'Teacher Professionalism Quality Assurance and Evaluation.' (National Education Conference, 28 May 2009)

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'Teacher Professionalism Quality Assurance and Evaluation.' University of Edinburgh, Workshop 5, GTC Scotland National Education Conference, 28 May 2009. …

'Teacher Professionalism Quality Assurance and Evaluation.' University of Edinburgh, Workshop 5, GTC Scotland National Education Conference, 28 May 2009.

Over the past two decades Scottish education has increasingly been subject to systems of QAE, with particular emphasis on self evaluation and inspection using Quality Indicators. This workshop explores the terms by which teachers define "quality" in education, and the impact of QAE on teachers' works and their professional autonomy.

It discusses the findings of a recent survey of teachers in England and Scotland, and compares the nature of QAE systems in the two systems, with some reference to comparative data from the Nordic countries. The study is part of a research project Fabricating Quality in European Education funded by the ESRC and European Science Foundation.

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  • 1.
    • Jenny Ozga
    • Centre for Educational Sociology
    • University of Edinburgh
    Teacher Professionalism, Quality Assurance and Evaluation
  • 2.  
  • 3.  
  • 4. Quality improves, respect declines? 47% of survey respondents believe that the quality of education is improving by comparison with the 1980s Is this surprising- given the level of investment by national systems in promoting QAE? 74% of respondents across the different systems believe there is less respect for teaching now than twenty years ago So teachers are raising quality but losing respect
  • 5. What is Quality in Education? Teachers’ choices of what defines quality are clustered around the following definitions: (i) Pupils reaching their full potential (ii) Confident and independent individuals (iii) Good literacy communication and numeracy skills Teachers and principals give very low priority (between 1 and 2% of respondents) to high attainment, or critical thinking as defining quality
  • 6.
    • Teacher self-evaluation (90% said this improved quality)
    • School self-evaluation (89%)
    • Analysis/tracking of pupils’ progress (88%)
    • Targets set by school (73%)
    • Quality management models at school level (65%)
    • Inspection (62%)
    • Use of performance indicators and data (57%)
    • Parent or pupil satisfaction surveys (56%)
    QAE processes that improve quality
  • 7. How does National Testing influence quality in education?
  • 8.
    • Internal uses of QAE
    • 91% Pupil-level data help me to identify problems of potential underachievement
    • 93% In general, evaluation is beneficial for teaching
    • External uses of QAE
    • 86% “Public ranking of schools leads to ‘teaching to the test’”
    • 85% “Publishing school performance tables does not improve teaching”
    Internal and external uses of QAE
  • 9. Teachers' creativity & spontaneity have been eroded by QAE?
  • 10. Policy technologies: marketisation, managerialism and performativity (a) target-setting (b) evaluation (c) performance related pay (a) devolution of decision- making (b) school-based management (a) parental choice (b) variety of school types (c) league tables 3. Performativity 2. Managerialism 1. Marketisation
  • 11. Policy technologies: QAE and teacher attitudes (a) choice/ marketisation (b) local accountability (c) regulation/ deregulation (a) school self evaluation (b) teacher assessment (c) school benchmarking (d) parental consultation (a) inspection (b) national testing (c) league tables (d) performance management (e) benchmarking (f) national targets 3. System characteristics 2. Soft QAE forms 1. Hard QAE forms
  • 12. The survey was part of the ESF/ESRC project Fabricating Quality in European Education/Governing by Numbers Further details at: http://www.ces.ed.ac.uk/research/FabQ/index.htm http://www.ces.ed.ac.uk/index.htm