Step 4: School Self-evaluation report on Literacy June 2013 – WHO was engaged in the reflective enquiry and/or consulted? Teachers, Ancillary staff, Parents, Pupils, BoM, Inspectorate (namely Máirín Ní Mháirtín), personnel from PDST (namely Dr. Fiona King and Orla Finnegan) and Lincoln University, UK (namely Professor Howard Stevenson). The six-step school evaluation process and the teaching/learning framework were used Over the course of monthly staff meetings teachers became familiar with the SSE teaching/learning framework with its focus on three key areas: learner outcomes; learning experience and teachers’ practice. After gathering evidence (step 1); analysing evidence (step 2); and drawing conclusions (step 3) the staff agreed to focus on literacy. A School self-evaluation report was drawn up (step 4); an improvement plan was written (step 5) and the plan continues to be implemented and monitored (step 6). The process was also followed with a group of eleven teachers as part of a Collaborative Learning Initiative (CLI) under the direction of Professor Howard Stevenson, Dr. Fiona King and Orla Finnegan. This CLI group reported on progress made at monthly staff meetings. WHEN? Pre 2011 and ongoing Step 1 DATA used as evidence: Minutes of school development planning days Minutes of staff meetings Teacher questionnaires (e.g. Jenny Mosley questionnaire I’m OK, You’re OK ) School self-evaluation questionnaire for parents on literacy (English and Irish) and numeracy (March 2012) School self-evaluation questionnaire for 3rd 6th class pupils on literacy and numeracy (March 2012) – Standardised tests Teachers’ yearly and fortnightly plans Teacher-designed tests Teachers’ monthly reports Teachers’ reflections Outcomes of teacher dialogue at teacher class level meetings Step 2 Analysing evidence: Compared to their peers nationally, children in Scoil Mhuire are scoring the national average’ in both English and Mathematics in ‘above standardised tests. There is no clear difference between scores in comprehension and vocabulary. With an intake into Junior Infants (2013) of nearly 50% of children with English as a second language, we will strive to maintain this average’ level. It should be noted that many children ‘above with English as a second language scored average’ in both English and Mathematics standardised tests. ‘above
Step 4: School Self-evaluation report on Literacy – June 2013 WHO was engaged in the reflective enquiry and/or consulted? Teachers, Ancillary staff, Parents, Pupils, BoM, Inspectorate (namely Máirín Ní Mháirtín), personnel from PDST (namely Dr. Fiona King and Orla Finnegan) and Lincoln University, UK (namely Professor Howard Stevenson). The six-step school evaluation process and the teaching/learning framework were used Over the course of monthly staff meetings teachers became familiar with the SSE teaching/learning framework with its focus on three key areas: learner outcomes; learning experience and teachers’ practice. After gathering evidence (step 1); analysing evidence (step 2); and drawing conclusions (step 3) the staff agreed to focus on literacy. A School self-evaluation report was drawn up (step 4); an improvement plan was written (step 5) and the plan continues to be implemented and monitored (step 6). The process was also followed with a group of eleven teachers as part of a Collaborative Learning Initiative (CLI) under the direction of Professor Howard Stevenson, Dr. Fiona King and Orla Finnegan. This CLI group reported on progress made at monthly staff meetings. WHEN? Pre 2011 and ongoing Step 1 DATA used as evidence: Minutes of school development planning days Minutes of staff meetings Teacher questionnaires (e.g. Jenny Mosley questionnaire I’m OK, You’re OK ) School self-evaluation questionnaire for parents on literacy (English and Irish) and numeracy (March 2012) School self-evaluation questionnaire for 3rd – 6th class pupils on literacy and numeracy (March 2012) Standardised tests Teachers’ yearly and fortnightly plans Teacher-designed tests Teachers’ monthly reports Teachers’ reflections Outcomes of teacher dialogue at teacher class level meetings Step 2 Analysing evidence: Compared to their peers nationally, children in Scoil Mhuire are scoring ‘above the national average’ in both English and Mathematics in standardised tests. There is no clear difference between scores in comprehension and vocabulary. With an intake into Junior Infants (2013) of nearly 50% of children with English as a second language, we will strive to maintain this ‘above average’ level. It should be noted that many children with English as a second language scored ‘above average’ in both English and Mathematics standardised tests.