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
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
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 email@example.com @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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