Post primary sse november 2012 b 0

12/11/2012

1

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 seminar Session 1

9.15 – 11.00

SSE : Context and rationale

Introduction and overview of School Self-evaluation

Guidelines The school self evaluation process ; an

overview

Reflection - Where are we now?

11.00 – 11.15 Coffee

Session 2

11.15 – 12.45

SSE through the lens of Literacy – working through the

process

Spotlight on Target Setting

Reflection – The process in action

12.45 – 1.45 Lunch

Session 3

1.45 – 3.15

SSE through the lens of Numeracy – working through

the process

Reflection – 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?


Affirms good practices

Trusts teachers’ professionalism

Acknowledges school context

Evidence based

judgements

Improvements in learning

Inclusive of all voices

What is in it for your school?


School Self-evaluation

External Evaluation

School Improvement

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A reframing of the SDP process 4. Implementation

and monitoring

2. Prioritise and set target(s)

3. Action Plan

1. Review

5. Evaluation Gather solid

evidence

Analyse it

Make judgements


Introducing the Guidelines


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

• subject departments set targets to improve outcomes for students in the subject and to support and improve the acquisition of literacy and numeracy skills


The Teaching and Learning Quality Framework

12

Teaching & Learning

Learner outcomes

Learner experiences

Teachers’ practices Th

eme

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Getting started; using the teaching and learning framework

Page 24 / 25



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Teaching & Learning

Learner outcomes

Learning experiences

Teachers’ practices

• Attainment of curriculum objectives

• Learning environment

• Engagement in learning

• Learning to learn

• Preparation for teaching

• Teaching approaches • Management of

students • Assessment

Them

e Su

b-t

hem

es


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


Analyse the evidence

Make judgments about strengths and areas for development

Write school self-evaluation report

Devise a 3-year school improvement plan

Implement and monitor improvement plan

Gather evidence

Key steps in the SSE Process

Considerations

Mixture of data • Quantitative

• Qualitative

Triangulation of data

Teachers

Students

Parents

BOM

DES & SEC

SC & HSCL

NEPS

Other agencies

Gather enough that is relevant and sufficiently informs the line of enquiry in order to avoid overload and facilitate effective analysis



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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

e Ev

iden

ce

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• 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?

Provides focus

Pro

vid

es d

irec

tio

n

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Inclusive Schools : fundamental principles

• Inclusion

• Differentiation

• Team Teaching


One school’s story


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.


Key Messages




School Self-Evaluation Seminar 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

../Pilot Schools Video/Pilot Schools SSE (Primary Clip 2) - 1080p 1.mov

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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 example School 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 Management SSE Training

Link Teacher Literacy Training

WHOLE STAFF

Science

Modern Foreign

Languages

SSE Core Team

Business

Maths

History & Geography

Practical Subjects &

PE

Careers &

SEN English

& Irish

Link Model

SUBJECT DEPARTMENTS

Literacy example

Attainment of curriculum objectives

Engagement in learning

Teaching approaches



What do you want to find out? THEME Learner

Outcomes

Learning experience

Teachers’ Practice

SUB-THEME Attainment of curriculum objectives

Engagement in Learning

Teaching Approaches

QUESTIONS BASED ON EVALUATION CRITERIA

Attainment? Progress? Literacy skills? Attitude to literacy?

Active? Motivated? Collaborative? Independent?

Methods? Resources? ICT?

TOOLS 1. STen scores 2. JC & LC results 3. 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

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6th class report cards


2012 1st Year Reading Sten Score Analysis

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

1 to 3(well below

average)

4 5 to 6(average)

7 8 to 10(well above

average)

School

National

School

National

Well below average below av average average above av well above average


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


Analysis of JC & LC Subject X

0%

10%

20%

30%

40%

50%

60%

70%

80%

JC taking higherlevel paper

JC obtaininghonours grade

LC taking higherlevel paper

LC Obtaininghonours grade

School

National

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Scanning 6th class report cards

• Screen shot of report card

• Link to circular


SEC Chief Examiners Report JC 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

0%

10%

20%

30%

40%

50%

60%

70%

80%

Satisfactory

Not Satisfactory

Sample questionnaire for students

Click here for survey

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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


• 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

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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



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

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Language of targets

To increase To raise To expand

To meet To decrease To reduce

To cut To complete


A useful formula …

Verb Thing

affected From

(baseline) Level

intended By (date)

An example: To increase (verb) the percentage of pupils taking higher level english(thing effected) from 60% (baseline) to 65% (level intended) by the end of year 1 (date), 70% by the end of year 2 and 75% by the end of year 3.

TARGETS NEED TO REFLECT A SCHOOLS INTENTION TO IMPROVE

ON ITS PREVIOUS BEST

Success Criteria

.

Action

Target

.

Baseline


School Improvement Plan

• Image of report



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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?


Key Messages




School Self-Evaluation Seminar 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)


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Numeracy worked example School Biography

• DEIS

• Mixed

• Urban

• 300 students

• 15% EAL students

• TY & LCA


Senior Management SSE Training

Link Teacher

Numeracy Training

WHOLE STAFF

Science

Modern Foreign

Languages

SSE Core Team

Business

Maths

History & Geography

Practical Subjects

Careers &

SEN English

& Irish

Link Model

SUBJECT DEPARTMENTS

Numeracy example

Attainment of curriculum objectives


Teaching approaches



What do you want to find out? THEME Learner

Outcomes

Learning experience


SUB-THEME Attainment of curriculum objectives

Engagement in Learning

Teaching Approaches

QUESTIONS BASED ON EVALUATION CRITERIA

Attainment? Progress? Numeracy skills? Attitude to numeracy?

Active? Motivated? Collaborative? Independent?

Methods? Consistency? Whole school approach?

TOOLS 1. CAT scores 2. JC & LC results 3. Maths CRT

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

0%

5%

10%

15%

20%

25%

30%

<74 74 to81

82 to88

89 to96

97 to103

104 to111

12 to118

19 to126

126+

School

National

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School

National

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


Analysis of State Exams


Analysis of JC & LC Maths

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

JC taking higherlevel paper

JC obtaininghonours grade

LC taking higherlevel paper

LC obtaininghonours grade

School

National22%

48% 50%

79%

7%

22%

50%

82%


Maths Criterion Referenced Test Bar chart showing the percentage of students who answered questions correctly

0%

20%

40%

60%

80%

100%

120%

Target: 60% of cohort to achieve proficiency

Target: 80% of cohort to achieve proficiency

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


• 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

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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)


School Improvement Plan

• Image of report

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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

• subject departments set targets to improve outcomes for students in the subject and to support and improve the acquisition of literacy and numeracy skills


A roadmap for the next 4 years Year 1 2012/13

Year 2 2013/14

Year 3 2014/15

Year 4 2015/16

Literacy Gather evidence SIP in place by June 2013

Implement SIP for Literacy

Implement SIP for Numeracy

Implement SIP for other area

Numeracy Gather evidence SIP 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 Area Gather evidence SIP in place by June 2015




Reflect … what next?

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


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Remaining Questions


Link Teacher Seminar


SSE: Support for schools

Department of Education and Skills: Inspectorate

www.schoolself-evaluation.ie

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




http://www.schoolself-evaluation.ie/




http://www.pdst.ie/

http://www.pdst.ie/

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LINKS TO CIRCULARS & DOCUMENTS

1. National Strategy for Literacy & Numeracy

2. Summary of Strategy

3. Department Circular 0056/2011 (re: transfer of data)

4. Department Circular 0025/2012 (re: implementation of L & N strategy)

5. Report Card Templates (primary school)

6. NCCA Information re analysing standardised tests

7. NEPS resource pack for PP teachers

8. DES approved post-primary assessments

http://www.education.ie/en/Publications/Policy-Reports/lit_num_strategy_full.pdf

http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0056_2011.pdf

http://www.education.ie/en/Publications/Policy-Reports/lit_num_strategy_full.pdf

http://www.education.ie/en/Publications/Policy-Reports/lit_num_strat_summary.pdf






http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/Implementation-of-the-National-Literacy-and-Numeracy-Strategy.pdf

http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Primary_School_Curriculum/Assessment/Report_Card_Templates/Report_Card_Templates_Templates_and_User_Guides.html

http://ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Primary_School_Curriculum/Assessment/Leaflets_for_parents/Leaflets_-_Standardised_testing.html

http://www.sess.ie/sites/all/modules/wysiwyg/tinymce/jscripts/tiny_mce/plugins/filemanager/files/Documents_Publications/neps_post_primary_continuum_resource_pack.pdf

http://www.sess.ie/sites/all/modules/wysiwyg/tinymce/jscripts/tiny_mce/plugins/filemanager/files/Temp_Upload_Files/2011_12/pp_approved_tests_2011.pdf

