School Self-evaluation For Physical Education - PDST
School Self-evaluation for Physical EducationSchool Self-Evaluation for Physical Education Support Document1
IndexContentsSchool Self-Evaluation for Physical Education . 3Using this resource . 4Step 1: Identify Focus . 5Step 2: Gather Evidence . 10Step 3: Analyse and make judgements . 20Step 4: Write and share report and improvement plan . 21Step 5: Put improvement plan into action . 25Step 6: Monitor actions and evaluate impact . 25Further School Self-Evaluation Supports . 27Appendix to School Self-Evaluation Report: legislative and regulatory checklist . 28This resource was developed in 2018 by Physical Education Advisorsin the Professional Development Service for Teachers (PDST).School Self-Evaluation for Physical Education Support Document2
SchoolSchoolSelf-EvaluationPlanning for forPhysicalPhysicalEducationEducationWhat is school self-evaluation?School self-evaluation is a collaborative, inclusive, reflective process of internal school review.During school self-evaluation the principal, deputy principal and teachers, under the directionof the board of management and the patron and in consultation with parents and pupils,engage in reflective enquiry on the work of the school. It is an evidence-based approach whichinvolves gathering evidence from a range of sources and making judgements with a view tobringing about improvements in pupils’ learning. Self-evaluation requires a school to addressthe following key questions with regard to an aspect or aspects of its work: How well are we doing?How do we know?How can we find out more?What are our strengths?What are our areas for improvement?How can we improve?The school self-evaluation processTHE SIX-STEP SCHOOL SELF-EVALUATION PROCESSThe process is iterative, in that it facilitates repeated cycles of analysis or a return to a previousstage of the cycle as required. The framework above highlights a six-step school selfevaluation process. This supports the building of teachers’ expertise over time in looking atthe evidence of pupils’ learning, analysing it, interpreting it and acting on it to improveoutcomes.School Self-Evaluation for Physical Education Support Document3
APPLYING THE SIX-STEP SCHOOL SELF-EVALUATION PROCESS TO PHYSICALEDUCATIONThis resource is designed to support primary schools in the school evaluation process specificto the curricular area of physical education. Accordingly the six steps of school self-evaluationare used to structure of this document with specific physical education examples and promptsprovided for each step. Whilst each of the steps are addressed separately in this document,it is likely that the iterative process of school self –evaluation will lead to overlap across stepsin some areas.Using this resourcePlease note that this document should be used as an aid to help scaffold effective selfevaluation of physical education in your school and not as a prescriptive guide to befollowed. The examples provided are for illustrative purposes only and each schoolsshould consider their own unique circumstances at each stage of the self-evaluationprocess.School Self-Evaluation for Physical Education Support Document4
Step 1: Identify FocusStep 1 involves identifying the focus for the self-evaluation. Having identified physicaleducation as the curricular area of focus it is necessary as a school community to considerwhat aspects of physical education will be the focus of the inquiry. The Looking at our School2016: A Quality Framework for Primary Schools can help schools identify their strengths andareas for development. Within this framework, teaching and learning are viewed through thefollowing four distinct, although interrelated and sometimes overlapping domains: Learner outcomesLearner experiencesTeachers’ individual practiceTeachers’ collective/collaborative practiceFor each of these domains, four standards have been articulated. These standards are statedas the behaviours and attributes that characterise teaching and learning practices in aneffective well-functioning school.DOMAINSSTANDARDSTeaching and LearningPupils:Learneroutcomesenjoy their learning, are motivated to learn, and expect to achieve aslearnershave the necessary knowledge and skills to understand themselves andtheir relationshipsdemonstrate the knowledge, skills and understanding required by theprimary curriculumachieve the stated learning objectives for the term and yearSchool Self-Evaluation for Physical Education Support Document5
Pupils:engage purposefully in meaningful learning activitiesLearnerexperiencesgrow as learners through respectful interactions and experiences that arechallenging and supportivereflect on their progress as learners and develop a sense of ownership ofand responsibility for their learningexperience opportunities to develop the skills and attitudes necessary forlifelong learningThe teacher:Teachers’individualpracticehas the requisite subject knowledge, pedagogical knowledge andclassroom management skillsselects and uses planning, preparation and assessment practices thatprogress pupils’ learningselects and uses teaching approaches appropriate to the learningobjectives and to pupils’ learning needsresponds to individual learning needs and differentiates teaching andlearning activities as necessaryTeachers:Teachers’collective /collaborativepracticevalue and engage in professional development and professionalcollaborationwork together to devise learning opportunities for pupils across andbeyond the curriculumcollectively develop and implement consistent and dependable formativeand summative assessment practicescontribute to building whole-staff capacity by sharing their expertiseSchools should consider if they wish to focus specifically on learner outcomes in physicaleducation, learner experiences in physical education, teachers’ individual practice in physicaleducation or teachers’ collective/collaborative practice in physical education. School mayalso wish to address an issue within physical educational which encompasses more than onedomain or standard. Whatever area of focus chosen by a school should ultimately aim toimprove learner outcomes and experiences in PE. The professional judgment of the teacherswithin the school and already existing evidence (e.g. Inspection reports etc.) can be used toinform the identification of a focus. New evidence does not need to be generated to justifythe area of focus selected. To support examination of their particular area of focus schoolscould utilise PDST PE planning resources available on http://www.pdst.ie/node/793.Schools who are involved in the Active School Flag process may also wish to connect thephysical education section of their application to school self-evaluation. The active schoolSchool Self-Evaluation for Physical Education Support Document6
flag process and school self-evaluation of PE are complimentary and can be undertaken at thesame time. The Active School Flag PE success criteria can, for example, be mapped torelevant domains and standards to ensure progress is achieved concurrently. Converselyschools engaging with self-evaluation in the area of PE should consider undertaking the activeschool flag process as there are many synergies. For more information on the Active SchoolFlag process visit http://activeschoolflag.ie/Page 7 and 8 below outlines examples of where connections can be made between some ofthe Active School Flag PE success criteria and the quality framework to enrich both processes.This list is not exhaustive and in many instances an Active School Flag PE success criteria mayconnect with more than one domain and standard. Once a focus for the school self-evaluationprocess has been identified, the school can move to gather evidence about what is workingwell and what can be improved in this area.School Self-Evaluation for Physical Education Support Document7
Connecting School Self-Evaluation and the Active School FlagDOMAINSSTANDARDSActive School Flag PE Success CriteriaPupils:Learneroutcomesenjoy their learning, are motivated to learn, and expect toachieve as learnersAll pupils are provided with one hour timetabled PE per week, as a minimumhave the necessary knowledge and skills to understandthemselves and their relationshipsAll classes are taught 5 different PE strands each year from Athletics, Aquatics,Dance, Gymnastics, Games, Outdoor and Adventuredemonstrate the knowledge, skills and understanding requiredby the primary curriculumOur school prioritises a different PE strand for further development every yearEACHING AND LEARNINGachieve the stated learning objectives for the term and yearOur school has adequate, age appropriate equipment to teach all of the PEstrandsRENEWAL Schools - Our school teaches the Land PAWS Water Safety Programmeto support the Aquatics strandPupils:engage purposefully in meaningful learning activitiesLearnerexperiencesgrow as learners through respectful interactions andexperiences that are challenging and supportivereflect on their progress as learners and develop a sense ofownership of and responsibility for their learningRENEWAL Schools - Our school prescribes PE homework on the days that childrenhave PE classesOur school prioritises a different PE strand for further development every yearexperience opportunities to develop the skills and attitudesnecessary for lifelong learningSchool Self-Evaluation for Physical Education Support Document8
The teacher:Teachers’individualpracticehas the requisite subject knowledge, pedagogical knowledgeand classroom management skillsAll classes are taught 5 different PE strands each year from Athletics,Aquatics, Dance, Gymnastics, Games, Outdoor and AdventureMembers of staff have undertaken CPD in Physical Education and newselects and uses planning, preparation and assessment practices knowledge, ideas and resources have been shared out amongst staffthat progress pupils’ learningmembersselects and uses teaching approaches appropriate to thelearning objectives and to pupils’ learning needsresponds to individual learning needs and differentiatesteaching and learning activities as necessaryOur school prioritises a different PE strand for further development everyyearAll teachers use the PSSI lesson plans to guide their delivery of the primarycurriculumOur school ensures that children with special needs can play a full role inall PE opportunitiesOur school has an up to date PE planTeachers:Teachers’collective /collaborativepracticevalue and engage in professional development and professionalFeedback about progress in Physical Education is included the annual school reportcollaborationwork together to devise learning opportunities for pupilsacross and beyond the curriculumEvery child’s progress in PE is discussed with parents at PT meetingscollectively develop and implement consistent anddependable formative and summative assessment practicesMembersof staff have undertaken CPD in Physical Education and new knowledge, ideasand resources have been shared out amongst staff memberscontribute to building whole-staff capacity by sharing theirexpertiseOur school prioritises a different PE strand for further development every yearOur school ensures that children with special needs can play a full role in all PEopportunitiesSchool Self-Evaluation for Physical Education Support Document9
Step 2: Gather EvidenceAt this point the school should seek to gather evidence about what is working well and what needs tobe improved within their area of focus. It is important to ensure that evidence gathered ismanageable, useful and focussed. Information can be quantitative (results often in number form) orqualitative (results in language form). Information can be gathered from a number of sources and avariety of examples will now be provided within each domain specific to physical education.Domain: Learner outcomesSample Letter and Questionnaire for ParentsScoil XSchool Self-Evaluation Questionnaire for Parents – Physical EducationDear parent(s) and guardian(s),We are undertaking a self-evaluation of teaching and learning in PHYSICAL EDUCATION (PE) inour school. To help us with this evaluation, we would be very grateful for your views andopinions on the matters detailed in the questionnaire below. The questionnaire should takebetween 10 and 15 minutes to complete. We would be very grateful if you would complete itand return it to the school before xxxx. Please note that you may complete the questionnaireanonymously and that all individual responses will be treated confidentially.*PLEASE NOTE THAT PE REFERS TO THE ONE HOUR PER WEEK ALLOCATED DURING SCHOOLTIME RATHER THAN PHYSICAL ACTIVITY WHICH MAY TAKE PLACE AT OTHER TIMES/OUTSIDESCHOOL.Many Infants1st Class2nd Class3rd Class4th Class5th Class6th ClassMy childis in School Self-Evaluation for Physical Education Support Document10
Your child’s outcomes in Physical EducationPlease tick thecorrect box:StronglyAgreeAgreeDon’t KnowDisagreeStronglyDisagree1My child is doingwell at PE 2I know my child’sstrengths in PE 3I know my child’sweaknesses in PE 4I am familiar withthe variousactivities in the PEas per thecurriculum I often receiveinformation abouthow my child isdoing in PE I often ask mychild questionsabout how theyare doing in PE My child getsweekly PE relatedhomework 567Is there any way that the school can help improve your child’s outcomes in Physical Education?Any other comments or suggestions?Thank you for completing this questionnaireSchool Self-Evaluation for Physical Education Support Document11
Domain: Learner experiencesSample Letter and Questionnaire for ParentsScoil XSchool Self-Evaluation Questionnaire for Parents – Physical EducationDear parent(s) and guardian(s),We are undertaking a self-evaluation of teaching and learning in PHYSICAL EDUCATION (PE) in ourschool. To help us with this evaluation, we would be very grateful for your views and opinions onthe matters detailed in the questionnaire below. The questionnaire should take between 10 and 15minutes to complete. We would be very grateful if you would complete it and return it to the schoolbefore xxxx. Please note that you may complete the questionnaire anonymously and that allindividual responses will be treated confidentially.*PLEASE NOTE THAT PE REFERS TO THE ONE HOUR PER WEEK ALLOCATED DURING SCHOOL TIMERATHER THAN PHYSICAL ACTIVITY WHICH MAY TAKE PLACE AT OTHER TIMES/OUTSIDE SCHOOL.Many Infants1st Class2nd Class3rd Class4th Class5th Class6th ClassMy childis in Your child’s experiences in physical educationPlease tick thecorrect box:12StronglyAgreeAgreeDon’t KnowDisagreeStronglyDisagreeMy child enjoys PE My childunderstands theimportance and needfor PE. School Self-Evaluation for Physical Education Support Document12
3My child participatesfully in PE class 4My child enjoysbeing active 5My child enjoys PEhomework 6My child feelssufficientlychallenged in PE class Is there any way that the school can help improve your child’s outcomes in Physical Education?Any other comments or suggestions?Thank you for completing this questionnaireSchool Self-Evaluation for Physical Education Support Document13
Pupil Focus Group Questions1. What is PE?2. Do you like PE? Why/Why not?3. What do like most about PE?4. What do you like least about PE?5. Is PE different in any way to your other subjects? Is so, in what way?6. Is there anything else that you would like to include in PE classes?7. What are you favourite activities in PE lessons?8. Do you ever talk to your parents/ caregivers at home about PE?Why/Why not?9. If you were to give a friend 3 pieces of advice about PE, what would they be?10. If you were to give a teacher 3 pieces of advice about PE, what would they be?School Self-Evaluation for Physical Education Support Document14
Domain: Teachers’ individual practiceTeacher reflection sheet – Physical Education1.Describe current PE provision in your school:2.Describe the facilities and equipment that are available to you:3.How much PE do your children get each week?4.What happens if children miss PE due to inclement weather etc.?5.Describe the special educational needs present within your classroom:6.Describe the differentiation required to teach PE within your classroom:7.How do teachers plan for PE in your school?School Self-Evaluation for Physical Education Support Document15
8.Do you use any particular resources to help you with planning or teaching PE?9.How do you record and share pupil progress?10.Look back over the past school year. How many minutes of each of the following strands didyour class receive?AthleticsGamesDanceGymnasticsOutdoor andAdventureAquatics11.What are your strengths as a PE teacher?12.Are there any teachers with particular strengths in PE? Would you be interested in utilising theirexpertise/experience to enhance your PE provision and if so, how?13.What areas of PE would you like to receive professional development in?14.What activities do the children in your class love to do for PE?15.How can PE provision be improved or enhanced in your school?School Self-Evaluation for Physical Education Support Document16
Domain: Teachers’ collective/collaborative practiceTeacher Focus Group discussionParticipantsClasses TaughtPhysical EducationTopicKey QuestionsMain Points Made What are the positives in relation to ourplanning in Physical Education?PE planning What are our concerns? How can we improve? Suggestions to support teachers? What are our strengths in relation to theteaching of Physical Education?PE teaching What are our concerns? How can we improve? What professional development has beenundertaken within the school in the areaof PE?PE professionaldevelopment Is time spent on professionaldevelopment valued and supported? How can we improve on upskilling ourstaff in PE? (CPD courses/Croke Park Hourpresentations/lesson modelling) Are parents meaningfully involved in theirchild’s development in the area of PE? Is feedback provided to parents on pupilslearning in PE? When? How?PE beyond thecurriculum Are external coaches utilised in theschool? Are teachers and coachescollaborating effectively? Is the curriculum the focus during PEtime?School Self-Evaluation for Physical Education Support Document17
What forms of assessment are used in PEclass? Are there both formative andsummative?Assessment in PE How is feedback provided to pupils? Is there a collaborative whole schoolapproach utilised to support assessmentin PE? Are their members of staff with additionalexpertise in an area of PE?Sharing ofexpertise Are teachers supported in sharing theirexpertise with other teachers both withinand outside of the school? How satisfied are you with the resourcesavailable to you for the teaching of PE? Are you aware of any good PE resources thatPE resourcesyou would like the school to invest in? How can we improve on our resources in PE?(equipment, DVDs, books, posters etc)Any other comments/suggestions?School Self-Evaluation for Physical Education Support Document18
TEACHING STAFF QUESTIONNAIRE1How would you rate the importance of PE in the curriculum? Very important2 Not importantDo you follow the school PE plan in your planning for PE? yes3 Somewhat important noDo you feel that a block approach would work better in implementing PE in our school? yes no4How much time to you devote to PE each week?5List our two greatest strengths in this school in relation to the teaching of PE.1.2.6How would you rate the resources available for PE? Very satisfactory7 Satisfactory Not satisfactoryList your two biggest obstacles to teaching PE.1.2.8What area of PE do you feel needs more focus?9Would you like to avail of any CPD in any particular area of PE?10How do you feel we could enhance teaching and learning in PE in this school?Any further suggestions?School Self-Evaluation for Physical Education Support Document19
Step 3: Analyse and make judgementsThe examples detailed above should be used to support the creation of individualised toolsspecific to each school context and circumstance. Further sample tools to support theeffective gathering of evidence are available on www.schoolself-evaluation.ie. It is alsonoteworthy that the Active School Flag process also asks renewal schools to gather evidence,through the medium of pupil/parent surveys. Their website has further examples which cansupporting schools in gathering evidence about their practice in the area of PE. Theseexamples can be downloaded from the following link 02/Sample-PUPIL-and-PARENT-Questionnaires.pdf.Step 3 is about analysing the data and drawing conclusions based on the analysed data.Quantitative results (e.g. surveys/questionnaires) can, for example, be collated intostatistical evidence. Computer based programmes such as word and excel can generatevisual graphs and images to support analysis of the data generated. Qualitative data (e.g.focus groups and reflections) can be arranged by sorting the data into key themes.Schools should celebrate the strengths they identify in the aspects of practice beingevaluated. They should also acknowledge the areas that should be prioritised forimprovement. In order to be as objective as possible they should judge the quality usingthe statements of practice taking due cognisance of the school context. Each domainand standard in the looking at our schools quality framework contains these statementsof practice. The key thing for each staff to consider is: How close is our practice to the statements of effective practice?We will now consider one example to illustrate how schools might use the statements ofeffective practice to analyse and make judgements. In this scenario the school has generateddata on assessment in PE within the domain of learner experiences through pupil and teacherfocus groups and by examining recent cuntas míosúil. The relevant statements of effectiveand highly effective practice they have identified are:DomainStandardStatement of effectivepracticeStatement of highlyeffective practiceLearnerexperiencesPupils reflect on theirprogress as learners anddevelop a sense ofownership of andresponsibility for theirlearningPupils assess their progressand are aware of theirstrengths and areas ofdevelopment as learnersPupils assess their progressrealistically and can describetheir strengths and areas fordevelopment as learners.School Self-Evaluation for Physical Education Support Document20
Step 4: Write and share report and improvement planAt a staff meeting the evidence generated on assessment in PE within the school is outlinedand the staff are then asked to consider how these findings relate to the statements ofeffective practice. It is noted as a positive that assessment in PE is undertaken in the majorityof PE classes. It is also evident to all pupils and staff that assessment in PE is important andthis is highlighted as a characteristic of effective practice. After further discussion the staffidentify that teachers currently do most of the assessments in PE but that pupils are notcentrally involved in the process. In the focus groups pupils were, for example, not able tocoherently describe their strengths and areas for development as learners in PE as outlinedin the statement of highly effective practice. The staff decide that this an area in whichimprovements can be made and ideas for how to move towards highly effective practice inthis area are sought. It is suggested that more formative assessments could be used in PE bythe pupils themselves and not just by the teachers. The potential to use more self and peerassessments, for example those available in the PDST resource Move Well Move Often, ishighlighted as one strategy which may bring about sustained improvements.Step 4 ensures that schools keep a record of their self-evaluation; plan for how they willimprove the curriculum areas or aspects of teaching and learning being evaluated; and sharethe findings of the evaluation and the improvement plans with the school community. Theprimary focus of self-evaluation should not be on the written work. Nonetheless, schoolsshould complete a concise school self-evaluation report and school improvement planannually. Typically, the school self-evaluation report and improvement plan should be a singledocument of no more than three pages in length. Normally, it should be completed onceannually.A template of the self-evaluation report and school improvement plan is provided below. Ablank summary template to share with the school community is also included below. ing-sse/The final part of Step 4 is to share a summary of the self-evaluation report and improvementplan with the school community. This single document should be very brief, clear andmeaningful and a sample template is provided below.School Self-Evaluation for Physical Education Support Document21
Self-Evaluation Report and Improvement Plan Template[School name]1. IntroductionThis document records the outcomes of our last improvement plan, the findings of this self-evaluation, and ourcurrent improvement plan, including targets and the actions we will implement to meet the targets.*Outcomes of our last improvement plan from [date] to [date]* This section refers only to improvement plans using the new 2016-2020 guidelines and accordingly may beomitted for the first cycle of self-evaluation using the new guidelines.1.2The focus of this evaluationWe undertook self-evaluation of teaching and learning during the period (month/year) to(month/year). We evaluated the following aspect(s) of teaching and learning:DomainStandardQuestionsMethods toGather EvidenceRelevant ASFSuccessCriteria2. Findings2.1 This is effective / very effective practice in our schoolList the main strengths of the school in teaching and learning.2.2. This is how we knowList the evidence sources. Refer to pupils’ dispositions, attainment, knowledge and skills.2.3 This is what we are going to focus on to improve our practice furtherSpecify the aspects of teaching and learning the school has identified and prioritised for furtherimprovement.3. Our improvement planOn the next page we have recorded: The targets for improvement we have set The actions we will implement to achieve these Who is responsible for implementing, monitoring and reviewing our improvement plan How we will measure progress and check outcomes (criteria for success)As we implement our improvement plan we will record: The progress made, and adjustments made, and whenAchievement of targets (original and modified), and whenSchool Self-Evaluation for Physical Education Support Document22
Our Improvement PlanTimeframe of this improvement plan is from [date] to [date]TargetsActionsPersons / groupsresponsibleMonitoring andevaluationProgress andadjustmentsTargets achievedSchool Self-Evaluation for Physical Education Support Document23
OUR SELF-EVALUATION REPORT AND IMPROVEMENT PLANIn the last year, we have looked at teaching and learning in our school to find out what weare doing well. This is what we discovered:This is what we did to find out what we were doing well, and what we could do better:This is what we are now going to work on:This is what you can do to help:School Self-Evaluation for Physical Education Support Document24
Step 5: Put improvement plan into actionThis is the key step in the process. It is only when the actions in the improvement plan areimplemented that the work of the school can improve. All relevant school personnel shouldshare ownership of the actions to be implemented at individual teacher, class, or wholeschool level. These actions should become part of the normal teaching and learning process.Step 6: Monitor actions and evaluate impactIn order to evaluate the impact of the actions, they must be monitored. A number ofquestions are useful when considering this step in the process: Has practice changed in classrooms?What are teachers’ experiences of the agreed changes?What are pupils’ experiences of the agreed changes?What is the impact on pupil learning?Schools will need to decide: How monitoring will occur?Who will be responsible for monitoring?How progress will be determined and reported?When and to whom progress will be reported?If targets and actions are realistic or need to be changedSchool Self-Evaluation for Physical Education Support Document25
The criteria for success to evaluate the impact of the actions are included in the initialimprovement plan. Schools may use the initial improvement plan to record progress in theseareas. They may also make adjustments to the plan based on ongoing monitoring.The role of those leading the process, and the role of all teachers in the ongoing andsystematic monitoring of the implementatio
education, learner experiences in physical education, teachers' individual practice in physical education or teachers' collective/collaborative practice in physical education. School may also wish to address an issue within physical educational which encompasses more than one domain or standard.
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