InTouch May 2014 - Irish National Teachers' Organisation [PDF]

Issue No 144 May 2014 ISSN 1393-4813 (Print) ISSN 2009-6887 (Online)

Congress 2014 Northern Conference Youth Conference Sick Leave Language Curriculum Consultation Membership Survey

Keeping in Touch Interactive dialogue with members, and key news items

GENERAL SECRETARY’S COMMENT

Pictured at Congress in Kilkenny were Brendan O’Sullivan, INTO President 2013/14, Sheila Nunan, General Secretary, Ruairí Quinn, Minister for Education and Science, Louise Hanbridge, President of CICE Student Union, John O’Dowd, Minister for Education Northern Ireland, and Dr Harold Hislop, Chief Inspector, DES.

Honours maths – it doesn’t add up L

ast month’s announcement by the Minister for Education and Skills that he wanted to see Higher Level Mathematics in the Leaving Cert become part of the minimum entry requirements for initial teacher education got significantly more coverage than it might otherwise have done due to his linking of the issue with a largely female profession. Without this it would perhaps have been noted as just another ‘reform’ announcement. We have known for some time that when it comes to mathematics, the outcomes for Irish pupils are in the average range. What we haven’t had is any meaningful discussion on what to do about it. So in bringing this proposal to the table the minister might just have ignited that discussion. Primary teachers know that teaching mathematics to primary school pupils is complex and challenging work. They are also well aware that it requires a significant knowledge of mathematics. But it is not the knowledge taught and tested in Honours Leaving Cert and that is where Minister Quinn’s proposal falls down.

InTouch May 2014

Many teachers (both male and female!) admit to some knowledge deficits in mathematics. Despite this, the Department has not offered professional development to teachers who want to improve their mathematical knowledge. Funding such courses for serving and trainee teachers would make a real contribution to professional mathematics in a way that an Honours Leaving Cert qualification will not. Real reforms would also include better teaching and learning resources in classrooms, smaller classes where the curriculum, as intended, could be implemented and enough learning support services to make sure that children could get the help they need when they need it. Proposals that tackle real and identifiable problems are required rather than proposals that simply don’t cost.

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Contents Keeping InTouch 3 Editorial Teaching of maths

What you Need to Know 7 • Sick leave changes 9

• Staffing appeals • Draft language curriculum • INTO membership survey • Branch officer training • Poetry competition • 10 things you should know

10 Connect • Presidential Dinner 2014 • Standardised school year • New website search engine

Conferences pgs 33 - 48

Tell us what you think by letter or text message. €50 for best letter published. Keep upto-date via Facebook, Twitter, website or RSS feed

DEIS in rural schools pg 59

INTO News In the News 13 • Sean McMahon – incoming president • Emma Dineen – incoming vice president 14 • John Driscoll – new CEC representative D.12 • Comhar Linn news 15 • LIRE – working for you

16 INTO Learning • CPD packages • Summer programme

Becoming Involved 17 • Three new paid interns appointed for 2014/15 • Trade union training in Cavan

19 INTO Accounts Finance reports to Congress

20 Tributes Tributes to deceased members

21 Membership Plus INTO benefits programme

23 Mental Health Research findings

24 Solidarity • UNESCO Global Monitoring Report Your school year wall planner is enclosed with this issue of InTouch PDST Programme pg 54

InTouch General Editor: Sheila Nunan

circulated education magazine in Ireland.

Editor: Tom O’Sullivan

Articles published in InTouch are also available

Assistant Editor: Lori Kealy

on our website www.into.ie

Editorial Assistants: Selina Campbell, Niamh Corduff, Ashling Lynch Advertising: Mary Bird Smyth, Ashling Lynch Design: David Cooke

31 EI World Conference Second World Women’s Conference in Dublin

endorsed by the INTO. While every care has been taken to ensure that the information contained in this

Correspondence to: The Editor, InTouch,

publication is up to date and correct, no

INTO Head Office, Vere Foster House,

responsibility will be taken by the Irish National

35 Parnell Square, Dublin 1

Teachers’ Organisation for any error which

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Coverage during April

of the individual authors and are not necessarily

Photography: Moya Nolan, Shutterstock

Telephone: 01 804 7700

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The views expressed in this journal are those

25 In the Media

might occur. Except where the Irish National Teachers’

LoCall: 1850 708 708

Organisation has formally negotiated

Email: [email protected] Website: www.into.ie m.into.ie

agreements as part of its services to members,

InTouch is published by the Irish National

any form of recommendation. While every

Teachers’ Organisation and

effort is made to ensure the reliability of

distributed to members and educational

advertisers, the INTO cannot accept liability for

institutions. InTouch is the most widely

the quality of goods and services offered.

inclusion of an advertisement does not imply

INTO Advice 27 Wellbeing How passionate are you about what you do?

Leadership 28 • SNAs – new circular 29 • PORs – Marking scheme

InTouch May 2014

The school dinosaur garden pg70

Youth Conference 33 INTO Youth Conference

Northern News 47 Northern Conference

Reports and pictures from the INTO Youth Conference held in March

Congress 2014 37 President’s Address Don’t talk down the education system says Brendan O’Sullivan

38 Ministers’ Speeches Ruairí Quinn, Minister for Education and Science and John O’Dowd, Northern Minister, address Congress. Also Brian Cody’s addresses delegates.

39 General Secretary’s Response Sheila Nunan responds to ministers. Also Anne Marie Lillis, Chair, LGBT, addresses delegates.

Reports and pictures from 146th Northern Conference

49 SEN Survey of members in North on SEN within schools

Newsdesk

Teaching Matters 59 DEIS in Rural Schools Evaluation of the School Support Programme under DEIS

61 Math Problem Solving First part of a two part article by Tracy Curran on math problem solving

62 Fulbright Programme 51 • PDST Leadership courses 52 • New Irish language scheme for schools • PDST/WCEC First steps course in Cork 53 • Cumann na mBunscol news and competition 54 • PDST programme of support 2014/15 57 • Viking Ireland – new educational resource from Mary I

Garret Sweeney on teaching Irish in Connecticut

63 From Lecture Hall to Classroom

Resolutions adopted in public and private sessions

66 Dance

70 SESE Tips Paddy Madden’s school dinosaur garden

46 Vox Pop From first time delegates to Congress

Upcoming events

78 Comhar Linn Crossword Plus retirement gifts for teachers

79 Scoilnet Panel Plus other resources for schools Maths problem solving pg61

Claire Heneghan says play opportunities at school can make a difference

Creating, sharing and publishing

44 Congress in Pictures

77 Noticeboard

64 Childhood Obesity

69 PDST Tips

43 Congress summary

Finishing Touches

The Droichead pilot scheme

Ideas for dance with third and fourth classes from Cara Morrissey-Gleeson and Dorothy Morrissey

40 Resolutions

• On the cover Sick Leave

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Language Curriculum Consultation

7

Membership Survey

9

Youth Conference

33

Congress 2014

37

Northern Conference

47

74 Resources from COGG Eolaíocht agus spioradáltacht

• Cover pic CEC and delegates listen as Brian Cody, Kilkenny Hurling Manager and INTO member addresses Congress Photographer: Moya Nolan

InTouch May 2014

May 2014

Dance for 3rd and 4th classes pg66

75 Reviews Brian Boru, rugby and a novel project from Durrow NS

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Keeping InTouch

Sick leave changes effective from 1 September 2014 The culmination of two Labour Court hearings, in July 2012 and December 2013 respectively, the passing of the Public Service Management (Recruitment and Appointments) (Amendment) Act 2013, which provided the Minister for Public Expenditure and Reform with the power to make regulations that set out the specific details of the new sick leave scheme and the signing of the Regulations under Statutory Instrument (SI) No. 124 of 2014 by the same minister on 6 March 2014, means the new sick leave scheme will come into effect for all teachers from 1 September 2014. The new scheme, while basically similar in nature to the existing one, i.e. teachers will be paid while on approved sick leave for a specified period of time, does contain a significant number of alterations that will have a major impact on members who find themselves having to deal with an illness from this date. There is no hiding the fact that the ultimate aim of the new scheme is to make fundamental systemic savings into the future. However, it can also be said that for some members, particularly those who will be facing lengthy periods of illness, the new scheme can bring a certainty to the receipt of a level of sick pay over a longer period of time than heretofore.

The existing scheme had the benefit of full pay for 12 months within a period of four years (48 months) but, at the end of the 12 months, members were faced with the prospect of no pay while still out on sick leave for anything up to a further two years. The basic benefits of a sick leave scheme to consider are (a) how long will I be paid during the period of absence? (b) for how long will my job be protected while I’m out sick? In relation to the new scheme, the answers to these questions are as follows: a One of the principal changes within the new scheme, is that the period of pay while absent on sick leave has, in fact, potentially been extended. It’s the rate of pay, however, that has been reduced for periods of time, i.e. that in excess of three months for an ‘ordinary’ illness and six months for a ‘critical’ illness. As a general rule, teachers will be on half pay for periods in excess of the full pay thresholds and, finally, should the absence continue, a further period of Temporary Rehabilitation Pay (TRP) may apply. This pay is initially based on the teacher’s pensionable service accrued to that date and, therefore, will be akin to a pension for the duration of the period allowed.

Staffing appeals for 2014/15 The next meeting of the Primary Staffing Appeals Board, to deal with appeals for the 2014/15 school year, will be held in June. The closing date for submission of appeals is Friday, 30 May 2014. Appeals must be submitted to

Primary Allocations Section, Department of Education and Skills, Athlone, on the standard application form (Appendix F, Circular 0007/2014). This is available under ‘Circulars’ in the ‘Popular’ box on the INTO website.

b Under the new scheme, the maximum permitted sick leave absence will be 48 months in the case of a teacher with a critical illness, i.e. six months on full pay, six months on half pay and up to 36 months on Temporary Rehabilitation Pay. The Occupational Health Service (OHS) will continue to have a significant role in the process and there is also a more active role envisaged for the board of management of the school. Other new concepts are the Critical Illness Protocol and the Dual Look-Back. Finally, for those members who find themselves absent on sick leave when the new arrangements come into force, it has been agreed that they will continue to avail of the current sick leave arrangements. The INTO plans to have a series of information initiatives rolled out in the coming months, beginning with a nationwide series of seminars in May and June for principal teachers and INTO school representatives, i.e. those respectively, who are most likely to be operating the revised scheme and involved in advising members at local level.

Information seminars on sick leave The INTO has organised a nationwide series of seminars on the new sick leave arrangements. Check the INTO website for one near you.

Draft Primary Language Curriculum – consultation The NCCA has prepared a draft revised primary language curriculum for all children from junior infants to second class in English-medium and Irish-medium schools. The revised language curriculum can be seen in the context of feedback from teachers regarding the 1999 curriculum, particularly concerning overload, and in the context of the Literacy and Numeracy Strategy (DES 2011), which recommended a review of the curriculum, particularly in infant classes. The Strategy also recommended that the curriculum be revised to clarify the learning outcomes to be expected of all learners. Copies of the NCCA Draft Primary InTouch May 2014

Language Curriculum for English-medium schools and Dréacht-Churaclam Teangacha na Bunscoile for Irish-medium schools can be found on the NCCA website (www.ncca.ie). We encourage teachers to read the material and complete the online questionnaire on the NCCA website. Have your say In order to provide a forum for members to discuss the revised language curriculum, the INTO will hold a number of consultation meetings around the country. These meetings are being arranged at district level and further details can be found on the ‘Events Calendar’ of the INTO website. Further

meetings will be added to the events calendar when confirmed. INTO Education Committee members will facilitate the discussions. Feedback from the discussions will inform the INTO’s response to the draft revised language curriculum for infants to second class. Members who cannot attend the INTO consultation meetings and who are interested in the topic are also welcome to complete the feedback form and send it to Claire Garvey in Head Office ([email protected]). The form is available both as a pdf and Word document. The consultation period closes on Friday 30 May. 7

Keeping InTouch

INTO membership survey – views and challenges The INTO membership survey of November 2013 has revealed members’ key concerns and priorities for themselves and the INTO. Professor Howard Stevenson, with a background in work with teacher unions in Britain, is to complete a full survey report shortly but an initial summary was presented at Congress 2014. Taking Stock This work was a taking stock after a difficult and intensive period, with a view to looking at ourselves through a large survey, with discussion of findings and about implications for INTO priorities. The total number of survey responses from members was 3,220, from every INTO district North and South. The response rate from the Republic of Ireland was 22%, regarded as very high, twice the rate for the North. The returns show that the survey captured the age, gender and promotion profiles of our membership. Findings Among key findings in the initial summary report are: • Members have significant confidence in the INTO’s ability to represent them on workplace issues, and 69% of respondents agreed that

INTO campaigning is influential in protecting education services. • When asked to rank the INTO’s functions by their importance, unsurprisingly “INTO as a negotiator of my pay and conditions” comes out top, with other high-ranked items including the INTO as a voice with the DES and as an advocate for primary teaching. • When ranking, in order of importance, future priorities for the INTO, respondents again scored pay and conditions strongly, but also gave high rankings to having learning resources and time (both recurring themes throughout the survey). • The priority “Giving equal priority to professional issues and pay/ conditions issues” ranked fifth of 15 priorities, with classroom teachers and those aged 35 years and under giving this item higher ranking. Where to from here? The full survey report will be available within a few weeks. The Central Executive Committee (CEC) proposes to make this available to all members through our website. In addition, the CEC will formulate questions based on the findings which INTO District Committees will be asked to consider at their AGMs in June.

Summary and issues for consideration The survey highlights the difficult conditions that face primary school teachers in the Republic of Ireland at the current time. It illustrates the inevitable impact of rising workloads, coupled with falling pay and insufficient time and professional development to respond to a stream of new initiatives. In addition, teachers feel as though their professional voice is often not listened to on key

aspects of education policy and reform. In his comments in the initial summary report, Professor Stevenson highlights the following as areas the INTO needs to consider, based on the findings: • To determine campaigning priorities at both a generic and specific level. • To recognise the diversity, and diverse needs, of the membership in deter-

mining organisational activities. • To explore the increased use of technology to engage members in diverse ways. • To engage local activists in a selfreview of organising activity such that lay officers learn from each other and good practice is shared.

Training for new branch officers A training seminar for new branch cathaoirligh and secretaries, elected at branch AGMs in January, and who took office at Annual Congress 2014, will be held in the INTO Learning Centre, 38 Parnell Square, Dublin 1, on Thursday 15 and Friday 16 May. The training will include discussion on current issues with INTO general secretary, Sheila Nunan, modules on the role of cathaoirligh and branch secretaries, and dealing with INTO finances. Other modules will deal with branch organisation, effective meetings, and the use of information technology at branch level. Full details of the training are posted on the INTO Officer Extranet and an email has issued to all branch secretaries.

Séamus Heaney poetry competition The INTO is delighted to announce that the winners of the INTO Séamus Heaney Poetry Competition are: English category: The Sheepshearer by Alison Burke, Raphoe Branch. Irish category: Pietá by Marie Whelton, Dublin North Bay. There will be an awards ceremony for the winners early in the new school year.

See INTO website for further information

10 THINGS you should know 1

Coverage of INTO Annual Congress, INTO Northern Conference and the recent INTO Youth Conference are all contained in special supplements in this issue.

2

The INTO is organising an extensive series of information seminars on revised sick leave arrangements for public servants. See page 7 and the INTO website for further details.

3 4

30 May is the closing date for appeals under the Staffing Circular for 2014/2015. The DES has issued a comprehensive circular on the Special Needs Assistant Scheme and

InTouch May 2014

details are outlined on page 28 of this issue.

5 6

The DES has also issued a circular on the revised arrangements for appointments to posts of responsibility in schools. See page 29.

8 9

If you are a newly appointed principal then you should sign up for the MISNEACH programme run by PDST. Details are on page 51.

The NCCA has issued a draft discussion document about a revised language curriculum for primary schools. The INTO will be holding consultation meetings. See page 7.

A survey of INTO members has highlighted the difficult conditions faced by teachers in recent times. It also confirmed the high level of confidence in the INTO to represent their interests. See page 9 and the INTO website for more.

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10

The grace period under the Haddington Road Agreement for public servants to retire has been extended from 31 August 2014 to 30 June 2015.

The winners of the Séamus Heaney poetry competition are printed on page 9 and an awards ceremony will be held early in the new school year.

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I dteagmháil

New search engine for INTO website We hope that members have found the new search engine launched last month makes navigating the INTO website and extranets much more user friendly. Did you know that you can refine the filters to make finding information even easier?

District XI INTO invite you to the

Tips on using filters to refine results Left menu • Search by section: allows sorting of results within the relevant sections of the website. • File extension: allows search results to be sorted by file extensions, eg .doc (Word documents). • Modification date: refines search results by date. • Advanced search: click on ‘Advanced Search’ under the main search box to further refine search results.

INTO Presidential Dinner 2014 to celebrate the election of Sean McMahon as President of the INTO Right menu • Search by relevance: search results are automatically sorted by relevance, users have the option to change this to a date search by clicking on the word ‘Date’ on the right of the results page.

Venue: The Armada Hotel, Spanish Point, Co Clare Date: Saturday, 18 October 2014 Tickets: €70 Ticket information from Mary Curley (Secretary, Organising Committee)

Reminder: INTO Members’ Draw on 6 June Please support the annual INTO Members’ Draw. Tickets cost €10 each and were sent to your staff representative. Top prize is a Toyota Auris and there are nine cash prizes to be won. Tickets must be returned

Presidential Dinner 2014

to INTO Head Office by Friday 6 June 2014. Any queries, please contact Georgina Glackin at 01 8047745. All proceeds from this draw will be used by CMRF to purchase Trilogy ventilators.

Mobile: 086 6054336 Email: [email protected] Please make cheques payable to District XI Presidential Dinner

Standardised school year Dear Editor, It is with dismay and annoyance that I read of the standardised school year for 2014/15 and 2015/16. Traditionally the second term started on 7 January after ‘Little Christmas’. Why has this been changed? Why fix something that is not broken? The feast of the Epiphany is a significant church holiday, not just in Ireland but across Europe. Why is it now disregarded? Will we next be asked to work on Christmas Day or Easter Sunday? The majority of the primary schools in the Republic of Ireland have a Catholic

ethos and therefore should not be open on 6 January. Does our Catholic ethos mean nothing anymore? It seems to me that this ethos is being eroded and downgraded year by year. I would like to know who is the instigator of these changes? Why have the members of the INTO not been consulted? I totally reject such changes and I call on the ordinary members of the INTO to make her/his views felt. Yours sincerely, Bernadette McCarthy, B. Ed., Mohill Branch

School year planner The INTO school year wallplanner is being distributed with this issue of InTouch. A downloadable pdf of the planner is also available on the INTO website in the School Year section.

Tell us what you think … Have you something to say about an article you have read in InTouch, or is there an issue on which you want to communicate with others? Email [email protected] or write to the Editor, InTouch, INTO, Vere Foster House, 35 Parnell Sq, Dublin 1. Mark all such communications ‘for publication’ and give a contact telephone number and your INTO membership number. Long letters may be edited.

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InTouch May 2014

INTO News The Irish National Teachers Organisation … who’s who, what’s new, and what’s happening

Sean McMahon – Incoming President 2014-2015 The new president of the INTO is Sean McMahon, Principal, Mullagh NS, Co Clare. Sean attended primary school in Coore NS and completed his secondary education in CBS Ennistymon, Co Clare. He then attended Mary Immaculate College of Education in Limerick, graduating as a primary teacher in 1979. He worked in a number of different roles as a primary teacher. His teaching career began in 1979 in Rathdowney BNS, Co Laois, teaching fifth class. In 1980 he moved to Annagh NS, Miltown Malbay, Co Clare, teaching third to sixth class, in what was then a two teacher school. This marked the beginning of years of campaigning for more support for small rural schools. During his career, Sean attended University College Galway for three years, gradu-

ating with a Masters in Rural and Community Development in 1989. His thesis dealt with the implications of school amalgamations for rural communities, an issue that has reemerged recently as a major challenge at primary level in Ireland. He also completed a H.Dip in Education in UCG in 2004 and helped other schools to improve their school planning by working as a part-time tutor for a number of years. In 1990 Sean was appointed as teaching principal of Mullagh NS where he continues to teach fulltime as well as being principal teacher. Sean has been actively involved in the INTO since the 1980s, initially as school

staff representative. He has represented Clare, Tipperary and Waterford on the CEC of the INTO since 2007, serving 17 branches from ‘Loop Head to Hook Head’. Before that he was a member of the Principals’ and Deputy Principals’ Committee. He has also served as secretary and chairperson to the West Clare INTO Branch. During his time on the CEC he has represented INTO members to schools management and the DES. He has a particular interest in the difficulties facing small rural schools and the challenging role of teaching principal. Sean is married to Gerardine who is also a primary teacher.

Emma Dineen – Incoming Vice President 2014-2015 The new Vice President of the INTO is Emma Dineen, Principal, Cloghroe NS, Inniscarra, Co Cork. Emma attended primary school in Dripsey NS and completed her secondary education in St Aloysius Secondary School, Cork City. She then attended University College Cork, where she studied Irish and history, followed by a post-graduate course in St Patrick’s College, Dublin, graduating as a primary teacher in 1978. Emma began her teaching career, like many in the early eighties, doing substitute work in her native county. In 1980 she was appointed to St Senan’s, Cloghroe, where she has taught every class level including learning support and resource, spending many years teaching sixth class. Emma was actively involved in extracurricular activities in her school and parish, coaching camogie, hurling and football, as well as helping to produce musicals and

InTouch May 2014

prepare quiz teams. She believes in every child’s right to a holistic education. In 2011, Emma was appointed principal of this 30 teacher school. She is an avid advocate of allowing principals to progress the teaching and learning in their schools and not be overburdened by administration. Emma has always had a very keen interest in educational matters and has completed a Masters in Education in UCC. When the Revised Curriculum came on stream in the nineties, Emma was on the NCCA committee for PE. Subsequent to this, the Primary Support Service was established and Emma was seconded from her school to prepare and deliver the English and art curricula. She is currently a member of the Early Childhood and Primary Board of NCCA.

Emma has been actively involved in the INTO since the 1980s, initially at branch level in Coachford Branch where she was staff representative for her school, and later cathaoirleach of the branch. After her first Congress in Ennis she became hooked on trade union matters and rarely missed a congress since. From 2000 to 2005, she was the District 12 representative on the Education Committee. She has represented Cork city and county, south of the River Lee and west to the Beara peninsula on the CEC since 2006. During her time on the CEC she has represented INTO members to schools management and to the DES. Emma’s partner is Con and her three children, Edel, Joanne and Tim are all working, two as primary teachers.

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Nuacht CMÉ

John Driscoll – New CEC Representative for District 12 John Driscoll is assistant principal in Star of the Sea Primary School, Passage West, Co Cork. This school was formed in 1999 as a result of an amalgamation of St Mary’s NS and Scoil Cholmcille, where John began his teaching career. An early introduction to the INTO came when he became staff representative soon after his first appointment. A training course in Cork left a lasting impression of the strength and value of the INTO. John’s involvement at branch level included terms as cathaoirleach and secretary of Cork City

South and as secretary of the new Cork City South-East Branch. He has also served as district tutor, planning and providing training courses for NQTs and staff reps. In recent years he has served on the Accounts Committee as secretary and since 2012 as cathaoirleach. John has always believed in the importance of members receiving up to date and relevant information pertaining to their working conditions and entitlements. He hopes to continue this in his new role at CEC level.

Comhar Linn draw winners February 2014 Car – Toyota Auris: Donal Ó Ciaráin, Rushbrook Convent of Mercy NS, Cobh, Co Cork.

March 2014 Car – Toyota Auris: Una Chambers, Sacred Heart NS, Sruleen, Clondalkin, Dublin 22.

Cash €1,500: Kevin Munnelly (Jnr), Canon O’Hanlon Memorial NS, Sandymount, Dublin 4.

Cash €1,500: Muirne Lawlor, St Joseph’s NS, Avenue Road, Dundalk, Co Louth.

Weekend for two in Jury’s Inn: Meave Scully, SN Ard Mhuire, Ballsgrove, Drogheda, Co Louth. Frances Richardson, Blanchardstown, Dublin 15.

Weekend for two in Jury’s Inn: Ita C. Teegan, Scoil Bernadette Special School, Bonnington, Montenotte, Co Cork. Anna Maria Casey, Convent of Mercy, Newport, Co Tipperary.

Dónal Ó Ciaráin, the February winner from Rushbrook Convent of Mercy NS, Cobh, is pictured with his wife May, collecting their car.

Comhar Linn bursaries

Unfortunately there were errors in the list of Comhar Linn Bursary winners published in the March issue, the correct list is published below: Ian Duggan, Hibernia College, H.Dip in Primary Education. Mary Creedon, St Patrick’s College of Education, B.Ed.

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Aileen Denise Kearns, Mary Immaculate College, Postgraduate Diploma in Education. Dervila M Kelly, Mary Immaculate College of Education, B.Ed. Fiona Ni Dhonnchu, Colaiste Mhuire, Marino, B.Ed. Blaithin Jones, Colaiste Mhuire,

Una Chambers , Sacred Heart NS, Sruleen, Clondalkin, Dublin 22, was our March winner.

Marino, B.Ed. Sean Smyth, University of Limerick, Business. Maeve Doherty, Dublin City University, Science Education. Katie Lyons, IADT, Creative Arts Animation. Helen Roycroft, University College Cork, School of Education.

Stephen Howard, Dublin City University, Education. Brendan Walsh, University of Hull, Education. Shay Kinsella, St Patrick’s College, History. Louise Kidney, Open University, Psychology. David Mulkeen, University College Dublin, Architecture.

InTouch May 2014

INTO News

Working for you The Legal, Industrial Relations and Equality (LIRE) Section deals with queries from members in a variety of areas, including staff relations, child protection, queries on legislation, complaints and disciplinary matters. 1,883 queries came to the section through the INTO queryline and query management system during 2013. The graph below shows the increasing number of queries dealt with over the past four years.

LIRE queries over four years Section personnel analysed the queries over two separate periods during the year, to establish whether the queries came from principals/deputy principals or teachers. The figures (fig. 1) indicate that 38% of queries came from principals/ deputy principals. (20% of membership in ROI are principals and deputy principals). More than 10% of those queries required several interactions and correspondence between the member and section staff. Dealing with these queries often takes considerable time due to the complex and sensitive nature of these matters. A rota for responding to queries applies which enables effective response and follow up. In accordance with the INTO Service Charter in relation to query management, we aim to respond to queries the day they are received or within 24 hours. Queries in relation to serious matters such as child protection and disciplinary matters are prioritised and dealt with as soon as possible. Casework In addition to the LIRE section’s work dealing with queries, officials Anne McElduff and Deirdre O’Connor, supported by interns Hazel O’Connor and Andrew Bowen and the administrative staff in the section, and in conjunction with the relevant CEC representatives, engage with members on individual cases. InTouch May 2014

Legal and Industrial Relations (left to right): Deirdre O’Connor, Senior Official; Collete Cassidy, Clerical Officer; Niamh Cooper, Executive Officer; Andrew Bowen, INTO Intern; Anne McElduff, Assistant General Secretary; Fergal Mawe, Clerical Officer; David O’Sullivan, Official; Audrey Cullen, Administrative Officer; Hazel O’Connor, INTO Intern.

Fig. 1: Queries principals/ deputy principals and teachers

Fig. 2: Breakdown of case work by subject from January 2013 to January 2014.

Members were advised, supported and represented in cases of parental complaints, staff relations, disciplinary matters and where complaints were made to the HSE and/or gardaí. As can be seen from the graph above (fig. 2), disciplinary procedures and parental/HSE complaints made up a large proportion of this work. In some cases, officials were involved in supporting, advising and representing a member over a period of several months. Approximately 40% of all casework is on behalf of principal teachers.

Policy areas The LIRE section also works on a number of policy areas. These include legislation which impacts on schools and teachers, the Teaching Council, liaison with school management, child protection issues, bullying, and health and safety. Until Congress 2014, the section also dealt with equality issues. From Congress, school leadership issues, including liaising with the INTO Principals’ and Deputy Principals’ Committee will be included in the section’s remit.

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Nuacht CMÉ INTO LEARNING

CPD packages INTO Learning provides a wide range of member professional development. Currently there are a variety of CPD packages available for whole staff collaborative learning during Croke Park hours. Two of these particular packages consist of a series of three multi media presentations spanning between four and six hours of staff learning. Take a new look at maths problem solving This three session CPD package exploring maths problem and seeks to enhance and develop approaches schools currently use to teach and support children with maths problem solving. Session 1 focuses on problem solving as a process not a product, not a correct answer. It will explore a variety of problem solving strategies and approaches. Session 2 will focus on developing maths eyes that is looking at the immediate school environment and our curriculum for the potential to reinforce mathematical concepts, to provide real life contexts for problem solving and to support pupils in making connection with their learning in numeracy. Session 3 will focus on building and supporting mathematical language and mathematical thinking in particularly in eliciting, supporting and extending such thinking. The package is designed by practising teacher, and INTO Education Conference presenter, Tracy Curran. The package also contains many videos showing good practice in action in Irish classrooms. Each session lasts 90-120 minutes depending on whole staff size, discussion activities will take larger staffs longer. The three sessions can be scheduled at a school’s convenience over a number of weeks or months. The package costs €100 and is currently available. School self evaluation A similar three session CPD package on

school self evaluation is also available. Sessions Session 1 explores what is meant by school self-evaluation and outlines the process including the DES requirements. It explores the School Self-Evaluation Guidelines and how they can be used to support your school. Particular emphasis is put on understanding what evidence of teaching and learning is and on methods to gather such evidence in your school (Step 1 of SSE). Gathering evidence allows for the process of analysing where your school is at (Step 2 of SSE). At the end of the session you will draw up an action plan that will take you from where teaching and learning in your school is at to being ready to sit down and analyse your evidence. You can allocate further Croke Park hours to complete the actions in your plan. The session is appropriate for schools focusing on either literacy or numeracy. Session 2 in this SSE series focuses on ‘Step 3: Making Judgments about Strengths and Areas for Improvement with Reference to the Evaluation Criteria’. This involves analysing your evidence and identifying strengths and weaknesses from this evidence. It also explores identifying areas for improvement in your focus area. Session 3 focuses on ‘Step 4: Writing the School Self-Evaluation Report’, ‘Step 5: Devising a School Improvement Plan (SIP)’ and ‘Step 6: Implementing and monitoring your SIP’. This includes taking a realistic approach to prioritising, setting targets and deciding upon appropriate and deliverable, timebound actions to reach these targets. This package also costs €100 and includes online facilitation. Other single session packages (€25) available include: • Literature Circles. • Child Protection. • Comprehension. • Bookmaking.

INTO Learning Summer Programme INTO Learning is offering a wide range of online, face-to-face and blended summer courses. A staffroom poster detailing these courses is contained with this month’s pack of InTouch magazines.

INTO Senior Official Alison Gilliland with Tracy Curran, designer of the INTO Learning Maths Problem Solving CPD package and summer course

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InTouch May 2014

INTO News

New INTO interns appointed for 2014/15 Fiona Elizabeth Enright Fiona Elizabeth Enright is from the village of Foynes, West Limerick. Having received a primary education in Shanagolden NS, Fiona progressed to Coláiste Mhuire Secondary School in Askeaton. Fiona had always dreamed of becoming a teacher, so she was thrilled to begin her teacher education in Mary Immaculate College, Limerick. Fiona graduated from Mary Immaculate in 2008 with a Bachelor of Education (Hons) and began teaching fifth and sixth class in her local primary school, St Senan’s NS. In 2008, Fiona also joined the Mary Immaculate Masters programme. Upon achieving her Masters in Education (Hons), Fiona began a second masters programme with the University of Ulster. She will graduate from this

Elizabeth-Ann Kirwan

programme in July with a Masters in Education with Specialism (Leadership). Fiona has been an active member of the INTO since 2008, becoming a teachers’ representative for her school in 2009, working with both the Rathkeale and Glin branches in District XIII.

Elizabeth-Ann Kirwan is from Dublin and is currently working in Scoil Naomh Lúcáis in Tyrrelstown, Dublin 15. She graduated from UCD with a B.A. (Hons) in French, History and Gaeilge. Elizabeth-Ann also holds an M.A. (Hons) in European Studies from UCD and a Diploma in Law (Hons) from DIT. She graduated from St Patrick’s College, Drumcondra, in 2010 with a Postgraduate Diploma in Education (Hons). Elizabeth-Ann also represented the college in 2010 in France as part of a student teacher exchange initiative. She runs a voluntary French club at her school. She has an active interest in languages, reading and

current affairs. Elizabeth-Ann has been active in the INTO since her first year as an NQT in 2010. She is a member of the Blanchardstown Branch in District XV and has served on the Branch Committee for two years.

Aileen Lynch Aileen Lynch is a native of Ennis, Co Clare, and has been living and working in Offaly for the past six years. She has been teaching in Scoil Mhuire agus Chormaic, Kilcormac, since graduating from Mary Immaculate in 2008. During her time in the school, she has been responsible for Gaeilge, ICT, and set up and maintenance of the school website. She also completed the Reading Recovery programme in 2013. Aileen has been active in the INTO

since qualifying and is currently chairperson of the Tullamore Branch, District VII. She has been a delegate to Annual Congress for the past five years and feels strongly that participation and activism among members is key to a successful, vibrant union. Aileen is a member of the Dingle Fife and Drum Band through family connections in the area. She is also a keen GAA supporter and thankfully has had great cause to attend matches in the past few years!

TRADE UNION TRAINING

Becoming involved Pictured at a recent ‘Becoming Involved in the INTO’ seminar in Cavan were: Claire Rahilly, Wexford Branch, Aoife Cawley, Blanchardstown Branch, Beatrice Shanley, Longford Branch, and Mary Hennessy, Curragh Branch. Topics covered included current issues in primary education, INTO structures and activities, legal and industrial relations services and conditions of employment. Further seminars are planned in the coming months. Keep an eye on the INTO website for updates.

InTouch May 2014

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INTO News

INTO accounts – information and insights: Article 7

Finance Reports to Annual Congress 2014 INTO Annual Congress in Kilkenny at its opening session approved the INTO Financial Report for 2013 and the independent auditor’s report. Congress also agreed the Report of the INTO Accounts Committee. Congress documents Each delegate to INTO Annual Congress received (in hard copy) the Financial Reports and Condensed Financial Statements for the year ended 31 December 2013. This eight page document includes a report from the general secretary and the deputy general secretary/general treasurer on finance-related matters, the independent auditors’ report on INTO financial affairs and the main INTO accounts. The accounts include an income and expenditure statement for the year 2013, a balance sheet and cash flow statement and an accumulated account in respect of each of the INTO’s ‘Funds’ (see InTouch November 2013, page 15, on the various INTO funds under Rule). In addition to the Condensed Financial Statements, a fuller set of INTO accounts was available as a background document to all Congress delegates and formed the basis of the independent audit and examination by the Accounts Committee. Financial outcome 2013 – key features The following are some of the key features of the Accounts as reported to Congress 2014: • In the opinion of the independent auditors Mazars (Chartered Accountants and Registered Auditors) the INTO financial statements “give a true and fair view, in accordance with generally accepted accounting practice in Ireland, of the state of the affairs of the Organisation as at 31 December 2013”. • While INTO membership increased by over 350 in 2013, subscription income was up only marginally due to the effect of subscription cuts implemented in 2011 and in 2012. • Overall, the INTO had a net surplus for 2013 of €405,000, substantially down on the surplus for the previous year. • Revaluation of investment properties and impairment of their value were significant factors in reducing the surplus. • The consolidated balance sheet at 31 December 2013 showed an Organisation value of just over €10 InTouch May 2014

Financial Statem ents Condensed

2013

million. The majority of the INTO funds for 2013 were in surplus; deficits were noted in the Benevolent Fund due to increased pay-out of grants, in the Capital fund due to revaluation of INTO properties in Dublin and on the extended INTO offices in Belfast and in the area of professional development. In his financial report to Congress 2013, Noel Ward, General Treasurer, referred to continuing significant expenditure on legal costs which had decreased in 2013 but which had an element of unpredictability. He outlined in detail the current position regarding INTO properties including investment properties, and also set out the regime under which expenses payments for national committees are regulated in INTO. In its report to Annual Congress, the Accounts Committee set out its advice and recommendations in respect of specific funds and areas of INTO expenditure. On the general financial position of the INTO, the committee referred to the on-going judicious management of our Organisation finances.

Branch funding INTO Congress 2014 also considered in detail a report on the funding of INTO branches. Congress adopted the report which includes improved funding of branches between 75 and 130 members. This category of smaller branches has had particular challenges and the funding report aimed to develop a reasonable and fair mechanism to resource branches of all sizes.

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Nuacht CMÉ TRIBUTES

Gemma Wall (neé Butler) The passing of Gemma Wall was a terrible blow to those privileged enough to have known her. A native of Waterford city, she fulfilled her lifelong dream of becoming a teacher. She trained in Wales and returned home to begin her teaching career in St John of God’s Primary School. She joined the staff of St Saviour’s National School, Ballybeg, in September 2008 where she remained for the duration of her tragically short career. She was a dynamic and enthusiastic teacher, full of energy and fun. Her classroom was always a hive of activity. Gemma always had the best interests of her students at heart and could inspire the most reluctant of learners. She taught both second and sixth classes and took the preparation of sacraments in her stride. She was an

avid user of technology and was always willing to incorporate new methodologies into her teaching. Her love of art was evident in the classroom and around the school. Gemma was a fitness enthusiast and ran on a regular basis. She had a great sense of humour and a very optimistic nature. She enjoyed cooking and baking and her treats often ended up in the staff room, to the delight of her colleagues. Gemma was an inspiration throughout her illness. Her good humour and positive outlook amazed those around her. We were devastated to learn of her death in November. Our loss, however, is nothing compared to that of her loving husband, James, her daughter Sophie, her parents, Martina and Liam and her sister Sarah. Gemma made a difference and life is different without her. Ar dheis Dé go raibh a hanam uasal. From the staff of St Saviour’s National School, Waterford.

Phil Courtney (nee O’Donoghue) Phil Courtney (nee O’Donoghue) graduated from St Patrick’s College of Education in 1980. She spent all her teaching career in Co Louth, first working in Congress Avenue, then nine years in St Patrick’s NS, Bothar Brugha, Drogheda, two years in Tullydonnell NS and from September 1992 to November 2012 in Cartown NS, Termonfeckin. Phil was a born teacher, she loved the classroom. She recognised the uniqueness of each child in her care, fostering in them a great sense of self-worth. Parents of children in Phil’s care could always be confident that their child was taught by a teacher of the highest calibre and a true professional. She was a wonderful colleague to all of us who had the pleasure of working with her. We especially remember Phil as a wonderful presence in the staffroom, both professionally as a teacher and a true friend. In addition, Phil was a great mentor and example to newly qualified teachers as the school grew over the years. Phil had been taught through Irish in her primary school in Glenflesk near Killarney and she instilled a love for the Irish language and

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culture in her pupils. She organised Seachtáin na Gaeilge and taught Irish set dancing, tin whistle and many traditional songs. Phil is sadly missed by her husband James and daughters Ruth and Anna and all her family. Phil’s roots were in Kerry. Most Septembers she played host for ‘Up for the Match’ to her family from the Kingdom. A surprising number of children from the Cartown area sported Kerry jerseys during their year in Mrs Courtney’s class – some even ordered them from Santa. Phil’s other great love was music both professionally and socially. She sang with local Drogheda choirs, St Peter’s and Tredagh Singers. She was also a founder member of the Carlton Singers, with whom she recorded a CD and performed at many venues throughout Ireland and abroad in such places as Prague, Germany and Wales. Phil’s motto in life was ‘onward and upwards’. She took the same attitude to her illness, in recent years bearing it bravely and with great dignity, always presenting a positive face to the outside world. We who knew and loved Phil would like to say ‘Slán a Chara. Ar dheis De go raibh do anam’.

From the staff of Scoil Náisiúnta Muire gan Smál, Cartown, Termonfeckin, Co Louth

Catherine Liston (neé McLoughlin) Friday 22 March 2013 was the first day of the Easter holidays. Catherine Liston left the school, delighted with her well earned break and wishing ‘happy holidays’ all round. It was her birthday. How could anyone have known that we would never see her again! We got news that she was ill over the holidays and she died on 20 April. The universe can be very cruel like that. Catherine came late to teaching, graduating from Mary I in 2010 at the age of 49. Our board of management had the good fortune of employing her in September 2011 and so began her almost two year period in our school, during which time her contribution was enormous. She combined the enthusiasm of the NQT with the wisdom of her experience, in industry and as a mother. Her ‘can do’ attitude supported a ‘no nonsense’ approach to any task ahead of her and allowed her to build an impressive skill set as a teacher in a very short period of time. She was loved by all; children, teachers and parents. A natural beauty with an eye for fashion and not a scintilla of vanity, young and old alike gravitated towards her and there was always laughter in her corner of the staff room. Her influence on our school will be long-lasting and positive beyond measure. We will always remember the bright light that modelled kindness, care and inclusion. We will remember fun in the classroom and fun in the staffroom and we would love to think that her twinkling eyes are looking down on us, and on our work. Catherine is survived by her husband Pat and children, Niall, Peter and Kate. They are a wonderful family and she would be so proud of the support they have shown one another since her passing. We remember them every day. Ní bheidh a leithéid arís ann.

From the staff of St Munchin’s Girls’ and Infants’ school, Ballynanty, Limerick. InTouch May 2014

INTO News BENEFITS

Membership Plus – your member benefit programme – Membership Plus is the benefit programme available to INTO members where you can enjoy up to 50% discount at over 650 restaurants, shops, gyms, golf clubs, days out venues and much more.

Win a 50 Domino’s Pizza voucher We are pleased to announce that you can now enjoy 25% off at Domino’s Pizza when you spend €20 or more with your Membership Plus Card. Domino’s Pizza is the world’s leading pizza delivery company. Their expertise and passion for delivering pizza has earned them numerous awards and the loyalty of pizza lovers across the world. To celebrate this fantastic new offer, you can win a €50 voucher to spend at Domino’s, including on their new BBQ Mega Melts range. To enter the competition or find out how to enjoy 25% off at Domino’s Pizza with Membership Plus, visit www.membershipplus.ie/intoroi

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Has the hottest new restaurant opened down the road from you or maybe your favourite place to go shopping isn’t yet in Membership Plus? By suggesting a venue, you help Membership Plus grow in the way which benefits you the most. Once received, our venue team will contact the suggested company and once we secure an offer we will add it to Membership Plus. Log onto the Membership Plus website and click on ‘Suggest a Venue’. Alternatively please email [email protected] with as much information about the venue(s) as possible!

www.membershipplus.ie/intoroi InTouch May 2014

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INTO News

Experiences of teachers with mental health difficulties Summary research report Having decided on mental health as a topic for the Equality Conference 2013, members of the INTO Equality Committee undertook a piece of research to get the lived, personal experiences of teachers with regard to their mental health difficulties, in order to raise awareness of mental health difficulties in teaching. The research findings are based on the perceptions and experiences of six primary school teachers with mental health difficulties. The main issues related to work related stress in schools are identified as changes to work practices including change of class, work overload, feelings of isolation, planning policy in schools. Findings show that early diagnosis of a mental health difficulty is paramount to its successful treatment. Respondents identified a number of key early warning signs that individuals can look out for in their own lives, for example, inability to sleep, stomach problems, exhaustion and low energy levels, feeling out of control, unable to cope. The findings indicate that raising awareness of mental health difficulties could make it easier for teachers to detect early signs and symptoms of stress and anxiety. Bearing in mind that statistics indicate that one in four suffer from a mental health difficulty at some point in their lifetime, a stark reality is that in every medium/large primary school in the country there are a number of our colleagues experiencing a mental health difficulty.

There is a consensus of opinion that talking about your mental health difficulty is very helpful and research participants stated clearly that colleagues should be proactive if they identify early signs or feel a member of staff is struggling to cope. Most feel that things are improving with regard to the way people perceive mental health difficulties. However, participants agree that there is still a stigma attached and they felt that they didn’t want friends, colleagues and sometimes even family members to know what was wrong with them. Respondents expressed the opinion that the problem is exacerbated by the fact that they are teachers, due to the fears about how parents might react. Therefore, there is a need to raise awareness levels and provide more education on the broad spectrum of mental health difficulties that exist. They also agreed that specific training should be provided for all teachers, to help identify early warning signs and to develop strategies to manage mental health difficulties. The participants’ belief that the need for and value of good communication in schools is highlighted in the research. A key finding is that participants in general were able to successfully return to work. In some cases this was accommodated by supportive principals who facilitated a phased return to work or a job sharing role. A respondent summed up the way you

can feel when you have a mental health difficulty: “you feel there are two you’s. There is the one who is energetic and ok and the other one who is trying to pull you down. I was always trying to get out of this person but I couldn’t …” Carmel Browne B.Ed, MA, is a primary school teacher with experience of teaching all age groups both in Ireland and UK. Currently teaching mainstream fourth class in Melview NS, Longford, Carmel is a member of the INTO Equality Committee.

AGENDA OF ISSUES ARISING There is a consensus of opinion among research participants and those who attended the Equality Conference in Limerick that in order to address mental health issues in schools and reduce or eliminate the stress and anxiety associated with working in schools the following supports should be put in place: • There should be a more collaborative approach to planning. • There is a need for more ongoing professional development for teachers. • Break times should be sacred, a time to relax – not an opportunity for mini staff meetings and ‘shop talk’.

InTouch May 2014

• Be wary of ‘scare mongering’ about things like WSE and incidental inspections. • Colleagues and staff should be aware that a teacher working in a prefab away from the main building could feel isolated. • There could be greater consideration given to allocation of classes in some cases. • All staff, especially principals, should receive specialist training in the area of mental health difficulties. • Identified key warning signs include colleagues not going to staffroom for

breaks, isolating themselves, being more irritable than normal, acting out of character, stepping back from responsibility. • A successful return to work for a person suffering a mental health difficulty can be facilitated by a flexible approach to staffing in schools e.g. providing the opportunity to job share or work as part of a resource team. • The possibility of a return to work on a part time basis (partial resumption of duties) should be further considered and explored.

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Nuacht CMÉ SOLIDARITY

Education for All

UNESCO Global Monitoring Report launched On 25 March 2014 the launch of the Education for All UNESCO Global Monitoring Report 2014 was hosted in the INTO Learning Centre, Parnell Square, Dublin 1 and sponsored by Irish Aid. Moira Leydon, ASTI and Chair of the Irish Coalition for Global Campaign for Education (ICGCE), welcomed the speakers and the 40 guests from Irish teacher unions and development NGOs and also introduced the Minister of State Joe Costello, who officially opened the event. The keynote speaker, in making the launch presentation, was Joanna Harma from UNESCO GMR Secretariat. Three discussion groups were led by Jennifer Hobbs, Education Policy Advisor, Concern; Dr Susan Murphy, Assistant Professor in Development Practice, TCD and Susan Cleary, Public Affairs Manager, US Embassy. A 480 page report, available online at www.unesco.org/new/en/education/them es/leading-the-international-agenda/ efareport/ outlines a critical review of the progress that countries are making towards the global education goals agreed in 2000. Goals which were to be achieved by 2015. The report acknowledges the significant successes over the last 15 years, but also highlights the stark facts that 57m children worldwide are still failing to learn, simply because they are not in school. Furthermore, a more strategic issue is

that up one third of primary school children are not learning the basics, whether in school or not, and this draws attention to the fact that while many countries have increased enrolment numbers and expanded teacher numbers, less than 75% of those teachers are trained to national standards. Inequality is very evident with both girls and children with disabilities still being excluded from education. A telling fact that aid to education fell by US$1billion from 2010 to 2011 alone, shows a requirement to bring education further up the list of priorities for the next round of development goals to 2030. This is the aim of the ICGCE, and the group will continue to lobby government and other education bodies to achieve this aim.

Moira Leydon, ASTI and Honorary Chair of the Irish Coalition for the Global Campaign for Education (ICGCE) with Joe Costello, Minister of State Susan Cleary, Public Affairs Manager, US Embassy; Jennifer Hobbs, Education Policy Advisor, Concern; Joanna Harma from UNESCO GMR Secretariat; Joe Costello, Minister of State and Dr Susan Murphy, Assistant Professor in Development Practice, TCD.

Aviva Health FAI Primary School 5’s This competition is the biggest competition in primary schools soccer with over 17,000 children competing last season from 1,000 schools throughout Ireland. The competition has been running since the mid 1990s, the programme promises to be bigger and better this year. It caters for boys and girls in fourth, fifth and sixth classes (senior cycle students) There are five sections to cater for all school sizes, and while FAI Schools encourage girls and boys to play on the same team they do have separate competitions for girls’ schools. The winners of the provincial finals will 24

then play in the Aviva for the All Ireland Finals on Wednesday, 28 May. This is the second consecutive year that the players have had the opportunity to enjoy the Aviva experience. To find out more information on this year’s Aviva Health FAI Primary School 5’s competition log on to www.fais.ie James Fitzpatrick, Lisaniskey NS, Roscommon, in action against Angela McGuigan, Ballyneale NS, Carrick-onSuir, Tipperary, left. in last year’s National Finals in Aviva Stadium Picture: Pat Murphy/SPORTSFILE InTouch May 2014

INTO News

In the media In print Primary teachers send SOS after “six years of hardship” Primary teachers meeting in Kilkenny concluded their annual congress with an ‘SOS’ for the education system “after the cumulative effect of six years of austerity and hardship”. Members of the INTO called for smaller numbers of pupils in classrooms, reduced workloads for principals, restoration of resources and pay, and meaningful support for small schools... The Irish Times, 24 Apr 2014 Job of principal “untenable due to never-ending workload” The job of primary school principal is becoming increasingly untenable due to added responsibilities and a “never-ending workload”. Irish Examiner, 24 Apr 2014 Government urged to raise salaries of student teachers INTO’s Sheila Nunan told the conference it was “an absolute sore to have colleagues working alongside other colleagues for different pay rates”. Irish Independent, 23 Apr 2014 Teachers' volunteerism keeping Irish society going, INTO conference told The volunteerism of teachers is “essentially what is keeping our society going”, Kilkenny hurling manager and school principal, Brian Cody, said in a speech backing his union’s critique of government policy. Addressing the annual congress of the INTO in his home city, Cody praised fellow members for the work they did outside office hours in sport, music, drama and community or charity work.. The Irish Times, 22 Apr 2014 Gay staff “don't feel equal in the classroom” A primary school teacher who calls herself a “proud lesbian” says equality legislation does not make her feel equal at work. Anne Marie Lillis said that the legislation was a barrier to dignity in the workplace for lesbian, gay, bisexual or transgender (LGBT) teachers... Irish Independent, 22 Apr 2014 Two thirds of teachers unhappy with pay Over a quarter of national school teachers do not have the resources to do their job properly, with almost two thirds unhappy with their pay levels

InTouch May 2014

and conditions of employment. These were the findings of a survey of over 3,000 teachers published by the Irish National Teachers' Organisation on the first day of its annual congress Kilkenny... Irish Examiner, 22 Apr 2014 Another 40 schools face having staff cut to just one teacher More than 40 additional schools are likely to be reduced to only one teacher from

September. The massive increase now appears inevitable after a third year of cuts...The threat to small schools will be one of the major issues up for discussion at the annual conference of the Irish National Teachers’ Organisation (INTO) starting today. INTO General Secretary, Sheila Nunan said, to date, there had been an absence of leadership in this area... Irish Independent, 21 Apr 2014

“On the airwaves” Religion in schools Deirdre O’Connor, INTO Senior Official, discusses the patronage of Catholic schools. Tonight with Vincent Browne, TV3, 23 Apr 2014 Education minister hints at pay increases for NQTs Minister for Education and Skills, Ruairí Quinn has hinted of pay increases for newly-qualified teachers. Interview: INTO General Secretary Sheila Nunan. TV3 News, 22 Apr 2014 INTO conference Anne Marie Lillis, Chair of the Lesbian, Gay, Transgender and Bisexual group of INTO joins the programme to discuss her speech to the conference in Kilkenny The Pat Kenny Show NewsTalk, 22 Apr 2014 INTO calls for new pay scale for teachers The leader of the country’s largest teachers’ trade union has said she hopes a new scale that would begin improving the salary of some teachers will be agreed in the next couple of weeks. General Secretary, Sheila Nunan was responding to a comment made by Minister for Education Ruairí Quinn, to delegates at the INTO’s annual Congress in Kilkenny RTE news, 22 Apr 2014 Ruairí Quinn focuses on school patronage in INTO address A survey released by the INTO indicate that 50% of teachers do not have enough time to do all that is expected of them. Two-thirds of primary school teachers are dissatisfied with their pay levels and conditions of employment. Later today

INTO delegates in Co Kilkenny will discuss a motion calling on the union to commence a process of pay claims. RTE News, 22 Apr 2014 Annual Congress of INTO Small schools need to be assessed on their importance to the local communities. Interview Joe McKeown, INTO Central Executive Committee. Nine News KCLR, 22 Apr 2014 Take-home-pay is priority at INTO conference The number one item on the agenda at the INTO conference is take home pay. Teachers want a commitment in the Haddington Road Agreement for the restoration of pay to be respected. Interview Sheila Nunan, INTO General Secretary. Three news NewsTalk, 21 Apr 2014 INTO conference Interview with Sheila Nunan, INTO General Secretary Drivetime RTE Radio 1, 21 Apr 2014 Teachers’ union annual Congress takes place in Kilkenny Teachers’ pay, small schools and lack of promotions are among the issues being discussed at the INTO annual Congress. Interview with Sheila Nunan, INTO General Secretary. NewsTalk Lunchtime, 21 Apr 2014 INTO conference Interview with Noel Ward, INTO General Treasurer and Deputy General Secretary, Niamh O’Higgins, primary teacher in Kilkenny and Siobhan Lynskey, primary teacher in Galway Today with Sean O’Rourke, RTE Radio 1, 21 Apr 2014

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INTO Advice INTO advice for members on issues of importance

WELLBEING

Passion and teachers How passionate are you about what you do? Does your passion help you grow or does it contribute to your stress? Do we need to feel passionate about teaching to enjoy it? For many years both philosophers and psychologists tried to understand whether passion was something positive or negative. The word comes from French ‘passio’ meaning ‘suffering’. And indeed, the literature is peppered with descriptions of negative passion that makes us lose all reason and control. For example, our passion for teaching becomes negative when we find it difficult to switch off, we wake up in the middle of the night and think about our work, or be one of those teachers who come in first and leave school last. Negative passion is associated with reduced wellbeing. Recently a positive psychologist Robert Vallerand began exploring another side to passion. Passion that allows us to achieve our highest potential. According to the researcher when we do things we love, we can have two attitudes towards them. The first attitude is the ‘Obsessive Passion’. We experience it when we have the urge to do what we love so much that we can’t think of anything else. We feel like we have no control over our passion and are driven to do it due to the high standards we set up for ourselves or because we feel the need to prove ourselves to others. In a group of professional ballet dancers, those for whom dancing was an ‘Obsessive Passion’ were unable to stop themselves despite having an injury. What was interesting about their attitude, is that they felt internal pressure to perform, it was pride that kept them going and potential shame they feared. They were so focused on proving themselves to others and self that, in some cases, they developed life-

InTouch May 2014

long injuries. Their ‘Obsessive Passion’ was bad for their physical and psychological wellbeing. Another approach Vallerand found was the ‘Harmonious Passion’. When we experience it, we don’t feel like we’re controlled by external or internal forces. We do what we do because we want to, not because we have to. The professional ballerinas who suffered an injury, but experienced ‘Harmonious Passion’ were more likely to seek help from doctors rather than ignore their pain. They also spent more time recuperating, giving them an opportunity to get their body back to normal. Interestingly, they also engaged in more injury-prevention regimes than

ballerinas with ‘Obsessive Passion’. Research shows that ‘Harmonious Passion’ helps us feel happier, experience more meaning in life, more positive emotions and psychological flow that happens when we enjoy an activity so much we lose track of time, place and self. Are you an obsessively or harmoniously passionate teacher? Depending on what attitude you choose, your passion will either improve or reduce your wellbeing. Jolanta Burke is a Positive Psychologist and PhD Researcher in Trinity College Dublin. For more information, go to www.jolantaburke.com

‘Harmonious Passion’ helps us feel happier, experience more meaning in life, more positive emotions and psychological flow that happens when we enjoy an activity so much we lose track of time, place and self 

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Comhairle CMÉ

New circular on

Special Needs Assistant Scheme The DES has published Circular 30/2014, which is a comprehensive outlining of the Special Needs Assistant Scheme in schools. “In 2011, the DES published a comprehensive Value for Money and Policy Review of the SNA scheme which made a number of recommendations. The Review found that the purpose of the scheme and the allocation process is generally not well understood within schools or by parents. It found that the deployment of SNAs had moved towards SNA involvement in behavioural, therapeutic, pedagogical/ teaching and administrative duties.” The NCSE has also recently published a number of policy advice papers in relation to the revision of services for children with special education needs in schools. Care needs The circular states in relation to the care needs of children that “it should not be assumed that all children who have special educational needs or who have been diagnosed as having a disability, require access to SNA support. It should also not be assumed that the allocation of additional adult SNA support is a prerequisite for a student with special educational needs to attend school. The purpose of the SNA scheme is to provide for the significant additional care needs which some pupils with special educational needs may have.” The circular goes on to outline examples of significant care needs of children. It also outlines types of secondary care associated tasks which SNAs will often perform. Class teacher The circular also confirms that the class teacher continues to have primary responsibility for teaching and learning and for the social and emotional development and progress of the pupil. It also discusses the use of additional teaching support in schools for pupils with special educational needs. Professional reports Referring to the role of medical and other professional reports the circular confirms that, in general, it is expected that all primary school pupils having their first school experience will have been enrolled and commenced attending

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school before any application for support will be made. Behavioural issues The circular has a comprehensive section on SNA support for pupils with behavioural related care needs. It says that SNA support should only be provided where it is clear that behavioural management strategies have not been successful to date and where it is demonstrated how access to such support can assist with ongoing planning and intervention for the child. “Where a professional report has identified care needs as being related to behaviour, access to SNA support will only be considered after the school has set out the specific strategies that have been employed to manage the behaviour and those that have been implemented to minimise the pupil’s difficulties in accordance with the staged approach recommended by the guidelines which recommend a number actions or interventions at different stages.” “Where there is a diagnosis of EBD/SEBD, or a diagnosis of a behavioural disorder in conjunction with another disability categorisation, access to SNA support will only be sanctioned in cases: • where it is clear that school based interventions have been attempted and have not worked to date (as evidenced in educational and behavioural plans and reviews); • where there is a clear and documented history of violent behaviour, assault, or self harm, or other safety issues including leaving the school premises; • where it has been clearly demonstrated that the behaviour of the child is such that it is impossible to teach him/her in a classroom situation without additional adult assistant support on a temporary basis; and • where the school sets out clearly how access to SNA support will support educational and behavioural planning.” The circular also states that “schools will also be required to detail what interventions have been put in place, including the specific strategies that have been employed to minimise the pupil’s difficulties and to promote more adaptive behaviours.” “SNA support should not be considered as a permanent solution to behavioural problems but as an assistive support to try

to improve and adjust behaviours in a managed way over a period of time. “All SNA allocations for behavioural purposes will therefore be time bound, being made initially for a maximum period of three years, subject to annual review, and a full reassessment of the child’s care needs before the end of the three year period.” The circular outlines details of the NCSE allocation process and the appeals that can be made by parents or schools about the level of SNA support allocated for a child. Managing SNAs In relation to the role of schools to manage SNA support, the circular confirms that SNA duties are assigned at the discretion of the principal, or another person acting on behalf of the principal. It also confirms “whereas the NCSE will maintain the minimum SERC recommended ratios of SNA support in special schools and classes, all other SNA allocations which are made, from September 2014, will be time bound, linked to the provision of a personal pupil plan, will be made initially for a maximum period of three years, subject to annual review, and subject to a full reassessment of their care needs at the end of the three year period.” Personal Pupil Plans (PPP) The circular states “Schools applying for SNA support from the 2015/16 school year will be required to submit a PPP for each pupil outlining the pupil’s special care needs and showing how the SNA will be deployed to assist the pupil. The plan should demonstrate how the school intends to actively reduce, and where appropriate, eliminate dependency on SNA support within a reasonable timeframe. The plan should include time-bound targets for the development of independence skills. Only a very small number of pupils with severe special educational needs and very significant care needs will continue to require access to special needs assistant support throughout their education.“ It says that assistance for schools in relation to the development of PPP will be set out in forthcoming circulars. The CEC will consider the details of the circular over the coming weeks.

InTouch May 2014

INTO Advice

Revised Marking Scheme – DES Circular 39/2014 A revised marking scheme to be used in appointing teachers to posts of responsibility (deputy principal, assistant principal and special duties) has now been published by the DES. These changes were agreed at the Teachers’ Conciliation Council in 2011 and were to be introduced in two phases. The first phase of the changes agreed at that time saw the selection criteria increased from three to five criteria. One of these criteria – Length of Service – attracted one-third (33%) of the marks. The second phase of the changes are now being introduced. On this occasion, the changes relate to the marking scheme only, i.e. the five criteria and other aspects of the promotions procedure remain the same. There are two aspects to the change in the

marking scheme that is now being introduced. Firstly, all five criteria are now of equal weighting and will each attract 20% of the overall marks. (As outlined above, a third of the marks currently are awarded for length of service.) Secondly, the revised marking scheme allows a candidate to secure a modest number of additional marks for service he/she may have given in a school that he/she was previously employed in. (Currently only service given in the school where the vacancy arises is counted). These changes are set out in DES Circular 39/2014 which stipulates that the revised marking scheme is to be implemented from 28 April 2014. However, the circular acknowledges that any appointment procedures in

progress on 27 April 2014, will continue under the arrangements currently applying. In the context of the current moratorium on filling posts of responsibility, the revised marking scheme will not be widely used during the course of this school year. However, with retirements occurring over the summer, it is likely that appointments to deputy principalships will arise from the beginning of the next school year. The revised marking scheme is to be implemented by each employer from 28 April 2014. Any promotion competition in progress on the 27 April 2014 will continue under the previous arrangements and all competitions initiated thereafter must follow the procedure set out in the circular.

Criteria for selection and revised marking scheme The five criteria • Length of service 20 marks. • Knowledge, understanding and capacity to meet the needs of the job 20 marks. • Capacity to contribute to the overall development of the school 20 marks. • Interpersonal and communication skills 20 marks. • Capacity to contribute to the overall organisation and management of the school 20 marks.

in Circular 07/03, the ‘Length of Service’ criteria will be reckoned as follows: The service in the school/scheme of the most senior applicant will qualify for 20 points. Using that service as a base line, it will be divided by four in order to establish four quartiles. All applicants in the top quartile will each receive 20 points. All applicants in the second quartile will each receive 15 points. All applicants in the third quartile will each receive 10 points. All applicants in the lower quartile will each receive five points

The marking scheme for selection is amended as follows:

Criteria two to five It is a matter for the selection board to develop its own marking system. However, it is mandatory that the five selection criteria are each given equal weighting of 20 marks.

Criteria 1: ‘Length of Service’ In addition to the method of calculating the ‘Length of Service’ criteria set out

Indian teacher union addresses Congress 2014 INTO President Brendan O’Sullivan meets the President of the KJDSTA, Everard D. Nongsiang before his address to Congress 2014 in Kilkenny. Delegates Deborah Kyndiah (Executive member) and Michelle Lyngwa (Treasurer), pictured left to right, also attended. The Khasi/Janti Deficit School Teachers Association (KJDSTA) is a visiting teacher union from the north eastern Indian State of Meghalaya, whose members are involved in the three year teacher training programme instigated and organised by Global Schoolroom and assisted by funding from INTO’s Solidarity Fund and the dedicated INTO members who travel to Meghalaya to mentor the teachers taking part. Also pictured is Dr Garret Campbell, CEO Global Schoolroom (far left) and John O’Brien, INTO Official and co-ordinator of the INTO Global Solidarity Network.

InTouch May 2014

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INTO News

Education International 2nd World Women’s Conference Collective action, individual responsibility at heart of sustainable progress on gender equity Transforming words into action was the theme of the EI second World Women’s Conference, as almost 400 delegates representing education trade unions all over the world came together in Dublin from 7 to 9 April 2014 to consider some of the biggest challenges facing gender equality in education. The INTO was represented at the event by Brendan O’Sullivan, INTO President, Sheila Nunan, General Secretary, Nora Hamill, Chair of the Equality Committee, and Deirdre O’Connor, Equality Officer. Over the three days, delegates heard inspiring keynote speeches and participated in discussions on themes such as the participation of women in trade unions, the rights of women and girls to education, and the importance of gender equality in promoting sustainable quality public education worldwide. The keynote speakers on the first day included Her Excellency Tarja Halonen, former president of Finland, who said that teachers and educators play a central role in shaping the values of the next generation. She highlighted how the Millennium Development Goals rate education as an important means of achieving quality and social justice. Ruairí Quinn, Minister for Education and Skills, highlighted how a quota system is being introduced in Ireland to ensure a minimum number of female participants in politics and state boards. He placed this in an educational context where 85% of teachers at primary school level are women, but occupy just over half of leadership positions at this level. In the first plenary panel on ‘Women and Leadership in Trade Unions’, the participants, all women general secretaries of their unions, acknowledged the support of family as well as female and male colleagues and mentors in their rise through their unions’ ranks. The panel comprised Christine Blower of the National Union of Teachers in the UK, Habiba Mizouni of Tunisia’s National Union of University College Doctors, Pharmacists and Dentists, and Sheila Nunan of the Irish National Teachers’ Organisation. Amongst other issues, it explored whether quotas or women’s committees were useful tools to boost the representation of women in top union positions. The highlight of the second day of the conference was a thought provoking address by Mary Metcalfe, Chairperson of the Open Society Foundation’s Education

InTouch May 2014

Chair of the INTO Equality Committee, Nora Hamill, with INTO general secretary, Sheila Nunan and equality officer, Deirdre O’Connor.

Sheila Nunan with Tarja Halonen, former President of Finland Advisory Board. She said that an equitable and quality education for all that nurtures critical thinking must be embedded in a broader struggle for social justice. All women’s struggles are not the same, said Ms Metcalfe, in a personal reflection on education and moments that shaped her thinking and activism. She also said that issues such as discrimination against boys in education is a growing issue which must be tackled along with poverty’s impact on parity of educational access and outcomes. On day three, EI founding president Mary Hatwood Futrell delivered a keynote speech, which had the theme, ‘Women in Trade Unions and in Education, From Words to Action’. “The best way to control someone is to deny them an education, the best way to free them is to educate them,” said Hatwood Futrell, who is a professor at the Graduate School of Education and Human Development in the George Washington University in the US. “As the 21st century evolves, it has become obvious that countries that invest in education

INTO President, Brendan O’Sullivan at the conference.

not just survive but thrive,” she said. “If we invest in quality education, communities become stronger. We need to ensure that people become more engaged in their communities and in civil society, that they are able to deal with inter-connected challenges and to understand the society in which they live.” In outlining the conference outcomes, EI deputy general secretary, Haldis Holst, urged delegates not just to stand on the shoulders of the women who had gone before them in their organisations but to make young female union members capable of standing on these delegates’ shoulders. The highlight of the social programme of the conference was a reception in Dublin City Hall, hosted by the four Irish affiliates of EI (INTO, ASTI, TUI and IFUT). Delegates were addressed by Councillor Mary O’Shea, Vice Chairperson of Dublin City Council, had a chance to sample irish hospitality, and were entertained by traditional musicians from Coláiste Eoin and Coláiste Íosagáin in south Dublin.

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INTO Youth Conference News and pictures from the Youth Conference held in March

‘We are the INTO … so join in!’ Over 300 delegates from all of the INTO’s districts assembled in Castlebar on the last weekend in March for the INTO Youth Conference. Over Friday evening and Saturday to lunchtime, delegates heard a range of inputs to the conference and participated actively in Q&A sessions and in two sets of discussion groups. In addition, there was a varied social programme and the main conference activities were webcast and covered on Twitter. The conference has been very positively evaluated by those who took part and the organisers hope that it will contribute to building participation and activity by younger INTO members – delegates to the conference were aged 35 years or under. INTO inputs A number of the key inputs to the conference were provided by INTO officials or interns/past interns. These included sessions on; • Challenging situations for teachers. • Overview of INTO and young teacher issues. • INTO supporting teachers as professionals. • Terms of employment for young teachers. Breakout sessions, where discussion was facilitated by delegates, took place on the themes of ‘Challenging Situations for Teachers’ and on ‘Young Teachers’ Professional Lives’. External Speakers A number of expert contributors also presented at the conference. These were: • Gary Ó Donnchadha, Deputy Chief Inspector, DES, and Mary Burke, Co-ordinator of the National Induction Programme who both spoke on ‘Young Teachers as Professionals’. • Dr Claire Hayes, clinical psychologist and educational psychologist from AWARE who spoke on the theme ‘Looking after Yourself.

InTouch May 2014

Brendan O’Sullivan, INTO President, addressing delegates at the Youth Conference. Pictured on the platform are (l to r): Hazel O’Connor, INTO Intern, Sheila Nunan, General Secretary, Noel Ward, Deputy General Secretary/General Treasurer, Niamh O’Higgins, former intern, Deirdre O’Connor, Senior Official, Andrew Bowen, Intern and Anne McElduff, Assistant General Secretary.

Preparing for the conference: Billy Sheehan, Assistant General Secretary, Noel Ward, Sheila Nunan and Pat Stenson, CEC Representative, District IV. 33

Comhdháil na hÓige

“The INTO is our voice!” Co Kerry delegate

See more pictures from the Youth Conference on www.flickr.com/photos/irishnationalteachersorganisation Conference reports and videos are available on www.into.ie/ROI/NewsEvents/Conferences/YouthConference2014/

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InTouch May 2014

Youth Conference

“To other young teachers I would say we are the INTO… So join in!” Co Mayo delegate “All of the (workshop) scenarios were very realistic” Dublin delegate

“The whole event was brilliant: the highlight was the workshops.” Dublin delegate InTouch May 2014

Photographer: Frank Dolan 35

Youth Conference

Highlights Among the Conference highlights were: • Gary Ó Donnchadha’s call for reflection on the practice of teaching (quoting John Dewey as saying that we do not learn from experience… we learn from thinking about experience) and his support of a confident, courageous and professional voice of young teachers. • Mary Burke’s analysis of teacher development and professionalism, what it means to be a professional and the need to stay motivated and challenged in teaching, as well as her story If you are Riding a Horse and it Dies, Get Off (readers will have to look up that book themselves). • Delegate responses to the conference which especially valued the discussion groups where substantial sharing of ideas, views and insights took place. These discussion groups were facilitated by delegates who deserve particular mention: Caomhín MacColaim (Belfast), Jane McGinley (Donegal), Colin Syron (Mayo), Colette Lyons (Cavan), Eoin Fenton (Portumna), Carmel Flood (Longford), Sheila Murphy (Tallaght), Shane Ruane (Lucan and Castlebar), Shane O’Connor (Laois), Martina De Loughery (Clare), Fionnghuala O’Regan (Coachford), Caitriona O’Hanlon (Glin), TJ Clare (North Dublin), Emer Dowling (Swords, Co Dublin) and Rory Gibbons (Fermoy).

Two of the discussion group facilitators: Fionnghuala O’Regan, Coachford Branch and Caomhín MacColaim, Belfast Branch.

Thanks from INTO to all participants; the task now is to maintain the enthusiasm and involvement, but there are strong grounds for optimism after Castlebar 36

InTouch May 2014

Annual Congress 2014 News and reports from Congress 2014

“Don’t talk down the education system” In his presidential speech to the 146th Annual Congress of the Irish National Teachers’ Organisation President, Brendan O’Sullivan said primary teachers are demoralised and disheartened.

had endured class size increases over the last two years. He said this aspect of government policy was wrecking havoc on these schools.

Negative commentary He said this was the result of what he called an overly negative commentary on education and the impact of cutbacks on teachers’ salaries and on school resources. Performing well Mr O’Sullivan said the truth of the matter was that Ireland’s primary education system is among the best in the world. He instanced international tests results in support of his argument, especially the recent PISA results showing Ireland’s 15-year-olds are the fourth most literate in the OECD and are performing significantly above the OECD average in mathematics and science (13th and ninth respectively). “The education system at primary level is performing well,” he said. “It is not perfect and there is always room for improvement but there is much that is positive to celebrate.” Initiative overload He said a major problem was what he called the range of initiatives imposed on schools over the past few years. “There is no need to micro-manage what is happening at school level,” he said. “You have employed us to do

… there is much that is positive to celebrate a job. Trust us to do it.” He said another contribution to falling morale among teachers was the cutbacks imposed on schools over the past six years. He said it was hard to see how schools which were struggling to make ends meet during the good times could overcome the deficit in finances left by the withdrawal or reduction of a range of grants. He also criticised the failure of government to invest in school computing at primary level. Class size Mr O’Sullivan said it was not true to say that this government did not increase class size. He said schools with one to four teachers

For more indepth coverage of Congress 2014, including full text of speeches, photographs and videos, please see:

InTouch May 2014

Pay He concluded his presidential address on the issue of teachers’ pay. He said teachers’ salaries had been cut by about 20% on average while young teachers had their salaries cut by considerably more resulting in three distinct salary scales for teachers doing the same job. He said teachers may have signed up to Haddington Road but they did not like it. “We neither forget nor forgive those who brought it to us and, in so doing, blatantly broke faith with the previous Croke Park agreement which we entered into in good faith and at some considerable cost.” He said the ESRI was indicating that no further cuts were required to bring the deficit below three per cent. “We fully expect, therefore, that cutbacks in education are at an end and the time for repairing the damage of the past six years has begun. If you do not move quickly to equalise pay and to make restoration of the cuts we have had to endure be sure of one thing. We will remember you for it.” He dismissed arguments made by government that there was no choice. “There are always choices,” he said.

https://www.into.ie/ROI/NewsEvents/Conferences/AnnualCongress/AnnualCongress2014/ or click on the Flickr icons on the main INTO webpage

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INTO Congress 

Reform and challenges Speaking at his fourth INTO Congress, Minister for Education and Skills, Ruairí Quinn, said quality and accountability underpin most efforts at school reform around the world. “In Ireland our focus is on curricular reform, improving teacher quality, promoting school self-evaluation and having a modern inspection system,” he said. The minister also said that a consultation process will begin in the autumn on the structure, aims and learning outcomes of the overall primary school curriculum framework. The minister said he wanted to see higher level maths in the Leaving Certificate become part of the minimum entry requirement for teacher education. He also said that the DES was looking closely at how school leadership in Ireland could be strengthened and that he would engage further with the INTO on this during 2014. He also said that he would be amending the Teaching Council Act later this year to give the Council a broader range of sanctions to tackle

Ruairí Quinn, Minister for Education and Skills. below standard teaching. Quoting census figures on the diversity of population background and religious beliefs in Ireland he said these are challenges as to how we as a nation imagine our schools can and should operate.

On the issue of religious education the minister said that we must begin to differentiate between faith formation, and education about religion and beliefs. He acknowledged that the INTO was the first organisation to call for the establishment of a forum on patronage and pluralism in our primary schools. The minister also spoke about options for religious education, including having a more flexible timetable within schools. He committed to publishing revised legislation to create a parents’ and learners’ charter later this year. This would be designed to foster a culture of better engagement and communication by schools with parents and students. In conclusion, he said he would engage with the INTO leadership on a range of issues including the future of small schools, the development of new models of middle management in schools. and the multiple pay scales in teaching at present.

Northern Ireland minister praises cross border co-operation In his address to delegates Minister John The Middletown Centre for Autism, an O’Dowd outlined some of the all-island body, which supports areas where progress is being children with complex autism, made and welcomed the comtheir families and educational mitment of the INTO to conprofessionals has delivered tributing to improvements in training to over 10,000 profeseducational standards. sionals in venues across Ireland Mr O’Dowd said: “Raising which has been very positively educational standards has been received. a clear priority for me as minister “The Inspectorate is another and I know that it is a priority area where there has been posithat you all share.” tive cross-border engagement. He said he was encouraged “I am pleased that successful Northern Ireland and productive inspector exthat our cross-border coMinister John operation continues to develop changes are ongoing between O’Dowd and there are a number of areas the Education and Training on which we can already see the Inspectorate in the north and benefits of this collaborative engagement. the Inspectorate in the south.

Mr O’Dowd also welcomed the news that two higher education institutions in the south, Trinity College and Dublin City University, are considering reviewing their entry requirements for northern students. Finally, the minister spoke of the current process of area planning in the north and stressed that, in certain areas, cross-border solutions would be required. Mr O’Dowd said: “I am committed, through area planning, to ensuring that schools are at the heart of the communities they serve and are easily accessible to all pupils. In conclusion, the minister thanked the INTO for the work the union was undertaking to improve the conditions of the teaching workforce.

Volunteering spirit needs to be valued Speaking at the INTO Congress on behalf of the fraternal guests, Kilkenny hurling manager and INTO member Brian Cody praised the ‘volunteering spirit’ of Ireland’s primary school teachers. He said that this spirit needed to be valued, maintained and developed. He shared his views on good leadership with over 900 delegates who attended Congress. “The first thing a good leader needs to do is develop a good spirit in the group. This is done by valuing everyone’s opin-

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ion, showing respect for all members of the group and by being honest and genuine in your approach. Have enough humility to recognise that you do not have all the answers,” said Brian. He also encouraged people to set goals for themselves. “Be happy when you achieve these goals but be wary of success. It can make you complacent and soft. When you achieve success, set yourself a higher standard and strive to achieve that,” he said.

Brian advised people not to be concerned about setbacks. They are inevitable parts of life. “Continue to set goals. Don’t make excuses. You lose when you are not good enough. Make yourself better.” In conclusion, Brian said that the past 40 years have seen primary teachers doing great work and making a great contribution to their communities. This community spirit has helped children in difficult times. “If we ever lose that spirit we really will have a recession.

Brian Cody InTouch May 2014

INTO Congress 

Minister must focus on what really matters in schools The INTO has demanded an end to the moraof six years of austerity and hardship. torium on promotion in primary schools. Since She said recovery for primary education 2008 promoted posts lost to schools through depended on three factors. She called for the retirement or teachers moving jobs have not investment of key resources, taking on board been replaced. the professional concerns of teachers and the Less than one in four primary schools has an active involvement of teachers in policy planassistant principal post compared to when the ning and development. ban was introduced, a reducShe said without investment tion of 46%. Special duties posts and the full professional in schools have decreased by involvement of teachers the 24%. minister could talk as much as Sheila Nunan, General Secrehe wanted about modernisatary of the INTO, told the Mintion, reform agendas, improveister for Education and Skills ment or change but it would Ruairí Quinn that the country’s only ever be an illusion, a principal teachers had been smokescreen and ultimately a badly affected by this promowaste of time. tion embargo and other staffing Ms Nunan said the situation cuts. She said the country’s facing many small schools is primary school principals are at completely unacceptable. breaking point. “There is no formal structure by She said they are being asked which a small school can look to lead school improvement, for support. Schools in danger take on initiatives in literacy of a continuing decline in numand numeracy and tackle bullybers need to be identified well ing. “But there is absolutely no in advance of any closure situaSheila Nunan, understanding of the lack of tion. Decisions on this issue General Secretary support or backup available to must involve local manageprincipals to lead these duties.” ment, teachers, parents and the Ms Nunan said two thirds of primary schools wider community.” She said the INTO had put have teaching principals who have a full-time proposals to the Department on how to deal teaching responsibility. She called for release with these concerns. She said she wanted a time from classroom teaching of one day per positive response to the concerns of teachers week to cope with the workload of school and management in this area. administration. “A review of principals’ workload In terms of public sector pay Ms Nunan with realisable solutions is a matter of urgency.” called for the pension levy on public servants to Overall, Ms Nunan called for a plan to rescue be phased out which she said was an unfair and primary education from the cumulative effect selective charge on public servants.

Legislation is a barrier to dignity in the workplace The chairperson of the INTO LGBT Teachers’ Group, Anne Marie Lillis, stated that the main concern of LGBT teachers in schools was Section 37.1 of the Equality Acts. As it currently stands she said it was “a barrier to equality; a barrier to inclusion; and a barrier to dignity in the workplace”. Speaking during a report on equality issues at the union’s congress in Kilkenny, Ms Lillis said LGBT teachers were “ordinary teachers with ordinary lives”. “We are not looking for preferential treatment or special privileges,” she said, “just the same freedoms as everyone else”. “Equality for me is not about my right to privacy,” said Ms Lillis. It is about my freedom to be public about who I am.” Ms Lillis said coming out remains very difficult and being open about our lives is still unfortunately not a reality for most. But she acknowledged that “although difficult it is getting easier”. “Society is changing,” she said. The INTO LGBT Teachers’ Group welcomed the new anti-bullying procedures introduced in schools this year by the Department of Education. “It is now incumbent on all schools to proactively tackle homophobic and transphobic bullying,” Ms Lillis told the conference.

Anne Marie Lillis Delegates respond to Sheila’s comments on honours maths. See the webcast at www.into.ie/ROI InTouch May 2014

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INTO Congress 

Resolutions adopted in public session Pay Congress: a. notes the fact that the level of take home pay for teachers and public servants has been reduced by amounts varying between 18% and 30% since 2008; b. further notes that the price of food, fuel, energy, taxation on homes, health insurance and education costs have increased significantly; c. believes: (i) in the context of the expiry of the period where the EU/ECB/IMF Troika controlled Ireland’s finances, that it is essential for INTO and trade unions generally to secure a fairer share of national wealth for workers, to establish decent working conditions and to ensure that public services are well funded and of good standard; (ii) that wage increases should have priority over tax reductions which will diminish public services; d. demands that the PRD (pension levy on public servants) be phased out since it is an unfair and selective charge on public servants; e. instructs the CEC, in co-operation with other unions within ICTU, to recommence the process of pay claims in order to improve members’ pay following a series of cuts since 2008; and f. supports the work of the Nevin Economic Research Institute (NERI) in developing and articulating economic policies which take account of the need to grow the economy and bring about greater social equality.

Small schools Congress demands more support for teachers in one teacher schools and: a. calls on each diocesan patron to appoint an independent School Support Person(s) (SSP) in each diocese to assist the BOM where pupil numbers are in decline; b. further calls on the DES to nominate officials to liaise with the patron body and INTO in relation to these schools; c. requests, that when a school’s enrolment falls below 26 pupils, the BOM must contact the patron, who must then appoint the SSP to examine future demographic trends, the overall parish situation, distance from other schools, ethos and language, etc and advise the BOM accordingly; d. if, on examination, the SSP projects continuing falling enrolment then the BOM should be given certain recommendations to create a sustainable school; e. if one of these recommendations is amalgamation and the BOM agree to enter an amalgamation process and following consultation with INTO and DES the newly created school, through the SSP must be granted as standard: (i) a concessionary post; (ii) school transport; (iii) new accommodation, if required; (iv) all resource hours and supports automatically transfer; (v) all school resources must be ‘frozen’ until the amalgamation is complete even if the enrolment falls below 20; (vi) the amalgamation process be completed as speedily as possible;

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f. should the BOM, as is their right, refuse to amalgamate if that is a recommendation, then the principal of that school at that time should be allowed to apply for panel rights and maintain his/her principal’s allowance.

School leadership Congress demands that the DES establish a Working Group to examine and report within a year on the roles, responsibilities, rights and workload of principal teachers in primary schools and that this Working Group make prioritised and costed recommendations, including a timeline for their implementation, to support the effective: a. management and administration of primary schools; b. implementation of the primary school curriculum as intended; c. leadership of the school community; d. development of positive relationships; e. provision of support services to schools; and f. on-going professional development of school leaders. Congress further demands that the moratorium on middle management posts be lifted in order to share workload and facilitate the development of school leadership.

Special educational needs Congress: a. condemns the many cuts to the provision of supports for children with special needs; b. demands that the NEPS service be extended so that: (i) all children who require consultation or assessment would be able to access these resources in a timely manner; (ii) access to an assessment, diagnosis and support is provided as necessary; c. further demands: (i) the reversal of the 15% cut to resource hours of children with special educational needs; (ii) that for every child diagnosed with MGLD in a school, an extra 0.2 of a learning support post would be allocated to meet the specific needs of that child; d. calls on the CEC to enter into negotiations with the DES to ensure the continuation of the specialised Visiting Teacher Service for Children who are deaf or hard of hearing and children who are blind or visually impaired (VTHVI) following the current review.

Class size Congress demands that: a. the CEC continues to lead the INTO in our campaign to reduce class sizes in line with EU class size norms; b. the CEC lobbies strongly for the urgent reinstatement of criteria for teacher allocation and retention for 2, 3 and 4 teacher schools as set out in Circular 0019/2011.

InTouch May 2014

INTO Congress 

Workload Congress: a. notes the fact that while teachers’ pay levels have been cut again and again since 2008 the workload imposed on teachers and principals has continued to rise and rise; b. expresses its concern that the increasing workload, demands and paperwork expectations in relation to a teacher’s job function is leading to a considerable increase in stress amongst primary teachers at all levels; c. states emphatically that the resultant stress levels are not acceptable to the INTO; d. declares that the preparation and paperwork expectations placed on NQTs in particular are generally excessive and that the resultant stress levels are not acceptable to the INTO; e. calls on the CEC to: (i) urgently address the issue of work-related stress and immediately seek to reduce the workload of all primary teachers, including NQTs and principals; (ii) research and survey the membership on all aspects of workload, expectations and work-related stress and report back to Congress 2015 with the findings; (iii) explore in the context of this research whether, given the ever-increasing performance demands for the planning and teaching of all curricular subjects, the time has come for a radical change in the number of subjects a primary teacher is expected to assume responsibility for.

Funding Congress deplores the totally inadequate funding of primary education and calls on the CEC to demand that: a. the reductions made over the past years to the school capitation grant be restored in full immediately; b. the minor works grant and the summer works scheme be fully reinstated on the calendar of grants; c. every school receives a reasonable budget to provide for the maintenance, repair and replacement of school ICT equipment and that high speed broadband be made available to all primary schools.

Sick leave Congress: a. notes, with concern the series of attacks on longstanding conditions of employment within the public sector initiated by the current and previous governments; b. objects to the serious deterioration in sick leave and pay entitlements of teachers on sick leave; c. reaffirms that a key role of this union and the CEC is to resist such attacks; d. instructs the CEC to begin a campaign immediately for the reversal of changes to sick leave and to pay entitlements of teachers on sick leave; e. further instructs the CEC to negotiate with the Department of

InTouch May 2014

Public Expenditure and Reform to ensure that only actual teaching days are reckonable for the purposes of calculating the number of days taken as sick leave; f. demands: (i) that the INTO negotiates additional Medmark centres to facilitate INTO members in isolated areas; (ii) that the operation of Medmark be reviewed by the end of December 2014.

Teacher supply Congress: a. notes that: (i) teacher supply is not appropriately regulated in either the Republic of Ireland or Northern Ireland; (ii) the report of the International Review Panel on the Structure of Initial Teacher Education Provision in Ireland (July 2012) stated that the Review Panel “was surprised and concerned that the issue of teacher supply and demand has not been addressed in Ireland as it has elsewhere” (page 19); (iii) restrictions are applied to the publicly funded colleges of education in the Republic of Ireland, but not to the private provider, Hibernia College, which has substantially increased its output in recent years; b. believes that regulation of teacher supply is essential to maintain professional standards, to provide a reasonable prospect of employment opportunities and to guarantee a professional probation placement for every teacher education graduate; c. calls on the Minister for Education and Skills, and the Teaching Council, in co-operation with the education partners and colleges of education, to set out a ten year (2015-2025) teacher supply plan to meet the criteria outlined at (b) above.

Educational disadvantage Congress: a. notes the very positive outcomes for students stated in the DEIS Report 2013 and recognises the efforts made by the teachers in DEIS schools to achieve those outcomes; b. supports the concept that schools in areas of socio-economic disadvantage be provided with additional supports in staffing, funding, building, book and other schemes; c. believes that it is necessary to have a review of criteria for inclusion in the DEIS scheme in order to facilitate applications from schools, and calls on the DES to undertake such a review this year; d. condemns the reduction of supports in primary education and calls for the reinstatement of dedicated supports for non-English speaking children and for children from the Traveller community; e. calls on the DES to recognise and support disadvantage in all schools through the reinstatement of the supports for disadvantage in non-DEIS schools.

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INTO Congress  Resolutions adopted in public session contd.

Probation Congress calls on the CEC to ensure that: a. whatever probation process is embarked upon in the future should be fair, transparent, consistent and professionally sustainable; b. principals and mentors should not be required to take an evaluative role in the probation of NQTs and that their workload should not be increased; c. the Teaching Council explores options to engage either the Inspectorate, retired teachers or other specifically trained professionals to probate NQTs.

Early childhood/Aistear Congress welcomes the introduction of the Aistear programme in infant classes and calls on the DES to: a. provide comprehensive in-service training for all teachers and school leaders involved in the implementation of Aistear; b. set an equitable pupil-teacher ratio in all infant classes to enable teachers to implement Aistear methodologies; c. provide classroom assistant support in all infant classes, staffed by appropriately trained classroom assistants; d. provide adequate funding to ensure implementation thereof.

Anti-bullying procedure Congress demands that the DES provide all school staff members and BOM personnel with a one day

inservice prior to the implementation of the DES antibullying Circular 0045/2013 ‘Anti-Bullying Procedures for Primary and Post Primary Schools’.

HSCL Congress demands that: a. the CEC establish a campaign for a review of the Circular 058/2013 to allow for discretion in relation to the appointment of HSCLs; b. the CEC also establish with immediate effect a formal consultation and reporting mechanism involving representation from all HSCL clusters across the country to: (i) enable comprehensive engagement with HSCL coordinators on latest developments in relation to HSCL; (ii) inform union policy in relation to the service; c. a formal INTO position on the OCOTOP model be established only after full consultation has taken place with all HSCLs, not just those in pilot clusters/schools.

Work related assault leave Congress, noting the number of teachers who have been assaulted in the course of their teaching work, demands that the CEC enter into negotiations with the DES to establish a separate system of work-related assault leave that does not impinge on existing sick leave arrangements.

Resolutions adopted in private session NQTs Congress calls on the CEC: a. to continue their campaign for pay parity for NQTs employed after January 1st 2012 in line with the motion passed at Congress 2011; b. to fight any further attempts at reducing the pay of teachers employed before that date as a method of establishing a new ‘parity’; c. to provide information and opportunities for NQTs to gain employment in a positive manner to encourage and develop their long-term participation in the INTO; d. to actively and publicly encourage the employment of NQTs as substitute teachers over retired teachers in the current economic climate; e. to continue an active campaign of promoting participation among the younger members of the INTO; f. to publicly (i) reject JobBridge as a means to employment in the Primary School system; (ii) outline the exploitative aspects of JobBridge as it pertains in primary schools; (iii) highlight JobBridge as a devaluation of the role of teachers; g. to ensure that the directive issued on JobBridge is maintained and all infractions of the directive are dealt with efficiently, without delay and in full

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accordance with the rules of the Organisation; h. to publish details of penalties imposed by the CEC on members under Rule 105 in InTouch and on the INTO website, allowing for anonymity of such members.

Branch funding Congress endorses the recommendations contained in the Report on Branch Funding 2014, as prepared by the CEC following the resolution of Annual Congress 2013.

Disciplinary procedures Congress instructs the CEC to conduct a review of the INTO Disciplinary Procedures under Rules 104 and 105, such review to include consultation with District Officers and an opportunity for members generally to contribute views, and to report to Congress 2015 with recommendations and proposals arising from the review.

Subscription Congress demands that teachers in their third year of substitute membership be allowed to pay a subscription of €25 in place of the expected €85.

InTouch May 2014

INTO Congress 

A Congress about pay and conditions INTO Congress 2014 was dominated by educational and industrial relations issues of concern to teachers. These included: • pay and conditions of employment, • fair taxation, • the funding of schools, • school leadership, • the future of small schools, • promotion for teachers, • special needs teaching, • tackling disadvantage, and • school patronage. Over 900 delegates from all over Ireland discussed and debated the issues over the three days. Full coverage of all the public sessions, and related media coverage, is on the INTO website.

Pictured left to right are: John O’Dowd, Northern Minister for Education, Sheila Nunan, General Secretary, Ruairí Quinn, Minister for Education and Science and Brendan O’Sullivan, INTO President 2013/14.

Changes to Congress timetable next year

Congress on the web

Under a change of rule adopted at INTO Congress 2014, Annual Congress next year will have a change in the running order. The Tuesday session of Congress will be extended from the current 2pm finish to finish at 4.30pm, while on the Wednesday the closing session will begin at 2pm rather than the current 4.30pm. Under the provisions there is also reordering of when reports from national committees will be taken. However, the overall amount of time at

The following are available on the INTO website at www.into.ie/ROI and www.into.ie/NI under the ‘Congress 2014’ heading. • The webcast archive of the public sessions on the Monday, Tuesday and Wednesday. • The resolutions passed in public session. • Media coverage received by the INTO regarding Congress 2014. • A full list of all press releases issued by the INTO. • Links to the speeches. • A link to photos from Congress on the INTO Flickr account.

Congress for discussion and debate remains the same. In a separate rule change the size of delegations to Annual Congress has also been slightly reduced. This is a reflection of the increased membership of the INTO in recent years despite the economic downturn and the growing size of Annual Congress. A Special Rules Congress to consider a range of other proposals in relation to INTO rules will be held in the coming months to deal with proposals not dealt with at Annual Congress 2014.

Congress in numbers

914 101 19 6 16

the number of delegates listed to attend. the number of invited guests to the opening session. the number of resolutions adopted. the number of national or other committee reports adopted by Congress. the number of tellers elected to count card votes.

InTouch May 2014

3,295 6 136 13.4

the number of people who tuned into the live webcasts on the INTO website during Congress. the number of reports by Standing Orders Committee with recommendations about the business of Congress. the number of individual delegates who contributed to debates. the number of hours broadcast via webcast.

10 146 26 7 25 ????

the largest number of countries viewing webcast at any one time. the number of Congresses held by the INTO to date. the number of INTO staff involved in backup and support. the number on the local organising committee. the number of trade stands. the number of cups of tea and coffee drunk during the week.

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INTO Congress 

Congress in pictures

View more photos from Congress on www.flickr.com/photos/ irishnationalteachersorganisation/

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InTouch May 2014

INTO Congress 

InTouch May 2014

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INTO Congress  Lorraine Uí Thuathail, Limerick City Branch

Vox Pop – first time delegates to Congress Ciara Brennan, Craobh Chualann While it was my first INTO Congress, my experience of previous congresses of other organisations had me somewhat prepared for what lay ahead. Congress was also held in my hometown of Kilkenny this year, which left me on familiar (and beautiful!) surroundings from the off. I found Congress to be an excellent opportunity to get to know members of my own branch, Craobh Chualann, more. It also provided a chance to put faces to names at CEC level. The agenda provided for robust debate on many of the myriad issues that face our union in this time of austerity and cutbacks. I was impressed to see equality matters highlighted and, as an enthusiastic advocate of ICT, I felt it important that the union highlight the lack of funding for broadband and other technology. I did find it unfortunate that many motions which should have warranted discussion did not make it to the floor, due to time constraints –

and while some progress was made on making Congress run more efficiently, more needs to be done in this regard. It is a shame that so many branches have put so much effort into tabling motions on crucially important subjects, only to have other less divisive issues monopolise the limited time available. I was happy that our union welcomed the Minister for Education and Skills in such a courteous manner, and while I took issue with many of his comments, he was left in no doubt as to where we stand on restoring the damage done to the profession by the successive rounds of cuts our members have faced in recent years. It was a positive development to hear discussion on the potential equalisation of the three pay scales addressed – surely the biggest example of inequality within the teaching ranks at present. I look forward to the campaign our union will surely wage to turn this premise into a reality.

Shane Ruane, Liffey Valley Branch This year, I decided to become more actively involved in the union, so I took on the role of INTO staff representative in my school. As a member of Liffey Valley Branch Committee, I was nominated as a facilitator at the Youth Conference in Castlebar which was a great experience. It was wonderful to see so many young teachers voicing their opinions on education and the issues that affect them, particularly NQTs. During the Easter holidays, I attended INTO Congress in Kilkenny. As it was my first time attending, I didn’t quite know what to expect but I was pleasantly surprised. As part of Congress, members vote on the most urgent matters, arising in education, that they would like the INTO to work on over the coming year. We, the members, are the people in charge of the INTO but we must become more involved! Since becoming involved in INTO, I am much more

aware of the issues that affect teachers all over the country. The solidarity among teachers for NQTs was palpable at congress especially when voting on motions such as new probation and induction procedures and discussing the three different pay scales we find ourselves faced with. The minister's announcement to rectify this situation came as welcome news! The social aspect of INTO is an excellent way of getting to know more people around the country. My involvement in the INTO has given me a big confidence boost to become more involved in education beyond the walls of the infant classroom. If you want an exciting opportunity to become involved in shaping the future of Irish primary education, why not start by attending an INTO meeting in your local branch/district. I would encourage young teachers especially to join and become more involved in their union.

Armed with my INTO Congress pack and the Congress app I made my way to Kilkenny for the 146th Annual INTO Congress and my first Congress. Having been a keen INTO member since beginning my career in 2008, I was happy to represent my district at the national Congress. I found that being a delegate for District 13 not only gave me an opportunity to meet old classmates but was also a chance to get to know others in my district and to hear about the issues that are affecting teachers across the island. This both reaffirmed my own work and allowed me to see the bigger picture which is the Irish education system. Attending Congress afforded me the opportunity to partake in the decision process affecting my profession, with votes being cast on everything from teacher workload to Aistear. Even though I have been the staff representative for four of the six years I have been teaching and have always attended INTO meetings I have felt out of place speaking up on issues, leaving it to the more senior members of the district. When I attended Congress, however, I saw and heard many first time attendees, like myself, address the delegation and noticed how much it was admired and supported by the other members. This changed my view on the INTO being more focused on the senior members and showed me that INTO welcomes, supports and encourages the all members to take a more active role in the union.

Ciara Gilligan, Tallaght Branch What encouraged me to put my name forward for Congress 2014 was the sheer enthusiasm among fellow staff reps and the committee members in Tallaght Branch about the event. I hadn’t spoken to one member of the branch who couldn’t relate to Congress in a positive, excited and energetic manner. As a first time staff rep, eager to carry out this duty to my best potential, the curiosity got me and I am blown away with my fabulous experience of Congress 2014. From the get go, nerves and apprehension

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were quickly replaced with a warm reassurance as I got to know the friendliness, compassion and strength of the people of Congress 2014 from watching fellow delegates deliver passionate speeches about matters so close to the hearts of all teachers across the country, to having the opportunity of meeting the honoured Tom O’Sullivan before his retirement. Learning about the range of difficulties faced by INTO members in all parts of the country was fantastic. From class size, to workload, to

pay scales, each speaker showed a heartening passion and integrity in their debate. Congress 2014 reassured me that we are not alone with the difficulties we face in our schools. To have such a strong body that is the INTO to support us has given me much more confidence as a newly qualified teacher. I can undoubtedly say I have caught the INTO bug and I look forward to bringing that back to my duty as a staff rep in my school! All in all, I had a really rich first experience of Congress 2014 and I can’t wait to attend my second! InTouch May 2014

Northern News News from the world of education and trade unionism in Northern Ireland

Northern Conference 2014 The 146th Northern Conference was held in the Killyhevlin Hotel, Enniskillen, on 28 February and 1 March. This was the first time the conference had been held in Fermanagh. The setting and weather over the two days ensured that the delegates not only had an opportunity to air their views on current educational issues but also had an opportunity to let’s say ‘take the air’ in this tranquil setting. The conference opened with a welcome from the vice chairperson of Fermanagh District Council, who was completely unfazed by the event having recently welcomed the G8 heads of state. Things change so quickly, if it was happening now it would be the G7! The chairperson of the Northern Committee, Rita Fox, delivered her address on behalf of the Northern Committee. Her address acknowledged that the local administration of education was more in touch with local needs but the same administration had frustrated the progress of major initiatives like the end of academic selection and the implementation of the regional education administrative authority ESA. Brendan O’Sullivan, who was a frequent visitor to Northern Office during his term of president of INTO, addressed the conference. Brendan highlighted the many issues that are common to teachers both north and south. In particular, he commented that delegating more autonomy to schools was a means by which management shifted the responsibility for difficult decisions down to school level, “dumping the problem down to school level”. He referred to the six grades used here to describe the performance of a school as crude and an over simplification of what goes on in schools. Teachers need to be trusted and enabled to develop creative, critical, happy and sociable pupils. The Minister of Education, John O’Dowd, was unable to attend as the conference InTouch May 2014

coincided with an emergency recall of the Assembly, to debate the OTR letters. It fell to the permanent secretary to the Department of Education to deliver the minister’s speech, which he did in the first person. While many politicians from all parties made their way to Stormont, Mervyn Storey, Chairperson of the Assembly Education Committee, was there to listen to the chairperson’s address. Gerry Murphy, our Northern Secretary, touched on themes we would all resonate with. Doing things differently while not selling out on principle. Cooperation, inclusion and partnership between employer and employee. Treating teachers as caring professionals who can be trusted to do their best for the children in their care. Gerry commented that by doing things differently we might be able to create an education system which would better serve the needs of all our young people. The formal side of the conference completed, delegates and guests were entertained by primary school pupils from the

Erne West Learning Community Choir. These pupils from Belleek No2 Controlled Primary, St John the Baptist Primary, Belleek and St Martin’s Primary Garrison, made a 60 mile round trip to attend and to sing, and play and to entertain. Their being there was much appreciated. After the formalities the rest of the conference was over to the delegates, their opportunity to set the agenda for the coming year and to appraise the performance of Northern Committee during the previous year. There was debate, some consensus, some opposition and above all engagement. If you have read this short reflection on the Northern Conference 2014, then that is a beginning. Why not take the next step and have your own 20/20 vision. Attend your branch meeting, get involved and aim to be a delegate at your Northern Conference. Be there in 2020 or before. Rita Fox, Chairperson, Northern Committee.

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Nuacht CMÉ NORTHERN IRELAND NEWS II

Snapshots from Northern Conference

Northern Committee: Mary Dorman (past Chair), Ann-Marie Conway (Vice Chair) and Rita Fox (Chair).

Tom O’Sullivan, Assistant General Secretary, Gerry Murphy, Northern Secretary, and Noel Ward, Deputy General Secretary

Mervyn Storey, MLA Chair of Education Committee, Barry Mulholland, Chair of Western Education and Library Board, Brendan O’Sullivan, INTO President 2013/14, Rita Fox, Chair, Northern Committee

Gerry Murphy, Paul Sweeney, Permanent Secretary Department of Education, Sheila Nunan, General Secretary

Brendan Harron, Senior Official, Northern Office. Marie O’Shea, Enniskillen Branch Secretary, Esdelle Lappin, Principal Belleek PS, Erne West Learning Community Shared Education Choir, Rita Fox, Chair. 48

InTouch May 2014

INTO News NORTHERN IRELAND NEWS III

SEN A failed generation Some of Northern Ireland’s most vulnerable children are being let down because policy makers have failed to agree. As the teacher unions representing the greater part of the teaching profession in the North we were so alarmed by the situation surrounding the special education needs sector that we recently conducted a survey of members on SEN within schools. Primarily, we wanted to identify the main issues of concern and ascertain the scale of the problem. Secondly, we wanted to seek the solutions which teachers require. The high level of response to our survey in just two months is indicative of the need that exists in all phases and sectors of the education system. A third of teachers believe that the situation in schools is getting worse. They are losing faith that the system is there to support them, and increasingly report the obstructive nature of the SEN processes. Instead of the system driving them to identify and intervene early, they feel they are entering an elaborate paper chase when all they want to do is support the learning of the pupil. Over one third of teachers indicated that they had not received the correct training to support their pupils. They feel the situation has deteriorated since 2009. As pupils present in schools with increasingly complex needs teachers need to have access to specialised training. Effective professional development requires opportunities for teachers to embed new ideas within pedagogy. Post InTouch May 2014

primary teachers, especially, can be very isolated and fail to receive the additional support they need if they are not members of the SEN team. Over half of teachers surveyed did not have the correct resources. Those in the past who would have received additional teaching support for a pupil may now only receive additional ‘advice’. Responding to the survey, a primary middle manager noted: “There is an

Teachers … are losing faith that the system is there to support them, and increasingly report the obstructive nature of the SEN processes increased reliance on online training in general, which is not fit for purpose. Main stream schools are told how many referrals they can have per year – this makes a total nonsense of level of need/provision. SENCos are over-burdened with paper work... Large class sizes and the increasing number of pupils with identified needs is becoming unmanageable in whole class situations. “Large classes make the job of catering for individual needs very difficult. Within

a class of 32 I have eight children on IEPs, all of which require a great deal of support and varying types of needs. Many of the suggested strategies are fine in a one to one basis, but with little time to spend with individual pupils in a whole class setting, these often fail to be continued or work properly.” Perhaps the most disappointing aspect is the fact that the views of our respondents reflect the alarming findings of the GTCNI report The Teachers’ Voice 2010 where only 8% of teachers agreed that teachers and schools had the professional capacity to deal with SEN issues. Four years on the situation continues to be alarming. Children who were in P1 in 2006 when the SEN and Inclusion Review was initiated were promised a better level of support and intervention. They have now just started their post primary education. Will change be effected before they leave education? Can we really fail a whole school generation because we are waiting for a policy? The policy makers know that teachers will strive to do their absolute best for the pupils in their classrooms. They continue to make the pupils their priority even at the expense of their own health and wellbeing – but an education system cannot be viewed as world leading when it fails so many of its pupils and teachers. Stephen McCord, President Ulster Teachers’ Union. Mary Dorman, INTO Northern Committee. 49

Newsdesk News from the world of education and trade unionism, at home and abroad

LEADERSHIP PROGRAMMES

Forbairt 2014 – 2015

Misneach 2014 – 2015

Principals with deputy principal

Misneach is a two-year programme for newly appointed or acting principals. It consists of four two-day residential seminars. Two residentials take place in year one of the programme with the remaining two residentials taking place in year two. An additional three Misneach local support sessions take place in year one, facilitated by an experienced locally based principal in your region The programme assists principals in

Forbairt is a capacity building programme for school leadership teams (experienced principals with their deputy principal). It focuses on developing high quality leadership and on identifying and building the leadership capacities needed to respond to the challenges and complexities of school life. The Forbairt programme consists of a series of seven seminar days (two residentials, each lasting two days, and three single day seminars). The programme also includes three evening workshops organised locally with other school leaders. These professional learning communities (Action Learning Groups) use an action-oriented, problem-solving model of collaborative learning. Inherent to the programme is a school-based project, which focuses on the development of leadership skills. Full substitution cover is available to deputy principals with four days substitution cover available to teaching principals.

Newly appointed principals or acting principals their induction to principalship and affords them the opportunity to develop as a school leader in their own school, with particular focus on the building of key leadership skills. Misneach offers participants support in the key professional areas of school leadership including leading learning, leading people, leading change, leading the school community, managing the organisation and managing self.

Tánaiste 2014 - 2015 Deputy principals Tánaiste is a leadership summer course designed specifically for deputy principals/acting deputy principals. Tanáiste aims to develop the skills necessary for deputy principals to approach their role with confidence and to lead high quality teaching and learning in the school. This course explores the role of the deputy principal, helping to build capacity to deal with current educational initiatives including leading literacy, numeracy and school selfevaluation, while also focusing on the interpersonal leadership role that deputy principals engage in. This course is recognised by the DES for EPV purposes.

Applications for all 2014-2015 Leadership Programmes may be made by contacting Linda Hogan in Clare Education Centre (065-6845500)

InTouch May 2014

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Ócáidí Nuachta

Gaelbhratach – new Irish language scheme An innovative, engaging new Irish language scheme for primary and secondary schools, was launched as part of the celebrations for Seachtain na Gaeilge 2014. The scheme promotes the use of conversational Irish through active engagement, language awareness and supporting the communicative approach to teaching Irish The boys and the teachers in St Patrick’s BNS, Foxrock, have been making a huge effort in terms of using and promoting the Irish language as part of the new scheme. At the beginning of this year certain targets were picked which they aimed to have achieved by the end of the year. Anois cloistear Gaeilge sa phasáiste, sa halla, sa chlós, agus nuair a insíonn na scoláirí a gcuid nuachta gach seachtain ag an dtionól scoile. Ghlac na daltaí páirt i ngníomhaíochtaí spraíúla i rith na bliana, cosúil le Tráth na gCeist agus Éist,Tarraing, Caint, rud a chum an scoil mar chuid den nGaelbhratach chun ranganna sinsearacha a spreagadh chun labhairt leis na ranganna sóisearacha agus chun cabhrú leo. Freisin bhí paráid mhór Gaeilge mar chuid de iarrachtaí Sheachtain na Gaeilge 2014! Students from 5th and 6th classes attended the launch in Loreto Secondary School, Bray, on 7

First steps in Cork

Pupils from St Patrick’s at the launch March. The children really enjoyed all that was on offer for them throughout the day i.e Giggles the clown who spoke and entertained ‘as Gaeilge’, singing with the amazing Irish band Mo Hat s’ Mo Gheansaí, and more. According to the boys, the language is now some-

A group of teachers and school leaders who took part in a recent course entitled First Steps Reading; a collaborative project between the Professional Development Service for Teachers

thing which means much more to them than just a 40 minute formal lesson. It is associated with fun, music and craic where they are not under pressure to get every word correct or to understand every word either. It is a living language which they themselves can choose to opt into now.

(PDST) and West Cork Education Centre (WCEC). Also included in the photo are Mary O’Donovan, Director of West Cork Education Centre and Oonagh Lane O’Sullivan, PDST.

Maltese Ambassador receives warm welcome from Askeaton SNS Pictured: From left to right: Aaron Thompson and Katie Enright (both 6th class), Chantal Sciberras (Counsellor Chargé d'Affaires at the Maltese Embassy), Suzanne O’Keeffe, (Askeaton Senior School). Ms Sciberras visited the school as part of the Blue Star Programme.

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InTouch May 2014

Newsdesk

Cumann na mBunscol handball exhibition days Fortyeight of the country’s finest young players all travelled to Kingscourt, Cavan, last month for a handball packed day at the Boys and Girls Cumann na mBunscoil National Day. The format saw each player represent their province in three matches against opposing provinces, giving the youngsters a lot of handball against new competitors. The quality on show is improving year on year, credit must go to the hundreds of volunteers across the country who put in endless hours

of coaching. A special mention must go to Scoil Mhuire, Monaghan, for the impressive work done in developing handball, with the school claiming an unprecedented clean sweep of Ulster titles in the boys’ grades, sending six players to the National Day. Each of the grades were highly competitive and thoroughly enjoyable for the spectators, none more so than the 13&U grade where the four players involved drew gasps from the crowd with some of their shots, retrieval skills and all round skill

set. GAA Handball would like to thank the players who were all extremely courteous on the day, the parents for taking the children to the event, the volunteer referees and Kingscourt HC, who all contributed to two excellent days. World champions Paul Brady and Aisling Reilly were on hand at the event to take photos and sign autographs, much to the delight of the participants. The girls and boys who participated are pictured below.

Cumann na mBunscol All Ireland ticket competition Answer the five questions below and send the reply slip with your name, address and tel no to: All-Ireland Ticket Competition Patrick Mc Givern, 36, Lisnastrane Park, Coalisland, Co Tyrone, N. Ireland. BT71 4PW The first name drawn out of the hat will receive two All-Ireland Final tickets of their choice for 2014. Entries close on 30 May. 1. How many teams competed for the All-Ireland Senior Football Championship in 2013? Answer: 2. Name the Carlow team that was beaten in the All-Ireland Senior Club Hurling Final in 2014? Answer: 3. Who captained Clare to All-Ireland Senior Hurling final success in 2013? Answer: 4. Which club did Clare manager Davy Fitzgerald play for? Answer: 5. Who refereed the All Senior Club Hurling Final this year? Answer:

Name: Address:

Telephone:

InTouch May 2014

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Ócáidí Nuachta

PDST programme of support The Professional Development Service for Teachers (PDST) would like to bring your attention to its programme of support for the school year 2014/2015. The PDST is the largest provider of continuing professional development for primary and post primary teachers in Ireland and we offer a free national service to all teachers and school leaders through the following range of support models: • School based support. • National seminar delivery. • Local workshops and cluster supports. • Specific programme supports for school leaders. • Action learning networks and communities of practice. • Online webinars and courses. • Website materials and resources.

PDST provides continuing professional development in all aspects of teaching and learning. Our programme of support will be issued to all schools this summer term and will span the broad spectrum of areas that schools identify as part of their planning for staff development.

meetings for link teachers. A host of workshops will be offered in your education centres in the following areas: discrete oral language, phonological awareness, word study , writing and reading fluency.

Litearthacht na Gaeilge Cuirfear Seimineáir do Nasc Mhúinteoirí Litearthachta (Litearthacht na Gaeilge agus Litearthacht an Bhéarla) ar fail arís an bhliain seo chughainn. Tacófar leis na seimineáir seo le sraith cnuas-ghrúpaí áitiúla. Anuas air sin beidh tacaíochtaí ar leith ar fáil go háitiúil sna hIonaid Oideachais ina measc sin beidh ceardlanna ar An Ghaeilge ó Bhéal, Tuiscint, Cruinneas, Scríbhneoireacht agus Léitheoireacht faoi Threoir. Numeracy Our link seminars for numeracy focus strongly on an instructional framework for

mathematical thinking across all strand units. These seminars will explore this through the lens of specific strands. These seminars will be supported by local cluster meetings for link teachers. A variety of workshops will be available also in mental maths, number, and problem solving using ICT. Health and well being Seminars for school leaders in prevention and intervention for bullying will be scheduled for term 1 2014. PDST will also provide support in SPHE, Child Protection, RSE, PE and Well Being for Teachers School leadership PDST offers specific supports for school leaders through our various leadership programmes: Toraíocht, Misneach, Tánaiste, and Forbairt. PDST will be extending its provision for leadership support through a range of models beyond these stand-alone programmes. See our advert for

School self evaluation PDST can support you with the implementation of your school improvement plan or assist you in identifying/evaluating your next area of focus. PDST will be seeking schools willing to work through the SSE process with PDST through a combination of workshop/individual school support with a view to sharing practice with other schools Literacy English Literacy seminars for link teachers will run next year and will examine discrete oral language, reading and writing. These seminars will be supported by local cluster

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Newsdesk

2014/15 next year’s Forbairt programme on page 51 of this magazine. ICT for teaching and learning PDST aims to integrate the use of ICT for teaching and learning into all of our CPD material. Through the work of PDST Technology in Education we will continue to offer a programme of professional development on the specific use of ICT in teaching and learning face to face courses through your local

education centre and online through teachercpd.ie. See page 69 of this magazine for our article ‘Creating, Sharing, Publishing’. PDST will communicate with all schools in term 3 with further details around how to apply for our various forms of support. Our application system for school support will reopen in Term 3 to accept requests for 2014 2015. Check out the new look PDST website on www.pdst.ie.

PDST are delighted to announce our Literacy Teaching and Learning Conference on Saturday 7 June. Log on to www.pdst.ie/conferences to register

Some popular resources on our website (www.pdst.ie) Lámhleabhar: Labhairt na Gaeilge Cuireadh an lámhleabhar seo le chéile chun tacú le múinteoirí aidhmeanna an churaclaim ó thaobh labhairt na Gaeilge a chur i bhfeidhm.Tá múnla molta ann do theagasc éifeachtach teanga i dteannta gníomhaíochtaí a chuideoidh le cur chun cinn na teanga labhartha sa rang. Táthar ag súil go n-éascóidh na háiseanna seo forbairt na Gaeilge i ngach réimse curaclaim. http://tinyurl.com/pdstgaeilge. Interactive presentation on the 2013 Anti-Bullying Procedures This presentation outlines the details of the 2013 Anti-Bullying Procedures. Supporting documents for this webcast include the 2013 DES Anti-Bullying Procedures, a PDST information booklet for schools and a PDST anti-bullying policy template. www.pdst.ie/node/4202

InTouch May 2014

Shape and Space Manual The aim of this resource is to assist teachers in teaching the strand of Shape and Space (infants to sixth class) and supports the implementation of the primary school mathematics curriculum. It provides a framework for teachers to promote higher order problem solving and mathematical thinking skills. Teachers have widely commented on how this resource has helped them lessen their reliance on textbooks and has completely changed the way they teach maths for the better. www.pdst.ie/Shape-and-Space.

can scaffold and purposefully pose opportunities for them to learn sytax and semantics of language along with new vocabulary. In a ‘Conversation Station’, the teachers and pupils actively listen to one another, engage in dialogue that is designed to expand and further challenge pupils language. This video shows practical examples of conversation stations in action with junior classes. Examples of conversation stations with middle and senior classes are also available on our literacy channel. www.pdst.ie/LiteracyLinkDay1

Oral Language Development: Conversation Stations Children best develop language skills by engaging in conversations with others who

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Viking Ireland Did you know that Viking helmets never had horns? If you answered ‘no’, then you wouldn’t be on your own. This is just one of the many myths that is dispelled in Viking Ireland: A New Voyage of Discovery, a new bi-lingual educational resource published by the Curriculum Development Unit (CDU) of Mary Immaculate College (MIC). Over the last 50 years, abundant archaeological discoveries have led Irish historians to re-evaluate the records of Ireland’s most famous high king, Brian Boru. In this, the millennium year of Clontarf, the fruit of that research is now available as a result of a cross faculty team of the Curriculum Development Unit, MIC, producing this innovative resource. Using the latest developments in interactive pedagogy, this resource, which was produced in conjunction with the Thomond Archaeological and Historical Society, will provide pupils in Irish schools with new, deeper insights on this period in Irish history, the Vikings and the career of Brian Boru. At the recent launch of this resource in MIC, Eucharia McCarthy, Director of the CDU said that: “We have published Viking Ireland – A New Voyage of Discovery to dispel some of the myths about the Vikings which permeate many of our primary school history textbooks. This new evidence based resource provides accurate information about the Vikings and uses highly interactive teaching approaches that will bring history to life for our pupils”. Expanding on this Eileen O’Sullivan, co-author of the resource said: “We deliberately adopted the title ‘A New Voyage of Discovery’ to reflect the fact that, when working from this resource, children will not be merely hearing familiar information about the Vikings, as told to them by a teacher, nor will they be reading it from a textbook. Instead, they will actively engage in interactive learning opportunities. Within this approach, the child is working as a historian, replicating many of the enquiry skills that we would expect a professional historian to employ, such as, working with first hand accounts of events, examining archaeological finds, interacting with visual imagery, etc. All of this helps the child to build the story of the past and develop an empathy with, as well as an understanding of, what life was like at that period in time”. Commenting on the collaborative nature of the resource Professor Michael A InTouch May 2014

A New Voyage of Discovery

Pictured at the launch of Viking Ireland – A New Voyage of Discovery at Mary Immaculate College recently were (back row): ‘Viking’ Laoise Nic Íomhair; Eucharia McCarthy, Director of the Curriculum Development Unit, MIC; Dr Daniel Tietzsch-Tyler, Thomond Archaeological and Historical Society; Dr Catherine Swift, MIC lecturer and co-author of the resource; Caitríona Breathnach, Oifigeach na Gaeilge, MIC and co-author; and Eileen O’Sullivan, MIC lecturer and co-author. Front row: ‘Vikings’ Senan Slattery, Sadhbh Dillon and Maebh Kieran McDonagh.

Hayes; President of MIC said: “Mary Immaculate College’s Strategic Plan 20122016 aims to foster collegiality and collaboration amongst faculty, leading towards scholarly dialogue on teaching and learning. This cross faculty collaboration with the Thomond Archaeological and Historical Society is an exemplar of how combining historical, pedagogical, curricular and linguistic expertise can lead to a richly informed publication of the highest calibre”. Caitríona Breathnach, Oifigeach na Gaeilge and co-author of the publication noted that, in a review of the primary school curriculum undertaken for the NCCA in 2008, teachers and parents alike noted the lack of attractive and age appropriate resources in Irish for all subjects on the primary curriculum. “This informative, relevant and beautifully presented publication will be a welcome resource for teachers in Irish medium contexts. The provision of this resource is further proof of Mary Immaculate College’s long term commitment to both education and the Irish language,” she said. Dr Catherine Swift, lecturer in MIC and co-author of the resource remarked that: “It is great to mark the thousand-year anniversary of the Battle of Clontarf with a resource like this which we hope will en-

sure that future generations of Irish children will continue to learn about the cultural roots of our biggest cities. If it hadn’t been for Viking migrants and Viking merchants, we wouldn’t have Dublin, Limerick, Waterford, Cork or Wexford today.” Seán McMahon, the incoming President of the INTO, described Viking Ireland as: “a truly remarkable resource for teachers and pupils. It builds an interactive bridge across a millennium, facilitating pupils to experience the Viking Age, through a cross-curricular and multi-sensory approach, enthusing and exciting pupils on their journey through time.” Launching the publication Norwegian Deputy Head of Mission, Grete Odegaard said: “What is important for every nation is to make history known to the new generations. And most important is that the curiosity for the past is raised among children and youth.” Viking Ireland – A New Voyage of Discovery is an educational resource in English and Irish for teachers of third to sixth classes. Available to purchase from: The Curriculum Development Unit, Mary Immaculate College, South Circular Road, Limerick. Phone 061 204366. Email: [email protected] 57

Teaching matters Articles and opinions on primary teaching, with tips and ideas for the classroom

The evaluation of DEIS in rural schools The Educational Research Centre (ERC) has been carrying out an evaluation of the School Support Programme (SSP) under DEIS in urban and rural schools since 2007. A major aspect of the evaluation of the programme was the assessment of pupils’ reading and mathematics achievement at the beginning of the scheme in 2007 and three years later in 2010. Unlike in the urban evaluation, it was not possible to carry out a third round of testing in rural schools in 2013. It is important to note that some significant aspects of the SSP in rural schools have not been in place since 2011. The 2007 scores of pupils in rural schools were closer to the norm than those of their counterparts in urban schools. Analyses of data from third and sixth class pupils in a sample of 256 DEIS schools in rural areas revealed statistically significant increases in achievement levels in reading and mathematics between 2007 and 2010 (Weir & McAvinue, 2013). The increases in achievement between 2007 and 2010 brought rural pupils’ scores even closer to the national norm, with average 2010 standard scores for reading of 97.7 for third class and 98.1 for sixth class (see Table 1 for reading data), and for mathematics at 99.4 for third class and 99.9 for sixth class. The observed improvements in achievement in reading and mathematics may be directly attributable to efforts under the programme to improve literacy and numeracy. The areas of literacy and numeracy were prioritised under the SSP in terms of the school planning process, which involved target-setting,

Table 1: The reading achievements (average standard score and percentages scoring at or below the 10th percentile and at or above the 90th percentile) of rural pupils in SSP schools in 2007 and 2010, by grade level

3rd class 6th class 2007 2010 2007 2010 (N=2,077) (N=2,074) (N=1,975) (N=2,101) Norm group Standard score average 96.3 97.7 95.5 98.1 100 At or below 10th percentile 16% 12.2% 16.4% 11.8% 10% At or above 90th percentile 4.3% 3.3% 4.3% 6.3% 10%

monitoring of progress, assessment of outcomes, and advice from the (then) PDST. This conclusion is encouraged by the similar increases in achievement observed for urban schools participating in the SSP (Weir & Denner, 2013). The improvements might also reflect some other aspects of the SSP (e.g. clustering and the support of a co-ordinator), or these other aspects might have interacted with the emphasis on planning. However, it should be acknowledged that the improvements could be reflecting a general nationwide increase in achievement levels. The absence of a control group with which the progress of pupils in the SSP could be compared is a problem in this regard. In an earlier evaluation report on the rural dimension of DEIS, Weir, Archer and Millar (2009) described how poverty was less concentrated in the rural than in the urban sample, but no evidence could be found to implicate this in the explanation of the superior performance of rural pupils over their urban counterparts in DEIS. Neither was there any support for the idea that small school size acted as an antidote

to the effects of poverty (a finding that has been noted in the international literature in the area). There was, however, support for the idea that the relationship between socioeconomic characteristics and pupil achievement differs both quantitatively and qualitatively in rural and urban areas. Outcomes of some exploratory analysis of these issues suggests that the achievements of rural pupils may have been somewhat protected by their parents’ engagement in, and emphasis on, education. It would appear that, not only did the rural children have greater access to educational materials and were more frequently engaged in educational activities such as reading, but that these educational practices within the home had a greater influence on their achievements than on those of their urban counterparts. Other data indicated that the achievements of rural pupils were less likely to be negatively affected by the presence of distractions in comparison with urban pupils. A full version of the report on the evaluation of the SSP under DEIS in rural areas is available at www.erc.ie.

Dr Susan Weir, Research Fellow, Educational Research Centre, Dublin 9.

References Weir, S, & Denner, S (2013). The evaluation of the School Support Programme under DEIS: Changes in pupil achievement between 2007 and 2013. Report to the Department of Education and Skills. Dublin: Educational Research Centre. Weir, S & McAvinue, L (2013). The achievements and characteristics of pupils attending rural schools participating in DEIS. Report to the Department of Education and Skills. Dublin: Educational Research Centre.

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Teaching Matters

We need to talk about math problem solving “The real voyage of discovery consists not in seeking new landscapes but in having new eyes” Marcel Proust I don’t know if you’ve noticed but doesn’t it seem that ‘problem solving’ has become a buzzword of late, a term that has become synonymous with the language of standardised testing, curriculum reform, national numeracy strategy and school selfimprovement? I have worked with many professionals and schools on the area of problem solving and the term conjures up very mixed reactions, sometimes enthusiasm but largely ambiguity and confusion. The Primary Mathematics Curriculum (1999) and more recently the Literacy and Numeracy for Learning and Life National Strategy (2011), both outline goals that refer to problem solving that can be interpreted in multiple ways without explaining how this might translate into classroom practice. The phrase ‘problem solving’ is problematic in itself as it suggests multiple meanings in our understanding of mathematics teaching and learning (Kajander & Mason, 2007). In order to meet the learning needs of 21st century learners in our classrooms we need to think differently about problem solving and in order to do this we need to fully understand what is meant by problem solving. The goal of this article is to initiate a discussion around problem solving and to shed some light on the problematic phrase that is problem solving. The next instalment of this article (InTouch, June 2014) will then build on this discussion by providing a reconceptualisation of effective problem solving approaches to mathematics. Huge disparities exist in mathematics education. Boaler (2010) deduced that it is the subject with the greatest difference between what we know works from research and what happens in most classrooms. Furthermore, there are huge divides between the way experts define it and the way pupils define it. Experiment with this theory for yourself – ask your pupils these questions: What is mathematics? What does it teach us? Why do we learn maths in school? I wonder how many responses will correspond with the aims and goals of the mathematic curriculum? It appears, at least according to the latest reports, that these aims and goals have become, shall we say, lost in translation. Traditional mathematics classrooms tend to be exam focused, textbook mediated, with pupils largely grouped according to their ability to perform procedures. Moreover, teachers feel the heavy burden of delivering a broad curriculum to large classes of diverse pupils. Boaler (2010) describes traditional mathematics as uni-dimensional, where typically the teacher presents content and/or a new set of rules, then demonstrates by executing various procedures, which the pupil in turn replicates in practice. It could be argued, that this mode of teaching and learning can largely be attributed to the ways in which mathematics is assessed and how success in mathematics is measured, that being pri-

InTouch May 2014

marily via a standardised test driven curriculum. While standardised tests certainly have a role in assessing procedural skills, I would argue that the makeup of these tests sends a very conflicting message to policy makers, teachers, pupils and parents as to what true problem solving actually involves. Tests are not good places to attempt problem solving as most pupils need time to reflect, discuss and try possibilities. Time-limited situations such as tests are not conducive to this. Moreover, the results of these tests send a misleading message to pupils themselves, a poor result might indicate to a pupil that he/she is a poor problem solver. Rather, this pupil may have been unable to penetrate other barriers to success in problem solving as determined in the test such as literacy difficulties, language deficiencies, print based media, to name but a few. As a learning support teacher, it has been my experience that many pupils who do not perform well in a standardised test demonstrate great problem solving abilities once these barriers are removed. A major goal of the Literacy and Numeracy for Learning and Life Strategy is to equip teachers to use open-ended challenging tasks that motivate young people to engage with problem solving in a meaningful way (DES 2011:31). The reality is that this goal often translates as pupils decoding word problems and applying a solution or strategy using a given previously taught method. Research has shown this to be an ineffective way to use problem solving in mathematics lessons (Buschman 2004; BayWilliams & Meyer 2005), as well as an ineffective method for teaching mathematics (NCTM 2000; Van de Walle & Lovin 2006). Problem solving as I understand it, requires a multi-dimensional approach to the teaching and learning of mathematics with pupils asking questions, choosing learning objectives as well as their paths to learning; pupils using and manipulating maths to pave this path to learning, making connections, engaging in critical talk and thinking and representing their understanding in different ways. This is in stark contrast with the notion that problem solving is a type of exercise or add-on that is practiced after the pupils are taught a concept or topic. True problem-based learning involves pupils constructing new ideas based on their experiences with appropriate problems, not simply applying known methods to

new contexts (Holms, 2013:37) I take the stance that the pursuit of the ‘right answer’ can no longer be the goal of learning in mathematics but rather it is the process taken towards finding the solution where the real rich learning lies. The current mathematics curriculum sets out several mathematical processes that should be incorporated into curriculum delivery: communicating and expressing; integrating and connecting; reasoning; implementing; understanding and recalling. These processes are listed as separate entities yet an effective problem solving approach would comprise of all of these processes and essentially then, would be the only method necessary to accomplish the goals of the curriculum. Through this lens problem solving is not only a method for teaching mathematics but essentially it is the ultimate goal of mathematics. Think of this analogy – a maths lesson without problem solving is like learning all the skills, drills and tricks at GAA training but never playing a game of hurling!

This is the first part of a two part article by Tracy Curran, learning support teacher, Cloneen NS, Co Tipperary. Tracy has designed both the INTO Learning CPD Package on Maths Problem Solving and the online summer course Maths Problem Solving: Process, Not Product. Part 2 will appear in the June issue of InTouch A full-length version of this article including references is available on the INTO website at www.into.ie/ROI/ Publications/InTouch/FullLengthArticles/

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UConn san fhómhar © Iyad Malouf

Cúrsaí Teagaisc

Scoláire Fulbright in Ollscoil Connecticut An 13 Lúnasa, 2013 a bhí ann. Críochfort a dó, Aerfort Bhaile Átha Cliath. Bronnadh scoláireacht Fulbright orm le Gaeilge a mhúineadh in Ollscoil Connecticut (UConn) don bhliain acadúil 2013-2014 agus ní miste dom a rá go raibh faitíos mór orm ag fágáil Éireann an lá úd. Bhí mo theaghlach ‘s mo chailín bailithe le chéile sa chríochfort céanna le slán a fhágáil liom, ach sula raibh deis ag na deora teacht i gceann mo chuid súl, d’iompaigh mé ar mo shála agus bhailigh mé liom go Meiriceá. Leath na súile go mór orm nuair a shroich mé an ollscoil. Thóg sé tamall maith orm dul i dtaithí ar an gcampas mór millteach. A leithéid d’áiseanna! Ní nach ionadh go bhfuil an fhoireann cispheile is fearr i Meiriceá ag UConn leis na háiseanna traenála iontacha atá acu. D’fhreastail mé ar chúpla cluiche cispheile le linn na bliana, ach is beag foireann a thug cluiche maith iomaíoch dóibh. Ní fhéadfaí an rud céanna a rá i leith na bhfoirne spóirt eile san ollscoil, ach is cuma leo, dáiríre. Ollscoil cispheile í UConn gan aon agó. Bhí ionadh an domhain orm nuair a dúradh liom go bhfuil foireann iomána san ollscoil. Thosaigh mé ag imirt leo ag tús mhí Mheán Fómhair agus casadh daoine óga orm as gach cearn den domhan a raibh spéis iontach acu inár gcluichí náisiúnta. Bhí idir Mheiriceánaigh, Cheanadaigh, Sínigh, Fhrancaigh, Spáinnigh agus Éireannaigh ar an bhfoireann s’againne, ach sheas Andreas na 62

Gearmáine amach go mór dom. Dá bhfeicfeá an scil aigesean. Ní bheadh sé as áit ar fhoireann idirchontae ar bith in Éirinn, na Cait san áireamh. Bhí cúpla comórtas iomána an-taitneamhach againn le linn na bliana, ach in ainneoin nár éirigh go rómhaith linn iontu, bhí tréimhse den scoth agam ar fhoireann iomána UConn. Is i gceannas ar cheithre rang éagsúla agus grúpa léitheoireachta Gaeilge a bhí mé san ollscoil. Bhí sé de dhualgas orm siollabais a chur le chéile ag tús an tseimeastair do na ranganna éagsúla agus scrúduithe a réiteach dóibh freisin. In ainneoin go raibh ranganna beaga agam – bhí níos lú ná deichniúr i ngach aon rang – is beag lá a chuaigh thart nár cuireadh ceisteanna dúshlánacha gramadaí orm. Thug mé faoi deara go han-luath sa bhliain go bhfuil spéis mhór ag mic léinn Mheiriceá i ngramadach agus i gcomhréir teangacha, agus is ar éigean a shásódh ‘caithfidh sibh díreach glacadh leis an riail sin, a chairde’ iad ach an oiread. Ach níl sé sin le rá nár thaitin dúshlán na ranganna liom, bhain mé antaitneamh as na ceisteanna uile agus ba mhór an onóir í dom mic léinn Gaeilge UConn a mhúineadh ar feadh bliana. Ambasadóir cultúrtha is ea an té a ghnóthaíonn scoláireacht Fulbright agus bhí sé an-tábhachtach dom cultúr na hÉireann a chur chun cinn sa seomra ranga agus timpeall na hollscoile araon. Bhí mé an-ghníomhach i gCumann Gaelach UConn, agus rinneamar an-iarracht

ócáidí a eagrú chomh minic agus ab fhéidir. D’eagraíomar an chéad tráth na gceist Gaeilge idir mic léinn Gaeilge UConn agus mic léinn Gaeilge Choláiste Elms i Massachusetts sa dara seimeastar, agus d’éirigh go hiontach leis. Ina theannta sin, thug mé ceachtanna ar an mbodhrán le linn mo thréimhse san ollscoil, agus tháinig an t-uafás mac léinn chuig na ceachtanna sin gach seachtain. Tá pobal láidir Éireannach in UConn agus b’iontach an tacaíocht a fuair mé uathu ó thús deireadh na scoláireachta. Don té ar mhaith leis feabhas a chur ar a chuid scileanna múinteoireachta, mholfainn na scoláireachtaí Fulbright go mór mór dó. Is mór is fiú an fhoirm fhada iarratais a líonadh amach agus an t-agallamh dúshlánach a dhéanamh le bliain a chaitheamh ag teagasc i Meiriceá. Ní hamháin go gcuirfidh tú go mór le do chuid scileanna ceannasaíochta agus do chuid scileanna idirphearsanta ann, ach gnóthóidh tú tuiscint den scoth ar chóras oideachais eile, córas oideachais Mheiriceá. Ní leisce liom a rá anois gurbh í an bhliain ba thaitneamhaí, ba spraoiúla ach ba dhúshlánaí a chaith mé ag teagasc go dtí seo agus níl dabht ar bith agam ach go seasfaidh mo bhliain mar scoláire Fulbright in Ollscoil Connecticut go mór mór dom go deo na ndeor. UConn Huskies abú! Teagascóir Gaeilge sa Choláiste Ollscoile, BÁC agus múinteoir bunscoile i Scoil Bhríde, Raghnallach is ea Garret Sweeney. InTouch May 2014

Teaching Matters

From lecture hall to classroom A new era for newly qualified teachers Primary principals are invited to involve their school in the Teaching Council’s optin pilot scheme for induction and probation, Droichead. Every principal who has ever welcomed a newly qualified teacher (NQT) into the school community will know how crucial a time it is in the teacher’s career. The Council believes that each new teacher needs the best possible support in moving from the lecture hall to the classroom. Principals have been giving that support for a long time. Droichead, the Irish for ‘bridge’, is the name of the new model of induction and probation for primary and post-primary teachers currently being piloted by the Council. Droichead is about a systemic welcome for NQTs, by fellow professionals, into the most important profession in society. It seeks to further enhance the support that NQTs receive in their first year in the profession. It reflects the core values of the work of the Teaching Council – professionally-led regulation, shared professional responsibility and collective professional confidence. Where a newly qualified teacher secures a position in one of the Droichead pilot schools, satisfactory engagement in Droichead is attached to his or her registration as a condition, along with completion of the National Induction Workshop programme. The teacher will be deemed to be probated and awarded full registration when the Council receives evidence that each of the registration conditions has been met by the teacher. In confirming that a teacher has satisfactorily completed the process, a Droichead form will be completed, confirming that the teacher has: • completed a required minimum period of professional practice; • engaged professionally with the schoolbased induction activities as established by the Teaching Council; • demonstrated a satisfactory commitment to quality teaching and learning; and, • demonstrated an ability to practise independently as a qualified, fully registered teacher.

mitted, the Teaching Council will determine if the Droichead condition should be removed from the teacher’s registration. The Council recognises the pressures experienced by school communities. For that reason, Droichead may be facilitated within schools in different ways, depending on their particular circumstances. The Council suggests that the optimum approach would involve the establishment of professional support teams within each participating school. While different models will suit different schools, the team would typically involve the principal, a mentor and one or more experienced colleagues. In some circumstances, a single professional support team might be comprised of teachers from a number of schools. Confirmation of satisfactory engagement in Droichead can be made by the school principal or deputy principal, or an experienced colleague nominated by the principal. This means that principals have the choice of being directly involved in the confirmation process or not. The pilot The first year of the Droichead pilot is now well underway. Teachers are already having a significant impact on the learning from the pilot, in a way that is enhancing the standard of the process. Other schools are now invited to contribute to enhancing

these standards over the next two years, by participating in the pilot. At present, the pilot is focused on primary and post-primary schools in those counties which normally have the highest concentration of newly qualified teachers, namely Dublin, Cork, Galway, Limerick, Kildare, Meath and Wexford. Schools outside of those counties can make a case for inclusion in the pilot, and some have done so already. Where a school opts to take part in the pilot, it will be invited to participate in a cluster of schools in the same region. Cluster meetings will be arranged at which participating schools will receive training, share their experiences of the pilot and receive support from the National Induction Programme for Teachers (NIPT) and an inspector assigned to that cluster. Ongoing email and phone support will be available from the NIPT and the Inspectorate. As a pilot, Droichead is very much a work-in-progress. Research is being carried out to evaluate the new model and to gather evidence from those participating in the pilot to inform the Council’s thinking in the further development of Droichead. A research bursary is available to pilot schools, to support their role in the research strand.

Principals who are interested in participating in the Droichead pilot can contact [email protected]. Further information can be found in Droichead: A Guide for Pilot Schools, which is available on www.teachingcouncil.ie.

The form will be retained by the newly qualified teacher until he or she has completed the total period of professional practice required. Based on the form sub-

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Cúrsaí Teagaisc

Combating childhood obesity with Breaktime can make a difference for children’s long-term health Action, movement and play accumulate to make up the ‘culture of childhood’ as advocated by the psychologist Jerome Bruner in 1983. However, over the last number of decades studies have shown that children, who have always been deemed the most active of the populace, spend an ever increasing amount of time involved in sedentary pursuits such as watching television and playing computer games. This has caused the fitness rates in children to decline. Obesity is the end result of an inversely proportional relationship between activity level and caloric intake. Children who take in more calories than they burn become obese and less physically active. Consequently, childhood obesity has emerged as one of the most serious public health challenges of the 21st century. The World Health Organisation in 2012 stated that over 40 million children globally are now overweight or obese. Research has shown that Irish primary school children are failing to meet physical activity guidelines, with girls being less active than boys. In the recent Growing up in Ireland National Longitudinal Study of Children (2011), 61% of nine year old children reported that their physical activity levels did not meet the guideline of one or more hour(s) of at least moderate intensity activity on five or more days a week. Studies have shown that physical activity and elevated fitness levels help to diminish the risk of coronary heart disease, blood pressure, stroke, diabetes, osteoporosis, some cancers and depression. Schools have been acknowledged by international and national policy as being a key setting for the promotion of physical activity and healthy living in children. Children generally have two outlets for physical activity in school: PE and breaktime. PE alone has been shown to be inadequate in meeting physical activity recommendations needed for health benefits. Irish primary school children are allocated just over half of the European Union average of 109 minutes of PE classes per week. In 2010, the NCCA reported that Irish primary teachers identified there being insufficient time to adequately cover all eleven curricular subjects due to an overloaded curriculum. 52% of total teaching time in primary schools is awarded to English, Irish and mathematics. This leaves eight subjects, including PE, competing for 48% of the remaining 64

instructional time. As a result, the European Union Education Information Network in 2013 found that Irish primary schools offered less hours of PE than any other EU member state, where 45 hours of PE per annum is the minimum. Therefore breaktime is seen as a fundamental element in the promotion of schoolbased physical activity and fitness as the primary school curriculum advocates 30 minutes of recreation and a further break of ten minutes daily. Breaktime can play a role in children’s social, emotional and cognitive development and studies show that breaks where children can partake in physical activity led to an improvement in children’s alertness, attentiveness and improved classroom behaviour. Irish school playgrounds have been described in research as ‘flat and uninspiring pieces of tarmac’, with equipment scarce and basic. Schools should strive for playgrounds to be aesthetically pleasing with quality landscapes where both formal and informal learning can take place. Risk evaluation is crucial in school play areas and should be monitored regularly. However, recent research has revealed that a very overexaggerated focus on safety issues in children’s play environments (e.g. a ‘no running’ policy) is problematic as it can lead to children being restricted from practices and experiences that are influential to their general development. The breaktime environment should encourage children to be physically active. Active breaktime involves purposefully designing the playground with activities

to encourage physical activity. Positive benefits have been shown in research by adapting playgrounds and installing fixed playground equipment, games equipment and playground markings to encourage more physical activity in children at school. A recent study I completed, found that the presence of fixed playground equipment at school had a significant positive effect on the fitness levels of children over the school year. Yet low cost initiatives are also proven to be very effective in contributing to children’s activity levels, as shown in an array of studies from the UK, US, Australia and New Zealand. Most Irish primary schools have an abundance of readily available and low cost equipment such as balls, skipping ropes,

•With only  of Irish children meeting the recommendation of  minutes of moderate to vigorous physical activity per day, promotion of physical activity and fitness and investment in these areas in schools are urgently required • InTouch May 2014

Teaching Matters

active play opportunities at school hool-a-hoops, etc. that can be utilised during breaktime. Simple initiatives that incorporate this kind of equipment as well as simple jogging/cardio drills in several activity stations can be easily implemented with great results. Permanent play equipment and facilities in school playgrounds are associated with an elevated level of both physical activity and fitness in children. With only 25% of Irish children meeting the recommendation of 60 minutes of moderate to vigorous physical activity per day, promotion of physical activity and fitness and investment

InTouch May 2014

in these areas in schools are urgently required. Breaktime, with an allotted 40 minutes per school day, is a key period to target. Easily implemented initiatives, utilising PE equipment during break time, can be very effective in increasing children’s activity levels. Additionally, creating an optimal environment for break time – one that is safe, well supervised by staff and provides well maintained recreational equipment – has potential to also reduce injuries and improve behaviour among children in school. The only question remains: Can we afford not to take action to

promote more activity during breaktime? By Claire Heneghan B.Ed, MSc. Exercise and Nutrition Science (specialising in childhood obesity). Claire is currently on career break from primary teaching and has worked with the University of Western Sydney lecturing in PE and health education. She was also involved in Australian initiatives in schools to combat childhood obesity. She is now involved with education centres and Croi Heart and Stroke Prevention Charity carrying out Health Promotion initiatives in schools. Contact Claire on [email protected]

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Ideas for dance with third and fourth classes In this article, we present suggestions for three one-hour dance lessons for third and fourth classes. Our aim is to enable teachers to provide opportunities for children to engage meaningfully with the strand units of the dance strand of the physical education curriculum: • Exploration, creation and performance of dance. • Understanding and appreciation of dance. The lessons are based on a dance framework which outlines the structure of a dance to be performed at the end of the lesson sequence. The dance framework denotes the kind of movement that children do in each section of the dance as well as the order of the sections (SmithAutard 2002). It thus provides a framework for lesson planning and a scaffold around which children can create their own movements (Rolfe and Harlow 1997). Resources Video clips of ‘Cat Dance’ from L’enfant et les Sortilèges and ‘Dance of the Texan Kangaroo Rat’ from Still Life at the Penguin Café (both available online and on DVD); selection of music e.g. Cada Cabecce and Um Mondo’s Timbalada, Dario G’s Sunchyme, Vivaldi’s Spring, Nina Simone’s Feeling Good, Beethoven’s Moonlight Sonata.

Lesson  Warm-up 1 Imagine you are a giraffe. Stretch up as high as you can, on your tippy toes, and relax back down (x4). Go from the final stretch into a walk around the space on your tippy toes. 2 Hang your head. Feel the weight of your head bring you down, slowly dropping your spine. Soften your knees. When you get to the point where it is still comfortable, feel the weight of your arms and swing them gently from side to side. Imagine you are a monkey. Let this gentle swinging action enter your upper body. Imagine how a monkey would walk. How could the swinging action lead into a walk? Take a short walk in the space. Then stop, and come back up to standing, slowly unfurling your spine. 3 Bring your shoulders up to your ears. Feel the rest of your body tense. Walk like a penguin. Relax. Walk again and relax. 4 Get on your hands and knees and slowly drop your belly, curve your back and lift your head; then raise your belly, arch your back and drop your head (yoga cat stretch). Enjoy this movement. How else might a cat move? Move like a cat through the space. Use different levels.

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Animals – dance framework

Teaching framework

Section 1 • Pairs of animals lie ‘asleep’ on the floor. Each pair, simul- Encourage clarity and control of taneously, performs a ‘waking up’ phrase, concluding in a body shape. still position/shape which is held until everyone is still. Section 2 (improvised section for 7 counts of 8) • A follows B through the space for a count of 8. • A and B perform a phrase of movement ‘on the spot’ for a count of 8 (e.g. twitching head to one side, stretching out one hand, listening for danger, looking for prey etc.). • B follows A for a count of 8. This section is performed twice. The first time, one half of the group starts 8 counts ahead of the second half so that the second half is travelling while the first half is performing on the spot. When the first half has finished, they repeat their ‘on the spot’ phrase. The second time, the sequence is performed by the whole group together. Section 3 • The fiercest pair of animals (e.g. lions) runs to the middle of the room, holds its fiercest pose and roars. The other animals scurry away. • The fiercest animals look around, before calmly leaving the space. • The rest of the animals rush back in to the centre, forming a huddle.

Exploring and creating (based on section 2 of the dance framework) The children name other animals and describe how they move e.g. prowl, stretch gallop, charge, stalk, slither, creep, leap, scurry, swing, climb, hop, crawl etc. The class is divided into pairs (A and B). Each pair chooses an animal, considers where it lives (jungle/forest/city) and comes up with words to describe its movements. The children then explore how their animal moves in space. Is it fast or slow? How else might it move? If it scurries, might it also hop? If it gallops, might it also kick? Next, A follows B around the space. B considers the animal’s surroundings and the pathways it takes (straight/curved/zig-zag). The roles are then reversed. Next, A follows B again. This time B considers the different levels (high/middle/low) the animal might explore. The roles are then reversed once more. Each pair sets the movement of its animal e.g. scurrying along a zig-zag pathway, exploring low and high levels and pouncing to the ground. The movement should last for a count of 8. This movement is practised with A following B. The children explore how their animal might move various body parts. How would it move its

Focus attention on pathways, levels, movement quality and actions. Encourage smooth transitions between phrases.

Encourage focus on movement quality (e.g. smooth, jerky, sharp, gentle, twisting, twitching) and on movement of various body parts. Practice for clarity and smooth transitions.

head/shoulder/legs etc.? Jerkily/sharply/smoothly/ gently/stiffly/loosely? Each pair then sets movements on the spot (4 counts) e.g. twitch head to the right, scrunch up right shoulder, stretch out left hand etc. For a further 4 counts, the children listen for danger, look for prey etc. Each pair then sets an 8 count ‘on the spot’ phrase. Next, each pair creates another 8 count travelling phrase. This time B follows A. Performing (based on sections 2 and 3 of the framework) The class is divided in half. The first half starts eight counts ahead of the second half so that the second half is travelling while the first half performs on the spot. When the first half is finished it repeats its ‘on the spot’ phrase. The whole class then performs the ‘travelling, on-thespot, travelling’ phrase together. The fiercest pair of animals (e.g. lions, if there are lions) run to the middle of the group, hold their fiercest pose and roar. The rest of the animals scurry away. Cool down Rushing around like busy animals; getting slower and slower. Getting smaller and smaller until the body is curled up on the floor. Slowly waking and stretching and rising to standing.

InTouch May 2014

Teaching Matters Lesson  Resources: Video clips of ‘Cat Dance’ from L’enfant et les Sortileges and ‘Dance of the Texan Kangaroo Rat’ from Still Life at the Penguin Café. Warm up 1 The children sit in a circle; they yawn and stretch their arms up and over their heads. A yawn and (big) stretch are passed around the circle and back in the opposite direction. 2 Still sitting in the circle, children make opening and closing movements, curling and arching movements (yoga cat stretch) and rolling and sliding movements. 3 The opening and closing and curling and arching movements are taken up to standing and around the space. 4 Travelling through the space, the children open and close and curl and arch and fall and roll and slide and rise. 5 In pairs, children practise the travelling phrases devised in the previous lesson. Exploring Children sit back to back with their partners. Keeping

Lesson  Resources: Various types of music Warm up The teacher calls and the children respond. 1 Run – using all the space. 2 Freeze – in a shape that your animal from last lesson might make. 3 Dodge – weave in and out through one another, using all the space. 4 Wide – stretch into a wide position. 5 Centre – rush to centre and huddle. 6 Walk – using all the space. 7 Crouch – down. 8 Stick – to a partner. 9 Look – at a point in the room. 10 Up – stretch up high. Performing and appreciating Pairs practise the waking up phrase (section 1 of dance framework). Then they practise the travelling phrase (section 2 of dance framework). After this, the fiercest animal roars and the others scurry away (section 3 of dance framework). A new ending for the dance is created: the fiercest animal, looks around, and calmly leaves

their backs in contact, they massage each other. A then becomes the leader and moves her/his back in various ways: from side to side; leaning forward; circling her/his shoulders etc. How does B respond? B then leads the movement. Pushing into each other’s backs to come up to standing; experimenting with various ways of coming up to standing, keeping contact with each other at all times. Coming up to standing keeping contact with each other’s sides/shoulders; using different body parts e.g. A’s side maintains contact with B’s back etc.

Interesting movements, pathways, levels etc. might also be discussed.

Appreciating The children view the ‘Cat Dance’ twice. They then view the first few minutes of ‘The Dance of the Texan Kangaroo Rat’ twice. After each first viewing, the children are asked: what did you notice? Before the second viewing the children are directed to attend to the ‘waking’ movements of the animals/dancers, the various shapes the dancers make and how they move through space. They are also directed to notice the points at which the dancers make contact with each other in ‘Cat Dance’.

Performing and appreciating Each half of the class performs its waking up dances for the other half. What did you notice? What animals did you see? How did recognise the giraffe? Was it the movement/the shape? What shapes/pathways/levels did you see?

the space. The rest of the animals rush back, forming a huddle in the centre (section 3 of dance framework). Focus on movement quality and smooth transitions. The children practise the whole dance (as per dance framework) a few times before performing it to a variety of musical accompaniments: lively/energetic/slow/various genres (popular/ jazz/ classical). Half of the class then performs for the other half. How did the music make a difference? Which music did you prefer? Why? Which music do you think worked best for the dance? Why? What did you notice when you were watching?

Exploring and creating (based on section 1 of the dance framework) Pairs of animals, in physical contact with their partners, ‘sleep’ on the floor. Referring to the dances viewed and the earlier movement exploration, each pair creates a dance phrase in which they wake up and come to standing. Is your animal slow and lazy or is it immediately alert? Does your animal make smooth or sharp movements?

Cool down The opening and closing, curving and arching, sliding and rolling movements of the warm-up phase are repeated in reverse order (starting from standing and ending on the floor).

Cara Morrissey-Gleeson has a BA in Voice and Dance from the University of Limerick. She is currently a student on the Graduate Diploma in Education (Primary Teaching) at Mary Immaculate College, Limerick. Dorothy Morrissey is a lecturer in drama education at Mary Immaculate College, Limerick. She is course director for the college’s MA in Education and the Arts (META).

Cool down Children move around the space to musical accompaniment. The animals have come to the end of their day. They are very tired. They yawn and stretch before finding a spot in which to melt into sleep.

References Dance works on video Kylian, J. (2000) L’enfant et les Sortilèges and Peter and the Wolf. ArtHaus Musik DVD. Bintley, D. (2007/1989) Still Life at the Penguin Café. ArtHaus Musik DVD.

InTouch May 2014

Books Rolfe, L. and Harlow, M. (1997) Let’s Look at Dance. London: Fulton. Smith-Autard, J. (2002) 2nd ed. The Art of Dance in Education. London: A&C Black.

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Teaching Matters

Creating, sharing, publishing Create a document… Save as Many pupil-produced documents have their origins in word processors – Word, Pages, Google document, Open Office Writer etc. All can be saved and attached to an email/webpage in the format in which they were created. This may limit their use, as the same word processor will be required by the recipient/viewer to see the document. By saving the document in .pdf format, a number of other options are open to us. “When you convert documents, forms, graphics, and web pages to PDF, they look just like they would if printed… When you share a PDF file, virtually anyone can read it using free Adobe Reader® software or the Adobe Reader mobile app” (www.adobe.com).

Reading old documents with new technology Hand-held devices including smartphones and tablet computers are being used increasingly in our classrooms. Many of the documents we have created over the years may not be viewed on these devices in the format in which they were created. However, they can be viewed if the original document is resaved as above. It must be acknowledged that more and more app developers are allowing the use of multiple document formats to be read.

been published online using this tool. All documents must be in PDF format before they can be published in Flipsnack. For pupil documents, the link to the document can be shared with parents. For more advanced users, the embed code can be used to embed the document in a school website or blog. Sharing and publishing presentations online The same process can apply to presentations we have created over the years in a variety of formats – Powerpoint, Keynote, Google presentation, Open Office Impress etc. All can be saved as PDF in order to be viewed and/or re-used using a variety of other tools applications. Slideshare facilitates the upload of PDF and a number of Microsoft and Open Office formats so that documents/ presentations can be shared/published online. To eliminate advertisements, a subscription-based plan is a requirement. Google documents and presentations can be published (link/embed code) but may not be viewable in all browsers. Multimedia publications Publications do not have to be confined to documents and presentations and one popular option with schools is the use of Animoto allowing text/images/video and music to be combined together and published online in video format. This is a fantastic tool for presenting school events and projects. All teachers can apply for a free pro account at http://animoto.com/education/classroom

added to every aspect of the story so the reader can embark on a journey with multiple outcomes. Of course, options have to link together before the story is complete – a very good way to teach story planning and sequencing. Images can be added – not from file but rather by submitting the image url. Copyright free images can only be added – Inklewriter will not facilitate the uploading of copyrighted images – a lesson in itself to students. Inklewriter can be used without signing in. Your story will be saved locally in your browser and be available every time you come back. However, it is only possible to work on one story at a time. Furthermore, if you work locally, you cannot share your stories with others. Creating your own profile removes these restrictions. A teacher can also create profiles for students without the need of an email address – another very useful feature. What an exciting time to be a writer in schools – there are so many options for us to present our stories!

Compiled by Seán Gallagher, PDST Technology in Education.

Enrol in an online summer course from PDST Technology in Education

‘Flipping’ online books Flipsnack enables us to create ‘flipping’ books to be viewed online whereby the reader progresses from page to page with a mouse click/swipe. A teacher-centred platform http://flipsnackedu.com allows teachers create a full class profile and thus control all sharing options of the publications. The PDST guide to teaching fractions (www.pdst.ie/node/1109) has

InTouch May 2014

Interactive adventure stories with multiple options… For teachers (and pupils in senior classes with advanced writing skills) who like to write and publish their own stories, Inklewriter offers a free tool and platform to create and publish interactive adventure stories whereby multiple decisions and outcomes can be managed within each story. Each story begins life as a series of scrap papers in the middle of the Inklewriter workbench. Choices can be

This summer’s online courses are: • Scratch for Literacy and Numeracy • Tablets for Literacy and Numeracy • Using the Interactive Whiteboard to Support Literacy. Courses are fully funded by PDST Technology in Education and provided free of charge for teachers. A Scoilnet Account is needed for enrolment. These courses tend to be popular and fill fast. Links to course descriptions and enrolment information are available at TeacherCPD.ie.

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Bealtaine – Gairdín Scoile na nDineasár Paddy Madden continues his series of SESE tips

Hands-on: the school dinosaur garden What is it? Period An area or areas on the school grounds or Triassic indoors with plants which were growing in the age of the dinosaurs. Jurassic Age of dinosaurs 248-65 MYA Mesozoic Era Triassic period 248-206 MYA Jurassic period 218-144 MYA Cretaceous Cretaceous period 144-65 MYA

Leaf of Gingko tree

Plants Cycads, club mosses, horsetails, ferns, tree ferns, monkey puzzle, yews, ginkgos Conifers, ginkgos, cycads, club mosses, horsetails, ferns. Beginning of flowering plants Above plus flowering plants such as conifers, laurels, magnolias, pines, palms.

Some dinosaur facts • Most were plant-eaters. It is estimated that c.65 were herbivores and 35 were carnivores. • Herbivores had blunt teeth for gripping leaves. Examples: Triceratops, Stegosaurus, Diplodocus, Apatosaurus. • Carnivores had large jaws, sharp teeth, sharp claws, keen eyesight, a large brain and a good sense of smell.

• •

• •

Examples: Allosaurus, Megalosaurus, Tyrannosaurus rex, Giganotosaurus. Origin of word, ‘dinosaur’. Deinos (terrifying); Sauros (lizard). The largest dinosaur measured over 30m in length and was up to 15m tall e.g. Argentisaurus. The smallest was about the size of a hen e.g. Compsognathus. Fossilised dinosaur dung is called a coprolite.

Magnolia buds Literacy/Litearthacht • Ferns/Raithneach: Ancient plants that reproduce by spreading spores. Plandaí ársa a shíolraíonn trí spóir a scaipeadh. • Fossils/Iontaisí: Any remains, impression, or trail of a living thing of a former geologic age as a skeleton, a footprint, etc. Aon iarsma, lorg nó rian de ní beo ó ré gheolaíoch eile – cnámharlach, lorg coise, mar shampla agus araile. • Acidic soil/Ithir aigéadach: Soil which has a pH below seven. It is suitable for growing such plants as azaleas, rhododendrons and camellias. Ithir le pH faoina seacht. Oiriúnach do phlandaí áirithe – asáilianna, róslabhrais agus caiméilia, mar shampla. • Dinosaurs/Dineasáir: Reptiles which dominated the earth for 165 million years. They became extinct 65 million years ago. Reiptílí a bhíodh i gceannas ar an talamh do 165 milliún bliain. Díothaíodh iad 65 milliún bliain ó shin. Buíochas do Marie Whelton (MIE) don aistriúchán

Animated T Rex at British Natural History Museum

Resources Websites mentioned plus: • www.krolltravel.com/stories/ireland-valentia-tetrapodtrackway-footprints.html Information and pictures on tetrapod trackway on Valentia Island. • www.google.ie/q=kidsgardening.org Ideas on children’s dinosaur garden. • http://dictionary.reference.com/browse/ fossil Definition of fossil. • www.enchantedlearning.com Good website with interesting information on dinosaurs.

Triceratops

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Teaching Matters

Growing dinosaur plants in the school grounds Hart’s tongue fern Maidenhair tree

Ferns Pteridophyta Fossil records of ferns from 360 mya. Current ones date from Cretaceous, 145 mya. Easy to grow. Prefer semi-shade. Add lots of garden compost, well-rotted dung, leaf-mould or bark mulch to soil when planting. Keep wellwatered first year if weather is dry. Mulch every year with any of above.

Gingko biloba 200 million years old species. Easy to grow. Add grit to 50% compost and 50% soil when planting. This tree can grow to 25m. Plant smaller ones such as Gingko biloba ‘Saratoga’ which only grows to 3-4m if space is limited. Gingko biloba ‘Barabits’ will grow in a container.

Tree fern

Dogwood

Dicksonia Antarctica Native of Sout East Australia. Grows c.2.5cm a year. Likes slightly acidic soil so add some ericaceous compost at planting time. Water every day during warm weather. Will withstand winter temperatures to -5°. Protect below that by inserting straw into centre of plant. Place three or four bamboos around trunk and cover with fleece. (The canes allow air to circulate). Leave old fronds on to protect from cold. Feed with tree fern food.

Cornus spp. Grow Cornus alba, sericea or sanguinea for winter stem colour. Prune these species back hard every year in February. Plant in full sun for showier stems.

Horsetails Equisetum arvense Primitive plant. Reproduces from spores. Very invasive and shouldn’t be planted in the school grounds. Stems could be kept in a water jar to teach children about this interesting plant.

Adding to the effect • Dinosaur mural: a wall or panel fence near dinosaur garden could be painted with dinosaurs and dinosaur plants. • Sculptures of dinosaurs could be arranged around this area. • Make dinosaur footprints in concrete slabs for children to follow.

Tyrannosaurus rex model, Johnstown Garden Centre

InTouch May 2014

Magnolia stellata or soulangeana Fossil records date back to 100 mya. Appeared before bees so many pollinated by beetles. Beautiful flowers in spring. Named after French botanist, Pierre Magnol. Needs full sun, sheltered position. Requires little maintenance. Magnolia soulangeana

Monkey puzzle Araucaria araucana Native of Chile and Argentina. Slow growing but can grow to c.40m. Can live for 1,300 years. Well-drained soil. Sharp edges to leaves so protect from children with tree-guard.

Cycad

Wollemi pine Wollemia nobilis Oldest fossil of this tree dated to 200 mya. Considered extinct until specimens found in New South Wales in 1994 by David Noble. Around 100 survive in the wild. Efforts are being made to conserve it by growing them in many locations around the world. Needs slightly acidic soil and 50% shade. Frost-hardy to minus 10°.

Magnolia

Cycas revoluta Can be expensive. Common during Jurassic. Extremely slow growing. Keep indoors; bring outside in frost-free period. Keep moist. Use cactus compost. Feed with slow-release fertiliser. Leaves and seeds poisonous.

Make dinosaur eggs • Design big dinosaur eggs using papier mache. Make the paste by half filling a mug with flour. Mix a heaped dessertspoonful of salt into the dry flour. Add water and stir until the mixture is the consistency of yoghurt. • For the centre of an egg scrunch newspaper into a tight ball c.30 cm long and 25 cm wide. Hold this together with masking tape. Paste on strips of newspaper c.2.5cm wide until the newspaper is completely covered with two or three layers. Leave to dry and paint white or yellow. To make the eggs waterproof apply a layer of neutral shoe polish or clear acrylic varnish all over them.

Model of dinosaur nest (British Natural History Museum)

Paddy Madden lectures on SESE in MIE. He gives short courses to whole staffs on school gardening and also visits schools through the Heritage in Schools Scheme. His book, Go Wild at School, has recently been reprinted. Available from paddy. [email protected] for €18 (Includes p&p).

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Eolaíocht agus spioradáltacht Labhraítear go coitianta ar an aighneas idir an eolaíocht agus an spioradáltacht sa saol go ginearálta, ach anseo tarraingímid an dá ábhar sin le chéile le hamharc ar na háiseanna atá ar fáil dóibh. Spreagtar na páistí leis na turgnaimh shuimiúla sa tsraith leabhar An tEolaí Óg agus suaimhnítear arís iad leis an dlúthdhiosca Spás Síochánta.

An tEolaí Óg Spreagfaidh an tsraith spéisúil seo eolaithe óga sa bhaile agus sa seomra ranga tríd an réimse leathan imeachtaí agus turgnamh atá le fáil ann. De réir an údair is eolaithe ón gcliabhán iad páistí, le dearcadh úr ar an saol agus fiosracht gan teorainn. Cuirtear an t-eolas in iúl go simplí le gníomhaíochtaí atá an-éasca agus taitneamhach. Tá an tsraith seo feiliúnach don aoisghrúpa 8+ cé gur féidir triail a bhaint as na turgnaimh le páistí níos óige le maoirseacht ó dhuine fásta. Leabhar suimiúil agus spraíúil d’aon ábhar eolaí!

chéadfa agus téigh i dtaithí orthu le himeachtaí suimiúla. • Spraoi le hUisce: Ní féidir maireachtáil gan é, ach cé mhéad atá ar eolas agat faoi uisce? Beidh tú i do shaineolaí uisce tar éis duit na turgnaimh seo a dhéanamh. • Sa Chistin: Foghlaim faoin eolaíocht ag baint úsáide as nithe atá ar fáil sa chistin m.sh. fórsaí draíochta agus lampa laibhe. • Sa Ghairdín: Lán le turgnaimh spéisiúla, beidh deis ag an eolaí óg triail a bhaint as gach rud idir phlandaí a chur ag fás agus mhuilleann gaoithe a chur ag séideadh.

An tsraith Seo na ceithre leabhar sa tsraith, a bhreathnaíonn ar an eolaíocht i mbealaí éagsúla: • Mo Chorp: Foghlaim go leor rudaí aisteacha fút féin agus faoi na hiontais i do chorp. Foghlaim faoi na cúig

Spás Síochánta Suaimhneach Seoladh an chéad CD Aireachais (Mindfulness) as Gaeilge in Ionad Oideachais Mhaigh Eo, le déanaí. Is iad an tsíocháin inmheánach agus an cumas a bheith in ann teacht air atá á gcothú i Spás Síochánta Suaimhneach. Máire Ní Chatháin as Conamara atá i mbun cainte ar rianta an CD. Tá guth suaimhneach, suáilceach aici agus Gaeilge shaibhir nádúrtha. Is féidir taitneamh agus tairbhe a bhaint as an CD seo ar scoil ag amanta ar leith a mheasann an múinteoir é a bheith oiriúnach do pháistí sos a ghlacadh agus sásamh a bhaint as am ciúin. Tugtar na páistí

Úsáid sa rang • Mínigh agus múin na focail nó na frásaí deacra do na páistí sula dtugtar faoi na turgnaimh chun go mbeidh tuiscint mhaith acu ar an ábhar. Tá foclóirín ag deireadh gach leabhar a thugann míniú ar roinnt de na téarmaí a úsáidtear chomh maith. • Spreag iad le cur síos a dhéanamh ar na pictiúir tharraingteacha atá ann. • Pléigh seánra an phróisis leis na páistí. Céard is próiseas nó scríbhneoireacht threorach ann? • Pléigh leagan amach agus struchtúr na dturgnamh atá sna leabhair. • Úsáid na leabhair seo chun léitheoireacht chomhpháirteach agus léitheoireacht neamhspleách a chur chun cinn. Ar fáil €8.95 an leabhar nó €30 don tsraith ó www.futafata.ie.

ar thuras aireachta faoina gcolainn, anáil, smaointe agus mothúcháin le cleachtaí i léirshamhlú, dearbhú agus análú. Ní hamháin sin ach tugtar deis do pháistí an Ghaeilge a fheabhsú agus scileanna éisteachta go háirithe a chleachtadh ar shlí chruthaitheach, spraíúil agus aireachas idir lámha acu ag an am céanna. Úsáid sa rang • Éist le rianta an CD chun na páistí a thabhairt ar thuras ciúin, suaimhneach. • Ar dtús, déan gníomhachtaí gairide aireachais le páistí go rialta i rith an lae chun a n-aire a choin-

neáil, seachas seisiúin fhada. De réir mar a théann páistí i dtaithí ar na gníomhachtaí déan seisiúin níos faide. • Mínigh cad atá i gceist le spás suaimhneach síochánta agus mínigh rialacha an ranga. • Dírigh aire na bpáistí ar análú cúpla uair i rith an lae go háirithe tar éis na sosanna, rud a chabhróidh le bainistíocht ranga. • Iarr ar pháistí suí go hard ach go suaimhneach agus na géaga a bheith scaoilte seachas iad a thrasnú. • Iarr ar pháistí análú go ciúin, go mall agus go doimhin. Meabhraigh dóibh nach ionann análú doimhin agus análacha móra. Spreag iad le hanálú tríd an tsrón más féidir. CD tarraingteach mealltach atá ann a thugann ardú meanman do pháistí. Bealach iontach chun an Ghaeilge a chur chun cinn agus spás a chruthú in ár n-intinn féin agus intinn pháistí chun éalú ó strus agus ó bhrú an tsaoil. Ar fáil www.mindfulnessmatters.ie

Curtha le chéile ag Bríd Ní Dhonnchadha agus Máire Nic an Rí faoi choimirce COGG. 74

InTouch May 2014

Teaching Matters

Book reviews

A novel project from pupils & staff The Custodian is a new novel brought to us by pupils and staff at Durrow NS, Co Offaly. The book introduces us to Matt, who feels that his life is falling apart due to family issues and bullies at his new school. However, things are about to change for Matt when he meets an old friend by chance and soon finds himself on a series of adventures. The book looks at the issues of bullying, internet security, cyber bullying, and gives practical tips on how to overcome

unwanted behaviour and attention. Written over five months by a number of contributing authors; eight sixth class pupils and their mentor Frank Kelly, Principal, the end result is a nail-biting and exciting story that will leave readers wanting to finish the book in one go. Proceeds from the book will raise funds for the school, which they will use to build a PE hall. Eoin Colfer gives the book a massive thumbs up in his review. The novel costs €6.99 from bookshops nationwide from May. The novel, along with a complimentary workbook, aimed at senior primary school pupils, can be ordered at a discounted price for schools from ‘educate.ie’ Castleisland, Co Kerry. See their website from May.

Fast moving Rugby tale Many times in my teaching career I’ve been asked by parents to recommend books for the reluctant reader. After reading Gerard Siggins’s Rugby Warrior, I now have another title to add to the list, which is not to say it won’t appeal to the more avid reader also. This is a marvellous fast moving story. Author Gerard Siggins brings together the exploits of rugby mad Eoin Madden, World War I and the spirit of the great All-Black captain Dave Gallaher, in a clever and appealing setting in contemporary Ireland. Eoin begins a new school term as captain of Castlerock’s U-13 rugby team. Captaincy causes Eoin no little grief as he tries to manage the tensions that arise in the squad. Meanwhile, Eoin’s research for a history project leads himself and the readers on a journey back to the fields of Flanders and to the spirit of Irishman Dave

Gallaher, captain of ‘The Originals’, the first All-Blacks team to tour Ireland. Events on and off the pitch combine to keep the story moving and the reader turning pages. Middle and senior class students will empathise with Eoin and his friends as they battle on the playing fields as well as deal with the usual concerns of school life and family life. Publisher: The O’Brien Press. ISBN: 978-1-84717-591-5. Cost: €7.99.

Reviewed by Pat Costello, Tralee CBS.

Brian Boru for younger readers From Poolbeg’s ‘In a Nutshell’ series comes The Story of Brian Boru adapted by Ann Carroll. 1,000 years on from the Battle of Clontarf we are told of the rise of Brian Boru, Ireland’s most legendary High King and warrior. The story is told simply and the fast-paced style of writing will keep young readers intrigued. An index of word sounds included in the book will help readers learn how to pronounce some of the new names and words they encounter throughout the story. Published by: Poolbeg. ISBN: 978-1842236246. Price: €4.99. InTouch May 2014

 story The best way into history, perhaps the only way, for primary school pupils is by means of story. Eithne Massey has given children a royal road into the subject in her very interesting, well written and exciting book. It is indeed appropriate that this book should be published in this the 1,000th anniversary of the Battle of Clontarf. As the story opens the warriors are massing on Dublin from all corners of Ireland, from the Isle of Man and from the Orkneys, for what they hope will be the final battle. There seems to be very little to link together the four young people who are the main characters in the adventure, divided as they seem to be along both religious and ethnic lines. However, many things change as the story moves along, and various questions are only finally resolved as the battle concludes. The story is very balanced and gives equal treatment to both the Norse and the Irish viewpoints. The author gives us a wonderful insight into what the warriors on either side are thinking as the battle looms. From Brian Boru’s conversation with the young Dara we obtain a very clear understanding of how easily war can begin. According to the High King, the upcoming battle can be traced back to such insignificant happenings as a missing button, a lost game of chess, or even a rash word spoken. The author also very cleverly inserts into her fast moving story fundamental questions about the morality or otherwise of war. This aspect of the book would be particularly useful in religion or SPHE classes, as it would afford the teacher an ideal platform upon which to raise such complex issues with the children. This book is ideal for the senior classes in a primary school. It could be used as well in religion, geography, SPHE and undoubtedly history classes. Publisher: The O’Brien Press. ISBN: 978-184717-567-0. Price: €7.99.

Reviewed by Dónall Ó Fionnáin, Roinn na Gaeilge, Hibernia College, Dublin.

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Finishing Touches Resources for teachers, Noticeboard of upcoming events and the Comhar Linn Crossword

National Carers’ Week

Copy Date Copy you wish to have considered for publication in the June issue of InTouch should arrive in Head Office by 12 May 2014. The deadline for the September issue is 11 August 2014.

IATSE Conference  RELATIONSHIPS – Learning Together Friday and Saturday, 13 and 14 June All Hallows College, Drumcondra Dublin.Further details on www.iatse.ie E-mail: [email protected]

National Carers’ Week 2014 will run from 9 to 15 June. Since 2010 National Carers’ week has run a primary schools writing and art competition, using the 3rd /4th Class SPHE Curriculum Strand; Myself and My Family; specifically exploring the kinds of things that families can do together and how they care for, love and support each other. The title of the competition ‘How We Care’ aims to raise awareness of the caring we do every day for our family. If you are interested in taking part please contact Jennifer Graham by email [email protected] or visit www.carersweek.ie for more details.

INTO/STSG Separated Teachers’ Support Group Next Meeting: 13 September 2014. Venue: Hodson Bay Hotel, Athlone. Time: 11 a.m. Separated, divorced, widowed, lone parents from INTO, ASTI, TUI and IFUT welcome. Annual subscription €20. For further information please contact: Trudy Carroll Miller: 0044-7931609315 or 042-9383670 or Secretary, Iseult Bourke at 085-2394661 or 01-5162069

Children’s Books Ireland Children’s Books Ireland presents ‘The F Word: Failure’ on Saturday 24 and Sunday 25 May, Light House Cinema, Smithfield. The 24th Children’s Books Ireland annual conference promises a packed two-day programme of discussion and debate. The F Word: Failure’ invites speakers to reflect on times in their careers where things have fallen apart, deadlines went out the window and defeat was snatched from the jaws of victory. Rather than revel in what didn’t work, CBI is asking how failure can be learned from and used to create something better. For more information visit the CBI website at: www.childrensbooksireland.ie/conference_and_events

Help with Research for Thesis Brian Doyle is currently doing a masters and, for his thesis, has chosen the subject “Why administrative principals relinquish their role and return to the classroom”. Any teacher who returned to the chalkface from the role of administrative principal and who could be of assistance to Brian in his research may contact him at 087 2928188. Confidentiality and anonymity guaranteed.

InTouch May 2014

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Nótaí Deiridh

Two pages of resources for the classroom, from training courses to helpful hints and useful links

INTO honorary membership and retirement gifts Honorary membership of the INTO may be conferred by branches under Rule 76D which provides that teachers who have been members of a branch may be elected as honorary members after retirement with the right to attend and speak at the branch subsequently. The current rate charged to branches for honorary membership is €48 per member per year. A decision was taken by the CEC to commission a special gift to mark an award of honorary membership. There are now honorary membership certificates and engraved vases avail-

able from Head Office. The vase engraved ‘INTO Honorary Member’ costs €70, price includes delivery. Retirement gifts and certificates There is a vase available engraved ‘INTO’ (costs €70), engraved Cross pens (€40), brooches (€31) and tie pins (€24) available for sale as retirement emblems. To order a retirement gift, please contact Linda Johnston or Elaine Daly at 01 8047700, certificates are

free of charge and can be ordered from the Membership Section of the INTO.

• Comhar Linn Crossword NO 155 A draw for 2 x 100 will be made from all correct entries. Simply complete the crossword and send it to InTouch, 35 Parnell Square, Dublin 1, before Friday 30th May, 2014 2

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36. Magical stories upset fiery Atlas. (5,5)

1. All the murders of one's existence are what equip us for living, it seems. (4,6) 6. Identify a continent, as one character may do. (4) 10. Part of the play sounds like it has been spotted. (5) 11. Changes the sugar as Pa prepares the vegetable. (9) 12. Make the creel go round to a great painter. (2,5) 15. Headgear appropriate when I am in the home of the High Kings. (5) 17. A quiet beer is lacking in colour. (4) 18. Shannon tributary found in New York, initially. (4) 19. Material that stood out? Quite the opposite, by the look of it. (5) 21. Dashing to bring bitterness to the worker. (7) 23. You may find many a chopped tree on this island. (5) 24. Sound like the cat turned up, right? Right again. (4) 25. Be quiet in naming part of the leg. (4) 26. Scheme about one aviator. (5) 28. Classic race for horses - or trees? (3,4) 33. The daily has returned in novel form. (9) 34. Even when this part of the animal is cooked, it's still raw in the centre! (5) 35. Part of a Formosan kayak disappeared under the water. (4)

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Gordius / In Touch crossword 2014 Solution no. 154 Across 1. Sat 3. Firelighter 8. Empire 9. Pot roast 10. Liszt 11. Deeds 13. Pasta 15. Gryphon 16. Polecat 20. Greet 21. Egg on 23. Bucks 24. Hail Mary 25. In toto 26. Warts and all 27. Tee Down 1. Spelling bee 2. Tapestry 3. First 4. Express

1. PThe final piece of cobblers' equipment. (4) 2. The type of journalist to liberate Mr. Armstrong? (9) 3. Attest it's Cardinal Don. (5) 4. This Biblical character is some Pisa accountant! (5) 5. The French get a postscript regarding how a dog drinks. (4) 7. Is Mag composing a letter from Greece? (5) 8. They refuse to vote, like some satin bears. (10) 9. Demonstration in support of international cricket. (7) 13. The Spanish bachelor provides a home for Napoleon. (4) 14. Being rich might put Noel out. (7) 16. While hitting the right notes, do they also help drain the sports facility? (5,5) 20. A long-distance conversation between elephants? (5,4) 21. Sure, get confused by a shrug, for example. (7) 22. Pleasant French city. (4) 27. Put a novice up in a flower. (5) 29. Walker who pushes up the price? (5) 30. Heavenly path or part. (5) 31. A prisoner turns up for the festival. (4) 32. Looks like we are the ones to carry the burden. (4) checkout 5. Gored 6. Teaser 7. Rat 11. Stethoscope 13. Prong 14. About 18. Delayed 19. Uglier 22. Names 23. Banal 24. Hew Winners of Crossword no 154 will not be announced until the next InTouch issue – due to print deadlines preceding xword deadlines

Finishing Touches

… and your Comhar Linn Crossword!

A great success!

No 43

The most viewed resources on Scoilnet one week in April

Engineers Week 2014 was a great success! The STEPS team at Engineers Ireland would like to say a huge thank you to everyone who took part – volunteers, teachers, students, and parents. This year, 500 events took place across the country during the week, with a total of 36,000 participants. These events were supported by some 2,200 volunteers from the engineering profession and almost 300 school visits by volunteer engineers were organised. Read about some of the highlights from the week at www.engineersweek.ie/category/news/ and mark your calendar now for Engineers Week 2015 (8 - 15 February 2015)! One of the prizes – for a school who organised their own event or classroom-based activities – was won by St Peter’s Primary School in Bray. Their prize is a visit to the school from a STEM show. Students wholeheartedly embraced the week, with activities ranging from experiments to a podcast exploring different types of engineering. The week at St Peter’s was captured through photos, video and audio on the school’s colourful blog. Well done St Peter’s.

The story of Brian Boru, his life, his triumph and tragic death at Clontarf in 1014 has captured the imagination of generations of Irish people. The 2014 national programme of events will centre on four key locations with links to Brian’s life; Killaloe in Co Clare, Brian’s birthplace and seat of Brian Boru’s High Kingship, Cashel in Co Tipperary where Brian was crowned High King of Ireland, Clontarf in Dublin where Brian died, and Armagh, where Brian Boru is buried. For more information about the programme of events planned or to download brochures visit www.brianborumillennium.ie

InTouch May 2014

Scoil Mhichil Naofa, Galmoy, Co Kilkenny www.smngalmoy.com The website really reflects the fantastic way that ICT is incorporated into the daily life of the school.

My favourite sites Alex Wilson, Deputy Principal, Whitechurch NS, Dublin 16.

Crann – Education & Outreach crann.tcd.ie/Education-Outreach.aspx Introduces the exciting new field of nanoscience and contains details on how to apply for their excellent NanoWOW Resource Pack. Topmarks topmarks.co.uk Lots of up-to-date resources that work well on the IWB. Anaphylaxis Ireland www.anaphylaxisireland.ie Contains a great resource for helping pupils with asthma, epilepsy, diabetes or anaphylaxis.

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Leonardo Da Vinci Timeline scoilnet.magicstudio.ie/interactive/ view/7620 Was he a genius or a lunatic? Resource built by an Irish teacher.

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I Spy Nature ispynature.com Nature notes and guidelines for teachers.

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Romulus and Remus www.historyonthenet.com/Lessons/ Legendofrome/story.htm The famous legend about the founders of Rome.

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Diorama – My Ideal Bedroom www.iamanartist.ie/pdf/construction/ 05_Construction_5th6th.pdf Ideas for visual arts

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Re-Think rethink.sita.co.uk Re-cycling resources and quiz.

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Easter Card – Spring Flower Pot www.show.me.uk/site/news/STO263. html You will need card, glue, scissors, stick tape and crayons.

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Hooda Math www.hoodamath.com Games and tests for all levels.

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The 1916 Rising resources.teachnet.ie/dhorgan/2004 The week that changed Irish history for ever.

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E-Chártaí bbc.co.uk/northernireland/irish/blas/ postcards/index.shtml Irish language e-cards.

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Space Racer mathplayground.com/spaceracer_ multiplication.html Multiplication game.

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