Omm OFMDFM Signature Project Improving Literacy and Numeracy Induction Training 7-11 October 2013 Day 1

Day One This course aims to : Provide an insight into the Signature project in the context of school improvement and recent Educational developments Examine the role of an Intervention teacher Consider the purpose and characteristics of reflective practice OFMDFM Signature Project

Programme Welcome Project Overview/Educational Developments Coffee Roles and Responsibilities Reflective Practice Protocols Lunch NISPLAN Website Plenary OFMDFM Signature Project

Support for Centrally Recruited Teachers Programme of support developed by CASS officers Support materials developed by CASS and available through the NISPLAN website Centrally recruited teachers: 5 days CPD : Induction - Week beginning 7 October All recent graduate teachers whether employed by individual schools to replace seconded teachers or recruited centrally will be supported through the Beginning teacher/ EPD programme. OFMDFM Signature Project

Beginning Teacher and EPD programme You can find Induction and EPD course information online at: http://www.education- support.org.uk/teachers/induction- epd/induction/induction-courses/ http://www.education- support.org.uk/teachers/induction- epd/induction/induction-courses/ http://www.education- support.org.uk/teachers/induction-epd/early- professional-development/epd-courses/ http://www.education- support.org.uk/teachers/induction-epd/early- professional-development/epd-courses/ OFMDFM Signature Project

The challenges we face High performance at the top end but huge tail of underachievement, esp. FSME International performance Significant variations between schools that appear to share similar characteristics Evidence of differences in performance between boys and girls ESAGS launched April 2009 OFMDFM Signature Project

Count, Read : Succeed March 2011 SEN review ETI Literacy and Numeracy funding through Area Learning Communities Extended Schools funding Signature Project : Nurture clusters Signature Project :Improving Literacy and Numeracy OFMDFM Signature Project

School self-evaluation and self- improvement are at the heart of the policy. 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 for pupils 8 OFMDFM Signature Project

Every School A Good School Culture of Self- evaluation & self assessment Ethos of aspiration & achievement Effective Leadership - all levels Tackling barriers to learning Collaboration parents & community High Quality T&L Support for improvement (formal intervention if necessary) OFMDFM Signature Project

Count, Read: Succeed Aims a. to support teachers and school leaders in their work to raise overall levels of attainment in literacy and numeracy among young people; and b. to narrow the current gaps in educational outcomes [Between the highest and lowest performing pupils, those most and least disadvantaged, girls and boys, and schools themselves] OFMDFM Signature Project

Count, Read: Succeed A high level strategy Defines literacy and numeracy Sets out roles for: school leaders (principals, governors) teachers in charge (HODs, coordinators) classroom teachers education bodies Sets long term targets for achievement along with milestone targets Includes an action plan 2011-2015 OFMDFM Signature Project

Continuum of support for learners Teachers should: 1.Provide high quality teaching for all pupils 2.Address underachievement as soon as it is identified 3.Address continuing underachievement with support from within the school 4.Address continuing underachievement with support from outside the school 5.Meet the needs of pupils after a non-statutory assessment through the SEN framework OFMDFM Signature Project

P 29 Northern Ireland Curriculum Communication and Using Mathematics are cross-curricular requirements at KS3/4 and every teacher, regardless of the subject they teach, must promote and model high standards of literacy and numeracy OFMDFM Signature Project

High-quality teaching, based on high expectations for all pupils, with good differentiation and tracking and monitoring by the class/subject teacher Emerging Underachievement: Pupil gets 1 or more cycle of time-bound additional support by the class/subject teacher Continuing Underachievement: Pupil gets1 or more cycle of time-bound additional support by the class/subject teacher with input from other school staff Pupil gets 1 or more cycle of time- bound additional support, with external advice for teacher, e.g. from the ELB/ESA/ other schools/ health workers by the class/subject teacher with external help Pupil Performing at level of potential? Pupil Achieving targets? Pupil Achieving targets? Pupil Achieving targets? Yes No Should pupil be assessed for SEN? Teacher still needs external support? Pupil still needs additional in school support? Non-statutory assessment undertaken Pupils needs met in line with the non-statutory assessment No Yes No Yes 1 1 2 3 4 5 3 Within school with external support for the teacher Within school After a non-statutory assessment Yes 4 P 41 OFMDFM Signature Project

Definitions Underachievement is used to describe a situation where performance is below what is expected based on ability. It can apply at the level of an individual pupil or describe a class or school, or indeed a system. Teachers are able to use their professional judgement to assess if a pupil is underachieving. This can include classroom observation and analysis of formative assessment or other data as appropriate. Low achievement is different from underachievement. Low achievement is where a pupil is achieving to the full extent of her or his ability, but is well below average compared to her or his peers. P 4 OFMDFM Signature Project

Thinking about Underachievement What do we mean by achievement? What is underachievement? What does it look like in your classroom? When does underachievement first emerge? Is there a difference between low achievement and underachievement? Is the school addressing underachievement? If so, how? OFMDFM Signature Project

17 Underachievement

OFMDFM Signature Project Improving Literacy and Numeracy Project information available on www.welbni.org www.welbni.org

Project Overview The Delivering Social Change Signature Project involves the employment of 266 recently graduated teachers, who are without permanent employment, to help schools deliver tuition and support to children who are currently struggling to achieve required levels in literacy and numeracy; The Project will support the Executives Programme for Government (PfG) commitments by providing employment opportunities and improving educational outcomes for our pupils; and The Department of Education is responsible for the implementation of the Literacy and Numeracy Signature Project and has commissioned the Western Education and Library Board as the lead board to work in partnership with the other employing authorities to deliver the project over the next two academic years. OFMDFM Signature Project

Objectives To increase the number of pupils in primary schools, including those entitled to free school meals, achieving at the expected level or above at the end of key stage 2 in English, Mathematics and Irish To increase the number of young people in post-primary schools, in particular those entitled to free school meals, achieving a grade C or above in English and Mathematics by the time they leave school To provide, through positive action measures, employment opportunities for 266 newly/recently graduated teachers OFMDFM Signature Project

Criteria for the Identification of Eligible Schools In the primary sector there are 101 full time equivalent (FTE) teaching posts available and a further 165 FTE posts in the post-primary sector. In order to target the most appropriate schools and in keeping with the overall aims of the programme, it was agreed to use a combination of academic performance and/or free school meal entitlement (FSME) to determine the selection of primary and post-primary schools.

Roles and Responsibilities Workshop Decide in pairs on 9 responsibilities associated with your job as a centrally recruited intervention teacher - Record on post-its OFMDFM Signature Project

Roles and Responsibilities Intervention Teacher (centrally recruited or seconded) Primary - Teaching English/Literacy and/or Mathematics/Numeracy and/or Irish at Key Stage 2 (P6 and P7 only) to individual pupils or groups of pupils who have been identified as underachieving Assisting with the identification of pupils who, with additional support, could achieve a level 4 in English/Literacy or Mathematics/Numeracy and/or Irish Post-primary - Teaching English or Mathematics at Key Stage 4 (GCSE) to individual pupils or groups of pupils who have been identified as underachieving Assisting with the identification of pupils who with additional support could achieve a C in GCSE English/Maths Responsibilities: Setting appropriate targets for individual pupils and small groups Preparing, planning and teaching according to the individual needs of the pupils Assessing, recording and reporting individual pupil progress Using ICT to promote learning and teaching Liaising with school leaders and teachers Being accountable to school leaders Attendance at/ contributing to Year group/ Key Stage/ whole staff meetings Monitoring and evaluating the impact of the intervention Sharing effective practice developed during the programme Engage with training provided OFMDFM Signature Project

Roles and Responsibilities In Groups prioritize the roles and responsibilities associated with your job (Diamond nine ) OFMDFM Signature Project

Roles and Responsibilities Principal/ School Use the additional teacher/s solely in support of the objectives of the Project Determine how additional teacher/s might support high-quality teaching and learning in your school in accordance with the objectives of the scheme Identify a project contact person within your school Oversight of the preparation of an action plan/s for submission via the NISPLAN website Oversight of the monitoring of performance against the action plan/s Conduct regular and rigorous self-evaluation using performance and other data to ensure that improvement is being effected Release centrally recruited and seconded teachers for training Ensure the provision of a Teacher Tutor and induction support to recent graduate teachers (BT/EPD) Submit information to WELB and DE regarding outcomes as requested Be fully accountable for use of resources

Roles and Responsibilities Education and Library Boards Establish an Inter-Board Implementation Group; In collaboration with the Lead Board communicate the detail of the scheme to selected schools; Receive plans from individual schools, quality assure and submit/recommend to the Programme Board; Provide training to those teachers directly involved in supporting Literacy and Numeracy; Monitor implementation of the scheme in terms of financial oversight, employment of teachers and interventions for pupils; Monitor the achievement against outcomes at pupil, school and Board level; and Provide representation as necessary to meet the aims of the scheme. Ensure that Principals are aware of key messages Support schools who have been identified within key priority areas Provide support for newly qualified teachers through ELB BT/EPD programme OFMDFM Signature Project

Self - Reflection Identify two of your major strengths as a teacher? ----------------------------------------------------------------- How do you know this? ----------------------------------------------------------------- How do you see your role? Describe the functional and personal qualities involved in the role. ----------------------------------------------------------------- OFMDFM Signature Project

Everyone matters and every way we do things matters. Novak & Purkey OFMDFM Signature Project

Develop your resilience Self assurance Personal Vision/Purpose Flexible and adaptable Organised Interpersonal competence Practice Creative......... OFMDFM Signature Project

Self - Reflective Journal OFMDFM Signature Project

Allocation of Schools OFMDFM Signature Project

Protocols School allocation Report to principal of school/lead school on Monday 14th October Find out who is the school contact person and teacher-tutor Consider yourself as a member of the teaching staff of the school /s you are in When you are in a school you are responsible to the management of that school It is the schools responsibility to liaise in a partnership arrangement with the other school Follow the holiday entitlement for lead school Attend all training sessions Log any help requests on website Board officers support OFMDFM Signature Project

NISPLAN website An online website has been developed to support the development, coordination, monitoring and evaluation of the project. 302 schools in total Schools log in to http://nisplan.welbni.org using their DENI number and passwordhttp://nisplan.welbni.org Set up school users for the system Use a new user that they have created to add action plans Help Requests can be submitted by schools Admin users can seek clarification and approve action plans OFMDFM Signature Project

Plenary This course aims to : Provide an insight into the Signature project in the context of school improvement and recent Educational developments Examine the role of an Intervention teacher Consider the purpose and characteristics of reflective practice (Journal) OFMDFM Signature Project

Documents

Omm OFMDFM Signature Project Improving Literacy and Numeracy Induction Training 7-11 October 2013 Day 1