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(2010 - Innovation and Identity)

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Negative: Pandemic has caused the JC to stall in alot of ways. Teacher focused and difficult for student collaboration and key skills. Positive: It has forced teachers to think about about reporting and assessment. Key skills in the area digitial technology and collaboration has improved. 

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Negative: Pandemic has caused the JC to stall in alot of ways. Teacher focused and difficult for student collaboration and key skills. Positive: It has forced teachers to think about about reporting and assessment. Key skills in the area digitial technology and collaboration has improved. 

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Issues around CBAs, timing, the value of CBAs and assessment tasks - questioning the value of written exams over CBAs

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Issues around CBAs, timing, the value of CBAs and assessment tasks - questioning the value of written exams over CBAs

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Staff bailing makes it difficult to motivate students 

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Staff bailing makes it difficult to motivate students 

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I don't think we have reached where we wanted to be. CBA's still a huge sore point including time. Most reporting I see are almost the same as 10 years ago.

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I don't think we have reached where we wanted to be. CBA's still a huge sore point including time. Most reporting I see are almost the same as 10 years ago.

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The CBAs have been undermined somewhat. Active learning and teamwork is a key part of this, but we have to continue with them even though students are isolated. I think they should have been cancelled altogether this year.

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The CBAs have been undermined somewhat. Active learning and teamwork is a key part of this, but we have to continue with them even though students are isolated. I think they should have been cancelled altogether this year.

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What has embedded and what has not? Do we know? 

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What has embedded and what has not? Do we know? 

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1. Revised arrangements for second years. 2. Management hours for initiatives and support of teachers within the school. 3. Negligible value of assessment tasks with logistics, organisation and resources. 4. Reporting: guidelines with regards to certification and JCPA for this years cohort

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1. Revised arrangements for second years. 2. Management hours for initiatives and support of teachers within the school. 3. Negligible value of assessment tasks with logistics, organisation and resources. 4. Reporting: guidelines with regards to certification and JCPA for this years cohort

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Assessment needs to be more standardised. We are still not all using the LO's in the way they were intended. 

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Assessment needs to be more standardised. We are still not all using the LO's in the way they were intended. 

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With an end to PT meetings Face to Face Reporting is a key area of learning for all teachers to a put deeper level, no room for a drop down menu

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With an end to PT meetings Face to Face Reporting is a key area of learning for all teachers to a put deeper level, no room for a drop down menu

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OALs: our TYs still haven't completed them for their JCPA, so it's a long time after they received their summer grades last year.  

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OALs: our TYs still haven't completed them for their JCPA, so it's a long time after they received their summer grades last year.  

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Staff still unclear of the style of assessment from SEC

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Staff still unclear of the style of assessment from SEC

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OAL's not really done in our place. Still not sure of the importance as a school so they have been sidelined. Covid used as an excuse but I'm not sure its covid related.

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OAL's not really done in our place. Still not sure of the importance as a school so they have been sidelined. Covid used as an excuse but I'm not sure its covid related.

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Teachers wondering if they need to finish courses, seeing as we're setting the tests.

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Teachers wondering if they need to finish courses, seeing as we're setting the tests.

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AT in general just there to say SEC have some involvement.

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AT in general just there to say SEC have some involvement.

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Many teachers only have one or 2 years experience of J. Cycle. Big stall. Hard to continue and decide how to complete the course.

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Feedback from teachers on CBAs and development of this type of assessment in each subject area

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Feedback from teachers on CBAs and development of this type of assessment in each subject area

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ST - revised arrangements and clarity surrounding CBAs and reporting, MT - planning issues and understanding of LO's and how they can assist in accessing key skills within the classroom LT - embedding the use of formative assessment, flexibility and engagement within our subject areas

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ST - revised arrangements and clarity surrounding CBAs and reporting, MT - planning issues and understanding of LO's and how they can assist in accessing key skills within the classroom LT - embedding the use of formative assessment, flexibility and engagement within our subject areas

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Survey staff and ask them, maybe associates could run them in their schools??

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Survey staff and ask them, maybe associates could run them in their schools??

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Short Term: build up the relationship with schools, how quick can we get back in there. If we tie their needs from surveys (probably assessment) and our days it adds value for them.

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Short Term: build up the relationship with schools, how quick can we get back in there. If we tie their needs from surveys (probably assessment) and our days it adds value for them.

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Need to reestablish the values/culture of JCycle. I think schools will need help to shift it back into focus when normality returns 

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Need to reestablish the values/culture of JCycle. I think schools will need help to shift it back into focus when normality returns 

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Maybe the case has been made for cancelling the JC examinations and making them in house instead, based on work submitted by students/testing in 2nd and 3rd year (which was what was envisaged by former Minister Ruairi Flynn, I think, is it Flynn?)

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Maybe the case has been made for cancelling the JC examinations and making them in house instead, based on work submitted by students/testing in 2nd and 3rd year (which was what was envisaged by former Minister Ruairi Flynn, I think, is it Flynn?)

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Focus on cementing CBAs as part of classroom practice.  

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Focus on cementing CBAs as part of classroom practice.  

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Following on from my previous point, schools could take full ownership of the JC moulding it to their students' needs...

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I think schools will be open to assessment, particularly in light of their accredited grades, people are open and willing to engage.

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Medium Term: evaluate success of CBA process. Student voice and teacher voice. Are we making a complicated process for something most teachers may have done already in their teaching?

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Medium Term: evaluate success of CBA process. Student voice and teacher voice. Are we making a complicated process for something most teachers may have done already in their teaching?

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What are the key aspects of JC that need support? Priority areas?

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What are the key aspects of JC that need support? Priority areas?

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Assessment, not consistent and CPD needed for that. We have been exposed in this regard because of in house assessment & predicted grades. Practical examples. Train associates to do it in their own school? Hard to get engagement online especially for a full day. 2 hours max.

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Assessment, not consistent and CPD needed for that. We have been exposed in this regard because of in house assessment & predicted grades. Practical examples. Train associates to do it in their own school? Hard to get engagement online especially for a full day. 2 hours max.

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Examples of various types of assessments...samples of corrected work...

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Examples of various types of assessments...samples of corrected work...

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You could ask schools to provide examples of assessed work from their schools and staff asked to evaluate it...

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You could ask schools to provide examples of assessed work from their schools and staff asked to evaluate it...

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Online webinars/meetings are great. Much less stressful and much easier to fit into your day or evening. Most teachers are hopeful that many meeting may remain online. Use of breakout rooms are great for any online CPD I've been involved in

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Online webinars/meetings are great. Much less stressful and much easier to fit into your day or evening. Most teachers are hopeful that many meeting may remain online. Use of breakout rooms are great for any online CPD I've been involved in

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I think short sessions would be good, not a whole day. 1 session per day 

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I think short sessions would be good, not a whole day. 1 session per day 

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Subject specific CPD is probably the most needed by teachers

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Subject specific CPD is probably the most needed by teachers

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Shorter webinars or practical workshops where teachers engage with the specifications particualry in the assessment areas

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Shorter webinars or practical workshops where teachers engage with the specifications particualry in the assessment areas

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Choice of session for teachers in a whole school day - requires more of us though

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Choice of session for teachers in a whole school day - requires more of us though

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Tap into what's in the schools so getting members of the school to share/present resources

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Tap into what's in the schools so getting members of the school to share/present resources

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How about building capacity within schools to sustain CPD. Should we advise schools to set up a type of JC group, which meets throughout the year, where teachers can share experiences/resources with each other? The idea behind this is to empower teachers to set up structures for their schools for in-house CPD post JCT. 

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How about building capacity within schools to sustain CPD. Should we advise schools to set up a type of JC group, which meets throughout the year, where teachers can share experiences/resources with each other? The idea behind this is to empower teachers to set up structures for their schools for in-house CPD post JCT. 

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Again I would say it would be great if most of the resources used and shared would be good examples from the teachers own schools. Thi would mean co-ordinating with the JC person in each school, which is time consuming, but ultimately it would be a win, as the resources etc are context bound. Supporting and encouraging the JC supporters within the school to lead the way.  It may be a good idea to ask the Principals to give you the names of a few in house teacher leaders, reformers and meet with them, ask them what their experience has been, support them to lead the reform in their schools. Associates/Advisors could be the main mentor for a number of schools...

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Again I would say it would be great if most of the resources used and shared would be good examples from the teachers own schools. Thi would mean co-ordinating with the JC person in each school, which is time consuming, but ultimately it would be a win, as the resources etc are context bound. Supporting and encouraging the JC supporters within the school to lead the way.  It may be a good idea to ask the Principals to give you the names of a few in house teacher leaders, reformers and meet with them, ask them what their experience has been, support them to lead the reform in their schools. Associates/Advisors could be the main mentor for a number of schools...