School Development Planning Initiative An initiative for schools

School Development Planning Initiative “An initiative for schools by schools” Regional Seminar Autumn Term 2003 1

SDPI Regional Seminar Workshop on Learning and Teaching 2

Purpose To focus on strategies for improving the quality of student learning through collaborative planning n to emphasise the need for a focus on Learning & Teaching n to explore how to foster a Learning & Teaching approach through SDP 3

U. K. . . SDP Research n School Development Planning does not automatically lead to school improvement n Needs to have focus on teaching and learning and pupil achievement (Mac. Gilchrist et al, 1995) 4

Teaching ‘All researchers agree that the impact of decisions made by individual teachers is far greater than the impact of decisions made at the school level’ (Marzano, 2003) 5

U. K. . . SDP Research School improvement was achieved by recognising the interdependence between. . . n Management practices beyond the classroom n Teaching practices within the classroom n Pupil outcomes. . . and incorporating priorities that have an explicit classroom focus on pupils’ progress and achievement (Hopkins & Mac. Gilchrist 1998) 6

The Timetable Pastoral care, behaviour & discipline Partnerships with the community Curriculum & assessment/ organisational policies Adapted from Hopkins & Mac. Gilchrist 1998 Premises & school environment TEACHING PROGRESS AND ACHIEVEMENT OF THE LEARNER LEARNING Schemes of work Resources Staffing & their organisation into groups & teams Decision making processes Staff development 7

School Teaching Methodology Good Practice Versatility Collaboration Learning Support for T/L Policies & Practices Environment Ethos The Classroom Home Support for T/L Resources Relationship to School Peers Learning Needs of all Level & pace Learning styles Multiple Intel. Motivation 8

Developing a Learning & Teaching Approach n What are the challenges for the school? n What are the opportunities ? 9

Learning & Teaching n Reflect individually on a teacher who had a positive influence on you/or on a colleague whom you consider a good teacher. n List some of the ways through which his/her teaching made an impression on you What can a school do to promote good teaching in the school? 10

Learning and Teaching – Hay Mc. Ber Report 3 Key Factors that Influence Pupil Progress: n The teacher’s professional characteristics n Teaching skills n Classroom climate 11

The teacher’s professional characteristics Attributes which contribute to effective teaching: § Flexibility § Ability to inspire trust in pupils (fair, consistent) § Professionalism: (respect, confidence, optimism, challenge and support, creating trust) § Thinking and Planning § Leading (managing pupils, flexible, holding people accountable) § Relating to others – Hay Mc. Ber Report 12

Teaching Skills n High expectations – appropriate, clear n Planning – lesson, HW, pace, review n Methods & Strategies – variety, interaction n Discipline – proactive, prompt, routinized n Assessment for Learning – pupils set goals, range, integrated, achievement recognized n Effective use of Homework – regular, checked, related to classwork, reinforces & prepares n Time & Resource management – pace, transitions brief, finish with review - Hay Mc. Ber Report 13

Good Classroom Climate n Clarity n Order n Standards n Fairness n Participation n Support n Safety n Interest n Environment purpose & context of each lesson discipline & civilized behaviour high, explicit & consistent no favourites, affirmation earned variety of discussion & activity confidence to risk, err and learn Absence of bullying & fear interesting & stimulating lessons attractive, organised & clean - Hay Mc. Ber Report 14

Teaching skills … not random Effective teaching requires planning: n Attention to detail n A focus on individual pupils n Effective use of information from pupil assessment to inform future teaching and learning n Clarity about standards and expectations – Hay Mc. Ber Report 15

SDP – Frequently identified School Priorities n Discipline n Student Motivation n Homework n Assessment n …. . n …… 16

Developing a Learning & Teaching Focus Discipline : Code & Sanctions School Strategies Statement – positive approach Classroom Management 17

Classroom management– key Issues n Classroom climate – respect, rapport n Awareness of pastoral role n Clear & consistent procedures n Lesson presentation & activities n Pre-emptive strategies n Counselling, reprimand, sanctions n Confrontation - avoid or defuse n Consultation with colleagues 18

Needs of the Teacher n n n n Professional autonomy Support & development Collaborative creativity Whole school policies conducive to effective teaching A learning environment Positive accountability Recognition of achievement 19

Student Motivation First Years – a key opportunity? n Recognise transition n Common Approach to Study / Homework n Links to Discipline (positive approach, fairness, clarity, engagement with students) n Collaboration with home n Assessment & Feedback n Tracking Progress / Student Journal n Structures & Roles n Other. 20

Homework n What is the purpose of homework? . . . enhancing student learning assessing the progress of students directing future teaching practicing new skills 21

Issues for Student homework? n Amount + time-table n Written / Oral work n Study skills (SQ 3 R, Key words, pattern notes, linear notes, ) n Subject Departments n Evaluation criteria (what is the teacher looking for? ) n Feedback n Use of Portfolio – examples of work 22

Some tips for making homework & assignments worth grading n Consider what knowledge and skills you want students to learn n Select homework and assignments that measure what you value most. n Build your course around homework & assignments n Teach necessary skills and approaches before giving complete assignments. n Involve students in evaluating their own work. Allow for drafting and redrafting n Give clear instructions n Explain how it will be evaluated. 23

Assessment ‘Assessment is about gathering, interpreting and using information about the processes and outcomes of learning’ - NCCA 2003 24

Who is interested? Trustees Board of Management Parents Staff & Principal Students DES 25

Learning & Teaching- Assessment n Value of assessment n Forms of assessment n Use of assessment …. . School policy ? 26

Assessment In our schools …tradition? § happens after the learning takes place § information is gathered by the teacher § information is usually transformed into marks or grades § comparison with the performance of others § looks back on past learning …possible? § an integral part of the learning process § information is shared with the learner § information is available on the quality of learning § comparison with aims and objectives is important § looks forward to the next stage of learning 27

Curriculum Planning Issues n Provision n Planning & Coordination n Implementation n Outcomes – student progress and attainment 28

Implementation – Learning & Teaching Processes n n Grouping of students Teaching methodologies Classroom environment Classroom practice What impact does each of these aspects of school life have on learning and teaching? 29

SDP & Curriculum Planning (DGL) Constraints n Culture of individualism among teachers n Absence of a tradition of professional dialogue n Emphasis on examination results n Changing and increasing demands 30

Strategies schools have adopted n IEP’s n Charter for Learning & Teaching n Subject Department Planning Initiatives n Mentoring n Forum – Past Students n Classroom Management Strategies n Case Studies 31

Putting the spotlight on learning & teaching OECD Education at a Glance EU Evaluating Quality in Second Level Schools DES Looking at our School NCCA Longitudinal Study…. www. afl. ie ESRI Do Schools Differ? 32

A good teacher. . . n n n n n is kind is generous listens to you encourages you has faith in you keeps confidences likes teaching children likes teaching their subject takes time to explain things n helps you when you're stuck n tells you how you are doing n allows you to have your say n doesn't give up on you n cares for your opinion n makes you feel clever n treats people equally n stands up for you n makes allowances n tells the truth n is forgiving. What the pupils said. . . 33

Classroom Management n n n n n Start and finish lessons on time Provide appropriate seating arrangements Establish clear rules and procedures Limit the number of rules Teach the rules like academic content Involve students in their own learning Use a variety of teaching methodologies Set interesting & appropriate homework tasks Have a consistent approach to the implementation of sanctions and rewards n Keep records 34

Workshop: Reflecting on Classroom Practice § Using the checklist on classroom management, identify for yourself: § 3 or 4 areas which you regard as particular strengths. § How do these contribute to effective classroom management? § 2 areas which you consider a challenge § Reflect on these areas trying to identify ways in which you could adapt your practice. 35

Monitoring an individual class group § Identify a specific class group § Over a period of a month observe and record your classroom management class by class § Try to identify recurring patterns in relation to student behaviour § Are there particular times during the week when this group misbehaves? § Are there flashpoints during the lesson? § Which activities lead to student engagement/ disengagement? § Reflect on your response to discipline issues that arise. 36