Post on 27-May-2018
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
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.
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
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
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.
achers who feel supported in their learning and pp gclassroom practice are more committed and
effective”
Rosenhaltz SRosenhaltz S
E t d dLearning
iti
Extended Schools Community
R l timunities Relations
Pupil Learning &&
AchievementCreative Youth Partnership/School
hi
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
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 ?