self- evaluation: a question of voice. ch. 1 the global context ch. 2 hearing voices? the new...
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Self-evaluation:
A question of voice
CH. 1 THE GLOBAL CONTEXT
CH. 2 HEARING VOICES? The new leadership
CH. 3 MAKING SELF-EVALUATION WORK
A STORY IN THREE CHAPTERS
A GLOBAL MOVEMENT
Government intervention
School based management
Power down Accountability up
A GLOBAL MOVEMENT
Government intervention
School based management
Inspection/review
Self-evaluation
A GLOBAL MOVEMENT
Government intervention
Local school management
The accountability improvement interface
MISTAKES WE HAVE MADE
1. Big cats2. Naming and shaming 3. Snoopervision4. Destruction of trust5. Lack of respect for professionalism6. Overprescription7. Pre-empting and narrowing quality8. Raising the stakes9. The rhetoric gap10. Deafness to voice
CHAPTER 2
HEARING VOICESTHE NEW LEADERSHIP?
The Leadership Quartet
Distributed leadership
Authoritarian leadership
Strategic leadership
Invitational leadership
silenced voice
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.
THE ACOUSTIC OF THE SCHOOL
MANAGING THE ACOUSTIC OF THE SCHOOL
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)
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),
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
HOFSTEDE’S TEST OF CULTURE
100
75
50
25
0
JapanMexico
UAE
USAUK
Rank Area
1 Agreement on Principles.-The ability and goodwill of all groups of people at school to agree on their own ground rules.
2 Vision Creation and Process of Aiming at it. -All stakeholders (management, teachers, pupils, other employees) work to create a shared idea of school future.
3 School Openness.-Cooperation and communication of the school with parents, municipal authorities and ministry of education.
4 Management and Administration Styles.-. From management based on extrinsic motivation (rewards, formal rules) to intrinsic motivation.
5 School Development and Change.-Gradual and systematic change .Freedom to experiment with new approaches.
6 Support from Colleagues.- Experience exchanges, professional dialogue and cooperation with colleague-teachers. Using the feedback from colleagues.
7 School Physical Environment.- School's location, buildings, equipment and its optimal use.
8 Professional Growth Support.- for the school employees' personal and professional growth, creation of conditions for employees' further training and development
9 Informal School Life.-People identify themselves with the school's symbols, they are proud of their school. Customs and traditions are carried over at communal meetings.
10 Working with Conflicts.-Ways of solving conflicts, working with "problem" people.
The fact that I am telling you what to do requires:
(a) that I know what to tell you to do
(b) that you are willing to consent to my telling you what to do
(c) 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.
LOCUS OF CONTROL
formally
incrementally
strategically
opportunistically
culturally
pragmatically
DISTRIBUTED LEADERSHIP
formally
incrementally
strategically
opportunistically
culturally
pragmatically
DISTRIBUTED LEADERSHIP
THEORIES OF CHANGE
External accountability
or
Internal accountability
THEORIES OF CHANGE
Big cats
or
Small butterflies
THE WHOTHE WHOTHE EPIDEMIOLOGY OF CHANGE
1. The rule of the vital few: A few exceptional people doing something different start and incubate an epidemic.
2. The stickiness factor: Some attribute of the epidemic allows it to endure long enough to "catch", to become contagious or "memorable".
3. 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)
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.
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.
WEAK 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.
STRONG INTERNAL ACCOUNTABILITY
LEADERS AS
• Mediators
• Learners
• Followers
• Vulnerable
The Yang of leadership in action
Can you lead your people without seeking to control?
Can you open and close the gatesin harmony with nature?
Can you be understandingWithout trying to be wise?
Can you create without possessiveness?
Accomplish without taking credit?
Lead without ego?
This is the highest power.
Tao, 10
CHAPTER 3
MAKING SELF-EVALUATIONWORK: the challenge to leadership
THREE MODELS
Parallel
Sequential
Collaborative
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
INGREDIENTS OF SUCCESSFUL SELF-EVALUATION
purpose framework criteria toolsprocess product
purpose ? criteria tools process product
purpose framework criteria tools process ?
purpose framework ? tools process product
purpose framework criteria ? process product
purpose framework criteria tools ? product
? framework criteria tools process product
12.2%
2.4%
4.9%
47.6%
32.9%
response capacity
hearing pupil views
staff sharing ideas
to raise attainment
tools for evaluation
A QUESTION OF PURPOSE: ENGLAND
Views from Hongkong
Purpose of School Self-evaluation
40.0%
5.0%15.0%
15.0%
25.0%
capacity
pupils' viewsshare ideas
raise standards
Tools for trs
Norway
Purpose of Self-Evaluation
12.5%
50.0%
12.5%
12.5%
12.5%
capacity
share ideas
raise standards
evidence for ofsted
Tools for trs
Netherlands-PurposesNetherlands
Purpose of Self-evaluation
36.4%
31.8%
31.8%
capacity
raise standards
Tools for trs
25.6%
2.4%
8.5%
37.8%
2.4%
20.7%
2.4%
school factors
school background
Tr-pupil relationship
pupil motivation
pupils' attitudes
value added
performance -KS test
THE COMPONENTS OF SELF-EVALUATION
COMPONENTS: HONG KONG
Important Components in Self-Evaluation
20.0%
5.0%
10.0%
40.0%
10.0%
10.0%
5.0%
school conditions
School background
tr-pupil relationshi
pupil motivation
pupils' attitudes
value added
K-S tests
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
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
Ownership
comparability
External and compliant
Internal and compliant
Ownership but only
internal
Ownership and
External
Ownership
comparability
External and compliant
Internal and compliant
Ownership but only
internal
Ownership and
External
Transformational leadership seeks to generate second-order effects. Transformational leaders increase the capacity of others in the school to produce first-order effects on learning
(Hallinger, 2003)
FIRST AND SECOND ORDER LEARNING
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)
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.
MAKING LEARNING VISIBLE
pupil learning
teacher learning
school learning
THE LEARNING WEDDING CAKE
MEASURED ATTAINMENT
LIFELONG LEARNING
INDIVIDUAL PUPIL
COMMUNITY OF LEARNERS
THE CLASSROOM SEAT
THE NATURAL AND SOCIAL WORLD
REPRODUCTION OF THE CURRICULUM
PASSIVE CONUMPTION
MULTIPLE AVENUES OF INQUIRY
THE SCHOOL DAY
WHAT
WHERE
WHY
HOW
WHEN
WHERE
WHAT
WHO
WHY
HOW
WHEN OPPORTUNSTIC LEARNING
LEARNING HOW TO LEARN
WHO
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
Heads PupilsMiddle managers Teachers
Support staff
Parents
Authority
Pedagogic knowledge
Community networks
Organisational knowledge
Vision for the future
Self-evaluation expertise
Change champions
System learning
Building capacity
System learning
Building capacity
TOXINS
• ideas rejected or stolen
• constant carping criticisms
• being ignored
• being judged
• being overdirected
• not being listened to
• being misunderstood
Southworth, 2000
NUTRIENTS
• being valued
• being encouraged
• being noticed
• being trusted
• being listened to
• being respected
Southworth, 2000
PRINCIPLES OF SSE/ESR
1. Clarity of purpose2. Starting where teachers are3. The important rather than the urgent4. Transfer of agency5. Reciprocity – ‘the me-too-you-too
principle’6. Listening with intent to understand 7. Putting learning centre stage8. Celebrating diversity 9. Diminishing the power distance10.Demonstrating trust
« Tu te jugeras donc toi-même, c’est le plus difficile. Il est bien plus difficile de se juger soi-même que de juger autrui. Si tu réussis à bien te juger, c’est que tu es un véritable sage. » Est-ce ça l’autoévaluation?
If you think you’re too small to make a difference, you’ve never been in bed with a mosquito.
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