Leading Teaching Learning and Assessment Part 1 Autumn

Leading Teaching, Learning and Assessment Part 1 Autumn 2017

Learning Intentions Consider the impact junior cycle reform will have on teaching, assessment and learning Explore how we can lead and support teachers in implementing junior cycle reform Deepen our understanding on the importance of teacher professional collaboration Make a plan for next steps in leading teaching, assessment and learning

Making Connections… Framework for Junior Cycle 2015 Looking at our school (2016) Wellbeing Guidelines (2017)

‘Teachers are the ones who make the fundamental difference in whether students learn. But for this to add up, for teacher development to have a large-scale and lasting impact on student learning as a whole, the research is unequivocal — you cannot do it without quality, active leadership on the part of the principal. ’ Fullan, 2006

Hopes for Today Leadership CPD Journey ‘Nuts and Bolts’ Timetabling Wellbeing Programme Level 2 Learning Programme Leading Teaching, Assessment & Learning Ongoing support

What is effective teaching and learning? How are we supporting this in our schools? Learning log 1 & 2 pg. 1

The Framework for Junior Cycle, 2015… ‘places the student at the centre of the learning process and envisages a modernised curriculum across all subjects. It allows for new ways of learning and a broader range of skills to be properly assessed’

System wide reform What are the key aspects of junior cycle reform that impact on teaching and learning in schools?

Flexible programme for student learning Balance between knowledge and skills Dual approach to assessment Reporting a broader picture of learning Supporting continuity and learning Greater professional collaboration between teachers

Vision for Junior Cycle “Junior cycle places students at the centre of the educational experience, enabling them to actively participate in their communities and in society and to be resourceful and confident learners in all aspects and stages of their lives. ”

According to Priestley & Humes (2010), aspirations must have a curricular structure to support them

Framework for Junior Cycle Assessment and Reporting Subjects Level 2 Learning Programmes Wellbeing Short Courses Other Learning Experiences 8 Key Skills 24 Statements of Learning Curriculum 8 Principles

Learning to Learn Choice and Flexibility Wellbeing Inclusive Education Continuity and Development Learning log 3 pg. 2 The Principles of Junior Cycle Education Engagement and Participation Quality Creativity and Innovation

Changes in the System Formative Assessment Subject Learning and Assessment Review (SLAR) Assessment Task (AT) Classroom. Based Assessments (CBAs) State. Certified Examinations Junior Cycle Profile of Achievement Learning Outcomes

One Subject’s Journey Transition from Primary School 1 2 Check In 3 First Year Second Year 2 nd Year Third Year Ongoing Assessment Classroom. Based Assessment Ongoing Assessment Check In 3 rd Year Classroom. Based Assessment Ongoing assessment that supports student learning Final Assessment

Student at the Centre

Translating into Teachers’ Practice What changes may have happened in teachers’ classroom practice to bring the students to this point in their learning? Learning log 4 pg. 3

Dual Approach to Assessment ‘Formative assessment, complemented by summative assessment, will be a key feature of the new Junior Cycle Framework for Junior Cycle 2015, p 35

What do you understand by formative assessment? What do you understand by summative assessment? Learning log 5 pg. 3 Think-Pair. Share

What is formative assessment? Formative assessment is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. Assessment Reform Group (2002)

How formative assessment works Activating students as owners of their own learning Clarifying, understanding, and sharing learning intentions Talk Activating students as learning resources for one another Talk Engineering effective classroom discussions, tasks and activities that elicit evidence of learning Providing feedback that moves learners forward "Talk is the sea on which all else floats" (Britton, 1970) Wiliam and Thompson, 2007

Assessment approaches in Junior Cycle …help to ensure that students have a positive sense of themselves as learners and a strong sense of their own selfefficacy and capacity to improve Wellbeing Guidelines (2017)

Wellbeing in junior cycle Student wellbeing is present when the students realise their abilities, take care of their physical wellbeing, can cope with the normal stresses of life, and have a sense of purpose and belonging to as wider community Wellbeing Guidelines (2017)

Making Connections… Framework for Junior Cycle 2015 Looking at our school (2016) Wellbeing Guidelines (2017)

School Self Evaluation Looking at Our School: Quality Framework Ø Ø It is designed for teachers and for school leaders to use in implementing the most effective and engaging teaching and learning approaches and in enhancing the quality of leadership in their schools Schools as dynamic learning organisations – individual and collective work to build capacity towards improvement

Looking at Our School Leading learning and teaching Managing the organisation Leadership and Management Developing leadership capacity Leading school development Learner outcomes Teachers’ individual practice Teaching and Learning Learner experiences Teachers’ collective/colla borative Practice

Looking at Our School 2016 Learning log 6 pg. 4

Looking at Our School Take some time to read down through your given Domain Underline where you see evidence of the Standards in the CBA footage? If so, where?

Next Steps…. . SSE Process

Taking stock…. Where is your school in the process? u u u Points to note? Actions to be taken? Conversations to be had? Learning log 14 pg. 10