School Development Planning Initiative “An initiative for schools by schools” Self-Evaluation of Learning and Teaching – Assessment for Learning Mark Fennell NSPI: March 2009

School Self-evaluation Premises Teacher inquiry SSE & CPD two sides of one coin Formative – AFL and SSE Activity based and theory driven Evaluation within action plan…SSE skills Only improved student learning outcomes over time will justify exercise ‘Transfer of Training’ is Holy Grail

Transfer of training Teacher In-Service / CPD Information Knowledge Demonstration Application Practice over time Collaboration – Coaching… (shared planning – observation – review) … Sustained changed practice in classroom resulting in improved student learning

Joyce and Showers (Adapted) 1. Knowledge know the theory and skills / strategies 2. Demonstration…see how it works 3. Practice… 10/12 weeks – 50 classes 4. Peer Observation / collaboration / adaptation work together is planning and reviewing Observe without giving feedback 5. Evaluate, share, apply and extend Leadership commitment & support / collaborative & experimental culture are both essential

Subject Department Peer Coaching Team Teachers learning from one another as they work together on new approaches, share ideas and review student learning Forge a common vision for department Commitment to collaborative learning Design lessons, strategies in common Report, discuss and amend Observe to learn from colleague’s teaching

Self-Evaluation What are the technical challenges? Use of data variety (qualitative & quantitative) Interpretation Judgment Success Criteria applying knowledge to practice envisioning improvement focused evaluation

‘Active self-directed learning rather than passive attendance “If they can’t learn In the way I teach, can I teach in a way they can learn?” ‘Active self-directed learning rather than passive attendance at a lesson is the goal of AFL’

Assessment for Active Student Learning

Forms of Learning Success Criteria for AFL Classroom Learning teaching Active…what are the students thinking and doing? Social…are they ever learning from one another? Emotional…what feelings motivate their learning? Assured…does challenge aid risk-taking or retreat? Individual…are differences heeded & exploited? Meaningful…do new ideas relate to old ones? Independent…are they learning how to learn? Powerful…is the learning improved?

Planning for AfL – Step 1 Staff understand of AfL principles and strategies. Watch demonstration e.g. film / role play Subject department reflection on assessment practice Review subject specific resources Subject department review re AfL

Planning for AfL – Step 2 Collaboratively select / adapt strategies worth trying with a target group of students (often 1st, TY & 5th year) Use Action Plan Template Set success criteria – develop a vision What would success look like? Agree roles, timing, resources, monitoring and evaluation procedures

TIME ALLOCATED FOR EXERCISE (HOW WILL YOU KNOW IF IT WORKS?) ASSESSMENT ACTION PLAN GROUP:_________________ DATE:____________ ‘AFL’ STRATEGY TARGET GROUP (CLASS, YEAR,) TIME ALLOCATED FOR EXERCISE ACTIONS (WHAT IS TO BE DONE?) SUCCESS CRITERIA (HOW WILL YOU KNOW IF IT WORKS?) DATE FOR REVIEW Teachers can agree to try a number of techniques to see if there is any evident improvement in learning, motivation or inclusion of all students. A review after a set period of time can be discussed to see if the technique is helpful and might be rolled out more widely, continued, stopped or amended.

Planning for AfL - Step 3 Implement agreed methodologies and observation and monitoring plan Teachers meet to review progress and mutually observe each other’s practice without giving feedback Subject departments / AfL project groups meet to review progress and discuss emerging issues or difficulties Overt, informed leadership interest – monitoring – support critical at this stage

Planning for AfL - Step 4 Each subject department evaluates AfL across school, with aid of sample success criteria: Prepare a report which outlines: - what we tried (strategies, class groupings, .. timescale , context factors) - what happened (outcomes) - what went well ( impact on learning - refer to success criteria) - what was not so successful – why? - lessons learnt – aims for the future

Planning for AfL - Step 5 Hold a plenary session of all staff to review AfL initiative Each department / project group displays ‘poster’ or gives brief presentation based on report Brief Q & A after each presentation Disseminate reports – newsletter / website / planning folders / report to BoM – parents – students

Planning for AFL – Step 6 Agree, in principle, follow up to project: Will subject departments embed and extend AfL practice / will new AfL project groups form and initiate a continuing AfL exercise? Can there be a commitment to more extensive use of AfL strategies? Does this need to be explored by a cross-curricular committee?

Evaluation Reflection What does the evidence tell us? What went well? Where were the greatest challenges? What would we do differently? What do we need to learn more about?

SDPI South Dublin/N Wicklow Marino Institute of Education (HO) Dublin 01 805 772 Blackrock Education Centre: Mark Fennell, Regional Coordinator Tel: 01-2365011 Mobile: 0879678832 Email: markfennell@sdpi.ie Fax: 01-2365080