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Programme Self-Evaluation St. Leo’s College, Carlow SDPI Summer School DCU 20 th August 2008 Sheila Coady.

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Presentation on theme: "Programme Self-Evaluation St. Leo’s College, Carlow SDPI Summer School DCU 20 th August 2008 Sheila Coady."— Presentation transcript:

1 Programme Self-Evaluation St. Leo’s College, Carlow SDPI Summer School DCU 20 th August 2008 Sheila Coady

2 Outline of presentation Introduction Overview of St. Leo’s College’s TY Curriculum Evaluation of Transition Year St. Leo’s College’s experience Evaluation templates (handout) Conclusion

3 DeliveryAssessmentEvaluationDesign Transition Year Curriculum School based DES Support Inspectorate Monitor Student focused

4 School context All girls Voluntary Secondary School Founded by Sisters of Mercy in 1839 Carlow Town Comprehensive intake 900 students 77 teaching staff Senior Cycle Programmes – TYP, LCAP, LCVP, established LC

5 St. Leo’s College TY programme Introduced in 1979 as a response to students’ needs 2 class groups in 1985 5 class groups in 2008/mixed ability 137 participating students Optional Approximately 80-85% uptake annually External Evaluation in April 2002.

6 Programme Co-ordination Programme Co-ordinator T.Y. Co-ordinators Activities Co-ordinators T.Y. Year Head

7 Aims of St. Leo’s T.Y. Programme to Provide students with opportunities to develop their personal, intellectual, spiritual, social, physical and emotional life in a caring, stimulating and varied learning environment. Provide a transition between Junior and Senior cycles. Encourage students to achieve their potential in subject areas and learning experiences within the programme. Provide a broad and balanced curriculum including the provision of additional support in the core subjects where possible. Provide students with opportunities for personal and social development.

8 Help students to discover their inherent talents and skills and to foster a spirit of leadership amongst the cohort. Facilitate students in making better-informed subject choices for Senior Cycle. Assist students in taking greater responsibility for their own learning and decision-making. Prepare students for the world of work, further education and life-long learning. Provide students with the supports and skills necessary to grow in self-confidence and to develop a range of interpersonal and communication skills.

9 Areas of Study English Irish Mathematics French Science Business Studies Home Economics Physical Education Art Music/musical Geography Religion Career Guidance Mini company Tourism Awareness Programme/Heritage German Young Social Innovator ICT Public speaking Italian Social skills Conflict Resolution Activities Outdoor Activities Bridge Art and Craft Video and Radio Production Public Access to the Law G.A.A. Coaching Course

10 The 4 Layers of the TY Programme TYCSS, 1999

11 Calendar Layer Annual School Musical – October Annual T.Y. Retreat - November Work Experience – November/January Trade Fairs – December/March Study Trips/Educational Tours e.g. The Four Courts Annual European Tour – Easter Y.S.I. Showcase – May Visiting Speakers (Throughout the year)

12 T.Y. Specific Layer Mini company Social Skills – K.A.S. Programme Heritage/Tourism Awareness Safe Food for Life Conflict Resolution Public Access to the Law Young Social Innovator Pamoja Kwa Haki Project GAA Coaching Activities:-Self Defence Bridge Video and Radio Production Public Speaking Italian – Post Primary Languages Initiative Career Guidance Agri Aware

13 Subject Sampling Layer Science – Biology, Physics, Chemistry Business Studies – Business Organisation, Accounting, Economics Home Economics Music / Musical Art ICT/ECDL Heritage /Tourism Awareness (History, Geography)

14 Core Subject Layer Gaeilge English Maths French/German R.E. P.E.

15 Evaluation of Transition Year Transition Year Guidelines 1994-95 Department of Education "The programme should be regularly reviewed and evaluated internally by the co-ordinating team in close co-operation with school management, staff, students, parents, work providers and community interests. As part of this process, schools should attempt to develop appropriate quantitative and qualitative indicators as the means of raising and assuring the overall quality of the programme provided in the school. Regular monitoring and external evaluation of Transition Year will be a responsibility of the Department's inspectorate and psychological service."

16 Evaluating the Transition Year Programme What is evaluation ? The process of determining the quality of the service offered to students and charting ways to improve that service. Transition News No. 7 1997

17 Why should a school evaluate its Transition Year programme ? Mandatory part of “Writing the TY Programme” Affirmation of staff Data for co-ordinator and core team Transition Year programme improvement Diagnosis of student problems Diagnosis of staff difficulties Planning for the year ahead Support for administrative decision-making Public relations Data available for external evaluation by the Inspectorate

18 What might be evaluated ? Overall effectiveness of the programme Relevance of original goals of the TYP Breadth and balance within the programme Teachers' levels of satisfaction with their modules/subjects Application of active learning approaches Learning resources Student induction programme Allocation of resources Communication flows

19 What might be evaluated ? Cont’d Students' progress and motivation Communication with parents Assessment procedures Image of the programme Use of external learning environments Links with employers Community connections Staff co-operation and teamwork Decision making procedures

20 Who might be involved ? Co-ordinator and core team Teachers of Transition Year students The whole staff Employers providing work experience Other ‘community' interests Students Parents

21 When might it take place? Weekly End of Module/Course During/after Work Experience Following a specific event End of term Parents Night Towards end of school year

22 St. Leo’s College Evaluation of TY Whole staff programme evaluation – External evaluation report 2002 – Re-writing of TY programme in line with “Writing the Transition Year Programme” (SDP 2003- 2004). Carried out by subject departments with internal facilitation – Meeting of all TY teachers chaired by TY co- ordinators

23 Outcomes of TY programme evaluation Updated written Transition Year Programme – Introduction to programme – Discrete subject programmes Improved effectiveness of the programme Assessment procedures further developed – Project work, Student self-assessment Wider certification Community links and external learning environments Formal and frequent communication with parents TY graduation night (format developed) Ongoing TY curriculum evaluation

24 Subject departments, teachers, students, external partners Calendar layer – Evaluation of musical, work experience TY specific/modular layer – Evaluation of Social Skills programme/KAS, Young Social Innovator Subject sampling layer – Evaluation of French, German, Art & Heritage Core subject layer – Evaluation of RE and Maths

25 Evaluation Instruments Students – Specific event evaluation – Individual subject evaluation – Mid-year self-evaluation – End of year evaluation Teachers – Evaluation of teaching styles – Subject/module evaluation – Self-evaluation Parents – End of year evaluation Developed by TYCSS and adapted by subject departments and individual teachers

26 Role of co-ordination team in programme evaluation Initiates and manages the evaluation process Selects areas of programme to be evaluated Defines success criteria Assists in the provision of evaluation templates Collation, analysis and interpretation of data Extracting recommendations Negotiating and implementing changes

27 Benefits of TY programme self- evaluation School culture of self-improvement Further promotion of collaboration/collegiality Whole school ownership of and commitment to the Transition Year Programme Improvement in aspects of programme planning, delivery and management Enhanced teaching and learning

28 Benefits of TY programme self- evaluation Increased programme coherence and clarity of purpose Utilisation of in-school expertise Provision of structures for listening to staff, pupil and parent needs Generates confidence in relation to external evaluation/WSE

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