Continuous Professional Development in St Anthony's

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The notion of a ‘generic, skills-based programme’ is problematic, as a one-size fits all approach cannot meet the needs of all children. In fact, research shows that CPD is most effective and successful when customised to the needs of the teachers and the particular school context, and sustained over a period of time. Future approaches to the issue should be informed by research and should draw on international standards. (St Patrick's, 2011)

It has already been noted the teachers at second level are very dissatisfied with the level of pre-service education regarding literacy across the curriculum and so are eager to seek out CPD to support this ever-increasing issue in our classrooms. CPD is also essential in raising awareness of the cultural divide and its consequences to teaching and learning. It has a key role to play in the development of critical awareness of inequality in schools and broadly in society. According to Kennedy (2010), provision of a multifaceted professional development programme for teachers is essential in addressing underachievement in literacy. When professional development is customised rather than pre-packaged; takes place over an extended period of time to facilitate early success; and uses a range of research-based approaches (including a strong, ongoing focus on student achievement), and teacher creativity and individuality is honored throughout the professional development, it can have a major impact on student achievement, motivation, and engagement (Kennedy 2010). Joyce et al (2002) identify four key components of CPD. The first focuses on knowledge and consists of exploring the theory or rationale for the new skills or strategies. Subsequently, they suggest, training needs to involve modeling the new skills – ideally in a setting closely approximate to the workplace. The third component is the practice of the skill and the authors estimate a substantial period of time (8–10 weeks, involving around 25 trials) to “bring a teaching model of medium complexity under control.” Finally, peer coaching, the fourth component, is the collaborative work of teachers in planning and developing the lessons and materials to implement the training effectively. These four key components were present in the JCSP CPD to support schools in putting in place a school-wide approach to literacy.

The CPD day was delivered by Statia Somers and myself in the school in August 2010. The content included a review of what is already in place in the school and feedback to teachers on their review of literacy. This led to a far-reaching discussion about literacy levels in the school and what has worked best to impact positively. The JCSP CPD has always

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incorporated sessions on probing the hidden curriculum, on hearing the views of the teachers and discussing those views and certainly there have been some interesting debates where teachers have argued that there is no poverty, simply budget mismanagement and so ultimately parents are to blame for poor literacy. Additionally, there are usually a number of teachers who believe the primary schools to be at fault. This kind of debate happened in St Anthony's in the first CPD day but it was not so noticeable on this occasion.

Some national and international research on literacy at second level was presented before we explored literacy supports under four headings: fluency, vocabulary, comprehension and motivation. Classroom Strategies Motivation Comprehension Vocabulary Fluency

Classroom Strategies

Motivation

•Reading Initiative – Reading Challenge •Millionaire •Paired Reading •DEAR Accelerated Reading Variety Student Choice Excitement Profiling

Comprehension

•Skim Scan NEW •Main Idea •DARTS •KWL •Summarising •Graphic Organisers

Vocabulary

Fluency

Strategies were outlined under each heading that could support literacy in subject areas. Workshops were held whereby the teachers went into small groups to try out the practical

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strategies themselves. Following feedback, teachers were asked to get into subject groups and come up with a literacy plan. The groups took this task very seriously and prioritised the aspect of literacy that they would focus on for the year as follows:

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Table 4:2: SUBJECT GROUPS FEEDBACK in case study school August 2010

Geography

 Keywords – e.g. JCSP Notebook  Transforming text Not e-taking system (Cornell)

Maths

Keywords – topic/exam  Matching definitions Show-me-Boards Skim and scan  Ticket to leave! Visual Aids

Gaeilge

 K-W-L  Skim and Scan  Persuasion/discussion Keywords Bookmarks  Word Puzzles Transferring text  Ticket to leave

Role – playing Graphic organisers

Science

 Toolbox Resources  Show me Boards  Graphic organisers Keywords: Colour coded  K-W-L  Exam Language Definitions

 3-2-1

English

Reading Book Boxes  Writing Frames  Keyword/Notebook  Card Board cut out

French

 Phonetics • Keywords  Pair-work  Video- conferences  Vocabulary  Websites

 Clues – headings visuals/etc.  Writing Frames  Interactive Whiteboard  Mind Mapping Idioms……phases

German

 Keywords  Book mark  Mind Maps/Spider graph  Questions focus • Sentences  Writing Frames  Text working  3-2-1

Art

 Keywords: Technical terms etc. € Visuals  Notebook Display

Music

 Oral language  Definitions (examples) Multiple choice questions practice  Keywords and lists (Displayed)  Spider grams  Show-me-Boards

 Listening Pair work

Home Economics

 Keyword posters laminated –  Graphic organisers Show-me-Boards

Business

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In addition the school planned to implement several JCSP initiatives including the Literacy

Medley with first years. They planned to implement accelerated reading, the reading

challenge, DEAR as well as the JCSP Word Millionaire Reading Challenge with the first years. The teachers told us that they enjoyed the day and they were all fully engaged in all of the workshops. All participants left full of enthusiasm and saying that they were eager to try out their new ideas.

A meeting was requested by the school and took place on 9th November when there was a meeting with the Deputy Principal, the Principal and the learning support teachers to examine progress. It was agreed that a staff review was timely. and useful if staff were reminded of the strategies and plans that were put in place in August.

Literacy Review 2010

A meeting was held in the school and it was clear that the review was timely as many teachers felt that they needed to be reminded of their focus and were very happy to re- examine literacy in their classrooms. They were reminded about what each subject department had agreed to implement or develop. Teachers were asked to discuss how things had gone since September and complete a questionnaire (Appendix 22). Here is a summary of the responses from teachers compared to how they had responded before the initial in-service day was provided. The teachers indicated that they had successfully implemented many of the strategies in their classrooms.

Figure 12 Comparison of Numbers of teachers using Reading Strategies before and after the in-service seminar in August 0 5 10 15 20 25 30 35 40

Comparison of Numbers of teachers using Reading Strategies before and after the in-service in August

Pre In-Service Post In-Service

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Additionally, teachers included that they used writing frames and one teacher had developed the student use of CDs at home to practice new words, build vocabulary and improve intonation. Finally, it was noted that providing model/sample answers had proved successful.

Figure 13: The number of teachers now using ''pre reading'' strategies in case study school

Figure 14 The number of teachers now using vocabulary and langauge building exercises with their students in the case study school

0 5 10 15 20 25 30 35 40 Keywords KWL Prediction / Anticipation Brainstorming Pre Reading Strategies used Post In-Service

Yes No More Info 0 5 10 15 20 25 30 35 40

Vocabulary and Language Building exercises that tried out in groups post in-service

Yes No

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Figure 15 The numbers of teachers using ''during reading'' strategies with their students in the case study school

Figure 16 The number of teachers now using DARTS with their students in the case study school

Teachers had also introduced the reward 'ticket system' outlined at in-service. Class sets of

Show me boards had been put in place and were in use in many classrooms. The JCSP class

0 5 10 15 20 25 30 35 40 Skimming &

Scanning NEW SQ3R Graphic Organisers During Reading Strategies used Post In-Service

Yes No More Info 0 5 10 15 20 25 30 35 40

Number of Teachers Engaged in using DARTS in Class Post In- Service

Yes No More Info

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sets of dictionaries were beginning to be used as well as recognition of the potential of writing frames.

It is clear that teachers were implementing a great range of literacy strategies following the CPD programme. All noted that they were finding greater participation and engagement of the students in their learning as a result. They recognised a greater understanding of the content now as they allowed their students to use literacy strategies to deepen their engagement with the text. Many teachers noted that homework was also improving as a result. There was an emerging excitement that a culture of reading was developing across the school. Evidence of increased cross curricular work was also found in that there was a great deal of collaborative work across subject areas. All the teachers expressed satisfaction with the positive impact of these strategies and were now very clear as to what additional supports they wanted to put in place to develop literacy skills. The CPD aspect of this research emerged as a very important element of its success. There was an initial input and then the staff were brought together for review and further planning over the course of the year. The teachers stated that it provided them with opportunities to establish the strategies that could support literacy and it facilitated planning time. They were very clear that the structure of the CPD helped as they regarded it as a supportive framework through which they could plan, implement, review, evaluate and plan again. They regularly stressed the value of an outsider checking in with them over the course of the year as being useful to maintaining the momentum.

….it's great to have you come into the school because with the very best will in the world it's hard to keep everything going, school is just so busy , we don’t have time to think. At least when you come we can sit down for a minute and kind of refocus ourselves. There is actually a lot going on but sometimes I'm not sure if it's focused. Your visits help keep us focused…..(Deputy Principal)

I'm delighted that we are having this review now, it's exactly what's needed to keep us going at this time of the year…….(Teacher)