Transcript SSE PP - 11 November 2013

School Self – Evaluation
“Embedding Practice in Schools”
Education Centre
Advisor
Post Primary School Leaders
In-service 2013/2014
• Junior Cycle Day 1
• SSE Day 1 ( Steps 1 to 4)
• SSE Day 2 (Steps 5 and 6)
• Junior Cycle Day 2
Linking initiatives to improve
learning
School SelfEvaluation
• Process to
improve learning
Literacy and
Numeracy
• Strategy to
improve learning
Junior Cycle
• Curriculum reform
to improve
learning
Impact:
Improved learning outcomes for students
Today you will:
Have gained further insight into data
analysis using data from a real school
Have analysed the data and benchmarked
it against the evaluation criteria.
Have tracked the development of a
completed School Self Evaluation Report
from a real school
Key Messages
• School self-evaluation is about improving the
quality of learner outcomes
• School self-evaluation is a reflective,
collaborative, whole school process
• The six steps of the school self-evaluation
process are continuous but not strictly linear
6
Where schools are at ….
•
•
•
•
•
Gathering evidence
Analysing evidence
Drawing conclusions
Drafting the SSE Report
Drafting the School
Improvement Plan (SIP)
• School Improvement Plan
complete
• Implementing the School
Improvement Plan
• None on the above
Building blocks of the SSE process
1. 6 Step Process
3. Evaluation Criteria &
Quality Statements
2. Framework
1
Gather the evidence
6
Implement and
monitor improvement
plan
5
2
Analyse the evidence
The 6 step
process
3
Devise school
improvement plan
Draw conclusions
4
Write school selfevaluation report
SSE - Evaluation Themes
TEACHING and LEARNING
Learner
outcomes
Learning
experiences
• Attainment of
subject and
programme
objectives
• Learning
environment
• Engagement in
learning
• Learning to learn
Teachers’
practice
•Preparation for teaching
•Teaching approaches
•Management of students
•Assessment
Evaluation Criteria and Quality
Statements
A School Self-Evaluation Report
The school self-evaluation report (pg 62)
1. Introduction
• The focus
• School Context
2. The findings
3. Progress made on previously
identified targets
4. Summary of SSE findings
• Strengths
• Priority areas for improvement
• Legislative and regulatory
requirements to be addressed
School Self-Evaluation Report – key points:
1. Is there an outline of the school’s context?
2. Are the findings rooted in the three themes
of teaching and learning framework?
3. Are the findings linked to the analysed
evidence gathered?
4. Are the strengths and areas for improvement
linked to the findings?
5. Has the legislative and regulatory framework
been included in the appendix?
Think Pair Share
Gather the evidence
Analyse the
evidence
Implement and
monitor improvement
plan
The 6 step
process
Devise school
improvement plan
Draw conclusions
Write school selfevaluation report
Guiding Staff Reflection
Learner outcomes
 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
Learning experiences
 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 can meet the literacy
and numeracy challenges of the
subject
 Students are given support as
needed
 Students at risk of
underachieving have made good
progress
 Students are equipped with tools
and skills for learning now and in
the future.
 Students’ uptake levels and
performance in state
examinations compares
favourably with national norms,
within the school context.
Teachers’ practice
 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 subjectspecific 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.
Summary of Staff Consensus
• Quality of written work is a concern i.e.
accuracy, subject specific language & level of
detail
• Aware of grades vs national norms but
unaware of levels vs national norms
• Staff development on ICT a priority
• Whole staff use of literacy strategies
Well below average
above average
National
below av
average
average
above av
well
Click
here
to
acces
s online
Analysing evidence
What do this data seem to tell us about
our focus?
What does it not tell us?
What else would we need to know?
Earl and Katz (2006: 63)
Teacher Voice
Student Voice
Drawing Conclusions
School Self-Evaluation Report
The school self-evaluation report (pg 62)
1. Introduction
• The focus
• School Context
2. The findings
3. Progress made on previously
identified targets
4. Summary of SSE findings
• Strengths
• Priority areas for improvement
• Legislative and regulatory
requirements to be addressed
SSE process - Reflection
Web Site
www.pdst.ie/postprimary/sse
Learner
Outcomes
Learning
Experience
Teachers’
Practice
Standardised scores &
Sample on-line surveys
Minutes of meeting
entrance assessment
SSE guidelines templates
relating to teaching &
spreadsheets
for surveys & focus groups learning
SEC result spreadsheets
Record of staff reflection
Class test results
on teaching & learning
Sample on-line attitudinal
Sample on-line surveys
surveys
SSE guidelines templates
Checklists & rubrics for
for surveys & focus groups
literacy & numeracy skills &
standards of students’
www.pdst.ie/postprimary/datagatheringtools
work
Updates
• June 2014 - SSE Report and SIP in place
• June 2014 - Summary report and SIP made available to
parents and school community
• 2016 - 2nd year standardised test will be implemented.
• SSE guidelines and updates
• DES website
www.schoolself-evaluation.ie
• Inspectorate visits continuing
• Seminar for school leaders
• Link teacher seminars
Key Messages
• School self-evaluation is about improving the
quality of learner outcomes
• School self-evaluation is a reflective,
collaborative, whole school process
• The six steps of the school self-evaluation
process are continuous but not strictly linear
PDST supports
• SSE specific workshops
 Data gathering workshop ( Google Forms)
 Data analysis
 Clusters
• SSE Day 2 February / March
 Writing the School Improvement Plan and its
implementation
• Link teacher seminars and clusters
• School support:
http://dmsnew.pdst.ie/school/register
• On-line resources : www.pdst.ie
PDST is funded by the Teacher Education Section (TES) of the Department of Education and
Skills (DES). The service is managed by Dublin West Education Centre