1
2
3 (a)
3 (a)
SUMMARY OF STUDENTS RESPONSES TO ENGAGEMENT IN LEARNING
3
SUMMARY OF STUDENTS RESPONSES TO ATTITUDES TO LITERACY
3
4 (a)
SUMMARY OF TEACHER SURVEY ON TEACHING APPROACHES
4
Diagnostic Window Review
Literacy
List the strengths
1. Learner outcomes
Attainment of curriculum objectives
2. Learning experience
Engagement in learning
List the areas for
improvement
1. Learner outcomes
Attainment of curriculum objectives
2. Learning experience
Engagement in learning
3. Teachers’ practice
Teaching approaches
3. Teachers’ practice
Teaching approaches
List your findings from the data
What further questions do we have?
Sources of Evidence Used:
Source: adapted from Michael Fullan “School Self-Assessment The Road to
School Effectiveness”
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Sample School Self-Evaluation Report for
Post-Primary Literacy Worked Example
1. Introduction
1.1 The focus of the evaluation
A school self-evaluation of teaching & learning in school X was undertaken
during the first term of 2012. Literacy in L1 English and how the teaching
and learning in all other subjects support the acquisition of literacy skills
were reviewed in 1st Year.
This is a report on the findings of the evaluation
1.2 School context
This sample school is an urban, all girls voluntary secondary school under the
trusteeship of CEIST. There are currently 700 students including 70 are EAL
students. TY is well established and LCVP was recently introduced.
2. The Findings
Learner outcomes
 The student’s standardised test results and report cards from the primary
school were gathered by the Career Guidance Counsellor and analysed. It
was noted that the STen scores for reading for the cohort are slightly
above the national norms.
 All subject departments used the PDST tool for analysing results in the
Leaving Certificate and Junior Certificate exams. The majority of subjects
compare favourably to national norms.
 There are five mixed ability first year classes and samples of written work
across the curriculum work were gathered and analysed for one of these
classes. Findings: Consistent difficulty with sequencing and the
development of answers was observed.
Learning experience
At a staff meeting, the staff scanned through the evaluation criteria in the SSE
guidelines. The SSE core group designed a student questionnaire on attitudes to
literacy & engagement in learning. This was conducted as an on-line
questionnaire using Google forms and administered to 150 students taking three
class periods in total. By using an on-line tool, results were instantly collated and
analysis began immediately.
Sample findings
 50% of students read for more that one hour per week for enjoyment.
 The most popular reading materials are magazines/comics & fiction.
 Very few students believe that their writing is legible and even fewer
students edit their own work.
 17% of students stated that they do not like writing at all
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

More students prefer to write on a blog/facebook than in other genres.
Students feel more comfortable sharing their ideas in pairs/small groups
but only 18% said they feel comfortable sharing in whole-class
discussions.
Teachers’ practice
 In general, the focus of teaching is on knowledge and skills more so than
literacy/numeracy or ICT.
 Independent learning, listening to the teacher and taking notes are the
dominant ways in which students are enabled to learn.
 Many teachers use comprehension strategies in their teaching.
 10% of teachers use editing checklists or issue their own set of criteria for
writing.
Progress made on previously identified targets identified in the current
SIP
N/A for year one as SIP not in place yet.
4. Summary of school self-evaluation findings
4.1 Our school has strengths in the following areas:
 STen scores of 1st Year students for reading are above the national
norms.
 Attainment in the majority of subjects at both JC & LC is above the
national norms.
 60% of students are reading fiction for enjoyment.
 There is a critical mass of teachers already using comprehension
strategies and students teaching and presenting.
 There is willingness to share good practice.
 Students are getting some opportunities to develop oral language
and are confident working in pairs and small groups.
4.2 The following areas are prioritised for improvement
 Increased expectations and standards in writing across the
curriculum.
 The development of comprehension and group-work strategies across
all subject areas.
 Increase the number of students taking higher level in certain subjects
for both JC and LC.
 Teachers to focus on the development of literacy as well as knowledge
and skills.
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4.3 The following legislative and regulatory requirements need to be
addressed.
Sample School Improvement Plan for Post-Primary Literacy – Worked Example

All subject departments have analysed Junior Certificate and Leaving Certificate results using the PDST tool and the findings are recorded in the respective
subject department plans.
STen score
SUMMARY OF STen SCORES FOR READING
4
5-6
Low average
Average
12%
42%
17%
33%
School
National
1-3
Very low
9%
17%
7
High average
20%
17%
Satisfactory
Not satisfactory
SUMMARY OF ANALYSIS OF SAMPLE OF WRITTEN WORK ACROSS THE CURRICULUM
Spelling
Punctuation &
Vocabulary
Sequencing
Grammar
63%
40%
45%
30%
37%
60%
55%
70%
8-10
Very high
9%
17%
Development
30%
70%
Summary of main strengths






STen scores of 1st Year students for reading are above the national norms.
Attainment in the majority of subjects at both JC & LC is above the national norms.
60% of students are reading fiction for enjoyment.
There is a critical mass of teachers already using comprehension strategies and students teaching and presenting.
There is willingness to share good practice.
Students are getting some opportunities to develop oral language and are confident working in pairs and small groups.
Summary of main areas
requiring improvement




Increased expectations and standards in writing across the curriculum.
The development of comprehension and group-work strategies across all subject areas.
Increase the number of students taking higher level in certain subjects for both JC and LC.
Teachers to focus on the development of literacy as well as knowledge and skills.
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Improvement Targets
Required Actions
Persons responsible
Decrease the number of
students who stated that they
did not like writing:
from 16% to 13% by May 2013
from 13% to 10 % by May 2014
from 10% to 7% by May 2015
1. Introduce a common editing checklist for use
across all subjects.
All teachers
2. Introduce a digital storytelling module
involving cross-curricular links (using
Animoto, Comic Life, Story Board, Photo Story
etc.)
Link teacher/Core
Group/ICT Department
Success Criteria /
Measurable
Outcomes
Checklist used to
assess written work to
show student’s
forward progression.
Attitudinal Survey and
Teacher Observation
Link teacher/English
department
As above
Persons responsible
Success Criteria /
Measurable
Outcomes
3. Implement an eight-week creative writing
workshop for first years.
Improvement Targets
Required Actions
Timeframe for
Actions
Implement in
September of year 1
Terms 1 &2 of year 1
Term 2 of year 1 and
annually thereafter
Timeframe for
Actions
PARTICIPANTS TO FILL IN
THEIR OWN TARGETS ETC.
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Monitor and review
Target 1:
Target 2: