11 SES 09 A, Do Assessments Help with Improving Schools' Quality?
The paper aims to demonstrate lessons that can be learnt about evaluation of schools and teachers using examples drawn from a transnational Erasmus+ project 'Evaluation of School Leaders and Teachers' Practice.' The paper aims to stimulate reflection amongst participants on the potential for comparative studies for personal reflection and for professional development of school leaders and school inpsectors.
This paper will have two, interlocking components;
- To share findings about similarities and differences in the evaluation of school leaders and of teachers drawn from a number of European countries. This section will illustrate alternative approaches to the evaluation of schools and teachers that demonstrate an on-going, formative approach to evaluation that is collaborative and participatory.
- To demonstrate how comparative studies can lead to meta-cognition that goes beyond the scope of the topic that forms the focus of a transnational project. This section will draw on Mezirow’s theory of ‘perspective transition’ to illustrate the challenges and opportunities presented by reflection on transnational differences in professional practice.
Reflective practice is seen as an important component of developing teaching and learning (Ghaye, 2010) and international projects create opportunities for high-quality professional learning through comparative studies of education which can provide insight into one’s own and others’ professional practices (Dale, 2005). Systems and procedures for the evaluation of school leaders and teachers’ practice vary widely from country to country ( Eurydice Report, 2013) with differences in philosophical approach, aims and purpose, design and implementation, and consequences and impacts of evaluation systems.
This paper will consider the experiences and opinions of school leaders and school inspectors in the Basque Country following the introduction of a formative system of school evaluation. The paper will use this evidence to demonstrate some of the opportunities and constraints posed by transnational learning about the evaluation of school leaders in two directions: Firstly, in considering how school leaders and inspectors in the Basque Country drew upon experience and perspectives from other countries and adapted these to local contexts. And secondly; in considering how experiences drawn from the Basque context can be interpreted and used in other countries.
Bowen, G. A. (2006). Grounded theory and sensitizing concepts. International journal of qualitative methods, 5(3), 12-23. Brauckmann, S., & Pashiardis, P. (2010). The clash of evaluations: in search of the missing link between school accountability and school improvement-experiences from Cyprus. International journal of educational management, 24(4), 330-350. Dale, R. (2005). Globalisation, knowledge economy and comparative education. Comparative education, 41(2), 117-149. European Commission/EACEA/Eurydice (2013): Key data on teachers and school leaders in Europe. Luxembourg Publications Office of the European Union. European Commission/EACEA/Eurydice, (2015) Assuring Quality in Education: Policies and Approaches to School Evaluation in Europe. Luxembourg: Publications Office of the European Union. Ghaye, T. (2010). Teaching and learning through reflective practice: A practical guide for positive action. Routledge. Isoré, M. (2009). Teacher Evaluation: Current Practices in OECD Countries and a Literature Review. OECD Education Working Papers, No. 23. OECD Publishing (NJ1). Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry (Vol. 75). Sage. McCracken, G. (1988). The long interview (Vol. 13). Sage. Mezirow, J. (1997). Transformative learning: Theory to practice. New directions for adult and continuing education, 1997(74), 5-12. OECD (2013), Teachers for the 21st Century: Using Evaluation to Improve Teaching, OECD Publishing Phillips, K., Balan, R., & Manko, T. (2014). Teacher Evaluation: Improving the Process. Transformative Dialogues: Teaching & Learning Journal, 7(3). Santiago, P., & Benavides, F. (2009, December). Teacher evaluation: A conceptual framework and examples of country practices. In OECD-Mexico workshop ‘Towards a teacher evaluation framework in Mexico: international practices, criteria and mechanisms’. Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. OECD Publishing, Paris Stronge, J. H. (2005). Evaluating teaching: A guide to current thinking and best practice. Corwin Press.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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