Transcript SICI GA 2012 Prague

SICI GA 2012 Prague
Implications of OECD Study
Graham Donaldson
Implications of OECD Study
 Authoritative and comprehensive world perspective
 Covers key areas of interest to inspection
 Provides benchmarking evidence for judgements
 Highlights areas of common difficulty
 Offers insights into what and how to improve
How can we make best use
of it?
Influences on inspection
Culture/tradition
Political environment – national / local / professional
Governance
Resource
State of education
Inspection Traditions
 Control/compliance with statute/policy
 Teachers
 School
 Agent of accountability to stakeholders
 Improvement
 Hybrids
Plasticity of Inspection
 Assurer
 ‘Best buy’ guide
 Mitigator of risk
 Catalyst
 Capacity builder
 Partnership builder
 Agenda setter
Trends in Educational Policy

Central to broader government policy – innovation the norm

Increased expectations – scope, relevance, standards

Inputs to outcomes – data dominance

International benchmarking

Increased school autonomy

Focus on teacher quality

Multiple accountabilities

Viral ideas
Search for Success
 Early focus on expansion of provision
 1960/70s alphabet soup curriculum reform
 Standards movement - measurement mania
 School effectiveness
 Professional conspiracies – competition & inspection
 Teachers Matter - “It’s the teacher, stupid”
 A new synthesis?
Lessons from High-Performing Systems

Clarity of purpose – values and curriculum

High expectations of achievement

Enabling all young people to achieve their potential

Emphasis on early learning

High quality teachers

Culture of professional learning

High quality leadership at all levels

Outward looking with a strong culture of innovation

Intelligent accountability

Reflective and self-evaluative
A New Synthesis?
 Purpose
 Balance
 Alignment
 Synergies
 Capacity
 Focus
 Impact
School Evaluation
 What purposes does it serve?
 How well aligned is it with wider educational and professional policy?
 What is the balance between self evaluation and externality?
 Are those involved competent?
 Is there a common language and are there agreed indicators/criteria?
 Does it focus on what matters? (if it’s not happening in the classroom it’s
not happening – Elmore)
 Does it make a difference? (in the capacity of the school to serve its
young people)
Implications for SICI Members
 Use to review aspects of current practice
 Disseminate messages to inspectors
 Be proactive in explaining implications for policy
THANK YOU