ASTI - Ireland's main second level teachers union

NOTE:  There is currently an ASTI directive in place in relation to Whole School Evaluation - click here for further information

 

The Inspectorate is a division within the Department of Education and Science and at present has a complement of 150 primary and post-primary inspectors.  While inspectors are generally recruited to work in either the primary or post-primary sector, the work of the Inspectorate is managed as a unified service, headed by the Chief Inspector and organised into two subdivisions, Regional Services and Policy Support, each headed by a deputy chief inspector.

The Inspectorate has a statutory quality assurance obligation in relation to educational provision, as set out in section 13 of the Education Act, 1998.  The Act defines the functions of an inspector in his/her dealings with teachers, schools and school management, and outlines the duty of the Inspectorate in advising the Minister.  Other legislation, such as the Education Welfare Act, 2000 also has a direct bearing on the work of the Inspectorate.

For more information see:

• Looking at our School – An Aid to Self-Evaluation in Second-Level Schools  Prepared by the Evaluation Support and Research Unit of the Department of Education and Science
• Education Act 1998 

 

Introduction

The Inspectorate is a division within the Department of Education and Science the role and function of which is defined in Section 13 of the Education Act, 1998.  While Inspectors are recruited to work either in the primary or post-primary sector, the work of the Inspectorate works as a unified service.

From 1st September 2009, the Inspectorate will have a role to play in the newly agreed procedures for dealing with teachers experiencing professional difficulties.  Details of these procedures will appear here when a circular has been agreed and issued by the Department of Education and Science.

The Inspectorate has a statutory quality assurance obligation in relation to education provision, as set out in Section 13 of the Education Act (1998).  The activities of the Inspectorate can be categorised broadly in four strands

• Operating an inspection and evaluation programme, including school, teacher and subject inspection, thematic evaluation, and whole-school evaluation
• Assessing and advising on the implementation of legislation and Department regulations, including undertaking inquiries, reviewing complaints as requested by the primary and post-primary administrative divisions of the Department, and reporting on compliance issues generally
• Advising schools, teachers and parents on all aspects of education provision within the Inspectorate’s remit
• Contributing to and supporting policy development through provision of policy advice, participation in the work of internal and external committees, the preparation of ministerial and other briefings, and representation on national, local and international bodies and agencies.

Inspection in Schools

The Inspectorate’s annual inspection programme includes mainstream evaluation of the work of primary and post-primary teachers and schools and thematic evaluations of particular aspects of education provision.  The Professional Code of Practice on Evaluation and Reporting for the Inspectorate (2002) [see end of this section], developed in accordance with the provisions of section 13 (8) of the Education Act (1998), sets out general principles and guidelines under which members of the Inspectorate engage in the process of evaluation and reporting. In essence, the code seeks to make clear the professional standards to which the Inspectorate works.

Among the general principles of the code of practice, the Inspectorate is committed to

• fostering mutual respect, trust, positive professional relations and partnership between the Inspectorate and the school community
• consistent application of evaluation criteria and objectivity, reliability and reliance on first-hand evidence based on observation
• consistency and fairness, taking due account of school context factors and taking cognisance of school self-review
• engaging in dialogue with school staffs and the education partners and ensuring confidentiality, while having due regard to statutory provisions
• courtesy, respect and sensitivity towards both individual teachers and the school, and clarity in the manner in which findings are communicated
• acknowledging that the pupils are the ultimate beneficiaries of the evaluation process.

Procedure for the Review of Inspections

In accordance with section 13 (9) of the Education Act (1998), the Inspectorate published a Procedure for Review of Inspections on Schools and Teachers (2002). Under the review procedure, a teacher or the board of a school may request the Chief Inspector to review any inspection carried out by an inspector that affects the teacher or the school. The review procedure applies to all inspections affecting schools or teachers, including all evaluations and reports arising from such inspections and evaluations, other than those required under existing procedures for teachers experiencing professional difficulties.

A review of an inspection leads to one of three possible outcomes

• that the inspection and/or inspection report is upheld
• that an element or elements of the inspection is/are regarded as not in keeping with the Professional Code of Practice on Evaluation and Reporting for the Inspectorate, and/or that the inspection report is amended and reissued
• that the inspection and/or the inspection report is withdrawn and a further inspection or part inspection, as appropriate, is carried out by an inspector or inspectors other than the inspector/inspectors involved in the original inspection.

Subject Inspection

Post-primary inspectors conduct Subject Inspections in post primary schools in curricular areas in which they have specialist knowledge and experience. Subjects are evaluated under the headings of whole-school provision and support, planning and preparation, teaching and learning, and assessment and achievement. The process is outlined in A Guide to Subject Inspection at Second Level (2004), www.education.ie. Following the evaluation, a report is prepared and issued to the relevant teachers and to the management of the school.

A core principle guiding the Inspector’s report is that the report issued as a result of subject inspection will not make reference to the work of individual teachers.

The ASTI was successful in obtaining a number of inclusions in the final draft of A Guide to Subject Inspection at Second Level. These include:

• It is expected that teachers will be able to indicate to inspectors a broad written plan of their work on a termly and yearly basis. However, it is not necessary that teachers prepare individual written lesson plans for the purpose of subject inspection;
• It is now overtly stated that inspectors will take school context factors into account in evaluating examination results;
• Subject inspections will not take place during the first two weeks of the school year, the week preceding and the week following the Christmas holidays and the final week of the school year;
• Teachers will have an opportunity to apprise inspectors of circumstances that impact on the effectiveness of their work with particular classes - this will allow teachers to deal with resource issues, challenging pupils, etc.
• Two weeks notice will be given;
• Evaluation will not be prescriptive as to methodologies and must recognise individual teaching and learning styles and individual teaching approaches in accordance with the diverse needs of different pupils;
• The Guidelines highlight that the Inspection Report will not make reference to individual teachers.

Inspectorate and Whole School Evaluation in Primary and Post-Primary Schools

Whole-School Evaluation (WSE) is a model of external evaluation for primary and post-primary schools that was formally introduced in the system during the school year 2003/2004. First proposed at a consultative seminar hosted by the Inspectorate in 1996, the WSE approach has been developed and refined since that time, in consultation with a range of education partners. A pilot project was conducted in a sample of primary and post-primary schools in the year 1998/1999. Extensive work was completed on the framework of evaluation criteria for WSE, culminating in the publication in 2003 of the Looking at Our School guidelines on school self-evaluation for primary and post-primary schools.

From the beginning, WSE was viewed as an evaluation mechanism that would complement internal continuous improvement activity in schools. It is designed to

• facilitate the full participation of the whole school community in the evaluation process
• contribute to school development by affirming good practice in schools and by providing advice and support to enable schools to develop
• ensure school and system accountability by providing objective, dependable, high-quality data on the operation of the individual school and the system as a whole
• enable teachers and schools to use the evaluation criteria for school self-review and improvement, and
• contribute to system improvement by providing information that can inform the discussion and development of education policies.

WSE has been designed to facilitate a deeper and more wide ranging evaluation of schools than previous inspection models. The WSE process evaluates schools under the headings of management, planning, curriculum provision, learning and teaching, and support for students.

During the evaluation the inspection team takes particular account of the school’s own review and development work, and inspectors are also concerned to acknowledge and affirm good practice and achievement. During school and classroom visits the inspectors observe teaching and learning, interact with pupils, engage in discussion with teachers, and examine planning documents. Information is gathered from a range of sources within a school to ensure that judgements made by the inspectors are valid, reliable, and consistent. The inspectors meet boards of management and officers of the parents’ association or parents’ council, where such a body has been established in line with the Education Act (1998).

Following the evaluation a draft report is prepared, in which the strengths of the school are acknowledged and clear recommendations made in relation to the further development of education provision in the school. Post-evaluation meetings with the principal and staff and with the board of management provide an opportunity for further dialogue in relation to the inspectors’ findings and recommendations. Following the verification of factual content with the principal, the WSE report is issued to the school.

Professional Code of Practice on Evaluation and Reporting for the Inspectorate

1.  Introduction

The evaluative and reporting function of the Inspectorate is defined by the provisions of Section 13 of the Education Act, 1998. This statement sets out general principles and guidelines in accordance with which members of the Inspectorate engage in the process of evaluation and reporting. While the principles hereunder have long underpinned the practices of the Inspectorate, this Professional Code of Practice aims to formalise the procedures which the Inspectorate follows and seeks to make clear the standards to which the Inspectorate works. The guidelines apply equally to the evaluation of, and reporting on, the work of schools as units, on individual teachers, on curricular programmes and on the implementation of Ministerial regulations, carried out by inspectors working individually or in teams.

The aims of evaluation are:

• to identify, acknowledge and affirm good practice in schools
• to promote continuing improvement in the quality of education offered by schools
• to promote self-evaluation and continuous development by schools and staffs
• to provide an assurance of quality in the educational system as a whole, based on the collection of objective, dependable, high quality data.

An evaluation system which is fair and consistent, both in the manner in which inspection is carried out and in the style of reporting which it generates, is essential to the realisation of these aims.

2.  General Principles

The Inspectorate is committed to:

• reporting on the quality of education in schools and on the system as a whole
• fostering mutual respect and trust as a foundation for the development of a positive professional relationship between the Inspectorate and the school community
• partnership and collaboration through the participation of the school community in the evaluation process
• consistent application of evaluation criteria in order to ensure objectivity and reliability, leading to the making of valid judgements and the clear communication of outcomes
• concern for accuracy and reliance on first-hand evidence based on observation
• consistency and fairness, taking due account of school context factors
• taking cognisance of school self-review and other school-based quality assurance procedures
• engaging in dialogue with school staffs and the education partners
• ensuring confidentiality in respect of all information made available in relation to the school, while having due regard to existing statutory provisions
• courtesy, respect and fairness in all interactions with individuals and groups
• sensitivity towards both individual teachers and the school, and clarity in the manner in which findings are communicated, so as to enhance the motivation and overall capacity of the school community to achieve its goals and fulfil its functions
• acknowledging that the students are the ultimate beneficiaries of the evaluation process.

3.  Guidelines for Evaluation & Reporting

3.1  Professional Relationships

The Inspectorate is committed to ensuring that:

• every effort is made to foster positive relationships with all members of the school community
• teachers receive a fair and accurate evaluation of their work and are made aware of the basis on which judgements have been made
• in the case of team evaluation, a sense of common purpose and good working relationships are established and maintained between the members of the evaluation team
• criticism and complaints, should such arise, are carefully weighed against the evidence
• every effort is made to preserve the positive relationships which exist between teachers and pupils.

3.2  Evaluation Procedures

The Inspectorate is committed to ensuring that:

• the evaluative process takes account of the contextual factors of the school, including socio-economic circumstances and local demographic trends
• there is consistency between the inspectors in the operation of evaluative procedures
• school documents and records, including the School Plan, are reviewed
• teaching and learning are observed
• students’ school work, homework and journals are examined, where appropriate
• interaction between inspectors and students forms part of the evaluative process, when appropriate
• in general, the process is conducted within normal school time and that any meetings that are deemed necessary outside of school time are agreed in advance
• when students are interviewed, a teacher is always invited to be present
• in recognition of the importance of the holistic development of the students, due consideration is paid to the characteristic spirit and the extra-curricular programme of the school and in addition, when Whole School Evaluation is conducted, that:
• a pre-evaluation meeting is held at which the inspectors inform the school of the proposed time-table and the evaluative procedures to be adopted
• where appropriate and feasible, the inspectors meet with representatives of the Board of Management, Trustees/ Patrons/Owners/Governors, Parents’ Association and with in-school management, teaching and non-teaching staff and students
• prior to the post-evaluation meeting in each school, the members of the evaluation team agree the content of the draft report
• an outline of the key findings of the evaluation is communicated clearly at the post-evaluation meeting in the school, prior to the issue of the written report
• there is consistency in the delivery, format, and content of the relevant key findings presented at all post-evaluation meetings 
• the school staff is given an opportunity to respond to the relevant key findings at the school post-evaluation meeting at which the inspectors will note the comments made.

3.3  Reporting

3.3.1  Key Characteristics

The high quality of oral and written reporting is ensured by:

• maintaining consistency between oral and written reporting in relation to the main messages being communicated
• availing of post-evaluation meetings to clarify, inform and confirm findings
• highlighting the main issues, whether findings are being presented to an individual, a group or whole school staff
• ensuring that items recorded and reported have been carefully checked and validated
• identifying strengths as well as opportunities and recommendations.

3.3.2  Oral Reporting

The Inspectorate is committed to oral reporting of high quality which:

• is conducted with care and sensitivity
• gives feedback and advice in a supportive and constructive manner
• ensures that the messages given are clear and unambiguous
• emphasises the key findings
• provides the opportunity to the recipients of reports, whether individuals or groups, to clarify by questioning what is reported and to offer any further evidence that they think should be taken into account.

3.3.3  Written Reporting

The Inspectorate is committed to written reporting of high quality which:

• accurately reflects an evaluation which has been made on the basis of the evidence available
• communicates written messages that are clear and unambiguous
• ensures that what is reported is fair and balanced, particularly where conflicting evidence is being presented
• is acceptable to the original authors of its various sections, where  a report is the work of more than one inspector
• is finalised and edited for issue in accordance with agreed time schedules and in addition, when Whole School Evaluation is conducted, the report:
• should, prior to issue, be made available in draft form to the Principal of the school for the validation of factual content
• should not, in general, contain any additional substantive findings that have not been articulated at the post-evaluation meetings
• should focus on the whole school rather than on individuals and should not name any individual person.

Procedure for Review of Inspections on Schools and Teachers under Section 13(9) of the Education Act 1998

1. Introduction

The Inspectorate of the Department of Education and Science is committed to evaluating schools and the education system as a whole, in a way that is fair, consistent and transparent. The standards to which the Inspectorate works are described in the Professional Code of Practice on Evaluation and Reporting for the Inspectorate, which contains the guidelines and principles that inform the work of inspectors in schools and centres of education.

The great majority of school visits and inspections are carried out successfully. However, the Inspectorate is conscious that some teachers or schools may be dissatisfied with aspects of the work of inspectors or their reports, and Section 13 (9) of the Education Act 1998 provides that ‘a teacher or a board of a school may request the Chief Inspector to review any inspection carried out by an Inspector which affects the teacher or the school and the Chief Inspector shall review the inspection in accordance with such procedures as the Chief Inspector shall determine.’

This booklet outlines the Review Procedure to be applied in such circumstances. The Review Procedure applies to all inspections affecting schools or teachers (including all evaluations and reports arising from such inspections and evaluations) other than those required under existing procedures for teachers experiencing professional difficulties*. The actions of inspectors at all stages of the Review Procedure will be governed by the terms of the Professional Code of Practice on Evaluation and Reporting for the Inspectorate.

* Excluded are those carried under Rule 161(6) and Rule 162 of the Rules for National Schools in the case of teachers in recognised primary schools and those delineated in Circular 43/85 (and Appendices) in the case of teachers employed by a Vocational Education Committee.

This Review Procedure replaces the procedures delineated in Circular 17/84 issued to Management Authorities and Principals of National Schools.

2.  Informal Review

If, during the course of an inspector’s visit to a school, a teacher or member of a board of management of a school is concerned about any aspect of the inspection visit, they should discuss the matter with the inspector concerned as soon as the issue arises. This will mean that the issue can be considered and, if possible resolved, while the inspection visit is taking place. If the issue cannot be resolved at that time, or if the matter only comes to light following the visit, then the formal Review Procedure outlined below should be used.

3.  Time-span for Formal Review Procedure

A request for a review of an inspection should be received within 14 days (excluding school holidays) of the date of the inspection or within 14 days (excluding school holidays) of the date of issue of the inspection report arising from the inspection. The Chief Inspector will complete the review within 42 days (excluding school holidays) of the receipt of the request for the review.

4.  Request for Review of an Inspection

The request for a review should be made by the teacher affected by the inspection, or the chairperson of the school’s board of management, or the chief executive officer in the case of schools under the authority of a Vocational Education Committee. The person or body making the request for a review will be referred to hereafter as the requestor.

The request should be made in writing to The Chief Inspector, Department of Education and Science, Marlborough Street Dublin 1 and should be forwarded by registered post. The request should be accompanied by the following:

• a signed statement from the requestor indicating the reasons for the requested review of the inspection
• a copy of the report on the inspection in respect of which a review is being sought (if relevant)
• such other information/documentation as may be relevant to the issue raised in the statement of the requestor and/or the inspection report.

Upon receipt of the request for a review of the inspection, the Chief Inspector will issue an acknowledgement to the requestor.

5.  Review Procedure

(i) The Chief Inspector will appoint an inspector other than an inspector who was involved in the inspection in respect of which a review has been sought, to investigate and report on all issues relevant to the request for the review. For the purposes of the review, this inspector will be termed a reviewer.

All information and documentation provided by the teacher or board of management for the purposes of the review process will be treated in strict confidence. Save as otherwise provided by law, such information or documentation will not be disclosed to a third party other than the reviewer and the inspector(s) involved in the inspection in respect of which a review has been sought, without the consent of the teacher or board as the case may be.

(ii) The reviewer will consult with all inspectors who participated in the inspection, the principal teacher, the chairperson of the board of management, the chief executive officer of the Vocational Education Committee (if appropriate), and all teachers affected by the inspection.

(iii) Upon completion of the aforementioned consultations, the reviewer will submit a comprehensive report on his/her review of the inspection to the Chief Inspector. This report will set out clear findings and make recommendations for consideration by the Chief Inspector.

(iv) The Chief Inspector having considered the reviewer’s report will furnish the requestor with a copy of the reviewer’s report and the Chief Inspector’s statement on the outcome of the review. The statement will propose one of three courses of action, i.e.

• that the inspection and/or inspection report will be upheld
• that an element or elements of the inspection will be regarded as not in keeping with the Professional Code of Practice on Evaluation and Reporting for the Inspectorate, and/or that the inspection report will be amended and re-issued (the nature of the amendment will be clearly indicated in the statement)
• that the inspection and/or the inspection report will be withdrawn and a further inspection or part inspection as appropriate, be carried out by an inspector or inspectors other than the inspector/inspectors involved in the original inspection at a time as convenient as possible to all interests involved. The reviewer shall not be involved in this inspection or part inspection. Any such inspection will not be subject to review.

(v) The Chief Inspector’s statement will also invite the requestor to make a final written reply to the Chief Inspector before any of the courses of action under Section 5(iv) are taken. Any such reply should be forwarded by registered post to the Chief Inspector within 14 days (excluding school holidays) of the date of issue of the Chief Inspector’s statement.

(vi) The decision and subsequent actions of the Chief Inspector, having fully considered the reviewer’s report and the reply, if any, furnished by the requestor, will conclude the Review Procedure.

6.  Delegation of Functions of Chief Inspector

The functions ascribed to the Chief Inspector under this Review Procedure may, in exceptional circumstances, be delegated to a Deputy Chief Inspector.

7.  Refinement of Review Procedure

This Review Procedure will itself be subject to review from time to time in the light of experience and in consultation with the education partners.

Eamon Stack
Chief Inspector
1 September 2002