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AHDS Conference workshop: TB Self evaluation


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AHDS Annual Conference 2014 workshop presentation on TB: Self evaluation by Carole McKenzie, Education Scotland

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AHDS Conference workshop: TB Self evaluation

  1. 1. Self-Evaluation The what, the why and the how… Carole McKenzie 7th November 2014 Westerwood Hotel
  2. 2. Aims of the session • To de-mystify self evaluation as a concept. • To highlight the importance of “self” in self-evaluation • To provide opportunities to reflect on where you are now and where you want to be. • To provide sources of help and support. • To focus on impact rather than process.
  3. 3. Some observations • Self evaluation begins with SELF • Most people are getting up in the morning doing the very best they can… • It is not something that someone does “to” you • It has only one key purpose in a school…
  4. 4. "Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction and skillful execution; it represents the wise choice of many alternatives.” 4
  5. 5. The most effective approaches to self-evaluation enable achievement to be immediately recognised and underachievement to be immediately challenged. • The most effective approaches to self-evaluation are often: • precise and focused on the experiences of and impact on children and young people • practice-based rather than just paper-based - there is clear action taken as a result of self-evaluation activities • focused on improving not just proving learning and teaching • able to generate specific strengths and areas for improvement • detailed and searching in the analysis of children and young people's progress • comprehensive in gathering evidence, including from children and young people and their families. 5
  6. 6. ““IItt’’ss eevveerryyoonnee’’ss jjoobb”” The combined and unceasing efforts of everyone – professionals, patients and their families, researchers, payers, planners, administrators, educators – to make changes that will lead to Better outcomes, better system performance, and better professional development. Batalden P, Davidoff F. Qual. Saf. Health Care 2007;16;2-3
  7. 7. 7 The importance of triangulation For self-evaluation to give an accurate, rounded view, it must triangulate evidence from people’s views, direct observation of learning and teaching, and quantitative data.
  8. 8. • Approaches to self-evaluation • Self-evaluation of learning and teaching should not be an overly bureaucratic or mechanistic process. It should be a reflective professional process through which teachers get to know themselves better in terms of their strengths and areas for development. It should be robust, based on searching, reflective questions and be supported by evidence derived from a number of sources including direct observation, information and data and people’s views, including those of children and young people, parents and carers and others linked to the school community. 8
  9. 9. • What is the model for self-evlaution in your school? • How do you ensure there is shared owenership? • How do you ensure processes are impact driven rather than process driven? 9
  10. 10. These models have been developed by the Teacher Ed DOs in partnership with universities, the GTCS and practitioners. 10
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  14. 14. • Or you can make your own model? 14
  15. 15. • Reflective Questions • Where am I now in relation to my skills, capabilities and knowledge of: • pedagogy • developing the curriculum for my learners • the use of technology to support learning and teaching? • What evidence do I have which supports this and what am I going to do next? • How broad a range of strategies/resources do I currently use to support my self-evaluation activities, for example, do I use feedback from children, young people and their families? • How well do I use self-evaluation to help plan my professional learning? How could I make self-evaluation a more central part of my planning? 15
  16. 16. HELP! Education Scotland have recently launched a Professional Learning section on the website that has a number of models and resources to help practitioners gain a better understanding about self-evaluation and the links to system level improvement and their own professional learning. •These models have been developed by the Teacher Ed DOs in partnership with universities, the GTCS and practitioners. • •In the 'Career-long professional learning' section of the page, there is a separate section on self-evaluation •This section focuses on self-evaluation at practitioner level and also makes links to self-evaluation against the GTCS Professional Standards. •http:// •The sections on the new diamond 'model for professional learning' and 'evaluating impact' also contain advice and guidance. • sp • 16
  17. 17. Summary • Self evaluation starts with ourselves. It is applicable to all areas of our life, personal as well as professional. It’s how we develop as people. • At work, self-evaluation activities have only one purpose, namely to improve outcomes for children. • Self evaluation activities should use triangulation methods to ensure validity. • A positive outcome for inspection largely depends on how well a centre knows itself: including both strengths and areas for improvement.
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