School Self Evaluation- An Introduction
SSE was introduced into the Irish education system in 2012 to improve teaching and learning. From 2012 -2016 there was a focus on Literacy and Numeracy. From 2016- 2020 schools engaged with the next cycle of SSE whereby they continue to maintain a meaningful focus on literacy and numeracy as well as introducing and embedding the Framework for Junior Cycle 2015.
It is a collaborative, reflective process of internal school review, focused on school improvement. We aim to reflect the standards of highly effective practice as outlined in Looking at Our School 2016: A Quality Framework for Post Primary schools.
School self-evaluation further develops the school development planning process, and focuses it firmly on teaching and learning.
SSE in Loreto College Mullingar
In Loreto College Mullingar we endeavour to practice highly effective teaching and learning. We aim to engage students to become active learners and critical thinkers and achieve to the best of their abilities. We have focused on the following strands in our School Improvement Plans.
Strand 1– Literacy
Strand 2– Numeracy
Strand 3– Teaching and Learning
Strand 4– Managing Myself and Reflection
Our aims in each strand are summarised below:
|Literacy||Increase % students reading for enjoyment||Increase no. of students who check their work for mistakes||Increase in students comfortable working in pairs/groups|
|Numeracy||Increase % students who like maths||Increase use and understanding of mathematical language||Improve learner outcomes in state exams and % uptake of subjects at higher level|
|Teaching & Learning||Students will be able to identify the focus of each lesson||Success Criteria will be an integral part of teaching and learning||Adopt a whole school approach to specific cross curricular tasks|
|Reflection & Managing myself||Improve use of digital technology to help students organise their work||Increase reflection on learning in classroom practice||Improve student responsibility for monitoring their learning|