Inspectorate of Education and Inspection System Overview
The Inspectorate of Education and Inspection System is responsible for evaluating, monitoring, and supervising educational institutions in Portugal. Their scope includes inspecting non-higher education schools, higher education institutions, and services of the Ministry of Education and Science. The Inspectorate conducts various activities such as external evaluation of schools, evaluating teachers training centers, and international activities. With a dedicated team of inspectors and staff, they aim to contribute to school development and improvement. This overview was presented at an event in Bilbao in June 2018.
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INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE INSPECTION SYSTEM AND THE SCHOOL EXTERNAL EVALUATION THE INSPECTION SYSTEM AND THE SCHOOL EXTERNAL EVALUATION Bilbao, 7 8 June 2018
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM Annual Planning Human Resources Inspectors: 179 - Other Staff: Management, Middle-Management, Senior Officers Administration andAncillary Staff 70 2018 (some figures) - Inspections - Planned: 872 - Follow Up: 61 Not Planned ??? http://www.igec.mec.pt/upload/Instrumentos_Gestao/IGEC_PA_2018.pdf Bilbao, 7 and 8 June 2018 Helder Guerreiro
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM SCOPE AND MISSION OF THE INSPECTORATE: To inspect non-higher education schools (nursery schools included) and higher education institutions and the services of the Ministry of Education and Science. To monitor, supervise, audit and evaluate both pedagogic and financial- administrative areas, in public and private education systems, as well as the Portuguese schools abroad. To inspect and audit higher education institutions. Bilbao, 7 and 8 June 2018 Helder Guerreiro
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM INSPECTION PROGRAMMES Monitoring Supervision (Control) Audit Evaluation Ombudsmanship and disciplinary activity International activities Bilbao, 7 and 8 June 2018 Helder Guerreiro
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM EVALUATION Aims: To contribute to school development and to school standing improvement Activities: External Evaluation of Schools Evaluation of Teachers Training Centres Bilbao, 7 and 8 June 2018 Helder Guerreiro
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM The External Evaluation of Schools Framework and Procedures (in the 2nd cycle) Bilbao, 7 and 8 June 2018
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM AIMS OF THE EXTERNAL EVALUATION THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM To promote the progress of pupils learning and achievements, by identifying the strengths and priority areas where the schools actions should improve. To increase responsibility at all levels, validating the schools self-evaluation practices. To encourage stakeholders participation and involvement in school, offering a better public knowledge about the quality of the schools work. To contribute to the regulation of the educational system, providing relevant information for decision-making and school management. Bilbao, 7 and 8 June 2018 Helder Guerreiro
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM FRAMEWORK SELF-EVALUATION EDUCATIONAL PROVISION LEADERSHIP AND MANAGEMENT RESUL TS SELF-EVALUATION http://www.igec.mec.pt/upload/AEE_2016- 2017/AEE_16_17_(1)_Quadro_de_Referencia.pdf Bilbao, 7 and 8 June 2018 Helder Guerreiro
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM DOMAINS AND KEY FACTORS OF EVALUATION THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM 1. Results Academic success Expected vs Observed Value Social outcomes Community recognition Bilbao, 7 and 8 June 2018 Helder Guerreiro
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM DOMAINS AND KEY FACTORS OF EVALUATION THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM 2. Educational provision Planning and articulation Teaching practices Monitoring and assessing Bilbao, 7 and 8 June 2018 Helder Guerreiro
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM DOMAINS AND KEY FACTORS OF EVALUATION THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM 3. Leadership and school management Leadership School management School self-evaluation and improvement Bilbao, 7 and 8 June 2018 Helder Guerreiro
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM EVALUATION SCALE THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM Five levels of performance Excellent Very Good Good Fair Unsatisfactory Bilbao, 7 and 8 June 2018 Helder Guerreiro
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM Team of 3: 2 inspectors + an evaluator external to the Inspectorate Management Coordinators Teachers Students Non-teaching staff Parents Local Stakeholders 3-5 days at school: Interviews The Process School self-reflection presentation School fundamental docs School profile / expected value Document analysis Pupils room, Staff room, canteen, cafeteria, Labs, Gym, Arts. Walk through classrooms Visit to school premises Bilbao, 7 and 8 June 2018 Helder Guerreiro
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM BEFORE THE SCHOOL VISIT Inspectors receive and analyse documentation from IGEC headquarters: results from satisfaction questionnaires to stakeholders previous existing reports file with some demographic and social context indicators (such as number of pupils, of classes, parents jobs and academic qualifications, ...), with national exams results and with the expected value (which is calculated by the DGEEC using a statistic model and additional information http://infoescolas.mec.pt/Secundario/#.Wwk_ye4vz3h ) The evaluation team meets to discuss main findings an to prepare their strategy Bilbao, 7 and 8 June 2018 Helder Guerreiro
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE SCHOOL VISIT Single schools: three days Clusters of schools: lasts four or five days Examples of one agenda: http://www.igec.mec.pt/upload/AEE_2016- 2017/AEE_16_17_(5_2)_Agenda_de_Trabalho_2.pdf Introducing the school, by the school Director Visit around the school /schools of the cluster Group interviews Bilbao, 7 and 8 June 2018 Helder Guerreiro
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM AFTER THE SCHOOL VISIT THE REPORT Structure: evidences per field of analysis, evaluation of each domain, Strong Points/Areas for improvement Output: a report that is sent afterwards to the school, which may contradict it The reports, and every schools contradictory are published on IGEC's website Every school report stresses major strengths and improvement areas in the school s performance The school prepares an improvement plan to respond to the challenges identified by the inspection report http://www.igec.mec.pt/upload/AEE_2016_Sul/AEE_2106_AE_Alcochete_ R.pdf Bilbao, 7 and 8 June 2018 Helder Guerreiro
School views report Some misleading assumptions about school evaluation INSPE O-GERAL DA EDUCA O E CI NCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM How does internal and external evaluation support schools progress? - School views in a 4-year period on the external evaluation report THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM 80 70 (%) 56 56 60 48 48 50 40 40 35 35 40 33 33 32 32 30 22 22 20 11 11 8 8 5 5 5 5 10 3 3 1 1 1 1 0 0 0 Fairness of the appraisal Contribution to school improvement Stimulus to school community Bilbao, 7-8 June 2018 Helder Guerreiro 17
School views Impact Some misleading assumptions about school evaluation INSPE O-GERAL DA EDUCA O E CI NCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM How does internal and external evaluation support schools progress? - School views in a 4-year period on the impact of the external evaluation on school self-evaluation THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM 60 50 50 (% ) 46 46 50 43 43 40 40 40 40 37 37 40 30 14 14 14 14 20 8 8 10 3 3 2 2 0 0 2 2 0 0 1 1 0 Instruments Indicators and criteria Methodology Bilbao, 7-8 June 2018 Helder Guerreiro 18
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE OECD REVIEW APRIL 2012 THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM Bilbao, 7 and 8 June 2018 Helder Guerreiro
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE OECD REVIEW STRENGTHS THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM External school evaluation is becoming well established The external evaluation model embodies a number of features of best practice Transparency is a feature of the approach A relationship has been established between self and external evaluation School leadership is promoted in school evaluation Schools benefit from some follow-up Inspections are themselves evaluated A good basis for further development Bilbao, 7 and 8 June 2018 Helder Guerreiro
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE OECD REVIEW CHALLENGES THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM There is a need to strengthen a culture of evaluation and improvement There is an insufficient focus on learning and teaching School self-evaluation requires to be strengthened There is a need to build competence in the techniques of evaluation The impact of external evaluation is limited There are some issues about the credibility of external evaluators There are concerns related to the implementation of school director appraisal Bilbao, 7 and 8 June 2018 Helder Guerreiro
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE OECD REVIEW POLICY RECOMMENDATIONS THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM Establish the focus for evaluation as being to improve learning and teaching and student outcomes Improve the alignment between external and self-evaluation and raise the profile of self-evaluation Improve the acceptability and impact of external inspection Consider changes to the length of inspections and of the cycle Improve the articulation between school evaluation and other policy developments Ensure school leaders receive appropriate feedback on their performance Bilbao, 7 and 8 June 2018 Helder Guerreiro
INSPEO-GERAL DA EDUCAO E CINCIA THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THE INSPECTORATE OF EDUCATION AND THE INSPECTION SYSTEM THANK YOU FOR LISTENING QUESTIONS ARE WELCOME Bilbao, 7 and 8 June 2018 Helder Guerreiro
