Transcript GEF2012 - What Works

Dr. Sonia Ben Jaafar
Managing Director, EduEval Educational Consultancy
“Accurate
selfevaluation is a
pre-condition
for school
improvement”
• Realistic view of school’s strengths and weaknesses.
• Informs purposeful actions for improvement
Focus on
outcomes
School
changes
Student
success
Effective
School
1. How good are the students’ attainment, progress and learning skills?
2. How good is the students’ personal and social development?
3. How good are the teaching and assessment?
4. How well does the curriculum meet the educational needs of all
students?
5. How well does the school protect and support students?
6. How good are the leadership and management of the school?
7. How well does the school perform overall?
1. How good are the students’ attainment, progress and learning skills?
2. How good is the students’ personal and social development?
3. How good are the teaching and assessment?
4. How well does the curriculum meet the educational needs of all
students?
5. How well does the school protect and support students?
6. How good are the leadership and management of the school?
7. How well does the school perform overall?
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Work in your teams
Select question1, 2
or 6
Read the key aspects
Write the data
sources that would
provide evidence for
the key aspects
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Staff survey
Student survey
Parent survey
Student progress
records
Teachers mark
books/tracking
systems
Vision, mission
documents All quality
indicators.
Work books with
written feedback
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Lesson observations
Lesson observations
and lesson evaluations
Moderated work
samples
Performance
management data
Planning documents
Professional
development records
School improvement
plan – post inspection
action plan
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Students
◦ Gender
◦ Race/ethnicity
◦ English Language
Proficiency status
School
◦ Enrollment, number of
students
◦ Attendance: absence,
tardiness
◦ Student behavior:
suspensions, expulsions
◦ Dropout rates
◦ Graduation rates
Demographic
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Norm-referenced
achievement tests
National assessments
(e.g., SAT, ACT, NAEP)
State standards-based,
criterion-referenced
assessments
Classroom
assessments including
student work
Student Achievement
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Goals/objectives,
requirements of
program
implementation
Student selection
criteria
Program participants:
students, staff,
parents/community,
etc
Program
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School climate (e.g., safety,
feeling of belonging)
Academic expectations for
students
Subject areas (e.g., attitude
to learning mathematics)
Program innovations
Data use
School leadership
Professional climate
Professional development
School/parent relationships
School/community relations
Perception Data
Types of
Data
Records, Test
database results
,
docume
nts
Observati
ons &
checklists
Demographic
X
X
X
Student
achievement
X
X
X
Program
X
X
X
Instruction
X
X
X
Perception
Surveys
Interviews
/FGs
X
X
X
X
Types of Data
Records,
database,
documents
Test results
Observations &
checklists
Surveys
Interviews/FGs
Demographic
X
X
X
X
X
Student
achievement
X
X
X
Program
X
X
X
Instruction
X
X
X
X
X
Perception
To understand how various people in the community view a
particular school, program, event, etc.
To understand the beliefs and assumptions that underlie
actions or non-actions
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Whose perceptions?
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Faculty
Staff
Leadership
Students
Parents
Community
Types of Perceptions
◦ About people
◦ About events
◦ About situations
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Judgments based on
◦ Attitudes
◦ Beliefs
◦ Values
Standardsbased
outcomes
Responsive
instruction
Professional
collaboration
Instructional
leadership
Professional
reflection
Key
Components
of Teaching
& Learning
Data-driven
decisions
“Culture is the most
powerful source of leverage
for bringing about change
in a school – or any
organization, for that
matter.”
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Thomas J. Sergiovanni
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“the beliefs, attitudes, and behaviors which
characterize a school” (Phillips, 1996, p. 1)
Student achievement
Staff member
satisfaction
School culture
Parent engagement
Community support
How do you
measure school
culture?
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Research-based tools to measure health of
school’s culture
School Culture Triage Survey
(Phillips, 1996, Phillips and Wagner, 2002, & Wagner &
MasdenCopas, 2002)
◦ Used across the US & Canada
◦ Quickly & accurately determine the present state of
any school’s culture
◦ Used with over 3,100 school assessments (19812006)
Simple survey
 Evaluates three main aspects of school
culture:
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1. Professional Collaboration
2. Affiliative collegiality
3. Self determination/ efficacy
Professional
collaboration
Affiliative & collegial Efficacy or selfrelationship
determination
Do teachers and
staff members meet
and work together
to solve professional
issues—that is,
instructional,
organizational, or
curricular issues?
Do people enjoy
working together,
support one
another, and feel
valued and
included?
Are people in the
school because they
want to be?
Do they work to
improve their skills
as true
professionals or do
they simply see
themselves as
helpless victims of a
large and uncaring
bureaucracy?
MUST be completed
individually and
anonymously
 Typically distributed
at the start of faculty
meeting without
much of an
explanation.
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1.
2.
3.
4.
5.
Take the survey you completed at the start –
from your perspective about your school
Calculate the total
Calculate the survey in your workshop –
from the perspective of a problematic
faculty
Calculate the total
Compare the two values
17-40: Critical and immediate attention necessary
• Conduct a full-scale assessment of your school’s culture and invest
all available resources in repairing and healing the culture
41–59 Modifications and improvements are necessary
• Begin with a more intense assessment of your school’s culture to
determine which area is in most need of improvement
60–75 Monitor and maintain making positive adjustments
76–85 Amazing!
Administer
survey again
in next
quarter
Distribute
survey to
teachers &
administrators
(No names)
Teachers
collect and
tabulate
responses
Select a task
force for
action plan
Select items
for
improvement
Share results
at faculty
meeting
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Quick assessment of current status can assist
in determining the wise allocation of time and
resources.
Before engaging in an elaborate and
extensive analysis of the school culture
Data Category
Sample Data Points
Student demographics
Enrollment, attendance, dropout rate,
ethnicity, gender, grade level (by school,
district, etc.)
Student learning
Standardized tests, norm/criterionreferenced tests, teacher observations,
authentic assessments …
Perceptions
Perceptions of learning environment,
values and beliefs, attitudes,
observations
School processes
Program description, instructional
strategies, classroom practices
Teacher characteristics,
behavior, and
professional learning
Teacher assignment, qualifications,
retention, PD
Dr. Sonia Ben Jaafar
Managing Director
EduEval Educational Consultancy
[email protected]
[email protected]