2. School Self-Evaluation 
(SSE) Workshop

3. 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

4. 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 ( ), 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
Typically, most schools will use the process to assist them in introducing and embedding relevant aspects of the Junior Cycle Framework

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

7. 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,
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,
Indicates the support available to schools for school self- evaluation
Includes a summary at section 10, listing the actions that schools need to take

8. The Six-Step School
Self–Evaluation Process

9. 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

10. 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

11. 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

12. Step 3-Analyse and Make Judgements

13. 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

14. 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
Start with statements of effective practice
Build on strengths and work towards excellence

15. 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 ( )

16. 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

17. 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

18. 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

19. 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

20. 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.

21. 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

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

23. 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.

24. 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.

25. 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

26. 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