R EVISING ERO’ S E ARLY C HILDHOOD E DUCATION R EVIEW M ETHODOLOGY Early Childhood Council Annual Conference 2012 26 May 2012.

Slides:



Advertisements
Similar presentations
Developing A National Early Parenting Research Framework ARACY Conference Melbourne 2 – 4 Sept 2009.
Advertisements

journeytoexcellence.org.uk How good is our school?:
The Journey to Excellence package Part 1: The concept of excellence and the 10 dimensions Part 2: Examples of each dimension Part 3: How good is our school?
All-Age Integrated Commissioning Strategy (Health and Wellbeing) CAS Voluntary Sector Forum workshop 17 July 2014.
Head of Learning: Job description
Parents as Partners in Education
A HISTORICAL PERSPECTIVE SCHOOL READINESS:. WHERE DID WE START? 1999 : KSDE began working with Kansas Action for Children to define School Readiness 2000:
David Taylor Formerly Director of Inspection, Ofsted
HR Manager – HR Business Partners Role Description
An introduction to the Queensland kindergarten learning guideline
1 Family-Centred Practice. What is family-centred practice? Family-centred practice is characterised by: mutual respect and trust reciprocity shared power.
Moving forward with Curriculum for Excellence Phil Denning HMI.
The Early Years Learning Framework (EYLF)
Implementing Values through Community Action Research Dr Josephine Bleach
Area Officer Skills for Care – Surrey
Consistency of Assessment
Performance management guidance
CHILDREN’S SERVICES in Hartlepool Every Child Matters Coaching and Mentoring.
RTLB Principal and Cluster Management Induction Expectations and Support February 2012.
Assessment in the early years © McLachlan, Edwards, Margrain & McLean 2013.
Our three year strategy >Our vision >Children and young people in families and communities where they can be safe, strong and thrive. >Our mission >Embed.
Overall Teacher Judgements
‘What works’ and making it work for you Dr Graham Stoop Dr Carol Mutch Education Review Office 1 First-Time Principals’ Residential Course.
University of Strathclyde Faculty of Education A long history in the field of teacher education (Early Years, Primary and Secondary) and the graduate training.
Transforming lives through learning Profiling Education Scotland.
APAPDC National Safe Schools Framework Project. Aim of the project To assist schools with no or limited systemic support to align their policies, programs.
POLICY ON THE SOUTH AFRICAN STANDARD FOR PRINCIPALSHIP EMASA CONFERENCE PRESENTATION JAMES NDLEBE 1.
The revised Common Inspection Framework for further education and skills Charlie Henry HMI Principal Officer Special Educational Needs and Disability Natspec.
How can ERO review the quality of education in centres if they don’t know what children are learning? 6 th Annual Early Childhood Education Associate Teachers’
Joint Area Review Overview. What is a JAR? Q. What is a Joint Area Review (JAR)? A. A JAR provides a comprehensive report on the outcomes for children.
Early Help Strategy Achieving better outcomes for children, young people and families, by developing family resilience and intervening early when help.
JOINT STRATEGIC NEEDS ASSESSMENT Rebecca Cohen Policy Specialist, Chief Executive’s.
Celebrating Nursery School Principles and Practice Margaret Edgington Independent Early years Consultant.
Strategic Plan Kidsafe NSW Inc.. ‘A Safer World for Kids’ Kidsafe NSW Inc.
Engaging students through transition Wellbeing & Community Partnerships Unit Catholic Education Office Melbourne.
Nursery Teachers Day 1 Every school A Good School Implications for Nursery Practice October 2009.
Active Learning Curriculum for Excellence Moira Lawson.
Lynwood Park Public School Cyclical Review Report Date: 9-13 March 2012.
Making self review work for you Julie Foley & Dave Shepherd Education Review Office October 2010
A Curriculum for Excellence At the heart of an active learning approach is the creative, adaptable professional who can enjoy developing the ideas that.
FLAGSHIP STRATEGY 1 STUDENT LEARNING. Student Learning: A New Approach Victorian Essential Learning Standards Curriculum Planning Guidelines Principles.
1 SHARED LEADERSHIP: Parents as Partners Presented by the Partnership for Family Success Training & TA Center January 14, 2009.
Presenters - Janine Ryan and Margaret Swan. Lanarkshire’s Parenting Support Strategy.
Early Childhood Transition Part C Indicator C-8 & Part B Indicator B-12 Analysis and Summary Report of All States’ Annual Performance Reports.
QUALITY ECD FRAMEWORKS OSISA REGIONAL ECD CONFERENCE 3 TO 5 DECEMBER 2013 DR JULIANA SELETI UNICEF SOUTH AFRICA.
Kathy Corbiere Service Delivery and Performance Commission
Transforming practice: Policy lessons from an evaluation of New Zealand’s ECE strategic plan Linda Mitchell University of Waikato Presentation to Early.
AES Sydney Education Review Office Retention or Education? Ko te Tamaiti te Pūtake o te Kaupapa The Child the Heart of the Matter Elizabeth Welch.
1 NZPF Moot – April 2008 Graham Stoop Chief Review Officer.
PowerPoint Guidance Layout for title or holding page By Creative Services Text should be ranged left, used in white only and main headings be set in 30.
Helping Teachers Help All Students: The Imperative for High-Quality Professional Development Report of the Maryland Teacher Professional Development Advisory.
The National Quality Standard The National Quality Standard (NQS) is a key aspect of the NQF and sets a national benchmark for early childhood education.
Leading Parent Partnership Award Why is Parent Partnerships so important at Newton Farm School?
Catholic Identity & Mission, Engaging, Learning, Knowing, Responding The Better Together resource has been developed to assist Catholic school communities.
Education Partnerships A conversation starter for school leadership teams and teaching staff.
Y1 SBT Workshop EYFS Input Please ensure you have registered your name before you take a seat.
The Workforce, Education Commissioning and Education and Learning Strategy Enabling world class healthcare services within the North West.
Raising standards improving lives The revised Learning and Skills Common Inspection Framework: AELP 2011.
Modernising Nursing in the Community Jane Harris Programme Manager.
Clerks’ Annual Conference 2010 Clerking towards an “Outstanding” Governing Body Steve Telfer Leadership & Governance.
Self Review Made Easy – The purpose, process and benefits Facilitated by Bridgit Williams.
The Early Years Learning Framework:
External Review Exit Report Campbell County Schools November 15-18, 2015.
Strong leadership and whole school engagement – How does this happen? Rationale: Whole school change occurs when the leadership team has a common vision,
Title of the Change Project
Southampton City Council School School Improvement Service
Poster 1. Leadership Development Programme : Leading Cultures of Research and Innovation in Clinical Teams Background The NHS Constitution is explicit.
Presentation to SICI General Assembly Malta 3 October 2017
Our new quality framework and methodology:
Code of Conduct for Staff Members
Presentation transcript:

R EVISING ERO’ S E ARLY C HILDHOOD E DUCATION R EVIEW M ETHODOLOGY Early Childhood Council Annual Conference May 2012

ERO’ S ROLE AND PURPOSE ERO is an independent external evaluator ERO has a dual purpose in helping to bring about improvements in the quality of education provided for children, while ensuring accountability; and ERO provides information for parents, communities and the Government to inform their decision making

ECE REVIEW METHODOLOGY Last ECE methodology change was in from Accountability Reviews to Education Reviews. This signalled an overt shift in ERO’s focus from accountability to improvement ERO has continued to make changes to its processes so that reviews are increasingly context-specific and formative.

W HAT IS MEANT BY METHODOLOGY IN THIS CONTEXT ? The theoretical framework and processes for undertaking ERO reviews, including time frames for reviews, and all related documentation

Which services are included in the scope of the ECE review methodology project? Most early childhood services including education and care centres, kindergartens, Playcentres, Aoga Amata, and a small number of Māori immersion services. Outside of the project scope at this time Home-based care networks Hospital based services Kōhanga Reo The current processes for ERO reviews will be used until the methodologies for these services are revised.

Some specific aims of the revised ECE methodology are to: Promote improvements in quality in all EC services Promote positive outcomes for Māori and Pacific children Increase the focus on provision for infants and toddlers

Increase utilisation of ERO findings Provide greater clarity for parents about the quality of the service Efficient and effective use of ERO’s resource in a growing sector Encourage service accountability and support effective self review

Pou Whakahaere how the service’s vision and philosophy is determined, guides decision making and gives direction to achieve positive outcomes for all children Pou Ārahi how the leadership and capability of all involved, including educators, enhances positive outcomes for children Mātauranga whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children Tikanga Whakaako how approaches to teaching and learning respond to diversity and support positive outcomes for children N GĀ P OU H ERE

C ONNECTING AND LINKING NGĀ POU Within the pou, ERO considers the effectiveness of partnerships with whānau and self review. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children Capacity is a key theme through the methodology

Our evaluative focus is always context specific – this will mean that the extent to which we investigate each pou will be different in in each service

O UR CURRENT FOCUS Education reviews in early childhood focus on the quality of education. For ERO this includes the quality of: the programme provided for children; the learning environment; and the interactions between children and adults. Contrast this with our new focus

C LUSTER REVIEWS Cluster reviews are a way to think differently about our processes for reviewing services that have an umbrella management body. The aims for cluster reviews are to 1. Make use of ‘umbrella’ and centre self review 2. Build service/organisation capacity in self review 3. Be more efficient 12

D IFFERENTIATED RESPONSES ERO is working towards having different approaches and possibly different return times depending on the capacity of the service

S O WHAT DOES THIS ALL MEAN FOR YOU ? Reflect on the quality of your self review Become familiar with the Self Report Learn to speak with confidence about your practice and review processes

T IMELINES We aim for the new methodology to be implemented from term During term 1 & 2 we are trialling various elements of the new process. The feedback we receive from services will help us to develop useful and manageable approaches to reviewing in the ECE sector.

C OMPLEMENTARY EVALUATION Complementary evaluation is where internal (service self review) and external (ERO review) evaluation come together to usefully contribute to each other Complementary evaluation will underpin ECE reviews. This means there will be a stronger emphasis on service self review and building capacity in self review

S ELF REVIEW IN ECE.. WHERE HAVE WE COME FROM ?

N GĀ A ROHAEHAE W HAI H UA Relationships Evidence Vision Improvement Ethics Wisdom Relationships Evidence Vision Improvement Ethics Wisdom

GMA6 Governance Management & Administration criterion 6 An ongoing process of self-review helps the service maintain and improve the quality of its education and care. Documentation required 1. A process for reviewing and evaluating the service’s operation (for example, learning and teaching practices, philosophy, policies, and procedures) by the people involved in the service. The process is consistent with criterion GMA4, and includes a schedule showing timelines for planned review of different areas of operation. Recorded outcomes from the review process.

What we are interested in the EC Service’s internal evaluation/self review: what the EC service knows about the quality of what it does for children/students – its own effectiveness; how it knows this – the nature and quality of its review processes and evidence; and what it does with what it knows, to bring about continuous improvement in outcomes for children

C OMPLEMENTARY EVALUATION An evaluation approach that balances external ERO review with service self review according to each service's circumstances. 22 ERO REVIEW EC SERVICE SELF REVIEW EC services with very limited self review EC services sustaining high quality provision and continuous improvement through effective self review EC services operating well with established processes of self review

ACTIVITY Thinking about your service’s self review on this continuum, where would you place your service and what are the features of your self review that contributed to that decision? Share in small groups Limited SR Highly effective self review Self review that meets requirements

U PDATE OF THE ECE EVALUATION INDICATORS The evaluation indicators: are linked to factors that contribute to positive outcomes for children’s learning and development are supported by current theory and research are consistent with widely acknowledged good practice align with the current priorities of the Government and ERO promote consistency by providing guidance for reviewers undertaking reviews in early childhood services.

P URPOSE OF THE EVALUATION INDICATORS For ERO, the evaluation indicators: support the implementation of Ngā Pou Here review framework keep the reviews focused on the factors that contribute to successful outcomes keep the importance of success for Māori children to the fore assist ERO reviewers to consider what is significant when making judgements about how well placed the service is to promote positive outcomes for all children provide a basis for discussion with service personnel about what they know about the quality of education and associated outcomes for children who attend their service.

P URPOSE OF THE EVALUATION INDICATORS For early childhood services, the evaluation indicators: assist them to be more responsive to their diverse groups of children and their families make the review process transparent and consistent in quality help them to understand the basis on which ERO makes it judgements focus them on factors that contribute to positive outcomes for children provide a tool to assist them with their own self review help to build their evaluation capacity by modelling evaluative questions and evidence-based judgments.

C ONSULTATION – WE WANT YOUR FEEDBACK External consultation will be undertaken on the indicators as part of wider consultation on the new ECE methodology (ERO’s approach to education reviews in early childhood services) through ERO’s website through presentations and meetings with sector groups

Ko te Tamaiti te Pūtake o te Kaupapa The child is the heart of the matter Mary-Louise Stocker Project Manager ECE Review Methodology Sandra Collins Senior Evaluator, Project Manager for ERO’s ECE Indicators