School Self-Evaluation Seminar for Post-Primary School Principals 2012

1. School Self-Evaluation Seminar for Post-Primary School Principals2012 Session 1

2. Overview of seminar

3. Session 1 objectives • To introduce the School Self –Evaluation Guidelines for Post-Primary Schools • To provide a rationale for school self -evaluation • To set the context for school self-evaluation • To outline the school self-evaluation process

4. What questions do you currently have about planning for and implementing the self - evaluation process in your school? Reflection..

5. What is in it for your school?

6. School Self-Evaluation External Evaluation School Improvement

7. A reframing of the SDP process 4. Implementation and monitoring 5. Evaluation Gather solid evidence Analyse it Make judgements • 3. Action • Plan 1. Review • 2. Prioritise • and set target(s)

8. Introducing the Guidelines Click here to access on-line

9. Key Messages • The primary purpose of school self-evaluation is to improve the quality of learner outcomes • School self-evaluation is an internal, reflective process of school review which requires schools to examine their practice honestly and critically • The gathering of evidence to justify and to inform action planning for improvement is a fundamental principle of school self-evaluation

10. To summarise…

11. Broad requirements • build on the existing SDP process • evaluate the quality of teaching and learning in literacy, numeracy and at least one other aspect of T & L over the four year period from 2012/13 to 2015/16 • write a short SSE report for the area examined • devise a SIP for aspects of practice identified for improvement in the area examined • First SIP to be in place by June 2013 • Each subject department to engage in self-evaluation with a specific focus on the area selected.

12. The Teaching and Learning Quality Framework Teaching & Learning Learner outcomes Teachers’ practices Learning experiences Theme 12

13. Getting started; using the teaching and learning framework Page 24 / 25

14. The Teaching and Learning Quality Framework Teaching & Learning Learner outcomes Learning experiences Teachers’ practices Theme • Attainment of curriculum objectives • Learning environment • Engagement in learning • Learning to learn • Preparation for teaching • Teaching approaches • Management of students • Assessment Sub-themes 14

15. Towards the Six-Step Process : a recap • Engage in collaborative staff reflection using Fig 3.3 P. 25 • Consider questions on pg. 12 to guide discussion • Consult readily available assessment records and results of standardised tests • Select subthemes to be evaluated using the evaluation criteria (Chapter 4) • Begin the six-step school self-evaluation process through the lens of the subthemes selected

16. Key steps in the SSE Process

17. Considerations Mixture of data Quantitative Qualitative Triangulation of data • Gather enough that is relevant and sufficiently informs the line of enquiry in order to avoid overload and facilitate effective analysis

18. The Teaching and Learning Quality Framework Teaching & Learning Learner outcomes Learning experiences Teachers’ practices Theme Standardised/ STen scores, CAT, SEC, copies, class tests, attitudinal survey • Questionnaires • Learning log • Observation • Focus group • Questionnaires Evidence 18

19. What is this evidence telling us ? • What are our findings? • Any clear areas of strength/areas in need of improvement emerging? • How do our findings fit with our current views? Analyse evidence using evaluation criteria/quality statements

20. Under the subthemes selected, use the relevant evaluation criteria/quality statement based on identified strengths and areas for improvement • Judge overall quality by indicating the school’s current position along the continuum Judgements made against the criteria or quality statements must be based on the information or evidence gathered

21. SSE Reports should be no longer than 2 / 3 pages Page 63

22. P 68 SSE must result in the setting of specific targets towards action for improvement – keep plans short! Page 68

23. Building in time for monitoring and review allows for adjustments to be made and ensures SSE is a living process Who? What? When? How?

24. Provides focus Provides direction

25. Inclusive Schools : fundamental principles • Inclusion • Differentiation • Team Teaching

26. One school’s story www.schoolself-evaluation.ie

27. Reflection Take time now to consider your school’s current position with regard to SSE. Discuss and share where you are at and share your experiences or plans.

28. Key Messages • The primary purpose of school self-evaluation is to improve the quality of learner outcomes • School self-evaluation is an internal, reflective process of school review which requires schools to examine their practice honestly and critically • The gathering of evidence to justify and to inform action planning for improvement is a fundamental principle of school self-evaluation

29. School Self-EvaluationSeminar for Post-Primary School Principals2012 Session 2

30. Objectives Session 2 • To illustrate the 6 step SSE process through the lens of a literacy example • To provide specific guidance in the area of Target Setting

31. Literacy Literacy includes the capacity to read, understand and critically appreciate various forms of communication including spoken language, printed text, broadcast media, and digital media. (Literacy & Numeracy for Learning and Life 2011, p.8)

32. Literacy Worked exampleSchool Biography • All girls voluntary secondary school • Under the trusteeship of CEIST • 700 students • 45 teachers • Urban • 20 feeder-schools • Literacy core team in place

33. Link Model WHOLE STAFF SUBJECT DEPARTMENTS Modern Foreign Languages Business History & Geography Careers & SEN Science English & Irish Maths Practical Subjects & PE Core Team Link Teacher Literacy Training Senior Management SSE Training

34. Literacy example The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013

35. What do you want to find out?

36. Guiding staff reflection

37. 6th class report cards

38. 2012 1st Year Reading StenScore Analysis

39. Click here to access on-line Well below average below av average average above av well above average School National

40. Other Assessment Data • What most schools are doing? • Click here for an overview of information on standardised testing in primary & post-primary schools in Ireland. • Link to presentation ………………

41. Analysis of State Exams JC ANALYSIS TOOL LC ANALYSIS TOOL LCA/LCVP ANALYSIS TOOL Click to access on-line

42. Analysis of JC & LC Subject X

43. Scanning 6th class report cards • Screen shot of report card • Link to circular

44. SEC Chief Examiners ReportJC Geography 2011 • Ensure that students are aware of the difference between description, explanation & effects. • To this end students could be encouraged to develop descriptions & explanations both in their class work & homework.

45. Sample editing/writing checklist devised by the whole staff

46. Samples of student’s work from a range of subjects

47. Analysis of students’ written work from a sample across the curriculum

48. Sample questionnaire for students

50. Student Survey Strengths Priorities for improvement Very few students believe that their writing is legible & even fewer edit their own work. More students prefer to write on facebook than other genres. A general lack of confidence in speaking in class discussions. • 50% read for more than 1 hr. • 60% reading fiction & magazines • Students experience a variety of variety of methodologies. • Students are confident working in pairs & groups