Charlie McConalogue (Donegal, Fianna Fail)
Link to this: Individually | In context | Oireachtas source

272. To ask the Minister for Education and Skills his plans for the provision of continuing professional development, CPD, and wellness for teachers; if an official from his Department will make contact with the interested party (details supplied) to discuss same; and if he will make a statement on the matter. [35158/17]

Richard Bruton (Dublin Bay North, Fine Gael)
Link to this: Individually | In context | Oireachtas source

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 a critical factor in sustaining and enhancing the quality of education outcomes. Specific targets for 2017 are outlined in the Action Plan for Education.

The professional development needs of serving teachers are being addressed through the provision of an induction programme for newly qualified teachers, support 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 Centre for School Leadership, cover the range of leadership development from pre-appointment training and induction of newly appointed principals, to CPD throughout leaders' careers.

My Department also adopts a holistic and integrated approach to supporting the work of schools in promoting positive mental health. The process spans the curriculum in schools, whole school ethos, quality of teaching, learning and assessment, student support and pastoral care and the provision of professional support for teachers. It also involves other supports such as educational psychological services and the interface with other agencies, both nationally and locally.

To support schools, my Department has produced and distributed the Well-Being in Primary and Post-Primary Schools: Guidelines for Mental Health Promotion and Suicide Prevention (2013 and 2015). These guidelines are informed by consultation with key Education and Health partners, and by current research. They assist schools and the school community in (a) supporting and responding to the mental health and well-being needs of our children and (b) in providing a safe and supportive environment for building life skills and resilience and a strong sense of connectedness to school. My Department’s National Educational Psychological Service (NEPS) is actively assisting schools and school communities in this regard.

A key theme of my Department’s 2017 Action Plan for Education is the support of wellbeing initiatives to ensure that mental resilience and personal wellbeing are integral parts of the education and training system. Specifically, the Plan commits to the commencement of the roll-out of the Friends for Life programme and the Incredible Years Classroom Management programme to teachers in all DEIS schools. NEPS will deliver both programmes commencing in the autumn and are currently in the process of recruiting an additional 11 psychologist staff to undertake this work.

It is planned that during the coming academic year, some 40 Friends programmes will be organised involving some 1,000 primary and post-primary teachers and 50 Incredible Years programmes will be offered to some 1,000 primary school teachers at the commencement of a three year roll-out of the training.

Officials from my Department will be in touch with the individual to further discuss the supports which have been outlined.

It is open to the interested part to make a submission to my Department which will be considered and responded to.