School Self Evaluation
What is School Self Evaluation (SSE)? School self-evaluation is a collaborative, inclusive, and reflective process of internal school review. An evidence-based approach, it involves gathering information from a range of sources, and then making judgements. All of this with a view to bring about improvements in students’ learning. SSE is embedded in and informs all aspects of planning for improvements in teaching and learning in CBS Thurles.
SSE in CBS Thurles
The current areas for improvement are outlined in the table below. We are now in our fourth year of a four-year cycle of school self-evaluation. The focus of this year is on embedding agreed actions in day to day lessons which bring about improvements in students learning. Our overall aim is to increase student ownership and responsibility for their learning as well as increase student engagement and participation. This whole school focus is being realised through a number of agreed targets and actions as outlined below.
What evidence do we gather?
Evidence is gathered annually from a number of sources which allows us to make judgements on where we are at, identify the impact, if any, of our actions in the classroom and informs the next steps in the process.
Data is gathered from all first, second and third year students via a questionnaire. In recent years a focus group has been conducted with a group of first and second year students and valuable qualitative data gathered. This data is collated and presented for discussion at whole staff session. Immediate oral and written feedback is obtained from staff on reflection on student data. Teacher data is also gathered via questionnaire.
A comprehensive evaluation will take place in May 2020 as we come to the end of this four-year SSE cycle.
SSE & Junior Cycle
From September 2019, all teachers in all subject areas work from the new Junior Cycle specifications. All teachers within all departments will design or review units of work for delivery to students. SSE is the tool that will assist us in designing units of work that contain all the elements of ‘good’ teaching. These elements will facilitate students to have ownership and responsibility of their learning as well as developing a range of key skills as outlined in the framework.
Student wellbeing is also greatly enhanced when students are engaged and participating in their learning, when they feel they are making progress as learning, have ownership and responsibility for their learning and are listened to and have a voice in the classroom.
Effective Collaborative Planning
All strands for improvement can be embedded in our classes through a deliberate and effective planning process. Effective collaborative planning at departmental level includes the following key elements.
Review and Reflection
Subject link teachers are the link between subject departments and the SSE core team. Link teachers will meet once per term and feedback to the core SSE team. Whole staff sessions and further support will be designed and made available based on needs identified by link teachers. The curriculum leaders’ team will continue to work on developing resources to assist in aspects of the planning process.
Resources to assist in the planning process:
- For a copy of your subject specification and assessment guidelines:
- For planning templates for your subject area:
- For a range of classroom resources:
- For ideas/strategies on how to place students at the centre of their learning: