R. Dorczak

Jagiellonian University (POLAND)
Almost all educational systems try to improve the quality of school work through introduction and/or transformation of school inspection systems. The reform of Polish school inspection system, which has introduced external evaluation of schools, started in 2009. It has completely transformed Polish School Inspection replacing inspection that had been much more focused on strict, formal control of schools with school evaluation focused on description of school reality meant to be a support for educational processes. There were three main elements of that reform. Firstly, it was the introduction of 17 educational requirements towards schools organized in 4 main areas of evaluation called: educational processes; educational effects; environment of schools and management of schools. Secondly, it was the preparation of an electronic platform and research tools to be used in the process of external evaluation. Thirdly, it was the training of school inspectors working in the system to be prepared for the new role of school evaluators. The paper describes those elements paying special attention to electronic platform as main new element to the system and raises the issue of problems in implementation and management of external school evaluation in the Polish Inspection System. The presented research showing those problems was carried out with the participation of school inspectors trained to serve the new role of evaluators. Using the method of focused group interview and a questionnaire, they were asked to assess main obstacles and problems in their work in school external evaluation and more generally in the management of that process. The results show also other different problematic areas that should be taken into consideration when planning modifications of the reform. They also reveal the existence of different groups of evaluators that have diverse attitudes to new school evaluation system the can also be a source of problems in implementing the reforms.