NORTHERN IRELAND EDUCATION AND LIBRARY BOARDS’
CURRICULUM ADVISORY AND SUPPORT SERVICES
BEST VALUE FUNDAMENTAL SERVICE REVIEW EXECUTIVE SUMMARY
CENTRAL MANAGEMENT SUPPORT UNIT FOR EDUCATION AND LIBRARY BOARDS
December 2005
FOREWORD The Curriculum Advisory and Support Service (CASS) was formally created in the five Education and Library Boards as a result of the Northern Ireland Education Order 1989 which placed a duty on each Board to provide advice and support to teachers within its area. The legal requirement to support teachers indicated a commitment from government to the continuing professional development of teachers as an integral element of improving pupil achievement. CASS provides support to all teachers in Northern Ireland regardless of the type of the school in which they are employed. The role of CASS has evolved from its original primary function, which was in essence to support the programmes of study arising from the 1989 Northern Ireland Education Order. Over time the service has developed into a wider school improvement role, particularly following the introduction of the School Improvement Programme in 1998. The critical importance of the continuing professional development of school leaders and teachers within the context of the learning school has been increasingly recognised in recent years. CASS works with schools to meet their staff development needs as an essential support to school development planning. It is increasingly involved in providing advice on self-evaluation strategies in schools. In conducting its work with schools CASS works in partnership with several employing authorities and other educational bodies in Northern Ireland. It is currently involved in the Programme Management Board, which consists of the full range of educational organisations preparing to implement the revised Northern Ireland Curriculum. CASS plays an important role in the educational community in Northern Ireland as recognised by the Education Minister, Mr Barry Gardiner MP, who stated in September 2004 “it is on them that the achievement of our ambitions for teachers, schools and our children depend. It provides professional development that supports profound learning for teachers who can create personal meaning, integrate principles, values and practice so that their response to the ever changing educational environment is creative, challenging, ethically driven and integrative resulting in high quality education for their pupils”. As one associated with national/international developments in relation to school improvement, I commend this report on the CASS service since it underlines the added value that such a service provides to leaders and teachers in schools.
John West Burnham
CONTENTS Page 1.
Introduction
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2.
Findings 2.1 Curriculum Support 2.2 Leadership and Management Development 2.3 Support to Beginning Teachers 2.4 School Support Programme 2.5 Resources 2.6 Partnerships 2.7 Equality Issues
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3.
Recommendations 3.1 Strategic Recommendations 3.2 Curriculum Support 3.3 Leadership and Management Support 3.4 Support to Beginning Teachers 3.5 Resources 3.6 Partnerships 3.7 Equality Issues
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4.
Conclusion
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1.
INTRODUCTION
The Central Management Support Unit (CMSU) undertook a Best Value fundamental review of the Education and Library Boards’ Curriculum Advisory and Support Services (CASS) in October 2004. The review examined key aspects of the service to identify examples of good practice and areas requiring further development. During the course of the review it was acknowledged that the service, within each Education and Library Board, operates within the limitations of a tightly confined budget. Furthermore, it is impacted upon by a number of educational initiatives, to which the service must respond. These initiatives include the future post-primary school arrangements in Northern Ireland, enriched curriculum, on-line learning, school development planning and the review of public administration in Northern Ireland. The review has been carried out using Best Value principles through a process of Challenge, Compare, Consult and Compete and in accordance with Projects in a Controlled Environment methodology. The process of gathering and evaluating statistical data, in conjunction with the consultations undertaken, has informed the key findings and recommendations. In light of the findings, the review team came to a series of conclusions that summarised the existing service. These conclusions have been classified as strengths and areas for further development. Examples are listed below: Strengths:
Central resource of expertise Knowledge and awareness of customers’ needs Responsiveness to a range of educational initiatives Teaching expertise and knowledge Opportunities for teachers to network Scope of partnerships
Areas for Further Development: Lack of consistency of support in specific areas Strategy for on-line learning Coherence of initiatives impacting on the service and on schools Meeting the differing needs and expectations of a wide range of schools The report makes a number of recommendations that, if implemented, will ensure Best Value and delivery of an efficient, effective and economic service.
2.
FINDINGS
The review examined all major areas of service including curriculum support, leadership and management development, support to beginning teachers, school support programme, resources, partnerships and equality issues. 2.1
Curriculum Support
Curriculum support incorporates the school improvement service including advice and development in the whole range of subject areas and areas of study, specialist support, school management, continuing professional development and implementation of government-driven strategies. Strengths: The establishment of a school improvement service, incorporating curriculum support, effective management of schools and continuing professional development of teachers. The name Curriculum Advisory and Support Service does not accurately describe service provided A depth of teaching experience and knowledge, offering a high level of understanding of practices and strategies and ensuring credibility within the majority of schools The growing use of Service Level Agreements and Local Public Service Agreements to identify and agree objectives for schools, promoting continuous improvement and setting measurable targets for the service and schools The ability to demonstrate value for money in relation to service contributions to school improvement Areas for Further Development: Current levels of investment in the service, which are impacting negatively on staff morale and on the ability to deliver a high quality and comprehensive service that fully addresses the needs of schools Further development of Regional Strategies, similar to Literacy and Numeracy, to provide coherent and consistent levels of support across key areas of service such as Special Educational Needs, Irish Medium, English as an Additional Language and Behaviour Support Levels of concern by schools regarding implementation of the revised curriculum and the support that will be provided Absence of a structured career path for teachers from beginning teacher support, to continuing professional development and leading ultimately to advanced status e.g. Chartered Teacher Concern of teachers regarding the effects of their absence from class and the extent of preparatory work to enable them to attend courses 2.2
Leadership and Management Development
The historic role of Principals and senior managers in schools has changed over recent years. Their role has evolved from primarily teaching responsibilities to an increased leadership and management function. There is now greater emphasis on planning, finance, communicating, leadership skills and compliance with statutory regulations. Furthermore, training in this area is provided for school governors in recognition of
their expanding and changing role. CASS support in this area contributes to both school improvement i.e. curriculum support and to leadership and management capacity within schools. Strengths: Use of a model based on regional and local support for leadership and management development Capacity building in schools in relation to planning and target setting Professional development of teachers, improving leadership and management skills Linking the development of teachers to the school improvement process Support to governors with regard to their changing role Comprehensive partnership approach in conjunction with Classroom 2000 and the Regional Training Unit Areas for Further Development: Misalignment of school development planning and the school financial year, which creates problems in identifying objectives and budgeting across two separate school years Replication of Regional Training Unit leadership and management support, leading to confusion among schools of the respective roles and responsibilities of CASS and the Regional Training Unit 2.3
Support to Beginning Teachers
In relation to support to beginning teachers, the Department of Education establishes overall policy and requirements of the process, which is subsequently delivered by CASS. As such, support to beginning teachers is a statutory role of CASS and is essential to ensure that the careers of newly qualified teachers progress successfully from their initial training at Higher Education Institutes. Strengths: The implementation of a Northern Ireland-wide strategy for delivering beginning teacher support; promoting consistency of standards across Education and Library Boards Areas for Further Development: Co-operation between CASS, Higher Education Institutes, General Teaching Council for Northern Ireland and other partners in adopting a joint approach to developing the competences of beginning teachers through initial training, induction and early professional development Schools reinforcing and adhering to the formal procedures for registering all new teachers with CASS in order that beginning teacher support will be provided Awareness of student teachers of CASS and the services it provides to beginning teachers
2.4
School Support Programme
The School Support Programme was launched in February 1998 with 39 schools, as a successor to the Raising Schools’ Standards Initiative. The programme provides a period of intensive support to meet the specific needs of individual schools. Schools are selected for the programme in relation to a number of management and schools performance criteria. The programme’s main aim is to raise the standards of attainment of the pupils in the schools involved and also to: Improve the quality of school leadership Raise morale among pupils and staff Raise the teachers’ expectations of their pupils Increase the pupils’ self-esteem and self worth During the period 1998 to 2004, 114 schools participated, with 91 exiting the programme as a result of the progress made. The budget for operating the School Support Programme across Northern Ireland, in financial year 2004-5, was £1,833,000. In addition, the ‘Group 1’ initiative was introduced in 1999-2000 as a special programme within the School Support Programme. The purpose of this being to provide further support to five schools in respect of key indicators such as pupils’ attendance, quality of learning and achievements in terms of recognised qualifications. Four of these schools were in Belfast Education and Library Board and one in Western Education and Library Board. Strengths: The School Support Programme is a focused aspect of the whole school improvement approach, which has been developed and promoted by CASS. The success of the programme, reinforced by the consultation process, demonstrates the high quality and effectiveness of the service when targeted at clearly identified areas of need
2.5
Resources
The availability of sufficient resources, and the efficient and effective use of those resources, are key to providing a quality and value for money service that meets the needs of customers. In respect of CASS, resources include financial, human, estate and Information and Communication Technology. Staffing costs, including advisory, administrative and technical personnel, account for approximately 70% of the total service expenditure. Strengths: The development of financial and non-financial management information systems, used to produce relevant data for budget managers and provide evidence of levels of support to schools e.g. Staff Development Management System employed by Southern Education and Library Board and Western Education and Library Board. Also the production of the ‘Spring Pack’ by Western Education and Library Board, illustrating comparative school performances. These are examples of good practice The development of a value for money service and effective systems of reporting and accountability, exemplified by the Annual Performance Report from South Eastern Education and Library Board The establishment of a range of Performance Indicators, enabling like-for-like comparisons across Education and Library Boards and demonstrating evidence of continuous improvement and value for money. Production of a Performance Indicators booklet, as with North Eastern Education and Library Board, enables cross-Education and Library Board comparisons to be made and trends to be easily identified The establishment of a framework to promote the delivery of a quality assured and professional service by all advisory staff Areas for Further Development: Meeting the wide ranging needs and expectations of schools within the limits of an increasingly constrained budget Addressing the impact of administering and managing a wide range of initiatives and strategies Recruitment of suitable experienced teachers into the service in either a permanent or temporary capacity Optimising use of existing levels of resources CASS communication systems, relating, internally, to administrative staff and, externally, to Education and Library Board support services 2.6
Partnerships
CASS utilises a wide range of partnerships to deliver a comprehensive and holistic service to schools. These include partnerships with schools, to support the whole school approach, partnerships within and across Education and Library Boards, educational partnerships, such as the Department of Education, Council for Curriculum, Examinations and Assessment, Council for Catholic Maintained Schools and Regional Training Unit and strategic partnerships with Health Trusts and other organisations. Partnerships enable joint projects to be undertaken and mutual, strategic objectives to be achieved.
Strengths: The promotion of Inter-Board relationships and co-operation, including establishment of a number of working groups representing CASS across the five Education and Library Boards The range of partnerships with schools, educational organisations and the public and voluntary sectors as a means to deliver strategic objectives and address educational, social and health issues within an inter-disciplinary context The opportunity offered to promote and develop on-line learning in conjunction with partners such as Classroom 2000, Regional Training Unit and the BBC, through the comprehensive Information and Communications Technology infrastructure and the planned e-schools project The use of specialists to complement the service e.g. Belfast and Western Education and Library Boards employing Special Schools as centres of expertise, which is an effective use of spreading knowledge and experience to a larger number of schools Areas for Further Development: Clarification of the role and responsibilities of the service, identifying clear objectives and outcomes and taking full account of future service developments Levels of funding for achievement of strategic educational objectives Further development of on-line learning, to ensure maximum benefits are acquired from the investment in infrastructure 2.7
Equality Issues
Education and Library Boards are obliged, through Section 75 of the Northern Ireland Order 1998, to promote equality of opportunity across the nine dimensions and the promotion of good relations across the areas of religion, race and political opinion. CASS, through the promotion of tolerance and understanding, has the opportunity to impact positively in schools. Strengths: Ethos of equality running through the service, through its purpose and desire to support all teachers and schools, irrespective of background The comprehensive Special Educational Needs service provided by Western Education and Library Board to Special Educational Needs Co-ordinators Areas for Further Development: Support for Human Rights and Equality curriculum matters, both for experienced and beginning teachers Support for Religious Education that encompasses minority faiths Support in relation to counselling and bullying policies Equality of opportunity of access to CASS for all teachers, even in schools that do not have ongoing need of support, to include substitute and temporarily employed teachers
3.
RECOMMENDATIONS
3.1
Strategic Recommendations
3.2
3.3
To further develop the regional dimension of CASS through Regional Strategies in conjunction with a local delivery of service, tailored to individual school needs. A regional approach promotes coherence and consistency within the service and brings benefits in terms of efficiencies, spreading good practice and economies of scale. A local dimension is key to delivering a tailored service and is a strength of the current arrangement To retain the holistic approach of CASS in relation to school improvement. This review has emphasised the importance of the whole school approach to school improvement and the need to maintain a holistic approach. The separation of school management from curriculum support and continuing professional development would impact negatively on the school improvement process To maintain a flexible and responsive approach to service delivery through the provision of centre-based, school-based and on-line support. Maintaining a balanced provision enables the service to respond effectively to policy changes, initiatives and school needs Curriculum Support To provide adequate funding for the service to ensure the delivery of a high quality and wide-ranging support, which would have a positive long-term impact through facilitating good quality teacher support and promoting improved pupil attainment levels To develop Regional Strategies for key areas of service to promote coherent and consistent levels of support to all schools To clarify with all schools, at the earliest opportunity, the proposed roll out of the revised curriculum, including anticipated levels of information and support to schools, implications for schools and expected benefits of the change To establish and support a structured career path for all teachers as part of a Continuous Development Programme To assess the support among teachers and to review the potential for providing courses for teachers outside of term-time, which would reduce the impact of their absence on the classroom To rename the service ‘The School Improvement Service’ to describe its activities more fully Leadership and Management Support To review the school planning cycle in relation to the financial cycle to ascertain if there is potential for better alignment of the cycles To ensure provision of a complementary role to that of the Regional Training Unit in relation to leadership and management development and to clarify the respective roles and responsibilities of CASS and the Regional Training Unit to teachers
3.4
3.5
3.6
3.7
Beginning Teacher Support To promote greater co-operation between CASS, Higher Education Institutes, General Teaching Council for Northern Ireland and other partners in adopting a joint approach to developing the competences of beginning teachers through initial training, induction and early professional development To raise awareness of schools to formally register all new teachers on permanent or temporary appointment with CASS To develop improved collaboration between CASS and student teachers in Higher Education Institutes to increase awareness of the service and what it provides Resources To revise the system for budgetary allocation, linking the funding to the projected costs of meeting clearly defined service objectives To establish a single Northern Ireland-wide Improvement Strategy to co-ordinate the large number of initiatives and impacting on schools and CASS To review ways of making recruitment into the service more attractive to senior teachers To evaluate teleworking pilots to ascertain the potential benefits and drawbacks of such an arrangement To examine the potential for increased employment of ‘expert’ teachers from schools as a means of complementing the service e.g. teachers from Special Schools To adopt best practice Management Information Systems, including schools’ benchmarking data, financial information and staff development systems To carry out an evaluation of teachers’ centres, taking account of usage, current financial situation, geographical locations and the increase in school-based support To further develop extensive communication systems that incorporate administrative staff and other Education and Library Board support services Partnerships To clarify the role of CASS in relation to partnerships, taking full account of the service’s objectives and future challenges To increase funding to educational initiatives from public, voluntary and other sources through, for example, the establishment of Education Action Zones, and thereby optimising resources coming into the service To develop an on-line learning strategy with educational partners, including Classroom 2000 and the Regional Training Unit Equality Issues To take full account of equality obligations under legislation relating to Section 75 (1) of the Northern Ireland Act 1998, Special Educational Needs and Disability (NI) Order 2004 and Disability Discrimination Act 1995, ensuring appropriate levels of support in the areas of Human Rights, Equality matters, Religious Education and Special Educational Needs through the provision of training and support to schools
4.
To develop formal relations with minority groups as a means of raising awareness and sharing good practice To further promote CASS within schools to raise the profile of the service and increase awareness of support available, thereby maximising the use made of the service
CONCLUSION
This fundamental review has taken place at a time of great change in education. However, the proposals of the Review of Public Administration Northern Ireland and the introduction of the new post-primary arrangements, revised curriculum and the Special Educational Needs and Disability Order should be viewed as a challenge and an opportunity to further develop the service. It is important that CASS is able to rise to the challenge and demonstrate its adaptability in delivering a continuously improving service to the benefits of schools, pupils and, ultimately, society in Northern Ireland. The service is undoubtedly valued across the education spectrum and beyond. In September 2004, the Northern Ireland Minister with Responsibility for Education, Mr B Gardiner, wrote ‘I firmly believe that professional development is at the heart of school improvement and I recognise the vital role that CASS has to play in teacher training and the successful implementation of new arrangements. Northern Ireland is well served by its teachers, and they in turn are well served by CASS. May I convey my personal appreciation for the valuable work, which CASS provides on a daily basis? It is on them that the achievement of our ambitions for our teachers, schools and our children depend.’
