ETFO and the School Effectiveness Framework (SEF)

Introduction

This year the Literacy and Numeracy Secretariat (LNS) released the new “School Effectiveness Framework”.  The framework provides guidelines for schools and districts to perform school self-assessments, review individual school growth plans and develop plans to address areas of need.  It has two components:

• A school-based self-assessment tool to use as part of each school’s improvement planning process; and
• A district review process for boards to use to assess individual school strengths and needs and help them determine areas for focus and support. 

The LNS has stated in the framework document that the process is not designed to be a performance appraisal tool nor is it designed to evaluate teachers, principals or any other staff members.

Although the LNS have identified this as a pilot year, participation was mandatory for all schools and all district school boards.

Detailed Information and Resources

• ETFO’s Positions on the School Effectiveness Framework

  ETFO holds the following positions on the SEF:

  • the SEF processes should be collaborative and not directed by administration or board staff;
  • ETFO representatives are entitled to participate in planning meetings and on board committees;
  • SEF and district review processes should not be evaluative;
  • the SEF should be integrated with existing school growth/improvement plans, not an additional process;
  • teachers need to have advance notice of visits to their classrooms and they should have input into the structure, timing and focus of observational visits;
  • the size of the team visiting the classroom should be kept to a minimum;
  • release time provided by the Ministry should be equitably distributed so that teachers in all schools have time during the school day for SEF work to occur;
  • the SEF processes should be consistent across and within boards and schools;
  • reports generated after school visits should reflect the whole school culture not a single classroom or teacher; and
  • indicators selected by schools should represent broader categories rather than focusing narrowly on literacy, numeracy, and EQAO results.

• ETFO's Response to the SEF Process

  ETFO Provincial has closely monitored the School Effectiveness Framework processes throughout the 2007-08 school year.  Staff at the provincial office have tracked issues as they have been reported by local presidents and members.  ETFO Provincial has informed ministry staff about these concerns and issues on an ongoing basis.  ETFO released officers have met with the senior administrative team at the LNS to raise issues that they have heard from members across the province.  Local presidents have monitored the implementation and issues throughout the year.  They have also met with their district school board representatives to review issues and problem solve together.
  
  ETFO conducted a telephone survey of more than 1,000 members to secure feedback regarding their experiences with the district review process and having external observers in their classrooms. 

  
  ETFO continues to monitor the implementation of the framework and the impact of it on members across the province.  The LNS recognizes that revisions are needed to both the Framework document and the processes.  This summer, ETFO staff will provide input along with other affiliates in order to begin a review process.

• Member Tips for the School Effectiveness Framework

  ETFO is asking all elementary teachers to monitor how the pilot program is being implemented in their schools and report any implementation problems to ETFO. We also ask that members:
  
  

  • Speak to your school steward and/or your local president if you have concerns about the way this initiative is being handled in your school.  For example, it would be inappropriate if an individual or a group shows up at your classroom door without having given you prior notice and wants to observe your class.
  • Contact your federation if you have any concerns that administrators are using this initiative to evaluate your performance or it is tied to performance appraisal in any way.
  • If the school staff receives feedback about observations in which any individual teacher or classroom is identified, call your local immediately.
  • Ensure the SEF discussion about achievement is holistic and includes other factors such as school environment and culture rather than solely focus on literacy, numeracy, and EQAO scores.
  • Ensure that the school team selects a realistic number of SEF indicators, not more than can be managed with available resources and personnel.

• Ministry SEF Resources

   Draft Framework Document (3 mb)

  From the Literacy and Numeracy Secretariat: the 'who, what, why, how and when' of the SEF.

   The School Effectiveness Framework (430 kb)

  A PowerPoint presentation from the Literacy and Numeracy Secretariat that explains the School Effectiveness Framework and how it should be implemented.

  School Effectiveness Framework Webcasts

  Webcasts and resource on the School Self-Assessment Process from the LNS.