Belfast Education and Library Board by hcj

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									Belfast Education and Library
           Board
       Governors’ Programme

   School   Development  Planning
         Northern Ireland Educational Change

•   Performance Review Staff Development
•   Statutory School Development Planning
•   Self-evaluation
•   Entitlement Framework
•   SENDO 
•   NI Curriculum
•   Teaching and Learning
•   ICT (Learning NI)
•   Demographic Trends
•   Every School a Good School
      School Development Planning

Themes for the session

vWhat is it?

vWhy do it?

vWhat is the role of Governors?
      The School Development Plan
Should answer these questions –

üWhere are we now?
üWhere do we want to be in 3 years time?
üHow are we going to get there?
üHow will we know if and when we get there?
         The School Development Plan

v Sets out the school`s curricular and other intentions
v Is a good way to recognise the school`s achievements
v Provides a context and a framework within which the school
  can plan for improvement
v Helps direct change rather than react to it
v Assists the school in identifying its strengths and
  weaknesses
v Enables the school to harness the collective expertise of the
  staff and promote team working
     Why A School Development Plan?
•   To make change manageable
•   To direct change rather than react to it 
•   To give structure to the process
•   A central mechanism for coordinating planning
•   To establish where the issue is going
•   A means of establishing priorities
•   To focus energies specifically
•   To ensure progression and continuity
•   Aids effective teamwork
•   Procedure for identifying roles and responsibilities 
•   To give all the opportunity for involvement and ownership
•   A method of recognizing achievements
                 Purpose
• To outline the process that a school would 
  undertake to produce a School Development 
  Plan
• The process is embedded within DE’s ESaGS 
  Policy and supported by DE School 
  Development Planning Guidance, 2010 and 
  ETI’s Together Towards Improvement
• The School Development Plan should reflect 
  the language of school improvement
           An Inclusive Process
• “The principal encourages others to undertake 
    a leadership role and supports a culture of self
    -evaluation in which there is a sharing of 
    responsibility for monitoring and evaluating, 
    from classroom teacher level to senior 
    management level”
   
• “There is appropriate consultation and 
    involvement of others in the SDP process, 
    including governors, pupils and parents”
             DE School Development Planning Guidance, 2010 p3
         The role of the Board of Governors

üActively involved with the school professionals
  who will have drawn up the draft plan
üBring an objective view to the discussion of the
  plan
üAsk the questions which others have not asked
üKeep an overview of the process as it rolls out
üContribute to the evaluation stage
     Department of Education Regulations

    • Publication of plan – a copy of the plan will be provided 
      for each member of the Board of Governors, the principal, 
      teachers and non-teaching staff.
    • A copy of the plan will be provided for the Education and 
      Library Boards for the area or in the case of Catholic 
      Maintained Schools (CCMS)

    Revision of School Development Plan
   The Board of Governors will revise the plan every 3 years
   Or no later than 6 months after an inspection
      The School Development Planning Cycle
                         Stage 1: What is our 
                        vision for our school?



Stage 5: Take action                                Stage 2: How well, 
and review progress                                 based on evidence, 
                               Improving              are we doing?
                               outcomes
                                 for all
                                 pupils
   Stage 4: What must                            Stage 3: What more do 
    we do to make it 
                                                 we want to achieve in 1 
        happen?
                                                       to 3 years?

                                                       
                                                                      Requirement 6
                             Every School a Good School
             Requirement 6
Embedded within a consultative process...
• 6. The arrangements made by the Board of 
  Governors to consult and take account of the 
  views of pupils, parents, staff and other 
  persons or bodies in the preparation of the 
  plan



                  Every School a Good School
                            Requirement 6

    Self-evaluation should be informed by the effective use of performance and other 
    data, including inspection evidence, and by consultation with pupils, parents and 
    staff, to identify those aspects of school life that are successful, and those where 
    improvement is required. (Ref: DE School Development Planning – Regulation &
    Guidance Circular 2010/22)
•   SDP guidance pg 3 it is extremely important that the individual/group leading the 
    preparation of the SDP involves teaching and other staff and consults with pupils 
    and parents, and any others involved in the life and work of the school.
•   Pg 3 pt 3 There is appropriate consultation and involvement of others in the SDP 
    process, including governors, pupils and parents.  
•   Pg 7 Stage 2 How well are we doing? Qualitative data will include … input from 
    teachers as reflective professionals and feedback obtained from consultation with 
    pupils, parents, staff …

                                    Every School a Good School
 Pg 25 … it is a reflective process, involving all the
  staff (and, in the best practice pupils, parents and
  the community)…
 Are procedures in place to facilitate meaningful
  dialogue between BOG, staff, parents and pupils?
 Are parents and pupils consulted – e.g.
  surveys/questionnaires.
 Is there an effective school/pupil council? Do
  members of the pupil council report to the BOG
  and vice versa? Are parents represented on the
  BOG – are their views and opinions take on board?
ETI Perspective
   January 2012
             SCHOOL DEVELOPMENT PLANNING 2010:
                         Key points:
Key requirements of the Mandatory “Regulations”:

Ø setting a school’s priorities and aligning resources (human and financial) 
  over a 3 year period, 
Ø annual review of SDP
Ø raising standards in literacy, numeracy and ICT
Ø emphasising the importance of ethos and context
Ø emphasising the importance of self-evaluation and evidence of and for 
  improvement
Ø outlining an improvement process and cycle - consultation, publication, 
  monitoring, review
Ø emphasising the key role of governors
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                     “…and evaluation”
•    A statement and evaluation of the ethos of the school.
•    A summary and evaluation, including through the use of 
    performance and other data, of the school’s approach to—
    –   learning, teaching, assessment, and the raising of standards of attainment 
        among all pupils; 
    –   providing for the special, additional or other individual educational needs of 
        pupils;
    –   promoting the health and well-being, attendance, good behaviour and 
        discipline of pupils; 
    –   providing for the professional development of staff; 
    –   managing the attendance and promoting the health and well-being of staff; 
    –   promoting links with the parents of pupils at the school and the local 
        community, including other schools, the business community and voluntary 
        and statutory bodies; and 
    –   promoting the effective use of ICT, including its use to support learning and 
        teaching,  continuing professional development and school leadership and 
        management.



                                                                                     17
        …school’s self-evaluation”
Identification of the areas for development, which 
  shall be informed by the school’s self-evaluation 
  and include –
1. the school’s key targets for the period of the plan;

2. the planned outcomes, including planned outcomes in learning, 
   teaching and raising standards of attainment, 

3. the actions to be taken to achieve the outcomes and final dates for 
   completion;

4. the financial and other resources available to the school; and

5. the arrangements for the Board of Governors, in consultation with the 
   principal, to monitor, review and evaluate progress made against the 
   school development plan.

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     Action plans and indicators (of success)
• Action plans need to be specific, precise, address the cause 
  directly 

• “The work of improvement is learning” – first hand evidence
• linked to a measurable indicator – “how do you know”?

• Consistent flow – not just annual

“Data allows you to check if you were right”

Plans – both slim and SMART



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         Evaluate, don’t (just) describe
• Much less descriptive language – too long-winded
• Much more evaluative language – short executive 
  commentary
• Refer to your evidence sources (rather than including 
  in the SDP file)
• Give the evaluation headline: did it show cause?   
  “Why”?
• Be precise and specific – What did it tell you?
• Data raises questions:  evaluation should answer 
  questions raised.
• Vague language gives away poor evaluation

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  An enabling action isn’t an outcome
• Distinguish between an enabling action and 
  an outcome
• Doing the enabling action is not an outcome
  – minutes of meetings/photos are not evidence of
    an outcome
• What was the purpose of the enabling action 
• “So what”?



                                                     21
   Strategic planning and evaluation
• Actions and causes group strategically
• Many of the enabling actions aim to a 
  common purpose
  – But most are reported in isolation
  – Rather than showing the strategic relationship
• Related actions in Literacy Plan, the SEN plan, 
  the Extended Schools plan, the ICT plan….
  – But are hardly ever connected


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                      Summary - FLOW
• Slim, SMART plans
• Follow the data: ask and answer the question
• Evaluate, don’t just describe
    – Why?
• Refer to the evidence 
    – How do you know?
• Enabling actions aren’t outcomes 
    – So what?
• Group causes/actions strategically
• Report historically.
• Be open,   frank,   specific  and   precise
•     Why?       So what?   How do you know?
• Self-evaluation belongs to the individual school
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