School Self-Evaluation  (SSE) Workshop

Learning Intentions Understanding of the SSE Process Deepen understanding of the drivers in relation to the updated SSE/LAOS guidelines Role of Principal and Deputy Principal in Leading SSE Supports for School Self-Evaluation

School Shelf-Evaluation SSE is a collaborative, reflective process of internal school review SSE is a way of working that provides one coherent internal improvement process for schools. It incorporates school development planning and DEIS action planning In the next cycle of SSE (2016-2020), schools should continue to focus on teaching and learning Schools have flexibility to focus their SSE on aspects of teaching and learning according to the needs of the school Schools should select a minimum of 2 and a maximum of 4 aspects of teaching and learning as the focus for their SSE process from 2016- 2020. Typically, most schools will use the process to assist them in introducing and embedding relevant aspects of the Junior Cycle Framework

Background Education Act 1998- School Plan SSE Circular 40/2012

Circular 0040/2016 Follows on from, and supersedes, Circular 0040/2012, Implementation of School Self-Evaluation Provides an overview of the first cycle of school self-evaluation, 2012-2016 Sets out the requirements for schools in their continuing engagement with school self-evaluation of teaching and learning Outlines appropriate timeframes and stages for the school self- evaluation process, 2016-2020 Indicates the support available to schools for school self- evaluation Includes a summary at section 10, listing the actions that schools need to take

The Six-Step School Self–Evaluation Process

The Six-Step Process Step 1 - Identify focus (Chapter 3 of Guidelines) Step 2 - Gather evidence (Chapter 4 & 5 of Guidelines) Step 3 - Analyse and make judgements (Chapter 4 of Guidelines) Step 4 - Write and share report and improvement plan (Chapter 6 of Guidelines) Step 5 - Put improvement plan into action Step 6 - Monitor actions and evaluate impact

Step 1-Identify Focus Teaching & Learning continues to be the focus and schools continue to identify and work on aspects which require development and improvement. Schools should select a minimum of two and a maximum of four aspects of teaching & learning. Chapter 3 of Self Evaluation Guidelines

Step 2-Gather Evidence Quantitative and Qualitative Data Schools may decide to analyse assessment data and records of student progress Teacher views and records Information gathered from students and parents Professional reflection and dialogue between teachers are very important in gathering evidence. As collaborative practices are further developed , team teaching and professional collaboration review will become an effective means of gathering evidence. Chapters 4 & 5 of School Self-Evaluation Guidelines

Step 3-Analyse and Make Judgements

Two Dimensions: Four Domains Looking at our Schools 2016 Two Dimensions: Four Domains Teaching and Learning Leadership and Management Learner outcomes Learner experiences Teachers’ individual practice Teachers’ collective/collaborative practice Leading learning and teaching Managing the organisation Leading school development Developing leadership capacity

Looking at our Schools 2016 Standards outlined in each domain Statements of effective practice Statements of highly effective practice Evaluate the effectiveness of your current practice and make judgements on the evidence gathered using the statements of practice in the SSE Guidelines 2016-2020 Start with statements of effective practice Build on strengths and work towards excellence

Looking at our Schools 2016 A Quality Framework for Schools Designed to underpin SSE and School Inspections Provides standards to help assess how good practice is Allows school to look at their own practice and identify what is working well Points the way towards improvement where needed Assists parents and stakeholders to understand how well schools are working and how well students are learning Designed to inform all inspections from 2016 SSE will focus on Teaching and Learning section only – Schools are not required to engage in self-evaluation of leadership and management in the second phase of SSE (2016-2020)

Step 4 - Write and Share Report and Improvement Plan SSE report and improvement plan should be a single document and completed annually-3 pages First Section: Report Outlines progress made on implementing improvement areas that were the subject of e Evaluation and improvement plans in previous year New aspect of teaching and learning chosen Areas school has prioritised for improvement Second Section: Improvement Plan Targets for improvement with a focus on learner outcomes Actions required to achieve targets over 3 years Who will undertake actions Who will monitor the implementation and progress Reference to how parents can help Timeframe for achievement of targets

Communicating the school self-evaluation process to the school community Schools should provide a summary of their self-evaluation report and the school improvement plan to the whole school community. This single document should be brief, clear and meaningful. BOM The summary document should include the following headings: This is what is working well in our school This is how we know This is what we are going to focus on to make our practice even better This is how parents can help

TEMPLATE Outcomes of our last improvement plan from [date] to [date] [School name] Our Self-Evaluation Report and Improvement Plan 1. Introduction This document records the outcomes of our last improvement plan, the findings of this self-evaluation, and our current improvement plan, including targets and the actions we will implement to meet the targets. Outcomes of our last improvement plan from [date] to [date]  1.2 The focus of this evaluation We undertook self-evaluation of teaching and learning during the period (month/year) to (month/year). We evaluated the following aspect(s) of teaching and learning:  2. Findings  2.1 This is effective / very effective practice in our school List the main strengths of the school in teaching and learning.  2.2. This is how we know List the evidence sources. Refer to students’ dispositions, attainment, knowledge and skills.   2.3 This is what we are going to focus on to improve our practice further Specify the aspects of teaching and learning the school has identified and prioritised for further improvement.  3. Our improvement plan On the next page we have recorded: The targets for improvement we have set The actions we will implement to achieve these Who is responsible for implementing, monitoring and reviewing our improvement plan How we will measure progress and check outcomes (criteria for success) As we implement our improvement plan we will record: The progress made, and adjustments made, and when Achievement of targets (original and modified), and when

TEMPLATE Our Improvement Plan Timeframe of this improvement plan is from [date] to [date] Targets Actions Persons / groups responsible Criteria for success Progress and adjustments Targets achieved  

Step 5-Put improvement Plan into Action This is the key step in the process. All relevant school personnel should share ownership of the actions to be implemented at individual teacher, subject department or whole-school level. These actions should become part of the normal teaching and learning process.

Step 6-Monitor Actions and Evaluate Impact In order to evaluate the impact of the actions they must be monitored. Useful questions: has practice changed in classrooms? what are teachers experiences of the agreed changes? what are the students experiences of the agreed changes? Schools will need to decide: how monitoring will occur who will be responsible for monitoring How progress will be determined and reported When and to whom progress will be reported If targets and actions are realistic or need to be changed

Supports for School Self-Evaluation SSE guidelines 2016 Looking at our School 2016 PDST Online support www.schoolself-evaluation.ie Presentations Video clips Templates SSE e-bulletin Policy checklists

WSE-MLL Extracts The quality of school leadership is very good, with working groups created to lead developments in key areas of learning The school has exceptionally high capability for change and improvement, based on its ongoing school self-evaluation (SSE) work and its overall very good implementation of recommendations from previous evaluations become an embedded element in the school’s development culture The school self-evaluation (SSE) process is very effective and the school community demonstrates a very good capacity for ongoing improvement.

WSE-MLL Extracts Communication with and the involvement of students and parents should be extended, particularly in the areas of school self-evaluation (SSE) and academic tracking Differentiated instruction and formative assessment strategies should be used to a greater extent in lessons Purposeful, collaborative learning opportunities should be incorporated more into lessons, to further develop students’ communication and teamwork skills.

WSE-MLL Extracts The area of assessment for learning, identified through the school’s School Self-Evaluation (SSE) process, presents as an area that should be further explored to support students and their learning Further developing the use of assessment for learning and extending the use of formative feedback with students, orally and in writing, are recommended to further develop teaching and learning Communication with and the involvement of students and parents should be extended, particularly in the areas of school self-evaluation (SSE) and academic tracking

Summary Understanding of the SSE Process Deepen understanding of the drivers in relation to the updated SSE/LAOS guidelines Role of Principal and Deputy Principal in Leading SSE Supports for School Self-Evaluation