The document discusses factors that influence a child's life chances and well-being such as family, social capital, social class, poverty, resilience, readiness, motivation, and ability. It also examines the influence of school leadership and teaching quality on student learning outcomes. Additionally, it explores using data to improve educational practices and student performance within and across schools.

1. Saibhriu’12

2. The variables influencing a child’s life chances
and well-being-excluding gender, disability and
ethnicity.

3. The variables influencing a child’s life
chances, well being and educational success:Family ,Social Capital ,Social Class, Poverty
Resilience, Readiness, Motivation, Ability
School
Social
Personal
40%
40%
School
13%
7%

4. 
School leadership is second only to classroom
teaching as an influence on pupil learning.
Leithwood,K.(2002) Seven Strong Claims about
Successful School Leadership NCSL.

‘Amongst the most prominent of the project’s early
findings was the unsurprising one that the extent of its
influence in the schools was directly linked to the
quality and amount of the energies put into its
various initiatives by the school leaderships’.
Hogan, P. (2007) Learning Anew, Final Report of the
Research and Development Project, Teaching And
Learning for the 21st Century.

5. Vision/Mission
Principles
Policies
Living
expression of
value system
Practices

6. 
Locally-MLL/ DEIS Scale/Self-evaluation

Nationally- Examination Results/ESRI/ERC

Internationally-Pisa

7. LAOS
Key role of
Teacher Leaders

8. 
Context-water you are swimming in!

How do Principal and Deputy Principal lead
learning?

How do they ensure highest quality T&L?

Recommendations from previous inspections been
implemented?

9. ◦
◦
◦
◦
◦
◦
◦
◦
Retention
Attendance
Literacy
Numeracy
Examination attainment
Educational progression
Partnership with parents
Partnership with others – schools, community,
external agencies

10. 
Before beginning the process of
development, teachers need to develop a
sense of collective awareness, best
achieved through systematic data
gathering.
DRIP effect-data rich and information poor!

11. Considerable debate about how best to use data
on schools
 Construction of ‘league tables’; criticised for
ignoring differences in student intake; Irish Times
and Sunday Times ‘league tables’
 Use for improving practice:

◦ ‘Value added’ analysis of student performance
◦ Within-school analysis: year groups, departments,
cohorts; different student groups (gender etc.)
◦ Tracking other outcomes, e.g. attendance, early school
leaving; attitudes and engagement

12.  What
data is out there and how do we
compare? Concentrate for today on
Longitudinal Study and what it tells us.

14. What do you do to ease the academic transition
from 6th class to first year?

15. 
Mismatch
Irish, English, and Maths between P. and P.P.

Familiarity with P. curriculum
Only half of P.P. teachers

Taster subjects
No negative impact on student progress

Streaming
Higher streams - longer to settle
Lower streams less progress in reading and writing

16. 
Teaching methodologies –generally
traditional

Test scores - in Reading and Mathematics do
not improve for majority in 1st yr of PP.

Student attitude to school- less positive

Learning support – helped but would like help
with homework.

18. Gaelcholáiste
DEIS
Vocational
School
All Girls Voluntary Secondary School

20. 
Critical year for student engagement-template for
Leaving Certificate performance?

How do you maintain student engagement in
second year?

21. 3
2.5
2
1.5
1
0.5
0
1st year
(Sept em ber)
1st year
(May)
2nd year
Posit ive
JC year
Negat ive
5t h year
LC year

22. 3.5
3
2.5
2
1.5
1st year
( Sept )
1st year 2nd year
( May)
Liking school
JC year
5t h year
Liking t eachers
LC year

23. 
Negative interaction with teachers and misbehaviour

Academic self-image: capacity to cope with school-work
(from 2nd year)

Educational aspirations

Time spent on homework/study

Outside school (social life, part-time work)

25. Student engagement and disengagement as
longer term processes
 Potential for intervention to prevent early leaving
and promote achievement
 Emergence of at-risk groups – gender and social
class background
 Support in coping with schoolwork
 Quality of teacher-student relations


26.  What
can be done to address the
challenge of 2nd Year?
 Subject
 Junior
levels in 3rd year ?
Certificate Results-what do we use
them for?

27. 8
7
6
5
4
3
2
1
0
Mixed ability
Higher
stream
Middle
stream
Lower stream

28. How do you help students maximise the opportunity
of Senior Cycle?
Decisions.....decisions...
 Transition Year or not
 Senior cycle programmes (LCE, LCVP, LCA)
 Senior cycle subjects
 Post-school options

29. 
CRITICAL STAGE OF DEVELOPMENT

SPACE TO GROW & MATURE

RECOGNISES THAT THERE ARE MANY WAYS TO BE ‘SMART’

MORE INFORMED CHOICES ABOUT LEAVING CERT.

SOLID SKILLS FOUNDATION FOR LEAVING CERTIFICATE

LIFE SKILLS

30. ENGLISH
 IRISH
 MATHS
 EUROPEAN LANGUAGE


Importance of Remediation and Compensation
cannot be over-emphasised-it is a golden
opportunity to look at previous learning
experiences and address the
problems/difficulties identified.

31. Greater number of students in Transition Year
(up from 16% in 2000 to 24% in 2009) completed
the assessment.
 Students in Transition Year achieved significantly
higher reading and science scores than students
in all other grade levels
 Largest drop in mathematics occurred in TY –
insufficient maths periods in TY / lower student
engagement?


33. 
A change you have made?

34. Liked subjects
For education
Interesting
Good job
Easier
Good marks
Liked teacher
Friends
0
10
20
30
%
40
50
60

35. Mother
Father
Subject teacher(s)
V. impt
Impt
Guidance Counsellor
Friend
Tutor/year head
0
20
40
60
%
80
100

36. Circle of concern
Circle of
C
influence

37. The choices- information of family and friends-50%
and 33% respectively with Career Guidance~10%.
However, the lower the socio-economic grouping
the more critical the school in guiding the student.

38. The percentage of 15 year olds in the years 2000
and 2006, who report that their parents discuss how
well they are doing at school, at least once a week.

39. Family
No. of books in
home
SES
Pupil
++++
+++
+++
Parent
confidence
Traveller Com’ty – – –
School / Teacher
Academic
expectations
Self-concept maths
+++
DEIS points
– – –
+++
% employed parent
+++
Speak “another”
language at home
TV in bedroom
– – – % Lone parent
– –
– –
Attendance rate
++
Employed
parent
Educational
Resources
Lone parent
++
Value/enjoy reading ++
% EAL pupils
–
++
Teaching
experience
Extra qualification
+
Family size
–
Self-rating on
Reading/Maths
Moderate
internet/games
usage
+
Public library
+
Teacher
confidence
Tablebooks (math)
Quiet study
place
Parent reading
habits
+
Worksheets (read)
–
–
++
+
+
–
+
39

40. 
Majority of Parents of nine-year olds expect them
to stay on to third level.
However,
 Lack resources
 Insider knowledge