1. Department of Education Capacity Building Programme RTU Conference for Vice Principals 16 th November 2011

2. Team Gillian BoydDE/ETI Neil McCormickadministration Clare EvansDE/SELB Brenda MontgomeryDE/SEELB David RyanDE/BELB and Norma PriceC2k

3. Workshop What challenges do schools have? What professional development would they value? How would they prefer the professional development to be offered?

4. They said …. Dissemination of good practice –within and beyond school, cluster groups, knowledge of effective, practical strategies, free resources, need for whole school approach.

5. Using resources ICT (£500m investment) Examples of outstanding leadership and management for SEN Principal/Teacher/SENCO skill and expertise

6. Communication across the Boundaries DE/RCSLT ExcellentGoodFairPoor Share practice 454340 Measuring quality 404390 Sharing learning 2945131 Establish networks 2846170 DE and RCSLT resources 483750

7. Leadership and Management conferences March 23 – St Colman’s PS, Belfast March 24 – Middletown Centre for Autism March 25 – Antrim Board Centre March 29 – Strule Centre, Omagh March 30 – Killard School, Donaghedee March 31 - Nursery schools, Knockbracken June ‘’ North West TC

8. Evaluations ExcellentGoodFairPoor 1 Info on CB prog. re context of school improvement 179 170 2 Monitor and evaluate L & M for SEN 188 120 3 Share good practice 21413790

9. RTU Summer School Capacity Building for Inclusion Excellent Very good GoodFairPoor Objectives met 14221010 Worthwhile 13201211 Enjoyable 8221520 Relevant 12201230

10. RTU Summer School 2011 The self-evaluative SENCo ExcellentVery GoodGoodFair Objectives met 332330 worthwhile 342320 Enjoyable 332150 Relevance 381820

11. Capacity Building – SENCO Conferences DateVenueAttendedEval Recd 17 October 2011Fortwilliam Resource Centre 51 21 October 2011Newry Teachers Centre 44 25 October 2011Antrim Board Centre 79 26 October 2011North West Teachers Centre 45

12. Capacity Building – SENCO Conferences 1.To participate in workshops on improving provision for literacy and numeracy for children with SEN in your school; 2.To consider the benefits of the effective use of data for school improvement; 3.To highlight the effective practice of the SENCO.

13. Key Data - Summary ObjectiveExcellentGoodFairPoorNo Reply 1 40%46%9%0%5% 2 50%43%5%0%2% 3 34%48%10%1%7%

14. 98% Described the conferences as either ‘Very Helpful’ or ‘Helpful. View/listen on LNI – capacity building

15. Benefits of the conference “Make me think about how to best go about capacity building in my own school”. “Brilliant just to have ‘time’ to reflect on our current practice and hear examples of good practice” “Consider to use and benefit of baseline testing to show improvement.”

16. Elements to impact on policy and practice in your school “More effective use of data to inform teaching” “Implementing a range of strategies to support pupils with learning difficulties – one size does not fit all!” “Disseminate information received to principal and BOG to ensure that SEN children remain effectively supported and enabled to realise their capacities as identified in ESAGS and Count, read: succeed.”

17. Resource File for SEN Dissemination of very good/outstanding practice Broad range of contributors – teachers, Senco, principals, ELB, Middletown, ETI, Stranmillis, St Mary’s, UU, DES, RCSLT IME

18. Resource for Early Years BELB Supplemented by play/communication by Clare Evans IME

20. Leadership ideas Whole School PRSD Approach: –Each teacher takes a chapter; –Reads, learns, follows up on resources and links; –Pilots strategies in own teaching; –Undertakes to disseminate to whole staff; –Agrees to act as ‘capacity builder’ for other staff.

21. Ideas Whole School PRSD Approach – Large School –Departments or groups of teachers take a chapter / number of chapters; –Reads, learns, follows up on resources and links; –Pilots strategies in own teaching and discusses at departmental meetings; –Undertakes to disseminate to whole staff; –Acts as ‘capacity builder’ for other staff.

22. Ideas Learning Support Team approach –School establishes Learning Support Team Member of SMT, SENCO, Interested Teachers, Classroom Assistants; Undertake Capacity Building akin to that outlined previously; May focus initially on the needs of pupils you have.

23. Every School a Good School Count, Read Succeed Networking Effective Use of Data Literacy Numeracy Using the Resource File

24. Workshop Think about the implications for you as a Vice principal for building capacity in your school? What would you focus on? How would you organise capacity building?