School Self – Evaluation “Embedding Practice in Schools” Education Centre Date

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 improvement Have gained an insight into how the SSE process can be used to evaluate an aspect of teaching and learning in the new Junior Cycle

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.

Where can I find out more about school self-evaluation? www.pdst.ie www.schoolself-evaluation.ie

Post Primary School Leaders In-service 2013/2014 Junior Cycle Day 1 SSE Day 1 ( Steps 1 to 4) SSE Day 2 (Steps 5 and 6) Junior Cycle Day 2

School Self-Evaluation Literacy and Numeracy Junior Cycle Process to improve learning Strategy to improve learning Curriculum reform to improve learning Linking initiatives to improve learning Impact: Improved learning outcomes for students

Building blocks of the SSE process 1. 6 Step Process 2. Framework 3. Evaluation Criteria & Quality Statements

The 6 step process 3 1 Gather the evidence 6 2 Analyse the evidence 3 Draw conclusions 4 Write school self-evaluation report 5 Devise school improvement plan 6 Implement and monitor improvement plan The 6 step process

Our case study school- Journey to the school self-evaluation report 

The school improvement plan Our Case Study School The school improvement plan

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

Areas for Improvement: Prioritise! Teachers to focus on the development of: literacy as well as knowledge and skills. Increased expectations in standards of student’s written work across the curriculum. Increase in self and peer assessment (AFL). The development of comprehension, note making and group-work strategies across all subject areas to include at least one on-line 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.

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.

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.

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

Implementation and monitoring thoughts from our case study school

The school improvement plan YOUR SCHOOL The school improvement plan

Prioritising Areas for improvement

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)

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

Target SETTing

Teaching and Learning Framework Learner outcomes (Attitudes, Skills & Knowledge) Learning experiences Teachers’ practices Targets Actions

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 )

Language of targets To increase To raise To expand To meet To decrease To reduce To cut To complete

44% of students achieved above the 50th percentile on the standardized reading test. 14% of students sat a Foundation level English paper in 2012 23% of students surveyed reported that their writing is neat and easy to understand. 11% of students reported that they always check their writing for mistakes. 36% of students reported that they do not like writing at all. 39% of students said they prefer to type rather than write their answers. 73% of students read for less than one hour per week and almost half of this group said they don’t read for pleasure. 25% of students said they would feel confident explaining a classroom task to a fellow student. 25% of First Year JCSP students regularly and accurately use subject specific language in their written and oral expression.   Verb Thing affected From (baseline) Level intended By (date) An Example: To 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

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

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.

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)

Target setting Checklist Is the target linked to learner outcomes? Is the target rooted in… Identified area for improvement? Analysed data from gathered evidence? Is the target SMART Specific Measurable and manageable Attainable, appropriate, agreed Realistic, relevant, recorded Time-bound

Action planning

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

Support/Enable the work of the link teacher- a facilitator of change 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

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)

Success criteria

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

Activity

Activity- Part 1

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%

Target setting Checklist Is the target linked to learner outcomes? Is the target rooted in… Identified area for improvement? Analysed data from gathered evidence? Is the target SMART Specific Measurable and manageable Attainable, appropriate, agreed Realistic, relevant, recorded Time-bound

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%

Step 6- implementation and monitoring

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.

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 …

Using the sse approach to evaluate an aspect of teaching and learning in the new junior cycle

School self-evaluation and the new Junior Cycle

Evaluating a Key Skill

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.

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 self-evaluation 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)

Where can I find out more about school self-evaluation and access resources? www.pdst.ie www.schoolself-evaluation.ie

PDST – application for school support Roll Number : School roll number Password: pdstsupport2013

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 supports 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