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The Schools of Distinction Award conferred by Trinity Access, Trinity College Dublin, recognises and showcases the efforts of schools nationwide to transform their school culture and to develop innovative approaches to teaching and learning. The scheme recognises the often, extraordinary work being successfully undertaken by schools in challenging conditions and with limited resources. It encourages participants to draw on their own school and community resources and the resources of the Trinity Access project in Trinity College Dublin to support educational innovation and change.

This School of Distinction: Innovation Award, recognises the creative and innovative ways that schools are embedding a college-going culture. They have active, student-centred programmes that support our 3 core practices of Pathways to College, Mentoring and Leadership in Learning in their school. Innovation Award winners support and encourage their teachers to explore innovative teaching methodologies, engage with other excellent teachers through our Community of Practice and establish Community of Practices within their own schools.

For further information visit https://www.tcd.ie/trinityaccess/teachers/unlinked/

This award scheme aims to support the development of ‘college-going’ practices and a student-centred, innovative learning environment across schools nationwide.

Our school, Stepaside Educate Together Secondary School was first presented with the School of Distinction award in 2019 as a school with only Junior Cycle students. That year we were noted as a school with strong Leadership in Learning and Pathways practices.
We went on to receive the SOD award in 2020 and 2021, both times being awarded the Innovation Award. We were noted as being particularly successful in our Leadership in Learning practices, with specific recognition given to a very creative 1st year Minecraft project in Geography, the fact that Key skills are targeted in all projects, and a school-wide College Awareness Week Phenomenon-Based Learning project that highlighted how the emphasis on leadership at a teacher level is also evident at a student level. In 2021, we had addressed a lacuna in mentoring by getting involved in the TA Community Mentoring programme and setting up peer-peer mentoring with TYs and 2nd years.

As a whole-school community, we are delighted to be part of a nationwide movement to promote the importance of post-secondary education and careers that increases student engagement, fosters a college-going culture and enhances learning and teaching in innovative and creative ways.

Winning the School of Distinction: Innovation award recognises the ongoing work of our students and staff, which could not be done without the support of the parents and our partners & friends in the wider community. We are very grateful for this.

Cliona Hannon, Director of Trinity Access says, “We are delighted to recognise the innovative, leadership and community focused work that these schools have achieved in an extraordinary year. We hope to share the learning from these beacons of creativity with all our other school partners. A warm congratulations from all in Trinity Access for your courageous and creative leadership.”

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The Leadership in Learning core practices involve both students and teachers.

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The Leadership in Learning core practices involves teachers guiding students in ways that help develops students' autonomy and self-direction, as well as, skills such as collaboration, communication, creativity and critical thinking/problem-solving. Teachers us innovative, student-centred pedagogy - the Bridge 21 model - to provide a framework for students to develop skills within the context of engagement in student-led community service projects.

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The mentoring core practice involves various types of mentoring programmes designed to foster academic and personal growth among all students. It includes, for example, college-focused mentoring, peer-to-peer mentoring, and career-focused mentoring. Mentoring provides all students a supportive relationship with a more experienced individual who can serve as a role-model - such as teachers, community leaders, peers, adults and/or college students. Mentoring is not a once-off activity; it involves a mentor engaging with a mentee/small group of mentees over a period of time.

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The Leadership in Learning core practices involves a range of continuous professional development activities, both inside and outside of school. This includes providing teachers with opportunities to share professional development experiences with colleagues and ensuring that effective teaching practices are utilised in the classroom.

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The Community Mentoring programme is a unique inter-institutional and community-based mentoring programme that is comprised of Dun Laoghaire Institute of Art Design and Technology (IADT), Marino Institute of Education (MIE), Trinity College Dublin (TCD) and University College Dublin (UCD).

As a school of distinction, we are lucky to be involved in this programme. We paired with 3 mentors from UCD and MIE. A group made up of TY and 5th year students engaged in this college-focused mentoring programme, covering topics such as hopes for the future and college campus. Our journey was somewhat interrupted by the covid crisis but we are getting back on track!

One of our TY students said of the programme, "When I listened to the girls talking about their experience with going to college it made me realise that it's possible for me too. Now I think I'd like to study nursing."

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In 2020-21 school year a group of 11 TY students underwent mentoring training with our guidance counsellor, Alice. The group applied to be part of the programme and met for 3 weeks in a row to train up as mentors. In collaboration with the students, our guidance counsellor developed a training programme using resources from www.thestaffroom.ie. The student mentors then delivered an introductory presentation about themselves and mentoring to all 2nd years students. Further to this, they surveyed the 2nd years to explore their interests and needs/wants around mentoring. Each TY mentor was grouped with 5/6 second year student mentees, with whom they then met as a group to partake in some fun bonding/ice-breaker activities. After this the mentors met their mentees 1-1 three times throughout the year to work through goal-setting, growth-mindset and moving forward to 3rd year.
We aim to embed this as a core TY opportunity going forward.

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In 2020-21, 5th year students were supported by a group of teacher mentors in weekly mentoring sessions during remote learning to support goal-setting, academic progress and well-being.
In 2021-22, the same group were offered teacher-led mentoring. We aim to develop this further going forward and invite past-pupils and parents in to assist with this.

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The Pathways to College core practice involves coordinating activities that provide students with a chance to explore post-secondary options. Engagement in this core practice equips students with the knowledge to make informed choices regarding subjects and subject levels for junior and senior cycle in the context of exploring post-secondary educational and career options. Thus, the idea of progressing to college is promoted and highly visible in the school and community.

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College Awareness Week (CAW) is a national initiative that celebrates the benefits of going to college, supports students to become ‘college-ready’ and showcases local role models. We celebrated it here in Stepaside ETSS this year with talks for students from Trinity, UCD, TU Dublin, DCU and Apprenticeships Ireland. Other fun activities included the College Trail and other careers research in classes.

As a Trinity Access School of Distinction, CAW week is a very important celebration of what is truly important to us here all year round - promoting a college-going culture in our school and finding pathways beyond school for all students so they can follow their hopes and dreams. We would hope that developing such a culture in our school will serve as the catalyst needed for our students to shape the future they want for themselves.

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As a whole-school, we also engaged in the national event - College Connections - a panel discussion that consisted of a diverse student panel in terms of age, gender and ethnicity with representatives from both further and higher education. College Connections aims to reinforce the message that education and preparing for your future is of utmost importance despite a global pandemic. Some of our students recorded powerful responses to this through Flipgrid. Please see one of the video attached.

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Leadership in Learning - Student and Teaching Showcase

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Leadership in Learning - Student and Teaching Showcase

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Please see an example of some of our wonderful TY student work - their film, 'Don't Go Far', facilitated by one of our teachers who completed the TA PG Cert in 2020/21.

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Our Whole School Guidance Plan is informed by the TA SoD programme through the following key aspects: Implementation of the 3 core practices; TA SoD whole school research; Teacher CPD on PG Cert 21st century T&L; Trinity College Campus Tour; CAW annually; Staffroom chats and website.
I look forward to more collaboration between TA and the NCGE, IGC and all relevant pathway partners, as the structure of SoD aligns so closely with the many aspects of the Whole School Guidance model.

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This year we are awaiting results of the Trinity Access Research project

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Staff contacts operate as link-staff for their new-to-SETSS colleagues each year. The aim of this initiative is to offer support, listen, and empower their new colleagues to have a successful start and settle into our community with as much ease as possible.

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Stepaside ETSS is proud to be committed to becoming a School of Sanctuary.
Our position as a TA School of Distinction means we are committed to provide a learning and teaching environment that meets the needs of all students, no matter what their background and particularly asks us to ensure we take account of students who may end up at risk of not going on to further education or training. It provides us with a framework under the pillars of leadership in learning, mentoring and pathways to college, as well as building strong community links that helps support all students to achieve their potential at school and create a transition plan for life beyond secondary school, particularly those students who are underrepresented in HEIs and other third level pathways. Students seeking refuge are often such students.
The schools of distinction team and the schools of sanctuary team work closely together to ensure we support all students in this regard.
Events throughout the year such as College Awareness Week, Community Mentoring, college campus visits, guest speakers, CAO application clinics, careers fairs, work experience and more give students opportunities to explore their interests and gather ideas for planning for the future.

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Our TA School of Distinction Team is made up of our Deputy Principal, Colin; our Guidance Counsellor, Alice; plus 3 other teachers/SNA’s/member of the school community. We meet once a term to plan for SOD.  Representatives from our Parents Association, Student Council and Schools of Sanctuary Committee are invited to attend all meetings and report back to their own groups at least once per year.