3.2 - Reflecting on the ESR experience


How schools respond to the ESR visit varies considerably. While most schools were very positive following the visit, some report that they found it a difficult experience. While this was in some cases related to the relationships with a member (or members) of the visiting team, it was often due to inappropriate expectations or over-preparation by the school beforehand.

Watch these three excerpts from principals

What words would you use to summarise their experience

  • of ESR?
  • of the ESR team?
  • of impact on students?
  • of impact on teachers?

Effects of ESR on teachersEffects of ESR on teachers (QuickTime)

Sr Susanna Yu, Principal, St Francis' Canossian College
"The recognition from ESR is very important, for sometimes we become oblivious to the happiness we are enjoying, and often complain about the students' lack of initiative, hard work, and performance..."

 

School support for student developmentSchool support for student development (QuickTime)

Mr Lee Sai Kee, Principal, HKTA Yuen Yuen Institute No. 3 Secondary School
"We put in a lot of efforts to enhance teacher-student relationship..."

 

ESR helping the schoolESR helping the school (QuickTime)

Sr Susanna Yu, Principal, St Francis' Canossian College
"For teachers, they are already very busy with different tasks..."

 

The Impact Study

Reflecting on the ESR experience: Reflection and morale

A recurring theme among teachers was a cultural shift towards a more reflective ethos, creating more time for review and raising awareness of what "reflection" really meant in practice, with a more critical edge and a greater openness to self, and mutual critique. In one school it was said that SSE/ESR had acted as the catalyst for a whole school improvement focus, "delegating authority" and "giving permission" for staff to be more self critical and supportively critical of colleagues' practice. Within the three days of visit it was claimed that morale had increased a lot and that team spirit was "much enhanced". After ESR there were increased opportunities for staff to work together and to involve students in working together. "Before ESR, it was a one panel thing but it becomes an across panels matter after ESR." While in the past, only the middle managers had an overview of school performance, it was said, now all staff had a clear understanding of the performance of the school as a result of SSE.

(Impact Study p.37)

Group activity: Staff responses to experience of review

Examine Table 4.3 from the Impact study

  • What would you conclude from these data?
  • What does this table not tell you?

Table 4.3 Staff responses to experience of review
Number of questionnaires collected from principals and teachers in 2003/04 = 3,817 and 2004/05 = 4,883

% of staff responses to given statements Strongly agree Agree Neutral Disagree Strongly disagree
The number and variety of activities observed by the ESR team was appropriate. 2003/04 12.8 47.6 25.1 10.9 3.6
  2004/05 14.4 50.8 24.3 8.5 2.0
The external reviewers were professional in their work. 2003/04 16.7 52.5 23.0 6.3 1.5
  2004/05 19.7 53.8 20.5 4.5 1.5
The attitudes of the external reviewers were sincere and friendly. 2003/04 23.1 53.1 18.4 4.3 1.1
  2004/05 26.3 51.2 17.1 4.3 1.1
ESR has given an informed judgment on the effectiveness of our self-evaluation process. 2003/04 10.8 53.5 26.6 7.6 1.5
  2004/05 11.3 56.4 24.3 6.4 1.6
ESR has made an accurate evaluation of the schools performance. 2003/04 9.6 48.2 29.3 10.0 2.9
  2004/05 10.7 51.1 26.6 9.1 2.5
The entire ESR process was open and transparent 2003/04 8.7 50.2 30.5 8.9 1.7
  2004/05 9.7 47.7 31.4 9.4 1.8
On the whole I'm satisfied with the ESR process 2003/04 7.3 51.4 30.2 8.4 2.7
  2004/05 8.1 49.9 30.6 8.9 2.6

(Impact Study on ESR, p.18-19)

Group activity: Reflecting on the ESR experience

ESR as validation of SSEESR as validation of SSE (QuickTime)

Mr Lam Heung Sing, Principal, PLK Fung Ching Memorial Primary School
"ESR is a process of validation..."

 

Examine the following table from the Impact Study

Table 6.1 Staff views of ESR teams' professionalism and friendliness (04/05)
Number of questionnaires collected from principals and teachers in 2004/05 = 4,883

% of staff responding to given statements Strongly agree Agree Neutral Disagree Strongly disagree
The external reviewers were professional in their work 19.7 53.8 20.5 4.5 1.5
The attitudes of the external reviewers were sincere and friendly 26.3 51.3 17.1 4.3 1.1

(Impact Study, p.29)

If you have experienced ESR, how would you rate the ESR team?

How much do the friendliness and professionalism of the ESR team depend on the schools' expectations, welcome, preparation, and response to them?

If you have not experienced ESR what might be put in place to ensure a friendly and professional response from the ESR team?

Feedback

Numbers conceal a lot. For example, they do not tell us about the range of responses from one school to another. For example, compare data from one primary school with all schools.

Table 4.4 Staff responses to experience of review in one primary school

% of teachers agreeing or strongly agreeing Strongly agree and agree All schools
The attitudes of the external reviewers were sincere and friendly. 98 77.5
The external reviewers were professional in their work. 95 73.5
The number and variety of activities observed by the ESR team was appropriate. 95 65.2

(Impact Study, p.20)

Nor do they reveal the range of responses among individual staff within a school. You might like to consider within your own school how different individuals would answer the same question and what some of the factors might be to explain why people see things differently.

Discussions around issues such as these are an important step to coming to a common consensus within the school.