Presentation Secondary school Listowel August 2018 Our...

1

Presentation Secondary school Listowel August 2018

Our Self-Evaluation Report and Improvement Plan

Battelle for kids

1. Introduction

This document records the outcomes of our last improvement plan, the findings of this self-evaluation, and

our current improvement plan, including targets and the actions we will implement to meet the targets.

1.1 Outcomes of our last improvement plan from September 2017 to June 2018

Targets from School Improvement Plan May 2017

Mind mapping was continued with second years and introduced to all new first year students for the

academic year.

Individual teachers surveyed their students to ascertain student voice regarding mind mapping as a

learning tool. 100% of students surveyed agreed that mind mapping was an excellent learning tool.

Mind mapping was added to our homework policy and was ratified by the BOM in November 2018

Some teachers engaged with CPD to enhance teacher development of mind mapping and other AFL

strategies.

1.2 The focus of this evaluation

We undertook self-evaluation of teaching and learning during the period September 2017 to June 2018. We

evaluated the following aspect(s) of teaching and learning:

As part of our SSE and School Improvement Plan, we wanted to encourage staff to broaden and extend their

methods of providing the students with written formative feedback. Our overall aim is to improve the quality

of student feedback in order to improve teaching, learning and assessment practices. The outcome will enrich

student learning and provide teachers with a deeper understanding of formative feedback.

Initially we agreed that our Action Project would focus on building our students’ sense of wellbeing whilst

also improving teaching and learning in our school. We chose to focus our project on one of the four

aspects of wellbeing in schools, Culture, as outlined in NCCA Wellbeing Guidelines for the New Junior

Cycle. Within the aspect of Culture, we focused on Classroom Culture and Teaching, Learning and

Assessment.

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Teaching and Learning methodologies associated with developing a positive classroom culture can help

students feel more confident, connected and actively engaged in their learning. Having focused on AFL

teaching strategies such as mind-mapping in the past, we chose to focus on assessment and feedback for this

Action Project.

2. Findings

The initial teacher and student surveys examined the current classroom culture, giving us a good indication

of existing classroom culture and practices. The data from both initial surveys were consistent and indicated

that teachers regularly provided students with written formative feedback. However it highlighted that some

methodologies were more popular than others. With this in mind we chose to focus on four less broadly used

formative feedback strategies. These were student self-evaluation, comment-only grading, two stars and a

wish and digital feedback using mentimeter. The majority of our students preferred 2 stars and a wish and

digital feedback over comment-only grading and student self-evaluation.

The project successfully provided us with evidence from staff and students regarding the current practices in

the school. There is an increased awareness among teachers and students involved regarding the educational

value of good quality written formative feedback.

89% of teachers noted when resurveyed that formative feedback was enjoyable experience for students and

had improved the quality of learning for students. 100% felt that the formative feedback improved the

quality of their teaching and that the templates were vital for assisting in the successful implementation of

the action project.

In general all teachers agreed that the feedback was an excellent tool for student progression but some

concerns included timing issues, the dependency on grading in the final examinations and concern regarding

student self-assessment.

It is important to note that many students expressed a desire that more teachers would use digital feedback in

class as they found it very useful to share ideas and asks questions without being identified. It was a quick

and easy way for students to inform the teacher of their concerns.

Both parents and students expressed satisfaction with the 2 positive and 1 improvement aspect of this type of

feedback. Both students and parents said it benefited their morale and self-esteem when commended for

what they did well

3

Some challenges encountered included:

Conducting the surveys with minimum interruption to classes or loss of class contact time was a

challenge.

Ensuring that students were clear in terms of what we were trying to measure and ensuring that questions

asked were in a language they understood and were specific enough to extract the required information

from them.

Finding teachers to take part in the project and trying to make sure that we didn’t cause a significant

increase in their workload. Trying to provide support to teachers to ensure successful implementation of

project.

Time-management of the project was a challenge. Allowing enough time for the implementation phase

proved challenging as it coincided with the lead up to Christmas and house exams.

Students did not like the fact that they were not given a grade during the implementation of comment-

only grading. They expressed their dissatisfaction several times during the implementation phase.

The challenge going forward will be to try and maintain the improved approaches to written formative

feedback.

We experienced a challenge in the skewing of the data as three students click never for every single

question in the first student survey.

2.1 This is effective / very effective practice in our school List the main strengths of the school in teaching and learning.

We constantly strive to engage with projects aimed at improving the quality of teaching and learning

in the school.

Numerous staff have taken part in courses over the last five years.

The school values teacher learning and teacher CPD.

An enthusiastic staff who show a willingness to engage with the ever changing nature of education.

2.2. This is how we know.

Whole School Survey

14

Student Survey results post action project.

15

Write down one word to describe how teacher feedback makes you feel.

2.3 This is what we are going to focus on to improve our practice further Specify the aspects of teaching and learning the school has identified and prioritised for further improvement.

To extend our target group to all junior cycle students in the coming academic year.

To liaise with our school principal regarding the continued implementation of formative feedback to

our school.

To enhance teacher understanding of formative feedback and how best to implement it in our classes,

CPD should be conducive to enhancing teacher development of formative feedback in their

classrooms.

49%

24%

21%

6%

Which feedback format do you find the best?

Two Stars and a Wish

Digital Feedback

Comment Only Grading

Student Self Evaluation

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Next year as part of our SSE initiative, we aim to target formative instructional practices and

reporting through the medium of Batelle for Kids. We will develop stratagies to enhance reporting

with the new JCT guidelines in mind.

3. Our improvement plan

On the next page we have recorded:

The targets for improvement we have set

The actions we will implement to achieve these

Who is responsible for implementing, monitoring and reviewing our improvement plan

How we will measure progress and check outcomes (criteria for success)

As we implement our improvement plan we will record:

The progress made, and adjustments made, and when

Achievement of targets (original and modified), and when

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Putting the improvement plan into action

Actions at class level (taken from ‘Looking At Our Schools 2016’)

The Teaching and Learning Domains and Standards

4 Domains:

• Learner outcomes

• Learner experiences

• Teachers’ individual practice

• Teachers’ collective/collaborative practice

Teachers create an inclusive, orderly, student- centred learning environment based on mutual

respect, affirmation and trust, in which students regulate and monitor their own behaviour.

Teachers have high expectations of students’ work and behaviour, communicate these

expectations effectively to students, and facilitate students in internalising them.

Teachers demonstrate competence and proficiency in the skills and knowledge of their subject

areas, and can link these to other areas across and beyond the curriculum.

Teachers demonstrate competence and proficiency in the pedagogical skills required in their

subject area, and for developing students’ learning across and beyond the curriculum.

Teachers model enthusiasm and enjoyment in learning, and thereby create a learning environment

where students are self- motivated to engage in, extend and enjoy their learning.

Teachers’ plans identify clear, relevant learning intentions that are contextualised to students’

learning needs. Learning intentions reflect a developmental and incremental approach to

progressing students’ learning.

Teachers design and prepare in advance a sequence of learning tasks and activities suitable for the

specific learning intentions of the lesson or series of lessons. Lesson design is flexible to allow for

emerging learning opportunities.

Teachers identify and thoroughly prepare in advance resources tailored to match the specific

learning intentions of each lesson, or series of lessons, and individual students’ learning needs

Teachers’ preparation includes preparation for the differentiation of learning intentions and

learning activities, including personalised learning opportunities, and is informed by meaningful

use of data.

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Teachers plan for assessing all relevant aspects of students’ learning using both assessment of

learning and assessment for learning

Teachers’ assessment practices include not only assessment of knowledge but also

assessment of skills and dispositions.

Teachers tailor assessment strategies to meet individual learning needs.

Teachers regularly provide students with constructive, developmental oral and written feedback.

Teachers use feedback to work with students on clear strategies for improvement

Teachers share and co-create success criteria with students so that they can assess their own learning

through self-assessment and peer assessment, and identify areas for improvement and strategies to

achieve improvement

Teachers maintain assessment records that are clear, useful, easy to interpret and share, and tailored

to students’ individual learning needs.

Teachers strategically select and use approaches to match the learning intentions of the lesson,

meet the learning needs of students, and open up further learning opportunities.

Teachers deliver highly effective instruction which is directed at eliciting deep student

engagement. Teachers skilfully manage their own input to optimise student participation and

response.

Teachers use a range of questioning techniques effectively for a variety of purposes including

stimulating substantial student responses, facilitating deeper engagement with lesson content

and extending learning beyond the lesson.

Teachers meaningfully differentiate content and activities in order to ensure that all students are

challenged by the learning activities and experience success as learners

Teachers integrate relevant literacy and numeracy skills into the fabric of the lesson.

Teachers enable students to make meaningful links between lesson material and their learning in

other subjects, and to transfer their learning to unfamiliar experiences

Teachers are aware of students’ individual learning needs, and design and implement personalised

interventions to help students overcome challenges.

Teachers engage with students’ opinions, dispositions, and contexts, and modify their teaching

practice to build on opportunities and address any limitations that they present. Teachers empower

students to exploit these

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Actions at subject department level and at year level

Teachers engage in CPD relevant to student learning

Teachers use formal meeting and planning time to reflect together on their work.

Teachers view collaboration as a means to improve student learning and to enhance their own

professional development. They engage in constructive collaborative practice, and in

collaborative review of practice.

Teachers collectively agree and implement whole-school approaches to teaching and learning to

improve students’ experiences and outcomes.

Actions at school level

The principal and other leaders in the school foster a culture in which learning flourishes. They lead the

school community to continuously strive for excellence by setting high expectations for students. They

promote a culture of continuous improvement by supporting colleagues to become reflective practitioners.

The principal, with those leading the process, uses SSE very effectively to encourage teaching that is

engaging and challenging, and to enable all students to become active and motivated learners.

The principal and other leaders in the school expect and encourage teachers to develop and extend their

teaching, learning and assessment practices, and to share practices that have proven successful at

improving students’ learning. They actively promote innovation and creativity. They welcome and

celebrate individual and collective contributions and achievements.

Those in leadership and management roles support and promote teachers’ continuing professional

development in a range of areas, to support high-quality teaching.

The principal and deputy principal ensure that professional development is firmly based

o on action research and is adapted to the identified needs of the school. They maximise

opportunities to develop teachers’ capacity and competence to improve teaching and learning.

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Presentation Secondary School Listowel

Our Improvement Plan 2018-2019

Timeframe of this improvement plan is from September 2018 to June 2019

Targets Actions

Persons /

groups

responsible

Criteria for

success

See

Domains 2

& 3 of

guidelines

Progress and

adjustments

Targets

achieved

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To extend our

target group to all

junior cycle

students in the

coming academic

year.

To liaise with our

school principal

regarding the

continued

implementation of

formative feedback

to our school.

To enhance teacher

understanding of

formative feedback

and how best to

implement it in our

classes, CPD

should be

conducive to

enhancing teacher

development of

formative feedback

in their classrooms.

To begin the

process of

discussing the

Reporting

Guidelines

(Effective

Reporting in Junior

Cycle) issued in

March 2018 with

staff, students and

parents

Teachers will be

given formative

feedback

templates again in

September 2018

to revitalise the

project.

We will meet

with the Principal

to continue and

monitor the

progress of

formative

assessment.

External CPD

options will be

placed on the staff

notice board.

All teachers

Forbairt

team and

senior mgt.

Principal

Domains

2 & 3

Teacher

engagement

Student

Engagement

This topic is

on the

agenda for

all T&L

Committee

meetings

and staff

meetings

Use of

survey

results

Good

quality

in-service

High quality

communicat

ion with

Staff

Students

&

parents

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School Improvement Plan 2018-2019

This school self-evaluation report and school improvement plan serves a number of functions:

• It sets out the school’s judgements about its strengths and about the areas that need improvement

• It provides a basis for discussion and reflection among teachers, management, patron/ trustees and others

in relation to the work of the school

• It can be used by boards of management in reporting to parents and the patron on the work of the school,

as required under the Education Act 1998

• It provides the basis on which specific improvement targets are set

• It can inform external evaluations undertaken by the Inspectorate


4 Domains: 2 to be identified in blue • Learner outcomes




LEARNER EXPERIENCES

This domain and its related standards encompass pupils’ learning experiences as demonstrated in levels of

engagement as learners; growth as learners; self-reflection and ownership as learners; and development as

lifelong learners.

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TEACHERS’ INDIVIDUAL PRACTICE

This domain and its related standards encompass teachers’ knowledge and skills; their use of practices that

progress students’ learning; their use of appropriate teaching approaches; and their responsiveness to

individual learning needs.

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Monitoring actions and evaluating the impact

Monitoring actions and evaluating the impact of changes in practice

and teacher experiences to be based on ‘Looking At Our Schools 2016’

Statements of highly effective practice, Teachers’ Individual Practice

(See page 17 of this document)


4 Domains:





Monitoring actions and evaluating the impact of students’ experiences and

impact on learning to be based on ‘Looking At Our Schools 2016’ Statements of

highly effective practice Learner experiences


4 Domains:





Students demonstrate very high levels of interest and participation in learning.

They are able to work both independently and collaboratively in a very purposeful and

productive manner.

They understand and can explain the purpose of the learning tasks they are engaged in, and can

extend and develop the activity meaningfully.

They are able to report on, present, and explain the process and outcome of learning activities to a

highly competent level.

Interactions among students and between students and teachers are very respectful and positive,

and conducive to well-being.

Relationships and interactions in classrooms and learning areas create and sustain a

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co-operative, affirming and productive learning environment.

Students’ experiences as learners reflect consistently well on how the code of behaviour is

understood and implemented.

Students contribute their opinions and experiences to class discussion with confidence. They are

respectful of and interested in the opinions and experiences of their classmates.

They ask questions and suggest possible solutions very confidently. They are willing to risk incorrect

responses, and understand the value of making mistakes, using them as learning opportunities.

They demonstrate a high level of motivation, and enjoy engaging and persisting with increasingly

challenging work.

Students assess their progress realistically and can describe their strengths and areas for

development as learners.

They have a sense of ownership of their work, take pride in it, and take responsibility for

improving it.

They reflect on their behaviour and attitude to learning, and are able to set meaningful personal

goals as a result of their reflection.

Where the school curriculum provides opportunities to do so, students negotiate their learning

thereby increasing their autonomy and effectiveness as learners.

Students take responsibility for their own learning, and use both the learning

resources provided to them, and those that they source themselves, to develop their skills and

extend their knowledge.

Students make meaningful and authentic connections between learning in different subjects

and areas of the curriculum.

Students make meaningful and authentic connections between school-based learning and

learning that takes place in other contexts.

Students can, of their own initiative, transfer and apply skills learned in one context to

another context.

Students can explain the key skills underpinning the curriculum and understand their relevance

to present and future learning.

They take the opportunities provided by curricular and other learning experiences to apply and

develop these key skills consciously and deliberately.

Students have an age-appropriate understanding of the concept of lifelong learning, and see

themselves engaging in continuing education and training.

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List of possible evaluation approaches

32


School Self Evaluation Report

and

School Improvement Plan 2018-2019

Report for the Community

In the last year, we have looked at teaching and learning in our school to find out what we are doing well.

This is what we discovered:

We undertook self-evaluation of teaching and learning during the period September 2017 to June 2018. We

chose to focus our project on one of the four aspects of wellbeing in schools, Culture, as outlined in

NCCA Wellbeing Guidelines for the New Junior Cycle. Within the aspect of Culture, we focused on

Classroom Culture and Teaching, Learning and Assessment. The initial teacher and student surveys

examined the current classroom culture, giving us a good indication of existing classroom culture and

practices. The data from both initial surveys were consistent and indicated that teachers regularly provided

students with written formative feedback. However it highlighted that some methodologies were more

popular than others. With this in mind we chose to focus on four less broadly used formative feedback

strategies. These were student self-evaluation, comment-only grading, two stars and a wish and digital

feedback using mentimeter. The majority of our students preferred 2 stars and a wish and digital feedback

over comment-only grading and student self-evaluation.

The project successfully provided us with evidence from staff and students regarding the current practices in

the school. There is an increased awareness among teachers and students involved regarding the educational

value of good quality written formative feedback.

89% of teachers noted when resurveyed that formative feedback was enjoyable experience for students and

had improved the quality of learning for students. 100% felt that the formative feedback improved the

quality of their teaching and that the templates were vital for assisting in the successful implementation of

the action project.

In general all teachers agreed that the feedback was an excellent tool for student progression but some

concerns included timing issues, the dependency on grading in the final examinations and concern regarding

student self-assessment.

33

It is important to note that many students expressed a desire that more teachers would use digital feedback in

class as they found it very useful to share ideas and asks questions without being identified. It was a quick

and easy way for students to inform the teacher of their concerns.

Both parents and students expressed satisfaction with the 2 positive and 1 improvement aspect of this type of

feedback. Both students and parents said it benefited their morale and self-esteem when commended for

what they did well

This is what we did to find out what we were doing well, and what we could do better:

Some challenges encountered included:

Conducting the surveys with minimum interruption to classes or loss of class contact time was a

challenge.

Ensuring that students were clear in terms of what we were trying to measure and ensuring that questions

asked were in a language they understood and were specific enough to extract the required information

from them.

Finding teachers to take part in the project and trying to make sure that we didn’t cause a significant

increase in their workload. Trying to provide support to teachers to ensure successful implementation of

project.

Time-management of the project was a challenge. Allowing enough time for the implementation phase

proved challenging as it coincided with the lead up to Christmas and house exams.

Students did not like the fact that they were not given a grade during the implementation of comment-

only grading. They expressed their dissatisfaction several times during the implementation phase.

The challenge going forward will be to try and maintain the improved approaches to written formative

feedback.

We experienced a challenge in the skewing of the data as three students click never for every single

question in the first student survey.

This is what we are now going to work on:

The main strengths of the school in teaching and learning.

We constantly strive to engage with projects aimed at improving the quality of teaching and learning

in the school.

Numerous staff have taken part in courses over the last five years.

The school values teacher learning and teacher CPD.

An enthusiastic staff who show a willingness to engage with the ever changing nature of education.

We focused on Classroom Culture and Teaching, Learning and Assessment.

This is what we are now going to work on:

To extend our target group to all Junior Cycle students in the coming academic year.

Staff and Management to liaise regarding the continued implementation of formative feedback to our

school.

34

To enhance teacher understanding of formative feedback and how best to implement it in our classes,

CPD should be conducive to enhancing teacher development of formative feedback in their

classrooms.

To begin the process of discussing the Reporting Guidelines

(Effective Reporting in Junior Cycle) issued in March 2018 with staff, students and parents

This is what you can do to help:

Communicate with your daughter’s teachers, Class Tutor and Year Head if your daughter is

experiencing any difficulties.

Check her journal regarding her homework

Speak to your daughter about her experiences of school

Here is some information about how we are carrying out our work and about what the

Department of Education and Skills requires us to do. School time and holidays

The Department requires all post-primary schools to have 167 school days each year, and a 28-hour school

week.

This year we had 167 school days, from 29th August 2017 to June 1st 2018. Our school week is 28 hours.

The Department sets out a standardised school year and school holidays.

This year we took all our school holidays within the permitted time. YES / NO

The Department sets out arrangements for parent/teacher meetings and staff meetings. This year we had

parent/teacher meetings and staff meetings, all in line with the Department’s regulations.

Looking after the children in our school

The Department requires schools to follow the Child Protection Procedures it has set down. Our board of

management has agreed in writing to do this. YES / NO

All teachers know about the Procedures and we have told

all parents about them and how we follow them. YES / NO

Our Designated Liaison Person (DLP) is Eileen Kennelly Principal

and our Deputy DLP is Margaret Walsh Deputy Principal

Enrolment and attendance

The Department requires schools to have and publish an admissions policy, to record and report attendance

accurately, and to encourage high attendance and participation.

We have an admissions policy and it is published. YES / NO

We reviewed (and updated) our admissions policy on: 21st August 2018

We keep accurate attendance records and report them as required. YES / NO

We encourage high attendance in the following ways:

1. Management, Year Heads and Class Tutors frequently speak about the importance of attending

school at assemblies

2. The Deputy Principal meets all students who come late to school every morning and speaks with

those students

3. Year Heads and Class Tutors monitor attendance on eportal

4. Awards Day: Certificates are given to excellent attenders

5. Students who are encountering difficulties at home or whose family circumstances are challenging

are supported through the pastoral care structures

This is how you can help:

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1. Place an emphasis on education in your home

2. Speak to the Principal, Deputy Principal. Year Head and Class Tutor if there is a problem

3. Speak to your daughter about her experiences of school

Positive behaviour for a happy school

The Department requires schools to have a code of behaviour, and asks us to consult parents and students

about it. We do this. YES / NO

Our code of behaviour describes and supports positive behaviour. YES / NO

We have a very clear and high-profile anti-bullying policy in our school. YES /NO

Presentation Secondary school Listowel August 2018 Our...

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