LEADING LEARNING CONFERENCE 5
June 2009
Leading Learning 1 November 2005 Management of complex change. The Knoster model.
Leading Learning 2 April/May 2006 Developing a vision for the curriculum.
Curriculum Support Team Day 1 & 2
October/November 2006 The role of the team Consensus building The new elements of the curriculum
Area of Learning Day 1 March - May 2007 Familiarisation with the elements of the NI curriculum
Leading Learning 3 September 2007 Training vs Capacity building
Curriculum Support Team Day 3 October/November 2007 Training vs Capacity building
CCEA Principals Assessment Conference
November 2007 Introduction to assessment models
Area of Learning Day 2 28 January - 12 March 2008 Integrating CC skills into areas of learning
CCEA Assessment Stage 1 May/June 2008 Models of practice
Leading Learning 4 September/October 2008 School Improvement and the NIC
CCEA Assessment Stage 2 Term 1 2008 Postponed
Curriculum Leader Day 4a October 2008 Curriculum Mapping Developing quality indicators
Curriculum Leader Day 4b January - March 2009 Making connections
Curriculum Leader Day 4c April 2009 Sharing practices Dissemination as a CPD tool
Leading Learning 5 June 2009 Monitoring the impact of the NIC
Curriculum Leader Day 5a October 2009 Monitoring the impact
Curriculum Leader Day 5b February 2010 Menu based on responses from self evaluation
Curriculum Leader Day 5c May 2010 Monitoring 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.
PROGRAMME09.30 Welcome and Introduction09.50 The External Evidence Ref: Expected Outcome 1
‘Where do they say we are?’
11.00 COFFEE
11.30 The Internal Evidence Ref: Expected Outcome 2
‘Where do we think we are?’
12.30 LUNCH
13.30 What impact are we having? Ref. Expected Outcomes 3 &4
15.00 Plenary15.15 Evaluation and close of conference
Activity 1
The external evidence
Where do they say we are?
SDDs
SDDs SDDs ESaGS
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
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
LUNCHLUNCH
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 evidenceIdentifying 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 Leaders5a
• 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