Self evaluation

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Self evaluation
Briefing For Host Services
Anything worth doing is worth doing poorly until
you learn how to do it well - Zig Zigler
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Aims of self-evaluation

• To support individual music services in offering
  high quality music education and continually
  improving
• To ensure consistency of standards in music
  service provision throughout the FMS and in all
  LAs
• To provide quality assurance to all stakeholders,
  including government, local authorities, schools,
  communities and families
• To support the aspiration to raise standards and
  increase participation

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An effective self-evaluating service
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What are we evaluating?

• What do we do?
• How well do we do it?
• What is the impact - are people better off?
• How do we know?
• By providing evidence through our own evaluation
  and the eye of another.
• Describe something your service does well.
• What is its impact and how do you know?
• The future hinges on what we do or fail to do
  today Mark Friedman

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What evidence?

• Observe it happening lessons, activities
• Discuss what is happening with learners, staff
  and stakeholders
• Analyse performance indicators (data)
• Evaluate previous evidence
• Discuss plans for future
• Listen to intentions

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Framework and Tool Kit

• Framework is the Self Evaluation Form (SEF)
• Tool Kit is distributed across the service for
  all to use as a tool (i.e. select what you need
  dont use whole kit to bang in a nail!)
• Continual review teaching, learning, current
  standards
• Periodic review data, leadership, views of
  learners, breadth, access

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Revised SEF - priorities

• Views of learners, parents/carers, schools, staff
  and other stakeholders (section 2)
• Achievement and standards (section 3)
• Personal development (section 5)
• Quality of teaching and learning (section 6)
• Breadth, access, inclusion and participation
  (section 7)
• Impact of leadership and management (section 8)

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Revised SEF grade descriptors

• Make honest judgements based on evidence
• Grade 1 outstanding or very good
• Grade 2 good
• Grade 3 satisfactory
• Grade 4 emergent or not yet adequate

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Completing the SEF

• Try and complete all sections before the first
  visit, but prioritise important areas e.g.
  achievement and standards, teaching and learning,
  breadth, access and participation
• Make most of all forms of evidence (observations,
  discussions and feedback from learners, schools,
  parents, staff, performance indicators and data,
  etc)
• Be systematic when, where, how, who
• Involve everyone its not just for the head of
  service
• Complete the first rough notes on achievement and
  standards in your service

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Moderation cosy or sharp
On a cold winters day, a group of porcupines
huddled together to stay warm and keep from
freezing. But, soon, they felt one anothers
quills and moved apart. When the need for warmth
brought them closer together again, their quills
again forced them apart. They were driven back
and forth at the mercy of their discomforts until
they found the distance fro one another that
provided both a maximum of warmth and a minimum
of pain. Arthur Schopenhauer
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To the fearful heart everything is a threat To
the greedy eye everything is possession To the
loving person everything is possible Bart
McKendrick
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Aims of moderation

• Support self-evaluation
• Provide external, objective view of standards
• Help identify strengths and areas for improvement
• Celebrate and endorse good practice
• Challenge as critical friend
• Summarise outcomes to key stakeholders service,
  LA, DCSF, FMS

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What we have learnt so far
moderation

• The key word is not inspection
• MSSEv is being used by DCSF to track progress in
  aspirations it therefore needs....
• to be rigorous rather than restful, challenging
  rather than cosy
• to verify evidence about standards and levels of
  participation
• to be honest and clear about gaps and shortfalls
• to celebrate success and endorse good practice
• But we are equal partners and MSEP is also a
  host

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Three considerations from a pilot

• Scope moderation is a snap-shot and cannot
  cover everything. Therefore use the tool kit to
  focus on priorities e.g.
• Standards as indicated by performance data
• Quality of teaching and learning
• Breadth, access range and reach
• Impact of leadership
• Value for money

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Three considerations

• Context bear in mind that a service is not a
  school and that there are variables such as
  inconsistencies in funding
• Journey the MSEP can verify how far the service
  has travelled the progress it has made the
  speed and direction of the journey. The service
  and the MSEP can use contextual value-added
  evidence to determine this

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Other considerations

• Refer to SEF for criteria and use these in paired
  observations
• Agree the focus and priorities of the moderation
• Beware of false sense of security e.g. in
  agreeing standards
• Flag up concerns early in process so there are no
  surprises
• Alert FMS if there are problems

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The moderation process

• Evidence and documentation chosen and compiled by
  the service
• Dates agreed with partners (MSEPs)
• Day One information exchange and discussion
  arrangements for second visit
• Days Two and Three sample of work to moderate
  evidence paired observation discussion with
  staff identification of strengths and weaknesses
• Day Four draw up profile brief evaluation
  summary to be provided orally to head and senior
  officer e.g. line-manager written report to
  follow

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Evaluating standards

• Achievement and Standards including support for
  schools
• Quality of Teaching and Learning
• Provision breadth and access
• Leadership and management
• Value for money
• Capacity to improve
• Discuss criteria you use to judge standards in
  relation to one of the above compare to tool kit

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National standards for Educational Improvement
Professionals
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Criteria which we all subscribe to

• Manage emotions to enhance performance have
  emotional intelligence
• Sense what others are feeling and takes their
  perspective into account
• Interact smoothly in building bonds and managing
  conflict
• Are resilient in the face of challenge
• Balance need for challenge with need for support
• Are resourceful in suggesting positive courses of
  action
• Interpret data and performance indicators
• Know how to moderate judgements
• Agree criteria for high standards
• Know how pupils learn
• Know about leadership styles
• Know about performance management procedures
• Secure about financial management

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Evaluation summary

• Agreed between head of service and MSEP with no
  surprises
• Fed back orally to head of service and senior
  colleague (as senior as possible) and will
  include
• Summary of context and characteristics
• Views of learners and stakeholders
• Agreed conclusions on achievement, standards,
  personal development of learners, and quality of
  teaching and learning
• Agreed evaluation of leadership and management
• A comment on how national aspirations are being
  met
• Identification of outstanding practice
• An evaluation of the services strengths, areas
  for development and capacity to improve
• Details of any disagreements, if any

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• Suggested next steps
• Familiarise your team with the self-evaluation
  framework
• Note what self-evaluation you already do in
  whatever form
• Focus on priorities and dont try covering
  everything
• Distribute the task of asking questions amongst
  your team
• Have secure evaluations of your standards and
  dont be afraid of giving your service a grade
  one
• Dont create new forms use the evidence you
  already have
• Dont complete the tool kit as a chore dip in
  as you wish
• Liaise with your MSEP to arrange the first visit
• Inform line-manager about the moderation
• Manage it as your process, not someone elses
• If you have queries contact me (07850 761067) or
  the FMS office

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Celebrate success
Excellence is doing ordinary things
extraordinarily well JW Gardner