The document summarizes a keynote presentation on using self-evaluation and planning to drive success. It outlines two maxims: 1) keep things simple and 2) value colleagues' skills and knowledge. It then describes four questions leaders and teams can ask to guide self-evaluation and planning: 1) how well are we performing now? 2) what evidence supports our judgement? 3) what will help and hinder our success? 4) what are we planning to do next? Answering these questions helps create a cycle of continuous improvement through vision, judgement, analysis and action. The document provides guidance on answering each question and emphasizes that meaningful improvement comes from all staff taking responsibility through this process.

1. ©JohnPearce 2016 www.johnpearce.org.uk #ATTStaffDay 1
To watch videoclick here
Commentary
In the Keynote Video, Ispoke of 2 maximsthathave guidedmyworkand wenton to explain whyand how
answering4simple questions,honestlyandopenly, canleadtosuccess,notjustineducation butinany
humanendeavour. Thiscommentaryandguidance isofferedforthose whowanttodelve intomore detail.
The 2 maximsand 4 questions were forged,inthe heatof school improvement, asI worked toempower
leadersandtheircolleagues tostandupand speakfor themselves,ratherthan merely waitforothersto
impose theirjudgementsandopinionson them. Theyare basedona belief that nooutsidercanunderstand
the intimacy of a professional’sworkbetterthans/he. I have foundthat whenteachersandleadersgrasp
responsibilityforansweringthe questions they goonto supportandchallenge eachotherand strengthen
keyelementsof theirleadership:vision- judgement- analysis- planning. Evenbetter,theycommission
supportand challenge fromrespectedandtrustedothers, they cannow regardas professionalequals.
The more individualsandteams answerthesequestions,confidently,the more theylearnand demonstrate
deeperskillsinself-evaluation andplanningforimprovement. Theirconvincinganswers,overtime,
complete virtuouscyclesof improvementactivity aseachrevolution, completedwithrigour,identifies the
marginal gainsthat leadtoindividualandteam success. Nothingimpressesobserversmore thana self-
evaluatingteam. There isnobetterpreparationforexternalinspectionbecause self-evaluationandplanning
meansteacherled, informeddiscussionand,invariably, validationforthe team’sjudgementand planning.
Transformational leadersknowthistruth. Theyunderstandthat achievingsuccessis aboutall colleagues ina
teamtakingresponsibility. Theyknow thatsuccessful organisations are made upof individuals andteams,
all of whomcan answerthese 4 questions. Putsimply,meaningful improvementwill only be achievedwhen
staff and studentsbelieve that,“Lookingatwhatwe do, witha view todoingbetter nexttime,ispartof our
work”. Meaningful becomessustainable whenall witness the impactof theireffortsovertime. Self-
evaluationcanbecome aself-believing,self-sustainingandself-fulfillingphilosophy.
I endedbysayingthatthis is deceptivelysimple stuff andstressingthe critical determinant,in anindividual,
or team’s,success,istheirwill toundertake the rigorousself-evaluationIdescribed. If we reallywantto
succeedwe have to be preparedtoface down our demonsand face upto our successes. It’sourwill,more
than our energy,thatdrivesusinthis.
Keynote Video Commentary
4 Key Questions for TransformationalLeaders and their teams.

2. ©JohnPearce 2016 www.johnpearce.org.uk #ATTStaffDay 2
The 2 maxims
1. Keepit simple,it’ll getcomplicatedanyway – start complicatedand you don’tstand a chance.
Whenbusiestwe are mosteasilytempted intoshinynew complexities,as we pile up new
approaches andsystems. The bestdesignsstripawayall the unnecessarydetail. So, workhardat
removingthe encumbrances,the barriersandthe overwhelminginorder tofocuson the important.
2. Neverunderestimate the skills,knowledge,understanding,ornous(practical intelligence) ofyour
colleagues. Far toooftenwe ignore this wisdomandfall backon a qualitycontrol,orregulatory
approach to teachingandlearningwithanexaminer,orinspector,standingatthe outputend
judgingquality. Byvaluing,respecting,listeningandworkingfromthe perceptionsof those inthe
systemwe create a qualityassurance approach – whichcan be farmore efficientandsustainable.
4 Key Questions – guidance
These questionscanbe appliedtoanyhumanendeavourbyanindividual,orteam. Theyare plural here to
emphasise theyare questions askedbyaTransformational Leaderof his/herteam. Theyare intendedtobe
answeredbythe team,workingtogether. Obviously,theycanbe askedbyeachindividualof her/himself in
relationtotheirownwork,withinthe team.
1. How well are we performing now?
Your answerto Question1shouldbe a clearand honestjudgementabouthow well youthinkyouare
doinginrelationtoa visionof expectations. So,it’saboutsurfacingthatone word,number,letter,or
descriptorwe all sense aboutourwork(or shouldbe doing).Thinkof acontinuumfromyourworstto
your bestandask yourself,“Where we are now?”inrelationto,“Where we needtobe”. You should:
 make a simple and clear judgementstatement. “My judgementisthat we are……” e.g.Grade 1
outof 5 / Silver Medal/ 4 Star/ C+ / Meeting Expectations /Outstanding. Whilstothersmay
agree,or have differingviews, thisjudgementmustbe yours (if it’sforyourwork) and agreed (if
it’sfor the team’swork). Makingthis judgementisthe startof takingresponsibilityforanswering
the nextquestionssuccessfully.
 Reference yourjudgementto agreedsets of criteria or competencies. “Thisjudgementmeets
criteria in…” e.g.Ofsted, ProfessionalStandards,LocalDescriptors. If there are no setcriteria,or
competencies, draftyourownforcurrent andimproved,levels of performance. ( Many aredoing
this, currently, to replace NationalCurriculumLevels in the #lifebeyondlevels debate. )
2. What evidence justifies thisjudgement?
Remember, yourjudgementsremainopinions,toothers, until youconvince themwithtelling
evidence. So,youranswerto Question2shouldbe a “GoldenParagraph”summarisingthe critical
information anddatathat justifiesyourjudgementinQuestion1. Source only the mostcompelling
evidence toprove yourjudgementisaccurate. Remember- Keepitsimple, itwill becomecomplicated
anyway … Youshould:
 look for a mix of quantitative and qualitative detail,
 triangulate by usinga wide range of sourcesand people,
 precisthe complexitybut be prepared to furnish more detail if requested.
Questions1 and2 shouldhave established thevalidityof your judgement(they are the equivalentof the
Self-EvaluationForm(SEF). Questions3 and 4 are at the heart of Success Planningbecausethey move into
analysispriorto creating your,all important, ActionPlans for success.

3. ©JohnPearce 2016 www.johnpearce.org.uk #ATTStaffDay 3
3. What will helpand hinder our success?
You and yourteamare held, “Where youare” because the forcesthatHELP progressto, “Where you
wantto be” are weaker,orbeingfrustrated, bythose thatHINDER. In Question3,to start closingthe
gap, you should:
 analyse and listthe people,resources,informationand support that have providedhelp,or
might yet offerhelpas you strive for success,
 analyse and listthe people,resources,informationand support that have hindered,ormight yet
be a barrier to progress
Take time weighingupthislist and,whensure youhave hammeredoutall the factors:
 accentuate the positive forces but also identifythe negative factors you can influence,
 prioritise those you can mobilise andfavour those offeringthe greatestpotential impact.
4. What are we planning to do next?
AnswerstoQuestion 4(foreach priorityin Question 3) create simple, prioritised actionplanstoachieve
the marginal gainsthat will combine toachieve yourdesiredlevel of performance.Youplantoaccelerate
progressby harnessingwhat helpsandclearyourpath to improvementbyremoving barriers. The
example “PlanningStrip”hasheadingsWHAT– WHO – SUCCESS CRITERIA - WHEN. There are more
complicatedversions.Whicheveryouuse youshouldbe able to specify:
 who will be doingwhat, by when,to achieve…
 the specific,measurable resultsyourequire and
 the resource implications
(beclear, unambiguousand realistic in whatyou write on each strip)
Finally, implementthe plansandevaluate theirimpactbyreturningtoQuestion1. Transformational
leaders involve andcollaborate withcolleaguesknowingthisbuilds theircapacitytomake sustained
progress byloopingthroughthe 4 questionsin acontinuous cycle: VISION- JUDGEMENT - ANALYSIS-
ACTIONlinkingon to: VISION(re-adjusted?) - JUDGEMENT(updated?) - ANALYSIS(refreshed?) and
ACTION(re-focussed?)

4. ©JohnPearce 2016 www.johnpearce.org.uk #ATTStaffDay 4
FOLLOW UP
The materialsfor this Keynote (and extras) can be downloadedfrom
www.johnpearce.org.uk clickonLATEST EVENT MATERIALS
Materialsavailable include:
1. The full Keynote Video - https://vimeo.com/189529123
2. The original handouts(4Questions& PlanningStrips)
3. More detailedguidance (Thispaper)
4. The iAbacusImprovementModel –Thinkingbehindthe 4Questions
5. 5 ShortVideosof Learningsfromthe Workshop:
Oldtoolsversusnewtools - https://vimeo.com/189439357
Creatingsomethingunique - https://vimeo.com/189439392
Slidingabead- https://vimeo.com/189439419
Keepingyourtemper- https://vimeo.com/189439456
Goingwiththe grain - https://vimeo.com/189439485
You alsohave access to my otherwork materials clickhere
ABOUT John Pearce
Unlike many colleagues who've beeninvolvedineducationforover40 years,I’m toldI have maintained a
hope and realismfuelledby awickedsense of humour. Firstahappyand successful teacher,thenmiddle
and seniorleaderIbecame adviserandeventuallyDeputyChief InspectorforNottinghamshire in
1993. Goingfreelance,in1998, allowedme tofocuson school improvement,ratherthaninspection. Roles
have included:Consultant;Headteacher;Executive Coach,NationalCollegeLeadFacilitator&Regional
CurriculumAdviser. Myspecialismisself-evaluationandsuccessplanning whichisincreasinglyapplied
across Education,BusinessandLifestyleandnow http://www.iabacus.co.uk. All mywork inEducation is
aboutcreatingrespect,value andbelief inthe professionalismof teachersandtheirleaders. A finerbalance
involves:family,chairing The KenyanEducational Trust ,blacksmithing,sculpture andclimbinghigh
mountains,preferablycoveredinsnow.
John Pearce 30/10/16