IPPN

Published: 10 November 2016

Research on Mentoring using the Droichead Pilot Process

Katrina McCaughey, a 4th class teacher in Killygarry NS, Cavan, is undertaking an M Ed in Education and Management at the University of Ulster, facilitated by Monaghan Education Centre, focusing on the mentor and the different models of mentoring.  As part of her research on the induction process, Katrina needs to speak with 40 mentors who have participated in the Droichead process, as well as the Newly Qualified Teachers they have supported.

Katrina’s full thesis title is 'A study of the Induction Process of Newly Qualified Teachers (NQTs) through the medium of ‘Droichead’ in the Republic of Ireland, as compared with the NQT induction route in Northern Ireland'.

The objectives of this research are to:

gauge attitudes among primary school principals/mentors who collaborated with the Droichead programme

receive feedback from NQTs who took part in the Droichead programme

assess the importance of the role of the mentor within NQT induction

compare the Northern Ireland primary school system of NQT induction with that of the Republic of Ireland.

If you are interested in completing a 10-15 minute postal questionnaire, please contact Katrina by email to kmccaughey@killygarryns.ie.  All correspondence will be treated with the utmost confidentiality.  

Published: 04 November 2016

Minister for Education and Skills commences remaining sections of the Teaching Council (Amendment) Act 2015: introduction of new arrangements for the vetting of teachers

The Minister for Education and Skills, Richard Bruton TD, has today (Wednesday) commenced the remaining sections of the Teaching Council (Amendment) Act 2015 (the 2015 Act).

This allows the Teaching Council to put in place new arrangements for the renewal of registration of registered teachers. It provides a statutory basis for the retrospective vetting and periodic re-vetting of all registered teachers in the context of renewal of registration.

Role of the Teaching Council in vetting

The Teaching Council has been central to the vetting arrangements for teachers since non-statutory vetting was introduced in 2006.   The 2015 Act, now fully commenced, puts in place statutory arrangements that make vetting mandatory for teacher registration.

The 2015 Act provides for the following vetting related provisions:

1. a statutory basis for the Council to act as a representative for school employers in the statutory vetting arrangements under the Vetting Act; 
2. statutory vetting to be an integral part of initial teacher registration;
3. a statutory basis for the retrospective vetting and periodic re-vetting of all registered teachers in the context of renewal of registration;
4. for a Fitness to Teach Inquiry to be undertaken if information in a vetting disclosure received by the Council indicates a risk of harm to a child or vulnerable adult;
5. for a vetting disclosure to be sought for the purposes of a Fitness to Teach Inquiry where the nature of the complaint raises a bona fide child protection concern.

Vetting of registered teachers

The new renewal of registration arrangements now commenced provide a straightforward and legally underpinned approach to vetting those teachers who have never been vetted previously. These provide a clear statutory basis for the Teaching Council:

(1) to require such teachers to undergo vetting,  and

(2) to deal with any adverse vetting disclosure that might be received.   

It is considered that removing a teacher from the Teaching Council register is the best way of achieving child protection across recognised schools.

The number of registered teachers vetted continues to steadily increase with almost 65% of the circa 92,000 teachers on the Teaching Council register now vetted.  The cohort of approximately 32,000 have not yet been vetted are typically permanent teachers who have been in the same school since before the introduction of vetting in 2006.

Future arrangements for the vetting of registered teachers

It is not intended that all 92,000 registered teachers will be vetted on each annual renewal of registration.  The new arrangements will allow the Council to plan and undertake vetting of registered teachers in a structured and phased manner, starting with those who may not heretofore have been vetted and ultimately providing for periodic re-vetting of all registered teachers on an ongoing basis.

The Minister said:

“Today is a very important milestone. The Teaching Council now has the mechanism to ensure that all registered teachers can be vetted in the context of their annual renewal of registration, including those who have not been vetted to date. It is another step in helping to ensure that our children are properly protected in the school environment and that standards in the teaching profession are upheld”.

Note to editor:

Background: phased implementation of the Teaching Council Acts 2001-2015

The Teaching Council Act 2001 (the 2001 Act) provided for the establishment of the Teaching Council to promote teaching as a profession; to promote the professional development of teachers; to maintain and improve the quality of teaching in the State; to provide for the establishment of standards, policies and procedures for the education and training of teachers and other related matters; to provide for the registration and regulation of teachers and to enhance professional standards and competence.

The sections of the Act putting into effect the functions of the Council have been commenced in a planned and phased manner. Initially, persons who were employed as a teacher or eligible to be so employed were registered for one year on establishment day i.e. 28 March 2006.  Thereafter teachers were required to renew their registration annually. From 1 September 2012, the Teaching Council has had authority and responsibility to set criteria for induction and probation of newly qualified teachers into the profession.

Section 30 of the Teaching Council Act, which commenced on 28 March 2014, made registration a requirement for applicants for teaching positions in schools funded by the State.

In July 2016 Part 5 of the Act, as amended by the Teaching Council (Amendment) Act 2015 (the 2015 Act), was commenced, enabling the Teaching Council to investigate complaints against teachers and to conduct fitness to teach inquiries.

Published: 27 October 2016

Comprehensive Review of the Special Needs Assistant (SNA) Scheme
The following questions will help stimulate discussion:

1. Do the SNA application and review processes work well for students, schools and parents? If not, how could they be improved?
2. What works well about the SNA scheme - in mainstream classes, special classes and special schools?
3. Are there demands made on the SNA scheme that are over and above meeting the care needs of students? If so, what are those demands or gaps in provision?
4. At what point is a care need over and above that which could reasonably be expected to be managed by teaching staff? Please be specific for each type of disability or need.
5. Is this point the same for a child with disabilities and a child without disabilities? If it is different in what way is it different?
6. Is the SNA scheme the right model to have in place for all students across primary, post-primary and special settings?
   If yes, is it fit for purpose in its current form?
   If no, what might be a better model?

Terms of Reference

1. Identify and recommend how, in the future, the additional care needs of students, over and above those needs that could be reasonably expected to be managed by teaching staff, should be met and
2. Identify and recommend the most appropriate form of support options to provide better outcomes for students with Special Educational Needs who have additional care needs, having regard to the significant amount of State investment in this area.

The Minister also requests the NCSE, as part of the review, to:

1. Examine whether the SNA scheme continues to meet its purpose as set out in Circular 0030/2014.
2. Consider whether the scheme is being used to meet needs, other than care needs, and if so, what are those needs, taking into account the primary and secondary care needs outlined in Circular 0030/2014.
3. Provide advice on appropriate SNA qualifications and training levels.
4. Evaluate the role of professional reports in providing a robust basis for the allocation of additional care supports under the scheme.
5. Conduct a detailed analysis of the current allocation and distribution of SNAs focussing on what support is being given, to whom and why?
6. Define and examine outcomes of students under current arrangements, taking into account the findings of the Altered Provision Pilot Project.
7. In preparing its report, to have regard to the commitments set out in the programme for a Partnership Government in relation to the introduction of an in-school speech and language service.
8. In preparing its report to take account of the findings and recommendations of the Report on the Role of the Special Needs Assistant which was published by the Joint Oireachtas Committee on Education and Social Protection in January 2016

Published: 28 September 2016

Teachers’ Car Insurance re. using their cars for School Business

Liability for passengers in a car in any capacity is a matter solely for the teacher’s motor insurance. Teachers are free to arrange their motor insurance with whatever insurer they wish. However, they should be aware that such insurance may or may not cover their liability in relation to school business (taking pupils to a match or to hospital in an emergency, carrying school equipment, travelling to CPD during school hours, etc.)

Most motor insurance is offered on a Class 1 basis – this covers Social, Domestic and Pleasure use of the vehicle. Teachers who wish to cover the carrying of pupils, school equipment etc. and use their cars for school business are advised to have the extended Class 1 usage of the vehicle – Social, Domestic and Pleasure and by the insured in person for his/her business.

Teachers should check with their own insurer as to exactly what the cover is in relation to using the car for school business. Some insurers charge an extra premium for the extra cover, some do not. Teachers should also check the implications for their insurance premium in the event of having an accident whilst on school business. Will there be an excess? How will it affect your no-claims bonus?
Again, different insurers approach these questions in different ways. As a Principal / Teacher, you should be aware of the answers before you commit to any arrangement with your Board of Management.