The Abacus updated to iAbacus july 2013


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An updated PP of the ABACUS self-evaluation an planning tool and introducing The iAbacus on-line version at

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  • As I said at the start….Very much a work in progress for me… I am currently looking for and collecting what I am calling “The Common Goods” i.e. those values and beliefs that all reasonable, sensible, rationale and thoughtful people around the world would agree with (I know, I know this sounds pompous and I am fearful of this becoming some kind of pious quest) but it does seem reasonable to try and collect thinking around such tenets, beliefs, principles…The main sources (for me) remain: The United Nations Declaration of Human Rights (1948) or the Convention of the Rights of the Child (General Assembly Resolution 44/25 November 1989)*English National Curriculum Values StatementI am also very keen to find examples (and there are many) of teachers, schools, social workers, citizens who are actively promoting such explicit values and moral standards in their work
  • The Abacus updated to iAbacus july 2013

    1. 1. © 2013 The ABACUS and iABACUS a qualitative approach to self-evaluation © John Pearce 2011 originated in Westfield School, Sheffield March 2006 The iABACUS© 2013
    2. 2. The ABACUS and iABACUS If you are interested in the ideas here contact me… also and twitter @johnpearce_JP
    3. 3. © 2013 Please watch this Power Point in slide-show mode for the benefits of animation
    4. 4. © 2013 PLANRE PLAN DO REVIEWREVIEW DO I M P A C T ? EVIDENCE? The ABACUS and iABACUS are simple tools to aid the self-evaluation (action research) process….
    5. 5. © 2013 The next slides concentrate on using the ABACUS and iABACUS on whole school provision using current 2012 Ofsted criteria for England. However, they may be used with other clear criteria and have been used successfully, as planning tools, using: head teacher standards, student achievement levels, behaviour issues and personal objectives in life coaching. The iABACUS is an application that enhances the process for use on computers and tablets, including the iPad. In a leadership role the ABACUS and iABACUS may be used to explore where you and school, or department/area want to be (right hand box) and how to get there… A key issue therefore is for colleagues to be precise about current performance and future expectations… being good or better are not criteria. “All students feel safe”, “Increasing Level 5s to 90%” and “increasing out of hours activities” are criteria. (see the Ofsted evaluation schedule for criteria) When leaders work hard at identifying precise and relevant success criteria, the planning process is more logical… Notes
    6. 6. © 2013 The SEF (Self Evaluation Form) in England tested the capacity of school leaders to make judgements about provision and then identify action to progress… Typically, evidence was studied first, in order to form a judgement in each area. However the ABACUS and iABACUS encourage teachers and leaders to trust their professional judgement, start with it and then look for evidence to prove it.
    7. 7. © 2013 THE ABACUS and iABACUS PROCESS ENCOURAGES YOU TO: 1. Make your judgement 2. Justify, or modify your judgement, the light of evidence and the judgement of others. 3. (Most important of all), identify the appropriate action to get you … Where are you now? Where you want to be
    8. 8. © 2013 questions the ABACUS and iABACUS process enables… 1. What is going well and what not so well? 2. What have you done about each of these? 3. What was the impact of what you did? 4. So, what are you planning to do next? 4 Questions any intelligent enquirer might ask: Colleagues, Middle/Senior Leaders, LA colleagues, Governors, Parents, Students, Ofsted / HMI
    9. 9. © 2013 Self-evaluation Abacus © John Pearce 2006 OutstandingGoodRequires Improvement InadequateCriteria for judgement Slide the beads to where you judge the school to be on each criteria Compare judgements with colleagues Discuss evidence that challenges or supports each judgement… Then agree the judgement. Note: The green beads are arguably the most critical in achieving sustained improvement If you find the judgement difficult - use Ofsted Criteria to help you decide NB These are the four areas in the 2012 Ofsted Framework evaluation schedule The SEF is not statutory (it never was) so schools can add their own criteria
    10. 10. © 2013 Self-evaluation Abacus © John Pearce 2006 OutstandingGoodRequires Improvement Inadequate An example school… Note the overall pattern of beads In this example (based on a real school) a new leadership team has yet to make a difference to standards but they are having an effect on ethos – so, they are, arguably, dem onstrating a capacity for improvement.
    11. 11. © 2013 Self-evaluation Abacus © John Pearce 2006 Inadequate Requires Improvement Good Outstanding Pupils' achievement When the judgement is agreed – imagine a vertical line – this is your current position
    12. 12. © 2013 Self-evaluation Abacus © John Pearce 2006 Quality of leadership & management Inadequate Requires Improvement Good Outstanding
    13. 13. © 2013 Helping factors? Hindering factors? What I have done has made me what I am What I will do will make me what I will be Weaken the hindering forces Strengthen the helping forces Where are we now? Where do we want to be?
    14. 14. © 2013 Force field planning…. (based on Kurt Lewin 1948) CURRENT HELPS HINDERS FUTURE SuccessCriteria helps helps hinders/barrier hinders/barrier Identify what helps and hinders in your CURRENT situation, locking you to where you are. Now, weaken the hindering forces and strengthen the helping forces. You will then move closer to your success criteria… The ABACUS planning sheet allows you to create detailed, prioritised plans…. (separate handout) See ABACUS Planning Sheet to aid this process
    15. 15. © 2013 Self-evaluation Abacus © John Pearce 2006 OutstandingGood Requires Improvement Inadequate BLANK FOR COMPLETION NAME: Date:
    16. 16. © 2013
    17. 17. © 2013 The iABACUS is now on-line and available at