A Route to Health Promotion: Self-Evaluation Using (html)

A Route to Health Promotion: Self-Evaluation Using Performance Indicators

Part 3: Staff Development Activities
Getting Started - Using the materials

This section:

suggests practical activities for use during in-service sessions organised, for example, by the authority, by schools or by individual departments or teams
can be used as it is or adapted to suit your own particular needs.

Materials are photocopiable and are designed for flexibility. You may wish to use some pages individually or combine them with some of the exemplar material from Part 2 of this pack or with some pages photocopied from How good is our school?. You are in the best position to decide how you prefer to work.

You might find it helpful to familiarise yourself with, or to re-visit, How good is our school? during a brief preliminary session looking at, for instance:

key areas
performance indicators, themes, and illustrations
methods of making a judgement of performance
ways of using performance indicators in school self-evaluation.

Selecting performance indicators

One question teachers often ask is how they are going to decide which of the 33 performance indicators to start with. Remember, however, that these will usually emerge naturally from the school issues with which you are already concerned. You will tend to find that the results of one year's evaluation lead you on to other related issues. Examples of this are shown in the step-by-step guides which make up Part 2 of How good is our school?, in particular within the sections headed Now for the next steps.

Organising the activities

The activities can be adapted to suit the time available. Although it is important to plan how you are going to evaluate the activities, this need not take a long time. As far as possible, you should aim to look for evidence while going about your normal activities, perhaps building-in evaluation. The most important task is to decide what you are going to do about the information that you have collected.

Tasks are designed to get you started by encouraging discussion. There are no right or wrong answers, just approaches that are more or less suited to your circumstances and the resources available. Your professional judgement is at the heart of the process.

Activity 1:	How are we doing? Taking a broad look at your school as a health promoting establishment
Purpose:		To gain a quick impression of how far your school is a health promoting establishment. To build on existing skills and commitment.
Time:		45 - 60 minutes. Preparation time will be required for the activity leaders. . Time will also be required for the subsequent action plan.
Task:		Activity 1 comprises three parts: Activities 1a, 1b and 1c.

Activity 1 a

Consider the themes and illustrations of each of the key performance indicators that underpin becoming a health promoting school in turn. Following group discussion, assign an overall level of performance to each of the ten10 key performance indicators.
Do not try to apply a performance level to each theme of these performance indicators. . This could be very complicated and time -consuming. . It may be helpful, however, to note any areas or aspects of particular strength and areas for development as your discussion progresses.

Activity 1 b

Use the reporting back session to establish a shared sense of quality, strengths and development areas.

Activity 1 c

Identify the need for a closer look at development areas before planning action. . Activities 2 to 4 take a focused look at key groups of performance indicators.

Activity 1a Taking a broad look at our school as a health promoting establishment
No.	Performance indicators	Themes	4	3	2	1
1.1	Structure of the curriculum	breadth and balance across elements of the curriculum integration, permeation effectiveness of timetabling and arrangements for pupil choice
1.2.	Quality of courses or programmes	breadth, balance and choice integration, continuity and progression support and guidance for teachers
3.3	Meeting pupils' needs	choice of tasks, activities and resources pace of learning to achieve appropriate targets for all pupils relevance of the purpose and contexts of teaching to pupils' experiences and interests where applicable, the contribution made by learning support staff
4.1	Pastoral Care	provision for the emotional, physical and social support needs of individual pupils provision of support for pupils
4.2	Personal and social development	development in pupils of positive attitudes and personal and social skills contribution of extra-curricular activities, syllabus inserts and special courses
5.1	Ethos	sense of identity and pride in the school; equality and fairness welcoming environment pupil and staff morale and pupil/staff relationships pupil and staff expectations and praise pupils' behaviour and discipline
5.2	Partnership with parents and the School Board	encouragement to parents to be involved with their child's learning and the life of the school responsiveness of the school to parents' views and enquiries effectiveness of links between the school and School Board
5.3	Links with other schools, agencies, employers and the community	range, purpose and effectiveness of contacts with other educational establishments range, purpose and effectiveness of contacts with the voluntary organisations, the wider community and employers range, purpose and effectiveness of contacts with statutory organisations
6.1	Provision of accommodation and facilities	sufficiency, range and appropriateness
6.2	Organisation and use of resources and space	organisation and accessibility use of resources display and presentation of items of interest

Activity 1 continued: Recording your findings

A Strengths

B Areas for development

Your agenda

Things to keep doing

Things to start doing

3. Things to stop doing

Activity 2: How good is our curriculum at promoting health?

Context:	Staff looking at their involvement in health education
Aim:	To support a coherent approach and encourage staff to review their own contribution
Time:	Between one and two hours plus time to prepare an action plan
Task:	Using the audit template on pages 365 and 376, take a closer look at one or all of these four performance indicators:
	PI	1.1	Structure of the curriculum
	PI	1.2	Quality of courses or programmes
	PI	3.3	Meeting pupils' needs
	PI	4.2	Personal and social development.

The questions and features you might look for related to each PI set out in Part 2 of this document provide a structure that you may wish to use when looking at the health curriculum in relation to one of the above performance indicators. . You may wish to work through all four PIs or focus on one, in line with your school priorities as agreed in activity one.

Activity 3: How good are we at promoting health through the informal curriculum?

Context:	Staff looking at their involvement in ethos, pastoral care and the organisation of accommodation and use of resources
Aim:	To support a coherent approach to the informal curriculum and encourage staff to review their contribution.
Time:	Between one and two hours plus time to prepare an action plan.
Task:	Using the audit template on pages 365 and 367, consider the themes and illustrations from the following four performance indicators:
	PI	5.1	Ethos
	PI	4.1	Pastoral care
	PI	6.1	Provision of accommodation and facilities
	PI	6.3	Organisation and use of resources and space.

Activity 4: How good is our partnership working at promoting health?

Context:	Staff looking at their involvement in partnerships with parents and other agencies.
Aim:	To support a coherent approach and encourage staff to review their contribution.
Time:	About one hour plus time to prepare an action plan.
Task:	Using the audit template pages 35 36 and 367, consider the themes and illustrations from:
	PI	5.2	Partnerships with parents and School Board
	PI	5.3	Links with other schools, agencies, employers and the community.

You may wish to work through both parts or focus on one, in line with your school priorities as agreed in activity one.

Audit Template - Section 1

Taking a closer look at ___________________________________________________________
No.	Performance Indicator	Key pieces of evidence to support evaluation	Level




Overall evaluation

Audit Template - Section 2 - Development and Action Planning

Strengths

Things to keep doing

Supporting evidence (as available)

Areas to strengthen

Things to start doing

Things to stop doing

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A Route to Health Promotion: Self-Evaluation Using Performance Indicators

Part 3: Staff Development Activities Getting Started - Using the materials

Part 3: Staff Development Activities
Getting Started - Using the materials