School Development Planning Initiative “An initiative for schools by schools” Self-Evaluation of Learning and Teaching – Assessment for Learning Mark Fennell NSPI: March 2009
School Self-evaluationPremises • Teacher inquiry • SSE & CPD two sides of one coin • Formative – AFL and SSE • Activity based and theory driven • Evaluation within action plan…SSE skills • Only improved student learning outcomes over time will justify exercise • ‘Transfer of Training’ is Holy Grail
Transfer of training Teacher In-Service / CPD • Information • Knowledge • Demonstration • Application • Practice over time • Collaboration – Coaching… (shared planning – observation – review) … Sustained changed practice in classroom resulting in improved student learning
Joyce and Showers(Adapted) 1. Knowledge • know the theory and skills / strategies 2. Demonstration…see how it works 3. Practice… 10/12 weeks – 50 classes 4. Peer Observation / collaboration / adaptation • work together is planning and reviewing • Observe without giving feedback 5. Evaluate, share, apply and extend Leadership commitment & support / collaborative & experimental culture are both essential
Subject DepartmentPeer Coaching Team Teachers learning from one another as they work together on new approaches, share ideas and review student learning • Forge a common vision for department • Commitment to collaborative learning • Design lessons, strategies in common • Report, discuss and amend • Observe to learn from colleague’s teaching
Self-Evaluation What are the technical challenges? • Use of data • variety (qualitative & quantitative) • Interpretation • Judgment • Success Criteria • applying knowledge to practice • envisioning improvement • focused evaluation
“If they can’t learn In the way I teach, can I teach in a way they can learn?” ‘Active self-directed learning rather than passive attendance at a lesson is the goal of AFL’
Forms of LearningSuccess Criteria for AFL Classroom • Learningteaching • Active…what are the students thinking and doing? • Social…are they ever learning from one another? • Emotional…what feelings motivate their learning? • Assured…does challenge aid risk-taking or retreat? • Individual…are differences heeded & exploited? • Meaningful…do new ideas relate to old ones? • Independent…are they learning how to learn? • Powerful…is the learning improved?
Planning for AfL – Step 1 • Staff understand of AfL principles and strategies. • Watch demonstration e.g. film / role play • Subject department reflection on assessment practice • Review subject specific resources • Subject department review re AfL
Planning for AfL – Step 2 • Collaboratively select / adapt strategies worth trying with a target group of students (often 1st, TY & 5th year) • Use Action Plan Template • Set success criteria – develop a vision What would success look like? • Agree roles, timing, resources, monitoring and evaluation procedures
ASSESSMENT ACTION PLAN GROUP:_________________ DATE:____________ Teachers can agree to try a number of techniques to see if there is any evident improvement in learning, motivation or inclusion of all students. A review after a set period of time can be discussed to see if the technique is helpful and might be rolled out more widely, continued, stopped or amended.
Planning for AfL - Step 3 • Implement agreed methodologies and observation and monitoring plan • Teachers meet to review progress and mutually observe each other’s practice without giving feedback • Subject departments / AfL project groups meet to review progress and discuss emerging issues or difficulties • Overt, informed leadership interest – monitoring – support critical at this stage
Planning for AfL - Step 4 • Each subject department evaluates AfL across school, with aid of sample success criteria: Prepare a report which outlines: • - what we tried (strategies, class groupings, .. timescale , context factors) • - what happened (outcomes) • - what went well ( impact on learning - refer to success criteria) • - what was not so successful – why? • - lessons learnt – aims for the future
Planning for AfL - Step 5 • Hold a plenary session of all staff to review AfL initiative • Each department / project group displays ‘poster’ or gives brief presentation based on report • Brief Q & A after each presentation • Disseminate reports – newsletter / website / planning folders / report to BoM – parents – students
Planning for AFL – Step 6 • Agree, in principle, follow up to project: • Will subject departments embed and extend AfL practice / will new AfL project groups form and initiate a continuing AfL exercise? • Can there be a commitment to more extensive use of AfL strategies? • Does this need to be explored by a cross-curricular committee?
Evaluation ReflectionWhat does the evidence tell us? • What went well? • Where were the greatest challenges? • What would we do differently? • What do we need to learn more about?
SDPI South Dublin/N Wicklow • Marino Institute of Education (HO) • Dublin 01 805 772 Blackrock Education Centre: • Mark Fennell, Regional Coordinator Tel: 01-2365011 Mobile: 0879678832 Email: email@example.com Fax: 01-2365080