- 1. School Self Evaluation Embedding Practice in Schools
Education Centre Date
2. 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 improvementHave gained an insight into how the SSE process can
be used to evaluate an aspect of teaching and learning in the new
Junior Cycle 3. 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. 4. Where can I find out more about school
self-evaluation? www.pdst.iewww.schoolself-evaluation.ie 5. Post
Primary School Leaders In-service 2013/20141) 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 6. Linking initiatives to improve learningSchool
SelfEvaluation Process to improve learningLiteracy and Numeracy
Strategy to improve learningJunior Cycle Curriculum reform to
improve learningImpact: Improved learning outcomes for students 7.
Building blocks of the SSE process 1. 6 Step Process3. Evaluation
Criteria & Quality Statements2. Framework 8. 1 Gather the
evidence6 Implement and monitor improvement plan52 Analyse the
evidenceThe 6 step process 3Devise school improvement planDraw
conclusions4 Write school selfevaluation report 9. Our case study
school- Journey to the school self-evaluation report 10. Our Case
Study SchoolTHE SCHOOL IMPROVEMENT PLAN 11. 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
12. Areas for Improvement: Prioritise! Teachers to focus on the
development of: literacy as well as knowledge and skills. Increased
expectations in standards of students 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. 13. 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. 14. 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. 15. 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 16.
Implementation and monitoring thoughts from our case study school
17. YOUR SCHOOLTHE SCHOOL IMPROVEMENT PLAN 18. PRIORITISING AREAS
FOR IMPROVEMENT 19. 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) 20. 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 21. TARGET
SETTING 22. Teaching and Learning Framework Learner
outcomesLearning experiencesTeachers practices(Attitudes, Skills
& Knowledge)TargetsActions 23. 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. 24Language of targets To increaseTo
meetTo cutTo raiseTo expandTo decreaseTo reduceTo complete 25.
1)2)3)4)5)6)4 4 % o f s t u d e n t s a c h i e v e d a b o v e t h
e 5 0 t h p e r c e n t i l e o n t h e s t a n d a r d i z e d r e
a d i n g t e s t . 1 4 % o f s t u d e n t s s a t a F o u n d a t
i o n l e v e l E n g l i s h p a p e r i n 2 0 1 2 2 3 % o f s t u
d e n t sAn Example:s u r v e y e d r e p o r t e d t h a t t h e i
r w r i t i n g i s n e a t a n d e a s y t o u n d e r s t a n d .
1 1 % o f s t u d e n t s r e p o r t e d t h a t t h e y a l w a y
s c h e c k t h e i r w r i t i n g f o r m i s t a k e s . 3 6 % o
f s t u d e n t s r e p o r t e d t h a t t h e y d o n o t l i k e
w r i t i n g a t a l l . 3 9 % o f s t u d e n t s s a i d t h e y
p r e f e r t o t y p e r a t h e r t h a n w r i t e t h e i r a n
s w e r sTo 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 26. 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 27. 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. 28. 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) 29. Target setting
Checklist Is the target linked to learner outcomes?Is the target
SMARTIs 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 30. ACTION PLANNING 31. 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 32. 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 33. 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) 34. SUCCESS CRITERIA 35. 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 36. ACTIVITY 37. Activity- Part 1 The following help me to
learn... 30252015 I agree I disagree10I don't know 50 Written
NotesExamsPractical WorkGroup WorkImagesTime to ask
QuestionsRegular HomeworkI agree2422187132312I disagree22012539I
don't know241091027 38. 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% 39. Target setting Checklist Is the
target linked to learner outcomes?Is the target SMARTIs 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 40.
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% 41. STEP 6-
IMPLEMENTATION AND MONITORING 42. 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. 43. 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
44. USING THE SSE APPROACH TO EVALUATE AN ASPECT OF TEACHING AND
LEARNING IN THE NEW JUNIOR CYCLE 45. School self-evaluation and the
new Junior Cycle 46. Evaluating a Key Skill 47. 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. 48. 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) 49. Where can
I find out more about school selfevaluation and access resources?
www.pdst.iewww.schoolself-evaluation.ie 50. PDST application for
school supportRoll Number : School roll number Password:
pdstsupport2013 51. 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
supportsPDST 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
