Introduction to sse 2011

School Self-evaluation (SSE) A Practical Approach

Literacy and Numeracy Literacy and Numeracy for Learning and Lifefor Learning and Life

Professional Development Service for 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

Objectives

Workshop One• SSE context• SSE process• Sample SSE tools• Reflection and discussion

Workshop Two• Tutorial on google docs • Choosing effective tools• Target setting• School Improvement Plan

The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013

Context (Draft SSE Guidelines, p.5)

© PDST, 2010 6The PDST is funded by the Department of Education and Skills

under the National Development Plan, 2007-2013

Click to access on-line Click to access on-line

http://www.education.ie/home/home.jsp?pcategory=32818&ecategory=35653&language=EN

http://www.schoolself-evaluation.ie/post-primary/

http://www.education.ie/servlet/blobservlet/insp_looking_at_self_evaluation_second_level_schools.pdf?language=EN

http://www.education.ie/servlet/blobservlet/insp_looking_at_self_evaluation_second_level_schools.pdf?language=EN

School Self-School Self-evaluationevaluation

External External EvaluationEvaluation

School ImprovementSchool Improvement

What is school self-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

School Self-evaluationSchool Self-evaluationQuality & Effectiveness

Leading Learning in the Self-evaluating School (MacBeath, 2008)


Role of principals



“In many 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).


Role of teachers



“……..a continuing 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)


How improvement works



1. The rule 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)




PrioritiesProcessLiteracy

(across the curriculum)

Numeracy (across the curriculum)

Teaching and Learning

Assessment

Curriculum

Others…………………

School Development Planning CycleReview•Strengths•Concerns•Opportunities•ThreatsGather Evidence

DesignPrioritise

Targets

ImplementationAction Plan•Who •What •When - timeframe•HowMonitoring

Evaluation

SSE Process(Draft Guidelines)

Gather Evidence•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 Improvement (Plan)

Subject Dept. Exam Analysis Student Copies

Observation 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 DEIS Plan

Post Grads

School Self-evaluationSchool Self-evaluation


Where are we, as a school, in relation to SSE?



On a scale from 0 to 10 with 10 representing the ideal selfevaluating 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

School Self-evaluationSchool Self-evaluationDraft Guidelines for PP SchoolsDraft Guidelines for PP Schools

(DES, 2011)

Dimensionsa.Teaching and Learning *

b. Management and Leadership

c. Support for Pupils

*The focus of school self-evaluation in this publication is teaching and learning.


SSE - Evaluation Themes – Chapter 3



Teaching & Learning/ L & N

Learner Outcomes

Learning Engagement

Teachers’ Practice

•Attainment of subject & programme objectives

•Active•Collaborative•Independent•Challenging

•Preparation•Teaching approaches•Management of students•Assessment

School Improvement Plan


The National Strategy To 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)

Summary of Strategy

Click here to access on-line

http://www.education.ie/servlet/blobservlet/lit_num_strat_summary.pdf

http://www.education.ie/admin/servlet/blobservlet/lit_num_strat.pdf

ConsiderationsConsiderations

Mixture of data• Quantitative• Qualitative

Triangulation of data


Transfer of primary school 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

http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Primary_School_Curriculum/Assessment/Standardised_Testing/circular_0056_2011.pdf

http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Primary_School_Curriculum/Assessment/Report_Card_Templates/Report_Card_Templates_Templates_and_User_Guides.html

http://ncca.ie/en/Curriculum_and_Assessment/Parents/Primary/Standardised_Tests/Standardised_testing_Standard_score.pdf

Standardised test in reading & 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

Standardised ScoresDescription STEN Standardised

Score% of pupils

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 4Getting the best from CAT p 9




NEPS resource pack for PP teachers

http://www.sess.ie/sites/all/modules/wysiwyg/tinymce/jscripts/tiny_mce/plugins/filemanager/files/Documents_Publications/neps_post_primary_continuum_resource_pack.pdf




Click here for

interesting article

http://www.nytimes.com/2012/02/05/us/student-assessments-facing-stiff-backlash-in-texas.html?pagewanted=1&_r=1

Conversations Trends & Progress


http://www.sas.upenn.edu/~duckwort/images/PsychologicalScienceDec2005.pdf




Drivers of improvement requiring modest expenditure

• High expectations of all• Positive school climate• Teaching & learning methods• Curriculum & Assessment• Ability groupings


7 A’s

http://www.esri.ie/UserFiles/publications/EC005.pdf


A’s of value added



• Ability• Attendance• Attitude• Aptitude• Application• Aspiration• Assessment


Starting Point?



Step 1: Data AuditData Audit

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?


Sample Tools Pack



1. Literacy checklist2. Literacy across the curriculum prompt questions3. Analysis of state examinations template4. Subject department minutes template

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Useful Links



1. National Strategy for Literacy & Numeracy2. Summary of Strategy 3. DES Draft SSE Guidelines for Post-primary Schools4. 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 teachers8. DES approved post-primary assessments9. JCSP - Resources for whole-school approaches to Literacy and Numeracy and DEIS

Planning Guidelines10. Evaluation of planning process in DEIS post-primary schools11. DEIS information12. ESRI - Improving Second Level Education - Using Evidence for Policy Development13. Self-discipline Outdoes IQ in Predicting Academic Performance of Adolescents

http://www.education.ie/admin/servlet/blobservlet/lit_num_strat.pdf

http://www.education.ie/servlet/blobservlet/lit_num_strat_summary.pdf






http://www.sess.ie/sites/all/modules/wysiwyg/tinymce/jscripts/tiny_mce/plugins/filemanager/files/Documents_Publications/neps_post_primary_continuum_resource_pack.pdf

http://www.sess.ie/sites/all/modules/wysiwyg/tinymce/jscripts/tiny_mce/plugins/filemanager/files/Temp_Upload_Files/2011_12/pp_approved_tests_2011.pdf

http://www.jcspliteracy.ie/

http://www.jcspliteracy.ie/

http://www.education.ie/servlet/blobservlet/insp_deis_post_primary_2011.pdf?language=EN

http://www.education.ie/servlet/blobservlet/insp_deis_information_note_january_2012.pdf?language=EN

http://www.esri.ie/UserFiles/publications/EC005.pdf

http://www.sas.upenn.edu/~duckwort/images/PsychologicalScienceDec2005.pdf

Literacy and Numeracy for Learning and Life

School Self-evaluation (SSE) A Practical Approach

Workshop 2

Workshop two objectives

• Tutorial on Google forms• Choosing effective tools• Introduction to target setting and the School

Improvement Plan

Workshop 1Workshop 1 Workshop 2

Useful Links

Department Circular 0056/2011 (re: transfer of data)Report Card Templates (primary school)NCCA standardised tests information leaflet for parents NEPS resource pack for PP teachersDES approved post-primary assessmentsCircular Number 0058/2011 (re: Post-primary maths)






http://www.education.ie/en/Schools-Colleges/Services/Educational-Psychologist-NEPS-/neps_special_needs_resource_pack.pdf

Data Audit

What are most schools 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

What are most schools doing?Literacy Test in September

• Group Reading Test 11 9-14• Group Reading Scales2, 2009• Hodder Group Test 3 (9-16+)• 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

Some of the most common testsParallel forms allows for re-testing

What are most schools doing?Numeracy Test in September

• Access Maths Test 2 (11-16+)• Maths Assessment for Learning & Teaching: Stage 3 (11-15)• 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

These four tests are based on UK curriculum & use

£ and imperial measurements

Reading/Maths Ages

• Should not be used to describe attainment or to track progress.

• It is the most ambiguous and misleading method of interpreting test performance.


The Strategy



Specific targets for 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


Specific targets for improvingmaths attainments



• By 2020 60% taking HL Maths in JC (46% in 2011)

• By 2020 30 % taking HL Maths in LC (16% IN 2011)

Sample target for school X Currently 40% of students take HL Maths in JC

By 2015 46% of students will be taking HL Maths in JC

Analysis of results in 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

Sample tools for analysing results



A’s of ‘Value Added’



• Ability• Attendance• Attitude• Aptitude• Application• Aspiration• Adaptability• Assessment


SSE - Evaluation Themes – Chapter 3



Teaching & Learning/ L & N

Learner Outcomes

Learning Engagement

Teachers’ Practice

•Attainment of subject & programme objectives

•Active•Collaborative•Independent•Challenging

•Preparation•Teaching approaches•Management of students•Assessment

School Improvement Plan

Reflect on evaluation themesReflect on evaluation themesAwareness

& Promotion

Link toDraft Guidelines

Chapter 3

Gather evidence

Reflection & SWOT analysis

Gathering Evidence

Checklists / Observation RecordsRecords 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

Sample checklist for oracy

Source Drumcondra profiles

could also be used by the teacher to share outcomes & assess oral literacy

in their own subject


Sample checklist for written workYes No Comment

Example of a practical way

to share outcomes and assess

writing


Other sample tools

• Subject syllabii, learning outcomes• JCSP Student profiles

– JCSP profiles– JCSP “I can statements”

• Drumcondra profiles – Speaking– Writing

Practical considerations on the use 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)

Questionnaires• Use simple words • 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

Sample questionnaire for students

Page 59

Insert your own url here

Sample student questionnaire

Sample questionnaire for parents

Focus Groups• Subject/programme departments• Link teams - 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)

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.

All teachersare

responsible

Literacy

Engage with textprint & electronic

“Mathemising”real world problems

PISA Report

Numeracy

Introduction to sse 2011

Documents

Transcript of Introduction to sse 2011