This study takes its point of departure from these widespread debates about the implementation of the whole school evaluation policy in the school context. The investigation further indicated a serious lack of coordinated effort at all levels of the system in the application of the WSE policy.
CHAPTER FIVE
Identification of the District Support Group District Support for Improvement Plan Knowledge of conditional grant. WSE impact on effective classroom management WSE impact on effective teaching and learning WSE impact on improving knowledge of the subject/learning area.
CHAPTER ONE
- BACKGROUND TO THE STUDY
- WHAT IS (W S E) AND WHY DO WE NEED IT?
- PURPOSE OF THE STUDY
- CRITICAL QUESTIONS FOR THE STUDY
- THE RATIONALE
- THE SIGNIFICANCE OF EDUCATIONAL EVALUATIONS AT SCHOOL LEVEL
- Types of Evaluation
- Formative versus Summative Evaluation
- School Self Evaluation (SSE)
- WHOLE SCHOOL EVALUATION AND QUALITY ASSURANCE
- CONCLUDING REMARKS
- RESEARCH METHODOLOGY
- LIMITATION OF THE STUDY
- PLAN OF THE STUDY
- SUMMARY
Ca) The purpose of the research is to explore the implementation process of Whole School Evaluation within the context of a school. Chapter Two: This chapter presents a literature review of whole school evaluation, with a particular focus on the implementation of the process.
CHAPTER TWO
INTRODUCTION
THE USE OF EVALUATION SYSTEMS
The feature of mutual conversation between the teacher and the evaluator is characteristic of our evaluation system. Corrective action comes from both the teacher and the evaluator to allow collaboration, support and advice.
THE UNITED KINGDOM'S INSPECTION MODEL AND ITS INFLUENCE ON SOUTH AFRICAN EVALUATION PROCESS
This is also a feature of our grading system in South Africa, which is the hallmark and pinnacle of the grading process. Each year, these assessments are collected and independently analyzed, and a report on the work of the inspectorate is published.
THE ASSOCIATION FOR THE DEVELOPMENT OF EDUCATION IN AFRICA (ADEA)
- Roles and Responsibilities of Inspectors
The same working group in (AD EA) agreed that the purpose of the inspection would be the following: (Commonwealth SecretariatlADEA, 1998). Below is the table showing the advantages and disadvantages of the different stages of the inspection.
TEACHER EVALUATONS IN UNITED STATES OF AMERICA
The superintendent of education is responsible for administering the state's school system and implementing policies adopted by the board. Provision of curricula, employment of teachers and administrative staff, and procedures for evaluating teachers are the responsibility of the individual school districts.
THE LEGAL FRAMEWORK UNDERPINNING THE IMPLEMENTATION OF WSE AT SCHOOL LEVEL
- The purpose of Quality Management System
- The Principles for Quality Management Systems
This policy increases the quality of education through systematic evaluation and monitoring of the performance of the education system. The Norms and Standards for Educators (2000) identifies the lack of quality assurance as one of the three major problems in education. The internal review process includes a review cycle in which one of the phases is "taking action".
In terms of the Quality Assurance Framework (1998), Quality Management Systems (QMS) are a new concept in the South African education system. As a result of the Department's Corporate Plan (Dept. Education, 1998b:8) and the subsequent quality assurance mandate, the Department of Education introduced a draft document introducing Quality Management Systems to complement the two existing Quality Assurance initiatives. In my opinion, the effective application of the QMS approach will greatly enhance the much sought after mutual interaction between schools and the district.
THE PRE- 1994 EVALUATION SYSTEM IN SOUTH AFRICA
This could be achieved through the sustained application of QMS principles, namely: Creating a culture of quality by establishing structures at the district and school level to be responsible for the implementation of "post-evaluation" action plans. Among the responsibilities of principals, which are listed in the guide for principals, is the evaluation and assessment of educators. These assessments were archaic and insensitive to many of the fundamental human rights now enshrined in our Constitution.
The purpose of the evaluation during probationary period was solely to consider confirmation of permanent appointment. Anay and Diamond (1999) maintain that the main goal of the current assessment movement must be improvement, which requires "an institutional commitment to change, the availability of quality information to inform decisions, and the willingness to commit the resources necessary is to collect this information and to make the identified changes". Finally, it is my firm belief that the extent to which the evaluation process succeeds will largely depend on how the specific needs of the evaluated educators are addressed.
THE NEED FOR MANAGEMENT OF QUALITY WITHIN THE SCHOOL CONTEXT
The steady flow of students from disadvantaged schools to more advantaged schools and private schools can lead to staff layoffs and ultimately threaten the viability of the public school system. In the new education market, educators must meet the challenges of competition by working to improve the quality of their products, services and delivery mechanisms. The importance of Whole School Evaluation is that it is an improvement-driven process that focuses on the needs of the whole school and provides a mechanism to respond to a school's identified needs and desires.
This leads Sallis (1996:5) to conclude that focusing on customer needs, which is at the heart of quality, is one of the most effective means of coping with competition and surviving it. Schools are part of their communities and as such they must meet political demands for education to be more accountable and publicly demonstrate high standards of products and services (Sallis 1996). The current practice of creating independent schools should be matched with greater accountability on the part of schools.
ACCOUNTABILITY AND QUALITY ASSURANCE
Therefore, accountability ultimately applies at the level of the individual learner: has this learner made progress or not in this class. One of the key objectives of Whole School Evaluation is to evaluate the effectiveness of a school in terms of the national objectives, using national criteria, of which the end goal is. Already in 1998, the Department of Education began a process to identify and select appropriate indicators, which can be used to measure the state of the South African education system (The National Policy On Whole School Evaluation, July 2001).
The findings, as well as their interpretation, in this research will be analyzed in terms of the 26 indicators (Gov. Gazette Vol. 433). It would therefore be logical to assume that subsequent reports on the development of the policy may adopt a different focus in terms of the indicators used. According to the National Policy on WSE (July 2001), the key features for the process include the following:
Approach
Performance Rating
Steps for WSE Evaluation Process
- CONCLUSION
Evaluation team prepares for a WSE by:. i) Agree with the school on dates for a pre-evaluation visit, arrangements for collecting the school's documentation, and arrangements for post-evaluation feedback to appropriate staff. ii) Completing an analysis of the school's documentation in preparation for the formal on-site evaluation. The school prepares for the WSE by:. i) Completing a self-assessment document and providing a copy to supervisors. ii) Provide supervisors with appropriate documentation. Supervisors use three main techniques to gather evidence about the school's work. i) Examination of other relevant school documentation, district records, development plans and assessment systems. ii) Discussion with appropriate staff associated with the school; and (Hi) Observation of the school's work, especially lesson observation. School evaluation aims to bring about improvements in teaching and learning; a key element in the process is the amount of time spent on it.
All school evaluations will result in an oral and written report submitted to the principal/senior head of the school. Within four weeks of the assessment, the lead supervisor will provide a written report following an agreed format. The notable differences between the two rating systems are the special funding of rated institutions, funding for outstanding colleges and the granting of accredited status to some of Britain's top performing institutions.
CHAPTER THREE
- INTRODUCTION
- RESEARCH METHODOLOGY
- SAMPLING
- HOW DATA WAS COLLECTED AND ANALYSED? (RESEARCH DESIGN)
- Why Analysis of documents?
- The Fielding of Questionnaires
- Interviews
- PILOT STUDY
- DATA COLLECTION AND PRESENTATION
- LIMITATION OF RESEARCH DESIGN
- CONCLUSION
Schools were written to through the relevant channels and asked to be part of the research. Follow-up interviews for some of the answers were given after the analysis of the answers for each item. This provided useful information to determine what are the obstacles that speak against the implementation of the whole school evaluation policy.
Four others were given to the principals of the schools chosen to be part of the sample. The research is largely a qualitative analysis of the implementation process of WSE at the school level. The analysis and interpretation of the questionnaires and interviews follow in the next chapter.
CHAPTER FOUR
ANALYSIS OF DATA
- INTRODUCTION
- ANALYSIS OF QUESTIONAIRE RESPONSES
Section A deals with the organizational arrangements of the WSE process prior to on-site implementation. An overwhelming 76% of the total respondents agreed that they were involved in the whole school evaluation (WSE) arrangements. That they never had problems ensuring the presence of the SGB members. That the whole process was educationally conducive.
84% of the respondents agreed that the necessary arrangements for assessment were made on time, so it can be said with certainty that the time frames specified in the regulations are strictly adhered to. Section A, question 3 of the questionnaire asked participants to explain their feelings about how the assessment procedures were done. This bodes well for the principle of cooperation and partnership, which are presented as pillars supporting successful policy implementation.
Question 7 requested participants to state whether they had experience any logisticai hiccups that they wished to share with the directorate? The response was as follows
- SECTION D (About Post Evaluation Phase and District Support)
- SUMMATION OF WSE POLICY ANALYSIS AND FOLLOW UP INTERVIEWS WITH PRINCIPALS OF EVALUATED SCHOOLS
- CONCLUSION
- CONCLUSION AND RECOMMENDATIONS
- PRE-EVALUATION TRAINING AND ARRANGEMENTS FOR WSE IMPLEMENTATION AT SCHOOL
- QUALITY PROMOTING INITIATIVES
- ETHICAL ISSUES
- POST EVALUATION PHASE AND DISTRICT SUPPORT
- EXPERIENCES GAINED BY EVALUATED EDUCATORS AND WSE IMPACT ON THEIR PROFESSIONAL DEVELOPMENT
- CONCLUSION
From the analysis of the responses to the questionnaire, 67% of all deputy directors indicated logistical problems. An overwhelming 80% response from former HOAs indicated that they had no problems/challenges in implementing the quality promotion plan. An overwhelming 95% of all respondents agreed that supervisors considered the overall welfare of stakeholders.
Respondents were asked whether they were aware of the roles they would play in implementing improvement strategies. 86% have not commented on the quality of the reports that are produced through the school evaluation process as a whole. Participants indicated that the report was not distributed or made available to most stakeholders.
Many of the respondents indicated that no school improvement plans were in place after evaluations. All participants agreed that the findings of the school improvement reports were so eloquently expressed in a way that they were useful for the school.
Goba, B.T. 2002 Developmental Assessment System Implementation Study in Former DET Primary Schools in the PTN District of the KZN Department of Education and Culture. Would you say that your school was given enough information before the evaluation began? 6. Are all teachers aware of the role they have to play in implementing improvement strategies? .. b ) Any other comments regarding the quality of the report.
Are there successes currently as a result of the evaluation process. mention at least· . certificate of success at your school). To what extent would you rate the contribution of the following persons/structures to your understanding of the importance of the whole school's evaluation. In your opinion about the nine focus areas being evaluated, which ones seem to get more attention than the rest and why.
