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Information for schools September 2013

School Self-Evaluation. Information for schools September 2013. Inspectorate. Aim of session. To enhance understanding of SSE To prepare schools to use SSE as a school improvement process

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Information for schools September 2013

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  1. School Self-Evaluation Information for schools September 2013 Inspectorate

  2. Aim of session To enhance understanding of SSE To prepare schools to use SSE as a school improvement process To ensure that schools are at a stage that they will have their SSE report written and SIP devised before the end of the school year

  3. SSE support: update • PDST support • seminars for all principals; • development of resources to complement and support the school self-evaluation process • Inspectorate support • 76% of all primary schools have received SSE visits • dedicated website – video clips, materials, updates • Schools • positively disposed to SSE • examples of effective engagement with SSE noted • examples of SSE reports and SIPs on web (further samples would be appreciated)

  4. Objectives of Session What is SSE? Why? What does the SSE process look like? What does this mean for schools? What does this mean for me as a teacher? Support for SSE

  5. 1.WHAT IS SCHOOL SELF-EVALUATION?

  6. What is school self-evaluation? • SSE is a way of systematically looking at how we teach and how our pupils learn and making decisions about what we want to improve Because • We want to make learning better for pupils • We want to make teaching more rewarding • Schools are best placed to examine their own practice and to tell their own story

  7. Put another way… SSE is a process that allows schools and teachers to improve outcomes for learners. Reflect Collaborate Gather evidence Arrive at decisions about quality (Judgement) Direct school improvement Improve learning

  8. 2. WHY SCHOOL SELF-EVALUATION?

  9. Why school self-evaluation? We know SSE works Research here: evidence from DEIS schools pilot project trial schools Research in other countries New Zealand, Scotland, Finland, Canada

  10. Why school self-evaluation? Part of balanced and integrated approach to supporting better teaching and learning Supports the Literacy and Numeracy strategy Consistent with DEIS (Delivering Equality of Opportunity in Schools) (action planning) Gives greater autonomy to teachers

  11. SSE encompasses… Three key dimensions Teaching and Learning Management and leadership Support for pupils We have started with teaching and learning

  12. We are focusing on teaching and learning… Because… Teaching and learning is the core work of school All teachers want to improve learning for students Building on and reframing SDP SDP helped focus on developing policy, promoted collaboration and dialogue SSE will focus more on having an impact on teaching, learning and outcomes for students

  13. SDP and School Self-Evaluation The SSE process is a reframing of the school development planning process It places a greater focus on gathering evidence and making judgements It works best when it is integrated into the day-to-day work of the school It leads to action for improvement

  14. Task Purpose of task: • To reflect on what is currently working well in teaching and learning in this school and how you know this • To highlight the need to base judgements on evidence Task • In pairs discuss what is working well in teaching and learning • Indicate how you know • Suggest how you could find out more

  15. 3. WHAT DOES THE SCHOOL SELF-EVALUATION PROCESS LOOK LIKE?

  16. Key words Learner outcomes Evidence Evaluation criteria Quality statement

  17. SSE Process: getting started Start small – literacy, numeracy and one other curriculum area Ask simple questions How well are we doing? How do we know? What evidence do we have? How can we find out more? What are our strengths/areas for development? How can we improve?

  18. SSE framework: Teaching and Learning Theme Sub-themes

  19. SSE PROCESS Sources of evidence (sample tools in Guidelines) • Assessment data – formative and summative • Pupil survey and reflection • Parent surveys • Focus group discussion • Individual teacher reflection • Whole-school reflection • Peer dialogue/sharing experience • Team teaching and reflection DON’T COLLECT TOO MUCH INFORMATION!

  20. SSE PROCESS Analysing data (what is the evidence telling us?) • Check learner motivation, attitudes, engagement in learning, application of knowledge and skills • Share and compare practice – think and reflect on this • Examine attainment levels of pupils: check against national norms, for in-school trends • Use evaluation criteria to check analysed data against a set of standards

  21. SSE PROCESS Reflect and draw conclusions • Reflect on the information you have • Reflect on how this compares to best practice • Do the criteria and quality statement help to identify next steps in improvement? • Can you place practice in this area of work on a continuum from significant strengths to significant weaknesses?

  22. SSE PROCESS SSE isnot about paper work. However schools need to write a concise report • Report (no more than 2/3 pages) should record • Theme chosen for self-evaluation • Brief account of school context • The findings • Summary of strengths (affirm and celebrate) • Summary of areas requiring improvement

  23. SSE PROCESS School Improvement Plan • Summary of strengths and areas for improvement • Targets for improvement with focus on learner outcomes • Actions required to achieve targets • Those who will undertake actions – class teachers, particular class groups • Monitoring and timeframe for achievement of targets (School Improvement Plan should be no more than one/two pages long)

  24. SSE PROCESS Support agreed actions for improvement • Implement the strategies agreed • at individual teacher • at whole-school level • Monitor progress

  25. Reflect on your SSE work to date • Area of focus for SSE? Literacy or numeracy? Teaching and learning framework helpful? • Evidence gathered? Analysed? To what extent did the evaluation criteria assist? • Conclusions drawn from evidence? Strengths? Areas for improvement? • Readiness to record findings (SSE report) and devise plan (SIP)?

  26. Task Purpose of task: • To reflect on evidence you have gathered to date and its effectiveness in helping you draw conclusions Task • Thinking about literacy (or the focus area you selected) • in pairs discuss the evidence you have gathered (or will gather) • How did you (will you) analyse the evidence? How did/will it inform your decisions about what is working well and what you might want to improve?

  27. Task Purpose of task • to introduce sample tools from the Guidelines and to reflect on how you have used these to gather evidence in your own school Task • Use the sample self-reflection tool for teachers to think about a recent lesson. Share your reflection with a colleague. and/or • How would you use the sample questionnaire for pupils?

  28. Starting the SSE process Circular 0039/2012 • Over a four year period engage in SSE of literacy, numeracy or one other curriculum area • Take one of these each year • A whole-school approach to SSE to be taken with a focus on teaching and learning • All teachers engage in the SSE process • Produce a short SSE report and summary for school community • Devise school improvement plan with targets to improve outcomes for students and summary for school community • Implement and monitor school improvement plan over three-year period

  29. DEIS schools are ahead … • DEIS schools are already setting targets and have improvement plans in place for attendance, retention, progression, literacy, numeracy, pupil attainment and partnership • DEIS schools should ensure that their reviews of practice are based on good SSE processes, including having an SSE report • The DEIS action plan is your school improvement plan

  30. As a school… For example…. Selected literacy • Examined pupils’ reading results, surveyed pupils and parents, interviewed teachers • Decided on • Strengths: positive attitudes, good standards of work • Areas for improvement: increase number of pupils scoring above average, improve comprehension • Needed to focus on teaching approaches in order to improve literacy

  31. As a teacher.. • Reflect on my own teaching approaches • Discuss teaching approaches with colleagues • Have I gathered sufficient evidence? Do I need further evidence? Views of pupils? Others ? • Have I used the evaluation criteria for teaching approaches • What strengths and areas for development have I identified? • Agree teaching approaches that could be used to further develop pupils’ literacy skills

  32. Evaluation Criteria

  33. Quality Statement Teaching is focused, stimulating and relevant to the pupils’ learning needs. ………… there is systematic development and application of knowledge, skills, including ICT, in the curriculum area. Attention is given within the curriculum area to the development of positive dispositions and attitudes towards learning. There is purposeful development of literacy and numeracy skills within the curriculum area . Approaches recommended in the curriculum are skillfully applied…..these include teacher and pupils questioning, active learning, including play, guided activity and discovery and….

  34. As teaching staff.. Whole staff responsibility • Share experiences and results of reflection • Ensure evidence is balanced • Agree further sources of evidence, if not balanced • Agree what tools will be used and whose views should be garnered • Agree who will gather, collate, analyse and feedback • Ensure that findings from all evidence gathered and analysed helps draw conclusions/make judgement • Write report • Devise school improvement plan • Implement and monitor

  35. Extract from SSE report

  36. Extract from school improvement plan

  37. As teaching staff.. Strategies agreed in the School Improvement Plan (Have we reached this stage in our schools?) • Implemented over a three-year period • Embed in classroom practice • Part of day-to-day work • Progress monitored

  38. As a staff reflect on … • Are we ready to • Write SSE report? • Devise school improvement plan (SIP)? • Who will write report? What content? • Who will devise the plan? How? • How will targets be agreed/set? Have we agreed changes in teaching approaches/learning to achieve targets?

  39. Target setting • Use data to set targets. They should be: • Specific, measurable, attainable, realistic and time-bound • Based on evidence • Related to an aspect of pupils’ achievement (knowledge, skills, attitudes) • Linked to relevant baseline data • For example: • X% of our pupils in middle and senior classes like Mathematics. By the end of Year 3, we will increase this by 25%.

  40. 5. SUPPORTS FOR SCHOOL SELF-EVALUATION

  41. SSE Support Support for SSE • Publications • Website www.schoolself-evaluation.ie • PDST seminars for principal • Internal collaboration – use experience and expertise in own school • Professional networks

  42. AND A FINAL WORD….

  43. Key messages • School self-evaluation works • Start small and keep it simple • Involve all teachers • Include the voice of pupils (and parents where relevant) • Only gather relevant information • Agree strategies and actions for improvement • Implement and monitor • Celebrate success SSE as part of normal and ongoing practice in the school

  44. Go raibh maith agaibh www.education.ie

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