degrees in teaching). In order to become a member of the body of education inspectors, candidates must undergo a competitive examination together with a selection process based on a scale of merit and qualifications. These are established by each Autonomous Community for each call. A compulsory professional training and practice phase forms part of the selection process.The admission requirements, established at national level, include at least six years’ service and teaching experience, as well as mastering the co-official language (as needed in the Autonomous Community). Autonomous Communities may add further selection criteria according to their specific needs. In the competition phase other criteria may be added at regional level such as experience in school management, additional university qualifications, scientific and teacher training, participation in specific training to carry out inspection tasks or belonging to the body of senior professors.Education inspectors have the right and the obligation to develop and refresh their skills and qualifications. Education authorities provide the necessary training courses, always linked to the field of inspection.3. Evaluation frameworkThe 2006 Education Act regulates the general framework for the inspection of education. Each Autonomous Community develops this frame-work further and specifies the functions of the Education Inspectorate in greater detail. The Communities may also publish annual or multi-annual Action Plans for Education Inspection, setting priority action areas for the Inspectorate, defining the scope of their responsibilities and specifying any other activities they must carry out. They also issue guidelines on evaluation procedures and publish the regulations for each plan in their official bulletins. These include the objectives; the areas, scope and frequency of evaluation; as well as the indicators to be used. The nature of these documents varies according to each Community, as does the information they contain, which range from wide areas of intervention to specific indicators. The General Action Plan for the Education Inspectorate in Andalusia 2012-2016 (26), for example, is a four-year plan that includes six general categories of school organisation and management (key factors), which are further subdivided into the specific indicators that inspectors must consider in their evaluation and supervision work. The Plan also sets down standards as well as the expected results for each priority action.The annual General Action Plan for the Education Inspectorate, school year 2013/14 of the Autonomous Community of Madrid, specifies the priority areas for inspectors. For each named priority area, the plan provides the operational objectives, a schedule, and an explanation of how the results will be analysed.The education authorities in each Autonomous Community carry out standardised student assessment named 'Diagnostic Evaluations', which are one of the most important tools used in the external evaluation process (see Section III for further information). The aim of these 'Diagnostic Evaluations' is to gather information about schools and pupils and to propose improvement plans.In addition, several Autonomous Communities have developed system indicators to provide an overview of education provision in their region. In this, they have followed the pattern established by the National Education System Indicators (27) (see Section III) covering: context, resources, schooling and processes and general results. Even though this system does not involve external school evaluation, some indicators (especially the results indicator) contribute to external evaluation as they can be used as a general framework for school evaluation. Some Autonomous Communities, for example Catalonia and Andalusia, have devised indicators systems.4. ProceduresTo carry out external evaluation, inspectors are allowed by the regulations to gather, analyse and evaluate information, as well as to resort to a series of procedures and actions that are specified in the Education Inspectorate Action Plans. There are some processes common to all regional education authorities:• the examination, checking and analysis of all the academic, pedagogical and administrative documents in schools at any moment during the evaluation process; • school visits: inspectors are granted free access to schools in order to gather information on school operations. The duration of visits, which may include classroom observations, is variable depending on the planned objectives. Inspectors plan their visits on a monthly or weekly basis according to the Annual Plan; • interviews with different sections of the education community: inspectors have the power to interview anyone in the school, including the management team, teaching staff, students and parents.
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