Evaluating Subjects
In order to ensure consistency and rigour in a school’s self-evaluation system, it is essential that there is whole-school agreement in relation to the role of the Subject Leader. In particular, there needs to be consistency in relation to two important questions:
(1) What Self-Evaluation Activities will Subject Leaders Employ ?
Inspection reports tell us that where subject leaders are effective, they:
- review samples of pupils’ work to evaluate standards of achievement, continuity and progression throughout the school;
- evaluate the quality and consistency of curriculum planning (including the scheme of work and short-term plans) and assessment practices in the subject across the school;
- seek the views of pupils, staff and, where appropriate, other stakeholders;
- visit classes to observe and / or work collaboratively with colleagues to evaluate teaching strategies and the quality of learning;
- provide advice, guidance and feedback to colleagues, as and when necessary, on the quality of teaching and learning in the subject;
- analyse, where appropriate, data in relation to pupil performance in standardised tests and examinations;
- evaluate the quality, quantity and accessibility of resources;
- evaluate the range and impact of INSET and identifying further CPD needs in the subject;
- systematically record the school’s strengths and weaknesses in the subject;
- lead staff discussions on how to raise standards in the subject.
On the other hand, where self-evaluation is criticised, it is invariably maintained that subject leaders are not sufficiently aware of the strengths and weaknesses within their subjects. Whether in the primary, special or secondary phase, this lack of awareness is commonly attributed to one, or both, of the following shortcomings:
- The role of the subject leader does not involve enough lesson observation
- The self-evaluation does not rely sufficiently on first-hand evidence
NB: The folders to the left provide additional advice, guidance and exemplar material in relation to some of the most important activities.
(2) What Criteria will Subject Leaders Use ?
Schools are strongly recommended to agree a common set of questions or prompts for subject leaders to use in their self-evaluation. This can be achieved through adopting a pattern such as the Subject Leader’s Booklet seen below.
Subject Leader's Handbook of Prompts.doc (size 133.1 KB)