1. School Self – Evaluation
“Embedding Practice in Schools”
Education Centre
Advisor

2. Post Primary School Leaders
In-service 2013/2014
•Junior Cycle Day 1
•SSE Day 1 ( Steps 1 to 4)
•SSE Day 2 (Steps 5 and 6)
•Junior Cycle Day 2

3. Linking initiatives to improve
learning
Impact:
Improved learning outcomes for students

4. Today you will:

5. Key Messages
•School self-evaluation is about improving the
quality of learner outcomes
•School self-evaluation is a reflective,
collaborative, whole school process
•The six steps of the school self-evaluation
process are continuous but not strictly linear

6. 6

7. Where schools are at ….
Gathering evidence
Analysing evidence
Drawing conclusions
Drafting the SSE Report
Drafting the School
Improvement Plan (SIP)
• School Improvement Plan
complete
• Implementing the School
Improvement Plan
• None on the above
•
•
•
•
•

8. Building blocks of the SSE process
1. 6 Step Process
3. Evaluation Criteria &
Quality Statements
2. Framework

9. The 6 step
process

10. SSE - Evaluation Themes
TEACHING and LEARNING
Learner
outcomes
•
Attainment of
subject and
programme
objectives
Learning
experiences
•
•
•
Learning
environment
Engagement in
learning
Learning to learn
Teachers’
practice
•Preparation for teaching
•Teaching approaches
•Management of students
•Assessment

11. Evaluation Criteria and Quality
Statements

12. A School Self-Evaluation Report
The school self-evaluation report (pg 62)
1.Introduction
•The focus
•School Context
2.The findings
3.Progress made on previously identified
targets
4.Summary of SSE findings
•Strengths
•Priority areas for improvement
•Legislative and regulatory requirements
to be addressed

13. School Self-Evaluation Report – key points:
1. Is there an outline of the school’s context?
2. Are the findings rooted in the three themes
of teaching and learning framework?
3. Are the findings linked to the analysed
evidence gathered?
4. Are the strengths and areas for improvement
linked to the findings?
5. Has the legislative and regulatory framework
been included in the appendix?
Think Pair Share

14. The 6 step
process

15. Guiding Staff Reflection
Learner outcomes
 Students’ overall attainment,
with regard to knowledge,
understanding and skills in
subjects and programmes, has
improved significantly in line with
targets; and expected outcomes
have been achieved
 Students enjoy learning the
subject and have developed
appropriate attitudes and
dispositions
Learning experiences
 Learning settings are safe, well
maintained, visually stimulating
and supportive of literacy and
numeracy
 Students have access to
appropriate materials, including
ICT, to support learning
 Students are enabled to engage
actively in a range of suitably
challenging, relevant and
interesting learning opportunities
 Students can meet the literacy
and numeracy challenges of the
subject
 Students are given support as
needed
 Students at risk of
underachieving have made good
progress
 Students are equipped with tools
and skills for learning now and in
the future.
 Students’ uptake levels and
performance in state
examinations compares
favourably with national norms,
within the school context.
Teachers’ practice
 Teachers prepare thoroughly for
lessons; expected learning
outcomes including literacy and
numeracy development are
clearly stated; and necessary
resources are in place
 Expected learning outcomes are
clearly communicated; lessons
are suitably paced to enable
progression in development of
knowledge and skills
 Teaching is focused, stimulating
and relevant. All aspects of the
subject, including subjectspecific language, are
thoroughly taught
 All students are respected; high
but realistic expectations are
communicated; and efforts and
achievements are affirmed
 A range of assessment methods
is used effectively to assess
progress.

16. Summary of Staff Consensus
• Quality of written work is a concern i.e.
accuracy, subject specific language & level of
detail
• Aware of grades vs national norms but
unaware of levels vs national norms
• Staff development on ICT a priority
• Whole staff use of literacy strategies

17. Click her
Well below average
above average
National
below av
average
average
above av
well

18. Analysing evidence

20. Teacher Voice

21. Student Voice

22. Drawing Conclusions

23. School Self-Evaluation Report
The school self-evaluation report (pg 62)
1.Introduction
•The focus
•School Context
2.The findings
3.Progress made on previously identified
targets
4.Summary of SSE findings
•Strengths
•Priority areas for improvement
•Legislative and regulatory requirements
to be addressed

24. SSE process - Reflection

25. Web Site
www.pdst.ie/postprimary/sse
Learner
Outcomes
Standardised scores &
entrance assessment
spreadsheets
SEC result spreadsheets
Class test results
Sample on-line attitudinal
surveys
Checklists & rubrics for
literacy & numeracy skills
& standards of students’
work
Learning
Experience
Teachers’
Practice
Sample on-line surveys
SSE guidelines templates
for surveys & focus groups
Minutes of meeting
relating to teaching &
learning
Record of staff reflection
on teaching & learning
Sample on-line surveys
SSE guidelines templates
for surveys & focus groups
www.pdst.ie/postprimary/datagatheringtools

26. Updates
• June 2014 - SSE Report and SIP in place
• June 2014 - Summary report and SIP made available to
parents and school community
• 2016 - 2nd year standardised test will be implemented.
• SSE guidelines and updates
• DES website
www.schoolself-evaluation.ie
• Inspectorate visits continuing
• Seminar for school leaders
• Link teacher seminars

27. Key Messages
•School self-evaluation is about improving the
quality of learner outcomes
•School self-evaluation is a reflective,
collaborative, whole school process
•The six steps of the school self-evaluation
process are continuous but not strictly linear

28. PDST supports
• SSE specific workshops
 Data gathering workshop ( Google Forms)
 Data analysis
 Clusters
• SSE Day 2 February / March
 Writing the School Improvement Plan and its
implementation
• Link teacher seminars and clusters
• School support:
http://dmsnew.pdst.ie/school/register
• On-line resources : www.pdst.ie
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