Department of Education
Capacity Building Programme
RTU Conference
for
Vice Principals
16th November 2011
Team
• Gillian Boyd
• Neil McCormick
• Clare Evans
• Brenda Montgomery
• David Ryan
and Norma Price
DE/ETI
administration
DE/SELB
DE/SEELB
DE/BELB
C2k
Workshop
• What challenges do schools have?
• What professional development would
they value?
• How would they prefer the professional
development to be offered?
They said ….
• Dissemination of good practice –within and
beyond school,
• cluster groups,
• knowledge of effective, practical strategies,
• free resources,
• need for whole school approach.
Using resources
• ICT (£500m investment)
• Examples of outstanding leadership and
management for SEN
• Principal/Teacher/SENCO skill and
expertise
Communication across the
Boundaries
DE/RCSLT
Excellent
Good
Fair
Poor
Measuring
quality
45
40
43
43
4
9
0
0
Sharing
learning
29
45
13
1
Establish
networks
28
46
17
0
DE and
RCSLT
resources
48
37
5
0
Share practice
Leadership and Management
conferences
•
•
•
•
•
•
•
March 23 – St Colman’s PS, Belfast
March 24 – Middletown Centre for Autism
March 25 – Antrim Board Centre
March 29 – Strule Centre, Omagh
March 30 – Killard School, Donaghedee
March 31 - Nursery schools, Knockbracken
June
‘’
North West TC
Evaluations
Excellent
Good
Fair
Poor
1
Info on CB prog.
re context of
school
improvement
179
179
17
0
2
Monitor and
evaluate L & M for
SEN
188
188
12
0
3
Share good
practice
214
137
9
0
RTU Summer School
Capacity Building for Inclusion
Excellent
Very good
Good
Fair
Poor
Objectives
met
14
22
10
1
0
Worthwhile
13
20
12
1
1
Enjoyable
8
22
15
2
0
Relevant
12
20
12
3
0
RTU Summer School 2011
The self-evaluative SENCo
Excellent
Very Good
Good
Fair
Objectives
met
33
23
3
0
worthwhile
34
23
2
0
Enjoyable
33
21
5
0
Relevance
38
18
2
0
Capacity Building –
SENCO Conferences
Date
Venue
Attended
Eval Recd
17 October 2011
Fortwilliam Resource
Centre
51
21 October 2011
Newry Teachers
Centre
44
25 October 2011
Antrim Board Centre
79
26 October 2011
North West Teachers
Centre
45
Capacity Building –
SENCO Conferences
1. To participate in workshops on improving
provision for literacy and numeracy for
children with SEN in your school;
2. To consider the benefits of the effective use
of data for school improvement;
3. To highlight the effective practice of the
SENCO.
Key Data - Summary
Objective
Excellent
Good
Fair
Poor
No Reply
1
40%
46%
9%
0%
5%
2
50%
34%
43%
48%
5%
10%
0%
1%
2%
7%
3
98% Described the
conferences as either ‘Very
Helpful’ or ‘Helpful.
View/listen on LNI – capacity building
Benefits of the conference
“Make me think about how to best go about capacity
building in my own school”.
“Brilliant just to have ‘time’ to reflect on our current
practice and hear examples of good practice”
“Consider to use and benefit of baseline testing to show
improvement.”
Elements to impact on policy
and practice in your school
“More effective use of data to inform teaching”
“Implementing a range of strategies to support pupils
with learning difficulties – one size does not fit all!”
“Disseminate information received to principal and BOG
to ensure that SEN children remain effectively
supported and enabled to realise their capacities as
identified in ESAGS and Count, read: succeed.”
Resource File for SEN
• Dissemination of very good/outstanding
practice
• Broad range of contributors – teachers,
Senco, principals, ELB, Middletown,
ETI, Stranmillis, St Mary’s, UU, DES,
RCSLT
• IME
Resource for Early Years
• BELB
• Supplemented by play/communication
by Clare Evans
• IME
Leadership ideas
• Whole School PRSD Approach:
– Each teacher takes a chapter;
– Reads, learns, follows up on resources and
links;
– Pilots strategies in own teaching;
– Undertakes to disseminate to whole staff;
– Agrees to act as ‘capacity builder’ for other
staff.
Ideas
• Whole School PRSD Approach – Large
School
– Departments or groups of teachers take a chapter
/ number of chapters;
– Reads, learns, follows up on resources and links;
– Pilots strategies in own teaching and discusses at
departmental meetings;
– Undertakes to disseminate to whole staff;
– Acts as ‘capacity builder’ for other staff.
Ideas
• Learning Support Team approach
– School establishes Learning Support Team
• Member of SMT, SENCO, Interested Teachers,
Classroom Assistants;
• Undertake Capacity Building akin to that outlined
previously;
• May focus initially on the needs of pupils you have.
Every School a Good School
Networking
Count,
Read
Succeed
Effective
Use of
Data
Using the
Resource
File
Literacy
Numeracy
Workshop
• Think about the implications for you
as a Vice principal for building
capacity in your school?
• What would you focus on?
• How would you organise capacity
building?