School Self Evaluation Form 1516

Office of School Quality
Division of Teaching and Learning
Quality Review
School Self-Evaluation Form 20152016
Name of principal:
Name/number of school:
School address:
School telephone number:
Principals direct phone number:
Principals e-mail:
Number of years as principal of this
school:
Quality Review 2015-2016
*The 2015-2016 Quality Review will formally assess indicators 1.1, 1.2, 2.2, 3.4, and 4.2.
Evidence for all 10 indicators will be gathered during principal practice observations.
**The indicators of quality for curriculum, pedagogy and assessment are grounded in the
theory of action that student learning improves when the relationship between student, teacher,
and content the instructional core is improved.
2015-2016 School Self-Evaluation Form (SSEF)
Dear Principal:
The School Self-Evaluation Form (SSEF) is an important part of your review experience. It is
designed to help you, your school community, and your Quality Reviewer focus on how your
school systematically organizes around improving teacher practice and student achievement in
order to ensure our systems goals of college and career readiness for all students.
The Quality Review rubric has been streamlined to focus specifically on the ways in which all
the work in your school community ultimately serves the goal of moving students towards
college and career readiness. As such, three quality categories have been identified:
1. The instructional core across classrooms
2. School systems for improvement
3. School culture
A successful integration of these categories is evidenced in the instructional core, as illustrated
in the graphic on the previous page. The instructional core is the ultimate substance of the
Quality Review process and should be considered your primary lens for completing this form.
Guidance on completing the form:
Use evaluative language and focus your responses on how indicated practices
impact student outcomes and improve teacher practice
Include specific references to where evidence of the self-evaluation can be found in your
school community
When possible, use bullet points to list multiple evaluative points
Refer explicitly to the indicators of the Quality Review rubric
Draw on a wide evidence base and take the views of staff, students, and parents into
account
Be reflective and analytical, explaining the basis for actions and the resulting outcomes
Logistics connected to the SSEF:
Please submit the SSEF a minimum of ten (10) days prior to the Quality Review by
emailing it to the Office of School Quality program associate who sent your initial review
notice. Please copy the reviewer(s) on the email.
Please limit the amount of information placed in the SSEF; it is not intended to be a
comprehensive analysis of every aspect of your school community, but rather a starting
point to understanding the key practices, decisions, and goals that your school is
focusing on to improve outcomes for all students.
With these points in mind, please answer the questions below. Thank you in advance for taking
the time to thoughtfully complete this form.
Respectfully,
The Office of School Quality
I. Development of the School Self-Evaluation Form

Briefly describe how this SSEF was created, considering the following:
What process did you use to collect multiple perspectives?
Who was involved and what were their roles?
II. School Goals

Describe your school wide goals and action plans that convey the efforts undertaken to
impact student achievement. Consider the following:
What are your schools CEP goals?
What additional instructional goals, if any, are prioritized this year?
Why did you choose these goals?
What are the intended outcomes of these goals?
III. Instructional Core (1.1 Curricula)

Evaluate how your current school community aligns curricula to the Common Core Learning
Standards and/or content standards including the instructional shifts and the impact of this
work to date. Consider the following:
Steps taken to align the curricula to the Common Core Learning Standards and/or
content standards and instructional shifts
Promotion of higher order thinking skills
Refinement of academic tasks to provide all students with access to the Common
Core Learning Standards
IV. Instructional Core (1.2 Pedagogy)

Evaluate how your current school community incorporates the Danielson Framework for
Teaching and Common Core Learning Standards instructional shifts into teacher practice and
the impact of this work to date. Consider the following:
The schools instructional focus and use of the Danielson Framework for Teaching
Teaching practices that provide multiple entry points, supports, and extensions to all
students
Instructional practices that promote high levels of student thinking and participation
V. Instructional Core (2.2 - Assessment)

Evaluate how your current school community aligns assessments to curricula and analyzes
data to improve student learning and the impact of this work to date. Consider the following:
Alignment of assessments to curricula
Using assessment data to adjust curricula and instruction
Use of ongoing checks for understanding and student self-assessment
VI. School Culture (3.4 - High Expectations)

Evaluate the current initiatives the school community is undertaking to promote a culture of
high expectations for all students and the impact of this work to date. Consider the following:
Efforts to communicate high expectations to all of the schools constituents
Establishing partnerships with families to support students progress towards college
and career readiness
Feedback to students regarding college and career readiness
VII. Structures for Improvement (4.2 - Teacher Teams)

Evaluate the current structures and activities that inform professional collaborations and
indicate how the school ensures the effectiveness of teacher teams as well as the impact of
this work to date. Consider the following:
Teacher teams promoting the implementation of the Common Core Learning
Standards and the instructional shifts
Use of data within teacher teams to improve instruction
Structures to support distributive leadership
VIII. Highlights and Special/Unique Features of your Academic Program

If there are any highlights and/or promising practices that are not captured fully thus far,
please describe them here, stating how they currently contribute to organizational and
instructional quality and coherence within your school. If there are specific features unique to
your academic program, including site-specific terms or definitions of practices, please add
them here.
IX. Optional
Please share any other information you believe is critical to understanding your school
communitys context if it has not been referenced in any of the preceding sections.

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Office of School Quality

Division of Teaching and Learning

2015-2016 School Self-Evaluation Form (SSEF)

Logistics connected to the SSEF:

2015-2016 School Self-Evaluation Form (SSEF)

I. Development of the School Self-Evaluation Form

II. School Goals

2015-2016 School Self-Evaluation Form (SSEF)

III. Instructional Core (1.1 Curricula)

IV. Instructional Core (1.2 Pedagogy)

2015-2016 School Self-Evaluation Form (SSEF)

V. Instructional Core (2.2 - Assessment)

VI. School Culture (3.4 - High Expectations)

2015-2016 School Self-Evaluation Form (SSEF)

VII. Structures for Improvement (4.2 - Teacher Teams)

VIII. Highlights and Special/Unique Features of your Academic Program

2015-2016 School Self-Evaluation Form (SSEF)

2015-2016 School Self-Evaluation Form (SSEF)

2015-2016 School Self-Evaluation Form (SSEF)

2015-2016 School Self-Evaluation Form (SSEF)

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