1. 11:00-11:45 ETTEKANNE
How ARE the results of internal and external evaluation useD AT SCHOOL LEVEL?
Toomas Kruusimägi

2. toomas kruusimägi / TEC
How ARE the results of internal and external evaluation useD AT SCHOOL LEVEL?
INTERNAL
School evaluation system
SELF-EVALUATION
COMMITMENT (PLAN) DISCUSSION
External
Managing for results
LEA Quality Award System
National internal evaluation system
IB evaluation
Regardless of sector, size, structure or maturity, to be successful, organisations need to establish an appropriate management framework.
Our approach at is based on TQM, LEA Quality Award System and the National internal evaluation system. We (the management) believe that the process of self-assessment is a catalyst for school improvement.
Principles:
learner focus
Managing for Results (MFR) of Tallinn School Leaders is a strategic planning and performance measurement that emphasizes use of resources to achieve measurable results, accountability, efficiency, and continuous improvement in State government programs.
Our approach is to use the framework as a practical tool that can be used in a number of different ways:
Key areas:
Leadership – development (improvement) plan, action plan, strategic planning;
Human Resource Management – attraction, selection, training, assessment and rewarding of employers;
Cooperation – public relations, targetgroup involvment, feedback and satisfaction;
Resource Management – budget, ICT, enivonmental issues etc;
Teaching and learning – pupil areng, curriculum design, teaching methods, values and school ethos, talented and gifted as well as SEN (special education), extracurricula-activities;
toomas kruusimägi / TEC

3. toomas kruusimägi / TEC
How ARE the results of internal and external evaluation useD AT SCHOOL LEVEL?
For the good of the organisation Or
For THEM
For THEM – more as a paper excercise
Our approach is to use the framework as a practical tool that can be used in a number of different ways
toomas kruusimägi / TEC

4. toomas kruusimägi / TEC
How ARE the results of internal and external evaluation useD AT SCHOOL LEVEL?
as the basis for
a common vocabulary and a way of thinking;
learning from each other, sharing practices;
as a guide to identify
strengths, what has been achieved;
efficiency of systems and processes;
areas for improvement;
areas for in-service training;
Key areas:
Leadership – development (improvement) plan, action plan, strategic planning;
Human Resource Management – attraction, selection, training, assessment and rewarding of employers;
Cooperation – public relations, targetgroup involvment, feedback and satisfaction;
Resource Management – budget, ICT, enivonmental issues etc;
Teaching and learning – pupil areng, curriculum design, teaching methods, values and school ethos, talented and gifted as well as SEN (special education), extracurricula-activities;
toomas kruusimägi / TEC

5. toomas kruusimägi / TEC
How ARE the results of internal and external evaluation useD AT SCHOOL LEVEL?
as a way to benchmark with other schools
national standardised tests
basic school exams with harmonised questions
national exams
other results and data
Leak tables?
Good results rather a by-product than aim of its own.
Our mission: to create a challenging and diverse learning environment that encourages life-long learning and promotes internationalism.
Added value
All students should reach their goal!
toomas kruusimägi / TEC

6. toomas kruusimägi / TEC
How ARE the results of internal and external evaluation used AT SCHOOL LEVEL?
Values and ethos
Input for
Development / improvement plan
Action plan
Curriculum / syllabus design
LEADERSHIP AND MANAGEMENT
etc
toomas kruusimägi / TEC

7. toomas kruusimägi / TEC
How ARE the results of internal and external evaluation used AT SCHOOL LEVEL?
Unless there is a radical change in the structure of school leadership, few schools will be able to rise to the challenge of enabling all students to meet high standards.
Richard F. Elmore
Anrig Professor of Educational Leadership
Evaluation is a matter of leadership – Helder Guerreiro
Leaders must be able to model the behaviours, the learning and the instructional knowledge they seek from their teachers.
Inspection or self evaluation = level of school autonomy, who makes decisions = trust on schools (heads/principals, teachers and students)
toomas kruusimägi / TEC