Raising Achievement
Through Self-Evaluation
National Achievement Show
June 2011
Objectives
• How to evaluate the progress of
students and your faculty in a
systematic and inclusive way
• How to use self-evaluation to plan
for faculty improvement
• How to use self-evaluation to
maximise student achievement
LESSON
RESULTS
OBSERVATION
PREDICTED
GRADES
STUDENT
VOICE
TEACHER
WORK
VOICE SCRUTINY
Why?
Evidence-based planning for improvements
Monitoring and Tracking Progress of Students,
Teachers and Faculty.
Appropriate and Effective Intervention
Determining Needs and Strengths
Democratic Faculty
Reflective Practitioners
Ofsted!
Systematic and Planned
FOCUS
TERM
1
YEAR 7
YEAR 8
KS2 analysis
and intervention
(Breakfast Club,
SEN group and
paired reading)
AGt, JWf, DHa
Year 7 & 8 moderation of Standard
Tasks
Whole Faculty
Work Scrutiny
(Drafting books)
JFi & JWf
Progress Review
following
summary reports
and first
standard tasks.
JFi
Progress Review
following
summary reports
(incl. impact of
Breakfast Club)
All teachers led
by JFi
Student Voice
JFi
2
3
Work Scrutiny
JFi & JWf
4
6
Student Voice Student
Interviews
JWf
Final Progress
Review
JFI and DHa
FACULTY: English and Media
YEAR 11
YEAR 12
YEAR 13
STAFF
OTHER FOCUS(ES)
(incl. all SIP/FIP targets)
SATs and TA
analysis
DHa & MWa
GCSE results
analysis.
DHa, LFe, MWa
Coursework
progress review.
Al faculty, led by
LFe
AS results
analysis.
DHa, MWa, LTu
Student Voice Induction
Learning Log
All year 12
teachers
A2 analysis
DHa, MWa, LTu
PM reviews and
target setting.
NQT
observations by
HoF.
Review of last year’s successes with
faculty.
Review of
identified
underachievers
from year 8.
All year 9
teachers, led by
JFi.
Mock exam and
predicted grade
analysis.
LFe
Progress Review
from Summary
Reports.
LTu
Shared
observations by
SLT & HoF.
Review of new KS3 SoW.
PM lesson
observations.
Review of year 12 uptake.
PM mid-year
reviews.
Review of FIP/SIP targets.
YEAR 9
YEAR 10
Moderation of
coursework.
Whole faculty.
Post exams
student Voice Questionnaire.
Analysis of
results next
term.
JFi
Review of data
and exam
performance.
JFi
5
SELF-EVALUATION CALENDAR 2011/12
Year 10 exam
analysis.
LFe
Overall progress
review.
LFe
Coursework
moderation and
evaluation.
DHa & LFe
Progress Review
All year 12
teachers led by
LTu
Final coursework
results &
predicted grade
analysis
LFe
Analysis of
module results.
LTu
Student voice
questionnaire.
LFe
Student Voice.
LTu
Student Voice.
LTu
*Review of impact of enterprise and
enrichment activities as they occur.*
Accountability to SLT
Ethos of openness and sharing
Data
Summative and Interim
Simplified systems
Immediacy
Openness and Accountability
Shift of Culture
Numbers AND Words
Follow Up Actions
Resulting Improvement Activities
Individual and group intervention plans
Support plans for teachers
Changes to exam entry policy
Introduction and development of the accelerated
groups.
Development of the Study Plus course.
Curriculum mapping and Resource development
Priority Setting for FIP
Code
Team / Faculty / Department / Year / Group
KS4 English
SIP ref:
1.5, 1.7, 2.1, 3.1
Objective:
To develop and build on existing good practice in the delivery of GCSE English and English Literature curriculum,
focusing particularly on implementing key changes to the KS4 curriculum.
Key Improvement Activities
Success Criteria
Staff i/c this
target: LFe
Self Evaluation Method
Which methods will you use to review progress
against success criteria? (eg. data analysis,
audits, observation, work sample, student
voice)
By
whom
?
By
when?
All
dept,
overse
en by
LFe
Dec
2009
Sept
2010
for c/w,
Sept
2011
for
exam
work.
What will be done?
Set targets for expected outcomes (where appropriate, make it measurable so
on review, you can see if enough progress has been made)
1. Improve Literature exam resources for current
specification by providing text specific revision booklets
(including revision skills activities), audio books in mp3
format on shared space and later the VLE and text
specific sample essays for use by students.
üLiterature results 80%+ A*-C
üFeedback on these resources to be positive in year 11 exit
interviews.
2. Successfully map and resource new specifications
for English and English Literature (including Functional
Skills, if appropriate), retaining as much of our current
good practice as possible.
üExistence of new curriculum map, which includes all
requirements of new specifications and Functional Skills, and
which provides a clear path to the final exams.
üCompleted audit of old specification resources, leading to
adaptation or retainment where appropriate.
üCreation of new support materials for new coursework units,
ensuring the requirements of new ‘controlled tasks’ are
adhered to. This will be followed by development of exam
materials. All these materials to include AfL and L2L activities.
1.Audit of resources.
2.Teacher consultation.
LFe,
with
suppor
t from
dept.
3. Training of staff during INSET and department
meetings, to ensure confident and knowledgeable
delivery of current and new specifications (including
Functional Skills, if appropriate).
üAll staff to know and understand requirements of current and
new specification, demonstrated through accurate coursework
marking and lesson observations.
üStudents meeting or exceeding target grades
1.Teacher questionnaire
2.Work sampling & moderation.
3.Analysis of coursework database.
LFe
Ongoin
g
4. Develop accelerated GCSE course, including
adapting resources for A*A students, planning and
resourcing post-GCSE course for current accelerated
group and deciding on pathways for subsequent years.
üEnglish and Literature results for accelerated group 100% A*
- B??????
üCreation of AS English Language map and resources for
post-GCSE course.
üDecision on pathways for subsequent yr 9 classes.
1.Analysis of GCSE results.
2.Student Voice Questionnaire
3.Teacher consultation.
LFe.
With
suppor
t from
dept.
Sept
2010
1.Analysis of GCSE Lit results.
2.Student Voice questionnaire.
Needs analysis: INSET time for staff training during school INSET, LFe to attend WJEC INSET in 2009/10, cover costs for lesson obs.
Student Voice
A Different Perspective
Survey vs Interview
Closed Questions vs Open Questions
Individual and Group ‘results’
Openness and Accountability
Why wait?
Student Leadership
B
Resulting Improvement Activities
Curriculum Map
New Schemes of Learning
A Focus on Pedagogy:
Differentiation Training
Collaborative Learning Training
Revision Skills
Changes to KS3 curriculum
Resource Development
Changes to mock exams
Implementing Whole School Inset
BACK
BACK
Teacher Voice
Inclusive
Management of anxiety
Another perspective
Involvement of all in the leadership
and management of the faculty
Identification of training needs
Lesson Observation
Performance Management
Subject Scrutiny
Learning Walks
Collaborative Working
Immersion
TLCs
Learning SIG
Leads to an impact on pedagogy:
Questioning
Feedback
Sharing Good Practice at Faculty Meetings
http://classtools.net/education-gamesphp/fruit_machine/
Conscripts vs Volunteers
19
19
Getting the whole class involved
21
21
Waiting Time
22
22
Question Sequences
23
23
Initiating Student Questioning
Text
BACK
Work Scrutiny
Formal and informal moderation
Book sampling
Controlled Assessment and Exam
Quality of work
Marking and Feedback
A Summary
Holistic Approach
Systematic and Planned
A means to an end - not an end in
itself
Quick wins vs Long-term
development
An ethos, not an activity