An Roinn Oideachais agus Eolaíochta
Department of Education and Science
Leaving Certificate Vocational Programme Evaluation
REPORT
St. Conleth’s Vocational School
Station Road, Newbridge, Co. Kildare
Roll number 70680U
Date of inspection: 27 & 28 February 2007
Date of issue of report: 8 November 2007
1 Quality of programme organisation
2 Quality of programme planning and coordination
3 Quality of teaching and learning
4 Programme evaluation and outcomes
5 Summary of strengths and recommendations for further development
Evaluation of the Leaving Certificate Vocational Programme
St. Conleth’s Vocational School
The Leaving Certificate Vocational Programme (LCVP) is an intervention designed to enhance the vocational dimension of the Leaving Certificate (established) (LCE). The LCVP combines the academic strengths of the LCE with a dynamic focus on self-directed learning, innovation and enterprise. The primary goal of the LCVP is to prepare young people for adult life by ensuring that they are educated in the broadest sense, with an ability to cope and thrive in an environment of rapid change. Students are encouraged to develop skills and competencies fundamental to both academic and vocational success.
Introduction
This report has been written following an evaluation of the LCVP in St. Conleth’s Vocational School, Newbridge, Co. Kildare. It presents the findings of the evaluation and makes recommendations for the further development of the programme in the school. During the evaluation, the inspector held meetings with the school principal, a core group of teachers and with a small group of students. The evaluation was conducted over two days during which the inspector liaised extensively with the programme coordinator and visited classrooms to observe teaching and learning. The inspector provided oral feedback to teachers on lessons observed. The inspector also examined students’ work and reviewed relevant documentation pertaining to the programme, as well as teachers’ written preparation. The outcomes of the evaluation were discussed with the school principal, the programme coordinator and members of the core/teaching team at the end of the evaluation period.
St. Conleth’s Vocational School was originally opened in 1933. The present school, at Station Road, has been occupied since 1979. The school offers a range of courses from the Junior and Leaving Certificate courses to post-Leaving Certificate and adult education courses. At senior cycle, the programmes offered include the LCE, the Leaving Certificate Applied (LCA) programme and the LCVP. St. Conleth’s is one of ten schools operated by Co. Kildare Vocational Education Committee. The school was granted disadvantaged status by the Department of Education and Science in 1994 and is now in the current DEIS programme, and as a result is in receipt of funding and other supports to assist students in attending and benefiting from their time spent in school. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board.
1 Quality of programme organisation
1.1 Whole school support
The Leaving Certificate Vocational Programme (LCVP) has been offered to students in St. Conleth’s since 1994. The programme has been very popular with students and currently a large majority of students studying for their Leaving Certificate are following the LCVP. It is an accepted aspect of the school’s routine that, in general, students follow the LCVP, with the result that only a small number of students follow the LCE.
Responsibility for implementing the LCVP normally rests with a coordinator and the Link Module teachers. Since November last, due to changes in staffing, the school’s programme coordinator has been acting as a temporary LCVP coordinator while the school awaits the appointment of a permanent coordinator, as part of a special duties post of responsibility. Two Guidance counsellors, one of whom is full time in the school, teach the Link Module classes. Both teachers are new members of staff, one since Halloween and the other since December last. One teacher has had experience of teaching the Link Modules prior to arrival in St. Conleth’s. While it is the policy of the school to facilitate professional development for teachers, there has not been an opportunity to do this in the short period of time since the changes in LCVP personnel have taken place. Commendably, however, the excellent support provided by the acting coordinator, along with the prior experience of one of the teachers, has meant that Link Module classes have largely progressed as normal. It is recommended that, as a matter of urgency, the school seeks out appropriate in-service support for the Link Module teachers and for the new LCVP coordinator, when appointed. The LCVP Support Service website contains useful resources and is to be found at www.slss.ie. Information on current in-service provision and resources from past in-service meetings are available along with copies of the LCVP journal which also contains much useful information.
The LCVP is seen, in practice, as a separate “subject” within the school and the teachers of the vocational subject group (VSG) subjects do not have an input into the teaching or learning in the Link Modules. Equally, there is no cross-curricular input, either from the VSG teachers or from other curricular areas, although some teachers have given help in relation to specific LCVP events in the past. It is recommended that the profile of the LCVP be raised among staff in general and the VSG teachers in particular with a view to achieving the cross-curricular aims of the programme. The two Link Modules “are designed to be combined flexibly with each other and should be implemented in close integration with the vocational grouping being followed by the student” (LCVP syllabus document, page 36).
1.2 Resources
Link Module classes are allocated five class periods each week in both fifth year and sixth year, mostly in the form of two double periods and one single period. This is above syllabus requirements. Link Module classes are held in either a classroom or an IT room, as necessary. This has the advantage of allowing students to use computer facilities and the internet as required. The classroom is also used for Guidance classes. It is recommended that the learning environment of the room be enhanced through having a display of appropriate charts, posters and other visually stimulating materials and aids on the walls.
There is an annual budget allocated to the LCVP and the coordinator usually decides how this is allocated. Extra teaching hours accruing from the programme are deployed so as to benefit senior cycle students. This has the effect of allowing extra teaching time for Link Module classes and of increasing the number of class periods allocated to subjects such as Mathematics and English.
1.3 Student selection
A meeting of the parents of third-year students is held every year at which information on the programme and subject choices open to their children are presented. Parents are made aware of the nature and purpose of the LCVP at this meeting. The Guidance counsellor is also available should parents wish to discuss issues with regard to programme and subject choices.
Students are invited to apply to follow the LCVP and students who have chosen the appropriate subjects are admitted. The LCVP coordinator and the Guidance counsellor assist students with both their choice of programmes and of subjects. There are no specific target students. LCVP students are not seen as a separate group of students within the school but are totally integrated.
The school has reported a high rate of students dropping out before completing senior cycle. It is recommended that the school gives careful consideration to the steps that can be reasonably taken to reduce the dropout rate, especially with the supports accruing from having had disadvantaged status and from being included the current DEIS programme.
1.4 Home, school and community links
Parent-teacher meetings are used in the usual manner to inform parents of their children’s progress. Additional contact with parents is as frequent and as detailed as circumstances dictate and the school operates an open-door policy with regard to parents wishing to make contact to discuss any aspect of their children’s education.
Christmas, Easter and summer reports are used to inform parents of fifth-year students’ progress. Parents of final year students are provided with progress reports at Christmas and following mock examinations in the spring. Parents may also be contacted by letter, on occasion, for specific LCVP-related purposes such as work experience.
St. Conleth’s Vocational School has also developed excellent links with a number of outside agencies and industries. Through the Schools-Business Partnership, sponsored by Business in the Community, Ireland, and the School Completion Project, the school has developed a special relationship with Lily O’Brien’s Irish Chocolates. This is an excellent development. Links are also maintained with Coca-Cola and Bord na Mona who host visits to their factories.
Links with community, voluntary and educational agencies are also maintained. This includes FÁS in Newbridge who provide speakers for in-class events, the Mental Health Institute, the Institutes of Technology in Carlow and Tallaght, and the Dublin Institute of Technology. A range of local businesses and employers are of great assistance to the school in providing placements for students to carry out work experience.
1.5 Supports for students
Learning support is available to all students but is not given specifically to LCVP students, other than as a right, based on their needs and entitlements. There are qualifying students in the current LCVP programme. They would receive assistance in any case and do not get extra support on account of being LCVP students. The support given is not LCVP specific, but student specific.
Specific interventions include work sheets being specially prepared for special education needs (SEN) students, with a vocabulary and language appropriate to the level of ability of students. Classes in English, as a second language, are provided as appropriate also.
2 Quality of programme planning and coordination
2.1 Coordination
A temporary coordinator has worked hard to ensure continuity for students, with the help and support of the principal, in spite of staffing difficulties encountered during the current school year. The coordinator is not timetabled to take Link Module classes, however, and has not taught them in the past.
The ICT teachers facilitate the students in carrying out research and preparing items for their portfolios, through teaching ICT skills. The VSG teachers are generally not involved directly in the implementation of the LCVP curriculum although, on occasion and for specific reasons, they may assist; for example, the Home Economics teachers have helped in specific activities in the past.
There are occasional information sessions for all teachers at staff meetings, generally in the form of short inputs on upcoming LCVP events. The coordinator keeps records in relation to student attendance, and communications with parents and the Department of Education and Science.
The need for the early appointment of a specific LCVP coordinator is emphasised. The work of this coordinator is necessary to bring about a greater awareness of the LCVP among staff in general and the VSG teachers in particular, in order to enhance the planning for and timing of specific inputs and to place greater emphasis on the cross-curricular aspect of the programme. In conjunction with this appointment, it is important that time be set aside to facilitate the work of the coordinator.
For the most part, students organize their own work placements. The Guidance counsellor provides assistance and advice. The school also has a list of employers for those students who cannot get their own placement. Preparation of students for work experience is very thorough and this is commendable. Students carry out a career investigation, prepare a curriculum vitae (CV) and a letter of application and learn how to maintain a journal. They also learn about workers rights, work safety practices, how to carry out a telephone enquiry, how to meet and greet others, and how to prepare for an interview.
There is a good level of contact with employers in advance of the work experience. The Guidance counsellor, or the LCVP coordinator, visits students during the work experience. Employers complete an evaluation sheet on student performance following the work experience. The school tries to ensure that students are placed in interesting and challenging positions where they will learn new skills. This is excellent practice.
2.2 Planning
Both Link Module teachers have begun to network with other teachers and are satisfied that support is available when requested. There are no formal LCVP team meetings held. Informal and casual meetings occur frequently. There are no written agendas for these meetings and minutes are not kept. Time constraints have resulted in many meetings being rushed. It is recommended that formal planning time be made available to the LCVP team. To make best use of this time, meetings should be prepared in advance by researching the relevant issues and drawing up an agreed agenda. Minutes of the meetings should be kept as a matter of record.
The principal carries out LCVP team selection and timetabling. Business Studies is a core subject for all third-year students, partly in anticipation of many of them choosing to follow the LCVP in senior cycle. It was stated that the good practice of having a Business Studies teacher on the LCVP team, as in prior years, is to be implemented again in the future.
While some thought had been given to long-term curricular planning, and reference was made in planning documents to the work completed by fifth-year and sixth-year class groups and to the work still to be covered, detailed long-term planning was poor and the planning documents presented were vague and general. In order to facilitate proper advance planning for the coming year and to allow the team members to begin preparing long-term planning documents, it is recommended that the LCVP team for the next school year be appointed as early as possible. The initial focus in planning should be on organizing a range of enterprise activities and events that will lead to the preparation of portfolio items by students. The timing of these activities and events over the course of the two years of the programme, and the cross-curricular inputs required to ensure that students obtain maximum benefit, should also be addressed. It can be assumed that, in carrying out enterprise activities and in preparing portfolio items, students also cover much of the theoretical content of the course. Teachers should be conscious of ensuring that this is the case. Time must then be allowed in sixth year to cover any remaining theory, to finalise portfolios and to prepare students for the written examination. Once again, the website of the LCVP Support Service, at www.slss.ie, contains useful information and resources.
When a structure for the implementation of the programme has been planned in this way, teachers can then turn their attention to planning for the delivery of course content and to the methodologies that are appropriate to the students, to the material to be taught and to the requirements of the programme. At this stage of planning, thought should also be given to the modes of assessment to be used in monitoring student progress. A detailed knowledge of the LCVP syllabus document is an absolute requirement in order to plan appropriately and effectively at this level.
2.3 Curriculum
The Link Modules are treated as a full subject and allocated five class periods per week, mostly in the form of one single and two double periods. LCVP students take six Leaving Certificate subjects and the Link Modules. The time allocated to Link Module classes is substantially above syllabus requirements and it is important that best use is made of this time. During the current school year, few enterprise activities have been carried out. Given the generous time allocation, it should be possible to carry out a wide variety of enterprise activities, facilitating the development of such desirable skills as teamwork and planning skills, report writing skills, and critical skills such as review and evaluation.
A small number of students, who are following the Leaving Certificate (established) programme, take seven subjects.
Students qualify to follow the LCVP through a variety of VSG combinations. The most common subjects used are combinations of Home Economics, Biology, Art, Engineering, Business Studies and Construction Studies. All core portfolio items are addressed as part of the curriculum. Two optional items, a diary of work experience and a videotaped interview, are also addressed within class.
Specific classroom input comes from the two Link Module teachers and a modern European language teacher. VSG teachers are aware of the presence of LCVP students in their classes. While they have stated their willingness to accommodate cross-curricular work, this would require careful coordination in order to maximize its benefit and avoid problems. Students carry out activities individually for the most part and there are few if any group or team projects. It is recommended that a means of introducing and establishing cross-curricular links, especially with the VSGs, be explored, as expressed in the LCVP syllabus document pages 56, 60, 61 and especially page 64. It is also recommended that students are involved to a greater extent in team and group activities as stated on pages 38 and 44 of the syllabus.
All sixth-year and most fifth-year students are studying a modern European language to Leaving Certificate level and good arrangements have been made to cater for those fifth-year students who are not. These students follow an LCA module in French or German for one class period each week.
3 Quality of teaching and learning
3.1 Planning and preparation for teaching
Section 2.2 of this report commented on long-term planning issues pertaining to the LCVP. In the lessons observed there was evidence of short-term planning, although the level of this planning was uneven. Best practice was seen where, in one case, an excellent and detailed lesson plan was presented and followed. The lesson plan was part of a bank of such plans, prepared since the arrival of the teacher in the school. This level of lesson planning is to be commended. Teachers were familiar with the subject matter of lessons, there was a theme running through each lesson and all lessons observed were competently taught.
3.2 Teaching and learning
In all lessons visited, there was a disciplined atmosphere. Rapport with students was very good and this is to be commended. Teachers were enthusiastic, warm, patient and considerate of students. Their approach to their work was professional and business-like and a good learning environment was evident in all lessons observed. Good progress was made in all lessons. The level of two-way communication in classrooms was relevant to the task at hand.
Students were always attentive, interested and anxious to participate in the learning process. They demonstrated a positive attitude towards the Link Modules as evidenced by the level of engagement and interest observed. Students displayed a good level of knowledge, understanding and skills. Student behavior was excellent at all times.
A variety of well-chosen active methodologies were observed in use. In one lesson, circle time was used to facilitate a discussion on work experience placements. The level of interaction between the teacher and students, as well as among students, was excellent and an open and forthright discussion took place. Teacher input was well managed and controlled and there was excellent use of questions, as appropriate, to move the discussion on. While the teacher gave a good level of attention to individual students, students also displayed an excellent ability to work on their own where necessary.
In another lesson, a good mix of active and passive methodologies was used to teach the basics of enterprise. These methodologies included student writing, teacher explanations, excellent use of the white board to highlight key words and note the main points of the lesson, and the use of student work sheets. Students were well challenged by the teacher’s use of questions and were appropriately affirmed for their efforts. Both individual work and group work approaches were used at different stages of the lesson. Students were kept busy and actively engaged at all times.
In order to make the best use of available time, it is recommended that the structure of lessons be planned for, in addition to planning for content and the methodologies. This will ensure that students are engaged for the full extent of the lesson. It is also recommended that students are made aware of the objectives of the lesson at the outset of each class period. Students may work better if they are more informed as to where a lesson is leading. This can be motivating and informative as well as giving a sense of purpose and direction to classroom work. These lesson objectives should be clear, concise and achievable. They can encourage a degree of self-assessment by students within the class and help individuals to monitor their own progress.
3.3 Assessment
Formative assessment of students is carried out on a continuous basis by questioning in class, through correction of homework and portfolio work, and through the excellent level of teacher movement and observation of students during class that was noted by the inspector. When a draft of a portfolio item is presented, it is corrected and returned to the student for follow up. This is repeated until a final agreed version is reached.
The quality of record keeping by teachers was uneven. Best practice was seen where records were kept, in the teacher’s own diary, of coursework items being worked on or completed, along with attendance records, assessment records and planning documents. It is recommended that all teachers keep full records relating to student performance, attendance, work done, behaviour, homework and so on. The recorded information can be used to build up a profile of each student and can form the basis of very useful evidence in communicating student progress to parents and in advising both students and parents on what level of examination paper to choose in the Leaving Certificate examination.
Christmas and summer examinations are held in the Link Modules for both fifth and sixth-year students and sixth-year students also sit a mock examination based on the written paper of the Link Modules examination.
4 Programme evaluation and outcomes
4.1 Programme evaluation and review
Two meetings are held each year at which issues such as subject choices, work experience and how they might be improved are discussed. There is a reliance on teachers for suggestions. It is suggested that the school also seek, and take into account, the views of parents and students. In addition, the experience of employers should be considered when reviewing work experience arrangements.
An analysis of all Leaving Certificate results is carried out each year following which subject groupings are reviewed and may be revised. Subjects giving better results are encouraged, subject to personnel being available, to ensure that the school is working to its strengths. Good practice in school self-review demands that teaching and learning in poor-performing subjects should also be reviewed, with the aim of improving student outcomes, and it is recommended that such reviews be carried out.
There are no formal arrangements in place for the specific review and evaluation of the LCVP or of its implementation. There are no specific review or success criteria. Feedback from parents has been limited. It is recommended that a formal review of the programme and its implementation be carried out on an annual basis and specific procedures, including input from parents and students, and success criteria be developed to facilitate this review.
The school encourages students to follow the LCVP. The programme addresses the needs of the students; it is both practical and academic at the same time. Difficulties reported include time allocation for meetings of teachers involved in implementing the programme and also organizing out-of-school visits. The extra teaching time that has been made available for the Link Modules has been of great benefit and outcomes have been good as a result.
4.2 Attainment of programme objectives
Changes have taken place in the school as a result of the LCVP. The school has benefited by having improved links with community groups, local businesses, the Institutes of Technology and industry. There is scope to tailor the programme to the needs of individual students and the school reports that LCVP students are more likely to stay in school than students who do not follow the programme.
The programme is popular with students and they choose the LCVP because they feel that it is beneficial to them. They gain work experience, report writing skills, get to carry out project work, and make greater use of ICT. Most students say that following the programme will help them to do better in school. They have an opportunity to get more CAO points and to experience more active learning methodologies.
Teachers report that LCVP work experience helps improve students’ self-esteem, gives them a greater awareness of the outside world and helps them in making career choices. They feel that the LCVP is an asset to the school and its students.
Following discussion with management, teachers and students in St. Conleth’s Vocational School, and following examination of all aspects of the programme and its implementation in the school, is can be said that most of the aims of the LCVP are being met, and some more than others.
The vocational potential of Leaving Certificate subjects is not being realized to the fullest extent possible as the school does not readily implement the cross-curricular aspect of the programme, as already stated. However, the other aims are being largely addressed by the manner of implementation of the programme and both students and teachers are very positive regarding the programme.
5 Summary of strengths and recommendations for further development
The following are the main strengths identified in the evaluation:
· The Leaving Certificate Vocational Programme (LCVP) is an important component of curricular provision in St. Conleth’s Vocational School.
· The time allowance for the Link Module classes and the distribution of class periods are excellent.
· The availability of school facilities for the implementation of the programme is very good.
· Good links are maintained with local industry, community enterprises and the Institutes of Technology.
· Good arrangements are in place to provide a modern European language module for students not taking a language to Leaving Certificate level.
· Appropriate, active, teaching and learning methodologies are used to teach the Link Modules.
· The atmosphere in the classrooms is positive and conducive to learning.
· The LCVP has had a positive impact on the school and its students.
As a means of building on these strengths the following key recommendations are made:
· An LCVP coordinator should be appointed as soon as possible and specific and up-to-date in-service training should be sought for all Link Module teachers and for the coordinator.
· It is recommended that time be made available for the LCVP team to meet in order to engage in detailed long-term planning, to facilitate coordination, and to discuss curricular and assessment matters.
· It is recommended that a means of introducing and establishing cross-curricular links with other subject areas, especially the vocational subject groups (VSGs), be explored, as expressed in the LCVP syllabus document pages 56, 60, 61 and especially page 64.
· It is recommended that the profile of the LCVP be raised among staff in general and the VSG teachers in particular with a view to achieving the cross-curricular aims of the programme.
· It is recommended that students are involved to a greater extent in team and group activities as envisioned in the syllabus pages 38 and 44.
· It is recommended that a formal review of the programme and its implementation be carried out on an annual basis and that specific success criteria be developed to facilitate this review. The views of all relevant parties, including parents and students, should be sought and included in the review.