E-Scéal 56: Summer Works Scheme & Temporary Accomodation
- Published: 07 October 2004
Four new circulars are currently on the DES Website. Two of these maybe of significant importance for your schools if you have a requirement for temporary accommodation or a need to carry out refurbishments under the Summer Works Scheme. For your information these circulars are:
- PBU 01/04 Summer Works Scheme 2005 - Scheme of Capital Grants for Small Scale Works (SWS)
- PBU 03/04 Application for Temporary Accommodation
- PBU 04/04 Contingency Planning in the Context of a National Emergency - Management
Authorities of Primary and Post-Primary Schools and Third Level Institutes (September) - 14/04 Arrangements for Parent/Teacher and Staff Meetings in 2004/2005 - (October, 2004)
These circulars can be downloaded from the DES website or from www.ippn.ie/DEScirculars2004.php
Meanwhile, given the short notice which applies to applications for the summer works scheme and temporary accommodation for September 2005, a brief analysis of PBU Circular 01/04 and 03/04 is outlined below.
Is mise le meas,
Seán Cottrell
Director
PBU circular 1/04
Summer Works 2005
Only One project is eligible per school. If a school applies for more than one it must identify most urgent project. Otherwise application will be disqualified.
Ineligible projects:
- Desirable rather than absolutely necessary.
- can't be completed over the summer
- those covered by routine maintenance
- those covered by devolved grant (minor works)
- temporary accommodation projects
- dust extraction, radon, asbestos remediation work
- those already scheduled as part of a larger project.
Technical issues are to be completed by consultant. These fees are to be borne initially by the school. If the application is successful, then reasonable fees will be included in grant.
Timetable
| Closing date for SWS applications: | Nov 5th 2004 |
| Applications for temporary accommodation - PBU 3/04 | Nov 5th 2004 |
| List of successful schools: | Jan 31st 2005 |
| Confirmation to dept. that works are in hand within cost: | April 29th 2005 |
| Successful Schools must draw down 70% grant | Aug. 31st 2005 |
Appendix
How to obtain professional advice re technical report.
Appendix B
Priority categories. (Graded 1 to 10 : 1 dealing with gas works: 10 dealing with curriculum projects)
Appendix C
Grant details. If there is a shortfall you may
(i) cut back on the project
(ii) use some of your minor works grant or
(iii) use own funding.
Application form available on Dept. section on the government web site www.irlgov.ie
E-Scéal 55: Special Education Needs - Supporting Principals
- Published: 06 October 2004
In response to the many queries received by the IPPN Support Office relating to changes in SEN resourcing, a group of Principals have prepared professional guidance on this topic for IPPN members. I trust it will be of assistance to you and your staff in managing SEN in your school.
Is mise le meas,
Seán Cottrell
Director
Special Education Needs - Professional Guidance
Overview
Circular 09/04 raised more questions than it answered concerning the delivery of resources to children with SEN. Last July, the IPPN Executive raised 28 questions with the Minister in an effort to seek clarification for principals. Minister Dempsey responded to our letter in September and a meeting was arranged with senior officials of the DES for 7th October. It is now obvious that the new 'weighted system' will not come fully into practice, especially with regard to staffing, until September 2005. Meanwhile we are in a transition phase in the delivery of resources to children with SEN in our schools. In order to help manage this transition phase for the year ahead, IPPN is offering guidelines with suggested models of good practice that are already employed in many schools.
Change of Policy
Circular 24/03 heralded the end of a fragmented approach to the organisation of SEN in schools. We are heading towards a greater flexibility for each school as they explore the model which best suits their circumstances. Depending on school size, type and circumstances, a range of approaches should be considered and evaluated.
It is important to emphasise that the primary responsibility for a child with SEN rests ultimately with the class teacher. Central to this responsibility is the IEP which is an education plan drawn up collaboratively by the class teacher, the child's parents and the 'support teacher'. The implementation of the child's IEP depends on a high degree of teamwork and collaboration with all concerned. The Board of Management should be informed how the Support Team proposes to deliver its SEN service in the school. As a general guide a clear strategy for ongoing communication and consultation between parents, class teacher and the support team will ensure a satisfactory outcome for all concerned.
Managing Change
The principal and staff are in the best position to identify how existing school resources can best be utilised to meet the needs of their pupils. If not already done, it is essential to facilitate a whole staff discussion on the contents of Circulars 24/03, 09/04 and 13/04. Mainstream class teachers, Learning Support Teachers, Resource Teachers for SEN, Resource Teachers for Travellers and Resource Teachers for Language Support, must pool their experience and expertise to interpret these circulars as they apply to the school. The LST, RTSEN, RTT and the RTLS must think of themselves as a support team to work with and support classroom teachers and parents in the teaching of children with SEN. In smaller schools this 'Support Team' can only be possible if the staffs of schools that are sharing teachers, work together as a defined cluster to plan collectively and meet this challenge.
Models of Good Practice
- Priority to be given to SEN for staff meetings and for School Development Planning days, to enable a whole school discussion on the implications of Circulars 24/03, 09/04 and 13/04.
- Although the roles of the LST, RTSEN are not being officially merged in this school year, moving towards merging of these positions (coupled with RTTs and RTSLs where applicable) could facilitate a more cohesive approach to delivering an SEN service. These roles would effectively become the schools SEN Support Team. Whilst Circular 09/04 refers to the role of Special Education Teacher (SET), it seems that this may not be the definitive role title. Perhaps the word 'support' should be included in the title to maintain clarity relating to the primary responsibility of the class teacher.
- Where there is more than one 'Support Teacher' in a school, each teacher in the team might be assigned to work with a specific class or group of classes. This will prevent a class teacher having to communicate and work with two or more 'Support Teachers'
- In smaller schools where both the Learning Support Teacher and the Resource Teacher are shared, schools might benefit if one 'Support Teacher' provided both services in a specific school, reducing the need to travel and reducing the aforementioned disruption factor.
- Within the suggested models mentioned above the range of SEN intervention strategies outlined below should be considered. This list is not exhaustive:
- Merging the roles of Learning Support Teacher and the Resource Teachers.
- The class teacher and the 'Support Teacher' working with the whole class and a group within the class simultaneously.
- Team teaching - the Class Teacher and the 'Support Teacher' alternating roles to work with the whole class or the children with SEN.
- Traditional approach of one to one withdrawal child from the class.
- Group teaching for children who have similar SEN needs.
- Group teaching for personal development and life skills.
- Having developed a team approach to SEN services within a large school / cluster of small schools, there will be greater sharing of SEN experience and knowledge, the development of an SEN Resource Centre with expert information on various disabilities, teaching materials, software packages etc. A team approach will also eliminate the fragmentation and isolation often identified by RTSENs, LSTs etc.
- Where schools are working this year with an inadequate number of RTSENs / resource hours, children may be grouped appropriately with children who have similar SEN needs without compromising their designated number of hours.
In-School Management and SEN
Given the importance and responsibility associated with providing for children with SEN in schools today, it is essential that the management of SEN forms a central plank in the In-School Management team. Because the Principal's role is stretched so widely over many aspects of school administration and management, responsibility for managing and co-ordinating SEN (staffing, resourcing and communicating) should be delegated to another senior member of staff. The Educations for Persons with Special Education Needs Act 2004 empowers the Principal Teacher to delegate this function appropriately. In accordance with established good practice both in Ireland and Internationally, responsibility for SEN should ideally be a key part of the Deputy Principal's role. This would ensure that SEN issues do not get compromised by the competing priorities which are the reality for Principals. It will also signify the importance of SEN by allocating its responsibility to the next most senior member of staff.
Anecdotal evidence suggests that many schools have various posts of responsibility designated since before 1999 and SEN is not included. A possible consequence of this is the failure to apply In-School Management capacity to such a high priority management area. Where such a situation exists, the Principal should advise the board and staff that ISM responsibilities should be reviewed immediately.E-Scéal 54: National Survey of Principals
- Published: 21 September 2004
A hard copy of IPPN's national survey of principals was posted to your school today. The purpose of this survey is to enable each and every principal to present an accurate picture of their current situation as a school leader. Principals individually, and collectively through IPPN, are seriously concerned at the health & safety implications arising from the continuous increases in responsibility and volume of work expected.
Your responses and opinions will be collated and analysed thus allowing IPPN to honestly and accurately represent your views to the DES Working Group which is being established to address these issues.
Whilst this survey in itself will take 15-20 minutes of your time, I hope you will appreciate how important it is that you contribute your experience. Your own opinions and perspectives are essential to enable IPPN argue both the urgency and importance of addressing the current workload crisis.
Having studied the blue survey form which you received today, please complete the survey on-line as it reduces the time required in collating everyone's information. If you cannot use the on-line option please return the survey form to "Survey", IPPN, Glounthaune, Co. Cork by Friday October 1st.
Is Sinne Le Meas,
Virginia O' Mahony - President.
Seán Cottrell - Director
E-Scéal 53: SEN Circular 13/04
- Published: 18 September 2004
The DES has posted a new SEN Circular on their website today. C.13/04 is an update on correspondence sent by the DES to schools at the end of June. DES Circular 13/04 is accessible from
http://www.education.ie/servlet/blobservlet/sp13_04.doc
An IPPN focus group of principals experienced in SEN is currently preparing a document on professional guidance. This will be issued by E-scéal in a few days.
Is mise le meas,
Seán Cottrell,
Director,
Irish Primary Principals' Network.
E-Scéal 52: Principals Beware - Networking Grant - Cross Border Project
- Published: 15 September 2004
Schools Targeted with Financial Scam
Over the last few weeks a number of different principals have contacted the IPPN Support Office concerned that they have been caught by a clever scam. It appears that schools in Ireland are receiving letters from a company in Spain inviting principals to submit their school's details to a "European Guide". The letter appears quite innocent and is similar to other initiatives that encourage European schools to interact with each other and enhance international educational opportunities. Unfortunately, somewhere in the small print there is reference to a cost of €857! Naturally, principals were shocked by this invoice and attempted to disengage from the 'contract' which they were supposedly signed up to. In some cases, 'legal representatives', have been writing and telephoning the school using intimidating and threatening language, demanding immediate payment. From the evidence to date, the whole venture appears to be quite underhand and nothing short of an elaborate scam. IPPN recommends that you ignore requests for payment no matter how threatening the nature of communications. In the interest of others, please inform colleagues of this development.
Computer Networking Grant
Letters were sent from the National Centre for Technology in Education (NCTE) to schools at the end of June referring to an application process to access a grant from NCTE to improve computer networking facilities in schools. The deadline for receiving applications is September 27th. It appears that this deadline has been forgotten by many principals / ICT co-ordinators, on the basis on enquiries received by IPPN. If you have any queries about processing your application, please contact the NCTE at 01 7008200. Full details and a copy of the letter sent to schools is available at www.ncte.ie
Funding for Cross Border Projects
Opportunities to participate in cross border and cross community projects are currently available to schools and organisations in counties Louth, Monaghan, Cavan, Leitrim, Sligo & Donegal. 'NcompasS' is the title of the project specific to this aspect of Largas activity. Funding comes under the EU programme for Peace and Reconciliation in Northern Ireland and the Border Counties. Full information and application forms are available from:
Eva Creely, NcompasS Co-ordinator, Leargas, Tel: 01 8731411 Fax: 01 8731316
e-mail: ecreely@leargas.ie, www.ncompass.org
Is mise le meas,
Seán Cottrell,
Director,
Irish Primary Principals' Network.
Leadership Development for Schools: Appointment
- Associate Tutors
- Part Time Facilitators
Applicants should be serving principal teachers (who currently hold permanent posts in recognised schools and from principal teachers seconded from such schools).
Associate Tutors will assist in the design and delivery of programmes of professional development for school leaders. Appointments will be made on a part time basis (approximately 10-15 days per year).
Part Time Facilitators will assist in the delivery of the LDS Programme for up to 5 days per year. Applications from "Teaching Principals" are particularly welcome.
The Application form is available for download from the Clare Education Centre website (address below). Completed application forms should be returned to: The Administrator, Clare Education Centre, Government Offices, Kilrush Road, Ennis, Co. Clare not later than 5pm on Monday 4th October 2004.
Please visit http://www.clare-education-centre.ie/services/lds/index.html for further information.
Is mise le meas,
Seán Cottrell,
Director,
Irish Primary Principals' Network.
