National Centre for Guidance in Education - Whole School Guidance Provision - Examples of Good Practice 27 April 2021 - NCGE
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National Centre for
Guidance in Education
Whole School Guidance Provision - Examples of Good Practice
27 April 2021
Jennifer McKenzie Eimear McDonnell
Director NCGE Guidance Officer (Temporary)
(Post Primary & Euroguidance)
Aim of this webinar Showcase examples of good practice in applying the principles of Looking at Our Schools and School Self Evaluation in terms of Whole School Guidance planning and improvement. Promote the wealth of material available on the NCGE website in relation to Whole School Guidance.
Webinar participants
John Kiely Principal The Abbey Tipperary 370 boys
School Non-DEIS
Voluntary
Conor Guidance The Abbey Tipperary
Hayes Counsellor School
Michelle Guidance Ardgillan Balbriggan, 1000 Co-ed
Dunne Counsellor College Co. Dublin Non-DEIS
/ Year Head ETB
Cheryl Guidance St Dominic’s Ballyfermot, 370 girls
Keeler Counsellor College Dublin 10 DEIS
Voluntary
‘Housekeeping’ • Each participant will present for ~10 minutes • There will be time for Q&A with the panel at the end of the webinar • If you have a question, please ask through the Q&A section (rather than on chat)
Circular 0005/2021 Voluntary Secondary Schools
Recent Circulars Circular 0006/2021 Community & Comprehensive Schools
Circular 0007/2021 Education and Training Boards
Post-qualification professional development
Guidance counsellors working in all educational settings should keep abreast
of ongoing changes and developments in fields relevant to guidance such as:
educational and training opportunities,
ICT,
legalities relating to guidance counselling,
psychometric assessment,
the world of work and professions/occupations.
Guidance counsellors should also avail of Continuing Professional
Development (CPD) opportunities as provided by bodies such as the NCGE,
PDST, JCT, and the IGC.
DoE funded Guidance Counselling Supervision
5 X 2-hour supervision sessions per academic year, in person or online.
Managed by Monaghan Education Centre and coordinated regionally through
the branch network of the IGC.
School management should facilitate any Guidance Counsellor who wishes to
attend on the five designated afternoons.
The NCGE Webinar Series
Whole School Guidance
The
Inclusion
of Parents
in Whole
school
Guidance
Whole (Planning Whole
school & Practice) school
Guidance Guidance
and Planning
'Looking At for
Our academic
Schools' Whole School
Guidance
year
(LAOS)' Framework 2020/21
Whole
‘Whole
school
school
Guidance:
Guidance
Wrapping
Provision -
up the
Focusing
academic
on 6th
year
Years’
2019/2020
Whole School Guidance Key Point: Continuum of Support
Examples of Good Practice
Whole School Choose one or Benchmark for
Guidance Plan: two areas for standards of
Improvement: improvement:
WSGF SSE LAOS
Paul King
Chair of Management of Guidance
Committee - NCGE
Assistant Professor of Education
Dublin City University
John Kiely
Principal
and
Conor Hayes
Guidance Counsellor
The Abbey School
TipperaryThe Abbey School Tipperary Whole School Guidance Planning John Kiely (Principal) Tuesday 27th April 2021
The Abbey School – Relevant
Background
All boys Secondary School – No DEIS but with many similarities
Based in the heart of Tipperary Town
A very positive atmosphere in the school
Excellent student teacher relationships
Super team of teachers who work extremely well together
Drawing from a wide socio economic demographic
Some students are coming from very difficult situations
These issues are sowing the seeds for issues we are facing in school
We are now seeing students from stable environments presenting
with issues as a result of the pandemic.My Role as Principal In Supporting a
Whole School Approach to Guidance
Support for the role and for Conor himself
Our interactions and collaborative approach
He is a great support to me in my role
Our issues are intertwined regularly
Staff Meetings
Hours
Timetable
Allowing the space for the Guidance Plan to be at the Core of
our School LifeAcknowledging the needs of the pupils
The experience of the last year has
Anxiety
Substance Abuse
Alcohol Abuse
Family breakdown
Exposure to and engagement with violence
Disengagement - the list is endless…
A change in focus has been necessary
Academic success is not possible without students being able to
access
Resources have to be focused on the greatest need and this is it right
now for our school.Wellbeing Team
Conor as Guidance Counsellor is the Coordinator
Effective Leadership is essential
A new team with energy, purpose and highly skilled
Brings in the whole school Teaching and Non teaching
staff
Focal point for initiatives
Brings existing practice into the one tent
Acts as a fulcrum around which everything works
The work is daily, weekly and year round.In Summary
When things are not right off the pitch they will never be
right on the pitch.
We must focus on the wellbeing of the individual student
first before we can move on with the academic
achievements
The whole school Guidance plan for me is key to students
achieving their potential in our school.
I am very fortunate to have a top class, super hard
working Guidance teacher in Conor and he will now take
you through in more detail some of the work he is
instrumental in driving in the Abbey.z
The Abbey School
Tipperary
Whole School Guidance Planning
Conor Hayes (Guidance Counsellor)
Tuesday 27th April 2021z
Whole School Guidance Planning
Guidance - Mission Statement
▪ This Guidance Plan has been developed in line with our Mission Statement.
▪ Our school is a centre of learning where Christian values predominate, under the
trusteeship of the Edmund Rice Schools Trust (ERST).
▪ The Abbey School in the tradition of Edmund Rice cares for all its students.
▪ We strive to help each student reach his full potential academically, socially and in
extra-curricular activities.
▪ By our own example we lead students to put Christian values into practice in their
dealings with others.
▪ The guidance plan reflects this respect for the individual in its student centred
approachz
Whole School Guidance Planning
Definition of Guidance
▪ Guidance in The Abbey School refers to a range of learning experiences, provided in a
developmental sequence, that assist pupils to develop self-management skills which will
lead to effective choices and decisions about their lives.
▪ Guidance is viewed as a continuum, an on-going process which begins before the
student enters the school and continues when the student leaves.
▪ While Guidance Counselling is delivered by the professionally trained school Guidance
Counsellor, it is also acknowledged that Guidance is a whole-school approach and
management, teaching staff, year heads, SEN Coordinator, parents and students are all
important stakeholders whose input is welcomed in the delivery of this Guidance
Counselling service.
▪ The students' needs, on which the school Guidance Counselling service is based, can be
grouped under three headings: educational needs, vocational needs and personal needsz
Whole School Guidance Planning
Whole School Guidance Team
▪ Conor Hayes (Guidance
Counsellor)
▪ John Kiely (Principal)
▪ Pat Donovan (Deputy Principal)
In collaboration and partnership
with all staff, students, parents and
other educational stakeholdersz
Whole School Guidance Planning
Whole School Guidance Stakeholders
▪ Whole School Guidance Team
▪ Senior Management/Leadership Team
▪ SEN Team
▪ Wellbeing Team
▪ Student Support Team
▪ Year Heads and Tutor Teachers
▪ Mentor Teachers
▪ Student Leaders
▪ Parents Council
▪ Board of Managementz
Whole School Guidance Planning
Developing a Whole School Guidance Plan
▪ Cornerstones to development: PARTNERSHIP, COLLABORATION,
COMMUNICATION
▪ 2017 – Anchored the development of a new revised plan viewing Guidance
holistically as a whole school approach
▪ It outlines the vision of The Abbey and implementation of Guidance as a
whole school integrated service
▪ Guidance for ALL, Guidance for SOME, Guidance for A FEW
▪ As newest member of staff to Guidance and student support teams, I steered
plan from initiation to implementation while simultaneously motivating
experienced senior colleagues to buy into it and adopt as a practical working
framework document
▪ Reflect and review regularly in our practicez
Whole School Guidance Planning
WSE MLL Report
▪ In addition to the very good support and guidance provided by
all staff to all students, a student support team is proving
valuable in meeting the needs of students identified as
requiring specific supports and interventions. (WSE MLL
Report, 2018,p3)
▪ The approach to the provision of guidance is well balanced
and supports students’ educational, vocational and personal
needs. Provision of timetabled educational and vocational
preparation and Guidance in senior cycle, and the provision of
inputs in junior cycle as deemed important and necessary, are
noted as hugely beneficial. (WSE MLL Report, 2018,p5)z
Whole School Guidance Planning
Area for Improvement “Student Mentoring”
• Student Mentoring at Senior Cycle identified as a development target to
augment student support structure for senior-cycle students
• A few students not reaching full potential and often when flagged, it is difficult to
put strategies in place which induce significant improvement.z
Whole School Guidance Planning
School Self Evaluation – Six Step Process
• 1: Identify Focus: School focus – add an extra layer of student support
in 6th Year by establishing a check and connect system
• 2: Gather Evidence: Evidence gathered from LC class in previous year,
exit questionnaire and focus group. Also informed by progression of
recent groups of LC graduates.
• 3: Analyse and Make Judgments: Working group of staff from Student
Support and Guidance teams assessed results from previous 2 years of
LC, progression to further education tracked and feedback gathered from
students on graduating. It was established students may potentially
benefit from more one-to-one support in addition to support they receive
from Guidance Counsellor, Tutor, Year Head and individual class
teachers.z
Whole School Guidance Planning
School Self Evaluation
• 4: Write and Share Report and Improvement Plan: 6th Year “Check and
Connect” system proposed. Teachers who would act as mentors on a voluntary
basis were identified. These staff members were matched to students through
career and extra-curricular interests relevant to both as far as was possible.
• 5: Put Improvement Plan into Action: Mentors and Mentees linked up. Formal
and informal meetings take place over the year. Mentors briefed on what role
involves. Suggested areas to cover in meetings are disseminated to mentors
• 6: Monitor Actions and Evaluate Impact:Coordinator checks in with a different
mentor and group of mentees each week. Coordinator frequently communicates
with mentors formally and informally. Feedback at regular intervals. Formal
through questionnaires with mentors and mentees. Impact and success of
system discussed with Guidance and Student Support Teams and Senior
Management to establish a roadmap for the following year.z
Whole School Guidance Planning
Student Mentoring Programme
“Check and Connect”
• “Check and Connect” Mentoring system set up in 2019/2020 school
year for 6th Years
• Teachers who volunteer to be mentors agree to check and connect
at regular intervals with 2-3 student mentees they are partnered
with
• Partnerships worked through matching students and teachers with
similar interests, i.e. Accounting teacher paired with two students
interested in studying Finance related courses at third level, PE
teacher with those interested in studying in the area of sport, Ag
Science with those aspiring to careers in Agriculture/Farmingz
Whole School Guidance Planning
Student Mentoring Programme
“Check and Connect”
• Working very effectively, review after year 1, 87% satisfaction rate with
students and 82% with teachers
• Some areas to refine
• Worked particularly well through remote learning during lockdown 1 (March –
June 2020)
• Most importantly students in need of support often flagged earlier and could
be referred to most appropriate member of staff to deal with them or seek
further advice if necessary
• Currently in Year 2 of programme – 2020-2021
• Advantageous in Lockdown 3 and Return to School on 01st March 2020
• Plans to roll it out with 5th Year students in 2021-2022z
Whole School Guidance Planning
Student Mentoring Programme
Structure and Application of LAOS
Quality Framework in Practice
• Dimension: Teaching and Learning
• Domain: Learner Experiences
• Standard: Grow as learners through respectful interactions
and experiences that are challenging and supportive
• Statement of Effective Practice: Interactions among
students and between students and teachers are respectful
and positive and conducive to wellbeing
• Statement of Highly Effective Practice: Interactions
among students and between students and teachers are
very respectful and positive and conducive to wellbeingz
Whole School Guidance Planning
Student Voice Wellbeing Team
Structure and Application of LAOS
Quality Framework in Practice
• Dimension: Leadership and Management
• Domain: Developing Leadership Capacity
• Standard: Promote and facilitate the development of student
voice, student participation and student leadership
• Statement of Effective Practice: Those in leadership and
management roles value students’ views, and support
students’ involvement in the operation of the school.
• Statement of Highly Effective Practice:Those in
leadership and management roles recognise students as
stakeholders, value their views, and ensure their involvement
in the operation of the school.z
Whole School Guidance Planning
Some Advice
• Look at current practice within your school
• Pick one or two areas/initiatives to action for improvement each
year
• Execute one or two areas well instead of starting the process on a
lot of areas that will not see it through to completion
• Stand back and reflect at various intervals
• REMEMBER: Continuous fine tuning will be taking place. You will
make changes along the way. This is what makes the process
enjoyable and most importantly successful!!Michelle Dunne
Guidance Counsellor
Ardgillan College,
Balbriggan,
Co. DublinArdgillan College Whole School Guidance Planning & Looking at Our Schools (LAOS)
Ardgillan College Opened in September 2009 1,012 Students at present Multi-Denominational Co-Educational Patronage Dublin & Dun Laoghaire ETB Emphasis on Care & Support for Students
Mission Statement:
Ardgillan Community College aims to promote a
happy and caring school environment where
pupils are encouraged and supported to reach
their full potential. The emphasis is placed on
quality teaching and learning, positive behaviour
and the pursuit of standards of excellence in all
areas of college activities.Ethos 3 Pillars ◦ Teamwork ◦ Respect ◦ Excellence “Mol an Óige” - Positive Code of Behaviour
From Little Acorns…
1ST YEAR STUDENTS
TOTAL ARDGILLAN STUDENTS 2009
2019Reflecting On Good Practice The Challenges of the past year have put an obvious strain on the delivery of the whole school guidance plan at the standard we would traditionally strive for Pre Covid – building issues Reconnecting with what we do well. Guidance Planning – A Live Document
Examples of Good Practice in Ardgillan Whole School Guidance Team – GC, SPHE/RSE Coordinator Care Team meetings – GC/Principal/DP/Year Heads Delivery of careers classes at TY and 6th year Student one to ones Future Focus Forms Peer Mentoring System: 1st and 6th Year students First Year Induction Program Ardgillan Careers Fair / University Talks / Attending Open Days /Higher Options
Examples of Good Practice in Ardgillan College Past Pupil Committee – peer support 6th years Parents Evenings – LC subject Choice / CAO / Study Skills First Year Leadership Program Motivational Speakers Study Skills Seminar Mental Health Awareness and Promotion events College Awareness Week TY Work Experience
Examples of Good Practice in Ardgillan College Trinity Access Program for Non Linked Schools. “The Innovation Award recognises the creative and innovative ways that schools are embedding a college-going culture. They have active, student-centred programmes that support our 3 core practices of Pathways to College, Mentoring and Leadership in Learning in their school. Innovation Award winners support and encourage their teachers to explore innovative teaching methodologies, engage with other excellent teachers through our Community of Practice and establish Community of Practices within their own schools”
The Planning Process
The Planning Proess
Personal and Social Guidance for All, Guidance for Some or Guidance for a Few
Educational Guidance for All, Guidance for Some or Guidance for a Few
Career Guidance for All, Guidance for Some or Guidance for a Few
Guidance per year group
The Planning Process Step 1: I begin by reviewing our current Whole School Guidance Plan Step 2: I then attended the webinar held by NCGE Step 3: Identified what stage of the process I am at in terms of planning (SSE Stage) Step 4: Continue with the planning by identifying targets for moving forward.
SSE in Guidance Planning
Target 1: Student One to One’s: 6th Year Guidance How do we know this gap exists: Focus Group with 6th Year students highlighted that students got more benefit from these one to one guidance sessions than timetabled careers classes and they feel that 3 appointments would be best practice for them in supporting their pathways to further education and employment. (Currently, 6th years receive 1 or 2 appointments per year)
Looking at our Schools Dimension: Leadership and Management Domain: Leading Learning and Teaching Standard: Manage the planning and implementation of the curriculum Statement of Effective Practice: The board of management and the principal provide a broad and balanced curriculum. Statement of Highly Effective Practice: The board of management and the principal provide a broad and balanced curriculum, making deliberate and informed efforts to meet the needs of the pupils. Informs planning of resources and Guidance Hours for next year.
Looking at our Schools Dimension: Teaching and Learning Domain: Learner Experiences Standard: Pupils grow as learners through respectful interactions and experiences that are challenging and supportive Statement of Effective Practice: Relationships and interactions in classrooms and learning areas support a co-operative and productive learning environment. Statement of Highly Effective Practice: Relationships and interactions in classrooms and learning areas create and sustain a cooperative, affirming and productive learning environment. The positive and strong connection between guidance counsellor and student in the process of future planning is central to the role of the GC and the success of students making suitable choices for post LC.
Target 2: Peer Mentoring at Senior Cycle How do we know this gap exists: Focus group with 6th year students (current and past) highlighted the benefits our current past pupil committee has on students motivation and vision for their future – but that more and stronger connections can be made with current and past students – to include more sector of 3rd level education and employment and to include a more structured framework of peer mentoring support.
Looking at our Schools Dimension: Teaching and Learning Domain: Learner Experiences Standard: Pupils experience opportunities to develop the skills and attitudes necessary for lifelong learning Statement of Effective Practice: Pupils have an age-appropriate understanding of the concept of lifelong learning, and are well disposed to continuing education and training. Statement of Highly Effective Practice: Pupils have an age-appropriate understanding of the concept of lifelong learning, and see themselves engaging in continuing education and training. Improving progression through supportive and meaningful relationships with peers who have journeyed through the same second level experience and gone on to be successful at 3rd level / further education / apprenticeships etc Key motivation factor for 6th years – Future Vision – “Makes learning meaningful”
Cheryl Keeler
Guidance Counsellor
St Dominic’s College,
Ballyfermot,
Dublin 10Whole School Guidance - example of good practice St. Dominic’s College Ballyfermot, Dublin 10
St. Dominic's Secondary School, Ballyfermot, D10.
St. Dominic's College, Ballyfermot, D10.
ETHOS
We in St. Dominic’s are committed to providing a Christian education inspired
by the Dominican motto “truth” which fosters the development of the whole
person.
Develop a curriculum that is
Develop a caring school
flexible, relevant and
community, exercising Encourage students in the
meaningful which ensures
concern and respect for the search for truth, underlined
that all students are
welfare of others in the by Christian and Dominican
challenged to their full
atmosphere of truth, trust and values.
potential academically,
freedom.
socially and spirtually.
Develop, within all our
Recognise and accept
Promote relationships based students, a sense of self-
differences and appreciate
on Christian justice, with worth and confidence, so that
every individual’s
God, the Earth and others. they can make mature and
contribution.
free decisions.
Encourage educational Encourage all students to
partnership with parents and promote self control in their
the local community. behaviour management.
St. Dominic's College, Ballyfermot, D10.“Development of the Whole Person”
It is important that our students and staff have a sense of "belonging" by the promotion of positive
relationships". This we believe will lead to the social, emotional and academic progress of our
students which is central to our moral purpose as a teaching and learning community.
Academically
Justice Dignity
Emotionally
Socially
Sense of Belonging
Self-discipline Forgiveness
Spiritually Physically
We are a school community based on Christian teachings.
St. Dominic's College, Ballyfermot, D10.MORAL Encouraging Young People
PURPOSE To Believe and Achieve
• All Girls Catholic Voluntary Secondary
School under the trusteeship of Le Chéile
• DEIS
• Professional Learning Community
• Highly Committed Staff
• Distributive Leadership
• Constant Drive to Raise Expectations
• Positive Climate in a Caring School
• Promote Active/Engaging/Reflective
Learning and Teaching in the classroom
St. Dominic's College, Ballyfermot, D10.Academic tracking - whole school
approach
• What is it ?
• Tracking students academic progress from 1st through to 6th
year by monitoring results during house exams, setting targets,
reflecting on outcomes and repeating the process over and
over .
• Who is involved ?
• Student, teacher and parents are actively involved in the
process.
• Why we do it ?
• Students are focused on where they are at academically and
where they need to improve
• Compliments guidance plan and process as well as SEE and
DEIS planning.
• Embedded into subject plans (target setting)
• Compliments our mentoring program (purpose to session)Student involvement Students set short term subject specific targets in their journal, which they track and build on to achieve an ultimate end goal/grade. Reflect on their targets and results, how they could have done better or why they have done so well. Set short and long term goals and ultimately thriving towards an end goal. Encourages our school motto of “Inspire- Achieve- Excel”
“Future focus form” This is a more detailed reflection activity that students complete during 3rd year in lead up to their JC and 6th year in the lead up to their Leaving Certificate. So again, students reflect on their performance and the work they have or have not been putting in and then they meet with staff to discuss their responses and to set targets and goals for later in the year - this process is repeated throughout the school year and towards an end goal e.g. JC/LC results. In 6th year there is a focus also on their end goal of securing a place on a specific course.
Teacher involvement Teachers allocate time to set targets with students in each class and the reflect and put plan in place. As part of SSE and DEIS planning - subject departments set targets for each year group these are compared to national average and time is given during CP to implement initiatives to ensure that we are meeting such targets and time to reflect on the targets set and monitor the performance of the student cohort. At the end of each house exam student results are input to VSware and the averages are calculated, points are calculated, performance of the class group are generated and comparisons are made.
Parent involvement Parents can easily access their daughters VSware and they to can track their performance and see how they are doing. They too can compare results and see how they are performing and also view teacher feedback. They can also see the Guidance cousellor’s notes on their daughter’s interests and any recorded data. This promotes a very collaborative transparent approach to the tracking process for staff, parents and students.
Guidance Counsellor involvement The guidance counsellor coordinates the process and reminds staff and students of times when targets need to be set, reflect on results or meet with students etc. The guidance counsellor has a wealth of information on students when it comes to 1:1 appointments and can get a good picture of the student’s academic ability and use this data to advise them of their course options and opportunities. The guidance counsellor adds any relevant information about students’ interests to their VSware, which parents and students can access at any stage.
“Academic tracking”
Benchmark for Standards of improvements to
LAOS
• This activity meets nearly all dimensions and domains of
LAOS both Teaching and learning and Leadership and
management are actively alive during this activity.
• This activity promotes collaboration and interaction
between management, teachers and students.
• This activity is for “all” students yet allows the guidance
counsellor and teachers to identify the needs of “some”
and a “few”.
• The reflection element allows management to identify
supports needed and implement initiatives for staff and for
students.Activity – Reflect on Your School ‘Start, Stop, Continue’ • What evidence do you have? • How can you find out more? • What are your strengths? • What are your areas for improvement? • How can you improve? St. Dominic's College, Ballyfermot, D10.
St. Dominic's Secondary School, Ballyfermot, D10.
St. Dominic's Secondary School, Ballyfermot, D10.
Go raibh maith agaibh !
Discussion / Q & A
www.ncge.ie ncgeinfo@ncge.ie @ncgeguidance
Key Publications NCGE (2017) A Whole School Guidance Framework NCGE-PP- WholeSchoolGuidanceFramework-PDF-EN.pdf Department of Education and Skills (2016) School Self-evaluation Guidelines 2016-2020 Post-Primary School-Self-Evaluation-Guidelines-2016-2020-Post- Primary.pdf (education.ie) Department of Education and Skills (2016) Looking at Our School 2016 A Quality Framework for Post-Primary Schools Looking-at-Our-School-2016-A- Quality-Framework-for-Post-Primary-schools.pdf (education.ie) Department of Education (2020) Circular 0041/2020 Arrangements for Inspection and School Self-Evaluation for the 2020/2021 School Year cl0041_2020.pdf (education.ie)
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