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 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

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?

5. 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

6. 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

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

8. 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

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

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

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 % 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. The school improvement plan
YOUR SCHOOL
The 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 outcomes
(Attitudes, Skills & Knowledge)
Learning experiences
Teachers’ practices
Targets
Actions

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

25. 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

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 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

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. 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

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

37. Activity

38. Activity- Part 1

39. 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%

40. 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

41. 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%

42. Step 6- implementation and monitoring

43. 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.

44. 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 …

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

46. School self-evaluation and the new Junior Cycle

47. Evaluating a Key Skill

48. 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.

49. 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)
nd year standardised test will be implemented for English and Mathematics.
2018 – Science
2018 – Gaeilge (Irish medium schools only)

50. Where can I find out more about school self-evaluation and access resources?

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

52. 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