From PDF to Practice: A Three-Part Series on Making School Improvement Planning Improve Teaching and Learning 

Dates:   Tuesday 3rd, 10th & 24th March 2026
Time:     7.00 - 8.00 pm
Venue:  Online via Zoom

Target Audience: Suitable for Post-Primary teachers, including principals, deputy principals, AP I / AP II post holders, SSE coordinators, subject leaders and teachers involved in school improvement planning.

This practical three-part webinar series focuses on turning School Improvement Planning from a compliance exercise into a driver of real improvement in teaching and learning.

We begin by clarifying where schools are now, using existing evidence and inspection findings to identify meaningful priorities. We then move to how to plan effectively, designing focused, coherent improvement actions that are realistic and implementable within current school structures. Finally, we focus on evaluating impact, using SSE, LAOS and the Digital Learning Framework to judge whether improvement actions are actually making a difference — and to inform planning for the next cycle.

Throughout the series, the emphasis is on consolidating rather than complicating, using what schools already have, and ensuring that SSE, SIP and LAOS work together in a purposeful and manageable way.

Session 1: Where Are We Now? Using Evidence to Identify Priorities
A clear and practical exploration of data-informed decision-making in SSE. Participants examine how to use inspection reports, surveys, focus groups, tracking data, examination outcomes and contextual information to identify focused, defensible priorities for improvement, without drowning in data.

Session 2: How Are We Going to Get There? Designing Coherent School Improvement Plans
This session focuses on the design and process of School Improvement Planning. Participants explore target-setting, constructive alignment, and how to plan improvement actions that are realistic, measurable and aligned with SSE priorities, LAOS domains and existing school structures, including subject departments and Croke Park hours.

Session 3: Are We There Yet? Evaluating Impact and Sustaining Improvement
A practical session on evaluating progress and impact. Participants learn how to gather meaningful evidence, identify gaps, and use SSE, LAOS and the Digital Learning Framework as evaluative tools to judge the quality and effectiveness of improvement actions and to inform planning for the next academic year.

By the end of this webinar series, participants will be able to:

• Use a range of qualitative and quantitative evidence to identify clear, focused SSE priorities aligned with LAOS.
• Distinguish between activity and impact when evaluating current SSE and SIP practices.
• Design coherent School Improvement Plans with clear targets, success criteria and aligned improvement actions.
• Align SSE and SIP priorities with existing school structures, including leadership roles, subject departments and Croke Park hours.
• Use SSE, LAOS and the Digital Learning Framework to monitor progress and evaluate impact on teaching and learning.
• Gather and interpret evidence to determine whether improvement actions are influencing classroom practice and learner experience.
• Refine and consolidate SSE and SIP processes to support sustained, manageable improvement over time.

Bio of Presenter: Thomas Gleeson

Thomas Gleeson is an experienced educator, school leader and educational researcher specialising in school self-evaluation, strategic planning and curriculum development. He is currently an English teacher and Assistant Principal I (Teaching & Learning) at Greystones Community College and a part-time lecturer and supervisor on the PME programme at University College Dublin.

He is currently a PhD candidate in Education at University College Dublin, with research focused on school-based curriculum design, integrated learning and Education for Sustainable Development (ESD). He also holds an MSc in Educational Leadership and Management and a Postgraduate Diploma in Educational Leadership.

Previously, he served as Deputy Principal and spent five years with the Department of Education’s Junior Cycle for Teachers (JCT) as a Regional Leader and Team Leader, supporting schools nationally in curriculum reform, professional learning and school improvement planning.

He is also the founder of Educo21C, where he works with schools to develop coherent, impact-focused approaches to whole-school strategic planning to improve teaching and learning.