LEADING LEARNING CONFERENCE 5 June 2009. Leading Learning 1November 2005Management of complex...

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