School self-evaluation (SSE) is a collaborative, reflective process of internal school review. It provides teachers with a means of systematically looking at how they teach and how pupils learn and helps schools and teachers to improve outcomes for learners. 

The first phase of SSE was implemented between 2012-2016 and focused on literacy, numeracy and one other aspect of teaching and learning (Department of Education and Skills). A group of teachers in Midleton College participated in a peer teaching initiative, observing each other’s classes and completing a post-observation evaluation. These strategies enabled teachers to reflect on and evaluate aspects of teaching procedures and pupils’ learning, while also increasing awareness of an evidence-based approach to school improvement. 

#The second cycle of SSE, 2016-2020 is currently being effected in our school community with a number of initiatives being undertaken this year and into the next academic year also (DES). Planning was our first area of focus, with an overview of each subject area being requested from each department. These subject overviews are intended to give a transparent picture of topics being covered in each year group for teachers, students, and parents. 

The next stage of planning involved the development of units of learning with a focus on the new Junior Cycle in particular. Slight variations exist between different subject areas in this more detailed area of planning but overall, teachers could work towards similar goals and use a similar planning template. 

Our second initiative concentrated on formative assessment, specifically the use of learning intentions and success criteria in the classroom. Surveys were sent to teachers, parents and students in order to determine the level of understanding and use of formative assessment strategies before and after the intervention was implemented. Next year will focus further on literacy, numeracy, and questioning.