Self-Evaluation of the Leaving Certificate Applied 2008

1. Self-Evaluation of the Leaving Certificate Applied2008 Our experience in Colaiste Iosagain Portarlington Co Laois

2. My background I have worked with the Leaving Certificate Applied and its pre-cursor, the Senior Certificate in Colaiste Iosagain, Portarlington, since 1985. • Teacher -- General Technology, Agriculture/Horticulture and Mini-Company • Programme design ---- “Think Tank” NCCA • Course design ----- Agriculture/Horticulture • Certification. ----- SEC • Teacher Training -- SLSS • Co-ordination ----- Leaving Certificate Applied • Programme Co-ordination

3. What is the Leaving Certificate Applied? The Leaving Certificate Applied is one of three Leaving Certificate options now available to cater for the diversity of students’ needs. The programme is designed for those who do not wish to proceed directly to third level education or for those whose needs, aspirations and aptitudes are not adequately catered for by the other Leaving Certificate programmes. • It is a distinct, self-contained two-year Leaving Certificate programme aimed at preparing learners for adult and working life • It emphasises forms of achievement and excellence, which the established Leaving Certificate has not recognised in the past • It offers learners specific opportunity to prepare for and progress to further education and training.

4. Underlying Key Principles The following key principles are fundamental to all aspects of implementing the programme: • Personal and social development • Integration across the curriculum • Team work • Basic skills (literacy) • Active teaching/learning methodologies • Reflection • Links with the community

5. For us, the Leaving Certificate Applied Responds to: • The different styles by which young people learn • Their desire for clear, short term goals • Their talents and aptitudes in a “points” free environment • Their need for basic skills and competencies on leaving school • Their desire to enter the world of work • Their need to be creative, challenged and successful • Their wish for improved employment prospects • Their right to be participative members of society

7. Who are we talking about? “The Young Person” In our students, we aim to develop; • The skills to cope with and to flourish in, the world of work • The ability to secure and follow a course of study or training that reflects their talents and interests • The ability to cope with varied life experiences in a positive way and “take charge” of their lives • The understanding that they are a valued member of the community • A confidence that they can make a positive contribution to society

9. When evaluating our programme we are guided by the following Indicators

10. What Indicates Success for the students? Happy students, working from their strengths. Positive atmosphere Good work ethic High rate of attendance See benefits for themselves Co-operate with teachers Positive attitude to authority Career focus Self directed and motivated Contribute to school life Examination results that reflect their efforts In Employment or attending Third Level Training/Apprenticeships

12. What identifies a Successful Programme? A shared Vision Clear Goals Strong, supportive Relationships Committed teachers that enjoy their work and are prepared to go “the extra mile” SupportandInterestof management Careful Planning Clear Communication Respond to and support for students experiencing difficulty Co-operationin seeking solutions to problems Positiveresponse to challenges and an Openness to change Successes are Shared and Celebrated On-going Reflective Practices; Formal and In-Formal Innovative Responses

14. Reflective PracticesIn-Formal Our vision for the students creates a culture where; strong relationships are central to the implementation of a successful programme Using a team approach all aspects of our Leaving Certificate Applied Programme are scrutinised With open and honest dialogue we plan, carry-out, monitor, reflect and respond to events and activities as they occur throughout the year Referring, always, to the best possible out-comes for our students

15. Reflective PracticesFormal Evaluation Forms used Student • Student Self-Assessment. Source unknown • Student Self-Assessment Class Situation Assessment. Own Design • Work Experience –Evaluation, Student.. Own design Teacher • Teacher Competence Appraisal Guide. Dept of Ed, St Patrick’s College, Maynooth. • Teacher Self-Appraisal. SLSS/LCA • Successful Teachers. Source unknown

16. Reflective PracticesFormal Programme • Key Elements for Successful Co-ordination. SLSS/LCA • The Diagnostic Window. SDPI Resource materials • Programme Evaluation 2008. Own design based on WSE template. • “Review of the Subject” SDPI Resource materials • Mechanism for review of themes within our programme. Own design

17. Our Evaluations have led to the following innovations 1. Student Support Student Profiling Occurs twice a year at Team Meetings with in-put from the Guidance Councillor, Learning Support personnel, Year Head, Maths and English teachers Involvement in school life Meeting of Principal, Deputy Principal, Programmes Co-ordinator, Co-ordinators, Tutors, Year Head, Student Council organiser and Prefect System organiser to focus on LCA students participation in school events, the profile of the students in the school (5A), a new, format for parent/teacher meetings and address the “What in it for me?” factor for students Links with the community Student Induction and Special Learning Needs are supported by the co-operation of local volunteers

18. 2. Communication Team Meetings -- established practice and automatically included in Staff Days Weekly meeting -- of Programmes Co-ordinator with Management Course (Subject) Meetings -- Sharing of resources and expertise Minutes -- All meetings are minuted, minutes are circulated and decisions acted up-on. Communication with parents -- New format for Parent/Teacher meetings being designed

19. 3. Support for teachers In-Service Internal expertise is shared with In-house In-service Teachers attend SLSS In-service Active Teaching and Learning Teachers are encouraged to try new methods appropriate to their own level of experience and expertise Basic skills At Team Meetings opportunities for integrating basic skills into lesson plans are highlighted and resource materials distributed

20. 4. Policies/Guidelines We have developed the following: • Admissions Policy with guidelines for interviews. • Work Experience Guidelines for Students, Teachers, Employers, Co-ordinators, Programme Co-ordinator and Teacher Monitors. • Attendance Guidelines For Teachers and Parents • Examination Materials Guidelines Which address the problem of delays with Credit Claim forms and the completion and secure storage of Task/Examination materials • Calendar Separate Calendar for Year 1 and Year 2, for students, parents and teachers

21. Sometimes an opportunity for evaluation cannot be missed It is not too hard to decipher the feedback that the following group of students is giving

23. Sometimes you know everything has worked -- just right!

25. We celebrate our successes. • We enjoy our classes. • We try our best to solve our problems, because we do have problems. • We invest time, energy, expertise and we believe in what we are doing. • Most of all we believe in and value our students as our sole reason for all of the above.

26. I hope you have gained something useful from our experiences and Good luck with your own evaluations