QAD, EDB (2008)QAD, EDB (2008) 11

SSE and ESRSSE and ESR A story of changeA story of changeProfessor John Professor John MacBeathMacBeathUniversity of CambridgeUniversity of Cambridge

May 2008

Seminar for SMC / IMC on Seminar for SMC / IMC on Enhancing School Improvement Enhancing School Improvement

through SSE and ESRthrough SSE and ESR

QAD, EDB (2008)QAD, EDB (2008) 22

A world wide movementA world wide movement

INSPECTION OF SCHOOLSINSPECTION OF SCHOOLSAND QUALITY ASSURANCEAND QUALITY ASSURANCE

SCHOOL SELF-EVALUATION AND EXTERNAL REVIEW

QAD, EDB (2008)QAD, EDB (2008) 33

The Impact Study of ESR:The Impact Study of ESR: an independent evaluationan independent evaluation

Professor John Professor John MacBeathMacBeathChair of School LeadershipChair of School LeadershipThe University of CambridgeThe University of Cambridge

Mr. Bill Clark, Director of School ServicesMr. Bill Clark, Director of School ServicesCambridge Education Cambridge Education

QAD, EDB (2008)QAD, EDB (2008) 44

Key purposes of theKey purposes of the Impact StudyImpact Study

Implementation of ESR in the first SDA Implementation of ESR in the first SDA cycle (2003/04 to 2007/08)cycle (2003/04 to 2007/08)

Impact of ESR in enhancing school Impact of ESR in enhancing school improvement through SSEimprovement through SSE

Hong Kong SSE and ESR practice in Hong Kong SSE and ESR practice in relation to other international initiativesrelation to other international initiatives

To evaluate:

QAD, EDB (2008)QAD, EDB (2008) 55

Leading the wayLeading the way

““Hong Kong: in the Hong Kong: in the forefront of the forefront of the move from move from ‘‘toptop-- downdown’’ inspection to inspection to the the ‘‘sequentialsequential’’ model of SSE/ESRmodel of SSE/ESR””

(Impact Study, (Impact Study, 2007)2007)

Vision and implementation of large scale education reform

Breadth, depth and rigour of the external independent evaluation

Responsiveness to evaluation findings

Policy of continuous improvement

QAD, EDB (2008)QAD, EDB (2008) 66

A robust database (2003A robust database (2003--2007)2007)

Questionnaire returns from over 32,000 Questionnaire returns from over 32,000 teachers & principals in 635 ESR schools teachers & principals in 635 ESR schools plus written commentsplus written comments

Questionnaire returns from 1,009 ESR team Questionnaire returns from 1,009 ESR team members and 165 external reviewersmembers and 165 external reviewers

QAD, EDB (2008)QAD, EDB (2008) 77

A robust database (2003A robust database (2003--2007)2007)

17 cross17 cross--school interviews with key school interviews with key stakeholders including School Management stakeholders including School Management Committees / Committees / Incorporated Management Incorporated Management Committees,Committees, School Sponsoring Bodies, School Sponsoring Bodies, Principals, School Improvement Teams, Principals, School Improvement Teams, teachers, parents and students teachers, parents and students

InIn--depth case studies in 16 schools with depth case studies in 16 schools with principals, teachers, parents and studentsprincipals, teachers, parents and students

Observations of the ESR process in 20 schoolsObservations of the ESR process in 20 schools

QAD, EDB (2008)QAD, EDB (2008) 88

THE HONG KONG SCHOOL DEVELOPMENT & ACCOUNTABILTY

FRAMEWORK

School Self- evaluation

External School Review

Internal stakeholders participate in reviewing school quality and effectiveness

ESR team validates school’s self- evaluation

QAD, EDB (2008)QAD, EDB (2008) 99

5 DIMENSIONS OF IMPACT

1. Leadership and management

2. School culture

3. Professional development

4. Classroom teaching and learning

5. Self-evaluation

QAD, EDB (2008)QAD, EDB (2008) 1010

Challenge to leadership style and prioritiesChallenge to leadership style and prioritiesEnhanced focus on learning and teachingEnhanced focus on learning and teachingStreamlining school planningStreamlining school planningReform given impetus and opportunity by ESRReform given impetus and opportunity by ESREasier to implement improvement measuresEasier to implement improvement measuresKey role for School Improvement Teams (SIT)Key role for School Improvement Teams (SIT)

Impact on leadership and management

Three out of four school staff agreed thatThree out of four school staff agreed that ESR had helped their school devise ESR had helped their school devise future goals and development plans.future goals and development plans.

QAD, EDB (2008)QAD, EDB (2008) 1111

Leaders as learnersLeaders as learnersThe most notable trait of great leaders, certainly The most notable trait of great leaders, certainly of great change leaders, is their quest for of great change leaders, is their quest for learning. They show an exceptional willingness learning. They show an exceptional willingness to push themselves out of their own comfort to push themselves out of their own comfort zones, even after they have achieved a great zones, even after they have achieved a great deal. They continue to take risks, even when deal. They continue to take risks, even when there is no obvious reason for them to do so. there is no obvious reason for them to do so. And they are open to people and ideas even at a And they are open to people and ideas even at a time in life when they might reasonably think time in life when they might reasonably think —— because of their success because of their success —— that they know that they know everything. everything. ((HesselbeinHesselbein, et al., 1996, p. 78), et al., 1996, p. 78)

QAD, EDB (2008)QAD, EDB (2008) 1212

Impact on school culture

Greater clarity in what counts as success Greater clarity in what counts as success From impressions to evidenceFrom impressions to evidence

Delegation of authority and initiativeDelegation of authority and initiativeClosing of the gap between senior leaders and teachersClosing of the gap between senior leaders and teachers

Better team spirit in the school Better team spirit in the school Sharing knowledge, sharing practiceSharing knowledge, sharing practice

QAD, EDB (2008)QAD, EDB (2008) 1313

Impact on professional development

Professional development as embedded and Professional development as embedded and ongoingongoing

Welcome for support and critique from Welcome for support and critique from colleagues through classroom observation colleagues through classroom observation and collaborative lesson planningand collaborative lesson planning

More forums in which teachers exchange and More forums in which teachers exchange and review their practicereview their practice

Broadening experience and responsibility of Broadening experience and responsibility of SIT membershipSIT membership

QAD, EDB (2008)QAD, EDB (2008) 1414

Tuning in to student voice: Tuning in to student voice: ‘‘The treasure withinThe treasure within’’

Classroom teaching has become more engaging and Classroom teaching has become more engaging and studentstudent--centredcentredEvaluating the quality of classroom teaching and Evaluating the quality of classroom teaching and exploring alternative strategies which enhance learningexploring alternative strategies which enhance learning

More openness and transparency of classroom practice: More openness and transparency of classroom practice: ‘‘Opening the secret gardensOpening the secret gardens’’

“SSE and ESR have together made a positive impact on the quality of learning and teaching in this school”,

97% of SITs agreed/strongly agreed

Impact on classroom teaching and learning

QAD, EDB (2008)QAD, EDB (2008) 1515

LuiLui Chiu Yee, Kylie Chiu Yee, Kylie (Tai Po Old Market [Plover Cove] Public School)(Tai Po Old Market [Plover Cove] Public School)

““

When we get older, teachers don't tell When we get older, teachers don't tell us the answers. They ask questions, us the answers. They ask questions, and let us find the answers by and let us find the answers by ourselves. We may surf the Internet, ourselves. We may surf the Internet, and go to the library to find some and go to the library to find some books. When we do it in this way, we books. When we do it in this way, we can learn how to learn. We will be can learn how to learn. We will be more interested in the things we learn. more interested in the things we learn. We also think that if teachers just We also think that if teachers just stand in the classroom and talk and stand in the classroom and talk and talk, it will be so boring. This is active talk, it will be so boring. This is active education and we like it very much. education and we like it very much. Teachers always ask us to do some Teachers always ask us to do some projects, and before they teach us, projects, and before they teach us, they ask us to find some information, they ask us to find some information, so we can learn by ourselves. They so we can learn by ourselves. They would tell us more, so we will would tell us more, so we will remember it well.remember it well.””

QAD, EDB (2008)QAD, EDB (2008) 1616

Impact on self-evaluation

A developing belief in SSE as an essentialA developing belief in SSE as an essentialingredient of school improvementingredient of school improvementSSE seen less as an event and more as aSSE seen less as an event and more as acontinuing processcontinuing processEvidence is sought and used critically andEvidence is sought and used critically andcreativelycreatively

ESR has helped to promote continuous ESR has helped to promote continuous development through SSEdevelopment through SSE””:: 80% of 80% of principals, 78% of middle managers and 71% principals, 78% of middle managers and 71% of teachers agreed/strongly agreed. of teachers agreed/strongly agreed.

QAD, EDB (2008)QAD, EDB (2008) 1717

Chan Ming MingChan Ming Ming (HK Tang King Po College)(HK Tang King Po College)

Many teachers may compare selfMany teachers may compare self-- evaluation to looking into a mirror. I evaluation to looking into a mirror. I

would like to add a little thought to this would like to add a little thought to this idea. When we look at a mirror, its a idea. When we look at a mirror, its a personal act. But school selfpersonal act. But school self--evaluation evaluation is for the whole teaching staff to look is for the whole teaching staff to look into a mirror. Itinto a mirror. It’’s not easy, because it s not easy, because it requires teachers to get to know what requires teachers to get to know what and how colleagues are doing. The and how colleagues are doing. The SSE process is indeed a valuable SSE process is indeed a valuable experience. All teachers are given the experience. All teachers are given the opportunity, in an interactive manner, to opportunity, in an interactive manner, to review their school aims and practice review their school aims and practice and evaluate the actual outcome on and evaluate the actual outcome on student learning. So in the mirror, we student learning. So in the mirror, we should be looking at a lot of students as should be looking at a lot of students as well. Whatever we do, ultimately we do well. Whatever we do, ultimately we do hope to achieve positive changes in our hope to achieve positive changes in our students.students.””

QuickTime?and a decompressor

are needed to see this picture.

QAD, EDB (2008)QAD, EDB (2008) 1818

International PerspectivesInternational PerspectivesThe school visits conducted as The school visits conducted as part of the project have shown part of the project have shown that selfthat self--evaluation is most evaluation is most effective in countries that have effective in countries that have the strongest external support to the strongest external support to the process and thus have the process and thus have created a culture and climate for created a culture and climate for effective school selfeffective school self--evaluation.evaluation.

Standing International Conference on Inspection (SICI) in Europe

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School improvement is most effective School improvement is most effective when it is supported by a reflective culture when it is supported by a reflective culture and recognition for continuous and recognition for continuous improvement through a participatory improvement through a participatory decisiondecision--making process.making process.

QAD, EDB (2008)QAD, EDB (2008) 2020

ProfessionalProfessional

Political

Public

Managerial

Personal

The Accountability jigsaw

QAD, EDB (2008)QAD, EDB (2008) 2121

Professional accountability involves putting the needs of the students at the centre of one’s work, collaborating and sharing of knowledge, with a commitment to the improvement of practice.

Personal accountability refers to values that are sacred to a person - fidelity to personal conscience in basic values such as respect for human dignity and acting in a manner that accepts responsibility for affecting the lives of others.

(Moller, 2008)

SSE for Professional accountability

QAD, EDB (2008)QAD, EDB (2008) 2222

Governance: a spectrum of Governance: a spectrum of practicepractice

Proactive support and challenge

Ownership of change

Dutiful compliance

Tokenism

QAD, EDB (2008)QAD, EDB (2008) 2323

What can SMC / IMC do to steer What can SMC / IMC do to steer school improvement?school improvement?

Familiarisation

Challenge

Support

FamiliarisationFamiliarisation

ChallengeChallenge

Support Support

QAD, EDB (2008)QAD, EDB (2008) 2424

FamiliarisationFamiliarisation

What are the purposes and benefits of SSE?What are the purposes and benefits of SSE?

To what extent are these discussed within the To what extent are these discussed within the SMC / IMC? Within the school?SMC / IMC? Within the school?

Is there disquiet or opposition to SSE / ESR? Is there disquiet or opposition to SSE / ESR? What are the underlying causes? What are the underlying causes?

What evidence do we have about conduct and What evidence do we have about conduct and impact of SSE in our school(s)? What data do impact of SSE in our school(s)? What data do we need to be better informed? To make we need to be better informed? To make judgement?judgement?

QAD, EDB (2008)QAD, EDB (2008) 2525

Anxiety, confusion or confidence?Anxiety, confusion or confidence?Possible confusion over purposes of SSE / ESR?Possible confusion over purposes of SSE / ESR?

Lack of clarity about school staff roles and Lack of clarity about school staff roles and responsibilities?responsibilities?

Lack of confidence and skill in implementing SSE?Lack of confidence and skill in implementing SSE?

Anxiety among some teaching staff? e.g. about Anxiety among some teaching staff? e.g. about lesson observation, change and pressurelesson observation, change and pressure

Confidence and exemplary practice?Confidence and exemplary practice?

Gatekeepers, innovators, leaders and champions?Gatekeepers, innovators, leaders and champions?

QAD, EDB (2008)QAD, EDB (2008) 2626

The pace and flow of changeThe pace and flow of change

QAD, EDB (2008)QAD, EDB (2008) 2727

Sources of dataSources of data

Student achievementsStudent achievementsValueValue--added data on academic performance added data on academic performance Stakeholder perspectivesStakeholder perspectivesKey Performance MeasuresKey Performance MeasuresQuality of studentsQuality of students’’ workworkStudent and teacher awardsStudent and teacher awardsPlanning and development prioritiesPlanning and development prioritiesImplementation of ESR recommendationsImplementation of ESR recommendations

QAD, EDB (2008)QAD, EDB (2008) 2828

ParentsParents

TeachersTeachers

Students

A question of perspectives

QAD, EDB (2008)QAD, EDB (2008) 2929

The School Development Planning CycleThe School Development Planning Cycle

SCHOOL REPORTANNUAL SCHOOL PLAN

SCHOOL DEVELOPMENT PLAN

QAD, EDB (2008)QAD, EDB (2008) 3030

? ?

?

Challenge and support: a question of balance

QAD, EDB (2008)QAD, EDB (2008) 3131

ChallengeChallengeWhy might there be a need to challenge thinking Why might there be a need to challenge thinking and practice?and practice?

What is the role of the SMC / IMC in challenging What is the role of the SMC / IMC in challenging practice?practice?

In what ways is challenge informed by:In what ways is challenge informed by:-- familiarity with the data?familiarity with the data?-- knowledge of the change process?knowledge of the change process?

-- the changing world of children and young the changing world of children and young people?people?

QAD, EDB (2008)QAD, EDB (2008) 3232

NO, YOU WEREN’T DOWNLOADED. YOU WERE BORN.

QAD, EDB (2008)QAD, EDB (2008) 3333

Back to the futureBBack toack to the futurethe future

Surgeon

Architect

Farmer

Engineer

Secretary

Teacher

?

?

?

???

QAD, EDB (2008)QAD, EDB (2008) 3434

Parents are Parents are the first and the first and

most most important important educatorseducators

but they are but they are on a learning on a learning journey toojourney too..

QAD, EDB (2008)QAD, EDB (2008) 3535

SupportSupport

What kinds of feedback to school staff are most effective What kinds of feedback to school staff are most effective in enhancing learning and teaching? In embedding SSE? in enhancing learning and teaching? In embedding SSE? In planning for improvement?In planning for improvement?

What sources and forms of support are most valued by What sources and forms of support are most valued by school staff? How do we know? What do we do school staff? How do we know? What do we do currently to meet those needs?currently to meet those needs?

What are the particular needs and concerns of school What are the particular needs and concerns of school principals? principals?

What can members of SMC / IMC do to give more What can members of SMC / IMC do to give more sustained support to school staff, senior leaders and sustained support to school staff, senior leaders and principals in particular?principals in particular?

QAD, EDB (2008)QAD, EDB (2008) 3636

Invite students to talk about key issues Invite students to talk about key issues in learning and teachingin learning and teaching

Dialogue with School Improvement Team Dialogue with School Improvement Team on School Development Planning and on School Development Planning and initiativesinitiatives

Regular presentations to meetings of Regular presentations to meetings of good practicegood practice

SMC / IMC members shadow a school SMC / IMC members shadow a school student over a day or half daystudent over a day or half day

Taking the InitiativeTaking the Initiative

QAD, EDB (2008)QAD, EDB (2008) 3737

Key principles of support & challengeKey principles of support & challenge

Keep the dialogue open with senior leaders, Keep the dialogue open with senior leaders, teachers, support staff, students and parentsteachers, support staff, students and parentsAct as critical friends to school staffAct as critical friends to school staffSeek out the evidence and evaluate criticallySeek out the evidence and evaluate criticallyIdentify and nurture potential for change Identify and nurture potential for change Help to grow internal accountabilityHelp to grow internal accountabilityPrioritise the important over the urgentPrioritise the important over the urgent

QAD, EDB (2008)QAD, EDB (2008) 3838

IImportance mportance HighHigh

Low Importance

Urgency High

Urgency Low

QAD, EDB (2008)QAD, EDB (2008) 3939

IImportance mportance HighHigh

Low Importance

Urgency High

Urgency Low

Important and urgent

Important but not urgent

Not important and not urgent

Urgent but not important

QAD, EDB (2008)QAD, EDB (2008) 4040

“Whether you are “Whether you are a supervisora supervisor, a school , a school board member board member of the school sponsoring of the school sponsoring body, body, or or a a member of member of SMC / IMC,SMC / IMC, you you have an opportunity…you might even say have an opportunity…you might even say a moral responsibility… to make a a moral responsibility… to make a difference, however small, in the lives difference, however small, in the lives and futures of children.”and futures of children.”