Development Team Day 3 October 2007. Leading Learning 1November 2005 Leading Learning 2April/May...

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