primary seminar presentation autumn 2013

School Self-Evaluation Seminar for School Leaders 2013

VenueFacilitator

Date

Overview of the daySession 1

9.15– 11.00

SSE: Set the context for 2013-2014Spotlight on Step 1 of the SSE ProcessReflection- Evidence Gathering Processes

11.00 – 11.15 Coffee

Session 2

11.15 – 13.00

Spotlight on Steps 2 and 3 of the SSE process Linking data analysis with evaluation criteria/ quality statementsReflection- Data Analysis and Drawing Conclusions

13.00 – 13.45 Lunch

Session 3

13.45 – 15.30

Spotlight on Steps 4, 5, and 6 of the SSE ProcessCompiling School Self Evaluation ReportSchool Improvement Planning- Target setting and actionsReflection – SSE Report and SIP

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

Overall AimsTo facilitate self-assessment of the SSE process to date

To highlight strategies for whole school approaches to SSE

To explore effective practices in the context of the six step SSE process


Session One Objectives

To set a context for SSE in schools

2013-2014

To revisit key features of the SSE guidelines

To facilitate reflection on

evidence gathering practices


SSE Overview of Supports 2013-2014

Term 1 2013

• Seminar for School Leaders• Inspector visits ongoing during Term 1

Follow up Supports

• Workshops for schools – discrete workshops to support the SSE process

• Workshops to support Literacy and Numeracy• School support• Online support


Journey to date

Term 1 2012

• Seminar for principals 2012/2013• Principal outlines SSE process to staff

Term 2 2013

• Selection of literacy or numeracy as area of focus• Teacher attended link teacher seminar on literacy/numeracy

Term 2/3 2013

• Inspectorate presentation on SSE to all staff• Teacher meeting regarding gathering evidence

Term 3 2013

• Teacher meeting regarding analysing evidence and findings• Areas of strength and areas in need of improvement identified


Updates

• June 2014, latest date to have first SSE Report and SIP in place

• SSE Guidelines issued• SSE update available• DES website – www.schoolself-evaluation.iewww.schoolself-evaluation.ie/gaeilge.php


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

http://www.schoolself-evaluation.ie/gaeilge.php

Key Messages

• School self-evaluation is 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


Where schools are at…

None of the above

Communicating Plan to community

Implementing Plan

Plan complete

Drafting Plan

Report Complete

Drafting Report

Drawing conclusions

Analyzing evidence

Gathering Evidence

0 5 10 15 20 25 30 35 40


Think, Pair, Share

What positive things are currently happening in your school since embarking

on the SSE process?


What Principals SaidWhich of the following reflects your experience of the SSE process to date?

Supports reflective practice

Findings inform CPD

Supports collaboration

Affirms teaching and learning

Challenges teaching culture

Encourages innovation

Little or no change in teachers' practice

Facilitates Parents & Pupils voice

Challenge to engage teachers

0 5 10 15 20 25 30 35


Building Blocks of SSE

Gather the evidence

Analyse the evidence

Draw conclusions

Write school self-evaluation report

Devise school improvement plan

Implement and monitor improvement

plan

Key steps in the SSE Process


Guidelines:Chapter 2

The Teaching and Learning Quality Framework

14

Teaching & Learning

Learner outcomes

Learning experiences

Teachers’ practices

• Attainment of curriculum objectives

• Learning environment

• Engagement in learning

• Learning to learn

• Preparation for teaching

• Teaching approaches

• Management of pupils

• Assessment


Guidelines:Chapter 3

Evaluation Criteria and Quality Statements


Guidelines Chapter 4

Gather the evidence


Draw conclusions



Implement and monitor improvement plan

The 6 step process


Standardised testsInterviewsChecklists

Staff QuestionnairePupil Questionnaire

Parent QuestionnaireWSE reports

Professional dialoguePupils' Work

Teacher ReflectionPupils Focus Group

Parents Focus GroupStaff SCOT analysis

Cuntais Mhíosúla

0 5 10 15 20 25 30 35

Data Sources


Activity

Force field analysis of data gathering tools

• When did you use this tool?• How did you use this tool?• Why did you use this tool?

• How did it help/hinder the collection of data?


Workbook P 3

Data gathering – What level is my school at? Level 4 Level 3 Level 2 Level 1

Gathering evidenceExamples may include:A range of assessment dataChecklistsStaff/pupil/ parent questionnairesW.S.E. reportParent/pupil focus groupsCúntais MíosúlaSamples of pupils’ work

● Tracked standardised tests results are cross-referenced with other sources of learning outcome data.

● Specific cohorts of pupils are tracked using a range of assessment approaches.

● A broad range of tools are designed and routinely used to gather data for use in teaching and learning.

● ICT applications are adapted and used for in depth evidence gathered.

● The value of evidence in professional practice is well understood by all staff.

● Standardised test results are tracked over a number of years.

● Class and school level data, including parent and pupil voice is compiled.

● A range of tools are adapted and routinely used for further evidence gathering at school and class level.

● ICT applications are used routinely in evidence gathering.

● Standardised test results are collated at whole school level.

● Class level data from a range of assessment approaches is compiled.

● A number of tools are used for further evidence gathering at school level.

● ICT applications are used in some evidence gathering.

● Standardised test results are collated at class level.

● Teachers use class level assessment data.

● Teachers are aware of other evidence gathering tools.


Gathering evidence - What have we done?

Action 1

What will we do next?

Action 2 Action 3 Action 4

Time for reflection

• Where is my school at with gathering evidence? • Any suggestions I would like to consider on return to school? • Any activities I would like to engage in with staff?


Workbook P 5

Session 2 Objectives

To illustrate the data analysis process

To illustrate the benchmarking of

analysed evidence against evaluation

criteria/quality statements

To facilitate reflection on steps 2 and 3 of the

SSE Process


Key Messages





Gather the evidence


Draw conclusions




The 6 step process


Think, Pair, Share

Have you engaged with the Evaluation Criteria / Quality Statements in the guidelines ?In what way have they informed your data analysis?


Theme 1: Learner Outcomes

Knowledge, understanding and skills

Attitudes and dispositions

Literacy and Numeracy

Attainment trends

School Improvement Plan

Criteria Evidence

To be used by schools that have previously had a 3 year plan


Guidelines P 30 Workbook P 6

A Case Study: Scoil X

• Rural, mixed primary school, 113 on roll, 7 children with resource hours allocated for special educational needs

• Four class teachers plus one learning support and one resource teacher

• Standardised Test Results over 3 yearsEnglish: Increased from approximately 45% to 48% with a STen of 7 or aboveMaths: Increased from approximately 35% to 50% with a STen of 7 or above


Data Analysis Activity

What do these data seem to tell us about our priority?

What do these data not tell us about our priority?

What else would we need to know?

Earl and Katz 2006:63


Workbook P 7

Pupils’ Questionnaire

• Do you like writing?• Do you like free writing?• What other types of writing do you like?• What helps you to be a good writer?• How good are you at writing?• What do you find difficult when you are writing?• Are the novels, PM+ and Earthlinks too difficult,

too easy, just right?


http://goo.gl/rqglIl

Drawing Conclusions

In your group: • Read relevant Evaluation Criteria/Quality

Statement• Benchmark these findings against the

Evaluation/Quality Statement• Place practice along quality continuum


Guidelines P 24 Workbook P 8

Analysing the evidence: Reality of looking at data

I wonder…

Not being sure

Feeling confused

Reserving judgement

Considering all the possibilities

Sometimes frustrated Earl and Katz, (2006: 64-65)


Data analysis/Drawing conclusions – What level is my school at?

Level 4 Level 3 Level 2 Level 1

Analyse evidence / Drawing conclusions

● Data is cross-referenced from different sets and sources.

● Agreed criteria are developed and consistently used for analysis of assessment data.

● Data is routinely analysed and benchmarked to inform planning and school improvement.

● A range of well informed, evidenced based conclusions are drawn

● Standardised test results are cross-referenced with class and school level assessment data, including data from parents and pupils.

● Patterns and anomalies in data are identified, through open questioning of the evidence.

● Evidence gathered is benchmarked, using the evaluation criteria and quality statements from the SSE Guidelines.

● A range of informed conclusions are drawn

● Standardised test results from a variety of class levels are analysed.

● Some patterns are identified at whole school level.

● A range of conclusions are drawn

● Standardised tests results are reviewed at class level, and then by principal, deputy and S.E.N. team.

● Some conclusions are drawn.


Workbook P 4

Time for reflectionAnalysing evidence/Drawing conclusions – What have we done?

Action 1




Workbook P 9

Session 3 Objectives

To explore the features of a School Self-

Evaluation Report

To illustrate the development of a

School Improvement

Plan

To facilitate reflection on Step

4, 5 and 6 practices


Key Messages





Gather the evidence


Draw conclusions




The 6 step process


School self-evaluation report1. Introduction• The focus• School Context

2. The findings3. Progress made on previously

identified targets4. Summary of SSE findings• Strengths• Priority areas for improvement• Legislative and regulatory requirements to be

addressed

Summary to be provided for the school community


Guidelines Chapter 6 P 63 - 67

Reminder of analysed data

• Compiled Teachers’ Checklist for evaluation of literacy

• Results of Pupil Questionnaire

• Samples of pupils’ writing

Activity

Consider the sample SSE report in the following ways:

• What works well?


Time for reflection

School Self Evaluation Report What have we done?

Action 1




Workbook P 10

Gather the evidence


Draw conclusions




The 6 step process


School Improvement Plan

• Areas for Improvement• Targets• Actions• Persons Responsible• Timeframe for action• Success criteria/measurable outcomes• Review dates• Monitor and implement


Guidelines P 68

Think, Pair, Share

What do you know about target – setting?


Learner outcomes



Targets Actions

Teaching and Learning Framework


Improvement Targets • …may relate to any aspect of pupils’

achievement, including their knowledge, skills and their attitudes.

• …are clearly linked to relevant baseline data

(SSE Guidelines p.61 )


Areas for Improvement: Prioritise!All teachers report that ‘pupils do not communicate clearly and confidently in writing’.• Outcomes for writing need to be further

explored, agreed at whole school level and used to facilitate progression .

• The teaching of the writing process needs to be further developed throughout the school.

• Teaching of grammar, spelling and punctuation needs attention.


Setting the target

Target 1 – By the end of year three 80% of pupils in all class levels will be at Level 4 in a staff designed writing rubric

Target 3 – The majority of SEN pupils will reach specific writing targets identified in their I.E.P.


Target setting • Is the target linked to learner outcomes? • Is the target rooted in…Gathered evidence?Analysed data?Identified area for improvement?

• Is the target SMART?


Workbook P 13

ActionsActions are required to achieve the targets.

• Actions are directly linked to the targets set• Actions relate to learning experiences and teacher practice

Actions can relate to

1. Areas needing further investigation2. Learning more (CPD)3. Implementing new practices


Workbook P 13

Video Clip: Pupil Focus Group


Learner outcomes



Targets Actions

Scoil X SIP : Check….


Gather the evidence


Draw conclusions



Implement and monitor

improvement plan

The 6 step process


Success Criteria

A statement of how a school will check if targets have been achieved. • What improvements in learning outcomes will

we expect to see?• What evidence will we have to show that our

targets are being achieved? • What will pupils/teachers be doing

differently?


Workbook P 13

Retracing our stepsHave you gathered evidence from a wide range of

sources?

Extend range of sources

Analyse evidence using evaluation criteria

Use Evaluation Criteria to

inform analysis

Is there enough evidence to make decisions?

Evidence is used to inform targets and actions (SSE Report

& SIP)Plan for more

evidence gathering Evidence will be gathered throughout

the 3 years of the planMonitor, Review, Plan for further

actions

No Yes

No Yes

No Yes


Time for reflection

School Improvement PlanWhat have we done?

Action 1




Workbook P 12

PDST supports• On-line resources : www.pdst.ie • Link teacher seminars and cluster meetings

(Literacy / Numeracy)• SSE specific workshops Data gathering workshop Data analysis Improvement planning

• School support


http://www.pdst.ie/

PDST – application for school support


http://dmsnew.pdst.ie/school/register



Key Messages



