# data[].attributes.body
I notice that in my own school many of my colleagues come to me in seeking direction and advice in regards the Junior Cycle. I find that I guide subject department meetings in terms of planning units of learning.

I have largely had a positive experience in delivering Cluster Day 2. Setting the room up in the morning can be a challenge, as classrooms are rarely prepared by hosting schools. Areas of frequent confusion include: how to unpack learning outcomes, what does successful learning look like, need exemplars for each descriptor, concern as to whether each learning outcome is sufficiently addressed using thematic and unit of learning approach.

I found the shadowing aspect of training invaluable as I was able to observe experienced advisors facilitate and pick up some tips from them. I think there is an opportunity here to create a buddy/critical friend system so that associates are paired with advisors to build confidence and to develop delivery techniques.

# data[].attributes.headline
The first day went very well and the teachers were generally very positive.  The second day teachers seemed more fatigued.  Not as positive about the JC in general and finding the new terminology over whelming.  Time considerations are a huge concern.

# data[].attributes.subject
The first day went very well and the teachers were generally very positive.  The second day teachers seemed more fatigued.  Not as positive about the JC in general and finding the new terminology over whelming.  Time considerations are a huge concern.

# data[].attributes.headline
I have been bringing the resources and ideas back to the classroom and implementing them.  I am more aware of using refections and self assessment. It reminds me of best practice and encourages me to try lots of different approaches in the classroom.

# data[].attributes.subject
I have been bringing the resources and ideas back to the classroom and implementing them.  I am more aware of using refections and self assessment. It reminds me of best practice and encourages me to try lots of different approaches in the classroom.

# data[].attributes.headline
The associates have the advantage of having real live students in front of them to experiment with.  I would like to be more involved beyond the delivery of the workshops.  In an ideal world I would like to have the full 20 days to work with the JCT and use some of this to trial, for example the problem solving portfolio or the key words inventory so we can explain how these are working in the classroom and any issues we had in implementing them.

# data[].attributes.subject
The associates have the advantage of having real live students in front of them to experiment with.  I would like to be more involved beyond the delivery of the workshops.  In an ideal world I would like to have the full 20 days to work with the JCT and use some of this to trial, for example the problem solving portfolio or the key words inventory so we can explain how these are working in the classroom and any issues we had in implementing them.

# data[].attributes.body
I have began to be more aware of the student voice in the classroom. Trying to look at the learning outcomes from the students point of view too. While I was not adverse to students having their own views on a topic, now I can allow myself to explore these views and not be too constrained to a syllabus and time restrictions.

# data[].attributes.body
In general I have found the the teachers found the day very useful and seemed to enjoy learning about the mathematical investigation and CBA's. The one downfall is that the theme poster seemed to confuse the teachers. Many asked "but you don't have to do this,do you?" or "why are we doing this?" Or "we seem to be putting all the LO into the themes, I don't see the point as these are all displayed the LO poster, could we not just use that". Perhaps narrowing the focus of the theme is needed.
Another positive was giving the teachers time to put learning units together. They felt a sense of achievement and were able to bring something physical home to put into their planning folder.

# data[].attributes.body
Overall the day has been a positive experience. The only thing is Timing. It can be difficult toas get everything covered and the afternoon does seem to be a bit rushed. I feel that it’s a very important session so it’s a pity to rush through it. Something to focus on.
Maths department/school have been very encouraging and seeking advice regularly.

# data[].attributes.body
Student voice much more evident. Conversations about how we could solve problems. Problem solving has as much time given as procedural work.

# data[].attributes.body
The three experiences:
1 Training has been very positive.
2 Own school: Need to be careful that my thoughts are not confused with JCT thoughts. Sometimes what I say may be seen as JCT speak.
3. On delivery. The last cluster day was intense with valuable conversations had by all. Most of the time it was as if I was defending the new Junior Cycle. I do not know if teachers realise that JCT is to support them, not given them extra work. I enjoyed the day but it was tough.

# data[].attributes.body
I would like to get more hands on with the tasks etc. Develop them further. Get my hands dirty so to speak.
It is fine delivering the content that has been created, but sometimes if you are reading a power point that someone else created, the point might be more difficult to get across. I am fully aware that the content needs to be constant over the entire country. And there is nothing wrong with the content!!!!!!! Promise!

# data[].attributes.headline
Changes in my classroom since becoming an associate

# data[].attributes.subject
Changes in my classroom since becoming an associate

# data[].attributes.body
There is a greater focus on problem solving. I've introduced a problem solving portfolio with first years. Students provide peer-feedback on their work, which has been surprisingly insightful.

I have pared back the amount of scaffolding too and my students are becoming more familiar with "getting stuck" and in developing strategies to help them through.

# data[].attributes.headline
Aspects of JCT Maths associate I'd like to develop

# data[].attributes.subject
Aspects of JCT Maths associate I'd like to develop

# data[].attributes.body
Strategies on how best to deal with reluctant and resistant participants on delivery would be . Perhaps having a bank of anticipated questions with possible answers pre-prepared might help in this matter.

Put into practice what we preach. Potential to work with other associates in devising possible units of learning, learning experiences or CBA like material. These could be trialled in our classrooms and then our experience could guide participants on delivery days.

# data[].attributes.body
In my school teachers and management are very supportive. I have to remind teachers in my department that planning units of learning must be done collaboratively. I try to remind teachers in my school that this is a learning curve for all of us and that it is not expected that we will have a completed set of units of learning. Last year we did develop units of learning. I am currently trying to encourage our department to review these to identify strengths and areas for further improvements.

When out on delivery the set up in the morning can be stressful. Most rooms are not set up for group work. There have been IT problems, for example my laptop only has a HDMI outlet and the projector in the room only had a VGA input. I now bring a VGA to HDMI adaptor. The presentation works well. Teachers seem to enjoy the section on effective questioning. Discussion on CBAs/ assessment task can be eventful, I usually ask about colleagues’ experience in the CBA2 and assessment task. Colleagues experiences have seemed positive, so the teachers feel reassured. Regarding the planning section in the afternoon, teachers can get bogged down here. What I have tried to stress here is that while this method of planning is only a suggestion, the conversations which have been had are worthwhile and the engagement in the learning intentions would not have been as focused if they were looked at in isolation. Also I remind the teachers that while the connections across strands may be clear in our own thoughts, they may not be as clear in some of or colleagues or students minds, and through thematic planning we can make these connections explicate to ourselves, our colleagues and our students. I have enjoyed the conversations with fellow teachers around examples of good practice in the maths classroom.

Regarding training the shadowing experience was invaluable. This lowered the initial pressure regarding delivery as there was another person in the room there to offer support and advice.

# data[].attributes.body
Being an associate has been great so far. My department have definitely benefited as I have been able to sit down and plan with them both for the year and individual lessons - I actually delivered to my own school on a cluster day and it’s great having their support. Delivery has been very positive and it’s great having the group there if we have any questions on the day. The shadowing was brilliant, really gave me a feel for the day.

# data[].attributes.body
I’m trying lots of different methodologies, we are using a problem solving journal and I am really working on my questioning. I’ve used lots of the resources from the cpd days in class and my department are collaborating more than ever.

# data[].attributes.body
Change in classroom practice.

I am certainly more aware of the questions I am asking my students. The value I place on the book as the backbone of a lesson has reduced. I have continued to use dual assessment methods in my classroom. I would often use summative assessment in a formative manor. The biggest change would be around my awareness to develop my students’ ability to be aware of their own development as a learner. Encouraging students to pose questions, investigate and then justify where possible. I also ask my students to now identify the intent behind the questions I ask them, here I am trying to see if my students can identify what they have learned from the questions I have asked.

# data[].attributes.body
As an associate we are fortunate enough to be in contact with students and teachers on a daily basis. There is potential here to push the role of associate into the school community to trial tasks and planning tools. There is also potential for associates to develop communities of practice with other schools in the area to share experiences of best practice. Again highlighting the role of the JCT associate, a support for teachers development.