EIP 2 Session 1 PowerPoint presentation (including speaking notes)

Slide 1

Empowering Improvement Project 2

Transforming Inspection

Lowering the stakes, raising the impact

Session 1: Vision

Slide 2

Purpose of session one

Raise your awareness and develop your understanding of the Empowering Improvement inspection process;
provide an overview of what to expect from this second Empowering Improvement Project (EIP2);
provide you with an opportunity to explore and reflect on core question one around your vision and what informs it; and
consider how and why you might go about establishing or revisiting a shared vision within the context of your school/organisation.

Slide 3

Purpose of inspection
The purpose of all inspection activity is:
to build capacity within the organisations inspected to provide high quality education and outcomes for learners.
Achieved by:
promoting processes of self-evaluation which will endure beyond the period of the inspection;
evaluating and reporting objectively and fairly on the quality of provision in the best interests of the learners;
helping to inform and establish improved ways of working through professional dialogue; and
identifying, affirming, reporting and disseminating examples of highly effective and innovative practice from which others may learn.

Slide 4

Guiding principles

Learners are at the heart of everything we do.
Inspections/Evaluations are impartial, reliable and based on first-hand evidence.
Inspections/Evaluations are transparent and involve schools/organisations as fully as possible.
An important focus is the quality and impact of learning and teaching.
Evaluations (inspection findings) are reported constructively, balanced fairly and focused on empowering improvement in the interests of the learners.
Effective practice is recognised, affirmed and shared.
Inspections are proportionate to need.
The context of each school/organisation is taken into account to inform the inspection activity, which will be adapted accordingly.
Engagement in inspection/evaluations will empower organisations in their improvement journey and build capacity.
As a reflective organisation we will continue to encourage and act upon feedback on how the inspection process can be improved.

Slide 5

Transforming Inspection: What can schools expect?

Transforming Inspection: What can teachers expect?
Context matters
Importance of professional dialogue
Use of existing documents/evidence
Emphasis on sharing of effective practice
Joint planning day
Removal of single statement evaluations/performance levels
Five core questions
New report format and bespoke conclusions

Slide 6

EIP2

The project is based on the five core questions around whole school/organisation self-evaluation. The five questions will be central to all inspections going forward and include an enhanced focus on:

the ethos and culture of the school/organisation;
its context;
its vision and values;
how it sets about achieving that vision; and
how it creates a community of learning.

Image showing the five core questions.

Slide 7

Empowering Improvement inspection framework

Image showing the five core questions.

What is the school’s/organisation’s vision and what informs it?
How is the school/organisation setting about achieving the vision, within its own context?
How does the school/organisation monitor how well it and its learners are doing and how responsive is it to overcoming challenges and barriers?
How does the school/organisation define, celebrate and embed success for all learners?
How is the school/organisation creating the right conditions for the growth and development of a community of learning?

Slide 8

Responding to the five core questions

The five core questions provide a consistent framework for self-evaluation and inspection.

Helping us to reflect on how well our learners are doing and if it is well enough.

Contributory areas link directly to and inform the core questions.

Slide 9

Key messages

Inspection viewed not as an event but as part of the self-evaluation process, working with and looking at, not doing to or looking for.

Self-evaluation as a process, validated externally by inspection activity, is crucial in bringing about positive change and improving the lives and life-chances of learners.

Slide 10

Image showing the five core questions.

Question 1

What is the school’s/organisation’s vision and what informs it?

Slide 11

Vision – responding to CQ 1 (pages 5&6 of the framework)

Responding to the Five Core Questions

Core Question: What is the school’s/organisation’s vision and what informs it?

The extent to which:

the school’s/organisation’s vision encourages the holistic development of the learners;
the school’s/organisation’s self-evaluation process is effective; and
the school’s/organisation’s priorities for development relate to, and help to achieve, the vision.

Speaking notes - Responding to the Five Core Questions Document: This document is designed to help you unpack the five core questions for your own self-evaluation. As we begin our reflection on core question 1 we will, in this session, focus on the school’s vision and what informs it?

We will be thinking about vision and values, and the extent to which the school’s/organisation’s vision encourages the holistic development of the learners.

Slide 12

People spark revolutions through their visions, beliefs and dreams. Hattie and Larson (2020)

Slide 13

Vision is the ‘why’ of any improvement plan

Image of book cover – ‘Start with Why’ by Simon Sinek.

Image of a person standing on a stage with text ‘The Vision Test’.

Speaking notes - You may well have heard of ‘Start with Why’ by Simon Sinek.

Sinek describes vision as the WHY of any improvement plan.

When talking about Vision, Sinek suggests that we don’t get caught up in the language of whether it be referred to as a vision, just cause or purpose etc - the language used to reflect the word ‘vision’ is not the key issue.

If you are interested, you can see Sinek talk about ‘The Vision Test’ himself on Youtube.

Slide 14

Reflecting on vision

Resilient

Inclusive

Learner centred

Image of ‘Vision’ with individual letters on different coloured card.

Speaking notes - To succeed, Sinek argues, a defined purpose for a business should be resilient, inclusive and service orientated. What he means by service orientated is that it is focused on the benefits for the customer. Those for whom the service is being provided. So, in the case of education (schools and organisations), that is the child or young person, the learner.

Slide 15

Examples of Vision Statements

Image of New Zealand All Blacks logo.

Our Vision

Inspiring and Unifying through rugby.

It’s our goal to be a world-leading sports organisation, helping all of rugby to be the best it can be.

We lead, support, grow and promote New Zealand's game, striving for rugby teams in black that are unrivalled, a high-performance system that produces the world’s best talent, competitions that fans love, and a community game at the heart of the sport that is strong.

We are committed to New Zealand rugby being financially secure, attracting top partners and contributing actively to the global game.

Slide 16

Image of child engaged in play activity using playdoh.

Image of UNCRC Symbols poster - The Children and Young People's Commissioner Scotland.

Speaking notes - As the UNCRC reminds us, we are advocates for children as are all those who work in or with schools.

So, when we talk about the appropriateness of a school’s vision, we can be confident in asserting it should be centred around the children and young people.

Slide 17

Vision explained

Image of book cover ‘Servant Leadership – A Journey into the Nature of Legitimate Power and Greatness’ by Robert K Greenleaf.

“The need for shared vision and values, a more team orientated approach and a desire first and foremost to serve others are being recognised as keys to successful leadership and management”.

Slide 18

Vision explained

Image of book cover – ‘Legacy’ by James Kerr.

“Personal meaning is the way we connect to a wider team purpose”.

Speaking notes - “Personal meaning is the way we connect to a wider team purpose. If our values are aligned with the values and beliefs of the organisation, then we will work harder towards its success.” Kerr goes on to say “If not, our individual motivation and purpose will suffer, and so will the organisation.”

Slide 19

Vision is underpinned by values

Image of a lighthouse with text ‘Values are like lighthouses; they are signals giving us direction, meaning, and purpose.

Vision is a manifestation of values. Vision makes values real. Matthew R. Fairholm, Putting Your Values to Work

Our values are the principles for living that we take seriously enough to practice. Amy Bailey, ‎Liz Stubbs, Maximize Your Values

Slide 20

Values

Image of a colorful tree with words.

A drawing of people holding hands around a globe with words and title ‘Values’.

Slide 21

Contributing to vision and values

In considering vision and values, we also need to reflect on the big picture of the NI curriculum, our own unique context and have an understanding of what constitutes best practice.

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Workshop one

Thinking about the holistic development of the learner and reflecting on the big picture of the curriculum, consider and discuss: What is it that we want for the children/young people in our school?

Speaking notes - Read and reflect on big picture for your phase, consider and discuss: What is that we want for the children/young people in our school?

Slide 23

Workshop two

Colourful graphic with text ‘Workshop’.

Considering context.

Slide 24

Reflecting on the context within which we are working

Workshop Two

Considering your own school/organization context.

Consider the positives:

What is going well for our schools/organisation? What are the driving forces that are working in our favour to move us towards our vision.

List:

What can we do to sustain and embed these? How can we build upon them?

Consider the restraining factors:

What is holding our school/organisation back? (Internal and external factors.)

List:

Which of these can we do something about; what can we change? What steps, however small, can we begin to take to address these?

Which of these have we no control over and what does this mean for us? (How should we respond?)

Speaking notes - Use the template in your work book on page 23 to guide your thinking and discussion.

We want you to consider your own unique context and the school community that you serve.

Begin your discussions using the lefthand side of the grid.

Slide 25

Group discusson

Colourful graphic of people gathered around a desk.

Slide 26

The nine contributory areas

Graphic detailing the nine contributory areas:

Community – Vision – Context – Response – Success

Curriculum for all

Holistic development of learners.
Learner-centred, inclusive, flexible, forward looking and equitable.
Learner progress and achievement.
Collaborative and shared learning experiences.

Planning, teaching and assessment for successful learning

Learners’ needs, abilities and interests are met.
Successful learning.
High quality outcomes for learners.

Health, wellbeing and keeping safe

Emotional health and wellbeing.
Healthy lifestyles.
Safeguarding.

Equity, diversity and inclusion

Reducing educational and social disadvantage.
Inclusion.
Equality.
Shared education.

Environment, society and economy

Environmental and economic awareness.
Responsible citizenship.
Impactful CEIAG, including work-related learning.
Development and application of wider skills, knowledge and understanding.

Digital skills

Digital skills for learning, living and working.
Empowering communication, collaboration and knowledge transfer.
Staying safe online and responsible use.

Staff professional learning

Well-targeted, resourced and responsive professional learning, meeting the needs of all staff.
Community of professional learning.
Improved learning experiences and outcomes for learners.

Collaborative networks

Strategic development of collaborative networks informed by the context of the organisation.
Development of learners’ skills and confidence.
Improved, broader learning experiences and outcomes for learners.

Learner participation and engagement

Meaningful consultation with learners.
Learner-informed provision.
Active participation and engagement in broader decision making.

Slide 27

Reflection for this week

Reflect on the indicators of effective practice across the nine contributory areas.

Consider how staff discussion around these can help develop understanding of best practice and inform vision.

Graphic detailing the nine contributory areas.

Speaking notes - Take some time to reflect on the indicators of effective practice across the nine contributory areas (beginning on page 7 of your participant’s booklet). Consider how staff discussion around these can help develop understanding of best practice and inform vision.

Slide 28

Staff workshop ideas

Consider your intent.

What is it you want for the children in your school/learners in your organisation?

Consider the big picture of the NI curriculum (relevant to your phase) and indicators of effective practice across the nine contributory areas.

Consider your school context - the positives that you can build upon and the restraining factors that present challenges.

Consider how to engage with all stakeholders to ensure that your

vision is shared and understood.

Slide 29

Making it happen

“Action without vision is only passing time, vision without action is merely day-dreaming, but vision with action can change the world.” Nelson Mandela

Speaking notes – Food for thought.

Slide 30

Photo of tent in mountain landscape with text ‘The way to get started is to quit talking and begin doing.’ Walt Disney

Speaking notes - Defining and understanding the vision as a team is the first step towards improvement and success.

Then we start living it.

Slide 31

Next three sessions

Core Question 4: How does the school/organisation define, celebrate and embed success for all learners?

Core Question 5: How is the school/organisation creating the right conditions for the growth and development of a community of learning?

Aspects of Core Question 2:Reflecting on learning and teaching.

Slide 32

Thank you!