School Planning Post WSE

Dublin City University

Wed. 23rd August 2006David Dwyer

Principal Heywood Community School

Introduction

Background to School Planning pre WSE Planning post WSE Challenges for Schools

The School Curriculum

Community School Rural environment Amalgamated – 1990 Student pop – 660 Teaching Staff – 47

Junior Cycle Transition Year Leaving Certificate Leaving Certificate

Vocational Programme Pastoral Care Sport Musicals Speech and Drama

School Structures

Principal and Deputy Principal Assistant Principals (individual P.O.R’s) Subject Heads (Special Duties) Year Heads Tutors Advisory Committee/Task Group

Planning/Initiatives pre WSE

Reform of 1990’s Planning through

subject departments SDPI - (put structure on

process)

Tl/21 Initiative Health Promotion (HSE)

Teaching/Learning Professional

Development Admissions Substance Abuse Crisis management Homework policy Extra – Curricular

W.S.E Recommendations

Middle Management Training Guidance Policy Special Needs Policy ICT in the classroom

Work Ongoing Homework Policy Assessment for Learning

Issues for Consideration

How do we feel as stakeholders? What has the experience taught us? What are the implications for the future in the

context of school development planning? What are our own priorities as a school?

Priorities/Tasks arising from Review

Middle Management Homework Policy Assessment for Learning Guidance Policy Special Needs Policy Greater responsibility roles among students ICT in teaching and learning

Middle Management Training

SDPI Co-Ordinator: - Facilitated 1st. meeting of Assistant Principals. - Placed issues of management in new context A series of meetings to share Assistant Principals

experiences to date Review of overlap –Advisory Committee v Assistant

Principals Key topic “School Spirit” to develop a collaborative

culture

Key Topic “School Spirit”

How School Spirit is evident in the school Positive aspects Practical steps to enhance awareness

Survey

1. What significant changes have you experienced in relation to your role as Assistant Principal as a result of the initiatives taken in the school to promote the Assistant Principal’s role and profile?

2. What for you have been the biggest challenges in adjusting to the new identity of the Assistant Principals as a group that is currently being promoted?

3. How can the Principal and Deputy Principal help you further this new development?

4. What beneficial “knock on effect” in the school do you hope to see as a result of the development of the role of the Assistant Principal?

Findings from Question Three

Take one idea per meeting, discuss it and support Principal and Deputy Principal in implementing the findings.

Taking on board suggestions by all Assistant Principals Allowing sub-groups to consult with students, parents and staff and

give feed back Working on no more than two items at a time Working towards setting out a range of options before making a

final decision Having regular meetings built into the school calendar Defining role of Assistant Principals in “School Plan” and assigning

an office accessible to all Assistant Principals

A Management Response

Sub- Committees

- Assessment for Learning

- ICT in teaching and learning

- greater responsibility roles among the students

Regular meetings - In/outside school time

Assessment for Learning

Logical follow on from Homework policy

Seminar on 8th December 2005- Group discussion on all aspects facilitated by NUIM

team - Familiarity with concept but not the mechanics.

Presentation to staff (May06) Advantages and disadvantages for the school

September 06 - Staff in-service on first phase of

implementation (SDPI)

ICT in the Classroom

WSE Recommendations

CPD in ICT (Laois Ed. Centre) - Power point - Desktop publishing

TL21 workshops on ICT - Identifying web addresses for various subjects

Ran with idea to research and store websites relevant for many subjects on our own school website

Leading the Process

Key role of Principal/D. Principal in leading change1. Encouraging teachers to try new ideas 2. Talking to teachers about their subject (T/L)3. Encourage professional dialogue4. Meetings with participants of TL215. Looked at things which impede progress

Need for Principal and D. Principal to engage in professional dialogue and reflection to lead change in the three priority areas selected (Looking at our own day: how much is T/L?)

Assistance from TL/21project team leaders and SDPI co-ordinator

Challenges for Principal/D. Principal

Class cover - Seminars- Workshops- Critical Friend

Meetings - Subject meetings - Briefing from TL21 participants - Team leaders (NUIM)

- Assistant Principals

Resources - ICT - Photocopying - Secretarial assistance

Involvement of Staff

Use of Advisory Committee to collect and collate data.

End of year staff meeting - briefing by participants on aspects of their work.

Subject dept given time for professional dialogue on key workshop themes and the sharing of methodologies

Cross curricular dialogue on best practice arising from workshops

What are teachers saying

Time to reflect on my own teaching practices Idea of “critical friend” has profound benefits Sharing ideas with like minded colleagues Reflection on how I teach maths Dialogue with other teachers is vital for CPD and teacher

morale Developing a pool of resources Trying new approaches/methodologies Improving as a teacher

Conclusion

Appreciation by Assistant Principals Challenges for Principal and Deputy Principal - Shared responsibility

– Strengthen the climate of trust– Continue process of building participation and collaboration

among Assistant Principals – Keep them focused on specific issues of teaching and learning

e.g. “Assessment for Learning” “ICT”– View themselves: not specific duties only but as member of

leadership team Whole school benefits as a teaching and learning

environment