Post primary sse 15 november 2012

School Self-Evaluation Seminar for Post-Primary School Principals

2012

Session 1

The PDST is funded by the Department of Education and Skills

under the National Development Plan, 2007-2013

Overview of seminarSession 1

9.15 – 11.00

SSE : Context and RationaleIntroduction and overview of School Self-Evaluation Guidelines and 6 step processReflection; where are we now?

11.00 – 11.15 Coffee

Session 2

11.15 – 12.45

SSE through the lens of Literacy – working through the processSpotlight on Target SettingReflection – The process in action

12.45 – 1.45 Lunch

Session 3

1.45 – 3.15

SSE through the lens of Numeracy – working through the processReflection; where to next?



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



Reflection..

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



What is in it for your school?



School Self-School Self-EvaluationEvaluation

External External EvaluationEvaluation

School ImprovementSchool Improvement



A reframing of the SDP process4. Implementation

and monitoring

2. Prioritise and set target(s)

3. ActionPlan

1. Review

5. EvaluationGather solid evidenceAnalyse it

Make judgements



Introducing the Guidelines

Click here to access on-line



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



To summarise…



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.



The Teaching and Learning Quality Framework

12

Teaching & Learning

Learner outcomes

Learningexperiences

Teachers’ practicesTh

eme

Them

e

Getting started; using the teaching and learning framework

Page 24 / 25




14

Teaching & Learning

Learner outcomes

Learningexperiences

Teachers’ practices

• Attainment of curriculum objectives

•Learning environment•Engagement in learning•Learning to learn

• Preparation for teaching

• Teaching approaches• Management of

students• Assessment

Them

eTh

eme

Sub-

them

esSu

b-th

emes



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 discussionConsult 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



Key steps in the SSE Process

ConsiderationsConsiderations

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

Teaching & Learning

Learner outcomes

Learning experiences

Teachers’ practices

Standardised/ STen scores, CAT, SEC, copies, class tests, attitudinal survey

•Questionnaires•Learning log•Observation

• Focus group• Questionnaires

Them

eTh

eme

Evid

ence

Evid

ence



• 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



•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



SSE Reports should be no longer than 2 / 3 pages

Page 63



SSE must result in the setting of specific targets towards action for improvement – keep plans short!

Page 68

P 68



Building in time for monitoring and review allows for adjustments to be made and ensures SSE is a living process

Who?What?When?How?

Who?What?When?How?

Provides focusProvides focusPr

ovid

es d

irecti

onPr

ovid

es d

irecti

on



Inclusive Schools : fundamental principles

• Inclusion

• Differentiation

• Team Teaching



One school’s storywww.schoolself-evaluation.ie



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.

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.



Key Messages




School Self-EvaluationSeminar for Post-Primary School Principals

2012

Session 2



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



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)



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



Senior ManagementSSE Training


Link TeacherLiteracy Training

Link TeacherLiteracy Training

WHOLE STAFFWHOLE STAFF

ScienceScience

ModernForeign

Languages

ModernForeign

Languages

Core Team Core Team

BusinessBusiness

MathsMaths

History & GeographyHistory &

Geography

Practical Subjects &

PE

Practical Subjects &

PE

Careers &

SEN

Careers &

SENEnglish

&Irish

English&

Irish

Link Model

SUBJECT DEPARTMENTSSUBJECT DEPARTMENTS

Literacy example

Attainment of curriculum objectives

Engagement in learning

Teaching approaches

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



What do you want to find out?

THEME LearnerOutcomes

Learning experience

Teachers’ Practice

SUB-THEME Attainment of curriculum objectives

Engagement in Learning

Teaching Approaches

QUESTIONSBASED ON EVALUATION CRITERIA

Attainment?Progress?Literacy skills?Attitude to literacy?

Active?Motivated?Collaborative?Independent?

Methods?Resources?ICT?

TOOLS 1. STen scores2. JC & LC results3. Students work

4. Questionnaire 5. Questionnaire

Learner outcomes Learning experiences Teachers’ practice

Students’ overall attainment, with regard to knowledge, understanding and skills in subjects and programmes, has improved significantly in line with targets; and expected outcomes have been achieved

Students enjoy learning the

subject and have developed appropriate attitudes and dispositions

Students can meet the literacy

and numeracy challenges of the subject

Students at risk of

underachieving have made good progress

Students’ uptake levels and

performance in state examinations compares favourably with national norms, within the school context.

Learning settings are safe, well maintained, visually stimulating and supportive of literacy and numeracy

Students have access to

appropriate materials, including ICT, to support learning

Students are enabled to engage

actively in a range of suitably challenging, relevant and interesting learning opportunities

Students are given support as

needed Students are equipped with tools

and skills for learning now and in the future.

Teachers prepare thoroughly for lessons; expected learning outcomes including literacy and numeracy development are clearly stated; and necessary resources are in place

Expected learning outcomes are

clearly communicated; lessons are suitably paced to enable progression in development of knowledge and skills

Teaching is focused, stimulating

and relevant. All aspects of the subject, including subject-specific language, are thoroughly taught

All students are respected; high

but realistic expectations are communicated; and efforts and achievements are affirmed

A range of assessment methods

is used effectively to assess progress.

Guiding staff reflection



6th class report cards



2012 1st Year Reading Sten Score Analysis

School

National

Well below average below av average average above av well above averageClick here to access on-line



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 ………………



Analysis of State Exams

JC ANALYSIS TOOLLC ANALYSIS TOOL

LCA/LCVP ANALYSIS TOOL

Click to access on-line



Analysis of JC & LC Subject X



Scanning 6th class report cards

• Screen shot of report card• Link to circular



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.



Sample editing/writing checklist devised by the whole staff

Satisfactory Not satisfactory

Spelling – fewer than 3 errors

Punctuation & Grammar – fewer than 3 errors

Sequencing (new paragraphs/bullet point used for new ideas in correct order)

Vocabulary (general & subject specific) Clearly used

Structure of sentence/answer – full sentences used/answers developed to the standard required by the question.



Samples of student’s work from a range of subjects



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

Sample questionnaire for students



Student Survey

Strengths• 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

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.

Sample questionnaire for teachers

Teachers Survey

Strengths• 54% of teachers are using

comprehension strategies• Cooperative learning

strategies being used.• Use of multiple text types

i.e. broadcast & digital media.

• Clear focused feedback is given to students

Priorities for improvement• Further use of

comprehension strategies by all teachers

• Agreed success criteria shared with students for improving writing process is clearly needed.

• Questioning techniques to improve verbal & written answers.



Activity

•Identify strengths and areas for improvement from the evidence you have been allocated

•Collate strengths and areas for improvement using the diagnostic window



THEME Learner Outcomes Learning Experiences


SUBTHEME Attainment of curriculum objectives


Teaching approaches

Evaluation criteria p. 30 p. 34 p. 40

Consult appropriate evaluation criteria to support your analysis



Checking In

• Recording findings, strengths and areas for improvement

• Benchmarking the findings for the identified themes/subthemes with the relevant evaluation criteria/quality statement





School Improvement Plan

• Image of report



Targets

Improvement targets may relate to

any aspect of pupils’ achievement, including their knowledge, skills and their attitudes. ( SSE Guidelines p.61 )

SMART Targets

• Specific - focus on student learning outcomes• Measurable – clear and precise• Attainable - reflect ability and needs of students-

appropriately challenging / ambitious• Realistic – to both school context, baseline data and

specific actions• Timed - allowing time for planned actions to be

implemented



Language of targets



A useful formula …

An example:To decrease (verb) the number of students who stated that they did not like writing (thing effected) from 16% (baseline) to 13% (level intended) by May 2013from 13% to 10 % by May 2014 from 10% to 7% by May 2015

TARGETS NEED TO REFLECT A SCHOOLS INTENTION TO IMPROVE ON ITS PREVIOUS BEST




• Image of report



Who?What?When?How?

Who?What?When?How?



One school’s story

www.schoolself-evaluation.ie



Reflect and discuss

In what way has this activity developed your understanding of•use of evaluation methods/tools•data analysis and interpretation•writing an SSE report•devising a school improvement plan to include targets?

In what way has this activity developed your understanding of•use of evaluation methods/tools•data analysis and interpretation•writing an SSE report•devising a school improvement plan to include targets?



Key Messages




School Self-EvaluationSeminar for Post-Primary School Principals 2012

Session 3



Objectives Session 3

• To consolidate the six step SSE process through the lens of a numeracy example

• To provide participants with an opportunity to reflect on and consider next steps



Numeracy

Numeracy encompasses the ability to use mathematical understanding and skills to solve problems and meet the demands of day-to-day living in complex social settings.

(Literacy & Numeracy for Learning and Life 2011, p.8)



Numeracy worked exampleSchool Biography

• DEIS• Mixed• Urban• 300 students• 15% EAL students• TY & LCA & JCSP





Link Teacher

Numeracy Training

Link Teacher

Numeracy Training

WHOLE STAFFWHOLE STAFF

ScienceScience

ModernForeign

Languages

ModernForeign

Languages

Core Team Core Team

BusinessBusiness

MathsMaths

History & GeographyHistory &

Geography

Practical SubjectsPractical Subjects

Careers &

SEN

Careers &

SENEnglish

&Irish

English&

Irish

Link Model

SUBJECT DEPARTMENTSSUBJECT DEPARTMENTS

Numeracy example

Attainment of curriculum objectives


Teaching approaches

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



What do you want to find out?

THEME LearnerOutcomes

Learning experience


SUB-THEME Attainment of curriculum objectives

Engagement in Learning

Teaching Approaches

QUESTIONSBASED ON EVALUATION CRITERIA

Attainment?Progress?Numeracy skills?Attitude to numeracy?

Active?Motivated?Collaborative?Independent?

Methods?Consistency?Whole school approach?

TOOLS 1. CAT scores2. JC & LC results3. Maths Competency Test

4. Questionnaire 5. Focus group with numeracy schedule prompt question

Learner outcomes Learning experiences Teachers’ practice

Students’ overall attainment, with regard to knowledge, understanding and skills in subjects and programmes, has improved significantly in line with targets; and expected outcomes have been achieved

Students enjoy learning the

subject and have developed appropriate attitudes and dispositions

Students can meet the literacy

and numeracy challenges of the subject

Students at risk of

underachieving have made good progress

Students’ uptake levels and

performance in state examinations compares favourably with national norms, within the school context.

Learning settings are safe, well maintained, visually stimulating and supportive of literacy and numeracy

Students have access to

appropriate materials, including ICT, to support learning

Students are enabled to engage

actively in a range of suitably challenging, relevant and interesting learning opportunities

Students are given support as

needed Students are equipped with tools

and skills for learning now and in the future.

Teachers prepare thoroughly for lessons; expected learning outcomes including literacy and numeracy development are clearly stated; and necessary resources are in place

Expected learning outcomes are

clearly communicated; lessons are suitably paced to enable progression in development of knowledge and skills

Teaching is focused, stimulating

and relevant. All aspects of the subject, including subject-specific language, are thoroughly taught

All students are respected; high

but realistic expectations are communicated; and efforts and achievements are affirmed

A range of assessment methods

is used effectively to assess progress.

Guiding Staff Reflection



Analysis of CAT scores

School

National

Well below average…………………………….average….…………………………… well above average

Maths

Click here to access on-line



Analysis of State Exams



Analysis of JC & LC Maths



Maths Competency TestBar chart showing the percentage of students who answered questions correctly

Target: 80% of cohort to achieve proficiency

Click here for sample test

Sample questionnaire for students

Student Survey

Strengths• 52% of students like maths• 57% of students check their

answers• 79% said there was usually

more than one way to work out a problem

• Students are engaging in independent & cooperative learning

• 81% believe they need maths after school

Priorities for improvement• Only 15% of students felt

that teachers had a positive attitude to maths

• Only 11% of students said they are good at figuring out questions they have not seen before

• 29% of students said they are not good at explaining maths in their own words



Activity

•Identify strengths and areas for improvement from the evidence you have been allocated

•Collate strengths and areas for improvement using the diagnostic window



THEME Learner Outcomes Learner Experiences


SUBTHEME Attainment of curriculum objectives


Teaching approaches

Evaluation criteria p. 30 p. 34 p. 40

Consult appropriate evaluation criteria to support your analysis



Checking In

• Recording findings, strengths and areas for improvement

• Identifying themes/subthemes emerging from the findings

• Benchmarking the findings for the identified themes/subthemes with the relevant evaluation criteria/quality statement



SSE Reports should be no longer than 2 / 3 pages

1. Introduction

1.1 The focus of the evaluation

1.2 School context

2. The findings

3. Progress made on previously-identified improvement targets

4. Summary of school self-evaluation findings

4.1 Our school has strengths in the following areas:

(List the main strengths of the school with regard to teaching and learning))

4.2 Thefollowing areas are prioritised for improvement:

(Specify the aspects of teaching and learning that need to be improved)

4.3 The following legislative and regulatory requirements need to be addressed.

(Specify the aspects that need to be addressed)




• Image of report



Who?What?When?How?

Who?What?When?How?



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.



Example of a roadmap for the next 4 years

Year 12012/13

Year 22013/14

Year 32014/15

Year 42015/16

Literacy Gather evidenceSIP in place by June 2013

Implement SIP for Literacy

Implement SIP for Numeracy

Implement SIP for other area

NumeracyGather evidenceSIP in place by June 2014

Continue to implement and monitor SIP for Literacy

Continue to implement and monitor SIP for Literacy and SIP for Numeracy

Other AreaGather evidenceSIP in place by June 2015



One school’s story




Reflect … what next?

In light of today’s seminar what actions do you need consider in the •short term•medium term•long term?

In light of today’s seminar what actions do you need consider in the •short term•medium term•long term?



Remaining Questions



SSE: Support for schools

Department of Education and Skills:Inspectorate


www.pdst.ie



Support yourselves

• Plan for SSE – link it to your existing school improvement agenda

• Integrate SSE into the day to day life of your school

• Allow time• Share the tasks• Acknowledge your context



SSE: What’s in it for schools?

• SSE affirms what is already working• SSE ensures that plans for improvement are rooted in evidence• SSE trusts and supports teachers as professionals• SSE acknowledges school context• SSE provides schools with a logical review framework • SSE is inclusive of all voices• SSE can significantly improve student learning

“Self-evaluation is the crucial mechanism for achieving any kind of school improvement” (MacBeath, 1999:153)



Key Messages






LINKS TO CIRCULARS & DOCUMENTS

1. National Strategy for Literacy & Numeracy2. Summary of Strategy 3. DES SSE Guidelines for Post-primary Schools4. Department Circular 0056/2011 (re: transfer of data)5. Department Circular 0025/2012 (re: implementation of L & N strategy)6. Department Circular 0040/2012 (re: implementation of SSE)7. Report Card Templates (primary school)8. NCCA Information re analysing standardised tests9. NEPS resource pack for PP teachers10. DES approved post-primary assessments