# data[].attributes.headline
Include HEIs in inter-agency approaches 

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Include HEIs in inter-agency approaches 

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Time!

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Some concern about the validity of the 2009 PISA results and the 'success' perceived in subsequent years

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Need to remember teacher agency in this conversation - top down measures won’t necessarily work

# data[].attributes.subject
Need to remember teacher agency in this conversation - top down measures won’t necessarily work

# data[].attributes.headline
School plan should include cpd and inspectors should prioritise this, drawing attention to benefits 

# data[].attributes.subject
School plan should include cpd and inspectors should prioritise this, drawing attention to benefits 

# data[].attributes.headline
In school collaboration relies on adhoc, good will arrangements (e.g. teachers covering each other classes) - more systemic supports/attention is needed 

# data[].attributes.subject
In school collaboration relies on adhoc, good will arrangements (e.g. teachers covering each other classes) - more systemic supports/attention is needed 

# data[].attributes.body
This may be an easier strategy to implement as we are starting from a better base.

# data[].attributes.body
Giving teachers time and space to (inc. cluster days

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Dedicated paid time is required for early childhood settings to become familiar with the strategy and plan to embed it in practice. This has to be done as a team within working hours

# data[].attributes.body
Focus needs to be defined
Mo scéal cpd for Primary
Work to enhance the information sharing between preschool and primary

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-       The support services providing a range of CPD supports – especially sustained support to scaffold the implementation of new evidence-informed initiatives

-       Providing some sort recognition (eg micro-credentials) for CPD in this area. Sharing this knowledge back in schools

-       Specific supports for Gaeilge and wider language support (eg. PDST transfer of skills PLC webinar)

-       Needs to be tied very closely to whole school planning.

-       Collaborative learning opportunities are very important within your own staff but also with neighbouring schools (clusters)

-       Time and space needed- NCCA Conducive Conditions publication

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Resources available in universities that could be used by schools and teachers without excessive expense

# data[].attributes.subject
Resources available in universities that could be used by schools and teachers without excessive expense

# data[].attributes.headline
Role for teaching council in encouraging engagement in cpd

# data[].attributes.subject
Role for teaching council in encouraging engagement in cpd

# data[].attributes.headline
With a new support service (Oide), it is time to take a clear look at how support services work and ensure it is not just a rebranding

# data[].attributes.subject
With a new support service (Oide), it is time to take a clear look at how support services work and ensure it is not just a rebranding

# data[].attributes.headline
Greater motivation ie visibility re engagement in CPD for schools and individual teachers

# data[].attributes.subject
Greater motivation ie visibility re engagement in CPD for schools and individual teachers

# data[].attributes.body
This might require being open to doing things differently- there may need to be creative thinking around this. Where does it fit in and how does it fit in and what reporting would be requried

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This is an opportunity to take bold action on how PD is facilitated. 

# data[].attributes.subject
This is an opportunity to take bold action on how PD is facilitated. 

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HSCL led
School-family-library resource centre

180+ Family literacy projects (NALA research)

SCPs - Local area partnerships -->

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B. Ensure high expectations of all students

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B. Ensure high expectations of all students

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Ensure that teachers have high expectations of all students including traditionally-disadvantaged students

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Cpd is critical.
Understanding from all settings of each others roles in delivering on the strategy
Upskill for primary on transition into primary

# data[].attributes.body
Classrooms could be more diverse. Is there a way for children to access the talents of different teachers? Could teacher leaders follow their subject passions and observe in different classes? Could they even share classes?

# data[].attributes.body
Shared opportunities for CPD for early childhood and primary educators to ensure collaboration and alignment across educational settings

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This is an opportunity to take a more fundamental look at how PD is supported within the system and through national support services. The professional time/flexibility for PD has been largely unchanged for decades (or even centuries), particularly at primary and post-primary level. It relies on good will, EPV days, teachers funding their own postgraduate education etc. Sustained and contextualised support is needed. 

# data[].attributes.subject
This is an opportunity to take a more fundamental look at how PD is supported within the system and through national support services. The professional time/flexibility for PD has been largely unchanged for decades (or even centuries), particularly at primary and post-primary level. It relies on good will, EPV days, teachers funding their own postgraduate education etc. Sustained and contextualised support is needed. 

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Communities of Practice --
Leaders across all areas of a school (teachers, Principals, students)
Facilitator coming into schools + cluster model
Blended learning model for teachers to do individual CPD

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There are a number of significant initiatives - senior cycle, junior cycle, SPHE etc. Something will have to go with an already over-crowded timetable

# data[].attributes.headline
Much of the CPD that takes place nationally is not in line with with high quality evidence on how professional learning works. (E.g. cascade model). This should be addressed through a new NLND strategy; ‘one off’ PD sessions (and similar) do not work. 

# data[].attributes.subject
Much of the CPD that takes place nationally is not in line with with high quality evidence on how professional learning works. (E.g. cascade model). This should be addressed through a new NLND strategy; ‘one off’ PD sessions (and similar) do not work. 

# data[].attributes.body
CPD must be paid for (early childhood settings) similar to an inservice day

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Trust schools/value teachers as professionals wrt meaningful planning. Schools to have freedom to decide when to take up to four half days a year. 

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Trust schools/value teachers as professionals wrt meaningful planning. Schools to have freedom to decide when to take up to four half days a year. 

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integrating schools into the wider community -- making use of the school to provide opportunities for parents etc.

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Include reflection on practice and peer teaching. Must be resourced to facilitate release as time will be required for thought, planning, etc. Should also include research element

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Include reflection on practice and peer teaching. Must be resourced to facilitate release as time will be required for thought, planning, etc. Should also include research element

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B. Tackling of broader issues in the context of diversity

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B. Tackling of broader issues in the context of diversity

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Tackle issues such as reduced timetables and bullying which affect literacy, numeracy, digital literacy

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Who is going to develop these courses? Well is going to provide it?

How can this be implemented in the ELC sector?

If it is paid, time off in lieu, will that lead to buy in?

Development of communications on what quality supports are in place - educate and empower parents on what is quality early education or an understanding of what their role is

Parent Hub - Scottish model

Communications strategy - informing parents and supporting them

How do we incentivise services to continuously improve?

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Community of Practice opportunities for ELCs on LNDL. Sharing best practice.

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Community of Practice opportunities for ELCs on LNDL. Sharing best practice.

# data[].attributes.body
Paid CPD in EY settings (in-service days for EY settings)
Single-handed operators working in isolation, need to consider how we offer supports
Cross-curricular approach
Need for LINC-type introductory model

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Develop and resource a system of professional development that has the capacity to facilitate all teachers in all schools in upskilling

# data[].attributes.subject
Develop and resource a system of professional development that has the capacity to facilitate all teachers in all schools in upskilling

# data[].attributes.headline
Develop in-service training and professional learning opportunities for ELCs. Modelled on Primary and Post Primary approaches.

# data[].attributes.subject
Develop in-service training and professional learning opportunities for ELCs. Modelled on Primary and Post Primary approaches.

# data[].attributes.body
IT education -- critical to include this

# data[].attributes.body
If this were in private industry it would be a significant change management exercise - it would be helpful for school leaders and teachers leading change to have supports around change management. However, finding time will be difficult. Where it fits in and why we are doing it is crucial - may require stopping other things or saying no to other things

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B. Culturally-informed & responsive, trauma-informed approaches and strategies

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B. Culturally-informed & responsive, trauma-informed approaches and strategies

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Need for culturally-informed approaches and strategies for diverse groups, including the travelling community

# data[].attributes.body
Time for reflection

# data[].attributes.body
Any CPD that educators must engage with must be paid and be within the normal working day (and setting shouldn’t loose money for closing to facilitate this)

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This will need the time and money to make it happen. Teachers are already saying that they are overworked and there are other draws on whole-school planning such as SPHE etc.

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Consider tailored supports for childminders and owner/managers operating on their own.

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Consider tailored supports for childminders and owner/managers operating on their own.

# data[].attributes.body
If the suggested actions were implemented, that in itself would be huge progress!

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Paid time for training
Paid time for planning
Substitution for time at training
Accreditation of CPD hours

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Additional 4 required:

Adequate and discrete funding
Middle management / posts of responsibility
Home school community liaison (HSCL) officers -- we need more
Capital investment in community edu services, youth reach (Dept Ed & Dept Children)

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How the strategy is evaluated will dictated how the strategy is enacted - there needs to be constructive alignment particularly in terms of assessment and curriculum reform

# data[].attributes.subject
How the strategy is evaluated will dictated how the strategy is enacted - there needs to be constructive alignment particularly in terms of assessment and curriculum reform

# data[].attributes.body
Need to have time for all staff to engage in training over a year with time to absorb the learning and implement it next year. Peer to peer learning hugely powerful.
Teachers' capacity to integrate technology into lessons very mixed.
Huge need for investment in school libraries on an ongoing, sustainable basis and give schools support to develop that library and encouragein their students' engagement to read for pleasure.

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The link teacher of the past did not work. Teacher and middle leaders need to be enabled to lead, to have agency. This discussion needs to be initially facilitated using an outside voice (e.g. support service).

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Workshops, beginning at Introductory level, using NSAI structures to develop educators confidence and competence to plan for and assess LNDL learning.

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Workshops, beginning at Introductory level, using NSAI structures to develop educators confidence and competence to plan for and assess LNDL learning.

# data[].attributes.body
Develop/identify resources specifically tailored for groups which have been traditionally disadvantages

# data[].attributes.body
Supports need to be embedded in CPD. they have to travel together.
Identify teachers of excellence.
Associate model.
Sub-cover for CPD, allows teachers to build professional communities.
Organisations come together.

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Clear information for parents on age appropriate LNDL learning experiences - emergent, play-based, active, experiential and child-led.

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Clear information for parents on age appropriate LNDL learning experiences - emergent, play-based, active, experiential and child-led.

# data[].attributes.body
Informal CPD - sharing lesson structure should be recognised.
Reflect on current practice, supporting this learning every day but maybe not articulating.
Documenting the learning.
Self reflection tool for digital literacy.
Meta cognition.
Professional learning communities, start with individual educators in the setting. Peer observation is a great way of facilitating this.
Paid non-contact time, 10 per year.
Flexible blended model of CPD required.
Case studies is a practical support.
Tip sheets,
Consider all learner types, universal learning.

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It is important that competences are not an added layer on top of Aistear’s aims and leaning goals and the language  and maths  primary school curriculum

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Funding for devices   - levels up all learners
CPD needs continuity and common understanding through all settings - a thread that travels through all levels
Relationship between sectors
Design of CPD - what is needed and reviewed
Hybrid? Face to face with different schools similar to JC - clustering
Collaboration
Cosan - differing needs - appropriate CPD
Avoid tick box exercise
Special support need for parents who are not from Ireland - additional resources
Embedding LNDL competences and dispositions into CPD across the board
Not an add on
Recognition that it is embedded throughout
Family leaning needs to be supported
Not only in DEIS but all schools

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With technology, it should now be possible to provide teachers with support and information on literacy and numeracy on an ongoing basis.
LNDL could be linked to Whole School Evaluation, in which case schools would allocate dedidicated time to it.
Inservice for the upcoming primary maths curriculum could also include numeracy (kill two birds etc.). There must be space in schools for new/revised initiatives. Timing is critical.

CPD must respect class contact time. When is the best time to do CPD? During the school day?

An important issue is how teachers view CPD, the level of commitment etc. Should it be part of a post-holder's responsibility. Could information giving elements of CPD be done outside of school time?
The idea that cpd on children with complex needs is optional is problematic. Mandatory CPD?
Need more hands-on approaches at whole school level (which is compatible with a whole-school response to issues).

Croke Park hours should facilite CPD on L and N. Middle management numbers can also increase again.

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A. Developing a culture & community of practice within schools 

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A. Developing a culture & community of practice within schools 

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Third bullet point - it is important that there are opportunities for shared CPD for all educators/teachers etc to ensure collaboration

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Need to have an integrated approach - cannot just be the English teacher and the Maths teacher as this will not drive an integrated programme 

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Need to have an integrated approach - cannot just be the English teacher and the Maths teacher as this will not drive an integrated programme 

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A. Broadening family literacy programmes to other school settings beyond DEIS schools 

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A. Broadening family literacy programmes to other school settings beyond DEIS schools 

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Clear identification of the core competencies for LNDL in early years. To complement the dispositions identified in Aistear.

# data[].attributes.subject
Clear identification of the core competencies for LNDL in early years. To complement the dispositions identified in Aistear.

# data[].attributes.body
Importance of bidirectional good practice been ELCs and schools

Paid CPDs

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Needs to include parents st all stages

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Clarity around approaches and developing competencies and dispositions

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Clarity around approaches and developing competencies and dispositions

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-       CPD by support services can distil research on evidence-based approaches into practical terms for teachers and provide the space to engage with the approaches in a meaningful way.

-       Engage with research around professional learning communities, maximising use of Education Centre Network

-       Some methods that teachers can feedback on learners’ progress and communicate this across the sectors. Perhaps developing a shared framework?

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Replace facilitate with wording that more clearly reflects the challenges, eg support, resource and facilitate...

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Replace facilitate with wording that more clearly reflects the challenges, eg support, resource and facilitate...

# data[].attributes.headline
CPD needs to be evidence-based - not one-off workshops and peer to peer is very effective 

# data[].attributes.subject
CPD needs to be evidence-based - not one-off workshops and peer to peer is very effective 

# data[].attributes.body
Transitions between ELC and primary, Mo Sceal.
Follow through on Aistear from ELC to primary.
Explore regional clusters,, communities of practice.

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A focus on transitions required and there is a need for continuity/progression across levels

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A focus on transitions required and there is a need for continuity/progression across levels

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Inform parents re benefits of progressive approaches

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Inform parents re benefits of progressive approaches

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Homework is an important part of this conversation. The media narrative around homework is very negative.
Homework needs to be evidence based and this is part of developing a supportive home environment.
Support and guidance around homework is very important. This needs to be provided for teachers as a resource. Teachers have no time to develop resources in this area.

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Further attention is needed to define what is meant by ‘approach’, ‘competences’ and ‘dispositions’

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Further attention is needed to define what is meant by ‘approach’, ‘competences’ and ‘dispositions’

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Promote, support and resource, eg time and expertise in development of school plans 

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Promote, support and resource, eg time and expertise in development of school plans 

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The implementation/supports for evidence-based pedagogy should continue

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The implementation/supports for evidence-based pedagogy should continue

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There are existing measures, e.g. Education Passport
and good practice for the transition points. These should be properly resourced.

There are also significant gaps in terms of guidance and resources for teachers

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The strategy should focus on the transitions piece; it is difficult to consider evidence-based approaches separate to curricular considerations

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The strategy should focus on the transitions piece; it is difficult to consider evidence-based approaches separate to curricular considerations

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Additional guidance for parents would also be welcome as they can often be in a vaccum 

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Additional guidance for parents would also be welcome as they can often be in a vaccum 

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Need for strategy to be supported by coherent , structured, longitudinal Prof learning that should be context dependent 

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Need for strategy to be supported by coherent , structured, longitudinal Prof learning that should be context dependent 

# data[].attributes.body
The competencies should be evidenced-based and based on the research gathered by the system e.g. NCCA.

The actions need to focus on all practical guidance for teachers. parents and learners and not just transitions.

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Family literacy sits within adult learning but requires collaboration between adult ed and schools - this was it could be more effective 

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Family literacy sits within adult learning but requires collaboration between adult ed and schools - this was it could be more effective 

# data[].attributes.body
CPD is essential but not one size fits all.
Continuous CPL leads into educator as researchers.
First 5 commitment re non-contact time required and Nurturing Skills
Different CPD for different levels of qualification

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Could have more coherence around transition from early childhood to post-primary - Mo scéal is there but there could be more

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Could have more coherence around transition from early childhood to post-primary - Mo scéal is there but there could be more

# data[].attributes.headline
The title of the action could be clarified - is it focussed on transitions? 

# data[].attributes.subject
The title of the action could be clarified - is it focussed on transitions? 

# data[].attributes.headline
Need an agreed national understanding of what the LNDL competencies are

# data[].attributes.subject
Need an agreed national understanding of what the LNDL competencies are

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There cannot be more work for schools. Key skills are built into your learning outcomes.
The curriculum is the work plan so the strategy has to reflect the curriculum by setting the higher level competencies and skills.

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Teachers will need time to to implement actions 

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Teachers will need time to to implement actions 

# data[].attributes.headline
Question mark over reading recovery - it is not evidence based and needs to be reassessed

# data[].attributes.subject
Question mark over reading recovery - it is not evidence based and needs to be reassessed

# data[].attributes.headline
Identify, disseminate and incentivise use of evidence-based approaches 

# data[].attributes.subject
Identify, disseminate and incentivise use of evidence-based approaches 

# data[].attributes.headline
Evidence-informed approach is the most important aspect 

# data[].attributes.subject
Evidence-informed approach is the most important aspect 

# data[].attributes.headline
Some clarity is needed on what is suggested by this action - there is uncertainty coming through clearly in the discussion 

# data[].attributes.subject
Some clarity is needed on what is suggested by this action - there is uncertainty coming through clearly in the discussion 

# data[].attributes.headline
Need to be consistent with the use of the word disposition 

# data[].attributes.subject
Need to be consistent with the use of the word disposition 

# data[].attributes.body
Identify relevant research gaps for Ireland (already highlighted in the DCU report)

Important to do this so that we can define the evidence-based approaches

# data[].attributes.body
Disconnect between primary and early years.
The statement is aspirational, there is so much to do before this can happen.
Knowledge needs to be built up before best practice . There needs to be shared understanding.
Instill teacher confidence, confidence in best practice.

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Identify should be broadened to include communicate and implement. The approaches are identified in the research reports. The challenge is enduring they are implemented in practice.

# data[].attributes.subject
Identify should be broadened to include communicate and implement. The approaches are identified in the research reports. The challenge is enduring they are implemented in practice.