sse primary seminar workbook

School Self-Evaluation:

Workbook

Professional Development Service for Teachers

Primary

PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES). The service is managed by

Dublin West Education Centre

Handbook – Primary

1Professional Development Service for Teachers

Figure 1: Teaching and Learning Framework

Figure 2: 6 step process

School Self-Evaluation Seminar 2013


Figure 3: Force Field

Data Analysis Tool _______________________________________

Most useful for: Least useful for:



Figure 4: Rubric

Level 4 Level 3 Level 2 Level 1

Gathering evidenceExamples may include:

A range of assessment data Checklists Staff/pupil/parent

questionnaires W.S.E. report Parent/pupil focus groups Cúntais Mhíosúla Samples of pupils’ work

● Tracked standardised tests results are cross-referenced with other sources of learning outcome data.

● Specific cohorts of pupils are tracked using a range of assessment approaches.

● A broad range of tools are designed and routinely used to gather data for use in teaching and learning.

● ICT applications are adapted and used for in depth evidence gathered.

● The value of evidence in professional practice is well understood by all staff.

● Standardised test results are tracked over a number of years.

● Class and school level data, including parent and pupil voice is compiled.

● A range of tools are adapted and routinely used for further evidence gathering at school and class level.

● ICT applications are used routinely in evidence gathering.

● Standardised test results are collated at whole school level.

● Class level data from a range of assessment approaches is compiled.

● A number of tools are used for further evidence gathering at school level.

● ICT applications are used in some evidence gathering.

● Standardised test results are collated at class level.

● Teachers use class level assessment data.

● Teachers are aware of other evidence gathering tools.

Analyse Evidence/ Draw Conclusions

● Data is cross-referenced from different sets and sources.

● Agreed criteria are developed and consistently used for analysis of assessment data.

● Data is routinely analysed and benchmarked to inform planning and school improvement.

● Standardised test results are cross-referenced with class and school level assessment data, including data from parents and pupils.

● Patterns and anomalies in data are identified, through open questioning of the evidence.

● Evidence gathered is benchmarked, using the evaluation criteria and quality statements from the SSE Guidelines.

● Standardised test results from a variety of class levels are analysed.

● Some patterns are identified at whole school level.

● Standardised tests results are reviewed at class level, and then by principal, deputy and S.E.N. team.

● Some conclusions are drawn.


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● A range of well informed, evidenced based conclusions are drawn.

● A range of informed conclusions are drawn.

● A range of conclusions are drawn.

Figure 5: Time for Reflection

Gathering Evidence

What have we done?

Action 1

What will we do next?

Action 2 Action 3 Action 4


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Figure 6: Learning Outcomes

CriteriaEvidence


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Knowledge, understanding and skills

Attitudes and Dispositions

Literacy and Numeracy

Attainment Trends

School Imrovement Plan

To be used by schools that have previously had a 3 year plan


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Figure 7: Data Analysis

What do these data tell us about our priority?

What does it not tell us? What else would we need to know?


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Figure 8: Benchmarking

Benchmark and draw conclusions

List the findings from the data


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Analyse Evidence and

Draw Conclusions

What have we done?

Action 1




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School Self-

Evaluation Report

What have we done?

Action 1




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Figure 11:Time for Reflection

School Improvement

Plan

What have we done?

Action 1




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Figure 12:Time for Reflection

Implementation and

Monitoring

What have we done?

Action 1




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Target setting• Is the target linked to learner outcomes?

• Is the target rooted in…

Gathered evidence?

Analysed data?

Identified area for improvement?

• Is the target SMART?

ActionsActions are required to achieve the targets.

• Actions are directly linked to the targets set

• Actions relate to learning experiences and teacher practice

Actions can relate to

1. Areas needing further investigation

2. Learning more (CPD)

3. Implementing new practices

Success CriteriaA statement of how a school will check if targets have been achieved.

• What improvements in learning outcomes will we expect to see?

• What evidence will we have to show that our targets are being achieved?

• What will pupils/teachers be doing differently?

