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Similar to Sse pp 11 november 2013 (1)
Sse pp 11 november 2013 (1)
- 1. School Self –Evaluation “Embedding Practice in Schools” Education Centre Advisor
- 2. Post Primary SchoolLeaders In-service 2013/2014 •Junior Cycle Day 1 •SSE Day 1 ( Steps 1 to 4) •SSE Day 2 (Steps 5 and 6) •Junior Cycle Day 2
- 3. Linking initiatives toimprove learning Impact: Improved learning outcomes for students
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- 5. Key Messages •School self-evaluationis about improving the quality of learner outcomes •School self-evaluation is a reflective, collaborative, whole school process •The six steps of the school self-evaluation process are continuous but not strictly linear
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- 7. Where schools areat …. Gathering evidence Analysing evidence Drawing conclusions Drafting the SSE Report Drafting the School Improvement Plan (SIP) • School Improvement Plan complete • Implementing the School Improvement Plan • None on the above • • • • •
- 8. Building blocks ofthe SSE process 1. 6 Step Process 3. Evaluation Criteria & Quality Statements 2. Framework
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- 10. SSE - EvaluationThemes TEACHING and LEARNING Learner outcomes • Attainment of subject and programme objectives Learning experiences • • • Learning environment Engagement in learning Learning to learn Teachers’ practice •Preparation for teaching •Teaching approaches •Management of students •Assessment
- 11. Evaluation Criteria andQuality Statements
- 12. A School Self-EvaluationReport The school self-evaluation report (pg 62) 1.Introduction •The focus •School Context 2.The findings 3.Progress made on previously identified targets 4.Summary of SSE findings •Strengths •Priority areas for improvement •Legislative and regulatory requirements to be addressed
- 13. School Self-Evaluation Report– key points: 1. Is there an outline of the school’s context? 2. Are the findings rooted in the three themes of teaching and learning framework? 3. Are the findings linked to the analysed evidence gathered? 4. Are the strengths and areas for improvement linked to the findings? 5. Has the legislative and regulatory framework been included in the appendix? Think Pair Share
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- 15. Guiding Staff Reflection Learneroutcomes Students’ overall attainment, with regard to knowledge, understanding and skills in subjects and programmes, has improved significantly in line with targets; and expected outcomes have been achieved Students enjoy learning the subject and have developed appropriate attitudes and dispositions Learning experiences Learning settings are safe, well maintained, visually stimulating and supportive of literacy and numeracy Students have access to appropriate materials, including ICT, to support learning Students are enabled to engage actively in a range of suitably challenging, relevant and interesting learning opportunities Students can meet the literacy and numeracy challenges of the subject Students are given support as needed Students at risk of underachieving have made good progress Students are equipped with tools and skills for learning now and in the future. Students’ uptake levels and performance in state examinations compares favourably with national norms, within the school context. Teachers’ practice Teachers prepare thoroughly for lessons; expected learning outcomes including literacy and numeracy development are clearly stated; and necessary resources are in place Expected learning outcomes are clearly communicated; lessons are suitably paced to enable progression in development of knowledge and skills Teaching is focused, stimulating and relevant. All aspects of the subject, including subjectspecific language, are thoroughly taught All students are respected; high but realistic expectations are communicated; and efforts and achievements are affirmed A range of assessment methods is used effectively to assess progress.
- 16. Summary of StaffConsensus • Quality of written work is a concern i.e. accuracy, subject specific language & level of detail • Aware of grades vs national norms but unaware of levels vs national norms • Staff development on ICT a priority • Whole staff use of literacy strategies
- 17. Click her Well belowaverage above average National below av average average above av well
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- 23. School Self-Evaluation Report Theschool self-evaluation report (pg 62) 1.Introduction •The focus •School Context 2.The findings 3.Progress made on previously identified targets 4.Summary of SSE findings •Strengths •Priority areas for improvement •Legislative and regulatory requirements to be addressed
- 24. SSE process -Reflection
- 25. Web Site www.pdst.ie/postprimary/sse Learner Outcomes Standardised scores& entrance assessment spreadsheets SEC result spreadsheets Class test results Sample on-line attitudinal surveys Checklists & rubrics for literacy & numeracy skills & standards of students’ work Learning Experience Teachers’ Practice Sample on-line surveys SSE guidelines templates for surveys & focus groups Minutes of meeting relating to teaching & learning Record of staff reflection on teaching & learning Sample on-line surveys SSE guidelines templates for surveys & focus groups www.pdst.ie/postprimary/datagatheringtools
- 26. Updates • June 2014- SSE Report and SIP in place • June 2014 - Summary report and SIP made available to parents and school community • 2016 - 2nd year standardised test will be implemented. • SSE guidelines and updates • DES website www.schoolself-evaluation.ie • Inspectorate visits continuing • Seminar for school leaders • Link teacher seminars
- 27. Key Messages •School self-evaluationis about improving the quality of learner outcomes •School self-evaluation is a reflective, collaborative, whole school process •The six steps of the school self-evaluation process are continuous but not strictly linear
- 28. PDST supports • SSEspecific workshops Data gathering workshop ( Google Forms) Data analysis Clusters • SSE Day 2 February / March Writing the School Improvement Plan and its implementation • Link teacher seminars and clusters • School support: http://dmsnew.pdst.ie/school/register • On-line resources : www.pdst.ie PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES). The service is managed by Dublin West Education Centre