development team day 1. 2 aim: to begin to develop the team in its role of supporting the...
TRANSCRIPT
DEVELOPMENT TEAMDEVELOPMENT TEAMDAY 1DAY 1
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Aim: • To begin to develop the team in its role of supporting the
implementation of the Revised Curriculum.
Learning Intentions:• To clarify the role of the team in the support model for the
implementation process.• To consider the skills and approaches which they will use to
engage all staff in the process.• To explore the learning experiences that characterise the Revised
Curriculum.• To consider approaches to planning for implementation.
Implementation StrategyImplementation Strategy
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Leading Learning 1 November 2005
Leading Learning 2 April/May 2006
Suggested Whole School Development Day August 2006
Development Team Day 1 September/October 2006
Suggested Staff Development Day Halloween
Development Team Day 2 November/December 2006
Suggested Whole School Development Day December 2006/January 2007
Learning Areas Day 1
Out-centre based training day
February/April 2007
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Principles of Implementation
• A capacity building model
• Process driven
• 3-4 year implementation timescale
• Building on existing good practice
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Activity 1
Insights into the classroom
DVD
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ACTIVITY 1(a) (15 + 10 min) In groups:
• What values do you think that the teacher conveyed to the pupils?
• What learning strategies did she employ?
• What skills was she, as a teacher, using?
• What skills was she developing in the pupils?
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Activity 1 (b) (5 +5 min)
• Reflect on the DVD, what elements of the “Big Picture” are exemplified in the classroom practice?
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Curriculum AimCurriculum Aim
Curriculum ObjectivesCurriculum Objectives
The Northern Ireland Curriculum aims to empower young people to achieve their potentialThe Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives.and to make informed and responsible decisions throughout their lives.
To develop the young person as an To develop the young person as an individualindividual
To develop the young person as a To develop the young person as a contributor to societycontributor to society
To develop the young person as a To develop the young person as a contributor to the economy & environmentcontributor to the economy & environment
The ArtsThe Arts English & IrishIn Irish medium
schools including Media Education
Environment Environment & Society& Society
Mathematics Mathematics including financial including financial
capabilitycapability
Modern Modern LanguagesLanguages
Physical Physical EducationEducation
Science & Science & TechnologyTechnology
Religious Religious EducationEducation
Learning Learning ExperiencesExperiences
Assessment for Assessment for LearningLearning
Attitudes and Attitudes and DispositionsDispositions
personal understandingpersonal understandingmutual understandingmutual understanding
personal healthpersonal healthmoral charactermoral character
spiritual awarenessspiritual awareness
citizenshipcitizenshipcultural understandingcultural understanding
media awarenessmedia awarenessethical awarenessethical awareness
employabilityemployabilityeconomic awarenesseconomic awareness
education for sustainable education for sustainable developmentdevelopment
Personal Personal DevelopmentDevelopment
Local & Global Local & Global CitizenshipCitizenship
Education for Education for EmployabilityEmployability
Home EconomicsHome Economics
General Learning General Learning AreasAreas
Whole Curriculum Whole Curriculum Skills and Skills and
CapabilitiesCapabilities
KeyKeyElementsElements
Learning for Life Learning for Life and Workand Work
FORFOR
THROUGHTHROUGH
INFUSINGINFUSING
ACROSSACROSS
THINKING SKILLS AND PERSONAL CAPABILITIESTHINKING SKILLS AND PERSONAL CAPABILITIES• Managing InformationManaging Information• Thinking, Problem Solving, Decision MakingThinking, Problem Solving, Decision Making• Being CreativeBeing Creative• Working with OthersWorking with Others• Self ManagementSelf Management
FORMALLY ASSESSED SKILLSFORMALLY ASSESSED SKILLS•CommunicationCommunication•Using MathematicsUsing Mathematics•ICTICT
Investigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choiceInvestigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choice
Challenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry basedChallenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry based
Clear learning Clear learning intention intention
shared with shared with pupilspupils
Taking risksTaking risksfor learningfor learning
Shared/negotiated Shared/negotiated success criteriasuccess criteria
Peer and selfPeer and selfassessmentassessment
Peer and self evaluation of
learning
Celebrating Celebrating successsuccess
Building a more Building a more open relationship open relationship between learner between learner
and teacherand teacher
IndividualIndividualtargettargetsettingsetting
Advice on what Advice on what to improve and to improve and how to improve how to improve
itit
Personal responsibility concern for othersPersonal responsibility concern for others commitment-determination – resourcefulness commitment-determination – resourcefulness openness to new ideas openness to new ideas
Self-belief-optimism-pragmatismSelf-belief-optimism-pragmatism curiosity community spirit flexibility tolerancecuriosity community spirit flexibility tolerance integrity-moralcourage integrity-moralcourage respectrespect
Promoting/EncouragingPromoting/Encouraging
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Activity 1(c) Personal Reflection (5mins)
• To what extent does this reflect your own classroom practice?
• Do you consciously develop skills in your pupils?• Do you have an impression of whether this
reflects classroom practice generally within your school?
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Coffee
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Activity 2
“The Job to be Done”
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Activity 2 (a) (10 min)Individually:Step 1: • Using the cards provided select those statements you
feel are part of the role of the team• Eliminate those statements that you feel should not be
part of the role of the team.
Step 2:• Identify the key aspects of the role.
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Activity 2 (b) (25 min)In your team:• Share your outcomes and reach a consensus on
the key aspects of the role• Record the outcomes of the consensus process
on the sheet provided
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Managing Complex Change
Vision+
Consensus+
Skills+
Incentives+
Resources+
Action plan+
= Change
- + + + + ++ - + + + ++ + - + + ++ + + - + ++ + + + - ++ + + + + -
Source: Knoster, T (1991) Presentation in TASH Conference, Washington DC
Adapted by Knowster from Enterprise Group Ltd
FACTORS
OU
TC
OM
ES
= Confusion
= Sabotage
= Anxiety
= Resistance
= Frustration
= Treadmill
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Activity 2(c) (15 mins)
• Take the Knoster grid and match your agreed statements to Knoster’s factors.
• Identify any gaps in your list .• Add any appropriate statements. • Record this on the sheet provided.
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Team LearningActivity 2 (d) (10mins)
As a team:
• Consider the process of reaching consensus in which you have just engaged
• Identify those things which helped the process and those which hindered it
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Activity 2 (e) Personal Reflection (5mins)
Individually:• During the previous team activity, how did you
feel?• Consider the agreed role and your personal
reflection at the end of Activity 1(DVD). Identify for yourself the extent to which you feel prepared to undertake this role.
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LunchLunch
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Activity 3
Team Development
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INDIVIDUALLY:• Read the scenario
IN YOUR TEAM:• Discuss the issues raised in this scenario. It may be
useful in your discussion to consider the causes of the difficulties which have arisen. Refer to Knoster Grid in your discussion
• Agree how you, as a team, may have been able to prevent these difficulties and how you would address them if they did arise.
Activity 3 (a) (20 + 10 mins)
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Team Learning
Activity 3 (b) (20 mins) • The previous step identified issues that you may
encounter as a team.• Identify the attitudes, dispositions, knowledge
and skills that the team will need in order to deal with such issues.
• How might your development needs be met within the context of your school?
Next Steps
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Suggestions
• Meet as a team with your Link Officer and share key points/messages following completion of development team training.
• Meet with the SMT and discuss your thoughts on your role and your development needs.
• Agree on further reading or research that you may need to do to inform yourselves.
• Identify for your school the implications of the revised curriculum• Consider your own school’s readiness for the implementation of
the curriculum in September 2007 e.g. audits of current provision, initiatives and pilots.
• Research and consider possible approaches to implementation.• Consider how to inform SMT and whole staff about key issues
relating to curriculum implementation.