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

1. Self-Evaluation
The what, the why and the how…
Carole McKenzie
7th November 2014
Westerwood Hotel

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. 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. "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.”
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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.
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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
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. • 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.
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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?
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10. These models have been developed by the
Teacher Ed DOs in partnership with universities,
the GTCS and practitioners.
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11. www.journeytoexcellence.org.uk 11

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14. • Or you can make your own model?
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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?
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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.
•http://www.educationscotland.gov.uk/learningteachingandassessment/professionallearning/index.asp
•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://
www.educationscotland.gov.uk/learningteachingandassessment/professionallearning/clpl/selfevaluation.asp
•The sections on the new diamond 'model for professional learning' and 'evaluating impact' also contain advice
and guidance.
•http://www.educationscotland.gov.uk/learningteachingandassessment/professionallearning/clpl/modelforclpl.a
sp
•http://www.educationscotland.gov.uk/learningteachingandassessment/professionallearning/clpl/evaluation.asp
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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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