School Self-Evaluation and Planning (Post-Primary)

NIPTWS02

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gWorking together in the workshops will involve…

Confidentiality

ParticipationContributing to group learning

Asking questions/clarifying issuesTaking responsibility for your own learning

Please check that your phone is offfor the duration of the workshop

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What is School Self-Evaluation?

SSE is a way of systematically looking at how we teach and how our students learn and making

decisions about what we want to improve.

Because• We want to make learning better for students• We want to make teaching more rewarding• Schools are best placed to examine their own

practice and to tell their own story

Put another way…

SSE is a process that allows schools and teachers to improve outcomes for learners.

• Reflect • Collaborate• Gather Evidence• Arrive at decisions about Quality (Judgement)• Direct School Improvement• Improve Learning

What SSE means for me as an NQT? 1. I know who the Numeracy Link Person is.

2. I know who the Literacy Link Person is.

3. I am aware of the numeracy/literacy moments that are currently in use across the whole school.

4. I am regularly implementing these numeracy/literacy moments in my lesson plans and in my teaching.

SSE Framework: Teaching and Learning

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What do I think? What does my partner think? What will we share?

What information and skills do you use from ITE when planning?

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gHow are you currently planning?What process do you use to plan classes ?

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Select Curriculum Identify

Topics

Plan Instruction

Teach lesson

Evaluate Learning

Analyse Outcomes

Provide follow Up

Kenneth D. Moore (2012) Effective Instructional Strategies, From Theory to Practice, 3rd edition, Pg. 153

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gPlanning in Context Step 1

• School and National Level

Subject Specific

Planning Step 2

• Subject Department Level

Class Planning Checklist

Step 3

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What are the Key Planning Factors for you in each of the following?

Planning in ContextSubject

Department Context

Individual Class Context

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• Programme (JCSP, JC, LCA, SEN, LCVP, TYP, LC)

• School specific – DEIS, CEIST, ERST, etc.

• School Plan

• Literacy and Numeracy

• Assessment and Methodologies

• School and Subject Policies e.g homework

Planning in Context

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• Syllabus • Junior/Senior Cycle • Curricular Considerations:

– Programme Aims– SEN – Inclusion – Assessment – Differentiation – Sharing Methodologies and Resources– Skills Targets: Homework, Organisation– Literacy & Numeracy Targets

Subject Specific Planning

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Content Methodology

Considerations

Organisation

Feedback Reflection

Planning Checklist

Planning Checklist

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DES & Whole School Targets for Curricular

Planning

Subject Departme

nt & Program

me Planning

Class & Individu

al Planning

Planning Together

At a whole school level – what is the evidence?

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• Content of what we will teach • Subject Department Policy: sections and choices • Teacher Guidelines • Structure and options within the exams • WSE & Inspection Reports:

– Examiners’ Report – Essential Components – Projects and Timeframe– Options – Textbooks and Resources including ICT

Syllabus

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Available on: NCCA.ie,

education.ie

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“Lessons both stand alone and yet connect in series as part of a greater journey at the same time.”

This means we need to:1. Treat lessons as discrete elements with clear starts and clear

outcomes, assessed and evaluated at the end 2. Also refer to prior learning and communicate to learners how the

lesson fits into the broader picture

Kidd & Cherniawski (2010) Successful Teaching, Pg. 14-19, Theory Practice and Reflection

Naming the Learning Objectives at the start of the class is important.

This will not only assist in learning but also develop key literacy and learning skills.

Planning Starts and Ends

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Class Profile for Teaching and Learning

Recording of Student Progress

Planning for Good Behaviour and Strengths

Thinking Through Teaching and Learning - Year Plan

Half Term Plan

Weekly Plan 3 Different Versions

Day Plan

Lesson Plan 5 Different Versions

Quick Reference Guide

Planning Templates

These are samples of possible templates that could be used and adapted.

Some will be used at the start of the year, others would be used on a needs basis.

They aim to provide options for the NQTS to use.

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The Quick Reference GuideThe list is not exhaustive and will be added to by the teacher over time

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Use the template for thinking through a lesson, and you can use any of the options, depending on what suits your practice.

Using the template and the quick reference guide write up a lesson on a topic you will be teaching in the next few days. Lesson Template Aspects of the plan

Flat fish lesson plan Adapted fish bone graphic organiser using structured headers

Flat fish lesson plan Literacy +

Layered graphic tool with sub-organisers like Must, Should , Could included. More focused on aspects of planning to enhance learning skills

Flat fish Lesson Plan Literacy Tips

Suggestions available on template linked to start, middle and end of lesson.

Lesson Plan – Open Narrative

Broad headings with open response

Lesson Plan Chunked Narrative

As above but chunked into four sections

Activity: Planning a Lesson

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• Syllabus

• Exam Structure

– Marking Schemes

• Practical Subjects: Health and Safety

• Cross Curricular links – JCSP, LCA, LCVP

• Do methodologies chosen differentiate within

the class group?

Content – Methodologies

Individual Planning Checklist

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• Literacy and Numeracy • Assessment Tools to be used (Of and For Learning)• Differentiation (Academic, Behavioural, Social and

Emotional)• Special Educational Needs (SEN)• Inclusion Aspects of the class e.g. EAL• Groupings• Timetable Restrictions • Behaviour

Considerations

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• Records of work covered and activities completed

• Assessment of and for learning

• Homework

• Attendance

• Seating

• Behaviour strengths and targets

Organisation

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gReflective / Self Evaluation Practice

• Time • Peer Evaluation and feedback • Assessment methodologies • Examiners’ Reports and State averages

within State exams• Peer Observation • Evidence based practice• Parent and student feedback

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• Working in small groups, each group will

have two scenarios to work through.

• What top three actions would your group

suggest?

Activity Scenarios

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1. Teacher X has second year ********* for the first time and finds out that one section of the first year course has not been completed. How do they plan for this?

2. You have a class planned but the ICT breaks down and/or the specialist room is not available. What do you do?

3. You have a class planned and half the class are missing as they are out on a school activity you did not know about. What do you do?

4. If you are called into a school on substitute cover and given a timetable for your classes but no weekly plan or yearly plans are given. What do you do?

5. Within your subject department if you wanted to make a change e.g. Books on timing or new material/resources. How would you approach this?

6. As an NQT you are asked to do the plan for your Department or asked to be the subject co-ordinator. What do you say?

7. You have a group where a student is being supported by an SNA. How do you factor this support into your planning?

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Resources

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g Additional Support Professional Support GroupsNIPT School Support Service

www.teacherinduction.ie

Contact the NIPTinfo@teacherinduction.ie

Please ask your Facilitator or EC for the contact details of the NIPT RDO assigned to your EC

To ask for support is a sign of strength…