drumcondra education centre annual report...promotion and support of the sub- committee structure...

DRUMCONDRA EDUCATION CENTRE

DRUMCONDRA

DUBLIN 9

ANNUAL REPORT 2014

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DRUMCONDRA EDUCATION CENTRE ANNUAL REPORT

TABLE OF CONTENTS

Management Committee and Staff … … … … … … … 3

Chairperson’s Address ... Mr. Tim Hurley … … … … 6

Director’s Report ... … Ms. Catherine Shanahan … … … … 8

Treasurer’s Report … … Mr. Jerry Pierce … … … … … 10

Auditors’ Report … … Noel Ryan & Associates … … … … 11

• Financial Accounts … … … … … … … 12

• Fixed Assets Register … … … … … … … 26

Reports from Programmes hosted by the Centre

Conflict Resolution Education Report … … … … … …

Project Maths Programme Report… … … … … … …

28

29

PDST (Technology in Education), formerly NCTE Report … … … … 38

Mata Sa Rang Report … … … … … … …

PDST Numeracy Report … … … … … … …

PDST Literacy Report … … … … … … … …

42

43

46

Young Ballymun:

Write-Minded Literacy Strategy & Incredible Years Programme Report 48

Write To Read Programme … … … … … … …

Tóraíocht Report … … … … … … … …

51

53

Circus and Fairground Scheme … … … … … … … 55

Charts and Lists

Local Course Provision Comparisons … … … … … … 56

Primary In-service … … … … … … … … 58

Post-Primary In-service … … … … … … … … 60

TPN’s / TPC’s … … … … … … … … … 63

Centre Opening Statistics… … … … … … … … 64

Attendance at Centre Events … … … … … … … 66

NQT Attendance figures … … … … … … … … 67

Groups Associated with Centre … … … … … … … 68

Itinerary – Visiting Teachers from Finland … … … … … … 70

Urban Schools Group … … … … … … … … … 72

Website Statistics … … … … … … … … 75

Local Courses Posters … … … … … … … …

77

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DRUMCONDRA EDUCATION CENTRE ANNUAL REPORT 2014 PAGE 2 OF 77

MANAGEMENT COMMITTEE AND STAFF

Management Committee

Cora O’Farrell St. Patrick’s College of Education, Dublin 9.

Tim Hurley Chairperson Retired Secondary School Principal

Mary Friel Margaret Aylward College, Dublin 9.

Cathal O’Connell Assistant Treasurer Holy Spirit, BNS

Gerry Clerkin St Patrick’s Senior BNS. Drumcondra, Dublin 9

Fiona Gallagher Trinity Comprehensive School, Dublin 11.

Ann O’Reilly Whitehall College of Further Education, Dublin 9.

Joe Whoriskey Retired Secondary School Teacher (Retired 2014)

Marian Farrelly Retired Primary School Principal

Jerry Pierce Treasurer Central Remedial Clinic, Dublin 3.

Eithne Deeney ACCS

Tony Healy CPSMA

Mary King National Parents’ Council (Primary)

Karol Sadleir Deputy Chairperson Donahies Community School

Pat Furlong

Shane Grennan

St. Teresa’s NS, Balbriggan

St. Paul’s CBS, North Brunswick Street, D7.

Centre Director

Ms. Catherine Shanahan

Administration Staff

Dee Coogan Centre Administrator

Rosemary Cadwell Centre Operations Coordinator / PA to Director

Gráinne Haughney Project Maths Administrator

Rachel Dunne Project Maths Admin. Assistant, ESAI (Part-time)

Aoife Lewis Centre Reception, CRE Administrator, Summer Course Administrator, NIPT

Valerie Norris ICT, PDST Literacy, Mata sa Rang Administrator (Part-time)

Bridget Quigley Receptionist, Course & Room Bookings

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Jacqueline Daly

PDST Numeracy Administrator (job sharing)

Jackie Delaney PDST Numeracy Administrator (job sharing), SMEI

Bernie Howard

Sarah Mulligan

NIPT Lead Administrator, Centre Reception (Part-time)

Secretarial Assistant – Centre IT, Reception

National Programme Coordinators

Dr. Anne Brosnan National Coordinator Project Maths

Young Ballymun

Breege Breheny Incredible Years Coordinator

Lana McCarthy Family and Community Literacy Coordinator

Claire Waldron Schools Literacy Coordinator

Accounts

Jennifer Norton Accounts Administrator

Michael Lyng Accountant

Housekeeping

Angela Donnelly Senior Housekeeper

Carmel Donnelly Assistant Housekeeper

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CHAIRPERSON’S ADDRESS 2014

“Si monumentum requiris, circumspice”

On behalf of the Management Committee of Drumcondra Education Centre it is my privilege to welcome you to our AGM for 2014.

2014 was a different year for Drumcondra Education Centre; one in which the Centre faced new challenges

In Portoroz September 2013 the Enirdelm Board decided that Enirdelm 2015 would come to Dublin, to Drumcondra, and I was granted the honour of chairing both Enirdelm and the conference. I knew the year would be a challenge. I also knew that with the generous support of my colleagues in Enirdelm and in Drumcondra EC, the challenges of the year could and would be overcome.

This was confirmed at the January 2014 Enirdelm Board meeting, and the preparations began for what we knew would be a challenging year. I think it is fair to say that I underestimated the challenges the year would bring, but I did not underestimate the capacity of the Centre, its Management Committee and staff to cope with every challenge.

At our AGM Cora O’Farrell, who has contributed so much to DEC over the years, not least in her promotion and support of the sub-committee structure for Management Committee stepped down as Chair. Her foresight was justified and rewarded, in our overcoming the challenges we faced in the course of the year, and, I am confident, will continue to serve DEC very well into the future.

Then came our first bombshell. Our Director, Eileen O’Connor decided it was time to move on—a decision that came as a shock to all in DEC. Her energy, commitment, promotion of a teamwork ethic and professional development for our staff, her contribution to the development of the Education Centre Network through ATECI, the growth in the influence of DEC in and through the DES, the influence of Ireland in Enirdelm….all form only part of Eileen’s enormous, and enormously positive, contribution to Irish Education.. Her greatest contribution lies in the upskilling and personal and professional development of her co-workers at every level so … it was a shock, and a challenge. We always knew it would be difficult to fill her shoes…just how prolonged, difficult and challenging the process would be, we in no way anticipated.

That the Centre continued to function at the highest level, and overcome the uncertainties, difficulties, twists and turns in the process of finding a suitable successor is no small tribute to the teamwork, collegiality and dedication of our Management Committee and, especially, our

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Centre staff. Eileen herself generously, and typically, stepped into the breach when the process proved more drawn out than anticipated. I would also like to take this opportunity to thank the Teacher Education Section of the Department of Education and Skills for their advice and support throughout the process. All’s well that ends well, and I am delighted to formally welcome our new Director, Catherine Shanahan, to her first AGM as Director of DEC. Her energy, enthusiasm and dedication are already evident to all, and I am confident that, under Catherine’s leadership, DEC will continue to grow and develop our service to Irish Education.

This year Joe Whoriskey stepped down from Management Committee, and I would like to take the opportunity to thank Joe for his years of dedicated support and service, and to wish him well for the future, and I would like to extend a warm Drumcondra welcome to Shane Grennan, who has now joined the Committee.

In the immediate future we face the challenge of hosting the Enirdelm Conference in Malahide this September. The goodwill and commitment of the Management Committee and staff of the Centre, and the work already undertaken by the Conference Committee, give every ground for confidence that the conference will prove a great success and further enhance Drumcondra Education Centre’s national and international reputation.

Under Catherine’s leadership we will then confidently face into the new challenges of the DCU/St. Pat’s amalgamation and the development of our services in a new wider campus context.

As we move forward, on behalf of the Management Committee, I would like to thank and congratulate my fellow officers, Jerry Pierce, Karol Sadleir and Cathal O’Connell, all those who contributed to the effective work of our sub-committees, and all the staff of Drumcondra Education Centre for bringing us successfully to the end of a most challenging year.

Tim Hurley Chair Drumcondra Education Centre March 2015

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DIRECTOR’S REPORT 2014 Fáilte romhaibh go léir go dtí cruinniu cinn bhliana Ionad Oideachais Droim Conrach.

The purpose of our Annual General Meeting is to report on the work of the Centre, to ratify the accounts for the past year, to amend policies as needed by the membership and to elect a committee to manage the Centre for the forthcoming year.

As I was not Director for 2014 I cannot present the work of the Centre to you as Director. However, there are 10 reports contained within this annual report which give a full account of the various projects in which the Centre was involved. Our Centre course provision details the diversity of courses provided by the Centre. These courses were designed to meet the different needs of our various stakeholders and to provide national in-service as well as local continuing professional development (CPD) opportunities through our spring, summer and autumn course programmes. They are presented here for your consideration. I will however outline some thoughts and possibilities for the Centre in 2015.

Having assumed the position of Director on the 1st of January 2015 I have immersed myself in getting to know the staff, the work they are involved in and in considering the possibilities and potential of the Centre as we move forward. I have been impressed by the work ethic of staff as they ensure the smooth running of the activities of the Centre.

I have met the dedicated Management Committee who give of their time, knowledge, skills and expertise so willing and generously. I thank them for their warm welcome and I look forward to working closely with the new Committee in the future.

I would like to pay tribute to Dr. Eileen O’Connor, my predecessor, for her many years leading the Centre, the staff, facilities and programmes with diligence and commitment. I wish her good health and every blessing in all her endeavours in the next phase of her life.

Looking to the following year I hope to lead the Centre in completing a strategic plan based on information gathered through engaging in a self-evaluation process. This will include not only seeking improvements in our internal processes but actively engaging with all our stakeholders to formulate the Centre’s improvement plan.

This plan will form the basis on how we can improve our services so that we can better serve the schools, teachers and ultimately the children in our catchment area. To expedite this self-evaluation process I will be visiting as many schools as possible and I hope to conduct focus group meetings

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with principals and teachers, newly qualified teachers, participants on local and summer courses and our cohort of tutors and facilitators.

I am confident that engaging in such a process will reap benefits for the Centre and those we serve. I look forward to working with the Management Committee, the staff of the Centre and building relationships with our existing facilitators and tutors and forging new relationships with the wider education committee.

Go raibh míle maith agaibh go léir.

_______________________________ Catherine Shanahan Director March 2015.

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TREASURER’S REPORT 2014

I am pleased to present the 2014 Financial Report for Drumcondra Education Centre. The statement of accounts as presented by Noel Ryan & Associates, Centre Auditor, is contained in the Annual Report. The auditors are to be complimented on their meticulous attention to detail during their audit of the year end accounts. They provide a very comprehensive report annually and their valuable recommendations serve to continuously enhance the provision and maintenance of Centre finances.

RSE (Relationships and Sexuality Education) and CPG (Child Protection Guidelines) were transferred to PDST Health & Wellbeing in Wexford Education Centre at the beginning of 2014. This resulted in a loss of salary reimbursement but has also led to a substantial saving in Audit fees which is part of the current policy of streamlining costs.

It has been another very busy year for the Centre providing professional development to a broad range of our education community. Centre funding is complex in that less than half of its total operating costs, including salaries, is a direct annual stipend from the Department of Education & Skills. The remainder must be generated from the renting of Centre facilities to independent education/training agencies and from the administration of a number of National CPD projects for the DES. This year we have incurred a deficit despite the streamlining of costs. This has resulted mainly from the loss of Programme income from RSE and CPG and the delay in implementing the Junior Cycle Programme.

Looking to the year ahead, we are in a good position to keep our building costs down as a lot has been achieved in the past year. We have an excellent heating system, new boiler, newly painted interiors, repaired gutters and energy saving light switches installed. It may be necessary to look at refurbishing our IT Room but this would be a prudent investment resulting in additional space and up-to-date IT facilities for rental income. Car parking remains a problem and we have not yet received permission from the College Authorities to put ‘honey comb’ blocks on the grass area.

Finally, I would like to thank my colleagues on the financial sub-committee for their support over the past year. I would also like to thank the Centre finance team of Jennifer Norton and Michael Lyng.

Jerry Pierce Treasurer March 2015.

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AUDITOR’S REPORT 2014

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FINANCIAL ACCOUNTS 2014


INCOME & EXPENDITURE FOR YEAR ENDED 31/12/2014

INCOME 2014 2013 Department of Education & Science € €

General Grant 180,760 180,760

Programme Related Income

Administration Pay 29,889 31,792 Administration Non Pay 1,706 1,542 Seminar Fees 1,815 1,322 E.C. Services 23,384 26,699 E.C. Room Hire 32,485 30,860

89,279 92,215

Other Source Income

E.C. Services DES Related Groups - E.C. Room Hire DES Related Groups 125 - E.C. Room Hire External Groups 5,155 5,168 E.C. Services External Groups 2,214 2,471 Education Centre Materials 24 Consultancy Fees Course Fees 7,210 6,236 Other Income 1,180 - Broadband Grant 1,000 2,000 Laminating 1,784 754 Photocopying Service 14 Centre Book Sales 1,176 1,896 Centre Courses 580 1,040

20,424 19,603

Deposit Interest Earned - 31

TOTAL INCOME FOR YEAR 290,463 292,609

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DRUMCONDRA EDUCATION CENTRE ACCOUNT FOR YEAR ENDED 31/12/2014

EXPENSES 2014 2013

€ € Administration Costs Staff Payroll 188,935 172,355 Casual Staff 11,383 8,989 Consultancy Fees 400 968 Staff Training 405 1,535 Health Insurance - Staff 2,190 - Travel Director 1,213 1,959 Subsistence Director - 1,550 Miscellaneous Directors Expenses 926 616 Staff Miscellaneous Expenses - Staff Conference Expenses 2,260 3,075 Committee Members Expenses 1,827 1,138 Miscellaneous Travel 692 20 Accommodation Costs 428 Travel Staff 465 (9) Audit & Accountancy 16,730 10,923 Telephone 3,348 1,568 Website & Internet Costs (11,990) 577 Postage 1,432 2,055 Courier Costs 1,098 1,695 Office Supplies 378 36 Photocopying (5,572) (2,617) Staff Canteen 155 490 Books, Papers & Magazines 1,309 444 Library Books Purchased 1,066 Memberships & Subscriptions 5,480 5,670 Computer Software 2,112 1,326 Gifts & Donations 1,999 1,056 Lamination Costs 572 503 Miscellaneous Expenses 9 -

228,184 216,988

Establishment Costs Health & Safety 841 1,214 Light & Heat 13,536 16,630 Maintenance - Building 7,251 13,562 Maintenance - Grounds 33 386 Computer Contracts & Maintenance 17,156 14,858 Storage Costs (384) 457 Security & Alarm System 1,743 1,444 Maths Project Costs - (1,005) Insurance 6,048 6,498 Cleaning 3,592 4,217 Maintenance - Fixtures & Fittings - Maintenance - Equipment 5,876 4,135

Depreciation 17,127 15,245

72,819 77,641

Mediation training (96)

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Catering Contracts 6,579 4,395

Programme Related/Seminar Costs Centre Seminar Costs 3,337 167

Finance Charges Bank/Credit Charge Charges 2,699 2,433

TOTAL EXPENSES FOR YEAR

Administration Costs 228,184 216,988 Establishment Costs 72,819 77,641 Mediation training - (96) Catering Costs 6,579 4,395 Programme Related/Seminar Costs 3,337 167 Finance Charges 2,699 2,433

313,618 301,528

REPRESENTED BY :-

RESERVES

TOTAL INCOME FOR YEAR 290,463 292,609

TOTAL EXPENSES FOR YEAR (313,618) (301,528)

SURPLUS/(DEFICIT) FOR YEAR (23,155) (8,919)

CRE transfer (14,744)

OPENING BALANCE 274,794 298,457

CLOSING BALANCE AT YEAR END 251,639

PDST Reserves - not inc in above fig 1,485 1,514 (2,347) (3,861) (862) (2,347)

Write to Read Reserves - not inc in above fig (3,009) 2,555 8,970 6415 5,961 8,970

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INFORMATION TECHNOLOGY / NCTE INCOME & EXPENDITURE FOR YEAR ENDED 31/12/2014 INCOME 2014 2013

€ € Department of Education & Science NCTE Administration Grant 15,872 15,872 Programme Related Income TSI Seminar Costs Reimbursed 17,804 18,293 NCTE Special Seminar Costs Reimbursed - 17,804 18,293

Other Source Income

ICT Advisor Travel & Subsistence - - Administration Fee Income TSI Seminar Administration Fees 1,434 2,350 NCTE Teaching Materials Grant

1,434 2,350

35,110 36,515 EXPENSES Administration Costs TSI Seminar Administration Fee 1,434 2,350 NCTE Special Courses Administration Fee - NCTE Administration Salary 15,872 15,872 ICT Advisors Mobile Phone - ICT Advisor Misc Expenses - Telephone - Postage - Stationery - Accountancy - Miscellaneous Expenses 4 Software expenditure & maintenance 400 17,306 18,626 TSI Seminar Costs TSI Course Lecture Fees 13,399 11,272 TSI Course Lecture Travel 1,321 1,086 TSI Course Lecture Subsistence - TSI Course Lecture Venue Costs 3,005 2,230 TSI Course Catering 2,683 2,898 TSI Course Participants Travel - Autumn Participant Travel - TSI Miscellaneous Expenses 220 - TSI Special Seminar Costs NCTE Special Lecture Fees - NCTE Special Lecture Travel - NCTE Special Lecturer Subsistence - NCTE Special Courses Catering - NCTE Special Courses Venue Costs

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NCTE Special Courses - Participants Travel - Autumn Participant Subsistence - NCTE Special Courses - Subsistence - 20,628 17,486 REPRESENTED BY :- RESERVES

TOTAL INCOME FOR YEAR 35,110 36,515 TOTAL EXPENSES FOR YEAR 37,934 36,112 SURPLUS/(DEFICIT) FOR YEAR (2,824) 403 OPENING BALANCE 869 466 CLOSING BALANCE AT YEAR END (1,955) 869

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PROJECT MATHS - (P.M.) INCOME & EXPENDITURE FOR YEAR ENDED 31/12/2014 2014 2013 INCOME € €

T.E.S. Grants 674,794 748,382 Project Maths Conference 30 19,070 674,824 767,452 EXPENSES Administration Costs Staff - Secretarial 48,843 48,840 Staff - P/T Support 22,112 23,777 Staff - Accounts 1,951 1,951 Travel - EC Director & Staff 81 350 Telephone & Mobile 1,251 1,377 Couriers 895 354 Postage 9,856 6,410 Lamination 117 134 Stationery 7,190 8,221 Books purchase 1,223 1,520 Bank Charges 60 89 Insurance 1,000 1,000 Legal Fees - Audit/Accountancy 1,795 5,188 Translation 8,655 14,810 Equipment Purchases 904 106 IT Software Purchases 3,127 337 Storage 1,858 2,568 Project Maths Resources 54,724 111,014 Website Costs 18,043 8,535 Equipment Contracts & Maintenance 265 302 Office Furniture - Printing/Database Costs 5,781 2,706 Depreciation & P/L on disposal 4,188 5,459 193,919 245,048 Programme &Team Costs Team Costs Mileage - Travel Allowance 66,045 76,594 Subsistence 72,590 82,196 Telephone 3,770 4,379 Broadband 4,100 5,025 Equipment Purchased 70 - Software 895 1,211 Stationery 494 422 Office Allowance 511 - Home Allowance 11,682 13,806 Room Hire Venue Costs 56,260 75,071 Catering Costs 95,577 141,523 Resources 1,592 831 Photocopying 11,117 6,750 Participants Travel & Subsistence 16,732 36,376 Lecturer Fees, Local Facilitators/Associates 50,101 53,781 Lecturer Travel 14,093 15,304 Lecturer Subsistence 14,491 11,368

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Lecturer Misc Expenses 298 195 EC Administration Fee 2,183 7,109 Seminar Costs 2,226 25 Pilot School Grants - Substitution Costs - Project Maths Conference 1,365 29,642 426,192 561,608 TOTAL EXPENSES FOR YEAR 620,111 806,656 PROJECT MATHS - (P.M.) BALANCE SHEET AS AT 31/12/2014 2014 2013

€ € FIXED ASSETS Computers 38,554 43,074 Accumulated Depreciation (30,249) (30,854) 8,305 12,219 CURRENT ASSETS Debtors 90 198 Prepayments 1,000 Bank Current Account 64,955 48,360 66,045 48,558 CURRENT LIABILITIES Creditors 20,602 46,816 Accruals 2,419 17,344 23,021 64,160 NET CURRENT ASSETS 43,024 (15,602) TOTAL ASSETS 51,329 (3,383) REPRESENTED BY:- RESERVES TOTAL INCOME FOR YEAR 674,824 767,452 TOTAL EXPENSES FOR YEAR 620,111 806,656 SURPLUS FOR YEAR 54,713 (39,204) OPENING BALANCE (3,384) 35,820 CLOSING BALANCE AT END OF YEAR 51,329 (3,384)

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Project Maths, Fixed Assets at Cost 31/12/2014. Computer Equipment Cost 2014

2008 € 31-Dec Projectors 3,044.36 31-Dec SLSS Equipment:

Laptop 800 Data Projector 484 Data Projector 798.6 Data Projector 798.6 Desktop Printer 192.97

31-Dec Camcorder 2,964.60 6 Printers 484

2009 31-Dec Camcorder 522.19

Camcorder 522.2 Digital Projector 634 Digital Projector 634 Digital Projector 634 Digital Projector 634 Digital Projector 634 Digital Projector 635 Digital Projector 635

31-Dec PC 1,674.27 31-Dec Hall Cameras 2,794.50

2010 Oct-14 Laser Printer 356.95 Nov-19 Data Projector 1,009.14

2011 Dec-31 Laptop 593.24

Laptop 593.24 Laptop 593.24 Laptop 593.24 Laptop 593.24 Laptop 593.24

Dec-31 rdo equipment 1,280.98 2012

Jan-23 Micro Aid Laptop 603.56 Laptop 603.56 Laptop 603.56

Jan-31 PC Peripherals Laptop 621.15 Jun-20 Micro Aid Laptop 1,077.03

Laptop 1,077.04

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Jun-20 Micro Aid Projector 492.60 Projector 492.60

Aug-27 Micro Aid 1 asus laptop 648.84 Nov-30 Centre Komplette laptop 713.23

2013 Nov-30 Micro Aid I Laptop 2,352.17 Nov-30 Micro Aid Asus Laptop 622.36

Asus Laptop 622.36 Dec-31 Centre Projector 1,349.00

2014 Nov-25 Micro Aid 2 Toshiba Laptops 473.86

473.86 Cost 31st. December 2014 38,553.58

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DRUMCONDRA EDUCATION CENTRE CONSOLIDATED - INCOME & EXPENDITURE ACCOUNT FOR YEAR ENDED 31/12/2014 2014 2013

€ € INCOME Grants Received in Year Department of Education & Science

Drumcondra Education Centre 180,760 180,760 Local Courses 94,309 92,851 Information Technology/N.C.T.E. 15,872 15,872 Write to Read 12,240 16,113 R.S.E. - 72,207 C.P.G. - 31,971 Project Maths 674,794 748,382

977,975 1,158,156

Programme Related Income P.D.S.T. (CORE) 37,636 33,700 Drumcondra Education Centre 89,279 92,215 Information Technology/N.C.T.E. 17,804 18,293 Mediation training 11,370 43,516 Project Maths 30 19,070 P.P.P.D. 19,011 33,473 P.P.D. 9 672 Special Programme 118,676 111,712

293,815 352,651

Other Source Income Drumcondra Education Centre 20,424 19,603 Local Courses 9,752 8,665 Information Technology/N.C.T.E. - - R.S.E. - (32)

30,176 28,236

Administration Fee Income Information Technology/N.C.T.E. 1,434 2,350 P.P.P.D. 90 241

1,524 2,591

Deposit Interest Earned - 31

TOTAL CONSOLIDATED INCOME FOR YEAR 1,303,490 1,541,665

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DRUMCONDRA EDUCATION CENTRE CONSOLIDATED - INCOME & EXPENDITURE ACCOUNT FOR YEAR ENDED 31/12/2014

2014 2013 EXPENSES € €

Administration Costs Drumcondra Education Centre 228,184 216,988 Information Technology/N.C.T.E. 17,306 18,626 Write to Read 15,249 13,558 R.S.E. - 24,282 P.P.P.D. 90 241 C.P.G. (400) 11,416 Project Maths 193,919 245,048

454,348 530,158

Establishment Costs Drumcondra Education Centre 72,819 77,641

Mediation training Drumcondra Education Centre 6,857 49,680

Catering Costs Drumcondra Education Centre 6,579 4,395

Programme Related / Seminar Costs P.D.S.T. (CORE) 36,151 32,186 Drumcondra Education Centre 3,337 167 Local Courses 89,640 92,850 Information Technology/N.C.T.E. 20,628 17,486 R.S.E. - 37,545 P.P.P.D. 19,229 32,771 P.P.D. 9 663 Special Programmes 106,831 101,992 C.P.G. - 15,707 Project Maths 426,192 561,608

702,017 892,976

Finance Charges Bank Charges 2,699 2,433

Programme closure PDST (transfer of balance funds) - 12,311 CPG (transfer of balance funds) 3,775 RSE (transfer of balance funds) 10,534

TOTAL CONSOLIDATED EXPENSES FOR YEAR 1,259,628 1,569,594

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CONSOLIDATED BALANCE SHEET AS AT 31/12/2014 2014 2013 € €

FIXED ASSETS Schedules

Proposed Extension 12,141 12,141 Office Equipment 1 63,337 63,434 Computer Equipment 2 17,492 21,650

92,970 97,225

CURRENT ASSETS

Bank 3 678,130 575,908 Debtors 38,998 74,262 Prepayments 16,759 6,889

733,887 657,059

CURRENT LIABILITIES

Creditors & Accruals 4 326,317 297,607

NET CURRENT ASSETS 407,570 359,452

TOTAL ASSETS 500,540 456,678

CONSOLIDATED INCOME FOR YEAR 1,303,490 1,541,665

CONSOLIDATED EXPENSES FOR YEAR (1,259,628) (1,569,594)

CONSOLIDATED SURPLUS/ (DEFICIT) FOR YEAR 43,862 (27,929)

OPENING CONSOLIDATED RESERVES 456,678 484,607

CLOSING CONSOLIDATED RESERVES 5 500,540 456,678 0 (0)

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DRUMCONDRA EDUCATION CENTRE CONSOLIDATED ACCOUNTS FOR YEAR ENDED 31/12/2014 SCHEDULES TO THE CONSOLIDATED ACCOUNTS D.E.C. P.M. TOTAL Fixed Assets € € € Office Equipment Opening Balance 123,584 - 123,584 Additions in Year 13,091 - 13,091 136,675 - 136,675 Disposals in Year 11,786 - 11,786 Closing Balance 124,889 - 124,889 Accumulated Depreciation Opening Balance 60,150 - 60,150 Charge for Year 8,609 - 8,609 68,759 - 68,759 Adjustment on Disposals 7,207 - 7,207 Closing Balance 61,552 - 61,552 Net Book Value at 31/12/2013 63,434 - 63,434 Net Book Value at 31/12/2014 63,337 - 63,337 D.E.C P.M. TOTAL Computer Equipment € € € Opening Balance 43,035 43,074 87,291 Additions in Year 3,695 948 4,643 46,730 44,022 91,934 Disposals in Year - 5,467 5,467 Closing Balance 46,730 38,555 86,467 Accumulated Depreciation Opening Balance 33,604 30,854 65,640 Charge for Year 3,939 3,473 7,412 37,543 34,327 73,052 Adjustment on Disposals - 4,078 4,078 Closing Balance 37,543 30,249 68,974 Net Book Value at 31/12/2013 9,431 12,219 21,650 Net Book Value at 31/12/2014 9,187 8,305 17,492

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DRUMCONDRA EDUCATION CENTRE SCHEDULES TO THE CONSOLIDATED ACCOUNTS - Continued 2014 2013 Bank Accounts € € Bank Accounts - General D.E.C. Current Account 71,492 50,280 D.E.C. Deposit Interest Account - - D.E.C. Contingency Fund 140,820 140,795 N.C.T.E. Current Account 23,964 20,918 Mediation Training Curent Account 12,997 27,947 R.S.E. Current Account - 10,534 C.P.G. Current Account - 3,375 Project Maths Current Account 64,955 48,360 Petty Cash - 282 Grant Disbursement Bank Accounts:- T.P.N. Current Account 70,672 68,719 Man Support Deposit 1 Account 192,075 104,697 BOM Deposit Account 101,155 100,000 678,130 575,908 Creditors & Accruals Creditors 31,051 76,444 Accruals 28,647 43,734 Undistributed Grant Income T.P.N. 70,463 68,650 T.P.C. 4,081 4,081 M.S.P.P. - 167,503 M.S.P. 192,075 (62,806) 326,317 297,607 Reserves Drumcondra Education Centre 256,739 281,418 CRE 12,997 8,484 Local Courses 51,686 37,265 Information Technology/N.C.T.E. (1,955) 869 R.S.E. (0) 10,534 P.C.S.P./P.P.D.S. 51,474 51,474 P.P.P.D. 26,699 26,917 P.P.D. 25,384 25,384 Special Programme 26,189 14,344 C.P.G. (0) 3,375 Project Maths 51,329 (3,384) 500,541 456,679

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FIXED ASSETS REGISTER 2014

Drumcondra Education Centre. Fixed Asset listing at cost as at 31st. December 2014. Fixtures & Fittings Date Detail 31/12/2014

2006 € Mar-10 Painting, Whichcraft avalanche 1,890 Jun-12 Electronic doors tormax 8,349 Jun-15 Painting, Oisin Gallery curvilinear 5,700 Jul-13 Carpet for stairs 2,425.75 2007

Jan-22 Carpet for stairs 2,016.77 Jan-31 Display stand-Centre Logo 1,089 19-Dec 2 Seismology instruments trinity 1,000

2009 Dec-31 Barrier at entrance automatic supplies 9,874

2011 Feb-28 New boiler 1,445.95 Sep-06 New clocking in system 2,332.62

2011 New reception area Dec-31 O`Shea design 665.5

O`Shea technical report 907.5 Design construction 1,633.50 Castlerock Build 11,236.50 Sliding doors, glass etc 12,201.25 AM Refurbish reception 4,097.35 Furniture reception bryan s ryan 9,596.51 Shelf, desk legs etc bryan s ryan 1,059.96 Swivel chairs bryan s ryan 929.28

2012 Jan-19 Dishwasher 2,275 Jan-31 Shelving reception bryan s ryan 553.50 Feb-22 Fire Door castlerock furniture 4,543.68 Apr-24 Office furniture Directors & Admin office 3,499.35 6,410.77 Apr-24 Office furniture Directors Office 3,499.35 587.94 Aug-20 Ramp re parking castlerock builders 2,045.27

2013 Aug-08 Gas boiler Remeha Quinta 65 7,453

2014 9 Folding tables 1,793

3 Tables 597.68 Cost per accounts 2014 104,710.68

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Office Equipment 2009 €

23-Dec Digital Printer/Copier Kopikat 9,477.00 2014

Nov-30 Cost Kopikat B/W Copier 10,701 Cost per accounts 2014 20,178.50 Computer Equipment 31/12/2014 Cost

2006 € 04-Apr Interactive Whiteboard fusion 1,216.05

04-May Laptop North/South Project 379.09 31-Oct Server, Remote access uptown 1,021.50 31-Dec Laser Printer, director 217.80 31-Dec Laser Printer, PDO 199.65

2007 22-May 21 Laptops, T4 Group dell 8,194.98

2008 29-Oct Data Projector epson, uptown 784.69

2009 31-Dec Fujitsu Siemens, 21 PCs, Computer Room 14,910.46

2010 Dec-31 Fujitsu Siemens Laptop, Director 1,196.39 Dec-31 Fujitsu Siemens PC, RSE Secretary Valerie 759.58 Dec-31 Fujitsu Siemens PC, Administrator uptown 712.39

2011 Apr-30 PC Bridget 689.00 Apr-30 Iomega Server definitive 702 Jun-13 Server definitive 4,985 Oct-26 PC Peter 571.1 Nov-18 PC uptown 598.95 Dec-02 2 Toshiba laptops centre 1,126.15

2012 Jan-31 PC Aoife 649.4 Feb-27 Data Projector Oak Room 509.22 Mar-31 PC Rosemary 669.12 Sep-26 2 PCs bernie, jackie 1,803.18 Sep-26 Laptop fiona 613.77 Nov-30 Data Projector Maple Room epson, definitive 525.21

2014 Dec-31 Asus Laptop 539.64 Dec-31 Epson Data Printer 501.4 Dec-31 4 Laptops, nqts 1,720.16 Dec-31 2 PCs project maths office 933.79

Costs per accounts 2014 46,729.67

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CONFLICT RESOLUTION EDUCATION REPORT 2014

Mediation Skills Training Programme

The Autumn 2013 Dublin Mediation Skills Training Group finished in March 2014 and the graduation was attended by all 21 participants.

The Mediation Skills Training Group for 2014/15 started in November 2014, with 9 participants and will finish in March 2015.

Autumn Seminar

In October 2014 we ran a taster session for our Mediation Skills Training Programme for CDVEC on 25th September in Drumcondra. It was well attended and the feedback was positive.

Aoife Lewis

Programme Administrator

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PROJECT MATHS PROGRAMME REPORT 2014

Continuing Professional Development

National roll-out of workshops, seminar, school visits, Reflections on Practice and modular courses form the backbone of the mathematics CPD programme

A. Workshops Term 2

National Roll-Out Workshop 10: Choosing Learning and Teaching Approaches and Strategies.

Focus was on:

• Cultivating skills for problem solving: teaching the concept and notation of Number Systems using an understanding of basic rules and skills approach

• Teaching as enquiry: teaching Expected Value and Fair Games using an enquiry approach • Teaching as co-construction: teaching Inference from Data/Drawing Conclusions using a co-

construction approach • Lesson Study as a form of professional development: “Cancelling: a case study from Lesson

Study” • Problem-solving learning: objectives of problem solving and ways to provide teaching for

problem-solving learning

Total Number of Workshop 10 delivered: 3rd February – 11th April 2014 - 286 workshops.

Attendance: Total attended 4466, Attendance = 72%.

Satisfaction = 94.3 %

Workshops as Gaeilge: 9 workshops delivered from 26th March – 11th April 2014.

Attendance: Total attended 107, Attendance = 56%.

Satisfaction = 97 %

At Workshop 10 a Case Study (from Lesson Study) from one of the Project Schools was presented and discussed with teachers. Various questions were included in the evaluation relating to Lesson Study. A total of 476 teachers/schools left their contact details indicating that they would like to be contacted in the future regarding participating in Lesson Study.

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Repeat Workshop 8: Repeated in several Education Centres from 5th February – 3rd April 2014.

Attendance: 97 attended

B. School Visits Term 2 conducted April – May 2014: 89 school visits scheduled. A total of 240 schools requested a visit.

Number of teachers who attended school visits = 493

Number of hours spent in schools = 339.78

5 schools used CP hours.

The menu of topics for the school visits are listed below with the demand for each topic in brackets:

Statistics - Census at School (19.6%)

Geometry – Common Introductory Course (15.4%)

Number - Application of Geometric Sequences and Series to Finance (25.7%)

Algebra - Function Based Approach to Algebraic Thinking and Skills (30.9%)

Functions - Introduction to Differential Calculus at Leaving Certificate (38.6%)

GeoGebra - Using GeoGebra to enhance student learning (28.3%)

C. Modular Courses

Modular Course 5: Inferential Statistics (Deferred Material) & Functions

The course focuses on elements of the syllabus from 2014 and 2015, classroom methodology and also provides student centered activities. The sessions covered material from the Leaving Certificate syllabus.

Training for 26 Local Facilitators was held on 11th – 13th December 2013

Modules (4 x 2.5 hours each)

1. Participants will have practical advice on how to approach the Teaching & Learning of Statistics based on the Leaving Certificate syllabus (2014 & 2015)

2. The course discusses, Confidence Intervals, Hypothesis Testing (& p-Values)

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3. A module on Functions

Attendance: 25 Courses to date (Spring 2014) = 413 participant numbers for Spring 2014.

Demand for Modular courses has decreased with only 10 courses being delivered for Autumn 2014.

All Modular Courses: to date, approximately 4,300 teachers have attended the various courses.

Following assessment within the Department (TES, Inspectorate, CAP) of requirements for maths in the short-term, it is considered that support for maths teachers by PMDT as a stand-alone service should continue until 2015/16 at least, and that the model of support should be refocused along the following lines:

• 1 full day seminar be provided for all teachers of maths in 2014/15 (as opposed to 2 heretofore) • Further workshop/s to be provided through online media in 2015/16 • Over the course of the next 2 years each school should receive 1 half day visit, focussing on

school-identified needs and agreed with PMDT prior to the visit • Structured in-depth collaboration with the maths Teacher Professional Network (TPN), to take

place with a view to supporting or training up TPN personnel/branches to inculcate a mechanism by which the TPN can facilitate its members in collective and individual ongoing CPD and development of teaching practices (for example through a lesson study type approach). Collaboration with other partners may also form part of the programme, e.g. HEIs.

A key focus of the above programme over the next 2 years will be on addressing issues identified in the various research reports as remaining priority areas for development, and in building a sustainable model for teachers’ ongoing CPD through working with the TPN, including a focus on problem solving, motivating students, space and shape and so on.

The above programme will delivered by a team of 9 in 2014/15 (1 National Coordinator and 8 advisors), a reduction of 6 from 2013/14 numbers. This approach takes into account the level of support provided to date, provision to address the key messages from various evaluations on project maths implementation, emerging demands on schools arising from other CPD programmes, demands on personnel resources in the wider CPD area (i.e. secondment numbers), and the need to provide ongoing support and resources for maths teachers until new CPD provision is in place (2017) to support the new maths specification at junior cycle level. In the school year 2013-2014 the Project Maths Development Team (PMDT) completed its delivery of the 10 workshops that were committed for all teachers of mathematics.

For the coming school years until 2014-2016 at least, changes to the model of professional development support will be re-focused. The model of support will be seen as entering a second phase along the following lines as mentioned above:

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D. Seminar

In 2014-15 each mathematics teacher is invited to one full day seminar, focussing on algebraic reasoning and problem solving to encourage connections across the strands. The seminar will support learning in mathematics, through teachers reflecting on practice and learning. In preparation for the Seminar and to maximise the benefits of the Seminar teachers were informed that it would be useful to prepare one of the following options:

• Algebraic Misconceptions: teachers were asked to reflect on their own practice in this area and to

highlight the top three common misconceptions students have in the area of algebra and consider what strategies they have adopted in dealing with them. For this purpose evidence of students’ work highlighting these misconceptions could be brought to the seminar where, through discussion, we aim to arrive at recommendations on how to build the foundations for algebraic reasoning.

• How do you know what you think they know? for this option PMDT prepared and put online an algebraic competency test which could be given to a specific year group/class to complete. This test was posted on line by early October on www.projectmaths.ie homepage and signalled through our newsletter. The results of the test and emerging patterns (evidence of students’ work) were identified and brought to the seminar for discussion.

• Compose a Problem Solving Task: for this option teachers were required to compose a problem solving task for first years that ties algebra with at least two other topics. PMDT set out a template for this task and posted it online by early October. Evidence of students’ work and completed template on this task could be brought to the seminar for discussion. In comparison to previous workshops where presentation was kept to a minimum, this Seminar saw a shift in CPD for teachers such as:

• The RDO acted as a facilitator asking teachers questions • The Seminar was driven by teachers • The Communication flowed among teachers • Learning was reciprocal among teachers

The Seminar also included input from the team on:

• Recommendations for Teaching and Learning Algebraic Reasoning: input from the Project Maths Development Team as well as findings from the options above.

• Planning for Connections: algebra, trigonometry and geometry for Junior and Leaving Certificate.

• Total Number of Seminars delivered: 13th October – 8th December 2014 - 142 • Attendance: Total attended 1466, Attendance = 58.66%. This marks a decline on attendance

at previous workshops.

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http://www.projectmaths.ie/

• Satisfaction = 97 %

E. Half day school visits

These will commence in Term 3 of 2014-2015 and continue throughout 2016. The aim of these school visits will be to help teachers:

• Recognise key mathematical ideas with which students are grappling • Appreciate students’ thinking • Develop questioning that will help students deepen their mathematical understanding • Analyse tasks to uncover the mathematics students will learn from them • Make more mathematical connections for themselves to enhance their ability to help students

to do so • Reflection on current department practices and school based initiatives arising from the

Seminar.

Planning for these is in initial stages. Consultation with the Design Team will commence in February and PMDT will build on the methodology of the Seminar i.e.

• The RDO acting as a facilitator asking teachers questions • The Seminar being driven by teachers • The Communication flow among teachers • Learning being reciprocal among teachers

F. Reflections on Practice

1. Introduction The level of attendance and quality of feedback from the workshops and other PMDT models of support indicated the appetite the teaching community has for ongoing CPD. The time is now ripe for PMDT and IMTA to further develop their partnership in addressing the CPD needs of teachers of mathematics in a sustainable and effective manner for the future (September 2014). The plan outlined below, which has the support of the Teacher Education Section and the Inspectorate of the Department of Education and Skills, seeks to formalise the role of the IMTA and its members in the design and delivery of future CPD provision for teachers of mathematics.

2.Rationale A self-sustaining culture and practice of teachers of mathematics driving their own high-quality and relevant CPD will benefit teachers and students for years to come. Peer-led CPD engenders a culture of reflective practice and develops the capacity of the teaching profession to bring about change and improvement from a bottom-up rather than a top-down perspective.

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Together, the IMTA and PMDT can build on the work of the support service to date by creating a legacy of systemic value and a culture of continuing improvement of outcomes for students. Through enhancing the existing network of IMTA branches with a fresh focus on the development of communities of practice, teachers will have a greater opportunity to access, share and develop their craft with their peers. The PMDT in partnership with the IMTA intends to facilitate a structured and resourced development plan for teachers via the IMTA network. Aims:

o To promote a broader awareness among teachers of their options for CPD o To give teachers greater autonomy and ownership of the development of teaching and

learning in their classrooms o To create a forum whereby teachers can collaborate in leading the design and delivery of their own CPD based on self-identified needs o To provide teachers with the skills to reflect on and adjust practice on an ongoing basis and for different contexts o To share and gain greater knowledge and skills in Assessment for Learning o To promote a greater understanding of the integration of literacy and numeracy skills in the teaching and learning of mathematics o To lead to CPD that is more focused on topics which are informed by national and international research and evaluations and reflect nationally identified needs and priorities o To offer members of the IMTA the opportunity to enhance their facilitation skills so that the model of teachers leading CPD can be perpetuated o To maintain ongoing collaboration with inspectors of mathematics and the Teacher Education Section of the Department o To take account of ongoing curricular reform across the education continuum.

1. Target audience

The intended target audience is all teachers of mathematics at second level. The mathematics teacher, as a professional, experiences different support needs at different stages in his/her career. Thus, the landscape in which this plan will operate will be constantly changing and therefore subject to ongoing review. The CPD areas addressed by different communities of practice will vary but the skills and competencies gained should be transferable within and across subject departments and schools.

2. Target content areas In the initial year the plan focuses on Algebraic Reasoning and Problem Solving, in the main, in order to align it with the content of this year’s PMDT seminar as well as initiatives teachers may engage in at school level as part of subject department planning.

3. Aspects of Implementation: _______________________________________________________________________________________________


What the programme (Reflections on Practice) will look like Year 1 It is proposed that between September (2014) and March (2015) six meetings will be held in each one of the participating IMTA communities of practice (branches). These will include the following teacher-led activities:

Information and introduction Identify and agree an area/issue from classroom experience which needs to be addressed Examine various teaching materials for their suitability as effective teaching and learning tools Collectively agree the most appropriate pedagogies to be adopted Collaboratively develop a lesson plan based on the agreed pedagogies and agreed resources Develop and agree any additional resources required including a professional collaborative review

template (see School Self-Evaluation Guidelines, DES, 2012) Teach the lesson to peers and in school Using agreed feedback template, critically discuss the lesson Revise the lesson plan to reflect the feedback Disseminate the lesson plans.

Role of IMTA Community of Practice (Branch) Chairpersons or their nominees

The chairperson or nominee should:

a. Participate in the Reflections on Practice CPD programme outlined above with a view to supporting the engagement of local communities of practice in CPD provision

b. Invite all teachers of mathematics within their network to the first information night (to be delivered by a Regional Development Officer (RDO) working with PMDT)

c. Ensure that notification of further meetings is communicated to all teachers d. Monitor the project against the aims set out in this document and discuss progress with attendees e. Generate a report for contribution to a composite report on the programme nationally for submission

to the TES Teacher Professional Network Steering Committee.

Role of PMDT personnel

a. Each community of practice (branch) will be allocated an RDO for the duration of the first year of the collaboration.

b. The role of the RDO is to facilitate and support the work of the group. c. Following the initial information night the RDO will agree with the chairperson/ nominee the

dates of the remaining meetings. d. Liaise with the chairperson/nominee to monitor the programme against the aims set out in

this document and discuss progress with the group from time to time.

Timeframe

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Year 1 The meeting of September 5th which was held in Portlaoise was addressed by the Chairperson of the IMTA and the NCO to initiate the programme. Chairpersons of twelve of the IMTA communities of practice attended this meeting. At this meeting roles, responsibilities and timeframes were agreed with chairpersons of the IMTA. At the next meeting designated RDOs met with the communities of practice and provided an outline of the Reflections on Practice programme. Five more dates for meetings were agreed. Interested members had to commit to actively participating in the full schedule of meetings. A proposed outline of the meetings is provided below in Table 1. Year 2 It was envisaged that a similar pattern would apply in year 2. However, the plan was that it would be led by a member/s of the community of practice (branch) and the level of support available from PMDT will be reduced. Given the reference below PMDT will have to lead this initiative yet for 2015-2016 , however, with reduced personnel this may not be possible.1

Potential for National Impact To date ten communities of practice have signed up and been working on Reflections on Practice since September 2014. Within the ten communities of practice forty schools are involved, one hundred and forty teachers and 28 research groups. Reflections on Practice will reflect best practice in teaching and learning of mathematics in Ireland. It will promote the effective use of Assessment for Learning and it will insure that the Literacy and Numeracy Strategy is reflected in the teaching resources adopted and developed. However, its primary focus will be on identifying appropriate pedagogies and resources which will lead to enhanced outcomes for students of mathematics. This collaboration will develop exemplars of best practice by designing lesson plans, using video clips from the peer observations and reflections on the lessons. Reflections on Practice will build capacity and reinvigorate activity within the broader mathematical teaching community.

Summary and concluding comment Reflections on Practice is offered as a development initiative with a commitment to building professional communities of practice over time. It has the potential to bring teachers of mathematics together to focus on aspects of teaching and learning, foster their capacity to collaborate and become reflective practitioners, and assist and build teachers’ confidence in leading their own CPD.

G. National Conference: Maths Counts

1 At a meeting of its National Council on 22nd November, 2014, the following motion was passed by the IMTA: "That, with immediate effect, the IMTA is terminating the current model of collaboration with 'Reflections on Practice'". Any working groups formed can continue under the auspices of the PMDT however the IMTA's name, its logo and networks will no longer be used in relation to any of this activity. (this was emailed to chairs of branches no formal letter/email was sent to PMDT).

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The hosting of a national conference on Reflections on Practice by PMDT will provide an opportunity to showcase the programme outcomes. This will be held on 17th and 18th April 2015 in UCD. The Reflections on Practice model may be adopted by TPNs or communities of practice in other subject areas.

Table 1

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Summary of ICT Courses 2014

Drumcondra Education Centre

No. of courses Total no. of participants Cancellations

Spring 5 60 1 Summer 3 42 0 Autumn 6 18 3 TOTALS 14 120 4

School Based Whole-School Training

No. of courses Total No. of

Cancellations

Spring 3 44 0 Summer 5 76 1 Autumn 4 71 0 TOTALS 12 191 1

General Overview

On the Whole ICT Courses were very quiet in 2014. The main interest in Spring were: Active Learning Using Tablet Devices (iPads) for Literacy & Numeracy and Introduction to Scratch. We ran 8 Summer courses: 3 in the Centre – Using Scratch to Develop Numeracy Using Tablets (iPads) & Online Tools for Literacy & Numeracy FÍS Film making to develop Literacy in the Class 4 Whole School Training – Using Tablets (iPads) & Online Tools for Literacy & Numeracy Active Learning Methodologies Using ICT Creating & Using ICT Resources to Enhance Literacy The Reading & Writing Process 1 Cancellation The iPad courses proved to be most popular in the Autumn and we ran two local courses : Google Docs and Getting to know your Android Tablet. A copy of the ICT Spring, Summer and Autumn poster is attached.

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LIST OF SUMMER COURSES 2014

Course Name Venue Date Tutor course code Using Scratch to develop Numeracy Drumcondra Ed Centre 1-5 July Mike Harrington 14DA701 Using Tablets & Online Tools for Literacy & Numeracy Drumcondra Ed Centre 7-11 July Eoin Shier 14DA702 Fís: film making to develop literacy in the classroom Drumcondra Ed Centre

18-22 Aug Neil O'Sullivan 14DA703

Using Tablets & Online Tools for Literacy & Numeracy St Oliver Plunkett NS 1-5 July Niamh Ward 14DA704 WST Active Learning Methodologies Using ICT St Paul's CBS 1-5 July Deirdre Murphy & Mairead Gallagher 14DA705 WST Creating & Using ICT Resources to enhance Literacy St David's NS 1-5 July Patrick Minogue 14DA706 WST The Reading & writing process using ICT Lusk NS 1-5 July Sinead white mckenna & Joe Gleeson 14DA707 WST Fís: film making to develop literacy in the classroom St Oliver Plunkett NS 1-5 July Cancelled

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MATA SA RANG 2014

January 2014 – December 2014

The overall aim of this project is to train teachers in the approaches drawn from the Maths Recovery Programme in order to support in-class approaches to numeracy. In 2014, there will be two modules available.

Module 1: The content of this module will be broadly aimed at first class (much of the content is applicable to Infants or second class: Number Words and Numerals; Structuring Number; Early Addition & Subtraction).

Module 2: The content of this module will be broadly aimed at third class (much of the content is applicable to second or fourth class: Conceptual Place Value; Addition & Subtraction to 100 and beyond; Multiplication & Division).

January to March Module 1 15 teachers

January to March Module 2 15 teachers

September to December Module 1 15 teachers



Total participants module 1 2014 45

Total participants module 2 2014 19

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PDST NUMERACY BASE 2014 PDST NUMERACY BASE WORK IN DRUMCONDRA EDUCATION CENTRE 2014

The PDST Numeracy Base, located in Drumcondra Education Centre, has Administrative responsibility for all events countrywide pertaining to Numeracy In- Service/Training/Support for both Primary and Post Primary Teachers. During the year 2014 there were various types of training courses offered to all schools such as -

• Link Teacher day 2 (primary and post primary) • Problem Solving • Clusters • Mental Maths (addition and subtraction) • Improving Numeracy through SSE day 1 • Mental Maths (multiplication and division)

Please see synopsis below of events and breakdown of number of those attending.

PRIMARY EVENTS COUNTRY WIDE

Total No. of Events

countrywide

Total No. of Contact Hours

Total No. of Participants

Jan - June 2014

Primary Mental Maths Workshops 31 1068 534

Primary Problem Solving Workshops 3 100 50

Primary Numeracy Link Cluster 32 486 243

Primary Numeracy Link Day Day 2 32 2825 565

Primary Numeracy Link Day Day 2 Gaeilge 3 175 35

TOTAL PRIMARY EVENTS JAN-JUNE 2014 101 4654 1427

Sept - Dec 2014

Primary Mental Maths Strategies - 1 26 1024 512

Primary Mental Maths Strategies - 2 23 768 384

Primary Numeracy Link Cluster 7 132 66

Improving Numeracy through SSE (Primary) 22 10105 2021

Improving Numeracy through SSE (Primary) - Gaeilge 6 430 86

TOTAL PRIMARY EVENTS SEPT-DEC 2014 84 12459 3069

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Problem Solving Workshops

These workshops run over 3 evenings and it is intended that the same teacher attends each workshop. These workshops focus on developing higher-order thinking skills such as reasoning, reflecting and communicating whilst also developing pupils’ problem solving skills.

Mental Maths Workshops 2 different workshops

• Workshop 1 - the purpose of this workshop is to up skill classroom teachers in promoting and developing multiplication and division strategies for mental maths Day 1

• Workshop 2 – the purpose of this workshop is to up skill classroom teachers in promoting and developing addition and subtraction strategies

POST PRIMARY EVENTS COUNTRY WIDE

Total No. of Events

countrywide

Total No. of

Contact Hours

Total No. of Participants

Post Primary Numeracy Link Seminar, Day-2 11 575 115

Post Primary Numeracy Link Seminar GAEILGE, Day-2 1 20 4

Post Primary Numeracy Link Cluster 12 84 42

TOTALS POST PRIMARY EVENTS JAN-JUNE 14 24 679 161

Improving Numeracy through SSE (Post Primary) 16 2165 433

Improving Numeracy through SSE (Post Primary), Gaeilge 1 40 8 TOTAL POST PRIMARY EVENTS SEPT - DEC

2014 17 2205 441

SEMINARS

Numeracy Link Seminar Day 2 (Number) – Place Value, Decimals & Percentages

The purpose of this seminar is to build capacity in numeracy at school level. The main focus is the promotion and development of Number. Day Two of this seminar examines the strand units of Place Value, Decimals and Percentages in detail and explores a wide range of instructional practices and concrete learning experiences. This is day two of a two-day seminar. Numeracy Link Seminar Day 2 (Shape and Space)

The main focus is the promotion and development of Shape and Space at whole school level. Day Two of this seminar will examine the strand units of 2D shape and symmetry. The seminar will also explore a wide range of instructional practices and concrete learning experiences.

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Numeracy Link Learning Clusters

Following attendance at Day 1 (and also as a follow-up to Day 2) of the link teacher numeracy seminars delivered by the PDST, these cluster meetings provide further support to teachers in their role as link teacher. The meetings are facilitated by a PDST advisor and will bring teachers into contact with other link teachers who attended the seminars. The purpose of the cluster meetings is to discuss and share activities/developments/concerns and to provide teachers with further professional development. Numeracy Link Integrated SSE/Numeracy Seminar Day 1 (PRIMARY & POST PRIMARY)

Improving Numeracy through School Self-Evaluation Day 1 (for primary and post-primary schools)- this is day one of a series of three seminars that focuses on school improvement in numeracy. The purpose of these seminars is twofold:

• To support the principal and another teacher in leading school improvement in their school

• To demonstrate the use of SSE in the school improvement process.

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PDST LITERACY 2014

Date Seminar Total number of Participants

15th Jan Primary Literacy Link Teachers Day 2 15

16th Jan Primary Literacy Link Teachers Day 2 15

6th Mar Post Primary Literacy Link Teachers Day 2 12

4th Feb The Writing Genre Workshop 1 – Primary 24

11th Mar The Writing Genre Workshop 2 – Primary 18

13th Jan Gaeilge Literacy 4

28th Jan Gaeilge Literacy 2

15th Jan Gaeilge Team Meeting 6

25th Feb Primary Literacy Learning Support Seminar 31

13th Mar Primary Literacy Learning Support Seminar 26

1st April Primary Literacy Learning Support Seminar 33

1st May Primary Literacy Learning Support Seminar 20

4th March

Literacy Link Cluster – Primary 6

6th Mar Literacy Link Cluster - Primary 7

18th Mar Writing Genre workshop 1 - Primary 16

8th April Writing Genre workshop 2 14

27th Mar Reading Fluency – Primary 26

14th May Reading Fluency – Primary 20

11th June Link Cluster – Primary 7

10th Nov Link Cluster – Primary 7

23rd Sept Reading Fluency – Primary 16

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6th Nov The Writing Genre workshop 1 21

20th Nov The Writing Genre Workshop 2 18

18th Nov The Writing Genre workshop 1 8

25th Nov The Writing Genre Workshop 2 8

22nd Sept

Gaeilge Literacy – Pleanail Abhair 15

13th Oct Gaeilge Literacy – An Bhealtriail 13

13th Oct Gaeilge Literacy – An Bhealtriail group 2 12

15th Oct Gaeilge Literacy – An Bhealtriail group 3 23

10th Nov Gaeilge Literacy – Pleanail Topaice 27

28th Nov Gaeilge Literacy Presenters 13

8th Dec Gaeilge Literacy- workshop 17

11th Dec Gaeilge Literacy - meeting 5

5th Nov Post Primary Team Meeting 2

21st Oct Improving Literacy Through SSE – Post Primary 13

7th Nov Improving Literacy Through SSE – Primary 23

11th Nov Improving Literacy Through SSE – Primary Gaeilge

18

13th Nov Improving Literacy Through SSE – Primary 24

21st Nov Improving Literacy Through SSE – Primary 33

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YOUNG BALLYMUN REPORT 2014

Write Minded and Incredible Years Report to Drumcondra Education Centre 2014

This report provides an overview of the activities and outputs of the youngballymun Write Minded and Incredible Years services from April 2014 to February 2015. There are in-school, family and community and policy to practice dimensions to the strategy. The continuing day to day work of the Write Minded school strand is determined by the needs of each individual school established through consultation and reflection between school and service. It includes:

• The identification and dissemination of evidence-based models of best practice for literacy development.

• Delivery of Continuous Professional Development. • Promotion and support for Whole school Planning for Literacy Development using a

balanced Literacy Framework. • On-going assistance and support for literacy development including in-class support. • Interagency work. • Use of data decision support systems to help inform practice.

Some School Initiatives Literacy initiatives being implemented in Ballymun schools which Write Minded supports include:

• Story time for Junior & Senior infants and their parents who attend after school read-aloud sessions to encourage parent and child reading.

• Vocabulary games and a “Language towards literacy” programme which continues to support oral language development.

• A comprehensive Transitions Programme is being implemented in all Ballymun schools. • Establishment of a 3rd and 4th Class Literacy working group to address vocabulary needs of

8 -10 year olds. Professional Development:

• Training for NQTs and Cluster Meeting support for First Steps Tutors of Reading, Writing and Speaking & Listening continues. The Ballymun area has thirty trained literacy tutors.

• After school professional development is provided on an on-going basis to whole school staff. Modelled literacy lessons and Tailored Whole School Plans for Literacy implementation in schools were revisited in May and June 2014 with revised plans put in place for school year 2014/2015.

• Analyses of community and individual school literacy data have been shared with primary schools to assist with school planning. In addition analysis of oral language assessments over time for a cohort of pupils were shared with schools.

• Whole School Plans for English and Literacy across the Curriculum were revised and a new individual school plan for 2014/2015 was agreed with each school and distributed to all teachers.

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Family & Community Strand Families and communities are vital change agents in developing good literacy and learning practices. Language and literacy are the fundamental foundation to children’s expression of themselves, their ability to communicate and central to building relationships with others. Quality family learning programmes are evidence-based, flexible and responsive to the needs and interests of the families who participate in them. Youngballymun recognizes the critical role parents can play as change agents and have used a dynamic change strategy to engage with and catch the attention and imagination of parents with programmes such as Story sacks, Story time, Breakfast Buddies, Incredible Book Club and Big Dreams. • youngballymun Write Minded also works in partnership with community staff to increase the focus on

literacy in local programmes and has worked with several community groups on integrating literacy into their existing after school and out of school programmes.

• One of the big issues in children’s literacy learning is what’s called the “Summer Slide” – a decline in learning that takes place during the school holidays. Write Minded designed and distributed 2000 (approx.) Summer Slide Literacy Activity booklets to Ballymun 2nd – 6th class pupils, parents and community groups. 600 Summer Slide Literacy Activity booklets were distributed to Junior Infants to 1st class pupils.

• On-going collaboration with HSCL continues the many literacy initiatives (Storytime, Storysacks, Vocabulary Games, Paired Reading, Jolly Phonics DVD, Spread the Word DVD)

• “Transition from Primary to Secondary” workshops are delivered to parents in all primary schools • Community Literacy data is shared with parents through leaflets distributed to all the schools in

Ballymun. • An in-school “Breakfast Buddies” programme for parents is running parallel to the 3rd and 4th class

vocabulary development initiative. This programme is co-delivered with the Home School Community Liaison teachers.

• A “Get Ballymun Reading” campaign will be launched in February 2015.

Incredible Years Incredible Years is a set of three interlocking, comprehensive and developmentally based programmes targeting parents, teachers and children. The three programmes are designed to work jointly to promote emotional, social and academic competence and to prevent, reduce and treat behavioural and emotional problems in young children. These programmes are evidence-based and have been empirically validated over 30 years. The Incredible Years’ service is designed in collaboration with schools and community organisations and is delivered in partnership with Drumcondra Education Centre and with Archways, the national promoter of Incredible Years in Ireland. In order to ensure successful, enduring outcomes for children in the community, youngballymun views Incredible Years as a multi-component, multi-level, multi-year intervention, linked to the goals and fabric of the school. Consequently, a key aim of the incredible Years’ service is to support a whole-school approach to social-emotional learning in general, and specifically to the implementation of Incredible Years whereby school policies, systems and structures are used to create an ethos and an environment that promotes the principles and values of Incredible Years. The aim is to embed a consistent, sustainable and connected approach to the emotional development and wellbeing of children. Incredible Years has grown incrementally in schools since 2008 and Programmes are now running in the 11 primary schools in Ballymun. Overview of Incredible Years during 2014:

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• Delivery of 20 Child Programmes and 8 Parent Programmes. • Seattle certified Dina Group Leaders in five of the eight Junior Schools delivering Child

Programmes. • 10 teachers completed training in the delivery of Incredible Years: Dina Dinosaur’s Social Skills and

Problem-Solving Curriculum series by Carolyn Webster-Stratton Ph. D. A total of 83 teachers/in class support staff trained since 2008.

• 18 teachers completed a five day training programme in Teacher Classroom Management. A total of 64 teachers/in class support staff trained since 2008.

• “Child Wellbeing Outcomes in Ballymun: 5 and 9 year-olds” was presented to the network of schools with an individual school report circulated to the 11 primary schools.

• Delivery of the IY Parent Programmes has been incorporated into the school structure and systems in that during 2014 all the school age programmes were based in the schools and three programmes were co-delivered by Home School community Liaison Teachers and School Completion Staff.

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WRITE TO READ REPORT 2014

Write to Read is an action-research partnership between St. Patrick’s College/ / schools / community groups founded in 2011. Write to Read aims to improve literacy outcomes for children in disadvantaged schools and communities in Ireland. It is based on award winning research carried out by Dr. Eithne Kennedy entitled "Raising literacy achievement in disadvantaged schools: Empowering classroom teachers through professional development". We are currently conducting our work and research with more than 1100 children in 8 DEIS designated schools in some of Dublin’s most disadvantaged areas. Each school is assigned a Teacher-Facilitator who provides initial professional development in the Write to Read framework and gives ongoing support for an implementation strategy unique to each location.

Professional development opportunities for teachers Continuous professional development for teachers is a vital element of Write to Read. In July, eighteen teachers from Write to Read schools took part in the Write to Read Summer Course which took place in Scoil Mhuire Gan Smal, Inchicore. During the course, we covered topics such as Developing Reading and Writing workshops, mini-lessons and assessment rubrics. Supporting teachers to work with children with specific learning difficulties This year we responded to teachers' requests to put in place additional supports to assist children in the lower 20% of reading, in particular children with dyslexia. In October, we introduced an optional experiential course for teachers in Write to Read schools. Seventeen teachers are taking part in the program. New Primary Language Curriculum: Write to Read have been working with the NCCA in the development of materials to support the new Primary Language Curriculum . New teachers in Write to Read schools: The new academic year has brought many teachers who are new to Write to Read into our schools. We provide regular workshops to inform and support them in implementing the Write to Read framework in their classrooms.

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Home/School/Community initiative planned for year ahead Engaging parents and the community is central to the Write to Read approach. To date we have engaged in a number of initiatives to support community involvement. For instance, we have run courses for parents in how to support Write to Read strategies in the home as well as providing support for homework club staff. This year we are building on this learning to launch a new model of home/school/community collaboration. For more information go to our website: www.writetoread.ie From our website you can join our mailing list to get continuous updates about Write to Read.

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http://www.writetoread.ie/

TÓRAÍOCHT REPORT 2014

The Postgraduate Diploma in Education Leadership (Tóraíocht)

Drumcondra Education Centre hosted the Postgraduate Diploma in Education Leadership (Tóraíocht) programme during the school year, 2013-14. Forty four teachers registered for the course and successfully graduated at a ceremony in Maynooth University in October 2014. The organisers wish to thank the director, Dr. Eileen O’Connor and her dedicated staff for their consistent support for the programme.

The Professional Development Service for Teachers Service (PDST)) works in partnership with NUI Maynooth to deliver the course, which makes use of on-line and face-to-face delivery. The programme was launched in September 2008 and has been delivered nationwide during the last six years. There are almost 1000 graduates of the course currently in the Irish school system and over 230 teachers are currently participating in the course. Discussion and group work throughout the programme provide opportunities for rich dialogue about leadership, teaching and learning in primary and post-primary schools.

The programme modules address key areas in the work of the school’s leadership team:

• Leading Learning • Leading People • Leading the Organisation • Understanding the Person: Human and Professional • The Enterprise of Education • Research Methodology

This programme complements and adds to the existing post graduate opportunities for teachers. Tóraíocht places strong emphasis on developing leadership capacity in participants. One of the core elements for assessment is a school-based leadership project that course participants carry out in their schools. This will involve leading a new initiative with colleagues to improve the learning experiences of the students. This project is carried out over a period of months and is carefully documented to show evidence of work undertaken and evaluation of the learning outcomes for both teachers and students. This engagement with learning has immediate benefits for the whole school, if teachers are provided opportunities to share their experiences.

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There is overwhelming consensus about the relationship between leadership and effective, successful or improving schools. We need to invest in the preparation of effective leaders in order to maximise learning for all our young people.

It is proposed to offer the course in Drumcondra Education Centre commencing September 2015, should sufficient applications be received. An information evening will be held on

Thursday, March 5th at 7.30pm in the centre.

Further information on how to apply for the course can be found at:

https://www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/courses/postgraduate-diploma-educational-leadership

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CIRCUS AND FAIRGROUND SCHEME 2014

The CFSS is an educational Support Service for Primary School pupils of Circus and Fairground families while they are on tour and away from their base schools.

It is operated through the network of Education Centres - with Limerick Education Centre being the lead Centre. It is funded by the DES.

The Limerick Regional Office of the DES now has responsibility for the CFSS.

Travel expenses are no longer being paid to the teachers, which seems most unfair. Also the number of teachers on retainer in each EC was reduced to one last year. Some ECs now have no teachers as some of the teachers weren’t willing to continue with the CFSS without the travel expenses.

There was a further slight increase in the number of call-outs nationally in 2014 from the total for 2013. This was despite the fact that a teacher couldn’t be secured for a significant number of requests for tuition due to the above-mentioned reduction in the number of teachers on retainer and non-payment of travel expenses.

All teachers working with the CFSS must be fully qualified, fully probated and full members of the Teaching Council.

The CFSS continues to be very much appreciated by the C&F families. Without it the families would be split up during the season – with the pupils having to remain at home with relatives or neighbours.

It is very important that such an efficient and effective service be maintained.

Many thanks to the Director and Staff of all the Education Centres, who are part of the scheme, for their continued support of the CFSS.

Mary M. O’Connor,

National Co-ordinator CFSS

16th January 2015 _______________________________________________________________________________________________


LOCAL COURSE PROVISION COMPARISONS 2014

Description No. of Courses Offered 2014 2013

Spring 43 46 Summer 15 15 Autumn 32 35 Total courses 90 96

2014

201305

101520253035404550

SpringSummer

Autumn

43

15

32

46

15

35

No of Courses

Programme

Courses Offered 2014 V 2013

2014

2013

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2014 2013

Spring 98% 100%

Summer 100% 100%

Autumn 100% 100%

98%

100% 100%100% 100% 100%

97%

98%

98%

99%

99%

100%

100%

101%

Spring Summer Autumn

Local Course Provision - % of Courses Delivered

2014

2013

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PRIMARY IN-SERVICE 2014

Primary In-Service No of

Workshops/Sessions Number

Participated %

Mata Sa Rang 5 64 7% Primary Literacy Link Teachers Day 2 2 30 3% The Writing Genre Workshop 1 & 2 8 127 14% Primary Literacy Learning Support Seminar

4 110 12%

Literacy Link Cluster Meeting 4 27 3% Literacy Reading Fluency 3 62 7% Improving Literacy Through SSE 4 98 11% SESS 5 105 12% Mental Maths workshops 5 95 10% Numeracy Link Cluster 1 15 2% Numeracy Link Seminar 2 44 5% Improving Numeracy through SSE 5 114 13% Improving Numeracy through SSE (Gaeilge)

1 18 2%

TOTALS 49 909 100%

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PRIMARY IN-SERVICE 2014 (%)

Mata Sa Rang, 7%

Primary Literacy Link Teachers Day 2, 3%

The Writing Genre Workshop 1 & 2, 14%

Primary Literacy Learning Support

Seminar, 12%

Literacy Link Cluster Meeting, 3%

Literacy Reading Fluency, 7%Improving Literacy

Through SSE, 11%

SESS, 12%

Mental Maths workshops, 10%

Numeracy Link Cluster, 2%

Numeracy Link Seminar , 5%

Improving Numeracy through SSE, 13%

Improving Numeracy through SSE (Gaeilge),

2%

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POST PRIMARY IN-SERVICE 2014

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POST PRIMARY IN-SERVICE 2014 (%)

Toraíocht9%

L.C.A.5%

Technology 0%

S.P.H.E.11%

Biology2%

L.C.V.P.1%

Numeracy / SSE2%Literacy / SSE

3%

J.C.S.P.7%

Project Maths52%

C.P.G1%

Chemistry2%

Physics1%

Religion1%

Geography1%

Art0%

Junior Cycle1%

PE0%

Junior Science

1%

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Subject % of inservice per subject Participant No's

Toraíocht 9.17% 211

L.C.A. 4.83% 111

Technology 0.09% 2

S.P.H.E. 11.39% 262

Biology 1.74% 40

L.C.V.P. 0.65% 15

Numeracy / SSE 2.48% 57

Literacy / SSE 3.30% 76

J.C.S.P. 6.65% 153

Project Maths 52.04% 1197

C.P.G 1.30% 30

Chemistry 1.57% 36

Physics 0.87% 20

Religion 1.04% 24

Geography 1.04% 24

Art 0.17% 4

Junior Cycle 0.65% 15

PE 0.39% 9

Junior Science 0.61% 14

TOTAL 100.00% 2262

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TPNS & TPCS 2014

Drumcondra Education Centre – Teacher Professional Networks (TPNs)

• ATAI Art Teachers’ Association Ireland • ATS Association of Teachers of Spanish • CESI Computer Education Society of Ireland • Chinese Teachers Association • ELSTA English Language Support Teachers Association • ILSA Irish Learning Support Association • IMTA Irish Maths Teachers Association • RAI Reading Association of Ireland

Drumcondra Education Centre – Teacher Professional Communities (TPCs)

• Amnesty International – Human Rights Education TPC • The North Dublin TPC in Physical Education • Modern Languages TPC • Maths Recovery TPC

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CENTRE OPENING 2014

Centre Opening Weekdays / Weekends 1st January 2014 and 31st December 2014:

Weekdays Friday Evening Saturday Sunday January 22 0 3 0 February 20 0 2 0 March 20 0 4 0 April 17 0 1 0 May 21 0 2 0 June 20 0 0 0 July 9 0 1 0 August 15 0 0 0 September 22 0 2 0 October 23 1 2 0 November 20 0 2 0 December 15 0 0 0 Totals 224 1 19 0 Opening Hours: Monday 8.30am – 9.30pm Tuesday 8.30am – 9.30pm Wednesday 8.30am – 9.30pm Thursday 8.30am – 9.30pm Friday 8.30am – 5.00pm Saturday By Appointment

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CENTRE EVENTS (NUMBER OF EVENTS BY TIME PERIOD) 2014

Centre Events – Number of Events by Time Period

1st January 2013 and 31st December 2014:

Mornings Afternoons Evenings Full Days

January 7 29 23 31

February 2 41 22 32

March 8 51 34 36

April 5 37 12 15

May 9 35 17 23

June 5 8 6 17

July 63 1 0 3

August 24 0 2 3

September 3 25 15 34

October 5 40 23 26

November 8 42 31 48

December 6 27 20 18

Totals 145 336 205 286

Total number of Events 972

Mornings 15%

Afternoons 35%

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Evenings 21%

Full Days 29%

ATTENDANCE AT EVENTS 2014

Attendance at Events at Drumcondra Education Centre, January – December 2014: Month People in Attendance January 1,429 February 1,555 March 2,028 April 911 May 995 June 425 July 1,000 August 407 September 1,443 October 1,633 November 1,789 December 807

Total 14,422

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NQT ATTENDANCE FIGURES 2014

NATIONAL INDUCTION PROGRAMME FOR TEACHERS

ATTENDANCE FIGURES 2014

JANUARY - JUNE 2014 FEMALE MALE TOTAL

PRIMARY 278 76

POST PRIMARY 131 43

409 119 528

SEPT-DEC 2014 FEMALE MALE TOTAL

PRIMARY 291 98

POST PRIMARY 104 74

395 172 567

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GROUPS ASSOCIATED WITH THE CENTRE

The following groups availed of the Education Centre Services

B Business Studies Teachers’ Association

C Cambridge Occupational Analysts Citizen Information City of Dublin Education Board (CDEB) Chinese Teachers Association Corfheile Conflict Resolution Education (CRE) CPD Working Group

E

Educational Research Centre E.L.S.T.A Eurodesk, Leargas E-Pathways

F

Finnish Educationalists Focus

G

Geography Teacher Association

H

Health and Safety Authorities Hibernia College History Teacher Association

I

Institute of Guidance Counsellors Irish Mathematics Teachers’ Association

K

KEDA Publications (Toe by Toe) L

Leargas Leaving Cert Applied

M

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Maths Teacher Association Mental Health Awareness Initiative Modern Languages Music Teachers Association

P PDST – Professional Development Service for Teachers

R

Roselawn Health Centre HSE

S SCG St. Angela’s College St Patrick’s College

T

Teaching Council T4- Technology Teachers

U

Urban School Group PE

W

Wriggle

The Centre assists the following with Conference Planning and facilities:

SMEI CESI BSTAI ESAI MTA SESS ELSTA

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ITINERARY – VISITING TEACHERS FROM FINLAND

SATURDAY OCTOBER 6TH – WEDNESDAY OCTOBER 8TH 2014

The Centre facilitated a visit to Dublin by 16 Finnish Educationalists in October 2014. The group were led by Mikko Salonen, Educational Leadership Consultant and Virpi Lehmusvaara, District Leader.

The group arrived on Saturday October 6th and were met in the Skylon Hotel and given some useful information on place to visit in Dublin city. They were also shown the campus of St. Patrick’s College where Drumcondra Education Centre is based and where they would be going for Monday’s sessions on the Irish Education System. Agenda as follows:

AGENDA FINNISH STUDY VISIT

Monday, 6 October 2014

9.45 Welcome Tea/Coffee Drumcondra Education Centre

10.00-10.45 ‘Teacher Education’

Tim Hurley –Chairperson, Drumcondra Education Centre

10.45-11.30 ‘The Challenge of Leading a Second Level School-a very Irish dilemma’

Clive Byrne, Director, National Association of Principals and Deputy Principals

11.30-11.45 Coffee break

11.45-12.45 ‘Association of Teachers’ Education Centres in Ireland (ATECI)

Dr. Eileen O’Connor, Director, Drumcondra Education Centre

12.45 -1.45 Light Lunch – Centre (Sandwich/Fruit/Tea/Coffee)

1.45 - 2.45 ‘Education Training Boards and CPD developments for the future’ ( i.e E-pathways) John Hogan, City of Dublin ETBI

3.00 - 4.00 Tea in Belvedere House and Tour of St. Patrick’s Teacher Training College

Prof. Fionnuala Waldron, Dean of Education, St. Patrick’s College

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On Tuesday October 7th arrangement were made for the visitors to visit 3 Local Primary Schools in the morning and 3 Local Post Primary Schools in the afternoon.

Primary Schools who hosted the visitors:

• St. Patrick’s Sen Boys NS, Millbourne Avenue, Drumcondra, Dublin 9 • Corpus Christi GNS Homefarm Road, Dublin 9 • North Dublin National School Project, Educate Together, Ballymun Rd. D9

Post Primary Schools who hosted the visitors:

• Mount Temple Comprehensive School, Malahide Rd. Clontarf, Dublin 3 • Maryfield College, Glandore Rd. Drumcondra, Dublin 9 • Plunkett College of ~Education, Swords Rd. Dublin 9.

The host schools made the visitors very welcome and the group really appreciated the time given to them by principals and staff in all the schools they visited. It was a very successful and fruitful visit for the Finnish Educationalists, thanks to everyone involved.

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URBAN SCHOOLS GROUP

Report to Drumcondra Education Centre

January 2015

The Urban Schools Group is a Community of Practice of PE professionals who have been working together since 2008. It is comprised of PE teachers (who work in DEIS Post-primary schools, where the PE facilities are limited and pupils with challenging behaviour) and two University of Limerick teacher educators from the PESS faculty. We have been facilitated by the Drumcondra Education since the academic year starting September 2013.

Attached please find the minutes of the three meetings held this year: 13 February 2014, attended by ten members in Marino College, Marino Mart. This was a fast paced general meeting on issues we need to address in the coming months. The focus was on literacy and numeracy for our PE classes amongst other priorities; the next was 1 May 2014, attended by fifteen members in St. Joseph’s school, Stanhope Street. This was a workshop based on Skipping and Spikeball, delivered by our members – Eamonn mcGinely, Emer Kiely and Hermine O’Keeffe. We also me beforehand to discuss forthcoming issues; 17 September 2014, attended by sixteen members where we planned the coming year of activities and meetings. We also had a focus group interview for Marie Clonan’s PhD on the Urban Schools group and how it helps (or not) us to reflect on our school practice; 19 November in the Education Centre, Drumcondra. At this we discussed the Junior Cycle ideas for short courses in PE.

Other meetings that have taken place is in relation to a piece of research that five of the group members are engaged in, in relation to a curriculum project new to the Republic of Ireland. They published in two issues of the (UK based ) AfPE journal ‘Physical Education Matters’ entitled “Engaging Targeted Groups of Young People: A Perspective from the Republic of Ireland” (Marie Clonan, Eimear Cullen, Emer Kiely, Brendan O’Malley and Deborah Tannehill. These were published in the Summer 2014 Vol. 9 no. 2 Autumn 2014 Vol. 9 no. 3 publications. This represents a university-school-teacher partnership on research on and in educational practice on an innovative curricular project for disengaged young people.

Another focus of work has been the Sky Sports Living For Sports (SSLFS) project launch of the mentor athletes involved in the republic of Ireland project in May 2014. This involved a photocall and Sky launch through the SKY sports channel (with Katie Taylor as Chief mentor athlete) and the pupils from Margaret Aylward Community College.

The group are also in the process of nominating pupils, teachers and project for awards for those that participated in the Irish SSLFS projects over the year 2013/2014. The closing date for applications for this is Mon 2 February. Uniquely the entire group of the USG that were involved in the SSLFS are being put forward for nomination as they could not have done this without the

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facility of a supportive community of practice to help each other interpret, translate, implement and evaluate their projects.

Finally, three of the USG were invited to speak at a joint Kildare, Dublin South, Wicklow and Fingal Sports council seminar held at Newlands Golf Club in October 2014. This was attended by over 150 teachers and principals. The three speakers were: Claire Jones, Brendan O’Malley and Marie Clonan. We spoke on how we improve pupil participation in physical activity PE and sport, especially disengaged females from disadvantaged backgrounds. This was very warmly received.

We would like to thank the generosity of the Drumcondra Education Centre in facilitating this thriving Community of Practice. It has great importance for the teachers and university personnel to help deliver a meaningful and relevant curriculum to the marginalised pupils they serve.

Urban Schools Group

Proposed plan for forthcoming academic year (2014/2015).

Overview of last year’s 2013/2014 plan

Date Location Content Insider or outsider presenter

No. Attended.

Sept 2013

Ed centre Drum (a)

Plan In 12

Nov 2013

Stanhope street (h)

Fusion dance and technology

In 14

Feb 2014

Marino (h) Plan

Literacy initiative

In 10

May 2014

Stanhope street (h)

Skipping/Spikeball/Plan In 13

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Ancillary activities:

1. Co-presentation of novel sports day ideas for Primary school teachers, An afternoon of in-service in co-operation with Irish Primary Physical Education Association and UL in St. Patricks Training Centre, Drumcondra (May 2014).

2. Publication of a three-part journal article based on an innovative pilot curriculum Initiative in ‘PE Matters’ (in press). Proposed 2014/2015 plan

Date Location Content Insider or outsider presenter

Sept 2014

Ed centre Drumcondra

Planning/ literacy initiative In

Nov 2014

Rosmini Community college

Junior Cycle short course (initial planning) and sports acrobatics

In

Feb 2015

Cappagh School, Finglas

Junior Cycle short course (development planning and workshop)

In

April 2015

Ed centre Drumcondra

Adventure activities/sports day plan

In

Proposed ancillary activities: 1. Presentation at PEAI conference of Piloted innovation curriculum initiative. 2. USG sports day 3. Using numeracy and literacy in PE class resource development. 4. Continue with one USG member’s research on ‘reflection’ in a community of practice.

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WEBSITE STATISTICS

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LOCAL COURSES for Primary & Post Primary Teachers For full details of all courses listed below and more check our website

www.ecdrumcondra.ie Bookings can be made by 8576400.

1. Skills for Leading in the Classroom and the Whole School Context Who should attend : Any staff member interested in developing their leadership potential. Wednesday January 22nd 7.30-9.30 p.m. Facilitator : John Murphy Fee : €20.00

2. The Function of an Effective Parent Association and Managing Effective Parent Association Meetings Who should attend: Minimum of two parents including the chairperson plus the staff person involved with the Parent Association (Principal or delegated person) Wednesday January 29th 7.30-9.30 p.m. Facilitator : John Murphy Fee : €20.00

3. AISTEAR for Primary Teachers : Thursday January 16th 4.00-6.00 p.m. Book Talk Thursday January 23rd 7.30-9.30 p.m. Introduction for Parents Thursday January 30th 4.00-6.00 p.m. Principals Thursday February 6th 4.00-6.00 p.m. Info for teachers Thursday February 13th 4.00-6.00 p.m. Organising/Planning Thursday February 27th 4.00-6.00 p.m. Literacy Thursday March 6th 4.00-6.00 p.m. Book Talk Thursday March 13th 4.00-6.00 p.m. Numeracy Thursday March 27th 7.30-9.30 p.m. Parents

4. “Supporting Students in a Crisis Pregnancy” A two hour session aimed at SPHE teachers, Guidance Counsellors and Care Team Personnel. Tuesday February 4th 7.30-9.30 p.m. Facilitator : Kathleen Roger, Education Officer, Life Pregnancy Care Ireland

5. Teachers Considering whether or not to retire and avail of the terms of the Haddington Road Agreement : Evan Hughes, Public Sector Advisors Tuesday January 14th 7.30-9.30p.m

6. Newly Appointed Principals Primary Group continues with Facilitator : Eamonn O’Dulainn Monday January 13, Feb 10, Mar 10, April 14th, May 12, & June 9 2014

7. Guidelines on Safety, Health & Welfare in Primary Schools Thursday 23rd January 7.30-9.30

http://www.ecdrumcondra.ie/�

Full description and details of all our Summer Courses are available on our website: www.ecdrumcondra.ie

Courses take place in Drumcondra Education Centre unless otherwise specified. Course Times: 9.30am - 2.00pm each day.

● Improving Literacy& Numeracy through Visual Art and its environs-NCAD

● Writing for Teachers with Cathy Beck

● Living Well Living Mindfully with Clodagh Martin

● AISTEAR Course As Gaeilge-Scoil Mobhi

● AISTEAR Course –Holy Child N.S. Sean McDermot St.

● AISTEAR Course-Drumcondra Education Centre

● Exploring Literacy & Numeracy in Visual Art Through Printmaking-NCAD

● Gaelic Games-enhancing the delivery of PE, and integration with the

Curriculum Erins Isle GAA

● Using SCRATCH to develop Numeracy (PDST TiE/LERO) NO CHARGE

● Every corner of life : Writing non fiction with heart with Cathy Beck

● Conflict Resolution & Anti-Bullying Skills Course with Aine Sotscheck

● Teaching Mathematics in a fun way with Carol Ann O’Siorain

● Using Tablets and Online tools for Literacy & Numeracy NO CHARGE

● Literacy and Numeracy Through Visual Art and its environs- NCAD

● Teachers as Leaders– This course is open only to teachers who have

already completed Part 1 of the course with Cathy Beck last Summer

● Living Well Living Mindfully with Clodagh Martin

● Science is Fun! Discover interactive & creative classroom approaches

with Bridget Kelly

● FIS : film making process to promote literacy NO CHARGE

Booking Fee For All Face-To-Face Courses €30 To book a place on any course please call 01 8576400 with your credit card details card de-

tailsPlease note that Teaching Council Number must be quoted when making a booking.

drumcondra education centre annual report...promotion and support of the sub- committee structure...

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