Literacy & Numeracy, School Self-Evaluation and Junior Cycle Student Award: Towards an Aligned Approach Association of Community and Comprehensive Schools.

Literacy & Numeracy, School Self-Evaluation and

Junior Cycle Student Award: Towards an Aligned

ApproachAssociation of Community and Comprehensive

Schools (ACCS)

‘Only Connect’ (E.M. Forster)

Mark Fennell

5th February 2014

1

Themes

Conceptual framework for alignment of key curricular initiatives and key issues

Sample ‘roadmap’ as illustrative template for planning for 2014-16

Building capacity and professional learning as priorities for schools now

2Mark Fennell 2014

1.Major National Initiatives launched in succession…

Literacy and Numeracy for Learning and Life: The National Strategy to improve Literacy and Numeracy among Children and Young people 2011-2020 (2011) (LN)

School Self-Evaluation: Guidelines for Post Primary Schools (2012) (SSE)

A Framework for Junior Cycle (2012) (JCSA)

3Mark Fennell 2014

Conceptual Framework: A Synthesis

SSE

Junior Cycle Student Award

Literacy and Numeracy

• Tool to support curriculum / assessment reform, school improvement & accountability

• The substantial curricular reform that is the focus of that school improvement

• Core learning priorities within and alongside that reform

4Mark Fennell 2014

School Self-Evaluation

SSE is a part of School Development Planning (SDP), shaped by what has been learnt over a decade about how to make SDP more effective

Sharper focus on improving the quality of pupil learning through evidence based decisions

SSE and SIP are incremental and iterative

SSE, implementing JCSA and professional development are deeply interlinked within SDP

5Mark Fennell 2014

SSE2013-2016

Literacy Numeracy One aspect chosen from teaching and learning

‘Each school’s improvement plans - one for literacy, one for numeracy and for another aspect of teaching and learning in the first four year phase of school self-evaluation will fulfil the requirements in the Department’s circular on school self-evaluation and the National Literacy and Numeracy Strategy.’

DES, May 2013

6Mark Fennell 2014

Literacy and Numeracy

Foundation for learning and life

Embedded in subject specifications of JCSA Dominate mandatory SSE interventions over next

3 years Strategy runs from 2011-2020

Standardised testing (2017)…but no league tables Deficit literacy to curricular literacy and dialogic

competence is the deep linkage to JCSA & AFL

7Mark Fennell 2014

Connections that prompt re-thinking curriculum and assessment in JCSA

Valued pupil outcomes and key ‘skills’ determine curriculum design and delivery

Assessment for and as learning embed key skills in teaching and learning

Reframe how summative assessment relates to learning and teaching

8Mark Fennell 2014

Key Skills Assessment for Learning: Making Learning Explicit and IntentionalKey Skills:

Learner outcomes Managing myself Staying well Communicating Being creative Working with others Managing information

and thinking Literacy Numeracy

Assessment for Learning:

Classroom interaction Learning aims Success criteria Formative feedback Questioning for

dialogue and higher order thinking

Self evaluation Peer evaluation Cooperative learning

Mark Fennell 2014 9

JCSA Assessment and Moderation: Core Issues

Assessment for learning and assessment for reporting / certification purposes need to be reconciled…framing challenge at this time

o The relative importance of different purposes of assessment

o Impact of assessment upon the quality of desired pupil learning

o Assessment ‘literacy’ is professional priority 10Mark Fennell 2014

Popularly assumed model of curriculum

1 Syllabus(what?)• Content• Facts

Concepts Skills…

2 Pedagogy(how?)• Transmissio

n model• Teacher

dominated

3 Assessment (whether?)• Test• After

learning• Motivates

through competition

Mark Fennell 2014 11

Common ‘actually experienced’ model of curriculum

1 Assessment• Determines

what’s important

• Redefines values & aims

• ‘Backwash effect’

2 Pedagogy• Responds

to focus of assessment

• Re-interprets knowledge, competence & skill

3 Syllabus• Content /

skill taught • Content /

skill suppressed

• Negative motivational impact?

Mark Fennell 2014 12

2

Planning for an Aligned Approach

An Example of an aligned plan: 2013-2016

13Mark Fennell 2014

2013-14

SSE•Literacy (link to JCSA)•SSE & SIP (phase 1)•Literacy Committee

•Establish JCSA Steering Group•English INSET for 2014•Key Skill + AFL •Short courses?•Why are we doing this? What is it?

14Mark Fennell 2014

2014-15

SSE•Numeracy (link to JCSA)•Numeracy Committee•SSE & SIP (phase 2)•Implementation cycle for literacy

JCSA•Review of current curriculum in light of JCSA aims•English (1Y) + Science (Prep.)•Key skills + AFL•Exploring assessment in JCSA

15Mark Fennell 2014

2015-16

SSE•Area in Learning & Teaching (e.g. Assessment in ‘active’ or coming JCSA subjects)•SSE & SIP (phase 3)•Literacy & Numeracy : further SSE cycles & widening understanding

JCSA•Eng. (1,2), Sc. (1), Irish & Business (P)•Assessment modalities (school level)•Continue to embed AFL & Key skills•Literacy knits with AFL•Increasing role of subject departments in planning and deliberation

16Mark Fennell 2014

3.

Building Capacity in planning and

professional learning

17Mark Fennell 2014

The ‘Engine’: reviewing the fundamentals in yourSchool’s capacity

JCSA / Assessment Steering Group

A model of professional learning fit for purpose to align LN, SSE & JC

The Queensland experience of teacher led assessment and moderation: implications for an emergent collaborative professionalism

18Mark Fennell 2014

JCSA Steering Group

Critical to extend leadership and responsibility beyond principal & deputy

Include potential advocates for reform Support teacher ‘leaders of learning’ Regular, calendared meeting schedule Formalise meetings (agenda, reports etc) Report to BOM, colleagues, stakeholders Identify short term (12-18 months) goals Maximise PD opportunities for members

19Mark Fennell 2014

Professional Learning Communities Lead Change

Richly collaborative and team based Access new knowledge (Teacher led) ‘Action research’ model (8-10 weeks) Scheduled ‘professional’ meetings in HR hours Peer observation & demonstration Evaluation: multiple sources of evidence Dissemination of learning (e.g. film, PP

presentation to staff, reports…) Applying learning to next phase

20Mark Fennell 2014

Assessment andModeration: Queensland lessons

Alignment of curriculum, teaching and assessment is guiding aim

Very high quality of professional conversation and collaboration required

Sharing and mutual evaluation of samples of student work according to set standards and criteria

Teaching aims, methodologies and classroom assessment must be closely aligned and reliably comparable

‘De-privatisation’ of teaching culture

Mark Fennell 2014

Introducing some key ideas relevant to re-thinkingJunior Cycle Learningwww.juniorcycle.ie

See especially: Paul Black’s presentation at launch of new junior cycle reform & resources

dylanwiliam.com

(assessment for learning)

www.journeytoexcellence.org.uk

(Scotland, ‘learning how to learn’ culture)

http://wiki.canterbury.ac.nz/download/attachments/5801103/something+more+in+key+competencies.pdf (Rosemary Hipkins – key competences)

www.robinalexander.org.uk

(dialogic teaching)

www.co-operation.org

(Johnson & Johnson’s introduction)

www.ibe.unesco.org

(Google) Teacher Professional Learning: Best evidence synthesis summary (32 pages: Helen Timperley)

http://racetothetopvolusia.wikispaces.com/file/view/Assessment+for+the+21st+Century.pdf (Wyatt-Smith & Cumming: eds – 21st century assessment)

22Mark Fennell 2014

Dr Mark FennellEducational Consultant & Facilitator

Mobile: 087-967-8832

Email: markfennell@eircom.net

Mark Fennell 2014 23