Regional Seminar 2009/10

Planning for School Self-Evaluation and Improvement in Learning

Focus on Second Year Students

School Development Planning Initiative

Planning for improved student Planning for improved student engagement and attainmentengagement and attainment

in Second Yearin Second YearAims of this session: To identify and prioritise issues of concern

To provide a brief overview of key areas of relevant research

To develop a framework for self-evaluation of current practice

To identify examples of current good practice

ResearchResearch

Do Schools Differ? - Emer Smyth ESRI 1999

ESRI / NCCA - Moving Up, Pathways through the Junior Cycle & Gearing up for the Exam

Assessment for Learning NCCA &OECD

www.education.ie

www.ncca.ie

www.sdpi.ie

www.slss.ie

Research findings – good newsResearch findings – good news

The majority of second years say that they like school, get on well with teachers, work hard, and participate fully in school life.

Pathways through the Junior CyclePathways through the Junior Cycle

..evidence of a widening gap in student experiences on the basis of gender, ability grouping and social background – with those on ‘the wrong side’ of this gap likely to underachieve, become detached and disaffected with school life, and ultimately to want to leave school before they attain their Leaving Certificate, and possibly even before their Junior Certificate

WHAT IS IT LIKE TO BE A SECOND YEAR STUDENT IN YOUR SCHOOL?

Are there specific issues associated with the experiences of second year students?

What are they? Where are they coming from? Why are some second year students

disengaging?

Social ClimateSocial Climate

The social climate of the school greatly influences student attitudes

Positive teacher-student interactions and a challenging but supportive learning environment lead to a more positive academic self-image and higher educational expectations

Do Schools Differ?Do Schools Differ? Emer Smyth Emer Smyth

Factors affecting student outcomes Pupil background Absenteeism and drop-out School effectiveness Class organisation Curriculum and subject choice Pupil involvement Parental involvement Disciplinary climate Teacher-pupil interaction School management Staff development School development

Do Schools Differ?Do Schools Differ? Emer Smyth Emer Smyth

Curricular and non-curricular influences

Relationships:

Pupil/Pupil. Teacher/Pupil. Teacher/Teacher

Class organisation:Streaming, Setting, Mixed Ability

Curriculum provision and access

Subjects, Access, Levels, Programmes

Emphasis on whole-school development

Issues to focus a school’s self- Issues to focus a school’s self- evaluation of student learning and evaluation of student learning and

engagement in Second Yearengagement in Second Year

1. Curriculum

2. Student Support and activities outside the classroom

3. Teaching and Learning in the classroom

Process of Self-Evaluation –key stepsProcess of Self-Evaluation –key steps

Select an area to evaluate: focus Determine what good practice is: indicators Gather reliable data on actual practice Collate, analyse & interpret the data – evidence Compare actual practice with good practice Reach valid conclusions that you can stand

over Prioritise for planned improvement

Planning Self-EvaluationPlanning Self-Evaluation

1. Why are we doing this?

2. What do we want to find out?

3. What data / information do we need to gather and how?

4. Who would we ask?

5. How do we analyse the data so that it leads to meaningful conclusions?

6. How do we translate the fruits of our discussions into action?

Taking ActionTaking Action

Acknowledge and strengthen current good practice

Amend / change what is not working well Introduce new measures

Consider CPD needs

Workshop on Self-EvaluationWorkshop on Self-Evaluation

You are reviewing provision for Second Years in one of the following areas:

1. Curriculum

2. Student support and activities outside the classroom

3. Teaching and learning in the classroom

What do you want to find out? What data / information do you need to gather and

how? Who would you ask and how? Where would you look?

1. Curriculum Organisation1. Curriculum Organisation

Streaming / Banding / Mixed Ability

Subject Choice

Subject Levels

Streaming – Research FindingsStreaming – Research Findings Streaming may benefit the more able but does not

benefit students in lower streams Streaming contributes to lower aspirations,

disaffection and disengagement Once streamed there is very little movement upwards In co-educational schools, students in lower streams

tend to be male and working class Students in lower streams have fewer subjects, less

homework and more didactic teaching Students are streamed on the basis of non-

standardised school devised tests The difference in ability between students in ‘upper’

and ‘lower’ bands as measured in standardised tests was found to be “very narrow”

Subject Choice - FindingsSubject Choice - Findings

Students in lower streams have more restricted access to the full range of subjects, in particular to practical subjects

58% of students reported there was a subject they would have liked to have taken but could not

Students did not feel they were taking too many subjects

Students in lower streams tended to take fewer subjects

Subject Levels - FindingsSubject Levels - Findings Lower stream students are more likely to expect to take

Foundation or Ordinary Level in English, Irish and Maths

There is little or no movement from O.L in Junior Cert to H.L in Leaving Cert even where students took Transition Year

The SCHOOL EFFECT:Even in schools of similar social class and similar literacy levels on intake, there was a marked difference in students’ expectations from one school to another

“It is arguable that policy and practice regarding access to Higher Level subjects, teacher encouragement and the school’s expectations are likely to contribute to under-performance among students and affect their long term educational and career options.”

Questions for Self-Evaluation on Questions for Self-Evaluation on Streaming, Subject Choice and LevelStreaming, Subject Choice and Level

What is our current arrangement for Second Year students?

Why are classes / subject choice and level arranged in that way?

What are the benefits of our current system and who does it benefit?

What are the disadvantages of our current system? Are there alternatives to our current system? Would it be worthwhile making some changes on a

pilot basis and evaluating whether the new system delivered more benefits for a wider range of pupils?

If moving to a new system, what other resources need to be put in place?e.g. CPD for staff Other supports…..

2. Student Support and Activities 2. Student Support and Activities outside the Classroomoutside the Classroom

Little evidence of integration of support structures in most schools – few pastoral care meetings for support personnel

Different interpretations of the role of class tutor – administrative, disciplinary, pastoral or a combination of all

Student councils – only one had a specific focus on second years

Bullying tends to increase Need for better provision of support e.g.

Psychological support, Guidance and HSCL

Student Support and Activities outside Student Support and Activities outside the Classroom for Second Years:the Classroom for Second Years: Prompt questions for self-evaluation Prompt questions for self-evaluation Is our school a safe and happy place? How do we know? In what ways do senior students help second year

students? Are bullying incidents dealt with effectively? Do second year students have forums for discussing

their concerns and problems? Are there places for second year students to go and

constructive things for them to do outside class time? How varied is the range of extra-curricular activities

available to second years? How are second year students and their parents made

aware of these activities? What opportunities are there for second year students to

have their achievements recognised?

3. Teaching and Learning3. Teaching and LearningResearchResearch

Where the climate of the school and the atmosphere of the classroom is positive, students are more likely to enjoy school and to like teachers. They are likely to be more engaged in their study, have higher academic aspirations and are less likely to misbehave.

Assessment for LearningAssessment for Learning

AfL encourages students to become more active and responsible participants in their own learning

The achievement gains associated with formative assessment have been described as among the largest ever reported for educational interventions.

(FORMATIVE ASSESSMENT: IMPROVING LEARNING IN SECONDARY CLASSROOMS OECD 2005)

Student’s VoiceStudent’s Voice

Students have very clear opinions about what makes for effective teaching.

The most effective teachers Explain things well Enjoy teaching their subject View learning as fun Encourage students to ask questions Praise good work Don’t give out

Pathways through the Junior Cycle

Teaching and LearningTeaching and LearningPrompt Questions for self evaluationPrompt Questions for self evaluation

To what extent are teaching strategies and methodologies varied within the second year classroom?

How are second year students challenged and motivated in the classroom?

How are second year students involved in their own learning? What range of assessment modes are used to assess student

achievement? What CPD is required by teachers to help them to enhance

teaching and learning in the classroom? To what extent do teachers reflect on their current classroom

practice? To what extent have teachers been informed about new practices in

Teaching and Learning? Is Teaching and Learning on the agenda for staff meetings?

DiscussionDiscussion

In relation to

CurriculumStudent support and activities outside the

classroomTeaching and learning in the classroom

Share one example from your experience of what helps to maintain student engagement in second year.

ResourcesResources

Chapter 12, ‘Do Schools Differ’

Emer Smyth ‘Pathways through the Junior Cycle’

(summary) Prompt questions for self-evaluation SDPI CD Resources for Planning Nov.2009