principals' conference march 2009. objectives ‘promoting highest standards within a...

Principals' ConferencePrincipals' Conference

March 2009

Objectives‘Promoting highest standards within a skills-based

curriculum’

Objectives‘Promoting highest standards within a skills-based

curriculum’

• To raise awareness of current developments in education in Northern Ireland

• To provide an overview of the key messages for the Revised Northern Ireland Curriculum Professional Development programme for teachers of Year 3 & 4, and Year 7

• To consider the leadership issues pertaining to the implementation of the Revised Northern Ireland Curriculum

• To facilitate the sharing of good practice in schools in relation to the implementation of the Revised Northern Ireland Curriculum.

Information UpdateInformation Update

• Chief Inspector’s Report

• ETI Evaluation of

- School Development Planning

• Alexander Report

- Technology Project

• ETI Evaluation of

-NIC Implementation

Revised Curriculum Programme 2008/2009Revised Curriculum Programme 2008/2009

Term School Leaders Teacher development Whole-school development

2 1. Principals’ Conference

2. DE principals’ school improvement conferences

1. Days 1 & 2 of Yr3/4 + Yr 7 programmes

2. On-going cluster programmes for F Stage and KS2 teachers

3. School-based support for F

Stage teachers

Facilitate capacity building work at school level, in conjunction with School Development Plan

Disseminate training / use CCEA ‘pink box’ / cluster work/ SDDs

Monitor

3 Leading Learning cluster meetings

1. Day 3 of Yr3/4 + Yr 7 programmes

2. On-going cluster programmes for F Stage and KS2 teachers


Stage teachers

Facilitate capacity building work at school level, in conjunction with School Development Plan

Disseminate training / use CCEA ‘pink box’ / cluster work/ SDDs

Monitor / evaluate

Revised Curriculum Programme 2009/2010Revised Curriculum Programme 2009/2010Term School Leaders Teacher development Whole-school

development

1 1. Leading Learning 4 conferences

2. Curriculum Leader/middle manager programme to follow up LL4 conferences?

1. Repeat courses for newly-appointed Yr 3/4 and Yr 7 teachers

2. Day 4 of Yrs 3/4 and Yr 7 programmes

3. Introduction to F Stage, KS1&2 e-learning “courses” available for newly appointed “untrained” teachers

3. On-going cluster programmes/menu days for F Stage, KS1 and KS2 teachers

4. School-based support for F Stage, KS1and

KS2 teachers

1. Yrs 3, 4 and 7 begin implementation

2. Facilitate capacity building work at school level, in conjunction with School Development Plan




Stage, KS1and KS2 teachers

Facilitate capacity-building work at school level, in conjunction with School Development Plan



2. School-based support for

Stage, KS1and KS2 teachers

Facilitate capacity-building work at school level, in conjunction with School Development Plan

TASKS

Leadership Development

LL4 conference for Principal plus 1: focus on connecting the learning / connecting the curriculum” across the whole-school, given the conclusion of centre-based teacher training programme. This conference may be used as a means of introducing the strands of whole-school development referred to below. May also address issue of how to structure leadership teams/ responsibilities.

Develop an area within LNI to support school leaders following the LL4conference and to promote sharing of practice

LL4 follow-up work with school leadership teams, supporting schools in taking forward whole-school issues, including looking at leadership and management structures within individual schools, where appropriate

Whole-school Development

Development of a whole-school self-evaluation instrument/quality indicators to use in monitoring / evaluating / forward planning for implementation of Revised Curriculum (Review the Stage 4 audit instrument? Look at Post-Primary self-evaluation instrument? Look at examples of schools using “Big Picture” as a self-evaluation framework some examples available of schools using QCA version?)

Supporting schools in development of a Learning and teaching policy, to pull together the strands of Revised Curriculum training, pedagogy, etc.

Whole-school planning and progression within specific areas of learning? (liaise with CCEA and with other CASS teams)

From The Chief Inspector’s Report, 2006-2008


• The raising of standards, particularly in literacy and numeracy, in order to improve the life chances of all children, young people and adult learners, is the cornerstone of educational provision.

(Page 1)

From The Chief Inspector’s Report, 2006-2008From The Chief Inspector’s Report, 2006-2008

• At the centre of all our efforts must be the raising of achievements and standards for children, young people and adult learners, at both personal and academic levels.

• ‘At almost 21%, well above the UK average, NI has the highest proportion of the working-age population which has no qualifications.

(p.3)



• There remains too significant a variation in the standards of literacy and numeracy attained by children across primary schools.

• As a result, too many children leave primary school unable to read, write and carry out mathematical operations to a good standard.

(p.33)



• The most effective schools diagnose early and accurately the children’s difficulties in learning and put in place appropriate remediation measures, tracking their progress effectively against their ability.

(p.33)


• ‘The phased implementation of the revised curriculum began in September 2006 with the intention that, by 2009-2010,all schools will have greater flexibility in shaping programmes that will reflect the needs of their pupils.

• The revisions to the curriculum build on, and seek to extend, existing good practice in schools with the emphasis on moving from a content-based to a skills based curriculum.


• Teachers, parents and young people have identified as a major problem the degree of uncertainty about the outcome, and practical implications, of the proposals outlined for the review of post-primary education. This uncertainty tends to obscure and detract from the other important reforms taking place in education.

• Nevertheless, it remains a significant concern for schools, parents, pupils and the wider community.


• In the most effective leadership:

- The principal and SMT, in consultation with staff and governors, agrees a vision for, and the direction of, the school’s future development;

- There is an effective process of self-evaluation which informs strategic planning including the composition of the SDP;

- A culture of systematic monitoring and rigorous evaluation is promoted at all levels throughout the school.

Getting the Getting the balancebalance


content

teaching

dependence interdependence

learning

skills

assessment of learning

assessment for learning

Education and Training InspectorateEducation and Training Inspectorate

An Evaluation of

School Development

Planning

Inspected: 2007 - 2008

MAIN FINDINGS IN PRIMARY SCHOOLS

StrengthsMAIN FINDINGS IN PRIMARY SCHOOLS

Strengths

The majority of schools make appropriate reference to standards and include specific targets for literacy and numeracy, particularly for the current academic year and with a strong focus on the quality of teaching and learning:

Good use is made of self-evaluation support materials and quality indicators, such as those indicated in TTI, internal and DE benchmarking data to help schools set their own improvement priorities;



Strengths• The principals encourage others to undertake a

leadership role and support a culture of self-evaluation wherein there is a sharing of responsibility for monitoring and evaluation from classroom teacher level through to senior management level:

• Parents are well consulted about aspects of the SDP; eg, pastoral care, discipline and the quality of the ethos; most schools involve the BOG in the SDP process mainly on issues to do with staffing, enrolment, SEN, and AEL provision;



Strengths

• The PRSD process continues to evolve and the majority of staff development courses are aligned well to the priorities identified in the SDP; almost all schools linked effectively their training needs to the revised curriculum training programes.


Areas for improvementMAIN FINDINGS IN PRIMARY SCHOOLS

Areas for improvement• Governors should:Take a more proactive role in monitoring, reviewing and

evaluating the SDP on a regular basis in the following key areas – management of staff attendance, pastoral care and policy procedures, management structures, teaching and learning, accommodation, financial management, the setting and revision of targets defined as DE priorities in literacy and numeracy;

Ensure that there is a strong commitment and engagement from the principal and the leadership team to the planning process, including the identification of clear roles and responsibilities and communication arrangements;



Areas for improvement

• Ensure that a rigorous and robust process of review is undertaken on any previous SDP targets set or work carried out by the school;

• Ensure that all staff are involved in the planning process and that the children and parents are consulted and their contributions valued; use more effectively the schedule as set out in the statutory guidelines as a framework for planning;



Areas for improvement

• Prioritise the areas for improvement and ensure they are appropriate;

• Ensure that learning and teaching and the standards that the children achieve are at the centre of the SDP process;

• Make more use of quantitative and qualitative school data, and DE benchmarking data to inform SDP priorities, in particular, with reference to target-setting for literacy and numeracy.

Current School Development Plan


• What are your current, 2008-2009, development priorities as outlined in your SDP? (How were these identified?)

• Is there appropriate reference to standards ? Are there specific targets for literacy and numeracy for the current academic year? a focus on the quality of teaching and learning?

• How do you monitor and evaluate the impact on quality of experience and outcomes for learners?

• What has been the benefit in terms of professional learning and practice? How is this monitored?



• To what extent is capacity-building of the expertise of staff an outcome?

• Are you planning an evaluation report?

• To whom will this evaluation be reported?

The Northern Ireland The Northern Ireland CurriculumCurriculum

in Key Stage Onein Key Stage One

The Northern Ireland The Northern Ireland CurriculumCurriculum

in Key Stage Onein Key Stage OneRevised Curriculum

Professional Development Programme

Year 3 /Year4 Day 1

Aims of the DayAims of the Day• To provide opportunities for teachers to share their

understanding of the principles underpinning the NIC

• To consider the rationale for and key elements of Active Learning and Activity- based Learning

• To familiarise teachers with the KS1 Learning Through Play resource

• To consider how children can be involved in the planning process

How are things different in this Northern Ireland Curriculum?

The Learning EnvironmentThe Learning Environment

Self RegistrationSelf Registration

Visual Timetable

Accessing ResourcesAccessing Resources

Find/Use/Return

Classroom Organisation/ Routines

Planning togetherPlanning together

• What are your expectations as a P3/P4 teacher?

• What can the children do?

The ChildThe Child

Assessment for Learning . . .Assessment for Learning . . . is a process of seeking and interpreting

evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.

(Assessment Reform Group, 2001)

Assessment for LearningAssessment for Learning

transferable learning

transparent process

responsibility

&

Managing Information

Thinking, Problem Solving Decision Making

Being Creative

Working with Others

Self Management

Seven Classroom StrategiesSeven Classroom Strategies• Making thinking important• Making thinking explicit• Effective questioning• Making connections• Enabling collaborative learning• Setting open-ended challenges• Promoting independent learning

WorkshopWorkshop

Consider the seven strategies.

What are you doing already?

Active LearningActive Learning

The Role of the Teacher The Role of the Teacher

Activity Based LearningActivity Based Learning

Literacy

Numeracy

World Around UsWorld Around Us

The ArtsThe Arts

Enjoying learning!

Planning for learning through an activity-based learning session

Planning for learning through an activity-based learning session

Activity–based LearningJourneys

Activity–based LearningJourneys

• The Suitcase - Literacy

• Bee-bot goes on holiday - Numeracy

Day 2On-line Module

Effective questioning

Day 2On-line Module

Effective questioning

Teachers will have the opportunity to:

* Consider the underlying principles of the NI Curriculum

* Explore strategies which promote active learning

* Reflect on the implications of integrating TS/PC and AfL into classroom practice

ObjectiveObjectivess



content

teaching


learning

skills



What outcomes do What outcomes do you want for your you want for your

children?children?

knowledge

qualitiesvalues

skillsWORKSHOP

Organisation People skills

Have realistic goals

Deals well with

change

Desire to succeed

Independent

learners

Organisation skills

Manages

information

Manages money

well

Leadership skills

Uses initiative

Responsible

Can ask for

help

Thinks for self

Creative

approach

Problem

solving

Curious

Respect for others

Caring

Sensitive

Empathy

Collaborates with

others

Can negotiate

Open-minded

Good listener

Generous

Sociable

Sense of fairness

Honest

Can compromise

Keeping safe and healthy Effective learning

Aware of

dangers & health

risks

Good self-

esteem

Happy

Emotionally

confident

Physically

fit/healthy

Self-respect

Can access help

when needed

Resilient

Positive about

self

Good network of

friends

Literate

Numerate

ICT skills

Accept that

mistakes are

ok

Can apply

knowledge

Motivated

Learns from

mistakes

Enjoy learning

Connects learning to

other areas

Positive attitude to

learning

Good general

knowledge

Aware of own

strengths/weaknesses

Think critically

Activity

Think, Talk, Pair, Share

What do you think might be some of the key features of Active Learning?

Reading

10%

Audio-visual

20%

Demonstration

30%

Discussion Group

50%

Practice by Doing

75%

Teach others / Immediate use of learning

90%

Lecture5%

Lecture5%Preferred learning

styles and average retention ratesFrom National Training Laboratories, Bethal, Maine, 1997

Lecture

5%

Be explicit about the

learning and its

assessment

Use effective questioni

ng

Make learning important: Take time

to think/talk and reflect on learning

Set open ended learning

challenges

Provide opportunities for

collaborative learning

Help children be more

independent/self-directed

Provide opportunities for

transfer of learning

Organising learning Organising learning experiencesexperiences

Teaching Teaching StrategiesStrategies

from knowing what to knowing how

Self EvaluationSelf Evaluation Self Evaluation• Reflect

• Consider which of these strategies you are confident in and which you will need to introduce/develop further

• Complete the self evaluation grid

Learning, Learning, Teaching & Teaching & Assessment Assessment

CycleCycle

InputInput

LearninLearning g

ActivityActivity

ImprovemeImprovementnt

PlanniPlanningng Learning Learning

IntentionIntentionss

Success Success CriteriaCriteriaFormativFormativ

e e FeedbacFeedbac

kk

Reflecting Reflecting about about

learninglearning

WorkshopWorkshop

Afternoon activity: famine

Learning Intention:

We are learning to integrate Active Learning into classroom practice.

Reflect on the 2 activities just completed-what made those

activities active?

Reflect on the 2 activities just completed-what made those

activities active?

• What Learning Areas were addressed?

• What might the learning intentions for each activity have been? (knowledge, understanding)

• What strand/s from the TSPC framework might have been included?

Open –Ended

Challenges

Making Thinkin

g Importa

nt

Effective Questioni

ng

Making Thinkin

g Explicit

Enabling Collaborative Learning

Promoting Independe

nt Learning

Making Connections

Managing Informati

on

Thinking, Problem solving & Decision making Being

Creative

Working with Others

Self Managem

ent

Odd One Out

Freeze

Frame

Think

Pair Shar

e

2 4

Hot Seating

CAF Consider all

Factors

Mysteries

Spectrum

Debate

Carousel

Fishbone

Mind Maps

Diamond

Ranking

PMI Plus Minus

Interesting

Active Active LearningLearning

& Teaching & Teaching MethodsMethods



content

teaching


learning

skills



Implementation of NIC 2008Main recommendations

Implementation of NIC 2008Main recommendations

• Simpler communication to schools about the purpose and main elements of curricular change;

• Differentiated approach to school support, based on audit of need, to enable them to continue to improve practice in the context of whole school improvement;

• Improved collaboration between CCEA, CASS, and, where appropriate, C2K, on their path of convergence towards ESA;

• Forward planning for the continued development of pedagogy, learning and assessment, arising from curriculum reform, beyond 2010.

Implementation of NIC 2008Leadership and management in schools

Implementation of NIC 2008Leadership and management in schools

• …There are weaknesses in monitoring and evaluating the impact of the NIC in almost a third of the schools inspected

• In effective practice:• The principal and staff have a clear vision for the strategic

implementation of NIC, identified as a key priority on the SDP• SDP identifies appropriate areas for improvement and

development, underpinned by well-focused action plans;• The effective use of SDDs to disseminate and review classroom

practice;• the capacity building of staff and the appropriate use of staff

development…especially by personnel within the schools;

Implementation of NIC 2008 Leadership and management in schools


• The effective use by schools of cluster arrangements to share and disseminate good practice;

• Appropriate linkages between developing children’s learning experiences, teachers’ pedagogical knowledge and understanding, and raising attainment;

• The principals, SMT and teachers work collaboratively to monitor the children's learning and as a result teachers have a clear picture of where progress is being made;


- Less effective practice


- Less effective practice• Inadequate strategic planning to support the

monitoring and evaluation of the implementation process;

• Unclear roles and responsibilities of curriculum leaders which are not underpinned by allocation of adequate time and resources;

• A lack of adequate leadership and capacity to undertake effectively the complex management, co-ordination and monitoring and evaluative functions.

Implementation of NIC 2000-Teaching and Learning

Implementation of NIC 2000-Teaching and Learning

• Most effective Planning:• Appropriate use of themes to connect

learning / contextualise within children’s experiences

• Children actively involved in planning• Appropriate challenge provided for

those whose ability and understanding are advanced / underperforming

Implementation of NIC 2008 Teaching and Learning - teaching

Implementation of NIC 2008 Teaching and Learning - teaching

• Teachers understand how to facilitate a skills-based curriculum

• Differentiated teaching strategies…for different learning styles

• Learning intentions clearly defined.. reflected on during /at end of lesson

• Play-based learning well-planned, closely related to children’s experiences…extends understanding and skills through appropriate themes and topics

• Skilled intervention of classroom assistants

Implementation of NIC 2008-learning

Implementation of NIC 2008-learning

• Opportunities to display creativity, independence and perseverance

• Appropriate use made of AfL strategies, including self- and peer-assessment to support and consolidate learning

• Effective and imaginative use of educational technologies

• Good opportunities for children to talk about their learning and how they can transfer skills

• Effective integration of TS&PC and AfL empowers children to become collaborative and independent learners

Leadership and management of NIC

Strategic PlanningLeadership and management of NIC

Strategic Planning

-How have you gone about planning for implementation of the curriculum?

-have you integrated the NIC into the school’s SDP?

-how effectively have SDD days been used for this purpose? (dissemination of external training? Curriculum leaders’ role? Use of CCEA materials?)

- have you collaborated with other schools to facilitate the delivery of the curriculum?


People and resourcesLeadership and management of NIC

People and resources

• Are management roles and responsibilities evolving?

• Role of curriculum leaders? Co-ordinators?• Are the governors involved in

implementation?• Has the school informed parents about

curriculum change? Feedback from parents?• Have any issues impeded your ability to

deliver the curriculum?


Monitoring and evaluationLeadership and management of NIC

Monitoring and evaluation

• Have you linked / do you plan to link the implementation of the NIC to the PRSD scheme?

• How do you monitor the implementation of the NIC?

• In years 1,2 5 & 6, what has been working well, and what hasn’t?

• Have you developed alternative means of assessing outcomes for the children?

Discussion – workshopDiscussion – workshop• The Revised Curriculum is now statutory for Yrs 1, 2 and Yr

5 & 6. What’s different? Think about this in terms of P (plus), M (minus), I (interesting).

• What factors, and strategies, have been helpful in promoting whole-school development? (e.g., SDD days, PRSD, involvement in cluster groups). Discuss in your groups.

• What strategies have been useful in monitoring the implementation, and impact, of the Revised Curriculum ?

• What support would be most useful to you at this stage?

principals' conference march 2009. objectives ‘promoting highest standards within a...

Documents

school level

schoolbased support

f stage teachers

ks1and ks2 teachers

capacity building work

ks2 teachers3

skillsbased curriculum

ks2 teachers2