QUALITY ASSURANCE: AN INTEGRATED RESEARCH REPORT It is best to learn as we go not as we have learned

QUALITY ASSURANCE: AN QUALITY ASSURANCE: AN INTEGRATED RESEARCH INTEGRATED RESEARCH

REPORT REPORT

It is best to learn as we go not as we have learned

QUALITY ASSURANCEQUALITY ASSURANCE

Developmental appraisal

Performance measurementWhole School Evaluation

IQMSIntegrated Quality

Management System

WSE PM

DASAppraise individual educators Appraise individual educators Determine strengths Determine strengths and weaknesses and weaknesses Draw up programmes for Draw up programmes for individual’s personal growthindividual’s personal growth

Evaluate overall Evaluate overall effectiveness of school effectiveness of school Determine qualityDetermine quality of teaching and learningof teaching and learning

Evaluate individual Evaluate individual educatorseducatorsPurpose: salary/gradePurpose: salary/grade progressionprogressionReward and incentivesReward and incentives


ReportReport on perceptions of educators, on perceptions of educators, principals, parents and districts principals, parents and districts on quality assuranceon quality assurance

DAS and PM only applicable to DAS and PM only applicable to educators but WSE on all of aboveeducators but WSE on all of above..

EDUCATOR AND QUALITY ASSURANCEEDUCATOR AND QUALITY ASSURANCE

1120 educators from Gauteng were 1120 educators from Gauteng were respondents using structured respondents using structured questionnaire to probe perceptions re questionnaire to probe perceptions re teacher evaluationteacher evaluation. .


Analysis of data revealed two factors namelyAnalysis of data revealed two factors namely::Design criteriaDesign criteriaImplementation criteriaImplementation criteria

THE DESIGN CRITERIATHE DESIGN CRITERIAQ1.Q1. Teacher performance-is it Teacher performance-is it

appraised, appraised, evaluated or evaluated or measured?measured?Whether on appraises, measures or Whether on appraises, measures or evaluates human performance one has to evaluates human performance one has to decide whether it is good, average or poor decide whether it is good, average or poor and hence we will refer to performance and hence we will refer to performance evaluation.evaluation.


Q2.Q2. What steps are involved in What steps are involved in teacher teacher evaluation?evaluation? Set performance criteriaSet performance criteriaObserve work performance and collect Observe work performance and collect datadataEvaluate work performance using Evaluate work performance using process of decision-making and judgmentprocess of decision-making and judgmentFeedback Feedback

Q3 What is teacher evaluation?Q3 What is teacher evaluation?See research paperSee research paper

Q4Q4 What are the purposes of What are the purposes of teacher teacher evaluation? evaluation?

Quality assuranceQuality assurance

FormativeFormative functionfunction-develop -develop professional teaching skillsprofessional teaching skillsSummative function-Summative function-for selection for selection and for grading and promotionand for grading and promotion

Socio-political function-Socio-political function-motivation, motivation, to improve teaching effectiveness or to improve teaching effectiveness or promote preferred teaching actionspromote preferred teaching actions

Administrative function-Administrative function-exercise exercise of authorityof authority

NATIONAL DEPARTMENT OF

EDUCATION

ELRC

GDE

FS

DE

ECDE

DE

SIG

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CR

ITE

RIA

FORCES RELATING TO RELIGION AND VIEW OF LIFE

SOCIAL FORCES

DE

MO

GR

AP

HIC

FO

RC

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FOR

CE

S R

ELA

TING

TO

SC

IEN

CE

AN

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TEC

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POLITICAL FORCES EC

ON

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IC F

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THE EVALUATION OF TEACHER PERFORMANCE

KZNDE

NCDE

LD

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NWDE

School

WSEDAS

PM

IMP

LEM

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TATIO

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CR

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MD

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WCDE


Model shows design and implementation Model shows design and implementation are seen as two separate things –heaven are seen as two separate things –heaven where design occurs and earth where where design occurs and earth where implementation occurs!implementation occurs!

Q5Q5 Where is information Where is information needed to judge needed to judge teacher teacher performance found?performance found?Teacher evaluation should occur within a Teacher evaluation should occur within a community culture or combined community culture or combined paradigm as each evaluation community paradigm as each evaluation community has an own evaluation framework. These has an own evaluation framework. These paradigms are:paradigms are:


Process-product paradigm-Process-product paradigm-processes in teacher mainly responsible processes in teacher mainly responsible for learner achievement-personality, for learner achievement-personality, direct teaching behaviours, direct teaching behaviours, management techniques, better use of management techniques, better use of time.time.

Process-product mediation Process-product mediation paradigmparadigm-learner is personally -learner is personally responsible and insight is result social responsible and insight is result social activities in classroom or cognitive activities in classroom or cognitive assimilation by learner him-or herself. assimilation by learner him-or herself.


Classroom ecological paradigm-Classroom ecological paradigm-it is it is impossible to measure teacher impossible to measure teacher performance outside the context of the performance outside the context of the school, family, community and culture school, family, community and culture as they all influence what is observed. as they all influence what is observed. In-depth description of learner’s In-depth description of learner’s thoughts, attitudes and feelings are thoughts, attitudes and feelings are important. important. Teacher decision-making paradigm-Teacher decision-making paradigm-llearner achievement is also result of earner achievement is also result of teachers thought processes and teachers thought processes and reflective thinking plays important role. reflective thinking plays important role.


Excellent teacher paradigm-Excellent teacher paradigm- learner learner achievement result of teachers particular achievement result of teachers particular knowledge of subject, education and knowledge of subject, education and different teaching strategies.different teaching strategies.

Q6Q6 What variables are involved in What variables are involved in determining teacher performance?determining teacher performance?

Above paradigms can be grouped into Above paradigms can be grouped into categories to make them amenable to categories to make them amenable to measurement namely:measurement namely:PreoperationalPreoperational (aspects of personality, (aspects of personality, teacher’s knowledge of subject and of teacher’s knowledge of subject and of education, teachers educational education, teachers educational framework)framework)ContextualContextual (classroom ecology and (classroom ecology and learners role)learners role)


ProcessProcess (direct teaching actions, (direct teaching actions, classroom management actions, teacher classroom management actions, teacher decision-making, teacher interactive decision-making, teacher interactive thinking, exceptional teacher actions)thinking, exceptional teacher actions)

ProductProduct (process-product paradigm- (process-product paradigm-levels of learner achievement) levels of learner achievement)

Most teacher evaluation instruments Most teacher evaluation instruments have overload of observable teaching have overload of observable teaching activities and discourage teaching activities and discourage teaching activities aimed at the higher cognitive activities aimed at the higher cognitive abilities. abilities.


The PM instrument in the IQMS divides The PM instrument in the IQMS divides teaching into observation of educators in teaching into observation of educators in practice (4 performance standards) and practice (4 performance standards) and aspects that fall outside the classroom ( 8 aspects that fall outside the classroom ( 8 performance standards).performance standards).

There is an over-representation of There is an over-representation of administrative aspects as the role of the administrative aspects as the role of the learner seems minimal. For further points learner seems minimal. For further points of criticism see the paper. of criticism see the paper.

QUALITY ASSURANCE QUALITY ASSURANCE

Q7 What criteria must be used to judge Q7 What criteria must be used to judge quality of work performance?quality of work performance?Criteria can be subjective or objective. So Criteria can be subjective or objective. So the diving judges at the Olympic Games the diving judges at the Olympic Games may all be experts and have certain diving may all be experts and have certain diving behaviours described and points allocated behaviours described and points allocated (1-10) but they still differ in their judgment (1-10) but they still differ in their judgment of scores allocated. Objective criteria are of scores allocated. Objective criteria are ones that does not involve another ones that does not involve another person’s evaluation like a score of 72 on a person’s evaluation like a score of 72 on a par 72 golf course-it is the same for par 72 golf course-it is the same for everyone. everyone.

Q8Q8 Who must evaluate teacher Who must evaluate teacher performance?performance?


Immediate superiors (HOD, Principal).Immediate superiors (HOD, Principal).

ColleaguesColleagues

Learner’sLearner’s

Him-or herself.Him-or herself.

Evaluation experts.Evaluation experts.

THE IMPLEMENTATION CRITERIATHE IMPLEMENTATION CRITERIA

Q1Q1 How should an evaluation How should an evaluation system be advocated?system be advocated?


People responsible for advocating People responsible for advocating evaluation system selectively use data evaluation system selectively use data that confirms their position. Advocacy that confirms their position. Advocacy must be balanced with enquiry i.e people must be balanced with enquiry i.e people must be allowed to enquire into must be allowed to enquire into expressed view.expressed view.Senge speaks of “genuine enquiry” which Senge speaks of “genuine enquiry” which consists of an integration of participative consists of an integration of participative openness (freedom to speak your mind) openness (freedom to speak your mind) and reflective openness (willingness to and reflective openness (willingness to challenge own thinking – I may be wrong challenge own thinking – I may be wrong and other person correct).and other person correct).


Q2Q2 What should the function of What should the function of performance measurement be?performance measurement be?The real character or being of something The real character or being of something lies in its potential use (the hydrogen lies in its potential use (the hydrogen bomb)bomb)Main aim should always be the professional Main aim should always be the professional development of teaching effectiveness.development of teaching effectiveness.

Q3Q3 What competences does an What competences does an evaluator need?evaluator need?Good interpersonal relationship skills.Good interpersonal relationship skills.Being a positive role modelBeing a positive role model


Credibility as an evaluatorCredibility as an evaluator

Personal integrityPersonal integrity

ObjectivityObjectivity

Patience and flexibilityPatience and flexibility

Knowledge and understanding of Knowledge and understanding of evaluation as a process.evaluation as a process.

Avoid stereotyping and initial impressionsAvoid stereotyping and initial impressions

Q4Q4 How should the feedback How should the feedback process occur?process occur?


Develop flexible relationship of trust-Develop flexible relationship of trust-encourages dialogue.encourages dialogue.

Careful attention to listening skillsCareful attention to listening skills

Give feedback on positive aspects firstGive feedback on positive aspects first

Questions encourage teacher to speak Questions encourage teacher to speak about own weaknesses. about own weaknesses.

Set combined improvement goals and Set combined improvement goals and give training to overcome weaknesses.give training to overcome weaknesses.

Give attention to conceptual skills Give attention to conceptual skills needed for promotion postsneeded for promotion posts


THE PRINCIPAL AND QUALITY THE PRINCIPAL AND QUALITY ASSURANCEASSURANCE

Research done in Gauteng, North-West Research done in Gauteng, North-West and Mpumalanga and Mpumalanga

According to legislation principal is According to legislation principal is responsible that IQMS is advocated, responsible that IQMS is advocated, implemented, documented and implemented, documented and moderated in fair and consistent manner moderated in fair and consistent manner together with SMT.together with SMT.

Contextual factors also need to be Contextual factors also need to be considered (educator/learner ratio, considered (educator/learner ratio, classroom conditions, level of learnerclassroom conditions, level of learner

discipline, nutrition of learners, nature of discipline, nutrition of learners, nature of workload, complexity level of subject, workload, complexity level of subject, personal health).personal health).

THE PARENT AND QUALITY THE PARENT AND QUALITY ASSURANCEASSURANCE

SASA stipulates schools must have an SASA stipulates schools must have an SGB.SGB.SGB responsible for Governance whilst SGB responsible for Governance whilst principal responsible for “Professional principal responsible for “Professional management”. Conflict as roles not management”. Conflict as roles not clearly defined.clearly defined.Role of SGB emphasized but little Role of SGB emphasized but little recognition to parental involvement by recognition to parental involvement by OFSTED. Example of criteria is:OFSTED. Example of criteria is:

SGB shouldSGB should develop systems for monitoring develop systems for monitoring and evaluating the quality of education and evaluating the quality of education provided by school. Without training isprovided by school. Without training is this this possible?possible?

THE ROLE OF THE DISTRICTTHE ROLE OF THE DISTRICT IN QUALITY IN QUALITY ASSURANCEASSURANCE

Mixed methods research was conducted in Mixed methods research was conducted in Gauteng, Limpopo and Mpumalanga on Gauteng, Limpopo and Mpumalanga on perceptions of teachers regarding district’s perceptions of teachers regarding district’s role.role.Most educators became aware of quality Most educators became aware of quality assurance via electronic and paper media and assurance via electronic and paper media and not from district office.not from district office.Any training workshops compulsory for school Any training workshops compulsory for school staff without funding from district.staff without funding from district.

Facilitators who were district officials Facilitators who were district officials were not competent trainers and were not competent trainers and provided contradictory information. provided contradictory information.

UNIONS and districts were not in UNIONS and districts were not in agreement with some of the aspects of agreement with some of the aspects of the IQMS. the IQMS.

District officials must be held District officials must be held accountable for performance of accountable for performance of schools under their jurisdiction. schools under their jurisdiction.

Competent facilitators and sufficient Competent facilitators and sufficient time for advocacy of the quality time for advocacy of the quality assurance are vital. assurance are vital.

Documents

QUALITY ASSURANCE: AN INTEGRATED RESEARCH REPORT It is best to learn as we go not as we have learned