National Centre for Guidance in Education - Whole School Guidance Provision - Examples of Good Practice 27 April 2021 - NCGE

 
National Centre for Guidance in Education - Whole School Guidance Provision - Examples of Good Practice 27 April 2021 - NCGE
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)
National Centre for Guidance in Education - Whole School Guidance Provision - Examples of Good Practice 27 April 2021 - NCGE
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.
National Centre for Guidance in Education - Whole School Guidance Provision - Examples of Good Practice 27 April 2021 - NCGE
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
National Centre for Guidance in Education - Whole School Guidance Provision - Examples of Good Practice 27 April 2021 - NCGE
‘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)
National Centre for Guidance in Education - Whole School Guidance Provision - Examples of Good Practice 27 April 2021 - NCGE
 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.
National Centre for Guidance in Education - Whole School Guidance Provision - Examples of Good Practice 27 April 2021 - NCGE
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
National Centre for Guidance in Education - Whole School Guidance Provision - Examples of Good Practice 27 April 2021 - NCGE
Whole School Guidance
Key Point: Continuum of Support
National Centre for Guidance in Education - Whole School Guidance Provision - Examples of Good Practice 27 April 2021 - NCGE
Examples of Good Practice

Whole School     Choose one or    Benchmark for
Guidance Plan:    two areas for    standards of
                 Improvement:     improvement:
    WSGF              SSE             LAOS
National Centre for Guidance in Education - Whole School Guidance Provision - Examples of Good Practice 27 April 2021 - NCGE
Paul King
Chair of Management of Guidance
        Committee - NCGE

 Assistant Professor of Education
      Dublin City University
National Centre for Guidance in Education - Whole School Guidance Provision - Examples of Good Practice 27 April 2021 - NCGE
John Kiely
      Principal
         and
   Conor Hayes
Guidance Counsellor
 The Abbey School
     Tipperary
The 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 Life
Acknowledging 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 2021
z
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
     approach
z
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 needs
z
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 stakeholders
z
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 Management
z
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 practice
z
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/Farming
z
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 2021-2022
z
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 wellbeing
z
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. Dublin
Ardgillan 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
                                        2019
Reflecting 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 10
Whole 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)
You can also read