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