M3 B.O.M
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This document outlines Séamus Ó Ceallacháin's experience as a teacher and principal and provides details on best practices for effective Board of Management meetings. It recommends: 1) Establishing a culture of harmony and clear roles and responsibilities. 2) Preparing well in advance of meetings, with the principal and chairperson reviewing documents beforehand. 3) Keeping meetings focused, less than an hour, and strictly adhering to the published agenda. The document provides templates and procedures to help Board of Management meetings run efficiently and productively.
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This circular outlines requirements for the second cycle of school self-evaluation from 2016-2020. It provides an overview of the first cycle from 2012-2016 and emphasizes a continued focus on teaching and learning. Schools should select a minimum of two and maximum of four curriculum areas or aspects of teaching and learning to focus on. Typically schools will use self-evaluation to assist in introducing the Primary Language Curriculum on English and Irish. Schools are required to produce an annual self-evaluation report and school improvement plan and communicate a summary to parents. Supports for self-evaluation include online resources and guidance from the Inspectorate.
Revised pp sse poster
The document outlines a six-step process for school self-evaluation: 1) identify focus areas, 2) gather evidence, 3) analyze and make judgements, 4) write and share a report and improvement plan, 5) put the improvement plan into action, and 6) monitor actions and evaluate impact. Schools should select between two and four aspects of teaching and learning to focus on, such as assessment practices or engagement in learning. The process is meant to help schools introduce initiatives like the Framework for Junior Cycle and focus on literacy and numeracy. Schools evaluate their practices, set targets for improvement, and create three-year plans to implement actions to achieve targets and monitor progress.
Looking at our school 2016 quality framework post-primary_21 june 2016_final
The document introduces a new quality framework for post-primary schools in Ireland called "Looking at Our School 2016". The framework aims to support school self-evaluation and inspections by providing standards for teaching and learning, and leadership and management. It is designed to help schools assess their practices, identify strengths and areas for improvement, and guide efforts to enhance students' learning experiences and outcomes. The framework was developed through extensive consultation and is intended to foster a common language around quality that schools, inspectors, parents, and other stakeholders can use to engage in meaningful dialogue and advance school improvement.
Looking at our school 2016 quality framework primary_21 june 16_final
The document introduces a new quality framework for primary schools called "Looking at Our School 2016". The framework aims to support school self-evaluation and improvement by providing clear standards for teaching and learning and leadership and management. It was developed through extensive consultation and is designed to underpin both self-evaluation and inspections. The framework adopts a holistic view of learning and sees pupils' well-being, quality teaching, and school self-improvement as central to developing effective schools. It structures standards around teaching and learning and leadership/management and is intended to help schools assess their strengths and areas for development.
M2 Communication
This document provides an overview of a training module on communication for principals. The module aims to develop awareness of the importance of communication in the principal's role and an understanding of different communication styles. Key messages include exploring the role and purpose of effective communication as a principal and understanding different communication systems within a school setting. The document outlines the materials needed to run the module and lists the learning outcomes which involve developing knowledge of communication styles and the effectiveness of various modes of communication in a school.
M2 Conflict
This document discusses conflict management in schools. It begins with definitions of conflict and learning outcomes related to understanding conflict. It then discusses potential sources of conflict in schools including scarce resources, expectations, misunderstandings, incompatible values, past trauma, attachment, and different knowledge. It outlines approaches to managing conflict such as denial, suppression, power, compromise, and collaboration. Key considerations for effectively managing conflict include understanding the nature of the conflict, choosing an appropriate response, and maintaining self-awareness and emotional awareness.
M2 Culture and Leading Learning 2016
This document discusses school culture and provides guidance for school leaders on shaping culture. It defines culture as the beliefs, values, traditions, and patterns of behavior that develop over time as staff work together. School leaders are advised to carefully diagnose the existing culture when taking on a new role and make changes gradually over years. When introducing change, leaders should engage staff, listen to various perspectives, and address concerns forthrightly. The document also provides tips on maintaining ceremonies and traditions, using stories to promote the school's history, and examining school symbols and spaces.
M2 Managing Self
This document discusses strategies for managing stress and pressure as a new teacher or school leader. It provides tips on developing self-awareness of expectations, the difference between stress and pressure, and understanding effective stress management strategies. Specific strategies discussed include being a coach rather than critic, responding appropriately to stress, taking responsibility rather than feeling like a victim, prioritizing and organizing time effectively, using problem-solving frameworks, communicating needs, having realistic expectations, making time for relaxation, finding satisfaction through action, and enjoying the journey. The document also lists potential professional support resources.
M2 Leadership
This document discusses leadership and the role of the principal. It begins with definitions of leadership emphasizing producing more leaders rather than followers. It then discusses the expectations and priorities of a new principal from different stakeholders' perspectives. Strategies are presented for managing expectations including clarity, communication, authenticity, and responsiveness. The document outlines the PDST leadership profile, the responsibilities of the principal according to Circular 16/73 and the Education Act, and concludes with words of wisdom and recommended reading.
Review of post of responsibility structure general
The document discusses the need to review the in-school management structure and posts of responsibility at a secondary school. It notes that the schedule of posts has not been reviewed in recent years despite changes in staffing and priorities. The reviews and inspectors recommend that the school conduct a formal review of the posts to ensure duties are aligned with current needs and priorities, are distributed equitably, and are regularly monitored and updated.
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- 1. 9 years MTW teacher / Doneraile 9 years Principal / Colaiste Mhuire, Buttevant. 10 years Principal / Pobalscoil na Tríonóide, Youghal. Séamus Ó Ceallacháin
- 2. Harmony / Conflict Prevention Culture Organisation / Communication / Delegation Focus / Clear Role / Continuous Review Board of Management
- 4. Max effectiveness….. Minimum time….. Open / Clear / Welcome ……. Board of Management Meetings
- 5. Agree dates in May of each year 6 / 7 meetings Aim for 50 to 60 minute duration Boardroom / files / documents and Policies available at all times to members to read. Agreed Agenda for all meetings First Meeting Board of Management training. Board of Management meetings
- 6. Two days before meeting: BOM recording secretary prepares file for all members Minutes Documents Policies DES Reports School Pack (September Meeting) Supervision & Substitution Roster Curriculum layout Year Head Structure Guidance & Pastoral • 2 ½ hours before meeting; Principal & Chairperson meet for preview. Board of Management Preparation
- 7. Finance / Minutes / Finance Office Child Protection / Update / Deputy Principal Anti Bullying / Update / Guidance School Activities / All / Recording Secretary Publications – Policies / Relevant / Recording Secretary School Buildings / ACCS etc. / Principal Staffing / Relevant Matters / Principal System Pre Meeting
- 8. Tea / Coffee Guest Speakers 3 / 4 minutes presentation; (x 2 per year) 1. Student Council Officers (teacher) 2. Student Leaders (teacher) The Meeting…..
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