1. St Louise’s Comprehensive College SELF EVALUATION USING TTI QUALITY INDICATORS December 2012

2. Overview 1.Whole School Big Picture of Planning and Self Evaluation 2.Teaching for Learning: Action Planning and Self Evaluation at Departmental Level 3.The ‘paradigm shift’ from evaluation of inputs to evaluation of impact 4.The use of an ‘Evidence Base’ 5.End of Year Review linked to TTI Ratings and Summative Comment EXCELLENCE THROUGH CARING

4. Key Driver of Improvement An example EXCELLENCE THROUGH CARING Assessment for Learning 2012-13 (Resource 2) 5 TTI Quality Indicators Identification of key priorities linked to Whole School and Departmental Evaluation 2011-12 Key action points Quality Indicators linked to Evidence Base Success criteria

5. The ‘paradigm shift’ from evaluation of inputs to evaluation of impact EXCELLENCE THROUGH CARING How do we know? Define Quality Indicators - What good looks like? Link to Evidence Base – Collegiate Book Looks Success Criteria Whole School and Departmental Process Assessment for Learning 2012-13 (Resource 3) AFL5 Pupils respond to their learning points and shows of improvement (TTI)

6. The ‘paradigm shift’ from evaluation of inputs to evaluation of impact EXCELLENCE THROUGH CARING Collegiate Book Looks – the Process (Resource 4) Departmental Level November and February Departmental Meetings Simple Evaluation Proforma Evaluation documentation which is ongoing and provides evidence for end of year report (Other – Trusted Colleague)

7. Evaluation of Impact the Self Evaluation Report Assessment for Learning 2012-13 (Resource 5) -TTI Quality Indicator -Baseline Rating -Success Criteria linked to Evidence Base -Evidence of Impact -Rating (linked to TTI) -Action Points for Improvement -Overall rating is produced for each driver -Whole School Rating (all departments collated and a whole school rating for AFL) -Defines the Action Plan for the next year EXCELLENCE THROUGH CARING

8. Concluding Thoughts Never-ending journey – refining and sharpening our thinking – quality assurance process Must be a clear focus on evidence based outcomes using quantitative and qualitative outcomes High quality, sharp action planning leads to improved rigour in the process It is messy Must be owned by teachers and all leaders Importance of a self reflective, non-threatening, supportive culture Leaders need to know what outstanding looks like and therefore be able to ‘rate’ using a EVIDENCE BASE IMPACT ON THE LEARNER EXCELLENCE THROUGH CARING