In term 4
last year, myself and four teacher aides embarked on training for the
"SPRING into Maths" programme. After reflecting on our in-school
remedial programmes with our TAs, we identified the need for further
training and the tightening up of our STEPS (Literacy) and SPRING (Numeracy)
programmes to improve the academic achievement of students who struggle
in reading and maths. We unpacked the barriers impacting the
programmes and among those identified were; attendance, consistency of
application, lack of a shared understanding, an 'add on' attitude
from teachers and a disconnect between the programmes and the classroom
programme.
A decision was made to address the
identified barriers through a variety of approaches. Focusing firstly on the SPRING into Maths programme, the TAs
and myself (as the supporting staff/SENCO member) attended 3 SPRING
training workshops at the RTLB hub in Royal Oak. Prior to the commencement of Term 1, two RTLBs ran presentations on the purpose and expected outcomes of STEPS and SPRING to
our staff on teacher only day. The purpose for the workshop was to
introduce the to staff the connections between how the programmes can
work within their own in-class programmes. Providing not just an 'add
on' but an integration of STEPS and SPRING within the context of our
reading and maths curriculum.
We have been fortunate to make our learning into a 'project' with two
very supportive RTLBs, one who lead the workshops we attended (Druinie
Perera) and the other our RTLB liason person (Dianne Ley). Before we
started, myself and the TAs had a day workshop ourselves, reviewing our
learning from the previous RTLB training. We created documentation to
identify barriers and ways we could nullify impact such as attendance
checks lists, tracking catch-up sessions and looking ahead to events
across the school which would cause interruption to the programme. We
then went through the assessment tools and reviewed the administering of
it. I modeled the tools on four students, with TAs observing closely,
providing opportunity for on the spot questions and clarification.
Following their observations of me, the TAs then paired up and carried
out observations of each other, advising, questioning and supporting.
Once assessment was complete we had a meeting with our RTLB SPRING team
focusing on the data gleaned from the assessment and advising on next
steps. Together we grouped students and planned the first three weeks
of the programme with one group,
The process we have created ourselves
to embed this programme across the schools through the learning and
application of our Teacher Aides has been commended by the RTLBs working
with us. According to them, we have gone 'next level' in the
commitment to training and applying the SPRING programme with in our
school.
The priorities for further development have been identified in two prongs;
- Monitor TA programme practice
across the school. Review through observation, reflection and
continuing meetings giving guidance and support.
- Ensure teachers are involved in the planning to provide contextual links and integration of SPRING into the classroom programme.
We will complete the planning together with each group and are aiming to get the STEPS programme up and running by then end of Week 7 this term. It's an 11 week term, so we will have 5 weeks to learn as we go and identify what is and isn't working in the programme. Hopefully within that time, we can iron out any issues and begin term 2 knowing the programme, working it seamlessly, monitoring progress and making gains in our student achievement.
Our next steps in our development of across school programmes is to create a similar implementation programme for STEPS with our incredible group of TAs.
