Characteristic Spirit and eTB Schools 2016 - ETBI
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Summer
2 016
Characteristic Spirit
and ETB Schools
Arts in Education Charter
from 2003 to 2016 –
Where to Now?
Capturing the Wider
Benefits of Learning
ETBI issue 3 – 2016
Contents
Section 1 – National and European Events Section 2 – News
02 Editorial 49 Gaiscígh na hIdirbhliana i mbun GAISCE
03 A Tribute to the late Joe McDonagh, RIP 50 Miltown Malbay Youthreach Takes Part in YSI Life
Time Lab Cork
05 Arts in Education Charter from 2003 to 2016 –
Where to Now? 51 KCETB schools mark the 1916 centenary in a
dynamic learning forum
08 Junior Cycle: Considerations for School Leaders
53 Cycle against Suicide visits Coláiste Phobal
10 Characteristic Spirit and ETB schools RosCré
13 NCCA Encourages Second-Level Schools to Make 54 Davitt College Castlebar Selected to Introduce
Full Use of Education Passport New Politics and Society Subject
14 Capturing the Wider Benefits of Learning Pilot 55 First ETB student in Tipperary to Win All-Ireland
Programme in Co Clare Debating Final
22 Integrating ECDL Workforce into Further 56 Kerry ETB Adult Guidance and Information
Education and Training Service Hosts Third Annual Inter-Organisational
Presentations Day
25 TEL Strategy - What is it?
58 Taoiseach Enda Kenny & Minister Jan
27 Innovative Practices Using Moodle at BIFE O’Sullivan Announce Commitment to Music
Generation Funding
28 Better Skills for Better Buildings:
The QualiBuild Challenge 60 AEOA Reunion – An Opportunity to Celebrate the
Past and Consider the Future
31 A Vision for Lifelong Learning –
Keeping the Learner at the Centre 61 GRETB Student Demonstrates Fresh Talent at
Fresh Film Festival
34 The NFQ – Changing How We Think
about Qualifications 62 DDLETB Leading Lights in Road Safety Awards
35 DCU launches Further Education and Training 62 Athlone Training Centre wins Professional Service
Research Centre (FETRC) Provider of the Year Award
37 ETB Procurement Communications Survey: Some 64 Coláiste Gleann Lí- flying the flags for anti-bullying
Successes but Room to Improve and positive mental health promotion
38 Work-Based Learning Externship for Teachers 65 BlanchArtstown Youthreach Students Getting
and Trainers in CDETB Creative
41 National Roll-out of the Externship Model 66 Youthreach Trim makes all the ‘Diff’ at
Spraoi Mor
43 The Evolution of Higher Education in
Ballyfermot College. 67 104 GTI Students on European Work Placements
47 School Newspaper Memories
The information contained in ETBI Magazine is, to the best of our knowledge, accurate at the time of publication. Due to pressure on space,
some contributions have
The views expressed in this magazine do not necessarily reflect those of ETBI.
been deferred for inclusion
Design by: Design Farm www.designfarm.ie. Printed by: Doyle Print, Church Lane, Baltinglass, Co. Wicklow. in a later issue.
Section 1 | National and European Events issue 3 – 2016 ETBI 1
Editorial
I
n early June 2016, Minister Bruton briefed the media
"The diverse and versatile learning environment
on his views regarding the divestment of some Catholic
primary schools and his plans to increase the number in the community national school is built on
of multi-denominational schools to 400 within the next
an ethos of respect, mutual understanding, an
15 years through increased acceleration of divestment of
church-run schools and the establishment of new primary appreciation of inter-belief dialogue and a
schools.
regard for each child’s unique beliefs."
Interestingly, Mr Bruton commented that community national
schools had a lot of merit for meeting diverse parental To be clear, the community national schools respond to the
demands. Mr Bruton regarded the community national needs of their parents and local belief communities. They
schools under the patronage of the ETBs as a flexible can provide, as far as is possible, in-school belief-specific
model that would appeal to Ireland’s increasingly diverse teaching at the request of, and in consultation with, parents
population. and the local belief communities.
ETBI has welcomed Mr Bruton’s statements, as we have As community national schools use the term ‘multi-
welcomed the increased media focus on the community denominational’ to describe themselves, they are committing
national schools, notwithstanding the unprecedented to engaging, in a meaningful way, with the religious/belief
attacks by vested interest groups. It is certainly ironic that aspect of each child’s identity. This is primarily supported
those who have preached for plurality of patronage models by the Goodness Me, Goodness You! programme, which has
at primary level have shown themselves to be so intolerant been developed as a multi-belief programme and is followed
of patronage models other than their own. by all children in community national schools.
The ETBs have a long tradition of responding to community The diverse and versatile learning environment in the
needs, and it is through and by their dynamism and community national school is built on an ethos of respect,
innovation over the decades (previously as VECs) that mutual understanding, an appreciation of inter-belief dialogue
much of the education and training sector has grown. and a regard for each child’s unique beliefs. Being rooted in
The Institutes of Technology (formerly Regional Technical the local community and seeking to reflect those community
Colleges) were established by the VECs. Likewise, the needs is a core value of ETBs, and that is why the community
VECs demonstrated unique foresight and initiative through national school model is such a good fit for ETB patronage.
their involvement in establishing community colleges and The future is challenging in terms of diversity, and for some
community schools. More recently, the transfer of training the challenge will be to practice as well as preach tolerance
centres from FÁS/SOLAS to the ETBs renewed that tradition and mutual understanding. Societal diversity can in future be
of service and innovation. reflected in school patronage diversity.
The time, and opportunity, has now arrived for ETBs to
Michael Moriarty, General Secretary
replicate their ethos of innovation and initiative, and
tradition of community service, as they expand the number
of community national schools, providing a very attractive
alternative patronage option for parents at local level.
Much of the hyped comment in the media centred on the
‘segregation’ of children for belief-specific teaching in
community national schools, but did not generally mention
that belief-specific teaching happens only for a four-week
period throughout the entire school year.
2 ETBI issue 2 – 2016 Section 1 | National and European Events
A Tribute to the late
Joe McDonagh, RIP
By Patrick J Gilmore, President of ETBI
The late Joe McDonagh, RIP
N
ews of Joe McDonagh’s death eulogy at Joe’s funeral, referenced appointed a Patron of the college in July
spread quickly in the late Joe’s four loves – his family, the GAA, 2012, Joe was faced with a situation
hours of Friday 20th and early the Irish Language and education. It of having no site, no building, no Board
on Saturday, 21st May, 2016, which was as an educationalist I got to know of Management, no Principal and no
led to a great outpouring of grief and Joe McDonagh best of all. students. Using every leadership skill
sadness, not just in his own community in his armoury and with the support of
but throughout Co Galway, across the Ceapadh Seosamh ina Thimire Gaeilge his Senior Management team, he had
nation and among the GAA diaspora do Choiste Ghairmoideachais Contae the school up and running in September
overseas. agus Cathrach na Gaillimhe ó 1994 go 2013, with 162 first-years, and three
2004. D’oibrigh sé go dian ag cur chun years later, in 2016, it has a population
In 1980, after 57 years of waiting, Joe cinn teanga agus cultúr na Gaeilge of approximately 600 students.
Connolly, Galway Captain, lifted the sa chontae, sa chathair agus sa
Liam McCarthy Cup and Joe’s singing Ghaeltacht. Bhí grá faoi leith aige don It was an experience to observe Joe in
of ‘The West's Awake’ will remain teanga, don chultúr agus do mhuintir na full flow at a VEC meeting. Members
part of the annals of GAA history and Gaeltachta. marvelled at the depth of knowledge of
folklore for years and years to come. his brief, at the seamless manner he
Tháinig muintir Sheosaimh ó Charna could transition from Irish to English
Since Joe's passing, many column í gcroí lár na Gaeltachta agus tagann and vice versa, at the respect he had
inches have been written about his muintir McDonncha le chéile ar an séú for every person who sat around the
enormous contribution to the GAA and lá déag de mhí Iúil gach bliain chun table, both members and staff.
the GAA family, as a hurler, footballer, féasta Naomh MacDara a cheiliúradh.
administrator, GAA President and his Bhíodh Seosamh ina ‘fear an tí’ ar an At the commencement of each meeting,
role as Chairman of the Overseas ócáid seo i gcónaí. votes of sympathy would be passed
Committee, supporting young Irish to bereaved families who had recently
exiles abroad from Ballinderreen to Joe was appointed CEO of Co Galway lost a loved one. But for Joe the vote
Boston, Carna to California, Cortoon VEC in 2006 and I served as his of sympathy did not end there. Later
to Chicago, Abu Dhabi to Australia. For Chairperson from 2007 to 2013. During that week, in the quiet of the evening
these young people, Joe was a symbol that period, I got to know Joe as a and night, Joe would sit down and write
of hope, of home and belonging. consummate professional and as a true a personal letter to each bereaved
and loyal friend. During his watch, Co family. These letter expressed words of
In many of the newspaper columns Galway VEC grew and prospered and his extraordinary compassion, sympathy,
following his passing, he was referred lasting legacy will be the establishment comfort and support, acknowledging
to as a legend and an icon. The GAA and opening of Coláiste Bhaile Chláir the loss and grief being felt by a
President, Aogán Ó Feargháil, in his in 2013. When Co Galway VEC was husband, wife, partner or family. The
receipt of this letter was very uplifting
for those who received it.
"It was an experience to observe Joe in full flow at a VEC
meeting. Members marvelled at the depth of knowledge of President Obama referenced that the
qualities of an outstanding leader are
his brief, at the seamless manner he could transition from
integrity, character, good judgement
Irish to English and vice versa, at the respect he had for every and an ability to communicate. Joe
was blessed with all four. Joe was an
person who sat around the table, both members and staff."
outstanding orator and linguist. It was
Section 1 | National and European Events issue 3 – 2016 ETBI 3
his ability to communicate, the final "Joe was an inspirational leader who had the capacity to grow
quality referenced by Obama, which
other leaders around him. Joe always put the emphasis on the
caused me some headaches because
on many occasions I had to speak team and as a result, he enjoyed the support and respect of his
before or after Joe and that was some
staff and this was evident from the tears they shed for him on
challenge. Joe had many more qualities
– hard work, energy, commitment, the days of his funeral."
dedication; and when it came to
determining what was the working you sat in the stand, you would hear the it, ask Mary Madden, MSLETB Education
day, Joe had an extraordinary ability to constant refrain: “How are you, Joe?” Officer, or Cllr Mary Bohan, Board
confuse day and night, weekdays and member. Mentioning Mary Bohan, how
weekends. Joe broke bread with Presidents, she loved going to IVEA Conferences and
Taoisigh, Bishops, CEOs, Principals, getting Joe to sing ‘The West’s Awake’
Joe was an inspirational leader who Caretakers and Cleaners and he treated and ‘Galway Bay’, together with Cllr John
had the capacity to grow other leaders all with the same dignity and respect. He Hogan singing ‘The Galtee Mountain Boy’,
around him. Joe always put the had a photographic memory and once he and Frank Curley ‘A Little Bit More’.
emphasis on the team and as a result, met somebody, he never forgot his or her
he enjoyed the support and respect of face or name. Joe retired on 31st August, 2015 and was
his staff and this was evident from the diagnosed with his illness a few short
tears they shed for him on the days of The Education and Training Boards Act weeks later. It was a special privilege for
his funeral. 2013 amalgamated the 33 VECs into me, together with colleague Seán Duffy
16 ETBs. This development led to Joe’s (former Education Officer, Co Galway VEC)
Over the years, I became a close redeployment as Chief Executive of to have stayed in daily touch with him
personal friend of Joe, he was friendly, Mayo, Sligo and Leitrim ETB. In similar during his illness. We will forever cherish
warm, and his lovely smile was all- circumstances, others might say I will those breakfasts we had with him in the
embracing. Going to a match with Joe punch in the time until I retire. Not Joe. Huntsman in Galway City.
and his family was an experience. From He embraced MSLETB as if his life
the time you arrived in the car park until depended on it. Don’t take my word for Joe never allowed his illness to
determine who Joe McDonagh was.
He continued to go to meetings, wrote
letters, most especially to the many
people who had sent him good wishes
during his illness, made telephone calls
and went to matches. During this period,
he spoke glowingly of the love, kindness
and support he got from his wife Peig
and his family.
Joe left us on 20th May, 2016. He had left
a legacy which will last for generations
and that legacy is best described by the
Latin poet, Horace: ‘Exegi monumentum
aere perennius’ (I have raised a
monument more permanent than bronze).
On behalf of ETBI General Secretary
Michael Moriarty, his staff, ETBI Board
and the wider ETBI family, we offer our
sincerest sympathies to his wife Peig,
son Eoin, daughters Muireann and Eilís,
sister Eilish, daughter-in-law Gayle and
Image by Eamonn O’Boyle (eamonnoboyle.com)
grandchildren.
The late Joe McDonagh with ETBI President Pat Gilmore (l) and ETBI General Secretary
Michael Moriarty (r) on the occasion of his retirement Ar dheis Dé go raibh a anam dílis.
4 ETBI issue 3 – 2016 Section 1 | National and European Events
Arts
in Education
Charter from 2003 to 2016 –
Where to Now?
The following is an extract from a integration of the arts as a core
speech given by Professor John dimension of young Irish people’s Professor John Coolahan, Chair of the Arts in
Coolahan, Chair of the Arts in holistic education. About a million Education Charter Implementation Group
Education Charter Implementation of our citizens are attending state-
Group, on the 23rd of April, 2016, at the supported schools in Ireland. They Experience of and in the arts is
first Arts-in-Education Portal National are at formative, impressionable and central to the holistic development of
Day, (http://artsineducation.ie/en/ inquiring stages of their development. contemporar y citizens, and has a vital
home), which took place at IMMA Their curiosity, inventiveness, role in fostering the characteristics
(Irish Museum of Modern Art) and was creativity, imagination and aesthetic just mentioned.
attended by artists, educators and development need to be fostered The establishment of the Arts in
administrators. through engagement with the arts, as Education Charter, in 2003, by the
receivers and as practitioners, both in- Department of Arts, Heritage and
T
ogether, and with many others and-out of school. In the policy-makers’ the Gaeltacht and the Department of
who cannot be here today, we expressed desire that the education Education and Skills, in association
are creators and shapers of system nurture creative, imaginative, with the Arts Council, was a landmark
historical change. What is afoot in the innovative citizens for 21st centur y event in the shaping of the culture
last number of years is the forging of society, it is unwise to emphasise change to which one has referred.
a national culture change, whereby a the so-called STEM subjects at the The Charter set out 19 objectives.
new era is opening up for the universal expense of the Arts and Humanities. In furthering these objectives, the
Section 1 | National and European Events issue 3 – 2016 ETBI 5
and Outreach (ECO) grouping, set up in Education Portal are now being put
2004, is now re-energised with a new in place, drawing on the experience
Policy Framework document agreed in and expertise of the Editorial Advisory
2015. The Association of Teacher and Committee of distinguished personnel.
Education Centres of Ireland (ATECI),
involving thirty regional centres, A major new development is the
has established a network for arts more focussed attention on helping
partnerships, co-operating with each artists and teachers to develop
other and with many arts partners, their understanding, expertise and
including the Implementation Group. creative pitch for arts in education
work for children at different age
There is also evidence of renewed levels. The ARK Cultural Centre for
energy and activity in the many Children, as well as other established
children’s arts organisations agencies, have been promoting this
throughout the country. These agencies work and providing opportunities for
have built up important experience artists to work with and for children
and expertise in arts-in-education and of different ages, and to work with
provide a valuable national asset which teachers. A further major initiative in
deserves more public recognition and this regard was the initiation in 2014
Implementation Group for the Charter support. The work of these agencies, by the Charter Group of a pioneering
wishes to record its appreciation of as well as a variety of other arts programme of joint artist-teacher
the widespread goodwill, co-operation activities and events nationwide, are collaboration in continuing professional
and support it has experienced from in the process of being identified and development. The scheme, “Exploring
organisations and stakeholders in the mapped to improve communication and Teacher-Artist Partnership as a Model
arts and education arenas. This co- access, and will be incorporated in the of Continuing Professional Development
operation is indicated by the voluntary Portal in due course. (CPD) for Supporting and Enhancing
engagement of expert personnel from Arts Education,” commenced in the
a wide range of arts and education Ireland’s first Arts in Education Portal, Summer of 2014 when six Lead
agencies on advisory committees for the key national digital recourse for arts Teacher-Artist pairs engaged in a
the Arts Portal, for the Artists-Teachers in education in Ireland, was launched, five-day residential personal and
CPD activities, and for planning for in May 2015. Already, it is proving to professional development programme.
the Arts Rich Schools initiative. The be a great success. Since its launch up
Implementation Group, as well as to the end of March 2016, there have During the period September 2014
promoting the Charter’s objectives, been 18,145 visitors (per session) to January 2015, six in-school arts
acts as a stimulating, facilitating with 43,295 page views, an average projects took place in six primary
and supportive agency, working in of nearly 4,000 page views per month. schools across Ireland. A total of
partnership with stakeholder agencies. In the context of social media and the 20 hours’ duration was allocated to
Portal, there are 757 on Twitter, 620 each project; six of those hours were
In the past, arts in education on Facebook, and 468 subscribers to allocated for ongoing project planning.
suffered from fragmentation and the Newsletter. There have been 1,796 The projects were in a variety of art
compartmentalisation as well as video plays to date. As a new agency on forms: visual art (2), dance, drama,
under-resourcing. A key feature the scene, these figures betoken a very music and literature (language arts).
of the new era is the extent of co- high level of engagement by interested
operation, collaboration, networking, parties in the years ahead. The Portal Research was integral to this teacher-
and partnership which is becoming allows for two-way involvement, as artist partnership initiative from its
operative. contributors and receivers, with a inception. The learning presented
key focus on quality. Plans for the in the Research Report conducted
Noteworthy examples of fresh forms next three-year period for the Arts in during Phases 1 and 2 and based
of collaboration between relevant
agencies is the establishment in 2015
of Encountering the Arts in Education
"A key feature of the new era is the extent of
(ETAI) as an organisation of over co-operation, collaboration, networking, and partnership
thirty agencies. The National Cultural
Institutions’ Education, Community which is becoming operative."
6 ETBI issue 3 – 2016 Section 1 | National and European Events
"Operating on the lines of best that the Arts Council is reviewing the arts and cultural experiences to
Artists-Schools Guidelines of 2006, children and young people. Operating
international practice, the great
in consultation with partners, to bring on the lines of best international
artistic and cultural reservoirs them more into harmony with current practice, the great artistic and cultural
circumstances and facilities. reservoirs of these cultural institutions
of these cultural institutions
have been opened up to young citizens
have been opened up to The Arts Council has a very in exciting and engaging ways. The
distinguished record in supporting arts co-operative efforts of the expert
young citizens in exciting and organisations in their work for young personnel involved betoken major
engaging ways." people. Significantly, in its new Strategy contributions to arts in education in the
2016-25, Objective 8 is focussed on years ahead, when, hopefully, they can
on the experience of the teacher- arts for children and young people, per be resourced at a more satisfactory
artist partnerships examined was se. Under this objective the Council level.
intended to inform the design of commits itself to help “achieve the full
future partnership initiatives and to implementation of the Arts in Education A further emerging trend which, as it
contribute to the development and Charter.” One considers that the evolves, will make a major contribution
sustainability of each partnership following commitments by the Council to rooting arts in education at local and
in schools. In the Summer of 2016, will significantly influence the emerging regional level as normative provision, is
this training programme on Teacher- culture change, to which we have the Local Arts Education Partnerships
Artist partnership as a model of CPD referred. I will quote a few of these (LAEPs). Cavan-Monaghan LAEP has
for enhancing and supporting Arts commitments, as I do not think that been a very successful pioneer in
Education in our school communities they have got the public attention that this arena, but other local authorities
will engage 21 teachers and 21 artists they deserve: are planning initiatives along these
in collaborative learning processes. The lines. The impact of co-operative
training will be extended further in the “We will invest in artists, arts efforts by the statutory agencies,
autumn when the teacher-artist pairs, organisation and key programmes the local authorities and the ETBs, in
who have participated in the Train-the- dedicated to developing high conjunction with the regional education
Trainers programme, will be facilitated quality work in arts-in-education centres and other agencies, has the
to undertake a residency programme in and youth arts, and we will support potential to re-shape the landscape of
respective teachers’ schools. Today’s the provision of excellent arts arts in education provision in Ireland
programme features a presentation experience for young people in the to the great benefit of young people
on the CPD model “Creative Building” public domain. throughout the country.
by one of the Lead Teacher-Artist “We will make provision for
pairs supported by other colleague children and young people a key A major facilitating factor for the arts-
facilitators. focus of our relationship with local in-education culture change is the
government. availability and general distribution of
It is intended that each Education “We will incorporate our a variety of new technologies. They
Centre will have the capacity to commitment to young people into open up unprecedented opportunities
implement this model locally and the mainstream of our decision- for incorporating arts in education
regionally into the future through making and, where appropriate, as a normal and regular feature of
strategic planning involving into our funding agreements with educational experience, in and out
collaboration and co-operation with the arts organisations. (P.26).” of school. This is the first generation
various art organisations, educational when it has been generally feasible to
institutions and school communities. Hopefully, the existing range of arts draw universally on this remarkable
organisations providing for young resource. The Arts in Education Portal,
Higher Education Institutions, people will be the beneficiaries of this which we are celebrating today, is a
particularly colleges of education, have Arts Council Strategy. good example of this. I again wish to
been extending their offerings of arts- record the Implementation Group’s
in-education courses and experience It is also the case that the Educational thanks to those able and willing to
for student teachers. The provision of a Community Outreach (ECO) sectors draw up and utilise the resource. Ms.
set of artists-in-residency bursaries, by of the National Cultural Institutions, Katie Sweeney, her Editorial Team and
the Arts Council, for such institutions despite experiencing financial cutbacks, Kids Own deserve our warm thanks
has been a major input to this work. It have been making available a wide- for this contribution to our cultural and
is also relevant to note, in this context, range of imaginative and high quality educational experience.
Section 1 | National and European Events issue 3 – 2016 ETBI 7
Junior Cycle:
Considerations for
School Leaders
By Paddy Flood, Deputy Director (School Leadership), Junior Cycle for Teachers (JCT)
O
ver this past school year, the forthcoming. Draft guidelines on Well- Many issues around Junior Cycle
ETB sector has embraced being outline the proposed purpose provision were clarified in March in
many of the reforms of Junior and content of a school’s well-being Circular 24/2016. In particular, school
Cycle. Whole School CPD has been programme. Once finalised, these leaders have been given clarity in terms
provided in the majority of schools in guidelines will support schools as of how the programme for Junior Cycle
the sector and the planning process they plan a well-being programme for all students might be planned.
for implementation of the Framework that is specific to the school’s own Together with the Well-being guidelines
for Junior Cycle (2015) has been context and student cohort. Further from NCCA, the following facts influence
established. Teachers of English have draft guidelines on reporting provide programme planning and timetabling
availed of CPD and in recent weeks a new lens with which we can view considerations.
have broken new ground through their the quantity and quality of feedback
preparation of students for Classroom available to students and parents.
Based Assessments (CBAs). These
teachers have further extended their
own sense of professionalism through
the collaborative approach adopted
at Subject Learning and Assessment
Review Meetings (SLARs) which have
been held across the country. Many
have reported that initial apprehensions
have not materialised and that the
CBAs have, on balance, added a
new and rich dimension to teaching
and learning. Teachers particularly
welcomed the opportunity afforded
through SLAR meetings to work with
colleagues to discuss student learning.
Teachers of Science and Business
Studies have also been introduced
to the new specifications which will
commence in September.
Just as schools are developing
their Junior Cycle provision in a
purposeful and scaffolded manner,
the system has continued to produce
further specifications, resources
and clarifications. NCCA has been
particularly busy providing draft
specifications for Modern Foreign
Languages and Visual Art with further
draft specifications for Gaeilge
8 ETBI issue 3 – 2016 Section 1 | National and European Events
From September 2017, all lessons
will be for a minimum of 40 minutes Support Available:
in duration. In effect schools Over recent months the Junior Cycle for Teachers (JCT) support service
planning their timetable will have has piloted supports for school leaders on curriculum planning and
a maximum of 42 class periods in timetabling. A one-day programme is available to all school leaders from
the week. Schools have freedom September 2016. This workshop will seek to support school leaders
to extend beyond 40 minutes with in leading the planning of each school’s Junior Cycle programme. It will
some schools moving to 60 minute specifically focus on:
class periods. Such changes
require planning and collaboration Mediating all curriculum and policy documents that influence
to ensure that the optimum period programme planning and timetabling.
length is achieved for the school Providing a planning context for changes to timetables from
and that the changes that are taking September 2017 to 2020.
place support quality teaching and Identifying ways in which schools can meet the requirements of the
learning opportunities. Guidelines on Well-being.
Students commencing their Junior Providing each participant with an interactive digital planning tool
Cycle from September 2017, will that will be of use to school leaders, teachers and management
study a maximum of 10 subjects bodies when exploring the time implications of possible Junior Cycle
for certification. Students may programmes.
study up to four short courses (two What are the planning and timetabling implications of both 40-minute
short courses will, in effect, be and 60-minute class periods and what further implication do these
the equivalent of one subject when models have for students and teachers?
calculating the maximum number
of subjects and short courses that All school leaders will be invited to attend this programme at a local venue
a student studies for certification in Autumn 2016. The invitation will be issued by JCT from Monaghan
and reporting on their Junior Cycle Education Centre.
Profile of Achievement).
The Draft Guidelines on Well-being
indicate that students entering Does our proposed Junior Cycle How do we ensure that students
first year in 2017 will study a programme present students with with special educational needs,
minimum of 300 hours over 3 years access to the 24 Statements of including those studying for Level
in the area of Well-being. Of this Learning? Does the programme 2 Learning Programmes are
a minimum of 140 hours will be reflect the principles of the accommodated on the school
dedicated to PE, with a minimum of Framework for Junior Cycle (2015)? timetable?
70 hours each for CSPE and SPHE. What are the distinctive needs of How does our Junior Cycle provision
These guidelines outline several our student population? How many ultimately influence what happens
possibilities as to how the 300 subjects/short courses should at Senior Cycle?
hours can be compiled. The time students be offered for certification What is the role of Guidance for
devoted to Well-being will rise to and reporting? all students in our Junior Cycle
400 hours by 2020. Will our Junior Cycle curriculum be programme?
The minimum time to be allocated capable of providing all students Does the school have the teaching
to the study of subjects across the with a sufficiently wide range of capacity to deliver the proposed
three years of Junior Cycle is 200 subject choices having regard to programme for Junior Cycle? For
hours with a minimum of 240 hours their aptitudes, interests and career example, in introducing a short
over three years for English, Gaeilge ambitions? course a school would need to give
and Mathematics. 100 hours is to Influenced by the number of consideration to how the course
be allocated to short courses. subjects/short courses that could be provided in the event of
These facts, together with other students study, decisions will have the teacher teaching it in the first
aspects of the framework pose to be made on how much time the instance being no longer available.
many questions for schools to school can allocate on the timetable What practical steps can
consider when planning their Junior for each subject and short course. school leaders take to manage
Cycle provision. In particular, Schools have considerable autonomy professional time for teachers and
the following issues are to be in deciding time allocations above management support hours?
considered: the minimum specified.
Section 1 | National and European Events issue 3 – 2016 ETBI 9Characteristic Spirit
and ETB schools
By Dr Mags Liddy, Dr Joanne O’Flaherty, Dr Orla McCormack
T
his article reports on the findings accountability regarding characteristic Kerry ETB; Louth and Meath ETB; and
of a research project which spirit resides with a public body. The Limerick and Clare ETB.
centres on the exploration and research project described generally
expression of the characteristic spirit herein aims to support Education A central policy document offering an
of ETB schools as publicly-managed and Training Board Ireland (ETBI) and understanding of ‘characteristic spirit’
post-primary schools within the Irish the six participating Education and is the 1998 Education Act, Section
education system. The research was Training Boards (ETBs) in exploring and 15(2)(b):
carried out in eighteen ETB schools expressing their characteristic spirit.
in Ireland throughout 2013-16 and ETBs involved in the Research Project The characteristic spirit of the
was led by a research team based include: Dublin and Dun Laoghaire ETB; school as determined by the
at the Department of Education and Cork ETB; Galway and Roscommon ETB; cultural, educational, moral,
Professional Studies, University of religious, social, linguistic and
Limerick. A publicly-managed school, spiritual values and traditions which
as defined for the purposes inform and are characteristic
of this research, is a of the objectives and
school where the conduct of the
role of patron school,
and the
10 ETBI issue 3 – 2016 Section 1 | National and European Eventsand at all times act in accordance and subject evaluations available Teachers’ Understanding of
with any Act of the Oireachtas or online. Six-hundred and ninety-seven Characteristic Spirit
instrument made thereunder, deed, students aged 12-16 years with a The teachers were asked to indicate
charter, articles of management or mean age of 13.75 years completed their level of understanding of
other such instrument relating to the a student survey across the eighteen characteristic spirit in the survey.
establishment or operation of the participating ETB schools. Of the The scale ran from 1 (excellent), 2
school. student respondents, 48.2% were (good), 3 (average), 4 (poor), 5 (no
female (n=336) and 51.6% were male understanding).
Building on this definition, Fischer, in (n=360). One hundred and twenty-six
her paper entitled “Ethos vs Ethics or teachers from ETB schools completed a Table 1 displays a wide range of
the Hierarchy of Rights and Values in teacher survey, 81.6% of respondents response and level of understanding
Schools – the Irish Case”, suggests were female (n=102) and 18.4% were of the term ‘characteristic spirit’, with
that the concept reflects the ‘lived male, (n=23). Of the 126 responding, the majority of teacher respondents
reality of the values of the school’ the majority of respondents were reporting a good to average
(2010, p. 4). She advocates that the teachers (77%, n=97), followed by understanding. The concept of
practice of characteristic spirit should Assistant Principals (12%, n =15) and characteristic spirit is new to the ETB
be seen in the everyday life of each a number of other roles were identified sector as it did not apply prior to the
school, centring on ethics, human including Guidance Counsellor, SEN Education Act. This is underscored by
rights or civic morality. Coordinator, Chaplain and Home School the absence of a policy statement of
Liaison Coordinator. characteristic spirit underpinning the
Each of the six ETBs was asked to ETB sector generally. A number of ETB
volunteer three schools to participate in In addition, qualitative data-collection staff explored possible reasons for
the study. Of the participating eighteen methods were utilised in each of the 18 participants’ reported low levels of
schools, seven were designated schools. The research team met with understanding and uncertainty around
community colleges and eleven second-year students to conduct focus what the concept of characteristic
were non-designated participating groups and held a number of semi- spirit means and entails. For example,
schools. ETB schools are of two kinds, structured interviews with key school it was suggested that the concept
‘partnership schools’ and schools personnel (such as school Principals, ‘was never defined…it was defined by
under the sole aegis of the ETB. year heads, guidance counsellors what it wasn’t. For example, it wasn’t
Partnership schools for which the ETB and interested teachers). Also ETB a Catholic school traditionally, so it
is patron are formally referred to as Education Officers and ETBI staff wasn’t something. It was never actually
‘Designated Community Colleges’. were interviewed. The focus groups looked at to say what it was’ (ETB Staff
Designated Community Colleges have and interviews explored participants’ 2). One school respondent stated:
co-trustees, historically of a religious understanding of characteristic spirit,
denomination (numbering approximately the values they perceived to underpin What is the characteristic spirit?
56 of all ETB schools with ‘Designated’ the characteristic spirit of their That’s the million-dollar question.
status). In recent times, designated school, and how they believe/perceive Honestly, I gave this some thought
community colleges have been characteristic spirit is evident within the before you came in [to interview me].
developed with the ETB and Educate life of the school. Finally, any issues The fact that I can’t succinctly say
Together. Schools under the sole aegis or challenges they experienced in what the characteristic spirit is, is
of the ETB are formally referred to as articulating the characteristic spirit of disappointing for me (Key Personnel,
‘Non-designated’ Community Colleges. their schools were also explored. School 14).
This study began with an intensive
exploration of characteristic spirit Table 1: Teachers’ stated level of understanding of characteristic spirit
in each of these schools. The data-
collection process conducted by the Level of understanding Frequency Percentage
research team utilised a mixed-methods Excellent 9 7.1%
approach with the administration Good 35 27.8%
of surveys, followed by interviews
Average 47 38.2%
and focus groups. Triangulation of
Poor 21 17.1%
data themes was ensured through a
review of school documentation such No Understanding 11 8.9%
as Whole School Evaluation Reports
Section 1 | National and European Events issue 3 – 2016 ETBI 11It was also suggested that other includes iteration of the following: care Of the student respondents, 65% of
sectors and educational patrons and respect, equality and inclusion, students generally agreed with the
have a clearer understanding of what well-being, and acceptance of others. statement, ‘In this school all students
their collective characteristic spirit With regard to equality in ETB schools, are treated equally’:
is, which the ETB sector currently both students and teachers were asked
lacks: ‘Other school types have a very in the survey about equal treatment.
obvious philosophy of education …
To me, the ETBs don’t have that’ (Key
Personnel, School 12). There was Table 2: ‘In this school all students are treated equally’
a feeling, amongst a small number
of participants, that the concept of Frequency Percent
characteristic spirit is school-based Strongly agree 197 28.3
rather than sector-wide and that it Agree 252 36.3
may not be feasible or desirable to
Unsure 113 16.3
articulate the concept in relation to
Disagree 99 14.2
the entire sector. ‘Characteristic spirit
to me is school-specific firstly, it’s the Strongly disagree 34 4.9
ethos of the school…I wouldn’t identify Total 695 100
characteristic spirit with an ETB at all. I Missing 2
would relate that purely to the ethos of
this school’ (Key Personnel, School 12). When asked to respond to ‘In my practice I treat students equally’, 95% of
teachers also generally agreed with the statement (M=1.53).
Understanding Characteristic
Spirt through Values
Participants frequently articulated the Table 3: teacher responses to ‘In my practice I treat students equally’
characteristic spirit of their school
in terms of the core values that they Equality Frequency Percentage
believed underpinned their school. For Strongly Agree 65 54.2%
example: Agree 49 40.8%
Unsure 5 4.2%
If I were asked to think of one word Disagree 0 0%
that would sum it up, it is respect –
Strongly Disagree 1 0.8%
that is central to everything. Respect
Missing 6
for learning, respect for other
people’s opportunity to learn, fair
play, decency, courtesy, they all fit
into the same thing. Respect for other This emphasis on values echoes explore and express the characteristic
people’s points of view, respect for Fischer’s definition of characteristic spirit of ETB schools; this article
people’s wishes, respect for people’s spirit as the ‘lived reality of the values provides a brief insight into the data
goals (Key Personnel, School 2). of the school’ (2010, p.4). One gathered regarding the characteristic
participant added, spirit of ETB schools during 2013-
Also participants related the concept 16. One finding highlighted above
of characteristic spirit to school A characteristic spirit is a motion demonstrates a hesitancy about the
atmosphere, and relationships: thing, it’s a living thing – you can’t concept of characteristic spirit amongst
box it into 40 minutes on a Monday many of the research participants, as
The characteristic spirit…has got morning (Key Personnel, School 15). many found it a difficult concept to
to do with relationships – with the speak about and define. This finding
mission and vision of the school...I This way of reading and understanding is perhaps to be expected as the
think it has got to do with a number characteristic spirit highlights the concept of characteristic spirit did
of things. It’s not just a simple relational and contextual nature of not apply to ETB schools prior to the
concept (ETB Staff 3). characteristic spirit. Education Act (1998) and since then a
definitive policy statement has not been
The full research report explicates Conclusion developed and explicitly articulated
the named values in more detail and The overall research project aims to across the sector. This finding clearly
12 ETBI issue 3 – 2016 Section 1 | National and European Eventshighlights a recommendation for action, social interactions particularly between are put in place to enable and facilitate
specifically focussed on increasing teachers and students. The current dialogue pertaining to these complex
teachers’ levels of understanding of the dilemma around the characteristic spirit and sometimes contentious issues.
concept of characteristic spirit which of ETB schools is best understood with
can be also extended to schools, staff reference to the wider Irish historical, References
and students. legislative and education contexts and Daly, E. (2012). Religion, law and the
the increasingly pluralist and secular Irish state: the constitutional framework
On the other hand, this research nature of Irish society. The Education in context. Dublin: Claus Press.
describes and elaborates on the lived Act, itself the outcome of considerable
reality (Fischer, 2010) of ETB schools, consultation and consensus-seeking, Fischer, K. (2010). Ethos vs Ethics
highlighting particular embedded values licenses and challenges the ETB or the hierarchy of rights and values
within the sector. O’Brien (2008, p. sector to define and establish its own in schools – the Irish case. Paper
171) suggests that respect, care, characteristic spirit. However, this presented at Education and Citizenship
relationships, love and emotions need raises interesting questions for the ETB in a Globalising World Conference, 19-
to become ‘part of the vocabulary of sector: can or should the ETB devise a 20 November 2010
second-level’ schools. Such values national policy on characteristic spirit
are reflected in those expressed by that enables and reflects the ‘lived Government of Ireland. (1998).
participants in this study, and a review reality of individual schools’? Can or Education Act. Dublin: Stationery Office.
of all findings presents examples of should such values as interpersonal
how values are lived out, ‘expressed’ relationships, care and respect be O’Brien, M. (2008). Well-being and
in schools, as well as highlighting the captured within a sector-wide policy? It post-primary schools. Dublin: National
relational nature of a concept based on is important that appropriate structures Council for Curriculum and Assessment.
NCCA Encourages Second-
Level Schools to Make Full Use
of Education Passport
By John Halbert, Director, Curriculum and Assessment, at NCCA
I
n accordance with the provisions In preparation for incoming first year
of Section 7.8 of DES Circular students to the schools and to ensure
0056/2011, all schools should a timely transfer of the students’
use the Education Passport materials Education Passports, it might be helpful
developed by the National Council for for primary and post-primary principals,
Curriculum and Assessment (NCCA) as well as parents, to download NCCA’s
when sharing information about sixth new interactive poster from the NCCA
class children’s learning. website, which outlines the transfer
process. This poster sets down the
Following enrolment of new first steps involved in the transfer process
year students to a school, the first and responsibilities, as well as a
important step of the Education suggested timeframe. On the website
Passport transfer process is for there is also a guide for interpreting
post-primary principals to send an sixth class report cards as well as
Information Request form to the further support materials and updated
primary school. This form can be FAQs for post-primary schools.
found at www.ncca.ie/transfer.
Section 1 | National and European Events issue 3 – 2016 ETBI 13Capturing the Wider Benefits of Learning
Pilot Programme in Co Clare
By Breda O’Driscoll, Community Education Coordinator in Co Clare
“Capturing The Wider Benefits of Learn- positive feeling from interacting with hoping to do a Start Your Own Business
ing Assessment Tool/Methodology their neighbours, community and people course with the plan to do a crafting
(CWBL)” developed by Limerick City with similar abilities and interests. business.” The following extracts
ETB, was piloted in 55 programmes Learners’ intentions to access more are a sample of the responses that
delivered across Co Clare Community programmes are also very evident with Community Education Service in Co
Education Service in 2015. This meth- comments such as “I am hoping to do Clare has received from a wide variety
odology/tool was developed for use by a certified mosaic course. I am also of different learners.
tutors and facilitators and focuses on
two elements of community education.
The first is that of engaging learners in “Wider benefits of learning” – what does that mean?
establishing the learning outcomes they
wish to achieve (non-certified courses in The benefits of education and training and the benefits of learning can be
this instance) through participation on summarized as the added value of education and training for individuals and
the course, and measuring the extent society. Benefits of education and training can be private, i.e. received by
to which those outcomes have been individual persons or enterprises, or public, i.e. benefiting a whole region,
achieved on completion of the course. economy or society; benefits can be monetary (e.g. wages), economic (e.g.
The second element of the tool en- employment, productivity, growth) or non-monetary (e.g. health, well-being,
gages learners in reflecting on the wider social cohesion and reduced criminality).
benefits for participation on the course
in four key areas of personal develop- The term “wider benefits of learning” is generally taken to mean the non-
ment, health and well-being, family and economic benefits of learning on personal, emotional and social life, including
community, and future plans for further the impact on the health and well-being of individuals, and the impact on
education and employment. levels of crime and social cohesion within communities and society as a
whole.
The success of the CWBL is reflected
in the number of learners who willingly An analysis of multiple surveys across Europe has found that adult learning
participated and provided such had positive impacts on reported life satisfaction and happiness, self-
informative and positive feedback confidence, satisfaction with social life and leisure, self-reported health
on the impact of adult education on satisfaction, and was associated with increased trade union membership and
themselves, their families and their involvement in voluntary work, greater desire to find a better job and improved
communities. The CWBL revealed financial expectations.
how Community Education increased
confidence and self-esteem of
participants, encouraged and supported
them to participate/volunteer in their
local communities and in some cases
acted as a first step in progression into
further education and training.
Because the questions are open-ended
and allow the learners to express
their opinions, they generate a wide
spectrum of thoughts and ideas. Data
gathered highlights the importance
of local inclusive community-based
learning as many learners mention the
14 ETBI issue 3 – 2016 Section 1 | National and European EventsHorticulture Course
My Family or My My Future Education or
My Personal Learning My Health or Well-being
Community Employment
Yes, I have learned Yes, I have learned Yes, I have shown my
Yes, it is in my interest
some interesting ways some natural ways of family ways to increase
Learner 1 to learn and try and
to get flowers and growing food organic their vegetables and
educate myself.
vegetables cheaply. etc. flowers at no extra cost.
I learned how to grow
vegetables and plants.
I was healthy and happy My family are a great Grow new plants and
Learner 2 I made new friends.
doing the course. support to me. lots of vegetables.
The teacher is nice and
helpful.
I learned more about
Hope I could help more
gardening, about Good to know new To learn as much as I
Learner 3 in my community to
growing veg. Replanting, things. can.
grow more veg at home.
planting from seeds.
My health and well-
I learnt a lot of things being has gained as I hope this will help me
Learner 4 I wasn’t sure off, like we learned to sow a in my future education
sowing and cut-offs. lot of lettuce, spinach, and employment.
watercress and herbs.
I’ve learned how to I feel healthier being
grow many different out in the fresh air as My family are glad When this is finished I
plants, met lots of new opposed to being in a that I’ve gone back to plan to do more courses
Learner 5
people. I also get to class. I feel fitter jogging education and that I’m and hopefully get
spend a few hours doing the four miles to the doing something I enjoy. employment.
something I enjoy. course.
Section 1 | National and European Events issue 3 – 2016 ETBI 15Men’s Shed Crafts 2015 – Stained Glass
My Health or Well- My Family or My My Future Education
My Personal Learning
being Community or Employment
I started walking some
I volunteered with
I talked to new people. I days of the week. I did I would like to do
the Tidy Town people.
Learner 1 learned to cut glass and some other exercise. something to further my
I voted in the last
solder. I did some voluntary education.
election.
work.
Attending the classes
is a help to health and
My personal learning Looking forward to more
well-being. It’s relaxing My family are impressed
has improved. Looking practice at something
Learner 2 (The classes) i.e. with the things made
Forward to doing more. else, or even to do more
mastering something with the stained glass.
Broadens the mind. on the stained glass.
that you thought you
couldn’t do.
Very relaxing and It helped to have a
Helped me at matching Would like to do more
Learner 3 good for improving common objective with
different coloured glass similar courses
concentration the rest of the group
Help me with matching Helped me to have a Would like to do more
Learner 4 Very relaxing for me
coloured glass good friends with group similar courses
From zero to
Learner 5 understanding of the Not applicable Not applicable Retired
principals behind the art
To meet other people
Help to co-ordinate Give you peace of mind I would like to do similar
Learner 6 and exchange ideas.
different colours and get new ideas courses
Very relaxing
16 ETBI issue 3 – 2016 Section 1 | National and European EventsLeadership for Women in the Community 2015
A Date for you r Dia ry
2016 ETBI Further Education
& Training Conference
The 2016 ETBI Further Education & Training
Conference takes place on Tuesday 22nd
and Wednesday 23rd November 2016 in
the Killashee House Hotel and ETBI HQ,
Naas, Co Kildare. The Conference theme
is ETBs Working Towards a Best-in-Class
Further Education and Training Service for
21st Century Ireland.
Contact ETBI for registration and further details.
Section 1 | National and European Events issue 3 – 2016 ETBI 17My Future
My Personal My Health or Well- My Family or My
Education or
Learning being Community
Employment
Leadership course
Having an ISC Miltown Malbay
Time out for
interpreter available 2016. To improve
Learner 1 me. Listening to More patience
class. Feel more in / learn more
meditative music.
control. Confidence. on Community
Development.
More hopeful. I am happier in
Learned to stand
Helped my mental myself so happier at
up and make a
health, getting out home. This course Hope to do
presentation to
Learner 2 meeting people, came at right time Community
my peers. Got to
feeling positive for me when I Leadership course.
think about various
reason to get up needed chance to
aspects of life.
and out. get out and about.
Doing this course
Feel more hopeful
has given me the
having met the
Have learned to wait confidence to
women on the Have become more
Learner 3 before speaking and look in to more
course that our patient with kids.
listen more. campaigning or
future is in great
possible beginning
hands.
course.
May learn more if
Speaking better in More conscious of
Learner 4 something suitable
public health issues
comes up.
Confident. More Isolation awareness. Continue to
assertive to my Doing voluntary Getting more education and
Learner 5
needs. Involvement work in Citizen’s involved getting on with
to campaign Information campaign
About what is Improved my
They are proud of
important to women. confidence. Makes I would like to do
Learner 6 me for achieving this
I am proud of me feel I can another course.
course.
myself. achieve course.
Met people
More confidant I passed on what I I would like to do
from different
Learner 7 in certain areas have learned from the community
backgrounds and
(presentations). other participants. leadership course.
learned from them.
Better social skills.
How to be more Passion for learning. Women’s studies.
More confident in
Learner 8 assertive. Listening More grateful for all Interested in further
helping with local
skills. I have in my life. education.
events.
I learnt a great deal
Great to learn of the
from the research
More inter-action chance to pursue
compiled for us I feel encouraged to
with others. Made further learning in
Learner 9 by our tutor and persevere in trying
me feel safer and this field and maybe
so much from the for change.
more hopeful. have fellow students
presentations given
here to go with.
by fellow students.
18 ETBI issue 3 – 2016 Section 1 | National and European EventsYou can also read
