LEADING SCHOOLS IN CHALLENGING TIMES of Learning... · Times and Sunday Times ‘league tables ......
Transcript of LEADING SCHOOLS IN CHALLENGING TIMES of Learning... · Times and Sunday Times ‘league tables ......
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Spreagadh-March 28th’12
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The variables influencing a child’s life chances
and well-being-excluding gender, disability and
ethnicity.
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Family ,Social Capital ,Social Class, Poverty
Resilience, Readiness, Motivation, Ability
School
Social Personal School
13%
7%
40% 40%
The variables influencing a child’s life chances, well being and educational success:-
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School leadership is second only to classroom teaching as an influence on pupil learning.
Leithwood,K.(2002) Seven Strong Claims about Successful School Leadership NCSL.
‘Amongst the most prominent of the project’s
early findings was the unsurprising one that the extent of its influence in the schools was directly linked to the quality and amount of the energies put into its various initiatives by the school leaderships’. Hogan, P. (2007) Learning Anew, Final Report of the Research and Development Project, Teaching And Learning for the 21st Century.
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Core
Values
Vision/Mission
Policies
Principles
Practices Living
expression of
value system
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Locally-MLL/ DEIS Scale/Self-evaluation
Nationally- Examination Results/ESRI/ERC
Internationally-Pisa
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WSE
MLL
Self
Evaluation
Key role of Teacher Leaders
LAOS
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Context-water you are swimming in!
How do Principal and Deputy Principal lead learning?
How do they ensure highest quality T&L?
Recommendations from previous inspections been implemented?
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◦ Retention
◦ Attendance
◦ Literacy
◦ Numeracy
◦ Examination attainment
◦ Educational progression
◦ Partnership with parents
◦ Partnership with others – schools, community, external agencies
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Before beginning the process of
development, teachers need to develop a
sense of collective awareness, best achieved
through systematic data gathering.
DRIP effect-data rich and information poor!
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Considerable debate about how best to use data on schools
Construction of ‘league tables’; criticised for ignoring differences in student intake; Irish Times and Sunday Times ‘league tables’
Use for improving practice: ◦ ‘Value added’ analysis of student performance
◦ Within-school analysis: year groups, departments, cohorts; different student groups (gender etc.)
◦ Tracking other outcomes, e.g. attendance, early school leaving; attitudes and engagement
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Where are we now? Performance
Provision
Where do we want to be? Targets
How do we get there? Action Plan
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What data is out there and how do we compare? Concentrate for today on Longitudinal Study and what it tells us.
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What do you do to ease the academic transition from 6th class to first year?
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Mismatch
Irish, English, and Maths between P. and P.P.
Familiarity with P. curriculum
Only half of P.P. teachers
Taster subjects
No negative impact on student progress
Streaming
Higher streams - longer to settle
Lower streams less progress in reading and writing
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Teaching methodologies –generally traditional
Test scores - in Reading and Mathematics
do not improve for majority in 1st yr of PP. Student attitude to school- less positive
Learning support – helped but would like help with homework.
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All Girls Voluntary Secondary School
Gaelcholáiste
DEIS
Vocational
School
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Critical year for student engagement-template for Leaving Certificate performance?
How do you maintain student engagement in second year?
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0
0.5
1
1.5
2
2.5
3
1st year
(September)
1st year
(May)
2nd year JC year 5th year LC year
Positive Negative
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1.5
2
2.5
3
3.5
1st year
(Sept)
1st year
(May)
2nd year JC year 5th year LC year
Liking school Liking teachers
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Negative interaction with teachers and misbehaviour
Academic self-image: capacity to cope with school-work (from 2nd year)
Educational aspirations
Time spent on homework/study
Outside school (social life, part-time work)
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Student engagement and disengagement as longer term processes
Potential for intervention to prevent early leaving and promote achievement
Emergence of at-risk groups – gender and social class background
Support in coping with schoolwork
Quality of teacher-student relations
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What can be done to address the challenge of 2nd Year?
Subject levels in 3rd year ?
Junior Certificate Results-what do we use them for?
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0
1
2
3
4
5
6
7
8
Mixed ability Higher
stream
Middle
stream
Lower stream
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How do you help students maximise the opportunity of Senior Cycle?
Decisions.....decisions...
Transition Year or not
Senior cycle programmes (LCE, LCVP, LCA)
Senior cycle subjects
Post-school options
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CRITICAL STAGE OF DEVELOPMENT
SPACE TO GROW & MATURE
RECOGNISES THAT THERE ARE MANY WAYS TO BE ‘SMART’
MORE INFORMED CHOICES ABOUT LEAVING CERT.
SOLID SKILLS FOUNDATION FOR LEAVING CERTIFICATE
LIFE SKILLS
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ENGLISH IRISH MATHS EUROPEAN LANGUAGE Importance of Remediation and
Compensation cannot be over-emphasised-it is a golden opportunity to look at previous learning experiences and address the problems/difficulties identified.
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Greater number of students in Transition Year (up from 16% in 2000 to 24% in 2009) completed the assessment.
Students in Transition Year achieved significantly higher reading and science scores than students in all other grade levels
Largest drop in mathematics occurred in TY – insufficient maths periods in TY / lower student engagement?
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457.6
505.4
540.1
550.1
41.9
26.0
16.3 15.8
0
5
10
15
20
25
30
35
40
45
400
420
440
460
480
500
520
540
560
Don't read 30 mins or less 31-60 mins >1 hour
Mean
Score
Percent
of
Students
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A change you have made?
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0 10 20 30 40 50 60
Friends
Liked teacher
Good marks
Easier
Good job
Interesting
For education
Liked subjects
%
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0 20 40 60 80 100
Tutor/year head
Friend
Guidance Counsellor
Subject teacher(s)
Father
Mother
%
V. impt
Impt
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Teacher
Curriculum
Continuous
Professional
Development
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R
E
A
D
I
N
E
S
S
C A P A C I T Y
PUPPIES
SLOTH BEARS
4 1
3 2
DOLPHIN
LOW
HIGH
HIGH
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Time and
attendance
1.Absenteeism
2.Punctuality
3.Escaping
from the
classroom
In the
classroom
1.Ill prepared
2.Curriculum
delivery issues
3.Learner
engagement
4.Issues re
assessment
5.Course not
delivered at
appropriate
level
Disciplinary
issues
1.Excessive noise
2Disciplinary
referrals
3.Disorganisation
Personal
issues
1.Laziness
2.Not involved
in professional
development
3.Burnout
4. Not liking
Children
5. Lack of
interest in
children
6. Teacher
happiness
Examination
results
1.Exam.
results
2.The issue
of private
tuition
Underperformance Issues
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C
Circle of concern
Circle of
influence
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The choices- information of family and friends-50% and 33% respectively with Career Guidance~10%. However, the lower the socio-economic grouping the more critical the school in guiding the student.
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The percentage of 15 year olds in the years 2000
and 2006, who report that their parents discuss how
well they are doing at school, at least once a week.
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43
Family Pupil School / Teacher
No. of books in home
++++ Academic expectations
+++ DEIS points – – –
SES +++ Self-concept maths +++ % employed parent +++
Parent confidence
+++ Speak “another” language at home
– – – % Lone parent – –
Traveller Com’ty – – – TV in bedroom – – Attendance rate ++
Employed parent
++ Value/enjoy reading ++ % EAL pupils –
Educational Resources
++ Self-rating on Reading/Maths
++ Teaching experience
+
Lone parent – Moderate internet/games usage
+
Extra qualification +
Family size – Teacher confidence +
Public library + Tablebooks (math) –
Quiet study place
+ Worksheets (read) –
Parent reading habits
+
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Majority of Parents of nine-year olds expect them to stay on to third level.
However,
Lack resources
Insider knowledge
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