Transcript Attracting and retaining

School Development Planning:
The role of teacher education
and development
Dr. Paul Ryan
Teacher Education Section
Dept. of Education & Science
22nd 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
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Coherence & synergy across all levels
360o 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
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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:
 Primary - PCSP
 Post-primary and further education - SLSS
 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
 Existing Support Services to continue
 Leadership Development for Schools
 School Development Planning (P&PP)
 Foundation for other strands (curriculum and
methodological) at primary and postprimary/further education levels
 ‘Testing ground’ for initiatives/pilots
New in-service model - 3
• Regional & Local levels
• Education Centre Network
• Schools and teachers
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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
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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
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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
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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
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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
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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
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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
[email protected]
+35318892288