1. From Shelf to Classroom Úna Feeley Scoil Mhuire Convent Primary School, Roscommon.

2. Are we ready? The outside factors Education Act 1998 Conforming with legislation Rules for National Schools Inspectorate Mór Thuairisc, Whole School Evaluation ‘Covering ourselves in case something happens etc. etc. etc.

3. TO KEEP US READY AND OPEN TO PLANNING WE MUST EXPERIENCE THE BENEFITS OF PLANNING. ONLY THEN WILL WE CONTINUE TO BE READY. THERE IS A DANGER THAT IF WE DON’T FIND THE PLANNING DOCUMENTS USEFUL OR WE DON’T FIND THE PROCESS USEFUL WE WILL MOVE BACKWARDS TO A TIME WHERE WE ARE NO LONGER READY, AND BECAUSE OF BAD EXPERIENCES DECIDE NOT TO GET INVOLVED.

4. The inside factors far more important The inside factor: Staff need to see the school plan as helpful in their every day work Must be relevant… a useful document… responding to the needs of teachers Not everyone will be at the same stage of readiness, nor should they be expected to be. Frequently one is trying to ascertain if there is a ‘critical mass’ of people in the school community who will inform the planning process. ( Tuohy, David 1997, School Leadership and Strategic Planning)

5. Are we able? Support from School Development Planning www.sdps.ie Frameworks on every org./curriculum area. www.pcsp.ie www.sdps.iewww.pcsp.ie “Each policy is organised under a number of different headings, some of which may be relevant to your school’s circumstances.” Support from colleagues/ other schools

6. Strategies to help staff see planning in a positive way The principal as ‘leader of learning’, ‘Walk’ the ‘talk’ - start with yourself Identifying/ highlighting success in planning and celebrating this Moving experience in planning forward Follow through on decisions made

7. Listen to Everyday Discussion The football coach Child falls outside Special Needs School Bus Tea money Cleaning Science/Art Equipment Wet days What is in lunchboxes Reading Teaching tables Standard of Irish Facilities Flower boxes Parking outside school Questioning parent

8. Involving all staff Others on staff will be willing to lead planning and take responsibility for a particular area only when they have experienced the usefulness of planning. Nothing is as frustrating as being asked to do something that you see no purpose in. If staff find planning helps them in their everyday practice, they will get involved and get satisfaction out of leading the staff through the process.

9. What?Why?How?Who?When? 5. Healthy Lunch Policy  To encourage the children to eat healthily  To involve parents in the drafting of this policy  Less litter Parents Assoc. have given it in writing that they would support any Healthy Eating policy. Clear guidelines needed as to what is/not allowed in lunch boxes. Ms. Ward will liaise with Parents’ Association to draft policy. Teachers will discuss eating healthily with children. Suitable literature/advice will be sought. Ms. Ward will liaise with Parents’ Association to draft policy. Policy ready for implementation in September ’05. 6. Science: Resources  Provide clear guidelines for teachers  Ensure adequate resources are available and in working order. Teachers will do as is requested in the clear guidelines drafted by Ms. Mitchell and included in the school plan. All teachers should ensure that all equipment is put back in order so that it is easily attainable. Ms. Morris is attending Science in-service. Immediate implementation Ms. Morris will report to staff on Science in-service. 7. Green Schools  To elicit how modules are progressing?  Preparing children to be responsible citizens. Children must be made aware of the importance of disposing of rubbish in the appropriate bins. Green Hour Conservation Study Any class interested let Ms. Hannon know. All staff All children Ms. Hannon Ms. Hannon requests teachers to feedback to her on the modules given to them in September as an aspect of environmental awareness as she requires this feedback for a meeting with the County Council Green Schools Rep. Ongoing 8. Induction of New Teachers  Important that student teachers are encouraged to come to staff room, made feel welcome etc.  Elicit teachers (J.I. – 2 nd ) interested in having Marino student from Jan. ‘05 Review of Induction Policy Teachers interested in having student will let Ms. Feeley know. Francis Mitchell, Úna Feeley, Margaret Mannion and class teachers. Induction policy reviewed by end of school year. FOLLOWING THROUGH ON DECISIONS MADE

10. Reflection – 5 mins. Handout 1 Think about/write down the documents/letters you have sent home since September 06. List useful documents/letters/forms you use in your school

11. Group Work – 10 mins. Divide into groups of 5 and pretend you are a whole school staff. Use the What?, Why? How? Who? When? grid to record and work through a problem

12. An effective school plan Teachers refer to it because they find it helpful. It is a manageable document that is easily updated. All relevant staff are involved in decision making and these decisions are recorded in the school plan. Aids decision making when a query arises. Ensure continuity from one class to the next. Provides clear guidance to teachers

13. Plans on IPPN website www.ippn.ie Organisational Policies www.ippn.ie Organisational Policies

14. Using Plans to answer quetions Using the organisational and curriculum documents, within your group of 5, find answers to the questions on handout 3. PLEASE ENSURE DOCUMENTS ARE RETURNED. OUR TEACHERS NEED THEM!

15. Key Messages Keep the pace and scope manageable Assess the need, the ‘ready, willing and able’ Focus on what is needed at key points Ensure it answers the needs of the ‘users’ – teachers and pupils Monitor in a practical way the usefulness of the plan

16. The School Plan will move from the shelf to the classroom when teachers realise that the easily accessible answers to their questions/queries lie within its covers.