WSE~ MLL

Understanding the process & preparing staff, the BOM and Parents Association

WHOLE-SCHOOL EVALUATION (WSE)

“to monitor and assess the quality, economy, efficiency and effectiveness of the education system provided in the state by recognised schools and centres of education” (Education Act 1998, section 7 (2) (b)).

to identify, acknowledge and affirm good practice in schools to promote continuing improvement in the quality of education to promote self-evaluation and continuous development by schools and staffs to provide an assurance of quality in the educational system as a whole, based on the collection of objective, dependable, high quality data. (WSE~ MLL)

PROCESS

Collaborative

Assesses ML & LT

Assesses SSE

Affirmative

STAGES OF WSE(MLL)

• Advance Documents• Questionnaires• Meetings• Informal meetings

Pre-evaluation Phase ( 1 Day)

• Quality of Management Leading T&L • School Context• External Socio economic factors• SWOT analysis• SSE Process

In school Phase(2/3days)

• Follow up meetings with Staff• BOM/Trustees Parents etcPost Evaluation

Phase

KEY DOCUMENTATION~ MLL The school information form

School documents

BOM Minutes x last 5

The timetable together with an explanation of codes

The school enrolment and admissions policy / procedures, copies of application forms and related material

Code of Behaviour

The school calendar for the current year and the previous two years with details of opening dates and closures and the schedule of meetings, staff days and major school events.

Documentation in advance: student/parent/teacher questionnaires.

EVALUATION ACTIVITIES~ MLL A review of school documents

Sample letters to parents, prospective parents, website, policies

Meetings and interviews

The observation of teaching and learning

Interaction with students

Reviewing students’ work

Other evaluation activity.. SI since ‘06 may form part

EVALUATION ACTIVITIES~ WSE A REVIEW OF SCHOOL DOCUMENTS

The School Plan, Policies, Draft Plans, Programme Documents

Child Protection Documents (BOM signed)

SSE ( School Improvement Plan) documents

Subject plans

Minutes of last 5 staff meetings/Board Meetings

any documents or school records relating to specific issues that arise in the course of the evaluation.

INITIAL MEETINGS

CEO/Trustees/BOM ~ MLL presentation The school context SSE Area Identified for School Improvement and Development Implementation of Previous SI Reports The quality of partnership within the school community

Meeting with parents ( Parents Council)

OTHER MEETINGS AND INTERVIEWS

Meet with Principal, Deputy Principal(s)

Meet with Senior Management & teachers

Teachers involved in support

Planning personnel

Focus groups of students (Student Council teacher attends)

CLASS VISITS: SCHEDULE IS PROVIDED AT BEGINNING OF EACH DAY

range of lessons (in MLL it is not limited to particular subject areas. May include Particular programmes track a class group, Individual students or groups of students

schedule may be subject to change or review

PROVISION FOR SUBJECTS TO BE EVALUATED: SAME AS FOR INDIVIDUAL SI... (FULL WSE) Student numbers by male / female in both the junior and the senior

cycle

Details of curricular programmes and student numbers within each

Timetabled allocation to all subjects in the junior and senior cycles

Information relating to curricular planning

Details of students who are not studying, and have an exemption from, Irish

Details relating to subject choice and the subject option process

Details relating to the assessment strategies employed within junior and senior cycle and within curricular programmes

school documents, proffered by the school

IN-CLASS EVALUATION~MLL Emphasis is different from Subject Inspection. Focuses on

effective teaching and learning. methodology, classroom management, classroom atmosphere and learning

INTERACTION WITH STUDENTS Review students’ work and the types of AFL comments

used.

Other evaluation activity…they deem appropriate

COMMON AGENDA FOR THE INITIAL MEETINGS 1. Welcome

2. Explanation of the whole-school evaluation process

3. Discussion of the following whole-school matters:• management

• planning

• curriculum

• learning and teaching in subjects

• support for students

4. Other matters agreed for discussion

5. Close

AGENDA FOR THE POST-EVALUATION MEETING WITH THE BOARD OF MANAGEMENT

1. Welcome

2. Discussion of the draft findings of the WSE under the following headings:

Management Planning Curriculum provision Learning and teaching in subjects Support for students

3. Record of the parents’ association meeting

4. Summary comments

5. Close

THE POST-EVALUATION PHASE Principal and Deputy principal(s)

Members of the teaching staff

Board of Management.

WHAT WOULD I DO MORE OF

IF I WAS DOING IT AGAIN?

My sign Worked .. Do one thing each week for WSE... Even if not every week!

Start with the Inspection form. Tape it to the side of a box.. Involve the school Sec, DP, SDP personnel in ticking off the items. DELEGATE

Gather the paper work on policies. Involve the school Sec. Get policies onto your website. Compile a list for the Board, Share the workload... DELEGATE! (See template on list of policies )

Prepare the Board starting with the Chairperson... Explain their role especially in MLL. Enlist their help. Set up sub committees, School Improvement Plan: Actively involve the Board... Give copies to them and ask for suggested improvements. Ask for a committee to help work on it. (A parent did all the typing for me. ) While I had not got very far the Inspectors could see I had involved all the partners in the way forward.

Prepare the Parents Association, meet with the executive.. Prepare them for the Parents Questionnaire.. What areas of school life would they improve on.. Better to hear beforehand and have it in your plan. Train the parents in reporting back.

Involve the staff.... See included slides

Keep files on what the student council is asking for…… and how you answered them!

• outlining school context Introduction

• 1.1 Key findings • 1.2 Recommendations for further development 1. Summary of findings and

recommendations

•2.1 Trustees/ Board of Management, Composition, functioning and fulfilment of statutory obligations. The school’s priorities for development

•2.2 Effectiveness of leadership for learning; Leadership of staff . Leadership of students

•2.3 Management of facilities

2. Quality of school management and leadership

• 3.1 The quality of learning and teaching 3. Quality of learning and teaching

• 4.1 Management • 4.2 Learning and teaching

4. Implementation of recommendations from previous

evaluations

5. The school’s self-evaluation process and capacity for school

improvement

THE STRUCTURE OF THE WSE-MLL REPORT

Level Performance level

Example of descriptive terms

4 Significant strengths

Excellent, very effective; highly commendable; very good; very successful; of a very high quality

3 More strengths than weaknesses

Good; effective practice; competent, useful; commendable; valuable; fully appropriate provision although some possibilities for improvement exist

2 More weaknesses than strengths

Scope for development; fair in certain areas but with evident weaknesses that are impacting significantly on students’ learning

1 Significant weaknesses

Weak; poor; unsatisfactory; insufficient; ineffective; requiring significant change, development or improvement; experiencing significant difficult

REPORT TERMINOLOGY

HOW DO I AS A TEACHER

PREPARE FOR INSPECTION?

CIRCULARS, GUIDELINES AND SCHOOL DOCUMENTS Children First. Child Protection Guidelines, 2011

Code of Professional Conduct for Teachers 2007, Teaching Council, Revised 2012

School Self Evaluation Guidelines, DES Inspectorate

School documents; Code of Behaviour, Mission Statement, New Anti Bullying Code

School Improvement Plan

CODE OF PROFESSIONAL CONDUCT

Personal Reflection School Reflection

What are the ethical values andprofessional standards which underpinmy work as a teacher?

What are the ethical values andprofessional standards which underpinteaching in this school?

How are those values and standardsaligned with the values and standardswhich are set out in the Code*?

How are those values and standardsaligned with the values and standardswhich are set out in the Code?

How can I continue to reflect the valuesand professional standards in the Code inmy day-to-day work?

How can we continue to reflect the valuesand professional standards in the Code inour day-to-day work

*Code Of Professional Conduct

RespectTeacher’s uphold human dignity and

promote equality and cognitive emotional development. In their professional practice, teachers demonstrate respect for spiritual and cultural values, diversity, social justice,

freedom, democracy and their environment.

CareTeacher’s practice is motivated by the best interests of the pupils/students

entrusted to their care. Teachers show this through positive influence,

professional judgement and empathy in practice.

Integrity Honesty, reliability and moral action are embodied in integrity. Teachers

exercise integrity through their professional commitments,

responsibilities and actions.

Trust Teachers’ relationships with

pupils/students , colleagues, parents, school management and the public are

based on trust. Trust embodies fairness, openness and honesty.

The role of the Teacher is to

educate

The following ethical values underpins the standards of teaching, knowledge, skill, competence and conduct as set out in this Code of Conduct

Teaching Council sets out the following 33 standards that apply to all registered teachers regardless of their position.

1. Professional Values and RelationshipsTeachers should:1.1. be caring, fair and committed to the best interests of the pupils/students entrusted to their care, and seek to motivate, inspire and celebrateeffort and success1.2. acknowledge and respect the uniqueness, individuality and specific needs of pupils/ students and promote their holistic development1.3. be committed to equality and inclusion and to respecting and accommodating diversity including those differences arising from gender,civil status, family status, sexual orientation, religion, age, disability, race, ethnicity, membership of the Traveller community and socio-economic status, and any further grounds as

may be referenced in equality legislation in the future.1.4. seek to develop positive relationships with pupils/students, colleagues, parents, school management and others in the school community, that are characterised by professional

integrity and judgment1.5. work to establish and maintain a culture of mutual trust and respect in their schools.

2. Professional IntegrityTeachers should:2.1. act with honesty and integrity in all aspects of their work2.2. respect the privacy of others and the confidentiality of information gained in the course of professional practice, unless a legal imperative enquires disclosure or there is a

legitimate concern for the wellbeing of an individual2.3. represent themselves, their professional status, qualifications and experience honestly 2.4. use their name/names as set out in the Register of Teachers, in the course of their professional duties2.5. avoid conflict between their professional work and private interests which could reasonably be deemed to impact negatively on pupils/students.

3. Professional ConductTeachers should:3.1. uphold the reputation and standing of the profession3.2. take all reasonable steps in relation to the care of pupils/students under their supervision, so as to ensure their safety and welfare3.3. work within the framework of relevant legislation and regulations 3.4. comply with agreed national and school policies, procedures and guidelines which aim to promote pupil/student education and welfare and child protection3.5. report, where appropriate, incidents or matters which impact on pupil/student welfare 3.6. communicate effectively with pupils/students, colleagues, parents, school management and others in the school community in a manner that is professional, collaborative and

supportive, and based on trust and respect 3.7. ensure that any communication with pupils/ students, colleagues, parents, school management and others is appropriate, including communication via electronic media, such as

e-mail, texting and social networking sites3.8. ensure that they do not knowingly access, download or otherwise have in their possession while engaged in school activities, inappropriate materials/images in electronic or

other format 3.9. ensure that they do not knowingly access, download or otherwise have in their possession, illicit materials/images in electronic or other format3.10 ensure that they do not practise while under the influence of any substance which impairs their fitness to teach.

4. Professional PracticeTeachers should:4.1. maintain high standards of practice in relation to pupil/student learning, planning, monitoring, assessing, reporting and providing feedback4.2. apply their knowledge and experience in facilitating pupils’/students’ holistic development 4.3. plan and communicate clear, challenging and achievable expectations for pupils/students4.4. create an environment where pupils/ students can become active agents in the learning process and develop lifelong learning skills4.5. develop teaching, learning and assessment strategies that support differentiated learning in a way that respects the dignity of all pupils/students4.6. inform their professional judgement and practice by engaging with, and reflecting on, pupil/student development, learning theory, pedagogy, curriculum development, ethical practice, educational policy and legislation4.7. in a context of mutual respect, be open and responsive to constructive feedback regarding their practice and, if necessary, seek appropriate support, advice and guidance

5. Professional DevelopmentTeachers should:5.1. take personal responsibility for sustaining and improving the quality of their professional practice by:

• actively maintaining their professional knowledge and understanding to ensure it is current• reflecting on and critically evaluating their professional practice, in light of their professional knowledge base• availing of opportunities for career-long professional development.

6. Professional Collegiality and Collaboration Teachers should:6.1. work with teaching colleagues and student teachers in the interests of sharing, developing and supporting good practice and maintaining the highest quality of educational experiences for pupils/students6.2. work in a collaborative manner with pupils/students, parents/guardians, school management, other members of staff, relevant professionals and the wider school community, is appropriate, in seeking to effectively meet the needs of pupils/students6.3. cooperate with the Inspectorate of the Department of Education and Skills and other statutory and public non-statutory educational and support services, as appropriate 6.4. engage with the planning, implementation and evaluation of curriculum at classroom and school level.

Teacher plans

Subject matter

Differentiation

AFL/AOL

SSE

CollaborationICT

Cross Curricular

Student needs /Expectations

Literacy Numeracy

IN AN IDEAL WORLD

FINALLYKEY TIPS FOR SANITY Dress for the Part..... Do so as soon as you get the GOOD NEWS. If

you look good you’ll feel good and Confident. You will affect the atmosphere !

Chisel a smile on your face... It is amazing how nervous everyone else is and they look to you for calmness, direction and composure.

Don’t try to get any other work done.... No matter how tempting it is to drive through 50 policies in the week before... DON’T

Concentrate on completing one job at a time. Remember all the other modules... Delegate, involve others including the office and Maintenance staff. Time Management!!!!

Keep everyone in the loop especially the students, (in the MLL they get the survey too)

REMEMBER

Inspectors will be consistent, fair and courteous and will work with members of the school community in a climate of mutual respect.

Inspectors are also committed to basing their judgements on first-hand evidence and to applying evaluation criteria objectively and reliably.

In my experience they were friendly , good listeners and very supportive.

Go out and Focus on the Positives.. Celebrate your survival!