ASPIRE... to
BUILD CAPACITY using the RESOURCE FILE
for schools to support children with Special Educational Needs
A personalised Self-Study Module through
A
action research
S
situation
P
I
preparation implement
R record
E
evaluate
ASPIRE... to
BUILD CAPACITY using the RESOURCE FILE
for schools to support children with Special Educational Needs
A personalised Self-Study Module through
an
Action Research approach
to identify a
S ituation where you wish to build your own capacity
engage in some
Preparation then
I mplement Record and
Evaluate the action research
The ASPIRE Self-Study Module was designed and written by Dr Brenda Montgomery Adviser Special Educational Needs, SEELB/Capacity Building Officer, DE
June 2012
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs INTRODUCTION
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs INTRODUCTION
Introduction The ASPIRE Self-Study Module is a resource which can be used by individuals, groups of staff or by the staff as a whole and is designed to: m
Enable you to build your own capacity using the Resource File for schools to support children with Special Educational Needs (SEN).
m
Enhance your understanding, knowledge and skills to ensure more effective learning and teaching in the classroom.
m
Improve your professional practice and personal development related to other aspects of your role.
The resource is structured in 5 parts: Part 1
Background to the Resource File.
Part 2
Rationale for undertaking the ASPIRE Self-Study Module through an Action Research approach.
Part 3
Outline of Tasks.
Part 4
Ideas for schools engaging in the ASPIRE Self-Study Module.
Part 5
ASPIRE portfolio (task proformas).
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs INTRODUCTION
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs CONTENTS
Contents
PART 1 Background to the Resource File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 The Resource File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Accessing the Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 PART 2 ASPIRE – Rationale for undertaking the ASPIRE Self-Study Module . . . . . 5 Action Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Critical Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 ASPIRE – Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 PART 3 ASPIRE – Outline of Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 PART 4 ASPIRE – Ideas for Schools engaging in the ASPIRE Self-Study Module . . 15 Timeframe for the Self-Study Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Portfolio Marking Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
PART 5 ASPIRE Portfolio (Task proformas) Portfolio Cover Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i Task 1 Situation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii Task 2 Preparation – main chapter/other chapters/additional reading . . . iii Task 3 Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Task 4 Implementing the Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Task 5 Learning Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi Task 6 Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii Task 7 Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix Task 8 PIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi ASPIRE: Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs CONTENTS
A RESOU
RC E F I L E
for scho ols to su p p o r t ch w ith Spe ildren cial Educ at ional N eeds
PART 1 Background to the Resource File
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 1
Background to the Resource File The Department of Education is committed to supporting inclusion and is implementing a capacity building programme to support children with SEN in schools. The programme includes conferences, workshops and resources. Many schools have developed very good and often outstanding provision for children with SEN and Principals and teachers have requested a means to share these skills and strategies with other schools. A resource file has been compiled which seeks to disseminate this practice and help to enable all schools to effectively meet the needs of their pupils.
The Resource File The Resource File currently has 15 chapters and continues to be expanded. Current chapters: m
Leadership and Management
m
The Role of the SENCO
m
The Quality Indicators for the work of SENCOs
m Understanding Memory Difficulties m
Reading, Writing and Spelling for Children with Special Educational Needs
m
The Autistic Spectrum
m Understanding and Managing Social, Emotional and Behavioural
Difficulties (SEBD) m
Mathematics for Children with Special Educational Needs
1
2
m
Moderate Learning Difficulties (MLD)
m
ICT for Inclusion
m
Individual Education Plans (IEP)
m
Irish-medium Education and Special Educational Needs
m
Physical Disability
m
Sensory Difficulties, Visual and Auditory
m
Speech, Language and Communication Difficulties
Further chapters/additions: m
Effective Use of Data
m Assessment m
Severe Learning Difficulties
m
Moderate Learning Difficulties (Post Primary)
m
Working with Parents and Families
m
Early Years Resource
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 1
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 1
Accessing the materials The Resource File: m
Each school has received three hard copies of the Resource File.
m
The Resource File is available on the C2k Education Network (Equella). •
Equella is a storage area available to all schools and organisations.
•
Equella will also host all the conference materials and many other useful SEN resources.
• Helpdesk contact number: 0870 6011666. ASPIRE: •
This resource is available on the C2k Education Network (Equella).
•
This resource may be photocopied.
3
4
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 1
PART 2 Rationale for undertaking the ASPIRE Self-Study Module through an Action Research approach
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 2
Rationale for undertaking the ASPIRE Self-Study Module through an Action Research approach Action Research Action Research has become a popular means of research within the field of education. It allows practitioners everywhere to continually investigate and evaluate their work and is suitable in education for leaders, senior managers, teachers, support staff and pupils. Action Research is a very “hands on” methodology and a valuable way of gauging what is being learnt and what is being taught: “In action research, you aim to observe yourself, in the company of others, to see whether you are exercising your educational influence in their thinking and they in yours. It is a reciprocal relationship, learning with and from one another. You are at the centre of the action, so this involves considerable honesty”. (McNIff & Whitehead 2010, p.95). Action Research is different to more traditional forms of research; it is practise based and the researcher is part of the research, therefore a useful methodology to help staff understand and improve situations in school or in the classroom. With Action Research the staff can explore learning and teaching strategies that can improve professional practice and personal development; they ask themselves “What am I doing? What do I need to improve? How do I improve it?” (McNIff and Whitehead, 2006, p.7). The Action Research approach is also acknowledged by the General Teaching Council for Northern Ireland (GTCNI) as being a valuable methodology for reflective practice and continuing professional development (CPD). The GTCNI emphasise the concept of school based reflective practice where “staff engage in action research within their own classroom, school or institution” (GTCNI, 2007, p.12) and “work with colleagues and others to create a professional community...... and be prepared to offer advice and share professional practice with colleagues.” (GTCNI, 2007, p.45).
5
6
Moreover Action Research is an appropriate methodology to enable teachers to develop their professional competence. In the context of the GTCNI teacher competences, the ASPIRE approach enables teachers to build on and develop the following areas: m
Professional Knowledge and Understanding (competences 6, 7 and 9).
m
Professional Skills and Application (competences 15, 21 and 22).
m
Assessment (competences 24, 25 and 26).
Critical Thinking As part of the Action Research process, where members of staff engage in self‑reflection and self-evaluation, it is also important for them to engage in critical thinking. Within the context of SEN, this encourages individuals to review their underlying assumptions and to render visible some of their everyday taken for granted practices and relationships. This doesn’t mean being critical in the negative sense but rather to think in a way that enables everyone to consider and perhaps reconsider their own taken for granted practices and ways of thinking about children and young people with SEN: in other words as Ennis, 1989 (cited in Fisher, 2001, p.7) describes “reasonable reflective thinking that is focused on deciding what to believe or do”. The importance of critical thinking has also been highlighted by GTCNI in ‘Teaching: the Reflective Profession’ (2007). In this publication, GTCNI highlight how teachers, as they progress in their careers, encounter different challenges and expectations. Furthermore, it can also be anticipated that teaching will become progressively more sophisticated and nuanced. This will be evidenced by: m
Greater complexity in teaching, for example, in handling mixed‑ability classes, or reluctant learners, or classes marked by diversity, or inter‑disciplinary work.
m
The deployment of a wider range of teaching strategies.
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 2
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 2
m
Basing teaching on a wider range of evidence, reading and research.
m
Extending one’s impact beyond the classroom and fuller participation in the life of the school.
m
The capacity to exercise autonomy, to innovate and to improvise.
m
A pronounced capacity for self-criticism and self-improvement, the ability to impact on colleagues through mentoring and coaching, modelling good practice , contributing to the literature on teaching and learning and the public discussion of professional issues, leading staff development, all based on the capacity to theorise about policy and practice.
The ASPIRE Self-Study Module also supports the philosophy of the Department of Education’s Every School a Good School: a policy for school improvement where “school self-evaluation and self-improvement (with support) are at the heart of the policy” and where schools should be seen as “vibrant, self‑improving, well governed and effectively led communities of good practice, focusing not on institutions but on meeting the needs and aspirations of all pupils through high quality learning, recognising the centrality of the teacher”. (ESaGS, 2009, p1). Self-evaluation is also promoted as crucial by the Education and Training Inspectorate (ETI) whereby “individual teachers, groups of staff, the staff as a whole and senior management should reflect on their current practice; identify and celebrate the strengths of the school; identify and address areas for improvement in their work; engage in personal and shared professional development; focus on improving the quality of learning and teaching, and the standards of achievement in the school” in order to: “promote school effectiveness; improve the quality of learning and teaching; improve the experiences of the pupils and raise the standards which the pupils attain”. (TTI, 2010, pp 4-5).
7
8
Through engaging in the ASPIRE Self-Study Module you will achieve a number of learning outcomes and will be required to: m
Complete a number of tasks.
m
Complete the proformas for each of the tasks (refer to Part 5).
m
Compile and submit a portfolio (refer to Part 5) which may be verified by your SENCO/Principal/Governor or other member of staff as agreed by the school.
m
Identify and disseminate a Positive Idea for Everyone to Share (PIES) with your colleagues.
ASPIRE: Learning Outcomes On completion of the ASPIRE Self-Study Module you can expect to have: 1.
Increased your understanding, knowledge and skills in relation to an identified need.
2.
Improved professional practice and personal development.
3.
Become a more self-reflective and self-evaluative practitioner.
You will have: 1.
Engaged in an action research process.
2.
Identified an area of concern for yourself.
3.
Critically reflected on SEN/inclusion.
4.
Identified an area where there is a need for personal/systemic capacity building.
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 2
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 2
5.
Agreed to engage in an experience of professional practice to enhance your skills.
6.
Read and understood the content of a chapter most relevant to your identified need.
7.
Engaged in academic study through reading other chapters and or additional background reading related to the identified situation.
8.
Communicated with other professionals in the workplace.
9.
Developed and implemented an action plan.
10.
Recognised, understood and be able to apply new strategies/ resources/ideas to enhance the management in relation to the identified situation.
11.
Applied enhanced knowledge to more effective learning and teaching for pupils with SEN.
9
10
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 2
PART 3 ASPIRE Outline of Tasks
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 3
ASPIRE Outline of Tasks Situation Task 1 Reflecting on your own professional practice and personal development, identify a SEN situation in which you wish to build your own capacity. This may be an area which has been causing you some concern either in the classroom or at a whole school level or may be an area which you feel would be important for your own continuing professional development. Preparation Tasks 2 & 3 In order to make the ASPIRE Self-Study Module beneficial, you are required to engage in preparation before undertaking the Action Research. Part of the philosophy underpinning this Self-Study Module is that reading and learning from the Resource File and additional reading should enhance your capacity building in the classroom/school. Task 2 i.
Read and summarize the chapter most relevant to your situation.
ii.
Explore other chapters and/or additional reading.
iii.
Identify up to three strategies which you will implement in relation to your identified situation.
iv.
Explain why you think they would be useful in relation to your identified situation.
Task 3
Complete an Action Plan as to how you will implement the strategies/ ideas (refer to Part 5).
11
12
Implement Task 4 Task 4
Implement your Action Plan over a period of time (approx 1 term)
Throughout the implementation you will need to: m
Monitor your progress.
m
Keep a learning journal.
m
Collect evidence to demonstrate your implementation (This could be a range of evidence including samples of pupils work, photographs, video clips, quantitative data such as improvement and results, qualitative data such as anecdotal comments or details about when and how the strategies/ideas worked).
m
Evaluate your Action Plan.
Record Tasks 5 & 6 Task 5
Keep a learning journal:
Reflect on: m
The key learning points (at least 1 per week).
m How the learning impacted on your professional practice and
personal development. Task 6
Document and submit your evidence to support the implementation of the Action Plan. ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 3
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 3
Evaluate Tasks 7 & 8 Task 7
Evaluate your learning of the Action Research and outline your next steps for capacity building. Reflect on:
m
What went well?
m
What didn’t work?
m
What were the challenges?
m
If you were doing it again what would you change?
Reflect on the learning and teaching: m
What were the key learning outcomes for you?
m How did this impact on the learning and teaching in your class /
school? m
What will you do next?
m How will you share your learning with your colleagues and build
capacity in your school? Task 8
Identify a positive idea/strategy (PIES) that worked well for you and explain how it was successfully implemented.
13
14
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 3
PART 4 Ideas for Schools engaging in the ASPIRE Self-Study Module
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 4
Ideas for Schools engaging in the ASPIRE Self-Study Module This resource is flexible; it can be used in its entirety or can be used accordingly to meet the specific requirements of individual schools.
Timeframe for the ASPIRE Self-Study Module The timeframe for the ASPIRE Self-Study Module is also flexible. It is anticipated that a minimum of 1 term is required for each module. The table below gives an approximate timeframe which can be adhered to or changed to suit your own requirements. Task 1
Situation
Tasks 2 & 3
Preparation
Task 4
Implementation
Tasks 5 & 6
Record
Task 7
Evaluate
2–4 weeks
Up to 1 term 2 weeks
Impact on Learning and Teaching Task 8
PIES
Assessment In order to successfully complete the module you will be required to: m
complete a number of tasks (refer to Part 5).
m
compile a portfolio with completed cover sheet (refer to Part 5).
Although the focus of your Action Research is primarily reflective, you will be required to provide some evidence of relevant reading.
15
16
Each module completed will: m
Be verified by the SENCO/Principal/Governor/agreed member of staff
Ethics You should not make any reference to any pupil or member of staff in your portfolio. For the purpose of anonymity it is acceptable to refer to a pupil as “John” (not real name).
Portfolio Marking Criteria Portfolios may be awarded one of two grades - pass or resubmit. The criteria for each are provided below: Pass m
The portfolio included all completed tasks, proformas and cover sheet.
m
There is evidence of completing the reading of a specific chapter of the Resource File related to the identified situation (Task 2).
m
There is evidence of additional reading related to the identified situation (Task 2).
m
There is evidence of reflecting on professional practice and personal development (Tasks 1, 5, 6, 7, 8).
m
An Action Plan has been submitted as part of the portfolio (Task 3).
m
There is evidence of the Action Plan having been implemented over a number of weeks (Task 4 and Task 6).
m
There is evidence of the Action Plan having been monitored throughout the period of implementation (Task 6). ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 4
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 4
m
There is evidence of learning through the learning journal (Tasks 5).
m
There is evidence of how the learning was evaluated (Tasks 7 and 8).
m
Strengths and challenges were identified and opportunities for future development were considered (Tasks 7 and 8).
m
Ethical guidelines were followed in terms of anonymity with regard to pupils; no pupil can be identified.
Resubmit m
The portfolio may be returned for resubmission where any of the criteria have not been met.
m You may be informed by the SENCO/Principal/Governor/other agreed
member of staff of the reason for a resubmission and provided with an opportunity to complete the ASPIRE Self-Study Module within an agreed timeframe. Further Modules You may complete as many modules as you wish to build your capacity to support pupils with SEN.
17
18
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 4
ASPIRE... to
BUILD CAPACITY using the RESOURCE FILE
for schools to support children with Special Educational Needs
A personalised Self-Study Module through
A
action research
S
situation
P
I
preparation implement
R record
E
evaluate
Name:
__________________________________
Module:
__________________________________ (Main Chapter)
PART 5 ASPIRE Portfolio (Task Proformas)
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 5
Portfolio Cover Sheet Name _____________________________________________ Task Check List
Completed Please tick
Task 1: Situation Task 2: Exploring the Main Chapter/other chapters and/or additional reading Strategy 1 Strategy 2 Strategy 3 Task 3: Action Plan Task 4: Implementation Task 5: Learning Journal Task 6: Evidence of implementation Task 7: Evaluate Task 8: PIES
I am of the opinion that ___________________ has successfully completed an ASPIRE Self-Study Action Research Module on ________________________ (main chapter). Signature __________________________________ Title __________________________________ Date __________________________________ i
ii
Task 1 Name _____________________________________________
Situation Identify a SEN situation in which you wish to build your own capacity: this may be an area which has been causing you some concern in the classroom or at a whole school level or may be an area which you feel would be important for your own continuing professional development.
Where am I now? (Outline your current situation with reference to pupil(s)/area needing changed eg what works well, any positives, current challenges).
Where would I like to be? (Your vision of the ideal situation)
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 5
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 5
Task 2 Name _____________________________________________
Preparation: Exploring the ‘main’ chapter(s) and additional reading Main chapter chosen _____________________________________________ Summary of chapter
Preparation: Exploring other chapters and/or additional reading Other chapters read:
Additional reading which I found useful:
iii
iv
Task 2 (continued) Identify up to 3 strategies which you will implement in relation to your identified situation. Strategy 1 _________________________________________________________________ _________________________________________________________________ I think this would be useful because
Strategy 2 _________________________________________________________________ _________________________________________________________________ I think this would be useful because
Strategy 3 _________________________________________________________________ _________________________________________________________________ I think this would be useful because
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 5
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 5
Task 3 Name _____________________________________________
Preparation: complete your Action Plan
Task 4 Implement: your Action Plan (up to 1 term (flexible))
v
vi
Task 5 Name _____________________________________________ Record: your key learning points throughout the period of implementation.
Learning Journal What were the learning points for me?
Date
Learning Journal (record at least 1 learning point per week throughout the period of implementation)
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 5
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 5
Task 5 (continued) How did the learning impact on my Professional Practice and Personal Development
vii
viii
Task 6 Name _____________________________________________
Record: your evidence Evidence to support the implementation of my Action Plan Please provide details of the effect of strategies/ideas implemented. This could be a range of evidence including samples of pupils work, photographs, video clips, quantitative data such as improvement and results, qualitative data such as anecdotal comments or details about when and how the strategies/ideas worked.
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 5
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 5
Task 7 Name _____________________________________________
Evaluate: your Action Research Self-Study Module What went well?
What didn’t work?
What were the challenges?
If you were to do it again what would you change?
ix
x
Task 7 (continued)
Impact on Learning and Teaching What were the key learning outcomes for you?
How did this impact on your learning and teaching in your school?
What will you do next?
How will you share your learning (PIES: see task 8) with your colleagues and build capacity in your school?
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 5
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 5
Task 8 PIES POSITIVE IDEA for EVERYONE to SHARE A Positive Idea/Strategy that worked well for me
Briefly outline the situation and explain how the strategy was successfully implemented.
Name of Contact Teacher _____________________________________________ (Share this with other colleagues as part of Capacity Building within your school) xi
_____________________________________________
Objectives/Targets to bring about improvement:
Success criteria: (Where I will be if I achieve my Objectives/Targets Actions to bring about improvement: (Preparation and Implementation)
Current situation/challenges (Where am I now with reference to above)
Resources Required
Staff involved/Internal/ External Support Required
Date ___________________
Situation identified for Capacity Building (a brief description of my area of concern):
Name
ASPIRE Action Plan
Timescale
xii
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs
PART 5
Name _____________________________________________ Date ___________________
Conclusion (to include overall evaluation with relevant evidence):
Strategies to Monitor and Evaluate:
ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs PART 5
xiii
19
References British Educational Research Association (2011). Ethical Guidelines for Educational Research. London, BERA. DE (2009). Every School a Good School: a Policy for School Improvement. Bangor NI. DE (2010). Together Towards Improvement: a Process for Self-Evaluation. Bangor NI. DE (2011). A Resource File. Bangor NI. Fisher, A. (2001). Critical Thinking: an introduction. Cambridge, Cambridge University Press. GTCNI (2007). Teaching: the Reflective Profession. Belfast, GTCNI. GTCNI (2010). School Based Professional Development. Belfast, GTCNI. McNiff, J. and Whitehead, J. (2010). You and Your Action Research Project (3rd Ed). London, Routledge. Whitehead, J. and McNiff, J. (2006). Action Research: Living Theory. London, Sage Publications.
Acknowledgements Dr Brenda Montgomery would like to thank the Principal and staff of Groggan Primary School (NEELB) for piloting the draft ASPIRE Self-Study Module and providing such valuable feedback. Mrs Pearl Campbell, Principal Miss Paula Cairns Mrs Joan Hodsman Mrs Sharon McCaughey Mr Chris Robinson Mrs Louise Wilson ASPIRE... to Build Capacity using the Resource File for schools to support children with Special Educational Needs ACKNOWLEDGEMENTS
For further information please contact:
Dr Brenda Montgomery
[email protected] Tel: 028 9056 6433 June 2012