Self-review or internal evaluation enables early childhood services to evaluate and improve practice. It is undertaken to identify and address areas of improvement, understand the whats, whys and hows of the processes involved in practice and to advance goals in a learning community (Education Review Office [ERO], 2016a). With the help of self-review, it is possible to transform practices for the benefit of children’s learning and development. The early childhood curriculum, Te Whaariki, places the child at the centre of the curriculum and explains how everything that we do impacts teaching and learning (Ministry of Education [MoE], 1996). By reflecting on and evaluating the effectiveness of such an implemented curriculum in early childhood
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This process is described as the notice, recognize and respond process (MoE, 2004). This decision-making and programme planning process then includes reflection and evaluation of the planning which when done within the centre’s curriculum planning is termed as self-review. This process helps us to identify aspects of existing practice and those that can be improved (MoE, 2006). Self review is therefore, evaluative in nature (ERO, 2014). Thus, as ERO puts it, self- review is the “use of robust processes” to systematically address and evaluate the effectiveness of programmes and practices which improves quality of practice, informs decision making and promotes positive outcomes for children (ERO, 2014, p.11). In detail, Ngā Arohaehae Whai Hua explains self- review as a process undertaken to evaluate practice within an early childhood education service which is based on the priorities set by the service and is conducted by the members of that service (MoE, 2006). Self-review thus shifts us from the perspective of individual teachers …show more content…
This can be done through the process of preparing, gathering, making sense and deciding as recommended by Nga Arohaehae whai hua (MoE, 2006). Preparing for the review helps in setting an aim and understanding what the focus is on and why. During this process, indicators can be developed for information gathering by talking to the members of the learning community about what is valued and why. Preparing for the review assists in organizing and getting started with the review systematically. After preparing, information is gathered collaboratively in the settling through quantitative and qualitative ways while representing an authentic view of practice. The next step involves making sense of and scrutinizing the information gathered so that it informs the review and helps in making judgements related to practice. The final step of deciding involves decision-making with regards to what can be done next and planning and implementing/monitoring and changes based on the judgements and analysis made from the previous steps. Along with the process of self-review, Nga Arohaehae whai hua (MoE, 2006) outlines the following six elements which contribute to an effective review
This process is described as the notice, recognize and respond process (MoE, 2004). This decision-making and programme planning process then includes reflection and evaluation of the planning which when done within the centre’s curriculum planning is termed as self-review. This process helps us to identify aspects of existing practice and those that can be improved (MoE, 2006). Self review is therefore, evaluative in nature (ERO, 2014). Thus, as ERO puts it, self- review is the “use of robust processes” to systematically address and evaluate the effectiveness of programmes and practices which improves quality of practice, informs decision making and promotes positive outcomes for children (ERO, 2014, p.11). In detail, Ngā Arohaehae Whai Hua explains self- review as a process undertaken to evaluate practice within an early childhood education service which is based on the priorities set by the service and is conducted by the members of that service (MoE, 2006). Self-review thus shifts us from the perspective of individual teachers …show more content…
This can be done through the process of preparing, gathering, making sense and deciding as recommended by Nga Arohaehae whai hua (MoE, 2006). Preparing for the review helps in setting an aim and understanding what the focus is on and why. During this process, indicators can be developed for information gathering by talking to the members of the learning community about what is valued and why. Preparing for the review assists in organizing and getting started with the review systematically. After preparing, information is gathered collaboratively in the settling through quantitative and qualitative ways while representing an authentic view of practice. The next step involves making sense of and scrutinizing the information gathered so that it informs the review and helps in making judgements related to practice. The final step of deciding involves decision-making with regards to what can be done next and planning and implementing/monitoring and changes based on the judgements and analysis made from the previous steps. Along with the process of self-review, Nga Arohaehae whai hua (MoE, 2006) outlines the following six elements which contribute to an effective review