In search of good practice in school self-evaluation: An exploratory study in secondary schools

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Geraldine Shana Mathews
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1 In search of good practice in school self-evaluation: An exploratory study in secondary schools Geert Devos Jef C. Verhoeven 10/20/2006 Good Practice Self-evaluation 1

2 1. Problem How do educational experts perceive self-evaluation? How does self-evaluation take place with external self-evaluation instruments in secondary schools? 2. Method experts from the Inspectorate, the Services for Educational Development, and the pedagogical support services. 10/20/2006 Good Practice Self-evaluation 2

3 8 schools were asked about their self-evaluation activities. - Selection information from Inspectorate and pedagogical support services schools had to be open to the idea of self-evaluation - Action of self-evaluation: schools were asked to administer two questionnaires on the school policy and the school organisation - Interviewing heads about experiences of the schools with self-evaluation and their view of self-evaluation Questionnaires Feedback 6 months later: head and one teacher 10/20/2006 Good Practice Self-evaluation 3

Action of self-evaluation: schools were asked to administer two questionnaires on the school policy and the school organisation -

4 3. Opinion of experts -Three levels of self-evaluation systematic inventorying of the activities evaluation because of specific problems policy driven evaluation without a specific problem - Internal instruments: linked with the school identity higher commitment of teachers 10/20/2006 Good Practice Self-evaluation 4

evaluation without a specific problem - Internal instruments: linked with the

5 - Self-evaluation in Flanders ( ) small number of schools involved (second and third level) head is main actor: initiative and pursuit rather specific and often also quite amateurish impetus: examination by the Inspectorate, the development of a specific curriculum, or TQM programmes 10/20/2006 Good Practice Self-evaluation 5

often also quite amateurish impetus: examination by the Inspectorate, the

6 - Main objective more an attitude than measurement of a particular moment prompt a school to start reflecting a self-evaluation instrument is only one small aspect not a ready-made package scientifically justified? it has to be practical and easy to apply total instrument yearly applicable 10/20/2006 Good Practice Self-evaluation 6

not a ready-made package scientifically justified?

7 4. Self-evaluation in 8 secondary schools Daily Management GV1 GV2 V3 G4 GV5 V6 V7 M8 X X No Enquieries X X Ped.Enquieries X X Ped. School organ.enq. X X X X Policy Plan X X X X Numerical data X 10/20/2006 Good Practice Self-evaluation 7

8 Self-evaluation in 8 secondary schools GV1 GV2 V3 G4 GV5 V6 V7 M8 Group 1 - experience X X X X Group 2 + experience - integration X X X Group3 +experience + integration X 10/20/2006 Good Practice Self-evaluation 8

9 The difference between theory and practice: Self-evaluation defined no clearly defined view in GV1, GV2, G4, GV5 and V6 but GV2, G4 and GV5 had school development plan clearly defined view in V3, V7 and M8, but not integrated in V3 and V7 10/20/2006 Good Practice Self-evaluation 9

had school development plan clearly defined view in V3, V7 and M8, but

10 Use of existing self-evaluation instruments Frequent users: - schools V3 and V6: external and internal instruments -school V7: external instruments not sufficient expertise and not enough time stress the content of self-evaluation -school M8: only internal instruments external are based on values other than the values of school stresses the process of self-evaluation 10/20/2006 Good Practice Self-evaluation 10

content of self-evaluation -school M8: only internal instruments external are based on values other

11 Administration of the instruments questionnaire simply handed out to the staff with no explanation from the head (Schools GV1, GV2 and GV5) staff was at staff meeting to fill in questionnaire (G4, V6 and V7) enquiry explained by the head to all of the staff (V3 and M8) strong impact on response Consequences for self-evaluation no consultation (GV1, V6) no communication to all parties (G4, GV5) consultation + communication, no further action (GV2, V3, V7,M8) action after the self-analysis (M8) 10/20/2006 Good Practice Self-evaluation 11

strong impact on response Consequences for self-evaluation no consultation (GV1, V6) no communication to all parties (G4, GV5)

12 5. Conclusions 4 levels of self-evaluation 1) descriptive: schools compile data or inventory school activities 2) problem solving: occasionally - when there are problems 3) global school policy: self-evaluation without problems 4) integrated: systematic self-evaluation External instruments versus self-constructed instruments internal instruments promote self-evaluation culture external instruments have critical function 10/20/2006 Good Practice Self-evaluation 12

integrated: systematic self-evaluation External instruments versus self-constructed instruments internal instruments

13 Pedagogical praxis and of the global school policy involvement of teachers: start from the praxis of teachers global self-evaluation of school should be main objective self-evaluation has primarily to start from the praxis of the teachers systemic application during several years stimulates involvement of teachers importance of head for deliberation, communication and participation 10/20/2006 Good Practice Self-evaluation 13

from the praxis of the teachers systemic application during several years stimulates involvement of

14 Self-evaluation in vocational schools different from other schools? No clear difference between vocational schools and other good practice of school self-evaluation is related to the school culture 10/20/2006 Good Practice Self-evaluation 14

15 results of the self-evaluation project are quite sobering problem of a single inquiry the development of self-evaluation processes is central initiatives in which the teachers and the other staff feel involved developing a systematic approach to self-evaluation that integrate the various enquiries in a global policy plan 10/20/2006 Good Practice Self-evaluation 15

the other staff feel involved developing a systematic approach to self-evaluation that

Strategy for data collection

2007/21 Plans and reports Strategy for data collection Strategy for data collection The demand for statistics and public administrative information is increasing, as are the demands on quality in statistics