Proposed Standards Criteria for NIS School Evaluation

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Proposed Standards Criteria for NIS School Evaluation

ContentsIntroduction....................................................................................................................................2

1. School Values.......................................................................................................................4

2. Leadership and Management...............................................................................................5

3. Curriculum............................................................................................................................7

4. Teaching and Learning.........................................................................................................9

5. Staffing and Professional Development.............................................................................11

6. Student Achievement, Progress and Standards.................................................................12

7. Students’ Personal Development.......................................................................................13

8. Student Health and Well-being...........................................................................................15

9. Partnership with Parents and the Community....................................................................17

Appendix 1 Glossary...................................................................................................................18

Appendix 2 Core NIS Pedagogical Principles and Values..........................................................20

Issue 2 1

Introduction

School evaluationThe school that knows and understands itself is better able to solve any problems it has. School

evaluation provides a means for a school to understand its strengths and weaknesses. It should

also inform school improvement and form an essential part of the quality assurance process.

Outline processThe school evaluation process proposed is made up of the following two stages:

1. School self-evaluation

The school reviews its own practices against the given standards. School staff gather and

record evidence and evaluate the extent to which the standards are being met. They use this

information to identify areas for improvement.

2. External verification

An external agency carries out a visit to the school to verify that the school self-evaluation has

been carried out effectively, that the interpretation of the standards is in line with expectations

and to support the reflection on and development of improvement plans. In this context, NIS

central management team will act as the external agency, supported by Cambridge in the first

instance.

A further stage is also possible in which an external international organisation evaluates the

school with the purpose of awarding an accreditation status. This is typically requested by

international schools, particularly those working outside a state education system. Cambridge

proposes that this is not an immediate requirement for NIS.

The standardsStandards relate to all aspects of school life. The standards proposed for NIS are based on

international practice and cover the following eight areas:

School values

Leadership and management

Curriculum

Teaching and learning

Issue 2 2

Staffing and professional development

Student achievement, progress and standards

Students’ personal development

Student health and well-being

Partnership with parents and the community

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1. School ValuesThis standard reports on how effectively the school reflects its core values and how well it works towards its professed objectives.

1.1 How well the school reflects its agreed core principles and values.

1.2 What plans the school has for ensuring the core values are implemented across the school.

1.3 The effectiveness of the school development planning process in reflecting the school’s ambitions, values, goals and plans for improvement.

Evidence Sources Observation in the school including lessons

Staff and student focus groups

NIS core principles and values document (see appendix 2)

NIS development plan

School development plan

School improvement plan

School departmental plans

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2 Leadership and ManagementThis standard reports on how well a school is led and managed, including how effective the governance of the school is in exercising its monitoring role and providing support, challenge and stimulus for growth and improvement.

NIS Central Team Management (CTM)

2.1 The extent to which CTM ensures that the school is operating legally, in accordance with the NIS project guidelines and Ministry requirements.

2.2 That CTM has created a sound financial plan and has effective operating procedures.

2.3 That CTM has a good insight into the working of the school, has helped shape its vision and is effective in its monitoring role with a clear understanding of the school’s strengths and weaknesses.

2.4 The extent to which CTM and senior staff in schools work in partnership and co-operation with a clear understanding of their respective roles and responsibilities as illustrated through:

Empowerment of senior staff through delegation and an agreed decision making framework.

A working agreement regarding long term policy development through input into the School Development Plan.

Having in place effective senior staff appraisal / performance management.

Leadership

2.5 How effective school leaders are in setting the vision, sharing a sense of purpose and steering a clear direction based on students’ progress and achievements.

2.6 How well leadership facilitates school improvement, provides knowledgeable and innovative leadership of teaching, learning and the curriculum.

2.7 The extent to which school leaders inspire, motivate and influence staff and students and serve as good role models.

2.8 The extent to which school leaders have created effective teams across the school.

2.9 How well the leadership at all levels supports the professional development of all staff.

2.10 The extent to which the leadership team has the capacity to make further improvement.

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2.11 The extent to which the leadership team is committed to inclusive practice.

2.12 Leaders are effective in self-evaluation, setting priorities and in ensuring they are achieved.

Management

2.13 The extent to which school managers undertake self-evaluation, monitor teaching and learning and take effective action based on the outcomes.

2.14 The extent to which managers support the professional development of all staff in their teams and utilise performance management to bring about improvements.

Umbrella Key Aspect

2.15 The extent to which management at all levels of school responsibility are successful in securing, supporting, developing, motivating and retaining sufficient high quality staff.

Evidence Sources Discussion groups of all categories of staff

Financial and operating plans

Guidance and policy documents, including: development plans; operating documentation

showing delegated responsibilities; organisational chart; HR policies

Copy of legal documentation relating to opening of school, fire safety certificate etc.

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3 CurriculumThis standard evaluates the extent to which the school’s curriculum is meeting the needs of all of its students.

3.1 How well the curriculum gives students worthwhile age- and stage- appropriate, experiences in the following areas of learning: linguistic, scientific, mathematical, technological, social, physical, aesthetic and creative areas of education that enable students to participate and make progress in their learning.

3.2 The extent to which the pedagogic principles of critical enquiry, engagement, initiative, and independent learning have been embedded into teaching.

3.3 How well the school is satisfying the requirements of the agreed NIS curriculum.

3.4 NIS schools aim to have students working fluently in three languages by Grade 12. The evaluation process will look for clear assessment evidence of student progress in each language, the professional competence of teachers who teach in a second or third language, the range of language learning support for students (e.g. ICT software, library resources, after-school clubs) and the overall effectiveness of the trilingual provision (Kazakh, Russian and English) in terms of reading, writing, speaking and listening.

3.5 The quality of provision for students with additional needs. Is the subject matter appropriate for the aptitudes and ages of the students, including those with learning difficulties, disabilities or talents?

3.6 The extent to which the school enriches the curriculum through the provision of extra- curricular activities, extended learning opportunities, sports and performing arts, etc.

3.7 The extent to which the curriculum adequately reflects cultural diversity and both local and regional perspectives.

3.8 The extent to which the school prepares students for external accreditation and the next stages of education, training or employment.

Evidence Sources Staff and student focus groups

Lesson observations

Curriculum documentation: subject programmes; course plans; lesson plans

Overarching policy documents: trilingual policy; personal, health and social education

programme etc.

Extra-curricular programme

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Special needs policy for students with additional learning needs

School departmental plans

Issue 2 8

4 Teaching and Learning This standard focuses on the relationship between teaching and learning and student outcomes.

4.1 The extent to which teachers have and can demonstrate appropriate knowledge, understanding and command of learning in the subjects they teach.

4.2 The quality of teacher planning, with teaching strategies linked to clear learning objectives.

4.3 The extent to which the curriculum is offered within progressive frameworks of learning outcomes to support the different ages and learning styles of students.

4.4 The extent to which teachers use their formative assessment of students’ work to inform planning and teaching strategies to engage students and enable them to make progress according to their ability.

4.5 The suitability and rigour of assessment in monitoring students’ progress.

4.6 The degree to which teaching encourages students to develop strategies for independent learning and their capacity to work in teams.

4.7 How well students acquire new knowledge and skills; develop their ideas; increase their understanding.

4.8 How well students understand what they are doing, why they are doing it and what they need to do to improve.

4.9 The extent to which teachers use technology to encourage learning.

4.10 The extent to which cross-curricular links have been established and integrated into the curriculum by teachers.

4.11 The suitability of the school’s accommodation to deliver its published curriculum and its suitability for effective teaching and learning for all students (including adequacy for securing the health and safety of all students, staff and visitors to the school).

4.12 The extent to which there are sufficient learning resources to enable the curriculum to be delivered effectively to all students using a range of teaching styles and learning techniques.

4.13 How effectively support staff are led and engaged in the learning process. This primarily refers to non-teaching staff that support learning and would include the school librarian, laboratory assistants and ICT staff.

Issue 2 9

Evidence Sources Lesson observations

Student focus groups

Teacher interviews

Lesson observation documentation

Review of accommodation as part of lesson observation programme

NIS / School assessment policy

Course plans

Individual teacher lesson plans for lessons observed

Evidence gathered regarding the sufficiency and appropriateness of resources available

Issue 2 10

5 Staffing and Professional DevelopmentStaff are a school’s most important resource and this standard reflects the significance of professional development and training in raising levels of teaching and consequently of learning.

5.1 The extent to which the school has employed appropriately qualified and experienced staff to match the needs of the curriculum and its students. That all staff are legally and properly employed with contracts, work permits, security checks, etc.

5.2 Effectiveness of professional development linked to curriculum and individual needs.

5.3 The processes which the school has in place to determine the impact of professional development on teaching and learning outcomes in relation to the formal curricula.

5.4 The effectiveness of internally provided professional development.

5.5 The effectiveness of externally managed and on-line professional development.

5.6 The extent to which staff induction has been effective in helping the orientation of new staff to roles and teams across the school.

5.7 The extent to which performance management objectives for individual staff have been aligned with professional development activities.

5.8 The staff turnover rate by school section and phase.

Evidence Sources Teacher focus groups, discussions with senior leaders

Lesson observations

Employment data: contracts; proof of qualifications; work permits; letters of employment;

staff turnover rate, etc.

Overarching policy for professional development.

Evidence of staff professional development (records)

Evidence of dissemination of training information to improve work in the classroom

Staff induction policy and programme

Staff appraisal / performance management policy

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6 Student Achievement and ProgressThis standard evaluates and reports on what different groups of students achieve and the progress they are making when measured against the assessment framework.

6.1 Outcomes achieved by students in their current work, in relation to the curriculum and its objectives.

6.2 The progress students are making towards the outcomes expected of them, in relation to their level on entry and capability.

6.3 The levels of knowledge, understanding and skills that students demonstrate in tests and examinations compared with other schools in NIS.

6.4 The trend in results achieved by students in tests, formal assessments, teacher assessments and external examinations over a three year period.

Evidence Sources Senior staff, teacher and student focus groups

NIS assessment policy

School assessment policy

Formative and summative assessment data at whole school and departmental level

Student report samples

Copies of formal school reports on student outcomes in examinations. To include actual

progress against predicted scores, trends over three years and proposed actions

resulting from analysis.

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7 Students’ Personal Development This standard evaluates and reports on personal development, student behaviour and the contribution they make to the life of the school in its community. Interactions between students and of students with adults, along with student attitudes towards school and the wider community are examined here.

7.1 Students’ attendance rates and punctuality by school age groups. [Note: use the word lateness in Russian translation]

7.2 Students’ behaviour both in lessons and around the school. The extent to which the school is free from racism, bullying and other forms of poor behaviour and how well students understand and apply the principles of right and wrong.

7.3 The opportunities available to the students to participate in sports, PE and other physical activities.

7.4 Learners’ growing understanding of how to live a healthy lifestyle.

7.5 How much students enjoy their education, e.g. by showing interest in participating in the extra-curricular activities the school provides, their willingness to take on responsibility and make a contribution to the community.

7.6 How well the school provides opportunities for students to:

grow their understanding of their rights and responsibilities, and of those of others;

to be able to express their views;

to develop skills and personal qualities that will enable them to understand and participate in the economic world;

understand the choices they have in the future in relation to academic choices and career options;

to develop their self-knowledge, self-esteem and self-confidence.

7.7 The extent to which the school assists students to acquire an appreciation of and respect for their own and other cultural traditions.

Evidence Sources Student focus groups –1 per grade

Staff discussions – senior and tutor

Attendance policy and data on attendance

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School behaviour policy

Social education programme evidence to include health; cultural traditions; rights and

responsibilities; fitness; extra-curricular activities

Careers guidance policy and programme

Issue 2 14

8 Student Health and Well-beingThis standard examines how well the school cares for and supports its students, taking into account the regulatory and cultural requirements of Kazakhstan through three main aspects:

The extent to which the school provides for the well-being of its students:

Consideration should be given to:

8.1 Safeguarding and protection policy and procedures.

8.2 Student induction – the extent to which students new to the school feel safe and welcomed in the school community.

8.3 Student–adult relationships – the extent to which students have confidence to talk to staff and others when they feel at risk.

8.4 Personal support and counselling strategies available to individual students.

8.5 Student safety, including anti-bullying procedures – whether students feel safe from bullying and racist incidents.

The measures taken by the school to provide for the health and well-being of its students including:

8.6 Implementation of a written health and safety policy.

8.7 Adequacy of student admissions record and personal details, and their security.

8.8 Adequacy of medical arrangements to support students with medical conditions, e.g. asthma.

8.9 Sufficiency of appropriately qualified staff to provide first aid, in accordance with a written first aid policy.

8.10 Fire safety arrangements in line with legal requirements.

8.11 Catering, food preparation areas including kitchens and dining areas all meet national hygiene standards.

8.12 Cleanliness of the building.

8.13 Effective sound insulation and acoustics to allow undisturbed teaching and communication.

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The extent to which the school provides for its students’ safety including:

8.14 Effective arrangements for the safe arrival and departure of students.

8.15 Clear school procedures, risk assessments and written formal agreements from parents for trips and visits.

8.16 Safe storage of chemicals and hazardous materials.

8.17 Formal procedures for evacuation in the event of fire or earthquake.

8.18 Formal lock-down procedure in the event of an emergency.

8.19 Regular and recorded safety checks on alarms, electrical equipment, gym apparatus, soft areas around play equipment.

8.20 School transport meets local regulations and are maintained in a good state of repair.

8.21 Drivers have been trained and licensed for the vehicles in their charge.

Evidence Sources Student focus groups

Staff discussions

Lesson observations

School induction policy

Student record-keeping policy and security of current practice

Anti-bullying policy / school behaviour policy

Health and safety policy documents including: fire arrangements; earthquake plans;

lock-down procedure; hygiene; catering and cleanliness; safe storage of chemicals;

school trip procedures and associated risk assessments; first aid policy; records of

maintenance of fire equipment etc; school transport policy and practice e.g. driver

checks, vehicle maintenance meets local requirements; wheelchair access.

Issue 2 16

9 Partnership with Parents and the CommunityThis standard evaluates the effectiveness of the school’s partnership with parents and the community.

9.1 The extent to which the school maintains a constructive relationship with parents. In particular, the quantity and quality of the information provided to parents, especially with regards to students’ progress and achievements.

9.2 The opportunities parents have to be involved and participate in the life of the school.

9.3 The extent to which parents have good opportunities to be actively involved in the work and progress of their children.

9.4 How well the school handles the concerns of parents with care and follows its published procedures.

9.5 The extent to which the community is actively engaged in the life of the school.

Evidence Sources Parent discussion forum

Senior staff discussion

Information packs and communications with parents

Home-School partnership information

Policy for dealing with parental complaints

Consultation programme and procedures with parents

Community policy – approach to working with the community to benefit from inputs and

how school contributes to the community, e.g. drama productions; environmental

projects; work experience; community service.

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Appendix 1 GlossaryThis glossary lists words that may not be directly transferrable in translation and clarification is provided to ensure there is no ambiguity.

Personnel

CTM

NIS central team, including the Department of Educational Policy and Programmes; the Centre of Educational Programmes; Department of Quality Assurance; the Centre of Pedagogical Measurements; Department of Strategy and Corporate Development; Department of Human Resource Development; Department of Student Affairs.

Senior staff in schools

Principal and Vice Principals. Other members of a school’s senior management team.

School managers

This word is used to describe staff with responsibility including the oversight of other staff who are not listed as senior staff. Normally this would include heads of department, and some administrative jobs in schools such as the school’s librarian.

Support staff

This term is used to define staff who support teaching and learning. This would include the school librarian, laboratory workshop assistants, and ICT technicians.

Curriculum

Technology

A term used to include the following aspects: information and communications equipment; computers; modern electronic digital learning tools such as electronic whiteboards (smart boards) and digital projectors.

Teaching strategies

The approaches teachers use to organise learning in lessons. Examples would include: lecturing; use of video clips; talks by outside speakers; group work; debate and discussion; seminars; question and answer; practical work; role play; project work.

Learning styles

The ways in which students learn. Examples include through visual, auditory, tactile and kinaesthetic methods.

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Other

Punctuality

Lateness to school or lessons.

Student welfare (to be translated as well-being)

This term refers to the well-being of students at school. It can refer to the social, economic, health and emotional well-being of a student.

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Appendix 2 Core NIS Pedagogical Principles and Values

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