Continuing Professional Development. Summer Courses for Teachers. Providers' Booklet

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1 Continuing Professional Development Summer Courses for Teachers 2015 Providers' Booklet English and Irish electronic versions of this document are available on: umcondr a.ie All enquiries should be directed to: Summer Course Administr ator Dr umcondra Education Centr e Dr umcondr a Dublin 9 Tel: (01) Fax: (01) P age

2 TABLE OF CONTENTS General Guidelines for Summer Course Providers/Organisers... Page 2 Criteria for the Approval of Face-to-Face Summer Course.. Page 5 Criteria for the Approval of Online and/or Blended Summer Courses. Page 7 Appendix 1: Summer Course Categories... Page 13 Appendix 2: Suggested Literacy/Numeracy Themes (English or Irish).. Page 15 Appendix 3: Application Form: Face-to-Face Summer Courses...Page 18 Appendix 3a: Evaluation Form(s): Face-to-Face Summer Courses...Page 24 Appendix 4: Application Form(s): Online Summer Courses...Page 26 Appendix 4a: Evaluation Form(s): Online Evaluation/Learning Record...Page 34 Appendix 5: Application Form(s): Blended Learning Courses...Page 36 Appendix 5a: Evaluation Form(s): Face-to-Face Element...Page 45 Appendix 5b: Evaluation Form(s): Online Element...Page 47 Appendix 6: Multiple Venue Form...Page 49 3 P age

3 GENERAL GUIDELINES FOR SUMMER COURSE PROVIDERS DIRECTORS PLEASE NOTE: The criteria for online courses are being reviewed and new requirements will be introduced in The administration of the Summer Course Programme 2015 will be carried out by Drumcondra Education Centre, Drumcondra, Dublin 9 1. Prior DES approval is required for all Summer Courses. 2. The principal objective of face - to-face, online and blended learning summer courses is the advancement of teachers pedagogical, teaching and learning and/or management skills, in the context of the primary and/or post-primary school. 3. It is necessary to read the relevant criteria for the approval of summer courses carefully prior to completing the application form(s). It should be noted that canvassing will disqualify an application. 4. Your attention is drawn to the Course Categories for the Summer Course Programme in 2015 (Appendix 1). 5. The publication of Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People in 2011 and the more recent School Self-Evaluation: Guidelines for Primary Schools (2012) and School Self - Evaluation: Guidelines for Post-Primary Schools (2012) highlight the need to target literacy, numeracy and school self-evaluation. The following areas/themes are national priorities for the Summer Course Programme in 2015: Literacy (English or Irish) Numeracy SPHE related themes e.g. bullying and emotional health and well-being Information and Communication Technologies (ICT) to support teaching and learning School self-evaluation and school improvement. A suggested range of possible themes is attached in Appendix 2 to guide your planning. 6. Content must include how the course will focus on school self-evaluation and/or school improvement. 7. If your organisation proposes to offer a summer course or courses for teachers, you are requested to make the necessary preparations and to complete the appropriate application form, which can be accessed at 8. All application forms must be fully completed in typed format, signed and submitted in hard copy to: SUMMER COURSE ADMINISTRATOR, DRUMCONDRA EDUCATION CENTRE, DRUMCONDRA, DUBLIN 9, no later than 4.00 p.m. Tuesday, March 3 rd, To guarantee on time delivery, registered post is recommended. 2 P age

4 9. Handwritten, unsigned, incomplete or late applications will not be considered. Please note : Fax or online copies of application forms will not be accepted. 10. One application form should be completed in respect of identical summer courses. The dates of the course(s), the location(s) of the course(s) and the facilitators/tutors delivering the course(s) should be clearly indicated on the application form. Approval is given for up to 25 participant s maximum per course application. Each course must have its own unique course number. One roll book with course details printed on front label, is issued for each course number. Course providers /directors should not oversubscribe their courses. Photocopied, handwritten or scanned roll books will not be accepted. No blank roll books will be issued. 11. Please note that a separate application form is required for summer courses which will be delivered online. 12. The summer course organiser/director is responsible for ensuring punctuality and for recording attendance and all absences accurately. It is advised that the summer course organiser/director should sit in on presentations for a period of time, particularly new courses, to ensure that courses delivered are of appropriate quality. 13. Summer course providers/directors are requested to ensure that the summer course title selected is kept to a maximum of 70 characters this is to facilitate the requirements of the database in printing Certificates of Attendance. 14. Details of all approved summer courses for summer 2015 will be published in Continuing Professional Development Summer Courses for Teachers This online booklet can be accessed from May 2015 at 15. Course provider/director should ensure that full particulars of approved summer courses are made available to teachers in good time. 16. A minimum of 2 weeks advance notice of all cancelled summer courses must be communicated by course providers to 17. Summer course providers/directors should have sufficient staff available to ensure that if any unforeseen circumstances arise, a replacement presenter/tutor is available to allow the summer course continue as advertised. It is the responsibility of the summer course provider/director to notify the Drumcondra Education Centre of a replacement course presenter/tutor. 18. Each course provider/director should have a dedicated contact person available to deal with issues pertaining to course cancellation/change of venue/timetable/facilitators/roll books/ evaluations/certificates, both when the courses are being run and also during the process of finalising reports for the DES. Details of alternative contact person should be provided on course application form. 19. All summer course providers/directors must provide a copy of an attendance certificate to all teachers who successfully complete an approved summer course. Course providers/directors should have a copy of Adobe Reader for printing off course certificates. Certificates must be signed either by the course tutor(s) course provider/director and the course participant on the last day of the course confirming each participant's attendance and successful completion of the summer course. Copies of summer course certificates for each participant will be available for course providers/directors to download using a password from Drumcondra Education Centre website 3 P age

5 20. All summer courses must be evaluated by course participants. A copy of the summer course participant's evaluation form is available on Drumcondra Education Centre website. It is the responsibility of the summer course presenter/tutor to ensure that the evaluation forms are given to each participant on the completion of the course. These evaluation forms must be summarised on the tutor's summary evaluation form which is attached to the roll book. The statistical Information must also be transferred to Drumcondra Education Centre's Interactive Tutor Summary Evaluation Form available on the Education Centre's website Please ensure that statistical information on front of roll book (i.e. course number and number of teacher responses) returned to Drumcondra Education Centre), is accurate. 21. The completed summer course roll book together with the tutor's summary evaluation form should be returned immediately by the course provider/director to Drumcondra Education Centre at the end of the summer course, and no later than 4 th September All summer course participant evaluation forms must be retained by the course provider/director for a period of one year for the purpose of a DES review. Approved face-to-face, online, or blended summer courses may be monitored by the Inspectorate of the Department of Education and Skills. Where courses are monitored, a summary Inspectorate report will be provided to the course provider/director. In addition, a random sample of course participants may be asked to take part in a post- course evaluation. 24. In line with European and Irish Law, it is expected that recognition be given to the principles of equality when planning and delivering summer courses. N.B. FAILURE TO COMPLY WITH THE ABOVE COURSE RE QUIREMENTS MAY MILITATE AGAINST THE APPROVAL OF SUMMER COURSES IN SUBSEQUENT YEARS. ANY QUERIES ON THE ABOVE SHOULD BE DIRECTED TO: DRUMCONDRA EDUCATION CENTRE Tel: P age

6 CRITERIA FOR THE APPROVAL OF FACE-TO-FACE AND BLENDED SUMMER COURSES IN 2015 Courses for which DES approval is sought must comply with each of the following criteria. 1. SUMMER COURSE CONTENT - THEMATIC FOCUS IN 2014 a) Face-to-face summer courses organised in curricular areas must reflect clearly the content, methodologies and assessment practices promoted by the Primary School Curriculum (1999) or the curriculum for post -primary schools, as appropriate. b) Face-to-face summer courses organised on a school management/leadership/school -related theme must clearly outline the course objectives, content and relevance to the work of the school and expected outcomes of the core aspects of the summer course. c) Summer courses should include appropriate approaches and strategies to support school self - evaluation/ school improvement and enable teachers in the use of Information and Communication Technologies (ICTs) to effectively mediate teaching and learning in the classroom. d) Summer course applications will be assessed by reference to the following criteria: i) Relevance to improving the quality of teaching and learning in the relevant theme ii) Application to the successful creation of learning experiences in accordance with the curriculum and relevant DES and NCCA publications. iii) Potential for improving teachers understanding of school processes including self-evaluation, planning, methodologies, assessment, content and delivery of the curriculum. 2. SUMMER COURSE DURATION / TIMETABLING a) Summer courses may not commence earlier than Wednesday, 1st July 2015 and must end by Friday 21 st August, The course must run on five consecutive days excluding Saturday & Sunday. b) A summer course must involve a minimum of four hours per day, two hours in the morning and two hours in the afternoon. The day must include a break of at least 30 minutes. Ideally this should be taken 2 hours (but no later than 3 hours) after the day begins. c) Coffee/tea breaks should be shown clearly on the timetable. Such breaks, and registration time, cannot be included as part of the required course hours. d) A detailed daily timetable must be included with each summer course application form. Once approved by DES, neither this timetable nor the course content can be altered without Department approval. If any changes are made to the timetable, the revised timetable should be forwarded to Drumcondra Education Centre without delay. 3. SUMMER COURSE QUALITY a) The summer course organiser/director is responsible for ensuring quality of course content, methodologies and presentation. b) The ratio of participants to tutor on face-to-face summer courses must not exceed 25:1. c) Summer courses should not run unless at least 10 participants are enrolled. 5 P age

7 d) Summer course facilitators/tutors must demonstrate a clear understanding of the teaching and learning implementation requirements of the prescribed curriculum. e) All summer courses must be evaluated by course participants. It is the responsibility of the summer course tutor/facilitator to ensure the evaluation forms are given to each participant on completion of the summer course. 4. SUMMER COURSE ORGANISATION a) The summer course provider/director is responsible for ensuring punctuality, for recording attendance and all absences accurately during each morning and afternoon session of the course, and for recording participant evaluations. It is advised that the summer course organiser/director should sit in on presentations for a period of time, particularly new courses, to ensure that courses delivered are of appropriate quality. b) All summer course providers/directors must provide a copy of an attendance certificate to all teachers who successfully complete an approved summer course. 5. SCHOOL SELF-EVALUATION AND SCHOOL IMPROVEMENT SUMMER COURSES The criteria under which school self-evaluation and school improvement summer courses will be approved are as follows: i) A summer course organiser /course director must be named. ii) School self-evaluation/school improvement courses must be in accordance with the themes identified in the Summer Course Categories, as outlined in Appendix 1. iii) Normally, more than one school should be involved to ensure a cros-s fertilisation of ideas and experiences. iv) Where the clustering of small schools is involved, a minimum of at least 10 participants is required for school self-evaluation courses. In such cases, a minimum of 75% of staff from each participating school should be involved. v) School self-evaluation/school improvement courses may not be organised for the purpose of preparing teaching resources or schemes of work for the following school year. N.B Failure to comply with any or all of the above requirements may result In the non-approval of the summer courses UNSIGNED, INCOMPLETE OR LATE APPLICATIONS WILL NOT BE CONSIDERED 6 P age

8 CRITERIA FOR THE APPROVAL OF ONLINE AND/OR BLENDED LEARNING SUMMER COURSES 2015 Courses for which DES approval is sought must comply with each of the following criteria. PREFACE TO CRITERIA High-quality, well-structured online and/or blended learning professional development summer courses have the potential to enable participants to take more responsibility for their own learning. High standards need to be set by course providers to ensure high quality in provision and to optimise peer-to-peer and peer -to-tutor interactions. The most effective on-line summer courses exploit the available resources on the web and use a variety of ICT approaches. The criteria for the 2015 online summer courses, as outlined below, will focus on the teacher: 1) achieving optimum engagement with the subject matter 2) accessing practical ideas for the classroom 3) engaging with further research 4) availing of opportunities for reflection and self-analysis 5) interacting with a learning community 6) Submitting an assignment for assessment and feedback. The summer course criteria reflect some of the basic tenets of online learning, which should provide: i) Flexibility on when and where to learn ii) Self-paced learning iii) Access to and engagement with the vast resources that the internet can offer. iv) Learning outcomes Summer course providers/directors and summer course tutors/facilitators must ensure that each course participant engages to the required level by formalising the Learner Contract, providing personal accountability, and through active facilitation and approval of written work by course tutor(s)/facilitator(s). Active facilitation by the tutor(s)/facilitator(s) throughout the duration of the online summer course will provide expert interaction, guidance and feedback for course participants. The provision of the CPD record at the end of the summer course will encourage teachers to contribute high quality work, as it provides a lasting record of the work completed. 1. SUMMER COURSE CONTENT - THEMATIC FOCUS IN 2015 a) Online summer courses must have clearly stated objectives and learning outcomes for participants. Course objectives need to be linked to the assessment of skills developed during the course e.g. in an ICT online course, participants should not only be requested to describe how to make a PowerPoint or podcast, but should also be required to create a PowerPoint or podcast. b) Online summer courses organised in curricular areas (Category A or Category B ) must provide sufficient content detail and reflect clearly the content, methodologies and assessment practices promoted by the Primary School Curriculum (1999) or the curriculum for post -primary schools, as appropriate. 7 P age

9 c) Online summer courses organised on a school management/leadership/school-related theme must clearly outline the course objectives, content and relevance to the work of the school and expected learning outcomes of the core aspects of the summer course. d) The summer course content will provide non-assessed online -based interactive activities, aiming to encourage both engagement with the course material and further research into the subject, using internet-based resources. Summer courses will provide practical examples wherever possible of how the learning can be applied in the classroom (e.g. lesson plans etc). e) Online course applications will be assessed by reference to the following criteria: i) Relevance to improving the quality of teaching and learning in the particular theme (Category A or Category B). ii) ) Application to the successful creation of learning experiences in accordance with the Primary School Curriculum and/or the curriculum for post-primary schools and relevant DES and NCCA publications. iii) Potential for improving teachers' understanding of school processes including self-evaluation, planning, methodologies, assessment, content and delivery of the curriculum. 2. SUMMER COURSE DURATION Participants will be encouraged to engage meaningfully with course content for at least 20 hours. Whilst engagement with the course content will be primarily judged on the quality of their contributions, a log of their time spent working on the course will be kept. 3. SUMMER COURSE QUALITY AND ORGANISATION a) An ONLINE SUMMER COURSE must be divided into five lessons or modules. The sessions/sections of each lesson/module should be equivalent to a total of four hours online, combining online discussion and exchange of views and ideas with other participants and the completion of written assignments. Note: Written assignments in this context refer to postings to an interactive forum and the completion of multiple choice questions at the end of each module together with the completion of a reflective learning log at the end of the course. BLENDED LEARNING SUMMER COURSE A summer course may be organised using a blended learning approach to continuing professional development. A blended approach combines face-to-face classroom methods with computer-mediated activities to form an integrated instructional approach. The face-to-face element of the blended learning summer course must meet the criteria for face-to-face summer courses. b) The summer course must provide opportunities for participants to interact with one another and with the course material. Such opportunities should consist of presenting challenging assignments or posing probing questions which call for critical reflection, self-analysis and a reasoned response. c) The online course facilitator/tutor must identify himself/herself to the group and be available to respond to queries, provide feedback and stimulate discussion. d) Course providers may timetable the availability of the facilitator/tutor for a session for a period of time on a particular date e.g. to discuss a specific element of the course to enable course participants with an interest in the particular area to log on. Alternatively, course participants should be able to contact the course facilitator/tutor by to discuss any issues that arise from the course content. 8 P age

10 e) The dialogue of chat rooms may be available to all course participants, where relevant. f) It is the overall responsibility of the course facilitator and course provider/organiser to ensure that all participants submit assigned course work and show evidence of participation for a minimum of 20 hours. Failure to comply with this requirement may result in the non-approval of the course in subsequent years. g) The online course must be completed by each participant by Friday, August 21 st, h) Certificates of Completion should not be accessible to participants on the log site until all modules (20 hours) are successfully completed, including written assignments, and until all documents and reflective exercises are submitted including the course evaluation form. Each certificate should be signed by the course provider/director and/or tutor after August 2015 to confirm successful completion of the course. i) Summer online course providers must ensure that all summer course participants receive their Certificate of Attendance within two weeks of the summer course closure. 4. FORMALISING THE LEARNER AND PERSONAL ACCOUNTABILITY a) The course provider/director must ensure that each online summer course participant is presented with a clear outline of the online summer course requirements with regard to participation, monitoring and evaluation, which are necessary in order to successfully complete an online summer course. b) Maximum ratio for online summer courses is 30 participants: 1 tutor/facilitator. Course providers/ directors should ensure that courses are not oversubscribed. Ratio will be strictly adhered to. c) Before embarking on the online summer course, course providers/organisers must ensure that the summer course participants indicate that they have read and understood the following: i) the purpose of taking the online summer course ii) the stipulated requirements for successful completion of the online summer course iii) that plagiarism will not be tolerated. iv) that the summer course facilitator will review all submissions to ensure that course participants display engagement and understanding of the summer course content. Participants will be asked to review course content and resubmit their work if they do not meet the quality or time requirements. d) All participants must register for the summer course using their full name in order to ensure that they are responsible for the quality of their own contributions. The name should be the one they use in their professional life. All of the asynchronous discussion entries must display the full name of the participant. e) On completion of the summer course, the participant signs off on their own CPD record. This sign-off will confirm that the summer course participant agrees with the time record. The participant's signature will verify that the work submitted is his/her own best effort. This record will show: i) the participant's summer course log on time record. Course providers can also give participants the opportunity to input the amount of time they spent working offline (this is to accommodate those with poor internet connections who have to do most of their work offline). ii) exercise/task content and the full text of contributions completed iii) evidence of approval by the course facilitator. f) Summer course participants' work will be reviewed and approved by the facilitator/tutor and will be returned to each course participant as part of their individual CPD record for filing purposes. 9 P age

11 PLEASE NOTE: The criteria for online courses are being reviewed and new requirements will be introduced in SUMMER COURSE INTERACTIVE AND REFLECTIVE ASSIGNMENTS Participants will complete two types of exercise during the online or blended summer course: 1) An interactive exercise at the end of each session/module, which should demonstrate i) the type and degree of interaction - learner to content interaction (e.g. use of text pages, video, audio, multimedia, graphics etc) - learner to instructor interaction - learner to learner interaction ii) that each session/module includes a posting to an asynchronous discussion environment (forum) in response to a question posed by the course facilitator/tutor to stimulate critical thinking among the participants. The facilitator/course tutor, though not required to reply to every single posting, will take an active part in this discussion. iii) efforts made by the facilitator/course tutor to encourage active discussions among course participants. The course participants' forum entries will also be part of their CPD record, which may be printed off at the end of the course. Some online summer courses may offer an alternative type of interactive exercise where participants are required to be involved in cooperative learning and group work, and in applying skills in a practical way. These skills will include questioning, observing, predicting, estimating, measuring, and analysing, and require the participant to submit evidence of engagement (e.g. photographs, weather graphs, etc). 2) A reflective exercise at the end of the on line summer course, which provides an opportunity for the summer course participant to analyse: i) their key learning points from the online or blended learning summer course ii) the content of the course in terms of their own experience iii) practical examples of how they will apply what they have learned in their classrooms and schools Some online summer courses create podcasts and/or teaching resources for interactive whiteboards as a final assignment. These activities will count as legitimate exercises instead of posting responses to a discussion forum. Where this facility is made available it should be made very clear to the summer course participants before they undertake the summer course. 6. MONITORING AND ONGOING EVALUATION OF ONLINE SUMMER COURSE a) End of module assignments should be evaluated by summer course tutors /facilitators on the basis of quality of the content and its application to practice. b) An effective system for recording summer course interaction by participants must be provided by the summer course providers/directors. This record will be shown on the continuing professional development (CPD) record available at c) Summer course evaluation will necessitate the tutor/facilitator to read all of the contributions of each course participant, as presented in the CPD record (Interactive Exercises and Reflective Exercises). 10 P age

12 d) If the summer course provider/director of an online course is informed that the summer course is to be evaluated, the course provider/director must provide information to the summer course evaluator on how to access all relevant records of participation, postings, and assignments from participants and/or podcasts/teaching resources created during the summer course. e) All summer course participants should complete an evaluation form on completion of the summer course to be available to the evaluator. f) Following the completion of the online summer course, each summer course provider/director must submit to Drumcondra Education Centre by 4 th September, 2015 the following information for auditing purposes: - A summary evaluation of each summer online course - Overall total number of participants registered - Gender breakdown - Sector - primary / post primary - Language of delivery - Full listing of participant names and Teaching Council numbers - Amount of time spent online by each participant - Amount of time spent offline by each participant - Number and details of participants who did not fulfil the summer course requirements. - Number of summer course participants who have received a Certificate of Attendance - Complete Drumcondra Education Centre's Interactive Online Course Evaluation Summary 7. ONLINE SUMMER COURSE TECHNICAL SUPPORT a) Adequate technical support must be provided by course providers/directors for summer course participants completing an online summer course. b) Access to the summer course content should be available for all participants from Wednesday 1 st July 2015 to Friday 21 st August, TUTOR / FACILITATOR'S ROLE OF SUPPORTING TEACHERS ONLINE OR BLENDED SUMMER COURSE a. The facilitator/tutor will have a special expertise/practical classroom experience in the area in which he/she is tutoring/facilitating. b. Facilitators/tutors will be identified by name. c. Facilitators/tutors will interact at least once with each participant during the course. d. The form of interaction can be in any of the following ways: o A course facilitator/tutor will be directly contactable via or similar method to answer any course related queries raised by the participant. o Facilitators/tutors will guide forum discussions with at least 2 interactions per day per forum. These interactions may take the form of passing on relevant information relevant to the topic under discussion, posing questions to stimulate further debate, encouraging interaction between course participants, providing follow up comments to participants' postings, expressing their own experience where relevant or referring participants to relevant references and course materials, where appropriate. o Facilitators/tutors will contribute general information such as additional resource information, research information etc. to a general course forum at least once per week. o Timely feedback should be provided by course tutors regarding questions, assignments, and other course activities. e. Specific course tutors/facilitators will remain in constant communication with each other, and cross-reference all participants' interactions, queries and postings. f. The facilitator s role includes the evaluation of the quality of course submissions and assignments (see Sections 3, 5 and 6 of this document). 11 P age

13 8. SUMMER COURSE APPLICATION PROCEDURE a) Fully completed and signed application forms, together with a detailed timetable on the proforma Provided, should be forwarded by hard copy only to Drumcondra Education Centre on or before 4.00 p.m. Tuesday 3 rd March b) Handwritten, unsigned, incomplete or late applications will not be considered. c) A separate application form should be completed in respect of each course, except where an identical course is being repeated. If an identical course is being repeated, this needs to be clearly stated. If multiple venues are being used for the exact same course the "Details of Multiple Venues Form" Appendix 6 should be attached to application. 9. SUMMER COURSE CERTIFICATE OF ATTENDANCE All summer course providers/directors must provide a Certificate of Attendance for each summer course participant at the end of the summer course, as evidence of attendance and successful completion of the course. The Certificate of Attendance must be signed either by the course tutor(s) or course provider/ director and the course participant. Each course provider/director should have Adobe Reader for printing off Course Certificates. Copies of individual summer course certificates for each participant will be available for course providers to download from Drumcondra Education Centre website N.B Failure to comply with any or all of the above requirements may result In the non-approval of the summer courses UNSIGNED, INCOMPLETE OR LATE APPLICATIONS WILL NOT BE CONSIDERED 12 P age

14 APPENDIX 1: SUMMER COURSE CATEGORIES NB: Summer course providers are requested to give a high priority to the provision of Literacy (English or Irish) and Numeracy Summer Courses (Category A) in CATEGORY A: LITERACY (ENGLISH OR IRISH) AND NUMERACY THEMES WITH A FOCUS ON SCHOOL SELF-EVALUATION AND SCHOOL IMPROVEMENT CODE LE LICT LA LECE LLS LSE LEAL LSSE LP GaLG GaTFCG GaM GaLOL GaLOS GaLFS GaT GaU GaUT GaUM GaULO GaUOS GaUFS NM NICT NA NECE NLS NSSESI LNICT CATEGORY Literacy - English Literacy (English) Literacy and ICT Literacy - Assessment Literacy - Early Childhood Education Literacy and Learning Support Literacy and Special Education Literacy - English as an Additional Language Literacy - School Self-Evaluation and School Improvement Literacy - Cooperating and Collaborating with Parents Litearthacht (Gaeilge) agus Uimhearthacht Litearthacht Litearthacht - An Teicneolaíocht agus Sealbhú na Gaeilge Litearthacht - Measúnú na Gaeilge Litearthacht - Oideachas na Luath-Óige Litearthacht - Tacaíocht Foghlama & Oideachas Speisialta Litearthacht - Féinmheastóireacht Scoile agus Feabhsúchán Scoile Litearthacht - Comhoibriú agus Comhairlíocht le Tuismitheoirí Uimhearthacht - Matamaitic Uimhearthacht agus An Teicneolaíocht Uimhearthacht agus Measúnú Uimhearthacht - Oideachas agus na Luath-Óige Uimhearthacht - Tacaíocht Foghlama & Oideachas Speisialta Uimhearthacht - Féinmheastóireacht Scoile agus Feabhsúchán Scoile Numeracy Numeracy (Mathematics) Numeracy and ICT Numeracy - Assessment Numeracy - Early Childhood Education Numeracy/Mathematics - Learning Support and Special Education Numeracy - School Self-Evaluation and School Improvement Other ICT and Assessment of Literacy and Numeracy 13 P age

15 CATEGORY B: OTHER CURRICULAR THEMES / SUBJECTS & SCHOOL MANAGEMENT / LEADERSHIP THEMES CODE SESEH SESEG SESES AEVA AEM AED PE SPHE ICTC AC RE GaOSIES GaOSIET GaOSIEE GaOEC GaOED GaOEA GaCO GaOSPSG GaTFC GaMC IE MSP TRP SSESIC SSESIMA SSESISE SSESIB SSESIP MTPP MTECP CL DTL CM IMT CATEGORY Other Curricular Themes Social, Environmental & Scientific Education (History) Social, Environmental & Scientific Education (Geography) Social, Environmental & Scientific Education (Science) Arts Education (Visual Arts) Arts Education (Music) Arts Education (Drama) Physical Education Social, Personal & Health Education (bullying, emotional health and well-being) ICT to support Teaching and Learning in other curricular areas Assessment of Teaching and Learning across the Curriculum Religious Education Téamaí Curaclaim eile trí Ghaeilge Oideachas Sóisialta, Imshaoil agus Eolaíochta - Stair Oideachas Sóisialta, Imshaoil agus Eolaíochta Tíreolaíocht Oideachas Sóisialta, Imshaoil agus Eolaíochta - Eolaíocht Oideachas Ealaíon - Ceol Oideachas Ealaíon - Drámaíocht Oideachas Ealaíon - Amharcealaíona Corp Oideachas Oideachas Sóisialta Pearsanta agus Sláinte (Bulaíocht, Teagasc Credimh, Cothú na Meabhairshláinte & na Folláine) TFC chun Tacú le Teagasc agus le Foghlaim Measúnú an Teagaisc agus na Foghlama trasna an Churaclaim School Management / Leadership and Whole-School Themes Inclusive Education (special education, religious education, multiculturalism and diversity, disadvantage, relevant legislation etc) Managing School-Related Issues & the Principal Teacher The Teacher as Reflective Practitioner and Researcher in the Classroom School Self-Evaluation and School Improvement - Curriculum: Approaches and Methodologies School Self-Evaluation and School Improvement -Multi-Grade/Mixed-Ability Teaching School Self-Evaluation and School Improvement -Special Education School Self-Evaluation and School Improvement - Promoting Positive Behaviour in the School School Self-Evaluation and School Improvement - Parental Involvement Managing Transition from Primary to Post Primary Managing Transition from Early Childhood to Primary Cooperative Learning Differentiation of Teaching and Learning Classroom Management Initial Mentor Training *In line with European and Irish Law, it is expected recognition be given to the principles of equality when planning and delivering courses. 14 P age

16 APPENDIX 2: Summer Course Programme 2015 References and suggested Literacy (English or Irish) or Numeracy themes with a focus on School Self- Evaluation and School Improvement. Please note that this suggested list is not exhaustive USEFUL REFERENCES Aistear: The Early Childhood Curriculum Framework (2009): NCCA. An Ghaeilge sa Bhunscoil (2008): ROE. A Framework for Junior Cycle (2012): DES / Creat don tsraith Shóisearach (2012): ROS Assessment in the Primary School Curriculum: Guidelines for Schools (2007): NCCA / Measúnú: Treoirlínte do Scoileanna (2007): CNCM. Delivering Quality of Opportunity in Schools (DEIS) (2005): DES. English as an Additional Language in Primary Schools: Draft Guidelines for Teachers (2005): NCCA. Exceptionally Able Students: Draft Guidelines for Teachers (2007): NCCA. Guidelines for Teachers with General Learning Disabilities (2008): NCCA. ICT Framework: A Structured Approach to ICT in Curriculum and Assessment (2007): NCCA. Incidental Inspection Findings 2010: Inspectorate Evaluation Studies: DES. Inclusion Framework for Inclusion of Students with Special Educational Needs (2011): NCSE. Inclusion of Students with Special Educational Needs: Post-Primary Guidelines (2007): DES. Intercultural Education in the Primary School: Guidelines for Schools (2005): NCCA. Leading and Supporting Change in Schools: A Discussion Paper (June, 2009): NCCA. Learning Support Guidelines (2000): DES. Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People : : DES Litearthacht agus Uimhearthacht don Fhoghlaim agus don Saol -An Straitéis Náisiúnta chun an Litearthacht agus an Uimhearthacht a Fheabhsú i measc Leanaí agus Daoine Óga (2011): ROS Looking At Our School (2003): DES / Ag Breathnú ar an Scoil Againne (2003): ROS. Mathematics Bridging Framework (NCCA): www,action.ncca.ie/en/mathematics-bridging-framework Planning and Implementing e-learning in your School: Handbook for Principals and ICT Coordinating Teachers (2009): NCTE. Primary School Curriculum (1999): NCCA / Curaclam na Bunscoile (1999): CNCM. School Self-Evaluation: Guidelines for Primary Schools (2012): Inspectorate/ Féinmheastóireacht Scoile: Treoirlínte do Bhunscoileanna (2012): An Chigireacht School Self-Evaluation: Guidelines for Post-Primary Schools (2012): Inspectorate/ Féinmheastóireacht Scoile: Treoirlínte d Iarbhunscoileanna (2012): An Chigireacht Straitéis 20 Bliain don Ghaeilge : Rialtas na héireann. The 2009 National Assessments of Mathematics and English Reading (2010); Chapter 7; DES/ERC (ERC website). Well-Being in Post-Primary Schools: Guidelines for Mental Health Promotion and Suicide Prevention (2013): DES & Department of Health / Folláine in Iar-Bhunscoileanna: Treoirlínte do Chothú na Meabhairshláinte agus do Chosc an Fhéinmharaithe (2013): ROS & An Roinn Sláinte. 15 P age

17 Suggested Themes - Literacy (Please note that this list is not exhaustive) - Literacy - Bridging the transition between primary and post-primary - Developing a holistic language and literacy programme - Language learning and learning through language - Developing the oral language dimension of literacy - Developing an oral language programme - Using play as a methodology to support language & literacy development - English as an additional language - Enhancing pedagogical interactions to support literacy development - Developing literacy skills in a multi-grade context - Differentiation: Supporting literacy in a mixed-ability context - Developing children s literacy skills through cooperative learning - Teaching literacy using interactive/active learning teaching strategies - The use of technology as a tool to develop children s literacy skills - Using ICT as an e-learning tool to develop children s literacy skills - Developing readers, writers, thinkers and problem-solvers - How best to teach literacy with a focus on higher-order thinking skills - Developing literacy skills and strategies (at specific class levels/year group levels) - Strategies to support the teaching of reading and/or writing/spelling - Development of literacy skills across the curriculum - Enhancing the literacy skills of children with special educational needs - Teaching and learning strategies for children with literacy difficulties - Assessment for Learning - using a range of assessment methods to support language acquisition - The collection and analysis of data - Using and analysing school-based assessment data to improve literacy - Whole-school systems that improve children s literacy skills - Other related areas Suggested Themes - Numeracy (Please note that this list is not exhaustive) - Numeracy - Bridging the transition between primary and post primary - Teaching numeracy across the curriculum - Improving oral Maths - The role of discussion in mathematics lessons - Mental Maths - the use of effective whole-school approaches - Mathematics in an integrated curriculum - Using play as a methodology to support the development of numeracy - Developing early mathematical skills - Enhancing pedagogical interactions to support the development of numeracy - Using the Bridging Framework to support progression in numeracy - Developing numeracy skills through the exploration of patterns - Teaching Mathematics using a skills-based pedagogy - Ways to differentiate mathematics teaching - Using Estimation and Measures in real-life contexts - Using concepts of Shape and Space in real-life scenarios - Teaching numeracy / mathematics using interactive teaching strategies - Developing children s mathematical skills through cooperative learning - Developing problem-solving strategies 16 P age

18 - Teaching and learning strategies for children experiencing difficulty in numeracy - Enhancing the numeracy skills of children with special educational needs - Dyscalculia - Teaching and learning strategies for more able students in numeracy - Developing numeracy skills in a multi-grade context - The use of technology as a tool to develop children s numeracy/mathematical skills - Using ICT as an e-learning tool in developing children s numeracy skills - Classroom organisation that supports the use of concrete manipulative in Mathematics - Enhancing classroom and whole-school assessment practices in numeracy - Assessment for Learning - using a range of assessment methods to support numeracy development - Using and analysing school-based assessment data to improve numeracy - Whole-school systems that deliver improvements in numeracy skills - Making Mathematics fun to support mathematical understanding Suggested Themes - Leading Learning: Literacy and Numeracy (Please note that this list is not exhaustive) - Leadership to support literacy and/or numeracy learning - School self-evaluation/school improvement, whole-school planning and target-setting: enhancing literacy and/or numeracy standards - Working in partnership with parents and the school community to support literacy and numeracy - Working with early years settings to progress children s literacy and numeracy - Improving literacy/numeracy standards through self-evaluation - Using ICT to analyse and enhance literacy/numeracy standards - Overcoming barriers to literacy/numeracy development in disadvantaged communities - Managing transition from primary to post-primary school - Other related areas An Ghaeilge agus an Litearthacht T1 & T2 (Is féidir cur leis an liosta seo faoi scáth na litearthachta agus na huimhearthachta) - Teanga agus litearthacht sa Ghaeilge - Teanga agus litearthacht: líofacht, cruinneas agus saibhreas teanga - Múineadh agus foghlaim na Gaeilge: an cur chuige cumarsáideach - Luath-Litearthacht sa Ghaeilge - Cur chuige comhtháite: Éiseacht, Labhairt, Léamh agus Scríobh - Próiseas na scríbhneoireachta - Modhanna éagsúla measúnaithe sa Ghaeilge - Scileanna agus straitéisí na léitheoireachta: forbairt agus daingniú - Cur chuige bíseach na scoile don Ghaeilge - Athbhreithniú na Gaeilge ar bhonn scoile uile - Gaeilge neamhfhoirmiúil na scoile: dearadh agus cur i bhfeidhm - An mhatamaitic: forbairt scileanna sna naíonáin / sna meánranganna / sna hardranganna - Uimhearthacht agus teanga na matamaitice trí Ghaeilge - Straitéisí idirghabhála chun deacrachtaí foghlama a chosc agus a mhaolú - Úsáid na teicneolaíochta agus sealbhú na Gaeilge - Múineadh ábhair eile trí Ghaeilge - Féinmheastóireacht Scoile agus Feabhsúchán Scoile 17 P age

19 APPENDIX 3 APPLICATION FORM FOR FACE-TO-FACE SUMMER COURSES FOR TEACHERS 2015 All enquiries should be directed to: Summer Course Administrator Drumcondra Education Centre Drumcondra Dublin 9 Tel: (01) Fax: (01) Criteria for Approval of Summer Courses 2015 should be studied carefully before completing this form. SECTION A TO BE COMPLETED BY ALL SUMMER COURSE PROVIDER APPLICANTS 1. Please indicate ( ) if this summer course is suitable for: primary teachers post-primary teachers primary teachers and post-primary teachers 2. Summer Course Category: (Please tick the box indicating the appropriate category) Category A (Literacy (English or Irish) and/or Numeracy themes with a focus on school selfevaluation /school improvement Category B (Other Curricular and/or Management Themes) 3. Title of Course (Max 70 characters): Course Category Code: (see page 13/14) Please provide full details in the table below and indicate if this particular course is being provided in more than one venue. All details below must be completed. Venue(s) of course(s): Days and dates of course(s): Names of all. tutors/facilitators Qualifications of all course presenters/facilitators (level on NQAI* framework) * NQAI = National Qualifications Authority of Ireland (www.nqai.ie) 18 P age

20 4. Course Provider/Director: Address: Phone: Fax: www: Designated Alternative Contact Person: Phone: 5. At what class group /year group level (s) is summer course content pitched? 6. Level of difficulty of summer course content (where applicable) Introductory/Basic Intermediate Advanced Course Code: (See page 13/14) 7. Anticipated number of participants: (Please note: Maximum ratio 25:1 & minimum ratio 10:1 per course) Course providers/directors should ensure that courses are not oversubscribed. Ratio will be strictly adhered to. 8. Do you intend to charge a fee? : Yes No If yes, how much? : 9. Was this summer course previously provided? Yes No If yes, how often has it been delivered? More than 2yrs (Please tick appropriate box) More than 5yrs More than 10yrs 10. When was the content of the summer course most recently updated? 11. Has the summer course been monitored by the Inspectorate of the D.E.S? : (Please tick appropriate box) Yes No If yes, in what year(s)? *Please attach a copy of the most recent report 19 P age

21 SECTION B CATEGORY A: SUMMER COURSES LITERACY (ENGLISH OR IRISH) AND/OR NUMERACY THEMES, (WITH A FOCUS ON SCHOOL SELF-EVALUATION AND SCHOOL IMPROVEMENT) Please enter below a specific outline of the course content, course objectives, expected learning outcomes for teachers (including ICT, as appropriate), course methodology and how summer course will be assessed. See Reference: Suggested Literacy and Numeracy Themes attached in Appendix 2. Course Content Expected learning outcomes for teachers Course methodology How participants engagement will be evaluated Signature of Applicant (Course Provider/Director): Date: CLOSING DATE All applications to be returned by 4.00pm Tuesday 3rd March 2015 SUMMER COURSE ADMINISTRATOR DRUMCONDRA EDUCATION CENTRE DRUMCONDRA DUBLIN 9 APPLICATION FORMS SHOULD BE SUBMITTED IN HARD COPY ONLY FULLY COMPLETED SIGNED ORIGINAL FORMS WILL BE ACCEPTED LATE APPLICATIONS OR FAX COPIES WILL NOT BE CONSIDERED 20 P age

22 SECTION B CATEGORY B: SUMMER COURSES WITH OTHER CURRICULAR THEMES Please enter below a specific outline of the course content, course objectives, expected learning outcomes for teachers (including ICT, as appropriate), course methodology and how summer course will be assessed. Course Content Expected learning outcomes for teachers Course methodology How participants engagement will be evaluated Signature of Applicant (Course Provider/Director): Date: CLOSING DATE All applications to be returned by 4.00pm Tuesday 3rd March 2015 to: SUMMER COURSE ADMINISTRATOR DRUMCONDRA EDUCATION CENTRE DRUMCONDRA DUBLIN 9 APPLICATION FORMS SHOULD BE SUBMITTED IN HARD COPY ONLY FULLY COMPLETED SIGNED ORIGINAL FORMS WILL BE ACCEPTED. LATE APPLICATIONS OR FAX COPIES WILL NOT BE CONSIDERED 21 P age

23 SECTION B CATEGORY C: SUMMER COURSES WITH A MANAGEMENT/LEADERSHIP/ SCHOOL-RELATED THEMES Please enter below a specific outline of the course content, course objectives, expected learning outcomes for teachers (including ICT, as appropriate), course methodology and how summer course will be assessed. Course Content Expected learning outcomes for teachers Course methodology How participants engagement will be evaluated Signature of applicant (course provider/director): Date: CLOSING DATE All applications to be returned by 4.00pm Tuesday 3 rd March 2015 to: SUMMER COURSE ADMINISTRATOR DRUMCONDRA EDUCATION CENTRE DRUMCONDRA DUBLIN 9 APPLICATION FORMS SHOULD BE SUBMITTED IN HARD COPY ONLY FULLY COMPLETED SIGNED ORIGINAL FORMS WILL BE ACCEPTED. LATE APPLICATIONS OR FAX COPIES WILL NOT BE CONSIDERED 22 P age

24 Summer Courses for Teachers 2015: Summer Course Timetable Title of Summer Course: Course Category Code: Dates of Course(s): Starting time: Finishing time: Break Times: Time Venue Specific objective(s) of session Reference to Assessment Approaches must be made for all curriculum based courses Format (lecture/workshop/field trip/ict/video clips etc.) Qualifications of facilitators (level on NQAI* framework) Day 1 Day 2 Day 3 Day 4 Day 5 Signature of applicant (course provider/director): Date: * NQAI = National Qualifications Authority of Ireland (www.nqai.ie) 23 P age

25 APPENDIX 3A CÚRSAÍ SAMHRAIDH 2015 Participant Evaluation Form for Face to Face Summer Courses This form must be completed by each participant and returned to the course presenter. You may remain anonymous but please state whether you are: Male female primary teacher post-primary teacher TITLE OF COURSE: COURSE PRESENTER/TUTOR: VENUE: DATE: Please complete by placing a tick in the appropriate box 1. Overall satisfaction with the Summer Course : Extremely helpful helpful not helpful not at all helpful 2. Please rate the course from 1 (excellent) to 4 (very poor) under the following categories: a. Quality of course content/knowledge/relevance to your class or school context Excellent Very Poor b. Range of methodologies used during the presentation Excellent Very Poor 24 P age

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