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Introduction to sse 2011
- 2. Literacy and Numeracy forLearning and Life School Self-evaluation (SSE) A Practical Approach
- 3. Professional Development Servicefor Teachers Support for Schools • Leadership seminars • SSE / data analysis workshops • Literacy for English (L1) teachers • Numeracy workshops • Literacy workshops • ICT in teaching & learning • Leadership development – Forbairt, Misneach, etc… • School planning • • • • • • • • Assessment for learning Cooperative learning EAL Mixed ability teaching / differentiation Classroom management Inclusion Support for programmes & subject areas – TY, LCA, LCVP & JCSP DEIS support
- 5. Objectives Workshop One • • • • SSE context SSEprocess Sample SSE tools Reflection and discussion Workshop Two • • • • Tutorial on google docs Choosing effective tools Target setting School Improvement Plan
- 6. Context (Draft SSE Guidelines,p.5) Click to access on-line © PDST, 2010 Click to access on-line The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 6
- 7.
- 8. What is schoolself-evaluation? “School self-evaluation (SSE) is a collaborative, reflective process of internal school review whereby the principal, deputy principal and teachers in consultation with the board of management, parents and students engage in reflective enquiry on the work of the school”. It involves: • An evidence-based process • Making judgements about the work of the school • Bringing about improvements in students’ learning. School Self-evaluation, Draft Guidelines, p.8
- 9. School Self-evaluation Quality &Effectiveness Leading Learning in the Self-evaluating School (MacBeath, 2008)
- 10. Role of principals “Inmany instances it was the leadership of the principal that distinguished schools in which self-evaluation and external review were seen more as an opportunity than a threat” (McBeath 2008, p. 390). © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 10
- 11. Role of teachers “……..acontinuing process of reflection that becomes implicit in the way people think and talk about their work. It is a process in which teachers construct their own knowledge by surfacing tacitly held data about classroom life and exploring conditions conducive to learning.” (MacBeath 2008 p. 396) © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 11
- 12. How improvement works 1. Therule of the vital few: A few exceptional people doing something different start and incubate an epidemic. 2. The stickiness factor: Some attribute of the epidemic allows it to endure long enough to "catch", to become contagious or "memorable". 3. The power of context: The physical, social and group environment must be right to allow the epidemic to then suffuse through the population. (Gladwell, 1999) © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 12
- 13. Process Priorities Literacy (across the curriculum) Numeracy (acrossthe curriculum) Teaching and Learning Assessment Curriculum Others………………… © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 13
- 14. SSE Process (Draft Guidelines) GatherEvidence •Observation (T & L) •Interviews •Focus groups •Reflection sheet •Checklist Make judgements •Strengths •concerns Write self-evaluation report •Quality statement •Summary evaluation judgement School Improvement plan Implement & monitor improvement plan School Development Planning Cycle Review •Strengths •Concerns •Opportunities •Threats Gather Evidence Design Prioritise Targets Implementation Action Plan •Who •What •When - timeframe •How Monitoring Evaluation
- 15. School Self-evaluation Subject Dept.Exam Analysis Observation Student Copies Standardised Tests School Reports P/T Meeting Feedback Learning Profiles Student Records LC Exit Poll TY Evaluation LCA Evaluation Student Council Surveys CSPE Survey DEIS Plan Post Grads School Improvement (Plan)
- 16. Where are we,as a school, in relation to SSE? On a scale from 0 to 10 with 10 representing the ideal self evaluating school and 0 being the absolute opposite, where do you see SSE in your school now? 10 9 8 7 6 5 4 3 2 1 0 © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 18
- 17. School Self-evaluation Draft Guidelinesfor PP Schools (DES, 2011) Dimensions a.Teaching and Learning * b. Management and Leadership c. Support for Pupils *The focus of school self-evaluation in this publication is teaching and learning.
- 18. SSE - EvaluationThemes – Chapter 3 Teaching & Learning/ L & N Learner Outcomes •Attainment of subject & programme objectives © PDST, 2010 Learning Engagement •Active •Collaborative •Independent •Challenging The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 Teachers’ Practice •Preparation •Teaching approaches •Management of students •Assessment 20
- 19.
- 20. The National StrategyTo Improve Literacy And Numeracy Among Children And Young People • To engage in robust school self-evaluation • To put in place a 3 yr school improvement plan from 2012/13 Use assessment data in the 3 year plan • To identify specific targets for improving Literacy & Numeracy (pg 82 / 84) Click here to access on-line Summary of Strategy © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 22
- 21. Considerations Mixture of data •Quantitative • Qualitative Triangulation of data
- 22. Transfer of primaryschool data • Standardised tests and report card • From 2012 – at the end of 2nd, 4th and 6th class • Reading -Drumcondra or Micra-T • Maths – Drumcondra or Sigma-T (information on strands) • Standardised testing will begin in PP from 2014/15 • • • Department Circular 0056/2011 (re: transfer of data) Report Card Templates (primary school) NCCA Information re analysing standardised test must be given to parents Click underlined text to access on-line © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 24
- 23. Standardised test inreading & maths STEN score What it means Proportion of students 8-10 Well above average 1/6 7 High average 1/6 5-6 Average 1/3 4 Low average 1/6 1-3 Well below average 1/6
- 24. Standardised Scores Description STEN Standardised Score % ofpupils Very high 9 127 and above 4 Above average 8 119-126 7 Above average 7 112-118 12 Average 6 104-111 17 Average 5 97-103 20 Average 4 89-96 17 Below average 3 82-88 12 Below average 2 74-81 7 Below average 1 73 and below 4 Getting the best from CAT p 9
- 25. © PDST, 2010 ThePDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 27
- 26. NEPS resource packfor PP teachers © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 28
- 27. Click here for interesting article © PDST,2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 29
- 29. Conversations Trends & Progress Clickhere to access on-line
- 30. Drivers of improvement requiringmodest expenditure • High expectations of all • Positive school climate • Teaching & learning methods • Curriculum & Assessment • Ability groupings Click here to access on-line © PDST, 2010 7 A’s The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 32
- 31. A’s of valueadded • • • • • • • Ability Attendance Attitude Aptitude Application Aspiration Assessment © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 33
- 32. Starting Point? Step 1: DataAudit What data do we have? Where is it & who uses it? What do we use it for? Can we use it for anything else? Do we need any other data? © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 34
- 33. Sample Tools Pack 1. 2. 3. 4. Literacychecklist Literacy across the curriculum prompt questions Analysis of state examinations template Subject department minutes template 5. |Ll 6. ;;;;;;;;;;; 7. n ‘” ‘: : 8. lk km,M< The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills © PDST, 2010 under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 9. M 35
- 34. Useful Links 1. NationalStrategy for Literacy & Numeracy 2. Summary of Strategy 3. DES Draft SSE Guidelines for Post-primary Schools 4. Department Circular 0056/2011 (re: transfer of data) 5. Report Card Templates (primary school) 6. NCCA standardised tests information leaflet for parents 7. NEPS resource pack for PP teachers 8. DES approved post-primary assessments 9. JCSP - Resources for whole-school approaches to Literacy and Numeracy and DEIS Plannin 10. Evaluation of planning process in DEIS post-primary schools 11. DEIS information 12. ESRI - Improving Second Level Education - Using Evidence for Policy Development 13. Self-discipline Outdoes IQ in Predicting Academic Performance of Adolescents © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 36
- 35. Literacy and Numeracy forLearning and Life School Self-evaluation (SSE) A Practical Approach Workshop 2
- 36. Workshop two objectives Workshop1 Workshop 2 • Tutorial on Google forms • Choosing effective tools • Introduction to target setting and the School Improvement Plan
- 37. Useful Links Department Circular0056/2011 (re: transfer of data) Report Card Templates (primary school) NCCA standardised tests information leaflet for parents NEPS resource pack for PP teachers DES approved post-primary assessments Circular Number 0058/2011 (re: Post-primary maths)
- 38.
- 39. What are mostschools doing? 1. Cognitive Ability Tests in FEB • CAT 3 & Drumcondra are the most common • NRIT – only useful for NEPS referral • AH2, 3, 4 out of date
- 40. What are mostschools doing? • • • • • • • • • Literacy Test in September Some of the most Group Reading Test 11 9-14 common tests Group Reading Scales2, 2009 Parallel forms Hodder Group Test 3 (9-16+) allows for retesting British Spelling Test Series GH (10-14) Diagnostic Spelling Test 3-5 (Secondary – Adult) WRAT(Word reading, Sentence comprehension, Spelling) Not recommended All Schonell reading tests GAP & GAPADOL reading tests Burt or Marino word reading tests
- 41. What are mostschools doing? • • • • • • Numeracy Test in September These four tests Access Maths Test 2 (11-16+) are based on UK Maths Assessment for Learning & curriculum & use £ and imperial Teaching: Stage 3 (11-15) measurements Maths Competency Test (11-18) Progress in Maths Series (12,13, & 14) WRAT (Basic Math Computation (+,-,x, ) Not recommended Profile of Maths Skills (France) Vernon Arithmetic-Maths Tests
- 42. Reading/Maths Ages • Shouldnot be used to describe attainment or to track progress. • It is the most ambiguous and misleading method of interpreting test performance.
- 43. The Strategy Specific targetsfor improving Literacy & Numeracy • Improve attitudes to Literacy & Numeracy • Raise awareness of the importance of Literacy & Numeracy & Digital Literacy • Foster enjoyment of reading • Set & monitor progress of Literacy & Numeracy © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 45
- 44. Specific targets forimproving maths attainments • By 2020 60% taking HL Maths in JC (46% in 2011) • By 2020 30 % taking HL Maths in LC (16% IN 2011) © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 46
- 45. Sample target forschool X Currently 40% of students take HL Maths in JC By 2015 46% of students will be taking HL Maths in JC
- 46. Analysis of resultsin state examinations • Take cohort into consideration • Compare school’s grades with national norms • Compare school’s uptake of levels compared with national norms • Compare attainments in higher, ordinary and foundation compared with national norms • Analyse school’s trends over a 3-5 year period
- 47. Sample tools foranalysing results Click here to access on-line
- 48. A’s of ‘ValueAdded’ • • • • • • • • Ability Attendance Attitude Aptitude Application Aspiration Adaptability Assessment © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 50
- 49. SSE - EvaluationThemes – Chapter 3 Teaching & Learning/ L & N Learner Outcomes •Attainment of subject & programme objectives © PDST, 2010 Learning Engagement •Active •Collaborative •Independent •Challenging The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 Teachers’ Practice •Preparation •Teaching approaches •Management of students •Assessment 51
- 50.
- 51. Reflect on evaluationthemes Awareness & Promotion Chapter 3 Link to Draft Guidelines
- 52.
- 53.
- 55. Checklists / ObservationRecords Records factual information of the presence, absence or frequency of an occurrence Focus could be on a class level, a group of pupils, a subject area or an individual pupil
- 56. Sample checklist fororacy could also be used by the teacher to share outcomes & assess oral literacy in their own subject Click here to access on-line Source Drumcondra profiles
- 57. Sample checklist forwritten work Yes No Comment
- 58. Example of a practicalway to share outcomes and assess writing Click here to access on-line
- 59. Other sample tools •Subject syllabii, learning outcomes • JCSP Student profiles – JCSP profiles – JCSP “I can statements” • Drumcondra profiles – Speaking – Writing
- 60. Practical considerations on theuse of tools • • • • • The tool should : Gather relevant information Simple and clear Easy to use Have an agreed protocol on its use Contribute to triangulation of evidence (School Self-evaluation Draft Guidelines, DES, 2011)
- 61. Questionnaires • Use simplewords • Avoid words which are not precise in their meaning • Questions should be as short as possible • Do not ask multiple or leading questions • Keep the number of questions to 5-10 • Use a variety of question types • Pilot and review
- 62. Sample questionnaire forstudents Page 59 Insert your own url here
- 63.
- 66. Sample questionnaire forparents
- 67. Sample questionnaire forparents
- 68. • • • • • • • • • Focus Groups Subject/programme departments Linkteams - workshops in Sept...... Carefully planned Max of 6-8 participants Small number of defined topics discussed Agreed time period Guided by interview or discussion schedule Supportive of participative discussion Skilfully managed by a facilitator (School Self-evaluation Draft Guidelines, DES, 2011)
- 74. What comes next? •Half day on site support from inspectorate next year. • Full day workshop in first term of next year. • Thorough review of literacy & numeracy before setting targets. • Schools will be given some time after September to gather info and therefore SIP not be expected to be drawn up for a few months after this.
- 75. PISA Report Numeracy Literacy All teachers are responsible Engagewith text print & electronic “Mathemising” real world problems
Editor's Notes
- #4 PDST Support for Primary Schools (in case any one is asked) Mental maths Practical maths Maths Recovery Problem solving Reading Writing Tús Maith Spreag an Ghaeilge le Spraoi Child protection DEIS support Oral Language Reading Recovery
- #7 LAOS was prepared by ESRU of DES Inspectorate: To assist schools in fulfilling quality assurance obligations under Education Act 1998. To assist schools in process of internal review and self-evaluation Towards 2016 embeds the Inspectorate’s Looking at Our School framework in the partnership agreement with teachers The agreement intended to facilitate the systematic implementation of school self-evaluation in all primary and post-primary schools. Agreement specifically mentions schools assessing performance in teaching and learning Draft Guidelines – are available for primary & PP Schools Dimensions: a. Teaching and Learning - These are the one’s that pertain to Lit & Num b. Management and Leadership c. Support for pupils
- #8 SSE & External evaluation should IDEALLY go hand in hand to lead to school improvement At the minute this is not the case. There is more emphasis on external evaluation Quality Assurance Accountability Inspectors will be looking for Evidence of SSE Integration of L & N across the curriculum
- #9 These few points may help!!! 9 Principles of Self Evaluation Start with what matters most Experiment with new ways of measuring & reporting what matters Explore multiple perspectives to enrich the dialogue Stimulate & keep alive a culture of reflection Build external accountability out of strong internal accountability Seek out & use data selectively & critically: focus on evidence keeps contention constructive Try 80% listening, 20% talking rule Showing you have understood others’ points of view increases probability that others will listen Keep ‘crap’ detector handy Remind people constantly – the SEF is not self evaluation
- #10 SSE is about schools telling their own story about good custom & practice, looking inward to see what matters most & taking proactive measures to improve the quality of experiences for its students & teachers. It is about passionate school leaders & teachers that are prepared to argue their own corner, backed up by evidence. SSE is led by management – who give direction and are the driving force. Emphasis is on an improvement motive rather than accountability imperative They may distribute responsibility to a team where possible. They may identify professional capital and build capacity. They may facilitate innovative, creative & passionate teachers. 2. Trust & confidence are essential for progressive embedding of a culture of reflection & evaluation where SSE becomes a mindset rather that a discrete event. It is a slow-burn development. Allocate time at subject dept, staff & BOM meetings and use templates for reflection & evaluation. 3. The history of SSE shows that its roots are in a teacher’s natural desire for evidence. Teacher led research is the professional ground bed for improving practice. Teachers - open to students voice – student learning profiles, supported through subject dept structure Teachers engaging in professional development, mentoring, post grad, action research... Literacy & Numeracy are fundamental to T & L which are at the centre of what we do in schools
- #15 The new process of SSE V’s the old school planning model The old SDPI cycle had the 4 stages Review, Design, Implementation & Evaluation Left hand column – the same process There is very little difference More emphasis on evidence & the judgements coming from it
- #16 The new SSE cycle – comes from the first row in the last slide Spend very little time on this as things can become repetative
- #17 Workshop - Ask the first question. 5 minutes with the person from your own school Link with the next two slides
- #18 Lots going on in schools that can aid SSE. The challenge is to prioritise & distill it into a SIP.
- #19 Having seen the previous slide – where are you now? SSE Reflective Sheet Instructions on the sheet are: On a scale from 0 to 10 with 10 representing the ideal self evaluating school and 0 being the absolute opposite, where do you see SSE in your school at the moment? On the LHS write some reasons why you gave your school a ____. On the RHS write some steps you need to take to move to the next level on the scale
- #20 It is important to point out that LAOS looked at five dimensions but the current publication of the Draft SSE guidelines focus only on T & L The DES would like schools to use some of the tools in the guidelines & send feedback. You could look at initiatives in schools such as DEAR time, parallel readers etc and get teachers to probe the effect it is happening on pupils in your school
- #22 SIP to be in place some time in 2012/13. Cannot be written up before a thorough review of L & N. Robust gathering of evidence from teachers, students, parents………to answer the question, what can we say about ourselves? What are others saying about us? Observation as a tool for gathering evidence is not to be ignored, some schools have peer observation and it is working very well, but it may be further down the line for other schools. Don’t underestimate schools. Avoid saying you only have to do a little bit. Some schools may have to do more than this. Gather evidence Make an honest judgment about strengths/weaknesses Write a short report (2 pages max, with a brief outline of results of data gathering, not the specifics). Write SIP that is simple & useful to the school SIP made available to the school community does not mean that it has to be published. It may just be made availabe in the principals office. It does not have to go on the school website. However it might be goo to put targets on the website. Targets must not be set before data gathered Targets must include inputs & outcomes
- #24 ........ ........mixed method studies in education where the application of rigorous, systematic and objective procedures is complemented by rich and thick description associated with qualitative techniques. (Cohen et al) Triangulation = more than two perspectives, but not too many or it gets complicated. Research in Scotland: Schools that give teachers & students a voice are very effective. Teachers & students comments re usually quite similar. Even very disruptive students do answer well.. McBeath: SE is like a &quot;tin opener&quot;
- #25 We are not experts on standardised testing. We are just highlighting that this will be happening. See last slide for hyperlinks to useful sites that principals could use to inform staff of language around testing. Post-primary teachers may need to be kept informed so as to be able to converse with parents at PTM.............. Micra T maths test generates information about strengths & weaknesses in the different strands.
- #29 How is assessment data used to help teachers adjust their teaching n your school? Is this an area that needs to be looked at in your school? Will teachers in your school need training in this area? Could your own career guidance/SEN teachers do this? When could it be done? How do you share information at the moment? Do you think that this area needs to be looked at in your school? Do you have protocols around sharing of information? Are all staff members informed about this – especially new staff members ? Is there a fear that assessment data may be misinterpreted? Is there a fear that expectations may be set at a certain level based on assessment data alone? Is there a fear that the data will be used incorrectly? Can these issues be addressed through education & discussion? Is this an area for improvement in your school?
- #31 3. But all children are different and performance in any tests is only an indication of achievement. Parents, teachers & school leaders play an important role in encouraging & supporting all children no matter what they score on a test.
- #33 SSE it is improving things for everyone According to a recent publication by the ESRI, using evidence for policy development can lead to school improvement even in times when there are cutbacks. The main &quot;drivers of improvement&quot; are on slide. E Smyth has shared the questionnaires that she used in her long. study with us and they will be available on the PDST website after W/S 2 has been delivered. 7 A’s attitude, attendance, ability, aptitude, aspiration, attainment,........
- #35 SSE Reflection Booklet Get participants to fill in this (looking at literacy & numeracy) Take back to school and work through this Would they see how a Data Audit could benefit them? Has anyone undertaken a data audit? Data is not just standardised tests: information from primary school, general teacher observation of students, etc… How would they go about conducting a data audit?
- #41 Data Audit: Link to live form: http://goo.gl/el1sT This is one method for gathering data and we will show how it can be quickly gathered and analysed using an online tool There are plenty of free survey tools available that can be used for data gathering Survey monkey Surveygizmo Smart-survey.co.uk Fluidsurvey Polldaddy Inqwise Jotform Why are some using google forms? It is free. There are limits on the free version of some survey tools e.g in survey monkey you can only have 10 questions and 100 responses. To upgrade costs €25 per month or a discounted €225 per year Data is exportable to an excel file. This is not available in the free version of survey monkey Easy sharing of data between other google docs users Most importantly, many schools are now using gmail accounts with some using google docs for collaboration and google calendars for organisation. Google forms is part of google docs so can be used in a very integrated way. If google docs was used to its full potential then we would be using our time more efficiently and effectively in school and google apps is ideal for promoting department collaboration. In terms of data gathering any of the tools suggested would be very effective but it is about sowing the seed about a better way of working in general.
- #44 English tests use pound sterling and imperial measurement. Maths inspector recommends school use own maths tests. To test strands in maths.
- #48 L 17 National improvement targets for literacy and numeracy Being clear about what we want to achieve is essential if we are to succeed in tackling the problems that we face in literacy and numeracy. During the period from 2011 to 2020 we will aim to:
- #50 A tool for analysing SEC results is being developed by the PDST. The school will input results and carts will automatically be generated.
- #51 7 A’s SSE it is improving things for everyone According to a recent publication by the ESRI, using evidence for policy development can lead to school improvement even in times when there are cutbacks. Drivers of improvement requiring modest expenditure High expectations of all Positive school climate Teaching & learning methods Curriculum & Assessment Ability groupings Emer Smyths Research suggest ways of enhancing senior cycle education providing access to a broad range of teaching methods, embedding key skills such as critical thinking in the curriculum utilising a broad range of assessment modes. Adopting a positive school climate, flexible forms of ability grouping early guidance regarding educational choices in order to enhance student engagement in education.
- #53 SIP to be in place some time in 2012/13. Cannot be written up before a thorough review of L & N. Robust gathering of evidence from teachers, students, parents………to answer the question, what can we say about ourselves? What are others saying about us? Observation as a tool for gathering evidence is not to be ignored, some schools have peer observation and it is working very well, but it may be further down the line for other schools. Don’t underestimate schools. Avoid saying you only have to do a little bit. Some schools may have to do more than this. Gather evidence Make an honest judgment about strengths/weaknesses Write a short report (2 pages max, with a brief outline of results of data gathering, not the specifics). Write SIP that is simple & useful to the school SIP made available to the school community does not mean that it has to be published. It may just be made availabe in the principals office. It does not have to go on the school website. However it might be goo to put targets on the website. Targets must not be set before data gathered Targets must include inputs & outcomes
- #54 Look through the Guidelines eg: Read through the pages 16 – 25 For an impression Start pg 24 look at Attainment Trends Then pg 21 look at the learning experiences – this has implications for teaching… So pg 17 look at teaching approaches Discuss as a whole staff
- #55 Collaborative reflection on teaching in our school turn to page 65 Do not make judgements on a SWOT analysis alone, this is just the teacher’ perspective. Triangulate the data.
- #56 As mentioned in the seminar there is a number of different tools that can gather evidence. At the seminar we looked at a collection of these during session 2. We have listed already existing evidence in your school in relation to attitude to maths. We will now explain 4 other tools in more detail, that can be used to gather information. You would not gather evidence using all of these for one area. You would pick an appropriate tool or tools to match your focus/ area. Our activity today will focus on these tools in a literacy and numeracy context. Firstly we will give some guidelines around these.
- #57 SSE is not a paperwork exercise. When using any tools it is important that the school must be clear about: What is the focus of attention? Who is the focus of attention on? Why they want to collect the information? and What they intend to do with it? Some key considerations to note... When designing a tool ask yourself: What is the purpose? What information do I expect to get? It would be important to keep these two points to the forefront of your mind when devising a tool, as otherwise one can sometimes stray from the information that is required and superfluous questions may be asked.
- #58 Checklists are a list of points to notice in direct observation. It is used to focus the observers attention on the presence, absence/ strengths or deficits or frequency of occurrence of each point on the prepared list. Point one: Records factual information – analysis of documents (review of a plan e.g. Page 67 of DES draft SSE guidelines), practices ( e.g. Teachers own teaching methodologies), pupil achievement (comprehension strategy checklist) Point two: they can be used for a variety of purposes such as recording observations for an individual child, group, of children or an entire class group Samples include: DES School Self-evaluation Draft guidelines pg. 67-70 JCSP/NEPS/Drumcondra profiles
- #63 When using any tools it is important that the school must be clear about: What is the focus of attention? Who is the focus of attention? Why do you want to collect the information? and What do you intend doing with this information?
- #64 Use a variety of question types: Types of questions that could be used in questionnaires: Open ended questions Multiple choice questions Dichotomous questions – i.e. yes/no or true/false or agree/disagree Measurement – i.e. Likert response allows for a range of responses eg. On a scale of 1 to 5 etc. Sentence starters e.g. ‘I am good at... Because..’
- #65 This is a screenshot of a questionnaire that is taken from the DES School Self-evaluation Draft guidelines p. 62 and inputted into google forms. The data gathered can be automatically exported to microsoft excel for in depth analysis if desired. Link to live form: http://goo.gl/8SarL (Anthony’s) Link to live form: http://goo.gl/6mlch (nelius)
- #71 Focus groups are... a form of qualitative research where stakeholders are asked about their perceptions, opinions, beliefs and attitudes. Questions are asked in a group setting where participants engage in discussion with other group members. It is a very useful way of getting additional information following the use of a questionnaire or as a stand alone tool in itself. Samples include: DES School Self-evaluation Draft guidelines pg. 65/66
- #72 Screenshot of focus group sample from the guidelines
- #74 Although sometimes difficult to put into practice because of structural, cultural, and leadership barriers, the process itself is really quite straightforward and easy to understand. It is as follows: Clarify 8 to 10 (4/5?) essential common outcomes per semester by course or content area Develop at least four (2?) common assessments per year Establish specific measurable standards or goals (i.e., SMART goals) Analyse results Identify and implement improvement strategies The process makes intuitive sense: decide where you&apos;re going, establish performance goals, periodically assess students to gauge their progress via those outcomes and goals, look at the results, and do something different in your instructional goals if the results aren&apos;t to your liking. (DuFour & DuFour, 2004). How Subject Departments work often appear on Evaluation Reports: Whole-School Evaluation Management, Leadership and Learning Report St Columba’s Comprehensive School, Wednesday, April 6th, 2011 A number of subject department plans are well advanced with an appropriate focus on learning and on teaching. However, some of the subject plans are in need of development. In such instances the plans should include learning outcomes for each year group, appropriate methodologies and resources as well as attention to how students’ progress will be measured.The work of subject departments now needs to progress beyond the organisational aspects of subject provision. In order to focus on how effective subject department planning can impact positively on the outcomes for students it is recommended that each subject department should engage in the process of self-evaluation. This process should focus on teaching and learning, and the sharing of practices to improve the learning experience for students. The school should consider the development of a generic subject self-evaluation approach to facilitate this.