1. Leading Teaching, Learning and Assessment
Part 1
Autumn 2017

2. Learning Intentions
Consider the impact junior cycle reform will have on teaching, assessment and learning Explore how we can lead and support teachers in implementing junior cycle reform Deepen our understanding on the importance of teacher professional collaboration Make a plan for next steps in leading teaching, assessment and learning

3. Making Connections… Framework for Junior Cycle 2015
Looking at our school (2016)
Wellbeing Guidelines (2017)
Looking at our school 2016

4. ‘Teachers are the ones who make the fundamental difference in whether students learn. But for this to add up, for teacher development to have a large-scale and lasting impact on student learning as a whole, the research is unequivocal — you cannot do it without quality, active leadership on the part of the principal.’
Fullan, 2006

5. Leadership CPD Journey
Hopes for Today
Leadership CPD Journey
Ongoing support
Level 2 Learning Programme
‘Nuts and Bolts’
Timetabling
Wellbeing Programme
Leading Teaching, Assessment & Learning

6. How are we supporting this in our schools?
What is effective teaching and learning?
How are we supporting this in our schools?
Learning log 1 & 2 pg. 1

7. The Framework for Junior Cycle, 2015…
‘places the student at the centre of the learning process and envisages a modernised curriculum across all subjects. It allows for new ways of learning and a broader range of skills to be properly assessed’

8. System wide reform
What are the key aspects of junior cycle reform that impact on teaching and learning in schools?

9. Flexible programme for student learning
Balance between knowledge and skills
Dual approach to assessment
Reporting a broader picture of learning
Supporting continuity and learning
Greater professional collaboration between teachers

10. Vision for Junior Cycle
“Junior cycle places students at the centre of the educational experience, enabling them to actively participate in their communities and in society and to be resourceful and confident learners in all aspects and stages of their lives.”

11. According to Priestley & Humes (2010), aspirations must have a curricular structure to support them

12. Framework for Junior Cycle
Assessment and Reporting
Subjects
Level 2 Learning Programmes
Wellbeing
Short Courses
Other Learning
Experiences
8 Key Skills
Curriculum
24 Statements of Learning
8 Principles

13. Learning log 3 pg.2 Learning to Learn Choice and Flexibility Wellbeing
Inclusive Education
The Principles of Junior Cycle Education
Quality
Continuity and Development
Creativity and Innovation
Engagement and Participation
Learning log 3 pg.2

14. Subject Learning and Assessment Review (SLAR)
Changes in the System
Formative Assessment
Assessment Task (AT)
Subject Learning and Assessment Review (SLAR)
State-Certified Examinations
Classroom-
Based
Assessments (CBAs)
Junior Cycle Profile of Achievement
Learning Outcomes

15. One Subject’s Journey 1 2 3
Check In
Check In
Check In
Transition from
Primary School
First Year
Second Year
2nd Year
Classroom-Based Assessment
Third Year
3rd Year
Classroom-Based Assessment
Final
Assessment
Ongoing Assessment
Ongoing Assessment
Ongoing assessment that supports student learning

16. 27/06/2019
Student at the Centre

17. Translating into Teachers’ Practice
What changes may have happened in teachers’ classroom practice to bring the students to this point in their learning?
Learning log 4 pg. 3

18. Dual Approach to Assessment
‘Formative assessment, complemented by summative assessment, will be a key feature of the new Junior Cycle Framework for Junior Cycle 2015, p35
It is the teacher who decides the balance and timing of formative and summative assessment
Putting Assessment for Learning into Practice – Spendlove, 2009

19. What do you understand by formative assessment?
What do you understand by summative assessment?
Think-Pair-Share
Learning log 5 pg. 3

20. What is formative assessment?
Formative assessment is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.
Assessment Reform Group (2002)

21. How formative assessment works
Activating students as owners of their own learning
Clarifying, understanding, and
sharing learning intentions
Talk
Engineering effective classroom discussions, tasks and activities that elicit evidence of learning
Activating students as learning resources for one another
Providing feedback that moves learners forward
Wiliam and Thompson, 2007
"Talk is the sea on which all else floats" (Britton, 1970)

22. Assessment approaches in Junior Cycle
…help to ensure that students have a positive sense of themselves as learners and a strong sense of their own self-efficacy and capacity to improve
Wellbeing Guidelines (2017)

23. Wellbeing in junior cycle
Student wellbeing is present when the students realise their abilities, take care of their physical wellbeing, can cope with the normal stresses of life, and have a sense of purpose and belonging to as wider community
Wellbeing Guidelines (2017)

24. Making Connections… Framework for Junior Cycle 2015
Looking at our school (2016)
Wellbeing Guidelines (2017)
Looking at our school 2016

25. Looking at Our School: Quality Framework
School Self Evaluation
Looking at Our School: Quality Framework
It is designed for teachers and for school leaders to use in implementing the most effective and engaging teaching and learning approaches and in enhancing the quality of leadership in their schools
Schools as dynamic learning organisations – individual and collective work to build capacity towards improvement

26. Looking at Our School Teaching and Learning
Leading learning and teaching
Managing the organisation
Developing leadership capacity
Leading school development
Leadership and Management
Learner outcomes
Teachers’ individual practice
Learner experiences
Teachers’ collective/collaborative Practice
Teaching and Learning

27. Looking at Our School 2016
Learning log 6 pg.4

28. Looking at Our School
Take some time to read down through your given Domain
Underline where you see evidence of the Standards in the CBA footage?
If so, where?

29. Next Steps…..
SSE Process

30. Where is your school in the process?
Taking stock….
Where is your school in the process?
Points to note? 
Actions to be taken? 
Conversations to be had? 
Learning log 14 pg. 10