2.5 - Managing SSA
School Self Assessment is a key part of the preparation for ESR. Schools have approached it very differently but where staff get most out of it is when it is well managed, not too time consuming, engages people in open, friendly and critical discussion about their work, and affirms good practice.
In these three excerpts, a principal describes different aspects of SSA. These may be similar or different to your own practice or planning.
- It addresses who should be involved
- How different groups of staff are targeted
- Keeping teacher involvement to a minimum
Having watched it consider (or discuss )
- How effective is this approach?
- What preparation and management does it entail?
- How might it be improved?
Seeking teachers' consensus in compiling SSA reportSeeking teachers' consensus in compiling SSA report (QuickTime)
Mr Lam Heung Sing, Principal, PLK Fung Ching Memorial Primary School
"Basically we involved every teacher in the process, but we did adjust some of the groupings..."
In this excerpt the principal describes the process of reaching consensus and the need for evidence
Seeking teachers' consensus on SSA reportSeeking teachers' consensus on SSA report (QuickTime)
Mr Lam Heung Sing, Principal, PLK Fung Ching Memorial Primary School
"We rated our work and took a rather stringent approach to it..."
He describes it as a "stringent" approach. What makes it stringent? What are the benefits and possible drawbacks of this approach?
Use the Force Field analysis to identify the things that help and the things that hinder effective use of SSA.
What part should the principal play in the SSA process?
Consider (or discuss) the role played by this principal
Role of the Principal in the process of compiling the SSA reportRole of the Principal in the process of compiling the SSA report (QuickTime)
Mr Lam Heung Sing, Principal, PLK Fung Ching Memorial Primary School
"I seldom took part in their small group discussions, but for the 4 domains, I attended almost every meeting..."
Toolbox: Force Field Analysis
Purpose
The purpose of the force field is to identify those things that help and those things that get in the way of making SSA a useful and profitable exercise. It is depicted here as counteracting arrows, forces acting as brakes and accelerators. Pushing on the accelerator will only drive things forward when the pressure on the brakes is relieved.
Use
The best sue of this is to stimulate discussion among a staff, after individual teachers have filled out the Force Field sheet. This is best conducted before engaging in SSA, or having already done so, thinking about how it would be approached better in the future.
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The process in other schools
Watch four accounts of the process from other schools.
Note differences in approach and consider (or discuss) which of these approaches are likely to
- be most effective?
- minimise extra workload?
- be of most benefit to teachers?
Preparation of the SSA reportPreparation of the SSA report (QuickTime)
Mrs Monica Wong, School Executive Committee, Marymount Secondary School
"Many teachers find the process painstaking, but they do find their knowledge about the school has increased..."
Preparation of the SSA reportPreparation of the SSA report (QuickTime)
Mrs Monica Wong, School Executive Committee, Marymount Secondary School
"In preparing for ESR, the writing of the SSA report is a very important step..."
The SSA processThe SSA process (QuickTime)
Ms Chan Wai Sheung, SIT, St Francis' Canossian College
"At the end of the school year, other than routine team duties, on days when there were less teaching duties, we had several teachers' meetings in the afternoon, held on each of the 4 domains (of management and organization, learning and teaching, student support, and student performance)..."
The process of SSA in relaxed staff meetingsThe process of SSA in relaxed staff meetings (QuickTime)
Mr Chan Ming Ming, SIT, Hong Kong Tang King Po College
"Our basic policy is for all teachers to take part in school self-evaluation..."
Impact Study: Managing SSA
Currently the SSA 14 areas provide a comprehensive coverage of the school as an organisation. The benefits of the SSA process are widely cited as giving teachers a more holistic view of their school, often hearing for the first time the views of their colleagues from other subject departments. The process was generally valued but there were also arguments for a more selective process, covering less ground but covering it in greater depth.
(Impact Study, p.11)