Continuous Professional Development Programme 20202021 The Board of

Continuous Professional Development Programme 2020/2021 The Board of Management Curriculum, Planning, Evaluation & Care of Students 1

Promoting a consistency of approach in governance matters across its member schools Who should attend? Principals, Secretaries, Chairpersons & Members of the BOM including new Board members. Board of Management Training Events 2020 Governance Webinars The Work of ACCS, The Legislative Framework, GDPR & New Developments in Education (Admissions/P&C Charter) 7 th September 2020 7. 00 p. m. – 8. 00 p. m Financial Guidelines & Health and Safety in Schools 5 th October 2020 7. 00 p. m. – 8. 15 p. m. The Employer & HR Issues in School 2 nd November 2020 7. 00 p. m. – 8. 00 p. m. Curriculum, Planning & Evaluation & Care of Students 7 th December 2020 7. 00 p. m. – 8. 00 p. m. 2

• Attendance Matters • High expectations for every student • A whole- school approach • Working in partnership with parents and families • Valuing and responding to diversity • Recognising resilience and avoiding stereotypes • Focusing on personal responsibility Attendance matters… 1. BOM must submit Attendance Strategy to Tusla Education Welfare Services: Attendance Strategy = written account of Attendance Policy and actions of BOM to support school attendance. (Section 9. 3 Template) 2. Complete Annual Attendance Report www. tusla. ie

Care and discipline – BOM Oversight • Ensure ‘Code of Behaviour’’ facilitates Teaching & Learning and expresses positive relationship dynamic • Ensure structures are in place including Care Team • Formulate clear ‘Suspension & Expulsion Policy’ • Delegate authority to suspend to Principal formally in BOM meeting (3, 5, 10 -day limits) • NEWB Guidelines for schools (Chapters 10, 11, 12 ) • Implement SPHE Curriculum & Wellbeing Rules of Natural Justice: right to be heard, rule against bias, right to appeal

Pastoral Care Structures Underpinning the Pastoral Care structures in the school are school policies and procedures including the Attendance Strategy, the Code of Behaviour, the Child Protection policy and the Anti Bullying policy. Principal Deputy Principal(s) Year Head Class Tutor Class subject teacher Additional support staff Guidance Counsellor Chaplain SEN teacher Home School Liaison SNA etc. (Care-Team/Student Support Team/Wellbeing Team) 5

Pastoral Care & Behaviour Ø Essential to fulfilment of characteristic spirit of school Ø Expresses the vision, mission and values of the school Ø Expresses relationship between key stakeholders Ø Translates school community expectations into practical arrangements Ø Promotes a sense of belonging Ø Fosters good behaviour by affirmation and encouragement (Rewards) Ø Challenges inappropriate behaviour (Sanctions) Ø Facilitates learning & teaching Ø Supports the development of student voice Ø Acknowledges wellbeing as an area of learning 6

Board of Management oversight : Anti Bullying Policy CL 45/2013 details revised procedures: 7 • Revise Anti Bullying Policy in line with circular and procedures. (Include cyber bullying & identity-based bullying in definition) • Policy Template A & B. (A =Standard & B=Flexible) • Clearly established intervention strategies. • Decide on “relevant teacher” for investigating & dealing with issues at school level. • Record templates for issues not adequately & appropriately addressed in 20 school days. • Adopt policy annually and include as agenda Item at least once per term. (report recorded incidents) • Annual review –collate, analyse & identify any issues. • Disseminate policy to all stakeholders. (School Website)

Suspensions and Expulsions: legal and procedural requirements • 5 + days suspension: Notify NEWB in writing • 20+ days suspension: (Inform parent of right of appeal) Note: • No open-ended suspensions • Notify parents/EWO as required in writing • Meet with parents/guardians • Plan for re-integration • Maintain formal records Inform Notify Inform parents in writing of decision, (proposal to expel) reason for decisio n, EWO details and right of appeal. Notify EWO in writing of intention to expel. (20 school days a fter date EWO receives notification) Suspend BOM may consider suspension during this time. Confirm Once notification to EWO has elapsed, BOM formally notifies parents + right of S 29 appeal +form. Formal record

Section 29 Appeals DES CL 69/2020 • New arrangements & procedures for appeals under section 29 of the Education Act, 1998 • A series of new sections (S 29 – 29 F) • Designed to work alongside the wider admissions framework in the 2018 Act • Effective from 12 November 2020 onwards, 11

Section 29 Appeals Appeal against a refusal to admit Request a review by the BOM (BOMR 1 Form) a student due to a school Section 29 Appeal Form being oversubscribed Paper Appeal only 3 -person Appeals Committee Appeal against a refusal May, but not required to request a review of the to admit a student due to a decision by BOM. reason other than the school being Section 29 Appeal Form oversubscribed Oral hearing (May include NEWB/NCSE) Appeal against expulsion/ Section 29 Appeal Form suspension for a period or periods Oral hearing totaling not less than 20 school days in a school year • Note: a student who has not been offered a school place and is placed on a waiting list is considered to have been refused a school place. • Adhere to agreed timeframe within which S 29 Appeals must be completed.

Handling Parental Complaints: ACCS, ASTI &TUI Code of Practice Four stages to the procedure A. Verbal complaints can be informally processed through Stage 1 of the procedure. B. Only complaints which are in writing can be investigated through stages 3 &/or 4 of the procedures. Stage 1: Parent and Teacher discuss with a view to resolving the issue. Stage 2: Parent discusses the matter with the School Principal (may be appropriate for the teacher, Parent and School Principal to meet). Principal then communicates the outcome verbally to both parties. 13

Parental Complaints about a teacher BOM must: Supply the teacher with a copy of the written complaint (+ other evidence). Ø Supply the parent with a copy of all written documentation concerning the complaint from the teacher or the written report by the Principal following his/her investigation at stage 2. Ø BOM Rep conveys the outcome of the discussions in writing to the teacher, parent and the BOM. Ø If complaint not resolved at this stage, the parent must indicate this in writing to BOM within 10 days. Stage 3 – Where an issue is not resolved at stage 1 or 2, then the parent lodges a complaint with the Secretary of the Board of Management. BOM appoints a member of the BOM + the Principal to deal with the issue. 14

Parental Complaints about a teacher Stage 4: BOM considers/investigates further. Decision conveyed to the teacher + the parent within five school days. Decision of the BOM is final. After stage 4, if disciplinary action is to be initiated against a teacher, the parties must follow procedure agreed between ACCS, ASTI, TUI and DES. 15

Board of Management & Curriculum, planning & evaluation

A New Framework for the Board of Management: Looking at Our School 2016 Teaching & Learning Domain 1 Learner Outcomes Domain 3 Domain 2 Learner Experiences Teachers’ individual practice Domain 4 Teachers’ collective/ collaborative practice

Curriculum planning Board of Management oversight : • • • Ensure school curriculum accords with school ethos Religion in our schools – Deed of Trust (ACCS Info. Bulletin 39/18) Implement SPHE at LC & Wellbeing at JC (SPHE, PE, CSPE) Consider proposals from Principal & staff Review structures Mixed Ability/Streaming/Banding/SEN/EAL Long term planning – buildings, staffing, finance Junior Cycle changes: (Subjects & Short courses) DES approved list of subjects: guidelines/student choice/subject levels School constraints: staff allocation, staff qualifications, specialist areas Consider implications for school when introducing new subjects Staff CPD: Building capacity

The Framework for Junior Cycle • Its vision is informed by a sustained period of engagement with stakeholders & by national and International research • sets out what the educational experience will look like for all in the first three years of their post-primary education. • the governing structure within which all curriculum components, including subjects, are placed. • Two key considerations emerged from the research and consultation process: q. Increased autonomy for schools to design programmes for students’ learning q. Balancing knowledge and skills in the student’s learning experience 19

The underpinning philosophy… Eight principles… Six Key Skills… ØLearning to Learn ØManaging Myself, ØChoice and Flexibility ØStaying Well ØQuality ØCommunicating ØCreativity and innovation ØBeing Creative ØEngagement and ØWorking with Others participation ØManaging Information and ØContinuity and Thinking development Working with digital ØInclusive education technology ØWellbeing Literacy and numeracy 20

Essential learning… 1924 Intermediate Certificate 1989 Junior Certificate 2014 Junior Cycle The 24 Statements of Learning are taken as a whole and aligned with the eight key skills to represent the learning that must be provided for in the Junior Cycle programme of learning. The Framework for Junior Cycle is more than an updating or revision of separate and discrete syllabus documents. It represents a reconceptualisation of what the educational experience of 12 - to 15 -year-old students in postprimary schools should be in a world that has changed significantly since the previous Junior Cycle reforms took place. 21

A more holistic & integrated experience … • Learning was articulated through subject syllabuses which were largely developed independently of each other, albeit with reference to certain overarching principles in Junior Certificate. • In Junior Cycle, all new subject and short course specifications are developed according to a common template, closely informed by the Framework, with learning set out in strands, elements and learning outcomes. • Moreover, each specification document elaborates on how the key skills are integrated in the learning outcomes, with the aim of ensuring that all subject experiences in the classroom are designed to enable students to acquire these skills in an integrated way across the full range of their studies. 22

Core learning… Fundamentally, the Statements of Learning and the key skills represent what is core learning under the Framework, with learning outcomes in subjects and short courses providing the learning and teaching experiences through which the Statements and skills are realised. Thus, the focus is not on ‘core subjects’ but on ‘core learning’. Priority is given to English, Irish, Mathematics (numeracy and literacy emphasis) and A new curricular area – Wellbeing arising from a concern for the social and personal development of young people at the stage of adolescence. and History 23

ACCS/Info Bulletin 13/20 Re: Circular 0016/2020 History in Schools from September 2020 onwards ( Level 3 NQF) special core status - 200 hours – assessed at common level) History and Heritage at JC SOL 6 Appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and culture in which she/he lives SOL 8 Values local, national and international heritage, understands the importance of the relationship between past and current events and the forces that drive change SOL 9 Understands the origins and impacts of social, economic and environmental aspects of the world 24 around her/him

Implementation of JC Framework CL 15/2017, 79/2018 & 55/2019 & 76/2020 Subjects Other Areas Introduced to 1 st Year Students in: First recorded on JCPA in: Phase 1: English Sept. 2014 Autumn 2017 Phase 2: Science and Business Studies Sept. 2016 Autumn 2019 Phase 3: Irish, Modern Languages (French, German, Spanish, Wellbei Italian) and Art, Craft & Design ng Sept. 2017 Autumn 2020 Phase 4: Mathematics, Home Economics, History, Music and Geography Sept. 2018 Autumn 2021 Phase 5: Technology Subjects (Materials Technology/Wood, Technical Graphics, Metalwork, Technology), Religious Education, Jewish Studies and Classics Sept. 2019 Autumn 2022 All subjects are available on http: //curriculumonline. ie/ 25

Implementation of JC Framework Students who commenced JC in Sept 2017… • Each student must include Irish, English & Mathematics + History in their subject choice. Students must study SPHE, CSPE & the Junior Cycle programme must include Guidance Education. (2020 = first time that Wellbeing to be recorded as an area of learning in JCPA) Subject Specifications & Short Courses Students will: Ø study a max of 10 subjects for final examination and for reporting on the JCPA. OR Ø study up to nine subjects for Final examination and up to two Short Courses for reporting on JCPA OR Ø study up to eight subjects for Final examination and up to four Short Courses for reporting on JCPA

Circular 76/2020 - School Year 2020/21 • Classroom Based Assessments and the Assessment Task: 3 rd years + other years • SLAR Meetings (CL 17/2020) • Management Resource Hours retained • Wellbeing (defer 400 hours until Sept. 21. 1 st report in JCPA will be in 2021. From Sept. 20201 discontinue use of JC syllabus in SPHE + CSPE. NCCA preparing 135 -hour PE Programme) • JCT + CPD (Online provision + cluster day + school day) 27

Implementation of Junior Cycle Framework Resources & Supports: Allocation of Junior Cycle Management Resource Hours for 2020/21: Enrolment Weekly Management Resource Hours 700 + 2 hours (was 2 hours 15 mins) 600 – 699 2 hours 40 mins (was 2 hours 27 mins) 400 – 599 2 hours (was 1 hour 57 mins) < 399 2 hours (was 1 hour 30 mins) • Extensive Programme of CPD • Professional Time (ACCS Info Bulletin 28/17) • Resources for the coordination of SLARS 28

NCCA Senior Cycle Review 29

Senior Cycle Curriculum Developments Classical Studies Senior Cycle SPHE Applied Mathemat ics Politics and Society Senior Cycle PE Leaving Certificate PE Art Agricultur al Science Computer Science Physics Chemistry Biology Mathemat ics Economics Gaeilge Foreign Languages LCA Developme nts

Supporting students with SEN CL 14/2017 School allocation is based on school profile & includes Resource, LS & EAL Co-ordination hours taken from allocation New model ensures greater autonomy for school on deployment of resources Requirement to raise teacher awareness of the revised model and guidelines Promote team teaching and group and reduce withdrawal on one to one basis

Student Voice… at the centre of learning and school life. “Junior cycle places students at the centre of the educational experience, enabling them to actively participate in their communities and in society and to be resourceful and confident learners in all aspects and stages of their lives. ” Framework for Junior Cycle, 2015 • Encourages student engagement in learning • Enhances student agency and student leadership • Improves student-teacher relationships • Unique perspective on being a student • Encourages active, democratic citizenship • Empowers students to participate in school life Dr Paula Flynn, 2014

ICT in our schools … Blended Learning Communities of Practice

Aim of the programme To educate, excite and inform attitudes and beliefs about energy, sustainability and climate change with schools and teachers across Ireland. 3 Main Strands: Student Workshops Teaching Resources One Good Idea Competition Emer Barry, Education Programme Executive Inspiring school children to inspire others to make a difference on climate change BOM + Monitoring and Reporting Tracking energy use is a key aspect of taking climate action and the data schools provide will be used to track the public sector’s progress towards its 33% energy efficiency target for 2020. Annual Report on Public Sector Energy Efficiency Performance. Schools that have not reported to date can register with SEAI at any time by contacting mandr@seai. ie. 34

Droichead Policy Main objective of the Droichead process : to support the professional learning of NQTs during the induction phase, thus laying the foundations for subsequent professional growth and learning for the next phase of their career. A formal welcome for NQTs by their experienced fellow professionals into the most important profession in society Droichead the route of induction for all postprimary NQTs. 2020/2021 DEEPEN (Droichead: Exploring and Eliciting Perspectives, Experiences and Narratives) Research 2018 -2021 MIE) 35

Second Cycle of SSE 2016 - 2020 CL 40/2016 01 Select between 2 – 4 aspects of teaching & learning as the focus for this cycle 02 Create a very brief summary of the selfevaluation report & the school improvement plan 03 04 Communicate the SSE report & the SIP to parents and the school community (school website) Complete a policy and legislative checklist on an annual basis.

SSE in the School Year 2020/21 • No new SSE requirements for schools in 2020/21. • Use the SSE process to help them to address the challenges that will arise from the re-opening of schools in line with public health advice. • Complete work on the aspects of teaching and learning that they had selected as the focus for self-evaluation in the period 2016 -2020.

DES Inspection models Incidental Inspection Subject Inspection Programme Evaluation of Action Planning for Improvement in DEIS Schools Evaluation of Centres for Education Whole-School Evaluation • Follow-through Inspection Evaluation of Provision for Students with Additional and Special Educational Needs Whole-School Evaluation. Management, Leadership and Learning (WSE – MLL) Child Protection and Safeguarding Inspection Model (CPSI) CL 41/2020 Advisory, research and evaluation work + a limited programme of normal inspection + CP and Follow through inspections + Covid related (SSPS) 38

John Irwin jirwin@accs. ie 086 2438088 Anne Marie Dillon amdillon@accs. ie 086 7959168 ACCS Contacts Head Office 01 - 4601150 Míle buíochas Áine O’Sullivan aosullivan@accs. ie 086 6016583 Hilary Treacy htreacy@accs. ie 083 3474562 Catherine O’Sullivan cosullivan@accs. ie 083 3551034 Jim Twohig jmtwohig@gmail. com 086 8158518 39 39