1. SS21DTIP CEYE-JUNTAEX PRESENTATION
CÁCERES (SPAIN) 14TH NOVEMBER 2018

2. THE AUTONOMOUS COMMUNITY OF EXTREMADURA
AREA:  km²
POPULATION: (26 per m2
PROVINCES: Badajoz and Cáceres
CAPITAL : Mérida

3. RELEVANT EDUCATION DATA
777 State Compulsory education
107 Private Compulsory education
Schools 884
Total
(Compulsory)
Students
(state) (private)
Teachers (Comp.Ed) 43
Inspectors

4. SIGNIFICANT EDUCATION INDICATORS
EARLY SCHOOL LEAVING
EXTREMADURA: 19,2%
SPAIN: 18,3%
UE (2016): 10,7 %
Europe 2020 Target: 10%

5. STUDENTS FINISHING SECONDARY EDUCATION
Extremadura : 84.9%
Spain: 85,4%
COMPULSORY
EXTREMADURA: 78,7% of registered
BACHILLERATO

6. INSPECTORS OF EDUCATION. FUNCTIONS I
a) Supervise and control the operation of the centres, services and educational programs, as well as collaborate in the achievement of the objectives of the system.
b) Advise and supervise the leadership role, teaching practice and improvement plans in the pursuit of educational excellence.
c) to promote and disseminate educational experimentation, innovation and research.
d) participate in the evaluation of the education system and, in particular, in actions by the Agency of educational evaluation of Extremadura in the terms to be determined by regulation.
e) ensure compliance with the provisions in force and the principles and values of the educational system, as well as promoting effective equality between women and men.

7. INSPECTORS OF EDUCATION. FUNCTIONS
f) collaborate in processes that promote educational success, in the plans and strategies of educational intervention for the overcoming of learning disabilities and in absenteeism and dropout prevention.
g) advise, guide and inform the education community in the exercise of their rights and the fulfilment of its obligations, promoting the principle of equal opportunities, as well as the shared value of respect for others.
h) to issue the reports requested by the educational administration or which may arise from the exercise of its function of Inspector.
i) any others assigned to him by the educational administration.

8. POWER AND AUTHORITY OF INSPECTORS
free access to the services and educational centers.
know and directly observe the activities of the educational, public and private centres and services, as well as examine and check how much academic, pedagogical and administrative documentation necessary for the exercise of their functions.
mediate in conflicts that may arise between the different agents of the educational system.
require management staff and the owners of the centres and other agents of the educational system for the fulfilment of current legislation on their performances.

9. INSPECTORATE OF EXTREMADURA. PROCEDURES
REGIONAL GOVERNMENT
PROVINCIAL DEPUTY
GENERAL INSPECTORATE
DEPENDENCY
THREE-YEAR PLAN
ANNUAL REGIONAL AND PROVINCIAL PLANS
WEEKLY MEETINGS
PLANS
Visits to schools (two days a week)
Writing reports
Others
ACTIVITIES

10. SCHOOL IMPROVEMENT PLANS
COMPULSORY FOR SCHOOLS. LAW OF EDUCATION AND INSTRUCTIONS EVERY YEAR.
INSPECTORS SUPERVISE PROGRAMS AND PROJECTS THAT ARE FINANCED BY THE ADMINISTRATION AT THE END OF THE YEAR. SELF-EVALUATION OF THOSE PROGRAMMES REQUIRES DATA (RESULTS, ACHIEVEMENTS).
INSPECTORS SUPERVISE (CONTROL AND EVALUATE) THE IMPLEMENTATION OF THOSE PROGRAMMES.
SCHOOLS GET SUPPORT FOR SELF EVALUATION IN COURSES ORGANISED BY TEACHER-TRAINING CENTRES. VOLUNTARILY.
INSPECTORS CAN ALSO ADVISE AND SUPPORT SCHOOLS IN SELF EVALUATION IN THEIR VISITS TO SCHOOLS

11. TEACHING COMPETENCES SELF-EVALUATION PROGRAMME
VOLUNTARY (60 SCHOOLS )
INSPECTORATE DOES NOT PARTICIPATE
AIM: SCHOOL IMPROVEMENT PLAN
5 DIMESIONS AND 20 INDICATORS PER DIMENSION

12. DIMENSIONS TEACHING KNOWLEDGE MANAGEMENT
PERSONAL PERFORMANCE DEVELOPMENT
INSTITUTIONAL COMPETENCE
INCLUSIVE CULTURE
COLLEAGUE COOPERTION

13. PROCEDURES FILLING QUESTIONNAIRES TO ASSESS STRENGTHS AND WEAKENESSES
REPORT OF A PANEL OF EXPERTS BASED ON QUESTIONNAIRES ANALYSIS
SCHOOL ANALYSIS OF EXPERTS’ REPORT IN ORDER TO SELECT A DIMENSION TO BE IMPROVED
IMPROVEMENT PLAN

14. PRESENT FACTS AND CHALLENGES
School evaluation in Spain and particularly in Extremadura, is an unresolved matter
Self Evaluation seems to be one of the key elements in school improvement.
Some Autonomous communities are combining self evaluation and supervision by inspectors with success.
In Extremadura we have no integral model either for elaborating improvement plans or supervising them. (except for external programs)