Implementation & Evaluation

Regional Seminar ‘04

School Development Planning Initiative

“An initiative for schools by schools”

SDP: Basic ProcessSDP: Basic Process

Review

Design

Implement

MissionVisionAims

Evaluate

Proposal

Action PlansMonitorAction

Adapt practice

Sample Action PlanSample Action PlanPriority: To develop the pupil as an Effective Learner

Target: To Introduce a HW/Study Skills program for all 1st Years 2004/5

TASKS WHEN? WHO? RESOURCES SUCCESS CRITERIA(Implementation)

Sample Action PlanSample Action PlanPriority: To develop the pupil as an Effective Learner

Target: To Introduce a HW and Study Skills program for all 1st Years 2004/5

TASKS WHEN? WHO? RESOURCES SUCCESS CRITERIA(Implementation)

Course on Study Skills Early Sept

Guidance,

LS, and Class tutors

Course Materials and 3 class periods

All 1st Yrs complete course

All Subject Depts. to produce homework guidelines in line with Study Skills strategy

Sept end Planning Meeting

All Staff 2 hours

Templates

Secretarial

Guidelines available for all subjects

Information Night for Parents Re: Home Work Guidelines & Journal

Early Oct Principal. Yr. Head. Form Teachers.

School Hall

Photocopies

Parents attend and instruction sheet given to all

Action Plan Action Plan

Success Criteria - Outcomes:

•95% of 1st year students returning homework•Teachers are happy with quality of work•Parent involvement is satisfactory_______________________________________________________

Monitoring Procedures:

•1st year tutors consult with teachers to report on progress, needs, & alterations to plan•1st yr year head meets Principal at the end of each month to highlight progress, & needs

_______________________________________________________

Evaluation Procedures: 

• Use of selected tools to survey perceptions & facts at the end of school year •Results to be circulated to staff for consideration at the May staff meeting, and May BOM meeting  

Implementation - ChecklistImplementation - Checklist

Who is monitoring the implementation of the plan?

How will this happen? Is what is being done consistent with the agreed

priority, target and tasks? Do partners get appropriate reports on the

progress of the plan?

Monitoring and Evaluation Monitoring and Evaluation

Successful school improvement is linked to

systematically planned and executed monitoring and evaluation of process and final outcomes.

The monitoring of the change process is as important as the measurement of outcomes

(Stoll and Fink 1996)

Self-evaluationSelf-evaluation

Measures the progress of implementation of courses of action

Examines the possible impact of these on:The whole schoolThe classroomThe individual student and teacher

Identifies areas of success, or areas which require adjustment for future success

Establishes ongoing effective planning May inform the school’s report – S.20 Ed. Act 

Self-EvaluationSelf-Evaluation Teachers are not generally trained as auditors or evaluators

but they possess knowledge and insight in relation to the operation of their school.

Critical indicators are often identified through self evaluation .

Self evaluation can promote critical stakeholder (staff) reflection on the effectiveness of their school.

SSE nurtures ownership in terms of decisions and responses in terms of perceived needs.

SSE empowers through the enhancement of the teacher skill base and system knowledge.

Evaluation – key questionsEvaluation – key questions

At what point will the evaluation be conducted? Who will conduct the evaluation? What questions do you want answered? From whom do you want to get information? What indicators of success do you intend to

employ?

Evaluation – key questionsEvaluation – key questions

What means will you use to collect the information you need?

What resources will be needed? What timescale will be involved? How do you intend to use the findings? Who will be informed of the outcomes? What means will you use to communicate

the findings to the relevant partners?

What is the next step?What is the next step?

Adopt?

Amend?

Replace?

References:

Blue Book p. 24,

DGL Unit 5 p. 2

David Tuohy School Leadership… p. 65

Self-evaluation ToolsSelf-evaluation Tools

Quantitative Desk Research Closed Questionnaires Checklists Standard Forms Logs, Diaries,

Recordings etc. Evaluation Grids

Qualitative SCOT Analysis Open Questionnaires Interviews/Focus Groups Force Field Analysis Spot Check Critical Incident Analysis Self-evaluation Profile

Summative record combines both Refer to Unit 3 p. 3-10 & Unit 5 p. 8-11

Action Plan Action Plan

Did it happen?

Did it achieve the desired outcomes?

Are there any unintended outcomes?

In cost/benefit terms was it worth it?

HOW DO YOU KNOW?

Examples – sample selectionExamples – sample selectionIssue    Student Discipline Student Motivation Staff Development

Success Criteria - Sample

E.g. Students are responsive to positive correction, and show respect for other people

E.g. Students are interested in class, and actively participate in classroom activity

E.g. Staff are catered for in relation to individual & group professional development needs

Quantitative information

The no. of students referred to year heads, the no. of students with ongoing behaviour problems, the no. of student suspensions

The amount of disruption to class time through student inattentiveness

The % of school budget spent on staff development. The no. of teachers, who availed of INSERVICE during the year

Qualitative information

Teacher perception on classroom, corridor, & general school discipline

Student & teacher perception in relation to the classroom experience

Perception of staff in relation to the appropriateness, & quality of INSERVICE

Self-evaluation tools

Analysis of year head, & classtutor files, records ofsuspensions etc., Force fieldanalysis, Critical IncidentAnalysis, Self-evaluation

profile, Focus Group

Analysis of teacher log of classroom disruption, Spot Check, Force field analysis, Self-evaluation profile

Focus Group

Analysis of school accounts, principal's reports to BOM, Self-evaluation profile,Open questionnaire to staff, Focus Group

External Evaluation & Subject Department : External Evaluation & Subject Department : SuggestionsSuggestions

Team development – team approach Planning to organise course content Planning to help development of the subject in the

school Planning in the context of revised syllabus Highlight resource needs Share ideas and experiences within the classroom Development of a shared understanding / policy

regarding everyday classwork, homework, practical work, end of term assessments etc.

1. school managementschool management

2. school planningschool planning

3. curriculum provisioncurriculum provision

4. learning and teaching in subjects learning and teaching in subjects

5. support for studentssupport for students

LAOS – a guide for evaluation LAOS – a guide for evaluation (5 AREAS)(5 AREAS)

LAOS – a guide for evaluation LAOS – a guide for evaluation (5 AREAS)(5 AREAS)

Learning and teaching in subjectsLearning and teaching in subjects(Area 4)(Area 4)

Themes for self evaluation:

How actively and independently students engage in learning?

The quality of their questioning?

The quality of their answering?

LAOS