12/11/2012

Overview of seminar
Session 1
9.15 – 11.00

2012

11.00 – 11.15

Coffee

Session 2

School Self-Evaluation
Sem...
12/11/2012

A reframing of the SDP process

Introducing the Guidelines

4. Implementation
and
monitoring

5. Evaluation
Ga...
12/11/2012

Getting started; using the teaching and
learning framework

The Teaching and Learning Quality Framework

Theme...
12/11/2012

• Under the subthemes selected, use the relevant
evaluation criteria/quality statement based on identified
str...
12/11/2012

Inclusive Schools : fundamental
principles

One school’s story

• Inclusion
• Differentiation
• Team Teaching
...
12/11/2012

Literacy Worked example
School Biography

Literacy
Literacy includes the capacity to read,
understand and crit...
12/11/2012

2012 1st Year Reading
Sten Score Analysis

6th class report cards
45%
40%
35%
30%
25%
20%

School

15%

Nation...
12/11/2012

Scanning 6th class report cards
• Screen shot of report card
• Link to circular

SEC Chief Examiners Report
JC...
12/11/2012

Student Survey
Strengths
• 50% read for more than 1 hr.
• 60% reading fiction &
magazines
• Students experienc...
12/11/2012

Consult appropriate evaluation criteria to
support your analysis
THEME

Learner Outcomes

Learning
Experiences...
12/11/2012

A useful formula …

Language of targets
Verb

To increase

To raise

To meet

To decrease

To cut

To expand

...
12/11/2012

One school’s story

Reflect and discuss
In what way has this activity
developed your understanding of
• use of...
12/11/2012

Numeracy worked example
School Biography
•
•
•
•
•
•

Link Model
WHOLE STAFF

DEIS
Mixed
Urban
300 students
15...
12/11/2012

Analysis of State Exams
Well below average…………………………….average….…………………………… well above average

School
National...
12/11/2012

Activity
• Identify strengths and areas for improvement from the
evidence you have been allocated
• Collate st...
12/11/2012

Who?
What?
When?
How?

The PDST is funded by the Department of Education and Skills
under the National Develop...
12/11/2012

Remaining Questions

The PDST is funded by the Department of Education and Skills
under the National Developme...
12/11/2012

LINKS TO CIRCULARS & DOCUMENTS
1.
2.
3.
4.
5.
6.
7.
8.

National Strategy for Literacy & Numeracy
Summary of S...
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Post primary sse november 2012 b 0

  1. 1. 12/11/2012 Overview of seminar Session 1 9.15 – 11.00 2012 11.00 – 11.15 Coffee Session 2 School Self-Evaluation Seminar for Post-Primary School Principals SSE : Context and rationale Introduction and overview of School Self-evaluation Guidelines The school self evaluation process ; an overview Reflection - Where are we now? SSE through the lens of Literacy – working through the process Spotlight on Target Setting Reflection – The process in action 11.15 – 12.45 12.45 – 1.45 Lunch Session 3 Session 1 SSE through the lens of Numeracy – working through the process Reflection – where to next? 1.45 – 3.15 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Session 1 objectives Reflection.. • To introduce the School Self –Evaluation Guidelines for Post-Primary Schools • To provide a rationale for school self evaluation • To set the context for school self-evaluation • To outline the school self-evaluation process What questions do you currently have about planning for and implementing the Self - Evaluation process in your school? The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 What is in it for your school? Affirms good practices Inclusive of all voices Trusts teachers’ professionalism Improvements in learning Acknowledges school context Evidence based judgements The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 School Selfevaluation External Evaluation School Improvement The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 1
  2. 2. 12/11/2012 A reframing of the SDP process Introducing the Guidelines 4. Implementation and monitoring 5. Evaluation Gather solid evidence Analyse it 1. Review Make judgements 3. Action Plan 2. Prioritise and set target(s) The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Key Messages To summarise… • The primary purpose of school self-evaluation is to improve the quality of learner outcomes • School self-evaluation is an internal, reflective process of school review which requires schools to examine their practice honestly and critically • The gathering of evidence to justify and to inform action planning for improvement is a fundamental principle of school self-evaluation The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 • build on the existing SDP process • evaluate the quality of teaching and learning in literacy, numeracy and at least one other aspect of T & L over the four year period from 2012/13 to 2015/16 • write a short SSE report for the area examined • devise a SIP for aspects of practice identified for improvement in the area examined • First SIP to be in place by June 2013 • subject departments set targets to improve outcomes for students in the subject and to support and improve the acquisition of literacy and numeracy skills The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The Teaching and Learning Quality Framework Teaching & Learning Theme Broad requirements The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Learner outcomes Learner experiences The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Teachers’ practices 12 2
  3. 3. 12/11/2012 Getting started; using the teaching and learning framework The Teaching and Learning Quality Framework Theme Learner outcomes Sub-themes Teaching & Learning Learning experiences • Attainment of curriculum objectives Teachers’ practices Page 24 / 25 • Learning environment • Engagement in learning • Learning to learn • • • • Preparation for teaching Teaching approaches Management of students Assessment The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Key steps in the SSE Process Towards the Six-Step Process : a recap Gather evidence  Engage in collaborative staff reflection using Fig 3.3 P. 25  Consider questions on pg. 12 to guide discussion  Consult readily available assessment records and results of standardised tests  Select subthemes to be evaluated using the evaluation criteria (Chapter 4)  Begin the six-step school self-evaluation process through the lens of the subthemes selected Implement and monitor improvement plan Devise a 3-year school improvement plan The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Make judgments about strengths and areas for development Write school selfevaluation report The Teaching and Learning Quality Framework Teaching & Learning Teachers Students Parents Theme Triangulation of data Learner outcomes Evidence • Quantitative • Qualitative Analyse the evidence The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Considerations Mixture of data 14 Learning experiences Standardised/ STen scores, CAT, SEC, copies, class tests, attitudinal survey Teachers’ practices BOM DES & SEC SC & HSCL NEPS Other agencies Gather enough that is relevant and sufficiently informs the line of enquiry in order to avoid overload and facilitate effective analysis •Questionnaires •Learning log •Observation • Focus group • Questionnaires The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 18 3
  4. 4. 12/11/2012 • Under the subthemes selected, use the relevant evaluation criteria/quality statement based on identified strengths and areas for improvement • Judge overall quality by indicating the school’s current position along the continuum • What is this evidence telling us ? • What are our findings? • Any clear areas of strength/areas in need of improvement emerging? • How do our findings fit with our current views? Analyse evidence using evaluation criteria/quality statements Judgements made against the criteria or quality statements must be based on the information or evidence gathered The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 P 68 Page 63 Page 68 SSE must result in the setting of specific targets towards action for improvement – keep plans short! SSE Reports should be no longer than 2 / 3 pages The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Who? What? When? How? Provides direction Provides focus Building in time for monitoring and review allows for adjustments to be made and ensures SSE is a living process The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 4
  5. 5. 12/11/2012 Inclusive Schools : fundamental principles One school’s story • Inclusion • Differentiation • Team Teaching The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Reflection Take time now to consider your school’s current position with regard to SSE. Discuss and share where you are at and share your experiences or plans. The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Key Messages • The primary purpose of school self-evaluation is to improve the quality of learner outcomes • School self-evaluation is an internal, reflective process of school review which requires schools to examine their practice honestly and critically • The gathering of evidence to justify and to inform action planning for improvement is a fundamental principle of school self-evaluation The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Objectives Session 2 School Self-Evaluation Seminar for Post-Primary School Principals 2012 • To illustrate the 6 step SSE process through the lens of a literacy example • To provide specific guidance in the area of Target Setting Session 2 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 5
  6. 6. 12/11/2012 Literacy Worked example School Biography Literacy Literacy includes the capacity to read, understand and critically appreciate various forms of communication including spoken language, printed text, broadcast media, and digital media. (Literacy & Numeracy for Learning and Life 2011, p.8) • • • • • • • All girls voluntary secondary school Under the trusteeship of CEIST 700 students 45 teachers Urban 20 feeder-schools Literacy core team in place The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Link Model Literacy example WHOLE STAFF SUBJECT DEPARTMENTS Modern Foreign Languages Science Careers & SEN History & Geography Business English & Irish Practical Subjects & PE Maths Attainment of curriculum objectives Engagement in learning Teaching approaches SSE Core Team Senior Link Teacher Management LiteracyPDST is funded by the Department of Education and Skills The Training SSE Training under the National Development Plan, 2007-2013 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 What do you want to find out? THEME Learner Outcomes Learning experience Attainment of curriculum objectives Engagement in Learning QUESTIONS BASED ON EVALUATION CRITERIA Attainment? Progress? Literacy skills? Attitude to literacy? Active? Motivated? Collaborative? Independent? Methods? Resources? ICT? TOOLS 1. STen scores 2. JC & LC results 3. Students work 4. Questionnaire 5. Questionnaire SUB-THEME Teachers’ Practice Teaching Approaches 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. The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 6
  7. 7. 12/11/2012 2012 1st Year Reading Sten Score Analysis 6th class report cards 45% 40% 35% 30% 25% 20% School 15% National 10% 5% 0% 1 to 3 (well below average) The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 4 5 to 6 (average) 7 8 to 10 (well above average) The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Other Assessment Data Well below average below av average average above av well above average • What most schools are doing? • Click here for an overview of information on standardised testing in primary & postprimary schools in Ireland. School • Link to presentation ……………… National The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Analysis of State Exams Analysis of JC & LC Subject X 80% 70% 60% 50% 40% School 30% National 20% 10% 0% JC taking higher JC obtaining LC taking higher LC Obtaining level paper honours grade level paper honours grade The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 7
  8. 8. 12/11/2012 Scanning 6th class report cards • Screen shot of report card • Link to circular SEC Chief Examiners Report JC Geography 2011 • Ensure that students are aware of the difference between description, explanation & effects. • To this end students could be encouraged to develop descriptions & explanations both in their class work & homework. The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Sample editing/writing checklist devised by the whole staff Satisfactory Samples of student’s work from a range of subjects Not satisfactory Spelling – fewer than 3 errors Punctuation & Grammar – fewer than 3 errors Sequencing (new paragraphs/bullet point used for new ideas in correct order) Vocabulary (general & subject specific) Clearly used Structure of sentence/answer – full sentences used/answers developed to the standard required by the question. The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Analysis of students’ written work from a sample across the curriculum Sample questionnaire for students 80% 70% 60% 50% 40% 30% Satisfactory 20% Not Satisfactory 10% 0% The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Click here for survey 8
  9. 9. 12/11/2012 Student Survey Strengths • 50% read for more than 1 hr. • 60% reading fiction & magazines • Students experience a variety of variety of methodologies. • Students are confident working in pairs & groups Priorities for improvement • Very few students believe that their writing is legible & even fewer edit their own work. • More students prefer to write on facebook than other genres. • A general lack of confidence in speaking in class discussions. The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Sample questionnaire for teachers Click here for survey Teachers Survey • • • • Strengths 54% of teachers are using comprehension strategies Cooperative learning strategies being used. Use of multiple text types i.e. broadcast & digital media. Clear focused feedback is given to students Priorities for improvement • Further use of comprehension strategies by all teachers • Agreed success criteria shared with students for improving writing process is clearly needed. • Questioning techniques to improve verbal & written answers. Activity • Identify strengths and areas for improvement from the evidence you have been allocated • Collate strengths and areas for improvement using the diagnostic window The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 9
  10. 10. 12/11/2012 Consult appropriate evaluation criteria to support your analysis THEME Learner Outcomes Learning Experiences Teachers’ Practice SUBTHEME Attainment of curriculum objectives Engagement in learning Teaching approaches Evaluation criteria p. 30 p. 34 p. 40 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Checking In • Recording findings, strengths and areas for improvement • Benchmarking the findings for the identified themes/subthemes with the relevant evaluation criteria/quality statement The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Targets SMART Targets Improvement targets may relate to any aspect of pupils’ achievement, including their knowledge, skills and their attitudes. ( SSE Guidelines p.61 ) • Specific - focus on student learning outcomes • Measurable –clear and precise • Attainable - reflect ability and needs of studentsappropriately challenging / ambitious • Realistic – to both school context, baseline data and specific actions • Timed - allowing time for planned actions to be implemented The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 10
  11. 11. 12/11/2012 A useful formula … Language of targets Verb To increase To raise To meet To decrease To cut To expand To reduce To complete The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Baseline Thing affected From (baseline) Level intended By (date) An example: To increase (verb) the percentage of pupils taking higher level english(thing effected) from 60% (baseline) to 65% (level intended) by the end of year 1 (date), 70% by the end of year 2 and 75% by the end of year 3. TARGETS NEED TO REFLECT A SCHOOLS INTENTION TO IMPROVE ON ITS PREVIOUS BEST The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 School Improvement Plan • Image of report Target . Action Success Criteria . The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Who? What? When? How? The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 11
  12. 12. 12/11/2012 One school’s story Reflect and discuss In what way has this activity developed your understanding of • use of evaluation methods/tools • data analysis and interpretation • writing an SSE report • devising a school improvement plan to include targets? The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Key Messages • The primary purpose of school self-evaluation is to improve the quality of learner outcomes • School self-evaluation is an internal, reflective process of school review which requires schools to examine their practice honestly and critically • The gathering of evidence to justify and to inform action planning for improvement is a fundamental principle of school self-evaluation School Self-Evaluation Seminar for Post-Primary School Principals 2012 Session 3 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Objectives Session 3 • To consolidate the six step SSE process through the lens of a numeracy example • To provide participants with an opportunity to reflect on and consider next steps Numeracy Numeracy encompasses the ability to use mathematical understanding and skills to solve problems and meet the demands of day-to-day living in complex social settings. (Literacy & Numeracy for Learning and Life 2011, p.8) The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 12
  13. 13. 12/11/2012 Numeracy worked example School Biography • • • • • • Link Model WHOLE STAFF DEIS Mixed Urban 300 students 15% EAL students TY & LCA SUBJECT DEPARTMENTS Modern Foreign Languages Science Careers & SEN History & Geography Business English & Irish Practical Subjects Maths SSE Core Team Link Teacher Senior Management The PDST is funded Numeracy Training by the Department of Education Training SSE and Skills The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Numeracy example under the National Development Plan, 2007-2013 What do you want to find out? Teaching approaches Learning experience Attainment of curriculum objectives Engagement in Learning Teaching Approaches QUESTIONS BASED ON EVALUATION CRITERIA Attainment? Progress? Numeracy skills? Attitude to numeracy? Active? Motivated? Collaborative? Independent? Methods? Consistency? Whole school approach? TOOLS Engagement in learning Learner Outcomes SUB-THEME Attainment of curriculum objectives THEME 1. CAT scores 2. JC & LC results 3. Maths CRT 4. Questionnaire 5. Focus group with numeracy schedule prompt question The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 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. Analysis of CAT scores 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 Teachers’ Practice 30% 25% 20%  Teaching is focused, stimulating and relevant. All aspects of the subject, including subjectspecific language, are thoroughly taught 15%  All students are respected; high but realistic expectations are communicated; and efforts and achievements are affirmed 5%  A range of assessment methods is used effectively to assess progress. School National 10% 0% <74 74 to 82 to 89 to 97 to 104 to 12 to 19 to 126+ 81 88 96 103 111 118 126 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 13
  14. 14. 12/11/2012 Analysis of State Exams Well below average…………………………….average….…………………………… well above average School National The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Maths Criterion Referenced Test Analysis of JC & LC Maths 90% 120% 82% 79% 80% Bar chart showing the percentage of students who answered questions correctly 70% 60% 48% 50% 20% 10% 80% 50% 50% Target: 60% of cohort to achieve proficiency 60% School 40% 30% Target: 80% of cohort to achieve proficiency 100% 22% 22% National 40% 20% 7% 0% 0% JC taking higher JC obtaining LC taking higher LC obtaining level paper honours grade level paper honours grade The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Sample questionnaire for students The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Student Survey Strengths • 52% of students like maths • 57% of students check their answers • 79% said there was usually more than one way to work out a problem • Students are engaging in independent & cooperative learning • 81% believe they need maths after school Priorities for improvement • Only 15% of students felt that teachers had a positive attitude to maths • Only 11% of students said they are good at figuring out questions they have not seen before • 29% of students said they are not good at explaining maths in their own words Click here for survey 14
  15. 15. 12/11/2012 Activity • Identify strengths and areas for improvement from the evidence you have been allocated • Collate strengths and areas for improvement using the diagnostic window The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Consult appropriate evaluation criteria to support your analysis THEME Learner Outcomes Learner Experiences Checking In Teachers’ Practice SUBTHEME Attainment of curriculum objectives Engagement in learning Evaluation criteria p. 30 p. 34 • Recording findings, strengths and areas for improvement • Identifying themes/subthemes emerging from the findings • Benchmarking the findings for the identified themes/subthemes with the relevant evaluation criteria/quality statement Teaching approaches p. 40 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 School Improvement Plan • Image of report 1. Introduction 1.1 The focus of the evaluation 1.2 School context 2. The findings 3. Progress made on previously-identified improvement targets 4. Summary of school self-evaluation findings 4.1 Our school has strengths in the following areas: (List the main strengths of the school with regard to teaching and learning)) 4.2 Thefollowing areas are prioritised for improvement: (Specify the aspects of teaching and learning that need to be improved) 4.3 The following legislative and regulatory requirements need to be addressed. (Specify the aspects that need to be addressed) SSE Reports should be no longer than 2 / 3 pages The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 15
  16. 16. 12/11/2012 Who? What? When? How? The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Broad requirements • build on the existing SDP process • evaluate the quality of teaching and learning in literacy, numeracy and at least one other aspect of T & L over the four year period from 2012/13 to 2015/16 • write a short SSE report for the area examined • devise a SIP for aspects of practice identified for improvement in the area examined • First SIP to be in place by June 2013 • subject departments set targets to improve outcomes for students in the subject and to support and improve the acquisition of literacy and numeracy skills The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 One school’s story A roadmap for the next 4 years Year 1 2012/13 Year 2 2013/14 Literacy Implement SIP for Gather evidence Literacy SIP in place by June 2013 Numeracy Gather evidence SIP in place by June 2014 Year 3 2014/15 Year 4 2015/16 Implement SIP for Numeracy Implement SIP for other area Continue to implement and monitor SIP for Literacy Continue to implement and monitor SIP for Literacy and SIP for Numeracy Other Area Gather evidence SIP in place by June 2015 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Reflect … what next? In light of today’s seminar what actions do you need consider in the • short term • medium term • long term? The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 16
  17. 17. 12/11/2012 Remaining Questions The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 SSE: Support for schools Department of Education and Skills: Inspectorate www.schoolself-evaluation.ie www.pdst.ie The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 SSE: What’s in it for schools? • SSE affirms what is already working • SSE ensures that plans for improvement are rooted in evidence • SSE trusts and supports teachers as professionals • SSE acknowledges school context • SSE provides schools with a logical review framework • SSE is inclusive of all voices • SSE can significantly improve student learning “Self –evaluation is the crucial mechanism for achieving any kind of school improvement” (MacBeath, 1999:153) The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Link Teacher Seminar The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Support yourselves • Plan for SSE – link it to your existing school improvement agenda • Integrate SSE into the day to day life of your school • Allow time • Share the tasks • Acknowledge your context The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Key Messages • The primary purpose of school self-evaluation is to improve the quality of learner outcomes • School self-evaluation is an internal, reflective process of school review which requires schools to examine their practice honestly and critically • The gathering of evidence to justify and to inform action planning for improvement is a fundamental principle of school self-evaluation The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 17
  18. 18. 12/11/2012 LINKS TO CIRCULARS & DOCUMENTS 1. 2. 3. 4. 5. 6. 7. 8. National Strategy for Literacy & Numeracy Summary of Strategy Department Circular 0056/2011 (re: transfer of data) Department Circular 0025/2012 (re: implementation of L & N strategy) Report Card Templates (primary school) NCCA Information re analysing standardised tests NEPS resource pack for PP teachers DES approved post-primary assessments The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 18

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