1. Dean – supporting student success in Newbridge College
Welcome
Dean – supporting student success in Newbridge College

2. THE ROLE OF DEAN
Working with parents to support student success

3. 5 Core Dimensions to the role:
1. Academic tracking
2. Behaviour Management
3. Operational
4. Year Group Spirit
5. Wellbeing

4. 1. Academic tracking Pride Excellence
Effective monitoring of student progress
Early support
Partnership approach in supporting student success
Appropriate intervention
Dean role – central in supporting student success in line with his/ her abilities
Achieve his/her potential
Mentoring

5. Supporting Students with additional needs in Newbridge College
SENCO 1st-3rd Ms Geraldine Mc Dermott
SENCO 4th-6th Ms Jennifer Little
SET team of teachers who focus on learning support
SNA
All students have support from subject teachers, Deans, mentors, school counsellors, school nurse, chaplains, Principal, Deputy Principals, school office, other staff and adults leading extra curricular activities
SPHE/RSE
Events organised during the school year
Supporting Students with additional needs in Newbridge College

6. General model of allocation
Resources prioritised based on needs
Needs evidenced in several ways
Screening and testing 1st and 2nd year
Inclusion is a key principle
Co-teaching/support teacher in class

7. The role of schools in RACE for Junior and Leaving Certificate
Identify students who are eligible for RACE according to the SEC criteria
Prepare RACE applications
Explain RACE to students and parents
Keep records of evidence of eligibility
The role of schools in RACE for Junior and Leaving Certificate
Thank you to PSA for this invitation to explain RACE to parents. This is the purpose of this meeting – to explain RACE.

8. Share Make Work Check Working with parents
Share your concerns with us at the earliest opportunity
Share
Make reports of assessment and/or intervention available to the school or consult with us about sharing these
Make
Work with your son/daughter’s subject teachers and learning support teachers to maximise their learning
Work
Check the plan/review document we will send at the end of the first term and the third term
Check

9. Mentoring in Newbridge College
Supporting students to achieve their potential

10. What is Mentoring?
A voluntary programme where teachers give their time to work with students on a one-to-one basis
Aimed at students who for various reasons are falling significantly below their potential
Offers support in three ways:
Building Positive Relationships
Academic Coaching to set and realise goals
Study Skills

11. How Mentoring Works… Some students put themselves forward
Teachers refer students
Deans identify students through academic tracking
Mentoring is very valuable, but it is a voluntary programme and we can only allocate mentors based on the resources we have available.

12. Study Skills
2nd Years: Hoping to put in place an internal model where teachers will go through different strategies that would help students make the most of their study. Subject specific strategies and revision outline for summer exams later in the year.
3rd Years: Subject Specific strategies in the first term and Study Skills Workshop on 7th January to help with preparation for the upcoming mock exams

13. Study & Homework Need to be organised, focused and hard working
Seek support if needed
Set targets
Revision schedules
Academic achievement

14. What is the purpose of education in Junior Cycle?
12/11/2015
What is the purpose of education in Junior Cycle?
Help students become better learners and develop a love of learning
Provide a solid foundation for further study
To develop skills for learning and life
To support learning through improved feedback and reporting to both students and parents
What is the purpose of education in Junior Cycle?
There are many answers to this question,
These answers were found in a consultation conducted in 2010 by the NCCA, the national body with responsibility for curriculum development in Ireland.
Consultation was with all the educational partners including teachers and parents.

15. Assessment Responsibility Excellence 2nd Years Christmas Exams
Interim informal exams at Easter (online results only)
3rd Years:
Formal in class Assessment
Mock exams in February

16. 12/11/2015
Assessment: Subjects
Exams will be set, held and marked by the State Examinations Commission in June of third year.
English, Irish and Maths specified at Higher and Ordinary levels
All other subjects specified at a Common Level
Duration of 2 hours or less
This slide directly refers to the assessment of subjects by the State Examinations Commission.
English, Irish and Maths specified at Higher and Ordinary levels.
All other subjects specified at a Common Level.
Exams will be set, held and marked by the State Examinations Commission in June of third year.
The exams will be of a duration of 2 hours or less.
Notes for presenters:
Be prepared to take questions around the reasoning of common level.
The NCCA and the SEC will be requested to work in close collaboration to ensure that the examinations assess a broad range of knowledge, skills and competences, and that problematic prediction is avoided.
Student appeals regarding the State certified examination will be processed as per the current appeals arrangements.

17. Classroom-Based Assessment
Classroom-Based Assessments will provide students with opportunities to demonstrate their understanding and skills in a way which would not be possible in a formal examination.
The tasks will cover a broad range of activities including oral presentations, written work of different types, practical or designing and making activities, artistic performances, scientific experiments, projects or other suitable tasks.
A particular purpose of the Classroom- Based Assessments will be to facilitate developmental feedback to students.
Framework for Junior Cycle 2015, p. 37
The purpose of this slide is to introduce the concept of Classroom-Based Assessments.
Presenter should allow parents/guardians to read this slide for a few moments.
Notes for presenters:
The video on the next slide is very effective at demonstrating one form of a Classroom-Based Assessment, from an English context. It may be prudent to show the video first, before taking questions as the video may help to answer many questions

18. Assessment Task
The written Assessment Task is marked by the State Examinations Commission
It may require the student to demonstrate an understanding of the knowledge and skills developed during the second Classroom-Based Assessment.
The written Assessment Task may also provide an opportunity for students to refer to skills and competences that were developed and describe ways in which their learning might be applied to new situations.
The Assessment Task will be completed in class under the supervision of the teacher and will be sent to the SEC for marking along with the script for that subject in the state-certified examination.
Framework for Junior Cycle 2015, p. 38
This slide provides information on the Assessment Task, which is completed as part of the SEC assessment in 3rd Year.
Read through each point on the slide.
Notes for presenters:
The Assessment Task is only completed in subjects. The combination of the Assessment Task and the Final Examination contribute to the SEC Grade Descriptor that students are awarded.
Secondly, it is also important to note that there are 7 subjects which have “slightly modified assessment structures”.
These 7 subjects are: Visual Art, Music, Home Economics and the Technology subjects (Circular Letter 0015/2017, pg. 15).

19. Classroom-Based Assessments
01/12/2017
State Examinations
Distinction
Higher Merit
Merit
Achieved
Partially Achieved
Not Graded
Classroom-Based Assessments
Exceptional
Above expectations
In line with expectations
Yet to meet expectations
Not reported
The descriptors for State Examinations are Distinction (90 –100%), Higher Merit (75 –89%), Merit (55 –74%), Achieved (40 –54%) and Partially Achieved (20 –39%).
The descriptors for Classroom-Based Assessments are Exceptional, Above expectations, In line with expectations and Yet to meet expectations. Not reported will appear if a CBA has not been reported on. CBAs are assessed at common level and based on Features of Quality, found in the Assessment Guidelines of each subject or short course as highlighted earlier. These descriptors on the right-hand side of the screen, are not aligned to any percentage scale.
The descriptors for each are very deliberately different in both names and numbers. This is to ensure that no comparison can be made between the two.
Notes for presenters:
These descriptors are all found on the reverse of the Junior Cycle Profile of Achievement (JCPA) that students receive upon completion of Junior Cycle.

21. 2. Behaviour Responsibility Empathy Code of Behaviour – to be reviewed
Promotes a system of values for which life in the College is based
Essential for effective teaching and learning
Integral part of our school community
In line with Dominican ethos
Building life skills
Promotes positive behaviour
Based on ‘RESPECT’
Tues/Thurs vs. Saturday detention

22. Respect
R: Responsibility - We are accountable to ourselves and others for our decisions.
E: Empathy - We take the time to acknowledge and understand others point of view.
S: Safety - We behave in a safe manner and take care of each other.
P: Pride - We take pride in ourselves and our environment.
E: Excellence - We strive to do our best in all areas of our lives.
C: Co-operation - We work together for success.
T: Truth - We speak and act honestly.

23. Restorative Practices

24. Anti-bullying & Cyberbullying
Huge emphasis on this in Newbridge College
Anti-bullying/Cyber-bullying team
Parents:
Please monitor your child’s usage of technology
Conversation – Internet Safety
Impact on students learning & study
Impact on students wellbeing

25. 5. Wellbeing Responsibility Empathy Safety New focus for Junior Cycle
Whole school approach
Pastoral care
Promoting social cohesion and an inclusive atmosphere
Supporting positive mental health

26. Why does wellbeing matter?
Student wellbeing is present when the students realise their abilities, take care of their physical wellbeing, can cope with the normal stresses of life, and have a sense of purpose and belonging to a wider community.
This quote is taken directly from the Wellbeing Guidelines.
There are a lot of different definitions of wellbeing from different fields such as psychology and philosophy. However, this is the definition that the NCCA have developed for wellbeing in Junior Cycle.
The environment in which students learn can shape students’ development and life satisfaction.
Every school has its own distinct climate and there is no universal recipe for creating a “happy” school. But schools, together with other social institutions, can attend to children’s fundamental psychological and social needs, and help students develop a sense of control over their life and resilience in the face of unfavourable situations.
Junior Cycle Wellbeing Guidelines (2017)

27. Punctuality Responsibility Co-operation
Parents – a key role in students punctuality
8.20am – suggested arrival time
8.40am – school begins
After 8.50am – Late sign in at enquiries
Notes visible in e-diary (frequent parental viewing recommended)
Parent intervention
Saturday detention/formal letter home – repeat offenders
Obvious impact on teaching and learning

28. Punctuality – some facts!!
There are 167 days in an Irish Post Primary school year. If you miss one day every two weeks you will have missed 7% of your school year which could amount to up to 7% of your coursework!!
If you are late to school each day and miss first class, you will have missed 11.6% of your schooling per year!! That equals 19 days per year!!
If a student is 10 minutes late for a class period, that accounts for 25% of the lesson, which could account for 25% of his/her coursework.
Every day counts…..every class counts!!

29. Signing – in/out Responsibility Safety
N.B: Students give note to Dean in morning only
Exceptional cases – otherwise
Authorised at enquiries
Use of smart card - enquiries
Smart card – study hall
Sign out by own parent only
Late sign-in’s & sign outs – minimal.

30. Uniform Responsibility Pride
Parents: Please check your child’s uniform each morning
Uniform as outlined in the Code of Behaviour
Black leather shoes
Non uniform items not allowed (placed in locker at 8.40am-3.40pm)
Outerwear: College fleece or College jacket only
Piercings: No facial piercings (noserings, eyebrow studs or lip rings)
Natural hair colour

31. Communication First point of contact
Electronic Diary/Advanced E-portal
Direct and phone number
Link with management
Partners with parents

32. Any Questions??