Together Towards Improvement TTI

1. Together Towards Improvement (TTI) A Process for Self-Evaluation Post Primary

2. TTI � the current position The effectiveness of self evaluation to promote improvement is very good or outstanding in one third of schools inspected (ETI Leadership Survey 2010)

3. TTI � the challenge HOWEVER: The effectiveness of self-evaluation is inadequate or unsatisfactory in one fifth of primary schools and one third of post-primary schools An area for improvement identified in half of the schools inspected was the need for more effective procedures for review and analysis of evidence

4. TTI � the challenge evidence collected during inspections in the school years 2006-07 to 2008-09 illustrates that while there is much good practice in leadership and management - more so in primary schools than in the other two sectors - there are key areas for improvement most notably: within all three sectors/phases: the arrangements for self-evaluation and the procedures for review, including the actions taken to promote improvement in the outcomes for learners.

5. TTI - Introduction TTI launched in 2003 in ring binder format; now on ETI website One of a range of support materials produced by ETI - but one of the most popular Used by wide range of educational organisations

6. TTI - Introduction So�Why Change? PDF format not user-friendly Not phase-specific Users tell ETI that they want to add their own indicators Need to reflect the current curriculum and policies Need a sharper focus on the quality of leadership and management and on achievements and standards

7. TTI - Introduction REVISED TTI � FORMAT Will not be issued as a paper document Will be a web-based document only http://www.etini.gov.uk/index/together-towards-improvement.htm  Will be on web in 2 formats: A PDF file - A �Word� document which may be edited by users

8. The materials give guidance on: points to be considered by a school when planning to undertake self-evaluation with the aim of improving the quality of its learning and teaching, and the standards of achievement; the key features of the self-evaluation process; identifying the focus for self-evaluation; and the use of a set of quality indicators

9. Quality of Provision � Broad Headings Section A: Leadership and Management Section B: Quality of Provision for Learning Section C: Quality of Achievements and Standards

10. Quality of Provision � 5 key questions Section A: Leadership and Management Key Question 1: How effective are leadership and management in raising achievement and supporting learners? Section B: Quality of Provision for Learning Key Question 2: How effective are teaching, learning and assessment? Key Question 3: How well do the learning experiences, programmes and activities meet the needs of the learners and the wider community? Key Question 4: How well are the learners cared for, guided and supported?

11. Quality of Provision � 5 key questions Section C: Quality of Achievements and Standards Key Question 5: How well do the learners develop and achieve?

12. Key Question 2: How effective are teaching, learning and assessment? Quality Indicators: Planning Teaching and Learning Assessment