بوقيوس ماتوسياك- فارلي المديرة الإدارية لشركة توب كواليتي ماركيو المملكة المتحدة

1. ‘Key
Strategies
to
Implemen3ng
Quality
Assurance
Systems
and
Effec3ve
Self-­‐Evalua3on
in
Educa3on’
February
2013

2. Presented
by…
Bogusia
Matusiak-­‐Varley

3. Quality
Assurance
Systems
Need
to
be:
‘Fit
for
Purpose’

4. Quality
Assurance
Systems
(con1nued)
And:
‘Right
First
Time’

5.
GeGng
it
‘Right
First
Time’
Do
teachers
fully
understand
the
impact
of
their
teaching
on
learning?

6.
GeGng
it
‘Right
First
Time’
(con1nued)
Are
supervisors
sufficiently
skilled
in
evaluaMng
the
impact
of
provision
on
outcome?

7. Issues
to
Resolve
• How
do
principals
receive
quality
informaMon
from
supervisors
on
which
to
build
strategy
for
improvement?
• Is
objecMve
verificaMon
of
evaluaMon
carried
out?
If
so,
how?

8. Key
Strategies
1.
Agree
key
aspects
of
the
school’s
work
2.
Schools
evaluate
themselves
objecMvely
and
accurately
3.
EvaluaMons
must
be
based
on
real
evidence
4.
Valid
sources
of
evidence
must
be
agreed
and
moderated

9. Key
Strategies
(con1nued)
5.
Schools
need
a
self-­‐evaluaMon
framework
against
which
evidence
is
compared
and
judgements
made
6.
EvaluaMons
must
be
triangulated/checked
for
consistency
and
reliability
7.
Judgements
must
be
corporate
–
more
than
just
one
person
making
them

10. Key
Strategies
(con1nued)
8.
EvaluaMons
lead
to
idenMficaMon
of
strengths
and
aspects
for
improvement
9.
Aspects
for
improvement
lead
to
recommendaMons
10.
RecommendaMons
lead
to
acMon
planning
11.
AcMon
plans
must
be
‘SMART’
12.
AcMons
underpinned
by
well-­‐focused
CPD

11. Consider….
At
the
heart
of
self-­‐evaluaMon
and
quality
assurance
lies:
• Students’
achievement
and
personal
development
• Opportunity
for
teachers
to
be
the
best
they
can
be
• Analysis
of
what
works
well
in
curriculum
design
• EffecMveness
of
leadership
in
bringing
about
change

12. Remember…..
Schools
and
educaMonal
insMtuMons
need
to
be
able
to
evaluate
themselves
objecMvely
and
accurately
against
agreed
criteria

13. Evidence
in
PracMce
From
a
Principal
of
a
school
judged
‘outstanding’
5
1mes!!!
So….
‘What
worked
well?
and
‘What
were
the
core
themes
that
contributed
to
this
judgment?’

14. Evidence
in
PracMce
(conMnued)
• Consistent
and
synchronised
cycle
of
monitoring
and
evaluaMon
• Highly
trained
staff
with
excellent
communicaMon
skills
• An
environment
which
encourages
improvement

15. Evidence
in
PracMce
(con1nued)
• Regular
monitoring
of
progress
• Ensuring
monitoring
outcomes/conclusions
are
acted
upon
• EvaluaMon
against
the
highest
standards;
‘mediocrity
will
not
do’

16. Evidence
in
PracMce
(con1nued)
• Monitoring
is
a
key
driver
for
improvement
• AnalyMcal
self-­‐evaluaMon
• An
understanding
of
what
our
children
require

17. Evidence
in
PracMce
(con1nued)
• Have
high
expectaMons
• Ownership
and
accountability
• Act
on
feedback
• Confident
analysis
of
data

18. Evidence
in
PracMce
(con1nued)
• Use
of
external
reviewers
• Challenging
each
other
• Use
of
informaMon

19. Evidence
in
PracMce
(con1nued)
• Acknowledging
outcomes
and
acMng
on
them
• Allowing
Mme
for
acMons
to
have
an
impact
• ‘Fit
for
purpose’
approach

20. Key
Skills
for
Leadership
• CommunicaMon
• Understanding
• Consistency
• Persistence
• Flexibility
• Focused
• EvaluaMon
• Open
to
Challenges

21. Self-­‐EvaluaMon
is
Complex
‘EducaMonal
establishments
spend
an
enormous
amount
of
Mme
measuring
all
aspects
of
provision
but
we
are
sMll
accused
of
not
providing
a
workforce
that
is
amuned
to
providing
high
quality
services’

22. Self-­‐EvaluaMon
is
Complex
(con1nued)
Why?
• Limited
focus
• More
emphasis
is
placed
on
‘product’
rather
than
‘process’
• The
curriculum
is
not
keeping
pace
with
the
demands
of
industry

23. Self-­‐EvaluaMon
is
Complex
(con1nued)
Conclusion
We
have
failed
to
keep
pace
in
some
aspects
of
our
provision
with
the
requirements
of
a
digital
age
that
demands:
• flexibility
of
thought
• an
open
mind
• ability
to
changing
thought
processes

24. Assessing
Quality
Look
at:
• Structures
• Processes
• Outcomes

25. Assessing
Quality
(con1nued)
To
achieve:
• Closing
the
gap
between
what
should
be
and
what
there
actually
is
• Concurrent
and
retrospecMve
view
to
see
how
far
we
have
travelled

26. ‘Keep
Things
Simple’
‘We
ooen
make
self-­‐evaluaMon
far
too
complicated
and
‘scienMfic’
when
in
fact
a
qualitaMve
perspecMve
as
well
as
a
quanMtaMve
perspecMve
is
needed.’

27. ImplemenMng
a
System
‘Requires
all
involved
to
have
a
clear
understanding
of
the
subtle
differences
between
the
various
criteria
and
how
we
evaluate
the
impact
of
provision
on
outcomes.’

28. ImplemenMng
a
System
(con1nued)
• Schools
and
educaMonal
establishments
exist
within
the
communiMes
that
they
serve
• Systems
for
self-­‐evaluaMon
need
to
reflect
the
school
in
its
community
• ‘Strategy
for
Success’
is
based
on
the
fundamental
principles
necessary
for
effecMve
self-­‐evaluaMon

29. ‘Strategy
for
Success’
• Succinct
• Time
effecMve
• Easily
understood
by
everyone
• Provide
opportuniMes
for
qualitaMve
data
to
be
analysed
alongside
quanMtaMve
data
• Tailor
made
to
each
establishment
• Provide
a
clear
direcMon
for
improvement

30. ‘Strategy
for
Success’
(con1nued)
• Enables
schools
to
become
or
remain
outstanding
educaMonal
insMtuMons
• The
focus
is
on
essenMal
aspects
of
a
school’s
organisaMon
that
have
a
growing
influence
on
its
efficiency
and
effecMveness

31. ‘Strategy
for
Success’
(con1nued)
• A
‘posi3ve’
approach
towards
helping
schools
• Improve
learning
potenMal
&
human
capacity
• Increasing
social
responsibility
forms
the
core
for
‘modern-­‐thinking
organisa3ons’

32. ‘Strategy
for
Success’
(con1nued)
How
does
‘Strategy
for
Success’
do
this?
• Graduated
criteria
for
each
of
the
8
zones
• Criteria
matches
provision
against
outcomes
• Provides
quality
evaluaMons

33. ‘Strategy
for
Success’
(con1nued)
Each
‘zone
of
success’
includes:
• Self
and
organisaMonal
assessment
• Analysis
and
evaluaMon
• ConMnuous
personal
development
and
organisaMonal
improvement

34. ‘Strategy
for
Success’
(con1nued)
Unique
approach
to
fit
needs:
• Sharply
focused
techniques
• Self-­‐assessment
tools
• Training
and
coaching
• Easy
to
use
web-­‐based
data
• Not
‘one-­‐method-­‐fits-­‐all’

35. ‘Strategy
for
Success’
(con1nued)
Summary
• Tool
developed
especially
for
schools
• Data
is
protected
• Allows
systemaMc
improvement
• Accurate
analysis
is
‘cost-­‐effecMve’
• QuanMtaMve
outcomes

36. ‘Strategy
for
Success’
(con1nued)
Key
Successes
• Improved
communicaMon
at
all
levels
but
especially
at
classroom
level
• Teachers
understand
what
is
evaluated
• Criteria
is
made
clear
to
everybody
and
understanding
is
checked
• EvaluaMons
are
backed
with
evidence

37. ‘Strategy
for
Success’
(con1nued)
Key
Points
• Understand
the
difference
between
provision
and
outcome
• Do
not
measure
in
isolaMon
as
everything
is
interdependent
• Use
graduated
criteria
and
rigorously
sMck
to
them
• Evaluate
both
with
heart
and
mind
but
find
evidence
to
support
judgements

38. ‘Strategy
for
Success’
(con1nued)
Provides
• Evidence
of
high
quality
self-­‐evaluaMon
• Direct
links
between
self-­‐evaluaMon,
strategic
planning
and
CPD
• InformaMon
for
the
achievement
of
outcomes
• Sharpens
self-­‐evaluaMon
skills
• EvaluaMon
on
cost-­‐effecMveness
of
decisions
• Impact
of
decision-­‐making
on
outcomes

39. ‘Strategy
for
Success’
(con1nued)
The
8
Zones
1. Assessment
of
academic
standards
2. Care,
guidance,
support,
safety
and
behaviour
of
students
3. Community
4. Culture
5. Curriculum
6. Leadership
and
Management
7. Resources
8. Teaching
and
Learning

40. ‘Strategy
for
Success’
(con1nued)
The
Scoring
Range
Each
of
these
looks
at
the
Provision
of
operaMons
and
the
resulMng
Outcomes
and
can
be
scored
on
a
1
to
10
scoring
range.
The
scoring
range
is
split
into
five
idenMfied
outcomes

41. ‘Strategy
for
Success’
(con1nued)
1
to
2
AWARE
(Inadequate)
3
to
4
UNDERSTOOD
(requiring
improvement)
5
to
6
APPLIED
(SaMsfactory)
7
to
8
INTEGRATED
(Good)
9
to
10
EXEMPLARY
(Outstanding)

42. ‘Strategy
for
Success’
‘What
is
Exemplary
Provision
• Teaching
is
sMmulaMng,
enthusiasMc
and
challenging
• Assessment
and
reflecMon
is
integral
to
all
lessons
• Teachers
have
expert
knowledge
and
skills
for
their
subject
• Pupils
are
encouraged
to
be
fully
involved
in
their
learning
Outcomes
• Pupils
are
fully
engaged,
interested
and
moMvated
• Pupils
reflect
on
their
lessons
highly
effecMvely
• Pupils
drive
themselves
to
develop
their
skills
and
knowledge
• Pupils
understand
their
goals
and
review
their
achievements

43. ‘Strategy
for
Success’
‘What
is
Exemplary
(con1nued)
Provision
• Teachers
have
excellent
relaMonships
with
pupils
• Range
of
teaching
methods
used
to
meet
pupils
needs
• ‘Whole
class’
arrangements
made
to
enhance
learning
• Teaching
Assistants
are
used
effecMvely
Outcomes
• Pupils
have
excellent
relaMonships
with
teachers
• Pupils
make
appropriate
choices
to
enhance
their
learning
• Pupils
learn
new
skills
when
working
in
groups
• Pupils
work
just
as
effecMvely
with
Teaching
Assistants

44. ‘Strategy
for
Success’
‘What
is
Exemplary
(con1nued)
Provision
• Appropriate
use
made
of
ICT
and
other
resources
• Homework
is
effecMvely
linked
to
needs
Outcomes
• Pupils
make
excellent
choices
on
the
use
of
addiMonal
learning
resources
• Pupils
involved
in
choices
about
homework

45. Contact
Details
Bogusia
Matusiak-­‐Varley
Email
–
admin@topqualitymarque.com
Website
–
bogusiatqm.com
Telephone
–
+44
121
686
5942