finding the evidence - lisbon nov 08 kathy lemaire final version

8/14/2019 Finding the Evidence - Lisbon Nov 08 Kathy Lemaire Final Version

1/30


2/30

What is self evaluation?

Why self evaluation is an essential tool

The drivers for school and school libraryimprovement

How the UK model came about


3/30

It is not enough to understand what

we ought to be, unless we know whatwe are; and we do not understand

what we are, unless we know whatwe ought to be.

T.S. Eliot


4/30


5/30

The political background

Education law is created by :

The Scottish Parliament

The Welsh Assembly

The Northern Ireland AssemblyThe UK Parliament (England)

and managed byLocal Authorities

Individual schools


6/30

School libraries in the UK Non-statutory status

Most schools have libraries

Most provide books, magazines,

CD-ROMs, Internet access

Most give some training to students on

research skills and using the library Often targets for budget cuts


7/30

UK school libraries

Most actively

supportdevelopment ofliteracy and

reading for

pleasure


8/30

UK school libraries

Most give

some trainingto students onresearch skills

and using thelibrary


9/30

UK school libraries

Primary schools

usually open only

part of the day

usually run by ateacher, teaching

assistant or

volunteer


10/30

UK school libraries

Secondary schools

may be run by qualified orunqualified librarian or ateacher, often with studenthelpers

usually open longerhours, often beforeand after school for

homework andreading clubs


11/30


12/30


13/30

Inspection of schools England: The Office for Standards in

Education (OFSTED) Wales: ESTYN

Scotland: Her Majestys Inspectorate (HMIE) Northern Ireland: The Education and Training

Inspectorate (ETINI)

All have been moving towards a model ofschools evaluating their own performance.


14/30

Developing self evaluation1. Evidence gathering and description

Evaluation

2. Input

Impact3. Occasional inspection

Continuous self assessment


15/30

New Haven public school criteria

for libraries: Relationships: with students, staff, principal,

parents, etc

Role: as teacher, education leader, manager

Services: newsletters, email

Facility: layout, desk, seating, access, scheduling

Programmes, collaboration, research methods

Collection: resources, reference, periodicals

Technology: number of computers, online and othertechnology


16/30

Self Evaluation Model - Scotland How Good is Our School?

How Good is Our School Library

Taking a Closer Look at the

School Library Resource Centre


17/30


18/30

Self Evaluation Models -

England

based on Ofsted themesImprove your library:

a self-evaluation

process for

secondary school

libraries and learning

resource centres


19/30

Self Evaluation Models:

based on Ofsted themesImprove your library:

a self-evaluation

process for

secondary school

libraries and learning

resource centres


20/30

Self Evaluation Model Themes1. How high are standards?

2. How well are students attitudes, values andpersonal qualities developed?

3. How effective are teaching and learning?

4. How well does LRC provision meet pupilsneeds?

5. How well are pupils guided and supported?

6. How effectively does the school work withparents and the community?

7. How well is the LRC led and managed?


21/30

Other drivers for self evaluation

Accountability and transparency

The expectation of continuous

improvement

Demonstrating the value of the library


22/30


23/30

Self evaluation

Range of activities assessing, appraising,

monitoring, auditing etc

Undertaken from within looking inwards

and outwards

Reviewing the past, taking stock of the

present and planning for the future


24/30

Development planning

Policies are helpful management tools;

development planning is managementitself...Development planning helps

schools determine priorities for action and

turn good intentions into actions

Stewart Robertson HMI


25/30

What does self evaluation involve?

Agreeing focus on specific areas of work Deciding indicators activities that

demonstrate success

Gathering evidence how you know they

are taking place

Planning development taking place afterevaluation to improve service / activities


26/30

Focus of evaluation

How the library / librarian might:

support teaching and learning

develop students information literacy skills

help raise standards

support students reading for education and

for pleasure affect students learning outcomes


27/30

Why evaluate your school library?

Develop a shared vision

Transparency

Demonstrate your value

Support whole school strategic planning

Basis for development / improvement

Support budget bids

Evidence for school Inspectors, school Governors, SMT

Salary and status

Comparison with national/local benchmarks


28/30

And finally . . .

Remember to record everything

If possible make use of a critical friend

Make good use of your findings


29/30

Weblinks

http://www.informat.org/schoollibraries/

http://www.hmie.gov.uk/documents/publication/hgiosjte3.pdf

http://www.slainte.org.uk/slic/schoollibs/performance.htm

http://www.hmc.org.uk/publications/Making-self-evaluation-

work.pdf
http://www.informat.org/schoollibraries/http://www.hmie.gov.uk/documents/publication/hgiosjte3.pdfhttp://www.slainte.org.uk/slic/schoollibs/performance.htmhttp://www.hmc.org.uk/publications/Making-self-evaluation-work.pdfhttp://www.hmc.org.uk/publications/Making-self-evaluation-work.pdfhttp://www.hmc.org.uk/publications/Making-self-evaluation-work.pdfhttp://www.hmc.org.uk/publications/Making-self-evaluation-work.pdfhttp://www.slainte.org.uk/slic/schoollibs/performance.htmhttp://www.hmie.gov.uk/documents/publication/hgiosjte3.pdfhttp://www.informat.org/schoollibraries/


30/30

finding the evidence - lisbon nov 08 kathy lemaire final version

Documents