School Planning Post WSE Dublin City University Wed. 23 rd August 2006 David 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 1 st. 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 8 th December 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 change 1. Encouraging teachers to try new ideas 2. Talking to teachers about their subject (T/L) 3. Encourage professional dialogue 4. Meetings with participants of TL21 5. 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