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
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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?
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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.
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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
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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.
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What are the targets for raising pupils’ attainment? (3)
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How do we review with teachers their assessment of students’
progress against targets? (3)
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How do we improve the quality of teaching (5)
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What is our process for reviewing the construction and resourcing of
the curriculum? (5)
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How do we ensure that we focus systematically on teaching and
learning? (5)
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How do we find out students’ views on work and progress and their
attitude to mathematics? (5)
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How do we evaluate schemes of work to ensure they focus on
effective teaching and learning? (5)
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What are the priorities for mathematics? (6)
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What is our strategy for improving mathematics? (6)
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How do we embed improvement in the department’s systems and
practices? (6)
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How do we create time for staff to learn together? (6)
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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
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Questionnaires
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Individual interviews
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Group interviews
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Observation
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Sentence completion/student diaries or logs
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Photo evaluation
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Spot checks
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Student work
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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
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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