2019/2020 school year directory of wellbeing cpd...culture & environment relationships &...

2019/2020 school year

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Directory of Wellbeing CPD September 2019 to June 2020


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Prepared by the Department of Education and Skills


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Overview

There are many professional learning opportunities available to support teachers and school leaders to engage with aspects of wellbeing. This document provides an overview of the

supports provided by the Department of Education and Skills’ Support Services and the Health Service Executive’s Health Promotion Team that are available for the 2019/2020 school

year and includes information on how to access these supports.

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Primary

I am looking for assistance with

Wellbeing Key Area Target Group1

Title Description Offered by How to access the support

Availability (number of seminars/ workshops if applicable)

Implementing

Child Protection

Requirements.

Policy and

Planning

Relationships &

Partnerships

Culture &

Environment

DLPs and

DDLPs Newly

appointed

School

Principals

Child Protection

for DLP’s/DDLP’s

Elearning

Programme

for All School

Personnel

Elearning

Programme for

DLP’/DDLP’s

Current issues

within the

Misneach

Programme

This seminar will specifically focus on the

role and responsibilities of the DLP including

liaising with external agencies, supporting

staff, reporting to Tulsa, communications

with the Board/parents, curriculum

implementation etc.

The purpose of this programme is to

outline the role of all school personnel

in dealing with child protection concerns and

disclosures, including the role of the

Mandated Person.

This ELearning programme is designed

specifically to assist DLPs and DDLPs with

the risk assessment process and the

creation of a Child Safeguarding Statement

using the DES templates.

As part of the Misneach programme for newly

appointed School Principals, a current issues

module provides scenarios in relation to

compliance with and implementation of Child

Protection Policy.

PDST

PDST

PDST

PDST

DLP’s/DDLP’s can register for this course on https://pdst.ie/onlinebooking Newly appointed

principals apply

through the PDST

website

https://pdst.ie/Misn

each/Primary

45

All newly

appointed

principals can

avail of

Misneach

https://pdst.ie/onlinebooking


https://pdst.ie/Misneach/Primary


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Newly Qualified

Teachers

(NQTs) Primary

and Post-

Primary

Child Protection and

Safety

This workshop is informed by Circular 0081/17

(DES), the Child Protection Procedures for

Primary and Post-Primary Schools (DES: 2017)

and the Children First document-National

Guidance for the Protection and Welfare of

Children 2017). Key responsibilities for teachers

with regard to child protection and safety are

outlined, including reasonable grounds for

concern, mandated persons, threshold of harm,

dealing with disclosures, route of referral and

procedures for reporting and recording.

NIPT

NQTs can register

to attend this

workshop with

their local

Education Centre

All NQTs can avail of

this workshop

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1 C included on the primary list is available to all primary teachers from junior infants to 6th class unless otherwise indicated.





Stay Safe

Programme.

The programme

aims to give

children the

skills necessary

to enable them

to recognise and

resist abuse /

victimisation.

Curriculum (T&L)

Policy & Planning

Culture &

Environment

Primary

School

Teachers

Stay Safe

Programme

Workshop

Supporting the mandatory nature of the Stay Safe

programme, as per the Child Protection Procedures

for Primary and Post Primary schools 2017, this

workshop will familiarise teachers with the

rationale, structure, key messages, and content of

the revised Stay Safe Programme. It will be

facilitated by the team

of associates. It aims to support and enable teachers

to implement the revised programme within the

context of the SPHE curriculum and with a cross

curricula approach.

PDST Teachers can

register for this

course on

https://pdst.ie/onlin

ebooking

21

Teaching the sex

education

elements of RSE

from Infants to

Sixth class, in the

context of Social,

Personal and

Health Education

Curriculum (T&L)

Culture &

Environment

Primary

School

Teachers

Primary

Relationships

& Sexuality

Education Seminar

This seminar focuses on teaching the sex

education elements of RSE from Infants to Sixth

class, in the context of Social, Personal and Health

Education. The course will be experiential and

practical in its approach. The seminar includes;

An overview of RSE as an aspect of SPHE; The

role and function of an RSE policy;

Methodologies for teaching RSE and Creating a

safe classroom environment.

PDST Teachers can

register for this

course on


ebooking

44

Helping children

develop their

fundamental

movement skills

through the PE

Curriculum.

Curriculum (T&L)

Culture &

Environment

Primary

School

Teachers

PE Physical

Literacy Seminar

3 mop-ups -

Manipulative Skills

These mop-up seminars follow from the full roll out

in Spring 2019 and is the final round on the third

series of seminars on using Fundamental Movement

skills as a lens for developing Physical Literacy

through the PE Curriculum. This seminar builds

upon the Stability and Locomotor skills with a focus

on Manipulative skills.

PDST Teachers can

register for this

course on


ebooking

60







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Helping children’s

motivation and

confidence as

a core pillar of

physical literacy

Curriculum (T&L)

Culture &

Environment

Primary

School

Teachers

PE Physical

Literacy Seminar

4- ‘Developing the

physically literate

child through the

lens of motivation

and confidence’

This is the fourth in the series of full day seminars

exploring how physical education (PE) can be used

to support the development of childrens’ physical

literacy. This seminar will briefly revisit concepts

and skills explored in Seminar 1 - 3 and explicitly

explore motivation and confidence as a core pillar of

physical literacy. Strategies and approaches which

may support the development of pupils’ motivation

and confidence in PE and wider physical activity

settings will be presented and considered.

PDST Teachers can

register for this

course on


ebooking

84

Teaching all of

the primary PE

Curriculum.

Curriculum (T&L)

Culture &

Environment

Primary

School

Teachers

Primary PE

Workshops

PDST offer a series of evening workshops

throughout the year, focusing on particular

areas of the Physical Education Curriculum

such as Games, Gymnastics, Outdoor &

Adventure Activities, Dance.

PDST Teachers can

register for this

course on


ebooking

Approximately

21 per term





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Supporting the

whole school with

deep engagement

on an area of the

SPHE curriculum.

Curriculum (T&L)

Culture &

Environment

Relationships &

Partnerships

Policy & planning

Whole Staff

- whole staff

attendance

facilitated

Primary

School

Leaders

Whole school CPD

School Culture (

Misneach,

Forbairt, Tánaiste

and Comhar

Programmes)

School Self

Evaluation

In school support is available in the following

areas:

Anti-Bullying (including internet safety and

cyber-bullying)

SPHE (including Visual Arts)

RSE

Wellbeing for teachers

SPHE (Integrating with the Visual Arts)

Stay Safe Programme

PE

To develop and understanding of individual

school culture through reflection and audit and to

explore approaches to shaping school culture.

This includes the use of DES Anti- bullying

procedures and the Looking at our School Quality

Framework. An exploration of

school culture is provided on all these courses.

Further relevant elements of these programmes

include modules on conflict management,

communication and Leading Teams. These

programmes also include an approach to school self-

evaluation which provides a structure for whole

school engagement with an identified area for school

improvement.

PDST

PDST

Schools can

apply for support

by visiting

https://pdst.ie/s

choolsupport

Register using

school roll number

and password as

issued to you

annually.

Schools are

invited to apply

for all leadership

courses.

Up to 6 visits

where schools are

granted Sustained

Support

All Primary

Schools may

apply for

Forbairt.

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Helping children

to develop their

physical literacy

while nurturing

their social and

emotional growth

Curriculum (T&L) Primary

School

Teachers

Integrating PE and

SPHE in the

primary classroom

Physical Literacy is the ability to move with

confidence in a wide variety of physical

activities in multiple environments that

benefit the healthy development of the whole

child. SPHE encompasses the development

of emotional literacy which is the ability to

understand emotions, listen to others and empathise.

This summer course will be an integrative design by

PDST PE and SPHE Advisors in collaboration with

The ARK cultural centre to support teachers with

developing physical literacy while nurturing

children’s social and emotional growth.

PDST https://pdst.ie/onlin

ebooking Summer Course



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Prevention of and

preparation for

critical incidents/

traumatic events

POLICY AND

PLANNING

Primary

school

principal and

teachers

All School

Principals

Responding to

Critical Incidents in

Primary Schools

Developing a

School Plan

A half day workshop for primary schools on

prevention, preparation for and responding to

critical incidents. The prevention section

highlights school based prevention strategies and

how they contribute to supporting wellbeing of

students. The preparation section focuses on setting

up a Critical Incident Management Team and

developing a

Critical Incident policy and plan. The Intervention

section offers guidance on how to respond to

traumatic events.

As part of this workshop the importance of Critical

Incident Planning is highlighted as well as

availability of the above supports from NEPS

NEPS

PDST

NEPS will

communicate with

all schools during

the year on roll out

of this training for

their area.

Schools register

with their local

Education Centre

or local NEPS

office. Training

can also be

provided on

a whole school

basis on request.

Schools are

invited to

register for this

course online

during the

Spring Term.

https://pdst.ie/

All primary

schools will be

invited to

workshop

All Primary

Schools are

invited to

participate.

https://pdst.ie/

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Promoting anxiety

prevention,

emotional

competence and

resilience for all

pupils

CURRICULUM Primary

Teachers

FRIENDS for Life

Training

2 day CPD training for teachers in Friends for Life.

This is an evidence-based anxiety prevention and

resilience building programme designed for use in

primary schools and based on 10 classroom

sessions in school.

NEPS NEPS will

communicate

with all DEIS

schools and

other schools, if

applicable,

during the year on

roll out of this

training for their

area.

Schools register

with their local

Education Centre

or local NEPS

office. Training

can also be

provided on

a whole school

basis on request.

Available to all

DEIS schools as a

priority, with

some availability

to

other schools in

certain areas.

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Strengthening

teacher classroom

management

strategies

CULTURE AND

ENVIRONMENT

AND

RELATIONSHIPS

Primary

teachers

Incredible Years

Teacher Classroom

Management

Training (IYTCM)

Incredible Years Teacher Classroom Management

Training (IYTCM) focuses on strengthening

teacher classroom management strategies and

improving teacher-parent relationships. This leads

to an increase in children’s social, emotional and

academic competence and reduces classroom

aggression and disruptive behaviour.

The programme is delivered over 5-6 day

workshops approximately 1 month apart.

NEPS NEPS will

communicate

with all DEIS

schools and

other schools, if

applicable,

during the year on

roll out of this

training for their

area.

Schools register

with their local

Education Centre

or local NEPS

office. Training

can also be

provided on

a whole school

basis on request.

Available to all

DEIS schools as a

priority, with some

availability to

other schools in

certain areas.

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Newly Qualified

Teachers

(NQTs)

Classroom

Management &

organisation

This workshop provides NQTs with an

opportunity to reflect on the concept of an

effective teaching and learning environment. The

following topics are explored in this context:

positive relationships, the social and learning

environment, effective classroom organisation, a

systematic approach to responding to behaviour,

and teacher attitudes and behaviours.

Opportunities to discuss strategies and share ideas

are a central element of this workshop

NIPT

NQTs can register to

attend this workshop

with their local

Education Centre


this workshop

Supporting

colleagues’

classroom

management

strategies

CULTURE AND

ENVIRONMENT

AND

RELATIONSHIPS

Primary

School

Leaders

Misneach, Forbairt,

Tánaiste

Each of these programmes contain modules on

Leading Learning where the themes

of supporting and developing colleagues’

classroom practice and improving parent-

teacher links are explored.

PDST Schools are

invited to

participate in

these

programmes

through the

PDST website or

through direct

invitation to the

school

https://pdst.ie/onl

inebooking

All Primary School

leaders are invited

to participate.



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Provide a social

skills programme

for sixth class

pupils

RELATIONSHIPS Primary

Teachers

of 6th class

pupils and

special

education

teachers

Get Up, Stand Up Get Up, Stand Up, is a seven session social skills

learning programme for young adolescents

developed by NEPS. The programme is for sixth

class primary school pupils.

It covers themes such as ‘Friendship’, ‘Dealing

with Teasing and Intimidation’ and ‘Resilience and

Coping’.

NEPS NEPS will

invite schools

in certain areas to

apply for this

programme.

Schools register

through their local

NEPS office

Schools in areas

where the

programme is

available will be

invited to apply.

Good practice in

supporting pupils

with special

educational needs

CURRICULUM

(TEACHING AND

LEARNING)

Primary

Teachers

Cluster Groups Communities of practice for teachers of pupils with

a range of needs including those with ASD, Visual

Impairment, Selective Mutism and the Deaf/Hard

of Hearing etc.

NEPS NEPS will

invite schools

in certain areas

to participate

in this cluster

group

Schools register

through their local

NEPS office

Availability is

based on local

need.

Newly Qualified

Teachers

(NQTs)

Individual

Education Planning

for Pupils with

Special Educational

Needs

This workshop supports NQTs in planning for

pupils with special educational needs. It

complements the workshop Planning and

Preparation: What is required? A practical

activity-based approach is used to explore the

Individualised Education Planning (IEP)

rationale, IEP/school support plan content and

process, the IEP/school support plan writing and

reviewing. The workshop also explores the on-

line and face-to-face supports available from

SESS.

NIPT NQTs can register to


with their local

Education Centre


this workshop

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Meeting the

needs of diverse

groups of pupils

CURRICULUM

(TEACHING AND

LEARNING)

Primary

Teachers

Group

Consultation

A specific consultation for teachers seeking

support to improve their practice in meeting the

needs of and including diverse groups of children

NEPS NEPS will invite

schools in certain

areas to

participate in this

group

Schools register

through their local

NEPS office

Availability is

based on local

need.

Newly

Qualified

Teachers

(NQTs)

Inclusion

This interactive workshop focuses on the

classroom environment and classroom

planning to support inclusion. NQTs are given

an opportunity to reflect on their own

individual values, behaviours and attitudes

which will determine inclusive practice in their

classrooms. Emphasis is placed on how to

develop strategies to ensure that

pupils/students with special educational needs

are included

NIPT NQTs can register to


with their local

Education Centre


this workshop

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Supporting the

whole school in

specific areas

identified through

consultation with

NEPS

POLICY AND

PLANNING

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Whole staff

attendance

facilitated

In school support is

available in varied

areas.

Tailored Support and Development programmes

for individual schools to assist with applying

psychology to addressing a wide range of learning

and development needs and implementing the

Continuum Of Support, Wellbeing Guidelines and

Language and Literacy programmes.

NEPS Schools agree

with their

assigned

NEPS

psychologist

based on

the school

population

and context.

All primary

schools

Supporting the

whole school with

deep engagement

on an area that

the school has

identified

POLICY AND

PLANNING

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Whole or

some staff

attendance

facilitated as

appropriate

Whole or

some staff

attendance

facilitated as

appropriate

A workshop to

support schools’

engagement with

an area identified

by the school is

provided by the

PDST Leadership

Team.

Bespoke support in

school over a

period of time to

support leadership

issues within the

school.

Development of an understanding of the six step

process within SSE and the use of this process

to support the school’s deep engagement with an

aspect of Teaching and Learning.

This bespoke approach to support of a school

depends on context and on the identified needs of

the school. The support provided is tailored to suit

the context.

PDST PDST

All primary

schools are

invited to attend.

Schools are

invited to

apply for

sustained

support

through the

school support

application

process in

June.

All primary

schools

All primary

schools.

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Meeting the needs

of all students

in inclusive PE

lessons using

Primary PE

Curriculum

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Primary

Teachers

Inclusive P.E. NCSE in collaboration with CARA present a one

day seminar exploring the use of the TREE model

and inclusion continuum to promote inclusive PE

lessons for all students. School Support visits and

Croke Park Hours seminar also available.

NCSE Teachers can

register for this

course on the

ncse website.

Approximately

8 per academic

year.

Coping with the

challenges of

meeting the needs

of pupils with

SEN as a school

principal.

POLICY AND

PLANNING

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Principals Leading inclusive

Learning

The purpose of this NCSE seminar is to provide

guidance to Primary school leaders on the use,

organisation and deployment of additional teaching

resources for pupils with special educational needs.

This guidance is provided in the context of the

revised model for allocating special education

teaching resources which was introduced by the

Department of Education

and Skills in September 2017. School Support

visits and Croke Park Hours seminar also

available.

NCSE Teachers can

register for this

course on the

ncse website.

Approximately

12 seminars per

academic year.

Meeting the

needs of diverse

groups of pupils

CURRICULUM

(TEACHING AND

LEARNING)

Primary

Teachers

Inclusive Teaching

and Learning

This NCSE seminar provides professional

development for SET teachers and class

teachers in mainstream Primary Schools.

It explores current legislation, the teacher

allocation model, practical strategies for

Inclusive Teaching including differentiation

and co-teaching methods, NEPS continuum of

support and planning and monitoring tools.

NCSE Teachers can

register for this

course on the

ncse website.

Approximately

12 seminars per

academic year.

Newly

Qualified

Teachers

(NQTs)

Inclusion This interactive workshop focuses on the

classroom environment and classroom planning

to support inclusion. NQTs are given an

opportunity to reflect on their own individual

values, behaviours and attitudes which will

determine inclusive practice in their classrooms.

Emphasis is placed on how to develop strategies

to ensure that pupils/students with special

educational needs are included.

NIPT



with their local

Education Centre


this workshop

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Support students

with SEN around

transition from

primary to post

primary school

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Primary and

post primary

teachers

Transition from

Primary to Post

Primary for

Students with

Special Education

Needs : Evening

Seminar

This evening seminar is designed to provide

an outline of the challenges faced by students with

special educational needs (SEN) in their transition

from primary to post-primary school and to present

suggestions and strategies that can be applied by

schools in order to facilitate that transition.

NCSE Teachers can

register for this

course on the

ncse website.

Approximately

8 per academic

year.

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Developing

a social skills

programme for

students with SEN

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Primary Understanding

Behaviour and

Social Skills : 2

Day Seminar,

Primary

This two day NCSE course is designed to meet

the needs of teachers who experience

challenging behaviour in the classroom setting.

The course aims to support teachers in

understanding challenging behaviour and to

examine why students engage in this

behaviour. The course also explores strategies and

interventions we can choose to prevent and

respond to challenging behaviour. In day two we

look at our understanding of social skills and why

pupils with SEN have difficulty developing

effective social skills. We also explore assessment

of social skills. Finally approaches to teaching

social skills will be outlined and discussed.

NCSE Teachers can

register for this

course on the

ncse website.

Approximately

10 per

academic year.

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Meeting the needs

of teachers who

experience

challenging

behaviour in

their classroom.

Planning for

behaviour

strategies to

support change.

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Primary and

post primary

teachers

Pathways to

Prevention : 3

Day Seminar

Pathways To Prevention is a comprehensive

NCSE course designed to meet the needs of

teachers who experience challenging behaviour

in the classroom setting. This course aims to

support teachers to identify the characteristics of

SEN that are effecting behaviour, to observe and

assess the learning environment, to identify

methods for developing comprehensive

individual pupil profiles, and to adapt the

environment to suit the needs of the learner.

Strategies

to support behaviour change are considered as are

strategies to use during challenging incidents. The

course also covers how to teach pupils to self-

manage their anxiety as well as supporting both

teacher and learner wellbeing. Finally the

participants engage in practical

work on behaviour management planning for a

specific pupil. There is a planning/consolidation and

review session where participants examine individual

behaviour planning and maintenance of behaviour

change.

NCSE Teachers can

register for this

course on the

ncse website.

Approximately

3 per academic

year.

Newly

Qualified

Teachers

(NQTs)

Behaviour for

Learning

This workshop builds on the Classroom

Management workshop by focusing on teaching

behaviour(s) essential for learning. The

Behavioural, Emotional and Social Difficulties: A

Continuum of Support -Guidelines for Teachers

(NEPS: 2010) is a key reference for this workshop

which aims to give NQTs an understanding of the

Classroom Support Process and the development

and use of Individual Behaviour Support Plans.

Relevant case studies and resources are examined

and participants’ own concerns are also explored.

NIPT



with their local

Education Centre


this workshop

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Support students

who are deaf or

hard of hearing

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Primary and

post primary

teachers

Deafness : An

Introduction,

Primary & Post

Primary : 2 Day

Seminar

This course is ideally suited to mainstream and

special education teachers, primary and post-

primary, who are new to teaching deaf and hard

of hearing pupils as well as those who may wish

to upskill in this area. This two day seminar

provides and understanding of

deafness and how this effects the pupil’s ability to

learn.

NCSE Teachers can

register for this

course on the

ncse website.

Approximately

8 per academic

year.

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Supporting

students with ASD

around puberty,

relationships and

sexuality

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Primary and

post primary

teachers

Puberty,

Relationships,

Sexuality & Autism,

Primary & Post

Primary

This course is offered by the National Council for

Special Education (NCSE) in conjunction with

Middletown Centre for Autism. It will provide

participants with information regarding how autism

may impact on the experience

of puberty, relationships and sexuality for

students. In addition, participants will also be

provided with strategies to support students

during this period of their development.

NCSE and

Middletown

Centre for

Autism

Teachers can

register for this

course on the

ncse website.

Approximately

3 per academic

year.

Supporting

students with

ASD around

mental health and

managing anxiety

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Primary and

post primary

teachers

Autism, Mental

Health and

Managing Anxiety

: 2 Day Seminar,

Primary & Post

Primary

This two-day course for teachers working with

students with Autism is provided by the National

Council for Special Education (NCSE) in

conjunction with the Middletown Centre for

Autism and addresses understanding and

promoting positive mental health in autism.

NCSE and

Middletown

Centre for

Autism

Teachers can

register for this

course on the

ncse website.

Approximately

3 per academic

year.

Healthy eating

policy

Culture and

Environment

Primary

Teachers

Wellbeing

through Healthy

Eating Policy

Development

This training day is for all schools that wish to

develop and implement a healthy eating policy, or

review and revise an existing policy. The day is co-

facilitated by a HSE dietician and Health Promotion

Officer.

HSE www.hse.ie/

schoolswellbeing

9 workshops

Delivering

the ‘Be Active

Afterschool’

Programme

Culture and

Environment

Primary

Teachers

Be Active

Afterschool

Training to support teachers to deliver the ‘Be

Active Afterschool’ Programme, an afterschool

activity programme for 7-8 year olds.

HSE www.hse.ie/

schoolswellbeing

9 workshops

Teaching 5-7 year

old children social

and emotional

skills

Curriculum and

Teaching

Primary

Teachers

Zippy’s Friends Training to support teachers to deliver the

Zippy’s Friends programme to 5-7 year olds.

This is a 24 session programme to teach children

social and emotional skills.

HSE www.hse.ie/

schoolswellbeing

9 workshops

http://www.hse.ie/

http://www.hse.ie/

http://www.hse.ie/

http://www.hse.ie/

http://www.hse.ie/

http://www.hse.ie/

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Good practice on

using the wellbeing

practice

framework

Policy and Planning Primary

Teachers

and school

leaders

Wellbeing

- Learning and

Sharing

This is new workshop that will be developed

in partnership with NEPS for schools that have

already started to engage in the Wellbeing

Framework for Practice materials that will be made

available online. It will be offered in the Spring of

2020. The objective is to ensure

that teachers adopt an evidence-informed and

sustainable approach to practice in promoting

wellbeing in schools. It will also allow teachers to

engage in collaborative practice and to share

innovative ideas and approaches to promote

wellbeing in their school.

HSE www.hse.ie/

schoolswellbeing

Teacher Wellbeing Area 4:

Relationships and

Partnerships

Teachers with

lead

responsibility

for SSE on

Wellbeing

Minding your

Wellbeing

To support teachers to explore strategies for

supporting their own wellbeing. This is based on

an existing, evidence-based HSE staff programme

that has been very positively evaluated by HSE

staff.

HSE www.hse.ie/

schoolswellbeing

27 workshops

Newly

Qualified

Teachers

(NQTs)

Teacher

Professionalism and

Wellbeing

This workshop is designed to provide NQTs

with an opportunity to explore and reflect on

some of the professional issues that may arise

for NQTs as they begin their teaching career.

Key aspects include the Teaching Council Code

of Professional Conduct for Teachers, working

with other adults in a professional setting, caring

for the voice, getting started with planning and

maintaining a work/life balance.

NIPT



with their local

Education Centre


this workshop

http://www.hse.ie/

http://www.hse.ie/

http://www.hse.ie/

http://www.hse.ie/

44 | P a g e

Teacher Wellbeing Area 4:

Relationships and

Partnerships

School

Leaders

Various modules

with the Misneach,

Tánaiste

and Forbairt

programmes

including Self Care,

Climate of wellness

and Personal

Wellbeing,

Managing Conflict,

School Culture and

Leading Teams

These programmes develop awareness and explore

strategies for supporting personal well being. They

examine the wider school culture as well as

individual approaches to these themes. This work is

done collaboratively with other school leaders as

part of a sustained approach to professional

development over at least a one year cycle.

PDST https://pdst.ie/Misne

ach/Primary https://pdst.ie/Tanais

te/Primary https://pdst.ie/Forba

irt/Primary

These workshops

take place over one to

two years as part of a

wider professional

development

programme.



https://pdst.ie/Tanaiste/Primary

https://pdst.ie/Tanaiste/Primary

https://pdst.ie/Forbairt/Primary

https://pdst.ie/Forbairt/Primary

45 | P a g e





Coping with the

challenges of

being a newly

appointed school

principal.

POLICY AND

PLANNING

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Principals CSL Mentoring

Programme

Introduction to Mentoring offered to Mentees i.e.

newly appointed principals at Misneach.

4 days of training offered to experienced

principals who volunteer to be mentors

CSL Application

forms for mentors

and mentees on

https://www.cslir

eland.ie/

Available

to all newly

appointed

principals

Developing

leadership

capacity and

coping with the

challenges of

leadership in

schools.

POLICY AND

PLANNING

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Primary

Principals

and School

Leaders

CSL Coaching

service

Provided by executive coaches.

Principals can avail of 7 1:1 sessions over an

18month period. Leadership teams can avail of

4 sessions of team coaching.

All Principals can avail of 1:1 coaching and

leadership teams can avail of coaching if the

principal has engaged in 1:1 Coaching

CSL Principals book

directly with the

Coach.

Information

on coaches in

each region is at

https://www.cslire

land.ie/

7 1:1 sessions for

the Principal are

available and 4

sessions for the

leadership team

https://www.cslireland.ie/




46 | P a g e

Post-Primary I am looking for assistance with

Wellbeing Key Area

Target Group Title Description Offered by How to access the support


Implementing

Child Protection

Requirements.

Policy and

Planning

Relationships &

Partnerships

Culture &

Environment

All DLP’s &

DDLP’s

Child Protection

for DLPs/DDLPs

Elearning

Programme for All

School Personnel

Elearning

Programme for

DLP/DDLPs

This seminar will specifically focus on the role and

responsibilities of the DLP including liaising with

external agencies, supporting staff, reporting to Tulsa,

communications with the Board/parents, curriculum

implementation etc.

The purpose of this programme is to outline the role

of all school personnel in dealing with child

protection concerns and disclosures, including the

role of the Mandated Person.

This ELearning programme is designed specifically

to assist DLPs and DDLPs with the risk

assessment process and the creation of a Child

Safeguarding Statement using the DES templates.

PDST

PDST

Online

PDST

Online

DLPs/DDLPs can register for this course on https://pdst.ie/onlinebooking

https://pdst.ie/ChildPr

otection

https://pdst.ie/ChildPr

otection

8

Newly Qualified

Teachers (NQTs)

Child Protection and

Safety

This workshop is informed by Circular 0081/17

(DES), the Child Protection Procedures for Primary

and Post-Primary Schools (DES: 2017) and the

Children First document-National Guidance for the

Protection and Welfare of Children 2017). Key

responsibilities for teachers with regard to child

protection and safety are outlined, including

reasonable grounds for concern, mandated persons,

threshold of harm, dealing with disclosures, route of

referral and procedures for reporting and recording.

NIPT



with their local

Education Centre


this workshop



https://pdst.ie/ChildProtection




47 | P a g e

Starting to teach

SPHE

Curriculum (T&L)

Culture &

Environment

SPHE Teachers Introduction to

SPHE

This 2 day seminar explores SPHE course

content, methodologies and resources. The focus

is on experiential learning and personal

development. This seminar supports those

teaching the NCCA Short Course or the Existing

Syllabus.

PDST Teachers can

register for this

course on www.

sphe.ie

29


Wellbeing Key Area



Starting to teach

Junior Cycle RSE

Develop my

confidence in

broaching

sensitive issues

Online safety

Curriculum (T&L)

Culture &

Environment

Policy & Planning

Teachers of

Junior Cycle

RSE

Junior Cycle RSE This 2 day seminar focuses on Junior Cycle RSE

course content. Methodologies will be explored

which aim to develop teacher confidence in

addressing sensitive issues with students. Participants

will be introduced to the B4Udecide resources which

will support teachers and schools in the area of non-

consensual sharing

of sexual images, online sexual coercion and

extortion.

PDST Teachers can

register for this

course on www.

sphe.ie

25

Teaching young

people about

personal

safety, protection

and abuse.

Curriculum (T&L)

Culture &

Environment

Policy & Planning

SPHE Teachers Junior Cycle

Personal Safety

This seminar is aimed at teachers of SPHE and will

address ways of educating young people about

personal safety, protection and abuse. It will provide

an opportunity for participants to familiarise

themselves with the Child Protection Procedures for

Primary & Post-Primary Schools

2017 and the PDST Personal Safety lessons

developed for Junior Cycle now available on the

PDST website.

PDST Teachers can

register for this

course on www.

sphe.ie

16

http://www/

http://www/

http://www/

http://www/

http://www/

http://www/

48 | P a g e

Engaging with

mental health

topics as part

of the SPHE

curriculum

Curriculum (T&L)

Culture &

Environment

SPHE Teachers Mental Health (2

day seminar)

This 2-day seminar is designed for all teachers of

SPHE. It will identify topics that may impact on

young people’s mental health and focus on

promoting positive mental/emotional health by

exploring topics such as feelings, emotions,

resilience, coping strategies, and other factors

that can support better mental health. Strategies and

lessons will be explored that support teachers in the

delivery of the Junior Cycle

‘Emotional Health’ module of the Syllabus and “My

Mental Health” strand of the Short Course, along with

Mental Health module in Senior Cycle SPHE.

PDST Teachers can

register at

https://sphe.ie/

15

https://sphe.ie/

49 | P a g e


Wellbeing Key Area



Exploring

students’

attitudes to

drug and alcohol

misuse

Curriculum (T&L)

Culture &

Environment

Policy & Planning

SPHE Teachers Substance Misuse

Know the Score

This seminar is aimed at teachers of SPHE at Junior

and/or Senior Cycle and will explore attitudes towards

substance misuse and examine methodologies which

will facilitate teachers to address these issues with

students. The seminar content will be aligned to the

Junior Cycle Short Course Strand 2 and the NCCA

Senior cycle SPHE Framework. A new substance

misuse

resource for Senior Cycle will be used throughout the

seminar and made available to participants.

Know the Score is a substance misuse programme

published in 2019 for Transition Year or 5th year

pupils. It includes 12 lesson plans using interactive

learning methodologies suitable for Senior Cycle

Students

PDST

HSE

Teachers can register for this course on https://sphe.ie/

Teachers can

apply for this

workshop on

https://sphe.ie/

8

18

https://sphe.ie/

http://www.sphe.ie/

https://sphe.ie/

50 | P a g e


Wellbeing Key Area



Supporting the

whole school with

deep engagement

on an area

that the school

has identified

under the SPHE

curriculum

Curriculum (T&L)

Culture &

Environment

Policy & Planning

Relationships &

Partnerships

Whole staff

attendance

facilitated

School Leaders

Whole school CPD

Forbairt, Misneach

and Tánaiste

Programmes

In school support is available in the following

areas:

Anti-Bullying (including internet safety and

cyber-bullying)

SPHE (including Visual Arts)

RSE

Wellbeing for Teachers

SPHE (Integrating with the Visual Arts)

Stay Safe Programme

PE

To develop and understanding of individual school

culture through reflection and audit and to explore

approaches to shaping school culture. This includes

the use of DES Anti-bullying

procedures and the Looking at our School Quality

Framework. An exploration of school culture is

provided on all our courses with school leaders.

Further relevant elements of these programmes include

modules on conflict management, communication and

Leading Teams. These programmes also include an

approach to school self-evaluation which provides a

structure for whole school engagement with an

identified area for school improvement.

PDST

PDST

Schools can

apply for support

by visiting

www.pdst.ie/

schoolsupport

Register using

school roll number

and password as

issued annually.

All post-primary

schools are

invited to

participate

Up to 6 visits where

schools are granted

Sustained Support

These workshops

take place over one

to two years as part

of a wider

professional

development

programme.

http://www.pdst.ie/

http://www.pdst.ie/

51 | P a g e


Wellbeing Key Area



Supporting

teachers that are

experienced in

SPHE with senior

cycle topics

including sexual

health and LGBT

issues

Curriculum (T&L)

Culture &

Environment

Policy & Planning

Senior Cycle

SPHE Teachers

Senior Cycle RSE This 2 day seminar is aimed at experienced teachers

of SPHE. Topics include relationships, sexual

health, STIs, fertility and contraception. Participants

receive a copy of the TRUST DVD and lesson pack.

The seminar will also include a focus on LGBT

issues.

PDST Teachers can apply

for this seminar on

www. sphe.ie

21

Teaching aspects

of the PE

Curriculum at

Junior and/or

Senior Cycle.

Curriculum (T&L)

Culture &

Environment

Post Primary

PE Teachers

Post-Primary PE

Workshops

PDST offer a series of evening workshops throughout

the year, focusing on particular areas of the Physical

Education Curriculum at Junior and/or Senior Cycle

such as Health Related Activity, Planning for Senior

Cycle PE and Team Challenges for Outdoor &

Adventure Education

PDST Teachers can register

for this course on

https://pdst.ie/onli

nebooking

Approximately

21 per term

Prevention of and

preparation for

critical incidents/

traumatic events

POLICY AND

PLANNING

Principals,

teachers,

guidance

counsellors,

chaplains

Responding to

Critical Incidents

in Post Primary

Schools.

A half day workshop for post primary schools on

prevention, preparation for and responding to

critical incidents. The prevention section

highlights school based prevention strategies and how

they contribute to supporting the wellbeing of students.

The preparation section focuses on setting up a Critical

Incident Management Team and developing a Critical

Incident policy and plan. The Intervention section

offers guidance on how to respond to traumatic events.

NEPS NEPS will

communicate with

all schools during



their area.

Schools register

with their local

Education Centre

or local NEPS

office. Training can

also be provided on

a whole school

basis on request.

All post primary

schools will be

invited to

workshop

http://www/



52 | P a g e


Wellbeing Key Area



Promoting

anxiety

prevention,

emotional

competence and

resilience for all

students

CURRICULUM Post Primary

teachers in

particular

SPHE teachers

and Guidance

Counsellors

FRIENDS Youth

Training

2 day CPD training in Friends Youth. This is an

evidence-based anxiety prevention and resilience

building programme based on 10 classroom sessions

in school.

NEPS NEPS will

communicate with

all schools during



their area.

Schools are invited

by NEPS or the

Education Centre.

Schools register

with their local

Education Centre

or local NEPS

office. Training can

also be provided on

a whole school

basis on request.

All post primary

schools invited to

workshop. Priority

given to DEIS school

A social skills

programme for

first year students

RELATIONSHIPS Post-primary

teachers

Get Up, Stand Up Get Up, Stand Up, is a seven session social skills

learning programme for young adolescents

developed by NEPS. The programme is for first year

post-primary students.

It covers themes such as ‘Friendship’, ‘Dealing with

Teasing and Intimidation’ and ‘Resilience and Coping’.


schools in certain

areas to apply for

this programme

Schools register

through their local

NEPS office

Schools in areas

where the

programme is

available will be

invited to apply.

53 | P a g e


Wellbeing Key Area



Setting up and

running a Student

Support Team

to improve

coordination for

wellbeing

RELATIONSHIPS Post-primary

teachers

who may be

involved with the

student support

team

(management,

guidance

counsellor, year

heads, SEN

coordinator

plus those with

specific

responsibility for

children with

additional

needs).

Student Support

Teams

In school support, workshops and group consultations

to review and/or establish support structures in school

to promote wellbeing.

NEPS Post-primary

schools can

discuss this

with their NEPS

advisor.

Schools in areas

where there

are clusters and

individual schools

based on identified

need.

Good practice

in supporting

students

with special

educational

needs

CURRICULUM Cluster Groups

of post primary

teachers/

guidance

counsellors

Cluster Groups Communities of practice for guidance counsellors or

teachers of pupils with a range of needs including

those with ASD, Learning difficulties, Visual

Impairment, Selective Mutism and the Deaf/Hard of

Hearing etc


schools in certain

areas to

participate in a

cluster group

Schools register

through their local

NEPS office

Availability is based

on local need.

54 | P a g e

Newly Qualified

Teachers

(NQTs)

Supporting Students

with SEN in

Mainstream Classes

This online workshop, is a collaboration between the

National Induction Programme for Teachers and the

Special Education Support Service. The aim is to

promote a greater understanding among newly

qualified mainstream teachers in relation to students

with special educational needs and the role

mainstream teachers have in promoting the inclusive

school.

NIPT



with their local

Education Centre


this workshop

55 | P a g e


Wellbeing Key Area



Good practice

in meeting

the needs of

diverse groups of

students

CURRICULUM Groups of

post primary

teachers

Group

Consultation

A specific consultation for teachers seeking

support to improve their teaching practice in

meeting the needs of and including diverse

groups of children


schools in certain

areas to

participate in this

group

Schools register

through their local

NEPS office

Availability is

based on local

need.

Newly

Qualified

Teachers

(NQTs)

Primary and

Post-

Primary

Inclusion This interactive workshop focuses on the

classroom environment and classroom

planning to support inclusion. NQTs are

given an opportunity to reflect on their own

individual values, behaviours and attitudes

which will determine inclusive practice in

their classrooms. Emphasis is placed on how

to develop strategies to ensure that

pupils/students with special educational

needs are included.

NIPT

NQTs can register to attend this workshop with their local Education Centre

All NQTs can avail of this workshop

Supporting the

whole school in

specific areas

identified through

consultation with

NEPS

POLICY AND

PLANNING

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Whole staff

attendance

facilitated

In school support is

available in varied

areas.

Tailored support and development programmes for

individual schools to assist with applying psychology

to addressing a wide range of learning and

development needs and implementing the Continuum

of Support, Wellbeing Guidelines and Language and

Literacy programmes.

NEPS Schools agree with

their assigned

NEPS psychologist

based on the school

population and

context.

Available to all post

primary schools

56 | P a g e

Supporting the

whole school with

deep engagement

on an area that

the school has

identified

POLICY AND

PLANNING

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Whole or

some staff

attendance

facilitated as

appropriate

Nominated staff

member,

typically a

person in a

leadership role.

A workshop to

support schools’

engagement with

an area identified

by the school is

provided by the

PDST Leadership

Team.

Bespoke support in

school over a

period of time to

support leadership

issues within the

school.

Development of an understanding of the six step

process within SSE and the use of this process to

support the school’s deep engagement with an aspect

of Teaching and Learning.

This bespoke approach to support of a school depends

on context and on the identified needs of the school.

The support provided is tailored to suit the context.

PDST

PDST

All post-primary

schools are invited

to attend.

Schools are

invited to apply

for sustained

support

through the

school support

application

process in June.


primary schools


primary schools .

Newly Qualified

Teachers (NQTs)

School Self-

Evaluation and

Planning

This workshop is designed to assist NQTs to plan in

a focused, effective and efficient manner.

School Self-Evaluation and Junior Cycle are

referenced and discussed as well as the implications

for the planning process are explored. Requirements

regarding planning, preparation and recording of

progress are presented. This workshop provides

examples of planning templates that can be used to

support NQTs’ work over the year. Opportunities to

discuss and share strategies and ideas will be a

central element of this workshop.

NIPT



with their local

Education Centre


this workshop

57 | P a g e


Wellbeing Key Area



Support students

with SEN around

transition from

primary to post

primary school

Primary and

post primary

teachers

Transition from

Primary to Post

Primary for

Students with

Special Education

Needs : Evening

Seminar

This evening seminar is designed to provide an outline

of the challenges faced by students with special

educational needs (SEN) in their transition from

primary to post-primary school and to present

suggestions and strategies that can

be applied by schools in order to facilitate that

transition.

NCSE Teachers can

register for this

course on the

ncse website.

Approximately

8 per academic year.

Newly

Qualified

Teachers

(NQTs

School Self-

Evaluation and

Planning

This workshop focuses on the practical skills and

strategies that can be of support to students as they

move from a primary classroom to a post-primary

classroom. A primary and post-primary facilitator are

present and to valuable insights into the many

transitions that occur in the context of supporting and

making the best connections with curricula, teaching

learning and social and emotional needs.

NIPT



with their local

Education Centre


this workshop

58 | P a g e

Meeting the needs

of teachers who

experience

challenging

behaviour in

their classroom.

Planning for

behaviour

strategies to

support change.

Primary and

post primary

teachers

Pathways to

Prevention : 3

Day Seminar

Pathways To Prevention is a comprehensive NCSE

course designed to meet the needs of teachers who

experience challenging behaviour in the classroom

setting. This course aims to support teachers to

identify the characteristics of SEN that are effecting

behaviour, to observe and assess the learning

environment, to

identify methods for developing comprehensive

individual pupil profiles, and to adapt the

environment to suit the needs of the learner.

Strategies to support behaviour change are

considered as are strategies to use during challenging

incidents. The course also covers how to teach pupils

to self-manage their anxiety as well as supporting

both teacher and learner wellbeing. Finally the

participants engage in practical work on behaviour

management planning for a specific pupil. There is a

planning/ consolidation and review session where

participants examine individual behaviour planning

and maintenance of behaviour change.

NCSE Teachers can

register for this

course on the

ncse website.

Approximately


Newly

Qualified

Teachers

(NQTs)

Evidence Based

Behavioural Support

This workshop builds on the learning at ITE in

exploring the additional needs that can be

experienced by some students in the area of

behaviour management. It aims to give NQTs an

understanding of a range of behaviour

management strategies suitable for managing

individual and group behaviour. Support materials

and resources from DES support services are

explored, such as NBSS. There are additional

online extension materials if the NQT would like

to investigate elements of classroom management.

NIPT



with their local

Education Centre


this workshop

59 | P a g e


Wellbeing Key Area



Ensuring staff

have an

understanding

of foundations,

models and

functions of

behaviour

Post primary

teachers

Student

Behaviour

Planning

This NCSE course is designed to provide teachers

with an understanding of the foundations of behaviour,

models and functions of behaviour. Participants will

understand the importance of data gathering which

requires collaboration with other key personnel in the

school community and wider community.

NCSE Teachers can

register for this

course on the

ncse website.

Approximately


Developing

effective and

practical skills

and strategies

to manage

behaviour in the

classroom

Post primary

teachers

Promoting

Positive

Behaviour for

Learning

This NCSE course is designed to provide teachers

with an understanding of the foundations of behaviour,

models and functions of behaviour. The course will

also explore the dynamics of classroom management

and low level disruption and provide strategies for de-

escalation.

NCSE Teachers can

register for this

course on the

ncse website.

Approximately


Support students

who are deaf or

hard of hearing

Primary and

post primary

teachers

Deafness : An

Introduction,

Primary & Post

Primary : 2 Day

Seminar

This course is ideally suited to mainstream and

special education teachers, primary and

post-primary, who are new to teaching deaf and hard

of hearing pupils as well as those who may wish to

upskill in this area. This two day seminar provides and

understanding of deafness and how this effects the

pupil’s ability to learn

NCSE Teachers can

register for this

course on the

ncse website.

Approximately


Supporting

students with

ASD around

puberty,

relationships and

sexuality

Primary and

post primary

teachers

Puberty,

Relationships,

Sexuality & Autism,

Primary & Post

Primary

This course is offered by the National Council for

Special Education (NCSE) in conjunction with

Middletown Centre for Autism. It will provide

participants with information regarding how autism

may impact on the experience of

puberty, relationships and sexuality for students. In

addition, participants will also be provided with

strategies to support students during this period of

their development.

NCSE and

Middletown

Centre for

Autism

Teachers can

register for this

course on the

ncse website.

Approximately


60 | P a g e


Wellbeing Key Area



Supporting

students with

ASD around

mental health and

managing anxiety

Primary and

post primary

teachers

Autism, Mental

Health and

Managing Anxiety

: 2 Day Seminar,

Primary & Post

Primary

This two-day course for teachers working with

students with Autism is provided by the

National Council for Special Education (NCSE)

in conjunction with the Middletown Centre for

Autism and addresses understanding and

promoting positive mental health in autism.

NCSE and

Middletown

Centre for

Autism

Teachers can

register for this

course on the

ncse website.

Approximately


Teaching the

Junior Cycle PE

Short Course

CURRICULUM

(TEACHING AND

LEARNING)

PE Teachers

(first teaching

subject)

PE and Wellbeing

within the

Framework for

Junior Cycle

This workshop will continue the support of

teachers regarding the Junior Cycle PE Short

Course and Wellbeing. It will focus practical

strategies, and including sharing of practice

regarding current developments

JCT www.

jctregistration.ie

via school login

116 workshops,

November

2019 to March

2020

School Cluster

Closure Day

Teaching the

Junior Cycle PE

Short Course

CURRICULUM

(TEACHING AND

LEARNING)

PE Teachers

(second

teaching

subject)

PE and Wellbeing

within the

Framework for

Junior Cycle

This workshop will feature the experiences of

schools in relation to Short Course Classroom

Based Assessments in PE.

JCT www.

jctregistration.ie

via school login

26 workshops,

September and

October 2019

Planning for

Assessment and

Reporting in

the CSPE Short

Course

CURRICULUM

(TEACHING AND

LEARNING)

CSPE Teachers CSPE in Wellbeing Planning for Assessment and Reporting in the

CSPE Short Course

JCT www.

jctregistration.ie

via school login

50 workshops,

September and

October 2019

Teaching the

NCCA Short

Course in SPHE

CURRICULUM

(TEACHING AND

LEARNING)

SPHE Teachers SPHE in Wellbeing This workshop focusses on the NCCA short

course in SPHE. It introduces teachers to

the Specification, planning Units of Learning,

assessment approaches etc.

JCT www.

jctregistration.ie

via school login

24 workshops,

September and

October 2019

http://www/

http://www/

http://www/

http://www/

http://www/

http://www/

http://www/

http://www/

61 | P a g e


Wellbeing Key Area



Understanding and

implementing the

role of Guidance in

wellbeing

POLICY AND

PLANNING

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Guidance

Counsellors

Guidance in

Wellbeing

Workshop and presentation aimed at Guidance

Counsellors, in collaboration with The Institute of

Guidance Counsellors (IGC)

JCT and the

IGC

JCT and the IGC Available to

Guidance

Counsellors

All subject

teachers

POLICY AND

PLANNING

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Subject

Teachers

All Junior Cycle

subjects are

now at different

stages of

implementation.

A student entering

First-year in

September 2019

will experience

all new Subject

Specifications.

Subject support depending on where subject

implementation is at.

The Junior Cycle Principle and Key Skill of

Wellbeing are intrinsic to all our subject workshops,

as is cognisance of the Junior Cycle Wellbeing

Guidelines.

The move to Learning Outcomes in subject

specifications allows for student engagement and

connectedness with learning, all of which

contribute to wellbeing.

JCT www.

jctregistration.ie

via school login

1740 full-day

workshops in the

Subject Clusters.

This is the 2019/2020

projected figure and

is subject

to change.

School Cluster

Closure Day

Help for school

leaders to

implement Junior

Cycle Wellbeing

Guidelines and

Curriculum

Planning

POLICY AND

PLANNING

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

School Leaders Leadership and

Management of

the Wellbeing

Curriculum at

Junior Cycle

(Autumn 2019).

The Spring 2020

Workshop will be

based of feedback

from the Autumn

workshop

– An authentic consultation that identifies

student’s needs

– Learner voice in the process

– Exploring models of partnership

– Collaborative planning

Explaining assessment and reporting of

Wellbeing on the Junior Cycle Profile of

Achievement in 2020.

JCT www.

jctregistration.ie

via school login

46 workshops

(x 2 Autumn

2019, Spring

2020)

http://www/

http://www/

http://www/

http://www/

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Wellbeing Key Area



Help for school

leaders to

understand and

introduce Junior

Cycle Level 1 and

Level 2 Learning

Programmes

POLICY AND

PLANNING

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

School Leaders

(Mainstream

Post-primary

schools

introducing

Level 1

and Level

2 Learning

Programmes)

Leadership and

Level 1 and

Level 2 Learning

Programmes

An introduction to L2LPS and their

implementation in the school you manage.

JCT Mainstream Post-

primary schools

introducing

Level 1 and

Level 2 Learning

Programmes

5 workshops

(2018/2019

figures)

Help for teachers

in mainstream

schools to

understand and

introduce Junior

Cycle Level 1 and

Level 2 Learning

Programmes

POLICY AND

PLANNING

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Mainstream

Post-primary

schools

-introducing

Level 1

and Level

2 Learning

Programmes

Junior Cycle and

L2LPs (2 hour

workshop, by

invitation from the

school)

An introduction to L2LPs and their

implementation in the school’s context

JCT Schools can make

direct contact with

JCT Level 1 and

Level 2 Learning

Programmes

Team

Availability

based on

demand.

In-school

support

Help for teachers

in special schools

to understand and

introduce Junior

Cycle

Level 1 and

Level 2 Learning

Programmes

POLICY AND

PLANNING

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Teachers in

Special Schools

(Level

1 and Level

2 Learning

Programmes)

Up to Year 5 in

some Special

Schools

Continued implementation of the Junior Cycle

Level 1 and Level 2 Guidelines

JCT www.

jctregistration.ie

via school login

95 days

Whole School

Closure Date


Wellbeing Key Area



http://www/

http://www/

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Whole school

support with

Junior Cycle

Planning

for learning

outcomes

Assessment and

reporting

Level 2 Learning

Programmes

POLICY AND

PLANNING

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Whole School

Development

Schools are offered

three pathways

Pathway 1:

Planning for

student centred

learning through

Learning

Outcomes across

the curriculum

Pathway 2:

Planning for

student centred

learning through

formative

assessment

Pathway 3:

Planning for

student centred

learning across

Levels 2 and 3

(Junior Cycle

Principle of

Inclusion)

Pathway 1

Reflecting on quality teaching and learning,

Planning for teaching and learning across the

curriculum, Demonstrating and sharing planned

learning experiences

Pathway 2

Reflecting on quality teaching and learning,

Planning for Teaching, learning, Assessment &

Reporting, Demonstrating and sharing planned

learning experiences using CBAs as a stimulus

Pathway 3

Reflecting on and developing a shared

understanding of inclusive education in our

context, Exploring L2LPs in our context and

planning learning experiences for students at

Levels 2 and 3, Demonstrating and sharing

planned learning experiences

JCT Schools can make

direct contact with

one of the eight

regional Whole

School Leaders

760 Whole

School Days

Whole School

Closure Date

Healthy eating

policy.

Key Area 1:

Culture and

Environment

All teachers Wellbeing

through Healthy

Eating Policy

Development

This training day is for all schools that wish to

develop and implement a healthy eating policy, or

review and revise an existing policy. The day is co-

facilitated by a HSE dietician and Health Promotion

Officer.

HSE Teachers can

apply for this

workshop on

www.sphe.ie

9 workshops

http://www.sphe.ie/

http://www.sphe.ie/

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Wellbeing Key Area



Delivering a 6

week nutrition

course.

Key Area 2:

Curriculum and

Learning

Teachers with

an interest

in running a

cooking

programme

with students.

Healthy Food

Made Easy

(Cooking Course)

This training supports teachers to deliver a 6 week

nutrition and cooking programme to help students

understand the principles of healthy eating and give

them the skills to include healthier food every day.

Suitable for all class levels.

HSE Teachers can

apply for this

workshop on

www.sphe.ie

9 workshops

Social and

emotional

programme for

TY/5th years.

Key Area 2:

Curriculum and

Learning

SPHE Teachers

– Senior Cycle,

Guidance

Counsellors

Other

teachers/year

heads etc.

MindOut 2 MindOut 2 is a social and emotional wellbeing

programme for Transition Year or 5th year pupils and

is designed to be implemented within a single 35-40

min class period over 12 weeks, using interactive

learning methods.

HSE Teachers can

apply for this

workshop on

www.sphe.ie

from August

2019

18 workshops

Collaborate and

learn from other

teachers who are

working with the

Wellbeing

Framework for

Practice

Key Area 3: Policy

and Planning

Teachers

leading on

wellbeing in

the school

Wellbeing Learning

and Sharing

This is new workshop that will be developed

in partnership with NEPS for schools that have

already started to engage in the Wellbeing

Framework for Practice materials that will be made

available online. It will be offered in the Spring of

2020. The objective is to ensure

that teachers adopt an evidence-informed and

sustainable approach to practice in promoting

wellbeing in schools. It will also allow teachers to

engage in collaborative practice and to share

innovative ideas and approaches to promote

wellbeing in their school.

HSE www.hse.ie/

schoolswellbeing

Teacher

Wellbeing

Key Area 4:

Relationships and

Partnerships

All teachers Minding your

Wellbeing

To support teachers to explore strategies for supporting

their own wellbeing. This is based on an existing,

evidence-based HSE staff programme that has been

very positively evaluated by HSE staff.

HSE Teachers can

apply for this

workshop on

www.sphe.ie

27 workshops

http://www.sphe.ie/

http://www.sphe.ie/

http://www.sphe.ie/

http://www.sphe.ie/

http://www.hse.ie/

http://www.sphe.ie/

http://www.sphe.ie/

65 | P a g e

Newly Qualified

Teachers (NQT

Primary and

Post-Primary)

Teacher

Professionalism and

Wellbeing

This workshop is designed to provide NQTs with an

opportunity to explore and reflect on some of the

professional issues that may arise for NQTs as they

begin their teaching career.

NIPT



with their local

Education Centre

All NQTs can avail

of this workshop


Wellbeing Key Area



Teacher

Wellbeing

School Leaders Various modules

with the Misneach,

Tánaiste

and Forbairt

programmes

including Self Care,

Climate of wellness

and Personal

Wellbeing,

Managing Conflict,

School Culture and

Leading Teams

To explore strategies for supporting teachers

wellbeing. This is based on an existing, evidence-

based HSE staff programme that has been very

positively evaluated by HSE staff.

These programmes develop awareness and explore

strategies for supporting personal well being. They

examine the wider school culture as well as individual

approaches to these themes. This work is done

collaboratively with other school leaders as part of a

sustained approach to professional development over

at least a one year cycle.

HSE

PDST

Teachers can

apply for this

workshop on

www.sphe.ie

from August

2019

https://pdst.

ie/Misneach/

Postprimary

https://pdst.

ie/Tanaiste/

Postprimary

https://pdst.

ie/Forbairt/

Postprimary

27 workshops

These workshops

take place over one

to two years as part

of a wider

professional

development

programme.

http://www.sphe.ie/

http://www.sphe.ie/

66 | P a g e

Coping with the

challenges of

being a newly

appointed school

principal.

POLICY AND

PLANNING

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

All newly CSL Mentoring

appointed Programme

principals

Introduction to Mentoring offered to Mentees i.e.

newly appointed principals at Misneach.

4 days of training offered to experienced

principals who volunteer to be mentors

CSL Application forms

for mentors and

mentees on

www.cslireland.ie

Available

to all newly

appointed

principals

4 days of training

initially for Mentors

and two

professional

learning days each

year

for trained

mentors.

http://www.cslireland.ie/

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Wellbeing Key Area



Developing

leadership

capacity and

coping with the

challenges of

leadership in

schools.

POLICY AND

PLANNING

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Principals and

School Leaders

CSL Coaching

service

Provided by executive coaches.

Principals can avail of 7 1:1 sessions over an

18month period. Leadership teams can avail of 4

sessions of team coaching

if the principal has engaged in 1:1 Coaching

CSL Principals book

directly with

the Coach.

Information on

coaches in each

region is at www.

cslireland.ie

7 1:1 sessions for

the Principal and

4 sessions for the

leadership team

Support for

guidance

counsellors’

practice

NCGE More

information is

available on

www.ncge.ie

More information is

available on

www.ncge.ie

CPD is co- ordinated

and delivered based

on national surveys of

CPD needs https://

www.ncge.ie/ cpd

Keeping up to

date on

development

in relation

to guidance

counselling

POLICY AND

PLANNING

CURRICULUM

(TEACHING AND

LEARNING)

RELATIONSHIPS

CULTURE AND

ENVIRONMENT

Guidance

Counsellors

National Forum

on Guidance

NCGE More

information is

available on

www.ncge.ie

More information is

available on

www.ncge.ie

Twice yearly

http://www/

http://www/

http://www.ncge.ie/

http://www.ncge.ie/

http://www.ncge.ie/

http://www.ncge.ie/

http://www.ncge.ie/

68 | P a g e

Notes

Substitution cover is available for most, but not all the CPD listed. More information on substitution can be found through the contact link provided. In relation to SSE, PDST Leadership

provide two forms of support - one is a dedicated workshop on the process where the schools nominate an attendee, usually someone in a leadership role. The second is bespoke support at

school level, usually to help clarify the understanding of the process. All programmes provide sub-cover where a staff member is teaching - in the case of administrative principals or DPs ,

sub cover is not provided

All of the CPD above is available to teachers and school leaders of special schools unless otherwise indicated.

There is some availability of the CPD outlined above through Gaeilge

SNAs can attend Whole School CPD for PDST, JCT, NCSE Support Service and NEPS, as appropriate, on request from school leadership. Subject CPD is not offered to

SNAs. The Comprehensive Review of the Special Needs Scheme, published in 2018, recommended that a national training programme for SNAs be developed. Government approved this

recommendation, by way of pilot roll out, as part of the wider School Inclusion Model pilot which is commencing in September 2019 in 75 schools in the HSE CHO 7 area. The NCSE are

currently drafting a Request for Tender for the development of an online training programme for SNAs to ensure they have the requisite skills to assist schools and teachers to meet students’

care needs. It is expected that the RFT will issue shortly. The training programme will initially only be offered to existing SNAs in the area where the School Inclusion Model is being

piloted.

2019/2020 school year directory of wellbeing cpd...culture & environment relationships &...

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