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.