1. SICI GA 2012 Prague Implications of OECD Study Graham Donaldson

2. Implications of OECD Study Authoritative and comprehensive world perspective Covers key areas of interest to inspection Provides benchmarking evidence for judgements Highlights areas of common difficulty Offers insights into what and how to improve

3. How can we make best use of it?

4. Influences on inspection Culture/tradition Political environment – national / local / professional Governance Resource State of education

5. Inspection Traditions Control/compliance with statute/policy Teachers School Agent of accountability to stakeholders Improvement Hybrids

6. Plasticity of Inspection Assurer ‘Best buy’ guide Mitigator of risk Catalyst Capacity builder Partnership builder Agenda setter

7. Trends in Educational Policy Central to broader government policy – innovation the norm Increased expectations – scope, relevance, standards Inputs to outcomes – data dominance International benchmarking Increased school autonomy Focus on teacher quality Multiple accountabilities Viral ideas

8. Search for Success Early focus on expansion of provision 1960/70s alphabet soup curriculum reform Standards movement - measurement mania School effectiveness Professional conspiracies – competition & inspection Teachers Matter - “It’s the teacher, stupid” A new synthesis?

9. Lessons from High-Performing Systems Clarity of purpose – values and curriculum High expectations of achievement Enabling all young people to achieve their potential Emphasis on early learning High quality teachers Culture of professional learning High quality leadership at all levels Outward looking with a strong culture of innovation Intelligent accountability Reflective and self-evaluative

10. A New Synthesis? Purpose Balance Alignment Synergies Capacity Focus Impact

11. School Evaluation What purposes does it serve? How well aligned is it with wider educational and professional policy? What is the balance between self evaluation and externality? Are those involved competent? Is there a common language and are there agreed indicators/criteria? Does it focus on what matters? (if it’s not happening in the classroom it’s not happening – Elmore) Does it make a difference? (in the capacity of the school to serve its young people)

12. Implications for SICI Members Use to review aspects of current practice Disseminate messages to inspectors Be proactive in explaining implications for policy

13. THANK YOU