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'There is a clear link between effective leadership which focuses relentlessly on improving the quality of teaching, leading to better learning and higher achievement of all learners.'
(Learning Leaders, 2016)
This page aims to increase the capacity of middle leadership in your school so that both the quality of teaching, and outcomes for learners, can be improved.
Using Learning Leaders to Help Develop Middle Leadership in your School
Using Learning Leaders to Help Develop Middle Leadership in your School
Developing Middle Leadership in your School
Developing Middle Leadership in your School
This presentation is suitable for individual teachers or for those wishing to develop middle leadership in their school.
Objectives:
to develop an understanding of the role of school leaders in leading professional learning
to share and develop practice through collaboration with colleagues
to consider strategies for developing effective Teacher Professional Learning which leads to improved outcomes for learners
Lesson Observations
Lesson Observations
Teachers Observing Teachers
Teachers Observing Teachers
This presentation may be used by teachers who are carrying out classroom observations or by those in middle leadership who are setting up this process in their school.
Objectives:
to reflect on effective learning and teaching
to consider peer observation as a vehicle for teacher professional learning
to develop the skills of peer observation
Action Planning in your School
Action Planning in your School
When engaging in the action planning process in your school, it is vital that the following statement is your guiding principle.
“The identified priorities and associated action plans effect improvement in the children’s learning experiences and their attainment in a clear and measurable way and the school can demonstrate relevant evidence of improvement based on actions taken as a result of self- evaluation."
Inspection and Self-Evaluation Framework (ISEF) DE 2017 (pages 9-10):
“The identified priorities and associated action plans effect improvement in the children’s learning experiences and their attainment in a clear and measurable way and the school can demonstrate relevant evidence of improvement based on actions taken as a result of self- evaluation."
Inspection and Self-Evaluation Framework (ISEF) DE 2017 (pages 9-10):
Effective Action Planning: Quality not Quantity
Effective Action Planning: Quality not Quantity
This presentation is suitable for all coordinators or can be used by middle leadership when training new subject coordinators.
Objectives:
to outline the the action planning process
to explore key features of effective action planning
to explain the difference between monitoring and evaluation
The Action Planning Process
The Action Planning Process
These notes accompany the presentation 'Effective Action Planning; Quality not Quantity.'
action planning process.docxBlank Action Plan Template.docBlank Action Planning Template
Blank Action Planning Template
Lit Action plan sample 2.docxSample Literacy Action Plan
Sample Literacy Action Plan
Num Action Plan Sample 2.docSample Numeracy Action Plan
Sample Numeracy Action Plan
Monitoring and Evaluation
Monitoring and Evaluation
This presentation is suitable for all coordinators or can be used by middle leadership when training new subject coordinators.
Objectives:
to outline the school culture which is required for effective monitoring and evaluation
to explain the monitoring process and strategies used
to outline the issues to be considered when monitoring and evaluating
to explain the process of evaluation
Top Tips from Experienced Coordinators
Top Tips from Experienced Coordinators
Some practical advice from experienced co.docxCo-ordinators File Contents.docxSome Practical Advice from Experienced Co-ordinators Coordinator's Annual Monitoring and Evaluation File Contents
Additional Resources to Support You
Additional Resources to Support You
strategy-document-english.pdfGTCNI_Teaching the Reflective Profession.pdfWhat-makes-great-teaching-FINAL-4.11.14 (2) (1).pdf Learning Leaders Teaching: the Reflective Profession What Makes Great Teaching?
Learning Leaders Teaching: the Reflective Profession What Makes Great Teaching?
Unit 3ISEF-primary.pdfEffective Practice and Self-Evaluation Questions for Primary
Effective Practice and Self-Evaluation Questions for Primary
Unit 3Post-Primary ISEF.pdfEffective Practice and Self-Evaluation Questions for Post-Primary
Effective Practice and Self-Evaluation Questions for Post-Primary
peer-coaching-models.pdfPeer Coaching
Peer Coaching
Rosenshine 10 principles of effective teaching.pdfRoseshine's 10 Principles of Instruction
Roseshine's 10 Principles of Instruction
J. Hattie Mindframes for Teachers.pdfJohn Hattie: Mindframes for Teachers
John Hattie: Mindframes for Teachers
powerful-professional-learning-a-school-leaders-guide-to-joint-practice-development.pdfPowerful Professional Learning: a School Leader's Guide to Joint Practice Development
Powerful Professional Learning: a School Leader's Guide to Joint Practice Development
Videos to Support and Develop your Practice across the Northern Ireland Curriculum
Videos to Support and Develop your Practice across the Northern Ireland Curriculum
The following video-on-demand recordings of the ETI webinars, and support resources, are freely available for teacher professional learning purposes.
Research to Support and Challenge your Practice
Research to Support and Challenge your Practice
Research to support and challenge your practice can be found on the Education Endowment Website which includes teacher toolkits, summaries of educational evidence which shows what has worked best to improve the attainment of educationally disadvantaged pupils.
Initial Planning Sheet for School Based Action Research.docxInitial Planning for School Based Action Research
Initial Planning for School Based Action Research
Action Research Report Form.docxReport on School Based Action Research
Report on School Based Action Research
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