Self-Evaluation Training for Better School Improvement

Day 2  Day 2

Developed by The North Carolina Department of Public Instruction Dr. Sherry Broome, Regional Lead

The Journey. . .

Why are we

ALL

here?

How can we foster change?

What is CNA?

Why do we need multiple measures ?

How will CNA help?

Where do we find authoritative data?

Today our focus is to…

 Review primary data sources  Look at an imaginary school’s view of itself  Determine top 3 needs for your school and use 2 tools to evaluate those needs  Create 14 sub-dimension charts

Additional Key Data Sources

 School schedule  Meetings with principal, teachers, students, parents  Collaborative meetings  Lesson observations  Other first hand observations – documents, the environment

Additional Key Data Sources

• Performance and other data about students • Documents supplied by the school • School Self-Evaluation Form • Direct observation of teaching and learning • Discussions with staff, parents, students and other stakeholders • Looking at students' work • Direct observation of the school environment and culture

“ When we focus only on student learning measures, we see school personnel using their time figuring out how to look better on the student learning measures. We want school personnel to use their time figuring out how to

be

better for

all

students.” Bernhardt,V. L., (1998,March). Invited Monograph No. 4.

California Association for Supervision and Curriculum Development (CASCD).

Triangulation

Direct Observation

Data – SO WHAT?

 What’s the impact ?

 What’s the outcome ?

 So what ?

 How do you know ?

Activity: Identifying Key Areas for Improvement

In teams:  Share and reflect on the concerns about your school you selected last night.  Collectively identify 3 key areas for improvement  Record each on a different color piece of paper

So Much Data… So Little Time...

 What will it tell you?

 What do you need to know?

 How can it help you?

 Where is it found?

Tells us student participation in different programs and processes

Demographics School Processes

Tells us if different groups of students are experiencing school differently

Perceptions

Allows the prediction of actions/ processes/ programs that best meet the learning needs of all students

Tells us if a program is making a difference in student learning results

Student Learning

Tells us the impact of student perception of the learning environment on student learning

Starting Data Dialogue

 Are there any patterns by racial/ethnic group? By gender?

 What groups are behind? What groups are on target? Ahead?

 How might some school or classroom practices contribute to successes and failures? For which groups of students?

Authoritative Data

ABCs Measures individual proficiency (III) & growth AYP Measures proficiency of student groups and reports other targets Disaggregated Report Reports proficiency of

expanded

student groups for two years NC Report Card Summarizes ABCs and AYP data, AND reports school profile and teacher data Data 1996 LEA/School Growth Status Not/Expected/High Data 2002 State/LEA/School AYP Status Met/Not Met Data 2001 Data 1996 State/LEA/School State/LEA/School Disaggregates specific assessments Details schools’ performance designation

Authoritative Data

EVAAS Projects student scores and reports teacher effectiveness Data 2006 LEA/School Patterns in data TWC Reports perceptions of working conditions, recruitment, and retention Goal Summary Summarizes EOG/EOC data for each goal Teachers 2002 – Principals 2010 Data 1996 State/LEA/School LEA/School/Class Facility, Resources, Decision making, Leadership, PD Number of observations, Mean percent correct, Goal distribution

Morning Break

Creating a Culture of Inquiry

“Willingness to ask questions – and to look for the real answers- gets to the heart of how data can stimulate the school change process.” Ruth S. Johnson, “Using Data to Close the Achievement Gap: How to Measure Equity in Our Schools”, 2002

Activity: Hometown High School Self-Evaluation

 Read and review the completed high school self evaluation form (SEF). Pages 4-15  What can you learn about the school?

 What questions would the SEF prompt you to ask of the principal or others in the school?  How might you validate or triangulate the information provided in the SEF?

Activity: Stapleton Elementary School Self-Evaluation

 Read and review the completed elementary self evaluation form (SEF). Pages 19-37 and 41-45.

 What can you learn about the school?

 What questions would the SEF prompt you to ask of the principal or others in the school?  How might you validate or triangulate the information provided in the SEF?

Four Whys – example

Parents don’t engage Don’t respond to communications from school Don’t feel welcome They aren’t comfortable Parent’s concerns not addressed Friends/wider family not invited Impersonal invitations – from a stranger Think that school will tell not listen Usually asked to come to school when there is trouble Agenda is school’s, not children’s Agenda limited to educational issues Don’t think it will help Parents don’t have a positive view of schools Learning seen as separate from everyday life Negative experiences as children Historic practice Limited meeting agenda Invitation seen by school as their responsibility No strong links with local community leader See school as a part of the ‘establishment’ Their experience of schools was being told That has been their experience No alternative models Aimed at solving school’s problems Only concerned with what happens age 5-11 Only educational professionals involved Classroom issues seen as priority Parents not experienced adult education or training Parents have no link to what their children are learning Left school without sense of achievement They had poor teaching

Activity: Four Whys – process

 State the challenge identified on the left side of the paper.

   Complete the diagram by moving from left to right. Move from the problem/issue statement by asking the group the question “why?” Capture the responses – this can be done by using Post-Its. For each response, again ask the question “why?”  Continue to record responses and move across to the right of the diagram. Try to go to five levels of “whys.”

Four Whys – example

Parents don’t engage Don’t respond to communications from school Don’t feel welcome They aren’t comfortable Parent’s concerns not addressed Friends/wider family not invited Impersonal invitations – from a stranger Think that school will tell not listen Usually asked to come to school when there is trouble Agenda is school’s, not children’s Agenda limited to educational issues Don’t think it will help Parents don’t have a positive view of schools Learning seen as separate from everyday life Negative experiences as children Historic practice Limited meeting agenda Invitation seen by school as their responsibility No strong links with local community leader See school as a part of the ‘establishment’ Their experience of schools was being told That has been their experience No alternative models Aimed at solving school’s problems Only concerned with what happens age 5-11 Only educational professionals involved Classroom issues seen as priority Parents not experienced adult education or training Parents have no link to what their children are learning Left school without sense of achievement They had poor teaching

Where are we now?

NCDPI CNA: School Level

 Turn to page 49  Write the name of each sub-dimension on a separate chart sheet  Working through all 14 sub-dimensions, brainstorm all possible data you might look at to facilitate analysis of school needs

Models of Excellence

Share the vision Understanding others Monitor, evaluate and improve Personal Values and Passionate Conviction Plan for delivery Build commitment and support Gather data and gain understanding

Homework

1.

2.

Create a data notebook containing 14 sections, one for each sub-dimension. In each section, collect at least 4 evidences, using the Bernhardt circle as a guide.

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