National Standards workshop phase 2: Self review Enhancing self-review in your school using the Ministry of Education’s

1. National Standards workshop phase 2: Self review Enhancing self-review in your school using the Ministry of Education’s new self-review tools Presented by Team Solutions, leadership and management facilitators 2010

2. All material presented at this workshop are available to access online at: www.teamsolutions.ac.nz Click here

3. Welcome and introductions

4. This workshop is designed for school leaders who want to advance their knowledge of effective school self review. To assist school leaders to develop their understanding of self review practices in preparation for an ERO visit or as a result of an ERO.

5. Workshop content • Exploring the principles of effective self • review • Exploring the self review tools: for • teachers, school leaders, boards, and the • reporting tool • Aligning these tools with schools’ current • self review systems and practices • Considering next steps and future goals • for practice around self review

7. Why do schools self review?

8. Why do schools self review? We live in an open society Accountability Improvement Knowledge Student outcomes School systems ERO 2009

9. What the research tells us • Quality self review can improve student outcomes • Quality self review can improve teacher performance • Increased ownership and participation in evaluation can lead to increased use and understanding of evaluation • Improved outcomes are more likely when external and internal reviews are complementary • There are no quick-fixes ERO 2009

10. The context • NAG 2 requires schools to develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including those for curriculum, assessment and staff professional development. It also requires schools to maintain an on-going programme of self-review, including evaluation of information on student achievement. • Self review is about continuous improvement.

11. Background to the Self Review tools • The Timperley article is divided into 4 sections. • In groups of 3 or school groups allocate a section each • Read that section and feedback key messages to the rest of your group

12. Looking at the “Introduction to the Self Review Tools” • Key points from front page. • Page 2 references to the NZC • Read page 3 “How might these self-review tools link with current self-review processes,” • Compare your current processes of Self Review to the next slide.

13. ERO refer to three main types of self review Strategic Regular Emergent How do your current self review processes compare to this diagram? ERO 2009

14. Getting to know the tools • Take a few minutes to familiarize yourself with each of the tools: • In School Leaders • Teachers • Reporting • Boards of Trustees • Look for similarities, differences and patterns

15. Getting started on the tools • Looking at the tool for In-School Leaders • “One of the key findings from the School Leadership BES is that particular leadership practices can impact positively on student outcomes.” • Leadership BES dimensions 1, 3, and 4 • Read front page of this booklet.

16. School Leadership and Student Outcomes: Identifying what works and why BES p. 39

17. Source: Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (Timperley et al., 2007).

18. Five sections within the In-School Leaders tool • What are our students’ strengths and learning needs? • What are our professional strengths and learning needs? • Engagement in professional learning • Engagement of students in new learning • What has been the impact of our changed actions on students?

19. Understanding the language of the levels within all the SR tools • Under the section headed “What are our students’ strengths and learning needs?” (p.4) in school groups consider just the first question in the left column. • Read the descriptors for Basic, Developing and Integrated. • What do you notice about the language? • What progressions do you notice?

20. Where is your school in relation to these levels? • Looking at page 4 of the In School Leaders tool. • Place your leadership (team) on the continuum (Basic, Developing, Integrated) for each of the three questions in the left column. • What evidence do you currently have to support your placement? • Identify any actions that are yet to be developed. • What might you have to do to move to the next column on the continuum? • Record these actions on the A3 sheet.

21. Complete just this box.

22. Looking at the other key sections of the In School Leaders SR tool • Select one or more of the other key sections. • Place your leadership (team) on the continuum for the question(s) in the left column. • What evidence do you currently have to support this? • Identify any actions that are yet to be developed. • What might you have to do to move to the next column on the continuum. • Record these actions on the A3 sheet.

23. Complete one or more of these boxes in depth.

24. Select one of the other SR tools • Select one of the key sections. • Place your leaders OR teachers OR boards on the continuum for each of the questions in the left column. • What evidence do you currently have to support this? • Identify any actions in this section that are yet to be developed. • What might you have to do to move to the next column on the continuum? • Record these actions on the A3 sheet. • Consider how you would integrate the SR tools into your current self review processes.

25. What the research tells us • Quality self review can improve student outcomes. • Quality self review can improve teacher performance. • Increased ownership and participation in evaluation can lead to increased use and understanding of evaluation. • Improved outcomes are more likely when external and internal reviews are complementary. • There are no quick-fixes. ERO 2009

26. All material presented at this workshop are available to access online at: www.teamsolutions.ac.nz Click here