Since 2006, the number of providers has increased. Participation levels have fluctuated because our associated primary colleagues are not always available to attend.
While the format of the day and the activities offered were fun the main purpose for the day was to put staff in the place of our learners. How do staff learn? Are they independent learners or do they prefer to collaborate with others? How do they feel when the tables are turned and they become the learner? Would this experience impact upon their own teaching methodology? (The following three figures relate to their responses.)
Figure 7: Teachers’ feeling of being in a new learning situation
A number of teachers felt comfortable in finding themselves in a new learning situation. A respondent who felt ‘slightly uncomfortable’ realised how other students might have felt and became more sympathetic to those who were falling behind.
It is clear from figure 8 that the majority of staff preferred to work with others during their ‘learning’ experience.
‘I actually felt nervous because people in my activity were further ahead than me and I thought I wouldn’t finish on time. I’ll have more sympathy with the kids in my class who fall a bit behind. I know how they feel!’
Figure 8: Teachers’ learning experiences on the day
‘Collaborative learning worked for me. My fellow ‘peers’ supported my learning and I needed them to do so. Maybe I should consider adopting more cooperative learning in my own lessons even if they are noisier than individualised learning strategies.’
Figure 9, below, highlights the benefits of cross curricular working and what other benefits were perceived on the day.
Figure 9: Benefits of running the event
‘As a provider, I could share my gift with other staff. Hopefully, my lesson was enjoyable and the participants will now give consideration to the problems that learners face when presented with a new skill/ concept’.
‘Initially, I was against this activity because I thought I could be doing better things with my time. I still have a lot of work waiting for me but I am glad that I have had the time to work with people across the school and some of the teachers from the primary schools as well as learn a new skill: web design. I’ve learned loads and can now promote my department to parents via the web’.
Figure 10: Type of skills used when taking part in the activity
The most conclusive evidence in respect of this day has to be a deeper understanding of the true concept of ‘enterprise’ not buying and selling but rather raised expectations and the variety of strategies and methodologies adopted to experience ‘success’. This is demonstrated in Figure 10.
‘I learned how to cook pasta from scratch and it tasted delicious. Our teacher was great and I now know how success feels and tastes!’
‘The experience was worthwhile to me. I developed new ICT skills which I will definitely use in my lessons.’
‘Can we please do this again next year?’
Summary and Conclusion
Overall, the findings generated by the evaluation were important as Cardinal Newman High School will continue to provide appropriate changes and innovation for our pupils, whether in the area of Vocational Education, Leadership/Pupil Empowerment, or Enterprise. The findings also confirmed the significance of developing this knowledge and these skills and attitudes amongst pupils especially in the light of working towards the Curriculum for Excellence.
Some of the valuable lessons that we learned through our evaluation journey are:
Cardinal Newman is successful at transformation because we place innovation and change at the centre of our planning.
Collaboration, partnerships and networks provide the framework for new approaches to innovation and transformational change.
Deep cultural change has been achieved and embedded in the last 3 years in many areas across the school.
Self-evaluation is at the heart of sustaining transformational change and provides the basis for ongoing change.
Leadership is purposefully distributed.
Staff learning is a main priority and there is a feedback system that allows us to refine and develop processes as change is happening.
‘By working collaboratively through teams, collective leadership was also developed and encouraged to ensure that shared leadership was drawing on a range of individual expertise to produce best thinking to form strategies and actions.
Michael Fullan (Turnaround system change/ UK workshop tour 2007)
Previous page |
Click here to go to the start |
School of Ambition Homepage |
| 
Home Page
