Information for schools

September 2013

School Self-Evaluation

Inspectorate

Aim of sessionAim of session

– To enhance understanding of SSE

– To prepare schools to use SSE as a school improvement process

– To ensure that schools are at a stage that they will have their SSE report written and SIP devised before the end of the school year

SSE support: SSE support: updateupdate

• PDST support – seminars for all principals; – development of resources to complement and support the

school self-evaluation process

• Inspectorate support– 76% of all primary schools have received SSE visits– dedicated website – video clips, materials, updates

• Schools – positively disposed to SSE– examples of effective engagement with SSE noted– examples of SSE reports and SIPs on web (further samples

would be appreciated)

Objectives of SessionObjectives of Session

1. What is SSE?

2. Why?

3. What does the SSE process look like?

4. What does this mean for schools? What does this mean for me as a teacher?

5. Support for SSE

1.WHAT IS SCHOOL SELF-EVALUATION?

What is school What is school self-evaluation?self-evaluation?

• SSE is a way of systematically looking at how we teach and how our pupils learn and making decisions about what we want to improve

Because• We want to make learning better for pupils• We want to make teaching more rewarding• Schools are best placed to examine their own

practice and to tell their own story

Put another way…Put another way…

SSE is a process that allows schools and teachers to improve outcomes for learners.

• Reflect • Collaborate• Gather evidence• Arrive at decisions about quality (Judgement)• Direct school improvement• Improve learning

2. WHY SCHOOL SELF-EVALUATION?

Why school self-Why school self-evaluation?evaluation?

We know SSE works

– Research here:

• evidence from DEIS schools

• pilot project trial schools

– Research in other countries

• New Zealand, Scotland, Finland, Canada

Why school self-Why school self-evaluation?evaluation?

• Part of balanced and integrated approach to supporting better teaching and learning

• Supports the Literacy and Numeracy strategy

• Consistent with DEIS (Delivering Equality of Opportunity in Schools) (action planning)

• Gives greater autonomy to teachers

SSE encompasses…SSE encompasses…

Three key dimensions

– Teaching and Learning

– Management and leadership

– Support for pupils

We have started with teaching and learning

We are focusing on We are focusing on teaching and learning…teaching and learning…

Because…– Teaching and learning is the core work of

school

– All teachers want to improve learning for students

Building on and reframing SDP

– SDP helped focus on developing policy, promoted collaboration and dialogue

– SSE will focus more on having an impact on teaching, learning and outcomes for students

SDP and School Self-Evaluation

The SSE process is a reframing of the school development planning process

It places a greater focus on gathering evidence and making judgements

It works best when it is integrated into the day-to-day work of the school

It leads to action for improvement

TaskTask

Purpose of task:• To reflect on what is currently working well in teaching

and learning in this school and how you know this• To highlight the need to base judgements on evidence

Task• In pairs discuss what is working well in teaching and

learning• Indicate how you know• Suggest how you could find out more

3. WHAT DOES THE SCHOOL SELF-EVALUATION PROCESS LOOK LIKE?

Key wordsKey words

– Learner outcomes

– Evidence

– Evaluation criteria

– Quality statement

SSE Process: SSE Process: getting startedgetting started

• Start small – literacy, numeracy and one Start small – literacy, numeracy and one other curriculum areaother curriculum area

• Ask simple questionsAsk simple questions– How well are we doing?– How do we know? What evidence do we have?– How can we find out more?– What are our strengths/areas for development?– How can we improve?

SSE framework: SSE framework: Teaching and LearningTeaching and Learning

Them

eThem

eSub-them

esSub-them

es

SSE PROCESSSSE PROCESS

• Assessment data – formative and summative

• Pupil survey and reflection

• Parent surveys

• Focus group discussion

• Individual teacher reflection

• Whole-school reflection

• Peer dialogue/sharing

experience

• Team teaching and reflection

DON’T COLLECT TOO MUCH INFORMATION!

Sources of evidence (sample tools in Guidelines)

SSE PROCESSSSE PROCESS

Analysing data (what is the evidence telling us?)

• Check learner motivation, attitudes, engagement in learning, application of knowledge and skills

• Share and compare practice – think and reflect on this

• Examine attainment levels of pupils: check against national norms, for in-school trends

• Use evaluation criteria to check analysed data against a set of standards

SSE PROCESSSSE PROCESS

Reflect and draw conclusions

• Reflect on the information you have

• Reflect on how this compares to best practice

• Do the criteria and quality statement help to identify next steps in

improvement?

• Can you place practice in this area of work on a continuum from

significant strengths to significant weaknesses?

SSE PROCESSSSE PROCESS

SSE is not about paper work. However schools need to write a concise report

• Report (no more than 2/3 pages) should record

- Theme chosen for self-evaluation

- Brief account of school context

- The findings

- Summary of strengths (affirm and celebrate)

- Summary of areas requiring improvement

SSE PROCESSSSE PROCESS

School Improvement Plan

• Summary of strengths and areas for improvement

• Targets for improvement with focus on learner outcomes

• Actions required to achieve targets

• Those who will undertake actions – class teachers, particular class groups

• Monitoring and timeframe for achievement of targets

(School Improvement Plan should be no more than one/two pages long)

SSE PROCESSSSE PROCESS

Support agreed actions for improvement

• Implement the strategies agreed

• at individual teacher

• at whole-school level

• Monitor progress

Reflect on your SSE Reflect on your SSE work to datework to date

• Area of focus for SSE? Literacy or numeracy?

Teaching and learning framework helpful?

• Evidence gathered? Analysed? To what extent did the

evaluation criteria assist?

• Conclusions drawn from evidence? Strengths? Areas

for improvement?

• Readiness to record findings (SSE report) and devise

plan (SIP)?

TaskTask

Purpose of task:• To reflect on evidence you have gathered to date and its

effectiveness in helping you draw conclusions

Task• Thinking about literacy (or the focus area you selected)

– in pairs discuss the evidence you have gathered (or will gather)– How did you (will you) analyse the evidence? How did/will it

inform your decisions about what is working well and what you might want to improve?

Task

Purpose of task• to introduce sample tools from the Guidelines and to

reflect on how you have used these to gather evidence in your own school

Task • Use the sample self-reflection tool for teachers to think

about a recent lesson. Share your reflection with a colleague.

and/or• How would you use the sample questionnaire for

pupils?

Starting the SSE process

Circular 0039/2012• Over a four year period engage in SSE of literacy,

numeracy or one other curriculum area – Take one of these each year

– A whole-school approach to SSE to be taken with a focus on teaching and learning

– All teachers engage in the SSE process

– Produce a short SSE report and summary for school community

– Devise school improvement plan with targets to improve outcomes for students and summary for school community

– Implement and monitor school improvement plan over three-year period

DEIS schools are DEIS schools are ahead … ahead …

• DEIS schools are already setting targets and have improvement plans in place for attendance, retention, progression, literacy, numeracy, pupil attainment and partnership

• DEIS schools should ensure that their reviews of practice are based on good SSE processes, including having an SSE report

• The DEIS action plan is your school improvement plan

As a school…As a school…

For example…. Selected literacy

• Examined pupils’ reading results, surveyed pupils and parents, interviewed teachers

• Decided on • Strengths: positive attitudes, good standards of work• Areas for improvement: increase number of pupils

scoring above average, improve comprehension

• Needed to focus on teaching approaches in order to improve literacy

• Reflect on my own teaching approaches• Discuss teaching approaches with colleagues• Have I gathered sufficient evidence? Do I need further

evidence? Views of pupils? Others ?• Have I used the evaluation criteria for teaching

approaches • What strengths and areas for development have I

identified?• Agree teaching approaches that could be used to further

develop pupils’ literacy skills

As a teacher..As a teacher..

Evaluation Criteria

Approaches •Lessons are well-structured (introduction, development, conclusion/review)

•Curriculum appropriate teaching and learning methodologies with a focus on active learning are used including:

–Teacher and pupil questioning–Active learning including play–Guided activity and discovery–Co-operative/collaborative learning–Talk and discussion–Higher order thinking and problem solving

Quality Statement

Teaching is focused, stimulating and relevant to the pupils’ learning needs. ………… there is systematic development and application of knowledge, skills, including ICT, in the curriculum area. Attention is given within the curriculum area to the development of positive dispositions and attitudes towards learning. There is purposeful development of literacy and numeracy skills within the curriculum area .

Approaches recommended in the curriculum are skillfully applied…..these include teacher and pupils questioning, active learning, including play, guided activity and discovery and….

Whole staff responsibility• Share experiences and results of reflection• Ensure evidence is balanced • Agree further sources of evidence, if not balanced

– Agree what tools will be used and whose views should be garnered

– Agree who will gather, collate, analyse and feedback• Ensure that findings from all evidence gathered and

analysed helps draw conclusions/make judgement • Write report• Devise school improvement plan• Implement and monitor

As teaching staff..As teaching staff..

Extract from SSE Extract from SSE reportreport

Focus Literacy selected because analysis of standardised test results showed pupils were not performing as well in literacy as in numeracy

Context 10-teacher school, admin principal, 2 support teachers

Findings Standardised tests indicated less pupils scored above average in reading than in Maths

Pupil and parents surveys highlighted positive attitudes to reading Teacher reflection and further analysis of reading tests suggested a need to focus on higher order thinking skills (oral and reading)

Overall need to make changes to teaching approaches in classrooms

Strengths Overall positive disposition to reading

Effective use of class novels and digital media to support literacy learning…..

Areas for improvement

Increase pupils scoring above average by 10%

Improve higher order comprehension …

Extract from school Extract from school improvement planimprovement planTarget Increase number of pupils attaining above average in reading

tests over three years by 10%

Improve higher order comprehension …

Actions a) More explicit focus on teaching reading skills, oral work and comprehension in all classes…

b) Effective use of active learning and talk and discussion….

Responsible All class teachers

….

Timeframe Three years for overall targets

Monitoring each year and ongoing

Success criteria

Overall: 10% increase in pupils achieving above average in

Reading tests….

Review dates Overall: Dec 2015

Ongoing: end of each term/year

Strategies agreed in the School Improvement Plan

(Have we reached this stage in our schools?)

• Implemented over a three-year period

• Embed in classroom practice

• Part of day-to-day work

• Progress monitored

As teaching staff..As teaching staff..

As a staff As a staff reflect on …reflect on …

• Are we ready to

– Write SSE report?

– Devise school improvement plan (SIP)?

• Who will write report? What content?

• Who will devise the plan? How?

• How will targets be agreed/set? Have we agreed changes

in teaching approaches/learning to achieve targets?

Target settingTarget setting

• Use data to set targets. They should be: • Specific, measurable, attainable, realistic and time-

bound• Based on evidence • Related to an aspect of pupils’ achievement (knowledge,

skills, attitudes) • Linked to relevant baseline data • For example: • X% of our pupils in middle and senior classes like

Mathematics. By the end of Year 3, we will increase this by 25%.

5. SUPPORTS FOR SCHOOL SELF-EVALUATION

SSE SupportSSE Support

Support for SSE

• Publications

• Website www.schoolself-evaluation.ie

• PDST seminars for principal

• Internal collaboration – use experience and expertise in own school

• Professional networks

AND A FINAL WORD….

– School self-evaluation works

– Start small and keep it simple

– Involve all teachers

– Include the voice of pupils (and parents where relevant)

– Only gather relevant information

– Agree strategies and actions for improvement

– Implement and monitor

– Celebrate success

SSE as part of normal and

ongoing practice in the school

Key messagesKey messages

Go raibh maith agaibh

www.education.ie