1. Implementation & Evaluation Regional Seminar ‘04 School Development Planning Initiative “An initiative for schools by schools”

2. SDP: Basic Process SDP: Basic Process Review Design Implement Mission Vision Aims Evaluate Proposal Action Plans Monitor Action Adapt practice

3. Implementation

4. What is Implementation? Why is it an Issue? Implementation is: Enacting in the daily life of the school, over time, the decisions agreed in an action plan or the terms of an adopted policy It is an issue because: Implementation must be deliberately and systematically managed or it will not happen as planned and will not deliver its intended outcomes

5. Issues?

6. Sample Concerns about Implementation  Is the implementation being monitored?  How and by whom and when?  Is the implementation happening?  Is what is happening what was intended?  If not, why not?  Is it happening only in part or now and then?  Has it disappeared in the busyness of everyday school life?  Are people informed of progress?  Is the momentum of the implementation being sustained?  Is it delivering its intended outcomes?  Are relevant circumstances changing?  Are these changes being addressed within the implementation process?  Is the implementation being resisted or contested, overtly or covertly?  Over time, does anyone remember the plan or policy?  Does anyone care?  Others………..?

7. You were serious about that! The problem is not finding answers to these questions… The problem is that often nobody asks them! The energy of facilitated sessions and planning meetings frequently fails to carry into a commitment to enact the resultant decisions amid the day to day business of school life Why…….? What would help?

8. Key Ingredients! Time – you need time and time is your enemy! Managing the implementation over time when enthusiasm may flag, events may change and original aims get lost is the key challenge Management Commitment – The process will fall flat if it is not actively supported by senior management and regarded as core school business Realism – expect setbacks but persist and re-engage as often as possible Systematic Monitoring – plans unravel more slowly if they are adaptable ìn design and are guided systematically during implementation Communication – sustain interest and dispel suspicion by regular exchange of information and discussion Evaluation – Have a ‘finishing line’ – even if only to celebrate successes and acknowledge failures– embed in normal practice if it is a winner!

9. Managing Implementation Forms of Monitoring An action plan/policy may be seen as a single initiative or as part of a series in a stage of school development planning Monitoring Implementation may thus be  internal to an individual plan/policy (e.g. a function of assigned roles within an action plan) or  external to several plans/policies (e.g. the job of a steering committee or SDP coordinator) or both!

10. Implementation Checklist Who is monitoring the implementation of the plan? Is what is being done consistent with the agreed tasks? Are the tasks still in line with the original targets and priorities? Are changes in circumstances or unexpected developments being responded to appropriately? Do partners get appropriate reports on the progress of the plan? HOW DO YOU KNOW?

11. Sample Action Plan Priority: Communications – Internal & External Target: To improve communications among staff by Christmas ‘04 TASKSWHEN?WHO?RESOURCESSUCCESS CRITERIA (Implementation)

12. Action Plan – TASKS Priority: Communications – Internal & External _______________________________________________________________________________________ Target: Target:To improve communication among staff by Christmas ‘04 TasksWhoHow Order Board & markers & clear weekly When Mid-term Every 2nd Wed Per 9 Resources Cost of Board & markers 3 periods meeting & IT expertise cost Success Criteria - Board in staff room & in regular use for routine information White-board in staff room Staff Communication post-holder 15 th Sept Staff News- letter Principal (ed), IT coordinator & Newsletter sub-committee Info Y Heads, staff & principal Newsletter circulated Materials approved Information available 6 mini meetings Whole staff Principal arrange agenda Shorten class P. Briefing & pre agenda – max 3 items 6 class Periods & Agenda Meetings attended Reports & agenda comprehensive

13. Workshop 1 Drawing on your own experience! What do you think are the obstacles to effective implementation of this action plan in your school? What would help to achieve effective implementation of the plan?

14. Evaluation

15. What is Evaluation? Why is it an Issue? Evaluation is: The process whereby you identify the favourable and/or unfavourable outcomes of a plan or policy, after a given phase of implementation, in the light of original intentions and subsequent experience It is an issue because: Schools are not used to evaluation and find it technically challenging and culturally alien

16. Issues?

17. Sample Concerns about Evaluation What does evaluation mean? Why is it being done? Who is doing it? Who is going to get the results of the evaluation? What will the information be used for? Will evaluation lead to practical changes? Are individuals being appraised? Does this link in any way with external evaluation? Where is the time for all this coming from? What is meant by ‘evidence’? Will this lead to league tables of subjects within the school? Are parents and students involved? Is the teacher’s professional autonomy under threat? Is there training for this kind of thing? Others…….?

18. Summative Evaluation Did it happen? Did it achieve the desired outcomes? Are there any unintended outcomes? In cost/benefit terms was it worth it? HOW DO YOU KNOW?

19. Review & Evaluation An example Policies 03-04  Five standardized tests per year  Standardization of home-work – year groups  Home-work book 1. Did it happen? 2. What worked well? Evidence? 3. What did not work well? Evidence? 4. Should we a) Continue? b) Change? c) Stop? 5. What changes should we make?

20. Self-Evaluation Teachers are not generally trained as evaluators but they possess unique knowledge and insight into their schools. Critical indicators for school improvement are often identified through self evaluation School Self-evaluation can help schools to learn how to find and apply data constructively and so base decisions on evidence promote valuable stakeholder reflection on the effectiveness of their school offer an opportunity to take ownership of decisions about the future direction of the school create capacity, especially in terms of teacher reflection and professional discussion

21. Self-evaluation Tools Quantitative Desk Research Closed Questionnaires Checklists Standard Forms Logs, Diaries, Recordings etc. Evaluation Grids Qualitative SCOT Analysis Open Questionnaires Interviews/Focus Groups Force Field Analysis Spot Check Critical Incident Analysis Self-evaluation Profile Summative record combines both Refer to Unit 3 p. 3-10 & Unit 5 p. 8-11

22. Evaluation – key questions At what point will the evaluation be conducted? Who will conduct the evaluation? What questions do you want answered? From whom do you want to get information? What indicators of success do you intend to employ?

23. Evaluation – key questions What means will you use to collect the information you need? What resources will be needed? What timescale will be followed? How do you intend to use the findings? Who will be informed of the outcomes? What means will you use to communicate the findings to the relevant partners?

24. Workshop 2 Drawing on your own experience Using key questions as a guide, how would you set about evaluating the given action plan in your school? What problems might you expect to encounter? How would you address them?

25. Evaluation – How is it currently done? Informal Formal Taking your own experience explore the following questions in relation both informal & formal evaluation: Who? How? When? Where?