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CLIL and Beyond: Pluriliteracies for Deeper Learning


Deadline: 30 September 2021

A two-day training workshop to support teachers in developing their students’ subject specific literacies

About this event

How do I know my student knows? How to equate language level with cognitive level?

If you want to develop your students’ subject specific literacies, this training workshop is for you! Suitable for both language teachers and subject teachers, this training activity is a hands-on practical experience driven by the theory of pluriliteracies.

The workshop is led by experts from the European Centre for Modern Languages. It will take participants from the basics of content and language integrated learning (CLIL) to an understanding of deeper learning episodes that support the transfer of learning across language and subjects, based on the Pluriliteracies model.

The goals of this training workshop are to:

  1. provide you with the content, expertise and time to develop your own deeper learning episode plans;
  2. share materials that you can adapt and use as models in your own practice.

Target groups

  • Teachers;
  • Teacher educators;
  • University educators;
  • Heads of schools.

Results and benefits

  • A deeper understanding of the role of CLIL and the transition to pedagogical and didactic approaches to Pluriliteracies for Deeper Learning.
  • Understanding of deeper learning episodes and their role in progression and transfer.

For queries please contact This email address is being protected from spambots. You need JavaScript enabled to view it..

Do you know of a creative, innovative and inspirational language learning initiative, or one that promotes the importance of languages?

The European Language Label Award (ELLA) is coordinated by the European Commission. It highlights and rewards innovative initiatives in language teaching, learning and promotion, and brings these initiatives to the attention of the public along with professionals in the languages field.

The ELLA is open to all fields of education and training. No project is too big or too small, and both accredited and non-accredited initiatives are encouraged to apply. Whether it’s a football team, university, community group, school, youth group, company, or choir – we want to hear your stories of language learning being brought to life!

ELLA applications must support one or more of these six categories:

  1. Engaging language learning environments
  2. Multilingual schools and classrooms
  3. Language-friendly society
  4. Languages for the future
  5. Increasing awareness and changing perceptions
  6. Using technology to enhance language learning techniques

These categories support the award’s aims along with those of Languages Connect. The Digital Strategy for Schools is also supported in category 6.

CLICK HERE FOR MORE INFORMATION LEARGAS.IE WEBSITE

 

TL21 Professional Development Programme

The TL21 Programme is a workshop-based Continuing Professional Development programme for teachers and school leaders that promotes innovative practice and professional learning communities in post-primary schools.
The programme is a research-led one and its two main aims are:

  • to strengthen teachers’ capacities as co-operative and self-critical authors of their own work;
  • to enable students to take an active and responsible part in their own learning.

The programme is currently running as a partnership between the Maynooth University Department of Education, , five Education Centres and Dublin & Dún Laoghaire Education and Training Board. 
Participants in the programme attend a series of CPD workshops in an Education Centre, or ETB venue, over a two-year period and progressively develop their capabilities as innovative practitioners over this period.
Accreditation for participants is available in two forms:

  • an M.Ed in Innovative Learning, based on action research carried out in the participants’ schools;
  • accreditation provided by the Education Centres.

The TL21 Professional Development Programme: Main Features

  • The TL21 Programme is a workshop-based CPD programme that promotes innovative practice and professional learning communities in post-primary schools. It arose from the success of the initiatives pioneered by the TL21 Research & Development project 2003-07 and the TL21 Transfer Initiative 2008-12 (both funded by Atlantic Philanthropies).  It is currently running as a partnership between National University of Ireland Maynooth, five Education Centres and Dublin & Dún Laoghaire Education and Training Board. There are 33 post-primary schools participating at present and there are plans to expand the Programme, especially in the Leinster region. 
  • Participants in the programme attend a series of CPD workshops in an Education Centre, or ETB venue, over a two-year period and progressively develop their capabilities as innovative practitioners over this period.  From the start, the two major aims of the TL21 research have been: (a) to strengthen teachers’ capacities as cooperative and self-critical authors of their own work; (b) to enable students to take an active and responsible part in their own learning.  
  • The active involvement of the school leadership (Principal/DP) is a requirement of a school’s participation. Our research over the last decade has shown that this is crucial in cultivating the school’s strengths in educational leadership and self-evaluation. Schools are not charged for participation.
  • The research dimension of the TL21 model ensures that CPD for teachers is research-informed, as recommended by EU Commission and OECD; but research-informed in a highly practical sense. The programme brings together key insights from international educational research with the action research initiatives of Irish teachers and school leaders to enrich the quality of learning and teaching in participating schools.
  • This model of CPD has shown its strengths in the specific circumstances of Irish post-primary education.  In recognition of this the DES has agreed to provide the necessary measure of funding to secure the programme’s place within the national provision of CPD.
  • The rationale for the TL21 Programme is closely related to the Teaching Council's policy on the Continuum of teacher education, particularly the CPD dimension of that policy. Participants in the university accreditation track of the programme pursue an M.Ed. in Innovative Learning. Those not following the university accreditation track have their participation documented electronically by the Education Centre or ETB. This makes that participation amenable to inclusion in the CPD portfolios recommended for each teacher in the Teaching Council's policy on the continuum.
  • This kind of model of CPD can be extended to other regions of the country, whether or not it’s called “TL21.”  What is important is: (a) that the kind of expertise involved can be shared readily, and learned fairly quickly, by the providing institutions or bodies; (b) that emergent strategies for the crediting of more advanced forms of CPD can be identified and developed.
  • Finally,  The TL21 Programme seeks to embody and extend one of the central aims of the kind of research carried out at the Education Department at the National University of Ireland Maynooth: the enhancement of learning environments in schools through strengthening the capacities of teacher practitioners and school leaderships.
  • To access the TL21 Website, please click here https://www.maynoothuniversity.ie/TL21 

The mode of delivery of this course will return to a primarily in-person one in September 2021, subject to government health guidelines. We are exploring the option to take some modules in a blended/online modality (a mixture of in-person and online), this will be confirmed at a later stage and will be based on student interest and demand

Is this course for me?

The course modules aim to enhance the expertise of participant teachers in new models of teaching and learning with particular emphasis on Science Technology Engineering Maths/Computer Science. They also aim to address complex challenges related to developing an inclusive educational environment and preparing all school students for higher academic aspiration and progression, through a focus on whole school culture, leadership and change. It is intended that participant teachers will learn how to develop and lead a 'cultural change process' within the classroom and the wider school community.

Coordinator for TL21 - 2021/2023

Tony Collison

List of Schools Taking Part in 2021/2023

Colaiste Bride, Enniscorthy

Presentation Wexford

Presentation Carlow

St. Peter's College, Wexford

Tullow Community School

St. Mary's College, Arklow

FCJ Bunclody, Enniscorthy, Co. Wexford

Enniscorthy Community College

 

Q. Who is this course for?

A: The course is aimed at currently practicing teachers in post-primary schools in Ireland. It is suitable for teachers of any subject, not just STEM. Every year, we also have several primary school teachers take part; however, the course is only suitable for teachers of senior primary students, i.e. 5th and 6th class. We also accept teachers in Further Education, Third Level institutes, and informal educators such as CoderDojo staff. An interview may be required if an applicant falls outside our typical target audience. Due to the practical nature of most of the modules and assignments, applicants should be class teachers or at least have sufficient access to groups of students for the purposes of lesson planning and implementation.

Q: Will the PG Cert qualify me to be a teacher?

A: No. The Certificate requires that students are already qualified teachers/other practicing educators. While the Cert allows students to explore issues in education and aims to enhance participants' knowledge and practice in educational spheres, it is not designed so as to qualify graduates to teach.

Q: What is the deadline for applications?

A: The deadline is 31st May 2021. All supporting documents must be received by 30th June 2021. (See next section for a list of these).

Q: What do I need to include in my application?

A: An application form (submitted online), two references and an up-to-date CV are required for all applications. An academic transcript from your degree, and a degree certificate (parchment) are also required. If you won't be able to submit the transcript or certificate until after 30th June, please upload placeholder documents in order to submit the application. Students who studied for their primary degree through a medium other than English are asked to provide certification of their linguistic competence in English (e.g. grade 6.5 IELTS).

Q: When will I be informed of the decision on my application?

A: Applications are assessed and offers are made on a rolling basis. For non-EU students, we aim to communicate a decision on applications within three weeks of receiving the completed application.

Q: Who should I choose as my referees?

A: Ideally you would give the names of one academic referee (e.g. a lecturer who taught you) and one professional referee (preferably the principal of your current school). If you have been out of formal education for some time, and would not have an appropriate academic referee, your second reference can be from another professional colleague (such as your deputy principal or a former principal).

Course Schedule 2021/23

The final schedule for the 2021/22 year will be confirmed and posted closer to the course start date in September 2021, based on demand for the various modules.

A new two-year cycle of Teaching and Learning in the 21st Century (TL21) will begin in Co. Wexford Education Centre in September 2021 and will continue to April 2023.

During the TL21 Programme, a core group of 4/5 teachers that includes a Deputy Principal leads the initiative in each school.
They choose an action research project directly linked to teaching and learning/curriculum.  Through ten workshops over a period of two years, they complete the project and present their results at a seminar held in the Education Centre.  

 https://youtu.be/GgOIQGeLQyE

Gallery 2019 

Computing At Schools

Computing At Schools (CAS) is here to aid the Primary Sector, Post-Primary Schools and Educational Centres in Ireland. We provide training and resources across a wide spectrum including such areas as Computer Science (CS), Information Communication Technology (ICT) and Cyber Safety. We live in an ever-increasing digital world, together let’s ensure our students not only survive but excel!

Post-Primary Sector In-house

Junior Cycle Short Coding Teacher CPD (3 Strands)

Transition Year Course – Bespoke TY course tailored to each schools requirements

Cyber Safety Programmes – Student, Parents & Teachers

ICT for Post-Primary (ECDL Schools Kit)

In-house Classroom Programmes

In-house Coding Clubs

Primary Sector In-house

Primary Teacher Coding CPD (3 Strands)

In-Class Computer Science Delivery

Cyber Safety Programmes – Student, Parents & Teachers

In-house Classroom Programmes

In-house Coding Clubs

Creative Clusters Project

This year our project was called ‘DREAMM – Drop Everything and Make Music’

The project involved:

  • Four hours professional development led my Mary Amond for all teachers and SNAs from the five participating schools
  • Daily, informal, incidental in-class singing by all pupils in each school
  • Teachers developed a repertoire of suitable material throughout the project
  • It is planned that the pupils all five schools will come together in June 2020 for a celebration of singing when they will all sing together
  • Pupils attitudes towards singing were surveyed in October 2019 and a similar survey in June 2020 wi8ll track any changes
  • The overall aim was the promotion of singing as an enjoyable and beneficial activity for ALL

There were 5 schools involved in the project. List of schools involved:

  • Mayglass NS (Lead School)
  • Scoil Mhuire, Our Lady’s Island, Broadway 
  • St Margaret’s NS, Curracloe
  • St Mary’s NS, Tagoat
  • Piercestown NS
  • Eamonn Barrett (Facilitator)

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The purpose and aims of Creative Clusters

The purpose of this pilot scheme is to demonstrate how the creative practices can support clusters of schools to work together to address common learning challenges over a two year period.

It aims to:

 Promote new ways of working and collaboration between schools and the arts and cultural sector

 Improve teaching and learning

 Provide an opportunity for clusters of schools to experiment, innovate and collaborate on the design, implementation and evaluation of a bespoke creative learning project

 Develop the creativity of learners and teachers

 Understand, whether clustering schools at different stages of their journey in using the creativity in the classroom and in developing longer term partnerships is an effective model for developing and embedding practice in schools.

The Creative Clusters scheme provides schools with access to creative people, skills and resources and supports them to draw on their own skills and experiences and those within their wider communities.

Background

Creative Clusters is a pilot initiative of the Department of Education and Skills, led by and in partnership with the 21 full-time Teacher Education Centres (Education Support Centres Ireland - ESCI) and funded through the Schools Excellence Fund – Creative Clusters Initiative.

Creative Clusters is an important initiative of Creative Youth – A Plan to Enable the Creative Potential of Every Child and Young Person, which was published in December 2017 as part of the Creative Ireland Programme. The Creative Youth Plan aims to give every child practical access to tuition, experience and participation in art, music, drama and coding by 2022.

What is a Creative Cluster and how many schools are involved?

A Creative Cluster will typically consist of between three and five schools collaborating on the design, implementation, evaluation and dissemination of an innovative creative learning project which supports them to address a common issue or challenge. Creative Clusters will include schools at different stages of their journey in using creativity in the classroom.

Clusters can consist of primary schools only, post-primary schools only or a combination of primary and post primary schools. In selecting the clusters to participate in the scheme, the initiative will seek to have all three configurations represented.

Clusters can be drawn from existing networks or result from the creation of new ones. Each cluster must nominate a lead school. The lead school must identify a Creative Cluster Coordinator who would normally be a member of the school’s senior leadership team.

Substitution costs to the equivalent of 1 day per term for the duration of the pilot project will be provided for the Creative Cluster Coordinator. If the application is successful the co-ordinator will be responsible for managing the day-to-day operation of the project and will act as a single point of contact during the duration of the project. The other schools in each cluster must nominate a representative to participate in the project.

How many Creative Clusters will there be in 2020?

It is envisaged a further 21 clusters will be established in 2020.

How long will the Creative Clusters scheme run for?

Clusters established in 2020 will operate for two years.

What is the application process?

Creative Clusters is a national programme of local projects and the 21 full-time Education Centres across Ireland are lead partners in the initiative. They will have a key role in identifying and supporting a Creative Cluster for their local area.

Individual schools, existing networks of schools and potential clusters of schools must apply to their local full-time Education Centre outlining their rationale for taking part in Creative Clusters initiative by 5pm on Friday, 15 May 2020. 

Following the application process the local Education Centre will assess and score applications against the criteria below:

 The rationale for the application The includes the extent to which the school or schools involved have identified a clear rationale for applying to be a Creative Cluster, how this fits with the aims of the initiative and their initial ideas of common issues or learning challenges they could address

 Benefits to teaching and learning This includes how participation will support improvements in teaching and learning, in the development of creativity and in areas of the curriculum

 Capacity and commitment of all the schools in the cluster to participate This includes the extent to which the senior leaders in the school or schools are committed to the cluster and to mobilising their school community to engage and how schools in the cluster, who are at different stages of their journey in using the arts and creativity in the classroom, see themselves supporting each other

 Children and Young People’s Voice This includes the extent to which the application demonstrates a clear plan for ensuring children and young people play a central role in developing, implementing and evaluating their Creative Cluster project.

The local Education Centre will then inform the identified cluster in their area. Unsuccessful applicants will also be notified.

Which schools are not eligible to apply to lead or participate in a Creative Cluster?

The following schools may not apply to lead or participate in a Creative Cluster:

 Schools not in receipt of capitation grants from the Department of Education and Skills/Education and Training Boards and are not in the freeeducation scheme;

 Schools that are already leading or participating in a Creative Cluster in the 2020/21 school year;

 Schools that are selected to begin participating in the Creative Schools initiative1 from September 2020;

 Schools who are electing to continue into the second year of Creative Schools (i.e. those who started in September 2019);

 Schools selected to participate in other Schools Excellence Fund initiatives (DEIS, Digital or STEM). The following schools may apply to lead or participate in a Creative Cluster:

 Schools that have never participated in Creative Schools or Creative Clusters, or are not participating in any other Schools Excellence Fund Initiatives.

 Schools who will have completed their second year of Creative Schools by end of the 2019/20 school year;

 Schools who are completing their second year in the Creative Clusters initiative in the 2019/20 school year, provided that they are applying as part of a cluster of schools who have not yet participated in the initiative. In this instance, it is encouraged that this school applies to lead the new cluster. 1The Creative Schools initiative is an initiative led by the Arts Council that supports individual schools to develop and begin to implement their own Creative Schools plan.

What support is provided to the Creative Clusters?

Selected clusters can expect support to include the following:

 An initial one day training event for Creative Cluster Coordinators and at least one representative from each of the schools in the cluster. This will provide an opportunity for schools in the individual Creative Clusters to work together to develop and progress the focus for their cluster work

 A specially trained Creative Cluster Facilitator who will support the cluster for up to three local creative cluster meetings over the 2020-21 school year. The Creative Cluster Facilitator will work with the Cluster to develop, implement and evaluate an arts and creative learning project which helps participating schools to address a common school issue or development need. The Cluster will have flexibility in how they wish to schedule these meeting times and days, in consultation with their local Education Centre. Further support from facilitators may be provided in the 2021-2022 school year.

 Paid substitution will be provided for the Regional Cluster Training event and two/three local cluster meetings per school year.

 Networking opportunities with other schools including other Creative Clusters and schools participating in other Creative Youth initiatives to share learning.

What funding is available to each Creative Cluster?

Funding has been set aside for the following:

 Each Creative Cluster will receive funding of €3,000 per school in each cluster over a two year period to implement their project in the 2020–2022 school years (e.g. a cluster of 3 schools would get €9,000 over two years while a cluster of 5 schools would receive €15,000 over two years).

Schools in a cluster are expected to collaborate on how this funding is allocated and spent to support the implement of their project.

Clusters will receive 50% of the total funding in Year 1, with the second 50% being provided in Year 2.

Do clusters have to have a project idea?

This is not a requirement. Those clusters that are selected to take part will begin their journey as a Creative Cluster by participating in a Regional Cluster Training day. On this day the schools in each cluster will spend time working together to identify a focus for their project work as a Creative Cluster. Assessment and Selection Creative Cluster applications will be assessed by the Local Education Centre.

Applications will be assessed and scored against the criteria below.

1. The rationale for the application This includes the extent to which the school(s) involved have identified a clear rationale for applying to be a Creative Cluster and their initial ideas of common issues or learning challenges they could address

2. Benefits to teaching and learning This includes how participation will support improvements in teaching and learning, in the development of the arts and creativity and in areas of the curriculum

3. Capacity and commitment of all the schools in the cluster to participate This includes the extent to which the senior leaders in each of the schools are committed to the cluster and to mobilising their school community to engage and how schools in the cluster, who are at different stages of their journey in using the arts and creativity in the classroom, see themselves supporting each other

4. Children and Young Peoples Voice This includes the extent to which the application demonstrates a clear plan for ensuring children and young people play a central role in developing, implementing and evaluating their Creative Cluster project.

Creative Clusters Timeline Closing date for applications 15 May 2020 Announcement of Creative Clusters May 2020 Regional Training for Creative Cluster Late September 2020

Detailed project planning and implementation work begins October 2020

Initiative completion and review May 2022 

Owing to the current Covid-19 crisis, the deadline for Creative Clusters applications has now been extended to the 26th of June 2020 . Applications should be submitted to This email address is being protected from spambots. You need JavaScript enabled to view it.Click here to Apply

 

Please see examples of the wonderful work been done in our local schools on the Arts in Education Portal to access website click here  http://artsineducation.ie/en/organisations/wexford-education-centre/

creative clusters

 

CSL Leadership Clusters

 

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‘’Excellence through Collaborative Leadership and Management’’

Description of Scheme 

Introduction

It is a stated objective of the Action Plan for Education 2018 to make the Irish Education and Training service the best in Europe by 2026. Key objectives for 2018 are to build leadership capacity and to expand and develop initiatives to promote innovation and excellence in schools. It is acknowledged that the changing educational landscape presents significant challenges for leadership and management teams in primary and post primary schools. The introduction of new policies in areas such as Digital Learning, STEM, the expansion of policy in Literacy and Numeracy, the embedding of SSE and DEIS demands more innovative and responsive approaches to educational leadership and management at school level. The essential purpose of educational leadership and management is to promote learning by students and teachers alike. In order to do this effectively, schools need to be professional learning organisations, skilled in leading and managing change.

Through the effective work of CSL, JCT and PDST, aspiring and serving leaders are well supported in their professional development along the continuum of their careers. The setting out of a leadership and management framework in schools as provided for in Circular 63/17 and 03/18 as well as the publication of Looking at our School 2016, provide a structure and impetus for schools to respond to their individual needs in a strategic and creative manner.  

In keeping with the Department’s vision of encouraging innovation and promoting excellence in leadership, the Department is now inviting schools to participate in a pilot scheme designed to support projects that involve innovative approaches to school leadership and management. The pilot scheme is designed to facilitate schools in harnessing and optimising internal leadership, management capacity and collaboration at all levels, in order to:

  • Improve learning experiences and outcomes for students and pupils
  • Strengthen school planning
  • Strengthen the impact of effective leadership on teaching and assessment practices
  • Build leadership capacity of teams in schools
  • Enable schools to engage with the school community through exchanging ideas, sharing experiences and innovative practice, and fostering external partnerships

The scheme will comprise a national programme of projects operating at a local level. Each project will explore approaches to school leadership and management which involve and empower all school leadership teams in participating schools. Therefore schools will be invited to engage in innovative clusters with a shared vision for school improvement. For the purposes of this proposal, a cluster is defined as a collection of between three and six schools which will collaborate in the design, delivery, evaluation and dissemination of the outcomes of these innovative projects. 

The scheme will initially be introduced on a pilot basis. The pilot, including the application phase, will take place from November/December 2018 with a view to planning and implementation of the projects from February 2019. The pilot phase will run until June 2020. 

The pilot scheme will be subject to an external evaluation, which will require the active participation of all cluster members. The evaluation will run for the project duration, with a report expected to issue by July 2020.

What is a cluster?

A cluster will typically consist of between three and six schools collaborating on the design, implementation and dissemination of an innovative project under the scheme. Support for the clusters will be coordinated locally through the Education Centre network.

Clusters can consist of primary schools only, post-primary schools only, or, a combination of primary post primary schools. In selecting the projects/clusters to participate in the scheme, the Department will seek to have all three configurations represented in the pilot. Furthermore, priority will be given to applicant clusters containing at least one DEIS school.

Clusters should nominate a lead school. The lead school will provide a “cluster coordinator”; who will be responsible for managing the day-to-day operation of the project and will act as a single point of contact for the Education Centre.

Schools/clusters can be drawn from existing networks or result from the creation of new ones. The operation of the cluster may be enhanced by collaboration with a third level institution and/or industry. It is envisaged that these links will be facilitated through the Education Centre network. 

What is a project?

The Department is keen to learn from the project. To that end, participating schools will be expected to report regularly to the Department on progress made using a self-evaluation process. The Department expects to be informed by the innovative approaches, clusters adopt to demonstrate some or all of the following:

  • Collaboration within and between schools focusing on the enhancement of distributed leadership in the participating schools
  • The impact of effective leadership on teaching, learning and assessment in the participating schools
  • The involvement of learners in participating schools and evidence of the impact their participation has on their learning – specifically how the learner experience changes as a result of their school’s participation in the project
  • Effective collaboration among participating schools
  • Defined outcomes
  • How the outcomes of the projects can be applied to the wider system

Project topics can address, but are not limited to, the following:

  • Effective leadership and management of curricular change (e.g. Politics and Society, the Primary Languages Curriculum, Junior Cycle Framework, Senior Cycle review etc.) in ensuring better outcomes for learners
  • Effective leadership and management to enable key policy initiatives to have an impact on learning in schools (e.g. Looking at Our Schools 2016, the Wellbeing Policy Statement and Framework for Practice 2018-2023, School Self Evaluation, Literacy and Numeracy, STEM, The Digital Strategy for Schools 2015-2020, DEIS etc.)  

In order to enhance project planning and implementation it is envisaged that the projects may involve:

  • Collaboration between schools and the third-level sector
  • Collaboration between schools and industry/business
  • Engagement within the school community and between school communities

Ideally the approach adopted will involve clustered schools collaboratively identifying and agreeing issues to be addressed and worked on together through the lifetime of the project to develop and implementing solutions.

Application Process  

Schools should form clusters (from previous or existing clustering arrangements or by forming new ones) with indicative Project Outlines developed. 

Prior to the application closing date, information seminars will be held in Education Centres to assist with any queries schools might have on the scheme.

Cluster applications:

Schools should come together to work on an agreed project. A lead school should be nominated, a co-ordinator, and representatives from member schools identified. One application per cluster should be completed by the lead/cluster co-ordinating school and agreed by all schools participating in the cluster. 

The cluster should provide a Project Outline and Plan through the online application form:

The Project Outline and Plan, should include:

  • A short summary of the project
  • The reasons for undertaking the  project
  • The intended impact of the project on the leadership of teaching, learning and assessment, particularly as it relates to learner experiences and outcomes
  • Project methodology (how the cluster envisages project implementation)
  • A proposed project schedule. This should include planned progress and deliverables  in each year, with milestone dates, outcomes and details of ongoing monitoring
  • A project communications plan –  to detail how the collaboration will be facilitated and managed (via an Education Centre for example)
  • Roles and responsibilities of each member school
  • Defined outcomes, to include how those outcomes will be communicated and disseminated (e.g. good practice videos, resources made available online, professional networks, etc.)
  • A proposed evaluation and assessment model for the project, during (monitoring) and on completion
  • Likely relevance and application for wider system
  • Any other relevant information, including any existing links with a third level institution, local education centre, local industry, previous/existing projects etc.



Selection Process

For this scheme, the Department is seeking a purposive sample of schools. The primary aim of the scheme is to demonstrate the innovative use of effective management in teaching, learning and assessment, collaborative practice and the impact on learner experience.

In selecting the clusters, the Department would aim to have the following represented;

  • Primary, Post-Primary and cross- sectoral configurations
  • Effective leadership and management of curricular change (e.g. Politics and Society, the Primary Languages Curriculum, Junior Cycle Framework, Senior Cycle review etc.) in ensuring better outcomes for learners
  • Effective leadership and management to enable key policy initiatives to have an impact on learning in schools (e.g. Looking at Our Schools 2016, Wellbeing Policy Statement and Framework for Practice 2018-2023, School Self Evaluation, Literacy and Numeracy, STEM, The Digital Strategy for Schools 2015-2020, DEIS etc.)  

Note: It is intended to prioritise applications from clusters which include at least one DEIS school.

Supports provided for the clusters

Selected clusters can expect supports to include the following:

  • Opening Seminar/training event, to include inputs on project management and facilitated collaborative planning
  • Ongoing access to a project facilitator appointed by CSL
  • Access to DES support services to support the particular needs of the cluster
  • Third level and Industry/business support facilitated by the local Education Centre

Education Centres will also host cluster meetings, if required and will facilitate regional dissemination events to showcase the learning from the pilot towards the end of the pilot phase.

Schools should also consult the Looking at our Schools 2016 and Circulars 63/2017 and 03/2018.  Schools should pay due cognisance to the schools own self evaluation process in formulating their project plan.

Time

  • The expectation is that the cluster co-ordinator will require one hour per week to administer the project, amounting to some 10 days/60 hours over the projects duration –the specific allocation of time will depend on the cluster requirements
  • Primary teaching principals, acting as cluster coordinators, will be allocated one day per month;
  • Cluster meetings will take place outside of school time
  • It is expected that the opening seminar/training event will take place on a Saturday in early 2019

 Looking at our Schools: https://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/Looking-at-Our-School-2016-A-Quality-Framework-for-Post-Primary-schools.pdf

Circular 63/17: https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0063_2017.pdf

Circular 03/18: https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0003_2018.pdf

Click here to Apply

CSL Leadership Cluster Schools involved this year

Other Participating Schools : Colaiste Eoin , Hacketstown , Co Carlow & Tyndall College Carlow 
 
Group 2 
Other Participating Schools : Davidstown Primary School,Kiltealy N.S , Colaiste Brid , Ennoscorthy , Co Wexford & Good Counsel College , New Ross , Co Wexford .

Spring Regional Events 2020

Collaboration Presentation

Communication Presentation

Distributing Leadership Presentation

Inspectors Presentation

Managing Projects Presentation

Gallery 2019 

County Wexford Education Centre

Location. Suíomh

Milehouse Road, Enniscorthy, Co. Wexford

EIRCODE: Y21 T271

Transportation

Local Buses and ample carparking available

Contact us. Dean Teagmháil

Tel: (053) 92 39100
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

 

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