Planning, Monitoring, Evaluating & Reviewing And Self-Evaluation

1. Planning, Monitoring, Evaluating & Reviewing And Self-Evaluation

2. Planning, Monitoring, Evaluating & Reviewing and Self-Evaluation OBJECTIVES To understand what is meant by planning, monitoring, evaluating and reviewing To understand what self-evaluation is To understand the role of planning, monitoring, evaluating and reviewing and self-evaluation in schools To reflect on how to develop both PMER and self-evaluation in school To think about using elements of PMER in the CC project

3. "The important thing is not to stop questioning." – Albert Einstein And Albert might have added “And this is what makes great schools great”.

4. Planning, Monitoring, Evaluating and Reviewing

5. DefiningPlanning, Monitoring, Evaluating and Reviewing • Planning – setting out the policies, goals and practices to be worked at. • Monitoring - the gathering of information. • Evaluating - the measurement of gathered information against policies, goals and practices. • Reviewing - the re-evaluation of policies, goals and practices in the light of progress made. “Brilliant schools know themselves well. They know the elements that build their greatness”.

6. The PMER cycle Planning Reviewing Monitoring Evaluating “The PMER cycle should take place on an on-going basis. It should become part of the culture of the school.”

7. The purpose of planning, monitoring, evaluating and reviewing “PMER is about seeking continuous improvement resulting in the measurable raising of standards.”

8. The focus of PMER “In most circumstances the PMER cycle revolves around teaching and learning. It supports the growth of a learning school.”

9. PMER Stage 1: Planning “Planning should be an intrinsic part of the ongoing activity in any school. Each member of the school should be involved in planning at different levels.”

10. PMER Stages 2 and 3: Monitoring and reviewing Who carries out monitoring and evaluating? “PMER involves getting under the veneer to reveal the truth of what is going on.”

11. Through monitoring and evaluating a teacher might ask….. • how can I measure how effective I am? • what am I doing well? • what is not working well and how can I put this right? “A willingness by a teacher to be open and honest and to discuss with others the good and not so good is vital”.

12. Through monitoring and evaluating a HOD might ask….. • how can we measure the effectiveness of the department? • what aspects of teaching and learning are going well? • what aspects of our work on teaching and learning need to be improved and how can we improve these aspects? • what training do we require? “An effective leader of a department will have their eye on both the detail and globality of all that is happening”.

13. PMER Stage 4:Reviewing This will generally focus on one department at a time. It effectively embraces monitoring and evaluating as well as the reviewing element. “Reviewing is the part that brings it all together”.

14. The evidence base for reviewing • Attainment • Lesson observations • Scrutiny of work • Documentation • Audit • Interview with students “If you are going to improve you need to have the evidence that gives a clear picture of the current reality.”

15. Feedback is vitally important in the PMER cycle “Feedback should be as immediate as possible, honest and constructive.”

16. Q1. Is PMER a part of what goes on in your school at the moment? What value do you see in having effective PMER?

17. Self-evaluation? “Self-evaluation is a detailed and global analysis of all that is going on in the school to find out what is working, what is not working and therefore what action needs to be taken”.

18. What Ofsted says about self-evaluation Ofsted says “Rigorous self-evaluation is at the heart of effective school improvement.” When a school completes its self-evaluation it is assessing itself against certain criteria. These criteria in England are those that have been determined by Ofsted. “By everyone contributing to the analysis, a school can move forwards together.”

19. Self-evaluation asks these questions Q1 How good is our school? Q2 How do we know? Q3 What are we going to do about it?

20. What does self-evaluation do? It is about: • developing a thinking, changing school that encourages • thinking, changing teachers that in turn develops • thinking, changing children “When you think about it, thinking and changing stimulates growth and development!”

21. The SEF “The SEF is a way of schools in England recording their own assessment of their self-evaluation ideas. It provides the school with a clear understanding of its current position (current reality) and where it wants to get to (its vision). It is also used by Ofsted.”

22. SEF grades Each question starts by asking schools to grade aspects of their work on a four-point scale, as follows: • Grade 1: Outstanding • Grade 2: Good • Grade 3: Satisfactory • Grade 4: Inadequate “The SEF can be the key to success for a school”

23. Q2. What importance do you see in having effective self-evaluation?

24. Where does self-evaluation focus? “Self-evaluation effectively focuses on everything that a school does”

25. Activity 1. An example of self-evaluation In your PRM take one example from each of the three sections of self-evaluation. That is from: Outcomes Provision Leadership and management For each one: What grade would you give (using 1 to 4) in your school? Briefly list your major reasons for deciding on this grade. If you judge that the school is close to a grade boundary, briefly say why you did not select the other grade.

26. Q3. How will you use PMER and self-evaluation to ensure that the CC project functions effectively?

27. Review “PMER and self-evaluation are linked and support each other. PMER often focuses on teaching and learning. Self-evaluation is a holistic view of the school. Both PMER and self-evaluation are critical ways of bringing about improvement in school performance.”

28. Plenary What action will you now take to develop PMER and Self-Evaluation in your school?