Post on 17-Jan-2016
Planning 2005: Focus on Your School
Regional Seminar 2005
School Development Planning Initiative
Planning 2005Planning 2005
Focus on your School
SDP ProcessSDP Process
Review
Design
Implement
MissionVisionAims
Evaluate
Priorities
Action Plans& PoliciesMonitoring
Improved Practice
Work with Individual Schools 04-05Work with Individual Schools 04-05
Review: 19%
Design: 63.6%
Implement
Evaluate: 17.4%
MissionVisionAims
Progress of SDPI: SDP ProcessProgress of SDPI: SDP Process
0
10
20
30
40
50
60
70
2002/03 2003/04 2004/05
Review
Design
Evaluation
Approx. % of SDPI RC Facilitation Work on each Stage of SDP Process
Schools’ Progress Schools’ Progress in in
School Development Planning School Development Planning
Huge variations….Context factors: Trustee/VEC, WSE/SI, ARCsSDP process: Stage and StagesFocus in SDP: Subject Dept., Guidance, B&D Structures for SDP: Coordinator, ISM reviewPartnership in SDP: Limited….SDP documentation: Proliferating…..
- Plans and policies
- Work in progress
- Process records
SDPI – Regional Seminar Programmes SDPI – Regional Seminar Programmes
2002 - Process Folder – managing the documentation- Review to Design- Continuing the Planning Cycle
2003 - Action Planning – Process and School Supports- Policy Formulation- School Self Evaluation (LAOS)
2004 - Subject Planning- Strategy Statement - Ed. (Welfare) Act- Planning – Implementation and Evaluation- Special Needs
2005 - National Trends / Progress in Planning- Effective Policy Development- Subject Planning – moving on
Emphasis on Learning and Teaching Emphasis on Learning and Teaching
Definite emerging trend:
A planning focus on learning and teaching,
rooted in the day to day reality of the classroom
- Collaborative Subject Planning
Partnership?Partnership?
Staff&
Principal
Parents Students
Support Staff
TrusteesBoard of Management
Staff&
Principal
How do we develop partnership? – a key challengeHow do we develop partnership? – a key challenge
What should we be noticing …?What should we be noticing …? Improved outcomes at the end of a cycle in relation to priorities addressed during the cycle – at least better outcomes than might have been expected if they had not been addressed Positive impact of the learning environment Stronger focus on students’ learning needs and on their implications for curriculum and teaching methodologies A willingness to review classroom practice Communication and collaboration between teachers
Within subject areas Across subject areas At whole-staff level
leading to coherence in the planning, delivery and evaluation of the curriculum and to consistency in the implementation of school policies and procedures
What should we be noticing …?What should we be noticing …? Discernable culture of groupwork Positive teacher morale Effective partnership and consultation processes Collaboration beyond the staff A sensitivity to unintended outcomes (positive and negative) A strategic awareness of how the school is developing and of the interconnectedness of the parts within the whole Ownership A commitment to ongoing improvement based on self-evaluation and planning Outcomes may take many forms—the most crucial relate to school culture.
(Consider separate handout sheet)
What if no collaborative planning …What if no collaborative planning …
Staff are reluctant to discuss school matters in groups One or two people try to dictate the agenda for everyone elseQuiet staff members have no voice (or choose to have no voice)Principal /Deputy ----responsible for everythingSweeping generalisations are made at staff meetings without any evidence to back up statementsPlanning is based on gut reaction from staff meeting issuesCommittees are set up without clear mandate/ brief and focusConsultation and communication are very limited
What if no collaborative planning …What if no collaborative planning …
Teaching and learning are only talked about in emergency situations or not at allSome staff assume they have no learning to do--they were trained and know it allLong term vision of the school is virtually non existentWhole staff development is a 'circle the wagons' exerciseIt’s always ‘a someone else’s responsibility to change’ attitudeProblem solving is a fire fighting exercise---moves from one solution to another without reflecting on the bigger pictureParents and students are not consulted – ‘not in my life time’Posts of Responsibility are written in stone----review is not part of the processPolicies are the principal's responsibility
School RealitySchool Reality
Whole School Evaluation
Subject Inspection
Self-evaluation
Looking at our SchoolLooking at our School
Foreword – Chief Inspector
LAOS was prepared by ESRU of DES Inspectorate To assist schools in process of internal review
and self-evaluation To assist schools in fulfilling quality assurance
obligations under Education Act 1998 To provide a clear framework for external
evaluation by the Inspectorate
Education partners contributed to its development
LAOSLAOS Towards school improvement through internal
review and self-evaluation
School context factors central
School selects focus in the light of context factors
Consistent with SDP approach….
LAOSLAOS - School Operation - School Operation
Student support
Student support
Learning & Teaching in
subjects
Learning & Teaching in
subjects
CurriculumProvision
CurriculumProvision
SchoolPlanning
SchoolPlanning
SchoolManagement
SchoolManagement
5 AREAS5 AREAS
SDP in ActionSDP in ActionSchool Improvement School Improvement
Planning Infrastructure Planning Process Planning Documentation Planning Outcomes
Planning InfrastructurePlanning Infrastructure
Structures SDP Specific - SDP Coordinator, Steering
Committee, Task Groups, Policy Formulation/Review Committees
Pre-existing structures
School Calendar (meetings) SDP Whole Staff SDP Working Groups Subject Departments
Communication
Partnership Engagement
Planning ProcessPlanning Process
A sense of:Where the school is atWhere the school is goingPromotion of effective learning and teachingPro-activeness re change and developmentSelf-evaluationShort/Medium/Long-term dimensions of SDP
Planning DocumentationPlanning Documentation
Clear understanding of the relevance and management of documentation School PlanProcess Folder – drafts of policies and action plans, reports of meetings heldSubject Department Planning Folders
Focus on documentation as a reference point, not as an end in itself
Planning OutcomesPlanning Outcomes
Improved outcomes re identified prioritiesPositive impact of the learning environmentCommunication and collaboration between teachersEffective partnership and consultation processesCommitment to ongoing improvement based on self-evaluation and planning
WorkshopWorkshop
1. Using the worksheet identify where your school is at under the headings:
Planning Infrastructure
Planning Process
Planning Documentation
Planning Outcomes
2. Identify areas for immediate attention
WSE process …WSE process …
Letter plus Looking at Our School
Reporting Inspector
Pre-evaluation meetings
3 / 4 / 5 Subject Inspections
1 week duration approximately
Meeting all committees / groups / support
Inclusion of Board of Management, Parents, Students
Post- Evaluation – oral feedback
Report
Meetings etc.Meetings etc.
BOM / Local VEC
Teaching staff
Parents Council – invitation to all parents
Student Council
Senior management Principal & Deputy Principal
In-school management & other key groups
School plan task groups
Documents collected - DESDocuments collected - DES
Building & Accommodation
Timetables
Examination Info
Programmes
Enrolment
Recent Inspection Reports
Documents collected - SchoolDocuments collected - School
Promotional InformationPolicy DocumentsSchool Planning FolderCurriculum, optionsStaffingBOMParents CouncilStudents CouncilManagement – Schedule of Posts & Post HoldersExtra-curricular Special Needs and other groups
Post evaluation meetingsPost evaluation meetings
Principal & in-school management
Teaching staff
BOM
Record of post evaluation meetings and
meetings with parents included in WSE Report
Factual Validation of Draft Report
Issuing of Final Report to school BOM
Advice from other schoolsAdvice from other schools
Evidence – planning folder, meeting records etc.
Coherent Documentation
Ongoing Progression
Influence of Mission Statement
Evaluation
Discussion / ResponseDiscussion / Response
SDPI Plans for 2005-06SDPI Plans for 2005-06
Continuation of work programme in handSupport Services for Post Primary Education, pp. 34-36
Individual Schools Cluster-based Support Groups Regional Seminars Summer Schools School Planning Diploma (NUIG) Resource materials—developmental work SDPI Website