the abacus updated to iabacus july 2013
DESCRIPTION
An updated PP of the ABACUS self-evaluation an planning tool and introducing The iAbacus on-line version at www.iabacus.co.ukTRANSCRIPT
© 2013
The ABACUS and iABACUSa qualitative approach to self-evaluation
© John Pearce 2011 originated in Westfield School, Sheffield March 2006
The iABACUS http://www.opeus.com/iabacus © 2013
The ABACUS and iABACUS
If you are interested in the ideas herecontact me…
also www.johnpearce.org.uk
and twitter @johnpearce_JP
© 2013
Please watch this Power Point in slide-show mode for the
benefits of animation
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PLANRE PLAN
DO
REVIEWREVIEW
DO
I M P A C T ?
EVIDENCE?
The ABACUS and iABACUS are simple tools to aid the self-evaluation (action research) process….
© 2013
The next slides concentrate on using the ABACUS and iABACUS on whole school provision using current 2012 Ofsted criteria for England. However, they may be used with other clear criteria and have been used successfully, as planning tools, using: head teacher standards, student achievement levels, behaviour issues and personal objectives in life coaching. The iABACUS is an application that enhances the process for use on computers and tablets, including the iPad.
In a leadership role the ABACUS and iABACUS may be used to explore where you and school, or department/area want to be (right hand box) and how to get there… A key issue therefore is for colleagues to be precise about current performance and future expectations… being good or better are not criteria. “All students feel safe”, “Increasing Level 5s to 90%” and “increasing out of hours activities” are criteria. (see the Ofsted evaluation schedule for criteria)
When leaders work hard at identifying precise and relevant success criteria, the planning process is more logical…
Notes
© 2013
The SEF (Self Evaluation Form) in England tested the capacity of school leaders to make judgements about provision and then identify action to progress…
Typically, evidence was studied first, in order to form a judgement in each area.
However the ABACUS and iABACUS encourage teachers and leaders to trust their professional judgement, start with it and then look for evidence to prove it.
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THE ABACUS and iABACUS PROCESS
ENCOURAGES YOU TO:
1. Make your judgement
2. Justify, or modify your judgement, the light of evidence and the judgement of others.
3. (Most important of all), identify the appropriate action to get you …
Where are younow?
Where you
want to be
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questions the ABACUS and iABACUS process enables…
1. What is going well and what not so well?
2. What have you done about each of these?
3. What was the impact of what you did?
4. So, what are you planning to do next?
4
Questions any intelligent enquirer might ask: Colleagues, Middle/Senior Leaders, LA colleagues, Governors, Parents, Students, Ofsted / HMI
© 2013
Self-evaluation Abacus © John Pearce 2006
1 The achievement of pupils at the school
2 The quality of teaching in the school
3 The behaviour and safety of pupils
4 The quality of leadership & management
Spiritual, moral social & cultural development
The extent to which education meets the needs of all pupils
(add own criteria)
(add own criteria)
(add own criteria)
OutstandingGoodRequires Improvement
InadequateCriteria for judgement
Slide the beads to where you judge the school to be on each criteria
Compare judgements with colleagues
Discuss evidence that challenges or supports each judgement…
Then agree the judgement.
Note: The green beads are arguably the most critical in achieving sustained improvement
If you find the judgement difficult - use Ofsted Criteria to help you decide
NB These are the four areas in the 2012 Ofsted Framework
evaluation schedule
The SEF is not statutory (it never was) so schools can add
their own criteria
© 2013
Self-evaluation Abacus © John Pearce 2006
OutstandingGoodRequires Improvement
InadequateAn example school…
Note the overall pattern of beads
In this example (based on a real school) a new leadership team has yet to make a difference to standards but they are having an effect on ethos – so, they are, arguably, demonstrating a capacity for improvement.
1 The achievement of pupils at the school
2 The quality of teaching in the school
3 The behaviour and safety of pupils
4 The quality of leadership & management
Spiritual, moral social & cultural development
The extent to which education meets the needs of all pupils
(add own criteria)
(add own criteria)
(add own criteria)
Overall effectiveness – aggregate of above
© 2013
Self-evaluation Abacus © John Pearce 2006
Inadequate Requires Improvement
Good Outstanding
Pupils' achievement
When the judgement is agreed – imagine a vertical line – this is your current position
© 2013
Self-evaluation Abacus © John Pearce 2006
Quality of leadership & management
Inadequate Requires Improvement
Good Outstanding
© 2013
Helping factors? Hindering factors?
What I have done has made me what I am
What I will do will make me what I will be
Weaken the hindering forces
Strengthen the helping forces
Where are we now?
Where do we
want to be?
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Force field planning…. (based on Kurt Lewin 1948)
CURRENT
HELPS HINDERS
FUTURE
Succe
ss Crite
ria
helps
helps
hinders/barrier
hinders/barrier
Identify what helps and hinders in your CURRENT situation, locking you to where you are. Now, weaken the hindering forces and strengthen the helping forces. You will then move closer to your success criteria… The ABACUS planning sheet allows you to create detailed, prioritised plans…. (separate handout)
See ABACUS Planning Sheet to aid this process
© 2013
Self-evaluation Abacus © John Pearce 2006
OutstandingGoodRequires
ImprovementInadequate
BLANK FOR COMPLETION
NAME: Date:
1 The achievement of pupils at the school
2 The quality of teaching in the school
3 The behaviour and safety of pupils
4 The quality of leadership & management
Spiritual, moral social & cultural development
The extent to which education meets the needs of all pupils
(add own criteria)
(add own criteria)
(add own criteria)
Overall effectiveness – aggregate of above
© 2013
