School Self – Evaluation
“Embedding Practice in Schools”
Education Centre
Date
Today you will:
Track the development of a school improvement
plan (SIP) from a school self-evaluation report.
Have a clearer understanding of how to write and
prioritise targets and actions for improvement
Have gained an insight into how the SSE process
can be used to evaluate an aspect of teaching and
learning in the new Junior Cycle
Key Messages
• School self-evaluation is about improving the quality of
learner outcomes
• School self-evaluation is an inclusive, reflective, collaborative
whole school process
• The six steps of the school self-evaluation process are
continuous but not strictly linear
• The six steps of the school self-evaluation process can be used
to evaluate aspects of teaching and learning in the Junior
Cycle.
Where can I find out more about
school self-evaluation?
www.pdst.ie
www.schoolself-evaluation.ie
Post Primary School Leaders
In-service 2013/2014
1)
2)
3)
4)
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
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
Our case study school- Journey to
the school self-evaluation report
Our Case Study School
THE SCHOOL IMPROVEMENT PLAN
School Improvement Plan
(SSE Guidelines page 19 & 68)
•
•
•
•
•
•
•
•
Summary of main strengths
Summary of main areas for Improvement
Improvements targets
Required actions
Persons Responsible
Timeframe for action
Success criteria/measurable outcomes
Review dates - Monitor and implement
Areas for Improvement: Prioritise!
 Teachers to focus on the development of: literacy as well as
knowledge and skills.
 Increased expectations in standards of student’s written work
across the curriculum.
 Increase in self and peer assessment (AFL).
 The development of comprehension, note making and groupwork strategies across all subject areas to include at least one online tool.
 Teachers to reflect on their practice in relation to pair/group work.
 Increase the number of students taking higher level in certain
subjects for both junior certificate and leaving certificate.
Target from Case Study School
To increase the number of students who check their
work for mistakes from
18% in 2013 to 28% in 2014
28% in 2014 to 38% in 2015 and
38% in 2015 to 48% in 2016.
Actions from Case Study School
• Staff agree on a common writing editing checklist and
ensure that students self-edit written work consistently
across the curriculum.
• Writing/editing checklist will be incorporated into
student diary.
• A sample of work will be taken from three students from
each of the five 1st year groups from a range of subjects
and analysed against an agreed set of criteria.
Success Criteria from Case Study
School
• An increase in the number of 1st Year students who
believe that their writing is neat & legible as measured
by survey. Teacher observation of writing to reflect an
improvement in standards.
• An increase in the number of 1st Year students who use
an editing checklist as measured by survey.
• An increase in the standard of written work as measured
by the tracking of sample students from a range of
abilities, classes & subjects.
• An increase in the number of students who refer to the
key exam verbs in their journal, as measured by survey.
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
Implementation and monitoring
thoughts from our case study
school
YOUR SCHOOL
THE SCHOOL IMPROVEMENT PLAN
PRIORITISING AREAS FOR
IMPROVEMENT
Prioritising areas for improvement
"Prioritising is a process through which we
identify which of the broad areas of concerns
need tackling first. Prioritising accepts that not
everything can be tackled at once.“
(Skelton, Reeves and Playfoot)
Consider the following when
prioritising areas for improvement
• What areas of improvement will have greatest
impact
• Do we have the resources and expertise
available at present to address the area for
improvement (Is it feasible? )
• If we address one area for improvement will it
naturally impact on another
TARGET SETTING
Teaching and Learning Framework
Learner
outcomes
Learning
experiences
Teachers’
practices
(Attitudes, Skills
& Knowledge)
Targets
Actions
Improvement Targets
…may relate to any aspect of students’
achievement, including their knowledge,
skills and their attitudes.
…are clearly linked to relevant baseline data
(SSE Guidelines p.61 )
24
Language of targets
To increase
To meet
To cut
To raise
To expand
To decrease
To reduce
To complete
1)
2)
3)
4)
5)
6)
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Verb
Thing
affected
From
(baseline)
Level
intended
By (date)
An Example:
To increase (verb) the percentage of pupils
taking higher level English (thing affected)
from 60% (baseline) to 65% (level intended)
by the end of year one (date), 70% by the end
of year 2 and 75% by the end of year 3
Sample Targets
Literacy
• To increase the number of students who are confident making
oral presentations in class from:
35% to 45% year 1
45% to 55% year 2
55% to 65% year 3
• To decrease the number of students who think reading is
boring from 35% to 25% over 3 years
• To improve standards in effective writing (thoroughness of
detail) among 5th year students from 43% to 53% by June
2015
Sample Targets
Numeracy
• To increase the number of 2nd year students who say they like
maths from 23% to 51% over three years
• To increase the percentage of post-primary students who
attempt higher level mathematics in Junior Certificate from
40% to 45% by June 2014
• 80% of all students will demonstrate competency in using
fractions and decimals at the end of first year.
Sample Targets relating to Key
Skills
• To increase the number of Junior Cycle students who say they
use digital technology to express, share and present opinions
from 43% to 75% over 3 years (managing myself)
• 90% of all JCSA students will demonstrate ability to make
connections between what they know and new information
(managing information and thinking)
• To increase the number of students who use higher order
questions in pair work and class work by 15% by June
2017(communication)
Target setting Checklist
Is the target linked to
learner outcomes?
Is the target SMART
Is the target rooted in…
•Identified area for
improvement?
•Analysed data from
gathered evidence?
• Specific
• Measurable and manageable
• Attainable, appropriate,
agreed
• Realistic, relevant, recorded
• Time-bound
ACTION PLANNING
Actions
Actions are required to achieve the targets.
• Actions are directly linked to the targets set
• Actions relate to learning experiences and teacher
practice
Actions can relate to
 Areas needing further investigation
 Learning more (CPD)
 Implementing new practices
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
When writing targets and planning
actions remember there is expertise
on the staff
Support/Enable the work of the link teacher- a facilitator of
change
• Facilitate core team meetings through timetabling opportunities.
• Attend core team meetings or establish an opportunity to meet
with core team meetings to discuss prioritised areas of
interest/actions
• Literacy/numeracy Link teacher and core team assist SSE team in
identifying targets and actions
Actions- Strategic Professional
Development: A key component
• Teacher PD must be ‘strategic’ to facilitate the journey from
school self-evaluation to school improvement (Bubb and
Earley, 2008)
SUCCESS CRITERIA
Success Criteria
A statement of how a school will check if targets have
been achieved.
• What improvements in learning outcomes will we expect
to see?
• What evidence will we have to show that our targets are
being achieved?
• What will pupils/teachers be doing differently?
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
ACTIVITY
Activity- Part 1
The following help me to learn...
30
25
20
15
I agree
I disagree
10
I don't know
5
0
Written Notes
Exams
Practical Work
Group Work
Images
Time to ask
Questions
Regular
Homework
I agree
24
22
18
7
13
23
12
I disagree
2
2
0
12
5
3
9
I don't know
2
4
10
9
10
2
7
Evaluate the target
To increase the % of students who say that pair
work helps their learning from:
35% to 45%
45% to 55%
55% to 65%
Target setting Checklist
Is the target linked to
learner outcomes?
Is the target SMART
Is the target rooted in…
•Identified area for
improvement?
•Analysed data from
gathered evidence?
• Specific
• Measurable and manageable
• Attainable, appropriate,
agreed
• Realistic, relevant, recorded
• Time-bound
Activity- Part 2
What actions will you put in place to achieve
this target?
To increase the % of students who say that pair
work helps their learning from:
35% to 45%
45% to 55%
55% to 65%
STEP 6- IMPLEMENTATION AND
MONITORING
Step 6-Implementation and
Monitoring
School improvement initiatives become real only
when they become embedded as part of the
everyday life of the school
(Sergiovanni, 2007)
Actions need to be implemented at classroom
level in order to enhance learner outcomes.
Strategies to facilitate a wholestaff,
collaborative involvement in the SSE
approach- Where are the opportunities?
• Timeline
• Subject departments, core team and whole
staff (facilitate opportunities)
• Strategic CPD
• Focus on SSE and teaching on learning in all
meetings
• …
USING THE SSE APPROACH TO EVALUATE
AN ASPECT OF TEACHING AND LEARNING
IN THE NEW JUNIOR CYCLE
School self-evaluation and
the new Junior Cycle
Evaluating a Key Skill
Key Messages
• School self-evaluation is about improving the quality of
learner outcomes
• School self-evaluation is an inclusive, reflective, collaborative
whole school process
• The six steps of the school self-evaluation process are
continuous but not strictly linear
• The six steps of the school self-evaluation process can be used
to evaluate aspects of teaching and learning in the Junior
Cycle.
Key dates/reminders
• June 2014 – School self-evaluation report and school
improvement plan (SIP) to be completed.
• June 2014 – DEIS schools must have engaged with the SSE
process in one area (literacy / numeracy/another aspect of
teaching and learning) and have completed a school selfevaluation report to accompany their DEIS action plan.
• June 2014 – Summary school self-evaluation report and SIP
made available to parents and school community (All schools)
• 2017 - 2nd year standardised test will be implemented for
English and Mathematics.
• 2018 – Science
• 2018 – Gaeilge (Irish medium schools only)
Where can I find out more about school selfevaluation and access resources?
www.pdst.ie
www.schoolself-evaluation.ie
PDST – application for school support
Roll Number : School roll number
Password:
pdstsupport2013
PDST supports
• Seminars for Principals (Days 1 and 2)
• SSE Specific Workshops
 Data gathering workshop ( Google Forms)
 Clusters
 School support
• Literacy and numeracy Link teacher supports
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