Both the IPPN (Irish Primary Principals Network) and the INTO (Irish National Teachers Organisation) provide some good tools to get substitute work.  The IPPN provides a text-a-sub service where teachers can sign up to do work in their locality and when a principal needs a sub, it will automatically send them information about the school.  The teacher then rings up the school to offer to work whatever time is needed.  The INTO leave the onus of the principals to ring teachers in an equally useful service.  Teachers can sign up each fortnight to show their availability.  A principal looking for a substitute can search for teachers within a certain radius of their area then ring the teachers within that range.

Many teachers have received short and long term work from sites like these but what do they do when they get there?  Most schools are little kingdoms of their own, with their own culture, rules and ways of doing things. However, all schools have many things in common and a new site has been developed by a substitute teacher to help teachers settle into their subbing role quickly.

The web site, Subkit, gives a wonderfully sensible guide to being a substitute teacher in Ireland.  It advises teachers about how to start looking for work then gives sound advice when (or if) work is acquired.  My favourite piece of advice given was to take any work offered.  You just don’t know where one day of subbing could lead.

Subkit also aims to bring substitute teachers together to share resources and give each other support.  When there’s a perception out there that teachers have it easy with our permanent jobs and massive pensions, it’s nice to be able to chat to another teacher who will be empathetic and knows that a teacher’s life is not as easy as the media would like to have us believe.

Subkit is in its infancy right now but is well worth a look.  There’s a growing collection of resources for the substitute teacher and if you want you can share you’re own too.  Subkit can be found at:  http://subkit.drupalgardens.com

Image: Irish Times

was attended by over 1,000 principals. After a great morning of exploring the excellent Education Expo, at 5 o’clock we were all ushered to a marquee where the Opening Ceremony was taking place. We were first addressed by Pat Goff, the IPPN president and then Harold Hislop, the new chief inspectorate, who was invited to tell us all about some changes in the system. It was three quarters way through the speech when he dropped the bombshell that by 2012, principals will be responsible for the probation of their new staff.

Understandably, it was greeted acrimoniously. While principals have been told this was coming down the road, nobody expected for it to happen so soon.

While principals, in my opinion, should have no problems with eventually probating new staff, this major change is a huge shift in our role. In Ireland, the role of the principal is very undefined and often haphazard.

There are absolutely no structures in the primary education system for internal evaluation. For the principal to be able to evaluate how effective a Newly Qualified Teacher is, a number of issues will need to be addressed. Below are some of my own thoughts on why we’re not ready for a large structural change such as this.

No Training

There is no compulsory training to become a principal. In reality, someone can be a trained teacher one day and the educational leader of the same school the next day without every even opening a management book. Both roles are completely different. While a teacher can manage a group of 30 children quite effectively with behaviourist strategies, adults are a completely different thing, especially when one isn’t in control of finances, discipline or employment. While token systems, sweets and stamp cards work well with children, adult’s motivation has more to do with much higher order leadership skills. Simply put, not enough principals have adequate training in this.

Parochialism

Ireland is very small. Recent studies have shown that the majority of Irish people end up living in the same area as they were born, (study in Carlow, 2011, reported in Carlow Nationalist). The parish is still the centre of life in most rural areas. Schools are very much part of the parish, over 90% run by the church and most of them affiliated to a particular club, (generally GAA). It is not unusual for a whole school staff to work and live in a parish for their entire career. The principal of the “local” school is also seen as a major connector in the life of the parish – part of the team. Big decisions within a school are rarely made alone by the principal – the whole community is generally part of it. That means: the staff, the parents, the priest, the GAA club, the local shop, etc. When the principal of a school is given the power to decide the fate of a teacher, given our culture, it is highly unlikely that he/she will not be affected by the community he/she lives in. If, for example, the school hires the son of the local shop owner, and he doesn’t turn out to be an effective teacher, what position does that put the principal in? While some would argue, that this is now part and parcel of “being the boss”, one can’t instantly change a culture. Local communities don’t work the same way as businesses. A decision, such as not probating the son of the shop owner, has wider implications. Obviously the shop owner isn’t going to be best pleased. Neither will his friends and families, many of whom are the principal’s neighbours and families. There is huge potential for a local domino-effect where the spirit of the community is spoiled. We need to disconnect the principal from the parish/community a little bit before we start toying with community relations. It may nearly mean a journey back to the “Máistéar” but with better leadership skills. I’d imagine this would take at least a generation. If this new rule is brought in, I would imagine many principals will simply probate ineffective teachers for the good relations of the whole parish but probably to the detriment of their community’s children.

To be continued in March…

This month, our guest author is Helen Bullock who runs the blog, Anseo a Mhúinteoir.  Helen is a recent graduate of Hibernia College and writes regularly about her thoughts on being a Newly Qualified Teacher (NQT) in uncertain times in Ireland.  A big thanks to Helen for writing this special article for Anseo.net

Starting Hibernia in early 2009 made me feel like a junior infant again. Being a crowed lecture hall with 350 other nervous faces was over whelming but that is nothing compared to the welcoming speech that was to come. Like any speech designed to inspire, it left me and many others elated and raring to go. Eighteen months later and that feeling had long gone and I don’t even remember when it disappeared.

I’m a Newly Qualified Teacher facing into the bailout to beat all bailouts; a recession the likes my generation have never seen before and the very real prospect that finding so much as a temporary contract job is minuscule. I applied for the post grad when times were different, the word recession wasn’t in my lexicon but it wasn’t long before it reared its ugly head. I had all these plans about how I was going to be a wonderful teacher and basically change the world, one classroom at a time. I may have been a wee bit naive. I thought I’d walk right into a job straight after my exams.

In the real world I’m a substitute teacher.

Being the substitute teacher is no picnic, not knowing what each day will bring causes some issues but with practice I’m getting better at organising my time. And I’m kept going by thinking of all the experience I’m gaining from all these schools I get to visit. I’m lucky enough to gain an insight into different schools and how they deal with issues and problems that arise. I already feel like I have a wealth of knowledge from my months of subbing in a massive variety of schools. This experience will stand to me when I get a “real” job. I’m like a sponge soaking up skills and knowledge needed for all classes and age groups.

It may not be a picnic but I really do enjoy it. The days I get a call to go to school, no matter where it is, it’s as though the sun just came out. I race around my tiny flat finding all my favourite subbing books and folders to get to school on time. My parents laugh at me and keep saying they wish I got ready for school that fast when I was in school instead of always trying to “pull a sickie”. When I come home I feel like a child again, trying and failing to tell all my “school news” and being over excited about my day. Ok, I’m more like a junior infant who still loves school!

To make matters worse I’m just as bad when it comes to planning for school. I get an odd enjoyment out of picking out lessons for classes, getting resources and planning my school day. I’m fairly sure that drives people mad but once I have fun…I often wonder if I’ll still enjoy that when I’m no longer a Newly Qualified Teacher?

But for now being a sub isn’t so bad. It’s not a perfect life nor is it one I would choose for myself if I had an option but it’s better than being stuck in the office job I hated or working in the shop. I’d choose life as a naive newly qualified teacher dreaming about getting a class of my own any day compared to the days when I was dreaming of doing a post grad in primary teaching. And there are certainly some days when I hate to admit I’m glad I don’t have to get up, those freezing days when everything is covered in ice. It’s always nice to be wrapped up warm inside looking out then and being thankful that I’m not on yard duty!

Helen Bullock is a newly qualified teacher.  She graduated in 2010 from Hibernia College and regularly writes about her experiences on her popular blog, Anseo a Mhúinteoir.  Helen is also an active Twitter and Facebook user and can be reached under the Twitter username: @anseoamhuinteoir

I am busy this year giving course to student teachers in one of my favourite areas, English Teaching Methodologies. I am really enjoying capturing the minds of the student teachers before they enter the school system. For once, the students become full fledged teachers, it seems to me as if they get swept up into the system and they start to accept things the way they are in the classroom.
One of the starter activities I gave to my students was to think about “The ideal Classroom and their place within it”. Their job was to draw a picture of their classroom and them as a teacher. The results were telling, many of them drew a picture of the teacher at the top of the room behind a big, desk! Some of them drew pictures of group and pair work and the teacher working from the middle of the room. I really wanted to challenge their thinking.

• Why does the teacher go into a classroom and immediately place their desk at the top of the room?
• Do you ever think about this?
• Have a think about why you place your desk there and also have a think about what you think this symbolises for you as an educator.

I will be back next week to talk more about the challenges of the desk at the top of the classroom, the disadvantages such an organisational setting can bring and delve into the various theories of organisational settings and learning in the classroom.
Until next week, get thinking!

Rozz

On May 29th, there is an “International Day of United Nations Peacekeepers” The U.N. was organised at the close of World War II in the hope of preventing another World War.

UN peacekeeping has been developed to help countries torn by conflict create conditions for lasting peace since the first mission was established in May 1948. There have been a total of 63 UN peacekeeping operations. Currently, more than 100,000 military and civilian personnel serve in 20 UN peace operations worldwide.

Some ideas for this could be to

1. Organise a National Class or school “Peace Day”.

2. Look at your class, which countries do your class represent? Draw flags of that country and write a simple greeting in that language on it!

3. Locate some other flags and information of other flags from different countries.

4. Look at the flag of the U.N. It shows how the earth might look from the North Pole. You can see every continent except Antartica. The leaves around the map are olive branches, ancient symbols of peace.

5. Have an International Food Day, everyone is to bring something typical of their homeland or their ancestors’ homeland.

6. Have a big class debate- What would happen if ( in 100 years time) if there was only one nation-and it was called THE WORLD- List 3 good things and 3 bad things.

Some ideas to get you going, you could get mileage out of this theme if you wanted! So, just in case you need a filler or an emergency lesson plan- think PEACE!

Unfortunately the two dreaded words “Sports” and “Day” usually occur at this time of year! I, in fact, enjoy them! However, I only enjoy them if they are done in the old fashioned, competitive way and about winning.

Some of the Sports Days you might be involved in with your school are based on “coopertive learning” or ” everybody is a winner” – this is absolutely not on! A Sports Day should be about healthy competition, learning how to win and how to lose and rewarding those children who might not win in the classroom. That is why we have the Olympics, you compete to get the Gold medal and I am sure it wouldn’t be the same if everyone got a medal…

There have been a number of controversies surrounding school sports days in recent years, many of which have been publicised by the media. Some schools have cancelled or changed  sports days on the grounds that they are too competitive and may damage pupils’ self esteem. This view has been condemned as political correctness by many commentators, notably by journalist Melanie Phillips in her 1996 book All Must Have Prizes. Check out her blog at www.melaniphillips.com for a world gone pc mad! Let’s hope our education system does not go this way.

Japan

I visited Japan over the Easter hols and found the Education system to be in complete contrast to our own Irish system, in Japan, Sports days are often a week-long event at Japanese schools.  Preparation typically begins on a Monday and continues until Saturday, with the sports day being held on the Sunday. During the week preceding the sports day, students have no regular classes, but practice their events throughout each day, culminating in a full dress-rehearsal the day before the event, which often includes performances by the school band and presentations by various school clubs as well as individual and group competitive events.  This may seem excessive to us in Ireland but the amount of time dedicated to studying and swotting for Japanese students takes up the entire day and evening. This is their chill out time. But, in the same way that the Japanese study and cram to extreme, they also take their Sports Day very seriously.

We can strike a balance, we can compete and have fun! But please, don’t tell me that everyone is a winner!

During the trip

• Regularly do a headcount of students, particularly when getting on and off transport-Bring a list of the students attending with contact details for their parents.
• Always get another member of staff to double check.
• Ensure reasonable supervision at all times. Allocate groups of students to individual staff members; this helps rapid communication of information.
• Ensure students understand and apply travel safety requirements, e.g. using seat belts on coaches and minibuses- Go through these basic rules before takeoff!
• Create positive relationships with coach drivers, hotel managers, tour reps and, above all, teachers from other schools! You need them on your side.
• Always keep students informed of reasons for delays or sudden changes of plan. This will keep most students quiet for a period of time!
• On arrival at the accommodation update your risk assessment. Insist on a fire practice if one is not organised. Check exits and entries to rooms.
• Advise students take care of their belongings.
• Arrange a meeting with students to reinforce the code of conduct, identify out of bounds areas, map out the programme for the day- The rules for the day should be discussed and understood before the day of the trip.
• Let the tour reps know of any concerns you may have, particularly if you think they compromise student safety.
• Do not change the planned programme, or accept enforced changes, without good reason.
• Consider the insurance implications of any change and your liability as Group Leader.
• Contact the parents if they are late.

As party leader, you have the ultimate responsibility in loco parentis. Be aware of this responsibility and what it means. The school trip is not the time to relax and have a cup of tea while you “let the children off”. Remind yourself of what a big responsibility it is but enjoy it! Trust the Leaders to do their job but keep an eye at all times!

I am a firm believer that each class outing or school tour should have a strong connection with the curriculum. I have heard of some school organising trips to the local cinema, takeaway or bowling alley. These activities have no educational value and nearly all children get the chance to do these with their own family. A class trip is a unique opportunity to introduce the children to skill they might choose to develop later on in life. A good class trip can also begin a lifelong love for art, museums, books etc…

In the UK, there are many high profile cases where children have been hurt or even tragically killed on a school trip. A very important feature of any school should be a risk assessment, however I don’t know if our schools are quite ready for this type of thing but the time is coming where a court case may be brought against the school for ignorance of the risks of a school trip.

There are many questions a school or class teacher should ask themselves before they take on the madness of a class outing!

1. Is it educational? What are the objectives of the trip?

2. What is “Plan B” if the main objectives can’t be achieved? If it rains…

3. What could go wrong ? Does the risk assessment cover:

• The main activity
• “Plan B”
• Travel arrangements
• Emergency procedures
• Staff numbers.
• Generic and site-specific hazards and risks (including for Plan B)
• Variable hazards (including environmental and participants’ personal abilities and the ‘cut off’ points).

4. What information will be provided for parents? information leaflets or website…

5. What consents will be sought?

6. What opportunities will parents have to ask questions ?

7. What assurances are there of the leader(s) competencies?

8. What are the communication arrangements?

9. What are the arrangements for supervision, both during activities and ‘free time’ – is there a Code of Conduct?

10. What are the arrangements for monitoring and reviewing the visit?

You may think that these questions are slightly over the top but this written account is not only useful if something awful happens but it can and will prevent anything going wrong, which is why it is called a risk assessment!

I would love to hear about the trips you are taking your pupils on, comment here on anseo.net.

If you think further into your planning and teaching, how often do you let the children in on the learning that is expected of them? If you are not trying this, then can I urge you to do so?

Write the learning objective up or simple tell them? Explain that by the end of the lesson, you are going to enable them to list the parts of a narrative. When you arrive at the conclusion of your lesson, bring it all back together and assess whether the children have achived this aim.

Self Assessment is an excellent easy to use assessment tool. If the children are aware of what is expected of them to learn at the beginning of the lesson, by the end of the lesson, they will most definitely be aware of if they have achieved this objective.

the teacher ca go even further by listing and agreeing with them at the beginning of the lesson what the success criteria will be, in other words how will the child know they have learned what they are supposed to be learning? Some success criteria for this particular lesson could be, writing a first draft of a story with beginning, middle and end. Another criteria could be that they are simply able to list (orally or written) the 3 parts of a narrative and so on.

The SMART way of looking at learning objectives is a foolproof method for any educational professional to use.

Enjoy and as usual, I would love your feedback and opinions!

Rozz