We would like to focus on the presentation of the process of internal and external evaluation implementation in schools and institution in the whole Poland, in the framework of the pedagogical supervision reform. This process has a legal basis. The reform aims at creating a supervision system which genuinely supports a school's development and makes running educational policy in Poland easier. This project carried out since 2009 and until 2015, 800 evaluators, 23600 principals of schools and other educational institutions, and 3000 teachers will be prepared for the evaluation process. From our perspective (we are both co-authors of the system of the external evaluation) the success of this reform depends on the perception of changes connected with introducing evaluation. Unfortunatelly changes in general are percieved negatively, and evaluation is not an exception here. Poland for the last 20 years has been experiencing modernization and permanent reforms in the field of education. Every school year in Poland brings changes. It is often the case that what is changed this year, was already changed not long ago. An example is the Teacher’s Charter – a basic document regulating the professional status of Polish teachers – which has been changed 200 times in the last 30 years. To face permanent and changeable reforms, schools and institutions have developed a survival strategy. There is a risk that on a nationwide scale, the system of evaluation will be concentrated on theatrical performances rather than true development.

In our presentation we consider whether and in which way evaluation responds to the challenges of system coherence, in the face of decentralization of education process, which has been proceeding in Poland since 1989. How does the role of pedagogical supervision respond to the challenges of the system decentralization?

Does external evaluation as a systematic and, as projected, longterm action – its procedures, ways of introduction, generated data, ways of the results dissemination, the level of achieveing requirements- influence the quality of education? On the other hand, does internal evaluation truly come up to the demand of schools‘ development through reflection on its own work? Does it produce sensible decisions? What opportunities and threats does evaluation bring to the quality of education (fears, staged behaviour, growth of paperwork).

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