Self-evaluation: A question of voice

1. Self-evaluation: A question of voice

2. A STORY IN THREE CHAPTERS CH. 1 THE GLOBAL CONTEXT CH. 2 HEARING VOICES? The new leadership CH. 3 MAKING SELF-EVALUATION WORK

3. A GLOBAL MOVEMENT Government intervention Power down Accountability up School based management

4. A GLOBAL MOVEMENT Government intervention Inspection/review Self-evaluation School based management

5. A GLOBAL MOVEMENT Government intervention The accountability improvement interface Local school management

6. MISTAKES WE HAVE MADE • Big cats • Naming and shaming • Snoopervision • Destruction of trust • Lack of respect for professionalism • Overprescription • Pre-empting and narrowing quality • Raising the stakes • The rhetoric gap • Deafness to voice

7. CHAPTER 2 HEARING VOICES THE NEW LEADERSHIP?

8. The Leadership Quartet Authoritarian leadership Distributed leadership Strategic leadership Invitational leadership

9. organisational capacity silenced voice

10. THE ACOUSTIC OF THE SCHOOL It is in the counter weight and balance of the fluctuating acoustic of teachers’, pupils’ and parents’ voices that cultures either flourish or diminish. The ability to listen and tune in to harmonies and discords marks out effective leadership and it is in the management of the blend that school improvement is realised.

11. MANAGING THE ACOUSTIC OF THE SCHOOL Student voice(s) Teacher voices(s) Principal’s voice Support staff voice(s) Parents’ voice(s) External voices Media voice (s)

12. HOW MUCH CONSENSUS? Organizations require a minimal degree of consensus but not so much as to stifle the discussion that is the lifeblood of innovation. The constant challenge of contrasting ideas is what sustains and renews organizations. Schools that play safe, driven by external mandates and limiting conceptions of improvement set tight parameters around what can be said and what can be heard. They are antithetical to the notion of a learning organisation which, by definition, is always challenging its own premises and ways of being. Adapted from Genady and Evans (1999, p. 368),

14. HOFSTEDE’S TEST OF CULTURE Power Distance – demand for egalitarianism as against acceptance of the unequal distribution of power Individualism-Collectivism - interdependent roles and obligations to the group as against self-sufficiency Masculinity-Femininity - endorsement of modesty, compromise and co-operative success as against competition and aggressive success Uncertainty Avoidance - tolerating ambiguity as against preferring rules and set procedures

15. Japan 100 75 50 25 0 Mexico UAE USA UK

17. LOCUS OF CONTROL • The fact that I am telling you what to do requires: • that I know what to tell you to do • that you are willing to consent to my telling you what to do • that you actually know how to do what I’m telling you to do • If any of these conditions fails, control loses its power to produce collective action.

18. DISTRIBUTED LEADERSHIP formally pragmatically strategically incrementally opportunistically culturally

19. DISTRIBUTED LEADERSHIP formally pragmatically strategically incrementally opportunistically culturally

20. THEORIES OF CHANGE External accountability or Internal accountability

21. THEORIES OF CHANGE Big cats or Small butterflies

22. THE WHO THE EPIDEMIOLOGY OF CHANGE The rule of the vital few: A few exceptional people doing something different start and incubate an epidemic. The stickiness factor: Some attribute of the epidemic allows it to endure long enough to "catch", to become contagious or "memorable". The power of context: The physical, social and group environment must be right to allow the epidemic to then suffuse through the population. (Gladwell, 1999)

23. CONTROL The principal assumes responsibility for telling teachers and students what to do in such a way that the result of the work of individuals in classrooms aggregates to a coherent result at the level of the school. CO-ORDINATION Individuals and groups assume responsibility and agree to coordinate their behavior with an agreed goals in such a way that it produces a coherent and sutainable result.

24. WEAK INTERNAL ACCOUNTABILITY Wide variability among teachers in classroom practice Low agreement on whether the school can actually affect student learning in the face of community influences Little understanding of conditions which affect motivation and learning Limited ways of finding out what is actually happening in classrooms.

25. STRONG INTERNAL ACCOUNTABILITY High agreement among teachers on what good learning looks like Identification of conditions which support and affect learning High agreement on the aims of the school in influencing student learning Visible norms and practices for evaluating the work of teachers and students.

26. LEADERS AS • Mediators • Learners • Followers • Vulnerable

27. The Yang of leadership in action Can you lead your people without seeking to control? Can you open and close the gates in harmony with nature? Can you be understanding Without trying to be wise? Can you create without possessiveness? Accomplish without taking credit? Lead without ego? This is the highest power. Tao, 10

28. CHAPTER 3 MAKING SELF-EVALUATION WORK: the challenge to leadership

29. THREE MODELS • Parallel • Sequential • Collaborative

30. Self-evaluation as the focus Shorter period of insepction Sharper focus Little or no notice for inspection Appointment of critical friend Public reporting of results Special measures for failing schools Light touch for successful schools

31. INGREDIENTS OF SUCCESSFUL SELF-EVALUATION purpose framework criteria tools process product ? framework criteria tools process product purpose ? criteria tools process product purpose framework ? tools process product purpose framework criteria ? process product purpose framework criteria tools ? product purpose framework criteria tools process ?

32. A QUESTION OF PURPOSE: ENGLAND

34. Norway

35. Netherlands-Purposes

36. THE COMPONENTS OF SELF-EVALUATION performance -KS test 2.4% school factors value added 25.6% 20.7% pupils' attitudes school background 2.4% 2.4% Tr-pupil relationship 8.5% pupil motivation 37.8%

37. COMPONENTS: HONG KONG

38. INHIBITING OF SELF-EVALUATION: HK • Time, heart • Schools not prepared • Staff do not have the skills • Staff do not have the time and energy to do all this • Work load and documentation • Reform and continual organisation development • Self complacency, pride and prejudice • Dead wood among the staff • Beliefs of teachers • How to use data • Resistance from teachers due to misconceptions • Anxiety over school self-evaluation

39. PROMOTING OF SELF-EVALUATION: HK • Mutual trust among teachers • Teachers’ reflective thinking • Self motivation for continuous improvement • Time for preparation • Attitudes, culture • Skills and attitude of being a reflective practitioner • Confidence in facing ‘changes’ • A school culture which promotes learning • A principal who facilitates changes • Collaboration and trust among the staff • Workshops for teachers • Training (to realise the value of self-evaluation) • Security leading to improvement rather than a final verdict

40. Ownership butonlyinternal Ownership andExternal comparability Internal and compliant External and compliant Ownership

41. Ownership butonlyinternal Ownership andExternal comparability Internal and compliant External and compliant Ownership

42. FIRST AND SECOND ORDER LEARNING Transformational leadership seeks to generatesecond-order effects. Transformational leaders increase the capacity of others in the school to produce first-order effects on learning (Hallinger, 2003)

43. LEARNING AS INVISIBLE …..to get that far, one has to get past the problem of invisibility. A large part of the challenge is that the very invisibility of thinking is itself invisible. We don't notice how easily thinking can stay out of sight, because we are used to it being that way. As educators, our first task is perhaps to see the absence, to hear the silence, to notice what is not there. (Perkins, 2004, p6)

44. MAKING LEARNING VISIBLE The task of leadership is to make visible the how of learning. It achieves this by conversations and demonstrations around pupil learning, professional learning and organisational (or systems) learning. Leadership nurtures the dialogue, extends the practice and helps makes transparent ways in which these three levels interconnect. It promotes a continuing restless inquiry into what works best, when, where, for whom and with what outcome. Its vision is of the intelligent school and its practice intersects with the wider world of learning.

45. THE LEARNING WEDDING CAKE school learning teacher learning pupil learning

46. REPRODUCTION OF THE CURRICULUM • MEASURED ATTAINMENT INDIVIDUAL PUPIL WHAT THE CLASSROOM SEAT PASSIVE CONUMPTION WHY WHO WHERE HOW THE SCHOOL DAY OPPORTUNSTIC LEARNING WHEN WHEN HOW WHERE WHO MULTIPLE AVENUES OF INQUIRY THE NATURAL AND SOCIAL WORLD WHAT WHY LIFELONG LEARNING LEARNING HOW TO LEARN COMMUNITY OF LEARNERS

47. SMALL THINGS THAT MAKE A BIG DIFFERENCE • Wait time • No marks • No hands up • No right answers • No praise/ nor criticism • Tests devised by pupils

48. Middle managers Support staff Pupils Parents Heads Teachers Authority Pedagogic knowledge Community networks Organisational knowledge Self-evaluation expertise Change champions Vision for the future

49. System learning Building capacity

50. System learning Building capacity