School Development Planning The role of teacher education

School Development Planning: The role of teacher education and development Dr. Paul Ryan Teacher Education Section Dept. of Education & Science 22 nd June, 2005

Overview of presentation • Introduction • Teacher Education Section • New model of in-service: initial thoughts • School Development Planning – The Future ? • Other developments of note

Teacher Education Section • Establishment of Teacher Education Section – May 2003 • Education and development of teachers • Continuum from initial pre-service education to in-career education and development • Three I’s: initial, induction & in-service

TES – Rationale for establishment • • Coherence & synergy across all levels 360 o feedback across 3 I’s Shared best practice in 3 I’s Support teaching & learning Education & development of critical importance Increased budget and resources Life long learning – Teacher education & development continuum • Towards a new model of in-service

TES - Responsibilities • Colleges of Education • Other third-level Education Departments • Induction of newly qualified teachers • In-service: curriculum & other supports • Continuing Professional Development • • • Education Centre network Teaching Council Scrúdú Cáilíochta sa Ghaeilge (SCG) Related international issues Early literacy – Social Inclusion

New in-service model - 1 • Importance of ongoing continuing professional development (CPD) to support teaching and learning • National, regional and local levels • National coordination role to continue • Three strands: Ø Primary - PCSP Ø Post-primary and further education - SLSS Ø School management and leadership development – LDS & SDP • Element ‘A’ - Curriculum support - Ongoing support re new teachers and ‘refreshers’ - New/revised subjects/subjects areas • Element ‘B’ - Methodological & pedagogical issues

New in-service model - 2 • School management and leadership Ø Existing Support Services to continue Ø Leadership Development for Schools Ø School Development Planning (P&PP) Ø Foundation for other strands (curriculum and methodological) at primary and postprimary/further education levels Ø ‘Testing ground’ for initiatives/pilots

New in-service model - 3 • Regional & Local levels • Education Centre Network • Schools and teachers • • Needs identification Prioritisation of needs Provision of service Delivery of service • Teaching Council: registration and CPD ? ?

New in-service model - 4 • Empowerment of schools • Local & regional focus re needs identification and delivery of service • Prioritisation of needs & service • Central role of school leaders • Fundamental importance of school planning • Facilitation and support for school leaders • Continuing professional development

New in-service model - 5 • CPD as a right with associated responsibilities • Teachers have a right to CPD, but a responsibility to engage in CPD • Rights & Responsibilities relate to needs • System needs, local needs & personal needs • Improving teaching and learning of paramount importance • Link individual CPD needs and priorities with school CPD needs and priorities • CPD Options (i) Inclusive. v. elective (ii) formal. v. informal/own time (iii) disruption to schools ? (iv) DES provided CPD or purchase in ? (v) Accreditation

New in-service model - 6 • Menu of needs for individuals prioritised over a specific time-scale as per school needs • School planning process - Whole school approach • Needs identification • Needs prioritisation • Principal (& other school leaders) as leader, facilitator and arbitrator • School Management: role & responsibilities • Role of the Teaching Council & Registration? ?

New in-service model - 7 • Greater support for principals and school leaders re administrative demands • Establishment of support re CPD needs identification and prioritisation • Specific CPD post ? • Enhancement of existing supports - Leadership Development for Schools School Development Planning Other Supports: SESS, etc Direct support to NAPD Support for other organisations • “Reflective planning for development”

New in-service model - 8 • • Work in progress Next steps and hurdles…. . Senior Management & Minister Twin-track approach Put structures & resources in place Negotiate with stakeholders Sustaining progress discussions Need for CPD of teachers. v. disruption of schools National Programmes/Support Services & Education Centres & Third-Level Institutions • Coherence of approach

School Development Planning SDPI – The Future 1 • School Development Planning (SDPI) is doing a good job – keep it up ! • There is a future for School Development Planning (SDPI) • Integral part of support provided by DES to teaching & learning • Part of the three strand of the new in-service model

School Development Planning SDPI – The Future 2 • But…… • SDPI operates within ‘bind’ of financial provision on a year-to-year basis • SDPI covered by annual roll-over of secondments • SDPI also operates within public service numbers policy • In addition, constraint of recent arbitration award re salaries • TES attempting to address these matters – up to a point • What is the outcome? Tackle salary issue Will not be able to change year-to-year basis of funding and secondments with current structure New model of in-service may change things

School Development Planning SDPI – The Future 3 • • • - Planning for School and Development Cover all aspects: school, teachers, teaching & learning SDP: process to facilitate and support change Focus on school leaders on a team & individual basis Capacity building re CPD needs Greater coverage re issues relating to teaching & learning - But, not a panacea for everything: obesity, etc - Focus on other school leaders (non-teachers) - Greater collaboration with other NPs/SSs & other organisations: NAPD, ASTI/TUI, Mgt Organisations & Parents

School Development Planning SDPI – The Future 4 • • • Time-frames Resources Disruption of school year PP Coordination Ensuring engagement of schools “Reflective planning for development” Collaborative planning New in-service model Teaching Council Work of the Inspectorate: WSE and Inspectorate Subject Associations

School Development Planning SDPI – The Future 5 • - New areas of work and new pressures Special Needs Social Inclusion Challenging behaviour Multi-culturalism Obesity Suicide Administrative pressures on school leaders Others ? ?

Other developments of note • • OECD Report Follow-on work to OECD Report Kellaghan: Primary Byrne: Post-Primary Induction EU: Teacher Competencies

THANK YOU ! Paul Ryan Teacher Education Section Department of Education & Science Paulj_ryan@education. gov. ie +35318892288