Principal Teacher
● Both as a teacher and advisor, I deployed innovative digital tools in my classroom and empowered other teachers to use these tools to enhance the learning experiences for the children.
● I introduced the use of Microsoft OneDrive as a communication tool for all teachers and have fostered a culture of open sharing and storing of resources on this platform.
● As Deputy Principal, I collaborated with the school’s IT coordinator to gather appropriate apps that are best suited to our context. I also worked on the deployment of the Digital Learning Framework and researched the best tools/ devices necessary for our school community to support digital learning which promotes improved learning outcomes across all classes and subject areas.
● Introduced the use of iPads in the school and organized Communities of practices to support teachers using these in the classroom.
● I have supported and encouraged teachers to use online surveys to capture the child’s voice as part of their teaching and learning process. This approach has also been successfully deployed to gather the individual views, opinions and experiences of parents and the community, informing our school policies and procedures.
● Introduced and monitor the school’s social media platforms (Website, twitter)
● Facilitated Croke park sessions on the introduction of class teacher twitter accounts used to celebrate the children’s work and act as an assessment eportfolio.
● Facilitating and modelling the use of Green Screens as an innovative learning experience.
• As Deputy Principal and as a former PDST advisor, I have sought to foster a culture of creativity and innovation by promoting and facilitating open dialogue amongst teachers and leaders in schools. I encouraged teachers and leaders to think beyond the parameters of their current individual and collective practices with a view to expanding and enhancing their approaches. Open communication and sharing best practices were two key elements I encouraged in my interactions with schools.
• I was selected by PDST management to design a PDST webinar on assessment as part of the three-year programme of support outlined in circular 45/2019. Some of my responsibilities included collaborating with several team members to harvest our initial ideas, negotiating and refining the ideas and designing the final webinar. I was also responsible for recording and editing videos demonstrating highly effective practice in assessment. In addition, I developed innovative assessment methods that are interspersed throughout this webinar. This webinar has provided teachers with an opportunity to explore a range of innovative child-led and teacher-led assessment methods to support the implementation of the Primary Language Curriculum in a creative and collaborative manner.
• As Deputy Principal, one of my posts of responsibilities is leading policy development and implementation. Recently, I reviewed, updated and rolled-out the school’s assessment policy in line with the Preparation for Teaching and Learning Guidance Document. This has commenced the change management process, towards the school moving to a model of child-led assessment.● There are many opportunities to promote creativity and innovation in the classroom through the careful planned integration of different curriculum areas. Both as a teacher and advisor, I deployed innovative digital tools in my classroom and empowered other teachers to use these tools to enhance the learning experiences for the children. This led to increased engagement of students, particularly those with special educational needs; they worked alongside other students and an inclusive and positive learning environment was fostered.
● In my role as Deputy Principal, I introduced the use of Microsoft OneDrive as a communication tool for all teachers and have fostered a culture of open sharing and storing of resources on this platform.
● As Deputy Principal, I collaborated with the school’s IT coordinator to gather appropriate apps that are best suited to our context. I also worked on the deployment of the Digital Learning Framework and researched the best tools/ devices necessary for our school community to support digital learning which promotes improved learning outcomes across all classes and subject areas.
● Introduced the use of iPads in the school and organized Communities of practices to support teachers using these in the classroom.
● I have supported and encouraged teachers to use online surveys to capture the child’s voice as part of their teaching and learning process. This approach has also been successfully deployed to gather the individual views, opinions and experiences of parents and the community, informing our school policies and procedures.
● Introduced and monitor the school’s social media platforms (Website, twitter)
● Facilitated Croke park sessions on the introduction of class teacher twitter accounts used to celebrate the children’s work and act as an assessment eportfolio.
● Facilitating and modelling the use of Green Screens as an innovative learning experience.
• As Deputy Principal and as a former PDST advisor, I have sought to foster a culture of creativity and innovation by promoting and facilitating open dialogue amongst teachers and leaders in schools. I encouraged teachers and leaders to think beyond the parameters of their current individual and collective practices with a view to expanding and enhancing their approaches. Open communication and sharing best practices were two key elements I encouraged in my interactions with schools.
• I was selected by PDST management to design a PDST webinar on assessment as part of the three-year programme of support outlined in circular 45/2019. Some of my responsibilities included collaborating with several team members to harvest our initial ideas, negotiating and refining the ideas and designing the final webinar. I was also responsible for recording and editing videos demonstrating highly effective practice in assessment. In addition, I developed innovative assessment methods that are interspersed throughout this webinar. This webinar has provided teachers with an opportunity to explore a range of innovative child-led and teacher-led assessment methods to support the implementation of the Primary Language Curriculum in a creative and collaborative manner.
• As Deputy Principal, one of my posts of responsibilities is leading policy development and implementation. Recently, I reviewed, updated and rolled-out the school’s assessment policy in line with the Preparation for Teaching and Learning Guidance Document. This has commenced the change management process, towards the school moving to a model of child-led assessment.As Deputy Principal and PDST Language advisor, I have led the planning and implementation of both the National and a school curriculum.
Key experiences include:
Promotion and encourage teachers’ CPD to support high-quality teaching by:
● Facilitating 5+ CPD sessions on Preparation for Teaching and learning per school year
● Establishing Literacy and Numeracy teams to support the creation of the schools DEIS plan
● Forming Communities of Practice across all curricular areas to support the implementation of the school curriculum
● Reviewing and updating school policies pertaining to aspects of the curriculum
● Authoring and implementing a new school literacy plan (Béarla and Gaeilge) in-line with the Primary Language curricula
● Mentoring the school numeracy lead in the development of the revised school numeracy curriculum
● Advising and supporting the school Principal in the Primary Curriculum Review and Redevelopment
● Leading regular plan review meetings to understand current progress, challenges and opportunities in the deployment of the school curriculum
● Updating teachers on the New Curriculum Framework and Primary Maths Curriculum
● Promoting a ‘can do’ attitude and motivating our staff to sustain a positive approach to CPD, even when they feel disheartened e.g. when experiencing slow progress.
As a PDST Language advisor
● Designing, delivering and facilitating CPD based on the new Primary Language Curriculum for teachers and school leaders across Ireland in the form of national seminars, evening workshops, and in-school support. I have worked with a broad range of school contexts nationwide; urban, rural, DEIS, multi-class settings, special classes and units. I have successfully partnered with individual teachers, groups of teachers, groups of schools, assistant Principal post holders, and Deputy Principals, who have had varying degrees of experience and interest in the Primary Language Curriculum.
● Designing and delivering the Primary Language Curriculum summer course 2018 in Clarecastle National School which had 25 participants.
● Supporting teachers to develop their recorded preparation, including fortnightly, termly and annual plans for the teaching of English and Irish in line with DEIS action plans across the country.
● Supporting teachers to develop self-reflective practices as they record their monthly progress records in English and Irish.
● Supporting teachers to recognise opportunities for integration between the teaching of language and other curriculum areas e.g. the rich opportunities to integrate language with the Arts through the creative processes and with History and Science through writing genres.
● Advising teachers about the development of individual learning plans for pupils relating to the teaching of English and Irish.
● Working with teachers and school leaders to model, promote and demonstrate exemplars of effective teaching and learning strategies, approaches, and methodologies in relation to the new Primary Language Curriculum.
● Supporting school leaders through the process of School Self-Evaluation
● Providing professional development opportunities based on the identified needs of schools and maximizing opportunities to develop teachers’ capacity and competence in improving teaching and learning.
● Working purposefully with the teachers regularly to enhance all aspects of the new Primary Language Curriculum/Curaclam Teanga na Bunscoile from Junior Infants – 6th class in a way that provides all pupils with valuable and meaningful learning experiences.In my current role, I lead the school’s engagement in a continuous process of self-evaluation (DEIS). I have led the development of this by:
· Establishing Literacy and Numeracy teams to collaborate on targets and actions that support embedding of the schools DEIS plan.
· Organising weekly meetings with the literacy and numeracy co-ordinators to monitor, evaluate ongoing progress and identify if any specific supports are required to achieve the intended outcomes
· Coaching the Home School Liaison (HSCL) through the process across the themes (Retention, Attendance, Transition and Partnership with others)
· Monitoring progress on a termly basis
· Communicating with parents the schools’ targets and actions
My strong interpersonal skills, broad range of interests and my strong sense of purpose enable me to effectively build and maintain relationships with parents, other schools, and with the wider community.
Key highlights include:
· Collaboration with numerous post- primary teachers, leaders and parents in the local community, resulted in a seamless transition to post primary school.
· Recognising that parents and guardians are the key stakeholders in our school. Maintaining a positive and open- door communication policy is foundational to maintaining trust and support from these stakeholders
· Working closely with the Home School Liaison (HSCL) through twice weekly meetings to promote the active co-operation between home, school and relevant community agencies in advocating the educational interests of the children and suggesting ideas that may support this process.
· Supporting the School Completion Programme (SCP) encouraging in particular, educationally disadvantaged pupils to attend school and to transition to post primary education.
· Using sport as an approach to foster wider community involvement, I worked with the Clare Sports Partnership to organise a variety of school events including a GAA blitz, Judo classes & Basketball tournament.
· Using the Arts and state events such as the 1916 commemorations to host an Easter pageant to which the community was invited.
· Inviting parents to come support school activities such as the establishment of the school gardening committee
· Liaising with the local community Gardai to visit the school to increase awareness in areas such as internet safety, road safety, abuse of narcotics and respecting the general community.
· Maintaining positive relationships with the local Parish Priest and Church especially in support of the sacraments and beyond.
· Using the school’s social media platforms to advertise, celebrate success and communicate information.
Looking forward to the next 5 years, significant changes which affect all of the communities mentioned and will require implementation. Examples include: the new curriculum framework, Primary Maths Curriculum and the well- being framework . Many additional changes such as the increased use of digital learning in the classroom will require changes across many stakeholders especially in the area of assessment. I believe my experiences to date across my roles as Deputy Principal, Teacher and former PDST Advisor provide a solid foundation for this role. Key examples which demonstrate my capabilities in this area with a specific focus on Teaching and Learning include:
· Facilitated staff meetings to raise the awareness of the need to change
· Established communities of practice across all curriculum areas to re-enforce the need for change and create an increased desire for change. Participants could share ideas, challenges, and successes which could increase the probability of implementing a successful change programme. Teachers who were less engaged in the programme were approached individually to understand their concerns but also to encourage their active participation in the communities of practice. Progress and examples of successes were also openly celebrated on the school staff noticeboard.
· Email communications were sent to all teachers on tools and resources available to support the change and a common school resource drive was established to openly share resources across the teaching community as well as examples of successes and best practices.
· As both a teacher and a leader in the school, I modelled best practices both inside and outside of the classroom.
· During the communities of practice transfer of ownership for the running of meetings and sharing of information and best practices as well as experiences was transferred to the participants of the Community of Practice. This drove a sense of ownership and accountability to not only make the change but for the change to stick.I recognise that Sustainable leadership has to be a shared responsibility across all members of the school staff teaching, support, administrative and facilities. Sustainable leadership needs to create and sustain learning which engages students on an on-going basis intellectually, socially and on an emotional basis.
Effective and sustainable school leadership can be developed by:
· Sharing and making real the schools’ vision with staff and parents
· Setting clear goals and objectives for the management team and staff
· Holding people accountable for the actions and deliverables which they have committed to deliver
· Establishing strong collaboration between the Principal and Deputy Principal through daily meetings and broader through leadership of weekly in-school management meetings
· Maintaining an open-door policy with staff and dealing with conflict resolution if it arises
· Mentoring of key staff and the in-school leadership team
· Continued coaching and professional development
· Being self-aware and modelling a healthy work-life balance
· Participation in Clare Principal /Deputy Principal Professional Learning communities
Empowering staff
· Establishing positive working relationships through building trust, openness, establishing norms, open communication and fostering a culture of feedback and improvement
· Showing empathy
· Establishing a mentoring program
· Encouraging teachers to take on a leadership role through programmes, projects and initiatives
· Making management and teachers aware of CPD in their areas of responsibility
· Fostering Distributed Leadership through the creating and development of current and upcoming leaders by tapping into their talents and distributing tasks and responsibilities amongst the team.
· Supporting growth and development opportunities
As a reflective practitioner, I have developed my self-awareness by regularly questioning my practice through personal and collaborative reflection, identifying and working on areas of improvement. In my previous role within the PDST, my team leader and I regularly communicated about my practice as an advisor, to ensure that my skill set was continuously enhanced to provide the best possible support to teachers and school leaders. These review meetings, which included formal face-to-face annual planning and mid-year reviews, offer the opportunity for professional conversation and time to reflect and identify where further development and support may be required.
Pupils have a vital role to play in creating a positive, welcoming school environment conducive to learning and happiness. I was instrumental in establishing the school’s Student Council which plays an essential role in achieving the kind of school environment which exemplifies the school’s ethos. The Student Council resulted in the pupils taking on leadership roles, promoting the voice of the student body, improving their problem-solving skills, and learning how to become a team player. I continuously promoted the importance of developing the children’s voice through my teaching of the curriculum by shifting the focus from pupil engagement to empowerment. I achieved this by allowing the pupils to choose their own topic, audience and format, providing a variety of rich resources and further empowering children to manage and lead their own projects. By encouraging the learners to take ownership of their own learning, it was observed that the children became stronger critical thinkers and with a passion for life-long learning thus better equipped to respond to the changing external environment.
Critical to success in the roles of Teacher and PDST advisor is to be both a skilled team player and team leader. I have motivated and empowered other teachers both in my current school and across the country by recognising and affirming their talents and skills. This encouraged and recognised excellence this Teachers became more excited to take on leadership roles in their skilled area or area of interest, resulting in increased leadership capacity amongst the staff. As part of a regional project, to empower staff to take on leadership roles and develop a network with other schools, I established a Professional Learning Community in my local Education Centre. I invited teachers and school leaders across the county to be part of an active community of learners focusing on the implementation of the Primary Language Curriculum. These sessions provided the teachers and leaders with great opportunities to share their challenges and successes with the Language Curriculum. This community of learners continues to meet regularly, to support and guide each other through curriculum change. In September, I organised monthly Communities of Practice meetings titled “Unwrapping the PLC” to support the implementation of the Primary Language curriculum. This project supported by the Clare Education Centre invites all teachers and school leaders with a platform to deepen their understanding of the PLC.
