Developing a School Self-evaluation (SSE) Culture
Good Hope School
26 Jul 2022
•
Dr Gary Harfitt (Principal)
•
Mr Paul Chow (VP - School Administration)
•
Ms Helen Yu (VP - Academic Affairs)
•
Mr Leander Pang (VP - Student Affairs)
School background
A Catholic secondary girls’ school located at Clear Water Bay Road
A DSS school with intake mainly from Good Hope Primary School cum KG
Medium of instruction: English
No of classes: 36
Sponsoring body: the Missionary Sisters of the Immaculate Conception
Management structure
School Leadership Team (SLT)
School
Administration
Academic Affairs (AA)
Student Affairs
(SA)
How did we address the issues raised in the last ESR and where are we today?
School’s needs - Consensus
building
- Collaborative effort
Today
- Empowering teachers of all
levels
- Embedding the SSE culture in different levels of
school’s work
A. Participatory approach at all stages of the P-I-E cycle B. Being data literate and data-driven
C. Capacity building
D. Constant review and flexibility in fine-tuning and re-engineering the strategies E. Attitude
Key success factors underpinning
the SSE culture
The P-I-E cycle
A. Participatory approach at all stages of the P-I-E cycle
How
• Discussion in SLT
• Discussion in AAC/SAC
• Feedback from KLA heads / panels
• Feedback from frontline teachers (e.g. Google forms)
Why
• Strengthen the three- way communication between school
leadership, middle
managers and frontline teachers
• Facilitate consensus
building
Academic Affairs
Planning
Key success factor
B. Being data literate and data-driven
B. Being data literate and data-driven
(Contextual evaluation / diagnosis)
Data
Other sources of information
❏ Student intake
❏ Committee-based and panel-based SWOT analysis (in general and based on major initiatives)
❏ Observation / lesson observation / homework scrutiny
❏ Informal and formal exchanges with parents, students and teachers
❏ ESR report
Student performance Pre-S1 attainment test performance (KPM16), TSA item
analysis report, DSE results (KPM18), DSE item analysis report, SVAIS (KPM19), internal assessment data
Stakeholders’ perception
towards learning and teaching
Stakeholders’ survey (SHS) (KPM8, 9 and 10)
APASO Self-school (motivation, learning competency and independent learning capacity)
●Engaging different stakeholders
●Using a wide variety of tools and methods to have a more accurate diagnosis of the existing situation (multiple perspectives)
Some conclusions
after the contextual evaluation / diagnosis
Students
● with potential, yet not fully developed
can be challenged further and can achieve more
● very busy Teachers
● diligent / eager to help
● big panels, teachers with different years of experience / backgrounds / expectations
● common goal: we all want our students to excel / achieve more Parents
● supportive of the school in general
● want to see their daughters excel in their studies Target identified:
Enhance learning and teaching effectiveness in classroom learning (more focused / less is more)
Implementation
Key success factor
C. Capacity building
C. Capacity building
How
Participative and reflective professional development through
● External resources (e.g. mentoring,
shadowing and coaching)
● Internal learning community
(e.g. sharing at all levels)
Why
● External support focusing on practicalities
● Consensus building with common language first among the middle
managers, then the entire staff
(e.g. what makes a good
lesson)
Consolidating experience through sharing at all levels – learning community
Celebrate / acknowledge achievements from time to time
→ provide the impetus to move on
Date Topic
10 April 2017 Handling Learner Diversity in the Classrooms (Part 1) 1 June 2017 Handling Learner Diversity in the Classrooms (Part 2) 19 Jan 2018 Reading Ability of S1-2 Students
6 June 2018 Assessment Literacy
23 Nov 2018 KS3 ICT Curriculum Revamp 12 April 2019
6 June 2019
Sharing on CLP experience
Date Topic
8 July 2019 Design Thinking
Sharing on CLP Experience 24 Aug 2020 Interim-Sharing by Maths
Panel about Diversity Management
Sharing on CSET experience
Knowledge management for sustainability – clear documentation
Date Event PIC(s) Remarks
Planning (minutes, lesson plans)
Date Document
Implementation (lesson
observation forms) Evaluation (minutes) Subject
Form
Project Coordinator Teachers involved Pedagogies
▪ With enhancing students
engagement in classroom learning as the primary goal
▪ may try out different pedagogies in different classes with the
objective of catering to learner diversity
2021-2022 Collaborative Lesson Planning
Time Frame
Documents attached
Next steps
The P-I-E cycle
embedded in the
record form
Common channel of communication
→ offer timely support and
feedback
Evaluation
Key success factor
D. Constant review and flexibility in fine-tuning and re-engineering
the strategies
● Engage different parties (can be at different levels)
School-based
Committee-based
Team-based
Panel-based
D. Constant review and flexibility in fine-tuning and re-engineering the strategies
Example:
AAC - Preparing for the Next Strategic Plan SWOT Analysis
• Focus on major initiatives e.g. self-directed learning (SDL)
• Use different colours to indicate panel and school levels
● Use various kinds of data
Quantitative (e.g. surveys)
Qualitative (e.g. observation, formal and informal exchanges)
D. Constant review and flexibility in fine-tuning and re-engineering the strategies
AAC - Post Remote Assessment Reflection
Please share your experiences / observations / thoughts about the following:
● Inform planning
Fine-tune and re-engineer our strategies/approaches (e.g. SDL focusing on skills attitudes)
Provide time and space
Identify handy tools to facilitate the evaluation process to allow for timely intervention
Be aware of resources available out there
D. Constant review and flexibility in fine-tuning and re-engineering the strategies
Student Affairs
Introducing the P-I-E cycle to students – Why?
“Strengthening the sense of well-being within the GHS community while nurturing leaders for tomorrow.” (one of our Previous 5-Year Plans 2016-21)
Cultivating and sustaining student leadership
Oneself Small Group Team
P-I-E for every student – How?
Planning
• Review / Understand - character strengths - multiple intelligences - learning styles
• Set goals for the 1st term
Implementation
• Implement the strategies
Evaluation
• Review progress at the end of each term
• Goals & progress are communicated to the parents to earn their support
Sample
Sample
P-I-E for student leaders – How?
e.g. Central Board (CB)
• Self-evaluation as a student leader
On individual level
• Evaluation of events
• From evaluation to planning
On organisation level
e.g. Central Board (CB)
On individual level Self-evaluation
Sample questions:
1. Recalling the goals you set for yourself during the CB platform, are they achieved? Why or why not? If not, would you like to do so in your remaining term of service?
What are the major difficulties that you have encountered so far? How did you tackle them?
2. Do you have a better understanding of your strengths and weaknesses? If so, explain them.
3. How would you rate the cooperation among the Executive Committee members? What has been done well? What could be improved?
4. How would you rate your leadership in your sub-committee, if any? Do you meet them regularly? What has been done well? What could be done better?
5. Please share any other feelings and learning if you have any.
Sample
Teachers provide
feedback / questions to stimulate 1 more round of reflection.
Student’s self-evaluation
Teacher’s feedback Student’s reflection
e.g. Central Board (CB)
On organisation level
Survey for studentsEvaluation among the
ExCo
Planning of events
