Literacy & Numeracy, School Self-Evaluation and Junior Cycle Student Award: Towards an Aligned Approach

1. Literacy & Numeracy, School Self-Evaluation and Junior Cycle Student Award: Towards an Aligned Approach Association of Community and Comprehensive Schools (ACCS) ‘Only Connect’ (E.M. Forster) Mark Fennell 5th February 2014

2. Themes • Conceptual framework for alignment of key curricular initiatives and key issues • Sample ‘roadmap’ as illustrative template for planning for 2014-16 • Building capacity and professional learning as priorities for schools now Mark Fennell 2014

3. 1.Major National Initiatives launched in succession… • Literacy and Numeracy for Learning and Life: The National Strategy to improve Literacy and Numeracy among Children and Young people 2011-2020 (2011) (LN) • School Self-Evaluation: Guidelines for Post Primary Schools (2012) (SSE) • A Framework for Junior Cycle (2012) (JCSA) Mark Fennell 2014

4. Conceptual Framework: A Synthesis Mark Fennell 2014

5. School Self-Evaluation • SSE is a part of School Development Planning (SDP), shaped by what has been learnt over a decade about how to make SDP more effective • Sharper focus on improving the quality of pupil learning through evidence based decisions • SSE and SIP are incremental and iterative • SSE, implementing JCSA and professional development are deeply interlinked within SDP Mark Fennell 2014

6. SSE2013-2016 • Literacy • Numeracy • One aspect chosen from teaching and learning ‘Each school’s improvement plans - one for literacy, one for numeracy and for another aspect of teaching and learning in the first four year phase of school self-evaluation will fulfil the requirements in the Department’s circular on school self-evaluation and the National Literacy and Numeracy Strategy.’ DES, May 2013 Mark Fennell 2014

7. Literacy and Numeracy • Foundation for learning and life • Embedded in subject specifications of JCSA • Dominate mandatory SSE interventions over next 3 years • Strategy runs from 2011-2020 • Standardised testing (2017)…but no league tables • Deficit literacy to curricular literacy and dialogic competence is the deep linkage to JCSA & AFL Mark Fennell 2014

8. Connections that prompt re-thinking curriculum and assessment in JCSA Mark Fennell 2014

9. Key Skills  Assessment for Learning: Making Learning Explicit and Intentional Key Skills: Learner outcomes Assessment for Learning: Classroom interaction Learning aims Success criteria Formative feedback Questioning for dialogue and higher order thinking Self evaluation Peer evaluation Cooperative learning • Managing myself • Staying well • Communicating • Being creative • Working with others • Managing information and thinking • Literacy • Numeracy Mark Fennell 2014

10. JCSA Assessment and Moderation: Core Issues Assessment for learning and assessment for reporting / certification purposes need to be reconciled…framing challenge at this time • The relative importance of different purposes of assessment • Impact of assessment upon the quality of desired pupil learning • Assessment ‘literacy’ is professional priority Mark Fennell 2014

11. Popularly assumed model of curriculum Mark Fennell 2014

12. Common ‘actually experienced’ model of curriculum Mark Fennell 2014

13. 2 Planning for an Aligned Approach An Example of an aligned plan: 2013-2016 Mark Fennell 2014

14. 2013-14 Mark Fennell 2014

15. 2014-15 Mark Fennell 2014

16. 2015-16 Mark Fennell 2014

17. 3. Building Capacity in planning and professional learning Mark Fennell 2014

18. The ‘Engine’: reviewing the fundamentals in yourSchool’s capacity • JCSA / Assessment Steering Group • A model of professional learning fit for purpose to align LN, SSE & JC • The Queensland experience of teacher led assessment and moderation: implications for an emergent collaborative professionalism Mark Fennell 2014

19. JCSA Steering Group • Critical to extend leadership and responsibility beyond principal & deputy • Include potential advocates for reform • Support teacher ‘leaders of learning’ • Regular, calendared meeting schedule • Formalise meetings (agenda, reports etc) • Report to BOM, colleagues, stakeholders • Identify short term (12-18 months) goals • Maximise PD opportunities for members Mark Fennell 2014

20. Professional Learning Communities Lead Change • Richly collaborative and team based • Access new knowledge (Teacher led) • ‘Action research’ model (8-10 weeks) • Scheduled ‘professional’ meetings in HR hours • Peer observation & demonstration • Evaluation: multiple sources of evidence • Dissemination of learning (e.g. film, PP presentation to staff, reports…) • Applying learning to next phase Mark Fennell 2014

21. Assessment andModeration: Queensland lessons • Alignment of curriculum, teaching and assessment is guiding aim • Very high quality of professional conversation and collaboration required • Sharing and mutual evaluation of samples of student work according to set standards and criteria • Teaching aims, methodologies and classroom assessment must be closely aligned and reliably comparable • ‘De-privatisation’ of teaching culture Mark Fennell 2014

22. Introducing some key ideas relevant to re-thinkingJunior Cycle Learning www.juniorcycle.ie See especially: Paul Black’s presentation at launch of new junior cycle reform & resources dylanwiliam.com (assessment for learning) www.journeytoexcellence.org.uk (Scotland, ‘learning how to learn’ culture) http://wiki.canterbury.ac.nz/download/attachments/5801103/something+more+in+key+competencies.pdf (Rosemary Hipkins – key competences) www.robinalexander.org.uk (dialogic teaching) www.co-operation.org (Johnson & Johnson’s introduction) www.ibe.unesco.org (Google) Teacher Professional Learning: Best evidence synthesis summary (32 pages: Helen Timperley) http://racetothetopvolusia.wikispaces.com/file/view/Assessment+for+the+21st+Century.pdf (Wyatt-Smith & Cumming: eds – 21st century assessment) Mark Fennell 2014

23. Dr Mark FennellEducational Consultant & Facilitator Mobile: 087-967-8832 Email: markfennell@eircom.net Mark Fennell 2014