SELFEVALUATION in the mathematics department Does the self-evaluation identify how the department serves the students? How does the department compare with other departments in the school, other comparable schools and nationally? Is self-evaluation part of the ongoing management of the department? Is the department’s selfevaluation based on a good range of evidence? Does the self-evaluation lead to action? Does the self-evaluation involve the whole department, the students, parents and external agencies? Getting started Make self-evaluation manageable by linking to what is already planned for specific times whenever possible. Integrate self-evaluation into current management systems such as performance management. Prioritise – focus on what is important and achievable. Recognise and acknowledge what can realistically be managed – identify where others’ skills need to be developed and think how this might happen. Share tasks as a whole department and collaborate with other departments for mutual benefit. Communicate findings and act on them. Don’t avoid asking difficult questions. What kind of questions need to be asked? The questions on the self-evaluation form (SEF) are under these headings ……. 1. Characteristics of your school 2. Views of learners, parents/carers and other stakeholders 3. Achievement and standards 4. Personal development and well-being 5. The quality of provision 6. Leadership and management 7. Overall effectiveness and efficiency Whilst the mathematics department will impact at all levels, there is some overlap within these headings and the contribution of the department will be most significant under the headings of questions 3, 5 and 6. The SEF expands these questions as follows:3. Achievement and standards Make clear the main evidence, such as performance data, assessments and records of learners’ progress, on which your evaluation is based The standards learners reach as indicated by their test and examination results Take account of any significant variations between groups of learners and key stages, trends, comparisons Do learners reach challenging targets? Standard of learners’ current work in relation to their learning goals Learners’ progress relative to their starting points and capabilities Are there any groups that are underachieving and could be doing better? 5. The quality of provision Take account of the impact on the standards achieved How well does teaching meet the needs of the full range of learners? Suitability and rigour of assessment in planning learning and monitoring learners’ progress Diagnosis of and provision for individual learning needs Involvement of parents and carers in their children’s learning The extent to which the curriculum or activities match learners’ needs, aspirations and capabilities, building on prior attainment and experience The extent to which learners have opportunities to develop enterprise, financial skills and work in teams The extent to which enrichment activities and extended services contribute to learners’ enjoyment and achievement The extent to which employers needs are met through developing workrelated skills 6. Leadership and management Take account of impact of leadership and management in terms of outcomes for learners and quality of provision How effectively is clear direction set? How effectively is performance monitored and improved to meet challenging targets through quality assurance and self-assessment? How well is equality of opportunity promoted? Adequacy and suitability of staff, learning resources and accommodation How effectively and efficiently are resources deployed to achieve value for money? The following questions are important for the department to be asking (see mathematics department subject leader development folder) and the numbers in brackets refer to the area of the whole school SEF to which they contribute. What are the targets for raising pupils’ attainment? (3) How do we review with teachers their assessment of students’ progress against targets? (3) How do we improve the quality of teaching (5) What is our process for reviewing the construction and resourcing of the curriculum? (5) How do we ensure that we focus systematically on teaching and learning? (5) How do we find out students’ views on work and progress and their attitude to mathematics? (5) How do we evaluate schemes of work to ensure they focus on effective teaching and learning? (5) What are the priorities for mathematics? (6) What is our strategy for improving mathematics? (6) How do we embed improvement in the department’s systems and practices? (6) How do we create time for staff to learn together? (6) How do we collaborate within school and with other organisations? (6) You might look at these questions in terms of a self-evaluation format as a grid, which would help to identify departmental strengths and areas for improvement DEPARTMENTAL SELF-EVALUATION TOOL SEF STRENGTH NEEDS SOME DEVELOPMENT MAJOR AREAS FOR DEVELOPMENT ACHIEVEMENT AND STANDARDS What are the targets for raising pupils’ attainment? Targets are established for improvement for cohorts, groups of pupils and individual pupils, using the outcomes of review and monitoring. Targets are linked for pupils’ attainment to targets for pupils’ learning. For each year group, targets are cross referenced with the scheme of work and teaching plans. Department makes effective use of baseline and assessment data. Specific pupil achievement and progress data is generated and used to inform target setting. Pupils performance data is collected and is beginning to be used to inform and monitor pupil progress. Department is aware of and is developing further target setting strategies. How do we review with teachers their assessment of students’ progress against targets? With colleagues, progress is regularly reviewed relating to key curricular targets and to under performing groups and individuals. The outcome of the reviews is used to: share effective practice, design support and agree ways of tackling pupils’ under performance Mechanisms for monitoring have been developed. Outcomes of monitoring and evaluation are coming to be used to inform planning and the setting of targets Department is working towards developing monitoring and evaluation strategies, which are beginning to be used to gauge outcomes and inform future planning. SEF STRENGTH NEEDS SOME DEVELOPMENT MAJOR AREAS FOR DEVELOPMENT THE QUALITY OF PROVISION How do we improve the quality of teaching? An effective CPD strategy has been devised and implemented. Effective teaching is shared, extended and improved. Ineffective teaching is challenged and its improvement is supported. There is some informal exchange of ideas and practice focused towards teaching and learning. Professional development opportunities are being offered and are being used by staff Teachers begin to share their individual expertise and ideas and there is a willingness to participate in professional development. What is our process for reviewing the construction and resourcing of the curriculum? Action is taken as required following the regular review of the scheme of work, ensuring suitable differentiation and progression for pupils. There is a commitment to a set of agreed standards across the subject. Issues of differentiation are being addressed and the planned learning strategies being employed reflect a shift towards pupil centred learning where appropriate Lesson planning and delivery are beginning to take account of the requirement to meet the needs of all pupils. The link is well established between improvements in teaching and learning and higher standards. The whole department has been involved in an audit to identify development priorities which contribute to the SIP and SEF The department is becoming more concentrated on learning and teaching, supported by a targeted support programme. Good practice is beginning to be shared within the department. Progress is being made in establishing a ‘learning’ culture within the department. Colleagues agree a sample group of students and discuss how outcomes will be used. Meetings take place with a suitable sample of pupils, taking into account the ability range and year groups Judgements are made about pupils’ attitudes, engagement and confidence in their learning. The outcomes of the sample are used to discuss with colleagues areas of effective practice, development issues and groups of pupils for intervention Sound pupil teacher relationships are established and there is some active discussion between pupils and the teacher regarding the specific concepts being taught Pupil teacher relationships are being established, however, pupils show a reluctance to engage in active dialogue with the teacher. How do we ensure that we focus systematically on teaching and learning? How do we find out students’ views on work and progress and their attitude to mathematics? SEF STRENGTH How do we evaluate schemes of work to ensure they focus on effective teaching and learning? The scheme of work focuses on teaching objectives, includes cross curricular themes and promotes a range of appropriate teaching and learning styles. The scheme of work is fully understood and used by all teachers of mathematics. Assessment opportunities are built into the scheme of work and support improved learning and progress. NEEDS SOME DEVELOPMENT MAJOR AREAS FOR DEVELOPMENT The scheme of work is supported by clear guidelines for classroom practice offering progression and challenge to all pupils. A scheme of work is in place, ensuring appropriate coverage of the N/C Programme of Study. Account is taken of whole school SDP targets. Department planning is based on clearly defined targets generated through departmental discussion and debate Strategic planning based on short, medium and long term targets is still being developed. All department staff are involved in producing the departmental development plan. The development plan identifies clear areas for development. The department has established working practices based on delegation and the taking of responsibility. Delegation of some responsibility is taking place with members of the department leading on departmental developments and initiatives The department has a development plan that itemises the resource requirements. Funding allocation is based on this development plan. HOD is beginning to delegate responsibilities to others within the department. LEADERSHIP AND MANAGEMENT What are the priorities for mathematics? What is our strategy for improving mathematics? Regular departmental meetings/INSET time is allocated to the discussion of teaching and learning. Agreed values and approaches are embedded in the scheme of work. Explicit links are made between national, school and departmental strategies for raising standards and these are embedded within the action plan. Departmental audits establish the capacity for improvement and identify curricular/staff/resource implications. Curricular targets and staff development priorities are established with clear success criteria linked to raised pupil attainment and with clear monitoring and evaluation procedures Time, resources, status and responsibilities are allocated and related precisely to time, finance and personnel available NEEDS SOME DEVELOPMENT MAJOR AREAS FOR DEVELOPMENT SEF STRENGTH How do we embed improvement in the department’s systems and practices? The improvement of teaching and learning and the sharing of good practice is the focus of each departmental meeting. New ideas and approaches from development work and training are built into the schemes of work. Teachers meet, plan and evaluate together and have established a programme of self-review. There is an increasing awareness of the need for the department to work together, discuss learning and carry out ‘review’ on a regular basis. Opportunities are identified for relevant teachers to attend National Strategy training and to disseminate key information to colleagues. Collaborative working is promoted and colleagues are supported in developing work in planning, teaching and evaluating. Meetings are managed to ensure collaborative time for work on teaching and learning. There are contributions to CPD meetings. The department participates in a coaching programme to develop and share expertise. Training is provided for new, supply, second-subject and returning teachers. A planned INSET programme is in place and team members are actively encouraged to attend appropriate courses. Outcomes from INSET are disseminated within the department and their impact monitored. All new staff are inducted sufficiently into the department’s approach to teaching. Systems for monitoring and evaluation individual staff requirements for INSET are developing and are informing the departmental development plan. There are systems in place which ensure all support and training available is known to staff within the department. Opportunities are taken up to join networks. Opportunities are taken up to work with leading departments. NCSL and higher education programmes are accessed to support developments in mathematics. Some strategies are in place to improve success and further achievement but are in the early stages of development. There is some awareness of the success of the department but as yet has not identified appropriate strategies to raise achievement. How do we create time for staff to learn together? How do we collaborate within school and with other organisations? Some tools that could help the development of the department are: Analysis of quantitative data Questionnaires Individual interviews Group interviews Observation Sentence completion/student diaries or logs Photo evaluation Spot checks Student work Shadowing A few examples of some of these tools are:Planning for shared observations If you are the observer Before Clarify the purpose of the observation Meet with your colleague to discuss What will happen in the lesson What to pay particular attention to What you will be doing during the observation Arrange a meeting to discuss the observation During Record observations Record your impressions and questions Note time intervals of what you observe in your notes Participate in the lesson only if invited to do so After Reconstruct what happened with the teacher Ask your colleague to describe: What he/she thought went well What he/she would change What was typical/atypical about the lesson Listen to your colleague Describe rather than evaluate what you saw Offer constructive suggestions If you are being observed Before Be prepared to discuss with the observer: The lesson plan What you want the observer to pay attention to Tell the observer: Where you would like the observer to sit If you would like the observer to take part in the lesson During Introduce the observer to the class Explain the purpose of the observation Explain the observer’s role to the students As soon as possible after the lesson, write down your reflections so that you will be prepared to discuss with the observer After With the observer, reconstruct what happened in the lesson Be prepared to describe: What you felt went well What you would change What was typical/atypical about the lesson Ask for specific descriptions and constructive suggestions Learn nothing Learn a little Learn quite a lot Learn a lot Rarely or never Only sometimes Quite often Very often Frequency of use and effectiveness of learning questionnaire. Answering teacher’s questions Asking the teacher questions Using a computer Discussing work with a friend Working in pairs Working in groups Working from a text book Writing own questions Researching Listening Each question requires the students to give two responses so that it can be analysed in terms of the relationship between frequency of use and perceived effectiveness of learning. The results can be used to generate a graph to provide a basis for class discussion on improving learning and teaching. The spot check At an arbitrary point in the lesson, students can complete the spot check form and the class scores can be analysed in relation to the activity that was taking place at the time. Concentrating 1 2 3 Thinking about other things Alert 1 2 3 Drowsy Relaxed 1 2 3 Anxious Wishing to be here 1 2 3 Wishing to be elsewhere Happy 1 2 3 Sad Active 1 2 3 Not involved interested 1 2 3 Bored Time passing quickly 1 2 3 Time passing slowly Full of energy 1 2 3 Very little energy What I’m doing is important 1 2 3 What I’m doing is irrelevant Enjoying being with others 1 2 3 Lonely Easy to think 1 2 3 Difficult to think Cheerful 1 2 3 Irritable I’m learning 1 2 3 I’m not learning Possible questions for student interviews 1. Do you like Maths? Why? Why not? 2. When you start a new topic, does your teacher show you a plan of the whole topic that you are going to be learning about? 3. Do you know where what you will learn in each lesson fits into that plan? 4. How do you know how well you are doing in a topic? 5. Does the teacher ask/find out from you what you already know at the start of a topic? 6. Do you know how the work you are doing fits in with Maths you already know about? 7. Do you understand what new Maths you are going to learn in each lesson? 8. How does your teacher know that you have understood the new Maths that they have taught you in that lesson? 9. Can you give me an example of when you felt that you could move on more quickly in a lesson? 10. Can you give me an example of when you felt that you moved on too quickly in a lesson? 11. Can you give me an example of when you needed more time to think about a question to understand it? 12. Does the whole class talk about the Maths that you are doing in the lesson? 13. How good do you think you are at Maths? 14. How do you know? 15. When your work is marked, does it help you to improve? 16. What do you think is the best way of marking work to help you improve? 17. Do you know what level you are working at? 18. How do you know? 19. Do you ever look at a piece of your own work in a lesson and try to work out what level it is? How do you do it? 20. Do you ever look at a piece of your own work in a lesson and try to work out how to improve on it? 21. Do you talk to your teacher much about your work during lessons? 22. Do you share ideas with other students either in pairs or small groups? 23. Does homework help you to improve? How? 24. How does answering questions in the lesson help you to improve? 25. How often do you ask questions about the work to help you to make progress? 26. How do you think your teacher knows how good you are at Maths? 27. Is there anything that stops you doing well in Maths? 28. Why do you think you learn Maths? Learning out of school The following type of questionnaire can be used by students to evaluate their own learning when they are not in class. 1 = most of the time 2 = some of the time 3 = rarely 4 = never 1 2 3 4 I concentrate on what I am expected to learn I take notes of key points I make an effort to understand rather that just get through it I think through the problem carefully I explain it to myself to understand it better I identify difficulties with learning I ask myself questions about what I am learning If there is a problem, I leave it and come back to it later I look for someone who can help me I explain to others what I am learning I work hard at overcoming difficulties I relate what I am learning to my experience I am able to ignore distractions I try to relate what I’m learning to things I’ve learned before I work in a place where I am most comfortable but also alert I try to make the subject matter interesting I play background music while I am working I experiment with ways of memorising things well Suggestions for involving parents Curriculum awareness evenings or family learning sessions Establish a parents’ forum: invite randomly selected groups of parents from each year group to discuss a range of issues Use parents’ evenings to gather parents’ views eg questionnaire Carry out telephone interviews with a random sample of parents Encourage return of questionnaires through incentives such as raffle tickets