Objectives
•How to evaluate the progress of students and your faculty in a systematic and inclusive way
•How to use self-evaluation to plan for faculty improvement
•How to use self-evaluation to maximise student achievement
Why?
Evidence-based planning for improvements
Monitoring and Tracking Progress of Students, Teachers and Faculty.
Appropriate and Effective Intervention
Determining Needs and Strengths
Democratic Faculty
Reflective Practitioners
Ofsted!
SELF-EVALUATION CALENDAR 2011/12FACULTY: English and Media
FOCUSTERM
YEAR 7 YEAR 8 YEAR 9 YEAR 10 YEAR 11 YEAR 12 YEAR 13 STAFFOTHER FOCUS(ES)
(incl. all SIP/FIP targets)
1
KS2 analysis and intervention (Breakfast Club, SEN group and paired reading)
AGt, JWf, DHa
SATs and TA analysis
DHa & MWa
GCSE results analysis.
DHa, LFe, MWaCoursework
progress review.
Al faculty, led by LFe
AS results analysis.
DHa, MWa, LTu
Student Voice - Induction
Learning Log
All year 12 teachers
A2 analysis
DHa, MWa, LTu
PM reviews and target setting.
NQT observations by
HoF.
Review of last year’s successes with faculty.
2
Year 7 & 8 moderation of Standard Tasks
Whole Faculty Review of identified
underachievers from year 8.
All year 9 teachers, led
by JFi.
Mock exam and predicted grade
analysis.
LFe
Progress Review from Summary
Reports.
LTu
Shared observations by
SLT & HoF.Review of new KS3 SoW.
Work Scrutiny (Drafting books)
JFi & JWf
Progress Review following
summary reports and first
standard tasks.
JFi
3
Progress Review following
summary reports (incl. impact of Breakfast Club)
All teachers led by JFi
Student Voice
JFi
Moderation of coursework.
Whole faculty.
Coursework moderation and
evaluation.
DHa & LFe
Progress Review
All year 12 teachers led
by LTu
PM lesson observations.
Review of year 12 uptake.
4Work Scrutiny
JFi & JWf
Post exams student Voice - Questionnaire.
Analysis of results next
term.
JFi
Final coursework results &
predicted grade analysis
LFe
Analysis of module results.
LTu
PM mid-year reviews.
Review of FIP/SIP targets.
5
Review of data and exam
performance.
JFi
Year 10 exam analysis.
LFe
Student voice questionnaire.
LFe
Student Voice.
LTu
6
Student Voice - Student
Interviews
JWf
Final Progress Review
JFI and DHa
Overall progress review.
LFe
Student Voice.
LTu*Review of impact of enterprise and enrichment activities as they occur.*
Systematic and Planned
Data
Summative and InterimSimplified systemsImmediacyOpenness and AccountabilityShift of CultureNumbers AND WordsFollow Up Actions
Resulting Improvement Activities
Individual and group intervention plans
Support plans for teachers
Changes to exam entry policy
Introduction and development of the accelerated groups.
Development of the Study Plus course.
Curriculum mapping and Resource development
Priority Setting for FIP
CodeTeam / Faculty / Department / Year / GroupKS4 English
Staff i/c this target: LFe
SIP ref:1.5, 1.7, 2.1, 3.1
Objective:To develop and build on existing good practice in the delivery of GCSE English and English Literature curriculum, focusing particularly on implementing key changes to the KS4 curriculum.
Key Improvement ActivitiesWhat will be done?
Success CriteriaSet targets for expected outcomes (where appropriate, make it measurable so on review, you can see if enough progress has been made)
Self Evaluation MethodWhich methods will you use to review progress against success criteria? (eg. data analysis, audits, observation, work sample, student voice)
By whom?
By when?
1. Improve Literature exam resources for current specification by providing text specific revision booklets (including revision skills activities), audio books in mp3 format on shared space and later the VLE and text specific sample essays for use by students.
üLiterature results 80%+ A*-CüFeedback on these resources to be positive in year 11 exit interviews.
1.Analysis of GCSE Lit results.
2.Student Voice questionnaire.
All dept, overseen by LFe
Dec 2009
2. Successfully map and resource new specifications for English and English Literature (including Functional Skills, if appropriate), retaining as much of our current good practice as possible.
üExistence of new curriculum map, which includes all requirements of new specifications and Functional Skills, and which provides a clear path to the final exams.üCompleted audit of old specification resources, leading to adaptation or retainment where appropriate.üCreation of new support materials for new coursework units, ensuring the requirements of new ‘controlled tasks’ are adhered to. This will be followed by development of exam materials. All these materials to include AfL and L2L activities.
1.Audit of resources.
2.Teacher consultation.
LFe, with support from dept.
Sept 2010 for c/w, Sept 2011 for exam work.
3. Training of staff during INSET and department meetings, to ensure confident and knowledgeable delivery of current and new specifications (including Functional Skills, if appropriate).
üAll staff to know and understand requirements of current and new specification, demonstrated through accurate coursework marking and lesson observations.üStudents meeting or exceeding target grades
1.Teacher questionnaire
2.Work sampling & moderation.
3.Analysis of coursework database.
LFeOngoing
4. Develop accelerated GCSE course, including adapting resources for A*A students, planning and resourcing post-GCSE course for current accelerated group and deciding on pathways for subsequent years.
üEnglish and Literature results for accelerated group 100% A* - B??????üCreation of AS English Language map and resources for post-GCSE course.üDecision on pathways for subsequent yr 9 classes.
1.Analysis of GCSE results.
2.Student Voice Questionnaire
3.Teacher consultation.
LFe. With support from dept.
Sept 2010
Needs analysis: INSET time for staff training during school INSET, LFe to attend WJEC INSET in 2009/10, cover costs for lesson obs.
Student Voice
A Different Perspective
Survey vs Interview
Closed Questions vs Open Questions
Individual and Group ‘results’
Openness and Accountability
Why wait?
Student Leadership
Resulting Improvement Activities
Curriculum Map
New Schemes of Learning
A Focus on Pedagogy:Differentiation Training
Collaborative Learning Training
Revision Skills
Changes to KS3 curriculum
Resource Development
Changes to mock exams
Teacher Voice
Inclusive
Management of anxiety
Another perspective
Involvement of all in the leadership and management of the faculty
Identification of training needs
Lesson Observation
Performance Management
Subject Scrutiny
Learning Walks
Collaborative WorkingImmersion
TLCs
Learning SIGLeads to an impact on pedagogy:
Questioning
Feedback
Sharing Good Practice at Faculty Meetings
Work Scrutiny
Formal and informal moderation
Book sampling
Controlled Assessment and Exam
Quality of work
Marking and Feedback