the literacy and numeracy secretariat le secrétariat de la littératie et de la numératie october...
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The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
The School Effectiveness Framework
A Collegial Process for Continuing Growth in the Effectiveness of Ontario Elementary Schools
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
Key Purposes of the Framework
The primary purpose of the School Effectiveness
Framework (K-12) is to function as a tool for schools
to identify areas of strength and areas requiring
improvement in order to reach all students and
improve student achievement.
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
The Design of the Framework
The Components
Assessment for, as and of Learning
School and Classroom Leadership
Student Voice
Curriculum, Teaching and Learning
Programs and Pathways
Home, School and Community Partnerships
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
2010-2011 Recommendation
All elementary schools identify strengths, specific areas of need and next steps in the component Assessment for, as, and of Learning (1.1-1.7) strengthening alignment with the Growing Success document and the Board Improvement Plan. Specific area(s) of need and next steps will be integrated into the SIP.
Schools examine the indicators of the remaining five components (School and Classroom Leadership, Student Voice, Curriculum, Teaching and Learning, Programs and Pathways and Home, School and Community Partnerships) as part of the self-assessment and may identify a second focus component.
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
Assessment for, as and of Learning
1. Students and teachers share a common understanding of
the learning goals and related success criteria.
2. During learning, students receive ongoing, descriptive feedback based on the success criteria, from the teacher and from peers.
3. Students are taught, and regularly use self-assessment skills to monitor their progress toward achieving learning goals within the context of the Ontario curriculum and/or individual Education Plan I.E.P.)
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
Assessment for, as and of Learning
4. Assessment tasks are aligned with the curriculum, collaboratively developed by teachers and the resulting demonstrations of student learning analyzed to ensure consistency with success criteria.
5. A variety of valid and reliable assessment data is used by students and teachers to continuously monitor learning, to inform instruction and assessment and to determine next steps.
6. Assessment of learning provides evidence for evaluating the quality of student learning at or near the end of a period of learning.
7. Ongoing communication is in place to allow students, teachers and parents to effectively monitor student learning.
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
Key Principles for Engagement
In order to be effective, it is essential that theprocess is:
Focused on continuous improvement in student achievement Collaborative, collegial and respectful Open, honest, and transparent Reflective, self-critical and growth-promoting resulting in capacity building and the acquisition of new knowledge and skills, and a basis for dialogue and inquiry
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
Linking School Self-Assessment and School Improvement Planning
• Complete School Self-Assessment for current year
• Review indicators and determine areas requiring attention
• Review and analyse all assessment data
(Comprehensive Needs Assessment)
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
BIPSA SIPSA
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
Linking School Self-Assessment and School Improvement Planning
• Select, revise or refine SMART goals setting targets for student achievement
• Examine the indicators in the SEF that require attention. Select a number that will directly impact on the student learning goals selected
• Move into actions on SMART goals, set targets for student achievement, plan instruction and implement strategies
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
Focus Plans on the Instructional Core“A clear view of the classroom”
Learning - What is the student work telling us
about how we are doing?
Teaching - How do learning goals,
success criteria, prompts,
tasks, rubrics, feedback
impact student learning?
Leading – How do we learn to do the
work of implementation by
doing implementation
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
http://www.curriculum.org/secretariat/framework/index.shtml
School Effectiveness Resources
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie
October – octobre 2007
The District Review Process
For District Reviews to be successful, the following
conditions must be demonstrated:
• Collaborative, collegial and respectful interactions
• Open, honest and transparent communication,
throughout the process
• A non-evaluative, supportive stance