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Monitoring and Evaluating

Last post 08/07/09 at 07:34 by axiomatic, 1 reply

Post started by Trial&Error on 02/07/09 at 23:36

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Posted by: Trial&Error 02/07/2009 at 23:36

Joined on 15/03/2006

Posts 13

I am writing this post for two reasons. Firstly, to make colleagues aware of one mechanism, that is employed in the school that I work in, to assist in the monitoring and evaluation process. Secondly, to find out how other schools approach this process and thirdly to further develop the process that is being used in the school where I work. At present colleagues are aware of the purpose of the review, they know what it entails and when it will be carried out. However, I would like to improve upon, for want of a better word, the paperwork. I am interested in creating a booklet of essential information that is given to each head of department. I guess what I am saying is that I would like colleagues to make me aware of the materials they use when engaging in a monitoring and evaluating exercise.

To clarify, in our school supportative department review consists of classroom observations, book scrutiny, teacher discussion and student voice. To date all parties involved have found this to be a thought provoking and enlightening experience and in many ways has served to reinforce our understanding of leadership and management and learning and teaching being delivered at departmental level.

Look forward to hearing from you.

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Posted by: axiomatic 08/07/2009 at 07:34

Joined on 02/06/2004

Posts 24

This sounds like you have gone some way to establish good practice in relation to monitoring. This approach can build trust and be supportive of professional development.

If you wished to take it further I would suggest that you need to move from 'soft measures' to something a bit more data-driven. Teachers observing teachers, even with very clear agreed criteria, would be considered as too cosy by Ofsted.
You have made no reference here of outcomes. An inspector's test is to say "so what?" Unless you can say what effect your actions are having, it cant be judged as effective (literally).

I would say that you currently do monitoring but you don't do evaluation.
Evaluation needs some quantitative measures.
Unless you can say something like 'as a result of lesson observations and focussed CPD in Dept X, exam grades for lower-attaining boys increased by two to three grades between 2008 and 2009'.

I know it sounds a bit like statistical semantics but a statement like this is a measure of impact. Without such impact measures we may be deceiving ourselves that our teacher-friendly monitoring systems are an outcome in themselves. They aren't, and it is a common fault that lets schools down in an inspection. The only outcome that counts is improvement to pupil achievement. If you don't focus on that you could be accused of having your priorities confused - and that is a test of your leadership.