration of the “what-if” possibilities Different views can be obtained by switching on or off the different groups Indicator statements change as the slider pots are moved, showing progressions for growth and development
  • 27. PDF report views Top statement shows overall response across all four tests. Indicator statements reflect the position shown by the median marker. Individual responses shown for each of the four tests. Coloured bars reflect different roles. Black marker shows the median position.
  • 28. Where to next? Where to next prompts included for each element in the PDF report.
  • 29. Action Planning..
    • What needs to be done?
    • Keep it SMART
    • Who will take responsibility and by when?
    • How will you know it has been achieved?
  • 30. Make the most of EPS2.0
  • 31. Leading Curriculum Change
    • How will you decide which part of the jigsaw to begin focusing on as part of the process of curriculum review and whole school development?
  • 32. Changing schools…
      • “ Schools may be the starkest example in modern society of an entire institution modelled after the assembly line. This has dramatically increased educational capability in our time, but it has also created many of the most intractable problems with which students, teachers and parents struggle to this day.
      • If we want to change schools, it is unlikely to happen until we understand more deeply the core assumptions on which the industrial-age school is based”
            • (2000, Peter Senge)
  • 33. More information
    • For more information see:
    • http://eps2.core-ed.net
    • Or contact CORE Education Ltd:
    • [email_address]