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

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

3. 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

4. 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

5. 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

6. 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

7. 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 post- primary/further education levels  ‘Testing ground’ for initiatives/pilots

8. 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 ??

9. 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

10. 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

11. 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??

12. 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”

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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 ??

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

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