By John Macbeath
Written for heads and academics, this forward-thinking booklet examines precisely what the connection among inspection and self-evaluation capability for faculties and explores many of the underpinning matters, that includes examples of top perform from profitable colleges. it's packed with helpful suggestion on issues comparable to how colleges can juggle ongoing self-evaluation with OFSTED’s expectancies, tips to use net assets to top virtue and what will be learnt from adventure to minimize the anxiousness within the courting and make it extra of a pleasant and formative adventure for all events. Drawing on case reviews from basic, secondary and distinct colleges, this all-round overview should be of fast curiosity to practitioners whereas additionally providing scholars and aspiring heads and academics a helpful resource of targeted information regarding the procedures of inspection and self-assessment.
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Extra info for School Inspection and Self-Evaluation: Working with the New Relationship
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1 per cent) thought self-evaluation should provide opportunities for the school to hear the views of pupils. 1 per cent of teachers who A view from the schools 19 thought that self-evaluation should be geared towards providing Ofsted with evidence on their schools’ quality and effectiveness. The priority given to different purposes was clarified during group discussion. Raising standards was put into a broader perspective. The purpose of looking at the school through the lens of self-evaluation was seen as making the school a better place for learning.
The higher public profile and newsworthiness of inspection is largely owed to the institution of Ofsted, a politically inspired initiative of the Thatcher government. It effected a paradigm shift in the nature of inspection and its relationship with schools and local authorities. 3 A year later Chris Woodhead was appointed as HMCI to turn that vision into a reality. The politics of the early 1990s was a critical watershed in the relationship between government and schools and has to be understood within the context of a Thatcherite zeal to clear the Augean stables of underperforming authorities, progressive schools, left-leaning teacher unions, wrong-minded colleges of education, agencies of egalitarianism, and HMI too soft and collusive with the educational establishment – the enemy within.
I recognise the tension that you are describing but I think, to be fair, the way which the programme is designed has surfaced that tension. It has been quite open that there is a supportive element but there is quite a tough element in the SIP as well. I think perhaps what you are articulating is ‘Can you quite pull that off? ’ And that is not just about personal characteristics. ’ Isn’t it ultimately about unequal power, the lack of reciprocity in the relationship, the politicised, somewhat inspectorial role of the school improvement partner?