Programme09.30 - 09.50 Welcome and Introduction09.50 - 10.20 Activity 1:Department of Education Policy Context10.20 – 10.30 Legislative Framework10.4O – 11.00 COFFEE11.00 - 11.10 School Development Planning11.10 – 11.40 Activity 2: Self Evaluation11.40 - 12.00 Activity 3: Implementation of the NIC12.00 - 12.10 Individual School Reflections12.10 - 12.40 Monitoring and EvaluationActivity 4 Curriculum Progress Chart12.40 - 13.30 LUNCH13.30 - 15.00 The Target Setting ProcessActivity 5 Case Study15.00 - 15.15 Evaluation and Close
RRC Review of Programs• Peer Review – 2 reviewers for core• Reviewers use the following information to determine compliancewith the requirements:programinformationform (PIF)site visitor’sreportresidentsurveyfindingsboardscores• The questions in the PIF correspond to program requirements• Reviewers present program to Committee• Committee determines degree of compliance and assignsaccreditation status along with review cycle, range of 1-5 years
NIC INSET Timetable 2005-2008Leading Learning 1 November 2005Leading Learning 2 May / June 2006Curriculum Leader days 1, 2, and 3 October/November/December 2006Area of Learning Day 1 May / June 2007Leading Learning 3 September 2007Curriculum Leader Day 4 October 2007CCEA Principals AssessmentConferenceNovember 2007Area of Learning Day 2 February / April 2008CCEA Assessment Stage 1 May/June 2008
Department of EducationPolicy Context
THE LEGISLATIVE CONTEXT• Education (Northern Ireland) Order 1998requires schools to have a school developmentplan and to take account of the guidance issuedby DE• The Education (Target–Setting in Schools)Regulations 1998 require each school to setannual targets for pupil attainment and to setthese in the first term of each yearReference:School Development Planning andTarget Setting: Department ofEducation Circular 2008/13
School Development Planning
SCHOOL DEVELOPMENT PLANNINGReview and AssessmentStageHow well is the school doing?Implementation andEvaluation StageWhich strategies can be used toachieve the school’s targets?How can success be measured?Target Setting StageWhat more should theschool aim to achieve?Action Planning StageWhat must be done to bring aboutthe proposed improvements?
Time for ….
School Development Planning
EVALUATION OFSCHOOL DEVELOPMENT PLANNINGKey points• Consider the extent to which the planning focuses explicitlyon effecting improvements in teaching, the quality of thepupils’ learning and the standards they achieve.• Clarify targets and action plans based on a rigorousanalysis of the school’s current position.• Reduce in number and prioritise the areas fordevelopment.• Engage more fully in target-setting and benchmarking.Align development planning more closely to financialplanning.Report on an Evaluation of School Development Planning: 2001
EVALUATION OFSCHOOL DEVELOPMENT PLANNINGKey points• Match more carefully whole-school developmentplanning and departmental planning.• Align development planning more closely tofinancial planning• Develop arrangements to monitor and evaluateprogress more effectively.Report on an Evaluation of School Development Planning: 2001
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EVALUATING YOUR SCHOOLDEVELOPMENT PROCESSESActivity 2In your school pairs, use the self-evaluationtool to review the current schooldevelopment processes in your school.
ReflectionsNorthern Ireland Curriculum
Impact of the NIC in the classroomActivity 3Consider the developments in pupils’ learning, inyour school, as a result of the NIC implementation• Individually• In school groups• Share in table groups• Each table to feed back 2 or 3 key points
Every School a Good School“The key underpinning argument behind Every School a GoodSchool is that improvement and raising achievement is, above all,the responsibility of the school. At its heart is a renewed focuson teaching and learning and leadership and building on theprofessionalism of the school workforce. DE can provide thepolicy framework within which improvement takes place but it is theprofessionals in the schools who make it happen. That is whyschool self-evaluation and self-improvement (with support) is atthe heart of the policy.”Draft DE School Improvement Policy: Every School a Good School, p.11, para. 2.5
Monitoring and EvaluationActivity 4Have we1. clearly articulated, with all staff, the values and key features of teaching andlearning in our school?2. clearly identified the leadership roles for the monitoring and evaluation of ourimplementation of the NIC?3. equipped our staff to engage in the monitoring and evaluation process?4. made the implementation of the NIC central to our School DevelopmentPlan?5. collected evidence of the self-evaluation of our implementation of the NIC?6. identified the contribution of the NIC to improved attainment in our school?
How well is theschool doing?How do wecompare withother schoolsTaking actionand reviewingprogress.DE VisionTo ensure thatevery learnerfulfils his or herfull potential ateach stage oftheirdevelopmentWhat moreshould theschool aim toachieve?What must wedo to bringabout theimprovements?
LunchTime for ….12.40 pm to 1.30 pmLunch will be served in thecafeteria at the rear of theUlidia building
Data for a Difference
“The Department is considering the response to theproposals for a new school improvement policy as set outin “Every School A Good School”. While final decisionshave yet to be made, it is satisfied that the focus on selfevaluation,school development planning and targetsetting should remain.”School Development Planning and Target Setting: DE Circular 2008/13
Current PerformancePerformance at GCSE (or equivalent) is the key measurementof achievement.The following statistics in respect of 2006/07 provide a general overviewof performance:-• Just under two-thirds of pupils leave school with 5 or more GCSEs atGrades A*-C or equivalent (64.5%);• However the percentage achieving 5 or more GCSEs (A*-C) and whichinclude English and mathematics is just over a half (52%);• Over the past 10 years improvement in these statistics has been gradual andthe stark reality is that;• some 12,000 pupils are failing to achieve good GCSE (or equivalent)standards in English and Maths• just under 3,500 fail to achieve functional literacy and numeracy.School Development Planning and Target Setting: DE Circular 2008/13
PUBLIC SERVICE AGREEMENT (PSA)TARGETS2005-06 201185% of school leaversachieving GCSE A* - G (orequivalent) level in Englishand Maths[PSA 19] (Baseline: School LeaversSurvey 2005-06)64.2% of students gainingat least 5+ GCSEs A*-C bythe time they leave school.[PSA 19] (Baseline: School LeaversSurvey 2005-0690% of school leaversachieving GCSE A* - G (orequivalent) level in Englishand Maths68% of students gaining atleast 5+ GCSEs A*-C by thetime they leave school.
PUBLIC SERVICE AGREEMENT (PSA)TARGETS2005-06 201152.6% of students gaining 5+GCSEs A*-C including Englishand Maths by the time theyleave school[PSA 19] (Baseline: School LeaversSurvey 2005-06 =55% of students gaining 5+GCSEs A*-C includingEnglish and Maths by thetime they leave school26.4% of FSME studentsachieving 5+ GCSE A*-C orequivalent including Englishand Maths by the time theyleave school[PSA 10 and 19] (Baseline: 2005-06)At least 30% of FSMEstudents achieving 5+ GCSEA*-C or equivalent includingEnglish and Maths by thetime they leave school
PUBLIC SERVICE AGREEMENT (PSA)TARGETS2005-06 2011Year 12 pupils with noqualification at GSCEA*-G level orequivalent = 3%[PSA 10 and 19] (Baseline: Summaryof Examination ResultsAt most 1.5% of year 12pupils with noqualification at GSCEA*-G level or equivalent63.5% of A levelstudents gaining 3+ Alevels at Grades A-C orequivalent in Year 14[PSA 19] (Baseline: Summary ofExamination Results 2005-06 = 63.5)65% of A level studentsgaining 3+ A levels atGrades A-C orequivalent in Year 14
PUBLIC SERVICE AGREEMENT (PSA)TARGETS2005-06 2011Participation rate of16-17 year olds infulltime education ortraining = 92%.(Baseline: School Leavers Survey2006-07Increase the participationrate of 16-17 year olds infulltime education ortraining to 95%
“The targets are for average performanceacross the system and thus every schoolneeds to play its part by improvingperformance year on year.”School Development Planning and Target Setting: DE Circular 2008/13
In considering the level of targets to set, schoolswill wish to take into account a range of factors,including :• trends in performance by the school over previousyears;• the prior attainment of particular year groups;• the context in which the school is operating;• the priorities set in the School Development Plan;• what is challenging yet achievable.SCHOOL DEVELOPMENT PLANNING AND TARGET SETTING. Circular 2008/13
The Principles Underpinning the Setting of PupilFocussed Targets• Monitoring activity leads to analysis and interpretation.• Analysis moves from whole-school to subject level toyear group/class/individual level.• Systems in place to capture value-added information.• Summative assessment is used for formative purposes.• The need for target setting is generated by the schoolsself evaluation processes.
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• Principal presentstargets to the Board ofGovernors.• Targets are included inthe School DevelopmentPlan and published• Target-setting andexam analysis meetingbetween SMT linemanager and individualHeads of Department.• Targets agreedData compiled bythe schoolTargetsettingprocess• Heads of department completeanalysis.• Comparisons are made with theprevious three years.• Trends and anomalies areidentified.• Preparatory analysis bySMT;• Comparisons are made withthe previous three years.• Trends and anomalies areidentified.• Provisional whole schooltarget are considered.SMT begin to share theirviews of the initial analysisand initial targets set.
Benchmarking ActivityActivity 5Case StudyExamination of performance data
Quality Indicators• Performance in assessments and public examinations• Breadth and balance of the curriculum• The quality of the School Development Plan and,particularly, the targets for improvement;• Outcomes of Inspection• The quality of the schools Financial Management• Outcomes of staff, parent and student surveysDraft School Improvement Policy: ‘Every School A Good School’
Quality Indicators• Quality of accommodation• The range and uptake of extra-curricular activities onoffer• The view of governors/parents/complaints against aschool• Any collaborative arrangements with other schools andcolleges• Pupil and staff attendance• Levels of suspension and expulsionDraft School Improvement Policy: ‘Every School A Good School’
Connection to Curriculum Leader Day 5Monitoring and EvaluationLearning Outcomes:Conference participants will:• examine a range of strategies for monitoring theimplementation of the NIC• work through a process for establishing QualityIndicators which support the monitoring of teachingand learning
Further Support• BELB Senior Leaders’ Community• A toolkit containing CPD materials,relevant DE publications, pro forma etc.• Link Officers/CASS personnel will beavailable to support the process inschool.
From today's seminar participants will:• Refresh their understanding of the totality of theDepartment of Education policy context;• Share experiences of the first year of implementation ofthe Northern Ireland Curriculum;• Examine the leadership role in monitoring and evaluatingthe implementation of the NI Revised Curriculum;• Refreshed their understanding of the key principles of andeffective practice in setting pupil-focused targets.