PRINCIPALS’ CONFERENCE LESSONS LEARNED FROM THE EVALUATION OF THE SHARING IN EDUCATION PROGRAMME.

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Presentation transcript:

PRINCIPALS’ CONFERENCE LESSONS LEARNED FROM THE EVALUATION OF THE SHARING IN EDUCATION PROGRAMME

ETI Evaluation 19 projects (3 other projects and building on existing work) 46,500 participants 428 schools 374 meetings and discussions Over 142 direct observations of learning sessions. 19 individual interim and final reports for projects and an interim, final composite evaluation and website of case studies

Shared education/CRED The SiEP focused on promoting reconciliation between the two main communities in NI which is a key component of the overarching CRED policy Interconnections between CRED/shared education, ESaGS, NIC, Extended Schools, EF/ALCs, future development proposals

Summary of the key findings in leadership and management Going well: Leaders had a clear understanding of the nature and purpose of shared education in supporting and enhancing the delivery of the curriculum and preparing young people effectively for life and work. Integral to the ethos and ‘the way things are done around here’. Effective professional development of staff to deal with sensitive and controversial issues in the classroom. Systematic planning to move from single identity work to sustained shared education. Developing links with parents, governors and the community to give ownership to the process of shared education. Use of external facilitation to build capacity within the school in order to ensure sustainability post-funding.

Recommendations for schools Nine recommendations for all stakeholders. To identify with external facilitation as appropriate, their starting point and set realistic aims and objectives within the school development plan and in the plans for the wider area learning community. To use the improvement process of the school to develop shared education through staff development; the appointment of key people to lead and co-ordinate the work; the evaluation of the impact of the quality of the provision on the young people’s attitudes, behaviours, understanding and skills; and engage with parents, carers and the wider community.

Schools are at different starting points