PDST appreciates the co-operation

of the networks and schools

included in the production of this newsletter.

The views expressed and the practices outlined are those of the

individual networks and schools.

Welcome to the fourth Forbairt Post –Primary ‘Action Learning Network Newsletter’. As you know Forbairt is a capacity building programme for experienced Principals and Deputy Principals which in more recent times has been extended to include two positional leaders. This booklet reflects the combined efforts of this school-based team working as part of an Action Learning Network-ní neart go cur le chéile! It is heartening to see the diversity of topics while acknowledging the centrality of ‘teaching and learning’. All of the projects have enhanced the educational welfare of the students in the participating schools. In addition, small communities of learning have met in Education Centres throughout the country during the past year sharing resources, expertise and experience. This booklet is a testament to their work and achievement. Finally, we wish to thank the Forbairt team for working with fifteen networks involving over one hundred participants covering the country from Buncrana to Castletownbere! It is small communities of practice like these which will lead the way in educational improvement. ‘Action learning is gaining in popularity as a way to improve performance, promote learning, and position organizations to adapt better in turbulent times’. (Action Learning in a Nutshell - Robert L. Dilworth).

Action Learning Network

Composite

Crana College, Buncrana, Co. Donegal Title of the Project: Raising student achievement Description of the project: As a team we wanted to look at raising student achievement but not just from the perspective of increasing results. We wanted our school to be a place where everyone aimed to reach their full potential and a place where everyone in the school community worked together to raise achievements. Locally Crana College had always been seen as the “Tech”. In recent years much progress has been made with the wider community in recognising the progressive change to a more comprehensive education. However this project also aims to tackle the culture of mediocrity and the moderate ambition that tends to exists within the local area and within our times of economic depression. There had been a trend among many of our parents to leave education early to join the local factory or construction industry. As a result of this trend there exists a lack of appreciation for education and a more valued appreciation for employment as a means of making money. We were very aware that this project would reach beyond one year and managed well, would inform the school plan for the foreseeable future. Initially we looked at 5 general aims. Aims: 1. Increase pupil motivation, appreciation and expectations 2. Raise awareness among parents and develop strong partnerships 3. Support teaching and learning / affect change in the classroom 4. Support staff in raising expectations 5. Improve our physical environment Actions: 1. Increase pupil motivation, appreciation and expectations: Development of circle time and restorative approaches with students - this has developed stronger relationships within the school community and given everyone a safe and structured way in managing and dealing with conflict.

Study Skills Programme for 2nd, 3rd and 5th years - study skills days for each group, after school study facilities and a homework club for peer tuition and one-to-one support. Taster programme, students try out all practical subjects in first year for 6 weeks.

Action Learning Networks-2011/12

PDST Co-ordinator Schools Sheila McManamly

Scoil Mhuire, Trim, Co. Meath Patrician College, Newbridge, Co. Kildare CBS Mullingar, Co. Westmeath. Scoil Dara, Kilcock, Co. Kildare. O’Fiacha College, Dundalk, Co. Louth. Scoil Uí Mhuiri, Dunleer, Co. Louth.

Dave Barron

Davis College, Mallow, Co. Cork College of Commerce, Morrissons Island, Cork. Marino College of FE, Dublin.

Tom Moore

Crescent College Comprehensive, Dooradoyle, Limerick. St. Fintans CBS, Doon, Co. Limerick. Mary Immaculate College, Lisdoonvarna Co. Clare. Castleknock Community College, Dublin 15.

Tom Hughes

St. Colmans College, Fermoy, Co. Cork Beara CS, Scoil Mhuire, Sydney Parade St. Aloysius, Carrigtwohill, Co. Cork.

Michael McCann

St. Gerald’s, Castlebar, Co. Mayo. Ballyhaunis Community School, Co. Mayo. Mount St. Michael, Claremorris, Co. Mayo. Glenamaddy Community School.

Fiona McCafferty

Crana College, Dongeal.

Scoil Phobail Bhéara, Castletownbere, Co. Cork Outcomes, impact on school life • Using available data to analyse progress of students. • Professional discussion with parents re students’ progress. • Developed a resource for parents and staff. • Creating awareness of students’ ability. • Students challenged to reach their full potential. • Visual presentation of data has immediate impact. • Potential to raise academic achievement. • Staff members learned how to use eportal more effectively. • Raised awareness of potential of using data to track student progress. Challenges addressed • Time. • Accessing and analysing data. • 2nd yr. group too large to include all. • Relevant training for staff. • Raised awareness of the dangers of labellling students

Crana College, Buncrana, Co. Donegal (cont) Curriculum changes – reduction in subjects at Junior Cert, introduction of Ag Sci.

Programme changes - introduction of JCSP and LCA – Looking at TY.

Changes to School Journal – it is physically more appealing and more informative. This has highlighted its importance among the school community.

Impact of the School ‘tracker’ on attendance, the positive effect contact with parents by phone call - a change in culture.

Establish a Head Boy and Head Girl with Bus Prefects.

Emphasise the importance of the Student Council and treat their issues seriously. Principal attends 2/3 meetings per year.

Provision of personalised school jumpers, school hoodies and outdoor jackets with names – the affect on the appearance of the students.

School Fashion Show, School Musical – lifts school morale and brings us to the wider community.

2 Raise awareness among parents and develop strong partnerships Presentation given to parents on Study Skills – encourage greater parental involvement. Parents Assoc is renewed every year (approx 12 in number) active and involved in policy making and not just fund raising, Principal attends all meetings. Teachers work with Parents Association to create better opportunities for fundraising and events that include parents, staff and students i.e. Table quiz, Fashion Show, sponsored walk, cycle, run. General information evening for first year parents. Information evening for parents on Restorative approaches. Changes to format of school reports – gradual introduction of computerised reports, class average included in report. The improved appearance and details within the reports communicates strongly the value we place on academic success and continues to motivate students to reach their full potential. 3 Support teaching and learning / affect change in the classroom Integration of ICT - digital projectors, shared resources, staff drive, staff training. Upgrade of cabling throughout the school.

Crana College, Buncrana, Co. Donegal (cont)

Testing of students at enrolment – follow up whole school testing to be developed. Extend/Improve career guidance – extensive interviews with students in 3rd Year (subject choice) and 5th Year (CAO) – importance of students choosing correct subjects. Underline the importance of able students opting for Higher Level. Literacy and Numeracy initiatives, Lit and Num week – involvement of all subject areas. Homework – each subject area develops a common approach. Discussion between Principal and senior teacher in each subject area on exam performance, trends or issues within the Subject area. Teachers to discuss points with students and begin equating grade to points at senior cycle 4 Support staff in raising expectations Subject teachers to encourage participation in competitions and projects. The development of the annual Prize Giving. Weekly management meetings with minutes available for all staff. Develop a better sense of community through use of Form time, Assembly – opportunity to celebrate success. Small notice board in every room for Pastoral matters. The impact of the Restorative approach within the school. Introduction of eportal - Possible benefits of eportal- monitoring of in-house punctuality. Continued CPD for staff. 5 Our physical environment Physical features in the school – improvement in the environment, landscaping, signage, painting, Spanish seat, new roof.

Scoil Phobail Bhéara, Castletownbere, Co. Cork Phone: 027 70177 Fax: 027 70284 Email: beara2@eircom.net Project team : Mrs Mary O’Sullivan, Ms Pauline Hurley, Mrs Anne O’ Driscoll, Mrs Marie Carey Description of project: Aim : To raise academic standards in Scoil Phobail Bhéara • Targetted a specific group of 2nd years. • Evaluated and re-drafted Mission Statement. • Analysed information to evaluate/ track progress of students using: - Attendance records. - School results on E Portal * 1st Year – Mid-term, Christmas, Easter and Summer. * 2nd Year- Mid-term, Christmas Easter and Summer. * Each subject results were printed in bar chart. • Summarised recommendations of Psychological assessments. • Tested students to measure reading and mathematical standard. • Created a folder for parents with all the above information (kept a

duplicate in students’ school file). • It is envisaged that this folder will be used by Parents to file further

results and create awareness of tracking results. • Invited parents of target 2nd year group to discuss progress or lack of it,

emphasising the importance of involving Parents more in the learning of their children.

• Aim to arrange in-house study skills seminar for Year group and Parents (September/October).

• Evaluated initiative with Parents and Students at meeting. • Informed all partners: Staff, Parents Association, Students Council,

Board of Management. Supports and resources used • E Portal, tests results and attendance records • SEN department testing • Folder and paper • Forbairt Team • ICT

St. Aloysius’ College, Carrigtwohill, Co. Cork. Supports and resources accessed: • Mr Tom Hughes PDST Leadership and Planning Team was an

invaluable source of support. • The National Behaviour Support Service also provided support. • The middle management team and a number of staff members

involved in educational research were also very supportive of the project.

• The Parents’ Association and the Board of Management also supported the project.

Outcomes, impact on school life: • Work was done with students on making best use of lockers. • Presses were installed in classrooms to cater for class sets of

textbooks and homework copies. • The use of IT facilities was encouraged. • Students were not overloaded with homework on any given night. • Students were encouraged to follow up on assigned homework if

absent from class for extra-curricular activities. • An extra column was included in the school journal where students

could record the time taken to complete homework in each subject. • Parents were pleased that they were consulted and gave honest

answers to questions in the survey. • Parents were also pleased that there was a reduction in the weight of

school bags. • Parents found the study skills night very valuable. • Parents were encouraged to write explanation notes if homework was

not completed. • Parents were encouraged to actively monitor homework. • Preliminary discussions took place with staff on developing a whole

school homework policy. Challenges Addressed: • Getting teachers to adopt a consistent approach to homework. • Getting parents to regularly check their daughter’s homework. • Getting students to realise that homework is important to develop good

study habits. • Beginning the work of developing a whole school homework policy. • Creating awareness for students that homework can be oral, aural

and/or written.

Crana College, Buncrana, Co. Donegal (cont)

5 Our physical environment (cont) Painting inside, new flooring, new roof, warmer better environment. Display Cabinet at entrance to celebrate success Outcomes • Improvement in student performance • Positive attitude of students towards the school • Students aiming for, and achieving, high academic courses at 3rd level • Improved attendance • Higher retention rates • Reduced suspensions • Reduced early school leavers Further Objectives • Introduce an academic monitoring system • Interview and focus upon under achieving students • Principal interviews all 5th Year students • A Newsletter.

O’Fiaich College, Dundalk and Scoil Uí Mhuirí, Dunleer, Co Louth. Project Title: Development of a 5 yr e–Learning Plan. ANL Team: Scoil Uí Mhuirí, Dunleer O’Fiaich – P Mc Govern (Principal), Pat Daly (Deputy Principal), John Gaynor, Joe McEneaney. Scoil Uí Mhuirí – Bríd Rocks (Principal), Ray Donagh (Deputy Principal), Noeleen Lyons, Alan Hurley. Background and description of project:: The development and implementation of a structured e–Learning plan was identified as a priority in both schools. It was agreed that a collaborative effort would be very beneficial on the basis that input from a wide range of stakeholders would enhance the quality of the finished plan.

O’Fiaich College, Dundalk and Scoil Uí Mhuirí, Dunleer, Co Louth. Actions: • Raised awareness of proposed project by including e-Learning on

Agendas of Staff, Parents Association, School Council and Board of Management meetings. Agreement reached on importance of developing e-Learning plan for schools.

• Established e learning teams and selected steering committee. • Conducted wide ranging consultation process among all stakeholders and

fed resulting ideas into draft plan. • Conducted audits of e-Learning skills among teaching staff, students and

parents. • Agreed format of plan – 5 Key areas identified. • Draft submitted to all stakeholders and presented as an integral part of a

suite of planning documents. Supports and Resources:

• NCTE Handbook and Roadmap. • Expert speakers sourced from NCTE for Forum. • Focused CPD on e-Learning related topics throughout year including Evening classes – free for teachers. • Demonstrations of integration of ICT in class included in staff meetings. • ECDL course. • Teacher to teacher mentoring. Outcomes:

• E–Learning plan now developed for both schools. • Awareness raised around importance of using ICT in all subject areas. • Fear factor lessened among staff due to collegial approach. • Section on e–Learning included in all subject dept plans and in Whole

School Plan. • High commendation from inspectorate during subject inspection and in one

school during WSE MLL. Other major successes achieved were: • The collaboration process and the added information/value gained through

accessing teachers and management from both schools. • The fact that e-learning was on the tip of everybody's tongue during last

academic year. A serious kick start to the plan. • Additional resources were put into providing good ICT infrastructure to

help with integration of e learning. • One school got very fast broadband and the other has applied for same.

St. Aloysius’ College, Carrigtwohill, Co. Cork.

Title: To develop and improve effectiveness of homework for first year students Team: Mary O’ Donovan, Kate Kilcoyne, Margot Hartnett and Tony Lee. Description of the project: To involve teachers, parents, students and the college middle management team in: Establishing the following issues regarding homework for first year students. • Quantity and frequency of homework and time involved • Expectations from assigned work • Effect of assigned homework on the weight of school bags

Based on this information we hoped to: • Regulate the frequency of homework and the time taken. • To reduce the weight of school bags. • To improve the effectiveness of homework. • To begin the process of developing a whole school policy on homework. Actions Taken:

Surveys were carried out with students, parents and teachers to ascertain information on:

• Time spent on homework • Frequency of homework (including homework at weekends) • Factors which influenced the students attitude towards homework • The purpose of homework • The impact of homework on student parent relationships

Selections of school bags were weighed at various times during the school year. Findings and ongoing issues raised were reported to middle management and staff meetings. Middle management team assisted in the development of the surveys and the analysis of the results.

Scoil Dara, Kilcock, Co Kildare

Continuing Professional Development: Each member of the committee participated on the online course on “Teaching Gifted and Talented Children” provided by ICEP. This course consisted of five modules. To consolidate our learning individual committee members presented one modules each to the rest of the committee. Facilitators were sourced to provide inservice on “The Use of Different Teaching Strategies in English and Maths”. Two hour inservice was provided for all English and Maths teachers in the school.

Outcomes The complexity in identifying students of exceptional ability became apparent and the need for open, flexible, holistic approaches involving all partners in the process evolved. The insights provided by the SEN and Guidance members of the committee helped committee members gain a better understanding of the CAT results. The committee believe that it would be useful for all staff to be provided with the opportunity to gain better understanding of the results of this assessment. We found that the development of differentiated teaching strategies evolved on a piecemeal basis and is most likely to result from discussions on methodologies taking place between groupings of teachers.

Challenges Addressed Time for Meetings: Time for meetings was identified but due to teachers concern about missing class contact time it was decided that meetings would go ahead even though all members of the committee were not present. It may be advisable to try to timetable members of the committee so that meetings could take place with everybody present. Developing a Whole School Awareness/ Culture of the Needs of the Exceptionally Able Student: A number of strategies were identified and remain as targets for development for next year. These include: • Involve parents in the identification of their children eg by amending the

school’s enrolment form to include a question which would enable parents to identify their child’s gifts/talents.

• Amend House Exam Reports to include comments which would reflect a student’s gifts/talents.

• Liaise with primary school teachers regarding the different teaching methodologies utilised in primary schools.

• Having regular competitions in Maths and English available to all students to participate in eg circulating Maths problems on a regular basis throughout the school for students to complete within a given timeframe or setting English exercises for all students to complete with a given timeframe.

Supports and Resources Accessed Special Education Support Service (SESS), Centre for Talented Youth in Ireland, DCU, Teaching Gifted & Talented Students; Institute of Child Education & Psychology, (ICEP) 2008, Staff Inservice for English & Maths Teachers.

O’Fiaich College, Dundalk and Scoil Uí Mhuirí, Dunleer, Co Louth. (cont)

Challenges addressed: • Time for meetings, especially as we had to find time for collaborative meetings

between the two schools as well as our individual in school team meetings. • Ensuring participation and ownership by all staff members. • Building confidence among staff members and overcoming perception that e

Learning had nothing to offer them. • Keeping e Learning “live” as a priority throughout year. • Finance and resources.

Scoil Mhuire, Trim, Co. Meath. Title: Review of the curriculum and structure of the school week. ALN team: Elizabeth Johnston, Celine Nulty, Joanne O Brien, Mai Killian, A Kearns, Jacqueline Maher. Background • Weekly tuition time for students was 29 hours 10 minutes. • Structure of day was a mixture of 40 minute and 35 minute periods. • School day was 3 periods, break, 2 periods, lunch break, 4 periods. • 1st year students take all available options for full year. Variation in time given

to different subjects. Aims: • To reduce weekly tuition time to make more efficient use of teacher allocation. • To give equal time to more option subjects in first year. • To increase number of 40 minute periods in the school week. • To examine possibility of changing structure of school day to reduce number

of periods after lunch break.

Scoil Mhuire, Trim, Co. Meath (cont). Actions Taken: Questionnaires given to teachers in their subject groups to assess their requirements. i.e. • Minimum time requirement to teach the subject in each year. • Possible structure of school day/school week. • Feedback given to staff. • Timetables from a number of schools researched to gain ideas for change. • Sample timetable with new daily structure put in place for a school week to

investigate whether or not it would be a viable option. • Feedback from staff re: above experiment. • 3 possible weekly timetable structures proposed to staff. One selected to be

put in place for 2011/12. • 2 possible structures proposed for a “Friday”. • Questionnaire given to individual teachers for their preferred “Friday”

structure and to indicate minimum requirements for their subjects in light of 3:3:3 daily structure if double periods are part of timetable.

Outcomes: • Weekly tuition time of 28 hours 25 minutes – including 25 minutes pastoral care time. • 3 periods a week for each option subject in 1st Year – apart from Art and Music • Number of 40 Minute periods in school week significantly increased.

- Change from 20 x 40minute periods and 25 x 35 minute periods to 28 x 40minute periods and 16 x 35 minute periods

• New daily structure of 3 periods, break, 3 periods, Lunch break, 3 periods. • School week reduced by one period for students. • 8 periods on a Friday finishing at 3.25pm Challenges: • Facilitating double classes with new daily structure. • Making efficient use of reduced pastoral care time.

Scoil Dara, Kilcock, Co Kildare Telephone No: 01-6287258 Fax No:01- 6284075, e-mail: scoildara@eircom.net Development of Structures and Systems to Cater Better for the Educational Provision of Exceptionally Able Students in the School ALN Team P.J. Gannon Principal Eileen Teahon Deputy Principal Josephine Coughlan Teacher of Home Economics Isobel Dalgarno Teacher of Home Economics Clare Kenny SEN Co-Ordinator and Resource Teacher Lisa Lynch Teacher of English Darragh McMoreland Teacher of Physics & Maths Theresa Payne Guidance Counsellor Project Background At the beginning of the school years 2009 and 2010 whole staff inservice was provided on “Teaching Exceptionally Able and Talented Students” by a member of staff from the Centre for Talented Youth in Ireland and by Dr Tom Daly, SESS respectively. These inservices were provided against a backdrop of a well established SEN Department in the school for students who are at the lower end of the academic spectrum. It was generally felt by staff that it was time to address the needs of the more able student. Following from the inservice provided by Dr Daly the school was invited by the SESS to participate in a pilot project on “Teaching the Exceptionally Able Student” as well as being accepted on to the LDS Action Learning Network. Goals • To develop a system for identifying students who are exceptionally able. • To address professional development needs of teaching staff. • To generate awareness among the school community of the specific needs

of students who have exceptional ability.

Action Taken Identification of Students: The committee decided to concentrate on the 2010 – 2011 second year cohort of students, with specific focus on the areas of English and Maths. The CAT entrance exam results for the present second years were analysed and very high scoring students were identified. The house exams for the second year cohort were also analysed and a list of high achieving students in these exams was drawn up. Teachers of English and Maths to second year students were surveyed on their observations of their students. All students in second year were also surveyed with the aim of students self identifying. The lists obtained from the entrance assessment, house exams and teacher observations were examined by the committee. (It was felt that more consideration needs to be given to student self identification).

Scoil Mhuire, Sydney Parade (cont) Outcomes and Impacts on School Life: • Weekly Bulletin - to standardise communication to all members of staff. • Notice Board – divided into sections for clarity of communication. Staff

agreement to read same on a daily basis to develop personal responsibility re communication flow.

• Website – redesigned with special communication aims in mind and as a

means of regular communication with parents. • Student Journal – updated to include new and amended policies. • Parents’ email – creation of a database of Parent email addresses to

enhance communication. • Staff Sub Committees – created and task orientated, with one spokesperson

to feedback to staff and students. • Staff Handbook – updated as a relevant communication tool. • The school community embraced the new system of general communication. Challenges:

• Accepting and adapting to change by interested parties.

• Time to communicate, discuss and agree standardised communication procedures.

• Effective implementation of and timely communication to all parties.

• Sustaining the new communication strategies.

Colaiste Mhuire, Mullingar, Co. Westmeath Tel: 04493 44743 Fax: 04493 49751 Email: cbsadmin@eircom.net Title: Implementation of Revised Homework Policy Project Team: Joe O Meara (Principal), Richie O Donoghue (Deputy Principal),

Keith Quinn, Betty McLaughlin Abstract: Through this initiative, our goal was to successfully adapt this document to our school, beginning with first year students. It is hoped that the school can improve further on its academic ethos and successes. Actions Taken: • Review of existing homework policy with all educational partners. • Carried out quantitative and qualitative research through the use of

questionnaires with students, parents and staff and the inspection of student journals.

• Correlated findings of review fieldwork and identified areas for development. • Drafted and ratified the revised homework policy. • Distributed the revised policy document, initially to all first year students. It

was signed as a contract by students and parents, and returned to the project team.

• Staff meeting was held to highlight the findings and allow individual subject departments to reflect on improved homework strategies in their subject area.

• As part of staff CPD, workshops were arranged on motivating students to take responsibility for their own learning. This was to complement and support staff in the implementation of the policy.

Supports & Resources Accessed: Second Level Support Service School Development Planning Initiative Special Guidance Counsellor Forbairt/LDS Year Heads Special Needs Coordinator Classroom Teachers Special Needs Assistants Board of Management Students Council Parents Council Networking with other schools

Colaiste Mhuire, Mullingar, Co. Westmeath (cont) Outcomes: • In general there was a huge appreciation for the homework policy. • 95% - 97% of students and parents have read the revised policy document

which would indicate a high level of awareness among the educational partners of the existence of this policy.

• Students are recording homework given in class. 99% students surveyed stated they were recording their homework, with 94% of parents cooperating.

• 70% parents are signing the journal regularly, an area which the project team hopes to address over the next academic year.

• There is a large discrepancy on the amount of time students are spending on their homework. To address this, the school hopes to provide study skills workshops for students over the next academic year.

• 88% - 94% of students and parents believed the revised policy was working well, with only a minority believing the policy was not working

Challenges: • To get teachers to adopt a consistent approach to implementing and

monitoring the homework policy and keeping the momentum going. • Encouraging teachers to correct homework quickly and provide feedback to

students. • Encouraging teachers to give adequate time at the end of lessons to write

down homework in their school journal. • Encouraging the use of the school journal as method of communication

between parents and teachers regarding homework issues. • Encouraging parents to support students doing homework.

Targets to be addressed for next academic year: • Class Tutors to regularly inspect journals to ensure students are recording

their homework and getting their journal signed by a parent on a weekly basis. • To ensure a follow through on the completion of homework, staff to produce

and agree upon clear sanctions for homework not being done. • Include the use of the journal and procedures for completing homework in the

Induction Training Programme for all First Year students starting academic year 2011/2012.

• Further CPD to support staff in their work.

Scoil Mhuire, Sydney Parade Title of Project: Managing Communication within a multi-sited school. Project Team: Regina Moran, Collette O’Neill, Deirdre O’Flynn, Pauline Higgins, Rachel Currivan Rationale for Project: As we intend to rebuild the main part of the school in the next few months we will be spread over three separate buildings the location of which will prevent intercom communication. (We are currently in two separate areas).

There was inconsistency in the methods used and in the reliability of our current communication practices.

Aims/Objectives: • To improve the effectiveness of all communication within the school

community. • To change the mindset from the need for individual communication to

acceptance of general communication on school wide issues. • To design accepted practices for communication between various partners in

the school community. • To put strategies in place to cope successfully with the school being

eventually spread over three sites. Actions: • We reviewed the current structures and methods of communication between staff members both academic and administrative, between staff members and students and between the school and parents. • We identified the improvement of staff to staff communication as the priority task of our project. • We designed and trialled new standardised methods of communication. Supports and Resources: • Time for meetings to brainstorm ideas. • Discussions with teachers from other schools. • Advice from ALN facilitator and LDS in service. • Meetings with I.T/website experts. • Questionnaires for parents and teaching and administrative staff. • Parents Council.

Marino College of Further Education, North Strand, Dublin (cont) External Supports/ Resources: • Discussions with other ALN members • Meeting with I.T expert CDVEC helpdesk Outcomes and Impacts: Web-texting • Time efficient iFlow format of electronic communication to communicate

among staff. So successful with staff later introduced also as a form of communication with students.

Shared Folder CDVEC Network • All teachers now have access to common college documents eg. Assignment

briefs/sample meeting agenda’s or subject specific class documentation. Staff Email Accounts • Enables management to communicate with all staff. • More professional approach in both internal and external forms of

communication. • Allows students to communicate more efficiently one to one with subject

specific/course tutors. • Communication has become a two way forum. Meeting Document Template • Devised new meeting template for staff allowing compliance with Quality

Assurance and facilitate better communication of meeting agenda/actions to be followed up at the next staff meetings.

Common Staff Lunchtime • Introduction of a common staff lunchtime once a week to allow both formal

and informal communication among staff. Challenges: • Time to assess and review. • Staff embracing new initiatives e.g. completion of out of college forms. • Reluctance of some staff to embrace new forms of technology. • Devised Meeting Documentation is yet to be adapted and used in the near

future in the college. Opportunities: • Proposed I.T. Workshops for staff on Google Calendar to facilitate better

communication of upcoming events and meetings • Proposed classes for students on using Google Documents allowing staff to

communicate their expertise and in Continuing Professional Development.

Patrician Secondary School, Newbridge, Co. Kildare. (045-432410, patriciansecondary@me.com)

Title: Student Ownership of Learning in Second Year Team: Peter O’Reilly (Principal), Pat O’Leary (Deputy Principal), Padraig Gill (Year Head), Susan Johnston (Class Tutor). Background: The project grew out of a concern that 2nd year is the forgotten year. 1st years have the focus of newness and transition, 3rd years have their exam focus while 5th years have the focus of transition and chosen subjects. 6th years have their final exam focus. It was our aim to engage a 2nd year class group of students in greater learning and to enable them to recognise this learning. Our aim was to improve the learning outcomes of those students who are positively engaged in the process and to bring on board those students who seem lost or struggle in the learning process. Actions Taken: • Project was introduced and explained to all teachers at staff meeting. • The team visited 2A class group and invited them to participate. • Evening meeting held with parents of 2A to explain the project and invite their

support. • Questionnaire carried out with students, parents and teachers of 2A. • A joint study skill seminar held for both parents and students. • Student journals monitored on a weekly basis with particular attention paid to

homework and study recorded. • Feedback obtained from 2A students at end of school year. Outcomes: • A realisation on the part of students that they themselves are critical to their

own learning. The importance of accepting responsibility for one’s learning and progress emerged.

• Parents were better equipped and more confident in discussing learning and homework issues with their sons.

• A greater than expected number of students from 2A received our school prize for academic excellence and endeavour.

• Engagement of expertise from our school’s Resource department in the area of learning and study skills.

• A positive feeling of engagement and participation was felt by all partners in the project.

We hope that the completion of this project has increased awareness of the critical role that 2nd year plays in the potential success or failure of the students in our school community. The challenge now is to sustain these positive interventions across the entire 2nd year cohort.

Crescent College Comprehensive S.J., Dooradoyle, Limerick Munster Rugby School of the Year Munster Hockey School of the Year

Nicholas Cuddihy: Principal & Secretary to the Board of Management Tel: 061-229 655 Karin Fleming:Deputy Head Fax: 061-229 013 Email: cccadmin.ias@eircom.net Project: The Delivery of Special Education at Crescent

Background: The principal and deputy principal attended in-service under the auspices of LDS in September 2010. Over the two days we were encouraged to identify an area in our school which might benefit from guidance and collaboration with the LDS coordinators and to identify one or two ‘positional’ leaders in the school. The area we nominated is Special Education and the positional leader is Eamonn Tuite, as this is a significant area in CCC and Eamonn has responsibility for the allocation of SEN teaching resources, leads a large group of professionals in his team and is very familiar with the students in receipt of resource time from the DES. In a school this size with such significant SEN allocation, it is effectively a ‘school within a school’ which is the reason it was considered ideal for the ‘active learning network’. Despite the responsibility involved, the post of Coordinator is not included in the post structure of the school. The aims of the project will include: • Communicating with and clarifying to staff the work of the SEN department.

- DES allocation (7.18 ). - Pupils (identify and describe nature of resource, learning support, reasonable accommodations). - Teachers involved and the aims of their work.

• Formalising the role of the SEN coordinator. ALN team: Mr Nicky Cuddihy, Principal Ms Karin Fleming, Deputy Principal Mr Eamonn Tuite, Coordinator of Special education Ms Frances Thornton, teacher working exclusively in this area Ms Mairead Fitzgerald, teacher working exclusively in this area Ms Juliette Frost, SNA Qualified: Caroline Waters, Brian Howley Up to 26 link teachers

Marino College of Further Education, North Strand, Dublin

Title of Project: Enhancing Staff Communication Names of Project Team: Ms Helen Foley Ms Ann Skelly Ms Louise Doyle Ms Ann Drislane Enhancing Communication: Improving and Initiating Staff Communication within an expanding staff environment. Project Description and Actions: Description • To improve the effectiveness of staff communication at Marino College of

Further Education within a rapidly expanding staff environment. Actions • Review the current structures and methods of communication between staff. • Identify the challenges and opportunities for improvement with a view to

making communication more effective and more standardised among all staff members.

• Initiate improved methods of communication for staff. Supports and Resources: Internal Supports/Resources; • Allocation of time for meetings and presentations. • Questionnaire - all staff members participated in. Completion of a questionnaire on staff communication in the college with the results communicated to staff. • We set-up web texting within the college and created individual email

accounts for all staff at Marino College of Further Education. • Devised a new layout for communicating minutes/actions to be further

addressed for staff meetings. • Devised a new staff form to communicate when staff members are attending

out of college events allowing communication between staff and management. • Notice Board in staff lunchroom to communicate all meetings and out of

college teachers or upcoming events for the following month and updated on a regular basis.

• Devised a shared folder on the CDVEC I.T. system.

Cork College of Commerce, Co. Cork Phone: 021 4222100, Fax: 0214275075, Email: queries@ccoc.ie Website: www.corkcollegeofcommerce.ie Description of the Project and Actions Taken As the largest College of Further Education in Ireland our staff is drawn from many diverse backgrounds. There is a wealth of expertise from both teaching and commercial experience among the staff and in order to capitalise on this and the existing ethos in the college of Continuing Professional Development a number of actions were taken to promote the core activity of any college – that of teaching and learning. • General in-service to all staff at Christmas on the subject of teaching and

learning in an attempt to engage their minds on the project theme by Jer Crowley.

• Formation of Teaching and Learning Group within college (volunteers from staff).

• 24 in-service courses offered on a volunteer basis on broad range of topics in Christmas week.

• College Management support of in-service and buy-in from staff that they feed back to general staff on new skills/knowledge.

• Structured time allocated by Management in an effort to support the project. • Teaching and Learning CPD in last week of term by Bill Reidy. • Teaching and Learning Section in New Staff Handbook. • Teacher Mentoring and Induction of New Teacher post of responsibility. • Application made to Instructional Leadership seminar by Barrie Bennett. Outcomes • Very positive feedback from all staff. • A new energy and an increase in conscious awareness of the centrality of

teaching and learning. • A more structured approach to the dissemination of new information. • A way of living our Quality Assurance. Challenges • Time – the Further Education year with one year courses, from induction to

qualification, makes time difficult to find • The diversity of course areas makes a ‘one system fits all’ approach difficult

Crescent College Comprehensive S.J., Dooradoyle, Limerick (cont) Pupils Resource/learning support/reasonable accommodations Categories include: Physical, visual, hearing, emotional, behavioural, autistic spectrum disorder, speech and language, multiple, etc. November 2010: The principal, deputy principal and Eamonn Tuite met with other interested parties in the Ennis Education Centre. The sharing of information between the different schools was very helpful. January, 2011 At the Fobairt seminar in Portlaoise, the principal and deputy had a chance to review and plan. Progress made: • A report had been sent to the BOM. • The team was identified (Nicky, Karin, Eamonn, Frances and Mairead) • Eamonn was in the process of gathering data. Plans: • A meeting of the steering group for the following week • Staff to be briefed at April staff meeting • Review policy • Read policies of other schools • Report to BOM in September • Prepare summary document (1-2 pages) for the ‘residential’ in September March 2011: Meeting at Ennis Education Centre, attended by Karin, Eamonn, Mairead and Frances. April 2011: At a full staff meeting Eamonn gave a detailed presentation to staff, clarifying all issues related to SEN at CCC. All other actions completed. September 2011: A full staff briefing led by the Coordinator of SEN took place within the Croke Park Hours SENCO also addresses the BOM and delivers a detailed presentation.

Crescent College Comprehensive S.J., Dooradoyle, Limerick (cont) Outcomes: • All parties, teachers and Board, have now had the issues related to SEN

clarified.

• SEN department and teachers have been prioritised for investment and resources available through the NCTE broadband project.

• The Board has agreed to formalise the role of SEN coordinator at CCC outside the post structure at the school.

• Improved communication systems between the SEN department and the teaching staff have been adopted, including eportal and the school’s moodle site.

• New resources for subject teachers include:

o SEN list for school

o SEN manual developed giving effective classroom tips relating to different SEN categories

o SEN reference library for teachers

o SEN site on the school’s moodle system

o SEN notice board in staff room

• The old SEN policy was reviewed and a draft new SEN policy incorporating changes and new initiatives is ready to go before staff and the Board.

• The SEN department has been formally recognised as a subject department with provision for meetings, budgets and other resources.

• The SENCO has had hands-on leadership experience.

• The SENCO is seeking a place on Toraoicht, the LDS course on school leadership.

Davis College, Mallow (cont) Outcomes (cont) • It was also felt that attainment would be enhanced by greater engagement with

ICT in the promotion of teaching and learning. The college is now committed to developing its Moodle facility across all subjects and has received training in this regard.

• The college has also decided to focus on homework standards as a major strand of its academic attainment strategy for the current academic year.

• The college has also decided to focus on students’ holistic development in terms of diet, nutrition and fitness in the year ahead, and has developed a fully furnished gymnasium for student use.

Challenges addressed • The prioritisation of factors affecting attainment so that an effective strategy

could be formulated posed a challenge for the Academic Council given that many issues and factors were identified. However, the role of an outside advisor was critical in helping the Council to shape an effective and clear strategy.

• Finding time to consider these matters was a problematic issue given the hectic nature of school life. The communication of the strategy to all teaching staff, and securing the commitment of staff to the strategy so that only the highest standards will be accepted across all subjects, was also an important task. However, the fact that the issue of academic attainment was prioritised so strongly by the Principal and that it featured at staff meetings and briefings made this challenge easier to overcome.

• The Academic Council is confident that the challenge of ensuring that all subject departments embrace Moodle as a teaching and learning tool will be met successfully in this school year.

Conclusion The college community, including management, staff, students, parents and board of management, are all deeply aware of the importance of academic attainment in the life of the college at this stage of its development. This goal informs all aspects of school life. The fact that enrolment has increased dramatically over the last two years, with 110 and 120 pupils enrolled in First and Second Year respectively, has affirmed the efforts that teachers have made but has also encouraged the school community to pursue the goal with even greater impetus in the forthcoming year.

Davis College, Mallow, Co. Cork (cont) Strategy/actions taken: (cont) • A particular focus was applied to First Year students. Parents were informed

about the primacy of homework and after school study programmes and were invited to participate in homework initiatives in Maths and English in a projects steered by the Home School Liaison Department and relevant subject departments.

• The Silent Student Initiative was also piloted. This project involved teachers reviewing the performance of a First Year student from each of the year group’s five class groups each week and introducing an element of competition, whereby each class hoped to be the winner after a number of weeks. The appraisal was not based on academic achievement but on work ethic, attitude to class and homework, attendance and punctuality. However, the selected student was not publicly identified until the end of each week, thus adding to a sense of fun and suspense among students.

• A programme of whole staff in-service was initiated whereby the teaching and learning strategies identified by Professor Barrie Bennett of the University of Ontario in his Instructional Intelligence theory would be considered and piloted in the college. This followed the participation by the Principal and two teachers in a series of IVEA-led seminars involving Professor Bennett.

• A promotional brochure detailing a range of academic endeavours taking place in the college was distributed to homes around Mallow. These endeavours related to examination-centred achievement and progression to third-level by students, as well as a number of successes enjoyed by the college in a wide variety of extra-curricular and co-curricular activities. The brochure also charted positive feedback received from DES inspections.

Supports and resources accessed • In-service on Instructional Intelligence (teaching and learning) and ICT (Moodle, Skype, E-Beam). • Motivational speakers for students and teachers (including Seán Gallagher and Cully and Sully) • ALN partnership; field trip by management to other colleges, including in

Scotland, to assess best practice; support for Academic Council for meetings and external advisor; introduction of large TV screens in college relaying 24 hour rolling news to promote awareness of world issues among students; up-grading and refurbishment of school gym and library facilities.

Outcomes • It was decided to commission an outside advisor with relevant experience to

work with the Academic Council. Ms Jean Geogheghan, formerly of the School Development Planning support service, fulfilled this role and helped the Council to formulate an action plan to deal with the issue of organisation and attainment among Second Year students in the school year 2011/12. (See appended document).

St Fintan’s CBS, Doon, Co. Limerick. Tel. 061 380388 Project Title: Mentoring and motivating 5th Year students. ALN Team: Denis Leonard, Micheal Hassett, Mary McEvoy, Eddie Bourke Goals: • To improve the academic performance of our 5th Year students. • To encourage students to set goals for themselves around career choice and

college courses. • To encourage an atmosphere of competition among students with regard to

achievement and performance. • To develop good study habits and techniques among the students. • To support each student in reaching his potential. Project Background: Each year we invest much time and resources in our 6th year class to help them reach their potential in the Leaving Cert examination. Even though much course work in each subject area is covered in 5th year, we have often noticed that 5th year students lack the focus of Leaving Cert students, seeing their terminal exam as something in the distant future. We decided to look for strategies to enable students to get maximum benefit from the first year of their Leaving Cert course. Actions taken: We devised a project with a 3 pronged approach, • Monitoring, • Mentoring and • Reward. Monitoring: We decided to track students’ achievements across all subjects throughout the year. Teachers were asked to give monthly tests and to give the results to one member of our team who had agreed to record the data. Marks for each of their 7 subjects were collated and an average mark for each month was recorded. A list of the top twenty students was drawn up and posted on the 5th Year students notice board. This introduced an element of competition, with students striving to be in the top twenty each month. After the May exam an average mark for the year was given to each student. Mentoring:

We asked teachers to volunteer to act as mentors to a group of students. Eight

St Fintan’s CBS, Doon, Co. Limerick. teachers volunteered and five students were allocated to each mentor. We invited a speaker to come to the school to guide the teachers on the mentoring process. Through this we agreed a mentoring approach, ensuring uniformity. The role of each mentor was: • To get the student to reflect on what they wanted for themselves. • To get them to set intermediate goals. • To equip them with skills for later life. Reward: We felt that the students in 5th year often were poorly motivated as they regarded the Leaving Cert exam as far off. We decided to give them an interim goal to strive towards. It was decided to arrange a trip away for the twenty students who emerged on top after the final monthly exam. The top seventeen students and the three best improvers were selected to travel to Dublin on a Friday in May. They were given a tour of UCD in the morning. At mid day they met with Padraig O’ Ceidigh, Chief Executive of Aer Arann, who gave them an inspirational talk on entrepreneurialship. In the afternoon a seminar was organised for them entitled Raising Aspirations. This seminar was delivered by a company called The Super Generation and is aimed at helping students to set goals for themselves and to reach their potential. The students stayed overnight in Bewleys hotel and spent Saturday in Dublin city centre. Supports and Resources accessed: • A fund of €1,200 was requested from the Board of Management to cover cost

of overnight trip to Dublin and the seminar. • The support of all teachers teaching 5th Year to give tests and get results in

on time. • The support of teachers who gave up their free time to mentor the students,

sometimes coming in after school. Impact on School life: • Keen competition among students to be in the top twenty. • Students more focused. • Students setting goals for themselves, being more aware of career choice. Challenges: • Getting results for all subjects, especially as some students were doing

options in neighbouring school. • Comparing results in Ordinary level subjects with those in Higher level.

Should a weighting be given? • Are we rewarding the best students or those who make an effort to improve?

The Community School, Ballyhaunis, Co. Mayo. (cont) We organised a Multicultural Day of Celebration. Wide spread of invitations were issued from the Taoiseach, who had to decline due to the Queen’s visit to all the ethnic groups in the local community. The Chairman of the County Council kindly and very ably deputised for the Taoiseach. There was whole school involvement facilitated by the Pastoral Care Group. The Day of Celebration itself was an amazing success. We had food, national costumes, photographs, artefacts, videos, oral presentations and workshops from more than a dozen countries, facilitated by students and representatives from those Nations and Cultures. There was an almost carnival atmosphere with the flags of the countries flying at the entrance to the School. There was a very definite awareness of the diversity within the School Community and a feeling of mutual respect that was gratifying. It has been a relatively short time since the event itself. It is too soon to come to definitive conclusions but there appears to be a harmony and respect which has been heightened we feel by the outcome of the event as organised.

Davis College, Mallow, Co. Cork

Title of Project: In Pursuit of Excellence: Promoting Academic Attainment Description: At the beginning of the school year 2010/11, the management and staff of Davis College identified the enhancement of academic attainment and progression as the key objective of the school community. It was considered that the promotion of this objective should also heighten awareness of the college as a centre of quality teaching and learning in the wider community. Strategy/actions taken: In pursuit of this objective, the college identified a number of strategies and initiated actions as follows: • An Academic Council was constituted, comprised of a number of teachers from

various subject departments and the School Development Planning team, as well as the Principal. The Principal asked that the Council would take on the brief of reviewing all aspects of practice and policy in the college that related to academic attainment. The Council was charged with meeting regularly.

The Community School, Ballyhaunis, Co. Mayo. 094 9630235. Team: Pat McHugh, Principal, Concepta Moran, Deputy Principal, Eileen Byrne, AP, Bernadine Waldron AP

Description of the Project and the actions taken: • To celebrate the multi cultural aspect of the school. • To examine the level of integration to see if the perception of multi cultural

harmony was a reality, to address any issues that may arise. • To investigate in a realistic way the levels of integration. We conducted an on line survey of first and second year students to ascertain their views on the issues mentioned above. We analysed the results of the survey and held a refined survey as some results were surprising. We organised discussion groups with International students facilitated by newer younger teachers in order to have more open discussions and to avoid written replies in case writing was an issue/barrier for some students. Many students from diverse backgrounds suggested that we should organise an event.

Glenamaddy Community School Actions Taken (cont): • Compulsory attendance for 1st, 2nd and 5th Year students at end of year

exams in order to progress to following year. • Attendance as a negative factor mentioned at P-T meetings, and noted on

Reports. • Phone calls home when absence runs to the third day. Impact on school life: • Attendance as a crucial part of academic success appears to have gained

increased recognition amongst students and parents. • Attendance, particularly in the junior classes, improved significantly during

the reward weeks. • Students and parents expect to be challenged about unexplained

absences. • Teaching time is not wasted checking up on student absences; students

are less likely to drift when classmates are involved in extra-curricular activity.

Mary Immaculate Secondary School, Lisdoonvarna, Co. Clare Title: Testing and Differentiation in Special Needs – a Practical Approach Aim: Strategic review of information data relating to incoming students ensuring improvement in care and teaching School ALN Team: John O Loughlin (Principal) Dympna O Donohue (Deputy Principal) Mona Hynes (Learning Support Teacher) Breda Howley (Learning Support Teacher) Description of Project: The aim of the Project is to review and improve if necessary, how we identify Special Educational Need students entering the school. A review of the provision for needs within the resources available will be undertaken. Facilitating professional dialogue among all staff in relation to SNS (Special Needs Students) will be of the utmost importance. In the course of our review we will identify necessary training /in-service for the Learning support staff and/or whole staff. Actions Taken:

A) Incoming Students that have completed Entrance Assessments are identified as in need of Learning Support /Resource / Emotional Disturbance (Special Needs Support) at the earliest possible stage.

B) A Review of Links with Primary Schools. - There will be open

discussion with National Schools teachers regarding in particular special need students. The sharing of confidential information is crucial in the preparation and profiling of SNS (Special Needs Students).

C) Review of the Open Evening for Incoming First Years which will involve

the development of a Special Needs Information Sheet for parents which is to be part of the Enrolment Information Pack for all incoming parents. (See sample information sheet attached).

D) Facilitate the Development of a Reservoir of Prompters regarding how

teachers differentiate within their subject. Thus allowing subject teachers to engage their expertise in particular areas. Also follow up this data with a subject meeting where teachers share ideas which they record in their subject book and plans. Linking from this, teachers can develop simplified versions of particular chapters in their chosen subject areas. (See sample Methodology Cards for Teachers attached).

Mary Immaculate Secondary School, Lisdoonvarna, Co. Clare (cont)

A) Referral Forms for Teachers - A Referral Form will be developed for use by teachers when referring SNS students to learning support departments. This will be available to teachers who during the course of the first term in particular identify students who may not be already getting help but who require some level of support. (See sample Referral Form attached)

B) There will be Further Development of guidelines around Inclusion for

use by subject teachers e.g. sites and relevant information details. Outcomes:

A) Timetabling Irish, French and German are timetabled back to back allowing exempt students an opportunity to avail of learning support.

B) Open Enrolment Nights: Parents who would have in the past had to go to

the Learning Support Teachers stand on the open night can now complete the relevant information sheet and make contact with the Learning Support team confidentially. Parents are also aware their child requires an up to date report and any other relevant information required.

C) Reviewing Contact Links with the feeder National Schools has resulted

in more formal discussion and information sharing with the Primary Schools Learning Support teams. This ensures a smooth transition for our special need students.

D) Methodology cards and web site supports are issued to teachers ensuring

the learning support child is to the fore front of planning etc. An In-service course on testing material, e.g. WRATT 4 etc. for the Learning Support team was also undergone.

E) Referral forms: Instead of teachers meeting students on an ad hoc basis,

there is now a completed referral form for SEN student, which is a written record of identification and concern.

F) Inclusive practices are encouraged in the school due to all of the above

factors put into operation. Helpful supports and some student profile infor-mation are available to teachers on a secure page on the school server. Teachers need to access this information using an access code, thus safe-guarding such sensitive information.

Supports and Resources Accessed: Weekly Special Needs Team meetings Additional intervention

Mount St. Michaels, Claremorris, Co. Mayo (cont) Support and Resources Accessed: • NCCA, (2007) Exceptionally Able Students: Draft Guidelines for Teachers

Dublin • Teaching Gifted and Talented Students Institute of Child Education and

Psychology • Sign Posts: A resource pack for Teachers - Special Education Support • Service. • Dr. Tom Daly, Special Education Support Service • A special thanks to Norma O’Brien, Principal, Colaiste Mhuire, Askeaton and

Dr. Tom Daly, SESS both of whom provided support and encouragement throughout the year.

Glenamaddy Community School Title: Addressing Student Absenteeism Project Team : James Duignan, Eileen Gildea, Geraldine O’Shea, Sarah Burke The Project: Our decision to focus on student absenteeism was chosen from a variety of proposals, as it was widely agreed amongst staff that poor attendance was a significant negative factor in the education experience of certain students. Furthermore, poor attendance by some impacted on the student body in general, making it a whole-school issue. Actions Taken: • Taking every opportunity to stress the importance of good attendance with

students and parents. • Targeting students with chronic absences. • Tightening up on students taking half-days. • Ensuring meaningful educational activity continues, ‘The Show Goes On,’

despite disruptive occurrences such as Ploughing Championship, severe weather conditions, matches etc.

• Rewarding individuals and class groups for excellent attendance. • Register check for each period. • Office using e-portal to record students on school-based activities.

Mount St. Michaels, Claremorris, Co. Mayo Action Taken: • Research was done to establish what work has been done in this area in other

schools. • Questionnaires were distributed to all 1st and 2nd year students to explore student attitude/satisfaction towards teaching and learning. This data was collated. • We identified the NCCA ‘Guidelines for Teachers for the Exceptionally Able

Student’ as a significant resource. In reading the guidelines, it was very apparent that while the guidelines may provide us as a team, a starting point for some experimentation in upward differentiation in our teaching, we were ill-equipped to lead other teachers in best practice. It would be a case of the blind leading the blind!! Consequently, we contacted the Special Education Support Service (S.E.S.S.) and applied for whole staff training at the school. Encouraged by Dr. Tom Daly, S.E.S.S., the team completed a 20 hour on-line course on Teaching Gifted and Talented Students with the Institute of Child Education and Psychology, which gave us insight into the complexities of identifying who/what is gifted as well as practical strategies for us in the class-room.

• Using some of these strategies, some of the team taught a specific unit of work in their subject area over a series of lessons. These ideas were shared with other teachers where practicable.

• The students were assessed on their work in the normal way but furthermore, feedback was gathered in the form of a written questionnaire to identify student levels of engagement/satisfaction etc..

• In-service was delivered to all teachers by Dr. Tom Daly, S.E.S.S. as an intro-duction to teaching exceptionally able students. He also met with a focus group and offered guidelines on how the school can progress from here.

Outcomes: • Student attitude to learning, as determined by questionnaires distributed to all

1st and 2nd years, is generally positive but showed little or no sign of any upward differentiation for more able students.

• Staff awareness of the needs of the more able student has been raised. • The teachers involved in piloting some ideas were very positive about their

experience of upward differentiation strategies. In particular, it created a positive classroom environment, the learning was student centred and the role of the teacher was more peripheral than central to student learning.

• Student response to the pilot lessons was overwhelmingly positive. Students expressed enjoyment in learning and a greater confidence or comfort in learning under the teacher’s ‘radar’!

• The weakness of any system at the school to ensure that potential and progress are matched was identified. More streamlined monitoring of data will be a priority into the future.

Mary Immaculate Secondary School, Lisdoonvarna, Co. Clare (cont) Challenges: • Time Management - Time for review testing profiling and planning etc. • Finance - on going intervention and resources. • Action based awareness of SNS – raising awareness and ensuring all

teachers focus and plan for SNS. • Dealing with the expectations parents have for their child and the supports

available. • Provision from National Schools to Secondary School is not always

continuous. Mary Immaculate Secondary School

Special Needs /Learning Support Information Sheet

Complete this form if your child availed of Learning Support or Resource Hours in Primary

School

Name of Incoming Student:…………………………………….

Address:………………………………………………………………………………..

Parents/ Guardians:…………………………………………………………………..

Contact Numbers:…………………………………………………………………….

Date of birth:……………………Previous School:……………………………………

Class Teacher:…………………………………….

Learning Support Teacher:…………………………………………

Describe the nature and hours of intervention your child has received:

……………………………………………………………………………………………………………

Does your child have a recent educational report?..............................................If so

please include a copy

Is your child exempt from the formal study of Irish / French /German…………………

Any other additional information

…………………………………………………………………………………………………………..

……………………………………………………………………………………………………………

Signed:………………………………………………………………… Date:………………………

.

Synge St. C.B.S. Synge Street, Dublin 8. TITLE: Oh DEAR, what can the matter be? The perceptions of male students about reading - A whole school approach. TEAM: Anne Gribbin (Assistant Principal), Clare Catterson (Special Duties Teacher), Brendan Keenan (Deputy Principal), Michael Minnock (Principal), DESCRIPTION OF THE PROJECT AND THE ACTIONS TAKEN: The aims of the project were: • to re-invigorate usage of the library, • to adopt the DEAR (Drop Everything And Read) approach to encouraging

more focused reading within the school, • to measure increases in the reading ages of pupils, • use the successes in this area to press the DES for increased levels of

teacher support in future years, • the ‘performance’ of various readings to encourage performances of plays in

the future, • to involve parents and guardians in the reading programme at home, and, • to have paired reading support for younger students by older pupils. SUPPORTS AND RESOURCES ACCESSED: • Our resource team were an immediate source of support. • Our Past Pupils Union supported us with some funding. • All of the staff, including ancillary and support staff, were involved in our

DEAR efforts. • Individual staff members collated the research.

• Class tutors assisted in the administration of the questionnaires.

OUTCOMES/IMPACT OF THE PROJECT ON TEACHING AND LEARNING IN THE SCHOOL: • The students were very pleased and delighted to be asked for their opinions

on the matter! • The staff became more acutely aware of the difficulties many of the students

faced with reading. • The end of year booklist became a real topic of conversation as teachers

attempted to find textbooks that reflected reading abilities. Many changes were made.

• Findings concerning the perceptions of our students were, to put it mildly, rather alarming.

• Teachers began to place added emphasis on the usage of KEY WORDS rather than simply assuming understanding.

St. Gerald’s College, Newport Road, Castlebar, Co. Mayo Outcomes (cont): that had emerged. Matters that were difficult to bring into class discussion were brought much more into the open and some teachers reported better class participation and better quality of participation following the respect for all week. The development of the staff Dignity in the workplace policy in tandem with the Respect for all project meant that issues relating to interpersonal differences were understood by teachers as well as students and could be discussed in better depth in class. Challenges: The main challenge that presented during the year was the time required to product the instruments used to gather data, to analyse this data and to organise the findings into tangible activities that would address issues raised. Opportunities for the future: The Respect for all projects has shaped our induction of first year students for this year. It also helped refine our planning activities in the areas of instructional leadership and student engagement. We hope to expand the development of questionnaires for school community members as part of our self-evaluation plans going forward.

Mount St. Michaels, Claremorris, Co. Mayo Title: Challenging the gifted and more able student in the classroom Team: Margaret Burke, Ann Marie Concagh, Emer Davitt, Fionnghuala King Project Background • Strategies to facilitate effective teaching and learning in a mixed ability

classroom have been a priority for in-service/professional development since moving from streaming to mixed ability class groupings just seven years ago.

• For this ALN project, the teachers identified the top end of the class – the gifted or more able student, as a priority focus area. Teachers expressed concern that the more able students are not always challenged and/or motivated to fulfil their potential.

• Our aims: 1. to examine current engagement and achievement levels of the more able

student 2. to explore best practice in teaching these students 3. implement strategies in the classroom which would challenge the more able student.

St. Gerald’s College, Newport Road, Castlebar, Co. Mayo 094 9021383 or email info@ stgeraldscollege.com Title: Respect for all Project; Development of a whole school approach to developing the school as a community and fostering an

approach of respect for all. Team: Mr Sean Burke (Principal), Mr Brendan Mc Hugh (Deputy Principal), Ms Nora Shally (Assistant Principal). Introduction and Brief Description: School communities have seen much change over the past few years. A major factor in this change has been economic change and adjustment to new circumstances. Although this is not the only facet of life that has changed it is probably the one that can be most uniformly seen across all school communities. We set out to examine the changing needs of our students in the first phase of the project. Our goal was to take the findings from our information gathering exercise and to use this to focus activities during our phase two activity; a Respect for all week. Respect for all is a theme that has been promoted in the school through pastoral care initiatives and also incorporated as a pillar in our code of behaviour review in recent years. The Respect for all theme required whole school involvement and this was brought to staff via the development of a dignity in the workplace policy which typified the theme of respect for all. Actions Taken: We started the project by defining clear goals and dates for completion. A core group worked to develop a draft policy on Dignity in the Workplace incorporating the Respect for all theme. Parallel to this, a questionnaire was developed for students that examined their interaction with the school and how school life was for them. Within this questionnaire a section also sought information on what had changed for students or what was of concern for them in their lives. This questionnaire was given to a representative sample of students. Supports and Resources Accessed: A lot of help was received from the Guidance and CSPE departments in relation to this questionnaire. Previous Pastoral Care resources were useful in drawing up the questions so too were previous surveys in the area of Bullying. Outcomes: Following the information gathering we developed our Respect for all week to address areas that had presented difficulty for students. This week was held in May 2011 and consisted of an intensive campaign of awareness and acceptance relating to issues

Synge St. C.B.S. Synge Street, Dublin 8. OUTCOMES/IMPACT ON THE PROJECT ON TEACHING AND LEARNING IN THE SCHOOL: • Although we did not have many DEAR sessions (due in large measure to an

expanded Summer Works Scheme!) they were really enjoyed by all and the calm that pervaded the school was palpable.

• The most important single outcome has been the awareness that a WHOLE SCHOOL approach is essential.

CHALLENGES ADDRESSED: • We took the matter head on by asking the students. • The staff meeting discussion was very productive and raised awareness of the

issues. • We sought out the support of our past pupils. • We have yet to address the issue of parental involvement but we hope to adopt

one book in the near future which is read by the entire school community. • The measurement of reading ages is ongoing on a more systematic basis than

heretofore. • Staff are more likely to use the various forms of comprehension tests on

textbooks.

Ardee Community School, Ardee, Co. Louth

Literacy Initiative, May 2010 Research has shown that that many students, particularly those from low socio-economic families, experience a summer reading gap during the holidays. Following an enthusiastic library membership drive (October 2009) all students in First Year were issued with a reading card. The students were asked to visit the library at least six times to borrow books. On each visit the card was stamped by the librarian. When the students returned to school in September, all completed cards were put in a box and prizes given to First, Second and Third place. The first prize was a €200 voucher for a local shopping centre.

Brigid Ring JCSP Coordinator

A r d e e P u b l i c L i b r a r y &

A r d e e C o m m u n i t y S c h o o l

Summer 2010

Student Name ______________________ Class _____________________

Date___________________

Castleknock Community College, Castleknock, Dublin 15 Title of Project: The Impact of In-class Teaching Support on Students with

Special Educational Needs who do not qualify within the D.E.S. guidelines for resources / additional support.

Aims of Project:

• To offer support to students with particular needs but with no official allocation of resources.

• To maximise the Learning Support allocation and enhance the learning experience for a greater cohort of students

• To enhance further the Tracking Initiative already established in the College by exploring the impact of intervention and resources on the progress and achievement of students experiencing difficulties.

Background: It had been the successful practice of the Learning Support Department to withdraw students either for individual support and/or small groups. As a staff we had concerns about students who, while struggling academically in some subject areas, did not qualify within the D.E.S. guidelines for resources / additional support. Agreed Procedure: • To consult with the Learning Support Department, Subject Facilitators and

Year Group Team and to focus on specific areas of the curriculum and target a particular year group.

• To identify teachers in chosen subject area willing to become involved in the project, both as class teacher and support teacher.

• To identify a cohort of students to assist in the tracking of this project and similar grouping from the previous year.

Actions Taken:

Following a series of meetings with the above departments and teams, it was decided that the project would specifically involve – • Mathematics would be the chosen subject area. • Agreed participating teacher teams. • Identified cohort of 17 current second year students (7 female and 10 male)

and 13 students (6 female and 7 male) from the previous second year. group.

Castleknock Community College, Castleknock, Dublin 15 (cont) • Year Head and Learning Support Co-ordinator as positional leaders. • Strategy for in-class support programme put in place. • Students’ results over three examinations were analysed and compared with

results from similar identified cohort of students from previous year. • Feedback received from teacher and student survey.

Outcomes: • Opportunity for more students to access individual attention and support. • Student participation increased and motivation enhanced. • Significant improvement in Maths grades achieved among current second

year student cohort compared with previous year’s cohort that had no additional intervention.

• Promotion of collegiality among staff. • Assisted in the promotion of differentiation and AFL. • Some change in students attitude to the subject as progress was being

made. • Promotion of peer observation amongst teachers. • Students’ self-esteem promoted as in-class support promotes inclusion and

reduces negative impact of labelling. Challenges: • Identifying the cohort of students. • Teaming of teachers due to timetable constraints. • Challenge students’ perception so that they perceive in-class support as

standard practice in teaching and learning. • Moving into the new academic year, the ability to have continuity of in-class

support staff. • Provision of resources in the face of reduced allocation.