Teacher Record Book 2023

TRB

Record BOOK

TEACHER TEACHER SAMPLE

teacher record book teacher record book teacher record book

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Personal Data

Teacher’s Name:

Staff Number: School Roll Number:

School Address:

School Telephone: School Fax:

School E-mail:

Emergency Contact: Emergency Telephone:

Please note: all resource URLs given throughout this book can also be found by going to www.4schools.ie/resources.

Password: resources1920

“For every minute spent in organising, an hour is earned.”

Useful Information

1 Glossary of Terms

Commonly used terms with brief explanations

2 The New Junior Cycle Statements of Learning, subjects, short courses and PLUs, CBAs, formative and summative assessment

3 Grading

Junior Cycle grading, CBA Descriptors

4 Well-being

The importance of student well-being, well-being indicators

5 Managing Challenging Behaviour

Dealing with challenging behaviour in the classroom

6 Literacy and Numeracy

The National Strategy, implementing Literacy and Numeracy

7 Special Educational Needs

Common types of learning disability and useful links to further resources

8 Differentiation

Differences in learning rates and styles, types of differentiation

9 Safeguarding Children

Your responsibilities as a teacher, recognising signs of abuse and reporting concerns

10 Psychological Reports

Intelligence scales, percentiles, and the classification of ability

11 School Self-Evaluation

The six-step school self-evaluation process

12 Inspections

Subject and incidental inspections, whole school evaluations

13 Teacher Well-being

Tips on teacher well-being, support for the evolving roles of teachers

14 GDPR in Schools

What is it and why should you care? How to deal with personal data

15

Internet Safety

Webwise, promoting the safe, responsible use of the internet by young people

16 Digital Technology

Understanding the application of ICT in the classroom - where to find resources

17 Digital Intelligence

Digital citizenship, the digital quotient (DQ) score

18 Useful Websites

Where to look for further resources

Assessment Task

Classroom-Based Assessment

Classroom-Based Assessment Grade Descriptors

Features of Quality (FOQ)

Formative Assessment

Junior Cycle Framework

A written task completed by students during class time and sent to the SEC for marking. The task is specified by the NCCA and relates to the learning outcomes on which the second Classroom-Based Assessment is based.

At Junior Cycle, involves the teacher assessing the students using the tasks set out in the subject specification. The assessment takes place in a defined time period, during class time, to a national timetable.

When a student has completed their CBAs, their teacher awards them a Grade Descriptor based on the NCCA’s Features of Quality (FoQ). The Descriptors are: Exceptional, Above expectations, In line with expectations, Yet to meet expectations.

Criteria set out by the NCCA that teachers will use to place a student’s work within one of the Grade Descriptor bands for each Classroom-Based Assessment.

Does not form part of a student’s final grade but by formal or informal means provides constructive feedback with a view to improving learning and understanding and, where necessary, adapting the teacher’s approach to instruction. Information is shared with the student, who has an active role in his/her learning.

The document which sets out the basis and structure of learning at Junior Cycle. It contains 24 Statements of Learning, underpinned by the eight principles of: Learning to Learn, Choice and Flexibility, Quality, Creativity and innovation, Engagement and participation, Continuity and development, Inclusive education, and Well-being.

Junior Cycle Profile of Achievement (JCPA)

Key Skills

Learning Intentions

Learning Outcomes

Level 2 Learning Programmes (L2LPs)

Restorative Practice

Rewards achievement across SEC exam results, Classroom-Based Assessment for subjects and short courses, other areas of learning such as membership of student council and science fairs and, from 2020, Well-being. Achievement in Priority Learning Units will be recognised for children with special educational needs.

The 8 Key Skills cover areas in which students are expected to develop their abilities over the three years of the Junior Cycle. They are: Staying well, Working with others, Managing information and thinking, Managing myself, Communicating, Being literate, Being creative, Being numerate.

Statements in which the teacher describes exactly what they want the students to know, understand and be able to do as a result of learning and teaching activities.

Statements in curriculum specifications to describe the knowledge, understanding, skills and values that students should be able to demonstrate after a period of learning.

Suitable for students with general learning disabilities, L2LPs build on prior learning. They are designed around Priority Learning Units (PLUs), which focus on students’ social, personal and pre-vocational skills. The five PLUs are: Communication and literacy, Numeracy, Living in a community, Preparing for work, and Personal care.

Building relationships and connections with students. When students are actively engaged and allowed to take greater responsibility, teaching and learning are also enhanced.

Statements of Learning 24 Statements that cover the broad spectrum of what students are expected to know by the end of Junior Cycle. Each subject covers some of the statements.

Subject Learning and Assessment Review (SLAR) meeting

Held between teachers following completion of a Classroom-Based Assessment, where they share and discuss samples of their assessments of student work to create a common understanding about the quality of student learning.

Subject Specification

Summative Assessment

A document outlining the content, structure and principles of learning to take place in each subject, replacing the old Junior Cert syllabus. New subject specifications were introduced on a phased basis, and the last subjects changed over for new 1st years in September 2019.

Evaluates students’ learning at the end of a period of learning. It looks back on past learning and the performance of students, usually marked, is compared with others. Its purpose is to determine to what degree students have demonstrated understanding of their learning.

The New Junior Cycle

A Framework for the New Junior Cycle

The aim of the Junior Cycle is to place students at the centre of their educational experiences and outcomes. It is being introduced because a significant number of first year students do not make sufficient progress in English and Mathematics and a number of second year students disengage from their learning. The framework is underpinned by 8 principles, 24 statements of learning and key skills.

Statements of Learning

These statements describe what students should know, understand, value and be able to do at the end of the Junior Cycle.

For more information on the 8 principles, 24 statements of learning and key skills see bit.ly/FrameworkJC

Subjects, Short Courses, PLUs

Students follow a programme which is made up of a combination of subjects, short courses and, for some students with special educational needs, Priority Learning Units (PLUs), plus other educational experiences such as guidance, pastoral care and other activities. The specifications for subjects, PLUs and some short courses have been developed by the NCCA and published online. Schools also have the freedom to develop their own short courses in accordance with specifications designed by the NCCA. See bit.ly/SubjectsShortCourses

Subjects

A total of 21 subjects are available at Junior Cycle. All students study English, Irish and Mathematics and will have at least 240 hours of learning engagement over the three years. All other subjects will have 200 hours, with short courses having 100 hours of learning engagement over three years.

For more information see: www.jct.ie/home

CBAs

Students will undertake two Classroom-Based Assessments facilitated by their teacher, one in second year and one in third year. Classroom-Based Assessments in all subjects will be specified at a common level. The assessments associated with CBAs will cover a broad range of activities including oral tasks, written work, practical or designing tasks, artistic performances, scientific experiments, projects or other suitable tasks, depending on the subject in question. In the case of a small number of subjects (Art, Craft and Design, Music, Home Economics and the Technology subjects), the second CBA will involve practical work, or the creation of an artefact or a performance.

CBAs will be undertaken by students within class time to a national timetable, which will be posted on www. curriculumonline.ie and www.jct.ie in each specific subject/

short course category. Grade descriptors for these Assessments will be assigned by their teachers after a SLAR (Subject Learning and Assessment Review Meetings) based on Features of Quality that will be available through www. curriculumonline.ie and www.jct.ie (see Section 2.12.3 of Circular 0015/2017).

For subjects with an Assessment Task (AT), this task will be based on the learning outcomes of the second CBA. This AT will be set by the NCCA and marked by the SEC. The AT will take place within the school under the supervision of the subject teacher, who will submit the work to the SEC for marking. The AT will account for 10% of the final grade.

Assessment

With the introduction of changes at Junior Cycle, methods for assessment have changed. Teachers are encouraged to use more active methodologies and formative assessment methods (AfL) in their lesson planning. These strategies promote a process which encourages the teacher to assess the effectiveness of chosen methods and adapt as required to meet the needs of their students. While also encouraging students to take more ownership of their own learning, these methods often result in the development of independent and more confident learners.

While there are a variety of active methodologies to use, linking these strategies to the Key Skills that form the basis of the Junior Cycle will ensure that all teachers are engaging in the promotion and development of the required statements of learning.

For more information on active methodologies see: www.jct.ie/jcis/classroom_strategies

Although assessment at Junior Cycle has adapted Summative Assessment (AoL), it still plays an important role in the student experience.

Providing meaningful feedback

 Be as specific as possible: Tell the learner what they did right and what needs to be better next time.

 Give feedback as soon as possible.

 Address the learner’s advancement towards a goal. They should work towards a specific goal.

 Present feedback carefully. It should not be perceived as controlling or where the learner is made to feel uncomfortable.

 Involve the learner in the process. Give the learner access to information about their progress.

Final Assessment

All subjects will have a final written exam in June of 3rd year, referred to as the Final Assessment, which will be set and marked by the SEC. This written exam will be no longer than one 2-hour paper and be taken at a common level for all subjects, except for English, Irish and Maths, where there will remain two levels –Higher and Ordinary.

The assessment procedures will also include:

1. Ongoing classroom assessment

2. Standardised testing

3. Reporting to parents on their children’s progress

4. The provision of assessment results for school certification of students in the autumn after the end of the Junior Cycle

The NCCA will provide an assessment and moderation toolkit that will support the new emphasis on classroom assessment across first, second and third year.

For more information see: bit.ly/JuniorCycleAssessment

Grading

When assessing the level of student achievement in a Classroom-Based Assessment against the learning outcomes, teachers will use ‘on-balance’ judgement in relation to the Features of Quality, which are set out in four level descriptors.

Classroom-Based Assessment Descriptors

• Exceptional

• Above Expectations

• In Line with Expectations

• Yet to Meet Expectations

Grade Descriptors for Final Assessment (with Assessment Task incorporated)

PercentageGrade Descriptors

≥ 90 to 100 Distinction

≥ 75 to < 90 Higher Merit

≥ 55 to < 75 Merit

≥ 40 to < 55 Achieved

≥ 20 to < 40 Partially Achieved

≥ 0 to < 20 Not Graded (NG)

For Leaving Certificate grading, see www.examinations.ie www.cao.ie

How Formative Assessment Works

Activating students as owners of their own learning

SAMPLE

Clarifying, understanding and sharing learning intentions

Activating students as learning resources for one another

Talk Talk Talk

Providing feedback that moves learners forward

Engineering effective classroom discussions, tasks and activities that elicit evidence of learning

Aspects of wellbeing

At Junior Cycle well-being is an underlying principle, a key skill and an area of study.

School mission and ethos

Physical and social environment

Classroom culture

Teaching, learning and assessment

CSPE, PE and SPHE Guidance

Other subjects and learning experiences

Student/teacher relationships

Peer relationships

Student voice

Partnerships with parents/guardians, community and wider supports

Culture Curriculum Relationships Policy &Planning

Extra-curricular and co-curricular learning

Aspects of wellbeing

School policies

School self-evaluation

Subject and whole-school planning

CPD planning

For more information see: bit.ly/WGJuniorCycle www.jct.ie/wellbeing/home

Strategies for Teachers Indicators of Well-being

 Encourage the student voice in the classroom environment.

 Show empathy and acceptance when students display emotions e.g. “I understand how you feel, but let’s look at how you can manage those feelings better.”

 Facilitate quiet time for students.

 Avoid over emphasis on the examinations. Exams are one important step to certain types of success and they smooth the path, but they’re not the only way.

 Let them see what being human is: always learning, sometimes failing, continuing to try and then enjoying the rewards of hard work and determination.

 Be kind and empathetic. Students are contending with different circumstances. Show that you care, that you understand, that you want them to achieve.

 Remember to look after your own well-being so you can nurture their well-being.

The six Indicators of Well-being outlined by the Department identify and describe what is important to young people and their well-being. At Junior Cycle, for any lesson included in the hours counted for well-being, these indicators are included to assist with planning, teaching, and helping to scaffold conversations with students about their learning and well-being.

Indicators of wellbeing

Managing challenging behaviour in the classroom

Prevention

• Be organised and on time.

• Try to have a positive, upbeat start to the lesson.

• Be aware of your tone of voice – calm and persuasive without being arrogant or condescending.

• Use your initiative, tailoring your actions to individual situations.

• Use pupils’ names rather than referring to them in impersonal terms.

• Try to have a sense of humour, be relaxed.

• Give pupils a choice or a way out of situations.

• Deal with secondary issues at a later date e.g. lend a pen to those without, but follow this up after the lesson or as a reminder before the next lesson.

Diversion

• Give pupils responsibility.

• Change the subject/conversation if possible.

• Acknowledge the reason for the conflict but say you will help or sort it out later.

If appropriate, accept some responsibility for the situation and offer a new start.

• Be aware of the needs of individuals and where appropriate modify tasks or offer support.

• Bring humour to the situation!

• Talk about how they have successfully dealt with other similar situations.

Diffusion/De-escalation

• Use a personal touch – use of name, use affirmative language, reference former achievements.

• Offer a dignified way out of conflict.

• Avoid personal comments.

• Remain calm.

• Praise previous good behaviour.

• Remove for a short period of time or offer time out. Discuss the incident before readmission.

• Smile.

• Divert by changing the topic of conflict.

Managing

• Allow the pupil space – a way out, time out etc.

• Keep the conversation impersonal.

• Don’t make impossible demands.

• Avoid making threats – state facts and make statements.

• Follow up what you say you will do.

• Avoid physical contact.

• Use the agreed system – Head of Department, rota for on-call, Head of Year.

• Try to ensure the safety of others within the group.

• Be aware of individual education plan targets and the needs of individuals in the group.

• Avoid confining a pupil who is determined to leave – let him/her go and follow it up later.

Based on material from the National Council for Special Education

Literacy and Numeracy

A National Strategy

The National Literacy and Numeracy Strategy was launched by the Department of Education and Skills in July 2011. It aims to create a ‘whole-school commitment to achieve change and improvement’ in literacy and numeracy over the nine-year period of the strategy. Each teacher is responsible for this new strategy in their individual subjects.

What is Literacy?

Literacy includes the capacity to read, understand and critically appreciate various forms of communication, including: spoken language, printed text, broadcast media and digital media.

Implementation

• Create a word-rich environment.

• Place key terms/words for specific topics on the board, the wall and/or notice boards.

• Using ICT, set students the task of creating and printing posters using key terms/words.

• Make word books available in your classroom.

• Create newspaper walls.

What is Numeracy?

Numeracy is not limited to the ability to use numbers, to add, subtract, multiply and divide. It encompasses the ability to use mathematical understanding and skills to solve problems and meet the demands of day-to-day living and social settings. For example, mathematical skills can be used in cooking – weighing ingredients, calculating cooking times, etc.

Implementation

• Place key terms/words for specific topics on the board, the wall and/or notice boards.

• Using ICT, set students the task of creating and printing different types of graphs relating to the topic.

• Ensure your classroom has a digital and an analogue clock on display.

• Ensure that the date is written on the board.

Learn more:

A key challenge for teachers is that students have a wide variety of needs, interests and abilities, therefore the way in which the curriculum is delivered needs to be adapted.

To learn more about literacy, numeracy and subject-based strategies on these see The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011 – 2020:

bit.ly/LiteracyNumeracyLearning

bit.ly/InterventionsStrugglingReaders

“Tell me and I’ll forget, Teach me and I’ll remember, Involve me and I’ll learn.”

— Benjamin Franklin

Special Educational Needs

An introduction to SEN

A learning disability is not a problem with intelligence or motivation. For some students, their brains or some other areas of their mental or physical development, are simply ‘wired differently’. Typically, that difference affects how they receive and process information.

Simply put, children with learning disabilities see, hear, and understand things differently. This can lead to trouble with learning new information and skills and putting them to use. The most common types of learning disabilities involve problems with reading, writing, maths, reasoning, listening and speaking, as outlined below:

Common Types of Learning Disabilities

Dyslexia

Difficulty reading

Dyscalculia Difficulty with maths

Dysgraphia

Dyspraxia (Sensory Integration Disorder)

Difficulty with writing

Difficulty with fine motor skills

Dysphasia/Aphasia Difficulty with language

Auditory Processing Disorder

Visual Processing Disorder

Difficulty hearing differences between sounds

Difficulty interpreting visual information

Problems reading, writing, spelling, speaking

Problems doing maths problems, understanding time, using money

Problems with handwriting, spelling, organising ideas

Problems with hand-eye coordination, balance, manual dexterity

Problems understanding spoken language, poor reading comprehension

Problems with reading, comprehension, language

Problems with reading, maths, maps, charts, symbols, pictures

For more information on these learning disabilities see: bit.ly/GeneralLearningDesabilities

For help and guidance on differentiation for students with special needs see: bit.ly/DifferentiationPostPrimary

For help and guidance on supporting students with special needs see: www.ncse.ie

For more information on supporting differentiation, inclusion and resources see: www.sess.ie/resources bit.ly/InclusionSNGuidelines

For more information on providing support to students with behavioural or emotional needs: bit.ly/SupportingPupilsSN

www.4schools.ie/resources for all links

9 Safeguarding Children

Differentiation Strategies

Students learn differently. They have different learning rates and styles. Different approaches work with different children. Some children have good visual memories and they will learn best with diagrams, maps, lists, topic webs, flow charts, and may find it easier to show their understanding in this form. Some children remember what they hear (they have a good auditory

TYPES OF DIFFERENTIATION

For post primary schools

memory) and they will find it easier to listen, talk about the task and respond verbally. Other children need demonstrations by the teacher, and/or to watch other students doing the task and to start it themselves before understanding it.

Differentiation is about manageable, achievable and motivational tasks.

1. Differentiation by input – Differentiation by instruction, differentiation by task, organisation of groups.

2. Differentiation by supporting the learning process – Differentiation through pace, differentiation through support given at different times in a task.

3. Differentiation by outcome – Differentiation by quality, differentiation by quantity, differentiation by varying methods.

Extracted from Special Educational Needs - A Continuum of Support. For more information on differentiation and the advantages of it see the Special Educational Needs - A Continuum of Support guidelines at: bit.ly/SpecialEducationSupport

For help and resources see: www.sess.ie/resources/differentiation

Safeguarding Children

For post primary schools

As teachers, we are concerned about the welfare and care of young people in our schools. The Government has clear legislation and guidelines for all organisations and adults working with young people. The main documents that every teacher should be aware of are:

• Children First Act 2015

• Children First: National Guidance for the Protection and Welfare of Children 2017

• The Child Protection Procedures for Primary and Post-Primary Schools 2017, which give direction and guidance to school management.

The Children’s First Act 2015 provides for a number of Key Child Protection measures that are relevant to schools and registered teachers, including:

• A statutory obligation on schools to keep children safe from harm and to prepare and display a child safeguarding statement.

• A statutory obligation on registered teachers to report child protection concerns at or above a defined threshold to Tusla. (These should be outlined in your School Policy.)

• A statutory obligation on mandated persons to assist Tusla in the assessment of a child protection risk, when requested to do so by Tusla in accordance with the Act.

Recognition of Possible Signs of Abuse or Neglect

Chapter 2 of Children First outlines the four main types of abuse and how these may be recognised. It is expected that all school personnel would familiarise themselves with this information to enable them to meet their reporting obligations. These four types of child abuse are:

• Neglect

• Physical abuse

• Sexual abuse

• Emotional abuse

Responsibilities of School Personnel / Reporting Concerns

School personnel are especially well placed to observe changes in children’s behaviour, their lack of development or outward signs of abuse. As a member of the school personnel, there is an expectation that you would be familiar with your school’s Child Protection and Welfare Guidelines along with the documents mentioned previously which contain some important points to note:

• In any situation where a member of school personnel (including a registered teacher) receives an allegation or has a suspicion that a child may have been abused or neglected, is being abused or neglected, or is at risk of abuse or neglect, he or she shall, without delay, report the matter to the Designated Liaison Person (DLP) in accordance with the procedures outlined in Chapter 5 of these procedures.

• As a teacher registered with the Teaching Council you are considered under the Children First Act 2015 to be a Mandated Person. A mandated person now has the statutory obligation to make their own mandated report to Tusla, where the concern about the child is at or above a threshold of harm as defined in the Children First Act. Therefore, in addition to reporting their concern to the Designated Liaison Person (DLP), a registered teacher must also consider whether or not the concern is at or above the defined threshold of harm.

• The threshold of harm for each category of abuse at which registered teachers are obliged to report are set out in Chapter 3 of the Children’s First National Guidance 2017.

Making a Report to Tusla

A concern may be made known initially to Tusla either in person, by phone or in writing, to the local social work duty service in the area where the child lives. It is generally most helpful if persons wishing to report child abuse concerns make personal contact with Tusla. This will facilitate the duty social worker in gathering as much information as possible about the child and his or her parents/carers. The national contacts for Tusla can be found on the Tusla website www.tusla.ie. Your school’s Child Protection and Welfare Policy should contain the contact details for the Tusla team in the area or region.

Please remember that under no circumstances should a child be left in a situation that exposes him or her to harm or risk of harm pending intervention by Tusla. If it is considered that a child is in immediate danger and Tusla cannot be contacted, An Garda Síochána should be contacted without delay.

All teachers should complete the Introduction to Children First Certificate course. Available from: bit.ly/ChildrenELearning

Key Points to Remember

• There is no need to deal with any concern on your own. Your school’s Child Protection Policy clearly outlines the procedures to be followed in all cases.

• Familiarise yourself with your school’s policy and other relevant statutory information.

• If you have any doubts or concerns, bring them immediately to the Designated Liaison Person, who can best direct you.

• Always keep the welfare and safety of the young person to the fore.

• All teachers are mandated persons and are responsible for reporting concerns to TUSLA.

Child Protection Guidelines for Post Primary Schools Report concerns

CONTACTS:

Name of DLP in my school

Name of deputy DLP in my school

Psychological Reports Intelligence Scales

Tests of intellectual or cognitive ability are often reported in terms of the student’s category of ability, but sometimes also in terms of numerical scores. Different tests use different definitions and even the same test uses different definitions in different versions. The most commonly used test in Ireland is the Wechsler Intelligence Scale for Children, now in its fourth edition (WISC IV, 2004).

For more information on ‘Standard Scores’, ‘Percentiles’ and ‘Limitations of Psychometric Tests’ see A Continuum of Support for Post-Primary Schools – Resource Pack for teachers: bit.ly/SupportResourcePack

School Self-Evaluation

The SSE Cycle

The School Self-Evaluation (SSE) programme is designed to help schools look at and evaluate the work they do and learn how to gain better outcomes for their students.

What is it all about?

The purpose is for a school to be able to answer the following key questions:

1. How are we doing?

2. How do we know? (What evidence do we have?)

3. What are our strengths and weaknesses?

4. How do we improve?

Each school needs to devise a school improvement plan for aspects of practice identified for improvement.

The particular emphasis for the first four years was on literacy, numeracy and one other aspect of teaching and learning. The SSE cycle is a six-step process.

The steps are as follows:

Step 6: Implement and Monitor Step 1: Gather Evidence

Step 5: School Improvement Plan

THE SIX-STEP SCHOOL SELFEVALUATION PROCESS

Step 4: SSE Report

Step 2: Analyse Evidence

Step 3: Draw Conclusions

References and for more information see: www.gov.ie/en/service/3f07cf-school-self-evaluation

Inspections

Subject Inspections and Whole School Evaluations

Subject Inspection

This is the most common form of inspection in second level schools in Ireland. They are set up to “identify, acknowledge and affirm good practice in schools”.

What the inspector will observe

1. Classroom teaching

2. Planning and preparation

3. Cross curricular teaching

4. Planning for SEN students

5. Use and range of resources

6. Use of ICT

7. Accessibility of shared resources.

For more information see:

A Guide to Subject Inspection at Second Level on bit.ly/EvaluationReportsGuidelines

Whole School Evaluation –Management, Leadership and Learning

The WSE-MLL is a process of external evaluation of the work of the school carried out by the Inspectorate of the Department of Education and Skills (DES).

What the WSE-MLL looks at:

1. Quality of school management

2. Quality of school planning

3. Quality of curriculum provision

4. Quality of learning and teaching

Incidental Inspections

Inspections occur regularly in second level schools and can include whole school evaluations (WSE), subject inspections and incidental inspections. Inspections

These inspections occur with no prior notice of the date of inspection. They normally take one day and will focus on the following aspects:

1. Teaching

2. Learning

3. Student achievement

4. Support for students

What is the inspector looking for?

The inspector will look for quality and effectiveness of teaching and learning in order to affirm good teaching practices.

Subject Inspections and Whole School Evaluations

Inspectors will be observing the following in classes:

1. Methodologies

2. Classroom management

3. Classroom atmosphere

4. Learning

For WSE - MLL and Incidental Inspections the references are:

A Guide to Subject Inspection at Second Level on bit.ly/EvaluationReportsGuidelines

Looking at Our School 2016: A Framework for Post Primary Schools on bit.ly/FrameworkPostPrimary

SEE SAMPLE

www.4schools.ie/resources for all links

5. Quality of support for students

6. Summary of findings and recommendations for further development

7. Subject inspection reports

Inspectors will also engage with students to evaluate the level of students’ understanding, achievement and enthusiasm for the subject.

Teacher Well-being

By helping and improving your own well-being, your personal and work life will improve. As your well-being improves you will help to improve the well-being of the students in your class and possibly the well-being of your colleagues.

The holistic development of the person is encompassed in the ethos of all schools and the impact that teachers as professionals can and do have on the young people in their care is instrumental to their development. The role of the teacher has now gone far beyond teaching and learning in the classroom. Teachers need to be supported in these varied and ever evolving roles, from class teacher, tutor, to counsellor and confidant to our young people.

Tips on Teacher Well-being

1. Connect

Our relationships with other people are fundamental to our sense of well-being and happiness.

Conversations don’t have to be all about the difficulties. We need to tell one another about the enjoyable events too. Knowing when to disconnect is also vital. Being fully present in the company we are in, without the distraction of phones, tablets and other devices, helps to deepen our sense of connection.

2. Be Active

Experts have shown that exercising releases endorphins in our brains that make us feel good.

Engaging in exercise can present us with opportunities to meet new people, to engender a sense of belonging, to give us a much-needed break from a stressful day and, above all, to make us feel good about ourselves. Regular exercise is also linked to better sleep, which, in turn, is important for helping us to maintain good mental health.

3. Take Notice

How often are we mind-full as opposed to mindful? Taking a few moments to focus our awareness on what is going on within us and what is going on in nature around us can work wonders for our mental health.

4. Keep Learning

Learning exposes us to new ideas and helps us to stay curious and engaged. It may also give us a sense of accomplishment, which in turn can boost our confidence.

5. Give

Helping others makes us feel needed and valued; it can reinforce social connectedness and give us a sense of purpose – not to mention the benefits for those we help and the wider benefit to communities by contributing to a more compassionate society. Giving ranges from simple, spontaneous acts such as paying a compliment or holding open a door to more structured and significant commitments such as volunteering.

For more information: Teacher well-being activity book/workshop: bit.ly/TeacherWellbeingBook

General Data Protection Regulation (GDPR)

What is GDPR?

European Regulation that has been effective since 25th May 2018

Most important change to data privacy in 20 years

Protects and empowers the data privacy of all EU citizens

Changing the way organisations use data and approach data privacy

Brings consistency to data privacy laws Europe wide

Why should you care?

Enhances people’s rights and protection around the use of their personal data

It’s the law – each EU state must implement the new regulation.

Fines for non-compliance are severe – up to 4% of annual turnover or €20m – whichever is highest.

The Rules

1. Right of access – what and how personal data is being processed must be detailed (Art. 15).

2. The ‘right to be forgotten’ – ensures personal data is deleted on request (Art. 17).

3. The ‘right of portability’ – enables individuals to transfer personal data between companies on request (Art. 20).

4. Companies must ensure reasonable data protection measures are implemented to protect individuals’ data and privacy (Art. 25/32).

5. Data breaches must be reported to supervisory authorities and those affected within 24 hours (Art. 33/34).

6. Companies must perform data impact assessments to identify risks and develop plans to remedy these risks (Art. 35).

7. A Data Protection Officer must be appointed to oversee GDPR compliance.

When dealing with personal data it should …

Be processed lawfully, transparently and fairly

Only be used once an individual has been told the purpose of its use

Be relevant, adequate and limited, and stored safely

Be accurate, up to date, and only stored as long as is necessary

14 The 12 steps to be taken by schools relate to the following:

GDPR in Schools

Being GDPR compliant means …

1. Awareness

2. Information you hold

3. Communicating privacy information

4. Individuals’ rights

5. Subject Access Requests

6. Lawful basis for processing personal data

7. Consent

8. Children

9. Data Breaches

10. Privacy by design and Data Protection Impact Assessments (DPIA)

11. Data Protection Officers

12. International

Useful terms

Processing data – anything that is done to or with personal data

Data subject – the individual whose personal data is being processed

Data Controller – the person who determines the how and what of data processing within an organisation

15 Internet Safety

Internet Safety

An increase in the openness, transparency and efficiency of the way individuals’ personal data is processed

An ability to respond to requests for information in a timely and organised way

Robust policies and procedures in place to manage compliance and best practice

The trust and confidence of your school, colleagues, parents and children in how you manage their personal data

For full details see: bit.ly/GDPRTeachingStaff

Data Protection Officer – the person responsible for informing, advising and monitoring compliance within an organisation

Consent – permission to use personal data, must be obtained for each use.

Webwise, the Irish Safer Internet Centre, promotes the safe, responsible use of the internet and mobile devices by children and young people. It is co-funded by the European Union Safer Internet Programme and the Department of Education. Their aim is to ensure that all users of the internet are aware of the benefits as well as the risks.

Teachers are reminded to consult the Computer and Network Usage Policy in effect in their school to ensure the safety of all users.

For more information see: www.webwise.ie

Digital Technology

Understanding the application of ICT in the classroom and seeing the practical implementation of ICT in teaching and learning is important for all teachers. The PDST Technology in Education website offers resources and CPD courses for post primary teachers.

For more see: www.pdsttechnologyineducation.ie and www.teachercpd.ie

With digital media penetrating ever more aspects of life, and reaching the hands and minds of children of increasingly younger ages, there is an urgent need to prepare children and young adults for full and active participation in the digital world, as they begin to actively participate in social media and are exposed to the cyber risks that this entails. Sadly, teachers witness first-hand the damage that students can suffer in, or as a consequence of, the online world. In an environment rife with cyberbullying, and at a time when students are more vulnerable to peer pressure whilst also calibrating their own moral compass, the need to equip young people with the skills required to confidently and successfully navigate the digital world could not be greater. In other words, young people must develop digital intelligence.

Digital intelligence is a term created and used by the DQ Institute to refer to eight key skills –digital identity, use, safety, security, emotional intelligence, communication, literacy, and rights –that function across three levels: digital citizenship (ability to use digital technology and media safely, responsibly, and effectively), digital creativity (ability to contribute to the digital ecosystem through co-creating content and realising ideas using digital tools), and digital entrepreneurship (ability to apply digital skills, media and technologies to create opportunities and address global challenges). Born out of academic research on childhood cyber wellness and security, the drive to instil digital intelligence in young people is a partnership between education and industry aimed at creating responsible, competent and prosperous digital citizens who can create and control technology for the mutual benefit of the individual and society.

An individual’s digital quotient (DQ) score indicates their psychological strength, cognitive and social development, and overall ability to be a productive and responsible digital citizen. The DQ score is

a composite number based on the competence level measured for the eight core digital citizenship competencies; like IQ, the global average is 100. Crucially, a child’s DQ score indicates the likelihood of them displaying risk behaviours, such as sharing personal information online.

The correlation between risk behaviours and DQ score highlights the need for efforts to increase the score, and thus lower the risk.

It can be hard, being from a generation which, for the most part, grew up without the internet, to understand exactly the types of challenges children today are facing. However, it is our responsibility as adults and educators to nurture and encourage the next generation, helping them to develop the mental, social, and technological skills that are required for prosperity in a digital world. Just as teachers seek to prepare students to be good national and global citizens, so now they must prepare them to be digital citizens, citizens that seek sustainability, inclusivity, and prosperity in a global, digital world.

Useful Websites

Please note: all resource URLs given throughout this book can also be found by going to www.4schools.ie/resources. Password: resources1920

bit.ly/DepOfEdu The Department of Education and Skills (Gov.ie) Guidelines, public health alerts, school inspection reports, circulars etc.

examinations.ie The State Examinations Commission

Timetables for exams, exam information and material archive etc.

scoilnet.ie Official education portal of the Department of Education and Skills in Ireland. A range of resources and links for all subjects.

ncca.ie National Council for Curriculum and Assessment. Information on curriculum, assessment methods, publications, podcasts etc.

pdst.ie Professional Development Service for Teachers

Includes guidelines for planning, assessment, differentiation etc.

jct.ie Planning and resources for the new Junior Cycle, both individual subjects and for a whole school outlook

curriculumonline.ie Information on specifications, assessment toolkits and key dates

teachercpd.ie Teaching online for post primary school teachers

ncse.ie National Council for Special Education

mata.ie The Maths Recovery Programme Information and resources to improve numeracy.

pdsttechnologyineducation.ie PDST for Technology in Education Information, support and resources for the use of ICT in education.

sess.ie School Development Planning Initiative

Templates for lesson plans, subject department planning etc.

projectmaths.ie Information, lesson plans and resources for Project Maths

antibullyingcentre.ie National Anti-Bullying Centre Research and Resource Centre

SAMPLE

staysafe.ie Personal safety skills programme which aims to give children the skills necessary to enable them to recognise and resist abuse/victimisation.

middletownautism.com A comprehensive site with training and research materials for professionals and parents.

asti.ie Association of Secondary Teachers, Ireland

tui.ie Teachers’ Union of Ireland

examcraft.ie For all your mock examination needs

thesupergeneration.com Seminars and programmes on study skills, well-being and youth leadership

4schools.ie For student learning journals, prospectuses, teacher record books and teaching/learning support resources

Blended Learning | Digital Learning Management Systems

century.tech Personal learning pathways with micro-lessons to address gaps in knowledge, challenge students and promote long-term memory retention

classdojo.com Connects teachers with students and parents to build classroom communities

examcraft.formative.com A pre-marked curriculum-based bank of questions

ekstep.org Open learning platform with a collection of learning resources to support literacy and numeracy

classroom.google.com Helps classes connect remotely, communicate and stay organised

moodle.org Community-driven and globally supported open learning platform

schoology.com Tools to support instruction, learning, grading, collaboration and assessment

web.seesaw.me Enables the creation of collaborative and sharable digital learning portfolios and learning resources

skooler.com Tools to turn Microsoft Office software into an education platform

Collaboration Platforms that Support Live Video Communication

www.dingtalk.com Communication platform that supports video conferencing, task and calendar management, attendance tracking and instant messaging

www.meet.google.com Video calls integrated with other Google G-Suite tools

www.microsoft.com Microsoft Teams – Chat, meet, call and collaboration features integrated with Microsoft Office software

www.zoom.us Cloud platform for video and audio conferencing, collaboration, chat and webinars

Self-directed Learning Content

learnenglishkids.britishcouncil.org

byjus.com

English language learning resources, including games, reading, writing and listening exercises

Learning application with large repositories of educational content tailored for different grades and learning levels

code-it-studio.de Helps children learn basic programming concepts through online courses, live webinars and other child-friendly material. Available in English and German.

code.org Wide range of coding resources categorised by subject offered for free by a non-profit

codeweek.eu List of online resources to teach and learn computer coding, available in all EU languages

duolingo.com Application to support language learning, supports numerous base and target languages

play.google.com Feed the Monster – Android application in multiple languages to help teach children the fundamentals of reading, available in 48 languages

khanacademy.org Free online lessons and practice in maths, sciences and humanities, as well as free tools for parents and teachers to track student progress, available in 40+ languages

labxchange.org

Curated and user-created digital learning content delivered on an online platform that enables educational and research experiences

shorturl.at/mBMO6 Mobile application accessible for music education

onebillion.org/onecourse Child-focused application to deliver reading, writing and numeracy education

solution.profuturo.education Resources in different subject areas for students in English, Spanish, French and Portuguese

polyup.com

quizlet.com

Learning content to build maths and gain computational thinking skills for students in primary and early secondary school

Learning flashcards and games to support learning in multiple subjects, available in 15 languages

sdgacademy.org A searchable library of more than 1,200 educational videos on sustainable development and related topics

smarthistory.org Art history site with resources created by historians and academic contributors

Time-Saving Templates

This section contains templates which you can photocopy to help with planning, organising, recording and discipline.

The templates from this section can also be downloaded for free from: www.4schools.ie/resources

Password: resources1920

Download templates from our website! www.4schools.ie/resources.

Password: resources1920

Subject Department Planning Meeting

Subject:

Year Group:

Term:

Topics/ Learning Outcomes to be achieved this term:

Opportunities for Assessment:

Subject Department Planning Meeting

Lesson Plan

Subject:

Class:

Lesson Outcome (What do you want them to learn?)

Assessment (How I know they know)

Learning Activities

Resources Needed

Reflection:

Subject Learning and Assessment Review (SLAR) Process for Teachers

Subject:

Class:

Date of SLAR meeting:

Aware how many samples need to be collected

Aware of date for submission of samples

Features of Quality identified:

5.

Student’s work assessed using Features of Quality Provisional Descriptor Awarded Samples of student work selected

Subject Learning and Assessment Review (SLAR) Process for Teachers

Final preparations for meeting:

Descriptors finalised

Reports submitted

Reflection for future

Key points for future implementation

Template for Recording Bullying Behaviour

1. Name of pupil being bullied and class group

2. Name(s) and class(es) of pupil(s) engaged in bullying behaviour

3. Source of bullying concern/report*

Tick relevant box(es)

Pupil oncerned

Other Pupil

Parent Teacher

Other (specify)

5. Name of person(s) who reported the bullying concern

4. Location of incidents* Tick relevant box(es)

Yard/Recreational Area

Classroom

Corridor

Toilets

School Bus

Other (specify)

6. Type of bullying behaviour* - Tick relevant box(es)

Physical Aggression

Damage to Property

Isolation/Exclusion

Name Calling

Cyber-bullying

Intimidation

Malicious Gossip

Other (specify)

7. Where behaviour is regarded as identity-based bullying, indicate the relevant category:

HomophobicDisability/SEN relatedRacistMembership of Traveller communityOther (specify)

8. Brief description of bullying behaviour and its impact

9. Details of actions taken

Name: Class: Signed: (Relevant Teacher)

Date:

* Note: The categories listed in the tables 3, 4 & 6 are suggested and schools may add to or amend these to suit their own circumstances.

Incident Report Form

Date:

Details of the incident(s):

Student Name:

Name of the victim(s):

Name of the student(s) causing the problem(s):

Date the incident(s) happened:

Time the incident(s) happened:

Name(s) of anyone else who might know what happened:

Describe the incident(s) as clearly as possible, including such things as: what force or physical contact, if any, was used; any verbal statements such as threats, requests, or demands; and any electronic methods, including email, social media, and such.

RECORDS

RECORDS

TEACHER RECORDS

EXPLANATORY NOTES

SUPERVISION

Classes

Supervision

ABSENT/SICK

C = Certified

U = Uncertified

P = Personal

T = Trips

SCHOOL ACTIVITIES

S = Sports

M = Music

DETAILS DATE

TEACHER RECORDS

Connect with students

Junior Well-beingCycle Indicators

Student well-being is present when students realise their abilities, take care of their physical well-being, can cope with the normal stresses of life, and have a sense of purpose and belonging to a wider community (Junior Cycle Wellbeing Guidelines, 2017)

Active physical activity

Responsible

Takes action to promote own and others’ well-being; makes safe and healthy choices

Connected

Feels connected to school, community, and wider world; appreciates impact of actions and interactions

Resilient

Belief in coping skills and ability to go for help

Respected

Feels listened to and valued; has positive relationships; shows care and respect for others

Aware

Aware of and understands thoughts, feelings and behaviours; aware of personal values and good decision making; knows steps needed to improve

Class:

Tutor:

Year Head:

CLASSWORK HOMEWORK

M | 14 Aug

T | 15 Aug

W | 16 Aug

T | 17 Aug

F | 18 Aug

M | 21 Aug

T | 22 Aug

W | 23 Aug

T | 24 Aug

F | 25 Aug

M | 28 Aug

T | 29 Aug

W | 30 Aug

T | 31 Aug

W | 6 Sep

T | 7 Sep

W

CLASSWORK HOMEWORK

Connect with students

Bullying

The main types of bullying include:

• verbal (includes sexual harassment)

• physical (includes sexual abuse)

• social

• psychological

• cyberbullying (online bullying)

How to deal with bullying:

• Acknowledge that it happens and create a culture where bullying is openly discussed and quickly dealt with

• Support students to speak out about bullying.

• discriminatory language. Ensure you are familiar with your anti-bullying policy, escalate concerns where necessary.

Class:

Tutor:

Year Head:

CLASSWORK HOMEWORK

M | 14 Aug

T | 15 Aug

W | 16 Aug

T | 17 Aug

F | 18 Aug

M | 21 Aug

T | 22 Aug

W | 23 Aug

T | 24 Aug

F | 25 Aug

M | 28 Aug

T | 29 Aug

W | 30 Aug

T | 31 Aug

F | 1 Sep

M | 4 Sep

T | 5 Sep

W | 6 Sep

T | 7 Sep

F | 8 Sep

M | 11 Sep

T | 12 Sep

W | 13 Sep

T | 14 Sep

T

F

CLASSWORK

CLASSWORK HOMEWORK

Reflection

SAMPLE

TERM 3

Class Record

Class:

Tutor:

Year Head:

CLASSWORK HOMEWORK

M | 14 Aug

T | 15 Aug

W | 16 Aug

T | 17 Aug

F | 18 Aug

M | 21 Aug

T | 22 Aug

W | 23 Aug

T | 24 Aug

F | 25 Aug

M | 28 Aug

T | 29 Aug

W | 30 Aug

T | 31 Aug

F | 1 Sep

M | 4 Sep

T | 5 Sep

W | 6 Sep

T | 7 Sep

F | 8 Sep

M | 11 Sep

T | 12 Sep

W | 13 Sep

T | 14 Sep

F | 15 Sep

M | 18 Sep

T | 19 Sep

W | 20 Sep

T | 21 Sep

F | 22 Sep

CLASSWORK HOMEWORK

HOMEWORK

Reflection

SAMPLE

TERM 3

Connect with students

Types of Intelligence

Naturalist

The ability to discriminate between living things and be sensitive to the natural world

Visual-spatial

The ability to interpret threedimensional images and shapes

Intrapersonal

The ability to understand yourself,

Linguistic

The ability to use language. Being able to express what’s on your mind and to understand others.

Bodily-kinaesthetic

The ability to control body movement and the capacity to handle objects skilfully.

Interpersonal

The ability to understand and relate to others.

Logical-Maths

The ability to understand cause and

Musical

The ability to think musically and to hear, recognise and remember patterns

Class Record

Class:

Tutor:

Year Head:

CLASSWORK HOMEWORK

M | 14 Aug

T | 15 Aug

W | 16 Aug

T | 17 Aug

F | 18 Aug

M | 21 Aug

T | 22 Aug

W | 23 Aug

T | 24 Aug

F | 25 Aug

M | 28 Aug

T | 29 Aug

W | 30 Aug

T | 31 Aug

F | 1 Sep

M | 4 Sep

T | 5 Sep

W | 6 Sep

T | 7 Sep

F | 8 Sep

M | 11 Sep

T | 12 Sep

W | 13 Sep

T | 14 Sep

F | 15 Sep

M | 18 Sep

T | 19 Sep

W | 20 Sep

T | 21 Sep

F | 22 Sep

CLASSWORK HOMEWORK

HOMEWORK

CLASSWORK HOMEWORK

Junior Cycle Key Skills

Managing Myself

Staying Well

Managing Information & Thinking

Being Numerate

Being Creative

Being Literate

Class Record

Class:

Tutor:

Year Head:

CLASSWORK HOMEWORK

M | 14 Aug

T | 15 Aug

W | 16 Aug

T | 17 Aug

F | 18 Aug

M | 21 Aug

T | 22 Aug

W | 23 Aug

T | 24 Aug

F | 25 Aug

M | 28 Aug

T | 29 Aug

W | 30 Aug

T | 31 Aug

F | 1 Sep

M | 4 Sep

T | 5 Sep

W | 6 Sep

T | 7 Sep

F | 8 Sep

M | 11 Sep

T | 12 Sep

W | 13 Sep

T | 14 Sep

F | 15 Sep

M | 18 Sep

T | 19 Sep

W | 20 Sep

T | 21 Sep

F | 22 Sep

CLASSWORK HOMEWORK

HOMEWORK

Reflection

Managing Behaviour

A brief list of restorative questions:

What happened?

What were you thinking of at the time?

What have you thought of since?

Who has been affected by what you have done? In what way?

What do you think you need to do to make things right?

To help those affected: What did you think when you realised what had happened?

What impact has this incident had on you and others?

What has been the hardest thing for you?

What do you think needs to happen to make things right?

Class Record

Class:

Tutor:

Year Head:

CLASSWORK HOMEWORK

M | 14 Aug

T | 15 Aug

W | 16 Aug

T | 17 Aug

F | 18 Aug

M | 21 Aug

T | 22 Aug

W | 23 Aug

T | 24 Aug

F | 25 Aug

M | 28 Aug

T | 29 Aug

W | 30 Aug

T | 31 Aug

F | 1 Sep

M | 4 Sep

T | 5 Sep

W | 6 Sep

T | 7 Sep

F | 8 Sep

M | 11 Sep

T | 12 Sep

W | 13 Sep

T | 14 Sep

F | 15 Sep

M | 18 Sep

T | 19 Sep

W | 20 Sep

T | 21 Sep

F | 22 Sep

CLASSWORK HOMEWORK

HOMEWORK

CLASSWORK HOMEWORK

SAMPLE

Class Record

Class:

Tutor:

Year Head:

CLASSWORK HOMEWORK

M | 14 Aug

T | 15 Aug

W | 16 Aug

T | 17 Aug

F | 18 Aug

M | 21 Aug

T | 22 Aug

W | 23 Aug

T | 24 Aug

F | 25 Aug

M | 28 Aug

T | 29 Aug

W | 30 Aug

T | 31 Aug

F | 1 Sep

M | 4 Sep

T | 5 Sep

W | 6 Sep

T | 7 Sep

F | 8 Sep

M | 11 Sep

T | 12 Sep

W | 13 Sep

T | 14 Sep

F | 15 Sep

M | 18 Sep

T | 19 Sep

W | 20 Sep

T | 21 Sep

F | 22 Sep

CLASSWORK HOMEWORK

HOMEWORK

Reflection

SAMPLE

Digital Intelligence

Digital Intelligence (DQ) is a set of technical, cognitive, and socio-emotional competencies that enable individuals to face the challenges of and adapt to the demands of digital life

The 8 broad areas of DQ: Digital identity, Use, Safety, Security, Emotional intelligence, Communication, Literacy, and Rights

Across 3 levels: Digital Citizenship, Digital Creativity, and Digital Entrepreneurship

Digital Intelligence equips individuals to become wise, competent, and responsible digital citizens who creatively use, control, and create technology to improve individual and societal dignity, prosperity, and well-being

Class Record

Class:

Tutor:

Year Head:

CLASSWORK HOMEWORK

M | 14 Aug

T | 15 Aug

W | 16 Aug

T | 17 Aug

F | 18 Aug

M | 21 Aug

T | 22 Aug

W | 23 Aug

T | 24 Aug

F | 25 Aug

M | 28 Aug

T | 29 Aug

W | 30 Aug

T | 31 Aug

F | 1 Sep

M | 4 Sep

T | 5 Sep

W | 6 Sep

T | 7 Sep

F | 8 Sep

M | 11 Sep

T | 12 Sep

W | 13 Sep

T | 14 Sep

F | 15 Sep

M | 18 Sep

T | 19 Sep

W | 20 Sep

T | 21 Sep

F | 22 Sep

CLASSWORK HOMEWORK

HOMEWORK

Class Record

Class:

CLASSWORK HOMEWORK

HOMEWORK CLASSWORK

CLASSWORK HOMEWORK

CLASSWORK HOMEWORK

CLASSWORK HOMEWORK

CLASSWORK HOMEWORK