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Bringing Live Arts to Students and Teachers (BLAST) Arts in Education Residencies

 
 BLAST 2022 Poster

Wednesday 25th May 2022, the  Minister of Education launched the opening of the 2022 Arts-in-Education BLAST Residency Programme.

Please use the following link to view the Press Release.

See links below to Blast 2022 videos which were also issued on social media and the Department of Education’s website yesterday.

https://youtu.be/W8nXUMetsrk

https://youtu.be/aopuimx2fe4 (Irish)

For more information please click here

Le haghaidh tuilleadh eolais cliceáil anseo le do thoil

THE BLAST PROGRAMME IS NOW OPEN FOR APPLICATIONS WITH A CLOSING DATE OF 30TH SEPTEMBER 2022.

To download the application form please click here

Chun an fhoirm iarratais a íoslódáil cliceáil anseo le do thoil

 

Please see information below regarding the upcoming Portal Documentation Award 2022.

Please see the link below to the Arts in Education website:

https://artsineducation.ie/en/2021/12/21/opportunity-portal-documentation-award-2022/

Please note if you have any queries, contact Éilís at This email address is being protected from spambots. You need JavaScript enabled to view it.

Opportunity: Portal Documentation Award 2022

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Deadline: 26 February 2022

The Arts in Education Portal editorial team are pleased to invite applications for a documentation award. Through the award, successful applicants will receive services to the value of €5,000 that will support them in the documentation of a current or upcoming project and a €500 stipend.

The purpose of the award is to support the development of documented outcomes from Arts in Education initiatives in Ireland, which can be shared with the arts in education community and give insights into different processes of engagement. This is part of the Arts in Education Portal Editorial Committee’s commitment to supporting and recognising the value of documentation and reflection as a key component within arts in education initiatives.

Two awards will be offered through this opportunity.

Outcomes of the documentation process will include: a project video, a project feature to be showcased on the Portal’s Projects/Partnerships, and the option of a critical essay, with a view to also presenting the work as part of the Arts in Education Portal National Day in 2022.

The process will involve meetings with the Portal Team and a schedule of up to 3 visits over the course of the project to capture video and photographic documentation and support reflective processes among participants. These visits and meetings can be conducted virtually if required. The portal team will work closely with the recipients to ensure all restrictions and protocols in terms of COVID 19 are adhered to during the process to ensure safety for all involved.

The portal team will edit and produce a project video, and will liaise closely with the project partners to develop the content for the project feature. The critical essay would be sited in the Portal’s Reading Room, and is optional. The author and focus of the essay can be decided by the project organisers in collaboration with the Portal Team.

Criteria

To be considered for this opportunity, projects must:

Have started in autumn 2021 and continuing into 2022, or taking place in 2022 (flexibility will be given for project start dates due to current school closures).

Have a minimum duration of 8 weeks.

Involve a professional artist working collaboratively within an educational setting (early years, primary or post-primary).

Be underpinned by a strong ethos of collaboration and a commitment to excellence. Focus on the creative process, with children having an active and collaborative role

Additional criteria

Successful applicants will be asked to ensure that relevant permissions/consent have been sought for documentation of participants.

Please ensure your application has been approved by all project partners prior to submission.

How to make a submission:

Background on who you are; your professional practice and your ethos or approach towards Arts in Education.

An overview of the project – who is involved, how did the collaboration come about, what processes or approaches will take place, what is the aim or focus of the process?

A statement of interest, explaining why documentation support would be of value to this project.

Please send your submission to: This email address is being protected from spambots. You need JavaScript enabled to view it.  by 5pm, Friday 26 February 2022.
 Arts in Education Residency Initiative in Primary and Post-primary Schools
The Department of Education has developed a new innovative Arts-in-Education BLAST Residency Programme in 2021, which will enable up to 400 new Arts-in-Education Residencies in schools each year.
This initiative aims to support the integration of the principles and key skills outlined in the Arts in Education Charter and the Creative Ireland Programme (2017-2022), Pillar 1 -  Creative Youth.
  • The aim of this scheme is to give pupils in schools all over the country the opportunity to work with a professional artist on unique projects to be originated and planned between the artist, the teacher and the school under the coordination of the Education Support Centres Ireland ESCI network of 21 full-time education centres.
  • This initiative supports children and young people for the future, where skills like the ability to connect and collaborate with others, engage in creative and critical thinking and practice inclusivity at every level will be paramount to peace, stability, sustainable economic growth and equality. What is proposed is a unique streamlined process whereby schools apply for an artist on the Online Register of Approved Artists who are already trained for the new BLAST Arts-in-Education Residency Programme managed by the local education centre. The Education Centre will also pay the artist which will further remove the administrative burden on teachers and schools.
  • How will this BLAST Residency initiative work? The Education Centre: While the programme will be nationally coordinated by the Arts in Education administrative base located at the Education Centre Tralee, Schools will apply for a BLAST Arts-in-Education Residency to the full-time education centre in their area, based on the Online Register of Approved Artists.
  • The Register of Approved Artists in each education centre will be arranged by:
  • artist and discipline
  • include relevant required and approved training experience
  • examples of previous work
  • examples of relevant or related experience in an educational and community context.
  • In excess of 300 artists are currently trained and registered on the Online Register of Approved Artistsmanaged by the Education Centre network nationally. All artists will have submitted their Child Safeguarding Best Practice Policy (to include Child Safeguarding Statement) and their Certificate of completion of the Children First Training module to the Education Centre.
  • What is proposed is a unique streamlined process when schools apply for an artist under the new BLAST Arts-in-Education Residency Programme.
  • The Education Centre will: 
  • arrange for payment of the artist, which will further remove the administrative burden on teachers and schools.
  • in collaboration with successful artists and schools, organise Garda vetting.
  • Schools may separately (if they wish) request the artist to apply for Garda vetting specifically to work in their school.

  • The Artists:
  • Artists from any artistic discipline who have been trained in partnership working with schools will be registered with each of the 21 full-time ESCI centres. Artistic disciplines include visual arts, crafts, music, dance, drama, literature and film.
  • Creative disciplines will be expanded as the residency programme develops over the next number of years. The artists on the Register of Approved Artists will have been previously trained and have engaged in school residencies under the Teacher-Artist Partnership CPD and Residency initiative or the Arts in Junior Cycle Programme which are both approved and led by the Department of Education.
  • The School:
  • The schools must be in the catchment of the local full-time education centre.
  • Schools may submit only one application.
  • Schools should make their own selection of artists on the Approved Register, based on CVs/examples of recent work, training and recommendations.
  • Inclusion of artists on the Approved Register is based on training in the education centre (TAP) in addition to suitability/artistic qualification etc. and has taken place in advance to ensure the selected artist satisfies school policies in relation to engagement of external personnel. Once a school is approved for the scheme, the school has a commitment to the artist, who will have earmarked that time for the project and could potentially turn down other work at the times scheduled to work with the school.
  • This initiative encourages:
  • Schools, primary and post-primary, that have not recently had an opportunity to participate in such creative initiatives.
  • Schools supporting inclusion and enhanced arts-in-education engagement with students from disadvantaged backgrounds and students with special educational needs.
  • Schools that have a track record in teacher-artist partnership working in the classroom and school.
  • A whole-school commitment to the project, but it is not a requirement that all classes work with the artist.
  • Projects should have regard to the relevant school curricula where appropriate and have a focus on process.
  • BLAST Arts-in-Education Residency funding: The artist’s fee is €1,000 per residency. This is funded by the Department of Education via each Education Centre. The Education Centre will pay the artist in accordance with agreed guidelines after the artist and teacher/school evaluations have been submitted and received.
  • In certain instances, this may include the payment of two instalments of €500 with agreement. The artist will be funded for 20 contact hours, including 6 hours planning/development/review time.
  • Participating schools must pay for:
  • materials associated with the project
  • documentation of the project through photographs etc.
  • any other costs involved including insurance costs.
  • Funded residencies can be delivered throughout the academic year commencing in September in the year the residency was approved. Schools must acknowledge the Department of Education and the local Education Centre in all publicity relating to the project.
  • Successful applications:
  • Successful schools will be required to sign a short contract with their local Education Centre accepting the terms of the BLAST Arts-in-Education Residency Programme prior to the commencement of the residency. Successful residencies should not be started until official written notification to proceed has been received from the Education Centre and once Garda vetting has been completed and this has been communicated to the school. It is a specific condition of this residency programme that a teacher works closely and collaborates with the artist to plan the learning experience and is present at all times with the artist while working with students in the school and to enhance further teacher-artist partnership.
  • Schools will be responsible for: ensuring the residency complies with Public Health advice relevant at the time of the project.
  • Evaluation: The Education Centre will put in place the necessary evaluation for Arts-in-Education Residencies. This will include:
  • a school visit
  • completion and return of the Teacher/School Feedback Form and the Artist Feedback Form.
  • The second instalment of the artist fee will be paid following the submission of the final reports. Any images submitted by the school either in reports or on completing the project may be used to promote the scheme through print and other media including social media. It is therefore important that the schools have permission for the use of such images, noting in the consent forms that they will be used for this purpose, and only send images to the Education Centre once parental consent has been obtained.
  • Guidelines for Application: A note on COVID-19 related Public Health Guidance: Schools should base proposals on the best public health advice and guidance available at the time of application. Completed applications must include:
  • 1. A completed application form
  • 2. A written proposal for the project indicating:
  • the aims of the project
  • the theme
  • materials
  • processes
  • anticipated outcomes
  • deliverability
  • number of contact hours
  • number of classes and pupils that will participate in the project
  • Please also indicate the planned time-frame schedule and planned method of documentation for the project. The proposal should demonstrate a whole school commitment to the project. (This does not mean that all children must participate in the project rather that the whole school should be supportive and flexible in facilitating the project)
  • Applications will open on 4 June 2021. The closing date is 30 September 2021.
  • This initiative will be supported by the ESCI Education Centre Network, Teacher Artist Partnership CPD programme, Arts in Junior Cycle, NAPD Creative Engagement Programme and the Arts in Education Portal.
  • Link to downloadable application Form below.
  • https://www.gov.ie/en/form/012fe-blast-arts-in-education-application-form/ 

Please see the list of schools and artists taking part in 2021/2022 blast project

School

Principal

Lead Teacher

Artist

Scoil Naomh Abbáin,

Claire Kickham

Claire Kickham

Oonagh Latchford

Scoil Chroí Ró Naofa, Ballymurn

Emer O Gorman

Aoife Morrisey

John Busher

Bunscoil Loreto

Aileen Kennedy

Paula Quinn

Colum Kavanagh

Sacred Heart NS

Grid Kennedy Jones

Emily Casey

Joe Brennan

Scoil Phadraig Naofa

Helen Molloy

Chris Townsend

Sarah Bowie

Ballon NS

Mary Carroll

Una Murphy

Colum Kavanagh

St Fintans NS

Geraldine Doyle

Paula Gondard

Caroline Busher

Tara Hill NS

Patricia Sadler

Eadaoin Ni Liondain

Lani O' Hanlon

Bunscoil Ris

Gerry Moran

Ann Brazil

Lani O' Hanlon

Star of the Sea NS

Martina Prendergast

Helen McLoughlin

John Busher

Scoil Moling Glynn

Caitriona Kelly

Caitriona Kelly

Joe Brennan

East Glendalough School

Craig Petrie

Frances Cody

Colum Kavanagh 

Gorey Educate Together Secondary School

Conor Berry

Liz Whelan

Sarah Bowie

Colaiste Eamonn Ris, CBS Wexford

Michael McMahon

Erin Whelan

Sarah Bowie

Colaiste Eoin

Alan Costello

LIz Farrell and Geraldine Dalton.

Joe Brennan

Bunclody Vocational College

James Murphy

Orla Doyle

John Busher

Colaiste Abbain

John Nolan

Rosaline Power

Colum Kavanagh

List of Teacher Artist Partnership (TAP) trained Artist below.
D'fhorbair an Roinn Oideachais Clár Cónaitheachta nua nuálach Ealaíon-san-OideachasBLAST in 2021. Cumasóidh sé suas le 400 Cónaitheacht Ealaíon-san-Oideachas nua i scoileanna gach bliain.
Tá sé mar aidhm ag an tionscnamh seo tacú le comhtháthú na bprionsabal agus na bpríomhscileanna a leagtar amach in Cairt na nEalaíon san Oideachas agus sa Chlár Éire Ildánach (2017-2022), Colún 1 Óige Ildánach.
  • Competition to design a logo for BLAST

    What the competition is:

    The Minister of Education has announced a competition to select a design for a logo to represent BLAST – Bringing Live Arts to Students and Teachers –a new initiative which will enable up to 400 new arts in education residencies in schools each year.

    • The aim of this scheme is to give pupils in schools all over the country the opportunity to work with a professional artist on unique projects. 
    • The reason for the competition is to include the voice of the student in this very important initiative in schools. 
    • The winning design will be adapted by a professional design team and used by the Department of Education and by schools when they are publicising BLAST. 
    • The winning entry will be selected by a panel of judges. 
    • The winning entry will receive a go pro camera. 
    • All entries received will receive a certificate, provided by email.

    Competition Rules

    Who can enter:

    • The competition is open to any student in primary or post-primary education in Ireland.
    • What entries should look like:
    • Your logo design must contain the word BLAST.
    The name BLAST will be used in both English and Irish versions of the logo.
    The design should not contain any additional text
    Think about your design, because the logo will be used in both large and small sizes on various materials.
     Too much detailing may be lost in smaller size use, so remember that when thinking about your design.
     
    The logo design should work in colour as well as in black and white.
     

    What format to design it in:

    Your logo design can be worked in any material, for example paint, pencils, acrylic, pen, or in digital format as a high-quality jpg or PDF.
    You can use colour or black and white.

    Important things to remember:

    Only one entry can be submitted per person, or per group.Individuals may also be a named entrant on a group entry.
    Each email entry should clearly state the name, class and school, including school address. Please fill in the entry form.
    Any paper entry should be clearly labelled on the reverse, with the name, class and school, including school address.
    No personal email address or personal numbers should be included on paper designs.
    The logo design must beoriginal and must be the work of the person or group entering only.
    You cannot use anyone else’s work.
    By entering, you certify that the logo does not infringe the rights of any third party and is not in violation of any copyright.
     

    How to send in your entry:

    You should send your entry to This email address is being protected from spambots. You need JavaScript enabled to view it. or post it to: Blast Logo Competition, Department of Education, Marlborough Street, Dublin 1, D01 RC96

    Each email entry should clearly state the name, class and school, including school address. No personal addresses or personal numbers should be included.Paper entries should be clearly labelled on the reverse, with the name, class and school, including school address.

    No personal addresses or personal numbers should be included on paper designs.

    Judging

  • Judging panel will decide on the winning entry. This will include music industry leader Louis Walsh, and visual communications programme Lead, TU Dublin, Brenda Dermody. The decision of this committee will be final.

     

    Use of the winning logo

    The winning logo will be worked on by a professional designer so that it can be adapted for use in design computer programmes.
    The winning entry will become the sole property of the Department of Education for use at its discretion.
     
    By submitting an entry, applicants accept all competition guidelines and agree to be bound by them.
     
    It will not be possible for entries to be returned by the Department of Education to entrants.

    BLBLAST Logo Design Competition Entry Form and Guidelines

    Guidelines and application form Download

Co. Wexford Education Centre "Young Journalist Of The Year Competition" In association with Wexford People

Young journalist first photo
 

On Monday 27th September 2021, CoWexford Education Centre in colloboration with Wexford People Newspaperslaunched our

"Young Journalist of the Year Competition"

The project was launched by Lead Organiser Scott Gaynor. Scott is a journalist and post primary teacher in The Presentation Secondary School, Wexford Town.
 
 
 
The Competition is open to students in Fifth and Sixth Class in Primary schools and to students from First Year to Leaving Certificate level in Post Primary schools. 
 
 
Young Journalist 2
Judging Panel

 

Judging panel 2

 Entry Deadline Friday March 25th 2022.

Entries should be emailed to Scott Gaynor at This email address is being protected from spambots. You need JavaScript enabled to view it.

This email address is being protected from spambots. You need JavaScript enabled to view it.

Slide Presentation from Monday 27th September - Scott Gaynor

https://preswex-my.sharepoint.com/:p:/g/personal/sgaynor_preswex_ie/EfDOWP7B21VMqCPg6VYy7SUBsGTI2N6_UQpRX8GVJo6A8g

Co. Wexford Education Centre "Young Journalist Of The Year Competition" In association with Wexford People

Co. Wexford Education Centre "Young Journalist Of The Year Competition"

In association with Wexford People

YOUNG JOURNALIST OF THE YEAR COMPETITION"

The project was launched by Lead Organiser Scott Gaynor. Scott is a journalist and post primary teacher in The Presentation Secondary School, Wexford Town.
 
  
The Competition is open to students in Fifth and Sixth Class in Primary schools and to students from First Year to Leaving Certificate level in Post Primary schools.

 Young journalist first photo

 

Young Journalist 2

Judging Panel

Judging panel 2

 Entry Deadline Friday March 25th 2022.

Entries should be emailed to Scott Gaynor at This email address is being protected from spambots. You need JavaScript enabled to view it.

This email address is being protected from spambots. You need JavaScript enabled to view it.

 

 

 

 

Coaching Skills for Schools Leaders

coach academy
 

                          Coaching Skills for School Leaders 2022 - 2023

 QQI Level 6 Certificate in

Professional Coaching Practice and Ethics

(Specialising in Educational Leadership Coaching)

A unique one-year part time training programme designed for School Principals, Deputy Principals, Assistant Principals and Aspiring School Leaders

 

csl.jpgThe programme is endorsed by the Centre for School Leadership (CSL), certified by Quality and Qualifications Ireland (QQI) and accredited by the Association for Coaching (AC)

Dates:  22 Monday, Tuesday or Wednesday Evenings, 6.30pm to 9.15pm, October to May and 3 Saturdays, 9.30am - 4.30pm

Programme Delivery: The programme will be delivered through Live Virtual (Zoom) Learning Sessions

Engage live with programme facilitators and peers just as you would in a face-to-face learning environment

 Places Available: 21

Programme Fee: €1990 - (€975 due with Registration Form by July 15 and €975 due on January 20)

Application Forms available on link below. Please complete and submit your Application Form as soon as possible.  Closing date for completed Application Forms is June 22

 Application Form below.

https://forms.gle/N6oa8EjLiabTzV9P8

 For more information contact Noel Brosnan at This email address is being protected from spambots. You need JavaScript enabled to view it. or 086 8063792

Leadership Coaching Programme Schedule 2022/23

Module 1: Leadership coaching in schools – Coaching Principles and Ethics
Module 2: Developing the School Leader Coaching Mindset and Skills
Module 3: Applying the coaching skills and professional reflective practice
Module 4: Coaching Models of Practice for the School Context
Module 5: Coaching and the ISM Team

Coaching is becoming increasingly important in organisations across many sectors. Whether you are seeking to introduce a coaching culture to your school or striving to unlock the potential of your staff, this programme will equip you with the effective coaching techniques and skills to succeed. You will enjoy a powerful and practical learning experience.

In our world of increased demands and expectations of school leadership roles we often experience pressure, leading to:         

  • Overwhelm
  • Anxiety
  • Stress

It’s amazing how quickly these responses become the norm and we just accept this as a way of life. 

We are offering a practical, skills based programme to equip you with some of the key skills necessary for effective leadership in your school environment and to support and resource your CPD in a real, practical and relevant way.


The Leadership Coaching programme content and skills respond in a relevant and practical way to the guidelines prescribed in the four domains of the Quality Framework for Leadership and Management from the Department of Education and Skills (2016) publication, Looking at our School. 

Learning Objectives

On this Coaching Skills Programme you will:

  • Discover new ideas in learning and behavioural change based on recent neuroscience research, indicating the value of coaching for leaders.
  • Examine cases and situations where coaching would be most useful in your school
  • Determine how to blend managing with coaching for the most beneficial results.
  • Develop your self awareness, presence, and resourcefulness as a school leader coach
  • Achieve a high level of self regulation, empathy and compassion
  • Learn models of coaching most useful for developing people’s thinking as well as solving problems and facilitating change and development
  • Practice using coaching in a variety of leadership situations e.g. with staff, parents and students
  • Engage in constructive conversations
  • Listen with intent and communicate more effectively
  • Use powerful questions to influence thinking
  • Make requests and acknowledge achievements and best practice
  • Delegate with ease and confidence
  • Design action plans
  • Establish agreements and commitments
  • Monitor and facilitate progress through validation, support, encouragement and sharing constructive feedback
  • Manage your emotional state to respond effectively to everyday challenges and uncertainty
  • Explore the concepts of ethical and professional practice as a leader coach and appreciate the importance of reflective practice
  • Build confidence and appreciation of your own leadership coaching style through repeated practise and constructive feedback from our learning facilitators and fellow participants.
  • Become more resilience and agile in your school leadership role

 Training and Learning Methodologies

The course is interactive, combining a balance between coaching theory and practice. Participants will be encouraged to learn by doing and to continuously reflect on new learning experiences. Continuous reflective practice will enable coaching perspectives and skills to be firmly embedded in the school environment.

The programme facilitates experiential learning, giving participants opportunities to practice new skills and discuss how to integrate the skills into the scenarios they regularly face in the school environment.

A wide and varied range of blended training / learning methodologies will be used, e.g. live online coaching demonstrations, discussion groups, peer coaching practice sessions, observed coaching sessions with constructive feedback and online learning and e-Learning.

We firmly believe that one of the most important dimensions of the coach training process is the continuous personal and professional development and transformation of the course participant. Therefore, we encourage and support participants to:

  • Become more self aware and Practice non-attachment
  • Make more conscious choices daily
  • Develop a positive mental attitude about self, others, life and work
  • Live with ambiguity and uncertainty
  • Be more centred, resilient, flexible and agile

 Assessment Procedures

  • Peer coaching practice
  • Coaching skills practice in the school environment
  • Reflective essays
  • Coaching Skills Demonstraion
  • Reflective Journal

Application Forms available on link below. Please complete and submit your Application Form as soon as possible.  Closing date for completed Application Forms is June 22

 https://forms.gle/N6oa8EjLiabTzV9P8

 Some Testimonials from Programme Participants

 Taking part in the Leadership Coaching Skills Programme has been extremely beneficial and transformative for me – both professionally and personally. The skills developed have given me confidence in my abilities, enabled me to identify my strengths and empowered me to strive towards my goals. The course has also challenged me to examine decisions made as well as my interpersonal skills. I have learned techniques to manage and navigate challenging situations, empower, develop and challenge others and forge and maintain relationships. Since beginning this course, I have renewed energy, focus and enthusiasm in my leadership role.

 - Mary Hayes, Primary School Principal

 Wonderfully facilitated over Zoom by Noel and Elizabeth, a safe virtual learning space was created with a surprise element of convenience as Zoom negated the need to travel which allowed us to blend the course into our lockdown lives.

Continual encouragement to bring our learning to life in the workplace motivated keen interest throughout. Practical and skill focussed in essence with content which sparked vitalising awakenings... this the most engaging and personally fulfilling course I have had the pleasure of being part of to date.

 - Sinéad Keenan Primary School AP1

 In this very difficult year Coaching Skills for School Leaders has had a very positive impact on me. This course is a journey of professional and personal growth. The skills I have developed have given me confidence in my abilities and my daily interactions with staff, students, and parents. After every session you are ready and equipped to try out a new skill and see the value in it. Completing the course via zoom made for easy access, no traffic delays and a safe space for conversations and skills to be practiced. I would highly recommend it to all current and aspiring school leaders who are interested in building positive relationships and developing themselves.  

- Claire Cunningham, Post Primary AP1

 Participating in the ‘Coaching Skills for School Leaders’ course (QQI Level 6) is an enriching and growing experience for me. Not only the course itself but also the additional elements to it like the development of key skills through role-play and other practical elements. I would highly recommend this course to people who are genuinely interested in building positive professional relationships and developing themselves in their professional and personal lives.

Donal Cahir, Post Primary Deputy Principal

 This course has provided me with skills that I will use throughout the rest of my career as teacher and principal.    I have learned skills that will be extremely useful on a daily basis e.g. listening, building rapport, summarising, questioning and reflecting back.  I have already used many of these skills in my encounters in school life, which has had a positive impact. I think that teachers / principals need to develop the aforementioned skills as the management of relationships in schools can provide the biggest challenges for leaders.  

What makes this course different to other courses that I have done is the practical nature of it.  This makes it extremely engaging and enriches the learning. This ensured that the skills I learned about have been firmly embedded in my practice. 

The engagement with other teachers / school leaders on this course has also generated huge learning opportunities. Also through practising the skills of coaching and being coached it has clearly demonstrated how powerful it is as a leadership skill. It provides space for the coachee to work through difficulties and challenges. Engaging in coaching practice has visibly decreased professional pressures for me this year. 

I have recommended this course to several principals I have met this year at other CPD courses. 

 - Ann Lynskey, Primary School Principal

 In these challenging times in the world of education, the Coaching Skills for School Leaders course has had such a positive impact on my daily interactions. The course is particularly relevant to a school context and the various relationships that exist there...students, parents, colleagues, etc. In an era when mental health and wellbeing are in the spotlight, teachers are not always considered. This course gives a positive mix of theory and, more importantly, practical skills and tools to navigate the often, difficult conversations we have in our professional lives.

The practical element of the course increased my self-confidence, especially in my roles as a Year Head, a member of the Student Support Team and a member of the Professional Support Team in the Droichead Process. I feel better equipped now when engaging with all stakeholders.

As a result of my participation in this course I have the tools with which to improve my relationships, even those that are more challenging, leading to a much more positive working environment.

Transformational leadership is valued in the school context, and this course equips participants with skills and knowledge to guide and lead others to be better versions of themselves, while simultaneously valuing themselves and their impact on the workplace.

 - Claire Culligan, AP1 in Post Primary School

The wealth of experience that Elizabeth and Noel bring to our sessions has ensured that I feel I am being well guided on this my first introduction to Coaching. It has provided me as an Assistant Principal 1 with professional learning that I can put into action in my own school quite quickly after our sessions. As a result, I feel that the level of professional support that I have been able to provide to students, parents, teachers and school management has been enhanced as a direct result of the learning opportunities this course has given me.

As Coordinator of our Teaching, Learning and Assessment team I have encouraged my colleagues to view our School Improvement Plan as a tool for capturing the possibilities for high quality professional learning that they feel will help to improve the learning experience of our students, rather than just a checklist for a policy that sits on a shelf.

 We strive to work as a listening school, which provides opportunities for each of the stakeholders to meaningfully share their voice. This course has developed my coaching skills to ensure that those voices are heard and that I can support them towards finding their own solutions for the improvement of our school.

 - Justin O’Connor, API inPost Primary School

I would highly recommend the Leadership Coaching Course for all school leaders and to aspiring school leaders. The experience to date has been a very beneficial and positive one for me not only in terms of continued professional development but also the influence it has had in how I conduct my interactions with people both in my professional and personal life. The course has given me the opportunity to discover and utilise skills that I had within myself that had been lying dormant up until now.

The journey of self-discovery gives you the belief in your own abilities and equips you with the necessary approaches and skills in how to best utilise such abilities in your day-to-day responsibilities as a school leader. I have seen notable improvements in how I have handled challenging situations within my role in school with staff, parents and the children. The course has heightened my awareness and given me a greater understanding of people and their behaviours as well as liberating me as a leader in the understanding that I can only control my own actions.

 - Jane O’Leary, Primary Deputy Principal

 The Coaching Skills for School Leaders programme has given me a fresh approach to principalship. I’ve learnt new communication and management skills that are immediately transferable to my school. I am more far more confident and resilient in dealing with the challenges of school leadership. The course is very practical and tailored to meet the needs of school leaders. I would highly recommend it for all current and aspiring school leaders.

- Kevin Clohessy,Primary School Principal

 Training Programme Facilitators

Noel Brosnan

Noel Brosnan M. Phil., M.A., OMAC

Noel has a growing reputation for facilitating practical and relevant coaching

programmes which result in significant behavioural change, growth and development for managers / leaders, employees, teams and organisations.

He is proud of his interactive and engaging coaching style, which helps maximise learning, skill development and behavioural change.

Noel is always conscious of creating a safe learning environment for clients, built on trust and openness. His intention is to keep theory and practice simple and build awareness and learning one-step at a time. Noel’s coaching process is based on ‘brain friendly’ methodologies, which incorporate some of the latest developments in neuroscience and positive psychology.

Noel has engaged in over 1500 hours of 1:1 coaching. He has coached leaders in the health, pharmaceutical, financial and education sectors on leadership, change management, organisational goal setting / planning / implementation, delegation, team development, communication, performance reviews, conflict resolution, employee induction and engagement, well-being and resilience. 

He is privileged to have served a wide variety of organisations and companies including: The Department of Education and Skills, Bord Iascaigh Mhara, Hibernia College, GE Healthcare, Glanbia, AIB, Bank of Ireland, Crest Solutions and Stryker.

As a former teacher and member of a Post - Primary School Board of Management, and having coached Principals and facilitated workshops for students, parents, SNAs and teachers over the last 15 years, Noel has an in-depth understanding and appreciation of the challenges experienced by School Leaders on a daily basis.

 

Elizabeth Geerey

Elizabeth Garry Brosnan M.A., OMAC

As a business and executive coach for 15 years, Elizabeth coaches senior leaders from across all sectors including education, business, community and corporate. 

Having coached numerous Principals, Elizabeth has an intimate knowledge of the changing school environment and supports Principals to develop their leadership capacity and to prioritise and act on the important over the urgent. Key outcomes of her coaching include:

  • Greater work-life balance
  • More focused attention and productive use of time resulting in less overwhelm
  • Increased confidence and belief in own ability
  • More delegation and less micro management
  • More effective strategies for dealing with conflict
  • Increased skills to have the challenging conversations
  • More effective communication systems

Elizabeth also has vast experience in the areas of team building and in-depth knowledge of working with Boards of Management.

She empowers Principals in a confidential, supportive and trusting environment, to harness their strengths and learn new and effective ways of dealing with emerging and recurring issues. 

Elizabeth has coached people in the following areas with excellent outcomes for the clients:

  • Primary and Post Primary school Principals
  • Home school Community Liaison Officers (Training & Coaching)
  • Teacher Summer Courses - managing challenging behaviour in school
  • Limerick Institute of Technology 
  • Presentation Brothers Anglo Irish Provence
  • Presentation Ireland

 

Coaching Skills for Schools Leaders 2022 - 2023

coach academy
 

                          Coaching Skills for School Leaders 2022 - 2023

 QQI Level 6 Certificate in

Professional Coaching Practice and Ethics

(Specialising in Educational Leadership Coaching)

A unique one-year part time training programme designed for School Principals, Deputy Principals, Assistant Principals and Aspiring School Leaders

csl.jpgThe programme is endorsed by the Centre for School Leadership (CSL), certified by Quality and Qualifications Ireland (QQI) and accredited by the Association for Coaching (AC)

Dates:  22 Monday, Tuesday or Wednesday Evenings, 6.30pm to 9.15pm, October to May and 3 Saturdays, 9.30am - 4.30pm

Programme Delivery: The programme will be delivered through Live Virtual (Zoom) Learning Sessions

Engage live with programme facilitators and peers just as you would in a face-to-face learning environment

 Places Available: 21

Programme Fee: €1990 - (€975 due with Registration Form by July 15 and €975 due on January 20)

Application Forms available on link below. Please complete and submit your Application Form as soon as possible.  Closing date for completed Application Forms is June 22

Application Form below.

https://forms.gle/N6oa8EjLiabTzV9P8

 For more information contact Noel Brosnan at This email address is being protected from spambots. You need JavaScript enabled to view it. or 086 8063792

Leadership Coaching Programme Schedule 2022/23

Module 1: Leadership coaching in schools – Coaching Principles and Ethics
Module 2: Developing the School Leader Coaching Mindset and Skills
Module 3: Applying the coaching skills and professional reflective practice
Module 4: Coaching Models of Practice for the School Context
Module 5: Coaching and the ISM Team

Coaching is becoming increasingly important in organisations across many sectors. Whether you are seeking to introduce a coaching culture to your school or striving to unlock the potential of your staff, this programme will equip you with the effective coaching techniques and skills to succeed. You will enjoy a powerful and practical learning experience.

In our world of increased demands and expectations of school leadership roles we often experience pressure, leading to:         

  • Overwhelm
  • Anxiety
  • Stress

It’s amazing how quickly these responses become the norm and we just accept this as a way of life. 

We are offering a practical, skills based programme to equip you with some of the key skills necessary for effective leadership in your school environment and to support and resource your CPD in a real, practical and relevant way.


The Leadership Coaching programme content and skills respond in a relevant and practical way to the guidelines prescribed in the four domains of the Quality Framework for Leadership and Management from the Department of Education and Skills (2016) publication, Looking at our School. 

Learning Objectives

On this Coaching Skills Programme you will:

  • Discover new ideas in learning and behavioural change based on recent neuroscience research, indicating the value of coaching for leaders.
  • Examine cases and situations where coaching would be most useful in your school
  • Determine how to blend managing with coaching for the most beneficial results.
  • Develop your self awareness, presence, and resourcefulness as a school leader coach
  • Achieve a high level of self regulation, empathy and compassion
  • Learn models of coaching most useful for developing people’s thinking as well as solving problems and facilitating change and development
  • Practice using coaching in a variety of leadership situations e.g. with staff, parents and students
  • Engage in constructive conversations
  • Listen with intent and communicate more effectively
  • Use powerful questions to influence thinking
  • Make requests and acknowledge achievements and best practice
  • Delegate with ease and confidence
  • Design action plans
  • Establish agreements and commitments
  • Monitor and facilitate progress through validation, support, encouragement and sharing constructive feedback
  • Manage your emotional state to respond effectively to everyday challenges and uncertainty
  • Explore the concepts of ethical and professional practice as a leader coach and appreciate the importance of reflective practice
  • Build confidence and appreciation of your own leadership coaching style through repeated practise and constructive feedback from our learning facilitators and fellow participants.
  • Become more resilience and agile in your school leadership role
Training and Learning Methodologies

The course is interactive, combining a balance between coaching theory and practice. Participants will be encouraged to learn by doing and to continuously reflect on new learning experiences. Continuous reflective practice will enable coaching perspectives and skills to be firmly embedded in the school environment.

The programme facilitates experiential learning, giving participants opportunities to practice new skills and discuss how to integrate the skills into the scenarios they regularly face in the school environment.

A wide and varied range of blended training / learning methodologies will be used, e.g. live online coaching demonstrations, discussion groups, peer coaching practice sessions, observed coaching sessions with constructive feedback and online learning and e-Learning.

We firmly believe that one of the most important dimensions of the coach training process is the continuous personal and professional development and transformation of the course participant. Therefore, we encourage and support participants to:

  • Become more self aware and Practice non-attachment
  • Make more conscious choices daily
  • Develop a positive mental attitude about self, others, life and work
  • Live with ambiguity and uncertainty
  • Be more centred, resilient, flexible and agile

 Assessment Procedures

  • Peer coaching practice
  • Coaching skills practice in the school environment
  • Reflective essays
  • Coaching Skills Demonstraion
  • Reflective Journal

Application Forms available on link below. Please complete and submit your Application Form as soon as possible.  Closing date for completed Application Forms is June 22

 https://forms.gle/N6oa8EjLiabTzV9P8

 Some Testimonials from Programme Participants

Taking part in the Leadership Coaching Skills Programme has been extremely beneficial and transformative for me – both professionally and personally. The skills developed have given me confidence in my abilities, enabled me to identify my strengths and empowered me to strive towards my goals. The course has also challenged me to examine decisions made as well as my interpersonal skills. I have learned techniques to manage and navigate challenging situations, empower, develop and challenge others and forge and maintain relationships. Since beginning this course, I have renewed energy, focus and enthusiasm in my leadership role.

 - Mary Hayes, Primary School Principal

Wonderfully facilitated over Zoom by Noel and Elizabeth, a safe virtual learning space was created with a surprise element of convenience as Zoom negated the need to travel which allowed us to blend the course into our lockdown lives.

Continual encouragement to bring our learning to life in the workplace motivated keen interest throughout. Practical and skill focussed in essence with content which sparked vitalising awakenings... this the most engaging and personally fulfilling course I have had the pleasure of being part of to date.

 - Sinéad Keenan Primary School AP1

In this very difficult year Coaching Skills for School Leaders has had a very positive impact on me. This course is a journey of professional and personal growth. The skills I have developed have given me confidence in my abilities and my daily interactions with staff, students, and parents. After every session you are ready and equipped to try out a new skill and see the value in it. Completing the course via zoom made for easy access, no traffic delays and a safe space for conversations and skills to be practiced. I would highly recommend it to all current and aspiring school leaders who are interested in building positive relationships and developing themselves.  

- Claire Cunningham, Post Primary AP1

Participating in the ‘Coaching Skills for School Leaders’ course (QQI Level 6) is an enriching and growing experience for me. Not only the course itself but also the additional elements to it like the development of key skills through role-play and other practical elements. I would highly recommend this course to people who are genuinely interested in building positive professional relationships and developing themselves in their professional and personal lives.

Donal Cahir, Post Primary Deputy Principal

This course has provided me with skills that I will use throughout the rest of my career as teacher and principal.    I have learned skills that will be extremely useful on a daily basis e.g. listening, building rapport, summarising, questioning and reflecting back.  I have already used many of these skills in my encounters in school life, which has had a positive impact. I think that teachers / principals need to develop the aforementioned skills as the management of relationships in schools can provide the biggest challenges for leaders.  

What makes this course different to other courses that I have done is the practical nature of it.  This makes it extremely engaging and enriches the learning. This ensured that the skills I learned about have been firmly embedded in my practice. 

The engagement with other teachers / school leaders on this course has also generated huge learning opportunities. Also through practising the skills of coaching and being coached it has clearly demonstrated how powerful it is as a leadership skill. It provides space for the coachee to work through difficulties and challenges. Engaging in coaching practice has visibly decreased professional pressures for me this year. 

I have recommended this course to several principals I have met this year at other CPD courses. 

 - Ann Lynskey, Primary School Principal

In these challenging times in the world of education, the Coaching Skills for School Leaders course has had such a positive impact on my daily interactions. The course is particularly relevant to a school context and the various relationships that exist there...students, parents, colleagues, etc. In an era when mental health and wellbeing are in the spotlight, teachers are not always considered. This course gives a positive mix of theory and, more importantly, practical skills and tools to navigate the often, difficult conversations we have in our professional lives.

The practical element of the course increased my self-confidence, especially in my roles as a Year Head, a member of the Student Support Team and a member of the Professional Support Team in the Droichead Process. I feel better equipped now when engaging with all stakeholders.

As a result of my participation in this course I have the tools with which to improve my relationships, even those that are more challenging, leading to a much more positive working environment.

Transformational leadership is valued in the school context, and this course equips participants with skills and knowledge to guide and lead others to be better versions of themselves, while simultaneously valuing themselves and their impact on the workplace.

 - Claire Culligan, AP1 in Post Primary School

The wealth of experience that Elizabeth and Noel bring to our sessions has ensured that I feel I am being well guided on this my first introduction to Coaching. It has provided me as an Assistant Principal 1 with professional learning that I can put into action in my own school quite quickly after our sessions. As a result, I feel that the level of professional support that I have been able to provide to students, parents, teachers and school management has been enhanced as a direct result of the learning opportunities this course has given me.

As Coordinator of our Teaching, Learning and Assessment team I have encouraged my colleagues to view our School Improvement Plan as a tool for capturing the possibilities for high quality professional learning that they feel will help to improve the learning experience of our students, rather than just a checklist for a policy that sits on a shelf.

We strive to work as a listening school, which provides opportunities for each of the stakeholders to meaningfully share their voice. This course has developed my coaching skills to ensure that those voices are heard and that I can support them towards finding their own solutions for the improvement of our school.

 - Justin O’Connor, API inPost Primary School

I would highly recommend the Leadership Coaching Course for all school leaders and to aspiring school leaders. The experience to date has been a very beneficial and positive one for me not only in terms of continued professional development but also the influence it has had in how I conduct my interactions with people both in my professional and personal life. The course has given me the opportunity to discover and utilise skills that I had within myself that had been lying dormant up until now.

The journey of self-discovery gives you the belief in your own abilities and equips you with the necessary approaches and skills in how to best utilise such abilities in your day-to-day responsibilities as a school leader. I have seen notable improvements in how I have handled challenging situations within my role in school with staff, parents and the children. The course has heightened my awareness and given me a greater understanding of people and their behaviours as well as liberating me as a leader in the understanding that I can only control my own actions.

 - Jane O’Leary, Primary Deputy Principal

The Coaching Skills for School Leaders programme has given me a fresh approach to principalship. I’ve learnt new communication and management skills that are immediately transferable to my school. I am more far more confident and resilient in dealing with the challenges of school leadership. The course is very practical and tailored to meet the needs of school leaders. I would highly recommend it for all current and aspiring school leaders.

- Kevin Clohessy,Primary School Principal

 Training Programme Facilitators

Noel Brosnan

Noel Brosnan M. Phil., M.A., OMAC

Noel has a growing reputation for facilitating practical and relevant coaching

programmes which result in significant behavioural change, growth and development for managers / leaders, employees, teams and organisations.

He is proud of his interactive and engaging coaching style, which helps maximise learning, skill development and behavioural change.

Noel is always conscious of creating a safe learning environment for clients, built on trust and openness. His intention is to keep theory and practice simple and build awareness and learning one-step at a time. Noel’s coaching process is based on ‘brain friendly’ methodologies, which incorporate some of the latest developments in neuroscience and positive psychology.

Noel has engaged in over 1500 hours of 1:1 coaching. He has coached leaders in the health, pharmaceutical, financial and education sectors on leadership, change management, organisational goal setting / planning / implementation, delegation, team development, communication, performance reviews, conflict resolution, employee induction and engagement, well-being and resilience. 

He is privileged to have served a wide variety of organisations and companies including: The Department of Education and Skills, Bord Iascaigh Mhara, Hibernia College, GE Healthcare, Glanbia, AIB, Bank of Ireland, Crest Solutions and Stryker.

As a former teacher and member of a Post - Primary School Board of Management, and having coached Principals and facilitated workshops for students, parents, SNAs and teachers over the last 15 years, Noel has an in-depth understanding and appreciation of the challenges experienced by School Leaders on a daily basis.

 

Elizabeth Geerey

Elizabeth Garry Brosnan M.A., OMAC

As a business and executive coach for 15 years, Elizabeth coaches senior leaders from across all sectors including education, business, community and corporate. 

Having coached numerous Principals, Elizabeth has an intimate knowledge of the changing school environment and supports Principals to develop their leadership capacity and to prioritise and act on the important over the urgent. Key outcomes of her coaching include:

  • Greater work-life balance
  • More focused attention and productive use of time resulting in less overwhelm
  • Increased confidence and belief in own ability
  • More delegation and less micro management
  • More effective strategies for dealing with conflict
  • Increased skills to have the challenging conversations
  • More effective communication systems

Elizabeth also has vast experience in the areas of team building and in-depth knowledge of working with Boards of Management.

She empowers Principals in a confidential, supportive and trusting environment, to harness their strengths and learn new and effective ways of dealing with emerging and recurring issues. 

Elizabeth has coached people in the following areas with excellent outcomes for the clients:

  • Primary and Post Primary school Principals
  • Home school Community Liaison Officers (Training & Coaching)
  • Teacher Summer Courses - managing challenging behaviour in school
  • Limerick Institute of Technology 
  • Presentation Brothers Anglo Irish Provence
  • Presentation Ireland

 

Online Payments

Please note that we are moving to online Payments only from August 1st 2019. All online payments will be non transferable and non refundable. Thank you.

World Book Night 2022

 

The Reading Agency

January 2021

Tackling life's big challenges through the proven power of reading

Applications for organisations to receive books on World Book Night are open until 28 January. We have over 80,000 books available for organisations to give to people who don't regularly read for pleasure or have access to books of their own, and we're very excited to work with you to help inspire more people to become readers.

Why is reading for pleasure important?

Regularly reading for pleasure has a huge number of benefits:
• Adults who read for just 30 minutes a week are 20% more likely to report greater life satisfaction
• 19% of readers say that reading stops them from feeling lonely
• Reading for pleasure enhances empathy, understanding of the self, and the ability to understand one's own and others' identities
• Regular readers for pleasure report fewer feelings of stress and depression than non-readers, and stronger feelings of relaxation from reading than from watching television or engaging with technology intensive activities
By encouraging more people to read, you'll have a direct impact in making a difference to people's lives through the proven power of reading.

Find out more about the benefits of reading for pleasure

Click here to submit your application

The booklist

The World Book Night booklist is selected through careful discussions with publishers and with input from volunteers to choose the books that will inspire and encourage new readers. The list features fiction and non-fiction for adults and young people, recommended for ages 16+. 

The Reading Agency's 2022 Quick Reads series features on this year's list, perfect for adults who are new to reading, short on time or want to explore new authors or genres. They're also perfect for less confident readers, edited by a literacy expert to ensure the books are accessible and engaging. 

Four audiobooks feature on the list, which will be available for the public to download for free later in the year. Watch this space to find out more!

You can sample many of the books on the list thanks to a book wall created by Nielsen Book. 

To buy your own copies of the books, head to our Bookshop.org affiliate shop or Hive to support The Reading Agency and independent bookshops at no additional cost. 

World Book Night

More from The Reading Agency

Lets Get Everybody Reading                  Reading Group

Join our mission to support young people & adults to improve their reading skills & confidence              Interested in joining a reading group or starting one of your own?
                                                                                                                                                                                                          Visit readingroups.org.

 The #WinterMiniChallenge is on! Don't let the winter weather freeze your child's love of reading.

Join The Reading Agency for a free, online event with author of the New York Times bestselling author, Mateo Askaripour. Mateo’s debut novel, Black Buck, is a hilarious, razor-sharp skewering of office culture; a propulsive, crackling debut that explores ambition and race, and makes way for a necessary new vision of the American dream. He will be joined by librarian and Bookseller Rising Star, Zoey Dixon, to discuss the themes of his novel and his writing career.

Date and time: Thursday 27 January, 7-8PM
Find out more and register for a free ticket.

County Wexford Education Centre

Location. Suíomh

Milehouse Road, Enniscorthy, Co. Wexford

EIRCODE: Y21 T271

Transportation

Local Buses and ample carparking available

Contact us. Dean Teagmháil

Tel: (053) 92 39100
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Newsletters. Nuachtlitir

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NDP trans 0
Registered Charity Number 20065232
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Dept of Education
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NIPT
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