Leading the SEN Process in Challenging Times

Ceist Conference 2010

THE CHARTER•“A CEIST school promotes quality and excellence in teaching and learning”•“The educational needs of the students are identified and suitable programmes and curricula are provided to meet the breadth of needs identified so that all students can participate with dignity and confidence”•“The school is innovative and creative in its response to the needs of the students so that the highest standards are achieved and maintained” •“A CEIST school is open and accessible to all without discrimination. It promotes a positive attitude towards the social inclusion of minority groups and stands in solidarity with those most in need”

THE CHARTER“Educational programmes are delivered through

quality teaching and learning promote the development of the whole person”

“The curriculum is designed to meet the needs of all students, encouraging and challenging them to develop their natural talents, to realise their potential and to strive for individual excellence”

“The school acknowledges the primary role of parents or guardians in the growth and development of the young person and provides opportunity for their participation in the life of the school”

“In the allocation of resources, priority is given to services for students who have special needs”

What is the purpose of your school?

Standards & Performance Individual

Growth & Learning

Cultural

Transmission

Economic

West-Burnham, 2007

SOCIAL JUSTICE

WHY SHOULD WE BE CONCERNED?

“ At micro level, moral purpose in education means making a difference in the life chances of all students- more of a difference for the disadvantaged because they have further to go.. At the macro level, moral purpose is education’s contribution to societal development and democracy.” Fullan

Fullan

Children who have SEN….are the least successful in

traditional measuresare the hardest to teach by

traditional measuresare the least powerful in insisting

that their needs are metare the most dependent on

schools for their educational resources

‘lies in striving that those hands –whether of individuals or entire peoples – need to be extended less and less in supplication ….they become hands which work, and by working transform the world’ Freire

Empowerment…Empowerment…

“The combined allocations provide a total of 109.75 hours of support teaching. However, at the time of the evaluation, the school timetable showed that only 58.40 of these teaching hours were being used to provide direct instruction to the specific students. This is a matter of great concern. “ Inspection Report 2010

“There is little evidence of a planning structure for resource teachers”. Inspection Report 2010

WHAT THE REPORTS SAY!!!!!

“All lessons formed part of a cohesive sequence and detailed written lesson plans were evident in all cases”…….“The participation and achievements of students with special educational needs in State examinations are rightfully a source of pride for school management, staff and parents. The bar of expectation is set realistically high, as indicated by a review of recent state examination results and the levels taken. The school is also mindful of students who are identified as exceptionally gifted and talented”. Inspection Report 2010

WHAT THE REPORTS SAY!!!!!

“At the time of the inspection the master timetable did not reflect the full range of supports as identified above”. Inspection Report 2010

“The provision in place to support the school’s newcomer students is also inadequate. The provision lacks any real coherent plan and the time allocation intended to support those students having English as an additional language is not being used for its intended purpose. Steps must be taken immediately to ensure that the resources provided to the school be used for their intended purpose and that arrangements must be put in place by the school to address the linguistic and wider social needs of the newcomer students”. Inspection Report EAL & WSE 2010

WHAT THE REPORTS SAY!!!!!

“Timetabling of the additional teaching hours provided, is done in tandem with the construction of the main timetable resulting in the school being able to provide a more consistent, cohesive and structured sequence of lessons across the school week and from year to year. Such practice is highly commended and allows for the creation of a core, but not exclusive, team of teachers to work with identified students and access relevant continuing professional learning”. Inspection Report 2010

WHAT THE REPORTS SAY!!!!!

Core Praxis - CrucialsAllocationsCPDCommunicationCulture of expectationAffirmationModes of deliveryRespectCollaboration

HOW DO WE DO IT Irish Exemption Curricular reduction - CautionSubject withdrawalGroup withdrawal/creationSmaller ClassesSNA SupportCare TeamLinks with other schoolsTherapies/Interventions Doubling up on optionsTeam Teaching Initiatives – Homework Clubs (students)HSCL

– Subject Teachers– Special Needs Assistant– Learning Support Teacher– Resource Teacher – Special Class Teacher– LCA/JCSP

Co-ordinators/Teachers– Special Education Needs

Co-ordinator– English Language Support

Teacher– Guidance Counsellor– Chaplain

– HSCL– SENO– Visiting Teachers– NEPS– EWO– External Agents– Parents– Care Team– Students

Who is involved in SEN

THE IEP AS AN EXAMPLE OF GOOD PRACTICE“…specifies the learning goals that are to be achieved by the student over a set period of time and the teaching strategies, resources and supports necessary to achieve these goals”

(NCSE Guidelines)

1. School leadership is second only to classroom teaching as an influence on pupil learning.

2. Almost all successful leaders draw on the same repertoire of basic leadership practices.

3. The ways in which leaders apply these basic leadership practices – not the practices themselves – demonstrate responsiveness to, rather than dictation by, the contexts in which they work.

SCHOOL LEADERSHIP

SCHOOL LEADERSHIP4. School leaders improve teaching and

learning indirectly and most powerfully through their influence on staff motivation, commitment and working conditions.

5. School leadership has a greater influence on schools and students when it is widely distributed.

6. Some patterns of distribution are more effective than others.

7. A small handful of personal traits explains a high proportion of the variation in leadership effectiveness.

Leithwood et al 2006

MAKING A DIFFERENCE

SUPPORT STAFF

PRINCIPAL

SEN Team

“Leader is an agent of change”

STUDENT

“Schools for tomorrow will require leaders who are passionately, obsessively, creatively and steadfastly committed to enhancing students’ learning” Fink 2005

In Challenging Circumstances

The most successful school leaders are open-minded and ready to learn from others. They are also flexible rather than dogmatic in their thinking within a system of core values, persistent (e.g. in pursuit of high expectations of staff motivation, commitment, learning and achievement for all), resilient and optimistic

Creating The New You

Affirmations

Imagination

Raising expectation