ms. jo-anne walsh, qa co- ordinator, co. mayo vec self evaluation learning from a plc perspective
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Ms. Jo-Anne Walsh, QA Co-ordinator, Co. Mayo VEC
Self Evaluation
Learning From a PLC Perspective.
Ms. Jo-Anne Walsh, QA Co-ordinator, Co. Mayo VEC
Overview
• Research
• How CCFE carried out Self evaluation
• Positive Experiences
• Negative Experiences
• Advice
Ms. Jo-Anne Walsh, QA Co-ordinator, Co. Mayo VEC
Research
• Researched evaluation in other institutions both in further and higher institutions in UK and Ireland.
• Wrote B9 policy• Sourced External evaluator based on requirements.• Planned evaluation implementation.• CCFE acted as pilot for the rest of the county.
Ms. Jo-Anne Walsh, QA Co-ordinator, Co. Mayo VEC
How CCFE carried out Self Evaluation.
• We followed the formula set out by FETAC, but with a few tweaks.
• Three stages correspond to three documents:-– Self evaluation checklist– Programme Evaluation Report (PER)– Programme Improvement Plan (PIP)
Ms. Jo-Anne Walsh, QA Co-ordinator, Co. Mayo VEC
Preparation
• Selection and involvement of External Evaluator• Handout of student Questionnaire and collation of
results.• Collation of relevant material, class lists, stats, etc.• Completion of the self evaluation checklist with
generic material shared by all programmes.• This had two effects
– It helped start the teachers off on the process– It also gave some examples of grades.
• Signposting of PER to make completion easier.• Teachers were sent all documentation by email.
Ms. Jo-Anne Walsh, QA Co-ordinator, Co. Mayo VEC
The Process – Day One.• Teachers were introduced to the process and
we focussed on the checklist on day one.
• Teachers were asked to split up into groups working on same or similar programmes.
• Copies of relevant documentation were made available:-– class lists– Results– Students questionnaire results, etc.
Ms. Jo-Anne Walsh, QA Co-ordinator, Co. Mayo VEC
Day Two
• Teachers were asked to utilise the information from the checklist to complete the PER.
• This form does not directly correlate with the checklist or the 9 policy areas.
• It was necessary to insert references to show teachers where to find information in order to complete this.
• Critical reflection is a major part of this process.
Ms. Jo-Anne Walsh, QA Co-ordinator, Co. Mayo VEC
External Evaluator• Following Evaluation our chosen external evaluator
attended a meeting with myself and the college Director.
• He went through a sample of the completed checklists, PER’s and PIP’s.
• He then completed a short report.• Copies of the PER’s and PIP’s were then sent to
FETAC.• A letter of acknowledgment was received from
FETAC.
Ms. Jo-Anne Walsh, QA Co-ordinator, Co. Mayo VEC
Thoughts between year one and Year two
• Year One went much better than year Two, Why?
• Staff less fearful of the process itself, more able to criticise it?
• Held a very open and frank staff meeting to find out staff views.
• Value of External Evaluator.• Value of Self Evaluation and Reflection.
Ms. Jo-Anne Walsh, QA Co-ordinator, Co. Mayo VEC
Feedback from staff• It would appear that some of the
recommendations made last year just sat on file all year! No action appears to have been taken on the actions agreed.
• Some of the questions are open to misinterpretation.
• Self evaluation seems to be a very repetitive process.
• What did FETAC say?
Ms. Jo-Anne Walsh, QA Co-ordinator, Co. Mayo VEC
Reflection
• Tell them what you are going to do
• Do it
• Tell them what you did.
• Staff motivation and continued buy in to the process is essential.
Ms. Jo-Anne Walsh, QA Co-ordinator, Co. Mayo VEC
Modifications to process
• A Self Evaluation Report overview completed for each course reviewed.
• Each QA meeting has a Self Evaluation section, to provide progress updates.
Ms. Jo-Anne Walsh, QA Co-ordinator, Co. Mayo VEC
Advice
• Keep it simple• Utilise FETAC documentation where
possible• Plan and prepare well• Manage the process well• Staff involvement is invaluable and
essential but don’t bury them under paperwork or jargon.
Ms. Jo-Anne Walsh, QA Co-ordinator, Co. Mayo VEC
Finally
• We have learnt critical lessons between years one and two.
• Self evaluation and reflective practice is key to development.