School Development Planning: The role of teacher education and

development

Dr. Paul Ryan

Teacher Education SectionDept. 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

• 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

• 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 post-primary/further education levels

‘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 SectionDepartment of Education & Science

Paulj_ryan@education.gov.ie

+35318892288