the literacy and numeracy secretariat le secrétariat de la littératie et de la numératie october...

The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

October – octobre 2007

The School Effectiveness Framework

A Collegial Process for Continuing Growth in the Effectiveness of Ontario Elementary Schools



Key Purposes of the Framework

The primary purpose of the School Effectiveness

Framework (K-12) is to function as a tool for schools

to identify areas of strength and areas requiring

improvement in order to reach all students and

improve student achievement.



The Design of the Framework

The Components

Assessment for, as and of Learning

School and Classroom Leadership

Student Voice

Curriculum, Teaching and Learning

Programs and Pathways

Home, School and Community Partnerships



2010-2011 Recommendation

All elementary schools identify strengths, specific areas of need and next steps in the component Assessment for, as, and of Learning (1.1-1.7) strengthening alignment with the Growing Success document and the Board Improvement Plan. Specific area(s) of need and next steps will be integrated into the SIP.

Schools examine the indicators of the remaining five components (School and Classroom Leadership, Student Voice, Curriculum, Teaching and Learning, Programs and Pathways and Home, School and Community Partnerships) as part of the self-assessment and may identify a second focus component.




1. Students and teachers share a common understanding of

the learning goals and related success criteria.

2. During learning, students receive ongoing, descriptive feedback based on the success criteria, from the teacher and from peers.

3. Students are taught, and regularly use self-assessment skills to monitor their progress toward achieving learning goals within the context of the Ontario curriculum and/or individual Education Plan I.E.P.)




4. Assessment tasks are aligned with the curriculum, collaboratively developed by teachers and the resulting demonstrations of student learning analyzed to ensure consistency with success criteria.

5. A variety of valid and reliable assessment data is used by students and teachers to continuously monitor learning, to inform instruction and assessment and to determine next steps.

6. Assessment of learning provides evidence for evaluating the quality of student learning at or near the end of a period of learning.

7. Ongoing communication is in place to allow students, teachers and parents to effectively monitor student learning.



Key Principles for Engagement

In order to be effective, it is essential that theprocess is:

Focused on continuous improvement in student achievement Collaborative, collegial and respectful Open, honest, and transparent Reflective, self-critical and growth-promoting resulting in capacity building and the acquisition of new knowledge and skills, and a basis for dialogue and inquiry



Linking School Self-Assessment and School Improvement Planning

• Complete School Self-Assessment for current year

• Review indicators and determine areas requiring attention

• Review and analyse all assessment data

(Comprehensive Needs Assessment)



BIPSA SIPSA



Linking School Self-Assessment and School Improvement Planning

• Select, revise or refine SMART goals setting targets for student achievement

• Examine the indicators in the SEF that require attention. Select a number that will directly impact on the student learning goals selected

• Move into actions on SMART goals, set targets for student achievement, plan instruction and implement strategies



Focus Plans on the Instructional Core“A clear view of the classroom”

Learning - What is the student work telling us

about how we are doing?

Teaching - How do learning goals,

success criteria, prompts,

tasks, rubrics, feedback

impact student learning?

Leading – How do we learn to do the

work of implementation by

doing implementation



http://www.curriculum.org/secretariat/framework/index.shtml

School Effectiveness Resources



The District Review Process

For District Reviews to be successful, the following

conditions must be demonstrated:

• Collaborative, collegial and respectful interactions

• Open, honest and transparent communication,

throughout the process

• A non-evaluative, supportive stance



The School Effectiveness Framework

A Collegial Process for Continuing Growth in the Effectiveness of Ontario Elementary Schools

the literacy and numeracy secretariat le secrétariat de la littératie et de la numératie october...

Documents