![Page 1: How the Flemish Inspectorate stimulates innovative schools Flemish Inspectorate of Education Ingrid Ocket & Frans De Bie, inspectors](https://reader038.vdocuments.us/reader038/viewer/2022110304/551a044f5503464c588b4d11/html5/thumbnails/1.jpg)
How the Flemish Inspectorate stimulates innovative schools
Flemish Inspectorate of Education
Ingrid Ocket & Frans De Bie, inspectors
![Page 2: How the Flemish Inspectorate stimulates innovative schools Flemish Inspectorate of Education Ingrid Ocket & Frans De Bie, inspectors](https://reader038.vdocuments.us/reader038/viewer/2022110304/551a044f5503464c588b4d11/html5/thumbnails/2.jpg)
3 key words
1. autonomy
2. support
3. accountability
Quality assurancein Flemish education
![Page 3: How the Flemish Inspectorate stimulates innovative schools Flemish Inspectorate of Education Ingrid Ocket & Frans De Bie, inspectors](https://reader038.vdocuments.us/reader038/viewer/2022110304/551a044f5503464c588b4d11/html5/thumbnails/3.jpg)
Quality of Education = responsibility of schools
Schools
Autonomy
FlemishGovernment
Rules and regulations
Inspectorate
Accountability(+ support)
PedagogicalCounsellingServices
Support
![Page 4: How the Flemish Inspectorate stimulates innovative schools Flemish Inspectorate of Education Ingrid Ocket & Frans De Bie, inspectors](https://reader038.vdocuments.us/reader038/viewer/2022110304/551a044f5503464c588b4d11/html5/thumbnails/4.jpg)
Role of the inspectorate check the 3 quality conditions • does the school respect the rules and regulations and deliver
quality education and good quality outcomes? • does the school provide quality monitoring, assuring the
quality of the educational processes?• does the school have capacity to establish good policy?
write school reports
advise further recognition
![Page 5: How the Flemish Inspectorate stimulates innovative schools Flemish Inspectorate of Education Ingrid Ocket & Frans De Bie, inspectors](https://reader038.vdocuments.us/reader038/viewer/2022110304/551a044f5503464c588b4d11/html5/thumbnails/5.jpg)
CONTEXT
INPUT
PROCESSES
GENERAL
Leadership Development of vision Decision making Quality assurance
STAFF
HRM organisation evaluation
Professionalisation new teachers professionalisation of
staff
Results Final
objectives Developmental
objectives
OUTPUT
LOGISTICS
Management of logistics infrastructure equipment Financial means Safety and well-being health hygiene environment safety
EDUCATION
Curriculum
Organising/planning the education Contents of the education
Pupil’s guidance
External vs internal guidance Guidance of learning capacities social and emotional guidance sociale en emotionele begeleiding
Evaluation
practice of evaluating pupils reporting
Pupils’ progress School career
of pupils Attendance
Outcomes Results in
following educational stage
Employment
Satisfaction pupils staff other
stakeholders
identification coordinates type of school
Legislative framework General legislation Specific legislation
history Changes in management Changes in structure
Site Buildings / area situated characteristics of surrounding
area
personnel Pupils characteristics
CIPO
![Page 6: How the Flemish Inspectorate stimulates innovative schools Flemish Inspectorate of Education Ingrid Ocket & Frans De Bie, inspectors](https://reader038.vdocuments.us/reader038/viewer/2022110304/551a044f5503464c588b4d11/html5/thumbnails/6.jpg)
Preliminary enquiry
Audit
Data analysis
Examination:interviews
observations
Interpretation
Deliberation:focus for the audit
Quality examination
Inspection report
Data analysis
Examination:interviews
observations
Interpretation
Deliberation:advice
Results ofdata analysis
Results of examination:
interviewsobservations
Results ofinterpretation
Results of deliberation:strenghts and weaknesses
advice
![Page 7: How the Flemish Inspectorate stimulates innovative schools Flemish Inspectorate of Education Ingrid Ocket & Frans De Bie, inspectors](https://reader038.vdocuments.us/reader038/viewer/2022110304/551a044f5503464c588b4d11/html5/thumbnails/7.jpg)
InterpretationIntegral image of estimated strenghts and weaknesses
DeliberationRepresentative selection of estimated strenghts/weaknesses
Audit focus
Selection of audit items
integral enquiry to assess the local situation:
Preliminary enquiry
![Page 8: How the Flemish Inspectorate stimulates innovative schools Flemish Inspectorate of Education Ingrid Ocket & Frans De Bie, inspectors](https://reader038.vdocuments.us/reader038/viewer/2022110304/551a044f5503464c588b4d11/html5/thumbnails/8.jpg)
profound and differentiated case-studies
technique of triangulation
• conversations
• observations
• document analysis
Audit
![Page 9: How the Flemish Inspectorate stimulates innovative schools Flemish Inspectorate of Education Ingrid Ocket & Frans De Bie, inspectors](https://reader038.vdocuments.us/reader038/viewer/2022110304/551a044f5503464c588b4d11/html5/thumbnails/9.jpg)
with the following basic questions as a guideline:
• which initiatives and innovations are being developed?
• how the team has chosen the initiatives and innovations
• which effects does the team want to achieve by these?
• what are the current effects?• how do the team members themselves evaluate
the obtained learning effects, results?
Audit
![Page 10: How the Flemish Inspectorate stimulates innovative schools Flemish Inspectorate of Education Ingrid Ocket & Frans De Bie, inspectors](https://reader038.vdocuments.us/reader038/viewer/2022110304/551a044f5503464c588b4d11/html5/thumbnails/10.jpg)
Additional enquiries Language policy
Science Techniques Engineering Mathematics (STEM)
Social Economical Status (SES)
Wellbeing
![Page 11: How the Flemish Inspectorate stimulates innovative schools Flemish Inspectorate of Education Ingrid Ocket & Frans De Bie, inspectors](https://reader038.vdocuments.us/reader038/viewer/2022110304/551a044f5503464c588b4d11/html5/thumbnails/11.jpg)
report about the 3 quality conditions• respecting the rules and regulations • quality monitoring, assuring the quality of the
educational processes• capacity to establish good policy
the results of our enquiries with special attention for• our confidence in the institution’s autonomy• deliberation, weighing « strengths » and
« weaknesses »• stimulation• signalisation in case of serious structural
weaknesses
-
Inspection report
![Page 12: How the Flemish Inspectorate stimulates innovative schools Flemish Inspectorate of Education Ingrid Ocket & Frans De Bie, inspectors](https://reader038.vdocuments.us/reader038/viewer/2022110304/551a044f5503464c588b4d11/html5/thumbnails/12.jpg)
chapter with strenghts and weaknesses• relevant aspects which are good,
examples of good practice • relevant aspects which can be improved,
levers for improvement• relevant aspects which have to be
improved, the subject(s) of further control
Inspection report
![Page 13: How the Flemish Inspectorate stimulates innovative schools Flemish Inspectorate of Education Ingrid Ocket & Frans De Bie, inspectors](https://reader038.vdocuments.us/reader038/viewer/2022110304/551a044f5503464c588b4d11/html5/thumbnails/13.jpg)
concluding conversation about the report
publication on a public website
no ‘ranking’
Final touch
![Page 14: How the Flemish Inspectorate stimulates innovative schools Flemish Inspectorate of Education Ingrid Ocket & Frans De Bie, inspectors](https://reader038.vdocuments.us/reader038/viewer/2022110304/551a044f5503464c588b4d11/html5/thumbnails/14.jpg)
Study PhD Ilse De Volder
![Page 15: How the Flemish Inspectorate stimulates innovative schools Flemish Inspectorate of Education Ingrid Ocket & Frans De Bie, inspectors](https://reader038.vdocuments.us/reader038/viewer/2022110304/551a044f5503464c588b4d11/html5/thumbnails/15.jpg)
Final thoughts?
Questions?