Bidding Support Workshop

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Bidding Support Workshop

• Regional Training Unit
• Bidding Support Team

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• Welcome
• Facilitators
• John Reid / Imelda McDaid / Stewart Polley
• Protocols
• Learning Outcomes
• Thinking
• Expectations

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• Learning Outcomes - by the end of the programme
  participants will
• Have a detailed knowledge and understanding of
  the Specialist Schools application process.
• Have a sense of the educational big picture to
  recognise how specialist schools is an integral
  part of DE policy
• Be able to undertake a comprehensive and detailed
  audit for the school plan
• Have developed skills in writing challenging and
  regenerative targets for specialism and the
  whole school objective
• Identify effective strategies to achieve the
  school plan targets
• Be able to assign and or redeploy available
  resources against the strategies to achieve the
  targets
• Recognise how to access resources to support
  writing process

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Using the post-its, identify your expectations of
todays workshops. Post them onto the
flipchart entitled Expectations
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Entitlement Framework
School Development Plan
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Empowering Schools
RPA
Shared Futures
Together Towards Improvement
E2S
Revised Curriculum
Entitlement Framework
Education for Employability
LMS
Literacy Strategy
Numeracy Strategy
Extended Schools
SENDO
School Development Plan
Monitoring and Evaluation
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last 11 intake
ESA
16-Nov-09
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The Specialist Schools Process

• General Case
• School Plan
• Audit
• targets, Targets, Implementation
• Community Plan
• Audit
• targets, Targets, Implementation
• Monitoring evaluation
• Financial Plans

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School Plan - Audit

• Attainment
• Learning and Teaching
• Provision
• Uptake
• Resources
• ICT
• Management

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Attainment (TTI Indicator 2.6 (page 20))

• Features
• Characteristics of Good Practice
• Current attainment KS3 KS4 (KS5)
• Relationship to 5 A-C or equivalent

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Attainment (by individual subject) Strengths /
Areas for Development

• Evidentially based data on pupil attainment.
• KS3
• GCSE A-C
• Post 16
• Trends
• Baselining comparisons
• Value Added
• Drilling down (quartiles, free school meals,
  boys/girls, gifted and talented, special needs)

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(No Transcript)
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Learning and Teaching (TTI Indicator 2.1 2.4
(pages15-18))

• Features
• Characteristics of Good Practice
• Quality of teaching and learning

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Quality of Learning/Teaching

• Characteristics of Quality Learning

• Characteristics of Quality Teaching

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Learning and Teaching (by individual
subject) Strengths / Areas for Development

• Evidentially based qualitative data on learning
  and teaching
• subject review and evaluation reports
• recent inspection reports
• in-house quality assurance processes
• Governors reports
• External awards for teaching excellence
• peer observation
• moderator reports re- assessment and verification

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Curriculum Provision (TTI Indicator 2.5
(page19))

• Features
• Characteristics of Good Practice
• Quality of curriculum provision

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Curriculum Provision/Uptake (by individual
subject) Strengths / Areas for Development

• Evidentially based data on Curriculum Provision
  and uptake.
• KS3
• GCSE A-C
• Post 16
• enrichment
• time per subject
• out-of-hours learning

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Quality of Curriculum Provision

• Strengths

• Areas for Development

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Resources / ICT / quality of management

• Resources Refer to TTI (3.5, 3.8 3.9) also
  any inspection reports and or other internal or
  external reports (IIP, EFQM)
• ICT Refer to school ICT policy and review
  systems, also Empowering Schools
• quality of Management in Specialism refer to
  TTI (3.1 3.3). NSHT might also be helpful

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Effective Targets

• (in your group)
• You are provided with 7 cards each containing a
  performance target. Arrange the cards in a
  pyramid with what you consider to be the most
  effective targets at the top and the least
  effective targets at the bottom.
• Focus on your top three targets and list the
  reasons you placed these at the top.

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- Are clear and concise- At the right level of
challenge- Appropriate to teachers experience/
level of motivation/ degree of competence /
school situation / - Specify measures or
tangible outcomes
SMART
Effective targets In best practice examples they
are part of a learning plan setting
out - milestones / timelines - resources and
learning required
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(No Transcript)
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Writing effective targets

• (in your group)
• Consider the GCSE data available for a subject
  within your specialism using the (3 year)
  template referred to earlier compile your own
  data set.

• What are the strengths?
• What are the areas for development?
• What other data might you now source when you go
  back to school?

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Focus of targets

• By June 2008 to have improved pupil attainment
  from 66 A-C in 2006/2007 to 67 A-C
• May not be an appropriate target as it focuses
  on what all the specialist area should be doing
  on an annual basis it is not an improvement.

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The Focus of Performance targets
Level of Challenge
Higher Order target
Middle Order target
targets should focus more on regenerating or
improving maintenance systems in the school
Lower Order target
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• ACTIVITY Recognising the Challenge

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Writing an attainment target

• By June 2008 (T) to have raised pupil attainment
  in GCSE (S) from 70 A-C, in 2006/2007, to 69
  A-C (M, R, A)
• and
• By June 2008 (T) to have raised boys attainment
  (S) from 57 A-C, in 2006/2007, to 59 A-C (M,
  R, A)

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Achieving the target

• What strategies are you going to implement over
  the 4 years of designation to achieve the
  attainment targets?

• Will it require a realignment and/or redeployment
  of existing resources (cost neutral)
• Will it require an investment in new resources
  (cost to specialist schools grant and annual
  recurrent funds)

• What are you going to keep doing? (Strength)
• What are you going to do differently? (AfD)
• What are you going to do new? (AfD)

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Strategies

• Those actions that you are planning to do in
  order to achieve the target. They are likely to
  include a range of actions and tasks that were
  highlighted in the strengths and areas for
  development.
• Think best practice to next practice

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attainment, LT, provision and uptake, resources,
ICT, quality of management
Audit Strengths Areas for Development
Target
attainment, enrichment, provision and uptake,
Implementing Targets
learning and teaching, resources, ICT, quality of
management
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• Whole School Improvement
• Sharing Best Practice in TL
• Business Employer Involvement
• Education for Employability
• Optional Objective
• Financial Plan

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• Sharing Best Practice in TL
• Our reputation as a 'Thinking School' has
  attracted new, high quality staff and we now lose
  teachers only to promoted posts.
• We also have Investors in People status.
• Teacher Days devoted to practical workshops on
  Teaching and Learning strategies
• An after-school CPD programme, throughout the
  year, sharing Thinking Skills strategies
• Attendance at workshops organised by CASS on
  Assessment for Learning and Thinking Skills
• School Curriculum Meetings to share strategies
• Cross-curricular enquiry groups We are
  currently a Networked Learning Community as part
  of the local area plan working with 3 other
  post-primary schools and a special school.
• All members of the teaching staff are involved
  in enquiry groups within the school,
  investigating aspects of the question, What
  impact do Thinking Skills strategies have on
  student learning.
• 11 enquiry group leaders from 8 different subject
  areas were trained in Thinking Skills,
  Accelerated Learning, Assessment for Learning and
  Coaching, working together to plan, observe and
  evaluate lessons.
• 5 of these enquiry group leaders come from the
  specialist subjects.
• Specialist Subjects They are based together in
  the same teaching block, share some rooms and
  some resources. 2 Business teachers and 3 Maths
  teachers worked together for a year investigating
  Thinking Skills and last year each led
  cross-curricular enquiry groups, reporting back
  to other colleagues. They have also worked
  closely together on the plans for the specialist
  schools application. One teacher teaches in the
  Business/ICT faculty and also in Maths, sharing
  good practice at subject meetings.
• Working Parties All teaching staff are members
  of working parties investigating best practice in
  the schools provision. The Head of Business/ICT
  faculty is leading on Success in Applied
  Subjects the Head of Maths is leading on
  Improving Boys Performance and the Assistant
  Head E-Learning is leading on the E-Learning
  working party.
• Other working parties include more able pupils
  literacy behaviour for learning assessment for
  learning provision for children with autism and
  aspergers syndrome the Core Studies programme
• Initial Teacher Training The school takes about
  12 student teachers a year, across most subjects
  
• Most departments have at least two trained
  mentors.
• Classroom-based research In the last 5 years, 3
  teachers have won accessed additional funds
  through DGP and GTCNI bursary. These were shared
  at Curriculum Meetings and through the school
  website.
• CPD Programme Our after school CPD programme is
  mostly in-house, practical, workshop-style
  delivery. In the last 2 years, teachers from the
  specialist subjects have led sessions in
  assessment, numeracy led by the Head of Maths,
  preferred learning styles and animation,
  e-learning and the school intranet led by the
  Assistant Head E-Learning, use of interactive
  whiteboard led by a Maths teacher,
• PRSD Lesson observation and debriefing is a
  compulsory part of PRSD.

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Bidding support arrangements

• Bidding support clinics
• Consultancy support phone, e-mail, face-to-face
• iNet
• YST
• E2S
• CASS

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• Questions
• Evaluation
• Travel Forms