BRIDGING THE GAP EVALUATION REPORT 2005

Project team Project Director Áine Hyland Project Manager Tracey Connolly Project Consultant Cynthia Deane

Report prepared by Cynthia Deane

Bridging the Gap Project Education Department University College December 2005

1 Contents

Foreword 5

Reflection on the year 7

Introduction to Bridging the Gap project and evaluation report 9

1. Progress report on project activities 2004-2005 11 2. Summary of school and community- based projects 2004-2005 27 3. Evaluating outcomes for 2004-2005 and looking to the future 43

Special thanks to the teachers and pupils of Morning Star NS whose artwork is featured in this report.

2 3 Foreword

Professor Áine Hyland, Project Director

The past year has been an exciting and productive one for Bridging the Gap, building on the success of previous years. The project has now come to the end of its fourth year, and we are delighted to see the great benefits it has produced for pupils, their families, their teachers and the Cork city communities in which they live and work. The schools in the project have achieved very positive results: by setting and meeting challenging targets they have greatly enhanced the educational experience of their pupils. As a way of fulfilling its community mission, UCC, through the Bridging the Gap project, has worked in partnership with schools and community groups to provide new and enhanced learning opportunities for children and their parents.

This evaluation report summarises what was achieved during the past year by Bridging the Gap. In the year when Cork was the European Capital of Culture, over two thousand participants in the project have shown great energy, enthusiasm and creativity as they enjoyed a huge variety of events and activities sponsored by Bridging the Gap. This report shows that the projects carried out by schools are of a very high standard and have produced measurable gains in pupils’ achievements, motivation, and attitudes to education.

4 5 Reflection on the year

This is a great tribute to principals, teachers, pupils and million euro towards this five-year initiative. We are Dr. Tracey Connolly, in UCC. A ‘Kidz Opera’ was performed in the Honan parents who have engaged willingly in these projects, happy to assure our sponsors that there have been very Project Manager Square of the university in June and later in the month many of which require an involvement beyond the significant returns on the funds invested. I would also over 1,200 pupils attended the annual Bridging the Gap classroom and beyond the traditional school day. We like to express my thanks to Professor G.T. Wrixon, 2004-2005 marked another productive and exciting showcasing. President of UCC and to my colleagues in the university are very fortunate to work with such a committed year for Bridging the Gap. The project continued to for their ongoing support and encouragement. group of people. grow, involving more schools, teachers, pupils and On 29 November 2005, the project was honoured to parents in many different activities. have President Mary Mc Aleese launch Connections, an In the past year, the project has become more widely Looking forward towards the final phase of the project, anthology of pupils’ work. At the launch the President we know that Bridging the Gap will leave a sustainable known at local level, and has involved more pupils Every school set clear goals for the project as they set saw a “mini showcase”, representing the work of the legacy in schools, communities and the university, and teachers than in previous years. An important out to develop pupils’ skills, engage their interests, project. Connections features over one hundred stories, and we will concentrate on making the success of the achievement has been the publication of Connections, increase their enjoyment of school and their motivation poems and pictures that were selected from the best project visible in as many ways as possible. an anthology of children’s work to celebrate Cork’s year to succeed, and to involve parents and community in work produced by pupils in project schools during the as European Capital of Culture in 2005. In a national their children’s education. In their reports for this year, year. The high quality of the creative work is a great context, the work of Bridging the Gap is beginning to many schools mention their plans for continuing the tribute to the talent of the children, encouraged by be disseminated widely and we are confident that it will work of the project and for integrating it with school their families. It is also a result of the excellent teaching have an impact on national policy-making in the area development planning for the future. in the project schools, where principals and classroom of educational inclusion. It has also been mentioned teachers have high expectations and promote high in a number of international reports as an example of The year saw the strengthening of collaboration achievement for all pupils. good practice. between the project and other initiatives. In April 2005 the project hosted the Junior Certificate Schools The success of the project is a result of the vision, Programme Make a Book exhibition at University Work and collaboration between schools and University commitment and hard work of all those involved, College Cork. Over two hundred post primary students College Cork increased during the year especially especially Tracey Connolly the project manager and visited UCC as part of the exhibition. as staff from a number of university departments Cynthia Deane, project consultant. Special thanks are continued to work with Bridging the Gap. due to the three funders - the Atlantic Philanthropies, An increased number of pupils from project schools especially Tom Costello who has been unfailingly visited special events and celebrations on the UCC We look forward to the further strengthening of supportive and helpful; the Department of Education campus during the year. In May 2005 Mysterious Eye, collaboration in the year ahead. and Science; and an anonymous Cork philanthropist, an intercultural book created by pupils from three who between them have contributed almost two post-primary Bridging the Gap schools, was launched

6 7 Introduction to Bridging the Gap project and evaluation report

Bridging the Gap is an innovative project run by sections. The first section documents the main project , which aims to “bridge the goals, activities and outcomes for 2004-2005. In the gap” between the educational opportunities and second section, the school and community-based achievements of pupils in schools in disadvantaged projects are summarised briefly, showing the impact areas of Cork city and those in other areas. Bridging the of the project against the goals set by the schools. The Gap aims to establish Cork City as a centre of excellence third section evaluates the outcomes for the past year for educational inclusion and equality, by working and outlines the parameters for the final evaluation of in partnership with schools and their communities the project in 2006. to achieve their educational goals. The project is an integral part of the university’s community mission, and it is directed by Professor Áine Hyland, Professor of Education and Vice-President of UCC. It is funded jointly by the Department of Education and Science and by private funding obtained by UCC. More than forty primary and second-level schools and centres in Cork City are participating in the project, which runs from 2001 to 2006 (for a list of participating schools, see Appendix 1). Staff from a number of university departments work with Bridging the Gap, and the project manager is Dr. Tracey Connolly of the Education Department in UCC.

This is the fourth annual evaluation report of the Bridging the Gap project. It describes and evaluates the work of the project in the period from September 2004 to August 2005. The report was compiled by Cynthia Deane, project consultant, from extensive material provided by the project manager and by the participating schools. The report includes three

8 9 1. Progress report on project activities 2004-2005

10 11 CalendarCalendar of project of project activities activities 2004-20052004 CalendarCalendar of project of project activities activities 2004-20052004

2004 March September 1 Opening of Réaltra art exhibition, St. Patrick’s Infants and Girls Schools, 14 Shellshock project; start of visits to schools by staff of Fota Wildlife Park Gardiner’s Hill 30 Session for principals: Launch of 2004 Evaluation Report and of project 7 Principals’ action learning network, session three: teamwork and programme for 2004-2005 negotiation. Facilitated by Cynthia Deane, project consultant. October 22 Opening of Shellshock exhibition, Tigh Filí gallery 15 Visit of President Mary Mc Aleese to St. Mary’s on the Hill NS, April 7 Paper on Lifelong Learning and Access given by Prof. Áine Hyland at November Lifelong Learning Festival organised by Cork Learning Forum 1 “Literacies in the 21st Century”: paper given by Prof. Áine Hyland at 11-15 Graffiti Theatre Company anti-bullying workshops in five schools National Adult Literacy Agency (NALA) conference in Ennis 18-21 Make a Book exhibition in UCC (Junior Certificate School Programme) 8 Guided visit to (Sunday’s Well GNS) 25 Session for principals to plan 2005 report and anthology of pupils’ work 9 Reception for teachers from project schools in Glucksman Gallery, UCC, to May present the gallery’s education programme and facilities 3-4 Changing Minds: Leadership, Creativity and Learning, public lecture and 29 Christmas Party at UCC (Scoil Maria Assumpta and St. Patrick’s Infant education forum conducted by Prof. Howard Gardner at National College of Schools) Ireland, Dublin. Bridging the Gap provided funding for five teachers to attend. 30 Learning and doing together: Occupational Therapy and Bridging the Gap. 4 Nutrition and Health: session conducted by Dr Sheila Morgan, Teagasc Professional development seminar for teachers, UCC (Presenters: Susan Moorepark and Dr. Catherine Buckley of the UCC Alimentary Pharmobiotic Centre Ryan, and Eithne Hunt, Department of Occupational Therapy, UCC) 10 Nutrition and Health: session conducted by Dr Sally Cudmore and Dr Julian December Marchesi of APC in Gaelscoil Mhachan 2 Launch of book Streets, Lanes and Squares in the South Side (Deerpark 25 Launch of book A Mysterious Eye (compiled by pupils from North Presentation transition year students) in Glucksman Gallery, UCC Secondary School, Ursuline Secondary School, Presentation Secondary School) in 10 Speech by Dr. Tracey Connolly, Project Manager, at official opening of UCC library in Terence MacSwiney Community College, performed by June Micheál Martin, TD, Minister for Enterprise, Trade and Employment 1 Summer production Mystical Legends in honour of Cork Capital of Culture 13 Principals’ action learning network, session one: exploring leadership. 2005 (Scoil Maria Assumpta) Facilitated by Cynthia Deane, project consultant. 1 Visit to UCC organised by Ionad na Gaeilge Labhartha (Gaelscoil Mhachan, 2005 Gaelscoil an Teaghlaigh Naofa, Scoil Therese) January 8 - 10 Annual showcase of schools’ projects at UCC 20 Strategies to support numeracy development: professional development 14 Kidz Opera presented at UCC (St. Patrick’s GNS, Gardiner’s Hill) seminar for teachers, UCC (Presenter: Jerry Mc Carthy, Junior Certificate 15 Launch of CD-ROM and health exhibition in Mayfield (Scoil Mhuire Banríon) Schools Programme and Irish Learning Support Association) 29 Prize giving ceremony at St Kevin’s School 21 Visit of President Mary Mc Aleese to Greenmount NS and Deerpark CBS July 24 Principals’ action learning network, session two: leadership styles and 18-24 Harvard Summer Institute competences. Facilitated by Cynthia Deane, project consultant.

1212 13 Some activities sponsored by Bridging the Gap in 2004-2005

Project goals for 2004-2005 Work with principals to identify and enhance the Visits to Turtle project leadership qualities and practices that promote high The final phase of the Bridging the Gap project is achievement and educational inclusion in schools. In collaboration with the Cork Opera House, the When I heard the news about how the turtles were mainly about building sustainable capacity in schools, programme of subsidised tickets for children from endangered and that we had a chance to save them, I project schools was continued in 2004-2005. As in in communities and in the university that will help to Project activities 2004-2005 was delighted. The first thing that happened was that achieve educational inclusion. As the project moved previous years, the programme was extremely popular, we went on a trip to Fota Wildlife Park to learn about into its fourth year in 2004-2005, the focus was on with 1117 pupils from nineteen schools attending them and to get a tour. Then we went on a computer As the calendar above shows, the past year has been consolidating its earlier achievements as a foundation performances of Lambert Puppet Theatre (March and got pictures of the turtles. Our music teacher, a busy one for Bridging the Gap. Thirty-seven schools for further development. For 2004-2005, the main 2005), Hansel and Gretel (May 2005) and Oliver (June Johnny, said that we should write a song about the have run their own projects, with over two thousand goals of the project were to: 2005). In addition, three schools availed of workshops turtles. We wrote a chorus and then the verses. We pupils directly involved. The project also sponsored offered by the Opera House, and pupils from many then composed the music and practised a lot. We were a range of other activities, including visits to the Strengthen the active learning partnership between schools attended “Behind the Curtain” talks about very pleased with our song. Opera House, theatre and printmaking workshops, schools, communities and the university Romeo and Juliet, The Plough and the Stars and other links between UCC and school communities, book productions. A lady came to the school and showed us slides of how publication, launches and arts exhibitions, celebration Concentrate on enhancing the research strand of the they were being killed by pollution, for food and just of special occasions in schools, and events associated project, to ensure that it contributes to shaping future being tortured. Then a man came and brought the art with Cork’s year as European Capital of Culture. Cork Printmakers and Fota educational inclusion measures Wildlife Park supplies so that we could make pictures. The first week we had a metal thing shaped like a pen and we carved the pictures into a plastic square. Next we put a special Engage teachers as researchers in their classrooms, Twelve primary schools took part in the Shellshock kind of paint on to the plastic. Then we made a print setting targets, planning interventions and collecting project, which was jointly organised by Cork on the paper. The best of each were sent to Tigh Filí art data to monitor the impact of their actions Printmakers and Fota Wildlife Park. The theme of gallery where people could buy them for 10. this year’s project was turtles. Each class visited Fota Disseminate the outcomes of the project locally and Wildlife Park and had three printmaking workshops, We went to the gallery to see all of the paintings. We nationally, and influence policy and practice to help where they produced colour prints that were later got lots of free goodies. We stayed about three hours. achieve educational inclusion exhibited and sold to raise funds for turtle conservation. All of the money raised went to the ‘Save the Turtle’ There has been very positive feedback from pupils and organisation. Support the formation and continuation of networks, teachers in participating schools about the impact of to promote the professional development of principals the project on pupils’ levels of skills and confidence. Pupils from Sunday’s Well BNS. and teachers and the greater integration of schools Pupils from one school summed up their experience with their local communities in the following account. 14 15 Graffiti Theatre Company: programme Books published by project schools Links between UCC and of anti-bullying workshops school communities

A series of drama workshops was provided for 5th and In 2004-2005, Bridging the Gap supported the Each year, the project has extended the links between This programme has been seen as a success by the 6th class pupils in three primary schools and 1st year publication and launch of two books by project schools, UCC and the project school communities. In majority of those involved. Still in its infancy, we are pupils in two secondary schools. The workshops were as well as an exhibition of books produced by pupils in 2004-2005, as well as facilitating visits to the university looking forward to building on its current strengths entitled “Tackle the Moment” and “Moving On”. The Cork schools as part of the Junior Certificate School campus by groups of pupils, teachers and parents, staff and working together to improve the programme. We aim was to give young people the necessary skills to Programme Make a Book project. Streets, Lanes and from UCC worked with schools on projects in the arts have confidence that over time this project has the deal with bullying by presenting them with situations Squares in the South Side was researched and written and sciences. An innovative programme was provided, potential to radically improve and alter the learning which may arise during their daily life. This group by Deerpark CBS transition year students, while for example, for high achieving pupils in two schools, capacity of the children involved. Furthermore, the was chosen because of the specific situations that can Mysterious Eye was compiled by pupils from North the first such programme in Ireland to be offered to element of teacher development is increasing the happen when pupils move to secondary school. Each Presentation Secondary School, Ursuline Secondary less privileged children in the school setting. The quality of the learning experience for all children in class participated in two workshops during the year, School and Presentation Secondary School. One of the Glucksman Gallery is developing learning materials the school. and the facilitators reported that there was a high level people who worked on the latter project wrote: on a pilot basis with ten project schools. Teachers in of positive engagement among participants, especially one school have helped to advise the university on how Report of Expanding Horizons programme in in the primary schools. It was an interesting journey, we trusted we to make its visitors’ centre more open to schools and St Patrick’s Boys’ and Girls’ schools would arrive somewhere wonderful. Though the girls communities. Why drama? represent a cross-section of society... what emerged was a shared experience of teenage life... In a new venture this year, the Bridging the Gap project sponsored an evening at the Opera House and a The most important aspect of using drama to confront reception for fifty women from Knocknaheeny and The offending behaviour and teach social skills is that it The text reveals the sometimes unbearable pressure Glen who are participating in a community education is participatory and gives students a chance to learn of being watched, but also the joyful camaraderie programme that is being run jointly by the Centre through a medium which is easily accessible. Drama is of schooldays. This book is essential reading for for Adult and Continuing Education and the English fun and it gives the student an opportunity to play. As a teenagers, parents, teachers, those who want to be Department in UCC. youngster heads towards adolescence the opportunities teenagers, and those who have forgotten the heady to play and the spaces offered for effective play are days of adolescence. increasingly limited. The provision of a drama space, an agreed area of enactment, be it simply a cleared-out Mary Branley, Intercultural Consultant, Kids’ Own classroom, provides that opportunity. The strength of Publishing Partnership this type of workshop lies in the words “What if it were true”. In a drama workshop the students enter a fiction, become a character and live through a supposed experience. They can be both objective and subjective in analysing a perceived experience.

The Graffiti Theatre Company Outreach team

16 17 Progress in the five project strands

Bridging the Gap has five strands: research, networks, Research: Achievements 2004-2005 dissemination, professional development, school and community-based projects. In 2004-2005, the 1.In the past year, schools have focussed more project achieved considerable progress in each of systematically than in previous years on collecting a these strands. wide range of useful and appropriate data to measure the impact of their school and community-based Strand 1: Research initiatives. (For examples of the data collected, see the summary of projects in the next section of the report). The research strand of the project has a number of 2.The project team and participants have continued to dimensions. Firstly, schools are encouraged to carry document and analyse the outcomes of the project at out their own research, by gathering and analysing collective level through action research, which affirms data to measure the impact of their school and that the project is producing positive outcomes for community-based projects. Secondly, the project as teaching and learning in schools. a whole constitutes an action-research project, which 3.In the past year, teachers and principals involved in is designed to test a number of hypotheses about the project have had further opportunities to engage promoting educational inclusion in schools. Thirdly, with relevant international research, particularly the project makes it possible to bring the findings of Project Zero at the Harvard Graduate School of relevant national and international research to the Education, and the work of Professor Howard Gardner attention of principals and classroom teachers, and on multiple intelligences. to provide them with opportunities to integrate best 4. A number of research projects supported by Bridging practices in their schools. Finally, the project supports a the Gap were completed during the past year, as shown number of research projects undertaken by individual in the table on the next page. teachers on a range of educational inclusion topics.

18 19 Name of Researcher Title of Research Study Degree Awarded •the infant and girls’ schools in Gardiner’s Hill collaborated in a visual arts project including an Tracey Connolly Project Management and Masters in Education, 2005 exhibition and an artist in residence scheme Education: An Analysis of the •the boys’ and girls’ schools in Gardiner’s Hill worked Management of the Bridging the together with UCC personnel on the Expanding Gap Project Horizons programme for high achievers Elaine Linehan Specific Speech and Language PhD, 2004 6. Six of the Bridging the Gap schools were involved in the Junior Certificate School Programme Make a Disorder Book project. The schools participated in a national Ellen Lyons Early School Leaving: A Case Masters in Education, 2005 exhibition in Dublin on 13-15 April, and Bridging the Sinéad O’Flynn The Hillgrove Lane Centre: Masters in Education, 2004 Gap made it possible for the books produced by pupils A Response to Early School in the JCSP Cork network to be exhibited in UCC Leaving? from 19-21 April. 7. An action learning network was set up for principals. Three sessions were held with a focus on leadership, and over twenty principals attended each session. It is Two further doctoral research projects linked to Networks: Achievements 2004-2005 intended to continue the network in the coming year. Bridging the Gap are expected to be completed in 2005-2006: 1. Two networks of home-school community liaison Strand 3: Dissemination •Evelyn Grant - a study of community music in teachers ran projects in their schools: one on literacy Bridging the Gap schools and one on primary movement. Dissemination happens at a number of levels in the •Mary Harvey - a study of the arts as a tool for 2. A network of three girls’ secondary schools worked project. Firstly, schools are encouraged to publicise enhancing learning in disadvantaged schools (research together with a publishing company and the visiting their work using various media. Secondly, through the being undertaken with the assistance of a Government teacher service for Traveller education (Department of project activities, schools and teachers are enabled to of Ireland scholarship). Education and Science) to produce a book, share examples of good practice with a wider audience Mysterious Eye. of fellow practitioners. Finally, the project team tries Strand 2: Networks 3. Pupils and teachers from the three gaelscoileanna to find as many opportunities as possible to spread in the project participated together in a visit to UCC the word about what is happening in the project, at The Bridging the Gap project provides many organised by Ionad na Gaeilge Labhartha. national and international levels. opportunities for networks of teachers, principals and 4. Pupils and teachers from the two infant schools others to meet and to share their expertise. As the involved in the project came together at a Christmas Dissemination: Achievements project progresses, clusters of schools have formed party in UCC. 2004-2005 local networks, with positive benefits for the schools 5. A number of neighbouring schools collaborated on and their communities. There is also a strong network joint projects: The two tables below list the references toBridging the of principals, which has become an important source •two schools in Mayfield worked on an integrated art, Gap that have been recorded in various publications of collegial support especially for new principals. nutrition and health project during the past year.

20 21 Date Publication Article

6 December 2004 Evening Echo “Students unearth southside history”, article about launch of Deerpark students’ book in Glucksman Gallery UCC, sponsored by References to Bridging the Gap Bridging the Gap project

7 December 2004 “TY students publish fascinating historical book”, article about in print media Deer Park CBS students’ book

February Irish Library News Article about opening of library in Terence McSwiney Community 2005 College by the Minister for Enterprise Trade and Employment, Micheál Martin TD. Guest speaker was Dr Tracey Connolly, Bridging the Gap Project Manager.

March 2005 WhazOn? Cork Item about Shellshock: Education and Conservation through Art project and exhibition, organised by Cork Printmakers and Fota Date Publication Details Wildlife Park and sponsored by Bridging the Gap

2004 OECD Review of Higher Education Reference to Bridging the Gap as an example of 1 March 2005 Irish Examiner “Art kids search for the stars”, article about Réaltra exhibition of in Ireland best practice in the promotion of inclusion in the contemporary abstract paintings in St Patrick’s Infant and Girls’ university Schools, Gardiner’s Hill

Summer 2005 Essays in Education, Vol 1 “Dropouts or school leavers: more than a difference May 2005 About JCSP Article about Make a Book exhibition, held in UCC and sponsored Newsletter in verbiage” (Alana James) by Bridging the Gap

August 2005 Moving Beyond Educational Final report of the statutory Educational June 2005 UCC News •Article about launch of Mysterious Eye (book compiled by pupils Disadvantage Disadvantage Committee, 2002 - 2005 from North Presentation Secondary School, Ursuline Secondary School, Presentation Secondary School) in UCC •Article and photograph about visit to UCC by pupils from 9 November Evening Echo “Sunday’s Well kids get arty in Crawford Gallery”, the three gaelscoileanna participating in the project (Gaelscoil 2004 article about visit to Crawford Art Gallery by 15 Mhachan, Gaelscoil an Teaghlaigh Naofa, Scoil Thérese), organised first class pupils from Sunday’s Well Girls National by Ionad na Gaeilge Labhartha School

June 2005 St. Kevin’s Our Article by CIT student in the school newsletter about making a December 2004 UCC News Cover picture of children from Scoil Maria Place Our Space mural in the school yard, sponsored by Bridging the Gap Assumpta and St. Patrick’s infant schools at Christmas party in UCC 2 June 2005 Inside Cork “Keep your eyes peeled”, article about launch of Mysterious Eye 3 December Irish Examiner “Photography books turns spotlight on city” article 2004 about Deerpark CBS transition year students’ book, 4 July 2005 Evening Echo “Morning Star kids hop to it”, article about art exhibition in Streets, Lanes and Squares in the South Side Morning Star National School, Ballyphehane

22 23 Strand 4: Professional development Strand 5: School and community-based Connections: Anthology of Work by projects Cork Pupils The project provides professional development workshops and seminars on relevant topics for Each year Bridging the Gap helps schools to plan Pupils from project schools were invited to submit principals and teachers on a regular basis. Throughout and undertake their own projects to improve the entries for an anthology of children’s work to celebrate the life of the project, the sessions have been well educational experience for children and families in Cork’s year as European Capital of Culture. The attended and have served to build both the skills of their communities. Since the start of the project, anthology, Connections, features over one hundred the participants and their commitment to the project. this strand has proved very successful in engaging stories, poems and pictures that were selected from the In addition, scholarships are offered each year for principals, teachers, pupils and parents in a variety best work produced by pupils in these schools during principals to attend the Project Zero Summer Institute of creative and innovative activities. Schools set their the year. On 29 November 2005, Connections was at the Harvard Graduate School of Education. own goals and they monitor the progress of their launched by President Mary McAleese in St. Vincent’s project against these goals. They collect and record Convent NS, to an audience that included the artists Professional development: data as evidence that the project is having an impact and authors, together with principals, teachers and Achievements 2004-2005 in the school and in the community, and they submit a guests. The launch received publicity in the national Some responses from this year’s Har- written report at the end of each year. media. 1.Two ICT courses for principals and teachers vard participants 2. Project planning and monitoring sessions: in keeping School and community level with the usual practice, two sessions were held during “An intensive bombardment of ideas, most challenging interventions: Achievements 2004-2005 the year to support principals and teachers in the and yet very enjoyable. I find myself questioning and planning, monitoring and documenting the progress comparing skills I already have with new skills learnt. 1. Thirty-seven schools ran their own projects, and of their school projects All journeys must begin with a single step. My journey over two thousand pupils were directly involved. In 3.Thematic professional development: sessions on begins today.” many schools, the project involved all pupils. (For a “Learning through doing” and “Strategies to promote more detailed summary of the school projects, see the numeracy development” were held for teachers, and “I have devised a plan to apply Project Zero theories next section of the report.) the Glucksman Gallery held a reception to introduce to some of my subject areas during the coming school 2. Every school set clear goals for their project, its education programme to project schools year. Next year I hope to expand to other subjects. I which included developing pupils’ skills, engaging 4.Principals’ action learning network: the three will introduce my colleagues (gently) to teaching for their interest and encouraging participation in sessions of the principals’ action learning network understanding. After further staff development, I activities, increasing their enjoyment of school and covered the themes of identifying leadership issues, hope that they will introduce some of the Project Zero their motivation to succeed, involving parents and leadership styles and competences, and teamwork and practices in their classes.” community in their children’s education and extending negotiation skills for principals. the skill base of the school as a learning organisation. 5.Harvard Summer Institute: four principals attended “Excitement! A realisation of rich possibilities. I 3. The range and quality of data that schools collected the Project Zero Summer Institute at the Harvard would love everyone from my school to be here! Main has improved each year, and schools have gathered Graduate School of Education in July 2005. This brings learning point for me: look at how I teach through a firm evidence that the project is producing positive the total number of Harvard alumni within the project new lens. By making our pupils skilled thinkers, we are results in the school and in the community. to twenty-eight: twenty-five principals and three “educating for the unknown”. Really looking forward 4. Schools have also begun to plan for continuing the teachers. to using the teaching for understanding framework to work of the project after 2006, and for integrating it teach a curriculum unit in 2005-2006.” with school development planning for the future.

24 25 2. Summary of school and community-based projects 2004-2005

26 27 Primary Schools Goals Data Collected Results

Gaelscoil Mhachan, Improve literacy and Attendance chart and art Improved attendance and Mahon numeracy skills portfolio attitudes to homework Encourage interest in art More teachers involved Homework clubs activities in project and attending events 1st to 5th classes Increased use of IT, more 27 pupils networking with other principals

Gaelscoil an Teaghlaigh Educational, social and Worksheets and class Instruments acquired by Naofa, Ballyphehane personal development activities school Music through musical Music folder for each Skills developed by experience child children: musical Senior infants Develop musical facilities performance, listening, 2nd and 4th class of the school basic theory 94 pupils Develop effective Self-confidence, expression skills through imagination, discipline musical experience and teamwork

Greenmount NS Children, teachers and Assessing musical Increased enjoyment and Green St. parents to appreciate, performance; teacher interest among children experience and observation, formal and Improved expectations Music within the participate in local informal assessment and ambitions in music community musical heritage, eg Good links with Barrack Street band community 3rd to 6th classes Improve self-esteem and New school plan for 133 pupils attendance music in the curriculum Encourage children to Formal links with band to work together provide progression for Foster individuals’ talents pupils Enhance performance in curriculum areas: performing arts and music

Maria Assumpta Infant Improve oral skills Formal and informal Language: improvements School, Ballyphehane Improve attendance, observation recorded in grammar/ social skills, confidence Language and social skills language control, poise, After-school arts and self-esteem rubrics administered to fluency, vocabulary, eye programme: “Fun club” Promote positive sample group October/ contact, body language attitudes among parents May and message content Senior infants Foster appreciation of the Attendance monitored Social skills: 29 pupils arts and literature improvements recorded in oral participation/ performing, self- management skills, independence, confidence and responsibility. Positive impact on classroom environment. Average attendance 93%

28 29 Primary Schools Goals Data Collected Results Primary Schools Goals Data Collected Results

Maria Assumpta Senior Develop musical talents Formal and informal tests Project was a whole North Presentation NS Develop musical talents Questionnaire to teachers Parents’ association School, Ballyphehane and technical skills for of musical performance school undertaking Gerald Griffin St. and skills: choral singing, before and after project revitalised and parents creative expression and involving all teachers and musical literacy, rhythm Comments from children more involved in school: Music: “The crescendos” participation in the arts parents Music Enhance pupils’ self- Informal music tests: fundraising has enabled Improve confidence and Improved self-esteem, esteem pitch, rhythm, listening extension of project to all 2nd to 6th class self-esteem musical ability, 1st to 6th class Encourage participation and responding pupils in school 64 pupils Develop perseverance enthusiasm and respect 144 pupils of parents Improvement in and self-discipline for self, instruments and Support implementation behaviour of specific Actively involve parents each other of music curriculum pupils “Enable children to through sharing good Improved performance in experience the excitement practice music tests and satisfaction of musical creativity” School of the Holy Improve confidence and Report by classroom Raised self-esteem and Cross, (Scoil na Croise self-esteem teachers confidence Morning Star NS Increase enjoyment and Portfolio collection and Coordinated whole- Naofa) Improve quality of oral Questionnaire to parents Improved listening skills Ballyphehane appreciation of the arts: display of art work school approach to Mahon language and vocabulary Classroom observation and tolerance of other provide opportunities Teacher survey and planning arts programme Encourage parents to by principal people’s opinions Visual arts in the school to explore, experiment, evaluation of pupils’ High quality of work Speech and drama support children Attendance monitoring Increased oral language development plan imagine, design, invent confidence, co-operation, produced Foster active learning in a and improved vocabulary and communicate with social interaction, Impact on self-esteem of 2nd, 3rd and 4th classes fun atmosphere Active participation of Junior infants to 6th class different art media enthusiasm pupils 60 pupils Facilitate professional disaffected pupils 149 pupils Promote co-operative Positive impact on development of teachers Better teamwork among learning parents and teachers pupils Increase participation of Link with neighbouring Greater involvement of parents further education college parents Brighten school and “The school walls have Professional development surroundings become a gallery” of teachers Strengthen links with Meeting other teachers community working in similar environments North Monastery NS Increase musical Informal interviews with Increase in self- Sense of pride and Scoil Mhuire Fatima, knowledge, appreciation children confidence achievement among North Monastery Rd. and confidence Interviews with parents Greater participation in teachers: “Witnessing Promote positive Attendance records: other arts activities in meaningful inclusive School band interaction between music classes and school school: drama, poetry education at first hand” pupils and school writing and art 4th and 5th classes Improve pupils’ Increased involvement Scoil Aiséirí Chríost, Develop music skills, Surveys of teachers and High percentage of 28 pupils classroom performance of parents in school Faranree literacy and enthusiasm pupils: results presented children wish to take and attitudes activities towards music as graphs music as a secondary Improve home/school/ “The band has given Music: School Band Involve parents and school subject community relationships permission to the children community in the project Children’s evaluation of to express themselves in 1st to 6th classes own musical ability over new ways. The project 130 pupils two years shows increase has given permission to in ‘excellent’ category parents to enjoy being from 15 to 76% involved in their son’s Positive feedback school life.” from parents about improvement in children’s confidence and concentration Concert performances and competition success in Feis Maitiú

30 31 Primary Schools Goals Data Collected Results Primary Schools Goals Data Collected Results

Scoil an Spioraid Encourage study of Informal assessment Group acquired Scoil Mhuire Banrion, Engage children in Children’s evaluations CD-ROM produced Naoimh (B), science and technology before and after project skills of observation, Mayfield exploring health issues and comments Mural painted on wall of in everyday life and the Children documented recording, research, and healthy lifestyle Teacher observations school yard workplace their work and presented sharing, analysing, Health and equality issues Help children to devise Children’s responses to Pupils are more confident Social, environmental Enable pupils to identify it to others collaborative working and through art and implement a research questionnaires in using multimedia art and scientific education: and explore how gears, organisational skills project among their peers Evaluation by artist Increased awareness of study of gears, belts, belts, chains and pulleys Explored an area of the 2nd to 6th classes Compile research into a facilitating project healthy lifestyle options chains and pulleys transmit movement curriculum that has visual publication and Increased awareness of 5th class, 29 pupils Apply knowledge practical applications web site positive leisure options acquired to develop and Teacher had opportunity Examine how the in the local environment, construct machines to share personal interest environment has an shared with other pupils Develop language, in science and technology impact on people’s and families reporting and IT skills Group had a positive lifestyles Display of art work in Develop cooperative motivating influence on Enhance self-esteem gallery had a very positive learning and other teachers and pupils through participation in a impact on children and organisational skills in the school creative process parents Develop skills of sharing, Enhance access to the Improved integration of recording and analysing visual arts and SPHE curriculum areas information curriculum “This is learning at its best, Involve parents and where the children explore Scoil Eoin Naofa, Appreciate the value of Informal feedback from Improvement in community in the project and come to understand Mayfield listening and working pupils, parents and attendance, behaviour issues relevant to their together in planning, teachers and attention span own lives while having lots Music: percussion structuring and practising Learned skills of of fun.” their work organisation, decision- 3rd to 6th classes Develop musical making and problem- Scoil Padre Pio, Improve the quality and Records of attendance, Improved completion of 120 pupils awareness solving Churchfield frequency of homework behaviour, attitudes and homework assignments Develop confidence Increased self-esteem and assignments self-esteem Opportunity to confidence came with After-school Club Improve attainment in Class teachers monitored participate in increasing musical ability PE, the arts, IT and Home homework extracurricular activities More willing to perform 5th and 6th class pupils Economics Consultation with parents Positive feedback from in public 32 pupils Foster friendship and Participation in and parents and teachers “Drumming really suited camaraderie among enjoyment of activities Some of the targeted the boys, they could give pupils monitored children have dropped vent to their energy” Cultivate mutual respect out between teachers and Scoil Íosagáin, Faranree Promote musical Teacher observation Art booklet produced pupils performance skills Collection of pupils’ Music cd/dvd produced Assist parents and Develop art skills artwork “This was a rewarding families in supporting experience for all the boys” homework

Gaelscoil Thérèse, Celebrate Cork’s year as Informal feedback from Pupils greatly enjoyed Bishopstown Capital of Culture pupils, parents and project activities Explore music, dance, teachers Positive feedback from Cork City -- European architecture, history and parents Capital of Culture geography of Cork city Increased level of Increase pupils’ knowledge about, and All classes knowledge of the city pride in, the city 35 pupils and foster pride in its Increased appreciation of appearance, culture and art, culture and heritage costumes Enhanced skills in dance, singing and music helped to develop self-esteem

32 33 Primary Schools Goals Data Collected Results Primary Schools Goals Data Collected Results

Scoil Ursula, Develop musical skills, All project activities Measurable improvement St. Mark’s Boys NS. Enhance language and Recording of Additional help provided Blackrock awareness, knowledge documented in levels of skill, The Glen communications skills, performance pre-and with speech therapy and and experience Skills: progress records of knowledge and social confidence, teamwork post-rehearsal movement Music, drama and dance Develop social and skills development interaction, Speech and drama Develop number skills Feedback from pupils, High level of skill, 3rd to 5th classes interactive skills, self- Knowledge: testing before Parents strongly and music skills parents and teachers creativity and confidence supportive 65 pupils esteem, motivation and and after project All classes Raise teachers’ Self-evaluation and peer developed Teachers improved their 64 pupils expectations of pupils evaluation by pupils Children and parents confidence through Social Skills: sessions own musical and music Improve communication Adjudicator’s comments enjoyed performance performance recorded by teachers teaching skills Pupils with between teachers and from Feis Maitiú “We set targets at the Foster critical Self-esteem: observation learning difficulties were parents beginning of this project.... appreciation of own of pupils’ reflections on included Improve learning these targets have been performance their performance “The most significant environment of the achieved and much more Provide training for learning point of the classroom besides.” teachers on using music project is the importance Facilitate parents in and recording equipment of objective-based nurturing talents of teaching. This has children in the classroom been applied to other curriculum areas” St. Mary’s on the Hill NS Enhance self-esteem Measured level of Positive feedback from Knocknaheeny through music and participation in activities different audiences St. Brendan’s Girls NS Promote awareness and “Emphasis was on process Full attendance on drama performance Performance was a source The Glen appreciation of drama not product” day Music Improve concentration, of pride for parents and Increased confidence: Develop interpersonal Questionnaires to behaviour, attitudes and pupils the pupils performed in a Drama skills, teamwork and self- children, teachers 5th classes interactions in classroom High level of camaraderie community show outside esteem 47 pupils Improve participation of developed within the school All classes Teachers to acquire reluctant students group Friendships developed 106 pupils drama know-how from Pass on methods of good Level of musical across different age practice to other teachers competence has bolstered an expert groups self-esteem and fostered Foster links with home, Improved oral language appreciation of music school and community skills Involve parents in Parents very supportive children’s education and involved in St. Patrick’s Boys and Provide active learning Feedback from pupils, Programme generated production of show Girls N.S. Gardiner’s opportunities for high teachers, tutors and excitement in school and Important contribution of Hill (Joint project) achieving children parents local media expert drama professional Develop peer support, (Standardised testing Individual self-esteem “A shared venture for Expanding Horizons increase self-esteem and considered inappropriate) and school profile was the whole school was a motivation individually raised fantastic achievement.” 2nd to 6th class and collectively Increased levels 48 pupils Develop higher order of confidence and thinking skills, problem- motivation St. Columba’s CBS, Pupils to enjoy creative Assessment through Three bands in school: solving and self- Learning seen as a fun Blarney St. music-making and performance every child learns an assessment to create activity performance instrument independent lifelong Higher order thinking Music Build self-esteem and Music scholarship learners and independent learning self-confidence established, with funding Provide teachers with skills developed All classes Increase community- from community skills to support learning Teachers up-skilled 116 pupils wide appreciation of Learning from the project of all children on current theories of music is now incorporated into intelligence and learning: Increase parents’ mainstream practice by benefit to all pupils awareness of their child’s all classroom teachers Teachers saw little potential “Music in our school is for transfer of project everyone – it’s a fun and learning to classroom active experience for all. Teachers are now guided by the overall vision of the project when teaching music in the classroom.” 34 35 Primary Schools Goals Data Collected Results Primary Schools Goals Data Collected Results

St. Patrick’s Girls NS Compose, produce and All aspects of the project Greater cross-class St. Vincent’s Convent Increase parents’ Survey of parents Parents are more Gardiner’s Hill perform an opera based documented: Entries for interaction; pupils of N.S. St. Mary’s Rd. confidence and Standardised testing of confident in helping on a theme chosen by script competition all ages, interests and competence in helping children’s language and children to read; they Kidz Opera pupils Libretto of the opera abilities involved Reading children to read reading attainment perceive that school treats Whole school, 258 pupils Involve pupils in specific Words of songs Pupils experienced 1st class Increase family/school Pre-and post-testing: parents as partners focused and practical way composed by pupils different genres of writing 71 pupils partnership -British Picture Children are more in Cork 2005 CD of music composed Pupils had experience of Increase children’s Vocabulary Scale interested in books and Provide an opportunity for the opera opera as an art form interest in books and -Renfrew Language reading for teachers to learn Enhanced oral language reading Scales Action Picture Test Test scores: significant about planning and development Enhance oral language -Young Group Reading gains on all measures of producing a show “It helped pupils to ability Test reading attainment Build on home-school explore aspects of life Improve scores on -Drumcondra Primary “The present average links (cultural difference) and standardised reading tests Reading Test score of 99.62 is very encouraged empathy with Improve attendance close to 100, the level at the feelings of others”. Include reading which the children could programme in school be said to be scoring at a plan as part of the level appropriate to their St. Patrick’s Infant Provide an enriching Emphasis on process, not Teachers have a high level whole school literacy chronological age.... In a School, Gardiner’s Hill integrated art experience just product of skill and confidence programme disadvantage context, this for pupils through music, Recording and in delivering music represents a very desirable Arts and Garden dance and drama documenting of all curriculum outcome”. Promote sense of project activities and Children immersed All infants and senior responsibility and respect performances in rich and varied infants classes for the natural world Observation by teachers arts programme: Sunday’s Well Boys NS Develop clarity of Standardised reading Standard of conversation 155 pupils Improve learning and parents enhances self-esteem language, diction, tests and language in junior disposition through the Oral feedback from staff, and confidence in an Language Development vocabulary -Belfield Infant classes has improved arts children, parents and interactive, enjoyable way through Drama and Develop ability to Assessment Profile: dramatically Use environment as a community Children enjoy activities Reading (CAPER) communicate clearly, Auditory Discrimination Higher reading age teaching resource Questionnaires to staff in garden and outdoor express a wide range of and Sequential Memory profile; better scores on Teachers to gain and parents environment Junior infants to second thoughts, feelings and Monitoring of attendance standardised tests confidence through up- “An integrated programme class experiences and of conversation/ Improvement in skilling to deliver arts where music, dance and Build self-confidence and language development attendance curriculum drama are inter-linked empathy Children were introduced Involve parents, families provides our children to musical productions and community in a with a broad, rich arts Increased confidence of collaborative, productive experience.” children way Enhanced opportunities to succeed “We are delighted with the development within the school and hope that the work [of the project] will be absorbed into the future ethos of the school.”

36 37 Primary Schools Goals Data Collected Results Post-Primary Goals Data Collected Results Schools and Centres Sunday’s Well Girls NS Enjoy, appreciate and Observation of Positive responses from understand music performance parents, pupils and St. Kevin’s School, Develop pupils’ sense of Observation of attitudes Positive impact on self- Music: a gift for life Develop musical Questionnaire for parents teachers Infirmary Rd. place, of belonging to and behaviour esteem, motivation and potential and experience and children Increased self-esteem school, community and Survey of staff to assess behaviour 2nd to 6th classes excitement of musical Report from classroom Positive impact on Art: Our Place, Our Space city student reaction School project won 85 pupils creativity teachers other aspects of school Raise self-esteem Attendance monitored a prize in history Nurture self-esteem and life: attention span, All classes Enrich pupils’ lives competition self-confidence through attendance, teamwork 24 pupils through exposure to, and Greater sense of performance Effective integration experience of, the arts ownership and pride Enhance quality of life of music with other Improve attendance about the school through aesthetic curriculum areas Slight improvement in experience “The project is now attendance Promote parents’ interest unrecognisable from its Increase in cross- in music activities first humble beginnings” curricular and cooperative learning Togher Boys NS Introduce instrumental Surveys devised by pupils Musical skills and Teachers have added IT tuition (recorder and and completed by pupils knowledge developed skills Music guitar) and parents Pupils enjoy classes Provide opportunities Observation of musical Parents and teachers Deerpark CBS, Familiarise pupils with a Completion of ECDL 14 pupils successfully 5th classes for enjoyment of performance supportive St. Patrick’s Rd, broad range of ICT skills modules completed all ECDL 48 pupils (recorder) and performance “The pupils benefit also Deerpark Enrich other curricular Measuring transfer of modules 9 pupils (guitar) Develop musical skills from their disciplined areas by applying ICT skills to other subject Project work in other Create awareness encounters with the Information and skills to presentation of areas subject areas improved among staff of the visiting tutors and their Communications work Question and answer Transfer of skills not as benefits of instrumental positive engagement with Technology (ICT) Complete ECDL modules session with pupils effective as previous year; performance the adults involved.” Widen learning horizons teachers’ expectations Transition year by structured use of may have been too high 16 pupils Internet research Full attendance on Friday afternoons Improved confidence and self-esteem

Mayfield Community Raise the level of Diary of work and Young Scientist exhibition School, Old Youghal Rd. aspiration among pupils progress on projects kept established in the school by assisting them to by teacher Five projects submitted; Young Scientist successfully submit a Guidance counsellor three selected for Exhibition project to the Young conducted interviews exhibition Scientist Exhibition with participating pupils Source of pride for 1st to 5th year Set up a science club Records of participation school, parents and pupils 8 pupils to encourage the and completion of work Greater level of awareness development of project Quantitative and of careers and higher ideas qualitative progress aspiration to achieve metrics compiled third level qualification Increased interest in Biology Image of the school in the community has benefited Positive morale-boosting exercise for school Pupils determined to succeed in future “I want to come back next year and beat all the posh schools!”

38 3939 Post-Primary Goals Data Collected Results Post-Primary Goals Data Collected Results Schools and Centres Schools and Centres

North Monastery Establish the ECDL Testing built into ECDL ECDL successfully Presentation Secondary Keep the targeted pupils Monitoring of results and All target pupils remained Secondary School, programme in the school programme established in school, but School, Ballyphehane in school progress in school tests in school North Monastery Rd. Provide the necessary this took a lot of time Support them to complete Pupils set targets for Improvements in training for two teachers Self-paced, computer- Small-group work the Junior Certificate themselves and measured classroom attainment, Computer Studies Acquire ECDL training based training software examination their progress against the especially with second and testing software ideally suited to mixed 2nd and 3rd year Encourage them to return targets years Transition Year Prepare pupils for ability class 11 pupils to school in September Self-evaluation by pupils All of the third year 21 pupils modules 1 and 2 of ECDL Low level of success in 2005 pupils are expected to module examinations: return to do Leaving Pass mark of 75% very Certificate Applied challenging for students; “The project is vital to they need to improve the school. It makes a time management in difference to individual examinations pupils and their chances in life. Without it many North Presentation Enhance motivation of Questionnaires to pupils Positive responses from of the participants Secondary School, pupils through the arts: pupils, parents, principal would have dropped Faranree music, art, drama and and teachers out before now, without dance Pupils developed qualifications.” Performing Arts Engage pupils in active confidence and learning discovered new talents St. Patrick’s Secondary Encourage participation Records of attendance for Growth in self-esteem 1st and 2nd year classes Enhance self-esteem Improved atmosphere in School, Gardiner’s Hill in dance, aerobics, all activities and clubs and confidence Use multiple intelligences school swimming, music and Instructor assessed Positive outcomes in Encourage positive Mixed ability grouping Physical and leisure drama physical activity by participation, attendance, attitudes to school has worked well activities Promote physical activity informal observation behaviour and Improve relationships Teachers have achieved to improve quality of life Pupil questionnaire enthusiasm between teachers and better relationships with 1st to 6th years Enhance interest in Musical performance in 70-80% uptake of pupils pupils, especially those school, motivation and public activities in junior classes Enable teachers to whose behaviour is attendance Participation in Strong spirit of teamwork develop new skills for use challenging Promote social skills and competitive drama and collaboration in the classroom teamwork festival developed Involve parents in Provide stimulating and School choir and school children’s education fun learning experiences band formed Encourage the whole Positive comments from school to participate teachers, parents and more in the arts and feel pupils more positive as a result

40 41 3. Evaluating outcomes for 2004-2005 and looking to the future

42 43 Goal 3: Engage teachers as researchers in of schools that share common interests, such as the their classrooms, setting targets, planning gaelscoileanna and the schools involved in the Junior Certificate School Programme. This has produced interventions and collecting data to positive benefits for schools and their communities. monitor the impact of their actions The networks developed through the project provide a firm foundation on which to build for the future, and It is clear from the reports submitted by schools this strengthening these networks is especially important year that this goal has been met and that the research as the project enters its final stage. capability in Bridging the Gap schools has grown steadily over the life of the project. The systematic Goal 6: Work with principals to identify collection and analysis of data has become an everyday part of school life, which helps principals and teachers and enhance the leadership qualities to see how their targeted actions produce results for and practices that promote high How well did Bridging the Gap their pupils and for the community. achievement and educational inclusion in schools achieve its goals for 2004-2005? Goal 4: Disseminate the outcomes of the project locally and nationally, The principals’ action learning network has begun to and influence policy and practice on work with principals on leadership issues. Participants educational inclusion have expressed an interest in continuing this network in the coming year. The four principals who attended the Project Zero Summer Institute at the Harvard In the past year Bridging the Gap has achieved a high Graduate School of Education began to consider how profile at local level in Cork, through the efforts of both The final section of the report evaluates the extent to schools could measure the impact of arts-based or Goal 2: Concentrate on enhancing the the project team and the schools in promoting their other interventions on pupils’ learning disposition and which each of the Bridging the Gap project goals for research strand of the project, to ensure work in the media. At national level, the work of the 2004-2005 has been achieved, based on examining the classroom performance across the curriculum. that it contributes to shaping future project has been presented to a range of audiences by progress in each of the project strands as documented in the Project Manager and by the Project Director, whose educational inclusion measures the two previous sections of the report. It also outlines role as chair of the national Educational Disadvantage Conclusion: Bridging the Gap the approach to evaluation that will be adopted in the Committee provides a formal channel for disseminating final year of the project. The research strand of the project has been enhanced the findings of the project and influencing national has had a very successful year in a number of ways in the past year. Firstly, schools policy. The project’s 2004 evaluation report was very Goal 1: Strengthen the active learning have improved the quality of their own research, by well received and widely complimented by education The Bridging the Gap project has completed another partnership between schools, systematically gathering and analysing data to measure practitioners for its presentation of practice-based case very successful year, as can be seen from the earlier sections of this report. In particular, the school- communities and the university the impact of their school and community-based studies showing real-life classroom approaches that projects. Secondly, Bridging the Gap as an action- promote educational inclusion. based projects have gone from strength to strength, research project has continued to gather data that and the summaries presented in section 2 show that There has been continued progress towards meeting illustrate the effectiveness of its approach to promoting Goal 5: Support the formation and schools are setting goals that are SMART - specific, this goal, with an increasing level of collaboration educational inclusion in schools. Thirdly, the project measurable, achievable, relevant and timed - and between the project and the university. However, there has begun to introduce principals and classroom continuation of networks, to promote the they are collecting data to provide evidence that their is still scope for further development in the future, for teachers to relevant national and international research. professional development of principals actions are producing results. Having clear, focused example the project might act in a “brokerage” role Finally, a number of individual researchers supported and teachers and the greater integration goals helps schools to target their project and to adapt between schools or communities seeking help and by Bridging the Gap have completed projects on of schools with their local communities their approach in the light of emerging results. The university departments that are willing to provide educational inclusion topics. goals also provide motivation for success, and make services as part of their community mission. This kind success visible and explicit when it happens. When of development will be greatly facilitated by the high The past year has seen the formation of a number of school communities experience immediate “wins”, it profile that the project has achieved in the university, successful networks, which have fostered collaboration increases confidence and expands the vision of what it largely through the efforts of the Project Director and on joint projects between neighbouring schools. is possible to achieve. the Project Manager to publicise its work. UCC has also contributed to supporting networks

44 45 Types of goals Examples of data collection methods

Engagement and rating scales to provide as complete a picture as Promote interest, awareness... Measure learners’ reactions to the learning activity possible. Increase motivation, self-esteem, confidence they have completed Looking to the future: Practical guidelines Provide enjoyable experiences... • Questionnaires (oral or written) for collecting and analysing data Measuring achievement of school-based Enhance expectations, ambitions, aspirations (of • Surveys project goals pupils, families, teachers) • Individual interviews Foster appreciation of... • Focus groups In 2005-2006 the Bridging the Gap project will focus in • Informal feedback, observation particular on capturing and analysing data to provide The school-based projects in Bridging the Gap aim to quantitative evidence that the project has had a positive • engage the interest of learners and promote positive Learning impact on the educational experiences of pupils in attitudes to learning Develop new knowledge, new skills, new ways of Measure the knowledge, skills and competence that participating schools over its five-year lifetime. The • help them to develop new skills and knowledge working (in specific curriculum areas) the learner has gained from the learning experience main questions for the final year evaluation will be: • promote the transfer and application of learning • Improve literacy, numeracy, social skills Assessment of learning outcomes: from project activities to the everyday classroom • Improve concentration, classroom behaviour and • Formal/informal testing of knowledge, skills, How have schools changed as a result of participating • setting interaction attitudes, competence in the project? • produce positive benefits for the school, families and Enhance performance skills • Assessment by teachers/ peers/ parents • Self-assessment Has the project produced sustainable benefits in community, as well as for individual learners. • Rubrics, classroom tests, standardised tests schools and communities? How can the learning from the project be transferred In setting goals and targets for their projects, schools Transfer to other classrooms, other schools, other communities, have incorporated all of these aims, as shown in section Apply new learning in other curriculum areas Measure changes in the behaviour and performance other universities, other regions? 2 above. The main challenge for the coming year is to Encourage healthy lifestyle options of learners as a result of the learning experience, and ensure that there is a good match between the project the transfer of learning to a new setting, eg other The project schools will play an important part in goals and the kinds of data collected. This will provide subject areas helping to answer these questions, by following a few evidence to show in tangible terms how the project has • Structured follow-up after the project practical guidelines for collecting and analysing data. made a difference. The table on the next page shows • Pre-test/post-test to monitor changes and progress some examples of data collection methods that might (compare “before and after”) be used to measure achievement of different types of • Monitoring of classroom performance • Compare project/non-project groups Use the process of gathering data to engage teachers, goals. pupils, parents and others with the project as much as Impact possible. Improve home, school, community relationships Measure wider impact of the learning for group/ Keep data simple and communicate the information Develop skills of teachers class/ school/ community clearly. Incorporate learning from project into school • Internal and external feedback (c. 3-6 months later) To show progress or improvement over time, try to development planning • Monitoring by self and peers/teachers compare this year’s results with baseline data gathered • Formal evaluation, using range of analytical and earlier in the project. measurement approaches Where possible, try to include data gathered over a number of years, for example attendance levels, results of class tests or standardised test scores. Try to find ways of “benchmarking” the outcomes of the project, for example by comparing the performance of pupils before and after the project, or with the performance of pupils who are not participating in the project. Use information that is already available and easily assembled in the school, for example attendance registers, test results, term reports, discipline records, homework records. Build on the existing information, look at it in new ways, ask new questions, probe behind the numbers. Use standardised tests and assessment instruments if they are appropriate for the purpose of measuring achievement of the project goals. Find ways to validate the data collected: use interviews and focus groups, surveys and questionnaires, rubrics

46 47 Appendix 1

Schools participating in Bridging the Gap project 7. St. Patrick’s Secondary School, Gardiner’s Hill 8. St. Vincent’s Secondary School, St. Mary’s Rd. 9. Terence Mac Swiney Community College, Knocknaheeny Primary Schools 10. Ursuline Secondary School, Blackrock 11. Hillgrove Lane Centre, Gerard Griffin St. 1. Gaelscoil Mhachan, Mahon 12. Sunday’s Well Life Centre 2. Gaelscoil an Teaghlaigh Naofa, Ballyphehane 13. St. Kevin’s School, Infirmary Rd. 3. Greenmount NS, Green St. 4. Maria Assumpta Infant School, Ballyphehane 5. Maria Assumpta Senior School, Ballyphehane Members of project steering group 2004-2005 6. Morning Star NS, Ballyphehane 7. North Monastery NS, North Monastery Rd. Prof. Áine Hyland, Project Director, Professor of Education and Vice-President UCC (Chair) 8. North Presentation NS, Gerald Griffin St. Dr. Tom Mullins, Head of Education Department, UCC 9. School of the Holy Cross, Mahon Mr. Ray McCarthy, Education Officer, City of Cork VEC 10. Scoil Aiséirí Chríost, Faranree Mr. Tom Costello, Atlantic Philanthropies 11. Scoil an Spioraid Naoimh (B), Bishopstown Ms. Michèle Power, Access Officer, UCC 12. Scoil Eoin Naofa, Mayfield Dr. Tracey Connolly, Project Manager, Education Department, UCC 13. Scoil Íosagáin, Faranree Ms. Cynthia Deane, Project Consultant 14. Scoil Mhuire Banríon, Mayfield 15. Scoil Padre Pio, Churchfield 16. Gaelscoil Thérèse, Bishopstown 17. Scoil Ursula, Blackrock 18. St. Brendan’s Girls’ NS, The Glen 19. St. Columba’s CBS, Blarney St. 20. St. Mark’s Boys’ NS The Glen 21. St. Mary’s on the Hill NS, Knocknaheeny 22. St. Patrick’s Boys’ NS, Gardiner’s Hill 23. St. Patrick’s Girls’ NS, Gardiner’s Hill 24. St. Patrick’s Infant School, Gardiner’s Hill 25. St. Vincent’s Convent NS, St. Mary’s Rd. 26. Sunday’s Well Boys’ NS 27. Sunday’s Well Girls’ NS 28. Togher Boys’ NS 29. Togher Girls’ NS

Post-Primary Schools and Centres

1. Deerpark CBS, St. Patrick’s Rd, Deerpark 2. Mayfield Community School, Old Youghal Rd. 3. Nagle Community College, Mahon 4. North Monastery Secondary School, North Monastery Rd. 5. North Presentation Secondary School, Faranree 6. Presentation Secondary School, Ballyphehane

48 49 50 51 52