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
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 / 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
2 Leading Learning cluster meetings
1. On-going cluster programmes/menu days for F Stage, KS1 and KS2 teachers
2. School-based support for F
Stage, KS1and KS2 teachers
Facilitate capacity-building work at school level, in conjunction with School Development Plan
3 Leading Learning cluster meetings
1. On-going cluster programmes/menu days for F Stage, KS1 and KS2 teachers
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
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)
From The Chief Inspector’s Report, 2006-2008
From The Chief Inspector’s Report, 2006-2008
• 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)
From The Chief Inspector’s Report, 2006-2008
From The Chief Inspector’s Report, 2006-2008
• 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)
From The Chief Inspector’s Report, 2006-2008From The Chief Inspector’s Report, 2006-2008
• ‘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.
From The Chief Inspector’s Report, 2006-2008From The Chief Inspector’s Report, 2006-2008
• 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.
From The Chief Inspector’s Report, 2006-2008From The Chief Inspector’s Report, 2006-2008
• 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
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;
MAIN FINDINGS IN PRIMARY SCHOOLS
StrengthsMAIN FINDINGS IN PRIMARY SCHOOLS
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;
MAIN FINDINGS IN PRIMARY SCHOOLS
StrengthsMAIN FINDINGS IN PRIMARY SCHOOLS
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.
MAIN FINDINGS IN PRIMARY SCHOOLS
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;
MAIN FINDINGS IN PRIMARY SCHOOLS
Areas for improvementMAIN FINDINGS IN PRIMARY SCHOOLS
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;
MAIN FINDINGS IN PRIMARY SCHOOLS
Areas for improvementMAIN FINDINGS IN PRIMARY SCHOOLS
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
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?
Current School Development Plan
Current School Development Plan
• 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
PD&MU
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
Getting the Getting the balancebalance
Getting the Getting the balancebalance
content
teaching
dependence interdependence
learning
skills
assessment of learning
assessment for learning
57
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
Getting the Getting the balancebalance
Getting the Getting the balancebalance
content
teaching
dependence interdependence
learning
skills
assessment of learning
assessment for learning
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
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;
Implementation of NIC 2008 Leadership and management in schools
- Less effective practice
Implementation of NIC 2008 Leadership and management in schools
- 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?
Leadership and management of NIC
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?
Leadership and management of NIC
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?
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