The document provides a summary of a school's self-evaluation of literacy teaching and learning. The following are the key points:
- Analysis of student test results and written work found literacy skills need improvement, with many errors in spelling, punctuation and use of subject-specific vocabulary.
- Surveys found students enjoy reading fiction but need more opportunities for group work and note-taking. Teachers agreed literacy and ICT skills need more focus.
- Priorities identified were increasing writing standards across subjects, using editing checklists, developing comprehension and group work strategies, and reflecting on teaching approaches like pair/group work.
Este trabajo aborda la asesoría en vistas a un mejor aprendizaje para todos sus alumnos, abordando la asesoría desde dos ejes: el primero, referente a la asesoría para el aprendizaje, que trata los tipos de asesoría, sus beneficios y sus componentes. El segundo, aborda la temática desde la función de las planificaciones en aras a la promoción de mejores y mayores conocimientos por parte de los alumnos, del desarrollo óptimo de las clases, del desarrollo del perfil de alumno que la escuela quiere alcanzar y el planeamiento para las diversas etapas que el alumno irá atravesando.
(Nini Daiana- Nechay Evelyn)
The Effect of Teachers' Training in Secondary English Teachers' Practice of C...Md. Mehadi Rahman
The study investigates the effectiveness of current teachers' training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one
FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to
triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division.
There were (25) English teachers from five schools who were
chosen purposively for FGD. Result showed that teachers
training has less positive effects on their CLT practice in the
secondary classroom. Through training, teachers understood
the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the
CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing the
current assessment system and increasing support for the trained teachers to practise CLT in the classroom
Staff Development and Training Needs That Teachers of English Desire to Parti...inventionjournals
ABSTRACT: The main purpose of this study was to investigate the staff development and training needs that teachers of English desire to participate in with reference to Kericho County. The objective of the study was to: identify the staff development and training programmes that teachers of English desire to participate in, In doing this, the study adopted the needs assessment theory. The theory talks of the need for continuous training of staff in order to increase their productivity. Both qualitative and quantitative research methodologies were used in the study. The study used a survey research design. A total of 25 schools, 50 teachers of English, 25 heads of department and 25 head teachers took part in the study. Simple random sampling technique was used to select the 25 schools out of which two teachers of English from each of the participating schools were randomly picked. Te study used questionnaires to collect data from the 50 teachers of English. Quantitative data was analyzed using descriptive statistics like percentages and presented using tables, charts and figures. The study established that there is a discrepancy between the training needs of teachers of English and what was offered through the existing staff development and training programmes. Most of the teachers fell short of the expected competencies under investigation, an indication of the need for more in-service training for serving teachers. The study recommends that a thorough needs assessment should be carried out to clearly establish the training needs of teachers before implementing any training programmes.
EED-470 Practicum Teacher Work Sample Benchmark Assessment a.docxSALU18
EED-470 Practicum Teacher Work Sample
Benchmark Assessment and Rubric
Targeted Essential Learning
Effective literacy teaching focuses on research-based strategies and utilizes student assessment data in order to plan instruction that improves student achievement. (InTASC 4, 6, 7)
Assessment Tool Selected
Data-based lesson plans
Intervention activities
Specific Performance/Task(s)
· Generate a variety of formal and informal assessment tools that align with instruction in order to measure student learning.
· Select and utilize best practice implementation strategies appropriate to different developmental levels.
· Collect, maintain, and use records of student work and performance/achievement to monitor student progress.
· Analyze assessment outcomes to inform instructional methodologies.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By engaging in the instruction and assessment cycle, teachers are able to create more effective literacy instruction that is tailored to student reading development levels.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the College of Education Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom.
· Spend 20 hours in one classroom, grades 1-3. Let your mentor know that you are working on developing assessment skills. Throughout the practicum, observe and interview your mentor.
· Practicum Observations/Teaching Lessons
· In Topics 2-6, devote attention to each of the four areas of literacy development. For each of these categories, observe a classroom (grades 1-3) as the teacher and students focus on one of the four areas. Keep notes on activities used by the teacher. Suggested practicum schedule for observations and teaching the lesson plans:
· Topic 1: Observations only; look for differentiation techniques for ELL’s and special needs students.
· Topic 2: Phonemic Awareness and Phonics
· Topic 3: Word Study and Fluency
· Topic 4: Vocabulary Development
· Topic 5: Comprehension
· Lesson Plans and Teaching Lessons
· In each of the four areas and using literacy assessments available in the classroom, administer a pre-test to one student in your practicum classroom.
· After you have administered the pre-test, confer with the mentor teacher and prepare lesson plans to address the four areas of literacy development. These lessons should be based on the direct instruction model. The lessons should reflect the areas of need identified through the data analysis collected from the pre-test.
· Teach the lessons to the one student you assessed previously.
· Administer assessments as a post ...
Este trabajo aborda la asesoría en vistas a un mejor aprendizaje para todos sus alumnos, abordando la asesoría desde dos ejes: el primero, referente a la asesoría para el aprendizaje, que trata los tipos de asesoría, sus beneficios y sus componentes. El segundo, aborda la temática desde la función de las planificaciones en aras a la promoción de mejores y mayores conocimientos por parte de los alumnos, del desarrollo óptimo de las clases, del desarrollo del perfil de alumno que la escuela quiere alcanzar y el planeamiento para las diversas etapas que el alumno irá atravesando.
(Nini Daiana- Nechay Evelyn)
The Effect of Teachers' Training in Secondary English Teachers' Practice of C...Md. Mehadi Rahman
The study investigates the effectiveness of current teachers' training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one
FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to
triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division.
There were (25) English teachers from five schools who were
chosen purposively for FGD. Result showed that teachers
training has less positive effects on their CLT practice in the
secondary classroom. Through training, teachers understood
the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the
CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing the
current assessment system and increasing support for the trained teachers to practise CLT in the classroom
Staff Development and Training Needs That Teachers of English Desire to Parti...inventionjournals
ABSTRACT: The main purpose of this study was to investigate the staff development and training needs that teachers of English desire to participate in with reference to Kericho County. The objective of the study was to: identify the staff development and training programmes that teachers of English desire to participate in, In doing this, the study adopted the needs assessment theory. The theory talks of the need for continuous training of staff in order to increase their productivity. Both qualitative and quantitative research methodologies were used in the study. The study used a survey research design. A total of 25 schools, 50 teachers of English, 25 heads of department and 25 head teachers took part in the study. Simple random sampling technique was used to select the 25 schools out of which two teachers of English from each of the participating schools were randomly picked. Te study used questionnaires to collect data from the 50 teachers of English. Quantitative data was analyzed using descriptive statistics like percentages and presented using tables, charts and figures. The study established that there is a discrepancy between the training needs of teachers of English and what was offered through the existing staff development and training programmes. Most of the teachers fell short of the expected competencies under investigation, an indication of the need for more in-service training for serving teachers. The study recommends that a thorough needs assessment should be carried out to clearly establish the training needs of teachers before implementing any training programmes.
EED-470 Practicum Teacher Work Sample Benchmark Assessment a.docxSALU18
EED-470 Practicum Teacher Work Sample
Benchmark Assessment and Rubric
Targeted Essential Learning
Effective literacy teaching focuses on research-based strategies and utilizes student assessment data in order to plan instruction that improves student achievement. (InTASC 4, 6, 7)
Assessment Tool Selected
Data-based lesson plans
Intervention activities
Specific Performance/Task(s)
· Generate a variety of formal and informal assessment tools that align with instruction in order to measure student learning.
· Select and utilize best practice implementation strategies appropriate to different developmental levels.
· Collect, maintain, and use records of student work and performance/achievement to monitor student progress.
· Analyze assessment outcomes to inform instructional methodologies.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By engaging in the instruction and assessment cycle, teachers are able to create more effective literacy instruction that is tailored to student reading development levels.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the College of Education Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom.
· Spend 20 hours in one classroom, grades 1-3. Let your mentor know that you are working on developing assessment skills. Throughout the practicum, observe and interview your mentor.
· Practicum Observations/Teaching Lessons
· In Topics 2-6, devote attention to each of the four areas of literacy development. For each of these categories, observe a classroom (grades 1-3) as the teacher and students focus on one of the four areas. Keep notes on activities used by the teacher. Suggested practicum schedule for observations and teaching the lesson plans:
· Topic 1: Observations only; look for differentiation techniques for ELL’s and special needs students.
· Topic 2: Phonemic Awareness and Phonics
· Topic 3: Word Study and Fluency
· Topic 4: Vocabulary Development
· Topic 5: Comprehension
· Lesson Plans and Teaching Lessons
· In each of the four areas and using literacy assessments available in the classroom, administer a pre-test to one student in your practicum classroom.
· After you have administered the pre-test, confer with the mentor teacher and prepare lesson plans to address the four areas of literacy development. These lessons should be based on the direct instruction model. The lessons should reflect the areas of need identified through the data analysis collected from the pre-test.
· Teach the lessons to the one student you assessed previously.
· Administer assessments as a post ...
Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
3. SCHOOL SELF-EVALUATION REPORT
School Self-Evaluation Report for Literacy
September 2013 to May 2016
H3a
1. Introduction
1.1 The focus of the evaluation
A school self-evaluation of teaching & learning in this school was undertaken during the
Autumn term of 2013. Literacy in L1 English and how the teaching and learning in all
other subjects support the acquisition of literacy skills were reviewed in 1 st Year.
This is a report on the findings of the evaluation
1.2 School context
We are the only all girls post-primary school in an urban area, under the trusteeship of
Loreto Education Trust. There are currently 719 students including 70 who have EAL. We
have twenty feeder schools in our catchment area. 23 students avail of learning support in
English and 10 students are in receipt of resource hours and have IEPs.
TY is well established and LCVP was recently introduced. There is a strong culture of CPD
and a core team has been established with representatives from a variety of subjects &
disciplines.
This core team was created by requesting a volunteer to represent each of the following
subject groupings: (a) Science & Maths, (b) English, (c) Languages, (d) Business subjects
(e) History & Geography, (f) Practical subjects – Art, Home Economics, Music, (g) RE, CSPE,
SPHE, Careers (h) Learning support. This was to ensure all subject areas were
represented without the core group becoming prohibitively large. Each volunteer agreed
to act as the liaison person for the development of literacy (and subsequent areas for SSE
focus) in their area.
It was also identified that sharing resources was essential to maximize the potential and
outcome of the process. As a result members of this team trained the whole staff in the
use of Google Drive. All staff members are encouraged to share resources through this
medium and it is used as a communication tool with the core team, among departments
and the wider school community. In addition, it is used to develop hyperlinked
department plans.
2. The Findings
Learner outcomes
• The students’ standardised test results and report cards from the primary school were
analysed by the career guidance counsellor. It was noted that the STen scores for
reading for the cohort are slightly above the national norms. (See table 1)
• All subject departments used the PDST tool for analysing results in the Leaving Certificate
and Junior Certificate exams. This was done in order to use it as an indicator of existing
standards and trends. The majority of subjects compare favourably to national norms,
taking due cognisance of school context. Findings and targets are recorded in the
respective subject department plans.
3
4. •
H3
Following a staff reflection on the overview of good practice, there was general
agreement that the area of student’s written work was in need of improvement. There
are five mixed ability first year classes and samples of written work across the
curriculum were gathered. An error analysis was conducted under the following
headings: spelling, punctuation and grammar, use of subject specific vocabulary,
sequencing and development of answers (See table 2).
TABLE 1
SUMMARY OF STen SCORES FOR READING
STen score
1-3
4
5-6
7
8-10
Very low
Low average
Average
High average
Very high
School
12%
11%
35%
16%
25%
National
17%
17%
33%
17%
17%
144 out of 147 students sat their reading test in 6 th class. The 3 who did not complete the
standardised test are immigrant students.
TABLE 2
SUMMARY OF ERROR ANALYSIS OF A SAMPLE OF WRITTEN WORK
ACROSS THE CURRICULUM
Spelling
Punctuation Vocabulary Sequencing Development
& Grammar
of answers
Satisfactory
63%
40%
45%
30%
30%
Not
37%
60%
55%
70%
70%
satisfactory
Learning experience
At a staff meeting, the whole staff used the overview of good practice on page 25 to reach a
consensus on strengths, areas for improvement and priorities for action. All teachers scanned
through the evaluation criteria in the SSE guidelines. Subsequently the SSE core group
designed a student questionnaire on attitudes to literacy & engagement in learning and a
rubric for self-assessment of working with others (see appendix 1). The on-line questionnaire
was designed using Google forms and was administered to 150 students taking three class
periods in total. By using an on-line tool results were instantly collated and analysis began
immediately. Parents were also surveyed to establish literacy attitudes in the home.
Sample findings
• 79% of students read for more that one hour per week for enjoyment.
• There is a good attitude to reading for enjoyment amongst the First Year cohort.
• The most popular reading materials are magazines/comics & fiction.
• 41% of students believe that their writing is legible and 18% of students edit their own
work.
• 29% of students like making their own notes. For 27% it is their favourite way to learn.
• 91% of students stated that they could recall the main points of what someone says
always or sometimes.
• 89% of students feel most comfortable sharing their ideas in pairs/small groups but
only 52% state this was their favorite way to learn and 57% of students stated that
they got a chance to learn this way.
4
5. H3
Teachers’ practice
At a staff meeting in August 2013 the whole staff reflected on teaching and learning using the
SSE guidelines under the three themes learner outcomes (pages 30 & 31), learning
experiences (students’ engagement in learning – pages 34 & 35) and teachers’ practice
(teaching approaches – pages 40 & 41). The whole staff then used the overview of good
practice on page 25 to reach a consensus on strengths, areas for improvement and priorities
for action and recorded this on the staff reflection sheet on page 84 of the SSE guidelines.
Based on this feedback, the core team designed a survey on teaching approaches and this was
administered on-line using Google Forms (see appendix 2). After analysis of both the teacher
& student survey by the whole staff at a meeting in September 2013, an anomaly appeared in
relation to pair/group work, so all staff agreed to use a rubric designed by the core team for
self-assessment of their teacher practice in relation to group work. Staff also agreed that it
made sense to look at the key skills of communicating and working with others as they tie in
very well with the current focus on literacy. Consequently as part of subject department
planning teachers agreed to audit their teaching approaches through the lens of these key
skills using a template provided by PDST (see appendix 3).
Sample findings
• Students cannot meet the literacy or numeracy demands of their subjects – written
work is of a poor standard with many careless mistakes and subject specific language
can be a challenge for many students, therefore the staff decided that literacy would be
the focus for the first SIP.
• In general the focus of teaching is on knowledge and skills more so than
literacy/numeracy or ICT.
• There is an awareness amongst staff of the eight key skills for junior cycle.
• 86% of teachers stated that they provided opportunities for pair/group work, however
only 52% of students said it was their favourite way to learn and 57% said that they
got a chance to learn this way.
• 82% of teachers use comprehension strategies in their teaching.
• 36% of teachers use editing checklists or issue their own set of criteria for writing.
• 29% of teachers use ICT regularly, however 47% of students stated that it was their
favorite way to learn and 28% stated that they got a chance to learn using technology.
• Most of the learning outcomes for the key skills communicating and working with
others are being addressed by teachers through their teaching approaches with the
exception of the ICT component.
Progress made on previously identified targets identified in the current SIP
N/A for year one as SIP not in place yet.
5
6. 4. Summary of school self-evaluation findings
H3
4.1 Our school has strengths in the following areas:
• STen scores of 1st Year students for reading are above the national norms.
• Attainment in the majority of subjects at both JC & LC is above the national
norms.
• 77% of students are reading fiction for enjoyment.
• There is a critical mass of teachers already using comprehension strategies.
• There is willingness to share good practice.
• Students are getting some opportunities to develop oral language and are
confident working in pairs and small groups.
4.2 The following areas are prioritised for improvement
•
•
•
•
•
•
Teachers to focus on the development of literacy as well as knowledge and skills.
Increased expectations and standards in writing across the curriculum.
Implementation of an editing checklist to concentrate on spelling and punctuation
and grammar in year one, vocabulary and sequencing in year two and development
of answers in year three.
The development of comprehension and group-work strategies across all subject
areas.
Teachers to reflect on their practice in relation to pair/group work using a rubric
designed by the core team.
Students to self-assess how they work in pairs/groups using a rubric designed by
the core team.
Increase the number of students taking higher level in certain subjects for both
Junior Certificate and Leaving Certificate.
4.3 The following legislative and regulatory requirements need to be addressed.
•
The school anti-bullying policy will be reviewed in light of circular 0045/13
http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0045_2013.pdf
•
The school enrolment policy will be reviewed in light of proposed changes
6
7. Appendix to School Self-Evaluation Report:
Legislative and Regulatory Checklist
Issue
Valid enrolment of students
Time in school
- Length of school year
(minimum of 167 days for
all year groups)
- Length of school week
(minimum of 28 hours for
all year groups)
Standardisation of school
year
Arrangements for
parent/teacher and staff
meetings
Implementation of national
literacy strategy
Implementation of Croke
Park agreement regarding
additional time
requirement
Development of school plan
Relevant
legislation, rule or
circular
M51/93
Circular M29/95
Is the school fully
meeting the
requirements of the
relevant legislation,
rule or circular?
H3
If no, indicate to
be developed
Yes
Yes
Yes
Circular 034/2011
Circular M58/04
Circular 25/12
Yes
Yes
Yes
Circular 025/2011
Section 21
Education Act 1998
Guidance provision in
Circular PPT12/05,
secondary schools
Education Act 1998
(section 9(c))
Whole-school guidance plan Section 21
Education Act 1998
Delivery of CSPE to all
Circular M12/01
junior cycle classes
Circular M13/05
Exemption from the study
Circular M1 0/94
of Irish
Implementation of revised
Circular M29/02,
in-school management
Circular 21/98,
structures
Circular 30/97,
Circular 29/97
Limited alleviation on filling Circular 53/11
posts of responsibility for
school year 2011/12
Public service (Croke Park) Circular 71/11
agreement - special needs
assistants
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
7
8. Parents as partners in
education
Issue
Circular M27/91
Relevant legislation, rule or circular
H3
Implementat
ion of child
protection
procedures
Circular 65/11
Please provide the following information
in relation to child protection
• Number of cases where a report
involving a child in the school was
submitted by the DLP to the HSE
• Number of cases where a report
involving a child in the school was
submitted by the DLP to the HSE and the
school board of management informed
• Number of cases where the DLP sought
advice from the HSE and as a result of this
advice, no report was made
• Number of cases where the DLP sought
advice from the HSE and as a result of this
advice, no report was made and the school
board of management informed
Implementat Section 28 Education Act 1998
ion of
Please provide the following information
complaints
in relation to complaints made by parents
procedure as during this school year
appropriate • Number of formal parental complaints
received
• Number of formal complaints processed
• Number of formal complaints not fully
processed by the end of this school year
Refusal to
Section 29 Education Act 1998
enrol
Please provide the following information
in relation to appeals taken in accordance
with Section 29 against the school during
this school year
• Number of section 29 cases taken
against the school
• Number of cases processed at informal
stage
• Number of cases heard
• Number of appeals upheld
• Number of appeals dismissed
Yes
Is the school
fully meeting the
requirements of
the relevant
legislation, rule
or circular?
If no, indicate
aspects to be
developed
Yes
0
0
2
2
Yes
0
0
8
9. Issue
Relevant legislation,
rule or circular
H3
Suspension of
students
Expulsion of
students
Section 29 Education Act
1998
Please provide the
following information in
relation to appeals taken
in accordance with
Section 29 against the
school during this school
year N/A
• Number of section 29
cases taken against the
school
• Number of cases
processed at informal
stage
• Number of cases heard
• Number of appeals
upheld
• Number of appeals
dismissed
Section 29 Education Act
1998
Please provide the
following information in
relation to appeals taken
in accordance with
Section 29 against the
school during this school
year
• Number of section 29
cases taken against
the school
• Number of cases
processed at informal
stage
• Number of cases
heard
• Number of appeals
upheld
• Number of appeals
dismissed
Is the school fully
meeting the
requirements of
the relevant
legislation, rule
or circular?
N/A
If no, indicate aspects to
be developed
N/A
END OF SCHOOL SELF-EVALUATION REPORT
9
10. STEP 2 ANALYSE EVIDENCE
H42
This template can be used to summarise the findings from the analysis of data using the
relevant aspects of the evaluation criteria as a guide
Theme/subtheme
Learner outcomes
Evaluation criteria page 30
Quality statements page 31
Headings
Knowledge, understanding &
skills
Attitudes & dispositions
Literacy & numeracy
Attainment trends
Learning experience
Engagement in learning
Evaluation criteria page 34
Quality statements page 35
Headings
Active Learning
Collaborative & independent
learning
Progress skill development
Other learning experiences
Challenge & support
Attitudes
Teachers’ practice
Teaching approaches
Evaluation criteria page 40
Quality statements page 41
Findings
•
There was a staff consensus that written work is of a poor standard with
many careless mistakes and poor use of subject specific language.
• It emerged that even though grades compare favourably with national
norms, levels do not always
• Year Head reports and teacher observation suggest in general students
enjoy learning and have developed appropriate attitudes and dispositions and
that students at risk of underachieving have made good progress.
All teachers agreed that students are challenged to their level of ability
through differentiated teaching and resources and that all students are
given support as needed.
All teachers agreed that while they have ICT available as a teaching tool,
most are not using it as a learning tool for students and may need CPD in
the area.
Expected learning outcomes are identified in subject plans and shared
with students in most classes.
All teachers believe that their classes are stimulating and relevant and
some but not all are using literacy strategies on a regular basis.
Headings
Learning outcomes
Focus of learning
Approaches
Differentiation
Resources
Assessment
Please highlight strengths in green & areas for improvement in orange
10
11. STEP 3 DRAW CONCLUSIONS (JUDGE QUALITY)
TEACHER SURVEY RESPONSES
H5
31 responses
1. Focus of learning: during my lessons, attention is given to the systematic
development & application of:
Knowledge/content
96%
Subject specific skills
86%
Literacy skills
79%
Numeracy skills
29%
ICT skills
14%
Communication skills
64%
Managing myself skills
43%
Staying well skills
14%
Managing information & thinking skills 61%
Being creative skills
36%
Working with other skills
61%
Cross-curricular links
43%
People may select more than one checkbox, so percentages may add up to more than 100%.
2. I provide opportunities REGULARLY for my students to learn:
Independently
89%
In pairs/small groups
86%
By listening to me & taking down my notes
89%
By making their own notes
71%
By investigative/self-directed learning
57%
By using technology e.g. i-pads, powerpoints, web 2.0 tools 29%
Other
4%
People may select more than one checkbox, so percentages may add up to more than 100%.
3. I use the following REGULARLY during my lessons:
Comprehension strategies e.g. key words, KWL, anticipation guide, mindmaps.. 82%
Student teaching/presenting to the class
39%
Peer-teaching
21%
11
12. Newspaper/magazine articles, on-line resources etc.
64%
Editing checklists for students (based on my own set of criteria)
36%
Problem solving strategies e.g. LUV2CU
43%
Other
4%
People may select more than one checkbox, so percentages may add up to more than 100%.
12
13. H5
4. Questions during my lessons:
Are varied according to e.g. Blooms Taxonomy
68%
Are supported by a problem solving approach (eg. PQE Point Quote
36%
Explain)
Are equitably distributed among the students
64%
Are ANSWERED clearly with subject specific language
68%
Includes adequate wait time
57%
Other
4%
People may select more than one checkbox, so percentages may add up to more
than 100%.
13
14. STUDENT SURVEY RESPONSES
H6
126 responses
1. On average, how many hours PER WEEK do you read for enjoyment?
Not at all
Less than one hour
More than one hour
Other
2%
19%
52%
27%
2. Please rate on a scale of 1 to 5 how you feel about reading for enjoyment
1 - Absolutely hate reading
2
3
4
5 - Absolutely love reading
4%
3%
22%
39%
29%
3. Please list what you have read over the summer. Nothing sleep over club, Boy in the striped
pyjamas, The diamond girls, Dare to Dream, Cherry crush, Coco caramel, Marshmallow skyes.
4. Please select which of the following you prefer to read for enjoyment
Magazines/comics
50%
Newspapers (any section)
9%
Fiction e.g. "The Hunger Games" etc.
77%
Non-fiction e.g. books on hobbies/sports/science etc.
15%
Digital media e.g Wikipedia, blogs, Facebook, twitter etc. 32%
Textbooks
3%
None
0%
Other
9%
People may select more than one checkbox, so percentages may add up to more than 100%.
14
15. 5. Please tick which of the following statements are true for you.
I like writing e.g. a diary, letter, short stories, speeches..
44%
I like writing in a blog/facebook etc.
39%
I like making my own notes from the text book
29%
I do not like writing at all
6%
Q. 5 continued…..
18%
I always check my writing for mistakes
My writing is neat and easy to read and understand
41%
I would like to have a checklist to help me improve my writing 23%
People may select more than one checkbox, so percentages may add up to more than 100%.
6. I am most comfortable speaking/sharing my ideas
In pairs/small groups
In whole class discussions
In a presentation to the class (in front of the class)
Never
Other
H6
89%
24%
12%
4%
4%
People may select more than one checkbox, so percentages may add up to more than 100%.
7. I can recall the main points of what someone says
Always
22%
Sometimes 69%
Never
0%
8. Please tick your favorite way to learn
On my own
40%
In pairs/small groups
52%
Listening to the teacher and taking notes
52%
Making my own notes
27%
Using technology e.g. i-pads, power points , internet etc. 47%
Other
3%
People may select more than one checkbox, so percentages may add up to more than 100%.
9. I get a chance to learn in class
On my own
55%
15
16. In pairs/small groups
Listening to the teacher and taking notes
Making my own notes
Using technology e.g. i-pads, power points, internet etc.
Other
57%
61%
31%
28%
1%
STEP 1 - GATHER EVIDENCE
H7
Evidence gathered and/or further evidence needed
Learner Outcomes
1. Who gathered/collated assessment data from primary
schools?
2. Was the information about the cohort
discussed/shared with staff?
Learning Experience
3. Were the SEC results for both JC and LC over the past
3 to 5 years gathered and collated?
4. Were attitudinal surveys/focus group schedules
sourced/designed for at least the current focus for at
least two of the following students/teachers/parents?
Teachers’ Practice
5. Who sourced/designed attitudinal surveys/focus
group schedules?
6. Did the whole staff get a chance to give feedback
before they were administered?
What do we need to do before the next SSE session?
16
17. ACTION
PERSON RESPONSIBLE
DEADLINE
STEP 2 & 3 ANALYSE EVIDENCE & DRAW CONCLUSIONS
1.
2.
3.
4.
5.
H7
Was the evidence analysed by one person, a team or the whole staff?
Was the evidence analysed using the evaluation criteria?
Did the evidence show a trend or a gap in the data?
Is further evidence needed?
Have the findings been benchmarked against the quality statements in
order to draw conclusions?
What do we need to do before the next SSE session?
ACTION
PERSON RESPONSIBLE
DEADLINE
STEP 4 School Self-Evaluation Report
1. Does the SSE Report outline the school context?
2. Are the findings related to the three themes of the teaching and learning
framework?
3. Are the findings linked to the analysed evidence?
4. Are the strengths and areas for improvement linked to findings?
5. Are the strengths and areas for improvement supported by the evaluation
criteria?
6. Are the areas prioritised for improvement listed?
7. Is there an appendix of legislative and regulatory requirements?
8. Has a summary been approved by the BOM & provided to whole school
community?
What do we need to do before the next SSE session?
ACTION
PERSON RESPONSIBLE
DEADLINE
17