Evaluation of of teaching and learning is a challange for every education system. Evaluation in many countries is used to this end. However, can evaluation not only measure, but also strengthen the exisiting quality or create new quality of learning and teaching processes? We would like to focus on the presentation of the process and results 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 schools’ development and makes running educational policy in Poland easier.

This project (co-financed by EU) 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.

Using dramaturgical pespective of Goffman we would like to focus on perception of changes connected with introducing evaluation (we are co-authors of the system of the external evaluation and we prepare teachers and principals of schools for internal 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, also 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. E.g. Teacher’s Charter – basic document regulating professional status of Polish teachers changed 200 times in the last 30 years. To face permanent and changeable reforms, schools and institution have developed a survival strategy.

They tend to ask: How shall we survive the change? rather than How shall we use evaluation to develop? Schools focus on passive adaptation, reproduction of certain patterns of behaviour, irreflective adjustments of actors, assimilation of terms which are meaningless to users. There is a risk that on nationwide scale, the system of evaluation will be concentrated on thetrical performances rather than true development. With such a focus on building facade on the school level, is reaching the goal of the reform possibile?

After 4 years of experience in systemic introduction of evaluation, a few questions arise:

• To what extent does evaluation really strengthen processes of school developement?
• How does it affect processes of school developement?

Erving Goffman „The Presentation of Self in Everyday Life“ Blandford S. "Managing Professional Developement in Schools" Zeichner, K. "Teacher Research as Professional Developement" Richard Sagor,The Action Research Guidebook Stringer, Ernest T. „Action Research”,