SECOND PROFESSIONAL ADVICE OF EDUCATIONAL ADVISORS FROM SCHOOL ADMINISTRATIONS: NIS, KRAGUJEVAC, LESKOVAC, KRUSEVAC, ZAJECAR AND JAGODINA ON THE SUBJECT OF QUALITY ASSURANCE OF THE METHODOLOGY OF EXTERNAL EVALUATION OF PRESCHOOL INSTITUTIONS

In the period March 8 – 10, 2023, another professional consultation of educational advisors was held in Nis on the topic of Quality assurance of the methodology of external evaluation of preschool institutions, this time for educational advisors from school administrations: Nis, Kragujevac, Leskovac, Krusevac, Zajecar and Jagodina (30 participants).

Bearing in mind the fact that from September 1, 2022, all PI are obliged to implement the new program concept, as well as the fact that the Quality Framework adopted in 2018 has been revised (it meets the requirements of the new program concept) and so far did not apply, the key activity in the counseling was a full-day educational counselors visit to one of the kindergartens of PU “Pcelica” in Nis (kindergartens “Brodic”, “Plavi cuperak”, “Petar Pan” and “Cvrcak”). Divided into 4 groups (of 7 – 8 counselors each), they had the opportunity to apply the revised Quality Framework and as “critical friends” gain insight into the quality of kindergarten work in two quality areas: Educational work and Support for children in the family.

On the first day of counseling, the educational counselors prepared for the visit to the kindergarten through the presentation of forms for observing activities in the kindergarten and a package of additional instruments and auxiliary materials, created within the Project (in accordance with the Rulebook on the quality standards of the institution’s work). They also created an activity plan with the division of responsibilities in order to provide feedback to the kindergarten manager from the role of “critical friend” who will objectively assess the quality of the kindergarten’s work. Part of the preparation included familiarization with the specifics of the kindergarten they will visit, as well as research reading of 4 manuals/guides created to support practitioners in the quality application of the new program concept: A manual for documentation, a Guide for arranging the space in the kindergarten, Guide for developing the topic/project with children, Strategy of joint development of programs in accordance with the specificities of certain ages of children.

On the second day of counseling, during the visit to the kindergarten, the educational counselors went in pairs to 2 groups of children of different ages in which they followed the implementation of the educational work program, i.e. the work of the teacher in the group, and gave them brief feedback. After that, they visited the common areas of the kindergarten (exterior and interior), analyzed pedagogical documentation (Thematic/project portfolio and Children’s portfolio), conducted interviews with professional associates and managers, teachers, and parents, and distributed surveys to them. Before leaving, kindergarten representatives were given feedback on the quality of kindergarten work for two areas.

On the third day of counseling, educational counselors worked on harmonizing assessments at the level of standards and indicators in two areas of work quality, analyzing the results of surveys and interviews, triangulating quality evidence at the area level, and drafting a report on the evaluation of work quality for each kindergarten.

After finalizing the report, upon returning to the school administrations, the heads of the school administrations will send the reports to each of the 4 kindergartens, in the role of a “critical friend” who provides a different perspective on the work of the institution, and which can be useful to practitioners in a more objective assessment of the quality of work.

All counseling participants expressed their satisfaction after the three-day work, during which they had the support of 4 mentors/leaders for the implementation of OP.

Bearing in mind that the implementation of the new program concept is a complex, demanding, and long-term process in which further support is needed for practitioners in preschool institutions even after the end of the Project, professional and advisory support that can be provided by educational advisors is recognized as a very important support.

You can see other photos here.