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Introduction to sse 2011

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Information about Introduction to sse 2011
Education

Published on March 8, 2014

Author: brownm7

Source: slideshare.net

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Literacy and Numeracy for Learning and Life School Self-evaluation (SSE) A Practical Approach

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

Context (Draft SSE Guidelines, p.5) Click to access on-line © PDST, 2010 Click to access on-line The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 5

School Selfevaluation External Evaluation School 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-evaluation Quality & 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). © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 9

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) © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 10

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) © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 11

Process Priorities Literacy (across the curriculum) Numeracy (across the curriculum) Teaching and Learning Assessment Curriculum Others………………… © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 12

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 Development Planning Cycle Review •Strengths •Concerns •Opportunities •Threats Gather Evidence Design Prioritise Targets Implementation Action Plan •Who •What •When - timeframe •How Monitoring Evaluation

School Self-evaluation Subject Dept. Exam Analysis Observation Student Copies 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 Plan Post Grads School Improvement (Plan)

Where are we, as a school, in relation to SSE? On a scale from 0 to 10 with 10 representing the ideal self evaluating 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 © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 17

School Self-evaluation Draft Guidelines for PP Schools (DES, 2011) Dimensions a.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 •Attainment of subject & programme objectives © PDST, 2010 Learning Engagement •Active •Collaborative •Independent •Challenging The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 Teachers’ Practice •Preparation •Teaching approaches •Management of students •Assessment 19

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) Click here to access on-line Summary of Strategy © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 21

Considerations 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 © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 23

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 Scores Description 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 4 Getting the best from CAT p 9

© PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 26

NEPS resource pack for PP teachers © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 27

Click here for interesting article © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 28

Conversations Trends & Progress Click here to access on-line

Drivers of improvement requiring modest expenditure • High expectations of all • Positive school climate • Teaching & learning methods • Curriculum & Assessment • Ability groupings Click here to access on-line © PDST, 2010 7 A’s The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 31

A’s of value added • • • • • • • Ability Attendance Attitude Aptitude Application Aspiration Assessment © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 32

Starting Point? Step 1: Data 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? © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 33

Sample Tools Pack 1. 2. 3. 4. Literacy checklist Literacy across the curriculum prompt questions Analysis of state examinations template Subject department minutes template 5. |Ll 6. ;;;;;;;;;;; 7. n ‘” ‘: : 8. lk km,M< The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills © PDST, 2010 under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 9. M 34

Useful Links 1. National Strategy for Literacy & Numeracy 2. Summary of Strategy 3. DES Draft SSE Guidelines for Post-primary Schools 4. 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 teachers 8. DES approved post-primary assessments 9. JCSP - Resources for whole-school approaches to Literacy and Numeracy and DEIS Plannin 10. Evaluation of planning process in DEIS post-primary schools 11. DEIS information 12. ESRI - Improving Second Level Education - Using Evidence for Policy Development 13. Self-discipline Outdoes IQ in Predicting Academic Performance of Adolescents © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 35

Literacy and Numeracy for Learning and Life School Self-evaluation (SSE) A Practical Approach Workshop 2

Workshop two objectives Workshop 1 Workshop 2 • Tutorial on Google forms • Choosing effective tools • Introduction to target setting and the School Improvement Plan

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 teachers DES approved post-primary assessments Circular Number 0058/2011 (re: Post-primary maths)

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 Some of the most Group Reading Test 11 9-14 common tests Group Reading Scales2, 2009 Parallel forms Hodder Group Test 3 (9-16+) allows for retesting 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

What are most schools doing? • • • • • • Numeracy Test in September These four tests Access Maths Test 2 (11-16+) are based on UK Maths Assessment for Learning & curriculum & use £ and imperial Teaching: Stage 3 (11-15) measurements 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

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 © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 44

Specific targets for improving maths attainments • By 2020 60% taking HL Maths in JC (46% in 2011) • By 2020 30 % taking HL Maths in LC (16% IN 2011) © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 45

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 Click here to access on-line

A’s of ‘Value Added’ • • • • • • • • Ability Attendance Attitude Aptitude Application Aspiration Adaptability Assessment © PDST, 2010 The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 49

SSE - Evaluation Themes – Chapter 3 Teaching & Learning/ L & N Learner Outcomes •Attainment of subject & programme objectives © PDST, 2010 Learning Engagement •Active •Collaborative •Independent •Challenging The PDST isis funded by the Department of Education and Skills The PDST funded by the Department of Education and Skills under the National Development Plan, 2007-2013 under the National Development Plan, 2007-2013 Teachers’ Practice •Preparation •Teaching approaches •Management of students •Assessment 50

School Improvement Plan

Reflect on evaluation themes Awareness & Promotion Chapter 3 Link to Draft Guidelines

Reflection & SWOT analysis Gather evidence

Gathering Evidence

Checklists / Observation Records Records 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 could also be used by the teacher to share outcomes & assess oral literacy in their own subject Click here to access on-line Source Drumcondra profiles

Sample checklist for written work Yes No Comment

Example of a practical way to share outcomes and assess writing Click here to access on-line

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

Page 58 Sample student questionnaire

Sample questionnaire for parents

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.

PISA Report Numeracy Literacy All teachers are responsible Engage with text print & electronic “Mathemising” real world problems

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