Céim 3 Leag amach tátail Cuir i gcomparáid le ráitis cháilíochta Láidreachtaí suntasacha Láidreachtaí níos treise ná laigí Laigí níos treise ná láidreachtaí Laigí suntasacha
Actions at class level Actions at subject department level Actions at school level Progress on targets Changes Targets Actions Person responsible Measurable outcomes Timeframe Review date Focus of evaluation Context Findings Strengths Areas for improvement Legislative requirements Step 6 IMPLEMENT ACTIONS & MONITOR TARGETS Step 5 SCHOOL IMPROVEMENT PLAN (SIP) Step 4 SSEREPORT Step 3 DRAW CONCLUSIONS Benchmark against Quality Statements Significant strengths Strengths outweigh weaknesses Weaknesses outweigh strengths Significant weaknesses
Article outlines the research methods employed and charts the results. It also outlines the personal and professional opportunities’ offered by undertaking the research and concludes with the lessons learned by the researcher. Background to research. The study originates from an amalgamation of a personal interest in literacy development and from the professional capacity of the researcher working in the area of educational disadvantage throughout a twenty four year period. The researcher has witnessed at first hand the impact of low literacy levels on the lives of parents and students. The study is also based on the premise that all young people are capable of improving their own literacy levels if they are motivated, supported and mentored to do so. The ability to read is one of the great gifts or accomplishments for a child as reading becomes the keystone for their future learning and academic achievement. The Irish nation was stirred in December 2010, when the outcomes of PISA 2009 research (Programme for International Student Assessment) (OECD, 2010; Perkins et al., 2010) revealed that Irish school children had dropped to average on the overall reading scale of 65 countries around the world. Results for Ireland of the PISA 2009 (OECD) included the following: “The study places Ireland among the "average" performing countries in reading literacy, with a mean score of 495.6 (OECD mean is 493.4). Ireland's rank, based on its mean score, is 17th out of 34 OECD countries and 21st of 65 OECD and partner countries. The scores show that between 2006 and 2009 Ireland dropped from 5th to 17th place for reading literacy.” Education Matters, OECD (2010:54). PISA is an international study that is administered to 15-year old students every three years; it involves over 60 countries, including all member countries of the OECD.
2 Welcome to our book showcasing the work of the Forbairt schools for the 2013-2014 cohort . We would like to acknowledge the wonderful work that has been undertaken by all the schools involved in this project and to highlight the onerous task it was for the Leadership and Planning Team to select the reports to include in this publication. We have placed an emphasis this year on including reports that have highlighted the leadership aspect of the various initiatives. We have also attempted to get a broad overview of the work undertaken in schools and hope that this selection will give readers a flavour of that work. We are delighted that so many children all across the country have had the opportunity to benefit from the considered efforts of their school leaders to improve the learning experience for them. We would also like to acknowledge the tremendous support of the dedicated group of Forbairt Associates around the country for their commitment to the programme and without whom the Action Learning Group meetings could not work as successfully as they do. Please accept our heartfelt thanks for supporting us in this important work. As we come to the end of the road for this Forbairt group, we want to wish them well in all that they do to further their leadership journey and that of all the staffs in their schools. We know that for many of you this is just another step along the way as you strive to provide an ever improving educational experience for the children in your schools – how lucky they are! Finally, we wish to offer a sincere thank you to Linda Hogan and the admin staff of Clare Education Centre. Nothing is ever a problem for Linda, and we do know that we can be very “pacesetting” at times! Without Linda none of the background work would get done – go raibh mile maith agat! Catherine Flanagan John O’Donnell Kathleen O’Shea Nóirín O’Connor School Page Ballacolla NS, Laois 3 Bawnmore NS, Galway 6 Dalkey School Project NS, Co. Dublin 8 Emper NS, Roscommon 10 Kildysart NS, Clare 13 Michael St. NS, New Ross, Wexford 15 Ratoath JNS, Meath 18 Scoil Samhthann, Ballinalee, Longford 20 St Catherines NS, Rush, Co. Dublin 22 St Marys NS, Fairview, Dublin 3 25 St Nicholas NS, Claddagh, Galway 27 St Patricks NS, Crowenstown, Westmeath 29 Athlacca NS, Limerick 32 Clohanes NS, Clare 34 Gaelscoil na nDeise, Port Lairge 36 Naomh Mhuire NS, Staplestown, Kildare 39 Scoil na Mainistreach, Quin, Clare 41 Scoil Phadraig Naofa, Bandon, Cork 44 St Colmans BNS, Kanturk, Cork 47 St Colmans NS, Enniscorthy, Wexford 50 St Itas & St Josephs NS, Tralee, Kerry 53 Tierneevin NS, Gort, Galway 56 Scoil Eimhin Naofa, Monasterevin Kildare 59 Whitegate NS, Cork 61 Lusk NS, Co. Dublin 64 Scoil Muire & Treasa, Swinford, Mayo 67
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