1. Key messages related to quality assurance management Trust Tools Time http://www.cedefop.europa.eu/en/publications-and-resources/publications/4107

2. 1. Place evaluation in a continuous cyclical process of quality improvement Developing a shared understanding within the school to ensure that internal school assessment is not seen as a one-time event, but as a tool for development of quality. Evaluation, either external or internal, should be seen as part of a cyclical process: from planning, through doing, through checking, to acting (Demingʼs wheel of Plan-Do-Check-Act cycle) and over again. It is a fundamental principle of introducing change and improvement in schools.

3. 2. Ensure cooperation between the schools, responsible authorities and decision-makers. Quality assurance systems are often seen as imposed top down rather than as ʻsharedʼ. External evaluation can only be successful as a shared responsibility, based on a solid partnership among all stakeholders, from schools to policy-makers. Responsible local and regional authorities can work as mediators between the schools and policy-makers.

4. 3. External evaluation should praise the strengths External evaluation should identify good practices and praise achievements, not just concentrate on weaknesses. This positive approach contributes to removing resistance to external evaluation and to developing a culture where schools benefit from one anotherʼs work.

5. 4. Self-assessment needs universal support While leaders are key figures in initiating change, self-assessment should not be carried out by the head master or a self-assessment team in isolation. Self-evaluation will be successful only if the whole school community understands and embraces the process, contributes to it, is aware of the results, participates in decision-making. School management partners other staff members teachers students parents School board

6. 5. Quality improvement requires empowered schools Schools need to build capacity to develop a continuous improvement process. Many need support, as they lack the expertise and resources to set up and carry out self-assessment. Self-assessment models and indicators, online questionnaires and analysis tools can be provided, as well as direct support in carrying out self-assessment.

7. Stavangers web based quality assessment tool Pupils` survey National tests Drop outs marks school Stavanger

8. Pupils` survey – pupils` satisfaction Quiet during lessons Students motivation for school classroom management learning environment

9. Pupils` survey - quality of the learning environment in class

10. Pupils` survey – a school's results broken down by school classes Students motivation for school classroom management learning environment Students motivation for school classroom management learning environment Do you want to have your child in class 10 A or in 10 B?

11. Pupils` survey - analysis of contexts class 10 A and class 10B failing academic success Quiet during lessons Noisy during lessons experience academic success failing academic success

12. Procedures for the monitoring of national exams and surveys (example from one of our schools) 1.Follow-up meeting with actual teachers within a week after the results are available. Assisting head teachers are responsible for arranging the meeting. Topics for follow-up discussions: STUDENT LEVEL Do the results reflects the expected academic ambitions? Any results that differ from the expected results? Do mark results vary between classes at same grade? Any unexpected average level of results (higher/lower marks?) Why? How do we follow up the pupils’ results? What will be done to support the students who are at the lowest level of proficiency? SYSTEM LEVEL Do we utilize teaching skills right? Is the way we have organized the teaching optimal in terms of learning? How do we share the experiences from the current results?

13. 2. The teachers department leaders work together to organize and make the necessary adjustments that are needed to be implemented. A written Plan of Action and a follow-up plan will be made. Plan of Action specifies deadlines and responsibilities. 3. Teaching staff will be informed about the results. 4. Parents will be informed about the results. 5. Compulsory evaluations and surveys will be provided to the School Board along with suggestions for follow-up measures. Procedures for the monitoring of national exams and surveys

14. Quality assurance management - Signs of good practice in Stavanger The school leadership develops a common platform for the educational work. The school leadership sets targets for the school's development. The school leadership analyzes results from national tests, surveys, grade results, pupils and parents surveys. The school leadership will follow up the school's results in dialogue with staff, pupils and parents. The school leadership ensures that each pupil's learning results are always in the center. The school leadership implements systematic professional development initiatives in order to achieve better results. The school leadership motivates development and stimulate entrepreneurship and innovation. School administration follows up all employees and provide regular feedback on work performed. The school leadership focuses on developing an organization with broad expertise and high capacity. The school leadership facilitates that the employees regularly share experiences and critically examine their own practice in a professional learning community. The school leadership set aside time to read the literature and familiarize themselves with recent research