EARLY YEARS AND CHILDCARE ASPIRING LEADERSHIP PROGRAMME Gillian

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EARLY YEARS AND CHILDCARE ASPIRING LEADERSHIP PROGRAMME Gillian O’Rourke & Sheena Lowes

EARLY YEARS AND CHILDCARE ASPIRING LEADERSHIP PROGRAMME Gillian O’Rourke & Sheena Lowes

REVIEW OF LAST WEEK…

REVIEW OF LAST WEEK…

FOCUS OF THIS SESSION HGIOELC- 1. 1 SELF-EVALUATION FOR SELF IMPROVEMENT AIMS • To

FOCUS OF THIS SESSION HGIOELC- 1. 1 SELF-EVALUATION FOR SELF IMPROVEMENT AIMS • To give an overview of the self- evaluation for self-improvement process • To share practice- Sheena Lowes • To share strategies that involve the whole team

WHAT IS SELF EVALUATION? Table discussion & statement Self-evaluation is. . .

WHAT IS SELF EVALUATION? Table discussion & statement Self-evaluation is. . .

RESOURCES TO SUPPORT SELF-EVALUATION

RESOURCES TO SUPPORT SELF-EVALUATION

EVALUATING AND IMPROVING USING HGIOELC? The three key questions: • How are we doing?

EVALUATING AND IMPROVING USING HGIOELC? The three key questions: • How are we doing? • How do we know? • What are we going to do now? Making sound judgements about the impact on learners is central to self- evaluation

MICHAEL FULLAN: THE THREE KEYS TO MAXIMISING IMPACT

MICHAEL FULLAN: THE THREE KEYS TO MAXIMISING IMPACT

The Reflective Practitioner What does this look like? Discuss

The Reflective Practitioner What does this look like? Discuss

QUALITY INDICATOR 1. 1 SELF EVALUATION FOR SELF IMPROVEMENT Task: • Read and highlight

QUALITY INDICATOR 1. 1 SELF EVALUATION FOR SELF IMPROVEMENT Task: • Read and highlight key words or sentences • Discuss • Feedback

SOME KEY WORDS/PHRASES Collaborative approaches to self evaluation • All • Integral aspect •

SOME KEY WORDS/PHRASES Collaborative approaches to self evaluation • All • Integral aspect • Reflect well together • Work well with stakeholders and partners • Agreed rationale • Wide Range of approaches • Engage and listen

Evidence based improvement • Our self evaluation focuses on improved outcomes for children •

Evidence based improvement • Our self evaluation focuses on improved outcomes for children • Local national and international advice and research • . . Evidence to document assess and record children’s progress • Involving children and families in regularly reviewing learning and progress • Sharing good practice

Ensuring impact of success for children and families • Continuous improvement. . . Strategic

Ensuring impact of success for children and families • Continuous improvement. . . Strategic improvement • High quality learning through play is a central focus of our improvement planning • We can evidence clearly the link between self evaluation and improved approaches to how children learn within our setting

SELF EVALUATION IN PRACTICE Sheena Lowes “An approach used at Little Voices”

SELF EVALUATION IN PRACTICE Sheena Lowes “An approach used at Little Voices”

AIM TO ILLUSTRATE THE PROCESS OF SELF IMPROVEMENT THROUGH SELF EVALUATION • How are

AIM TO ILLUSTRATE THE PROCESS OF SELF IMPROVEMENT THROUGH SELF EVALUATION • How are we doing? How do we know? What are we going to do now? • Looking inwards, Looking Outwards, Looking Forwards

THE BEGINNING LOOKING AT THE EVIDENCE • How are we doing? How do we

THE BEGINNING LOOKING AT THE EVIDENCE • How are we doing? How do we know? • Report from QIO • Photographs • Evidence from staff

QIO Report 18/05/14

QIO Report 18/05/14

The Evidence

The Evidence

How are we doing? Getting to know the staff

How are we doing? Getting to know the staff

My vision for the team

My vision for the team

WHAT ARE WE GOING TO DO NOW? • Develop reflective practitioners • Give relevance

WHAT ARE WE GOING TO DO NOW? • Develop reflective practitioners • Give relevance to documentation and SE • Increase confidence • Include staff in the process • Inform and upskill Actions - Inhouse training • Being a reflective practitioner • Looking at change • Explaining significance of documents and relating to practice

Making the documents and process relevant

Making the documents and process relevant

Evidence to action

Evidence to action

Standard and Quality Report

Standard and Quality Report

Little evidence of any real change

Little evidence of any real change

Evaluation of Progress • Very little evidence of change • Learning lost between training

Evaluation of Progress • Very little evidence of change • Learning lost between training sessions and rooms i. e. lack of impact • Had to be more creative • UP until now looking inwards, now need to start looking outwards • What are we going to do now? Training, • Visits to other centres and staff to feedback on return, join cluster

Programme of Evaluation and Monitoring of Practice • Create folder, SE calendar and proformas

Programme of Evaluation and Monitoring of Practice • Create folder, SE calendar and proformas to support SE at all levels • Use of tools at all levels • What was happening? Very little – staff had no input to SQIP and were not personally invested in the actions. • Evaluating myself as leader – Can’t do it all by myself

Looking Inwards, Looking Outwards, Looking Forwards • New idea for collaborative working which would

Looking Inwards, Looking Outwards, Looking Forwards • New idea for collaborative working which would involve teams in discussions around a wide range of issues in the nursery. • Took back and adapted for my setting • Prompted lots of discussion • Very positive feedback from the teams • Gathered their views and used as basis for next steps • Staff much more involved

A new collaborative approach • Statements to be discussed and evaluated by staff. •

A new collaborative approach • Statements to be discussed and evaluated by staff. • to be sorted into sections • Identify 5 key areas for development

The Task

The Task

Identifying Priorities

Identifying Priorities

Evaluating Progress

Evaluating Progress

STAFF WORKED IN TEAMS AND FEEDBACK FINDINGS TO WHOLE GROUP Visuals Posters prepared by

STAFF WORKED IN TEAMS AND FEEDBACK FINDINGS TO WHOLE GROUP Visuals Posters prepared by all groups

SQIP

SQIP

A Word about Consulting Parents

A Word about Consulting Parents

‘It is not always necessary to use a complete quality indicator or the entire

‘It is not always necessary to use a complete quality indicator or the entire framework for effective self-evaluation. However, over a 3 to 5 year period, it would be useful for you to demonstrate selfevaluation using all of the quality indicators. In this way you will build a complete picture of your school’s work and capacity for improvement over time. . . ‘ ‘Self-evaluation should not be seen as an “add-on” or involve lots of additional time and bureaucracy. It should focus on the key work of the school – learning and teaching. Evidence gathered should arise from your ongoing work. ’ ‘Quality indicators or themes from different quality indicators can be bundled together to enable a focus on a particular area of work such as family learning, employability skills or ensuring equity. ’

IDENTIFYING A SUITE OF INDICTORS • Task • Looking through HGIOELC quality indicators and

IDENTIFYING A SUITE OF INDICTORS • Task • Looking through HGIOELC quality indicators and themes, identify which ones relate to the practical example.

IDENTIFYING A SUITE OF INDICTORS • QI 1. 1 – all three themes •

IDENTIFYING A SUITE OF INDICTORS • QI 1. 1 – all three themes • QI 1. 2 – professional engagement and collegiate working theme • QI 1. 3 – all three themes • QI 2. 3 – planning tracking and monitoring theme • QI 3. 2 all four themes

EXAMPLE OF A “SUITE OF INDICATORS”. • 1. 2 Leadership of Learning – To

EXAMPLE OF A “SUITE OF INDICATORS”. • 1. 2 Leadership of Learning – To what extent does our own professional learning reflect the needs of individuals ? How confident are we at building on the knowledge and skills of individual skills and interests which lead to improvement • 2. 3 Learning Teaching and Assessment – Planned experiences are developmentally appropriate and tailored to meet all children’s individual learning needs • 2. 4 Personalised Support – Where appropriate, learning targets are in place specific to individual children • 2. 6 Transitions – We actively work in partnership with others, including the named person, to ensure transition arrangements are effective for all children, in particular for requiring additional support. • 3. 1 Ensuring wellbeing, equality and inclusion – We have effective strategies in place which are improving progress for all children with a focus on those facing challenges such as children from our most deprived area, those who are looked after and those with additional support needs

The How do you know? The triangulation of evidence based information: • Observation of

The How do you know? The triangulation of evidence based information: • Observation of practice • Review data • Gathering people’s views All lead to a robust evaluation of the settings capacity for continuous improvement.

Evaluate Monitor • Check • Assess • Watch • Appraise • Observe • Weigh

Evaluate Monitor • Check • Assess • Watch • Appraise • Observe • Weigh up • Keep an eye on • Supervise • Scrutinize • Examine

Sophisticated approach to improvement Who are we learning from? What difference are we making?

Sophisticated approach to improvement Who are we learning from? What difference are we making? 21 st century learners – ahead of the curve

Standards & Quality and Improvement Plan

Standards & Quality and Improvement Plan

STANDARDS AND QUALITY REPORT • This should be informed by ”intelligence” gathered through self

STANDARDS AND QUALITY REPORT • This should be informed by ”intelligence” gathered through self evaluation from a variety of sources • The report should be written using evaluative language / statements • Informed by information on the impact of current priorities

EFFECTIVE SELF-EVALUATION SHOULD FOCUS ON: • Improvement for the learner • High aspirations and

EFFECTIVE SELF-EVALUATION SHOULD FOCUS ON: • Improvement for the learner • High aspirations and expectations • Knowledge of local community • Partnerships • Removing barriers to success • Identifying strengths and areas for improvement • Involvement of all stakeholders • Inward, outward, forward • Evidence of impact • Self-evaluation to drive change

CEC SUPPORT MATERIALS • Literacy toolkit – indoors and out • Numeracy toolkit •

CEC SUPPORT MATERIALS • Literacy toolkit – indoors and out • Numeracy toolkit • Technology toolkit • Building the Ambition toolkit • Pre birth to three toolkit

EARLY YEARS BLOG HTTPS: //BLOGS. GLOWSCOTLAND. ORG. UK/CE/EARLYYEARS/

EARLY YEARS BLOG HTTPS: //BLOGS. GLOWSCOTLAND. ORG. UK/CE/EARLYYEARS/