LEADING LEARNING CONFERENCE 5 June 2009

Leading Learning 1November 2005Management of complex change. The Knoster model. Leading Learning 2April/May 2006Developing a vision for the curriculum. Curriculum Support Team Day 1 & 2 October/November 2006The role of the team Consensus building The new elements of the curriculum Area of Learning Day 1March - May 2007Familiarisation with the elements of the NI curriculum Leading Learning 3September 2007Training vs Capacity building Curriculum Support Team Day 3October/November 2007Training vs Capacity building CCEA Principals Assessment Conference November 2007Introduction to assessment models Area of Learning Day 228 January - 12 March 2008Integrating CC skills into areas of learning CCEA Assessment Stage 1May/June 2008Models of practice

Leading Learning 4September/October 2008School Improvement and the NIC CCEA Assessment Stage 2Term Postponed Curriculum Leader Day 4aOctober 2008Curriculum Mapping Developing quality indicators Curriculum Leader Day 4bJanuary - March 2009Making connections Curriculum Leader Day 4cApril 2009Sharing practices Dissemination as a CPD tool Leading Learning 5June 2009Monitoring the impact of the NIC Curriculum Leader Day 5aOctober 2009Monitoring the impact Curriculum Leader Day 5bFebruary 2010Menu based on responses from self evaluation Curriculum Leader Day 5cMay 2010Monitoring the impact

EXPECTED OUTCOMES By the end of the day participants will have : been made aware of the key messages arising from external evaluation of the implementation process; begun the process of self- evaluating your progress towards full implementation; examined the leadership role in monitoring and evaluating the effectiveness of the teaching and the learning outcomes and considered how the information could be used to inform future direction.

PROGRAMME 09.30Welcome and Introduction The External Evidence Ref: Expected Outcome 1 ‘Where do they say we are?’ COFFEE The Internal Evidence Ref: Expected Outcome 2 ‘Where do we think we are?’ LUNCH 13.30What impact are we having? Ref. Expected Outcomes 3 & Plenary 15.15Evaluation and close of conference

Activity 1 The external evidence Where do they say we are?

SDDs ESaGS

Home Groups: Read the document you have been given Expert Groups : What do you consider to be the key messages from the document you have read. Home Groups: Share the messages: What do you consider to be the key messages to emerge from all the material? Record under Knoster headings. Ref: Expected Outcome 1 THE IMPLEMENTATION PROGRAMME - JIGSAW

COFFEE

Activity 2 The internal evidence: where do we think we are? Self-evaluation Tool

“We believe that schools themselves, through honest and open engagement in self-evaluation, using effectively the wide range of data and information available to them, are best placed to identify areas for improvement and to implement changes that can bring about better outcomes from pupils.” Every School A Good School April 2009

Please take the time to consider your own progress against Section 1: Vision Consensus Incentives Skills Resources

LUNCH

Development of Practice 9.7 Focus on the assessment of learning outcomes from children and young people and the standards achieved for the purpose of evaluating the benefits which arise from improvement through curriculum change. ETI April 2009

Enabling Factors Planning adopts the “Plan, Do, Review” Cycle ETI April 2009

Process Plan :Scheme of work Do: Classroom activities Review: Examining the evidence Identifying the next step

Activity 3 Step 1 Examine the planning Step 2 Unpack the evidence Step 3 Identify the learning Step 4 Review the planning Step 5 Identify development needs

Step 1: Examine the planning What was the teacher planning to do? –Learning intentions –Activities

Step 2: Unpack evidence What were the children doing? Learning evidenced in the pupil’s work/ responses

Look at piece of work 2 What is the impact of the strategy used ? (AFL) Step 3 Identify the Learning

QUALITY INDICATORS What is a quality indicator? A quality indicator is a measurement and assessment tool designed to allow something to be evaluated on the basis of quality. It represents consensus among key stakeholders in defining quality in a particular area. What makes a good quality indicator? Reflects good practice In clear language Shared understanding Observable Measurable

Step 4: Review the Planning In the light of your examination, do you consider that the scheme of work articulates clearly enough the expected outcomes ? Do you think Quality Indicators have been agreed for AFL?

Step 5: Identify CPD Needs From your monitoring of this evidence, can you identify any issues that could be addressed through CPD?

Self-Evaluation Tool Return to the two final sections: Action Planning and Teaching and Learning. In the light of the previous activity, complete these two sessions and consider your potential use of SDDs.

Curriculum Leaders 5a Further exploration of the processes of monitoring and evaluation Preparation for action-based research 5b Menu Day (based on Self-evaluation returns) 5c Action-based research outcomes and implications