External Evaluation

"In a climate of change that aims to further strengthen the management of autono mous schools and therefore their accountability, whether by the acceptance of re sponsibility is required for accountability, it must be, first, the appreciation of either the responsible actions of both actors become responsible "(Formosinh o, 2000, p.30).

"In this case, you have to judge you yourself, the king said. That is the most d ifficult of all. It's much harder to judge yourself to yourself than to judge ot hers. If you are successful when you judge yourself, you have found true wisdom. " (Saint-Exupery, The Little Prince). What is evaluation? "The process by which they delimit, obtain and provide useful information which we may judge decisions possible" (Stufflebeam, 1980). "Evaluating involves compa ring at least two information concerning the same subject, with a specific inten t" (Vogler, 1996). "The assessment is a process and not a product, however is a process which is justified since it constitutes a point of support to make ratio nal decisions. In this sense, evaluation is a process of identification, collect ion and data processing aimed to obtain information to justify a particular deci sion "(Escorza Tomás Escudero, 1980).

A good school you know ... what are its objectives if the is to be achieved; you need to keep and what need s to improve if the changes are implemented to succeed.

Advantages of external evaluators Position independent and fresh perspective, objective and critical approach; Kno wledge of numerous organizations that serve as a comparison; Knowledge and exper ience with a wide range of evaluative techniques; Resilience of possible intimid ation on the part of management of the school. Adapted from Feek (1988), Love (1 991) and Clark (1999)

Disadvantages of external evaluators Ignorance on matters of internal organization that could result in judgments tha t do not reflect the complexity of the situation, ignorance about the identity o f key players; Increased permeability distractor actions promoted by stakeholder s;

Disadvantages of external evaluators More interested in the report than in their implementation; Insensitivity for or ganizational norms and implicit relationships between the actors of the organiza tion accountable to an organization outside the school.

Adapted from Feek (1988), Love (1991) and Clark (1999) Credibility of the evaluator Good information, technical competence, Trust, Experience, Objectivity and impar tiality of its exercise;

Credibility of the evaluator Adopting the stance of "expert witness" Transmission clear to his interlocutors about the limitations of evaluation and its results; capacity to empathize with the teachers; Commitment to continuous improvement of their skills.

The objectives of this activity: Encourage schools a systematic questioning about the quality of their practices and their results; articulate the contributions of the external evaluation with the culture and the devices of self-assessment of schools, focusing on the impro

vement of student outcomes and organizational performance and accountability, st rengthen the capacity of schools to develop their autonomy;

The objectives of this activity: Contribute to regulating the operation of the education system, contribute to a better understanding of schools and of public education by encouraging participa tion in social life of schools.

Areas of assessment The frame of reference for external assessment designed favors five areas throug h which seeks to find answers to five questions: 1. Results: As the school knows the results of their pupils, and what that does for sure? 2. The provision of educational service: To obtain these results, whic h provides educational services to school and how good? Areas of assessment 3. The organization and management school: How is organized, managed the school to provide this educational service? 4. Leadership: What is the school leadershi p and strategic vision behind the organization and management? 5. Capacity for s elf-regulation and improvement of school: How does the school monitoring and imp roving this process? Framework for the evaluation of schools and groups I - The five areas 1. Results 2. Provision of educational service in March. School organization and management 4. Leadership 5.€Capacity for self-regulation and school improvement Framework for the II - Factors that 1. Output 1.1 1.2 nd discipline 1.4 evaluation of schools and groups contribute to these areas Participation and Academic Success developing civic behavior a 1.3 Recovery and impact of learning

Framework for the evaluation of schools and groups 2. Provision of educational services 2.1 2.2 Monitoring and sequential articulat ion of practice teaching in the classroom and supports 2.3 Differentiation 2.4 S cope of curriculum and development of knowledge and learning Framework for the evaluation of schools and groups 3. School organization and management 3.1 Design, planning and business developm ent 3.2 Management of Human Resources 3.3 Management of financial and material r esources 3.4 Participation of parents and other elements of the educational comm unity 3.5 Fairness and Justice Framework for the evaluation of schools and groups 4. Leadership and Strategy 4.1 Overview 4.2 Motivation and commitment to innovat ion Aperture 4.3 4.4 Partners, protocols and projects

Framework for the evaluation of schools and groups 5. Capacity for self-regulation and improvement of school self-evaluation 5.1 5. 2 Sustainability of progress Questions illustrating the understanding of the factors 1. Output 1.1 Academic Success How school results have evolved in recent years? In what areas can be shown to b e observed in the learning progress and outcomes? What elements have proved the main determinants of the success stories? And failure?

Questions illustrating the understanding of the factors

How to compare the results of the school with other schools? How to compare the results of internal evaluation with external evaluation? The dropout has decreas ed? How does it compare with other schools? Threats of abandonment are detected early? How does the school counter these threats?

Questions illustrating the understanding of the factors 1.2 Participation and civic development Students are involved, depending on their age level, when discussing the educati onal project and the planning of school activities, like other members of the ed ucation community? Students are consulted and, where possible, coresponsabilizad os in decisions that concern them? What kind of specific responsibilities in the life of the school are assigned to students?

Questions illustrating the understanding of the factors

Students have a strong identification with the school? What steps the school tak es to foster that identification and how the notes? How to cultivate in the stud ents and all who work in school respect for others, the spirit of solidarity, re sponsibility for the welfare of others and democratic coexistence? As it stimula tes and attaches importance to the small and large individual successes?

Questions illustrating the understanding of the factors 1.3 Behaviour and discipline

Students have, in general, a disciplined behavior? Know and comply with the rule

s of operation of the school? The most problematic cases are treated as not to a ffect, in general, other students and learning? There is a code of conduct that explicitly or implicitly, contributes to a climate conducive to learning and qui et?

Questions illustrating the understanding of the factors

There are good relationships between pupils, teachers and officials with respect and attention by the mutual rights and duties? There is a real recognition and acceptance of authority? How to foster discipline, attendance and punctuality as components of education?

Questions illustrating the understanding of the factors 1.4 Use and impact of learning What importance is attributed to the impact of school on students and their expe ctations? What importance is attributed to the impact of school teachers, and th eir satisfaction? What importance is attributed to the impact of school learning in families and their needs and expectations? What importance is attributed to the impact of school in the local community?

Questions illustrating the understanding of the factors 2. Provision of educational services 2.1 Articulation and sequentiality • There are intra-departmental coordination and consolidation with science? There are go als and objectives of excellence both in terms of processes or outcomes? What ar e the departments with the highest success rate, expressed in the senses? • How is the coordinating education level of each discipline and encouraged inte raction among teachers that the minister? And among the units that make up the g roup? Questions illustrating the understanding of the factors How do you guarantee sequentiality between cycles of learning and, in particular between the units comprising the group? Educational leadership assume that the coordination group and department? In the transition between cycles, there is a special support for students and their families, advising them on the choices ma de, the difficulties to be faced and the advance preparation advisable?

Questions illustrating the understanding of the factors 2.2 Monitoring of classroom practice in the classroom

There is a single integrated planning in the curriculum management plan for the department and the class council or board of teachers? How is the internal monit oring and supervision of teaching practice of teachers? How is the articulation of the teachers of each class / room depending on the characteristics of student s?

Questions illustrating the understanding of the factors How to ensure confidence in internal assessment and outcomes? How do teachers tr y to calibrate and test scores? That coherence between teaching practices and as sessment? How and who analyzes the results of ongoing evaluation of students? Wh at kind of training are organized for the professional development of teachers i n their respective areas of science and teaching? How many teachers were covered in the previous year and during what hours?

Questions illustrating the understanding of the factors 2.3 Differentiation and support How does the school identify and analyze the educational needs of each student? Is maximized as the special educational needs and learning difficulties? How are held differentiation and customization of teaching, given the different skills and abilities of students?

Questions illustrating the understanding of the factors 2.4 Scope of curriculum and development of knowledge and learning How does the educational provision takes into account the experimental or active components as well as the cultural and social dimensions? How to stimulate in s tudents the value of knowledge and instills the importance of continuous learnin g?

Questions illustrating the understanding of the factors How does the laboratory classes, specific projects or activities are used to pro mote a positive attitude to the scientific method? How to encourage an active pr actice in learning science? How it operates attention to the artistic dimension? As we demand the adoption by students of criteria of professionalism, requireme nt of accountability at all levels? As we awaken to the practical knowledge and professional activities?

Questions illustrating the understanding of the factors 3. School organization and management 3.1 Design, planning and development activ ity

The planning activity has as its main objective the major guidelines of the Scho ol Education Plan / Group? Which the intervention and the contributions of inter nal structures and external entities in developing and revising plans of the sch ool?

Questions illustrating the understanding of the factors As the year is planned and made the distribution of activities and tasks, whethe r strictly educational or otherwise? What criteria guide the management of schoo l time? How are planned and assigned tasks cross, as the Project Area and the St udy Accompanied? As the various actors involved in setting priorities and activi ties?

Questions illustrating the understanding of the factors 3.2 Management of human resources The school board knows the personal and professional competence of teachers and non-teaching staff and takes them into account in its management, as well as man agement of credit hours? How is the allocation of teachers to classes and direct ions to class? The relationship developed between students and between teachers and is considered in the formation of classes and the allocation of teaching ser vice?

Questions illustrating the understanding of the factors Arising from the performance appraisal of teachers and non-teaching staff, they are built for and target those who show a poor performance? We identify training that could help fill some of the problems detected? Is there a plan and specifi c actions for the integration of teachers and other officials placed the first t ime, or again,€at school? • How valuable is the educational dimension in the con tents of the auxiliary function of education? • What is the responsiveness of ad ministrative support services to the needs of the school?

Questions illustrating the understanding of the factors

3.3 Management of financial and material resources The facilities, spaces and school facilities are adequate, especially informatio n resources? There is, at all levels, concern about maintenance, safety and heal th? The laboratory conditions are appropriate? There are specific areas for trai ning activities arts and physical education? Resources, spaces and equipment (in cluding canteen, laboratories, library and other information resources) are acce ssible and well organized? There is an appropriate accompaniment to the students who use them?

Questions illustrating the understanding of the factors In the case of clusters, as if providing access of the various units that compri se the group of teachers, specialists or technical support, facilities, ICT, nat ional and international projects, etc.. To provide better learning and better ed ucation? The use of available financial resources are aligned with the objective s of the draft school curriculum? The school can attract significant funding fro m beyond the state budget?

Questions illustrating the understanding of the factors 3.4 Participation of parents and other elements of the educational community There is a continuing concern to attract parents to school and inform them of th e Rules, strategies and educational initiatives on the school? Extent to which t he school promotes such participation ensuring clarity of information, appropria te schedules and meeting attendance, etc? Parents and carers know how to work in school and are supported to learn to motivate and work with students at home?

Questions illustrating the understanding of the factors How is it promoted the participation of families and carers and other elements o f the educational community in management and management and who sit in school a ctivities? The extent to which parents and carers and other stakeholders in the community are a key resource in finding solutions to the problems of pupils and the school?

Questions illustrating the understanding of the factors 3.5 Fairness and Justice The heads of school and different structures are guided by principles of fairnes s and justice? Seek, in each case, the specific solutions more appropriate? Avoi d resorting to easy solutions, just as a way to avoid conflicts?

Questions illustrating the understanding of the factors The opportunities are indeed equal for all students in the choice of schedules, inclusion in classes, access to school experiences stimulants, etc..? Manifests itself as an active policy of inclusion of school socio-cultural and social mino rities, or those with learning disabilities, emotional or otherwise?

Questions illustrating the understanding of the factors 4. 4.1 Leadership Vision and Strategy • The management hierarchy and timed their objectives as well as solving the pro blems of school in order to have clear goals and measurable? • What criteria det ermine the definition of educational provision at school? The school has a polic y of differentiation that allows it to be known and recognized, ie there are are as of excellence recognized internally and externally?

Questions illustrating the understanding of the factors • The school aims to be known and sought after by teachers, students and staff f or being a reference for quality management, care and professionalism? Questions illustrating the understanding of the factors

• The documents guiding the life of the school to clearly express the vision of the school? • Given the educational project and ongoing work, as we conceive the development of the school over the next ten years?

Questions illustrating the understanding of the factors 4.2 Motivation and commitment The heads of school and are well aware of the different structures to their fiel d, have a strategy and are motivated? The administration promotes a link between agencies so that we recognize, first, the principle of subsidiarity and, second ly, they try to highlight the complementarity arising from the nature of the rol es and responsibilities? There are, for example, cases in which intervention of the School Assembly has taken to solve a problem hardly tractable at the level o f the Executive Council?

Questions illustrating the understanding of the factors

The governing bodies are encouraged to make decisions and take responsibility fo r them? Possible cases of truancy or other "critical incidents" are monitored an d there is an active policy to its decline? With what results?

Questions illustrating the understanding of the factors 4.3 Openness to innovation There is an openness to innovation and ability to mobilize the necessary support to make it consistent? Faced with continuing problems, we seek new ways and new solutions? The school seeks new opportunities to enable it on a path of excelle nce?

Questions illustrating the understanding of the factors 4.4 Partnerships, protocols and projects There are active partnerships and other forms of association in areas that favor or mobilize students? Looking for connections and links with other schools? The school / individual units of the group are involved in different national and i nternational projects as a way of responding to real problems of local education and disseminate actions and their results? In particular, the school participat es in projects of the programs of Living Science, National Network of School Lib raries, Health Promoting Schools, ICT or other similar initiatives?

Questions illustrating the understanding of the factors 5. Capacity for self-regulation and school improvement 5.1 Self Assessment Self-evaluation is participatory, actively involving the educational community, from initial conception to define action plans for improvement? The information is systematically collected, processed and disclosed? The mechanisms of self-eva luation are a means for improving the organization, ie, self-assessment has an i mpact on planning and managing activities in the school organization and profess ional practices? Self-assessment is progressive because it consolidates and exte nds to new fields of analysis?

Questions illustrating the understanding of the factors 5.2 Sustainability of progress The results achieved, stability and motivation of educators and teachers, partic ipation levels of the educational community, the quality of indoor climate and t he relationship with the community and leadership performance guarantee that the school conducts a sustained progress? The school shows ability to increase thei r autonomy in resource management, planning educational activities in school org anization?

Questions illustrating the understanding of the factors The school knows its weaknesses, has a strategy to improve and meet the necessar y mechanisms to implement and overcome difficulties, if it has autonomy? The sch ool knows and is able to seize the opportunities that the environment offers to improve their educational provision and performance?