NASUWT NI Term 2 Magazine - UNITAS

#2

UNITAS

FAIR DEAL FOR TEACHERS & LECTURERS

Teachers and Lecturers take a stand to call for transformational change to the profession and to save it from collapse.

February

Sally Rees (Senior Vice-President) speaks about the pay issue faced by teachers and lecturers across NI.

Fergal McGuckin from North Down Association tells us about his journey as a trade unionist in NASUWT.

Jan Smyth, a school rep and attendee at Women’s Conference 2023, tells us all about it.

Marie

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Brendan

tells us about the

about

Interview

08

Why I got involved in the Union

Fergal McGuckin from North Down Association tells us about his journey as a trade unionist in NASUWT.

32

Being a School Leader in our Union

Martin Gault from Armagh/ Craigavon Association tells us about his experience as a School Leader within our Union.

Hello and welcome to our Term 2 edition of our Unitas Magazine. UNITAS, Latin for “unity,” encapsulates the spirit of solidarity and collaboration that defines our Union. At the heart of our Union lies a profound commitment to fostering an inclusive environment where every voice is heard, valued, and respected. As you navigate through this edition, I encourage you to embrace the rich tapestry of perspectives that unite us as a collective force for positive change.

One of the hallmarks of our union is its member-led structure, where the voices and aspirations of our members shape every direction of our endeavours. It is a testament to our unwavering belief in the power of democracy. Within our structure, full-time teachers are elected to all roles, ensuring that those who serve are deeply rooted in the realities and aspirations of our members.

As you immerse yourself in the pages ahead, I invite you to reflect on the pivotal role that each of us plays in shaping the Union, the future of education and advancing the interests of our profession. Whether through advocacy, mentorship, or grassroots activism, we possess the power to effect meaningful change and leave a lasting impact on generations to come.

In closing, I extend my sincere gratitude to all who have contributed their time, talent, and dedication to the creation of this magazine. May it continue to serve as a beacon of inspiration and a testament to the collective strength of our Union.

Thank you for being a part of our journey.

Warm Regards,

Are teachers in Northern Ireland worth less than their peers in the rest of the UK? I can tell you we’re most certainly not!”

Sally Rees (Senior Vice-President)

“What do we want? Fair Pay! When do we want it? Now!” If you would have told me 28 years ago when I started teaching that I’d be l leading the rallying cry of 2000 workers from the Round O to the Diamond, I don’t think I would have believed you, and yet here I am.

Like so many young people I left Fermanagh at 18 to go to university and broaden my horizons beyond Northern Ireland with the view that I could always come back. And come back I did, after 10 years teaching in England, the pull to raise our family back home was a strong one. But I doubt this will be the case for many young people who leave these shores to pursue their studies. Why would they want to?

A beginning teacher in Northern Ireland is on approx £9.20 an hour, less than the minimum wage, and burdened with tens of thousands of pounds of debt for getting that degree. Teachers like me, at the top of the pay scale, are lagging behind our counterparts in the UK. My friend in England who I trained with, who I started teaching with and who holds the same level of responsibility in the school she teaches in, takes home £700 more in her pay-packet than me a month. In Further Education the situation is even bleaker, with our lecturers’ terms and conditions requiring them to work more hours for less money coupled with the shocking disparity that when they reach the top of the pay scale they earn £6000 less than their colleagues in Primary and Post Primary.

Is it any wonder we are already facing a recruitment and retention crisis in education? Queens did not fill their PGCE course this year, teaching posts are getting harder to fill, and in Post Primary this means non specialists are having to teach subjects outside their realm of experience, whilst others are choosing to teach across the border where they can earn up to £26, 000 more for doing the same job.

Lack of investment in the teaching

workforce is a lack of investment in our young people, their prospects and their future. Pay is only one aspect of the chronic under investment in education. Pupil spend is lower here than anywhere else in the UK and decreasing due to the savage cuts imposed by the Secretary of State’s draconian budget. Last April saw a decimation in school budgets, with an estimated deficit of £750 million, that works out at £2143 cut for every pupil across Northern Ireland. . This has led to a wide-ranging funding cuts to services that support the most vulnerable in our society, in turn resulting in more and more demands on education staff. The latest initiative is ‘Being Well Doing Well’, where teachers will be trained in suicide awareness and bereavement. This is much needed, especially as children in Northern Ireland are 25% more at risk of suicide and self-harm. However, it is not solely motivated by ensuring staff have the skills to support young people in crisis but to bridge the gap in the Children and Adolescent Mental Health Services whose waiting list is nine months long. Meanwhile, the solution to the lack of places for

pupils with Special Education Needs is to create units which are underfunded and under resourced.

These are just some of the reasons why I choose to strike, picket and rally in solidarity with fellow workers from the Trade Union Movement on Thursday 19th January. A word of thanks to all the local businesses that showed their solidarity for the striking with food and drink at the picket lines and at the rally. However, I find it remarkable how when people withdraw their labour in the form of strike action there is an “otherness” projected in some media. There seems to be a narrative that striking people are not themselves affected by the strikes, that they are not members of the public, with children in schools or relatives having or seeking medical care when of course they are. The decision to strike is always a difficult and agonising one, and never taken lightly. Teaching and health sector work is a vocation. Staff know the impact it can have but very few in the media ask the big question, how bad has it got that staff have no alternative but to withdraw their labour? Too often strikers are blamed rather than turning the focus on those who are truly responsible and holding them to account.

At the time of writing it has been 717 days since we had a government in Northern Ireland and the total MLA salary bill exceeds £9million. We have no idea what Plan B is, or in fact Plan A. Is there even a plan at all? Who knows what the situation will be in a few days’ time? In what other civilised democracy would this uncertainty, lack of accountability and transparency be tolerated as the rule rather than the exception? It is time for change. Change doesn’t happen because we wish for it, it happens because we fight for it and because we vote for it. This fight is about so much more than fair pay. It is about what kind of society we want to live, and in this we all have a collective responsibility to each other demand better because we deserve better.

Sally Rees, Senior Vice President alongside Marie O’Shea, INTO at the Rally in Enniskillen on 18th January 2024.

Rionach Heagney

Age: 10

Primary 7

St Mary’s Primary School, Dunamore

Emily Kate McCormack

Age: 8

Priimary 4

St Mary’s Primary School, Dunamore

“My name is Fergal McGuckin. I have been a member of the NASUWT since embarking on my teaching career around 27 years ago.

I worked in other sectors before teaching, too, but have always been consistent about being a member and active supporter of a trade union. Even at the age of 20, while working as a Civil Servant, I was attending the CPSA Conference in Bournemouth as a Trainee Delegate. This fostered a lifelong commitment to the core principles of trade unionism.

As a Politics and History teacher, my inherent interest in this area may not come as a complete surprise. However, there is a big difference in being politically aware, or being in favour of things like justice, fairness and equality in society and in the workplace, and actually being proactive about it. I must confess that, while I was a solid NASUWT member and supporter for a number of years early in my teaching career, it was not until the last decade or so that I have become much more actively involved.

In recent years, therefore, I have helped to develop and grow union membership and participation within my workplace and at local association level. I am also a NASUWT Representative in my school to almost 100 members of staff. This can be a busy and sometimes demanding but also very rewarding role. Helping my colleagues and friends with advice and union support is a genuine privilege and something I am very proud of being able to do. I have supported colleagues across a wide range of issues over the last few years, from the seemingly mundane and trivial, to the quite serious. In such a large school, and in what can be a high-stress working environment, there is rarely a dull week for a Rep.

The NASUWT has provided me with excellent and unwavering support whenever I have needed it, and I have availed of the excellent Rep training courses at our regional centre at Ben Madigan House in Belfast. As well as being a busy Rep, I have endeavoured to play a constructive role in my local North Down Association. Playing a greater role within your local association is a great way to broaden and extend your union involvement, more generally.

Our local associations are the heartbeat of our Union in NI, and I would encourage all union members to become more actively involved at this level. I have represented my local association at NIEC meetings, as a past President, and at NI and U.K. Conferences, where I have put forward or supported Motions on workload, Time Budgets, the increasing costs of education, and flexible working, among other things.

I am also a member of the Equalities Committee and I represent the NASUWT on the ICTU’s International Solidarity Committee. There is a strong sense of fraternity and camaraderie in a Union, and I have developed many enduring friendships through my Union involvement. Through these various roles and commitments I feel I have been able to have a real say and an input into our Union’s policies, campaigns and strategies going forward. I can also see first hand just how much work and dedication goes into supporting our members at regional and National levels, from General Secretary level, to National Executive Members and Case Workers, to the administrative staff and, of course, our local association teams and, last but not least, our school Reps.

I can assure you that, at all levels, our Union is working hard to improve salaries, working conditions and the health and wellbeing of you, the members. What I have come to realise is, your Union membership should not simply be seen as some kind of filed away insurance policy, only to be visited when you really need it. Rather, we should all take a more active role in making the Union a healthy, vibrant, democratic and strong voice for teachers, lecturers and school leaders.

We have seen recently that our decisive and strongly supported strike action, alongside other public sector unions, has had the desired effect in helping to make a compelling case for the return of devolved government in NI and, subsequently, a return to the negotiating table to try to secure a fair deal for teachers on salaries and workload.

By endorsing the Union’s position via a strong ballot in favour of industrial action, you have strengthened our negotiating team’s hand.

A tree needs strong roots to thrive. You, the members, are the roots of this organisation and it needs your input for our Union to stand strong in a spirit of solidarity and fraternity in order to support all of us.

Get involved and contribute more. You won’t regret it!”

We should all take a more active role in making the Union a healthy, vibrant, democractic and a strong voice for teachers, lecturers and school leaders.”

Fergal McGuckin, a post-primary school teacher in North Down Association, tells us of his journey in the NASUWT.

Pictured below is Fergal, speaking to Annual Confer-

EMPOWERING WOMEN IN OUR UNION

The annual Women Teacher’s conference took place online on Saturday 14th October 2023. The varied programme was excellent, providing teachers with useful workshops and essential updates and advice. General Secretary, Dr Patrick Roach’s opening address was, as ever, inspirational and motivating. Sam Caldwell from East Antrim agreed commenting

“Last year was my first women’s conference and I loved it, so I was worried that the online version would not be as engaging! I was so wrong. I love how Patrick brings together all four

nations and Northern Ireland always gets a special mention! It makes me think that our HUGE union is actually quite intimate!” Northern Ireland’s NEM, Delma Boggs was one of the activists who got a shout out by the General Secretary in his opening address and he highlighted her sterling work demanding a better deal for teachers in Northern Ireland which is even more challenging without a government in place.

Thank you NASUWT for organising another successful event, I cannot wait until next year.

Top class workshops delivered information about a variety of topics. One attendee commended ‘the interesting and diverse agenda devised by NASUWT which I’m sure all attendees got something out of it”. The workshops included presentations on Bladder Health, Pensions and Women teachers, Tackling gender stereotyping and sexism in school, and flexible working. The guest speaker, Deeba Syed spoke passionately about her role in “Rights of women” and tackling sexual harassment at work. Her clear message was about changing the culture in workplaces, instead of waiting until incidents occur. Dawn Walton gave us an illuminating insight into how childhood

circumstances can have implications for adulthood and ideas for coping with anxiety.

Our incredible union activists, including our very own Sally Rees, also spoke about their journeys into their current roles and discussed how to encourage women in the future. One attendee said this session was ‘particularly inspiring and bravo to the four panellists fighting so hard for the sisters!”

Reflecting on the conference one attendee said ‘Personally I feel energised both mentally and physically. I got lots of important information, advice and tips from workshops I attended on flexible working, pensions, and the final star Dawn Walton – a great speaker who knows what she’s talking about and keeps it simple!”

Sam Caldwell felt empowered by the opportunity to ‘just listen to women supporting each other and hear how the union is so passionate about this is so encouraging especially during ASOS”

Overall, this was a terrific conference. If you missed it, there are recordings available online and I would encourage all women members to take part in future.

Article written by Jan Smyth, one of our reps and members of our Executive Council, who attended the Women’s Conference 2023.

Olivia Mulgrew

Age: 10

Primary 7

St Mary’s Primary School, Dunamore

Lurach Clarke Age: 6

Priimary 3

St Mary’s Primary School, Dunamore

THE LARGEST DISPLAY OF TRADE UNION ACTIVISM THAT WE’VE SEEN IIN NORTHERN IRELAND EVER!

The 18th January 2024, saw the largest rally of the trade union movement in recent history. Over 170,000 workers took to the street across Northern Ireland in a never-see-before call for transformational change to the public sector pay and conditions.

This calls also echoed the need for our elected politicians to end the boycott of Stormont and return to implement positive strategies to listen and support the public sector workers need.

The display of solidarity across the public sector, strengthened by the backing of the wider public helped galvanise change. Stormont annouced its return within a few days of this protest. Members who attend rallies on the day shared that they saw the strength of being in a trade union like they’ve never seen before and gave praise to the Irish Congress of Trade Unions (ICTU) for their organisation of the events.

For too long this has been going on. Now our politicians must listen to the people who elected them into these roles.

A range of our members were interviews by different Network News channels, to view these visit our social media pages.

SPECIAL EDUCATION NEEDS PROVISION NEEDS SAVING, AND NEEDS IT QUICKLY!

Special Educational Needs or Seriously Embarrassing and Nightmarish?

One could argue the latter is more fitting to a current description of the system here in Northern Ireland. The view of educators and service users throughout Northern Ireland is that the SEN sector is ill-equipped, underfunded and inadequate, much like all other education sectors here. With over 300 children currently unplaced in special schools and a backlog of children awaiting diagnosis and stamenting, it is clear that the system is not meeting the needs of the public it was designed to serve. When we look at the current model of SEN we see the following guidance, “The timeline for the statutory assessment process is a 26-week period from beginning to end, unless exceptions are applied, as detailed in the SEN Regulations (Northern Ireland) 2005. “ (EANI 2023). Very rarely, are these timelines being adhered to.

The lack of staff working as Educational psychologists, the failure to retain teaching staff and the current crisis with low pay for support staff builds to a bigger picture of a serious case of underfunding across all sectors but predominantly in SEN. As a school rep and president of my local association I am afforded the opportunity to speak with colleagues regularly regarding different aspects of the education system. Recent conversations revealed that the general consensus is that staff morale is at an all-time low. Beginning teachers are emigrating

for better pay and conditions, current support staff are leaving due to lack of permanency, lack of training and the pervasive behaviour crisis in schools.

As an SEN teacher of fifteen years I’ve seen a huge change in the opportunities afforded to our pupils and staff alike. Gone are the days where staff were sent on intensive training courses and upskilled to benefit the profile of pupils they would be teaching. Gone are the days where an educational psychologist recommended special school placement for a child and their professional advice was adhered to and the pupil placed within weeks to a school fitting their needs. Gone are the days where school funds covered resources and experiences for the pupils who are unable to access mainstream activities. Here are the days where we stretch a budget to cover what we can and then expect our teaching workforce to either part fund their classroom or accept that the pupils in their care won’t get access to what they deserve. Here are the days where an educational psychologist can recommend specialist provision or placement and it won’t be implemented due to the lack of special school places. Here are the days where our teaching and learning support staff leave permanent jobs to take up retail or hospitality jobs for better pay and conditions and where the temporary staff cannot secure permanent jobs due to lack of funding and lack of forward strategic planning by the education authority. As an active

member of the union I am insistent on lobbying our new government to overhaul the current system, abolish the current budget cuts they plan to implement in coming months and to allow current educators to influence and construct a system that will give our children the education they are entitled to. In order to be fit for purpose it should back our workforce and empower them. It should also believe in the professional opinion of our allied services and finally should allow special school principals to have full control over their own school budgets.

NASUWT hold a UK wide SEN advisory committee, which I am privileged to be elected to. During committee meetings I will endeavour to champion and advocate for SEN, ensuring our UK counterparts have a clear and concise understanding of the dire situation here in Northern Ireland. If we speak loud and clear and demand better for our children we will, in return, demand better for our workforce, our work life balance and for future generations. But let us not finish on such negative notes. Let us focus on the sheer determination and ability of these young people, their success stories and their achievements which include Oscar Winning James Martin MBE and Special Olympics winner Jonathan McCartney who won four golds, one silver and one bronze! It’s time to educate our politicians and executive officers because…. “knowledge of what is possible, is the beginning of happiness” – George Santayana

The view of educators and service users throughout Northern Ireland is that the SEN sector is ill-equipped, under-funded and inadequate.”

Marie Irwin (Belfast Association)

Lucy Quinn

Age: 10

Primary 7

St Mary’s Primary School, Dunamore

Cadhla O’Loughlin

Age: 10

Priimary 7

St Mary’s Primary School, Dunamore

The SEN Advisory Group launched in June 2023, is chaired by Delma Boggs, National Executive Member, and Maxine Murphy Higgins.

Maxine is the Policy and Casework Official for NASUWT Northern Ireland and represents members across all phases of school and further education. Working with our NASUWT members in addition to her roles within the ETUG (Education and Trade Union Groups) and her role as Chair on the ICTU (Women’s Committee), Maxine is very familiar with the demands made upon members in schools and colleges across Northern Ireland. Maxine works tirelessly to support members.

Delma is a Primary School teacher with a passion for Special Educational Needs, having worked as SENCO in a large urban Primary school for 25 years. Delma has also worked in a Special School and worked in a Nurture unit for pupils with Social, Emotional and behavioural difficulties. She is also a Dyslexia specialist. Delma has also liaised with many external agencies and has represented NITC and NASUWT on the SEN Review body, following the pay and workload review of 2020. She has often travelled abroad, specifically looking at education systems (with a particular interest in Special Educational Needs) in the following countries over the past fifteen years: Finland, Sweden, Belgium, Lithuania, Turkey, Spain, Italy and Poland.

The SEN advisory group meet every half term to consider the current issues in SEN that are affecting our NASUWT members. The Advisory group has attracted members including teachers who work in nursery, primary and secondary education and those who work in the SEN

Special Schools sector as well as the EA SEN support services. The topics discussed so far have been:

• Management Structure Review within Special Schools;

• Shortfall of SEN places 2023;

• IPSOS Review of Special Educational Needs Services and Processes;

• Consultation for the Statutory Guidance on the Reduction and Management of Restrictive Practices In Educational Settings in Northern Ireland: Understanding and responding to behaviour in crisis situations. (September 2023);

• The NASUWT SEN survey, which came about from direct involvement with the local Special Schools. Over the past number of years there had been a steady increase in NASUWT NI members in Special Schools reporting the numbers of cases of physical and verbal abuse against teachers and staff across N. Ireland. This was impacted by rising class sizes, the increase and turnover of temporary staff in this sector, poor financial investment in this sector due to no Government in Stormont and increased pressure on services by the rise in the number of pupils with statements in N.I.;

The SEN advisory committee is an invaluable resources, as a taskforce group it discusses and feeds into all sectors of education and keeps the N.I Officers and Officials appraised of the realities of working in the special needs domain. If you have a spare 90 minutes free every half term feel free to join in on the debate and discussions - your contributions are most appreciated.

The SEN Advisory Committee is important for developing change and informing the Union of the reality of working within Special Educational Needs. ”

ENHANCING INCLUSIVE EDUCATION: A JOURNEY THROUGH CPD IN AUTISM UNDERSTANDING

In today’s diverse classrooms, inclusive education stands as a cornerstone principle, ensuring that every student, regardless of their abilities or differences, receives equitable opportunities to learn and thrive. As educators, it is our duty to continually evolve and adapt our practices to meet the diverse needs of our students.

This journey of growth often requires dedicated efforts, including engaging in Continuing Professional Development (CPD) programs tailored to address specific challenges within our classrooms.

I have recently embarked on a transformative journey through a Postgraduate Certificate in Education: Autism Studies offered by Stranmillis University College and led by the esteemed Mid-

dletown Centre for Autism. This program comprised three modules, each meticulously designed to deepen our understanding of autism and empower us with practical strategies to create inclusive learning environments.

The first module delved into the intricacies of autism, emphasising the lived experiences of autistic learners in educational settings. Through exploring distinct thinking styles and contemporary cognitive models, we gained valuable insights into the daily experiences of autistic students. The second module, explored the concept of a neurodiverse learning environment, aiming to cultivate an inclusive culture within our schools. Strategies for effective teaching, classroom management, and resource utilisation were

Article written by Shaunagh Lambe (Junior Vice-President)

Pictured above is Shaunagh speaking at our 2023 Equalities Conference.

examined through the lens of autism competency. The final module extended our understanding to encompass sensory and emotional differences in autism. Through an exploration of sensory difficulties and anxiety management strategies, we gained invaluable tools for creating supportive classroom and school environments.

Engaging in this CPD journey has been both enriching and challenging. While it demands effective time management and dedication, the rewards are

immeasurable. I have witnessed firsthand the impact of incorporating newfound knowledge and skills into my teaching practice. By embracing neurodiversity and tailoring my approach to meet the needs of neurodivergent pupils, I have fostered a more inclusive and supportive learning environment.

However, as I reflect on my journey, I am reminded of the pressing need for CPD opportunities to be readily available within school settings. Teachers should not bear the burden of financial constraints when seeking to further develop their skills and knowledge. Accessible CPD initiatives ensure that all educators have the opportunity to enhance their practice and better support the diverse needs of their students. Our employers should recognise this and aim to bring more CPD opportunities to the fore for teachers in Northern Ireland.

Completing the Postgraduate Certificate in Education has been a transformative experience, and I would encourage others to pursue this as well. It has empowered me to create more inclusive and supportive learning environments for all students. As we continue to advocate for inclusive education, let us also advocate for accessible CPD opportunities, ensuring that every teacher has the tools and support needed to champion the success of every student, regardless of their differences.

Evan Monaghan

Age: 11

Primary 7

St Mary’s Primary School, Dunamore

Age: 8

Grainne McGurk

Priimary 4

St Mary’s Primary School, Dunamore

INSTRUCTIONAL LEADERSHIP & WHAT IT IS.

Instructional leadership epitomises a paradigm of school leadership wherein a Principal collaborates closely with teachers and wider staff to furnish support and direction in cultivating and enhancing teaching and learning. Principals adopting this leadership style engage in ongoing dialogue with staff to establish unequivocal objectives aligned with student achievement. Within this leadership style, teachers receive robust support from the principal, who offers personalised coaching, mentoring, and professional development avenues to facilitate the exploration of new and innovative teaching methodologies. The overarching aim of instructional leadership is to foster a symbiotic relationship between principals and teachers, ultimately enhancing student academic performance.

As stewards of educational institutions, school leaders shoulder a weighty responsibility to students, educators, parents, and the broader community. Classroom practitioners rely on leaders who embody traits of encouragement, motivation, and expertise. A proficient principal embodies a versatile leadership approach, drawing upon diverse models of leadership. One such model, instructional leadership, serves as a conduit for articulating and disseminating a clear vision and objectives for both educators and students, while offering support through coaching, mentorship, and professional development initiatives (Robinson, Lloyd, & Rowe, 2008).

Research indicates that when principals embrace instructional leadership, there is a demonstrable uptick in student achievement (Hansen &

Làrudsóttir, 2015; Rigby, 2013; Robinson et al., 2008). Effective instructional leaders wield a palpable influence on student outcomes and academic progress within their educational institutions.

The overarching objective of the instructional leadership approach is to advance student learning (Carraway & Young, 2014; duPlessis, 2013). To realise this objective, principals who embody instructional leadership demonstrate a clear vision for their schools, effectively communicating this vision to their staff (McEwan, 2003). Furthermore, instructional leaders provide educators with the requisite resources, mentorship, and professional development opportunities, both formal and informal, to enhance their pedagogical practice. They function as a reservoir of instructional expertise, bolstering teachers to refine their teaching methodologies and enhance instructional efficacy.

However, instructional leadership is not without its challenges. Principals often cite constraints such as time limitations and perceived inadequacy in evaluating classroom practices as impediments to effective instructional leadership (Salo, Nyland, & Stjernstrøm, 2014). Nevertheless, principals adhering to the principles of instructional leadership hold the potential to significantly enhance teaching and learning outcomes within their schools and colleges.

Vision and Objectives

Crafting and articulating a definitive vision regarding the trajectory of the educational institution stands as a pivotal responsibility of an instructional leader. Principals are tasked with formulating a vision aimed at enhancing student achievement, with the expectation that teachers will embrace and consistently apply this vision within their classrooms (duPlessis, 2013).

The establishment of a clear vision coupled with goal-setting serves as a navigational compass, steering the school toward elevated levels of student accomplishment.

When principals delineate school objectives and effectively convey them to the faculty, teachers unite in pursuit of a shared mission. High-performing institutions witness principals assuming the role of visionaries who actively engage with teachers in goal-setting endeavours (Kaparou & Bush, 2015).

Despite the prevalence within some schools and colleges of the traditional exam-centric educational system, a well-defined vision serves as a catalyst, motivating teachers to cultivate an enriching learning environment conducive to student engagement (Kaparou & Bush, 2015). The transmission of vision and objectives to the staff fosters trust, ignites motivation, and empowers both teachers and students to strive for excellence (“Four Instructional Leadership Skills,” 2015). Consequently, to bolster student learning outcomes, it is imperative for instructional leaders to possess a comprehensive vision for the school and to effectively communicate it to their staff.

Moreover, the substance of these objectives plays a pivotal role in augmenting student learning. Instructional leaders craft objectives that establish rigorous benchmarks for student achievement (McEwan, 2003). Notably, in high-performing schools, instruction and student achievement are core tenets of school objectives (Graczewski, Knudson, & Holtzman, 2009). Clear articulation of these objectives to teachers enhances the

likelihood of their alignment with professional development activities and personal growth plans to school-wide objectives. In essence, an instructional leader assumes the responsibility of formulating and disseminating a compelling vision and objectives for the school, underpinned by lofty standards for student achievement.

Challenges of Instructional Leadership

Despite compelling evidence showcasing the positive impact of practicing instructional leadership within schools on student achievement, numerous principals encounter formidable barriers hindering their effectiveness in this role. Principals frequently express struggles such as limited time dedicated to instructional duties, discomfort in classroom observations, and a perceived deficiency in the requisite knowledge or capacity to guide teachers’ practices (Carraway & Young, 2014; Salo et al., 2014). Overcoming these impediments necessitates a shift towards principals embracing a role as continual learners, actively engaging with teachers to assimilate new curriculum, experimenting with teaching methodologies firsthand, and actively seeking mentorship from seasoned educators (McEwan, 2003).

Among all staff within the educational ecosystem, the principal shoulders perhaps the most significant burden regarding time management. The challenge emerges in carving out time within an already demanding schedule to engage with teachers regarding instructional matters while staying abreast of evolving best practices and curricular innovations (McEwan, 2003). However, when principals successfully allocate this time, teachers perceive greater support and acknowledgment, thereby fostering a conducive environment for enhanced student achievement (Graczewski et al., 2009). By redefining the principal’s role to prioritise instructional leadership over administrative tasks and fostering collaborative decision-making, opportunities emerge to dedicate time to instructional endeavours

(“Four Instructional Leadership Skills,” 2015). Indeed, principals must carve out time within their hectic schedules to effectively practice instructional leadership.

An additional obstacle to effective instructional leadership manifests in principals’ discomfort initiating conversations about teaching practices with their staff. Negotiating teacher autonomy delicately, some educators staunchly believe in the superiority of their methods (Kaparou & Bush, 2015; Salo et al., 2014). Principals who shy away from challenging discussions regarding instructional improvement exhibit diminished efficacy in driving student achievement (Graczewski et al., 2009). Central to instructional leadership is cultivating an environment of transparency and trust conducive to facilitating such crucial dialogues (Salo et al., 2014). Fostering a positive learning community and establishing a safe space for teachers to experiment with innovative approaches can ease the discomfort associated with these conversations (duPlessis, 2013). While such discussions may be daunting, they remain indispensable for advancing student success.

Conclusion

Instructional leaders play a pivotal role in shaping the educational landscape of their schools. They articulate a compelling vision focused on high student achievement and exemplary teaching and learning practices, effectively managing resources to equip teachers with the necessary tools for success. Through facilitating professional development and offering coaching and mentorship, these principals empower teachers to implement best practices. By embodying instructional leadership, principals profoundly impact student learning outcomes within their schools.

Within the democratic structure of NASUWT sits the position of ‘National Executive Member’ (NEM). The National Executive Council is the main decision-making body of NASUWT across the four regions. Representing Northern Ireland are two NEMs, Delma Boggs and Raymond Beggs. Delma and Raymond, two full-time teachers, lead the industrial action on behalf of teachers and lecturers across NI. In this article we interviewed them on their NASUWT journey and what led them to take up the mantel of National Executive Member.

Tell us how your journey to NEM began

Delma: “Jim McDaid, my school rep at the time, encouraged me to join NASUWT in 1990. Later Jim was elected as National Executive Member for NI and so the role of workplace rep became available. At that time both my father and sister were workplace representatives, so stepping into the role I had a wealth of support and knowledge to draw from.

I suppose as I embraced each of the roles I was elected to at local association level, Derry City, I began to see the collective strength of NASUWT. As Derry City President, Treasurer and currently Secretary, I attended a range of courses and events namely NI Executive Council, NI Conference and Annual Conference. The momentum of in my interest in being involved in union activity snowballed, leading to my election of Junior Vice-President and onto NI President”.

Raymond: “Willie Carvill, who was a past NI president and National Executive Member and stalwart for NASUWT Northern Ireland signed me up

An Interview with our National Executive Members

as a member of the NASUWT on my first day as a teacher in 1996. I have always believed in and understood the power and strength of workers standing together. I became active within the union almost immediately. When NASUWT NI held a subject specific meeting to address the concerns of specialist craft and design teachers with the introduction of the new subject of Technology and Design in the absence of appropriate training - I indicated my intention to attend. Collectively the NASUWT teachers forced the issue for the need to provide specialist in-service training while offering protection for those individuals suffering undue stress and pressure from this imposed change in their working practices”.

What drew you to becoming NEM?

Delma: “As I increased my involvement in NASUWT, I saw first-hand the work and importance of the role of NEM. Opportunities arose to talk to the other NEMs and female National Officers and the National President. Both Chris Keates (Past General Secretary) and Kathy Wallis (Past National President) met with me and answered any queries that I had regarding the role and whether I had enough experience and background to fulfil the role. Being able to fulfil the role and have the backing and nomination of members in NI gave me the motivation and confidence to go for it.

I am a peoples person. I like to help and support others and I

felt that my experience working as an Acting Principal in a rural school, as class teacher, nurture unit teacher, SENCo for 20 plus years in a large urban primary school, as a substitute teacher in a Special school and Nursery schools, would allow me to see the complexities, help find solutions and acknowledge the growing needs in schools going forward. I was keen to fulfil the role of NEM as a practicing teacher, so that members could have faith in me, knowing I really do understand the reality of working in a school”.

Raymond: “National Executive Member was a natural progression from my role representing members as a workplace Representative, Local Association Executive member, Northern Ireland Executive Council mem-

ber, NI Honorary Treasurer and Caseworker to Northern Ireland Officers Committee. The more I became active in our Union, the more members became confident in me and elected me for these positions.

Now that you’re in the position, is it different to what you perceived it to be?

Delma: “Different? Well that is an understatement. It is completely different to what I perceived it to be. The role is an exceptionally busy role and means I am released from school under the Northern Ireland ‘Facilities Agreement’ for three days per week to carry out the role. I am also blessed to work alongside the best NEM I could’ve wished for, Raymond Beggs. Our strong and positive

partnership cultivates incredible support for members.

I have also been blessed to work alongside a very talented and hardworking Officer Team, also full-time teachers elected to their positions, with Justin McCamphill our National Official and wider NASUWT NI staff. I knew that NEMs worked in schools representing members with regards to collective issues, negotiating preparing speeches on motions, attending LA meetings and leading industrial action in schools and on a wider scale in their districts. However, I never perceived the amount of committees and meetings I would be attending nor the opportunities I would get as NEM.

Raymond: “As a Northern Ireland Officer I had develped

a positive working relationship with a number of past National Executive Members. When a vacancy occurred mid-term, I willingly accepted the nomination from my fellow officers with a sense of pride and the knowledge that I would be representing all the local associations across the whole of Northern Ireland. I had a very clear understanding of the role and the responsibility I was taking on. In saying that, I remain very grateful of my first NEM partner Eammon McDowell who kindly guided me through the practical details of booking flights and taxis and preparing for National Executive meetings to ensure we always brought the concerns of our Northern Ireland members to the floor of Executive. I still maintain that my main role as NASUWT NI National Executive Member is here in Northern Ireland supporting and championing the collective concerns of our members, leading with Delma and Justin the fantastic team we have developed over the years in Northern Ireland. My role although very demanding, is extremely rewarding in the knowledge that when NASUWT improve the working environment of our members we in turn improve the education environment of all of our young people. Any country that fails to invest in its education system fails to invest in its future, and in Northern Ireland we have a lot of room for investment.”

Picture left are Delma Boggs and Raymond Beggs, the National Executive Members representing Northern Ireland.

Kimberly Rafferty

St Mary’s Primary School, Dunamore

Sarah Mulgrew

Age: 7

Priimary 4

St Mary’s Primary School, Dunamore

BEING A SCHOOL LEADER IN OUR UNION

Is being part of a union important? I think so. I kind of ‘fell into’ the union many years ago whilst at University, as NASUWT came forward to sponsor King’s Scholars RFC of which I was treasurer at the time. I felt that NASUWT had been good to me, so I’d sign up to them moving into my professional career.

I’ve now been a member of NASUWT for over 20 years and have found it to have been a great support network throughout my career to date, both as classroom teacher and as a school leader.

I’ve always thought it important to be active in your union and to attend local association meetings. These are extremely informative, but also give you a chance to talk and share with other teachers in your local area. Whether we’re chatting about education itself, looking at how we can best shape education, considering motions to be taken to Conference, this is where we can be part of the con -

versation and contribute to where our ‘industry,’ our career, are headed.

I’ve attended several Conferences, both at local and at National Level. Again, these are the places that you can contribute to the direction of our career, listening to and, if you’re willing, speaking for (or at times against) motions put forward by fellow members and associations.

As a school leader, I’ve also been able to attend some of NASUWT’s bespoke leadership seminars. These have been a fantastic source of CPD to myself, with workshops including the likes of ‘effective leadership,’ ‘Overcoming Unconscious Bias and Promoting Equality, Diversity and Inclusions in Schools’ and ‘Good Habits for Better Wellbeing for Leaders’.

As all of us in Education are aware, the last number of years have been incredibly challenging for so many reasons. I’ve personally found it difficult dealing with un -

precedented circumstances and events, however, NASUWT have always provided me with appropriate guidance and advice when it’s been sought.

Being part of a union means being part of a collective body that will continually campaign for the high-quality public service that education should be.

School leaders need this. Teachers need this. Our children deserve this.

Martin Gault pictured above speaking at the NASUWT Annual Conference 2023 on the Northern Ireland 2(c) Motion

IS THE GTCNI ACCOUNTABLE TO TEACHERS?

I am sure that most teachers agree that there has to be a mechanism of keeping those who are not suitably qualified to teach, or those who are wholly unsuited to teach, out of a profession which is dedicated to educating our young people in a safe and nurturing environment. Most teachers would also probably agree that it would not do any credit to the teaching profession if individuals who have been found to have been involved in activities which discredit the teaching profession, or are a danger to children, couldn’t have their teaching status restricted.

GTCNI like the other regional teacher professional bodies, was conceived by government (an employer) so it was always going to have a strong employer input but it was always going to be difficult to strike a balance of teaching voices, when someone elected onto the Council by classroom teachers who paid 95% of the GTCNI fees had no more say than individuals who were appointed by bodies that paid nothing towards GTCNI.

Some might argue that teachers elected on to the GTCNI Council were merely window dressing - to present a veneer of teacher buy-in so the rest of the profession who were payrolling the organisation, so that they couldn’t then grumble too much about decisions made by GTCNI.

The GTCNI used to claim to be an independent body representing teachers - this was a wholly false claim as the organisation was deemed to be a non departmental public body whose sponsor body was the Department of Education to whom it answered. Money that teachers paid into the organisa-

tion was categorised as public money despite the fact that it had been taken directly from teacher’s pay packets.

Most teachers who served on the GTCNI would agree was that it was dysfunctional and lurched from periods in and out of special measures implemented by the Department of Education. The Minister for Education in 2021 Michelle McIlveen eventually stood the GTCNI Council down on 13 December 2021. What she left in its place was a skeleton staff to maintain the registration of teachers.

The Department of Education appointed their own interim Chief Executive officer from amongst the civil service to run the organisation and the CEO now reports directly to the Department of Education rather than the GTCNI Council. GTCNI states clearly on its webpage that “GTCNI is funded by teacher subscriptions and therefore have a clear line of accountability to teachers for how we spend their money”.

Do ordinary teachers see any clear lines of accountability to teachers by GTCNI?

If the NASUWT (NI) Officers experience is anything to go by then the answer to that would have to be a resounding ‘no’!

I will provide 3 examples -

1. The officers of NASUWT (NI) requested details of the GTCNI Data Protection Officer in 2022. GTCNI told the NASUWT that they had a Data Protection Officer. After a whistleblower disclosure and an NASUWT complaint to the Information Commissioner’s Office, it was revealed that GTCNI had misled the NASUWT and that GTCNI

hadn’t got a DPO in place when they informed NASUWT that they had.

2. After another Whistleblower disclosure to NASUWT, GTCNI was asked a simple question by NASUWT officers, - the GTCNI qualification rules state that if an individual applying to join the NI teachers register with a PGCE (FE) must have taught for a minimum of 8 hours per week in a NI FE college during the qualification period. The NI officers asked GTCNI - did the qualifying ‘FE teaching’ have to take place in a FE college or could it take place in a grant maintained school? After 5 pieces of correspondence from NASUWT over many months, GTCNI has still failed to provide the clarification to that simple question!

3. The Department for Education (England) brought in a new online qualification called iPGCE to encourage individuals from outside the UK to gain English Qualified Teacher Status which would qualify them to work in grant maintained schools in England. DfE prohibited the qualification being delivered to residents of England. GTS Scotland said they would only admit individuals who achieved the iPGCE while living outside of Scotland. EWC Wales and GTCNI have said they will accept applicants with the qualification, no matter where they lived while taking the course. GTCNI didn’t think it necessary to consult with the teacher unions or the NI teaching profession (who pay for the GTCNI) before making such a momentus decision.

The Officers of NASUWT (NI) want the GTCNI to be truly accountable to the profession where it answers questions honestly to the teachers who are being forced to pay for the body. The Department of Education is currently consulting on a new replacement for GTCNI. We can only hope that any new replacement body for GTCNI is truly reflective of the ordinary teachers here and is not stuffed with hand-picked individuals who don’t have a mandate to speak on behalf of classroom teachers here!

The Officers of NASUWT (NI) want the GTCNI to be truly accountable to the profession where it answers questions honestly.” Brendan Morgan (NI Honorary Secretary)

AI IN EDUCATION, DOES IT WORK?

In the rapidly evolving landscape of education, artificial intelligence (AI) continues to catalyse transformative changes, reshaping traditional pedagogical approaches and enhancing learning experiences for students worldwide. With its potential to personalise learning, automate administrative tasks, and provide insightful analytics, AI is increasingly becoming an indispensable tool for educators and learners alike. One significant aspect of AI in education is its ability to tailor instruction to individual student needs

through adaptive learning systems. By analysing vast amounts of data on students’ learning patterns, preferences, and performance, AI algorithms can generate personalised learning pathways and recommendations. This adaptive approach allows students to progress at their own pace, receive targeted support in areas of difficulty, and explore advanced concepts when ready, fostering a more efficient and effective learning process. Furthermore, AI-powered educational platforms offer interactive and engaging learning

Beyond personalised learning and immersive experiences, AI can play a crucial role in streamlining administrative tasks and educational operations

experiences, leveraging technologies such as natural language processing, virtual reality, and augmented reality. These immersive tools enable students to explore complex concepts in dynamic virtual environments, enhancing comprehension and retention. Additionally, AI chatbots and virtual tutors provide instant feedback and guidance, supplementing traditional classroom instruction and promoting independent learning outside the classroom. Automated grading systems utilise machine learning algorithms to evaluate student assessments, saving educators valuable time and resources. AI-driven analytics tools analyse data on student performance and engagement, enabling educators to identify trends, assess teaching effectiveness, and make data-informed decisions to improve learning outcomes. Moreover, AI is breaking down barriers to education access and inclusion, particularly through the development of AI-driven language translation tools and adaptive accessibility features. These technologies facilitate communication and learning for diverse student populations, including those with additional needs or limited English proficiency, ensuring equitable access to educational opportunities. While the integration of AI in education holds immense promise, it also raises ethical considerations and challenges. Concerns regarding data privacy, algorithmic bias, and the depersonalisation of learning warrant careful attention and regulation to ensure responsible and equitable deployment of AI technologies in educational settings. In conclusion, the integration of AI in education represents a paradigm shift in the way knowledge is imparted and acquired. By harnessing the power of AI to personalise learning, enhance engagement, and optimise educational processes, educators can unlock the full potential of every student, fostering a more inclusive, dynamic, and effective learning environment. As AI continues to evolve, its role in education is poised to expand further, driving innovation and reshaping the future of learning on a global scale.

Orlaith Mallon

Age: 11

Primary 7

St Mary’s Primary School, Dunamore

Leona Loughran

Age: 10

Priimary 7

St Mary’s Primary School, Dunamore

After attending the menopause awareness course NASUWT offer, I feel more confident in supporting members and myself”

Employers have been slow to recognise that women of menopausal age may need special consideration. For too long, it has simply been seen as a private matter. As a result, it is rarely discussed and many managers will have no awareness of the issues involved. This means that many women feel they have to hide their symptoms and will be less likely to ask for the adjustments that may help them.

The majority of women will experience some or all of the symptoms of the menopause at some point in their lives and the NASUWT believes that, as teaching is a predominately female profession, addressing the menopause should be a high priority in all workplaces.

It is important that all trade union representatives, including male representatives, feel confident to discuss the menopause with members. The NASUWT course aims to help representatives have a greater understanding of the menopause and provides a workplace framework for negotiation and consultation when working with employers.

By highlighting employers’ legal responsibilities and stating the legal context framework supporting menopause casework, it should also provide support for members and those representing members. However, because everyone’s experience of the menopause is different, the most important thing is to listen to the individual.

For many reasons, a person may feel unable to disclose symptoms of the menopause to their employers and therefore it is imperative that school and college representatives have a good understanding of the menopause and also deal sensitively with members’ concerns.

Representatives should be particularly mindful that this could be the case for supply teachers as they may feel particularly vulnerable.

The menopause is a natural part of ageing which usually occurs between 45 and 55 years of age. It occurs as a direct result of a woman’s oestrogen levels declining. In the UK, the average age for a woman to reach menopause is 51. A woman is officially described as post-menopausal when her ovaries are no longer responsive and when she has not had a period for 12 months.

The perimenopause is the period of hormonal change leading up to the menopause. This is the time when many women start to experience

symptoms. The perimenopause can often last for four to five years, although for some women it may continue for many more years or for others last just a few months. In general, periods usually start to become less frequent over this time. Sometimes menstrual cycles become shorter, periods may become heavier or lighter or women may notice that the odd period is missed until eventually they stop altogether. Some women report that during the perimenopause, they experience worse symptoms than the menopause.

Some women experience sudden menopause after surgery, chemotherapy or radiotherapy.

It is estimated that around one in every 100 women will experience a premature menopause (before the age of 40).

The menopause affects every woman differently and so there is no ‘one-sizefits-all’ solution to it.

Some women experience few symptoms while others experience such severe symptoms that it impacts negatively on both their home and working lives. Many women may also find that their symptoms are connected. For example, sleep disturbance, which is common during the menopause, may lead to a whole plethora of other serious conditions.

The length of time that women experience symptoms of the menopause can vary between women. Again, there is no one answer for all. Symptoms can begin months or years before a woman’s periods stop.

The perimenopause is usually expected to last around four or five years, but it can be much shorter or longer. During this time, many women begin to experience painful, intermittent and heavy periods. As a teacher, it is therefore important to raise this issue with management if adjustments need to be put in place, such as having access to a toilet and shower facilities.

According to the NHS, on average, a woman continues to experience symptoms for around four years after their last period, but around 10% of women continue to experience symptoms for up to 12 years after their last period and 3% will suffer for the rest of their lives. With teachers remaining in the classroom well into their sixties, it is imperative that caseworkers are aware of this and are not afraid to raise it as an issue with women members seeking help and support for other, seemingly unrelated, concerns.

It is also important to recognise that beyond the menopause, post-meno -

pausal women can be at increased risk of certain conditions due to a decrease in hormones. These include osteoporosis and heart disease. The British Menopause Society (2016) estimated that 50% of women aged between 45 and 65 who had experienced the menopause in the previous ten years had NOT consulted a healthcare professional about their menopausal symptoms.

This was despite:

42% of women feeling that their symptoms were worse or much worse than they expected; 50% of women believed the menopause had impacted on their home life; and more than a third believed the menopause had impacted on their work life.

Shaunagh Lambe, Junior Vice President, became the face for workers across Northern Ireland for the Irish Congress of Trade Union (ICTU) ‘Better In A Trade Union Campaign. This campaign was launched across the island of Ireland to highlight the role and strength of the Trade Union movement in securing protections for workers, across a wide range of workplaces. Shaunagh is featured in the wide-spread media campaign which will be shown on TV, Radio and public advertising areas.

“Union membership is about more than individual benefits. When your workplace is part of a trade union, you and your colleagues have a stronger position in negotiating with your employer on things like working hours, pay, and conditions. This is called collective bargaining, and it gives you more power and security than negotiating on your own.

There are many workplace issues or improvements you can seek, for example, advocating for a 4 day week, increased workplace flexibility, wage increases, workplace protections and policies that benefit not just you, but everyone in your workplace. Trade unions ensure nobody is discriminated against. And if you’re involved in a disciplinary process it’s good to know your Union will always be there at your side.

EQUALITY IN SCHOOL OF EDUCATION

Ulster University School of Education has achieved the Athena Swan Bronze Award, a sign of their commitment to promoting equality of opportunity and to providing an inclusive and fair environment in which to work and study.Ronan, our NI President, who sits on the School of Education Athena Swan committee says, “this achievement advances gender equality in academia, in particular, addressing the loss of women across the career pipeline and the absence of women from senior academic, professional and support roles. Particularly the underrepresentation of women in senior roles and the particularly high loss rate of women in science, technology, engineering, mathematics and medicine (STEMM)”.

“The Athena Swan Award process has given the School of Education a unique opportunity to form a self-assessment team and to reflect on gender equality and inclusion in all aspects of our work. The reflection has been wide-ranging: considering our culture as a workplace, looking at our career pipelines and promotion pathways, our research opportunities, our marketing practices, and the gender balance and inclusive practices in our application, selection, offers, support processes and outcomes for our students at undergraduate and postgraduate levels. We have much to celebrate in terms of good practice and have identified areas for further development. As a School we are very proud to fly the flag for equality, diversity and inclusion- such essential aspects of education for all”. - Dr Claire Woods Associate Head of the School of Education, Ulster University

NASUWT NI YOUNG

TEACHERS SPEAKING ON THE NATIONAL STAGE

The NASUWT Young Teachers’ Consultation Conference took place on Saturday 18th November in Birmingham. NASUWT National President Rosemary Carabine chaired the Conference and opened by welcoming General Secretary Dr Patrick Roach to give the keynote address.

Referencing the TUC Young Workers’ Month, Dr Roach began by reiterating the importance of speaking directly with young members and activists to build and strengthen our Union and highlighting the importance of activism in every workplace.

Dr Roach said, ‘Since our last Young Teachers’ Consultation Conference, we have been responding to what you asked us to do.

YOUNG WORKERS VOICES BROUGHT TO THE EUROPEAN STAGE

NASUWT Northern Ireland President Ronan, in his role as Chair of the Irish Congress of Trade Union’s (ICTU) Youth Committee, brought the voice of young workers across the island of Ireland to Bilbao for European Trade Union Institute (ETUI) Youth Training Week.

Delegates explored and built capacity in the role of young activists as the EU elections approach. Sessions covered Europarties manifestos and the link to national programmes; working with policy-makers; how to evaluate influence; working with politicians; and the road to the EU elections. The week finalised with the ETUC Youth Committee building the ‘Six Demands’ for the European Union in the outcome of the elections.

‘Campaigning on tackling excessive workload, securing improvements to your pay and extending our provision of training and development on the Early Career Framework (ECF) in England, behaviour management, voice care, wellbeing, neurodiversity, flexible working, more mental health first aid training, and safeguarding.

‘We want every member - especially our young members - to be active in the Union, because you are the

Union.’ Representing Northern Ireland was Jack Cardy (North Down), Amy Cosgrove (East Antrim) and Ronan Sharkey (NI President), shared their experiences of being a young teacher and the challenges they face. A shocking statistic to all attendees was the massive pay disparity for young teacher in Northern Ireland compared to their counterparts in the rest of the United Kingdom.

Jack, Amy and Ronan joined in calling for systemic changes across Education system and the need for positive reform to be placed as a priority on Government agendas.

Ronan also addressed conference in a panel discussion, telling of his journey to becoming President and encouraging attendees to get more involved in their Union.

Lastly, congratulations to Amy who was the competition winner at the conference and won an overnight stay for two at the Park Regis Hotel, Birmingham.

Pictured with Ronan is [left] Yolanda Gil (ETUC Youth President) and [right] Tea Jarc (ETUC Confederal Secretary)

LAGAN COLLEGE ATTENDS MODEL UN EVENT

A few years ago I was given the contact details for a Swedish teacher, Patrik Johnsson, by our very own Louise O’Prey at NASUWT NI, whom she met at a trade union event. Patrik was interested in taking a group of his students to NI as part of their studies into conflict resolution. Louise knew the best man for the job - the Head of Politics at Lagan College, of course! This began a long-standing collaboration between Lagan College Belfast and Falu Frigymnasium (FaluFri) school in Falun, Sweden, culminating in two visits to Belfast by Swedish students, followed by a group of A level Politics students

from Lagan College travelling to Sweden to take part in a Model United Nations event in February. The Model UN involved approximately 220 delegates participating from numerous schools across Europe, such as Germany, Spain, Italy and Portugal. Most of the other schools got involved via the Erasmus Programme, which is sadly no longer available to us post-Brexit. Yes, we are all still waiting on those Brexit ‘sunlit uplands’ we were promised.

It is through events like these our pupils find their place in the world and get inspired to get more involved in shaping it

Thankfully, alternative funding was sought and secured via the Atlas Programme, allowing most of the costs for our students to be covered. The organisation of the Model UN event consists of a General Assembly with three core committees - the Human Rights Committee, the Peace, Security and Disarmament Committee, and the Environment & Economics Committee. English was used as the working language for all delegates. Delegates were tasked with producing resolution and position papers, which are short statements about their allocated country’s policies concerning all the issues in the Model UN. They had to be prepared for lobbying, debating and voting in the General Assembly across four days. This was a

unique opportunity for our pupils to travel and broaden their horizons, to meet young people from a variety of different countries and cultures, and to take part in an international political event.

They developed key skills regarding written and verbal communication, negotiation, lobbying, public speaking, team working and leadership, as well as developing their knowledge of geo-politics. We are very grateful to our gracious hosts, FaluFri, for their warm welcome and their meticulous organisation of such a large and complex event.

Despite the very cold and snowy weather conditions, we had a fantastic time doing something very engaging and worthwhile.

Although very busy and tiring, with a packed itinerary for the week, it was, ultimately, a hugely rewarding experience for our students. And all of this came about as a result of a Union contact. Yet another reason, if it were even needed, to be actively involved in your NASUWT union!

Fergal McGuckin NASUWT Member, School Rep, and Head of Politics @ Lagan

MAXINE MURPHYHIGGINS SPEAKS TO THE NI ASSEMBLY COMMITTEE FOR EDUCATION

On 21st February, Northern Ireland Teaching Council (NITC) were invited to give evidence to the NI Assembly Committee for Education on the ongoing crisis and range of issues impacting our education system. The issue of pay was a key talking point at the meeting, however there was opportunities for the representatives of the five teaching unions to present evidence impacting other areas including workload of teachers and school leaders; the implementation of the workload reviews; lack of funding in our schools; and special educational needs provision.

Maxine Murphy-Higgins, our Policy and Casework Official, gave evidence on a range of issues impacting special education provision. Maxine outlined the impact of chronic underfunding in the sector and the devastating consequences that it has had on the

delivery of high-quality provision and the ability to meet every childs’ needs. Maxine also highlighted the lack of clarity, support and guidance offered to those now working within the new satellite classrooms attached to mainstream schools. “These financial cuts in special needs has led to reduced staffing levels, increased workload and a more stressful work environment for teachers and staff members”.

NASUWT NI MEET WITH THE MINISTER OF ECONOMY

Maxine Murphy-Higgins met with the Minister of Economy on 12th February and she impressed upon him the requirement that the pay of our Further Education Lecturers needed to be sorted. The difficulties with Industrial Relations within the sector was also highlighted to him. Representations were made asking him to withdraw the redundancy process currently being processed by the colleges and the money should be invested with the whole workforce by putting the money into the pay remit. The process was not withdrawn but the Minister set out that there could not be any compulsory redundancies. The NASUWT are still of view and making representations that this redundancy scheme is not value for money from a Public Purse perspective.

Maxine met with the Colleges Employer Forum regarding the pay offer for members within the FE Sector on 28th February and consultations will commence with members.

For a chance to win a prize in our next competition, complete this crossword and return it to our Regional Centre, either by email or post. Make sure you sign your name and membership number below when returning your submission.

Name: _________________________________

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