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Support for the M. Sc. in IT in Education at Trinity College, Dublin, Ireland |
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Presentation
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Assignment 2
This case study of a European Pilot Project on school
self-evaluation will feed into a wider study on the use of the professional
portfolio as a self-development tool for teachers. This paper undertakes an examination of the Irish participation
in a European Union multinational study, Evaluating Quality in School
Education. The objectives are: To provide a critical overview of the EU project. To outline the role and contribution of Irish schools to the project. To determine first-hand perspectives of some of the individual
participants in the project. To assess the contribution of the study to the promotion of critical-reflective
practice in teaching. The final report of the The European Union Pilot Project on Evaluating
Quality in School Education at Second Level can be examined at http://europa.eu.int/comm/education/poledu/contex.html
[1] At a meeting of EU Ministers of Education in May 1996,
a decision to support the launch a pilot-project to assess the quality
of school education was taken. This approach received additional support
at the Conference of Prague in June 1998 where the establishment of a
number of educational benchmarks or indicators to aid the evaluation of
educational systems was proposed. It was intended that the project would: A total of 101 schools from 18 European countries were
involved in the project. Schools were selected to participate by a National
Steering Committee. The context for the involvement of Irish schools is set firmly within
the framework of the development of School Plans as part of an overall
school development. The Report refers to the Education Act 1998,
which requires school Boards of Management to make arrangements for the
preparation of a School Plan; it is anticipated that self evaluation
by schools will constitute an important part of the preparation of
a School Plan.[3] The Irish National Steering Committee was chaired by an assistant chief
inspector of the Department of Education & Science and included three
inspectors from the DES as well as an educational researcher from the
Educational Research Centre at St. Patricks College, Drumcondra.[4] Schools were invited by the Department of Education
& Science to submit application for inclusion in the EU Pilot Project.
Five schools were selected, each deemed to be representative of a particular
sector in the Irish educational system. The schools, therefore, include
an all-boys secondary school, an all-girls secondary school, a co-educational
secondary school and a co-educational vocational school. The schools were
also considered to represent a balance in terms of socio-economic
background and geographical distribution.[5]
Schools were also advised, where practicable, to appoint a critical
friend from outside the school. The critical friend
would act as an ally to the school while at the same time challenging
the school practices in a supportive manner.[6] Schools had the option of participating in one of two sub-project groups.
Sub-project 1 was intended for schools that had little or no previous
experience of self-evaluation. Sub-project 2 catered for schools
that had some previous experience of self-evaluation. Schools completed
a Self Evaluation Profile at an early stage of the project. The
profile was intended to identify areas of school activity that may be
suitable for further in-depth examination.[7] A Practical Guide
to Self-Evaluation[8] accompanied the Self
Evaluation Profile. Teachers is four of the five Irish school involved in the project were
reported as having participated in elements of school-evaluation. Teachers
involved in the project had participated in relatively little structured
programmes of school self-evaluation.[10]
In each of the schools, it is reported that substantial numbers
of teachers, pupils and parents competed the Self-evaluation Profile.
In one school, members of the Board of Management also completed the profile.[11] Each school took a decision to focus of a number of
different areas of school activity as the focus for the evaluation project.
These areas are indicated in Table 1. The school used questionnaire and survey methods most
frequently in evaluating their selected areas. [2] Evaluating Quality in School Education: A European Pilot Project Final
Report by MacBeath, J., Meurnet, D., Schratz, M. and Bo Jackobson, L.
: European Commission: June 1999: section1 - 2 [3] Evaluating Quality in School Education at Secondary Level: Report
on the Irish Experience os the European Pilot Project on Evaluating
Quality in School Education: (Government of Ireland: 2000:Dublin) p.
5. [4] Evaluating Quality in School Education at Secondary Level: Report
on the Irish Experience os the European Pilot Project on Evaluating
Quality in School Education: (Government of Ireland: 2000:Dublin) p.
9. [5] Evaluating Quality in School Education at Secondary Level: Report
on the Irish Experience os the European Pilot Project on Evaluating
Quality in School Education: (Government of Ireland: 2000:Dublin) p.
9. [6] Evaluating Quality in School Education at Secondary Level: Report
on the Irish Experience os the European Pilot Project on Evaluating
Quality in School Education: (Government of Ireland: 2000:Dublin) p.
6. [7] Evaluating Quality in School Education at Secondary Level: Report
on the Irish Experience os the European Pilot Project on Evaluating
Quality in School Education: (Government of Ireland: 2000:Dublin) p.
31.
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