Sse pp 11 november 2013

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Sse pp 11 november 2013

  1. 1. School Self – Evaluation “Embedding Practice in Schools” Education Centre Advisor
  2. 2. 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
  3. 3. Linking initiatives to improve learning Impact: Improved learning outcomes for students
  4. 4. Today you will:
  5. 5. Key Messages •School self-evaluation is about improving the quality of learner outcomes •School self-evaluation is a reflective, collaborative, whole school process •The six steps of the school self-evaluation process are continuous but not strictly linear
  6. 6. 6
  7. 7. Where schools are at …. Gathering evidence Analysing evidence Drawing conclusions Drafting the SSE Report Drafting the School Improvement Plan (SIP) • School Improvement Plan complete • Implementing the School Improvement Plan • None on the above • • • • •
  8. 8. Building blocks of the SSE process 1. 6 Step Process 3. Evaluation Criteria & Quality Statements 2. Framework
  9. 9. The 6 step process
  10. 10. SSE - Evaluation Themes TEACHING and LEARNING Learner outcomes • Attainment of subject and programme objectives Learning experiences • • • Learning environment Engagement in learning Learning to learn Teachers’ practice •Preparation for teaching •Teaching approaches •Management of students •Assessment
  11. 11. Evaluation Criteria and Quality Statements
  12. 12. A School Self-Evaluation Report The school self-evaluation report (pg 62) 1.Introduction •The focus •School Context 2.The findings 3.Progress made on previously identified targets 4.Summary of SSE findings •Strengths •Priority areas for improvement •Legislative and regulatory requirements to be addressed
  13. 13. School Self-Evaluation Report – key points: 1. Is there an outline of the school’s context? 2. Are the findings rooted in the three themes of teaching and learning framework? 3. Are the findings linked to the analysed evidence gathered? 4. Are the strengths and areas for improvement linked to the findings? 5. Has the legislative and regulatory framework been included in the appendix? Think Pair Share
  14. 14. The 6 step process
  15. 15. Guiding Staff Reflection Learner outcomes  Students’ overall attainment, with regard to knowledge, understanding and skills in subjects and programmes, has improved significantly in line with targets; and expected outcomes have been achieved  Students enjoy learning the subject and have developed appropriate attitudes and dispositions Learning experiences  Learning settings are safe, well maintained, visually stimulating and supportive of literacy and numeracy  Students have access to appropriate materials, including ICT, to support learning  Students are enabled to engage actively in a range of suitably challenging, relevant and interesting learning opportunities  Students can meet the literacy and numeracy challenges of the subject  Students are given support as needed  Students at risk of underachieving have made good progress  Students are equipped with tools and skills for learning now and in the future.  Students’ uptake levels and performance in state examinations compares favourably with national norms, within the school context. Teachers’ practice  Teachers prepare thoroughly for lessons; expected learning outcomes including literacy and numeracy development are clearly stated; and necessary resources are in place  Expected learning outcomes are clearly communicated; lessons are suitably paced to enable progression in development of knowledge and skills  Teaching is focused, stimulating and relevant. All aspects of the subject, including subjectspecific language, are thoroughly taught  All students are respected; high but realistic expectations are communicated; and efforts and achievements are affirmed  A range of assessment methods is used effectively to assess progress.
  16. 16. Summary of Staff Consensus • Quality of written work is a concern i.e. accuracy, subject specific language & level of detail • Aware of grades vs national norms but unaware of levels vs national norms • Staff development on ICT a priority • Whole staff use of literacy strategies
  17. 17. Click her Well below average above average National below av average average above av well
  18. 18. Analysing evidence
  19. 19. Teacher Voice
  20. 20. Student Voice
  21. 21. Drawing Conclusions
  22. 22. School Self-Evaluation Report The school self-evaluation report (pg 62) 1.Introduction •The focus •School Context 2.The findings 3.Progress made on previously identified targets 4.Summary of SSE findings •Strengths •Priority areas for improvement •Legislative and regulatory requirements to be addressed
  23. 23. SSE process - Reflection
  24. 24. Web Site www.pdst.ie/postprimary/sse Learner Outcomes Standardised scores & entrance assessment spreadsheets SEC result spreadsheets Class test results Sample on-line attitudinal surveys Checklists & rubrics for literacy & numeracy skills & standards of students’ work Learning Experience Teachers’ Practice Sample on-line surveys SSE guidelines templates for surveys & focus groups Minutes of meeting relating to teaching & learning Record of staff reflection on teaching & learning Sample on-line surveys SSE guidelines templates for surveys & focus groups www.pdst.ie/postprimary/datagatheringtools
  25. 25. Updates • June 2014 - SSE Report and SIP in place • June 2014 - Summary report and SIP made available to parents and school community • 2016 - 2nd year standardised test will be implemented. • SSE guidelines and updates • DES website www.schoolself-evaluation.ie • Inspectorate visits continuing • Seminar for school leaders • Link teacher seminars
  26. 26. Key Messages •School self-evaluation is about improving the quality of learner outcomes •School self-evaluation is a reflective, collaborative, whole school process •The six steps of the school self-evaluation process are continuous but not strictly linear
  27. 27. PDST supports • SSE specific workshops  Data gathering workshop ( Google Forms)  Data analysis  Clusters • SSE Day 2 February / March  Writing the School Improvement Plan and its implementation • Link teacher seminars and clusters • School support: http://dmsnew.pdst.ie/school/register • On-line resources : www.pdst.ie 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

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