3. 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
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•
Assessment for learning
Cooperative learning
EAL
Mixed ability teaching /
differentiation
Classroom management
Inclusion
Support for programmes &
subject areas – TY, LCA, LCVP &
JCSP
DEIS support
4.
5. Objectives
Workshop One
•
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•
SSE context
SSE process
Sample SSE tools
Reflection and discussion
Workshop Two
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Tutorial on google docs
Choosing effective tools
Target setting
School Improvement Plan
8. 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
14. 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
15. 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)
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.
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
24. 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
35. Literacy and Numeracy
for Learning and Life
School Self-evaluation (SSE)
A Practical Approach
Workshop 2
36. Workshop two objectives
Workshop 1
Workshop 2
• Tutorial on Google forms
• Choosing effective tools
• Introduction to target setting and the School
Improvement Plan
37. 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)
39. 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
40. What are most schools doing?
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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
41. What are most schools doing?
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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
42. 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.
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
46. 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
55. 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
56. 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
60. Practical considerations
on the use of tools
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•
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)
61. 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
68. •
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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)
69.
70.
71.
72.
73.
74. 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.
PDST Support for Primary Schools (in case any one is asked) Mental maths
Practical maths
Maths Recovery
Problem solving
Reading
Writing
Tús Maith
Spreag an Ghaeilge le Spraoi
Child protection
DEIS support
Oral Language
Reading Recovery
LAOS was prepared by ESRU of DES Inspectorate:
To assist schools in fulfilling quality assurance obligations under Education Act 1998.
To assist schools in process of internal review and self-evaluation
Towards 2016 embeds the Inspectorate’s Looking at Our School framework in the partnership agreement with teachers
The agreement intended to facilitate the systematic implementation of school self-evaluation in all primary
and post-primary schools. Agreement specifically mentions schools assessing performance in teaching and learning
Draft Guidelines – are available for primary & PP Schools
Dimensions:
a. Teaching and Learning - These are the one’s that pertain to Lit & Num
b. Management and Leadership
c. Support for pupils
SSE & External evaluation should IDEALLY go hand in hand to lead to school improvement
At the minute this is not the case. There is more emphasis on external evaluation
Quality Assurance
Accountability
Inspectors will be looking for
Evidence of SSE
Integration of L & N across the curriculum
These few points may help!!!
9 Principles of Self Evaluation
Start with what matters most
Experiment with new ways of measuring & reporting what matters
Explore multiple perspectives to enrich the dialogue
Stimulate & keep alive a culture of reflection
Build external accountability out of strong internal accountability
Seek out & use data selectively & critically:
focus on evidence keeps contention constructive
Try 80% listening, 20% talking rule
Showing you have understood others’ points of view
increases probability that others will listen
Keep ‘crap’ detector handy
Remind people constantly – the SEF is not self evaluation
SSE is about schools telling their own story about good custom & practice, looking inward to see what matters most & taking proactive measures to improve the quality of experiences for its students & teachers.
It is about passionate school leaders & teachers that are prepared to argue their own corner, backed up by evidence.
SSE is led by management – who give direction and are the driving force.
Emphasis is on an improvement motive rather than accountability imperative
They may distribute responsibility to a team where possible.
They may identify professional capital and build capacity.
They may facilitate innovative, creative & passionate teachers.
2. Trust & confidence are essential for progressive embedding of a culture of reflection & evaluation where SSE becomes a mindset rather that a discrete event.
It is a slow-burn development. Allocate time at subject dept, staff & BOM meetings and use templates for reflection & evaluation.
3. The history of SSE shows that its roots are in a teacher’s natural desire for evidence. Teacher led research is the professional ground bed for improving practice.
Teachers - open to students voice – student learning profiles, supported through subject dept structure
Teachers engaging in professional development, mentoring, post grad, action research...
Literacy & Numeracy are fundamental to T & L which are at the centre of what we do in schools
The new process of SSE V’s the old school planning model
The old SDPI cycle had the 4 stages Review, Design, Implementation & Evaluation
Left hand column – the same process
There is very little difference
More emphasis on evidence & the judgements coming from it
The new SSE cycle – comes from the first row in the last slide
Spend very little time on this as things can become repetative
Workshop - Ask the first question.
5 minutes with the person from your own school
Link with the next two slides
Lots going on in schools that can aid SSE.
The challenge is to prioritise & distill it into a SIP.
Having seen the previous slide – where are you now?
SSE Reflective Sheet
Instructions on the sheet are:
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 at the moment?
On the LHS write some reasons why you gave your school a ____.
On the RHS write some steps you need to take to move to the next level on the scale
It is important to point out that LAOS looked at five dimensions but the current publication of the Draft SSE guidelines focus only on T & L
The DES would like schools to use some of the tools in the guidelines & send feedback.
You could look at initiatives in schools such as DEAR time, parallel readers etc and get teachers to probe the effect it is happening on pupils in your school
SIP to be in place some time in 2012/13.
Cannot be written up before a thorough review of L & N.
Robust gathering of evidence from teachers, students, parents………to answer the question, what can we say about ourselves? What are others saying about us?
Observation as a tool for gathering evidence is not to be ignored, some schools have peer observation and it is working very well, but it may be further down the line for other schools.
Don’t underestimate schools. Avoid saying you only have to do a little bit. Some schools may have to do more than this.
Gather evidence
Make an honest judgment about strengths/weaknesses
Write a short report (2 pages max, with a brief outline of results of data gathering, not the specifics).
Write SIP that is simple & useful to the school
SIP made available to the school community does not mean that it has to be published.
It may just be made availabe in the principals office. It does not have to go on the school website.
However it might be goo to put targets on the website.
Targets must not be set before data gathered
Targets must include inputs & outcomes
........ ........mixed method studies in education where the
application of rigorous, systematic and objective procedures is
complemented by rich and thick description associated
with qualitative techniques. (Cohen et al)
Triangulation = more than two perspectives, but not too many or it gets complicated.
Research in Scotland: Schools that give teachers & students a voice are very effective.
Teachers & students comments re usually quite similar.
Even very disruptive students do answer well..
McBeath: SE is like a "tin opener"
We are not experts on standardised testing.
We are just highlighting that this will be happening.
See last slide for hyperlinks to useful sites that principals could use to inform staff of language around testing.
Post-primary teachers may need to be kept informed so as to be able to converse with parents at PTM..............
Micra T maths test generates information about strengths & weaknesses in the different strands.
How is assessment data used to help teachers adjust their teaching n your school?
Is this an area that needs to be looked at in your school?
Will teachers in your school need training in this area?
Could your own career guidance/SEN teachers do this?
When could it be done?
How do you share information at the moment?
Do you think that this area needs to be looked at in your school?
Do you have protocols around sharing of information?
Are all staff members informed about this – especially new staff members ?
Is there a fear that assessment data may be misinterpreted?
Is there a fear that expectations may be set at a certain level based on assessment data alone?
Is there a fear that the data will be used incorrectly?
Can these issues be addressed through education & discussion?
Is this an area for improvement in your school?
3. But all children are different and performance in any tests is only an indication of achievement. Parents, teachers & school leaders play an important role in encouraging & supporting all children no matter what they score on a test.
SSE it is improving things for everyone
According to a recent publication by the ESRI, using evidence for policy development can lead to school improvement even in times when there are cutbacks.
The main "drivers of improvement" are on slide.
E Smyth has shared the questionnaires that she used in her long. study with us and they will be available on the PDST website after W/S 2 has been delivered.
7 A’s
attitude, attendance, ability, aptitude, aspiration, attainment,........
SSE Reflection Booklet
Get participants to fill in this (looking at literacy & numeracy)
Take back to school and work through this
Would they see how a Data Audit could benefit them?
Has anyone undertaken a data audit? Data is not just standardised tests:
information from primary school,
general teacher observation of students, etc…
How would they go about conducting a data audit?
Data Audit:
Link to live form: http://goo.gl/el1sT
This is one method for gathering data and we will show how it can be quickly gathered and analysed using an online tool
There are plenty of free survey tools available that can be used for data gathering
Survey monkey
Surveygizmo
Smart-survey.co.uk
Fluidsurvey
Polldaddy
Inqwise
Jotform
Why are some using google forms?
It is free. There are limits on the free version of some survey tools e.g in survey monkey you can only have 10 questions and 100 responses. To upgrade costs €25 per month or a discounted €225 per year
Data is exportable to an excel file. This is not available in the free version of survey monkey
Easy sharing of data between other google docs users
Most importantly, many schools are now using gmail accounts with some using google docs for collaboration and google calendars for organisation. Google forms is part of google docs so can be used in a very integrated way. If google docs was used to its full potential then we would be using our time more efficiently and effectively in school and google apps is ideal for promoting department collaboration. In terms of data gathering any of the tools suggested would be very effective but it is about sowing the seed about a better way of working in general.
English tests use pound sterling and imperial measurement.
Maths inspector recommends school use own maths tests. To test strands in maths.
L 17
National improvement targets for literacy and numeracy
Being clear about what we want to achieve is essential if we are to succeed in tackling the problems that we face in literacy and numeracy. During the period from 2011 to 2020 we will aim to:
A tool for analysing SEC results is being developed by the PDST.
The school will input results and carts will automatically be generated.
7 A’s
SSE it is improving things for everyone
According to a recent publication by the ESRI, using evidence for policy development can lead to school improvement even in times when there are cutbacks.
Drivers of improvement requiring modest expenditure
High expectations of all
Positive school climate
Teaching & learning methods
Curriculum & Assessment
Ability groupings
Emer Smyths Research suggest ways of enhancing senior cycle education
providing access to a broad range of teaching methods,
embedding key skills such as critical thinking in the curriculum
utilising a broad range of assessment modes.
Adopting a positive school climate,
flexible forms of ability grouping
early guidance regarding educational choices in order to enhance student engagement in education.
SIP to be in place some time in 2012/13.
Cannot be written up before a thorough review of L & N.
Robust gathering of evidence from teachers, students, parents………to answer the question, what can we say about ourselves? What are others saying about us?
Observation as a tool for gathering evidence is not to be ignored, some schools have peer observation and it is working very well, but it may be further down the line for other schools.
Don’t underestimate schools. Avoid saying you only have to do a little bit. Some schools may have to do more than this.
Gather evidence
Make an honest judgment about strengths/weaknesses
Write a short report (2 pages max, with a brief outline of results of data gathering, not the specifics).
Write SIP that is simple & useful to the school
SIP made available to the school community does not mean that it has to be published.
It may just be made availabe in the principals office. It does not have to go on the school website.
However it might be goo to put targets on the website.
Targets must not be set before data gathered
Targets must include inputs & outcomes
Look through the Guidelines eg:
Read through the pages 16 – 25
For an impression
Start pg 24 look at Attainment Trends
Then pg 21 look at the learning experiences – this has implications for teaching…
So pg 17 look at teaching approaches
Discuss as a whole staff
Collaborative reflection on teaching in our school turn to page 65
Do not make judgements on a SWOT analysis alone, this is just the teacher’ perspective.
Triangulate the data.
As mentioned in the seminar there is a number of different tools that can gather evidence. At the seminar we looked at a collection of these during session 2.
We have listed already existing evidence in your school in relation to attitude to maths.
We will now explain 4 other tools in more detail, that can be used to gather information.
You would not gather evidence using all of these for one area. You would pick an appropriate tool or tools to match your focus/ area.
Our activity today will focus on these tools in a literacy and numeracy context. Firstly we will give some guidelines around these.
SSE is not a paperwork exercise.
When using any tools it is important that the school must be clear about:
What is the focus of attention?
Who is the focus of attention on?
Why they want to collect the information? and
What they intend to do with it?
Some key considerations to note...
When designing a tool ask yourself:
What is the purpose?
What information do I expect to get?
It would be important to keep these two points to the forefront of your mind when devising a tool, as otherwise one can sometimes stray from the information that is required and superfluous questions may be asked.
Checklists are a list of points to notice in direct observation. It is used to focus the observers attention on the presence, absence/ strengths or deficits or frequency of occurrence of each point on the prepared list.
Point one: Records factual information – analysis of documents (review of a plan e.g. Page 67 of DES draft SSE guidelines), practices ( e.g. Teachers own teaching methodologies), pupil achievement (comprehension strategy checklist)
Point two: they can be used for a variety of purposes such as recording observations for an individual child, group, of children or an entire class group
Samples include:
DES School Self-evaluation Draft guidelines pg. 67-70
JCSP/NEPS/Drumcondra profiles
When using any tools it is important that the school must be clear about:
What is the focus of attention?
Who is the focus of attention?
Why do you want to collect the information? and
What do you intend doing with this information?
Use a variety of question types: Types of questions that could be used in questionnaires:
Open ended questions
Multiple choice questions
Dichotomous questions – i.e. yes/no or true/false or agree/disagree
Measurement – i.e. Likert response allows for a range of responses eg. On a scale of 1 to 5 etc.
Sentence starters e.g. ‘I am good at... Because..’
This is a screenshot of a questionnaire that is taken from the DES School Self-evaluation Draft guidelines p. 62 and inputted into google forms. The data gathered can be automatically exported to microsoft excel for in depth analysis if desired.
Link to live form: http://goo.gl/8SarL (Anthony’s)
Link to live form: http://goo.gl/6mlch (nelius)
Focus groups are...
a form of qualitative research where stakeholders are asked about their perceptions, opinions, beliefs and attitudes.
Questions are asked in a group setting where participants engage in discussion with other group members. It is a very useful way of getting additional information following the use of a questionnaire or as a stand alone tool in itself.
Samples include:
DES School Self-evaluation Draft guidelines pg. 65/66
Screenshot of focus group sample from the guidelines
Although sometimes difficult to put into practice because of structural, cultural, and leadership barriers, the process itself is really quite straightforward and easy to understand. It is as follows:
Clarify 8 to 10 (4/5?) essential common outcomes per semester by course or content area
Develop at least four (2?) common assessments per year
Establish specific measurable standards or goals (i.e., SMART goals)
Analyse results
Identify and implement improvement strategies
The process makes intuitive sense: decide where you're going, establish performance goals, periodically assess students to gauge their progress via those outcomes and goals, look at the results, and do something different in your instructional goals if the results aren't to your liking.
(DuFour & DuFour, 2004).
How Subject Departments work often appear on Evaluation Reports:
Whole-School Evaluation Management, Leadership and Learning Report
St Columba’s Comprehensive School, Wednesday, April 6th, 2011
A number of subject department plans are well advanced with an appropriate focus on learning and on teaching. However, some of the subject plans are in need of development. In such instances the plans should include learning outcomes for each year group, appropriate methodologies and resources as well as attention to how students’ progress will be measured.The work of subject departments now needs to progress beyond the organisational aspects of subject provision. In order to focus on how effective subject department planning can impact positively on the outcomes for students it is recommended that each subject department should engage in the process of self-evaluation. This process should focus on teaching and learning, and the sharing of practices to improve the learning experience for students. The school should consider the development of a generic subject self-evaluation approach to facilitate this.