Development Team Day 3 October 2007

Leading Learning 1November 2005 Leading Learning 2April/May 2006 Development Team Day 1September/October 2006 Development Team Day 2November/December 2006 Area of Learning Day 1February/April 2007 Leading Learning 3September 2007 Development Team Day 3October 2007 CCEA Principals Assessment ConferenceNovember/December 2007 Area of Learning Day 2February – April 2008 Co-ordinating the Assessment and Reporting of the Cross Curricular Skills April 2008

THE SUPPORT MODEL Reculturing versus restructuring Leadership sponsorship Collaborative work cultures Peer advocacy Internal school development Link Officer support

EXPECTED OUTCOMES 1.To reflect on and map progress to date. 2.To continue to develop an understanding of the process of capacity building. 3.To consider a number of capacity building strategies to support the implementation of the revised curriculum.

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 1 ‘Where do we think we are?’ 12.00Capacity Building Ref: Expected Outcome LUNCH 13.30The Bigger Picture Ref: Expected Outcome Capacity Building Strategies Ref: Expected Outcome Reflecting on Team Progress Ref: Expected Outcome Plenary 15.15Evaluation and close of conference

‘ Home’ Group – 10 minutes to read

‘Expert’ Group – 15 minutes to discuss What do you consider to be the key messages in this material?

What do you consider to be the key messages to emerge from all the material? (Feedback on key points) ‘Home’ Group – 16 minutes for ‘Experts’ to update Home group (4 * 4 minutes)

Expert Groups : What do you consider to be the key messages in this material? Home Groups: What do you consider to be the key messages to emerge from all the material? Ref: Expected Outcome 1 EVALUATION OF 06/07 IMPLEMENTATION PROGRAMME - JIGSAW

COFFEE

CURRICULUM IMPLEMENTATION In your school groups, reflect on actions which you have carried out to date. Use post-its to record each action.

Managing Complex Change Vision+Consensus+Skills+Incentives + Resources + Action plan+ = Change Source: Knoster, T (1991) Presentation in TASH Conference, Washington DC Adapted by Knowster from Enterprise Group Ltd FACTORS OUTCOMES = Confusion = Sabotage = Anxiety = Resistance = Frustration = Treadmill

CURRICULUM IMPLEMENTATION In your school groups, reflect on the actions which you have listed in the context of the Knoster factors and complete the fish diagram. Ref: Fishbone Strategy P27 Active Learning and Teaching Methods for Key Stage 3 (NI Curriculum Booklet)

THE CURRICULUM PROGRESS CHART Individually, give a score against each of the factors for each of the stakeholder groups. Then, using the extra chart, agree a final scoring, as a school group. The final totals will give you an indication as to what factor and which group of people may need attention.

THE NEXT STEPS

WHAT IS MEANT BY CAPACITY? ‘Internal capacity is the power to engage in and sustain continuous learning of teachers and the school itself for the purpose of enhancing pupil learning.’ Louise Stoll Improving school effectiveness

Curriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives. and to make informed and responsible decisions throughout their lives. Curriculum Objectives 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 & environment

TACTICAL Short term quick wins; can be reactive quick fixes Narrow focus Addresses symptoms and anecdotal evidence Often off the shelf Tends to be top down ‘imposed’ for speedy completion Hierarchical – focuses on compliance Compliance sought – monitoring sufficient Risk of isolated use, not part of overall strategy STRATEGIC Medium term, can be reactive Medium focus – applying what works more widely Addresses symptoms using some evidence to identify causes Some customisation to fit circumstances Some consultation with staff Support for implementation is customised to need Ownership supported by evaluation and formative feedback Improvement philosophy that embraces whole school CAPACITY BUILDING Long term, proactive, built up slowly over time, started early. Wide focus – big picture in time and place. Whole system thinking Addresses causes using a range of evidence Customised to fit circumstances Staff fully engaged in problem solving Support for implementation encourages autonomy and responsibility Self sustaining Part of a long term, sustainable improvement philosophy

IN YOUR SCHOOL GROUPS Evaluate the actions on your fishbone by using the highlighters provided to mark each action as either Tactical, Strategic or Capacity Building.

LUNCH

KEY QUESTIONS What does good practice in our classrooms look like? What do good outcomes for our pupils look like? What works? What doesn’t? What more do we need to do?

THE BIGGER PICTURE

Pupil Learning & Achievement

Quality and standards are at the very heart of the Department of Education’s vision for school improvement in Northern Ireland.

Pupil Learning & Achievement

Curriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives. and to make informed and responsible decisions throughout their lives. Curriculum Objectives 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 & environment personal understanding mutual understanding personal health moral character spiritual awareness citizenship cultural understanding media awareness ethical awareness employability economic awareness education for sustainable development KeyElements Personal Development Local & Global Citizenship Employability Home Economics Learning for Life and Work FORTHROUGH TheArts English (And Irish In Irish medium schools) with Media Education Environment & Society Mathematics with Financial Capability Modern Languages Physical Education Science & Technology Religious Education Areas of Learning ACROSS Attitudes and Dispositions Personal responsibilityconcern for others commitment-determination – resourcefulness openness to new ideas Self-belief-optimism-pragmatism curiosity community spirit flexibility tolerance integrity-moral courage respect Promoting/Encouraging Learning Experiences 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 INFUSING Cross-Curricular Skills Thinking Skills and Personal Capabilities Communication Using Mathematics Using ICT Managing Information Thinking, Problem Solving, Decision Making Being Creative Working with Others Self Management Assessment for Learning Clear learning intentions shared with pupils Taking risks for learning Shared/negotiated success criteria Peer and self assessment Individualtargetsetting Building a more open relationship between learner and teacher Celebrate success against agreed success criteria Advice on what to improve and how to improve it Peer and self evaluation of learning

24 Subjects at KS4 27 Subjects at Post-16 1/3 of which must be vocational It is important to ensure that the provision of subjects and courses at creates a coherent curriculum experience for individual learners and pupils

Pupil Learning & Achievement

The Goal: to enhance teacher effectiveness as professionals so that pupils benefit The Outcome: teachers who feel supported in their learning and classroom practice are more committed and effective. Rosenhaltz S

Pupil Learning & Achievement

Area Learning Communities Extended Schools Community Relations Creative Youth Partnership Home/School Partnership Specialist Schools Pupil Learning & Achievement

Pupil Learning & Achievement

Pupils at the centre Clarity as regards respective roles and responsibilities Accountability Each and every school capable of improvement Sustained improvement from within the school Promoting collaboration

Celebrate success/Identify failure Schools identify and address issues through self evaluation and development planning Effective use of data Inspection Outcomes critical element All interventions need an exit strategy

Pupil Learning & Achievement

Self Evaluation Target Setting Action Planning

Pupil Learning & Achievement

School-Based Capacity Building Strategies Discuss how effective each strategy would be in building capacity and allocate each a place on the diagram accordingly.

WHAT IS MEANT BY CAPACITY? ‘Internal capacity is the power to engage in and sustain continuous learning of teachers and the school itself for the purpose of enhancing pupil learning.’ Louise Stoll Improving school effectiveness

Reflecting on Team Progress Individually, use the review to assess how well you think your team is working. Discuss how you want to deal with your outcomes: Do you want to compare scores for each question? Do you want to compare total scores? Do you want to discuss your reactions to this exercise? Do you feel there are any issues with regard to the team’s working that you need to attend to further?

RECAP:Expected outcomes 1.To reflect on and map progress to date. 2.To continue to develop an understanding of the process of capacity building. 3.To consider a number of capacity building strategies to support the implementation of the revised curriculum.

Evaluation & Close