Planning for Progress - BELB · day Year 12 form teachers will ... 12.30 pppm to 1.30 pm ... The Arts English & Irish In Irish medium schools including Media Education

Planning for ProgressPlanning for ProgressCurriculum Leaders Day 4Curriculum Leaders Day 4

PROGRAMME

9.30 Welcome and Introduction

9.45 The External Evidence – “Where do they say we are?”

10.3O COFFEE

11.00 The Internal Evidence - “Where do we think we are?”

12 00 C it B ildi12.00 Capacity Building

12.30 Lunch

1 30 Planning for Capacity Building1.30 Planning for Capacity Building An integrated approachCase studyAreas for developmentAreas for development

3.00 Plenary

3 1 E l i d l f f

EXPECTED OUTCOMES

map and reflect on progress to date.

continue to develop an understanding of the process ofacity buildingacity building.

onsider a number of capacity building strategies to supportp y g g ppmplementation of the revised curriculum.

Learning 1 November 2005Learning 1 November 2005Learning 2 May / June 2006

um Leader days 1-3 October / December 2006y

om Teacher days 1-3 January / June 2007

Learning 1 May / June 2007 g y

Learning 3 September 2007um Leader day 4 October 2007 g for Progressincipals’ Assessment Conference November 2007

Learning 2 February / April 2008

Co-ordinating the Assessment and Reporting of the Cross ar Skills

April 2008

E SUPPORT MODEL

• Leadership sponsorship• Collaborative work culturesCollaborative work cultures • Reculturing versus restructuring • Internal school developmentInternal school development • Peer advocacy• Link officer supportLink officer support

tivity 1

rt Groups :

EXTERNAL EVIDENCErt Groups :

do you consider to be the key messages conveyed byaterial?aterial?

Groups:

do you consider to be the key messages to emerge fromhe evidence provided?

Table 2

ETITable 4

ETI ortive Monitoring Chief Inspector’s Report

Table 3

NFERNFER Evaluation of the Revised

Table 1

CurriculumTable 5

cher Evaluations BELB

School Development Planning

Refreshment break

10.30 am to 11.00 am10.30 am to 11.00 am

Knoster Factors

Skills Action ResourcesC Incenti es Ch=

C f

Skills PlanResourcesConsensus Incentives Change=

Skill ActionRC I ti Confusion=Skills Action PlanResourcesConsensus Incentives

Sabotage=Skills Action ResourcesConsensus Incentives

Anxiety=Skills Action PlanResourcesConsensus Incentives

Sabotage=Skills PlanResourcesConsensus Incentives

Resistance=

Plan

Skills Action PlanResourcesConsensus Incentives

Frustration=Skills Action PlanResourcesConsensus Incentives

tivity 2

WHERE DO WE THINK WE ARE?

your school groups, reflect on actions hich you have carried out to date in the ontext of the Knoster factors and complete e fish diagram.

ti it 3tivity 3

THE CURRICULUM PROGRESS CHARTividually give a score against each of the factors for eachividually, give a score against each of the factors for eachhe stakeholder groups.

en using the extra chart agree a final scoring as a schoolen, using the extra chart, agree a final scoring as a schooloup.

fi l t t l ill i i di ti t h t f te final totals will give you an indication as to what factord which group of people may need attention.

THE NEXT STEPSTHE NEXT STEPS

um um The Northern Ireland Curriculum aims to empower The Northern Ireland Curriculum aims to empower

young people to achieve their potentialyoung people to achieve their potentialand to make informed and responsible decisions and to make informed and responsible decisions

throughout their lives.throughout their lives.

um um To develop the young person To develop the young person as an individualas an individualvesves as an individualas an individual

To develop the young person To develop the young person t ib t t i tt ib t t i tas a contributor to societyas a contributor to society

To develop the young personTo develop the young person

Wh t i t b it ?

uilding capacity in the school

What is meant by capacity?

ternal capacity is the power to engage in andternal capacity is the power to engage in and ustain continuous learning of teachers and the chool itself for the purpose of enhancing pupilchool itself for the purpose of enhancing pupil arning.

Louise Stoll; Improving School Effectiveness

CAPACITY BUILDINGSTRATEGICTACTICALShort term quick wins; can be reactive, quick fixes.

Narrow focus

Medium term, can be reactive

Medium focus – applying what works more widely

Long term, proactive, built up slowly over time, started early.

Wide focus –Whole system thinking

e

Addresses symptoms and anecdotal evidence.

works more widely.

Addresses symptoms using some evidence to identify causes.

thinking.

Addresses causes using a range of evidence.

Often off the shelf.

Tends to be top down

Some customisation to fit circumstances

Some consultation with staff

Customised to fit circumstances.

Staff fully engaged in problem

e

Tends to be top down ‘imposed’ for speedy completion.

Hierarchical – focuses on compliance

Support for implementation is customised to need

y g g psolving.

Support for implementation encourages autonomy and

p

g compliance.

Compliance sought –

customised to need.

Ownership supported by

encourages autonomy and responsibility.

Self sustaining.

g

ion

Planning to Improveg p

i T ti l St t i C itnsion Tactical Strategic Capacity Building

arsal am f Year

Support is sought from CASS / external agency

As part of a Baker day Year 12 form teachers will

All teachers to receive training in study skills on a

wide

are th

and an individual comes in to take the Year 12s for an

ft t d

receive training on study skills who will in turn be

t d t t k

professional development day. As a result of this

rse than .

afternoon on study / revision skills.

expected to take study skills sessions during form period

departments are to prepare an action plan on how study

kill ill bform period. skills will be implemented in the department

tivity 4CITY BUILDING STRATEGIES

tivity 4CITY BUILDING STRATEGIES

the statements in terms of theirial to build capacity.

he blank cards provided to add yourdeas of additional strategies whichbe used.

feedback on your ranking, givingation for your top three and bottom

Lunch

12.30 pm to 1.30 pmp p

unch will be served in theunch will be served in the cafeteria at the rear of thecafeteria at the rear of the

Ulidia building

tivity 5

CATEGORISE ACTIONS IMPLEMENTEDh l l t th ti fi hbur school group, evaluate the actions on your fishbone

am by using the highlighters provided to mark each action her:her:

Tactical

Strategic

C it B ildi

Towards an I d A hIntegrated Approach

Pupil Learning

&& Achievement

Pupil Learning

&& Achievement

s curricular Skills/Thinking Skills and Personal Capabilities

Skills Skills

andand

Communication Using Mathematics Using ICTmunication Using

MathematicsUsing ICT

and and itiesities Managing Information Thinking, Problem Solving, Decision Making Being Creative

Working with Others Self Managementnaging Information Thinking, Problem Solving, Being CreativeDecision Making

Working with Others Self Management

ttitudes and Dispositions

nalnal responsibilityresponsibility concernconcern forfor othersothers opennessopenness toto newnew ideasideas

ttitudes and Dispositions

commitment commitment -- determination determination -- resourcefulnessresourcefulness

Pupil Learning

&& Achievement

Personal DevelopmentPersonal Development Local & Global CitizenshipLocal & Global Citizenship EmployabilityEmployabilityHome EconomicsHome Economicsand and

The The ArtsArts

English (And IrishIn Irish medium

schools) with Media Education

Environment & Environment & SocietySociety

Mathematics Mathematics with with Financial CapabilityFinancial Capability

Modern Modern LanguagesLanguages

Physical Physical EducationEducation

Science & Science & TechnologyTechnology

Religious Religious EducationEducation

ngng

or or Clear learning Clear learning intentions shared intentions shared

with pupilswith pupils Taking risksTaking risksfor learningfor learning

Shared/negotiated Shared/negotiated success criteriasuccess criteria

Peer and selfPeer and selfassessmentassessment

IndividualIndividualtargettargetsettingsetting

Building a more Building a more open relationship open relationship

between learner and between learner and teacherteacher

Celebrate success Celebrate success against agreed against agreed success criteriasuccess criteria

Advice on what Advice on what to improve and to improve and

how to improve ithow to improve it

Peer and self Peer and self evaluation of evaluation of

learninglearning

ENTITLEMENT FRAMEWORK

orking in collaboration to meet the entitlement of young eople b pro iding access to a range* of learning path a seople by providing access to a range* of learning pathways hich are relevant and appropriate to their needs and eferenceseferences

27+ courses at post-16; 24+ courses at key stage 4; at27+ courses at post 16; 24+ courses at key stage 4; at ast 1/3 of which must be applied courses.

Pupil Learning

&& Achievement

achers who feel supported in their learning and pp gclassroom practice are more committed and

effective”

Rosenhaltz SRosenhaltz S

Pupil Learning

&& Achievement

E t d dLearning

iti

Extended Schools Community

R l timunities Relations

Pupil Learning &&

AchievementCreative Youth Partnership/School

hi

Pupil Learning

&& Achievement

uality and standards are at the very heart the Department of Education’s vision forthe Department of Education s vision for

school improvement in Northern Ireland

SCHOOL IMPROVEMENT

formal processh h l i ibl f dhe school is responsible for and ccountable for its own performance

Pupil Learning

&& Achievement

SCHOOL DEVELOPMENT PLANNING

believe that rigorous self evaluation and quality school development planning are quality school development planning are

cal elements of any school’s performance.” Dept of Education 2007

m The Northern Ireland Curriculum aims to empower young people to achieve their potentialand to make informed and responsible decisions throughout their lives.

ives To develop the young person as an individual

To develop the young person as a contributor to society

To develop the young person as a contributor to the economy & environmentindividual contributor to society contributor to the economy & environment

Personal Development Local & Global Citizenship EmployabilityHome Economicsand

personal understandingmutual understanding

personal healthmoral character

spiritual awareness

citizenshipcultural understanding

media awarenessethical awareness

employabilityeconomic awareness

education for sustainable development

spiritual awareness

skillsand lities

Communication Using Mathematics Using ICT

Managing Information Thinking, Problem Solving, Decision Making Being Creative

The Arts English & IrishIn Irish medium

schools including Media Education

Environment & Society

Mathematics financial capability

Modern Languages

Physical Education

Science & Technology

Religious Education

g g g, g, g gWorking with Others Self Management

Media Education

Investigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choice

Challenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry based

ging

or Clear learning intention

shared withTaking risksfor learning

Shared/negotiated success criteria

Peer and selfassessment

Peer / self evaluation

ofCelebrating

success

Building a more open relationship between learner

Individualtargetsetting

Advice: what to improve and how to

CAPACITY BUILDINGSTRATEGICTACTICALShort term quick wins; can be reactive, quick fixes.

Narrow focus

Medium term, can be reactive

Medium focus – applying what works more widely

Long term, proactive, built up slowly over time, started early.

Wide focus –Whole system thinking

e

Addresses symptoms and anecdotal evidence.

works more widely.

Addresses symptoms using some evidence to identify causes.

thinking.

Addresses causes using a range of evidence.

Often off the shelf.

Tends to be top down

Some customisation to fit circumstances

Some consultation with staff

Customised to fit circumstances.

Staff fully engaged in problem

e

Tends to be top down ‘imposed’ for speedy completion.

Hierarchical – focuses on compliance

Support for implementation is customised to need

y g g psolving.

Support for implementation encourages autonomy and

p

g compliance.

Compliance sought –

customised to need.

Ownership supported by

encourages autonomy and responsibility.

Self sustaining.

g

ion

CASE STUDYtivity 6

CASE STUDYRead through the case study

Identify capacity building strategies, the target audience and the potential impact(s).

Record your findings on the sheet provided

Be prepared to share your main points with the rest of theBe prepared to share your main points with the rest of the group.

tivity 7

AREAS FOR DEVELOPMENTsing the fish diagram from activity 2:

Add further action points under each of the headings p gwhich would help to build capacity within your school.

Discuss your list and prioritise the action points.Discuss your list and prioritise the action points.

KEY QUESTIONSKEY QUESTIONSct on Learning and Teaching

hat outcomes for our pupils do we want to achieve?

g g

hat does good practice in our classrooms look like?

here does good classroom practice exist in our school?here does good classroom practice exist in our school?

hat works?

hat doesn’t?

h t d d t d ?

PLENARY