Bidding Support Workshop Regional Training Unit Bidding Support
Bidding Support Workshop Regional Training Unit Bidding Support Team
• Welcome • Facilitators – John Reid / Imelda Mc. Daid / Stewart Polley • • Protocols Learning Outcomes Thinking Expectations
Learning Outcomes - by the end of the programme participants will: • Have a detailed knowledge and understanding of the Specialist Schools application process. • Have a sense of the educational big picture to recognise how specialist schools is an integral part of DE policy • Be able to undertake a comprehensive and detailed audit for the school plan • Have developed skills in writing challenging and ‘regenerative’ targets for specialism and the whole school objective • Identify effective strategies to achieve the school plan targets • Be able to assign and or redeploy available resources against the strategies to achieve the targets • Recognise how to access resources to support writing process
Entitlement Framework
Entitlement Framework Shared Futures Revised Curriculum E 2 S LMS SENDO Extended Schools Literacy Strategy Empowering Schools RPA Together Towards Improvement Education for Employability Numeracy Strategy
03 -Jan-22 ESA 2006 2007 2008 Revised Curriculum Entitlement Framework Common Funding (LMS) PRSD Demographics New Build Extended Schools SENDO Empowering Schools (ICT) Self-Evaluation (TTI) Self Improvement Policy Assessment & Reporting last 11+ intake 2009 2010 2011 2012 2013 2014
The Specialist School’s Process • General Case • School Plan – Audit – targets, Targets, Implementation • Community Plan – Audit – targets, Targets, Implementation • Monitoring & evaluation • Financial Plans
School Plan - Audit • • Attainment Learning and Teaching Provision Uptake Resources ICT Management
Attainment – (TTI Indicator 2. 6 (page 20)) • Features • Characteristics of Good Practice • Current attainment KS 3 & KS 4 & (KS 5) • Relationship to 5+ A*-C or equivalent
Attainment (by individual subject) Strengths / Areas for Development • Evidentially based data on pupil attainment. – KS 3 – GCSE A*-C – Post 16 • • Trends Baselining comparisons Value Added Drilling down (quartiles, free school meals, boys/girls, gifted and talented, special needs)
GCSE PERFORMANCE TABLE - SUMMARY - JUNE 06 Performance Tables Information 2006: Keystage 4 Scope: national curriculum Curriculum Year 12 Summary Data All percentage male percentage Female percentage Number of Candidates 151 -100. 00% 79 -52. 32% 72 -47. 68% Achieving 5+ A*-C 83 -54. 97% 37 -46. 84% 46 -63. 89% Achieving 5+ A*-G 134 -88. 74% 69 -87. 34% 65 -90. 28% Achieving 1+ A*-C 121 -80. 13% 62 -78. 48% 59 -81. 94% Achieving 1+ A*-G 148 -98. 01% 78 -98. 73% 70 -97. 22% Achieving an Entry Level Qualification 148 -98. 00% 78 -98. 73% 70 -97. 22% Candidates aged 15 151 -100. 00% 79 -100. 00% 72 -100. 00% 0 0. 00% Candidates aged under 15 Average Capped Score 277. 85 261. 8 295. 47 Average Score per Student 306. 82 281. 75 334. 33 Total number of Entries 1251. 5 637 614. 5 Average Score per Entry 37. 02 34. 94 39. 17
Learning and Teaching – (TTI Indicator 2. 1 – 2. 4 (pages 15 -18)) • Features • Characteristics of Good Practice • Quality of teaching and learning
Quality of Learning/Teaching Characteristics of Quality Learning Characteristics of Quality Teaching
Learning and Teaching (by individual subject) Strengths / Areas for Development • Evidentially based qualitative data on learning and teaching • • subject review and evaluation reports recent inspection reports in-house quality assurance processes Governors’ reports External awards for teaching excellence peer observation moderator reports re- assessment and verification
Curriculum Provision – (TTI Indicator 2. 5 (page 19)) • Features • Characteristics of Good Practice • Quality of curriculum provision KS 3 KS 4 (KS 5) range of relevant courses (list all) enrichment time given to each subject and out of hours learning
Curriculum Provision/Uptake (by individual subject) Strengths / Areas for Development • Evidentially based data on Curriculum Provision and uptake. – KS 3 – GCSE A*-C – Post 16 • enrichment • time per subject • out-of-hours learning
Quality of Curriculum Provision Strengths Areas for Development
Resources / ICT / quality of management • Resources – Refer to TTI (3. 5, 3. 8 & 3. 9) also any inspection reports and or other internal or external reports (IIP, EFQM) • ICT – Refer to school ICT policy and review systems, also Empowering Schools • quality of Management in Specialism – refer to TTI (3. 1 & 3. 3). NSHT might also be helpful
Effective Targets (in your group) • You are provided with 7 cards each containing a performance target. Arrange the cards in a pyramid with what you consider to be the most effective targets at the top and the least effective targets at the bottom. • Focus on your top three targets and list the reasons you placed these at the top.
- SMART Are clear and concise At the right level of challenge Appropriate to teacher’s experience/ level of motivation/ degree of competence / school situation / Specify measures or tangible outcomes Effective targets: In best practice examples they are part of a learning plan setting out: milestones / timelines resources and learning required
Specific Ensure there is no ambiguity in the target – it has a specific outcome to be accomplished. The outcome is stated in a clearly defined manner. Measurable Is there a form of measurement in the target? If it cannot be measured it will be difficult to assess. Achievable Is it actually possible to achieve the target given ongoing change agenda in schools, time period, resources allocated etc? R Relevant Does the target meet the long-term activities of the School Development Plan and the Audit? T Time Bound This means clearly stating when the target will be achieved? S M A
Writing effective targets (in your group) Consider the GCSE data available for a subject within your specialism – using the (3 year) template referred to earlier compile your own data set. • What are the strengths? • What are the areas for development? • What other data might you now source when you go back to school?
Focus of targets • By June 2008 to have improved pupil attainment from 66% A*-C in 2006/2007 to 67% A*-C May not be an appropriate target as it focuses on what all the specialist area should be doing on an annual basis – it is not an improvement.
The Focus of Performance targets Level of Challenge Regen -erating Higher Order target Improving targets should focus. Middle more Order on regenerating or improving maintenance systems in the Maintaining work school Ongoing work Lower Order target
ACTIVITY – Recognising the Challenge
Writing an attainment target • By June 2008 (T) to have raised pupil attainment in GCSE (S) from 70% A*-C, in 2006/2007, to 69% A*-C (M, R, A) and • By June 2008 (T) to have raised boys attainment (S) from 57% A*-C, in 2006/2007, to 59% A*-C (M, R, A)
Achieving the target • What strategies are you going to implement over the 4 years of designation to achieve the attainment targets? • What are you going to keep doing? (Strength) • Will it require a realignment and/or redeployment of existing resources (cost neutral) • What are you going to do differently? (Af. D) • Will it require an investment in new resources (cost to specialist schools’ grant and annual recurrent funds) • What are you going to do new? (Af. D)
Strategies Those actions that you are planning to do in order to achieve the target. They are likely to include a range of actions and tasks that were highlighted in the ‘strengths’ and ‘areas for development’. Think ‘best practice’ to ‘next practice’
Audit – Strengths & Areas for Development attainment, L&T, provision and uptake, resources, ICT, quality of management Target attainment, enrichment, provision and uptake, Implementing Targets learning and teaching, resources, ICT, quality of management
• • • Whole School Improvement Sharing Best Practice in T&L Business Employer Involvement Education for Employability Optional Objective Financial Plan
Sharing Best Practice in T&L • • • • • Our reputation as a 'Thinking School' has attracted new, high quality staff and we now lose teachers only to promoted posts. We also have ‘Investors in People’ status. Teacher Days devoted to practical workshops on Teaching and Learning strategies; An after-school CPD programme, throughout the year, sharing Thinking Skills strategies; Attendance at workshops organised by CASS on Assessment for Learning and Thinking Skills School Curriculum Meetings to share strategies Cross-curricular enquiry groups: We are currently a Networked Learning Community as part of the local area plan working with 3 other post-primary schools and a special school. All members of the teaching staff are involved in enquiry groups within the school, investigating aspects of the question, ‘What impact do Thinking Skills strategies have on student learning’. 11 enquiry group leaders from 8 different subject areas were trained in Thinking Skills, Accelerated Learning, Assessment for Learning and Coaching, working together to plan, observe and evaluate lessons. 5 of these enquiry group leaders come from the specialist subjects. Specialist Subjects: They are based together in the same teaching block, share some rooms and some resources. 2 Business teachers and 3 Maths teachers worked together for a year investigating ‘Thinking Skills’ and last year each led cross-curricular enquiry groups, reporting back to other colleagues. They have also worked closely together on the plans for the specialist schools application. One teacher teaches in the Business/ICT faculty and also in Maths, sharing good practice at subject meetings. Working Parties: All teaching staff are members of working parties investigating best practice in the school’s provision. The Head of Business/ICT faculty is leading on ‘Success in Applied Subjects’ the Head of Maths is leading on ‘Improving Boys’ Performance’ and the Assistant Head E-Learning is leading on the E-Learning working party. Other working parties include: more able pupils; literacy; behaviour for learning; assessment for learning; provision for children with autism and asperger’s syndrome; the Core Studies programme Initial Teacher Training: The school takes about 12 student teachers a year, across most subjects Most departments have at least two trained mentors. Classroom-based research: In the last 5 years, 3 teachers have won accessed additional funds through DGP and GTCNI bursary. These were shared at Curriculum Meetings and through the school website. CPD Programme: Our after school CPD programme is mostly in-house, practical, workshop-style delivery. In the last 2 years, teachers from the specialist subjects have led sessions in assessment, numeracy led by the Head of Maths, preferred learning styles and animation, e-learning and the school intranet led by the Assistant Head E-Learning, use of interactive whiteboard led by a Maths teacher, PRSD Lesson observation and debriefing is a compulsory part of PRSD. A Culture of Sharing: Colleagues routinely arrange to observe or team teach with colleagues who have been trying out new teaching and learning strategies
Bidding support arrangements • Bidding support clinics • Consultancy support – phone, e-mail, face-toface • i. Net • YST • E 2 S • CASS
• Questions • Evaluation • Travel Forms
- Slides: 33