Schools Speak for
Themselves
School Self-assessment (SSA) in
14 PI-based Areas
Know
thyself

Some schools “sometimes do so
unconsciously, conveying implicit
messages about their priorities and values.
Some schools are able to speak for
themselves with a high degree of selfawareness and self-assurance. They know
their strengths and are secure enough to
acknowledge their weaknesses” (Prof John
MacBeath, University of Cambridge, 1999)
SDA Framework
Vision &
Mission
ESR
Outcome of
Evaluation &
Review
-School
Report(s)
Plan
Outcome of
Planning
- School
Development
& Action
Plans
Student
Learning
outcomes
Evaluate
Implement &
monitor
Difference between QAI and
External School Review
Validation
of SSA
(more focused)
SSA Report : What and When

What?
 assessment
of school’s performance in the 14 PIbased “Areas”
 Purpose: for validation by ESR team
 Product: SSA report (a max of 20 pages)

When?
 Schools
need to prepare SSA report only in the
year when ESR is timetabled
 ESR Team will require such a report before
conducting ESR
Group Task 1
What are the guiding principles? (5 mins)
 Discuss and draft a list of 3 principles that
you wish your colleagues to observe
when doing SSA.
Preparation for SSA
Preparation Stage
 Make relevant data, records, documents, etc.
easily accessible (e.g. use of intranet for storage,
updating and dissemination of school
information)
 Familiarize your staff with the PIs, the whats and
whys of SSA
 Make arrangements for informed discussion and
corporate judgment
School performance data for SSA
(reference only)
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School Policy and Procedural
Guidelines
Plans and reports at school /
committee / department levels
SMC / Staff / Committee /
Department / PTA meeting
minutes
CPD records
Stakeholder survey results
KPM
Lesson observation
forms/records
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Records on “Looking at Student
Work” (scrutiny of student
assignments)
Inspection reports
Student report card(s)
Student achievement records
Analysis of student performance
in internal and public exams
Value-added data
Students’ affective and social
outcomes (APASO)
…
Scheduling SSA activities
Sample 1
 Conduct 4 parallel half-day sessions, each
covering 1 of the 4 domains
 Each session involves about ¼ of the staff
 Grouping of staff based on:
 Staff’s
own preferences; and/or
 Recommendations of SMC taking into consideration
staff members’ roles, duties & experience; and/or
 Other criteria agreed upon by staff
Scheduling SSA activities
Sample 2
 Domains I, III and IV: Similar to Sample 1
ie parallel half-day sessions
 Domain II: a separate half-/one-day
session involving as many teachers as
possible be held to assess school
performance in this Domain
Scheduling SSA activities
Arrangements by a pilot school
Group Task 2
How to conduct SSA? (15 mins)
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Area:Teaching OR Learning
List the documents, data, etc. to help staff make
judgments on school performance in this Area.
How would you arrange staff participation in
assessment of this Area?
Prepare a draft work schedule in the given form.
and some more ...
Which is more appropriate for
your school?
SSA Process: Template for SSA Records
Area :_________________
Evidence of Performance
Strengths
Areas for improvement
Source
An example
Area: Student Learning
Evidence of Performance
Source
Strengths
Majority of our students:
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Demonstrated interest in learning
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Were well prepared for class learning
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Were able to apply knowledge acquired in class
activities or work
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……
About half of the samples of our students’ project work:
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Demonstrated good use of IT skills
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……
Lesson observation
Stakeholder survey
LASW records
Areas for Improvement
About half of our students:
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Lacked initiative to raise questions in class
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……
About half of our students:
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Lacked original/creative ideas
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……
Lesson observation
LASW records
Drawing conclusions
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Upon conducting assessment of performance in
individual areas within a domain, leader should
engage members in drawing conclusions
based on the evidence and then in identifying
key issues to be addressed in that particular
domain
School Performance
 WHERE are you?
 WHERE do you want to go?
Group Task 3
Study the two sample SSA report extracts
and spot the differences between them
 Generalize the key features that a valid
and reliable SSA report should have
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Developing a more critical eye …
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Now study two more SSA report extracts
and comment on how well they reflect
school performance in the respective area.
Group Task 4
Write an SSA report
 Write a mini-report on the area of School Culture
 Present the strengths and areas for improvements
 Tell your own story…
Before putting pen to paper …
Some considerations for drafting an SSA
report:
– who is/are going to read it?
 Coverage – what does it have to cover?
 Length – how long should it be?
 Format – in paragraphs or bullet points?
(please refer to EMB web site)
 Audience
經驗分享
運用數據：學校持績發展的重要關鍵
 檢視正面、中立、負面三類回應的分佈
 哪些問題的回應有特別的偏向？
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檢視回應是否符合平日認知
 哪些問題的回應和平日所持的觀念有出入？
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三類持分者問卷的結果是否互相符合
 三類持分者問卷對某些題目的看法有甚麽不同？
經驗分享
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… … 反思和檢討可作為學校修訂短期或長期發
展的方向及計劃
老師在編寫自評報告的過程中，既可檢視學校的
全面情況，亦可增加對學校多方面的認識
同事討論時須持開放態度，逐步建立自評文化
完成自評及接受外評後 … … 是另一發展循環的
開始