OFMDFM Signature Project
Omm
Improving
Literacy and
Numeracy
Induction Training 7-11 October 2013
Day 1
OFMDFM Signature Project
Day One
This course aims to :
• Provide an insight into the Signature project in the context
of school improvement and recent Educational
developments
• Examine the role of an Intervention teacher
• Consider the purpose and characteristics of reflective
practice
OFMDFM Signature Project
Programme
• Welcome
• Project Overview/Educational Developments
Coffee
• Roles and Responsibilities
• Reflective Practice
• Protocols
Lunch
• NISPLAN Website
• Plenary
OFMDFM Signature Project
Support for Centrally Recruited Teachers
• Programme of support developed by CASS officers
• Support materials developed by CASS and available through
the NISPLAN website
• Centrally recruited teachers:
• 5 days CPD : Induction - Week beginning 7 October
• All recent graduate teachers whether employed by individual
schools to replace seconded teachers or recruited centrally
will be supported through the Beginning teacher/ EPD
programme.
OFMDFM Signature Project
Beginning Teacher and EPD
programme
• You can find Induction and EPD course information
online at:
• http://www.educationsupport.org.uk/teachers/inductionepd/induction/induction-courses/
• http://www.educationsupport.org.uk/teachers/induction-epd/earlyprofessional-development/epd-courses/
OFMDFM Signature Project
The challenges we face
• High performance at the top end – but huge tail
of underachievement, esp. FSME
• International performance
• Significant variations between schools that
appear to share similar characteristics
• Evidence of differences in performance between
boys and girls
• ESAGS launched April 2009
OFMDFM Signature Project
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Count, Read : Succeed March 2011
SEN review
ETI
Literacy and Numeracy funding through Area
Learning Communities
• Extended Schools funding
• Signature Project : Nurture clusters
• Signature Project :Improving Literacy and
Numeracy
OFMDFM Signature Project
School self-evaluation and selfimprovement are at the heart of
the policy. We believe that
schools themselves, through
honest and open engagement in
self-evaluation, using effectively
the wide range of data and
information available to them,
are best placed to identify areas
for improvement and to
implement changes that can
bring about better outcomes for
pupils
8
OFMDFM Signature Project
Support for
improvement
(formal
intervention if
necessary)
High Quality
T&L
Culture of Selfevaluation &
self
assessment
Ethos of
aspiration &
achievement
Every
School
A Good
School
Collaboration –
parents &
community
Effective
Leadership - all
levels
Tackling
barriers to
learning
OFMDFM Signature Project
Count, Read: Succeed
Aims
a. to support teachers and school leaders in their
work to raise overall levels of attainment in literacy
and numeracy among young people; and
b. to narrow the current gaps in educational
outcomes
[Between the highest and lowest performing pupils, those most and least
disadvantaged, girls and boys, and schools themselves]
OFMDFM Signature Project
Count, Read: Succeed
• A high level strategy
• Defines literacy and numeracy
• Sets out roles for:
– school leaders (principals, governors)
– teachers in charge (HODs, coordinators)
– classroom teachers
– education bodies
• Sets long term targets for achievement along with
milestone targets
• Includes an action plan 2011-2015
OFMDFM Signature Project
Continuum of support for learners
Teachers should:
1.
2.
3.
4.
5.
Provide high quality teaching for all pupils
Address underachievement as soon as it is identified
Address continuing underachievement with support
from within the school
Address continuing underachievement with support
from outside the school
Meet the needs of pupils after a non-statutory
assessment through the SEN framework
OFMDFM Signature Project
Northern Ireland Curriculum
• Communication and Using Mathematics are
cross-curricular requirements at KS3/4 and
every teacher, regardless of the subject they
teach, must promote and model high
standards of literacy and numeracy…
P 29
4
1
High-quality teaching, based on high
expectations for all pupils, with good
differentiation and tracking and
monitoring by the class/subject teacher
Yes
2
OFMDFM Signature Project
Pupil gets 1 or more cycle of timebound additional support, with
external advice for teacher, e.g.
from the ELB/ESA/ other schools/
health workers by the class/subject
teacher with external help
Pupil
Performing at level
of potential?
Yes
Pupil
Achieving
targets?
No
No
Emerging Underachievement: Pupil gets
1 or more cycle of time-bound additional
support by the class/subject teacher
Yes
3
Should pupil
be assessed for
SEN?
Pupil
Achieving
targets?
4
Yes
Teacher still
needs external
support?
Continuing Underachievement: Pupil
gets1 or more cycle of time-bound
additional support by the class/subject
teacher with input from other school staff
Pupil
Achieving
targets?
No
Within school
Non-statutory assessment
undertaken
No
No
Yes
5
Yes
Pupil’s needs met in line
with the non-statutory
assessment
No
3
Yes
Pupil
still needs
additional in school
support?
No
1
Within school with external support for the teacher
P 41
After a non-statutory assessment
OFMDFM Signature Project
Definitions
Underachievement
is used to describe a situation where performance is below
what is expected based on ability. It can apply at the level of
an individual pupil or describe a class or school, or indeed a
system.
Teachers are able to use their professional judgement to
assess if a pupil is underachieving. This can include classroom
observation and analysis of formative assessment or other
data as appropriate.
Low achievement is different from underachievement. Low
achievement is where a pupil is achieving to the full extent of
her or his ability, but is well below average compared to her or
his peers.
P4
OFMDFM Signature Project
Thinking about Underachievement
• What do we mean by achievement?
• What is underachievement? What does it look like in your
classroom?
• When does underachievement first emerge?
• Is there a difference between low achievement and
underachievement?
• Is the school addressing underachievement? If so, how?
Underachievement
17
OFMDFM Signature Project
Improving Literacy and Numeracy
Project information available on
www.welbni.org
OFMDFM Signature Project
Project Overview
• The Delivering Social Change Signature Project involves the
employment of 266 recently graduated teachers, who are without
permanent employment, to help schools deliver tuition and support
to children who are currently struggling to achieve required levels in
literacy and numeracy;
• The Project will support the Executive’s Programme for Government
(PfG) commitments by providing employment opportunities and
improving educational outcomes for our pupils; and
• The Department of Education is responsible for the implementation
of the Literacy and Numeracy Signature Project and has
commissioned the Western Education and Library Board as the lead
board to work in partnership with the other employing authorities
to deliver the project over the next two academic years.
OFMDFM Signature Project
Objectives
• To increase the number of pupils in primary schools, including
those entitled to free school meals, achieving at the expected
level or above at the end of key stage 2 in English,
Mathematics and Irish
• To increase the number of young people in post-primary
schools, in particular those entitled to free school meals,
achieving a grade C or above in English and Mathematics by
the time they leave school
• To provide, through positive action measures, employment
opportunities for 266 newly/recently graduated teachers
Criteria for the Identification of
Eligible Schools
• In the primary sector there are 101 full time equivalent (FTE)
teaching posts available and a further 165 FTE posts in the
post-primary sector.
• In order to target the most appropriate schools and in keeping
with the overall aims of the programme, it was agreed to use a
combination of academic performance and/or free school
meal entitlement (FSME) to determine the selection of
primary and post-primary schools.
OFMDFM Signature Project
Roles and Responsibilities
Workshop
Decide in pairs on 9 responsibilities associated
with your job as a centrally recruited
intervention teacher - Record on post-its
OFMDFM Signature Project
Roles and Responsibilities
Intervention Teacher (centrally recruited or seconded)
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Primary - Teaching English/Literacy and/or Mathematics/Numeracy and/or Irish at
Key Stage 2 (P6 and P7 only) to individual pupils or groups of pupils who have been
identified as underachieving
Assisting with the identification of pupils who, with additional support, could
achieve a level 4 in English/Literacy or Mathematics/Numeracy and/or Irish
Post-primary - Teaching English or Mathematics at Key Stage 4 (GCSE) to individual
pupils or groups of pupils who have been identified as underachieving
Assisting with the identification of pupils who with additional support could
achieve a ‘C’ in GCSE English/Maths
Responsibilities:
Setting appropriate targets for individual pupils and small groups
Preparing, planning and teaching according to the individual needs of the pupils
Assessing, recording and reporting individual pupil progress
Using ICT to promote learning and teaching
Liaising with school leaders and teachers
Being accountable to school leaders
Attendance at/ contributing to Year group/ Key Stage/ whole staff meetings
Monitoring and evaluating the impact of the intervention
Sharing effective practice developed during the programme
Engage with training provided
OFMDFM Signature Project
Roles and Responsibilities
In Groups prioritize the roles and responsibilities
associated with your job (Diamond nine )
Roles and Responsibilities
Principal/ School
• Use the additional teacher/s solely in support of the objectives of the
Project
• Determine how additional teacher/s might support high-quality teaching
and learning in your school in accordance with the objectives of the
scheme
• Identify a project contact person within your school
• Oversight of the preparation of an action plan/s for submission via the
NISPLAN website
• Oversight of the monitoring of performance against the action plan/s
• Conduct regular and rigorous self-evaluation using performance and other
data to ensure that improvement is being effected
• Release centrally recruited and seconded teachers for training
• Ensure the provision of a Teacher Tutor and induction support to recent
graduate teachers (BT/EPD)
• Submit information to WELB and DE regarding outcomes as requested
• Be fully accountable for use of resources
OFMDFM Signature Project
Roles and Responsibilities
Education and Library Boards
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Establish an Inter-Board Implementation Group;
In collaboration with the Lead Board communicate the detail of the scheme to
selected schools;
Receive plans from individual schools, quality assure and submit/recommend to
the Programme Board;
Provide training to those teachers directly involved in supporting Literacy and
Numeracy;
Monitor implementation of the scheme in terms of financial oversight,
employment of teachers and interventions for pupils;
Monitor the achievement against outcomes at pupil, school and Board level; and
Provide representation as necessary to meet the aims of the scheme.
Ensure that Principals are aware of key messages
Support schools who have been identified within key priority areas
Provide support for newly qualified teachers through ELB BT/EPD programme
OFMDFM Signature Project
Self - Reflection
Identify two of your major strengths as a teacher?
----------------------------------------------------------------How do you know this?
----------------------------------------------------------------How do you see your role? Describe the functional and
personal qualities involved in the role.
-----------------------------------------------------------------
OFMDFM Signature Project
“Everyone matters and
every way we do things matters.”
Novak & Purkey
OFMDFM Signature Project
Develop your resilience
• Self assurance
• Personal Vision/Purpose
• Flexible and adaptable
• Organised
• Interpersonal competence
• Practice
• Creative
.........
OFMDFM Signature Project
Self - Reflective Journal
OFMDFM Signature Project
Allocation of Schools
OFMDFM Signature Project
Protocols
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School allocation
Report to principal of school/lead school on Monday 14th October
Find out who is the school contact person and teacher-tutor
Consider yourself as a member of the teaching staff of the school
/s you are in
When you are in a school you are responsible to the management
of that school
It is the schools’ responsibility to liaise in a partnership
arrangement with the other school
Follow the holiday entitlement for lead school
Attend all training sessions
Log any help requests on website
Board officers’ support
OFMDFM Signature Project
NISPLAN website
An online website has been developed to support the
development, coordination, monitoring and evaluation of the
project.
• 302 schools in total
• Schools log in to http://nisplan.welbni.org using their DENI
number and password
• Set up school users for the system
• Use a new user that they have created to add action plans
• Help Requests can be submitted by schools
• Admin users can seek clarification and approve action plans
OFMDFM Signature Project
Plenary
This course aims to :
• Provide an insight into the Signature project in the context
of school improvement and recent Educational
developments
• Examine the role of an Intervention teacher
• Consider the purpose and characteristics of reflective
practice (Journal)