Presentation on theme: "Anne Cromie and Paul Wright"— Presentation transcript:
1Anne Cromie and Paul Wright Progress FileSenior Manager Information SeminarAnne Cromie and Paul WrightMarch 2012
2Learning Intentions Participants will be aware of : current information from the Department of Education regarding statutory requirements for Progress File;feedback from the ETI on the current use of Progress File in schools; Northern Ireland eProgressFile and how this resource can support the curriculum;School experiences of eProgressFile; andconsiderations for implementing eProgressFile within your school.
3Overview of the Day9.45 amCurrent Statutory requirements of Progress FileETI-Current use of Progress File in schoolsIntroduction to e-Progress File10.30 am11.00 amComfort BreakSchool experiences12.30 pmLunch1.30 pm3.00 pmManagerial considerations for effective use of Progress FilePlenary
5BackgroundRecommendation for Progress File came from the Dearing Review of Qualifications (1996)Review and relaunch of the NRA with a view to increase it’s effectiveness as a tool by encouraging individuals to develop the skills of:recording and reviewing their learning,target setting andaction planning.
6National ObjectivesTo equip young people with the knowledge, understanding and skills to plan and manage their own learning, including making effective and sustained transitions within and between education, training and working life.To increase individual motivation and confidence to achieve, and promote a positive attitude to lifelong learning.To stimulate learning to gain knowledge and skills, including that not formally recognised in national qualifications.4. To assist people to best present those attributes they have relevant to future education, training and career goals.
7Research into Progress File Progress File: An Evaluation ofthe Demonstration Projects(2003)John Hall and Janet PowneyThe SCRE Centre, University of GlasgowDepartment foreducation and skills
8Conclusions Mixed results--Objectives can be achieved….. However: Senior Management commitment—essentialProject “Champions”Support and training for staff“The quality of tutor support and guidance is the biggest factor influencing the impact of Progress File on pupils’ work habits and attitudes.” (OFSTED 2002)
9Reporting Summative Information Circular Number: 2009/15Subject:Pupil Reporting Regulations 200911th November 2009
10Progress File Reporting summative information in the final years of key stage 4 and sixth form:“Schools are required to ensure that the following information is included in addition to the annual report :any qualification, award or certificate gained by a pupil, including any credit towards a qualification that a pupil has received from the school, or on behalf of the school via another provider…..This information should also set out the name of the qualification, award or certificate, the highest result and the year achieved;brief particulars of any school societies, clubs or activities in which the pupil was involved, including at another school; andany positions of responsibility held by the pupil in the school or any of the above school clubs or activities.”Ref: Pupil Reporting Regulations 2009; DENI Circular 2009/15; para"
11Possible Progress File Content Annual ReportPersonal Statement/UCAS StatementCareer PlanCurriculum Vitae
13ETI: The Progress File Process “ …..The progress file process complements the careers education, information, advice and guidance curriculum; pupils continually update their career plan, and at each transition stage complete a standard career plan for inclusion in the progress file. The progress file is then used to inform careers advice and guidance, the selection of work-related learning opportunities, mock interviews and the development of personal statements.”Ref: ETI-A Report of an Evaluation on The Quality of Learning Guidance in Post-Primary Schools (Feb 2010); Para. 7.4; p.12.
14ETI:Using the Progress File “In the majority of schools, the progress file is not used well to inform any robust target-setting, and does not inform a regular collaborative review process between the teachers and the pupils. In these schools the management of the progress file has not developed sufficiently from that of the record of achievement and there is a persistent lack of integration between the progress file and other aspects of the curriculum; there is little evidence that the progress file is valued by pupils”.Ref: ETI-A Report of an Evaluation on The Quality of Learning Guidance in Post-Primary Schools (Feb 2010) Para. 7.2; p.12.
15ETI:Using the Progress File Ref: ETI-A Report of an Evaluation on The Quality of Learning Guidance in Post-Primary Schools (Feb 2010); p.11.
16Effective Use of Progress File “is used effectively by pupils to reflect on their achievements, to set targets for progression and achievement in their learning and to inform their career decision making.In the best practice, the progress file works effectively because it is fully supported by the senior management team, and is sharply focused on developing the pupils target setting skills”Ref: ETI-A Report of an Evaluation on The Quality of Learning Guidance in Post-Primary Schools (Feb 2010) Para. 7.3; p.12.
17Principle of Progress File Progress File is a process (not a product):to support learning;personal development; andcareer planning.
18Components of Learning Guidance Ref: ETI-A Report of an Evaluation on The Quality of Learning Guidance in Post-Primary Schools (Feb 2010) Figure 1; p.2.
19Effective use of Progress File PUPILS:Reflect on, and record their achievements;Set targets for progression and achievement in their learning and to inform their career decision making;Review their target setting process at the twice- yearly pupil appraisal interviews; andReport a strong sense of ownership of the process.
20Effective use of Progress File TEACHERS:Facilitate year 8 pupils to complete a review of their KS2 achievements and use this information as a baseline from which to set targets for their new post primary school;Focus sharply on developing the pupils’ target setting skills;Embed the development of the skills within a series of lessons within the pastoral programme; andReview the target setting process at the twice-yearly pupil appraisal interviews.
21Objective of CEIAG….“The overall objective of effective CEIAG provision is to enable learners to become effective career decision makers, empowered to manage their own career development successfully, confidently and with due respect and care for their own needs, those of others and of their communities.”
25The e-Progress File Project: Session 2The e-Progress File Project:Development of an e-Progress File for pupils in Northern Ireland.
26eProgress File Objectives To provide a flexible and accessible system for the recording and storage of Progress File evidence;To provide a system that avoids duplication of effort by teachers and pupils;To provide a system that helps and encourages pupils to take ownership of their learning and development as they plan and prepare for the future;To provide content that is interactive and updatable within an electronic format that is familiar and engaging to pupils;To provide a system and tool designed to meets of the needs of the Northern Ireland Curriculum;To provide training and support programme to schools to address the issues around the variable use made of Progress File by schools.
27E-Progress File – Versions Log OnSENGetting StartedHome PageMoving OnHome PagePost-16 - SchoolHome PageStarting OutStarting OutInductionAll About MeReflecting onMeReflecting onMeMy LearningMy LearningMy Programmeof LearningLearning for LWLearning for LWLearning for LWTransitionPlanningTransitionPlanningTransitionPlanning
28E-Widening Horizons Content Map Check yourselfOut- Add personaldetails and identifysupport group.What’s Next?- Identify reasons forremaining atschool- Identify hopes andworriesMy Subject ChoicesHow I learn Best?- Review learning styleand strategies.What I want toAchieveGoals, Targets &Action PlanningStrengths andWeaknesses-Evaluate strengthsand weaknesses- My Personal JournalMy InterestsCase StudyRecord interestsand associated skillsdevelopment.Personal Qualities- Evaluate and recordpersonal qualities.My Skills- What are skills?- Skills used in differentsettings- Evaluate skills- Opportunities todevelop your skillsReview & ActionPlanningReflectingon MePlanningMy LearningPreparingfor Life &WorkTransitionOptionsInductionPlanning forLearning- Time Management- Create a studyTimetable- A place to studyMy AssessmentResults- Record and review assessment resultsMy Revision Plan-Using the study timetable.-Tips for success.My Learning LogMy Achievements LogMy Awards and Qualifications- Record evidenceReview & ActionPlanningHow Many Lives ?- Record life prioritiesMaking Life PlansMaking The Move- InterviewsSkills and Personal CapabilitiesDeveloping the skills employers wantWhere is My LifeGoing?- Research and analyse options for life after school.Working Life Begins-CVsPersonal StatementsInterviewsPresentationsMeetingsReview & ActionPlanningMy Career IdeasCareer ChoiceLinking Subjects toCourses and JobsWhat is a Career Plan?-Create a career planTransition Plans- Gap year- Work- More educationMaking Applications- UCAS ApplicationPersonal StatementFurther EducationJob ApplicationsTransferable SkillsLocal economy
29e-Progress to date 2008: Careers Wales (contract ends June 2012) : develop and user-test a customised version of e-WH with volunteer schools.: user-test and pilot the customised version of e-WH. Phase 1 teacher training.: launch e-WH and to develop the content of e-MO and e-GS. Senior Manager Seminars.: launch e-GS and e-MO. Phase 2 teacher training..
30Feedback from Phase 1 Training e-Progress File can support pupils to:recognise their skills and achievements (99.1%);set goals and targets (98.3%);plan for the future (97.4%) and;take responsibility for their own learning(95.5%).In addition:96.5% deemed the resource to be user-friendly, while94.9% felt the navigation was straightforward.
31Feedback from Phase 1 Training How would you integrate into classroom practice?Careers lessonsLessons on Personal DevelopmentThe Certificate of Personal Effectiveness [COPE]Learning for Life and Work.Concerns raised:Limited time and access to ICT facilitiesTake time to integrateSenior Manager supportPre-occupied with other demands
32Future ActionsCareers Wales content should be downloaded before end of June 2012.School leavers should download eWH content.Plastic ring binders will no longer be available.Progress File Booklets likely to be discontinued in print form.
33Session 3e-Progress File: Links to the Curriculum
34Learning for Life and Work:Employability Exploring career optionsSkills for employmentEnjoying workMaking informed career choices
35Other Skills Other Skills (Thinking Skills & Personal Capabilities) Managing InformationBeing CreativeThinking, Problem-Solving and Decision MakingSelf- ManagementWorking with Others
36Purpose of Other Skills Help pupils to:Improve their understanding and apply ideas;generate new possibilities;make decisions;plan, keep track of and evaluate their own progress;experiment;take the initiative;learn from their mistakes;work with others; andbecome more independent in their learning
37Self Management Self-management is about: Pupils being independent, in control and showing initiative.Pupils understanding themselves and how they work, being more aware of their personal strengths and weaknesses, and identifying their interests and their limitations.Pupils learning to set personal and work-related goals, reviewing them and organising their time.The goal for teachers is to help pupils manage their learning in new situations and in the longer term.
38Cross-Curricular Skills Using ICTPupils can develop the skill of Using ICT by taking part in activities that have a real purpose and could fulfil real-life needs.Pupils can use ICT to handle and communicate information; solve problems; ask questions; take risks; share ideas; present information creatively; and work with, and show their work to, others outside of the classroom.
39Cross-Curricular Skills Communication skillsIncludes talking and listening, reading, and writing.Includes using and understanding non-verbal communication and using multimedia and ICT technologies.Pupils can improve their communication skills by using many different techniques, forms and media to express information and ideas in tasks that mirror real-life situations.
40Using e-Progress fileSubject reviewing & target setting within any subjectWork ExperienceCollege/Other school Link CoursesParental Consultation MeetingTransition PlanningPersonal Adviser / Careers Adviser interviewsMaking applicationsPreparing for interviewsResidential experiencesYoung Enterprise
41Pupil learning Experience Media richActive and ‘hands on’Relevant and enjoyableOffers choiceChallenging and engagingPositive reinforcementVaried to suit learner styleOn-going reflection
42Session 4e-Progress File: Learning from the Experience of Schools.
43e-ProgressFileHelen ShearerBloomfield Collegiate School
44Introduction and context… Helen Shearer - Careers Coordinator and Progress File CoordinatorBloomfield Collegiate School - Voluntary Grammar School in East Belfast with approx 700 pupilsCCEA Progress File Pilot 2000CCEA e-Progress File Pilot ( )ckground
45Our motivation to move forward… Previous well established system of using Progress FileAchievement presentations at the end of Year 10, Year 12 and Year 14An aim to enhance self-management skills in our pupilsPerceived use as a whole school evaluative processn.
46Benefits of e-Progress File ReflectivePortfolioAssessmentPortfolioe-Progress Filee-Progress File provides the opportunity for recording evidence of achievement and reflective planningCommonly used for examinations and assessment with an emphasis on building and storing evidence of achievementUsed as a reflective tool to aid personal planning through discussion and setting targetsA place to record evidence of:Thinking skills and personal capabilitiesAssessment for learningLearning for Life & WorkConnected learningLearning experiencesPresentation documents
48School benefits…The e-progressfile can record all learning targets, reflection and achievements, which makes it an excellent evaluative tool to record evidence of a learner’s experienceIf used well it can make sense of targets and goals that apply across a number of learning areasAchievements can be recorded and shared with others
49Initial planning…The eprogressfile system, process and benefits were explained to the Principal and SMTA target to embed eprogressfile throughout the curriculum was recorded in the school development planA phased introduction of eprogressfiIe to all year groups was plannedStaff training plannedE-WideningHorizons pilot, Year /11E-WideningHorizons, Years 13 & /12 (new materials for other Year groups to follow)
50Preparation… Staff training IT access checked Pupils briefed All teaching staff and Form Tutors shown the EWH website and talked through each section. Subject links and uses were discussed. Support available from PF Coordinator and the IT ManagerStaff trainingIT access checkedPupils briefedAll pupils have access to the Internet in school and the majority have home access.Pupils introduced to the website in school and encouraged to use the materials at home.
51How was EWH used? Used in Form Time Used in subject areas for learning targets and recording achievementUsed as part of Year 13 InductionUsed as preparation for UCAS personal statementCEIAG department used EWH for University research, CV writing, Career PlanningUsed in CoPE to store evidence of Work/Voluntary experience, university research, CV and career planning activities
52How EWH was used in CEIAG… The Northern Ireland Curriculum aims to empower young people to achieve theirpotential and to make informed and responsible choices and decisions throughout theirlives.3 AIMSSelf-Awareness and DevelopmentCareer ExplorationCareer Management
53Self-Awareness and Development Identifying, assessing and developing skills
59Checking and forward planning… An evaluation and audit of use is to be conducted in June 2012 (EWH only in 2012)Teachers and pupils will be consultedThe results will be used to measure use and success and to determine where more support may be needed next yearYearly training to take place in AugustIssues relating to content or materials will be fed back to CCEA
60Where to next?Introduce eGettingStarted and eMovingOn to achieve a ‘joined up’ system throughout the schoolEncourage more subject teachers to use e-PF to help pupils to make connections between skills and information acquired across all learning areasPromote reflection and target setting primarily through Progress File to remove duplicationEncourage use by extra curricular groups
61My thoughts … E-materials are more versatile Some pupils lack confidence using ITLooking forward to EGS, EMO and EWH all being activeLearnt not to expect miracles, this will take time to embedHappy that I am moving in the right directionConfident that this will benefit learning and motivation
62Managing e-progress file in Schools A Case Study at Hunterhouse College
65IntroductionHunterhouse College is a Cross Community Grammar School for girls.Prior to e-progress file the paper version was and is still in use with all Key Stages.In Sixth Form it has been used for the following purposesPersonal DevelopmentCareer Planning and Application to HEAs a hook to hold together the various challenges in the Certificate of Personal Effectiveness.When provided with the opportunity to pilot e-progress file NI it seemed appropriate in light of our Personal Development ethos in Sixth Form
66Hunterhouse College Pilot Our pilot of e-progress file involved8 members of staff – 4 Personal DevelopmentTutors and 4 Careers Tutors200 Year 13 & 14 pupilsAll available ICT facilities in the school
67Making the pieces fit e-progress file Mentoring Vertical Tutor groups. Learning GuidanceVertical Tutor groups.Mentoring
68Moving toward the independent learner e-progress fileWhole School MentoringLearning Guidance & Support
69How does Progress File fit in? It is a hook to hang personnel development, skills development and the independent learner mindset on.It encourages a new way of thinking.It encourages planning and espouses the plan-do-review road to success.It engages pupils in a continuous progress monitoring, checking and reviewing process.It engages pupils in assessing their skills, looking to their strengths and weaknesses, identifying areas for improvement and developing the skills they lack.It supports life long learning and the collection of evidence.
70Proposals for the academic year 2011/12 Conduct a complete pilot of e-widening horizons now that the full content will be available.Use electronic profile in formation for preparation for twice yearly learning guidance meetings for students.Use the e-progress file Achievements Log, Skills Log and Interests Log to form part of the Sixth Form Annual Report.Incorporate e-progress file into Sixth form PD schemes of work. The LRC will be timetabled in such a way as to allow for the recording of e-progress file, process and outcome documents.Head of Year working with the Head of Careers and the Pastoral Co-ordinator will ensure that the allocated Mentoring time will allow opportunities for CEAIG, personal and educational guidance to take place.There will be an agreed method of transfer of information required for any reference to the Guidance Forum.
71Proposals Summary e-progress file C0-0rdination of PD, CEIAG Learning Guidance ForumLearning Resource CentreInformation transfer from LGFPilot of Support for Sixth Form ReportsEducational Guidance & electronic profileSixth Form Pilot
72What did the Senior Team need to put in place? CoordinationTime table allocationStaffingAccess to ICT facilitiesTraining for staff
73Co-ordination Assistant Hedteacher acted as the co-ordinator. Liaising with the Head of Careers, the Pastoral Co-ordinator and the VP with responsibility for Reporting and Assessment.The issues wereIntegration of the Careers Programmes.Personal Development particularly, Induction, Study Skills and Key documents,Annual Reports
74Time –table Allocation Pupils and staff were timetabled to have a one hour period each weekThis period was divided equally betweenPersonal Development from September to DecemberCEAIG from January to AprilWhilst the period was timetabled it was taught at lunchtime
75StaffingFour Form Tutors were allocated to 4 Personal Development Groups for one period each weekFour CEIAG Tutors were allocated to 4 Careers Groups for one period each weekBoth Year Groups 13/14 were timetabled for the same period.Thus allowing the teachers to swap each term with the Year groups
76Access to ICT Facilities The lesson was conducted at lunchtime in order to free up ICT facilities.The School has a newly refurbished LRCIn order to deal with the numbers concerned ie 206 pupils it was essential to make the numbers manageable within the context of the number of computers availableThis entailed running two lunchtime classes on Mondays and Fridays.The full suite of computers was then available for half of the year group at each session.The break off classroom was used for teacher facilitation at the start of the lesson and then the pupils moved into the LRC to complete their activities or tasks.
77Training For Staff This was delivered using our LTP. Training for Staff started in August with an induction session.This was followed by three after School LTP sessions.The induction session covered the Teacher Guide and basic introduction to the site.Session 1 of the LTP sessions dealt with the content related to COPE, enrolment and View my portfolio.Session 2 dealt with posting to the Class News Forum and monitoring pupil progress.Session 3 dealt with using the logs for the Annual School ReportA similar set of training sessions were conducted for the Careers Tutors.
78Advantages and Challenges A big advantage for the pupils was a place to put everything that related to Personal Development.A big advantage for staff was being able to monitor progress.Careers Department felt that the Transition Planning Section allowed the pupils to prepare well for an interview with a Careers Advisor or Tutor.Personal Tutors felt pupils were encouraged to monitor their own progress and preparation for reviews was good.A big challenge for staff was teaching at lunchtime in order to have the required ICT facilities and a sense of not being quite in control.
79Proposals for the next academic year Whole SchoolCareer Wales Pilot KS4Learning Guidance meetings for KS3Career Wales PilotKS3Pilot of Support for Sixth Form ReportsSixth Form Pilote-progress fileProposals for the academic year 2011/12Use Career Wales for Getting Started in order to pilot the e-process at Key Stage 3 in preparation for Getting started NI the following Year.Use Career Wales for Moving On in order to pilot the e-process at Key Stage 3 in preparation for Getting started NI the following Year.Introduce twice yearly learning guidance meetings for Key stage 3 students using electronic profile for preparation.
80One Curricular USE COPE Careers Education, Information and Guidance in Year 13Section 5 TransitionUsing Class NewsPersonal GuidanceEducational GuidanceCareers Guidance
82Activity Managerial considerations for effective use of Progress File Session 5Activity Managerial considerations for effective use of Progress File
83Managing e -Progress File Ensure a co-ordinated approach to implementation and development. Progress File needs to support whole curriculum and assessment integration.Provide training for all staff to demonstrate that using e Progress File is an ongoing skills-based process which can benefit all teaching and learning, guidance and support and is not confined to careers / PSHE / tutorial activity.Emphasise that Progress File is not a summative document.
84Managing e -Progress File Source curriculum links and identify where e-ProgressFile and its underpinning principles can be built upon e.g. subject reviewing & target setting.Plan to ensure that young people recognise the importance and value of Progress File. Consider the aspects of e-ProgressFile that have particular relevance to events on the school calendar and encourage staff to map these into the schemes of work e.g. work experience, examination preparation and UCAS applications.Use e-Progress File to build on the thinking and planning skills developed through the ‘Other Skills’ aspect of the Northern Ireland Curriculum.
85Managing e -Progress File Adapt to suit your purpose….the resource is flexible in the same way as the paper version. Agree, across the school, to use the same language so that pupils are not confused by different terminology associated with the process. Inform and involve parents The electronic version of Progress File enables young people to have ownership of their portfolio and encourages independence. However, pupils will benefit most from the process where the role of the teacher as ‘supporter of student learning’ is overt.
86Further ReadingDENI: Circular 2009/15: Pupil Reporting RegulationsETI: The Quality of Learning Guidance in Post-Primary SchoolsDepartment for Education: Progress File - An Evaluation of the Demonstration Projectshttps://www.education.gov.uk/publications/eOrderingDownload/RR426.pdfDENI: Preparing for Success – A Guide to Developing Effective Career Decision MakersDENI: Delivering the Entitlement Framework—Guidance for schools