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How good is our school? (4th edition) (education.gov.scot)

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Key questions​

How are we doing?​

How do we know?​

What are we going to do next?

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Self-evaluation should be:​

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Robust, reflective, honest​

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Continuous​

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Based on a wide range of information and evidence​

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Take in a wide range of views through focused consultation​

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Focused on improving outcomes for all learners​

Involves all stakeholders ​

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Use evidence from self-evaluation to plan future improvement ​

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How am I doing? ​

How do I know? ​

What am I going to do now?

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Treseder's (1997) Degrees of Participation (Save the Children)  | Download Scientific Diagram (researchgate.net)

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Childrens_participation.indd (unicef-irc.org)

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Pathways to Participation – Organizing Engagement

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Youth- Adult Partnerships in work with youth: An overview

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Youth- Adult Partnerships in work with youth: An overview

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How do you involve Learners in your self evaluation activity?

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How do you involve Learners in your self evaluation activity?

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How do you involve Staff in your self evaluation activity?

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How do you involve Staff in your self evaluation activity?

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How do you involve Parents/carers in your self evaluation activity?

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How do you involve Parents/carers in your self evaluation activity?

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How do you involve partners/ wider community in your self evaluation activity?

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How do you involve partners/ wider community in your self evaluation activity?

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How good is our early learning and childcare? (education.gov.scot)

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realisingtheambition.pdf (education.gov.scot)

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https://education.gov.scot/media/xaqldnws/learner-participation.pdf

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Scottish Attainment Challenge - Self-evaluation resource (education.gov.scot)

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Getting It Right For All Learners during Covid-19 (education.gov.scot)

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Whole School Approach to Mental Health and Wellbeing (www.gov.scot)

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How good is OUR school? Part 1 (education.gov.scot)

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How good is OUR school? Part 2 (glowscotland.org.uk)

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Explore this resource

Sketchnotes provide a visual description of the practice and approaches which HM Inspectors have observed during scrutiny activities and are worth sharing more widely. Education Scotland is using sketchnotes in a number of ways, to share highly effective practice and to provide inspection highlights.

Sharing highly effective practice

Where there is a story to tell about improvements in a setting and colleagues may benefit from further background information, links to the Inspection Report, Summarised Inspection Findings and additional materials including reflective questions are provided on the National Improvement Hub. These sketchnotes are listed below.

Inspection highlights

Some sketchnotes have been designed to stand alone to highlight inspection findings where there is benefit in reading the report and sharing this more widely. These will be added below and will, in time, include examples from all sectors.

Considering highly effective practice and inspection highlights through the use of sketchnotes, is one approach to supporting improvement through, for example, sharing learning and practice; promoting professional dialogue. They can also be a helpful tool for professional learning.

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Sketchnotes - Sharing highly effective practice and inspection highlights

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Sketchnotes provide a visual description of the practice and approaches which HM Inspectors have observed during scrutiny activities and are worth sharing more widely. Education Scotland is using sketchnotes in a number of ways, to share highly effective practice and to provide inspection highlights.

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Please feel free to ask any questions, raise any points, make suggestions, add links, share resources etc.

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www.Menti.com​

Enter 7141 2784

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DOC 2 - Sorting categories of data task card quadrant

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DOC 3 - Evolving Systems Thinking Data Driven Dialogue Template

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DOC 5 - Primary Setting Data Sorting Cards

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DOC 6 - Secondary Setting Data Sorting Cards

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DOC 1 - Summary of responses - Involving stakeholders page

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Here is a simple but very effective tool that David Rock shares in his must read book 'Quiet Leadership'.

The Choose Your Focus model has five different ways we can think about or communicate about any project. The model helps us to recognize which angle we are thinking from and then allows us to choose another way to think, or allows everyone in the conversation to be talking from the same angle. This simple model is helpful in any conversation or meeting.

1. Vision: Vision thinking is about the "why" or "what." It is the big picture of what is your goal or what are you trying to achieve.

2. Planning: Planning thinking is about how you are going to get there.

3. Detail: Once you know where you are going and how to get there, then comes the detail of doing thinking.

4. Problem: Problem thinking is the territory of events going wrong. The focus on problems.

5. Drama: Is the place where things have fallen apart and all that is left is emotional charge.

As David Rock suggests, I have used this by putting it up during a meeting so that everyone can see it. Then with each agenda item stating which level we are talking at. It is easy for people to get lost in detail, but if they know it is a vision or planning conversation, the detail can wait. This is very helpful for having everyone thinking and communicating at the same level.

As David Rock wisely says "Quiet leaders are highly disciplined in their conversations. They are diligently focused on ensuring every conversation is as productive as possible every step of the way, and if it's not, they do something about this. They know that it's important to get the process of any conversation right before getting into any of the content of a dialogue".

Question: Where could you use this 'Choose Your Focus' tool in a conversation or meeting this week?

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Here is a simple but very effective tool that David Rock shares in his must read book 'Quiet Leadership'. The Choose Your Focus model has five different ways we can think about or communicate about any project.

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Coaching and mentoring matters supports a more coherent system-wide strategy, building on existing strength in the system to ensure an equity of access across all regions.

Professional dialogue is at the heart of coaching and mentoring. By modelling that approach and engaging in coaching conversations, we will develop this resource through co-creation with partners within and beyond education in Scotland over 2020-2021.

This resource will help you explore the terms mentoring and coaching and will provide support as you develop your own practice (and support others) in developing robust professional dialogue to improve outcomes for children, young people and adult learners.

Help develop coaching and mentoring matters

We'd love to hear your ideas and contributions on how we can develop this online resource. Please fill in this brief survey to let us know what resources you'd find helpful and to share any case studies on coaching and/or mentoring. Your feedback is very much appreciated.

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Coaching and Mentoring Matters is an online resource to support and develop coaching and mentoring skills for education professionals at every stage of their career.

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Language which reflects evaluation: six-point scale

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Language which reflects evaluation: six-point scale

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Evaluative language - Inspection Reports

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Evaluative language - Inspection Reports