Actions speak louder than words Safe use of display screen equipment INTO Remote Teaching & Learning Survey - September 2020 - Irish National ...
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September 2020
Actions speak louder
than words
Page 3
Safe use of display
screen equipment
Page 4
INTO Remote Teaching &
Learning Survey
Pages 13 & 14
Nuacht CMÉ
There are more questions
than answers
Even now at the beginning of this new Education that teachers and children in schools were closed in March, continues
term, unfortunately, there remains many schools will be immune from the virus to increase? What sort of a curriculum
unanswered questions. would be funny if it were will be delivered in primary and post
The primary concern for not so serious. primary schools as teachers and principals
teachers and principals is The Minister needs to struggle to manage the safety concerns
around safety. The Minister get real and he needs to and balance the staffing requirements?
is insisting that schools do so now. He could begin How will this impact on the examinations
can open safely but just by providing some clarity to be held in 2021 or more pressing is the
because Peter Weir says on a number of issues, the question of whether the transfer tests
it doesn’t mean its true. most important of which should be held later in this term? How
The Guidance has done is funding. The school will the work to facilitate what is being
nothing to reassure INTO system, if it is to provide referred to as Blended Learning be carried
members and hunting for the education service out should we need to again shut down
answers through a maze our children and young schools. These questions and many others
of links some of which people are entitled to are unanswered at this time.
aren’t even working is rather than child minding, What INTO can say with certainty is
adding to the frustration needs additional funding that we will continue to demand answers
and concern. The Minister as a matter of urgency. to these questions on behalf of our
is also claiming that he The allocation of an members and the issue of member safety
consulted with the unions Gerry Murphy additional £41 million odd, will continue to drive our response to
on this document. This has Northern Secretary in recent days, is helpful the wider re-opening of schools. INTO
not been INTO experience! but it is not enough. members want to see the schools re-
What we have seen since the beginning Additional staffing and cleaning costs will opened in a manner which is safe and
of the Covid pandemic from our Minister consume this in a matter of days across sustainable. The practical and common-
has been a failure of leadership. eleven hundred schools. The Minister sense approach of principals and teachers
Stepping into this space where the need only look south to discover what which has sustained the system in the
Minister should be are the teachers sort of funding our schools need and how face of a decade of cuts will be applied
and principals. They are providing the it should be spent. to this latest crisis as once again teachers
leadership; they are interpreting the The focus from the Minister and his step up in the interests of the children
Departments Guidance and they will not officials has been to get every child back and young people. INTO will not allow
let the children and young people down. to school yet little or no thought appears their efforts to be ignored or the risks
They are doing this despite concerns for to have been given to keeping the schools being forced upon them dismissed.
their own safety and that of their families. open. What is Plan B in the event that the Teachers and principals are the leaders
The apparent belief in the higher circles rate of infection which is again on the the system sorely needs, and their efforts
of government and the Department of rise and indeed higher now than when cannot go unrewarded.
NORTHERN COMMITTEE INFORMATION
Area Branches Mobile INTO Email
CEC 1 District 1 0101-0113 Seamus Hanna CEC Rep shanna@into.ie
CEC 2 District 2 0201-0217 Dorothy McGinley CEC Rep 07818424080 dmcginley@into.ie
BFC - Patrick McAllister BFC Rep 07828769034 pmcallister@into.ie
NEP North Eastern Primary Region 0101/0102/0104/0107/0109/0111 Michelle McCrystal INTO N Ctte 07851460682 mmccrystal@into.ie
NES North Eastern Post-Primary Region 0101/0102/0104/0107/0109/0111 Siobhan McElhinney INTO N Ctte 07915091871 smcelhinney@into.ie
SEP South Eastern Primary Region 0110/0113 Rachel O'Hare INTO N Ctte 07743427483 rohare@into.ie
SES South Eastern Post-Primary Region 0110/0113 John Kelly INTO N Ctte 07809694954 jkelly@into.ie
BP Belfast Region Primary A 0106 Caroline McCarthy INTO N Ctte 07977935988 cmccarthy@into.ie
BP Belfast Region Primary B 0105 Geraldine McGowan INTO N Ctte 07717277565 gmcgowan@into.ie
BS Belfast Region Post-Primary 0105/0106 Caoimhin MacColaim INTO N Ctte 07710234126 cmacolaim@into.ie
SP Southern Region Primary A 0202/0206/0208/0217 Marty Lavery INTO N Ctte 07733207887 mlavery@into.ie
SP Southern Region Primary B 0201/0203/0211/0214 Noreen Kelly INTO N Ctte 07846392235 nkelly@into.ie
SS Southern Region Post-Primary 0201/0202/0203/0206/0208/0211/0214/0217 Kevin Daly INTO N Ctte 07568528951 kdaly@into.ie
WP Western Region Primary A 0209/0213/0215/0216 Marie O'Shea INTO N Ctte 07802891109 moshea@into.ie
WP Western Region Primary B 0207/0212 Moira O'Kane INTO N Ctte 07522937888 mokane@into.ie
WS Western Region Post-Primary 0207/0209/0212/0213/0215/0216 Annmarie Conway INTO N Ctte 07701049789 amconway@into.ie
PRINTOUT 2 SEPTEMBER 2020
INTO news
Actions speak louder than words
(even on zoom)
Looking back on the last 6 months what school equipment was delivered out School doors have been opened
can we say? to homes where the and the onus put on schools to deliver
stark reality of the lack of but that is not acceptable without
Schools actions basic provision in homes action: funding, practical support and
demonstrated that became apparent. Teachers consistent communication from the
they believe in and are at the heart of their Executive.
are committed to the communities not just in
education and well words but in actions. INTO has an essential role in the gap
being of their pupils left by the Department between words
and families both in The Minister of and action. Practical, accurate and
the school building, Education proved that clearly communicated advice is what
school day and beyond. what he says goes and is needed and that is what the INTO
Since March, the role that won’t change…. Until does best.
of schools has publicly it is apparent it has to, to Since March, the INTO has focused
extended beyond avert disaster. on ensuring clear advice is available to
the school gates After fumbled decisions all members, unpicking the onslaught
(something those of us made through informal of documents from DE. Over the last
in schools knew always settings, in August the 6 months hundreds of emails to the
happened). COVID-19 CAROLINE MCCARTHY, Minister of Education did Northern Office have been received,
has highlighted not Northern Committee Chairperson the easy part – he publicly every member supported and guidance
only only the lack of directed schools to open for all members formulated on the
resourcing and investment in schools fully. He verbally assured students and website.
for many years but also the devastating parents that schools would be safe based
impact austerity has had on a significant on the guidance that he delivered to The weather proved again that the
number of the pupils and their families. schools two working days before many exam months are glorious and the
School halls turned into food banks; schools opened on 17th August 2020. summer… not so much.
Going forward INTO has committed to ensuring that advice with action can empower, challenge and succeed.
remains readily available to our members, that support is at If a teacher shouts behind a facemask does anyone hear – is
the end of an email or a call. anyone listening? Together we need to ensure we are listened
INTO will be continuing to call to task the Department of to. Safety is the priority, keep track of the advice on our
Education and the Executive in not only opening schools but website, read it and share it in your schools. While a school is
keeping schools open safely – safely for the staff, pupils and open it must be safe that is not negotiable.
wider school community. It is not acceptable to
have words and no action.
Within our schools, school leaders need to be
transparent with parents – for too long schools
have patched the failings of the Department, they
need to call to task their employing authorities.
As teachers we need to be asking questions,
informing risk assessments and ensuring that
identified risks as we move forward are addressed.
Each Chair to the Northern Committee of the
INTO brings their own knowledge, skills and
style. What is consistent is that we ensure that the
voice of the members is central to the union. In
the void of practical guidance and action by the
Department the INTO will be demanding that
this is redressed and letting our members know
that we are doing it.
The real worth of a union is in the action it
takes for its members. Words are easy, social
media creates a quick response market – who is
quickest off the mark – what a union really needs
to deliver is practical, enforceable advice. Words
PRINTOUT 3 SEPTEMBER 2020
Nuacht CMÉ
COVID-19 and Health and Safety
Safe Use of Display Screen Equipment
Various legislation governs health and safety in the workplace in devices. Employers must have assessed these for health and
the north of Ireland and this informs INTO’s guidance on ‘COVID: safety risks to users under their duty of care.
Safer School’ published on the INTO website. This The HSENI summarises the employer’s
legislation can be found here: responsibilities as applying to ‘a fixed
https://www.legislation.gov.uk/nisi/1978/1039 workstation, mobile workers, home workers,
https://www.legislation.gov.uk/nisr/2000/388/ hot-desking.’
contents/made HSENI also state, based on the DSE regulations,
While the entirety of the legislation is important, that employers must: ‘do a DSE workstation
the following from Section 2 of the Health and assessment, reduce risks, including making sure
Safety at Work (Northern Ireland) Order 1978 is that DSE users take breaks or do a different type
particularly pertinent at present: of work for a period of time, provide eye tests,
reimbursement of eye tests to all employees
‘(1) It shall be the duty of every employer to who are regular DSE users, provide training and
ensure, so far as is reasonably practicable, the information for employees.’
health, safety and welfare at work of all his Further to this, according to HSENI, employers
employees… should look at: ‘the whole workstation, including
(c) the provision of such information, equipment, furniture and work conditions, the
instruction, training and supervision as is job being done, any special requirement of
necessary to ensure, so far as is reasonably a member of staff, for example a user with a
practicable, the health and safety at work of disability.
his employees; KEVIN DALY ‘Where there are risks identified, employers
(d) so far as is reasonably practicable as regards Trade Union Official should take steps to reduce them.’
any place of work under the employer’s And:
control, the maintenance of it in a condition ‘Employers must do an assessment when: a
that is safe and without risks to health and the provision new workstation is set up, a new user starts work, a change
and maintenance of means of access to and egress from it is made to an existing workstation or the way it’s used,
that are safe and without such risks; users complain of pain or discomfort’.
(e) the provision and maintenance of a working https://www.hseni.gov.uk/articles/working-safely-display-
environment for his employees that is, so far as screen-equipment#toc-1
is reasonably practicable, safe, without risks to
health, and adequate as regards facilities and Clearly, schools were caught in a difficult
arrangements for their welfare at work.’ position in terms of preparing staff to work
from home and in providing the necessary
Section 2 part 4, 5 and 6 of the same order goes checks, training and so on, however, it is
on to outline the duty of employers to consult entirely foreseeable that further periods of
and the possibility of the establishment of ‘safety remote/ blended learning will be enforced by
committees’ in workplaces. In short this means lockdowns, locally or across the entire jurisdiction
that all staff must be consulted throughout on and employers, including schools, must be
establishing safe working practices and mindful of their lawful duties in relation
control measures in relation to COVID-19 to the safe use of display screen
(and indeed all other aspects of equipment.
health and safety in the workplace). Aside from the immediate
Meaningful consultation is not issues presented by the global
optional. pandemic, since the regulations
Another relevant piece of came into force in 1992, teachers
legislation is The Health and
Safety (Display Screen Equipment)
… teachers are increasingly are increasingly required to
spend much more time using
Regulations (Northern Ireland) 1992 required to spend much a variety of display screen
that has been, if you will pardon equipment in their workplaces
the pun, brought into focus by the more time using a variety of and INTO intend to table the
recent lockdown and prolonged issue of the safe use of display
period of working from home. display screen equipment in screen equipment with
The ‘DSE’ regulations cover not
only the use of PCs and laptops
their workplaces management side in order
to ensure members rights in
but also desks, tables, chairs, relation to this are enhanced
keyboard and other associated and protected.
PRINTOUT 4 SEPTEMBER 2020
INTO news
Working from home; avoiding burnout
From the start of the COVID-19 the time can help. Teachers need
lockdown and the subsequent to make home timetables and
school closures, teachers, young stick rigidly to them. They need to
and old, have faced what can be disciplined and let the people
only be described as possibly they share a home with know their
one of the greatest challenges of planned routine and structure their
their teaching careers. Basically, days so that they can do the work
teachers were divided into two which is expected while maintaining
categories, those who worked a healthy work/life balance. They
at school with vulnerable and should attempt to mirror the school
key worker children, and those day which includes the normal
who, because of school closure breaks, lunch and downtime. At the
or shielding, worked remotely end of the day it is essential to tidy
from home. the workspace and turn off the work
This new remote learning screen.
presented its own stressful challenges manifests itself differently for everyone Teachers should attempt to create
which were reported to INTO and could, and includes feelings of tiredness, commute-type divides in the day
depending on circumstances, continue frustration, irritation, anger, sadness, and and turn their attention to some non-
for some teachers through the 2020/2021 a sense of being overwhelmed. work-related activities. This could be
school year. If teachers are to be engaged Having pop-up classrooms in living a substitution of the commute and
in further remote teaching, they will rooms and kitchens, something as simple as a
need to be aware of their own limitations means that the boundaries ritual coffee or going for
and just like other workers working between home and school a walk at either the start
remotely from home, they will need to set life become increasing or the end of the working
parameters to avoid additional stress and blurred and this lack day; or both.
burnout. of variety in a teacher’s During lockdown, some
But avoiding stress or burnout is no working day results in it teachers may have found
easy feat for remotely working teachers. simply becoming too easy that their normal life was
Defined by the World Health Organisation to check emails in the not as busy as usual and so
as an occupational phenomenon, evening. naturally drifted into the
burnout, describes the vital occupational This unconscious habit of opening emails or
exhaustion which results from habit can contribute to double-checking remote
unmanaged chronic workplace stress. It the feeling of constantly lessons thereby never
manifests itself through increased mental working all the time. properly switching off.
frustration or negativity around the job, If teachers are to be Recognising this
feelings of both physical and mental involved in further remote type of behaviour as
exhaustion and ultimately reduced teaching, taking positive poor practice is the
productivity. Left unchecked it can lead action to avoid the feeling Tommy McGlone first step to a renewed
to other physical health issues. Burnout of constantly working all Senior Official wellness.
Teaching/contact time and supervision definitions
All teachers are expected to be available requested to be in breach of their required to deliver learning or pastoral
to be directed by their principal for 1265 contractual contact time. Any time work, this period of time is considered to
hours within 195 days per academic year. which requires a teacher to be involved be class contact time in the time budget.
This is called directed time. However, in class cover for an absent colleague Similarly, teachers delivering assemblies
within this directed time is the teaching and do more than call a role is contact must have this time included in their
or contact time. This breaks down as time. Also, while registrations have teaching/contact time.
being no more than 25 hours per week traditionally been considered part of a Teaching/contact time is different
for primary teachers and 23 ½ hours teacher’s directed time, teachers required to supervision. Supervision occurs
for post-primary teachers. These are, to deliver any learning or pastoral work when a teacher is requested to engage
contractually, absolute maximums; not during the registration period must have in activities outside of the classroom
targets to aim for. this period included in their teaching/ where there is no actual teaching taking
Therefore, when school managements contact time. This was reinforced in the place. Supervision includes...morning
or timetable supervisors are planning recent pay award joint communication and afternoon breaks, monitoring the
cover for absent colleagues, care needs which addressed the status issue of arrival and departure of pupils, and bus,
to be taken so that teachers are not registration by stating that, if a teacher is assembly, and examination supervision.
PRINTOUT 5 SEPTEMBER 2020
Nuacht CMÉ
Members’ Voice
Anti-racism: it’s everybody’s fight
“Confident, sociable, strong,” are words Floyd was a stark reminder to us individual basis. Many of us will work
my friends and colleagues would all: racism is not a thing of the past. in schools that have a low percentage
use to describe me. (I asked them, I Men, women and children are still of BAME students and teachers, but
swear!) Upon meeting me you would discriminated against purely on the basis this doesn’t mean racism isn’t our
probably see some of these traits. But of skin colour. The Black problem. A person of
what you wouldn’t see is how I came to Lives Matter movement colour does not have to
develop them. You wouldn’t see how and anti-racism be present for racism to
my personality has been shaped by the campaigning is no longer occur. No doubt we will,
racism I experienced growing up. Some just about the actions of at one point or another,
of it was encountered in the community four police officers in the hear a racist comment
– our house and my dad’s car saw their US. It is about how we, in class and how we
fair share of cracked eggs – and some of as a society, can do better respond to that can be
it was in school. and need to do better. To very significant. If we can
As one of only four Black, Asian quote Angela Davis: “In explain to our pupils what
and Minority Ethnic (BAME) pupils in a racist society, it is not is problematic about their
my primary school, I was aware of the enough to be non-racist, words and turn it into a
colour of my skin from a very early age. we must be anti-racist.” teaching moment, rather
There were racial slurs from my peers As we know, our school than just reprimand or
to assumptions being made about my years are some of the ignore them because our
character based on stereotypes. As a most formative in our time is already pressed,
young child, I was left thinking “I am lives. I believe schools then hopefully, moment
different” and “I am not good enough.” have a vital responsibility KHADIZA UDDIN by moment, we can help
I eventually decided I wouldn’t be in educating their pupils North Antrim Branch create change.
made to feel this way. I pretended to be about what it means to Our generation has
confident, “Fake it till you make it,” as be anti-racist, as we do with raising been taught to not “see” skin colour.
they say! I was lucky, because in time awareness of other issues in society. But I think it’s time for that to change.
the confidence took root, and with this If we can broaden the minds of our I am hopeful that with the anti-racism
confidence came the strength that I’m pupils, I am hopeful that the future movement, we can become a more
proud my friends see in me. However, can be brighter. understanding society. With all that we
not everyone is so fortunate. Would I How schools implement know about how someone’s skin colour
trade this confidence and strength to an anti-racism campaign can affect their lives; it’s time for us to
be like everybody else? To be white? will be different in each say, “I see you and I support you”.
Up until adulthood, yes, I’m afraid I case. But we can look
would have. And unfortunately, I at what we do on an
know I am not the only
person of a BAME
background to
feel this way.
The brutal
murder of
George
PRINTOUT 6 SEPTEMBER 2020
INTO news
Advice for Members returning to school
Advice for members who are Staff will be required to follow
pregnant, clinically vulnerable, any relevant guidance and
clinically extremely vulnerable raise any concerns with their
or live with someone who is principal/line manager in the
clinically extremely vulnerable. first instance.
Individuals Principal /Line managers Under advice from Managing Authorities
Members who are • Should work from home where possible • Should endeavour to support working from home where possible.
pregnant • Are advised to take extra care in social distancing • If not possible an individual risk assessment must be undertaken with
• To work in school, an Individual Risk Assessment must be the individual to assess and control measures to reduce risk. They
completed with their Principal/line manager to assess and should, if necessary, be offered the safest available on-site roles.
control measures to reduce risk. • Risk assessment templates are available on the DE website
Members who • Should work from home where possible • Should endeavour to support working from home where possible.
are clinically • Are advised to take extra care in social distancing • If not possible an individual risk assessment must be undertaken with
vulnerable, • To work in school, an Individual Risk Assessment must be the individual to assess and control measures to reduce risk. They
including completed with their Principal/line manager to assess and should, if necessary, be offered the safest available on-site roles.
members from the control measures to reduce risk. • Risk assessment templates are available on the DE website.
BAME community
Members who • Members who fall into this category should have received a • Should endeavour to support working from home
are extremely shielding pause letter from their GP. • If not possible an individual risk assessment must be undertaken with
clinically • Should work from home the individual to assess and control measures to reduce risk.
vulnerable (were • “Where vulnerable staff cannot follow guidance on social • “Employers have a ‘duty of care’ for staff….. In practice, this means
shielding) distancing at work …they should tell their employer they taking all steps they reasonably can to support the health, safety
need to follow government advice and avoid these risks… and wellbeing of their staff.” https://www.nidirect.gov.uk/articles/
people who have been advised to shield should still main- coronavirus-covid-19-pausing-shielding-extremely-vulnerable-people
tain strict social distancing.” https://www.nidirect.gov.uk/ • Based on risk assessment the Principal/Line Manager and employing
articles/coronavirus-covid-19-pausing-shielding-extremely- au-thority reserve the right to request that Clinically extremely
vulnerable-people vulnerable staff do not attend the workplace.
• If you are unable to work from home, you can now return to
the work place subject to an individual risk assessment.
Members who live • DE guidance states that you are able to attend work with • An Individual Risk Assessment should be conducted before the most
with someone suitable controls in place. appro-priate course of action is determined.
who is extremely • “For now, people who have been advised to shield should • Members of staff who are vulnerable or extremely vulnerable, or live
clinically still maintain strict social distancing. This includes with someone who is vulnerable or extremely vulnerable, should be
vulnerable (was family members.” https://www.nidirect.gov.uk/articles/ supported as they follow the recommendations set out in guidance on
shielding) coronavirus-covid-19-pausing-shielding-extremely- social distancing and shielding respectively.
vulnerable-people
• Members should have an Individual Risk Assessment con-
ducted
Members who live • Current PHA advice does not require you to self isolate, you • Members of staff who are vulnerable or extremely vulnerable, or live
with someone are able to attend work. with someone who is vulnerable or extremely vulnerable, should be
who is pregnant supported as they follow the recommendations set out in guidance on
or clinically social distancing and shielding respectively.
vulnerable
Every Principal/line manager should Staff are expected to make themselves hours/days or unpaid leave.
have a return meeting or conversation available for work and if they cannot NB Where this guidance states that
with staff prior to their return into they must clearly explain their situation managing authorities and schools:
the school. The key focus should be and agree options with their Principal/ “should” do something, there is a clear
on health, safety and wellbeing. They line manager. Members who do not expectation, that it should be done;
should endeavour to ensure that the feel able to return to work but have no (https://www.education-ni.gov.uk/
school remains inclusive, and that every medical reason for not doing so should publications/northern-ireland-re-
employee feels they are returning to a discuss with their principal alternative opening-school-guidance-new-school-
supportive and caring environment. working arrangements, reduced working day)
PRINTOUT 7 SEPTEMBER 2020
Nuacht CMÉ
Have You Set Up Your Portal
Account on the INTO Website?
they wish to receive from INTO in terms of
electronic and printed communications.
Should you wish to receive email
updates from Northern Office please
ensure you have allowed for receipt of
bulk emails. Previously members could
sign up for emails from Northern Office
on the INTO website however going
forward only members who have allowed
for receipt of bulk emails in their portal
account will be included as subscribers
– you can change your preference to
stop receipt of emails at any time. Some
members may have signed up for email
updates via the INTO website but have
no email address on their INTO records,
please ensure you have an up to date
and valid email address registered with
INTO. By signing up to bulk emails you
will receive vital updates on any new
guidance for members and occasionally
more general information on topics
of interest to teachers. INTO reserves
the right to email members on matters
essential to union operations.
THE NEW INTO WEBSITE was launched special one off link that will allow you Members have been in touch, some
successfully in September 2019. The first to register a portal account. Existing for environmental reasons, to ask that
thing members will have noticed is the members who go directly to the INTO they no longer be sent hard copies of
vibrant colour scheme and the intuitive website and try to register an account INTO magazines. Members automatically
and consistent site-wide navigation from there will be unable to do so – you receive a free copy of Printout (the
system with improved menu functionality will be asked for your TR number, because triannual magazine for northern members
directing you to the information you seek this is already in the system you will get issued once a term) and InTouch (the
more readily. an error message. Please do not attempt monthly magazine for all 40,00 plus
In order for you as a member to to use an invalid TR number. INTO members north and south, issued
get the full use of the website, you Members with a portal account but individually to northern members in
need to be fully registered on the new who have forgotten or misplaced their October, January/February and May).
database with your most up to date password can use the Reset Password Members can opt in or out of hard copies
details, including your email address, option on the login page. of the INTO’s magazines under “My
otherwise you will only have limited For assistance with any of the above Preferences”. Members can always access
access to the new website. Please follow please email infoni@into.ie the most recent and archived editions of
these three quick and easy steps: both magazines on the INTO website.
1. Create your portal account on the INTO 2. Log in and check your details are The more up to date your
website correct information is the better the service
2. Log in and check your details are Once you have your portal account please INTO can provide.
correct review your details: telephone numbers, The INTO website and portal facility
3. Set your preferences for receipt of email details and home address. Members are intended to provide members with as
email updates and INTO magazines can update and save these details at any much current information and reference
time. Permanent teachers who see their material as possible and ensure INTO can
1. Create your portal account on the school details are incorrect should make reach you the member as quickly and
INTO website Northern Office aware of this as soon reliably as possible, based on the contact
New members will have a portal account as possible. Please email infoni@into.ie details you have supplied.
already as creating this is the first step in should you require any assistance. Any member having difficulty
applying for INTO membership. registering, or resetting their password
Existing members who do not have 3. Set your preferences for receipt of or with any aspect of their portal account
a portal account should please email email updates and INTO magazines should contact INTO Northern Office by
infoni@into.ie with their name and In your portal account under “My email at infoni@into.ie
Teacher Reference number to request a Preferences” members can select what
PRINTOUT 8 SEPTEMBER 2020
INTO news
Why NQTs (and all teachers!) should be members of INTO
Declan Colgan
My name is Declan Colgan and I have been teaching branch meetings. From going to the local branch
in the primary sector for nine years and during this meetings, I got to know many other teachers as well
time I have also been a member of the INTO. as reacquaint with past teaching colleagues and
When I graduated from St Mary’s University Belfast, students from University. I became more aware of
I didn’t really know the importance of being part of what was going on in other schools and what rights
a union, however people kept telling me you don’t as teachers we have.
know when you might need them. I therefore took Furthermore, by getting involved in the INTO I
this advice on board and signed up with INTO in 2011 became aware of a number of conferences and social
and a few years later down the line there did come a trips that I was able to attend.
time when I needed to call on the assistance of INTO. My first conference was the Youth Conference
INTO played a crucial part in helping me gain of 2019 in the Armagh City Hotel. This was a
employment in a teaching job closer to home and weekend I thoroughly enjoyed and as result I
this has had a really positive impact on my life since. have now attended other conferences such as the
Less of a distance to travel to work has given me Northern Conference. All my experiences of these
more energy and enthusiasm in my daily teaching as INTO Conferences have been positive, thoroughly
well as more time made available to spend with my enjoyable and educational.
family. At each branch meeting and conference, I am
After this positive change in employment I felt overwhelmed with how hospitable INTO is towards
it was time to give something back and I therefore its members.
decided to get more involved in the INTO. I would highly recommend and encourage any
I initially started attending my local INTO branch university graduate to become an INTO member and
meetings. Immediately I was made feel very I look forward to meeting some of you hopefully in
welcome and I therefore kept returning to these the future.
Daniel Coogan
Final year student, St Mary’s UC,
September 2020
I have friends and family who are teachers and they have told
me about the importance of being part of a union. The INTO is
the union that I am most familiar with and it’s the one I will be
signing up to when I graduate. I’m not fully sure yet why it is
important to be in a union, but I know that it is.
Northern Conference 2021
Northern Conference will take place on Friday 12th - Saturday 13th March 2021, in the Slieve Donard Hotel, Newcastle.
To be a delegate at Northern Conference you need to attend your local branch meeting.
For further information regarding this year’s virtual branch meetings please contact your branch secretary
(contact details on INTO website).
PRINTOUT 9 SEPTEMBER 2020
Nuacht CMÉ
Member’s Voice
… experiences of
pandemic to date
I could not be more grateful
When lockdown was announced in the but about half of parents opted out at the quickly established that I needed oxygen,
South on the 12th of March, we knew last moment. Their fears and uncertainty IV antibiotics and that I had developed
with certainty that this was what we in were real too. When my pupils went home pneumonia in both lungs. I was transferred
the North should be doing too. Instead at 3pm I brought tea and coffee to my by ambulance to the Nightingale Hospital.
teachers, parents and pupils in the North colleagues who were still distributing the Security staff blocked off corridors and
endured a further 10 days of indecision packs in the playground. I was exhausted. held the lifts as I was brought from the
and contradictory advice. Schools went I had an awful headache. My body ached ambulance to the ward.
into planning mode. My school closed from moving tables and chairs to clear the My ward was a small, four bed bay. We
to pupils on the three days following room. I returned home and went straight were at the start of this pandemic and
St Patrick’s Day break so that we could to bed. When I woke at 8pm I was running procedures were new and evolving. The
work out the best way forward. Our staff a high fever and the sleep hadn’t done door to the corridor was kept closed.
meetings, held in the Assembly Hall on anything for my exhaustion. I was sick. Nurses communicated with us about
socially distanced chairs, were surreal Three of my family are medics and on minor things through a baby monitor to
and ominous. The plans we made on Tuesday I was tested because they were reduce their exposure and the number
each of those three days were inevitably now quarantined too. My fears were of times they had to gear up in full
turned on their head by government for my family, the teacher who worked PPE. I only got to know the nurses at
announcements on TV at 5:00 pm. In alongside me on Monday, the children observations times when each patient
those three days I met with colleagues, in my room and my colleagues. I felt was monitored, or if the medical staff
prepared home-learning packs and sick and I felt guilty. The positive result had a specific task to do. I found the
registered pupils and teachers for an that I received on Wednesday evening distance created by the masks very sad
educational software package. Over those was devastating. Making that call to my and isolating – but very necessary. The
days and at the weekend I attended SLT principal was awful, because I knew the medical staff were amazing. They tried to
meetings and prepared to open my class level of anxiety that it would bring for all normalise this very abnormal situation.
for key workers’ children on the following those I worked with. The first group of patients I was with
Monday. I hardly slept. I thought about The illness progressed but at Day 7 were very elderly and very weak. The
possible protocols for staff and pupil I thought I was getting better. I stayed ward was silent. Mechanical bleeps and
safety, protocols for management of awake longer and was able to sit outside the of hiss of our oxygen masks were all
the classroom, playground and school for a little while. I was optimistic. Around I could hear. After a few days, two of the
environment and possible activities Day 10 things quickly changed. The fever, ladies were moved to a ward for geriatric
for children who would be feeling which hadn’t broken, worsened and the patients. The third lady was discharged
overwhelmed by this experience. headache was even more intense and to a residential home. We now know that
On Monday 23rd of March, while constant. My breathing became rapid this was an ill-conceived policy, that has
many of my colleagues distributed and I had a tingling in my face, arms and had dire consequences for so many of our
home-learning packs and guidance for hands. My GP advised a check-up at the elderly and vulnerable people.
online learning for our 900 plus pupils, Covid-19 A&E. At the triage station my I wasn’t alone for long. The next patient
I worked with a year group colleague in husband wasn’t allowed to come with me. was also elderly, but she was very alert
my classroom and two of the five pupils I thought I’d come back out again after and very afraid. This was probably my
I was expecting. There were supposed to assessment, but I couldn’t, and I didn’t see most difficult time on the ward. With only
be over forty pupils in the whole school, my husband again for another week. It was a cloth curtain between us, I couldn’t
PRINTOUT 10 SEPTEMBER 2020INTO news
help but hear the kind and careful doctor texted good morning, I texted goodnight. was ready to be discharged. I still don’t
explain to her the process of agreeing a As the antibiotics began to work and know the faces of the nurses and doctors
DNR order. She was so ill and so afraid. as my levels of need for oxygen reduced, who cared for me, but I could not be more
When the doctor left, I sat with her. I I was able to take in more of what was grateful. My journey home was emotional,
reminded her of the very thorough going on around me. Our ward on the 9th my return to my family was wonderful.
medical plan the doctor had outlined – a floor had the most beautiful view over It’s been nearly four months since
way forward, a way to recovery. the city. The dawns were spectacular, and my discharge, and I am still on the road
The next day two other patients arrived. the city lights were a welcome reminder to recovery. I get easily exhausted and
One lady came from ICU, the other, like that everything will eventually get back I need to siesta like I was born to it. My
myself, had not expected to be separated to what it was. Because lockdown was so breathing is not always good, and my
from her partner so suddenly and be carefully adhered to, it was strange to see heart sometimes runs away with itself-
admitted to hospital. We all felt the strain of sun-soaked streets empty of children and all things that can happen after Covid.
separation. I hadn’t the strength to phone the motorway so free of traffic. One of the At times I find myself emotional and
my husband or my family. Instead we kept tallest city centre hotels blinked its sign at tearful. I’m not myself – yet. I avoid news
in contact by text. I was too tired to talk us and kept its rooftop terrace lit against updates on the virus. August is looming
and, honestly, it was just too difficult for me the night sky. The three women I was with in my mind and I wonder if I will be well
to talk about what I was going through. I then, we’ve made it our goal to meet up enough and strong enough for whatever
kept them updated on each obs. and told again on that rooftop - and I know we will. shape the new academic year will take. I
them I loved them and missed them. I After a week of hospital treatment, I suppose we all wonder about that.
Member’s Voice
Determined to do what I could
The past several months has been the we made a real difference. One of the manner but these sorts of things go
most stressful period of my working most heartbreaking but yet rewarding unrecognised in society.
life. School leaders have to deal experiences I had was accompanying As we come through all the
with the welfare of staff and pupils, a teacher to the flat of one of our difficulties, we are experiencing from
but it is not widely recognised that young families who were living in COVID-19, we will hopefully learn
each principal was also juggling the conditions that were spartan in the some lessons that we can apply to
impact of COVID-19 on their own extreme. The teacher had gone out of education in the coming years. One
lives and the lives of their families. I her way to contact support agencies might be to have more reasonable
was determined to do what I could, that could help the family with food expectations of everyone around us
during the crisis to help the school and furniture but she really felt the and realise that after the emotional
community. That included taking need to call to the flat and to bring turmoil we have all come through we
a stand on closing the school early, bits and pieces from school and from cannot work under the same pressure
organising online learning and then her own home. How could any school as pre COVID-19 and to continuously
reopening the school to the children leader not be proud of their school jump through hoops created by DE,
of Key Workers. In the middle of the community when they see fellow EA and ETI. We need to refocus on
global crisis, I realised the importance colleagues wanting to help in this what is important in education and
of looking after the well-being of staff. less on the unnecessary paraphernalia
I did this by ensuring that what was that surrounds education. We need
required of them was reasonable and to look after each other better and
allowed for a lot of flexibility so they support each other in the workplace.
could juggle their own personal lives Finally, we really do have to realise
and online learning. there are limited resources and
I was determined to reach out to try therefore there are natural limits
and ensure the well-being of our pupils to the work of schools. The time of
and their families. We were quick to getting more out of the resources
recognise that many of our pupils were available by squeezing harder is gone
not able to access the online learning in education. This is simply down
due to a lack of technology at home to the fact that the main resource is
and so we allowed our pupils who the workforce and due to the mental
did not have access to technology shocks from COVID-19 nothing more
to borrow iPads. We reached out to can be squeezed out of the workforce.
families whose children for other A bit of slack is needed instead or we
reasons were not engaging in online won’t have healthy teachers or school
learning to see if there were other leaders to educate our children in the
background difficulties that we could coming years as we adjust to living
help with. The outreach was successful with COVID-19 or adapt to a post
and there are many examples where COVID-19 world.
PRINTOUT 11 SEPTEMBER 2020Nuacht CMÉ
Member’s Voice … experiences of pandemic to date
Seesawing through Lockdown
When school buildings were closed
to the majority of children across
the community and teachers found
themselves flung into a ‘virtual reality,’
many teachers were faced with a steep
learning curve themselves in being able
to provide a useable platform to support
pupils and parents in a remote learning
environment.
Our school decided we would use
the ‘Seesaw’ app. We had been using
the free version for a number of years
in the Foundation Stage classes as a
learning journal of what was happening
in classroom activities. Parents responded
positively to it and so we made the
decision in the school year 2019/20 to
begin to move it up through the school
for similar purposes.
We were aware after a short training
session that it could do so much more, I was sceptical that co-teacher on each of the classrooms I
but I was sceptical that it would be useful could communicate directly to a parent or
in my P3/4 classroom. I can tell you now it would be useful in group of parents across the whole school.
I’m a convert! Getting messages out there was quick
Throughout the lockdown I was able my P3/4 classroom. and efficient and cost us nothing!
to schedule weekly plans for families to I could also send messages to pupils
follow. I recorded morning messages I can tell you now and give them feedback on examples of
either through videos or by recording great work that I saw.
voice messages over an image. I even I’m a convert! I did take the opportunity for some
used ‘Chatterpix’ to record a message free CPD from Seesaw by following
using a ‘Bitmoji’ image of myself. their ‘Ambassadors’ programme. This
Through this I have discovered that showed me how to gain the best from
‘Seesaw’ is compatible with so many the app in my work but also gave me
other apps we all have been using for access to so many more resources
years. I shared links to other websites, which I can use to train and support
created choice boards with stories, my colleagues. This is one of the
videos and activities embedded. stipulations of the ‘ambassador status’,
We created shared readings of topic that you share the knowledge. The
poems. I was able to do so much bonus for that is you get the ‘Seesaw
more than I thought I could. plus’ resources for use in the app.
I also made use of the fantastic As the lockdown greatly increased
community bank of activities which the use of this platform, ‘Seesaw’
already exists within Seesaw that responded really well to teachers needs,
users have shared and contributed. and updated what could be done
This encouraged me to begin to through the app and made it even more
adjust some of these activities for user friendly. Good news for all Google
my class. Sometimes I just had to classroom users is that the tasks created
remove the recorded instructions in Seesaw can be transferred here too.
and put my own voiceover on I would strongly suggest you check
instead. By the end of June, I was out the Seesaw teachers Facebook page
creating and building my own and their website or YouTube videos to
activities which I know will be see if this is something you could use
useable again. too.
The communication feature
with parents was so useful for me MARIE O’SHEA,
as a Principal. By being made a Northern Committee Vice Chairperson
PRINTOUT 12 SEPTEMBER 2020INTO news
INTO Remote Teaching and
Learning survey – June 2020
Thank you to all 1331 INTO members training in remote teaching and learning A significant majority of respondents
who responded to the INTO survey on in the last three months. A significant know where to access some online
Remote Teaching and Learning issued amount of this training was a brief resources but cited the time taken to
to members by email on Thursday 11 crash course in the week before the do so as being considerable. They also
June 2020. This was a very schools closed in March highlighted the unsuitability of remote
important survey which from principals, ICT co- teaching and learning for pupils with
has enabled INTO to get ordinators and colleagues. Special Needs.
a broader understanding Some schools availed of
‘It takes so long to find the resources you need to
of teachers’ very real EA training that same
suit each group within the class.’
experiences of remote week. Other teachers have
‘C2K media library is very good and Microsoft and
teaching and learning. been accessing training
Seesaw.’
These experiences have themselves since lockdown
‘Very poor availability of resources for Irish
been shared by INTO via webinars, virtual
medium sector’
with DE to increase meetings with colleagues
‘Joined and paid personally for twinkl resources’
their understanding and YouTube videos. Many
of the reality out there teachers stated learning While all teachers have been providing
and hopefully to shape from their younger, more lessons and work for their pupils during
developments going technologically advanced this period the engagement of pupils
forward. colleagues. varies. Over 50% of pupils engaged in
The most commonly Only 5% of respondents over half of the respondents’ classes.
used devices by are confident in Less than 1% of respondents stated that
respondents are laptops NUALA O’DONNELL conducting remote all their pupils had engaged in remote
and Ipads or tablets with Senior Official teaching and learning, learning during this period, with only
a high percentage using with just over a quarter 2% stating that none of their pupils had
their personal smart phones also, almost reasonably competent. Over 80% are engaged. 80% of respondents tracked
40%. Over 70% of devices used belong to nervous and uneasy but willing to try engagement with pupils online/ by email
the teachers themselves, with only 54% with support and training. Less than 9% with 19% by phone and 1% by post.
school devices used. 65% of the devices however are comfortable doing live/ Over 90% of respondents have provided
are four plus years old, with less than 10% recorded audio or video lessons without feedback to their pupils, mostly online
under one year old. the appropriate security protections in or by email. A minority of teachers have
Almost all respondents have access place, with 18% not wishing to do this at texted their pupils/parents or phoned
to broadband, but the efficiency of their all. them with 15% providing feedback by
internet differed significantly across Almost 96% of respondents have post. Comments included;
respondents with almost a fifth having conducted some form of remote teaching
‘I send 2 emails a week to my class of 30.
inadequate internet, 43% less than and learning, with just over 3.5% not
Only 20% reply.’
good and only 17% excellent. Many having done any at all. These teachers
‘I would but none of my pupils have completed
respondents cited major issues with indicated that they have been preparing
assignments that have been set through teams.’
speed of uploading and downloading and sending packs home to pupils.
‘With the Seesaw app I could provide feedback in
documents, etc. Many also stated having Over 70% of respondents have used the
writing and with audio or video.’
to schedule times within their household C2K school apps, Seesaw and Google
when partners/children were not using Classroom. Almost half of respondents The survey included at the end a
the internet for their work, which caused have emailed pupils but only 15% have section where teachers could leave any
issues in relation to virtual meetings, etc. done recorded video lessons and 10% additional comments. Concerns were
Experiences included: audio. Less than 9% have conducted live highlighted in the lack of any respite/
lessons. Concerns expressed included: holiday time for principals/teachers this
‘Very poor broadband, have to get up and work
summer after such a stressful couple of
from 6-10 then a few hours in the evening so that ‘No assurance that lesson could only be used as
months with planners requiring to be
my partner has access to the internet during his intended.’
rewritten and the lack of any guidance
hours of work. 2 devices at the one time, ‘Fear of live video being, recorded, tampered with
in the few short weeks before the end of
it won’t work’ and used for the wrong purposes.
term about how the new school year and
‘Broadband - had to upgrade to fibre to deliver Am happy to do recorded video with pen,
day will look.
lessons better’ workings and hand in view’
‘Very poor broadband have to drive to sit outside ‘Not comfortable with live lessons as even through
‘IT in general is under-funded in Education. I am
a neighbour’s house to upload materials at times google ultra I have no control over what is
working on a 7-year-old laptop that constantly
for teaching’ happening in a pupil’s home and this could expose
buffers and stops. I am the principal of a school
other pupils and be a safeguarding issue.’
Under half of the respondents had and I am so aware that our staff are trying to
PRINTOUT 13 SEPTEMBER 2020Nuacht CMÉ
INTO Remote Teaching and Learning survey June
2020 (continued)
support pupils with C2k managed machines that are not fit for purpose.
As teachers do - they get on with it anyway, although if their machines
were faster, they could be much more productive and time efficient. ‘
‘I have sent out 2 packs containing numeracy and literacy resources.
I have regularly updated the school website with PowerPoints and
activities but given no feedback. Out of 87 in the year group around
3 or 4 children have sent in photos of their work as requested.
I’ve no way of tracking if the work is being done. When speaking to
parents a lot have said they haven’t looked at the website.’
‘It has been incredibly challenging, trying to mark work and post
comments for each pupil. Where it is feasible to mark a short task in a
matter of minutes with a class of 25, it is taking over an hour to do the
same thing online.’
‘Our Broadband network (or lack of) in rural west Tyrone is totally
ill-equipped to host any kind of rural learning which involves videos,
conferencing etc...as things stand it’s simply impossible as even if
I was able to deliver tutorials online, the kids will not be able to access
it anyway.’
‘Extremely slow process. Triples the time I would spend doing my
teaching. Feedback is vastly different and each pupil receives an
individual email/teams area report which is time consuming. Students
don’t know how to use Teams properly (and neither do I) and consequently
I am spending lots of time trying to read unclear pictures of work/open
documents they have sent through incorrectly etc.
Thank you for conducting this survey. Hope what I’ve written helps.’
PRINTOUT 14 SEPTEMBER 2020INTO news
INTO school, and health and safety, representatives
Does your school have an INTO school INTO in recent letters to schools is
representative and an INTO Health and requesting that ALL schools elect an
Safety representative? If not you and the INTO School Representative and an
other INTO members in your school INTO Health & Safety Representative by
could be missing out on important the end of September 2020. All INTO
INTO advice and guidance. members in the school are eligible to
Regular elections of the INTO School stand for election and to vote. Any
Representative and the INTO Health school seeking assistance on conducting
& Safety Representative are vital to an election should contact their INTO
ensuring the continued prominence Northern Committee Representative;
of INTO in addressing teachers’ names and contact details are available
professional and industrial relations in the INTO Diary, Printout and on the
concerns. INTO website: www.into.ie/ni.
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PRINTOUT 15 SEPTEMBER 2020Nuacht CMÉ
Join us for a Pre-retirement
Webinar in 2020-21
IN June 2020 INTO, in conjunction with with the opportunity to ask questions and their place. An acknowledgement
UTU and Platinum Financial, provided a follow up individual consultations will still email should be received at the time
pilot pre-retirement webinar for teachers. be available. of registering. An invitation to a Zoom
It was strange not to see the presenter, Members wishing to attend should meeting will be issued at a later date,
Financial Consultant, Philip Andrews register via the members’ portal on the closer to the time of the webinar with a
except at the start as the presentation INTO website (www.into.ie/ni) to reserve link and password etc.
filled the screen. However, Philip provided
an excellent presentation and members Webinar Date Time
were able to submit questions in writing RS1 Wednesday 21 October 2020 3.45 – 5.15pm
on the chat function and these were
answered throughout the presentation. RS2 Tuesday 19 January 2021 3.45 – 5.15pm
For the foreseeable future Platinum RS3 Thursday 25 February 2021 3.45 – 5.15pm
Financial consultants will deliver pre- RS4 Wednesday 31 March 2021 3.45 – 5.15pm
retirement webinars to INTO and UTU
members to ensure that members can
continue to access important information
on pensions, their personal financial
situation and retirement. The webinars will
give wider access to members who may
not have been able to travel to a previous
seminar and numbers will not be limited.
This year the seminars will become
webinars to ensure members can still
access important information on:
• State Pension
• Teacher’s Pension Scheme Benefits
• Pension Scheme Flexibilities
• Ill-Health Retirement
• Phased Retirement
• Additional Pension Arrangements
• Redundancy
• Pension Income Taxation
• Budgeting for Retirement
• Investment Options
The webinars will still provide members
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