3a Need and Justification

National needs- such as government's vision, the most recent Ofsted Grade descriptors 2009, Ofsted Framework for Inspection of schools in England for September 2009 regarding to what a good school is, Ofsted Evaluation Schedule; pilot project research findings, recommedations and gaps.
School needs- SEF, SIP for whole school improvement targets, PPA data analysis and action plans etc
Personal needs- roles and responsibilities besides teaching one's class, Professional development, interests,belief and values etc

Thats good- anyone else?

Pleaase state your focus so that we can help. Mei Ching's is on leadership of ICT developments. There are specific reports on leadership in general and BECTA reports on the need for "ICT leadership" specifically. IMPACT 2 is a starting point for the need for ICT. The need for eladership of ICT is another matter though.

co- headship:
national need: head teacher recruitment crisis, shortage of sentior leaders in education due to retirement & lack of interest in moving up to these postions in school (TES, DSCF, NCSL, NAHT), alternative models of leadership (LA, NCSL, Ofsted- charasteristics of successful school/ leadership)
institutional need: retention of existing headteacher/ expertise, succession planning, wider CPD opprotunities for leaderhsip team (questionnaires, staff/ GB perception, interviews, NCSL, LA matherial)
individual need: respond to changing context/ priorities, work- life balance

The Needs Analysis for my project: At a National Level - the Tomlinson Report has now been adopted in many FE Colleges through the New Diplomas which are across the ability board qualifications.
At an Institutional Level the Strategic Plan 2009 10 for Additional Learning Support (Dept in which I work) 'Continue to move disability equality into forefront of College Planning, embedding learner voice' 'Extend effective ALS into Adult Responsiveness''Maintain high levels of learner satisfaction during and after reduction in support due to financial constraints', 'Establish successful model of supporting HE Learners.' 'Obtain a Grade 1 in inspection'. As the Curriculum Manager, I attempt to cut inclass support for students, particularly on higher level courses because they are aiming to become independent learners especially gong onto Higher Education. It is difficult to do this if teaching staff are not using strategies, up to date technology ie Smart boards and supplying notes, etc on Moodle. In fact, this was what made me think of investigating the training that teachers within FE have in regards Inclusive Education. Of course, at the end of the day, funding is also an important issue, as budgets are cut and support still needs to be provided. Perhaps the College should have its own Inclusion Development Plan -

The route I have chosen to take in my research might present us with clear boundaries as to how children experienec the use of the target language, or even shed some light on current issues concerning the extensive use of the foreign language to help learners achieve the ultimate goal of learning a new foreign language. My research is very important not only because it might help us see the wider picture in relation to students' experiences of the target language since the introduction of MFL at primary level was made compulsory in the year 2010, but I also decided to investigate this area of foreign languages because of the continuous feedback from students wanting to hear and practice the language more and develop it to a proficiency level in the near future.
Where evidential documentation is of concern, at National level, Lord Dearing's report states that out of the 4 language skills learnt by language students, L2 or Speaking skill, is the least developed amongst students. He mentions that such is the impact caused by it that it helps students decide whether to continue with their language studies at GCSE and higher levels. The national strategies provides us with samples, ideas and strategies to employ in L2, yet these are rarely or fully implemented.
Our assessment data analysis also shows that L2, consistently, bears the lowest marks for almost 3/4 of the language learners, who cannot see the purpose in continuing to explore the language. Our Schemes of work contain opportunities to dvelop L2 in the classroom yet these are not fully implemented either. The needs analysis of this research focuses on all needs though it emphasizes more on individual and institutional needs that I believe will help us think to adapt and reshape the way we use, teach and develop L2 not only for students but also for language classroom practitioners.