1. How good is our school? (4 th edition) Professional learning events November 2015

2. How good is our school? the journey:

3. #HGIOS 4 www.educationscotland.gov.uk/resources/h/hgios4/

4. Aims: Increase your knowledge and understanding of effective self-evaluation using HGIOS?4. Support your professional reflections on using the quality indicators to evaluate and improve your work Provide updates on key national developments and consider how HGIOS?4 contributes to these: Scottish Attainment Challenge National Improvement Framework National Improvement Hub Enable you to contribute to the development of the national improvement hub Support networking and on-going professional dialogue about self- evaluation and improvement.

5. Effective self-evaluation using How good is our school? (4 th edition)

6. The Framework: p15

7. How are we doing? How do we know? What are we going to do now? p.9

8. 200220072015 Self-evaluation  Processes of self- evaluation.  Monitoring and evaluation by promoted staff.  Reporting on standards and quality.  Commitment to self-evaluation.  Management of self-evaluation.  School improvement.  Collaborative approaches to self-evaluation.  Analysis and evaluation of intelligence and data.  Impact on learners successes and achievements. How good is our school? What makes effective self-evaluation?

9. “Making sound judgements about the impact on learners should be central to self- evaluation” p.10

10. How are we doing? How do we know? What are we going to do now? p.20

11. An evaluation of excellent means that “This aspect of the school’s work is outstanding and sector- leading. The experiences and achievements of all children and young people are of a very high quality. An evaluation of excellent represents an outstanding standard of provision which exemplifies very best practice based on achieving equity and inclusion and a deep professional understanding which is being shared beyond the school to support system-wide improvement. It implies that very high levels of performance are sustainable and will be maintained.” p. 62

12. “This new self-evaluation framework highlights partnership and collaboration as significant features of a highly-effective school and a high performing learning system” p.7

13. Collaborative approaches to self-evaluation: p.10

14. Group Discussion: 10 mins In mixed groups of HTs/DHTs/PTs/CTs focus on the level 5 illustration for QI 1.1 (p.20) How is your current approach to self- evaluation similar/different from the approaches described in the level 5 illustration?

15. Further discussion: 10 mins: Choose a theme Theme 1: How do you ensure “a shared understanding of the school’s strengths and improvement needs”? What are the benefits and challenges of partnership/collaborative approaches to self-evaluation? Theme 2: What types of intelligence and data do you currently use? Which aspects of the illustration are your current strengths? What might you need to improve on? Theme 3: To what extent do you currently ensure all stakeholders are engaged in self-evaluation and take responsibility for continuous improvement?

16. Taking a closer look at leadership and management.

17. “The most successful education systems invest in developing their teachers as reflective, accomplished and enquiring professionals who are able, not simply to teach successfully in relation to current external expectations, but who have the capacity to engage fully with the complexities of education and to be key actors in shaping and leading educational change.” Teaching Scotland's Future: Report of a review of teacher education in Scotland, G Donaldson, Scottish Government (2011)

18. “Self-evaluation is an integral part of the Professional Update process. As part of engagement in the Professional Update process individuals should self evaluate using the Professional Standards relevant to them and their context. But what should this self-evaluation look like? Self-evaluation can take many forms and may occur at various stages in the professional learning journey. It will also involve a range of sources to help inform you.” http://www.gtcs.org.uk/standards/Self-evaluation/self-evaluation.aspx

19. “Self-evaluation and reflection are an integral part of leadership development and are the starting point for engagement with the Framework for Educational Leadership.” Self-evaluation should support you to: Reflect on what you have done Think about what you might do next Consider your own progress and development Deeply understand your professional practice, your professional learning and the impact of this on your thinking, professional actions, those you work with/support and the pupils and their learning http://www.scelframework.com/about-us/

20. Leadership and management How good is our leadership and approach to improvement? Quality IndicatorThemes: 1.1 Self-evaluation for self-improvement  Collaborative approaches to self-evaluation  Analysis and evaluation of intelligence and data  Ensuring impact on learners’ successes and achievements 1.2 Leadership of learning  Professional engagement and collegiate working  Impact of career-long professional learning  Children and young people leading learning 1.3 Leadership of change  Developing a shared vision, values and aims relevant to the school and its community  Strategic planning for continuous improvement  Implementing improvement and change 1.4 Leadership and management of staff  Governance framework  Building and sustaining a professional staff team  Staff wellbeing and pastoral support 1.5 Management of resources to promote equity  Management of finance for learning  Management of resources and environment for learning P.16

21. Self-evaluation – taking a closer look p12

23. Group activity: 40 mins Choose either QI 1.2 (p22) or QI 1.3 (p.24) Focus on the themes of the level 5 illustration for about 10 minutes each. Record aspects of the level 5 illustration you think are (a) easy to evidence in your school/department/class (b) quite difficult to evidence Discuss the reasons for your opinion and how you can address the areas of difficulty.

24. Making best use of the features of highly-effective practice and challenge questions.

25. Triangulation p.11

26. Elevator Conversation – 2 minutes! Which aspect of the triangle do you tend to favour in your self-evaluation? Quantitative data People’s Views Direct Observation

27. Level 5 illustration based on each theme Features of highly-effective practice Challenge questions Self –evaluation: looking inwards Where are we now? How do we know? What should we do now? P.9

28. Taking a closer look

29. Group activity: 20 mins Choose a Learning Provision or a Successes and Achievements QI that you feel confident is an area of strength. Focus on the features of highly-effective practice for that QI and use them to reflect on what has been achieved in your school/LA. Work together to produce a set of specific features of highly-effective that you feel exist in your own contexts.

30. Challenge questions: Collegiate Working. Enquiring Practitioners. Well-informed change. Professional Dialogue. Sustainable Partnerships Learning Culture. Creative improvement. Looking inwards, outwards and forwards.

31. Contact us: hgios4@educationscotland.gsi.gov.uk