1. A Brief Overview of the Irish Inspectorate and its work in schools www.education.gov.ie 29 October 2015 Dr. Suzanne Dillon Assistant Chief Inspector

2. Work of Inspectorate  Context  Priorities Models of Inspection Data use and generation in inspections Overview of Presentation

3. Centralised inspectorate  A division of the Department of Education and Skills Statutory remit under Education Act 1998  Evaluate the quality and effectiveness of educational provision at primary and second level  Support and advise schools, teachers, boards of management  Advise the Minister on educational policy and provision Inspectorate

4. The work of the Inspectorate in context: The Irish school System - structure Primary education Age 4-6 years Infant classes Age 6-12 years 1 st – 6 th classes Second-Level education Age 12-15/16 years Junior Cycle Age 15-16 years Transition Year Age 15/16-17/18 Senior Cycle Third level / Further education Compulsory period 6-16 years

5. Irish school system operating in a challenging context: –Student numbers increased; teacher numbers stable; staffing thresholds changed –Non-replacement of promoted posts- significant changes in leadership of schools –Spending on education increased slightly –Provision of support services (15% of education spending) An ambitious programme of reform in education underway –Literacy and numeracy (primary and post-primary) –Post-primary Junior Cycle reform –Project Maths (post-primary) –School self-evaluation (primary and post-primary) –Reforms to inspection The work of the Inspectorate in context: The Irish school System - challenges

6. Reduction in Inspectorate staff: 154(2009) – 116 – 124 (2012) Introduction of a range of inspection models: better tools –More efficient whole-school evaluations –Unannounced inspections –Revisions to existing models –Follow-through inspections Significant increase in inspection coverage –Inspections in ½ of all primary schools, 93% of post-primary schools (2010-2012) –Inspection of 6,424 probationary primary teachers More focused inspections: –Improvement –Teaching, learning, leadership, management The work of the Inspectorate in context: Reforming inspection

7. Emphasis in the evaluation of schools is changing….. A policing model of external inspection oLocates control and development outside the school o Idea that quality can be “inspected into” the school oRequires significant personnel resources Promoting internal control and development oRecognises that change must be fostered within organisations oBased on a vision of school as a professional organisation oSees inspectors and school personnel as co-professionals From To The work of the Inspectorate in context: Reforming inspection

8. Risk based elements to inspection planning Better data (including parent and student voice) Introduction of school self-evaluation Collaboration with partners Very significant work changes for inspectors The work of the Inspectorate in context : Reforming inspection

9. 9 A balance approach drawing on best international experience and the needs and state of development and culture of the Irish educational system Inspection that supports an improvement agenda in schools and provides accountability to parents, learners and system Effective, structured school self-evaluation focussed on improvement of teaching and learning and accountability to the school community Evidence-based inspection and self-evaluation A commitment to create an integrated approach to quality assurance in the school system

10. SSE is a collaborative, reflective, inclusive process of internal school review which allows the school: To take the initiative in improving the quality of education that they provide for their students. To affirm and build on what is working well. To identify areas in need of development and to decide on actions that should be taken to bring about improvements in those areas. To report to the school community about the strengths in the work of the school and its priorities for improvement and development. External Inspection balanced by robust school self-evaluation

11. THE SIX-STEP SCHOOL SELF-EVALUATION PROCESS External Inspection balance d by robust school self-evaluation Gather evidence Analyse the evidence Make judgements about strengths and areas for development Write school self-evaluation report Devise school improvement plan Implement and monitor improvement plan

12. Effective school self-evaluation in schools A shared focus on improvement and ultimately on accountability among principal, teachers and board of management A considerable culture change in schools –An openness to asking challenging questions about practice and standards –Using evidence to make judgements –Planning and making changes for improvement –Openness with school community: reporting A process that complements inspection External Inspection balanced by robust school self-evaluation

13. External evaluation and internal self-evaluation are complementary functions – focusing on improvement. External Inspection balance d by robust school self-evaluation Quality Assurance External EvaluationInternal Evaluation WSE (whole-school evaluation) Incidental / Unannounced Inspection School Self-Evaluation Subjects / Programmes / Thematic Follow-through Inspection Teaching and learning Learning outcomes of pupils Improvements in learning Accountability

14. Pause for questions/ clarifications

15. Primary & Post-Primary  Whole-School Evaluation (WSE and WSE-MLL)  Incidental inspection  Thematic / Focused Evaluations  Follow-through Inspections Primary  Newly qualified teachers  Evaluation of schools attached to High Support Units, Special Care Units and Children Detention Centres  SEN Provision in Mainstream Primary Schools (in development)  Curriculum area evaluations (in development) Post-Primary  Subject Inspection  Evaluations of Centres for Education Range of external evaluation models

16. Primary level –Almost 800 whole-school evaluations –Over 1,100 incidental inspections –Thematic inspections in 34 DEIS schools –Almost 36,000 confidential pupil questionnaires –More than 47,000 parental questionnaires Post-primary level –Almost 190 whole-school evaluations –Over 1,400 subject inspections –62 programme evaluations –Thematic inspections in 34 DEIS schools –Over 29,000 confidential student questionnaires –More than 20,000 parental questionnaires Inspection coverage 2010- 2012 included:

17. Three phases in evaluation: a. Before the inspection visit Notice Documents b. During the inspection visit Meetings Questionnaires Classroom visits Documents Feedback meetings School self-evaluation Evaluating professional practice c. Following the inspection visit The inspection report Conducting an evaluation

18. Evaluation activities include all or some of the following:  Lesson observation  Questionnaires for parents, students and teachers  Meeting(s) with the school’s board of management and/or patron  Presentations by school management to the inspection team  Meeting(s) with the school principal and/or the in-school senior management team  Meeting(s) with teachers  Meeting(s) with parents  Focus group meeting(s) with students  Review of school documentation Conducting an evaluation

19. Whole-School Evaluation (WSE and WSE-MLL):  School management, Leadership, Planning  Curriculum implementation  Teaching and Learning  (MLL) – Implementation of recommendations in earlier inspection reports  School self-evaluation and the capacity to implement recommendations  Reports published on website of the Department of Education and Skills Range of evaluation models

20. Incidental Inspection:  Unannounced inspections  Purpose: evaluate aspects of education  Normal conditions  Focus: teaching, learning, achievement, supports  Quality of learner’s educational experience  No written report Range of evaluation models

21. Follow-through Inspection:  Short notice (2 days) inspections  Purpose: evaluate implementation of key recommendations in earlier inspection report  In development  No published report currently Range of evaluation models

22. Thematic Evaluations:  Examine, evaluate and report on the quality of aspects of the school system, value for money issues, innovations and policy issues  Flexible, responsive, designed for a specific purpose  Examples: SPHE, DEIS, creation of a positive school culture Range of evaluation models

23. Pause for questions/ clarifications

24. Data provided to inspectors in advance of an inspection visit:  School profile  Reports from earlier inspections  SUmmary Record of Evaluation (SURE) data Data and Evaluation

25. Sample school profile (primary) 1 Data and Evaluation

26. Sample school profile (primary) 2 Data and Evaluation

27. Sample school profile (primary) 3 Data and Evaluation

28. Sample school profile (primary) 4 Data and Evaluation

29. Data generated by an inspection visit:  School information form  Questionnaire data – parents, pupils/students, teachers  Evaluation report  SUmmary Record of Evaluation (SURE) data  Additional documents gathered Data and Evaluation

30. SUmmary Record of Evaluation (SURE) form:  Record of documents provided by the school  Record of meetings and other activities  Record of inspection reports reviewed  Record of data reviewed in advance  Summary of ratings of each lesson observed (1-4)  Summary of key findings and recommendations Data and Evaluation

31. SURE form: Data and Evaluation

32. SURE form: Data and Evaluation

33. At school level:  Post-evaluation meetings which facilitate professional discussion  Written reports  Reports on data returned through questionnaires administered to students, parents and teachers At Inspectorate level:  Data re history of evaluation, summary record of evaluative judgements, informs planning of further inspections At system level:  Policy formation  Composite reports on aspects of educational provision Sharing evaluation findings

34. Whole-School Evaluation Management, Leadership and Learning Introduction Brief introduction to the school and its context. SUMMARY OF FINDINGS AND RECOMMENDATIONS FOR FURTHER DEVELOPMENT  Key Findings  Recommendations for Further Development QUALITY OF SCHOOL MANAGEMENT AND LEADERSHIP School ownership and management Effectiveness of leadership for learning – Leadership of staff – Leadership of students  Management of facilities QUALITY OF LEARNING AND TEACHING Preparation for Teaching Teaching Learning IMPLEMENTATION OF RECOMMENDATIONS FROM PREVIOUS EVALUATIONS THE SCHOOL’S SELF-EVALUATION PROCESS AND CAPACITY FOR SCHOOL IMPROVEMENT The School’s Self-Evaluation Process The School’s Capacity for Improvement Report Template

35. Go raibh míle maith agaibh. Thank you