Post primary sse november 2012 0

School Self-Evaluation
Seminar for Post-Primary School Principals

2012
Session 1

Overview of seminar
Session 1
9.15 – 11.00

SSE : Context and rationale
Introduction and overview of School Self-evaluation
Guidelines The school self evaluation process ; an
overview
Reflection - Where are we now?

11.00 – 11.15

Coffee

Session 2

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

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
• 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


Reflection..
What questions do you
currently have about
planning for and
implementing the Self
- Evaluation process in
your school?


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

School Selfevaluation

External
Evaluation

School Improvement

A reframing of the SDP process
4. Implementation
and
monitoring

5. Evaluation
Gather solid
evidence
Analyse it
1. Review
Make judgements

3. Action
Plan

2. Prioritise
and set target(s)


Introducing the Guidelines


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

To summarise…


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 Teaching and Learning Quality Framework

Theme

Teaching & Learning

Learner
outcomes

Learner
experiences


Teachers’
practices

12

Getting started; using the teaching and
learning framework

Page 24 / 25


Sub-themes

Theme

Teaching & Learning
Learner
outcomes

• Attainment of
curriculum
objectives

Learning
experiences
• Learning
environment
• Engagement in
learning
• Learning to learn

Teachers’
practices
•
•
•
•


Preparation for
teaching
Teaching approaches
Management of
students
Assessment

14

Towards the Six-Step Process : a recap
 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

Key steps in the SSE Process
Gather
evidence

Implement and
monitor improvement
plan

Devise a 3-year
school
improvement plan

Analyse
the
evidence

Make judgments about
strengths and areas for
development

Write school selfevaluation report


Considerations
Mixture of data
• Quantitative
• Qualitative

Triangulation of data
Teachers
Students
Parents
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


Theme

Learner
outcomes

Evidence

Teaching & Learning
Learning
experiences

Standardised/
STen scores, CAT,
SEC, copies,
class tests,
attitudinal survey

•Questionnaires
•Learning log
•Observation

Teachers’
practices

• Focus group
• Questionnaires


18

• 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


• 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
Judgements made against the criteria or quality statements
must be based on the information or evidence gathered

SSE Reports should be no longer than 2 / 3 pages

P 68

Page 68

SSE must result in the setting of specific targets towards action for
improvement – keep plans short!

Who?
What?
When?
How?

Building in time for monitoring and review allows for adjustments to
be made and ensures SSE is a living process

Provides direction

Provides focus

Inclusive Schools : fundamental
principles
• Inclusion
• Differentiation

• Team Teaching


One school’s story


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.


Seminar for Post-Primary School Principals

2012
Session 2

Objectives Session 2
• To illustrate the 6 step SSE process through
the lens of a literacy example
• To provide specific guidance in the area of
Target Setting


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)


Literacy Worked example
School Biography
•
•
•
•
•
•
•

All girls voluntary secondary school
Under the trusteeship of CEIST
700 students
45 teachers
Urban
20 feeder-schools
Literacy core team in place


Link Model
WHOLE STAFF

SUBJECT DEPARTMENTS
Modern
Foreign
Languages

Business

Science

Careers
&
SEN

History &
Geography
Maths

Practical
Subjects &
PE

SSE Core Team
Senior
Link Teacher
Management
LiteracyPDST is funded by the Department of Education and Skills
Training
The
SSE Training

English
&
Irish

Literacy example

Attainment of
curriculum
objectives

Engagement in
learning

Teaching
approaches

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

SUB-THEME

Attainment of
curriculum
objectives

Engagement in
Learning

Teaching
Approaches

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


Teachers’
Practice

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.

6th class report cards


2012 1st Year Reading
Sten Score Analysis
45%
40%
35%
30%
25%
20%

School

15%

National

10%
5%
0%
1 to 3
(well below
average)

4

5 to 6
(average)

7

8 to 10
(well above
average)


Well below average below av

average

average

above av

well above average

School
National

Other Assessment Data
• What most schools are doing?
• Click here for an overview of information on
standardised testing in primary & postprimary schools in Ireland.
• Link to presentation ………………


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

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.

Sample editing/writing checklist
devised by the whole staff
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.


Not satisfactory

Samples of student’s work from a
range of subjects


Analysis of students’ written work
from a sample across the curriculum
80%
70%
60%
50%
40%
30%

Satisfactory

20%

Not Satisfactory

10%
0%


Sample questionnaire for students

Click here for survey

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.

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

• 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


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


Checking In
• Recording findings, strengths
and areas for improvement
• Benchmarking the findings for
the identified
themes/subthemes with the
relevant evaluation
criteria/quality statement


Targets

Improvement targets may relate to
any aspect of pupils’ achievement,
including their knowledge, skills and
their attitudes. ( SSE Guidelines p.61 )


SMART Targets
• 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

Language of targets
To increase

To cut

To expand

To decrease

To meet

To raise

To reduce

To complete


A useful formula …
Verb

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

Baseline

Target
.

Action

Success Criteria
.

School Improvement Plan
• Image of report


Who?
What?
When?
How?


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?


Seminar for Post-Primary School Principals 2012

Session 3

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)

Numeracy worked example
School Biography
•
•
•
•
•
•

DEIS
Mixed
Urban
300 students
15% EAL students
TY & LCA


Link Model
WHOLE STAFF

SUBJECT DEPARTMENTS
Modern
Foreign
Languages

Business

Science

Careers
&
SEN

History &
Geography
Maths

Practical
Subjects

SSE Core Team

Link Teacher

Senior
Management
The PDST is funded
Numeracy Training by the Department of Education Training
SSE and Skills

English
&
Irish

Numeracy example

Attainment of
curriculum
objectives

Engagement in
learning

Teaching
approaches

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

SUB-THEME

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

1. CAT scores
2. JC & LC results
3. Maths CRT

4. Questionnaire

5. Focus group
with numeracy
schedule prompt
question


Teachers’
Practice

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.

Analysis of CAT scores
30%
25%
20%
15%

School
National

10%

5%
0%
<74

74 to 82 to 89 to 97 to 104 to 12 to 19 to 126+
81
88
96
103 111 118 126

Well below average…………………………….average….…………………………… well above average

School
National

Analysis of JC & LC Maths
90%

82%

79%

80%
70%
60%

48%

50%

50%

50%

School

40%
30%
20%
10%

22%

22%
7%

0%
JC taking higher JC obtaining LC taking higher LC obtaining
level paper
honours grade
level paper
honours grade

National

Maths Criterion Referenced Test
Bar chart showing the percentage of students who answered questions correctly
120%
100%

80%

Target: 80% of cohort to achieve
proficiency

Target: 60% of cohort
to achieve
proficiency

60%
40%

20%
0%


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

• 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

Consult appropriate evaluation criteria to
support your analysis
THEME

Learner Outcomes

Learner
Experiences

Teachers’ Practice

SUBTHEME

Attainment of
curriculum
objectives

Engagement in
learning

Teaching
approaches

Evaluation criteria

p. 30

p. 34

p. 40


Checking In
• 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

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

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
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
2015


Reflect … what next?
In light of today’s seminar
what actions do you need
consider in the
• short term
• medium term
• long term?


Remaining Questions


Link Teacher Seminar


SSE: Support for schools
Department of Education and Skills:
Inspectorate

www.schoolself-evaluation.ie

www.pdst.ie


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

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)

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


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