Ceannaireacht Churaclaim “ Ní neart go cur le chéile”

Cuspóirí Forbhreathnú a thabhairt ar ról agus ar fhreagrachtaí an comhordaitheora Feidhm agus cleachtais monatóireachta agus luachála a phlé Cinnidh ar thosaíochtaí coitianta do chruinnithe amach anseo.

Tuairisc an phríomhchigire “School leadership teams have recognised that a crucial factor in whole-school improvement has been the further development of the middle management role in leading, implementing and evaluating curricular provision and outcomes.” -Chief Inspectors Report 2012 The key to making an impact on any issue affecting others is working with others to come up with ways of tackling the issue.

Comhoibriú idir chomhordaitheoirí To change organisations and systems will require leaders to get experience in linking to other parts of the system. These leaders in turn must help develop other leaders with similar characteristics. -Michael Fullan Fullan focuses on systems leadership as a strategy for implementing change.

Tagairt ar an tábhacht David Hopkins is one of many writers of Systems Leadership Theory in Schools He offers a model outlining the components of systems leadership Does it look familiar? It maps to ESaGS Personalised Learning = Child Centred Provision Professional Teaching = High Quality Teaching and Learning Intelligent Accountability = Effective Leadership Networks and Collaboration = A School Connected to its Community

Comhordú Churaclaim Forbairt Churaclaim Cumarsáid & caidrimh Monatóireacht agus luacháil Úsáid éifeachtach áiseanna Forbairt ghairmiúil Comhordaitheoir Churaclaim

TASC 1 Déan machnamh ar ghné freagrachta amháin agus ar na himpleachtaí duit féin mar chomhordaitheoir. Léaráid DDD

Córas ciorclach comhnasctha cuimsitheach

Monatóireacht ar an phlean ghnímh Déan iniúchadh ar an phlean Bain úsáid as na Critéir Ratha leis an fhócas a aimsiú Bailigh fianaise le taispeáint gur cuireadh na critéir ratha i gcrích  

Monatóireacht Is é atá i gceist le monatóireacht ná seiceáil ar spriocanna le cinntiú go bhfuil siad á gcomhlíonadh. Tá sé mar chuid dhilís den phróiseas féin-luachála agus is í an fheidhm atá leis ná chun eolas a chruinniú. Bunaithe ar an eolas seo, déantar breithiúnais ar rath na ngnímh a rinneadh chun feabhsúcháin scoile a chur chun cinn.

Straitéisí monatóireachta Caithfidh gach múinteoir a bheith soiléir ar an fheidhm atá le monatóireacht agus ar an dóigh le monatóireacht a chur i gcrích. Tá sé ríthábhachtach go luíonn sé go compordach le haetos na scoile; Tá dátaí aidhmeannna iontach tábhachtach - ní mór a bheith cinnte gur féidir iad a bhaint amach. Are we doing what we set out to do? How are we going to gather evidence that will reflect the success criteria? • It is essential that co-ordinators maintain a monitoring file containing all evidence related to the action plan. • Label each monitoring statement MSC1a, MSC1b, etc linked to the relevant success criteria SC1a, SC1b, etc. Strategies should be appropriate to the type of information being gathered. For example: • Book Scoop (Nov 11, Mar 12) o to monitor methods of recording or assessing numeracy work o to monitor agreed teaching strategies

De réir cigirí léiríonn an cleachtadh is éifeachtaí: monatóireacht agus luacháil structúrtha éifeachtach … ar chaighdeán an tsoláthair (1) san Uimhearthacht / Litearthacht agus (2) ar chaighdeán na foghlama ar fud na scoile. San áireamh sa chur chuige seo tá: mionscrúdú ar phleanáil; mionscrúdú ar obair scríofa páistí; breathnóireacht ar theagasc sna ranganna; anailís éifeachtach sonraí.

Cur chuige monatóireachta Achar Forbartha Ionchur Próiseas Aschur Pleanáil Teagasc agus foghlaim Caighdéain bainte amach Sprioc roghnaithe ? ? ? B’fhéidir go mbeadh sé úsáideach leis na modhanna monatóireachta atá in úsáid agat a ghrúpáil i dtrí rannóg – IONCHUR, PRÓISEAS & ASCHUR Iion Pleanail Agree purpose of planning mar shampla Ag léiriú leanúnachas/ dul chun cinn EochairCoinceapanna pleanailte go rialta frid an bhliain Comthromaiocht chui idir na spriocanna Próiseas It is crucial that there is whole school agreement on what constitutes high quality teaching and learning Better Numeracy in Primary schools is a very good starting point for discussion It is also crucial that a focus is agreed before hand and that feedback is given based on that focus Aschur Dul chun cinn leantach frid an bhliain (same pupils work is sampled each term Dul chun cinn leantach thar bliain ghrúpaí Fianaise go bhfuil marcáil chun feabhsú/ measúnú chun foghlama/ Fianaise go bhfuil fiosrúchain ceannoscaillte ag tarlú Nasc idir gniomhaiochtaí foghlama pleanailte agus gniomhaíochtaí foghlama ata ag tarlú

Cén cineál monatóireachta? Ionchur: Pleanáil - fadthéarmach, gearrthéarmach Fócas ar leith a bhaineann leis seo Próiseas: Ag roinnt cleachtas éifeachtach Iniúchaidh/ Ceistiúcháin Féinluacháil múinteoirí Breathnóireacht ranga Aischur: Samplaí oibre páistí / tógáil leabhar Anailís torthaí/Plé leis na páistí

TASC 2 Bain úsáid as na critéir ratha ón phlean shamplach leis na cineálacha monatóireachta is fóirsteanaí a roghnú le linn na bliana. Déan seo a thaifeadadh ar an chlár mhonatóireachta.

Sainmhíniú ar an Luacháil Is é atá i gceist le Luacháil ná próiseas a úsáidtear ag am áirithe, suntasach [nó i dtreo pointe deiridh sprice] le tomhas a dhéanamh ar: an méid a bhaintear amach; ar an dóigh (na dóigheanna) a bhaintear sprioc(anna) amach. Is trí úsáid na gcritéar ratha a ndéantar tomhas orthu seo.

Tá na ceisteanna seo a leanas ag croílár an phróisis féin-luachála: Cé chomh maith is atá muid ag fáil ar aghaidh? Cad é mar atá a fhios againn? (bunaithe ar fhianaise s’againn) Cad iad na láidreachtaí atá againn? Cad iad na gnéithe atá le feabhsú againn?      Caithfidh gníomhaíochtaí don todhchaí síolrú as an fhéin-luacháil seo. Mar sin de is í an chéad cheist eile ná - Cad é a chaithfidh muid a chur i ngníomh le feabhsúcháin a dhéanamh? 

Aimsigh láidreachtaí agus achair feabhais Athbhreithniú Aimsigh láidreachtaí agus achair feabhais Déan tosaíochta de na hachair feabhais Pleanáil agus cur i gcrích le haghaidh feabhais Déan monatóireacht agus luacháil ar thorthaí Thes Review – How well are we doing and how do we know based on evidence? Identify strengths and areas for improvement – What are our strengths and areas for improvement? 3. Prioritise areas for improvement e self-evaluation questions can be presented in the following cycle In order to identify strengths and areas for improvement, evidence is needed about current practice. To find out about standards of achievement, there needs to be a systematic approach to collecting data which will include end of Key Stage assessment and standardised tests. A range of sources of good quality evidence should be examined to provide a coherent picture about current practice. Data alone cannot provide the answers; the findings must be used. It is important to celebrate achievements and continue to build on these, however, in order to maintain or improve standards, there needs to be consistency in reviewing the evidence gathered to identify areas for improvement. These identified areas will be prioritised in the school’s three year development plan Plan and implement action for improvement - What must we do to bring about improvement? The key to successful school self-evaluation is to ensure that planned actions, arising from findings, are effectively implemented and result in improved outcomes for all children. The setting of specific targets is the starting point of action for improvement. A school development plan and related action plans describe in detail how these targets will be achieved. Areas for improvement in the School Development Plan require carefully constructed action plans. The action plans should state:   the baseline position – brief description of current position targets – to bring about improvement success criteria - against which to evaluate success in achieving targets actions - steps to be taken to bring about the improvement timescale – realistic timings for starting, carrying out and completing actions staff – lead responsibilities/external support resources - financial and time implications strategies for monitoring – ensuring that the implementation is progressing evaluation – reviewing interim/end point success Writing an Action Plan Appendix 2 (pages 19-22)

Ag scríobh plean gníomhaíochta Eilimintí tábhachtacha sa phlean gníomhaíochta An Bunlíne Spriocanna Critéir ratha Gníomhaíochtaí Scála ama Foireann Áiseanna Straitéisí monatóireachta Luacháil Cuir síos gairid ar áit ina bhfuil tú chun feabhsú Le líonadh ceimeanna le féabhsú realistic timings for starting, carrying out and completing actions Príomh fhreagrachtaí/ tacaíocht Impleachtaí airigid/ama Ag déanamh cinnte go bhfuil an implementation ag tarlú reviewing interim/end point success

Ábhair Idirbhoird cass.welbni.org

Better Numeracy/Better Literacy Aetos Pleanáil Foghlaim agus Teagasc T.E.C. Measúnú Ceannasaíocht agus Bainisteoireacht

Mar fhoireann ar ais ar scoil! Déan machnamh ar na straitéisí monatóireachta atá in úsáid nó a húsáideadh le linn na scoilbliana. Gabh siar ar na tascóirí (indicators) a léiríonn cleachtadh éifeachtach agus déan plé ar fhianaise atá ar fáil a thacaíonn leis seo.

I gConclúid Monitoring and Evaluating is: “ A Curriculum leader works in collaboration with the whole staff to identify priorities for development through a rigorous process of self-evaluation…….. There are various methods of collecting information to make judgements about quality; these need to be used purposefully and systematically.” Monitoring and Evaluating is: making judgements about quality

Teagmháil . . maire.kerr@welbni.org majella.mhiccionnaith@welbni.org

An bóthar atá romhainn………