1. THE INSPECTION SYSTEM AND THE SCHOOL EXTERNAL EVALUATION
Bilbao, 7 – 8 June 2018

2. Annual Planning 2018 (some figures)
Human Resources
Inspectors: 179
Other Staff: Management, Middle-Management, Senior Officers Administration and Ancillary Staff – 70
Inspections
Planned: 872
Follow Up: 61
Not Planned ???
Bilbao, 7 and 8 June 2018
Helder Guerreiro

3. SCOPE AND MISSION OF THE INSPECTORATE:
To inspect non-higher education schools (nursery schools included) and higher education institutions and the services of the Ministry of Education and Science.
To monitor, supervise, audit and evaluate both pedagogic and financial- administrative areas, in public and private education systems, as well as the Portuguese schools abroad.
To inspect and audit higher education institutions.
Bilbao, 7 and 8 June 2018
Helder Guerreiro

4. INSPECTION PROGRAMMES
Monitoring
Supervision (Control)
Audit
Evaluation
Ombudsmanship and disciplinary activity
International activities
Bilbao, 7 and 8 June 2018
Helder Guerreiro

5. EVALUATION
Aims: To contribute to school development and to school standing improvement
Activities:
External Evaluation of Schools
Evaluation of Teachers’ Training Centres
Bilbao, 7 and 8 June 2018
Helder Guerreiro

6. The External Evaluation of Schools
Framework and Procedures
(in the 2nd cycle)
Bilbao, 7 and 8 June 2018

7. Aims of the External Evaluation
To promote the progress of pupils’ learning and achievements, by identifying the strengths and priority areas where the schools’ actions should improve.
To increase responsibility at all levels, validating the schools’ self-evaluation practices.
To encourage stakeholders’ participation and involvement in school, offering a better public knowledge about the quality of the schools’ work.
To contribute to the regulation of the educational system, providing relevant information for decision-making and school management.
Bilbao, 7 and 8 June 2018
Helder Guerreiro

8. FRAMEWORK
Bilbao, 7 and 8 June 2018
Helder Guerreiro

9. Domains and key factors of evaluation
1. Results
Academic success Expected vs Observed Value
Social outcomes
Community recognition
Bilbao, 7 and 8 June 2018
Helder Guerreiro

10. Domains and key factors of evaluation
2. Educational provision
Planning and articulation
Teaching practices
Monitoring and assessing
Bilbao, 7 and 8 June 2018
Helder Guerreiro

11. Domains and key factors of evaluation
3. Leadership and school management
Leadership
School management
School self-evaluation and improvement
Bilbao, 7 and 8 June 2018
Helder Guerreiro

12. Evaluation Scale Excellent Very Good Good Fair Unsatisfactory
Five levels of performance
Excellent
Very Good
Good
Fair
Unsatisfactory
Bilbao, 7 and 8 June 2018
Helder Guerreiro

13. Team of 3: 2 inspectors + an evaluator external to the Inspectorate
Management
Coordinators
Teachers
Students
Non-teaching staff
Parents
Local Stakeholders
3-5 days at school:
Interviews
The Process
School self-reflection presentation
School ‘fundamental’ docs
School profile / expected value
Document
analysis
Visit to school premises
Pupils room, Staff room, canteen, cafeteria, …
Labs, Gym, Arts. …
Walk through classrooms
Bilbao, 7 and 8 June 2018
Helder Guerreiro

14. BEFORE THE SCHOOL VISIT
Inspectors receive and analyse documentation from IGEC headquarters:
results from satisfaction questionnaires to stakeholders
previous existing reports
file with some demographic and social context indicators (such as number of pupils, of classes, parents’ jobs and academic qualifications, ...), with national exams results and with the expected value (which is calculated by the DGEEC using a statistic model and additional information )
The evaluation team meets to discuss main findings an to prepare their “strategy”
Bilbao, 7 and 8 June 2018
Helder Guerreiro

15. Single schools: three days
THE SCHOOL VISIT
Single schools: three days
Clusters of schools: lasts four or five days
Examples of one agenda:
2017/AEE_16_17_(5_2)_Agenda_de_Trabalho_2.pdf
Introducing the school, by the school Director
Visit around the school /schools of the cluster
Group interviews
Bilbao, 7 and 8 June 2018
Helder Guerreiro

16. AFTER THE SCHOOL VISIT – THE REPORT
Structure: evidences per field of analysis, evaluation of each domain, Strong Points/Areas for improvement
Output: a report that is sent afterwards to the school, which may contradict it
The reports, and every schools contradictory are published on IGEC's website
Every school report stresses major strengths and improvement areas in the school’s performance
The school prepares an improvement plan to respond to the challenges identified by the inspection report
R.pdf
Bilbao, 7 and 8 June 2018
Helder Guerreiro

17. Some misleading assumptions about school evaluation
School views report
Some misleading assumptions about school evaluation
How does internal and external evaluation support schools progress? - School views in a 4-year period on the external evaluation report
Bilbao, 7-8 June 2018
Helder Guerreiro

18. Some misleading assumptions about school evaluation
School views Impact
Some misleading assumptions about school evaluation
How does internal and external evaluation support schools progress? - School views in a 4-year period on the impact of the external evaluation on school self-evaluation
Bilbao, 7-8 June 2018
Helder Guerreiro

19. THE OECD REVIEW – April 2012 Bilbao, 7 and 8 June 2018
Helder Guerreiro

20. THE OECD REVIEW – STRENGTHS
External school evaluation is becoming well established
The external evaluation model embodies a number of features of best practice
Transparency is a feature of the approach
A relationship has been established between self and external evaluation
School leadership is promoted in school evaluation
Schools benefit from some follow-up
Inspections are themselves evaluated
A good basis for further development
Bilbao, 7 and 8 June 2018
Helder Guerreiro

21. THE OECD REVIEW – CHALLENGES
There is a need to strengthen a culture of evaluation and improvement
There is an insufficient focus on learning and teaching
School self-evaluation requires to be strengthened
There is a need to build competence in the techniques of evaluation
The impact of external evaluation is limited
There are some issues about the credibility of external evaluators
There are concerns related to the implementation of school director appraisal
Bilbao, 7 and 8 June 2018
Helder Guerreiro

22. THE OECD REVIEW – POLICY RECOMMENDATIONS
Establish the focus for evaluation as being to improve learning and teaching and student outcomes
Improve the alignment between external and self-evaluation and raise the profile of self-evaluation
Improve the acceptability and impact of external inspection
Consider changes to the length of inspections and of the cycle
Improve the articulation between school evaluation and other policy developments
Ensure school leaders receive appropriate feedback on their performance
Bilbao, 7 and 8 June 2018
Helder Guerreiro

23. THANK YOU FOR LISTENING
QUESTIONS ARE WELCOME
Bilbao, 7 and 8 June 2018
Helder Guerreiro