Written answers

Wednesday, 5 April 2017

Department of Education and Skills

Teachers' Professional Development

Photo of Joan BurtonJoan Burton (Dublin West, Labour)
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159. To ask the Minister for Education and Skills the ways, and total investment involved, in which his Department supports teacher continuous professional development at primary and post primary levels; the percentage this is of education spending overall; and if he will make a statement on the matter. [16860/17]

Photo of Richard BrutonRichard Bruton (Dublin Bay North, Fine Gael)
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A key objective in the Action Plan for Education 2016 – 2019 is to develop the continuum of teacher education to equip teachers with the right skills for 21st century teaching and learning and improve school leadership. The quality of our teaching profession is the single most critical factor in sustaining and enhancing the quality of education outcomes in our system. We know that providing the best possible professional development and ongoing practical support to these key people in the education sector is vital if we are to realise the ambitious objectives that we have for Irish education. Specific targets for 2017 are outlined in the Action Plan for Education.

My Department spent approximately €46.5 million on teacher continuing professional development (CPD) in 2016 across the primary and post primary sectors. The teacher CPD budget represents 0.56% of my Department's overall net expenditure.

The spend of €46.5 million includes all costs associated with the provision of CPD at primary and post primary level funded by my Department.

The professional development needs of serving teachers in recent years have been addressed through the provision of an induction programme for newly qualified teachers, national in-service for new and revised curriculum areas including junior cycle, the new primary language curriculum and ongoing support for the curriculum generally with a particular focus on priority areas - literacy and numeracy, well-being, support for school leaders and for teachers to meet the needs of children with special educational needs. 

The responsibilities of the recently established Centre for School Leadership, a partnership between my Department, IPPN and NAPD, cover the range of leadership development from pre-appointment training and induction of newly appointed principals, to CPD throughout leaders' careers. 

Other areas of expenditure include training for child protection, Board of Management training, a Teacher Fee Refund Scheme, Teacher Professional Networks and a number of postgraduate programmes to meet particular identified needs such as the teaching of mathematics and special educational needs. 

The Teaching Council is the professional body and regulator for teachers. It has published its policy, Cosán, on teacher learning and will continue to engage with stakeholders, including teachers, in preparation for the commencement of section 39 of the Teaching Council Acts 2001-2015 which will enable the Teaching Council to review and accredit programmes of CPD.

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