School Self – Evaluation
“Embedding Practice in Schools”
Education Centre
Advisor

•
•
•

Linking initiatives to improve learning
• Process to improve learning
• Strategy to improve learning
• Curriculum reform to improve learning
Impact:
Improved learning outcomes for students

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

• 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

• 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

1. 6 Step Process 2. Framework
3. Evaluation Criteria &
Quality Statements

1
Gather the evidence
6
Implement and monitor improvement plan
The 6 step process
5
Devise school improvement plan
2
Analyse the evidence
3
Draw conclusions
4
Write school selfevaluation report

TEACHING and LEARNING
Learner outcomes
• Attainment of subject and programme objectives
Learning experiences
• Learning environment
• Engagement in learning
• Learning to learn
Teachers’ practice
• Preparation for teaching
• Teaching approaches
• Management of students
• Assessment

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
Implement and monitor improvement plan
The 6 step process
Devise school improvement plan
Analyse the evidence
Draw conclusions
Write school selfevaluation report

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

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 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 are given support as needed
 Students are equipped with tools and skills for learning now and in the future.
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.

• 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 below av average average above av well above average
Click here to acces s online
National

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)

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

Learner
Outcomes
Learning
Experience
Teachers ’
Practice
Standardised scores & entrance assessment spreadsheets
SEC result spreadsheets
Class test results
Sample on-line attitudinal surveys
Checklists & rubrics for literacy & numeracy skills & standards of students ’ work
Sample on-line surveys
SSE guidelines templates for surveys & focus groups
Minutes of meeting relating to teaching & learning
Record of staff reflection on teaching & learning
Sample on-line surveys
SSE guidelines templates for surveys & focus groups www.pdst.ie/postprimary/datagatheringtools

• 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

• 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

• 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