Professional Documents
Culture Documents
Improvement
21 June 2011
Gary Ó Donnchadha
Deputy Chief Inspector
Department of Education and Skills
Influences on School and System
Improvement
Continuum of
Teacher
Education Curriculum
Quality of
Development
External
and Review -
Evaluation
NCCA
State
Examinations Teaching
Commission Council
School and
System
improvement
Additional
Professional
Supports and
Development
Services to
Support
Pupils
External Evaluation – Theoretical Bases
e.g Sections 9, 13, 15, 20, 21, 24, 27, 28, 29, 53 Education Act 1998
A range of Evaluation Models
Whole-school type inspections:
o WSE (Primary)
o WSE (Post-primary)
o WSE-MLL (Management, leadership and
learning)
Subject Inspection (PP)
Programme Evaluation (PP)
Thematic evaluations: SEN, EAL
Evaluations of DEIS Planning (P and PP)
• Evidence-based processes
• Notification of inspection (or not)
• Whole-school type evaluations focus on management of the school
and student learning
• Emphasis on learning outcomes and the learner experience
• Promotion of school self-review in all evaluations – reviewing
improvement
• Engagement with school community stakeholders: Patron,
trustees, board members, parents.
• Perspectives of in-school stakeholders: Principal/deputy, teachers,
in-school management, care teams, students
• Meetings, focus groups and surveys
• Short reports: factual verification and school response
International links SICI – Standing International
Conference of Inspectorates of Education in Europe
Co-operation and conferences in relation to:
• Context of schools • Management of inspections
• Making evaluative judgements • Feedback and reports
• Evaluation criteria and norms • Action plans following
• Inspection frameworks and inspection
quality areas • Very weak schools
• Practice descriptors • Proportional risk-based
• Focus on learning and teaching planning
• Sampling of subjects and • National reporting and policy
lessons advice
• Frequency of inspections • Linkage with Ministry of
• Texts and examinations Education
• Self-evaluation of schools • Publication of reports
• Questionnaires • Impact of inspection
• Triangulation of evidence
Inspectorates of Education in Europe; some comparative remarks about their tasks and work. Johan C. van Bruggen, SICI, April 2010
Evaluation: External and Internal
Quality Assurance
External Evaluation Internal Evaluation
WSE Incidental
(whole-school Inspection
evaluation)
School Self-Evaluation
Research / Probation
Thematic
Inspections
Observation of
Learning and teaching Assessment
Records / progress data
Student and
parent questionnaires Interaction with
Students
Discussion with
School Personnel
WSE Developments (Primary)
The type of methodological change required for implementing the major emphases of
the Primary School Curriculum (1999) has not occurred on as wide a scale as desired:
o integrated teaching
o collaborative learning
o encouraging higher-order thinking and problem solving
o the appropriate use of textbooks / the use of ICT
o the use of assessment to support and improve pupils’ learning
Curriculum development has taken place with syllabus revision and wider range of
assessment types in some areas
The quality of teaching was good or very good in many schools in respect of
o the variety of teaching strategies used
o the provision of individual planning for teaching
o facilities and teaching and learning resources
o interpersonal relations in classrooms
There were some important developments in providing for students with special
educational needs in respect of
o the procedures for the identification of students with additional learning needs
o team-teaching in a small number of schools
DEIS Framework
Attendance
Retention
Progression
DEIS
Objectives
Literacy
Numeracy
Partnership
DEIS Evaluation: Primary
Draft conclusions
Systematic planning process: very necessary: DEIS schools; all
schools
Planning framework: fit for purpose (strengths in component
processes: improvements re DEIS themes generally made)
Framework may be of assistance to schools in SSE
Challenges for DEIS schools; all schools engaging in SSE:
o Target-setting: need for clearer guidance at system level
o In-school capacity to analyse and use data: supports required
o Monitoring of pupils’ progress in learning and use of formative
assessment (ii Report 2010)
o Integration and co-ordination (personnel, initiatives)
o Voice and role of pupils
o Fostering of professional responsibility
DEIS Evaluation: Post-primary
Draft findings
Litercy, numeracy, examination attainment
Data collection, analysis, use of data to set realistic targets, data to
measure progress
Effective structures
• Roles in planning process
• Integration of planning process, services, initiatives
• More inter-agency communication
Role of BOMs
Subject Departments and subject teachers
Role of parents – consultation, involvement, enabling parents to
support student learning
Evaluation findings: sharing best practice
Evaluation Support and Research Unit National trends from major
Thematic Evaluation Reports
Composite reports of Subject
Inspections and WSE
Findings have implications for schools Supporting schools and the system to respond
… and for services and agencies supporting schools where areas for development are identified
Challenges for leaders of learning:
Literacy and Numeracy
PISA 2009: Reading and Mathematics
% Yes % No
Involves:
o Evaluating how well the school provides for its pupils
An evidence-based process
Information on pupils’ learning achievements and progress
Information on pupils’ learning experiences
Information on teaching in classrooms
Key messages
o School inspection and follow-through to support improvement must
be proportionate.
o Blanket approaches that treat every school in the same way are
likely to be ineffective and wasteful of resources
o Inspection generally reflects very favourably on schools and the
great majority of schools have the capability to address areas for
improvement
o The DES has developed a mechanism to coordinate a coherent
response where serious weaknesses arise [School
Improvement Group]
o PDST has a continuing role to respond to requests for advice
following inspection and specifically to assist a small number of
schools where serious weaknesses arise.
o Continue to place emphasis on supporting capacity building in
the schools in which PDST facilitates development.
Questions
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