Spreagadh-March 28th’12
The variables influencing a child’s life chances and well-being-excluding gender, disability and ethnicity.
The variables influencing a child’s life chances, well being and educational success:Family ,Social Capital ,Social Class, Poverty Resilience, Readiness, Motivation, Ability School
Social
40%
Personal
School
40% 13% 7%
School leadership is second only to classroom teaching as an influence on pupil learning. Leithwood,K.(2002) Seven Strong Claims about
Successful School Leadership NCSL.
‘Amongst the most prominent of the project’s early findings was the unsurprising one that the extent of its influence in the schools was directly linked to the quality and amount of the energies put into its various initiatives by the school leaderships’. Hogan, P. (2007) Learning Anew,
Final Report of the Research and Development Project, Teaching And Learning for the 21st Century.
Vision/Mission
Core Values Principles
Policies Practices
Living expression of value system
Locally-MLL/ DEIS Scale/Self-evaluation
Nationally- Examination Results/ESRI/ERC
Internationally-Pisa
MLL
Self Evaluation
WSE
LAOS
Key role of Teacher Leaders
Context-water you are swimming in! How do Principal and Deputy Principal lead learning? How do they ensure highest quality T&L? Recommendations from previous inspections been implemented?
◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦
Retention Attendance Literacy Numeracy Examination attainment Educational progression Partnership with parents Partnership with others – schools, community, external agencies
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Before beginning the process of development, teachers need to develop a sense of collective awareness, best achieved through systematic data gathering.
DRIP effect-data rich and information poor!
Considerable debate about how best to use data on schools Construction of ‘league tables’; criticised for ignoring differences in student intake; Irish Times and Sunday Times ‘league tables’ Use for improving practice: ◦ ‘Value added’ analysis of student performance ◦ Within-school analysis: year groups, departments, cohorts; different student groups (gender etc.) ◦ Tracking other outcomes, e.g. attendance, early school leaving; attitudes and engagement
Where are we now?
Performance Provision
Where do we want to be?
Targets
How do we get there?
Action Plan
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What data is out there and how do we compare? Concentrate for today on Longitudinal Study and what it tells us.
What do you do to ease the academic transition from 6th class to first year?
Mismatch Irish, English, and Maths between P. and P.P.
Familiarity with P. curriculum Only half of P.P. teachers
Taster subjects No negative impact on student progress
Streaming Higher streams - longer to settle Lower streams less progress in reading and writing
Teaching methodologies –generally traditional
Test scores - in Reading and Mathematics do not improve for majority in 1st yr of PP.
Student attitude to school- less positive
Learning support – helped but would like help with homework.
Gaelcholรกiste
DEIS Vocational School
All Girls Voluntary Secondary School
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Critical year for student engagementtemplate for Leaving Certificate performance?
How do you maintain student engagement in second year?
3 2.5 2 1.5 1 0.5 0
1st year (September)
1st year (May)
2nd year
Positive
JC year
Negative
5th year
LC year
3.5 3 2.5 2 1.5 1st year (Sept)
1st year 2nd year (May) Liking school
JC year
5th year
Liking teachers
LC year
Negative interaction with teachers and misbehaviour
Academic self-image: capacity to cope with school-work (from 2nd year)
Educational aspirations
Time spent on homework/study
Outside school (social life, part-time work)
Student engagement and disengagement as longer term processes Potential for intervention to prevent early leaving and promote achievement Emergence of at-risk groups – gender and social class background Support in coping with schoolwork Quality of teacher-student relations
What can be done to address the challenge of 2nd Year?
Subject levels in 3rd year ? Junior Certificate Results-what do we use them for?
8 7 6 5 4 3 2 1 0 Mixed ability
Higher stream
Middle stream
Lower stream
How do you help students maximise the opportunity of Senior Cycle? Decisions.....decisions... Transition Year or not Senior cycle programmes (LCE, LCVP, LCA) Senior cycle subjects Post-school options
CRITICAL STAGE OF DEVELOPMENT
SPACE TO GROW & MATURE
RECOGNISES THAT THERE ARE MANY WAYS TO BE ‘SMART’
MORE INFORMED CHOICES ABOUT LEAVING CERT.
SOLID SKILLS FOUNDATION FOR LEAVING CERTIFICATE
LIFE SKILLS
ENGLISH IRISH MATHS EUROPEAN LANGUAGE
Importance of Remediation and Compensation cannot be over-emphasisedit is a golden opportunity to look at previous learning experiences and address the problems/difficulties identified.
Greater number of students in Transition Year (up from 16% in 2000 to 24% in 2009) completed the assessment. Students in Transition Year achieved significantly higher reading and science scores than students in all other grade levels Largest drop in mathematics occurred in TY – insufficient maths periods in TY / lower student engagement?
560
550.1 41.9
540.1
540
45
40
35
520
505.4
30
500
26.0
25
480 20 460
457.6
16.3
15.8
440
15
10
420
5
400
0 Don't read
30 mins or less
31-60 mins
>1 hour
Mean Score Percent of Students
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A change you have made?
Liked subjects For education Interesting Good job Easier Good marks Liked teacher Friends
0
10
20
30 %
40
50
60
Mother Father Subject teacher(s)
V. impt Impt
Guidance Counsellor Friend Tutor/year head
0
20
40
60 %
80
100
Continuous Professional Development
Curriculum
Teacher
1 HIGH
R E A D I N E S S
4
PUPPIES
DOLPHIN
3
2
SLOTH
BEARS
HIGH
LOW
CAPACITY
Underperformance Issues Time and attendance 1.Absenteeism 2.Punctuality 3.Escaping from the classroom
In the classroom 1.Ill prepared 2.Curriculum delivery issues 3.Learner engagement 4.Issues re assessment 5.Course not delivered at appropriate level
Disciplinary issues 1.Excessive noise 2Disciplinary referrals 3.Disorganisation
Personal issues 1.Laziness 2.Not involved in professional development 3.Burnout 4. Not liking Children 5. Lack of interest in children 6. Teacher happiness
Examination results 1.Exam. results 2.The issue of private tuition
Circle of concern
Circle C of influence
The choices- information of family and friends-50% and 33% respectively with Career Guidance~10%. However, the lower the socioeconomic grouping the more critical the school in guiding the student.
The percentage of 15 year olds in the years 2000 and 2006, who report that their parents discuss how well they are doing at school, at least once a week.
Family
Pupil
School / Teacher
No. of books in home
++++
Academic expectations
+++ DEIS points
SES
+++
Self-concept maths
+++ % employed parent +++
Parent confidence
+++
Speak “another” language at home
– – – % Lone parent
––
Traveller Com’ty
–––
TV in bedroom
––
Attendance rate
++
Employed parent
++
Value/enjoy reading
++
% EAL pupils
–
Educational Resources
++
Self-rating on Reading/Maths
++
Teaching experience
+
Lone parent
–
Extra qualification
+
Family size
–
Moderate internet/games usage
Teacher confidence
+
Public library
+
Tablebooks (math)
–
Quiet study place
+
Worksheets (read)
–
Parent reading habits
+
+
–––
43
Majority of Parents of nine-year olds expect them to stay on to third level.
However, Lack resources Insider knowledge