Donnchadh Ó Laoghaire (Cork South Central, Sinn Fein)
Link to this: Individually | In context | Oireachtas source

531. To ask the Minister for Education and Skills the number of primary and post-primary teachers, respectively on secondment from their teaching posts to positions within her Department or Department-funded bodies; and her plans to release some of these teachers to ensure greater numbers of teachers in the classroom. [21798/20]

Norma Foley (Kerry, Fianna Fail)
Link to this: Individually | In context | Oireachtas source

The teacher secondment scheme is designed to facilitate the temporary assignment of a teacher to a vacant position in a host organisation, where the work to be carried out by the seconded teacher is of clear benefit to the education system.

A secondment must be based on mutual agreement between the teacher, the school authority and the host organisation and is subject to approval by my Department. When considering secondment applications schools are requested to consider national/education objectives and policies and to facilitate, where possible, the release of teachers to national programmes for the benefit of the wider school community.

According to data from my Department’s Teachers Payroll System there are approximately 467 teachers on secondment at present.

A total of 335 teachers are on secondment to the Teacher Education Section (TES) funded support services and Education Centres. Of these, 158 are primary teachers and 177 are post primary teachers. In addition, teachers are seconded to a range of other support programmes including special education support services, representative bodies and other initiatives.

The four national Teacher Education Support Services are:

- Professional Development Service for Teachers (PDST)

- Junior Cycle for Teachers (JCT)

- National Induction Programme for Teachers (NIPT) and

- The Centre for School Leadership (CSL)

In addition, there are 21 full time and 9 part time Education Centres across the country.

The quality of our teaching profession is a critical factor in sustaining and enhancing the quality of education outcomes. My Department promotes the quality of teaching and learning through the provision of continuing professional development (CPD) and supports for teachers and school leaders. The professional development needs of serving teachers in recent years have been addressed through the provision of an induction programme for newly-qualified teachers, dedicated support for school leaders, national CPD for curricular and policy reform, and ongoing support for teachers. My Department ensures that a range of high-quality models of CPD is provided to teachers and school leaders through its support services, the national network of Education Centres and appropriate groups, bodies and institutions who are empowered to design, develop and deliver CPD programmes.

My Department has developed guidance for schools to assist them in their planning for reopening so as to ensure that curricular priorities are delivered, ongoing student progression is supported and that teaching and learning is optimal in a new school environment.

During the period when schools were closed, the TES Support Services continued to provide supports to schools and teachers remotely. Planned face-to-face CPD support was adapted and delivered remotely via webinars. A significant level of support was provided to support schools and teachers in providing remote teaching and learning to students.

As schools re-open, it is anticipated that teachers and school leaders will continue to require a significant level of support in the 2020/21 school year in a number of key areas, many of which relate to the specific challenges posed by Covid-19. Examples of key areas include:

- Health and Wellbeing including Child Protection

- Leadership

- Induction for Newly Qualified Teachers (Droichead)

- DEIS schools/supporting students at risk of educational disadvantage

- Digital Technologies

- Teacher technical competence

- Using Digital Technologies in enhancing teaching, learning and assessment

- Leading teaching and learning in schools (for Principals and school leaders)

Schools will also require support and guidance in relation to continuing to teach those students at very high risk to Covid-19 who cannot attend school. Support may also be required where a school or class within a school, based on public health advice, have to move to a remote teaching and learning environment on a temporary basis.