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Synthesis of English Inspection Reports post primary schools

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Synthesis of English Inspection Reports post primary schools Powered By Docstoc
					  Development of a National
Literacy and Numeracy Policy
        Bernadette Kiely
      JCSP Support Service


                               Junior
                               Certificate
                               School
                               Programme
             Background
International research has highlighted the
  circumstances that regularly ‘ignite’ school
  system reform:
• Economic crisis
• A major report -Pisa 2009
• New political leadership

                 (McKinsey 2010)
                                           Junior
                                           Certificate
                                           School
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        National Programme for
           Government 2011
• Schools will be required to draw up 5 year development
  plans for schools and teachers
• To position Ireland in top 10 performing countries in PISA
• Review of JC & LC –encourage greater innovation and
  independent learning
• Every school will have a Literacy Action Plan
• Responsibility for achieving outcomes will rest with
  principal
• CDP support for principals
• Pre-service training CPD for primary and post-primary
  teachers

                                                        Junior
                                                        Certificate
                                                        School
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              Background
Recent reports:
• Reading Literacy in Disadvantaged Primary
  Schools 2004
• Literacy and Numeracy in Disadvantaged Schools-
  Inspectorate 2005
• Looking at English 2006
• Incidental inspections Findings 2010
• NA 2009
• Pisa 2009
                                             Junior
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Reading Literacy in Disadvantaged
        Primary Schools
  Eivers, Shiel and Shortt: Educational Research Centre 2004


                  6,500 pupils in 1st 3rd and
                   6th class
                  29% significantly
                   underachieving
                  Pupils whose parents
                   agreed that they liked
                   reading did better


                                                               Junior
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           Recommendations
• Targets for Reading Literacy should be more realistic

• Stronger focus on Literacy in all schemes

• Designed to redress educational disadvantage. At least
  90 minutes per day on English.

• School – wide focus on language and literacy

• Literacy Co-ordinators to support a Whole School
  Approach

• Pre-Service Training / In-Career
                                                          Junior
                                                          Certificate
                                                          School
                                                          Programme
Literacy and numeracy in disadvantaged
  School; Challenges for Teachers and
              Learners 2005


During the evaluation it was evident that only a
few schools acknowledged the necessity of, and
gave considerable commitment
to, adapting their literacy and numeracy
programmes to maximise children’s potential.



                                               Junior
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           Recommendation
A more systematic, school-based planning process
  is required to ensure continuity and progression
  in children’s learning. Central to this process is
  the establishment of specific priorities focused
  on improvement in literacy and numeracy within
  the context of a balanced child-centred
  curriculum. Such priorities should be agreed at
  whole-school level, and all staff members should
  include them in their individual planning.

                                                 Junior
                                                 Certificate
                                                 School
                                                 Programme
          Recommendation

• The DES publication Looking at Our School:
  An Aid to Self-Evaluation in Primary Schools
  should be utilised by school staffs in the
  process of looking critically at their
  schools.
                                       P.33



                                              Junior
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         Recommendation
The success of teaching and learning
  strategies requires the explicit
  prioritisation of literacy and numeracy
  education in which the most effective use
  of available physical and human resources is
  made. A culture of change for improvement
  is required in order to enhance the quality
  of children’s learning in a developmental
  and meaningful way.              P. 35
                                          Junior
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                                          School
                                          Programme
   Looking at English, 2006



Synthesis of English Inspection Reports

       75 post-primary schools
           Jan 05 – May 06




                                          Junior
                                          Certificate
                                          School
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Provision of English - timetabling
Leaving Certificate
• 5 lessons per week
• Significant minority -6 per week
Junior Certificate – ‘considerably poorer’
• Majority 5 lessons pw in 3rd year
• 25% of schools -4 lesson pw in all 3 years
• 1st year worst - majority offered 4 pw
• 3 lessons pw in 1st year
• Worst offered 3 pw on 3 consecutive days
                                               Junior
                                               Certificate
                                               School
                                               Programme
  Timetabling at Junior Cycle
• Not high enough priority
• Strongly focused on preparation for exam
• Focus on delivery of content, not on
  development of skills
• Concurrent timetabling rare in first year
• Restricts movement between levels
• Restricts team teaching, whole-year
  activities, inter-class activities
                                         Junior
                                         Certificate
                                         School
                                         Programme
 Optimal situation for English

‘The optimal situation is for students to
have an English lesson on each of the five
days of the week, to enable them to
develop the necessary skills and
competences and to provide them with
regular reinforcement of these.’
(P.8)

                                             Junior
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       Area of weakness
A weakness was often found in otherwise
  substantial plans in the area of planned
  learning outcomes. References to aims
  and objectives were frequently too
  general to be of much practical use. In
  other words, they lacked a focus on the
  specific skills to be acquired by students
  in each class or year group.
                                       P.21

                                               Junior
                                               Certificate
                                               School
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                Good Practice
• The school management is to be commended for
  facilitating four or five formal meetings per year for
  subject departments.
• The learning support team has structured meeting time
  with the principal and deputy principal every week, and
  close liaison between the learning support team and the
  English department was evident.
• Minutes of English department meetings are kept, in
  which decisions and plans are recorded. These meetings
  promoted team building, collaborative planning and
  decision making.
• Teachers are also facilitated to attend in-service and to
  pursue further qualifications, for instance the post-
  graduate diploma in special educational needs.
                                                        Junior
                                                        Certificate
                                                P.16    School
                                                        Programme
                  Good Practice
Good English departments showed the following
  characteristics:
• a participative approach to planning for English
• the sharing of resources and of expertise, particularly in
  teaching strategies
• the facilitation and promotion of good practice by an active
  co-ordinator (or rotating co-ordinators)
• regular meetings, both formally scheduled and as issues
  arise, with agendas and records of decisions taken
• effective systems of communication within the
  department, with learning-support teachers, and with the
  management
• the distribution of routine tasks, such as setting papers and
  preparing resources to avoid the duplication of work
• an active approach to CPD                            P.20 Junior
                                                             Certificate
                                                                 School
                                                                 Programme
              Good Practice
• There is a subject coordinator for English and the
  English department meets on a regular basis. These
  meetings occur both in time allocated by the
  principal for department planning meetings and at
  other times arranged by the department itself.
  Minutes of these meetings are kept, particularly
  decisions relating to common plans for the term.
  These arrangements speak to a high level of
  dedication on the part of teachers and the existence
  of a collaborative culture within the English
  department.               P.27
                                                   Junior
                                                   Certificate
                                                   School
                                                   Programme
           Good Practice

In a recent development, all subject
  departments have devised glossaries
  giving the meanings and applications of
  subject-specific terms to assist learning-
  support and resource teachers in their
  work with students.     P.29


                                           Junior
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                                           School
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   Incidental Inspection Findings 2010
• Unannounced
  inspections
• 450 primary schools
• October 09 –10
• 800 English lessons
• 500 Maths lessons



                                         Junior
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                                         School
                                         Programme
          Findings - English
• Concern re appropriate teaching approaches
• Oral Language
• Collaborative/co-operative learning
• Planning practices strongly linked to pupil
  learning outcomes
• Assessment practices also strongly linked




                                                Junior
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            Findings - Maths
• Inadequate opportunities to learn through talk
  and discussion (18%)
• Concern in the context of skill development, and
  specifically the development of problem-solving
  skills that pupils in less than half (48.4%) of the
  lessons observed were enabled to work
  collaboratively
• Concern re use of resources
• Concern re assessment practices
                                                  Junior
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                                                  School
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 Findings – Literacy and Numeracy

Consideration needs to be given to prioritising
  aspects of the teaching of literacy and numeracy
  – and especially the use of assessment to
  improve learning – in the provision of
  continuous professional development for
  teachers and principals. These are important
  school improvement issues that need to be
  addressed in all schools. P. 22

                                               Junior
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  Assessment Primary
       NA 2009
Assessment Post-Primary
       Pisa 2009


                          Junior
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                          School
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                      NA 2009
  • National Assessments have been carried out
    periodically since 1972

  • NA 2009 saw two major changes:
     – Same pupils assessed for both domains
     – A shift in target grades (to 2nd and 6th classes)




• No improvement in literacy or numeracy

                                                           Junior
                                                           Certificate
                                                               25
                                                           School
                                                           Programme
                         Findings
There was limited use of:
• documented observations,
• of strategies that enable planning of instruction related to pupils’
  learning needs e.g. teacher-made checklists,
• of pupil-centred strategies (e.g., portfolio assessment),
• of reflective journals,
• of pupil-self assessment.

WSE reports also highlight some shortcomings in these areas,
  noting that assessment for learning strategies are not used in all
  classrooms, and suggesting that the information derived from
  such assessments could contribute usefully to teacher planning.
                                                                 Junior
                                                                 Certificate
                                                                 School
                                                                 Programme
      Recommendations
Each school should have a CPD plan that
identifies key school- and individual-level CPD
needs.
Those identified needs should be the criteria
on which participation in CPD is based.




                                             Junior
                                             Certificate
                                             School
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        Recommendations
Strong leadership, collaborative whole-
  school planning and collaborative teaching
  (with additional support incorporated into
  classroom teaching and a consistency of
  approach across classrooms), sharing of
  good practice, and using aggregated
  assessment data are a few of the factors
  most commonly reported as features of
  effective schools.
                                          Junior
                                          Certificate
                                          School
                                          Programme
PISA 2009: The performance
and progress of 15-year-olds
         in Ireland

   Educational Research Centre



                                 Junior
                                 Certificate
                                 School
                                 Programme
             Overview of PISA
• Programme for International Student Assessment
  – Project of OECD
• International survey of achievement of 15-year-old
  students
• Reading literacy, mathematical literacy, scientific literacy
• Three-yearly cycles
  – 2000, 2003, 2006, 2009

• In 2009, 65 countries/economies participated in PISA
  – 34 OECD member/candidate countries and 31 ‘partner’ countries
• In Ireland, 144 schools and 3,937 students participated in
  PISA 2009
                                                               Junior
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                                                               School
                                                               Programme
                  Reading
•Selected countries above OECD average
 – Shanghai-China, Korea, Finland, Canada,
   Australia, New Zealand, Japan
•Selected countries at OECD average
 – United States, Sweden, Germany, Ireland,
   France, United Kingdom
•Selected countries below OECD average
 – Austria, Spain, Czech Republic, Greece, Italy,
   Luxembourg
                                                    Junior
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                                                    School
                                                    Programme
         Mathematics
• Selected countries above OECD average
  – Shanghai-China, Singapore, Hong Kong-
    China, Korea, Finland, Japan, Canada,
    Netherlands, New Zealand, Belgium,
    Australia, Germany
• Selected countries at OECD average
  – Norway, France, Austria, Poland, Sweden,
    Czech Republic, United Kingdom
• Selected countries below OECD average
  – Luxembourg, United States, Ireland, Spain,
    Italy, Greece, Israel
                                          Junior
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 Characteristics associated with higher
    levels of reading achievement
• Higher levels of student and school Economic,
  Social and Cultural Status
   •   Home educational resources
   •   Cultural possessions
   •   Material possessions
   •   Parental occupation
   •   Educational level of parents
   •   Number of books in the home

• Higher levels of parental interaction
• More positive student-teacher relations
• Better disciplinary climate
                                              Junior
• Higher perceived relevance of schooling     Certificate
                                              School
                                              Programme
 Characteristics associated with higher
    levels of reading achievement
• Students in Transition Year achieved
  significantly higher reading and science scores
  than students in all other grade levels
   •Not significantly different to Fifth Years in
    mathematics

• Students attending girls secondary schools
  achieved significantly higher reading scores than
  students in all other school types
• Students attending schools with lower levels of
  negative student behaviour                        Junior
                                                    Certificate
                                                    School
                                                    Programme
Characteristics associated with lower
   levels of reading achievement
• Students belonging to lone-parent families
• First generation migrant students
  – Native students and second generation migrant
    students do not have significantly different mean
    reading scores
• Migrant students who don’t speak English/Irish

• Students who spend more than 8 hours a week
  during term time in paid work

• Students attending DEIS schools                       Junior
                                                        Certificate
                                                        School
                                                        Programme
Factors that Could have Contributed to
  Changes in Performance in Ireland

•Changes in the school-going population

•Curriculum changes

•Random fluctuations

•Linking and scaling methodology used in
 PISA
                                          Junior
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                                          School
                                          Programme
• PISA results suggest that 17% of Irish
  fifteen year-olds – and as many as one in
  four teenage boys – lack the literacy skills
  necessary to function in today’s
  knowledge-intensive society



                                            Junior
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                                            School
                                            Programme
Better Literacy & Numeracy
  •Consultation document
  •A draft plan, invited submissions
  •Good is no longer good enough
  •480+ responses, all will be
  published
  •Meetings with external groups
  completed
  •Positive suggestions incorporated
  •Launch early summer
  •Different title                     Junior
                                       Certificate
                                       School
                                       Programme
In post-primary schools, the development of
  literacy and numeracy skills is not just the
  responsibility of teachers of English, Irish
  and mathematics: teachers of all post
  primary subjects have an important role to
  play in developing and consolidating the
  student’s ability to use literacy and
  numeracy.


                                           Junior
                                           Certificate
                                           School
                                           Programme
   Actions to support principals in leading
   improvement in literacy and numeracy


• Support principals in implementing robust
  school self-evaluation, focussing in particular on
  improvements in literacy and numeracy
• Provide leadership development programmes
  for aspiring principals




                                                 Junior
                                                 Certificate
                                                 School
                                                 Programme
Focus the provision of Department-supported CPD
   for teachers on the teaching of literacy and
       numeracy and the use of assessment


• Twenty hours of CPD in literacy, numeracy and
  assessment every five years for primary
  teachers and teachers of L1 (English/Irish) at
  second level
• Professional development units on literacy and
  numeracy across the curriculum for second-level
  teachers
• Support - online, video, resources
• Team of 20 advisors on literacy and numeracy
  for primary and post- primary
                                              Junior
                                              Certificate
                                              School
                                              Programme
    Actions to improve literacy and
   numeracy in post-primary schools
• Continue the development and roll-out of
  Project Maths
• Prioritise the revision of the English syllabus and
  the Junior Certificate English examination
• Prioritise the development of literacy and
  numeracy across all subject areas and areas of
  learning in the revised junior cycle curriculum
• Continue to support enhanced literacy,
  numeracy and language development in DEIS
  schools
                                                  Junior
                                                  Certificate
                                                  School
                                                  Programme
 Actions to improve literacy and numeracy
      achievement in schools serving
       disadvantaged communities
• Supports for target setting will be
  reviewed and strengthened to identify and
  enhance best practice in planning and
  target setting
• Develop and implement an oral language
  development programme in pre-schools
  that are linked to DEIS primary schools

                                        Junior
                                        Certificate
                                        School
                                        Programme
               Assessment
• Better assessment evidence at primary
• Transfer of information at transition - report
  card
• Assessment at post primary level – development
  of tests
• Develop national standards of student
  achievement for literacy and numeracy at five
  stages (infant classes, junior primary, middle
  primary, senior primary, lower secondary) and at
  various proficiency levels
                                               Junior
                                               Certificate
                                               School
                                               Programme
                Summary
• Need for renewed focus on literacy and
  numeracy
• More focused target setting
• Use of assessment data
• Systematic planning meetings- minutes etc
• Regular & well structured communication
  between members of departments
• Collaborative planning & teaching

                                              Junior
                                              Certificate
                                              School
                                              Programme

				
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