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5 results on '"whole-school evaluation"'

1. The role of supervisors in the implementation of the Integrated Quality Management System in schools

Author

Martha Motshaki Mamabolo, Khashane Stephen Malatji, and Lydia Kgomotso Mphahlele

Subjects
development appraisal, integrated quality management system, performance measure, supervisor, whole-school evaluation, Education (General), L7-991, Special aspects of education, LC8-6691
Abstract

The aim of the study reported on here was to evaluate the roles of supervisors in the implementation of the Integrated Quality Management System (IQMS) in South African schools. The supervisors are the School Management Teams (SMTs), namely principals, deputy principals, or heads of department (HoD), circuit managers, and district coordinators. We followed a qualitative approach to evaluate the implementation of the IQMS based on supervisors’ perspectives. A case study research design was used with an interpretive paradigm to evaluate the day-to-day practices of the IQMS. The population in this study consisted of 38 supervisors (circuit managers, principals, deputy principals and HoDs). Purposive sampling was used to select 12 participants who have been supervisors in the past 10 years. Data were collected through individual semi-structured interviews and document analysis. Kolb’s learning theory was used as a theoretical lens to evaluate how the IQMS was applied in the circuit under study. Thematic analysis was used to analyse the data. The study revealed that there was no proper implementation of the IQMS in schools. Teachers conducted the IQMS for monetary reward instead of quality assurance. We conclude that the roles and responsibilities of supervisors are crucial during the implementation of the IQMS in schools, and that a huge discrepancy existed between the perceptions of supervisors and educators. We recommend that continuous training for both supervisors and educators is necessary for better implementation.

Published
2022
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2. Assisting School Management Teams to construct their school improvement plans: an action learning approach.

Author

Van Der Voort, Geoffrey and Wood, Lesley

Subjects
*SCHOOL management teams, *SCHOOL improvement programs, *ACTION research in education, *COLLABORATIVE learning, *CAREER development
Abstract

This article reports on a first cycle of a larger action research study conducted to determine how Circuit Teams could support School Management Teams of underperforming high schools towards whole-school development. Although it is a mandated requirement by the Department of Education, none of the four schools involved in the study had developed a school improvement plan, a necessary first step towards whole-school development. In this article we focus on the collaborative intervention we designed to meet the identified needs of the participants regarding the construction of a school improvement plan. A qualitative baseline study revealed the School Management Teams' general disregard towards the school improvement plan as well as limited insight into what skills they needed to develop it, and their imperfect understanding of whole-school development. We explain the action research process we took to facilitate a clearer understanding of the school improvement plan and how to develop it. The data analysis revealed that the collaborative learning experience ignited feelings of empowerment, increased motivation to collaborate with the Circuit Teams towards whole-school development, and generally assisted the School Management Teams' resolve to improve the management of their respective schools. These findings present evidence that suggests the value of an action learning approach to the professional development of School Management Teams, but the process could be equally useful to encourage sustainable change in varied contexts of continued professional development. [ABSTRACT FROM AUTHOR]

Published
2014

3. Toepaslikheid van geheelskoolevaluering prosesse om volhoubare skoolontwikkeling te bevorder

Author

Rocher, Pierre Corne, Jacobs, Lynette, Teise, Kevin, Rocher, Pierre Corne, Jacobs, Lynette, and Teise, Kevin

Abstract

English: There is a worldwide tendency amongst education authorities to focus on sustainable development of schools. Education authorities recognise evaluations and occasioned improvement plans as a prominent strategy to foster sustainable school development. Although I recognise the negative effect of the apartheid era on sustainable school development, the general standard of teaching and learning in most South African schools remains a challenge, more than twenty years after the dismantling of apartheid. There is a general concern that the quality of learning and teaching in South African schools is not at the required standard. This concern is justified by the huge drop-out rate of learners before Grade 12 and the poor performance in national and international assessments. The National Policy on Whole-School Evaluation (WSE) was initiated in South Africa, with the aim of improving the overall quality of education in schools through effective self-evaluations, credible external evaluations and constructive district support. It seems that, fifteen years after the WSE Policy was promulgated in 2001, WSE has not made a significant impact on sustainable school development in South Africa and it does not get rightful recognition in the Free State province. The literature study reveals that evaluations are necessary for sustainable school development; however, there is no agreement whether self or external evaluation, or a combination of the two, yields the best results for sustainable school development. England’s inspection system was used as the basis on which the WSE Policy was developed and is therefore discussed thoroughly. England’s inspection system has developed over time and focuses more on internal evaluations at all schools and external evaluations at underperforming schools. It appears that evaluations have a positive impact on school development and learner achievement. I use critical policy analysis to achieve the aim of the study, namely, to determine t, Afrikaans: Dit is nie net in Suid-Afrika wat onderwysowerhede daarna streef om volhoubare skoolontwikkeling te bevorder nie. Alhoewel ek erkenning daaraan verleen dat die nagevolge van die apartheidsera steeds volhoubare skoolontwikkeling in Suid-Afrika belemmer, bly die algemene standaard van onderwys onder verdenking, selfs meer as twintig jaar na die beëindiging van apartheid. Die algemene publiek is dus met reg bekommerd oor die gehalte van onderrig en leer in Suid-Afrikaanse skole. As die groot uitvalkoers van leerders voor Graad 12 en swak prestasies in nasionale en internasionale akademiese toetsings in ag geneem word, is hierdie kommer geregverdig. Een van die toonaangewende strategieë wat wêreldwyd geïmplementeer word om skoolontwikkeling te bewerkstellig, is evaluerings, met gepaardgaande verbeteringsplanne. Ook in Suid-Afrika is die National Policy on Whole-School Evaluation (WSE) geïnisieer met die oorhoofse doel om die gehalte van onderrig in skole te verbeter deur interne asook eksterne evaluerings en doeltreffende distriksondersteuning. Vyftien jaar sedert hierdie beleid in 2001 geproklameer is, lyk dit asof Geheelskoolevaluering (GSE) geen noemenswaardige bydrae tot skoolverbetering in Suid-Afrika kon lewer nie en dat GSE in die Vrystaatprovinsie nie die nodige erkenning geniet nie. Uit die literatuurstudie blyk dit dat evaluerings noodsaaklik is vir volhoubare skoolontwikkeling. Daar is egter nie eenstemmigheid of interne of eksterne evaluerings, of ʼn kombinasie van die twee, die beste resultate ten opsigte van skoolontwikkeling lewer nie. Die GSE-beleid in Suid-Afrika is gegrond op die inspeksiestelsel in Engeland en daarom word hierdie stelsel indringend bestudeer. Die Engelse inspeksiestelsel het oor tyd ontwikkel en fokus meer op interne evaluerings by alle skole, en eksterne evaluerings slegs by skole waar dit die meeste nodig is. Dit wil voorkom of evaluerings ʼn positiewe impak op skoolontwikkeling en leerderprestasie in Engeland maak. Krities

Published
2016

4. Assisting school management teams to construct their school improvement plans: an action learning approach

Author

Lesley Wood and Geoffrey Van Der Voort

Subjects
Systems theory approach, Circuit Team, media_common.quotation_subject, School self-evaluation, whole-school development, whole-school evaluation, School Management Team(s), Experiential learning, school improvement plan, lcsh:Education (General), Education, systems theory approach, School improvement plan, Pedagogy, ComputingMilieux_COMPUTERSANDEDUCATION, Whole-school evaluation, Action research, Empowerment, Action learning, media_common, Medical education, Teamwork, lcsh:LC8-6691, lcsh:Special aspects of education, Professional development, Collaborative learning, Action learning, action research, Circuit Team, school improvement plan, School Management Team(s), school self-evaluation, systems theory approach, whole-school development, whole-school evaluation, school self-evaluation, Whole-school development, action research, Psychology, lcsh:L7-991, Qualitative research
Abstract

This article reports on a first cycle of a larger action research study conducted to determine how Circuit Teams could support School Management Teams of underperforming high schools towards whole-school development. Although it is a mandated requirement by the Department of Education, none of the four schools involved in the study had developed a school improvement plan, a necessary first step towards whole-school development. In this article we focus on the collaborative intervention we designed to meet the identified needs of the participants regarding the construction of a school improvement plan. A qualitative baseline study revealed the School Management Teams’ general disregard towards the school improvement plan as well as limited insight into what skills they needed to develop it, and their imperfect understanding of whole-school development. We explain the action research process we took to facilitate a clearer understanding of the school improvement plan and how to develop it. The data analysis revealed that the collaborative learning experience ignited feelings of empowerment, increased motivation to collaborate with the Circuit Teams towards whole-school development, and generally assisted the School Management Teams’ resolve to improve the management of their respective schools. These findings present evidence that suggests the value of an action learning approach to the professional development of School Management Teams, but the process could be equally useful to encourage sustainable change in varied contexts of continued professional development. Keywords : Action learning, action research, Circuit Team, school improvement plan, School Management Team(s), school self-evaluation, systems theory approach, whole-school development, whole-school evaluation.

Published
2014

5. 'The way I see it is… Whole-School Evaluation in Irish Post-Primary Schools from the perspectives of principals, teachers, parents and students'

Author

Dillon, Suzanne and O'Hara, Joe

Subjects
Evaluation, School Inspection, whole-school evaluation, WSE, Education
Abstract

The Department of Education and Skills operates a programme of inspection to evaluate the quality of education provision in schools and to contribute to school improvement. The whole-school evaluation (WSE) process is designed “to monitor and assess the quality, economy, efficiency and effectiveness of the education system provided in the state by recognised schools and centres for education” (Education Act 1998, section 7 (2)(b)). This study set out to hear directly from principals, teachers, parents and students how they had experienced a whole-school evaluation and their perceptions of its usefulness for the school. The research approach adopted was qualitative, rooted in social constructivism. A basic tenet was that the same WSE experience could be understood from multiple perspectives, each equally valid and worth engaging with. The data set emerged from the talk of the principals, teachers, students and parents who participated in seven focus group discussions. By examining the way that these groups talk about WSE, the study identifies themes Purposiveness and Relationships that shape the participants’ perceptions of WSE. Two additional themes, specific to particular groups of respondents, were also uncovered. The Implementation theme arose from the principals’ talk and Disenfranchisement from the discussions of parents and students. The study confirmed much of what is already known about how principals and teachers perceive school evaluation. However, while recent changes to school inspection address some of the concerns expressed by the participants, this research indicates that further work needs to be done by the Inspectorate to adequately engage with parents and students particularly.

Published
2012

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