|
| Achievements and emerging lessons
|
- The value of intensive In-Service training during the pilot
phase proved beneficial and successful for both presenters and participants. Recognition
has been made of the value of both the structured activities and the informal interaction
among colleagues. This is particularly important for staff in rural areas where there may
be only one member of staff working with early stages.
- Literacy reviews through professional support from Field
Officer provided a more personal focus for individual reviews of practice.
- Value for classroom assistants in enabling staff to focus on
particular literacy developments, to implement new strategies and re-evaluate the teaching
of reading. In addition, the individual or small group support for literacy tasks with
children has been very effective.
|
| |
| Local Views |
| "The whole programme
could be further enhanced through the additional recruitment of classroom assistants. The
present budget does not allow for this development." |
|
| "I feel the programme so
far has worked well. It has made us all re-think our classroom practices." (P1
teacher) |
|
| "I feel as a teacher of
nearly 30 years experience, it was very valuable to have a re-focus, re-assessment
and fresh look at all aspects of reading." (P2 teacher and AHT) |
|
| "AIM is in good
hands." (P1-3 teacher) |
|
| "The major strengths
are:- |
- The enthusiasm of the Development Officer & Field
Officer transferred to group and schools.
- Sharing expertise/knowledge/strengths - from
officers to teaching staff, among teachers and across schools and so encouraging
meaningful collaboration.
- Development has not been isolated but has encouraged a
‘fresh look’ at classroom practices beyond P1 & P2." (Headteacher
in rural areas)
|
