Implementation & Evaluation Regional Seminar ‘04 School Development Planning Initiative “An initiative for schools by schools”

SDP: Basic Process SDP: Basic Process Review Design Implement Mission Vision Aims Evaluate Proposal Action Plans Monitor Action Adapt practice

Sample Action Plan Priority: To develop the pupil as an Effective Learner Target: To Introduce a HW/Study Skills program for all 1 st Years 2004/5 TASKSWHEN?WHO?RESOURCESSUCCESS CRITERIA (Implementation)

Sample Action Plan Priority: To develop the pupil as an Effective Learner Target: To Introduce a HW and Study Skills program for all 1 st Years 2004/5 TASKSWHEN?WHO?RESOURCESSUCCESS CRITERIA (Implementation) Course on Study SkillsEarly Sept Guidance, LS, and Class tutors Course Materials and 3 class periods All 1 st Yrs complete course All Subject Depts. to produce homework guidelines in line with Study Skills strategy Sept end Planning Meeting All Staff2 hours Templates Secretarial Guidelines available for all subjects Information Night for Parents Re: Home Work Guidelines & Journal Early OctPrincipal. Yr. Head. Form Teachers. School Hall Photocopies Parents attend and instruction sheet given to all

Action Plan Success Criteria - Outcomes : 95% of 1 st year students returning homework Teachers are happy with quality of work Parent involvement is satisfactory _______________________________________________________ Monitoring Procedures: 1 st year tutors consult with teachers to report on progress, needs, & alterations to plan 1 st yr year head meets Principal at the end of each month to highlight progress, & needs _______________________________________________________ Evaluation Procedures : Use of selected tools to survey perceptions & facts at the end of school year Results to be circulated to staff for consideration at the May staff meeting, and May BOM meeting

Implementation - Checklist Who is monitoring the implementation of the plan? How will this happen? Is what is being done consistent with the agreed priority, target and tasks? Do partners get appropriate reports on the progress of the plan?

Monitoring and Evaluation Successful school improvement is linked to systematically planned and executed monitoring and evaluation of process and final outcomes. The monitoring of the change process is as important as the measurement of outcomes (Stoll and Fink 1996)

Self-evaluation Measures the progress of implementation of courses of action Examines the possible impact of these on: The whole school The classroom The individual student and teacher Identifies areas of success, or areas which require adjustment for future success Establishes ongoing effective planning May inform the school’s report – S.20 Ed. Act

Self-Evaluation Teachers are not generally trained as auditors or evaluators but they possess knowledge and insight in relation to the operation of their school. Critical indicators are often identified through self evaluation. Self evaluation can promote critical stakeholder (staff) reflection on the effectiveness of their school. SSE nurtures ownership in terms of decisions and responses in terms of perceived needs. SSE empowers through the enhancement of the teacher skill base and system knowledge.

Evaluation – key questions At what point will the evaluation be conducted? Who will conduct the evaluation? What questions do you want answered? From whom do you want to get information? What indicators of success do you intend to employ?

Evaluation – key questions What means will you use to collect the information you need? What resources will be needed? What timescale will be involved? How do you intend to use the findings? Who will be informed of the outcomes? What means will you use to communicate the findings to the relevant partners?

What is the next step? Adopt? Amend? Replace? References: Blue Book p. 24, DGL Unit 5 p. 2 David Tuohy School Leadership… p. 65

Self-evaluation Tools Quantitative Desk Research Closed Questionnaires Checklists Standard Forms Logs, Diaries, Recordings etc. Evaluation Grids Qualitative SCOT Analysis Open Questionnaires Interviews/Focus Groups Force Field Analysis Spot Check Critical Incident Analysis Self-evaluation Profile Summative record combines both Refer to Unit 3 p & Unit 5 p. 8-11

Action Plan Did it happen? Did it achieve the desired outcomes? Are there any unintended outcomes? In cost/benefit terms was it worth it? HOW DO YOU KNOW?

Examples – sample selection Issue Student DisciplineStudent MotivationStaff Development Success Criteria - Sample E.g. Students are responsive to positive correction, and show respect for other people E.g. Students are interested in class, and actively participate in classroom activity E.g. Staff are catered for in relation to individual & group professional development needs Quantitative information The no. of students referred to year heads, the no. of students with ongoing behaviour problems, the no. of student suspensions The amount of disruption to class time through student inattentiveness The % of school budget spent on staff development. The no. of teachers, who availed of INSERVICE during the year Qualitative information Teacher perception on classroom, corridor, & general school discipline Student & teacher perception in relation to the classroom experience Perception of staff in relation to the appropriateness, & quality of INSERVICE Self-evaluation tools Analysis of year head, & class tutor files, records of suspensions etc., Force field analysis, Critical Incident Analysis, Self-evaluation profile, Focus Group Analysis of teacher log of classroom disruption, Spot Check, Force field analysis, Self-evaluation profile Focus Group Analysis of school accounts, principal's reports to BOM, Self-evaluation profile, Open questionnaire to staff, Focus Group

External Evaluation & Subject Department : Suggestions  Team development – team approach  Planning to organise course content  Planning to help development of the subject in the school  Planning in the context of revised syllabus  Highlight resource needs  Share ideas and experiences within the classroom  Development of a shared understanding / policy regarding everyday classwork, homework, practical work, end of term assessments etc.

school management 1. school management school planning 2. school planning curriculum provision 3. curriculum provision learning and teaching in subjects 4. learning and teaching in subjects support for students 5. support for students LAOS – a guide for evaluation (5 AREAS)

Learning and teaching in subjects (Area 4) Themes for self evaluation: How actively and independently students engage in learning? The quality of their questioning? The quality of their answering? LAOS