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THE INSPECTION SYSTEM AND THE SCHOOL EXTERNAL EVALUATION

THE INSPECTION SYSTEM AND THE SCHOOL EXTERNAL EVALUATION. Bilbao, 7 – 8 June 2018. Annual Planning 2018 (some figures). Human Resources Inspectors : 179 Other Staff: Management, Middle -Management, Senior Officers Administration and Ancillary Staff – 70 Inspections

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THE INSPECTION SYSTEM AND THE SCHOOL EXTERNAL EVALUATION

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  1. THE INSPECTION SYSTEM AND THE SCHOOL EXTERNAL EVALUATION Bilbao, 7 – 8 June 2018

  2. AnnualPlanning 2018 (some figures) HumanResources Inspectors: 179 • Other Staff: Management, Middle-Management, SeniorOfficersAdministrationandAncillary Staff – 70 • Inspections • Planned: 872 • FollowUp: 61 NotPlanned ??? http://www.igec.mec.pt/upload/Instrumentos_Gestao/IGEC_PA_2018.pdf Helder Guerreiro

  3. SCOPE AND MISSION OF THE INSPECTORATE: • To inspect non-highereducationschools (nurseryschoolsincluded) andhighereducationinstitutionsandtheservicesoftheMinistryofEducationandScience. • To monitor, supervise, auditandevaluatebothpedagogicand financial-administrativeareas, in publicandprivateeducationsystems, as well as the Portuguese schoolsabroad. • To inspectandaudithighereducationinstitutions. Helder Guerreiro

  4. INSPECTION PROGRAMMES Monitoring Supervision (Control) Audit Evaluation Ombudsmanshipanddisciplinaryactivity Internationalactivities Helder Guerreiro

  5. EVALUATION Aims: To contribute to schooldevelopmentand to schoolstandingimprovement Activities: ExternalEvaluationofSchools EvaluationofTeachers’ Training Centres Helder Guerreiro

  6. The External Evaluation of Schools Framework andProcedures (in the 2nd cycle)

  7. Aims of the External Evaluation • To promote the progress of pupils’ learning and achievements, by identifying the strengths and priority areas where the schools’ actions should improve. • To increase responsibility at all levels, validating the schools’ self-evaluation practices. • To encourage stakeholders’ participation and involvement in school, offering a better public knowledge about the quality of the schools’ work. • To contribute to the regulation of the educational system, providing relevant information for decision-making and school management. Helder Guerreiro

  8. FRAMEWORK http://www.igec.mec.pt/upload/AEE_2016-2017/AEE_16_17_(1)_Quadro_de_Referencia.pdf Helder Guerreiro

  9. Domains and key factors of evaluation 1. Results • Academic success Expected vs Observed Value • Social outcomes • Community recognition Helder Guerreiro

  10. Domains and key factors of evaluation 2. Educational provision • Planning and articulation • Teaching practices • Monitoring and assessing Helder Guerreiro

  11. Domains and key factors of evaluation 3. Leadership and school management • Leadership • School management • School self-evaluation and improvement Helder Guerreiro

  12. EvaluationScale Five levels of performance • Excellent • Very Good • Good • Fair • Unsatisfactory Helder Guerreiro

  13. Team of 3: 2 inspectors + an evaluator external to the Inspectorate Management Coordinators Teachers Students Non-teaching staff Parents Local Stakeholders 3-5 days at school: Interviews The Process School self-reflection presentation School ‘fundamental’ docs School profile / expected value Document analysis Pupils room, Staff room, canteen, cafeteria, … Labs, Gym, Arts. … Walk through classrooms Visit to school premises Helder Guerreiro

  14. BEFORE THE SCHOOL VISIT • Inspectors receive and analyse documentation from IGEC headquarters: • results from satisfaction questionnaires to stakeholders • previous existing reports • file with some demographic and social context indicators (such as number of pupils, of classes, parents’ jobs and academic qualifications, ...), with national exams results and with the expected value (which is calculated by the DGEEC using a statistic model and additional information http://infoescolas.mec.pt/Secundario/#.Wwk_ye4vz3h ) • The evaluation team meets to discuss main findings an to prepare their “strategy” Helder Guerreiro

  15. THE SCHOOL VISIT • Single schools: three days • Clusters of schools: lasts four or five days • Examplesofone agenda: http://www.igec.mec.pt/upload/AEE_2016-2017/AEE_16_17_(5_2)_Agenda_de_Trabalho_2.pdf • Introducing the school, by the school Director • Visit around the school /schools of the cluster • Group interviews Helder Guerreiro

  16. AFTER THE SCHOOL VISIT – THE REPORT • Structure: evidencesper field of analysis, evaluation of each domain, Strong Points/Areas for improvement • Output: a report that is sent afterwards to the school, which may contradict it • The reports, and every schools contradictory are published on IGEC's website • Every school report stresses major strengths and improvement areas in the school’s performance • The school prepares an improvement plan to respond to the challenges identified by the inspection report • http://www.igec.mec.pt/upload/AEE_2016_Sul/AEE_2106_AE_Alcochete_R.pdf Helder Guerreiro

  17. Schoolviewsreport Some misleading assumptions about school evaluation How does internal and external evaluation support schools progress? - School views in a 4-year period on the external evaluation report Helder Guerreiro

  18. SchoolviewsImpact Some misleading assumptions about school evaluation How does internal and external evaluation support schools progress? - School views in a 4-year period on the impact of the external evaluation on school self-evaluation Helder Guerreiro

  19. THE OECD REVIEW – April 2012 Helder Guerreiro

  20. THE OECD REVIEW – STRENGTHS • External school evaluation is becoming well established • The external evaluation model embodies a number of features of best practice • Transparency is a feature of the approach • A relationship has been established between self and external evaluation • School leadership is promoted in school evaluation • Schools benefit from some follow-up • Inspections are themselvesevaluated • A good basis for further development Helder Guerreiro

  21. THE OECD REVIEW – CHALLENGES • There is a need to strengthen a culture of evaluation and improvement • There is an insufficient focus on learning and teaching • School self-evaluation requires to be strengthened • There is a need to build competence in the techniques of evaluation • The impact of external evaluation is limited • There are some issues about the credibility of external evaluators • There are concerns related to the implementation of school director appraisal Helder Guerreiro

  22. THE OECD REVIEW – POLICY RECOMMENDATIONS • Establish the focus for evaluation as being to improve learning and teaching and student outcomes • Improve the alignment between external and self-evaluation and raise the profile of self-evaluation • Improve the acceptability and impact of external inspection • Consider changes to the length of inspections and of the cycle • Improve the articulation between school evaluation and other policy developments • Ensure school leaders receive appropriate feedback on their performance Helder Guerreiro

  23. THANK YOU FOR LISTENING QUESTIONS ARE WELCOME Helder Guerreiro

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