1. Action research: Two levels
Sigurlina Davidsdottir
Penelope Lisi

2. Context
Two researchers have worked with four schools since 2000 to help with self-evaluations
We have used “deliberative democratic evaluation”:
Inclusion (everyone interested can participate)
Before the evaluation, discussions about what to evaluate, evaluation questions, etc. (dialogue)
After data is in, discussions about what to do with them (deliberation)

3. What to expect (Fullan, 2001)
1. Data is collected
Decisions are made on which processes will be looked at
A few teachers take on the main bulk of the job
A few teachers evaluate their own work, still limited
2. Increased cooperation
Groups begin to cooperate and discuss each others’ viewpoints
A few options appear and are discussed when making decisions
Cooperation leads to more teacher job satisfaction
3. Changes in school structure
More than just changes in teaching practice
Problems discussed and solved within the groups and the school
Changes in practice are based on data
4. Changes leading to better teaching and learning
When the first three levels are in place, the bulk of the job can now concentrate on what happens in the classrooms

4. What actually happened
Exactly what Fullan said:
Ist year: groping around for methods.
A few teachers active
A few more taka a positive stand, little action
2nd year: much more cooperation
Groups begin to meet regularly for discussions
Cooperation across departments
Increased teacher job satisfaction
3rd year: Data driven decision making
Evaluation methods are now the norm
Quite some work is being done within departments
4th year: Grassroots initiatives
Teachers want help with action research within their classrooms

5. What is needed for self-evaluation in schools to be successful?
Teachers “own” the evaluation, feel that this is their job
“Discussions with peers have been key here”
School culture values self-evaluation
“Strong, positive associations between staff and principal encourage us to try out new approaches”
Context is conducive to cooperation
“Major changes are discussed with teachers”
Teacher development is facilitated
“The school provides us with time for development in our jobs”
School authorities support the evaluation efforts
“Without support from our principal this would not have been possible”
Teachers are enthusiastic about new approaches
“We are beginning to understand that this does not hurt and data can be a tool in our hands”

6. Action research on two levels
What was done on the school level was action research in itself:
Teams from the schools met and decided:
What would be evaluated
What would be the major evaluation questions
How to collect data to answer them
When data was in, the teams decided:
What the data was telling them
How to go about making a development plan
How to evaluate the results
Then the individual departments wanted more:
Help in doing their own action research projects
Making data help them at their own classroom level