junior certificate school programme development of a national literacy and numeracy policy...

Junior Junior Certificate Certificate School School ProgrammeProgramme

Development of a National Literacy and Numeracy Policy

Bernadette KielyJCSP Support Service


Background

International research has highlighted the circumstances that regularly ‘ignite’ school system reform:

• Economic crisis• A major report -Pisa 2009• New political leadership (McKinsey 2010)


National Programme for Government 2011

• Schools will be required to draw up 5 year development plans for schools and teachers

• To position Ireland in top 10 performing countries in PISA

• Review of JC & LC –encourage greater innovation and independent learning

• Every school will have a Literacy Action Plan

• Responsibility for achieving outcomes will rest with principal

• CDP support for principals• Pre-service training CPD for primary and

post-primary teachers


Background

Recent reports:• Reading Literacy in Disadvantaged

Primary Schools 2004• Literacy and Numeracy in

Disadvantaged Schools- Inspectorate 2005

• Looking at English 2006• Incidental inspections Findings 2010• NA 2009• Pisa 2009


Reading Literacy in Disadvantaged Primary Schools

Eivers, Shiel and Shortt: Educational Research Centre 2004

6,500 pupils in 1st 3rd and 6th class

29% significantly underachieving

Pupils whose parents agreed that they liked reading did better


Recommendations• Targets for Reading Literacy should be more

realistic

• Stronger focus on Literacy in all schemes

• Designed to redress educational disadvantage. At least 90 minutes per day on English.

• School – wide focus on language and literacy

• Literacy Co-ordinators to support a Whole School Approach

• Pre-Service Training / In-Career


Literacy and numeracy in disadvantaged School; Challenges for

Teachers and Learners 2005

During the evaluation it was evident that only a few schools acknowledged the necessity of, and gave considerable commitmentto, adapting their literacy and numeracy programmes to maximise children’s potential.


Recommendation

A more systematic, school-based planning process is required to ensure continuity and progression in children’s learning. Central to this process is the establishment of specific priorities focused on improvement in literacy and numeracy within the context of a balanced child-centred curriculum. Such priorities should be agreed at whole-school level, and all staff members should include them in their individual planning.


Recommendation

• The DES publication Looking at Our School: An Aid to Self-Evaluation in Primary Schools should be utilised by school staffs in the process of looking critically at their schools.

P.33


Recommendation

The success of teaching and learning strategies requires the explicit prioritisation of literacy and numeracy education in which the most effective use of available physical and human resources is made. A culture of change for improvement is required in order to enhance the quality of children’s learning in a developmental and meaningful way. P. 35


Synthesis of English Inspection Reports

75 post-primary schoolsJan 05 – May 06

Looking at English, 2006


Provision of English - timetabling

Leaving Certificate• 5 lessons per week• Significant minority -6 per weekJunior Certificate – ‘considerably poorer’• Majority 5 lessons pw in 3rd year• 25% of schools -4 lesson pw in all 3 years• 1st year worst - majority offered 4 pw• 3 lessons pw in 1st year• Worst offered 3 pw on 3 consecutive days


Timetabling at Junior Cycle

• Not high enough priority• Strongly focused on preparation for

exam• Focus on delivery of content, not on

development of skills• Concurrent timetabling rare in first

year• Restricts movement between levels• Restricts team teaching, whole-year

activities, inter-class activities


Optimal situation for English

‘The optimal situation is for students to have an English lesson on each of the five days of the week, to enable them to develop the necessary skills and competences and to provide them with regular reinforcement of these.’(P.8)


Area of weakness

A weakness was often found in otherwise substantial plans in the area of planned learning outcomes. References to aims and objectives were frequently too general to be of much practical use. In other words, they lacked a focus on the specific skills to be acquired by students in each class or year group.

P.21


Good Practice• The school management is to be commended for

facilitating four or five formal meetings per year for subject departments.

• The learning support team has structured meeting time with the principal and deputy principal every week, and close liaison between the learning support team and the English department was evident.

• Minutes of English department meetings are kept, in which decisions and plans are recorded. These meetings promoted team building, collaborative planning and decision making.

• Teachers are also facilitated to attend in-service and to pursue further qualifications, for instance the post-graduate diploma in special educational needs.

P.16


Good PracticeGood English departments showed the following

characteristics:

• a participative approach to planning for English• the sharing of resources and of expertise, particularly

in teaching strategies• the facilitation and promotion of good practice by an

active co-ordinator (or rotating co-ordinators)• regular meetings, both formally scheduled and as

issues arise, with agendas and records of decisions taken

• effective systems of communication within the department, with learning-support teachers, and with the management

• the distribution of routine tasks, such as setting papers and preparing resources to avoid the duplication of work

• an active approach to CPD P.20


Good Practice

• There is a subject coordinator for English and the English department meets on a regular basis. These meetings occur both in time allocated by the principal for department planning meetings and at other times arranged by the department itself. Minutes of these meetings are kept, particularly decisions relating to common plans for the term. These arrangements speak to a high level of dedication on the part of teachers and the existence of a collaborative culture within the English department. P.27


Good Practice

In a recent development, all subject departments have devised glossaries giving the meanings and applications of subject-specific terms to assist learning-support and resource teachers in their work with students. P.29


Incidental Inspection Findings 2010

• Unannounced inspections

• 450 primary schools

• October 09 –10• 800 English

lessons• 500 Maths lessons


Findings - English

• Concern re appropriate teaching approaches

• Oral Language• Collaborative/co-operative learning• Planning practices strongly linked to

pupil learning outcomes• Assessment practices also strongly

linked


Findings - Maths

• Inadequate opportunities to learn through talk and discussion (18%)

• Concern in the context of skill development, and specifically the development of problem-solving skills that pupils in less than half (48.4%) of the lessons observed were enabled to work collaboratively

• Concern re use of resources• Concern re assessment practices


Findings – Literacy and Numeracy

Consideration needs to be given to prioritising aspects of the teaching of literacy and numeracy – and especially the use of assessment to improve learning – in the provision of continuous professional development for teachers and principals. These are important school improvement issues that need to be addressed in all schools. P. 22


Assessment PrimaryNA 2009

Assessment Post-Primary

Pisa 2009


2525

NA 2009NA 2009

• National Assessments have been carried out periodically since 1972

• NA 2009 saw two major changes:– Same pupils assessed for both

domains– A shift in target grades (to 2nd and

6th classes)

• No improvement in literacy or numeracy


Findings

There was limited use of:• documented observations, • of strategies that enable planning of instruction

related to pupils’ learning needs e.g. teacher-made checklists,

• of pupil-centred strategies (e.g., portfolio assessment), • of reflective journals, • of pupil-self assessment.

WSE reports also highlight some shortcomings in these areas, noting that assessment for learning strategies are not used in all classrooms, and suggesting that the information derived from such assessments could contribute usefully to teacher planning.


Recommendations

Each school should have a CPD plan that identifies key school- and individual-level CPD needs.Those identified needs should be the criteria on which participation in CPD is based.


Recommendations

Strong leadership, collaborative whole-school planning and collaborative teaching (with additional support incorporated into classroom teaching and a consistency of approach across classrooms), sharing of good practice, and using aggregated assessment data are a few of the factors most commonly reported as features of effective schools.


PISA 2009: The PISA 2009: The performance and progress performance and progress of 15-year-olds in Irelandof 15-year-olds in Ireland

Educational Research Centre


Overview of PISAOverview of PISA• Programme for International Student Assessment

– Project of OECD

• International survey of achievement of 15-year-old students

• Reading literacy, mathematical literacy, scientific literacy

• Three-yearly cycles– 2000, 2003, 2006, 2009

• In 2009, 65 countries/economies participated in PISA– 34 OECD member/candidate countries and 31 ‘partner’ countries

• In Ireland, 144 schools and 3,937 students participated in PISA 2009


•Selected countries above OECD average– Shanghai-China, Korea, Finland, Canada,

Australia, New Zealand, Japan

•Selected countries at OECD average– United States, Sweden, Germany, Ireland,

France, United Kingdom

•Selected countries below OECD average– Austria, Spain, Czech Republic, Greece, Italy,

Luxembourg

Reading Reading


Mathematics• Selected countries above OECD

average– Shanghai-China, Singapore, Hong Kong-

China, Korea, Finland, Japan, Canada, Netherlands, New Zealand, Belgium, Australia, Germany

• Selected countries at OECD average– Norway, France, Austria, Poland, Sweden,

Czech Republic, United Kingdom• Selected countries below OECD

average– Luxembourg, United States, Ireland,

Spain, Italy, Greece, Israel


Characteristics associated with higher Characteristics associated with higher levels of reading achievementlevels of reading achievement

• Higher levels of student and school Economic, Social and Cultural Status

• Home educational resources• Cultural possessions• Material possessions• Parental occupation• Educational level of parents• Number of books in the home

• Higher levels of parental interaction• More positive student-teacher relations• Better disciplinary climate• Higher perceived relevance of schooling


Characteristics associated with higher Characteristics associated with higher levels of reading achievementlevels of reading achievement

• Students in Transition Year achieved significantly higher reading and science scores than students in all other grade levels

•Not significantly different to Fifth Years in mathematics

• Students attending girls secondary schools achieved significantly higher reading scores than students in all other school types

• Students attending schools with lower levels of negative student behaviour


Characteristics associated with Characteristics associated with lower levels of reading lower levels of reading

achievementachievement• Students belonging to lone-parent families• First generation migrant students

– Native students and second generation migrant students do not have significantly different mean reading scores

• Migrant students who don’t speak English/Irish

• Students who spend more than 8 hours a week during term time in paid work

• Students attending DEIS schools


Factors that Could have Contributed Factors that Could have Contributed to Changes in Performance in Irelandto Changes in Performance in Ireland

•Changes in the school-going population

•Curriculum changes

•Random fluctuations

•Linking and scaling methodology used in PISA


• PISA results suggest that 17% of Irish fifteen year-olds – and as many as one in four teenage boys – lack the literacy skills necessary to function in today’s knowledge-intensive society


Better Literacy & Numeracy•Consultation document

•A draft plan, invited submissions

•Good is no longer good enough

•480+ responses, all will be published

•Meetings with external groups completed

•Positive suggestions incorporated

•Launch early summer

•Different title


In post-primary schools, the development of literacy and numeracy skills is not just the responsibility of teachers of English, Irish and mathematics: teachers of all post primary subjects have an important role to play in developing and consolidating the student’s ability to use literacy and numeracy.


Actions to support principals in leading improvement in literacy and

numeracy

• Support principals in implementing robust school self-evaluation, focussing in particular on improvements in literacy and numeracy

• Provide leadership development programmes for aspiring principals


Focus the provision of Department-supported CPD for teachers on the teaching

of literacy and numeracy and the use of assessment

• Twenty hours of CPD in literacy, numeracy and assessment every five years for primary teachers and teachers of L1 (English/Irish) at second level

• Professional development units on literacy and numeracy across the curriculum for second-level teachers

• Support - online, video, resources• Team of 20 advisors on literacy and

numeracy for primary and post- primary


Actions to improve literacy and numeracy in post-primary schools

• Continue the development and roll-out of Project Maths

• Prioritise the revision of the English syllabus and the Junior Certificate English examination

• Prioritise the development of literacy and numeracy across all subject areas and areas of learning in the revised junior cycle curriculum

• Continue to support enhanced literacy, numeracy and language development in DEIS schools


Actions to improve literacy and numeracy achievement in schools

servingdisadvantaged communities

• Supports for target setting will be reviewed and strengthened to identify and enhance best practice in planning and target setting

• Develop and implement an oral language development programme in pre-schools that are linked to DEIS primary schools


Assessment

• Better assessment evidence at primary• Transfer of information at transition -

report card• Assessment at post primary level –

development of tests• Develop national standards of student

achievement for literacy and numeracy at five stages (infant classes, junior primary, middle primary, senior primary, lower secondary) and at various proficiency levels


Summary

• Need for renewed focus on literacy and numeracy

• More focused target setting• Use of assessment data• Systematic planning meetings-

minutes etc• Regular & well structured

communication between members of departments

• Collaborative planning & teaching

junior certificate school programme development of a national literacy and numeracy policy...

Documents

school level

school staffs

reading literacy

national literacy

school wide focus

school system reform

schoolbased planning

career slide