Seán Haughey (Dublin Bay North, Fianna Fail)
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524. To ask the Minister for Education and Skills if she will bring forward a scheme for continuous professional development for teachers particularly for teachers involved in special education; and if she will make a statement on the matter. [36821/20]

Norma Foley (Kerry, Fianna Fail)
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My Department ensures that a range of high-quality models of continuing professional development (CPD) is provided to teachers and school leaders through its support services: the Professional Development Service for Teachers (PDST), the Junior Cycle for Teachers (JCT), the National Induction Programme for Teachers (NIPT), through the Centre for School Leadership (CSL), the national network of Education Centres and appropriate groups, bodies and institutions who are empowered to design, develop and deliver CPD programmes. All CPD provision is constantly reviewed and refined to meet the needs of schools, teachers and to improve the learning opportunities for students.

The National Council for Special Education (NCSE) also provides a programme of Teacher Professional Learning. These programmes are directed specifically to teachers of students with special educational needs. In 2019, 16,511 teachers were engaged in professional development and learning at NCSE seminars and whole staff seminars.

The NCSE also offer a range of in-school supports for schools and they facilitate those teachers working with students with autism to access courses provided through the Middletown Centre for Autism. 

The professional development needs of 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.

All CPD programmes provided by Department-funded support services to teachers include provision for teaching and learning in the inclusive classroom through differentiated teaching methodologies.  Graduates of the reconfigured initial teacher-education programmes must now demonstrate the achievement of learning outcomes in the areas of:

- applying knowledge of the individual potential of students, their disposition towards learning and their backgrounds, identities and learning styles to their teaching;

- assessment of learner needs and evaluation of progress;

- classroom management strategies for differentiated learning;

- knowledge and understanding of themes such as inclusion and diversity and how these are related to life experiences.

Through Cosán, the Teaching Council’s national Framework for Teachers’ Learning, the Teaching Council is seeking to foster a culture of professional learning based on teachers’ active engagement in their own learning, for their benefit and that of their students.

My Department is working with the Teaching Council to support the development and embedding of Cosán within the continuum of teacher education and taking account of existing supports, resources and structures that are already in place.

As I understand it, the evidence gathered by the Teaching Council has led it to the conclusion that ongoing learning by teachers should be both encouraged and incentivised so as to ensure authentic engagement, in a way that is sustainable and impactful. Through the Cosán Development Process, the Council is exploring with the profession how this can be best achieved.