Self-Evaluation Report Summary

ST. PETERS COLLEGE SELF-EVALUATION REPORT

1. The Focus of This Evaluation

We undertook self-evaluation of teaching & learning during the period Sep 2017 to Sep 18. We evaluated these aspects of teaching & learning: New safety signage as shown here, have been erected at these areas and we thank you for your support and co-operation in this matter.

2. Findings: Summary of Main Strengths

Students are encouraged to develop their knowledge and ideas through higher order questions.
Asking higher order questions is referenced in a number of inspection reports including the 2016 Whole School Evaluation and the 2016 Maths Subject Report.
Students are encouraged to develop their answers. In the student survey conducted on questioning 71% of students said they are asked to explain their answers in four or more of their subjects.
Teachers have successfully created an environment where students feel safe to give wrong answers and express their lack of understanding. In the student survey 65% of students said that they feel comfortable asking and answering questions in class.
Questioning is inclusive. In the student survey 56% of students said that teachers included everyone in four or more of their classes, while 74% of teachers said that they distribute questions evenly in class.
A comparison of the results from both surveys show that both teachers and students have a similar experience of questioning in the classroom. Summary of main areas prioritised for improvement
Students are not being given adequate time in class to answer questions. In the student survey conducted on questioning 61% of students said that wait time was used in three or less classes.
Students are not being encouraged to compose their own questions in class. In the student survey 49% of students said that they were not encouraged to compose their own questions. The questioning technique of No Hands Up is underutilised in class. In the student survey 89% of students said that they experienced the technique of No Hands Up in three or less classes.
Formative Assessment has yet to be embedded in teaching and learning in the school.

ST. PETER'S COLLEGE IMPROVEMENT PLAN

Target 1: To Promote Questioning As An Effective Formative Instructional Practice & Implement Effective Questioning Techniques.

Target	Action
To promote questioning as an effective formative instructional practice in teaching and learning and to embed a culture of formative assessment in our school environment.	Present to staff the current research on questioning strategies and formative assessment. Devise a plan to scaffold the systematic introduction of key formative assessment strategies into teaching and learning in the school.
Implement effective questioning techniques in the classroom that allows teachers to assess where students are in their learning.	Teachers are asked to trial one questioning strategy in their classrooms.
To enhance students experience of questioning in the classroom in order to help them make important connections and encourage the active involvement of students in their own learning.	Encourage teachers to increase wait time, be more inclusive and have students generate their own questions.

Target 2 : To provide teachers with resources that will aid them in their classroom practice.

Target	Action
To familiarise teachers with the body of research that has been conducted on questioning and provide resources that will aid them in their classroom practice.	Produce a range of resources for teachers including a booklet, posters and index cards on Blooms Taxonomy.

Target 3 : To provide teachers with CPD on Formative Assessment.

Target	Action
To provide teachers with quality CPD on Formative Assessment. For Kids. Teachers will be given training on how to use this resource.	Teachers will be given access to Battelle

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