ID of Student: G00380167

Article/Reading Looking at Our School 2022: A Quality Framework for Post-Primary Schools.
Inspectorate Updated January 2024.

1. CONCISE SUMMARY OF READING

1 What is Looking at Our School 2022: A Quality Framework for Post-Primary Schools?
Looking at Our School (LAOS) 2022 provides a shared understanding of what effective learning, teaching, leadership, and
management in Irish post-primary schools. Following its 2016 publication of the same name, it aids teachers and school
leaders in implementing engaging approaches and enhancing school quality. It is designed to be used by schools to support
their engagement in the six-step school self-evaluation process, it ensures consistent Inspectorate evaluations. Additionally,
it influences Circular 003/2018, emphasising distributed leadership and management principles. The framework supports
reflective practice and guides professional development for teachers. Updated to reflect recent educational reforms and
challenges like COVID-19, it emphasises digital competence, remote learning, assessment strategies, and students
independent learning skills.
2 What are the key principles that inform the quality framework?
The ten key principles that underpin Looking at our School: A Quality Framework for Post-primary Schools 2022, are 1)
Holistic nature of learning and the learner, 2) Inclusion of all students, 3) Centrality of students’ wellbeing, 4) Importance of
quality teaching, 5) Schools as learning organisations,
6) Responsibility of schools for the quality of education they provide, 7) Students as active agents in their learning, 8)
Contribution of external and internal evaluation to school improvement, 9) The importance of leadership and management,
and 10) Leadership role for all.
3 What is the structure of this quality framework?
The quality framework is made up of different parts, dimensions, domains, standards and statements
of practice. The quality framework has two dimensions: Learning and teaching and Leadership and
management. These dimensions are the most important areas of the work of a school. Each dimension
is made of four domains. The domains are broad headings, and each domain consists of four
standards. Statements of practice are provided for each standard. Each statement of practice
describes, in greater detail, what each standard represents.
4 How can the statements be used in the evaluation process?
The quality framework is extensive but should be applied selectively. It empowers teachers and school leaders to enhance
learning, teaching, and management. However, not all aspects should be included in every self-reflective or evaluative
activity. The standards respect teachers' and leaders' independence, allowing them to judge their school's performance.
Principals should see the framework as a tool for self-reflection and improvement rather than a rigid checklist. Evaluation
includes non-checklist-worthy aspects of school life.
5 In what other ways can the quality framework be used?
Some of the key uses of the framework are: 1) Reflection - reflect on practice, 2) Recruitment -
recruit teachers, 3) Transparency, accountability and improvement - shared understanding, 4)
Professional learning across the system - access to rich and varied learning opportunities, 5) Developing
and sustaining teachers and school leaders - Individual schools, and the wider education system,
have a considerable interest in developing and sustaining teachers and school leaders.

2. CRITICAL REFLECTION

Strengths/weakness of Framework.
Strengths

© ATU Dept. of Creative Education 2023-2024

  The framework provides a common understanding of effective learning, teaching, leadership, and management in Irish
post-primary schools, promoting consistency and coherence in educational practices.
 The framework helps teachers and school leaders in implementing engaging approaches and enhancing school quality,
thereby contributing to continuous improvement within schools.
 The framework is intended to be used by schools to support their engagement with the six-step school self-evaluation
(SSE) process. It will ensure consistent evaluations by the Inspectorate, facilitating accountability and standards. School
self-evaluation empowers a school community to identify and affirm good practice, and to identify and act on areas that
merit improvement (School Self-Evaluation Guidelines-Post-primary, 2016).
 The framework supports reflective practice among teachers and guides professional development efforts by providing a
structured framework for improvement.
 The framework is updated to reflect recent educational reforms and challenges such as emphasising new relevant areas
like digital competence, remote learning, assessment strategies, and students' independent learning skills.
Weakness
 While the framework guides professional development, there may be a lack of clear guidance on how to implement
specific practices effectively.

Is the Framework well structured

Overall, the framework is very well structured, providing clear information about the purpose, principles, structure, and
potential uses of the quality framework. Here's an analysis of its structure:
1) What is Looking at Our School 2022: A Quality Framework for Post-Primary Schools? - the framework
outlines the purpose and significance of the quality framework, including its role in enhancing learning, teaching, leadership,
and management in Irish post-primary schools. This introduction sets the context for the subsequent sections.
2) What are the key principles that inform the quality framework? - the framework lists the ten key
principles that inform the quality framework. These principles provide a foundation for the understanding of the framework's
underlying values and priorities, offering a clear framework for evaluation and improvement.
3) What is the structure of this quality framework? - the framework describes the structure of the
quality framework very clearly, including its dimensions, domains, standards, and statements of practice. This section
provides a detailed overview of how the framework is organised.
4) How can the statements be used in the evaluation process? - the framework explains how the
statements within the framework can be used in the evaluation process. It emphasises the importance of selective application,
respect for independence, and the framework's role as a tool for self-reflection and improvement.
5) In what other ways can the quality framework be used? - the framework discusses additional ways
in which the quality framework can be used beyond evaluation.

Is the Framework relevant

Looking at Our School 2022: A Quality Framework for Post-Primary Schools is highly relevant in the educational
landscape. It provides a comprehensive understanding of effective learning, teaching, leadership, and management tailored to
Irish post-primary schools. By guiding teachers and school leaders through engaging approaches and the six-step self-
evaluation process, it ensures consistency and quality in evaluations. The framework's influence on Circular 003/2018
underscores its significance in promoting distributed leadership principles. Its emphasis on reflective practice, professional
development, and adaptation to contemporary challenges, ensures its continued relevance in fostering digital competence,
remote learning, and student independence. There is currently a recognition in the field of education worldwide that the
concepts of teacher-as-researcher, self-evaluation and reflective practice are key elements of teacher education and
professional development (McDonagh et al., 2020). Overall, it serves as a vital tool for school improvement and
development.

Significant learnings/future implications

Looking at Our School 2022 is like a map for schools, showing them how to be better at teaching and leading. It helps
teachers and leaders understand what works best for students and how to make schools happier and more inclusive. The
framework also encourages schools to look at themselves and find ways to improve, which is important. With challenges
like COVID-19, the framework helps schools focus on digital skills and new ways of learning. It's not just about ticking
boxes, but about making sure everyone in the school community feels supported and can learn well. Overall, it's a tool that
helps schools grow and get better for the future.

What are the key principles that inform the quality framework?
The ten key principles that underpin Looking at our School: A Quality Framework for Post-primary Schools 2022 are:
1) Holistic nature of learning and the learner – the framework emphasises students' essential growth in knowledge, skills,
values for wellbeing, citizenship, and continuous learning, aligning with curriculum.
2) Inclusion of all students – the framework emphasises the importance of ensuring meaningful inclusion for every student
within their school community.
3) Centrality of students’ wellbeing – the framework views student wellbeing as vital within a holistic learning perspective.

© ATU Dept. of Creative Education 2023-2024

 4) Importance of quality teaching – the framework recognises the significance of high-quality teaching, considering it the
foremost driver of student achievement.
5) Schools as learning organisations – as active learning communities, teachers are empowered to develop both individually
and collaboratively to enhance teaching and learning.
6) Responsibility of schools for the quality of education they provide – schools should ensure quality education and prioritise
learner– centred approaches.
7) Students as active agents in their learning – students are active in learning, participating in diverse activities, responding
to varied opportunities, and engaging in discussions with teachers to inform learning and teaching. Clearly communicate to
the student the direction and intent of the learning (Dueck, 2021).
8) Contribution of external and internal evaluation to school improvement – views both external and internal evaluation as
valuable for enhancing school improvement and building capacity.
9) The importance of leadership and management – the framework sees leadership and management as inseparable.
10 )Leadership role for all – the framework acknowledges teachers' leadership roles; it aims to support their recognition of
leadership qualities.

My year four dissertation aligns with the framework

While the fundamental structure and content of Looking at Our School 2022 largely resemble those of the 2016 edition, the
framework has been revised to incorporate recent advancements in education. These updates encompass various areas
including child safeguarding, anti-bullying initiatives, inclusion, student participation, parent involvement, fostering
creativity, education for sustainable development (ESD), and support for student transitions. The title of my dissertation is an
Action Research study on implementing “Education for Sustainable Development” (ESD) activities in a Wood Technology
classroom and develop an outline of an ESD short course that can be introduced to the Junior Cycle program. On page 27 of
the framework under standards, the statements of highly effective practice reads ” Students are recognised as key
contributors to our sustainable future. In line with the curriculum, their understanding of environmental, social and economic
issues and of active citizenship, with the associated rights and responsibilities in local and wider contexts is being developed.
Students are enabled to contribute positively, actively and compassionately towards the creation of a more sustainable and
just world”.
It was very reassuring to discover during my critical reflection to see how my dissertation aligns with Looking at Our School
2022: A Quality Framework for Post-Primary Schools. Inspectorate, Updated January 2024. I will include this framework
for Post-Primary Schools in my literature analysis section of my dissertation. The relevance of ESD to all subject areas and
to whole of institution activities will continue to be promoted (Government of Ireland, 2023).

3. LIST OF REFERENCES

Dueck, D. (2021). Giving Students a Say: Smarter Assessment Practices to Empower and Engage. Alexandria, Virginia:
ASCD.

Government of Ireland, (2023). ESD to 2030: Second National Strategy on Education for
Sustainable Development.

McDonagh, C., Roche, M., Sullivan, B., & Glenn, M. (2020). Enhancing Practice
Through Classroom Research: A Teacher’s Guide to Professional Development,
vol 2nd edition, Routledge.

School Self-Evaluation Guidelines 2016-2020 - Post-primary. ( 2016). [Online] Available at:

https://assets.gov.ie/25263/dcc85452ad6d451f89ed8e7b1967f200.pdf [Accessed March 26, 2024].

© ATU Dept. of Creative Education 2023-2024