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www. pdst. ie School Self- Evaluation and Leading Learning Selena Wilkes

www. pdst. ie SSE involves action planning for improvement that focuses on teaching, learning, and assessment Reflecting on what the student voice is telling us is an integral part of SSE SSE is intended to be a vehicle for interrogating and improving practice Key Messages

www. pdst. ie School Reflection

www. pdst. ie Leading Learning and the SSE Guidelines Is there more to know and how would you find out more? Do we have enough information to make judgements and draw conclusions?

www. pdst. ie Teaching and Learning Framework (sample tools for gathering data) Teaching and Learning Framework (sample tools for gathering data) Learner outcomes Class copies Class tests Attitudinal surveys Standardised tests Student profiles / progress records Learning experiences Student surveys Focus groups Team –teaching review Teacher observation Teachers’ practices SEC results Teacher discussion / reflection Minutes from subject / staff meetings Focus groups Teacher surveys

www. pdst. ie Data gathering Consultation Staff Involvement Subject interrogation Ownership Student / Teacher / Parent Voice Outside agency consultation - ALNs etc. How do we decide on our priority?

www. pdst. ie Clip of Student Focus Group

www. pdst. ie What helps me to hold on to learning? What helps me to improve my work? What helps me to learn in class? Student Voice ? What is your experience of using the student voice in the SSE process? ? What worked well? ? What would you change or do differently?

www. pdst. ie The Deputy Principal as Leader of Learning in the SSE process Sees the possibilities and probabilities for change Sets an emphasis on Learning Intentions for students Facilitates the provision of CPD for staff and allows them to provide CPD for each other Influences colleagues to review and improve teaching and learning in all aspects of school planning Gives opportunities for, and supports other staff members in leading change Provides appraisal / feedback to staff members for specific achievements

www. pdst. ie leaders must support middle leaders by: o Providing whole school structures to support the desired changes. o Constantly revisiting the importance of the initiative and its fundamentals. o Modelling good practice. o Providing regular and relevant professional development opportunities especially in-classroom coaching and support. o Recognising that changing colleagues’ beliefs and practice takes time – years rather than months. o Providing sufficient time and resources for middle leaders to truly embed one initiative before moving on to the next.

www. pdst. ie Plan for time (implementation, reviewing, monitoring time throughout the year) Be actively part of a Teaching and Learning team Facilitate team / subject department meetings Encourage reflective discussion and practice at every level of the school community Share new ideas, methodologies, resources Help staff to monitor at whole school, subject department, individual levels, formally and informally Leadership Planning for Teaching and Learning