development team day 3 october 2007. leading learning 1november 2005 leading learning 2april/may...
TRANSCRIPT
Development Team Day 3
October 2007
Leading Learning 1 November 2005
Leading Learning 2 April/May 2006
Development Team Day 1 September/October 2006
Development Team Day 2 November/December 2006
Area of Learning Day 1 February/April 2007
Leading Learning 3 September 2007
Development Team Day 3 October 2007
CCEA Principals Assessment Conference November/December 2007
Area of Learning Day 2 February – 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.
PROGRAMME09.30 Welcome and Introduction10.00 The External Evidence Ref: Expected Outcome 1
‘Where do they say we are?’
10.30 COFFEE11.00 The Internal Evidence Ref: Expected Outcome 1
‘Where do we think we are?’ 12.00 Capacity Building Ref: Expected Outcome 2
12.30 LUNCH13.30 The Bigger Picture Ref: Expected Outcome 2
14.00 Capacity Building Strategies Ref: Expected Outcome 3
14.40 Reflecting on Team Progress Ref: Expected Outcome 1
15.00 Plenary15.15 Evaluation 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)
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
OU
TC
OM
ES
= 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 AimCurriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potentialThe 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 ObjectivesCurriculum Objectives To develop the young person as an To develop the young person as an individualindividual
To develop the young person as a To develop the young person as a contributor to societycontributor to society
To develop the young person as a contributor To develop the young person as a contributor to the economy & environmentto the economy & environment
TACTICALShort 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
STRATEGICMedium 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 BUILDINGLong 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.
LUNCHLUNCH
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
Pupil Learning
& Achievement
Pupil Learning
& Achievement
Pupil Learning
& Achievement
Pupil Learning
& Achievement
Pupil Learning
& Achievement
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