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Fs Foghlaim Forbairtwww.pdst.ie PDST 2016This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.

1Presentation Notes

Taking Stock: Implementation of the SSE ProcessAdvisor, Centre, Date

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This seminar is for Newly appointed Principals and Deputy Principals appointed since Sept. 2014. It is intended to give newly appointed schools leaders a synopsis of recently delivered national seminars2Presentation Notes

Seminar OverviewSession 1

9.15 11.00To explore what we mean by school self-evaluationTo facilitate reflection on the SSE process Overview of recent SSE developments11.00 11.15CoffeeSession 2

11.15 12.45To familiarise participants with the SSE processTo explore how the SSE Guidelines can be used effectively as a tool for improvement

12.45 1.30LunchSession 3

1.30 3.30To examine effective targets and actionsTo outline SSE monitoring and implementation strategies To explore a vision for schools in relation to SSETo decide on next steps

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Overview of the Day Outline detail of each session and start/finish times for the day

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From your own experience, what are/ should be the key messages of SSE? Participants Understanding of SSE

20 minute post-it and discussion activity

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Participants are asked what the key messages are based on their understanding of the SSE guidelines. This is an individual reflection with participants recording their thoughts on a post-it note. These are gathered and collated by the facilitator. The facilitator gives a general summary to the group of the findings of this activity.Presentation Notes

School self-evaluation is a key tool in effective school improvementSSE involves action-planning for improvement that focuses on teaching and learning School self-evaluation is an inclusive, reflective, collaborative whole school process

Key MessagesMonitoring of progress is an essential element of school self-evaluation

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Following on from the previous activity the facilitator details the key messages for this Seminar

The key messages of this seminar are:School self-evaluation is a key tool in effective school improvement.The six steps of the school self-evaluation process are continuous but not strictly linear.School self-evaluation is an inclusive, reflective, collaborative whole school process. Both formal and informal monitoring are essential in the school self-evaluation process.

SSE involves improving learner outcomes for ALL students.If a school is to improve its teaching and learning then there must be ownership of the changes that occur within the SSE process. This also includes the possibility of a change in direction and focus / a realisation that the school might sometimes have to go back and look for further information, in order to progress.SSE promotes a collaborative approach. It is only through collaboration by all members of the school community (including sharing of ideas, best practice and experiences) that improvement in all areas of school life can take place. We all can learn from each other and the experiences of each other.

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Reflection

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Activity

Focus on where you are in the SSE process when looking at the picture.This is a personal reflection and is not intended to be shared so feedback is not necessary. This slide should be a stimulus to initiate discussion around where schools are at, and their experience of school improvement / the SSE process to date. Recognise that most participants may be at different stages of the process to date and may have different experiences of the process thus far; therefore participants may relate to a different person on the image.With which individual do you identify? Sample prompt questions include:Are you the one who is on this side of the bridge, reluctant to take the first step? Perhaps you are the one who is tentatively taking small steps but still has a number of questions? Or perhaps you have one bridge crossed because you had some help, you could be crossing back and over the bridge between stages.Participants can either engage in this reflection individually or as a school (with the other member of staff who is present).

Presentation Notes

Successes

Challenges

Possible Solutions

School Improvement Experience

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Activity

Participants reflect on their experience of school improvement/SSE to date through the lens of successes, challenges, and solutions (or efforts they made to overcome these challenges). Examine the school reflection hand-out in the booklet. Sufficient time will be required to complete this reflection activity it should not be rushed. This is a solutions focused approach- and one that could be used with staff/core team back in school.

Other prompt questions that are not included in the hand-out might be:How were the targets decided upon? Did the targets relate to the areas for improvement outlined in SSE Report?Where did these areas for improvement come from? Were these areas based on judgments made after analysing the data?Do you think you collected the right data?

The important learning here is in overcoming the challenges so therefore much of the emphasis whilst taking feedback should be on how schools overcame challenges, or possible solutions that they considered.

The school reflection hand-out comprises the following prompt questions:How was the area for improvement identified?Who was involved in the process of gathering and analysing evidence?How did you make judgements (e.g. evaluation criteria?)How useful was the data in setting targets?How was the process led?In what way were your actions related to the evidence?In what way was progress monitored?Who took responsibility for monitoring progress?(Feedback for this activity is continued on next slide)

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SSE Timeline to date

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Introduction of SSE in 2012. Circular 0040/2012. Required all schools to engage in the SSE as a collaborative, reflective process of internal school review, focused on school improvement.Circular 0040/2016 requires schools to continue to apply the SSE process with a continued focus on teaching and learning.

The 2016 version of the Framework: Teaching and Learning section is shorter than the 2012 version (included in the SSE Guidelines 2016) Leadership and management section developed following much consultation (including CSL)Does not use bullets/tick-boxes, uses short descriptive sentences in the statements of practicePresented at two levels to encourage thinking about improvement An important statement of what the Irish education system values and believes a good school should be

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Building Blocks of SSE

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We will now take a few minutes to revisit the SSE process. Some of you will be very familiar with this as you may have attended the SSE seminars for the last few years; however, for more of you this may be an opportunity to explore this process in more detail. (For presenter: this slide and the next 2 slides are reminders for schools before you embark on the workshop aspect which is the main purpose of this session). It is important here to relate these building blocks to the key learning as identified in the reflection activity in the morning, specifically, to try to tie in the key learning with these building blocks of SSE, for example, when looking at the data analysis section of the 6 steps: you will remember this morning that you identified that you collected too much data so that is something to bear in mind this time around, when looking at the evaluation criteria: you will remember this morning that some of you reported finding the evaluation criteria very useful and more of you said that you had not used them; they can be very useful in identifying your areas for improvement and we will revisit these later in the workshop, etc., etc. When we consider School Self Evaluation there are a number of elements or building blocks involved in the process. Schools are asked to bear in mind the following key features/building blocks of SSE.This slide is animated. Click and blocks are removed to reveal each of the 3 features belowSix Step Process: SSE is a school improvement process so we use the 6 step approach. It is important to see the 6 steps as being linked to each other as opposed to isolated events.Teaching and Learning Framework: SSE is about teaching and learning so we have a T and L Framework to ensure that we evaluate our practice in the broadest terms. SSE is a process whereby we measure pupil outcomes followed by a measurement of the teaching practices and pupil learning experiences that led to those outcomes. Evaluation Criteria and Quality Statements: SSE is about evaluating our standards in teaching and learning against best practice so we use evaluation criteria/quality statements against which to benchmark our analysed evidence.

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Revised 6 step process

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Brief walkthrough of the process, that the content of the day will step through the process in greater detail. Refer participants diagram in the booklet/guidelines indicating that the application of the 6 step process in greater detail on the Rachel/PDST handout.10Presentation Notes

SSE Video

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Activity:Based on their viewing of the video get participants to identify to answer the questions in the booklet

Deirdre Matthews key points:Inspec have worked with schools and listened to feedbackFocus remains on T&LFlexibility to schoolsSimplified the Framework on adviceSSE can be used to steer new Initiatives

Harold Hislop key points:Schools getting used to collecting data {exams plus staff, student and parent voice}Listened to schools that the process needs to be manageableBetter do fewer things well than too many done poorly 2-3 or 4 over the next 4 yearsSchools have the flexibility to focus on area of T&L that best suits them#11Presentation Notes

What does it look like?Dimension 1: Teaching and LearningDimension 2: Leadership and Management4 Domains in Teaching and Learning;4 Domains in Leadership and Management4 Standards per DomainEffective and highly effective practice identified for each standard

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DimensionsDomainsTeaching & Learning Management & LeadershipLearner outcomesLearner experiencesTeachers individual practiceTeachers Collaborative/Collective practice Leading learning and teachingManaging the organisationLeading school developmentDeveloping leadership capacity

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Example of Statements of Practice

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Coffee Break

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This is an opportunity for the facilitator to review the post-it responses to see if there are any further comments that can be discussion points during the rest of the day.Presentation Notes

Identify Focus

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Refer participants to booklet insert of T&L domains and Standards are detailed.10 mins to read and identify an priority area for their context.


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Activity: Read extract from Guidelines page 17 guidelinesParticipants use to identify a possible area of focus 17Presentation Notes

Quantitative & QualitativeQuantitative state exams, standardised tests (Sten, CAT)Qualitative student, teacher and parent voiceTeacher reflectionCompare with statements of practice

Gathering Data

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Suggestions for Data Gathering

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Work through examples in the BookletSten State Exams Maths Competency etc..19Presentation Notes

Student Voice

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Embed Video*Activity: Watch video on student voice and answer question in the booklet.

Highlight the importance of quality of questions, this is one example and focus depends on your context.20Presentation Notes

Compare to statements of practice to identify areas of strength and areas for improvement.

Analyse & make judgements

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Analyse both qualitative and quantitative data with the bigger picture in mind. Triangulation of results.Using the statements of practise identify areas of strength and areas for improvement.

Activity review statements of practise related to Learner Experience students reflecting on their progress as learners.21Presentation Notes

Combined documentReport & Plan

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Give copy of new blank document. Guide participants through the steps22Presentation Notes

Lunch

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Presentation Notes

Be realistic Ensure targets are SMARTTargets should be evidence-basedAvoid confusing actions with targetsTargets usually relate to learner outcomesActions relate to learning experiences and teachers practice

Target Setting

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This slide outlines some advice on target setting this advice has been adapted from advice in the SSE Guidelines.

Prioritise two or three targets that you can really work on rather than ten that it will be impossible to implement and monitor.A target is achievable and realistic only when you can say how its going to be achieved (action) in your school, for your studentsEnsure targets have a learning focus as distinct from actions which need to be implemented in classrooms and at whole-school level

The problem of confusing actions or processes with targets. This is the other side of the coin from the last point. There, the problem is targets without actions; here, its identifying an action without identifying in SMART terms what you hope to achieve by the action. Because this happens so often, its worth giving some examples that might be recognisable. A school might set as a target to develop a school library or to display posters illustrating applications of numeracy. These are actions with a purpose; they are not targets. In these cases the school needs to ask: Why are we doing this? What do we want to achieve? If the school can answer these questions in measurable terms, they will then have relevant targets and will be able to state appropriate success criteria.


Activity

Targets are measures or indicators of what an individual school wants to achieve in terms of school improvement

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Advisor Note:The targets in the booklet, p. are taken directly from the Inspectorate school self-evaluation website.Participants will be asked to review the list of targets under the SMART headings and categorise them as helpful targets and less effective targets.The group will be asked how less effective targets can be made more effective.

Make examples more relevant to T&L


Possible Actions

Subject Plans Revised

Co-ordinated Approaches (Structured)

Language (Questioning, Higher Order) Explicit Vocabulary Instruction

Problem Solving Strategies

Developing Positive Attitudes

Print Rich Environment

Other

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Here is a menu of possible actions that schools should in cases and could in other cases adopt in their schools.

Subject Plans Revised- In order for literacy or numeracy actions to permeate into the classroomCo-ordinated Approaches: Whilst the mathematics teachers will explain many mathematical concepts using concrete, pictorial and abstract materials ultimately an agreed approach to consistency with algorithms, calculations and procedures is essential for consistency when it comes to student learning. These common approaches should be agreed upon by the mathematics department firstly before being shared with the whole staff. The mathematics department should keep the horizon in mind when agreeing on these approaches. For instances how does the skill of adding fractions transfer to the addition of algebraic fractions? One method will be more transferable and applicable than another method. We will look now at some common approaches to the addition of fractions, the conversion of fractions to percentages and the analysis of graphs on page 13-20 in the participant booklet. Mathematical Language is equally as important to consistency as common approaches. All subjects have words and terms in them that have a mathematical meaning. For instance, in an English lesson you could come across the word volume. Can you come up with various meanings for the word volume? What might this word mean in a mathematical context? What symbols represent this word in a mathematical context? It is essential that teachers share an agreed approach when dealing with new mathematical language. Whatever is agreed could possible be added to student journals. Are there any specific strategies ongoing in your school with regard to school improvement in literacy? If so, could you explain to us how they work?Explicit Voaculary instruction: Once a definition has been established it is not directly entered into memory. Students need multiple opportunities over an extended period of time to encounter the new term in a variety of normal contexts. They need to read, hear, write, and speak it, so that the word is internalized and becomes part of their usable vocabularies.Problem-Solving strategies: What problem-solving initiatives are you aware of in your school? How do you incorporate problem solving into the teaching and learning in your subject? It is essential that critical thinking learning environments are set up for students and that teachers actively engage with students responses. Use of effective teacher questioning is key here open ended questions that demand a variety of answers/solutions to foster divergent higher order thinking. Questioning is not solely a teacher activity. Students should be strongly encouraged to ask each other these questions. An example of such an activity is the conjugated verbs in a particular language all mixed up. Students in such an instance would be asked to see if there is a pattern, and if so, explain the pattern. We will look at an example from Blooms Taxonomy of Critical Thinking in a few moments.Positive attitudes: The learning of mathematics is both experiential and emotive. Research by Zevenbergan(2005) challenges the notion that success in mathematics is down to an innate ability rather than hard work or endeavour. In cases where students experience of learning mathematics is lowered, they have less interest in valuing mathematics and seeing the value in it. In Jo Boalers book The Elephant in the Classroom students in a school had positive attitudes towards mathematics because they experienced success in it and their teachers were encouraging and a culture of positivity was wholesale. It is essential that if teachers have a negative attitude towards mathematics that they do not share this negativity with their students. All teachers across subject areas are essential for this.Print Rich Environment: Give examples of how your school supports a numeracy/literacy rich environment. Students work and creations should be displayed around the school. Examples of this include a clock in each classroom, common approaches displayed, have you got maths eyes competitions, a numeracy notice board, a problem notice board etc. Other.. What other actions are ongoing in your school?

Numeracy in context: It is important to mention that some subjects have more numeracy moments than other subjects. That said, all subjects have them. Where they arise it is desirable that they are documented in subject plans and that teachers then discuss methodologies on how best to integrate these into the topic that is being taught at the time. Where there is a particular mathematical concept, skill or procedure it is imperative that the subject teachers are firstly aware of how this concept, skill or procedure is dealt with in the mathematics department and secondly that the subject teacher in question reinforces the same methodology as that of the mathematics department. Collaboration is essential for consistency where these arise.


Why Monitor?

What do we monitor?

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This is a general discussion on monitoring with the intention of highlighting that schools already engage in all sorts of monitoring for various reasons.

Possible think pair share activity.

Why do we monitor anything?Advisor Note:This slide relates to general monitoring in schools and is used here as an introductory discussion about monitoring (the next slide focuses on monitoring of SSE). This short activity could be done on a flipchart-with advisor taking feedback. The following examples are provided in the script as background information for the advisor in the event that few examples come from the floor. Therefore, it is intended that participants come up with these themselves. Tracking progressProvides evidence that something works or doesnt workMonitoring can potentially have a motivational factor- we are achieving our aims, making progress, recognising successesRecording and reporting (accountability)AfLTo facilitate inclusive learning and teachingFor system/professional requirements (because we have to!!)

What do we monitor?On a second flipchart take feedback on what we monitor e.g. attendance, behaviour, interventions, student progress in general, uptake in subjects, mood, social and emotional wellbeing of students, etc. The point to note here is that we as teachers and principals are constantly monitoring whether it is formal or informal.


Schools should decide:How monitoring will occur?Who will be responsible?How will progress be determined and reported?When and to whom progress will be reported?If targets and actions are realistic or need to be changed?SSE Revised Guidelines

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An important question for schools is to consider how long they give teachers to try something out to see if its making an impact. There is a delicate balance between giving something sufficient time to realise an impact and discarding/altering something that is ineffective. An important question to ask is why is something not working? There is a lot of learning for schools in this latter question. Schools might consider:Do we need to alter the action?Are we all clear on the approach we are taking?Do we more support for this approach (e.g. resources, professional development, time, etc.)

Advisor Note:Monitoring does not necessarily have to be a big thing. It can be informal, for example, at the end of a term of trying an action, teachers might be asked to observe if an action is working, and then discuss this at subject department/staff level. 28Presentation Notes

Implementation Dip

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Remind participants that an implementation dip may be expected when implementing any new initiative. Ask participants why an implementation dip might occur. Discuss how schools might break the cycle with regard to an implementation dip. Elicit this from the participants but see below some examples:Expect and accept that not everything will be successfulTraining and support (professional development-everyone on the same page)Make sure that the innovation suits your school context and that you have the infrastructure to support this changeTime- take your time, do it slowly, allow for the implementation dip and the time to work through the changes

Smooth implementation is often a sign that not much is really changing discuss this statement as a whole group.

Advisor Note:The following information may be useful as background information for advisors. An implementation dip is a dip in performance and confidence as one encounters an innovation that requires new skills and new understandings (Fullan, 2001 p.40). From DEIS report on Literacy and Numeracy: As is common when new practices are introduced, the teachers were initially disappointed with the overall standardised tests results at the end of the first year. They believed that the small improvements were not reflective of the huge efforts of the staff and pupils. However, more experienced staff members reminded teachers that this was a natural part of the process of school improvement. They stressed that when new practices were introduced there is often an implementation dip, as the impact of the changes does not have time to be reflected in test results.


Visioning Activity

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There will be a worksheet in the booklet to accompany this activity. As a creative exercise, participants are invited to envision what, in an ideal situation, their schools might look like in the year 2018, in the contexts of teaching and learning and student experience.

This activity might help participants frame their thoughts for the final reflection activity.30Presentation Notes

Where To Next?

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Discuss the need for tasks to be agreed and recorded between the teacher and principal before the end of the seminar. 31Presentation Notes

Consider possibilities for data gatheringMake judgements based on the evidenceConsider possibilities for implementing actionsConsider possibilities for monitoring actions formal and informalConsider possibilities for monitoring progressConsider the timeline in your school improvement plan Other?

Moving Forward

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This slide gives some suggested tasks to complete in order to progress work back at school

This is a reflective activity on what next steps this team might take on their return to the school.

Distribute the Key Reflections and Possible Actions hand-out. Give participants time to complete the key reflections section.Discuss the possible tasks on the slide. These tasks are a menu of possible progressions from today (this is not an exhaustive list and schools do not have to adhere to it so they might choose something different to engage in). Get participants to complete the possible actions for my school section of the reflection booklet in pairs. Give each pair (teacher/school leader) considerable time to:Discuss these suggested tasks. Commit to undertaking at least one before returning for Day 2 (or choose another one not on the list) Write this down as part of a simple action plan that is devised by the teacher and school leader

Background for Facilitator

1 .Establish / refine school structures to sustain improvementIf there is time (appreciate it is very limited) on the school calendar ( as part of 3 staff meetings , 2 subject meetings , core team meetings, review meetings ) the process is more sustainable and self sustaining How many staff meetings , subject meetings will you need ? What dates?What worked last year ?

2. Who will be involved ?

3. Communication: Noticeboard/ Email website How will you keep the staff informed and involved in the process?

4 How is the BOM informed / involved

5 . Who will be involved ? Core Team with representation from each of the subject areas Humanities, Technology, Maths/Sciences will ensure contacts and involvement of a variety of perspectives ?

Big Picture Is there expertise on your staff in the area of literacy do you need to arrange CPD?

Data Gathering Who will you gather data from? Do you already have data that would be useful? Can you gather and analyse data electronically? What data do you think you might need ?Who will gather data? Who will analyse the data? How will the findings and data be shared with staff?Who will decide priorities and targets? What is the role of subject departments in this process ?

These tasks are a menu of possible progressions from today (this is not an exhaustive list and schools do not have to adhere to it so they might choose something different to engage in). Get them to complete the to do section of the reflection booklet. Give each pair (teacher/school leader) considerable time to:Discuss these suggested tasks Commit to undertaking at least one before returning for Day 2 (or choose another one not on the list) Write this down as part of a simple action plan that is devised by the teacher/school leaderEach pair shares their action with another pair (group of pairs).


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Resources

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As the PDST website is a schools most regular interface with support, facilitators will navigate through important website navigation points and links www.pdst.ie and www.schoolself-evaluation.ie.

Video overview to be shown here Presentation Notes

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Remind participants about the various resources to support SSE and school improvement. These screenshots are hyperlinked so if internet is available clicking on the screenshot will bring you straight to the website. These resources include:1. The SSE section of the PDST website where specific SSE tools can be accessed. 2. It also includes the SSE website which is facilitated by the Inspectorate this includes advice, updates, and samples from schools. 3. These resources also include the literacy/numeracy/gaeilge sections of the PDST website which house specific resources for data gathering and implementation (this is the numeracy PDST page so change for literacy and gaeilge as appropriate). 4. Finally, the SESS website also have resources that can support schools in relation to SSE.

If internet connection is available, show how to navigate these websites as appropriate.34Presentation Notes

School-Self EvaluationTeaching & Learning Framework; 6 Step SSE Process; gathering, collating & analysing relevant data; implementing the SIP for literacy, numeracy and any other area of teaching & learning.

Assessment for Learning (AfL)Learning outcomes/context of learning/success criteria; effective feedback; questioning; Blooms Taxonomy and self & peer-assessment strategies e.g. rubrics.

Integrating ICTeAssessments & ePortfolios Mahara, Google Apps for Education...ePlanning & Collaboration Google Apps for Education.....Tablet Technology Integration Effective use, pedagogy......Virtual Learning Environments (VLEs) Google Classroom, EdmodoSSE On-line tools for gathering, collating & analysing relevant dataVisual - Visualisers, Animoto, Wordle, Tagxedo, Photo-story....Auditory Audacity, Vocaroo, Audioboo......Reading comprehension Freerice, Studystack, Quizlet......Kinaesthetic Tarzia, Cube Creator......

Subjects /Programmes & Generic SupportHealth & Wellbeing PE, SPHE, mental health, anti-bullying and promoting the welfare & protection of studentsJunior & Leaving Certificate subject support & planningJCSP, TY, LCA & LCVP programme supportSchool planning (policies)Co-operative learningICT for teaching & learningDifferentiation/mixed ability teaching

PDST Websites www.pdst.iepdsttechnologyineducation.iescoilnet.ie (portal for resources)teachercpd.ie (on-line courses)

PDST Leadership ProgrammesMisneach.....New PrincipalsTnaiste.......New Deputy PrincipalsTraocht.....Aspiring Leaders accredited by Maynooth UniversityForbairt .......Experienced Principals & ALNsSpreagadh...NAPD & PDST collaboration

Overview of PDST Post-Primary Supports for Leading Learning in the 21st Centurywww.pdst.ie/schoolsupportModels of support: whole staff days (circular 002/2014), Croke Park hours, subject departments/groups of teachers/co-ordinators (circular 0043/2014)It is essential to fill out the on-line application form @ www.pdst/schoolsupport in order for your application to be consideredNumeracySSE & strategies for implementing problem solving, estimation, a common approach to maths language and a numeracy rich environment across the curriculum.

Literacy SSE & strategies for improvingoral language, writing,reading comprehension, and the use of broadcast /digital media across the curriculum.

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Hide for primary seminars35Presentation Notes