Patrick O'Donovan (Limerick, Fine Gael)
Link to this: Individually | In context | Oireachtas source

241. To ask the Minister for Education and Skills her views on a matter (details supplied) regarding secondments; and if she will make a statement on the matter. [24460/15]

Patrick O'Donovan (Limerick, Fine Gael)
Link to this: Individually | In context | Oireachtas source

242. To ask the Minister for Education and Skills her plans to amend the directive issued from her Department that all secondees, regardless of their training or specialism, return to their base schools after five years, as this will result in the reduction of reading recovering teacher leaders from nine to seven, in view of the fact that nine reading recovery teacher leaders could train all the schools which have requested support and training in reading recovery; and if she will make a statement on the matter. [24461/15]

Jan O'Sullivan (Limerick City, Labour)
Link to this: Individually | In context | Oireachtas source

I propose to take Questions 241 and 242 together.

My Department, through the teacher support services and education centres, engages teachers on a full time basis annually for the provision of continuing professional development (CPD) through secondment from their schools. Secondments are always subject to annual review and renewal. The arrangements provide flexibility and ensure that the in-service needs of teachers and other support priorities of the school system can be met within the resources available.

Having teachers with relevant and recent teaching experience and expertise is a key requirement for the role. It is a condition therefore that the maximum length of time that a teacher may be on secondment is five years, following which they return to their teaching roles within their schools. In this way, their expertise and knowledge is not lost to the system.

These teacher secondment arrangements were disseminated extensively in 2012 and subsequently so the necessary planning could take place at all levels including education centres, support services, school boards of management and individual teacher.

The implementation of this policy is a matter for the services concerned and the relevant section of my Department.

Overall, secondment numbers available are limited and HR planning to meet business needs in terms of supporting national priorities is essential. The support services, including the Professional Development Service for Teachers (PDST), have engaged in succession planning as a key strategy in ensuring continued support for teachers and school leaders in implementing national education policy priorities and CPD and which allows for continuity, quality planning and management.

Reading Recovery is a literacy programme offered to DEIS Band 1 and Band 2 schools only as part of Delivering Equality of Opportunity in Schools (DEIS) the Action Plan for Educational Inclusion, which was launched in May 2005. Schools in these areas were invited to have teachers trained in the programme. In some areas, where training took place in local cluster groups, additional schools were facilitated in participating in the programme.

My Department has prioritised support for the programme and has spent over €4m on it over the last 5 years. Current plans provide that support will continue for over 500 schools involved in the programme and I am satisfied that PDST has made appropriate provision in its ongoing programme of work. My Department is anxious that we continue to target schools with the greatest need with most supports particularly in a climate of constrained budgets.