Core Priority One - Equipping and Empowering Effective School Leadership

Planning for Improvement Session 1: NB this is a mop up session for those who missed session 1 last term.

AIMS

To develop a clear understanding of the SDP process. To facilitate a comprehensive examination of the worthwhileness of the SDP. To explore factors that make the school development plan process successful.

Structure / Content

This workshop will share the key stages of developing an owned and impactful School Development Plan (SDP). 

Principals will be provided with a possible timeline for creating the SDP and the offer of three further workshops across the academic year 2024/25 to enable them to pace the process and to complete a strategic plan.

Following attendance at the workshop an interactive presentation will be shared with all principals to support the re-engagement of staff in the SDP process. 

 

Planning for Improvement Session 2: Nursery Schools only

AIMS

To deepen the understanding of the benefits of wide stakeholder engagement. Explore a menu of potential auditing tools. Examine a range of resources for schools to use as part of their SDP engagement process.

Structure / Content

This workshop will highlight the need and benefits of engaging all stakeholder in the school development process. Principals will be provided with a range of auditing tools, advice on their use and a possible timetable for implementation.

Please note you are only required to book and attend 1 session/venue out of 4.

Planning for Improvement Session 3

AIMS

To examine the challenges in selecting key priorities for the SDP. Explore the benefits of SMART targets and collaborative annual action plans. Sharing approaches to developing realistic and joined-up 3-year plans.

Structure / Content

During this workshop principals will be guided on how to make the most effective use stakeholders feedback gathered during the Engagement Stage.​ The focus of this workshop will be to provide advice and resources for principals to bring back to their schools to support selection of the main priorities for the SDP.   This will include developing 3-year strategic plans and costed action plans.​ Following attendance at the workshop an example planning workshop framework will be provided for principals to use with their staff to create SMART and owned 3-year plans.

 

Please note you are only required to book and attend 1 session/venue out of 19.

 

Planning for Improvement Session 3: Nursery Schools only

AIMS

To examine the challenges in selecting key priorities for the SDP in a pre-school context. To explore the benefits of SMART targets and collaborative annual action plans. To share approaches to developing realistic and joined-up 3-year plans.

Structure / Content

During this workshop nursery principals will be guided on how to make most effective use of stakeholder feedback gathered during the Engagement Stage. 

The focus of this workshop will be to provide advice and resources for nursery principals to bring back to their schools to support selection of the main priorities for the SDP. 

This will include developing 3-year strategic plans and costed action plans. Following attendance at the workshop an example planning workshop framework will be provided for principals to use with their staff to create SMART and owned 3-year plans.

Please note you are only required to book and attend 1 session/venue out of 4.

 

Planning for Improvement Session 4

AIMS

To understand the regulations for drafting a School Development Plan.  Understand that a concise and easy to read plan is best. Understand how drafting can be shared across the school. Understand the power of sharing and celebrating success.

Structure / Content

School principals will explore the SDP schedule and be given guidance on how to draft a concise, but meaningful document. ​The importance of sharing the SDP will also be stressed. The benefits of ongoing review and celebration of the SDP will be highlighted. 

Please note you are only required to book and attend 1 session/venue out of 20.

Planning for Improvement Session 4: Nursery Schools only

AIMS

To understand the regulations for drafting a School Development Plan.  Understand that a concise and easy to read plan is best. Understand how drafting can be shared across the school. Understand the power of sharing and celebrating success.

Structure / Content

School principals will explore the SDP schedule and be given guidance on how to draft a concise, but meaningful document. ​The importance of sharing the SDP will also be stressed. The benefits of ongoing review and celebration of the SDP will be highlighted. 

Please note you are only required to book and attend 1 session/venue out of 3.

Planning for Improvement: Session 2

AIMS

To deepen the understanding of the benefits of wide stakeholder engagement. Explore a menu of potential auditing tools. Examine a range of resources for schools to use as part of their SDP engagement process.

Structure / Content

This workshop will highlight the need and benefits of engaging all stakeholder in the school development process. Principals will be provided with a range of auditing tools, advice on their use and a possible timetable for implementation.

 

Please note you are only required to book and attend 1 session/venue out of 19.

The Engine Room - Locality East

AIMS

To build capacity of middle leaders to lead school improvement, in order to develop high quality learning experiences and improve outcomes for pupils.

Structure / Content

This programme consists of 3 x ½ day face-to-face sessions facilitated by officers in the Post-primary and Special School Improvement Team. It supports middle leaders to make a positive difference to learners by enhancing their leadership capacity. Sessions provide opportunities for participants to engage in high quality professional dialogue with peers and apply what they learn to their leadership practice. Sessions will focus on the following key questions:

Session 1

What is my role and responsibility as a middle leader? How do I develop a compelling vision that motivates others? What does my leadership feel like to those I lead? How do I know how good we are as a team?

Session 2

How do I create a culture which fosters improvement within my team? How do I know what works? How do I plan effectively for improvement?

Session 3

How do I build an effective team? How do I manage resistance to change? How do I secure accountability?

These sessions are intended as a starting point for participants to consider exploring and developing one or more of the above themes in more detail, which they may wish to pursue with their designated School Improvement Professional.

Participants will attend all sessions and will be supported to engage in inquiry-based practice between sessions.

The Engine Room - Locality North

AIMS

To build capacity of middle leaders to lead school improvement, in order to develop high quality learning experiences and improve outcomes for pupils.

Structure / Content

This programme consists of 3 x ½ day face-to-face sessions facilitated by officers in the Post-primary and Special School Improvement Team. It supports middle leaders to make a positive difference to learners by enhancing their leadership capacity. Sessions provide opportunities for participants to engage in high quality professional dialogue with peers and apply what they learn to their leadership practice. Sessions will focus on the following key questions:

Session 1

What is my role and responsibility as a middle leader? How do I develop a compelling vision that motivates others? What does my leadership feel like to those I lead? How do I know how good we are as a team?

Session 2

How do I create a culture which fosters improvement within my team? How do I know what works? How do I plan effectively for improvement?

Session 3

How do I build an effective team? How do I manage resistance to change? How do I secure accountability?

These sessions are intended as a starting point for participants to consider exploring and developing one or more of the above themes in more detail, which they may wish to pursue with their designated School Improvement Professional.

Participants will attend all sessions and will be supported to engage in inquiry-based practice between sessions.

The Engine Room - Locality South West

AIMS

To build capacity of middle leaders to lead school improvement, in order to develop high quality learning experiences and improve outcomes for pupils.

Structure / Content

This programme consists of 3 x ½ day face-to-face sessions facilitated by officers in the Post-primary and Special School Improvement Team. It supports middle leaders to make a positive difference to learners by enhancing their leadership capacity. Sessions provide opportunities for participants to engage in high quality professional dialogue with peers and apply what they learn to their leadership practice. Sessions will focus on the following key questions:

Session 1

What is my role and responsibility as a middle leader? How do I develop a compelling vision that motivates others? What does my leadership feel like to those I lead? How do I know how good we are as a team?

Session 2

How do I create a culture which fosters improvement within my team? How do I know what works? How do I plan effectively for improvement?

Session 3

How do I build an effective team? How do I manage resistance to change? How do I secure accountability?

These sessions are intended as a starting point for participants to consider exploring and developing one or more of the above themes in more detail, which they may wish to pursue with their designated School Improvement Professional.

Participants will attend all sessions and will be supported to engage in inquiry-based practice between sessions.

Locality East - Self-Evaluation and Improvement Planning

AIMS

Participants will deepen their understanding of school development planning as a process, underpinned by the school’s strong guiding vision and purpose, informed by rigorous self-evaluation and educational research, devised in consultation with stakeholders and in compliance with DE policy.

Structure / Content

Participants will attend 2 x ½ day face-to-face workshops facilitated by school improvement officers, in which they will be invited to explore themes relevant to self-evaluation and planning for improvement, considering how they can be applied in the context of their school. The core themes covered in the workshops are designed around a series of questions as follows:

Rationale – asks why do we need a school development plan and what needs to be in one? Self-evaluation – asks how do we develop a robust evidence-base of all aspects of school life, upon which to build a manageable, meaningful school development plan which positively impacts on our pupils and their outcomes? Prioritisation – asks what are the challenges and opportunities we face and what are our emerging priorities over the next 3 years? Action planning – asks what are the characteristics of effective action-planning for improvement?

Each workshop will provide opportunities for professional dialogue and the sharing of practice, approaches and resources that can be used by schools to enhance their existing self-evaluation and improvement planning processes and structures.

These sessions are intended as a starting point for participants to consider exploring and developing one or more of the above themes in more detail, which they may wish to pursue with their designated School Improvement Professional.

Participants will attend both sessions and take their thinking back to share with colleagues in their schools.

Locality North - Self-Evaluation and Improvement Planning

AIMS

Participants will deepen their understanding of school development planning as a process, underpinned by the school’s strong guiding vision and purpose, informed by rigorous self-evaluation and educational research, devised in consultation with stakeholders and in compliance with DE policy.

Structure / Content

Participants will attend 2 x ½ day face-to-face workshops facilitated by school improvement officers, in which they will be invited to explore themes relevant to self-evaluation and planning for improvement, considering how they can be applied in the context of their school. The core themes covered in the workshops are designed around a series of questions as follows:

Rationale – asks why do we need a school development plan and what needs to be in one? Self-evaluation – asks how do we develop a robust evidence-base of all aspects of school life, upon which to build a manageable, meaningful school development plan which positively impacts on our pupils and their outcomes? Prioritisation – asks what are the challenges and opportunities we face and what are our emerging priorities over the next 3 years? Action planning – asks what are the characteristics of effective action-planning for improvement?

Each workshop will provide opportunities for professional dialogue and the sharing of practice, approaches and resources that can be used by schools to enhance their existing self-evaluation and improvement planning processes and structures.

These sessions are intended as a starting point for participants to consider exploring and developing one or more of the above themes in more detail, which they may wish to pursue with their designated School Improvement Professional.

Participants will attend both sessions and take their thinking back to share with colleagues in their schools.

Locality South West - Self-Evaluation and Improvement Planning

AIMS

Participants will deepen their understanding of school development planning as a process, underpinned by the school’s strong guiding vision and purpose, informed by rigorous self-evaluation and educational research, devised in consultation with stakeholders and in compliance with DE policy.

Structure / Content

Participants will attend 2 x ½ day face-to-face workshops facilitated by school improvement officers, in which they will be invited to explore themes relevant to self-evaluation and planning for improvement, considering how they can be applied in the context of their school. The core themes covered in the workshops are designed around a series of questions as follows:

Rationale – asks why do we need a school development plan and what needs to be in one? Self-evaluation – asks how do we develop a robust evidence-base of all aspects of school life, upon which to build a manageable, meaningful school development plan which positively impacts on our pupils and their outcomes? Prioritisation – asks what are the challenges and opportunities we face and what are our emerging priorities over the next 3 years? Action planning – asks what are the characteristics of effective action-planning for improvement?

Each workshop will provide opportunities for professional dialogue and the sharing of practice, approaches and resources that can be used by schools to enhance their existing self-evaluation and improvement planning processes and structures.

These sessions are intended as a starting point for participants to consider exploring and developing one or more of the above themes in more detail, which they may wish to pursue with their designated School Improvement Professional.

Participants will attend both sessions and take their thinking back to share with colleagues in their schools.

Locality East - Towards an Evidence-Informed Profession

AIMS

To support the development of learning & teaching through a shared process of structured inquiry and professional reflection.

Structure / Content

The programme will provide a facilitated opportunity to collaborate, learn and network with colleagues across the system.  This approach is guided by Learning Leaders (2016) putting teachers at the heart of their own professional learning journey.  All teachers will be supported to identify their own inquiry question for professional development. The programme will consist of four half day workshops, with the first one aimed at leaders of learning and teaching in addition to teachers:

Session 1 - ‘What does effective learning and teaching look like?’  What does the research tell us are “best bets”? Session 2 - ‘Exploring a cycle of inquiry to develop your classroom practice.’ Session 3 – ‘Building, engaging with and contributing to professional learning communities’ including the development of subject networks. Session 4 - ‘Know thy impact.’ Evaluating the Impact of Teacher Professional Learning on student learning

Each session will be supported by featured modules / inputs from practitioners.

These sessions are intended as a starting point for participants to consider exploring and developing one or more of the above themes in more detail, which they may wish to pursue with their designated School Improvement Professional.

Participants will attend all sessions and will be supported to engage in inquiry-based practice between sessions. 

Senior Teachers with responsibility for leading learning and teaching will commit to supporting this developmental work, including attending the sessions and facilitating inquiry as a methodology for improving classroom practice.

 

Locality North - Towards an Evidence-Informed Profession

AIMS

To support the development of learning & teaching through a shared process of structured inquiry and professional reflection.

Structure / Content

The programme will provide a facilitated opportunity to collaborate, learn and network with colleagues across the system.  This approach is guided by Learning Leaders (2016) putting teachers at the heart of their own professional learning journey.  All teachers will be supported to identify their own inquiry question for professional development. The programme will consist of four half day workshops, with the first one aimed at leaders of learning and teaching in addition to teachers:

Session 1 - ‘What does effective learning and teaching look like?’  What does the research tell us are “best bets”? Session 2 - ‘Exploring a cycle of inquiry to develop your classroom practice.’ Session 3 – ‘Building, engaging with and contributing to professional learning communities’ including the development of subject networks. Session 4 - ‘Know thy impact.’ Evaluating the Impact of Teacher Professional Learning on student learning

Each session will be supported by featured modules / inputs from practitioners.

These sessions are intended as a starting point for participants to consider exploring and developing one or more of the above themes in more detail, which they may wish to pursue with their designated School Improvement Professional.

Participants will attend all sessions and will be supported to engage in inquiry-based practice between sessions. 

Senior Teachers with responsibility for leading learning and teaching will commit to supporting this developmental work, including attending the sessions and facilitating inquiry as a methodology for improving classroom practice.

 

Locality South West - Towards an Evidence-Informed Profession

AIMS

To support the development of learning & teaching through a shared process of structured inquiry and professional reflection.

Structure / Content

The programme will provide a facilitated opportunity to collaborate, learn and network with colleagues across the system.  This approach is guided by Learning Leaders (2016) putting teachers at the heart of their own professional learning journey.  All teachers will be supported to identify their own inquiry question for professional development. The programme will consist of four half day workshops, with the first one aimed at leaders of learning and teaching in addition to teachers:

Session 1 - ‘What does effective learning and teaching look like?’  What does the research tell us are “best bets”? Session 2 - ‘Exploring a cycle of inquiry to develop your classroom practice.’ Session 3 – ‘Building, engaging with and contributing to professional learning communities’ including the development of subject networks. Session 4 - ‘Know thy impact.’ Evaluating the Impact of Teacher Professional Learning on student learning

Each session will be supported by featured modules / inputs from practitioners.

These sessions are intended as a starting point for participants to consider exploring and developing one or more of the above themes in more detail, which they may wish to pursue with their designated School Improvement Professional.

Participants will attend all sessions and will be supported to engage in inquiry-based practice between sessions. 

Senior Teachers with responsibility for leading learning and teaching will commit to supporting this developmental work, including attending the sessions and facilitating inquiry as a methodology for improving classroom practice.