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School Self-Evaluation and Leading Learning

Selena Wilkes

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SSE involves action planning for

improvement that focuses on teaching,

learning, and assessment

Reflecting on what the student voice is telling us is an integral part of SSE

SSE is intended to be a vehicle for interrogating and improving practice

Key Messages

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School Reflection

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Leading Learning and the SSE Guidelines

Learner outcomes Learning experiences Teachers’ practice 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

Students can meet the literacy

and numeracy challenges of the subject

Students at risk of

underachieving have made good progress

Students’ uptake levels and

performance in state examinations compares favourably with national norms, within the school context.

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 are given support as

needed Students are equipped with tools

and skills for learning now and in the future.

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 subject-specific 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.

Is there more to know and how would you find out more?

Do we have enough information to make judgements and draw conclusions?

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ie Teaching and Learning Framework (sample tools for gathering data)

Learner outcomes

Class copiesClass tests

Attitudinal surveysStandardised testsStudent profiles / progress records

Learning experiences

Student surveysFocus groups

Team –teaching reviewTeacher observation

Teachers’ practices

SEC resultsTeacher discussion /

reflectionMinutes from subject /

staff meetingsFocus groups

Teacher surveys

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• Data gathering• Consultation• Staff Involvement• Subject interrogation• Ownership• Student / Teacher / Parent Voice• Outside agency consultation - ALNs etc.

How do we decide on our priority?

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Clip of Student Focus Group

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What helps me to hold on to learning?

What helps me to improve my work?

What helps me to learn in class?

Student Voice

?• What is your experience of using the

student voice in the SSE process?

?• What worked well?

?• What would you change or do

differently?

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ieThe Deputy Principal as Leader of

Learning in the SSE process• Sees the possibilities and probabilities for change• Sets an emphasis on Learning Intentions for students• Facilitates the provision of CPD for staff and allows

them to provide CPD for each other• Influences colleagues to review and improve teaching

and learning in all aspects of school planning• Gives opportunities for, and supports other staff

members in leading change • Provides appraisal / feedback to staff members for

specific achievements

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leaders must support middle leaders by:

o Providing whole school structures to support the desired changes.

o Constantly revisiting the importance of the initiative and its fundamentals.

o Modelling good practice.

o Providing regular and relevant professional development opportunities especially in-classroom coaching and support.

o Recognising that changing colleagues’ beliefs and practice takes time – years rather than months.

o Providing sufficient time and resources for middle leaders to truly embed one initiative before moving on to the next.

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• Plan for time (implementation, reviewing, monitoring time throughout the year)

• Be actively part of a Teaching and Learning team• Facilitate team / subject department meetings• Encourage reflective discussion and practice at every

level of the school community• Share new ideas, methodologies, resources• Help staff to monitor at whole school, subject

department, individual levels, formally and informally

Leadership Planning for Teaching and Learning