Partnership for Learning - Programme of Continuing Professional Development for Cooperating Schools 2019 2020 - Dublin City University
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Libraries Development Policy | Guiding Principles for Growth Partnership for Learning Programme of Continuing Professional Development for Cooperating Schools 2019 - 2020
Introduction 02
DCU Institute of Education Vision for School-University Partnership 05
Overview of Courses for 19/20 School Year 06
Booking DCU-Based Courses 09
Course Details 10
Certification 28
On-demand Modules: Sanford Inspire Programme 28
Sanford Inspire On-Demand Modules 29
Partnership for Learning
Profile of DCU Facilitators / Trainers 32
01
Introduction
Dear Principal, Deputy Principal/s and Teachers
This booklet outlines our 2019/20 Partnership for Learning programme, Any school hosting a student/s from one or more of these programmes,
which is a programme of continuing professional development (CPD) may avail of CPD courses. The courses are not restricted to Cooperating
exclusively for our post-primary, Cooperating Schools. The programme Teachers and all will be provided free of charge. The face to face courses
was developed in order to enhance DCU’s relationship with schools and will take place in the DCU Institute of Education, St Patrick’s Campus.
to recognise the support provided by schools to DCU students on school While these are not accredited, DCU certificates of participation will be
placement. The support of Cooperating Schools and teachers is of the provided to teachers from our cooperating schools who register online for
utmost importance for successful school placements. The goodwill of the course/s.
school management and teachers is recognised and appreciated by DCU.
Apart from our campus-based courses, we are also delighted to share with
The DCU Institute of Education provides initial teacher education for post- you the online Sanford Inspire Programme. This is an extensive programme
primary teachers through the following programmes: of over 80 free, online and on demand modules for teachers which is offered
to you through our new partners in National University, San Diego. These
self-guided, online courses are research-based and target content in
five domains. Each micro-course can be completed in 60 minutes or less.
Upon successful completion, teachers earn a certificate, documenting
professional development hours earned.
Partnership for Learning
Dublin City University
Programmes Director and Administrator
I would ask Principals to circulate this brochure among the staff team and
encourage staff to participate in the courses provided. I advise interested
Bachelor of Science in PE and Biology Director: Dr Shivaun O’Brien
schools to book early in order to avoid disappointment as limitations
E: shivaun.obrien@dcu.ie
apply to DCU based courses. I welcome any queries, comments or
Bachelor of Science in PE and Maths Administrator: Ms Rachel McCullagh
recommendations you may have in relation to the programme of CPD
E: pme-se-pe.placement@dcu.ie
and I look forward to your engagement in the initiative.
T: 01- 884 2009
Bachelor of Science in Science Education
Kind Regards,
Professional Master of Education
Dr Shivaun O’Brien
Bachelor of Religious Education and English Director: Ms Marie Conroy Johnson Assistant Professor
Administrator: Ms Rita Stapleton-Ryan August 2019
Bachelor of Religious Education and History E: rita.stapletonryan@dcu.ie
T: 01-884 2148
Bachelor of Religious Education and Music
02
03
DCU Institute of Education Vision for
School-University Partnership
Building on years of engagement with schools at different levels, the vision
aims to ensure that the relationship is more structured and reciprocal.
The partnership has three key aspects as outlined in Figure 1.
Figure 1: School-University Partnership Model
Continuing Supported
Professional Placement
Development
Placement
Partnership
Partnership for Learning
Dublin City University
Research and
Development
¬¬ Supported Placement for Initial Teacher Education: We aim to build on
and improve our systems for engaging with schools in relation to school
placement
¬¬ Provision of CPD to Cooperating Schools: We aim to recognise the
support of Cooperating Schools and teachers through the provision
of a high quality programme of CPD
¬¬ Research and Development: We aim to explore opportunities for
research and development with partner schools
04
05
Overview of Courses for
2019/2020 School Year
Course Number Name of Course Dates Course Number Name of Course Dates
PL01 Using Cooperative Learning to Deliver 9th October 2019 Leading Assessment in Schools (those 7th January 2020
Key Skills in Junior and Senior Cycle 16th October 2019 who book and participate in all 5 21st January 2020
23th October 2019 sessions on assessment (PL07, 08, 4th February 2020
09 and 10) will receive a certificate 4th March 2020
PL02 Implementing a Peer Mediation 9th October 2019 in Leading Assessmnet in Schools. 18th March 2020
Programme: Introductory Course 16th October 2019 Alternatively, individual sessions can
23th October 2019 be booked.
PL03 Bullying Prevention and Intervention: This online course will be
Train the Trainer Course delivered over a 10 week PL07 The Past, Present and Future of 7th January 2020
period from October Assessment in Ireland
2019. It also includes
two face-to-face skills PL08 Nuts and Bolts: 21st January 2020
workshops (DCU St Understanding Changes to
Patrick’s Campus). Assessment at Junior Cycle
Partnership for Learning
Dublin City University
See course information
for bookings PL09 Facilitating and Coordinating, Subject 4th February 2020
Learning and Assessment Review
PL04 Technology Enhanced Learning in the 17th October 2019 (SLAR) Meetings.
Junior Cycle Classroom 7th November 2019
PL10 Formative Assessment: Why and 4th March 2020
How? 18th March 2020
PL05 Using E-Portfolios to support 24th October 2019
teaching, learning and assessment in 14th November 2019 PL11 Exploring Active Teaching and 16th January 2020
the Junior Cycle Classroom Empowering Learners in the 30th January 2020
classroom 13th February 2020
PL06 An Introduction to Restorative 21th November 2019
Practices in Schools 28th November 2019 PL12 Learning to learn in the Classroom 16th January 2020
30th January 2020
PL13 Introduction to Legal Issues for 6th February 2020
Teachers 27th February 2020
12th March 2020
PL14 Culturally Responsive Assessment 25th March 2020
06
07
Booking DCU-Based Courses
DCU based courses can be booked online by going to the following page:
dcu.ie/ioe/pfl
The only exception to this is PL03 (see course details).
¬¬ Courses can only be booked by teachers working in one of the DCU
Cooperating Schools. These are defined as post-primary schools that
are taking one or more of our students on school placement during the
2019/20 school year
¬¬ Teachers can apply to attend more than one course, but only one course
can be booked at a time
¬¬ Teachers should not attend a course unless a place is booked online
¬¬ The name of the attendee and their contact details must be supplied
at the time of booking so that we can contact attendees with further
details
Partnership for Learning
¬¬ Places on courses will be booked on a first come first served basis and
Dublin City University
restrictions per school will apply. Places on each individual course are
limited to 3 teachers from each of our Cooperating Schools.
¬¬ Once the full number of places is booked for a course, applicants will be
placed on a waiting list
¬¬ Applicants will be informed if they are booked into the course or if they
are on the waiting list
¬¬ In advance of the course starting, applicants will be asked to confirm if
they will be attending and if spaces become available, applicants from
the waiting list may be contacted
¬¬ Bookings can be made from the time this brochure is circulated up until
the week before the course is due to start (however the course may
be booked out before this date). The courses that are booked out are
indicated on the online booking form
08
09
Course Details
PL01 - Using Cooperative Learning to Deliver Key Skills in Junior and Senior PL02 - Implementing a Peer Mediation Programme- Introductory Course
Cycle
Dates 9th October 2019
Dates 9th October 2019 16th October 2019
16th October 2019 23th October 2019
23th October 2019
Times 7.00pm - 9.00pm
Times 5.00pm - 7.00pm
Number of sessions/duration 3 x 2hrs
Number of sessions/duration 3 x 2hrs
Maximum No of participants 24
Maximum No of participants 24 (recommend that 2 teachers from a
school attend course together) Facilitator/Trainer Dr Maria Garvey
Facilitator/Trainer Dr Maria Garvey
Course Outline Course Outline
Mediation teaches the values and skills needed for the management of relationships,
Cooperative Learning (CL) provides for a team based active learning approach where
Partnership for Learning
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including conflict and is an important part of basic literacy. “Conflict Literacy” or “the
students work together to maximise their own and each other’s learning. A culture/
Language of Peace-making” can be referred to as “the fourth R’. A mediator helps
ethos of cooperation is established and a wide array of active methodologies have been
disputants to resolve their conflict constructively to reach a win/win solution. In a school
developed to achieve these goals. By implementing CL, teachers can ensure the delivery
setting it differs from arbitration (which is frequently what busy teachers find space
of all Key Skills in a holistic manner as the CL methods integrate these skills. Students
to do).
learn how to communicate and work with others. Leadership roles are distributed and
students take responsibility for managing their own and their teams’ learning. Research This introductory Peer Mediation training programme equips teachers with mediation
results show significant development of interpersonal skills, higher achievement, critical skills and with the means to train students in these skills. In this respect, the programme
thinking and teamwork. Behaviour, self-esteem and attendance also improve. has significant potential to reduce the level of conflict, prevent small disputes from
escalating, contribute to a better teaching and learning environment in the classroom,
and support more effective management of behaviour. Mediation training includes skills,
attitudes and procedures necessary to resolve conflicts constructively. Students who have
learned how to manage their conflicts constructively have a developmental advantage
over those who have not. Traditional discipline programmes teach students that adults
or authority figures are needed to resolve disputes. Peer Mediation is integrated into the
School Code of Conduct.
10
11
Course Details
PL03 - Bullying Prevention and Intervention Course for Teachers PL04 - Technology Ehanced Learning in the Junior Cycle Classroom
Dates This is an online course that includes two Dates 17th October 2019
face-to-face facilitation skills workshops 7th November 2019
(DCU St. Patrick’s Campus), delivered
over a 10-week period starting from
October 2019 Times 5.00pm - 7.00pm
Times To be confirmed by course organisers Number of sessions/duration 2 x 2hrs
Maximum No of participants 5 free places are being provided for Maximum No of participants 24
teachers in Cooperating Schools on a
first-come-first-served basis (normal Facilitator/Trainer Frieda Crehan
course fee €100)
Facilitator/Trainer Dr Seline Keating
Course Outline
This course will explore the opportunities and challenges of using digitial learning
Partnership for Learning
technologies in the Junior Cycle classroom. Participants will engage with and make use of
Dublin City University
Course Outline
a range of technology enchanced teaching and learning strategies. The course will also
Course content includes: explore the requisite policies needed to support the technology enhanced classroom.
Participants will aslo be encouraged to share their practice with their colleagues in their
¬¬ Defining Bullying (e.g. cyberbullying, identity-based bullying) own schools.
¬¬ Victims, Bullies and “The Bully Circle”
¬¬ Consequences of Bullying
¬¬ DES Circular and Procedures: The Anti-Bullying Policy
¬¬ Bullying Prevention and intervention strategies
¬¬ School’s Role/Teacher’s Role/Parents’ Role
¬¬ Bullying Resources, Methodologies and Support
Register for a place on the programme or for further information please contact:
seline.keating@dcu.ie
Once the free places are filled, interested teachers can still avail of this course but the
normal rate of €100 will apply.
Anti Bullying Centre - DCU is a national research and resource facility dedicated to
the study of bullying behaviour in schools and workplaces and to the development of
resources and training to support schools, teachers and parents to prevent and intervene
in bullying situations. Researchers at ABC were the first in Ireland to
undertake research on school bullying, workplace bullying, homophobic
bullying and cyberbullying. ABC leads the field of research, resource
development and training in bullying in Ireland and is an internationally
recognised centre of excellence in bullying research.
12
13
Course Details
PL05 - Using E-Portfolios to support teaching, learning and assessment in the PL06 – An introduction to Restorative Practices in Schools
Junior Cycle classroom
Dates 21st November 2019
Dates 24th October 2019 28th November 2019
14th November 2019
Times 4.00pm - 7.00pm
Times 6.00 – 8.00 pm Number of sessions/duration 2 x 3hrs
Number of sessions/duration 2 x 2hrs 24 (recommend that 2 teachers from a
Maximum No of participants
school attend course together)
Maximum No of participants 24
Facilitator/Trainer Martina Jordan
Facilitator/Trainer Frieda Crehan
Course Outline Course Outline
The dual approach to assessment introduction in the Junior Cycle framework provides
Restorative Pratice has been achieved to have a significant impact on reducing the
Partnership for Learning
Dublin City University
teachers with opportunities to embrace new methods of assessment. The creation
need for, and use of, school sanctions, fostering more positive relationships between
of Portfolios is a key assessment methodlogy in many of the Junior Cycle subject
staff, students, and parents/caregivers. It has also been shown to increase academic
specifications. This course will explore the potential of E-Portfolios to support teaching,
performance due to less time spent on dealing with conflict and/or wrongdoing and more
learning, assessment and reporting across Junior Cycle. A range of technologies which
time spent on classroom learning. Restorative Practice increases capacity for emotional
can support E-Portfolios will be explored and participants will get hands-on experince by
and social learning and helps pupils self-regualte when faced with challenging situations
creating their own E-Portfolio.
and/or people.
Through this Course participants will;
¬¬ Gain an understanding of Adverse Childhood Experince (ACEs) which impact on pupil
behaviour
¬¬ Explore traditional versus restorative approaches to conflict, harm and wrongdoing.
¬¬ Acquire knowledge and skills in addressing disputes or wrongdoing on a relational,
human-emotional level
¬¬ Understand the link between restorative practices and happier and healthier work
and learning environments
14
15
Leading Assessment in Schools:
PL07, PL08, PL09, PL10
PL07 – Assessment: Past, Present and Future
Dates 7th January 2020
Leading Assessment in Schools
(combinding 4 courses as outlined below)
Times 6.00pm - 8.00pm
Dates 7th January 2020
21th January 2020 Number of sessions/duration 1 x 2hrs
4th February 2020
Maximum No of participants 24
4th March 2020
18th March 2020
Facilitator/Trainer Angela Glascott/ Karol Sadleir
Times 6.00pm - 8.00pm
Course Outline
Number of sessions/duration 5 x 2hrs
This introductory session traces the developments in assessment over the last 30 years in
Maximum No of participants 24 Ireland and provides a context and rationale for current curricular change.
Facilitator/Trainer Angela Glascott/ Karol Sadlier
PL08 - Nuts and Bolts: Understanding the Changes to Assessment
Partnership for Learning
Dublin City University
at Junior Cycle
Course Outline
This series of 5 workshops offer teachers and school leaders the opportunity to explore Dates 21st January 2020
assessment in Junior Cycle and to develop their own assessment literacy. While the
workshops can be attended individually a certificate in leading assessment will be issued Times 6.00pm - 8.00pm
to participants who attend all 5 sessions (PL07,PL08, PL09, PL10). Alternatively, individual
Number of sessions/duration 1 x 2hrs
sessions can be booked.
Maximum No of participants 24
Facilitator/Trainer Angela Glascott / Karol Sadleir
Course Outline
This session outlines the changes to assessment and reporting at Junior Cycle. The
changes require teachers to rethink some of our current understandings and practices
of assessment and reporting in schools. This workshop will explore how reforms affect
our school, our subject departments and our classroom practice.
16
17Course Details
PL09 - Facilitating and Coordinating Subject Learning and Assessment PL11 - Exploring Active Teaching and Empowering Learners in the Classroom
Review (SLAR) Meetings
Dates 16th January 2020
Dates 4th February 2020 30th January 2020
13th February 2020
Times 6.00pm - 8.00pm
Times 4.00pm - 6.00pm
Number of sessions/duration 1 x 2hrs
Number of sessions/duration 3 x 2hrs
Maximum No of participants 24
Maximum No of participants 24
Facilitator/Trainer Angela Glascott / Karol Sadleir
Facilitator/Trainer Mary Gormley
Course Outline
Teachers are being asked to create their own Classroom Based Assessment as part of the Course Outline
Junior Cycle Profile of Achievement. While the NCCA will provide teachers with learning This course aims to provide teachers with the opportunity to examine a range of student-
outcomes and guidelines, it is up to each subject department to create assessment tasks centred teaching methodologies and explore their potential uses in the classroom.
Partnership for Learning
that are both fit for purpose, fair to the students and manageable for the teacher. This
Dublin City University
Methods of empowering students as learners will be analysed and practical ways of
workshop hopes to explore the areas of validity (fit for purpose) and reliability and their incorporating these into classroom practice will be investigated.
implications for subject learning and assessment review meetings (SLARS). It will also
look at the role of the facilitator of the SLAR meetings. In summary, this course will:
¬¬ Provide teachers with a range of active teaching methodologies to use in the
classroom
PL10 - Formative Assessment: Why and How? Part 1 &2
¬¬ Give teachers practical tools for incorporating Learning to Learn into the classroom
Dates 4th March 2020 ¬¬ Examine the uses and benefits of Inquiry Based Learning
18th March 2020
¬¬ Explore how the effective use of ICT can help facilitate Active Teaching and Learning
Times 6.00pm - 8.00pm
Number of sessions/duration 2 x 2hrs
Maximum No of participants 24
Facilitator/Trainer Angela Glascott / Karol Sadleir
Course Outline
This is an introductory workshop to formative assessment. It will take participants on
a whistle stop tour of the literature (the good, the bad and the ugly). It will outline the
instances where it has worked as a powerful lever of educational attainment and explore
the instances where it hasn’t and the reasons for this. The workshops will also signpost
effective ways of embedding formative assessment.
18
19Course Details
PL12 - Learning to Learn in the Classroom PL13 - Introduction to Legal Issues for Teachers
Dates 16th January 2020 Dates 6th February 2020
30th January 2020 27th February 2020
12th March 2020
Times 6.00 – 8.00 pm
Times 6.00pm - 8.00pm
Number of sessions/duration 2 x 2hrs
Number of sessions/duration 3 x 2hrs
Maximum No of participants 24
Maximum No of participants 24
Facilitator/Trainer Mary Gormley
Facilitator/Trainer Paul Hutchinson and Ciara Johnson
Course Outline Course Outline
This course, which will take place over three evenings, offers teachers the opportunity to
This course will aim to look at practical ways of incorporating Learning to Learn in the
Partnership for Learning
reflect on legal issues relevant to the school context. It will allow participants to become
Dublin City University
classroom. Active teaching and learning methodologies and thinking rountines will be
familiar with legislation and case law pertinent to a range of aspects of school life which
explored. The ways in which learning habits and skills can be assured in the classroom will
will inform and enhance their practice.
also be examined.
Indicative areas the course will address:
¬¬ The duty of care
¬¬ Supervision of students
¬¬ Child protection
¬¬ Data protection and copyright
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21Course Details
PL14 - Culturally Responsive Classroom Assessment
Dates 25th March 2020
Times 5.00 - 7.00 pm
Number of sessions/duration 1 x 2hrs
Maximum No of participants 24
Facilitator/Trainer Dr. Denise Burns
Course Outline
This course introduces teachers to classroom assessment that is cognisant of linguistic
and cultural diversity. The rationale for the course is the increased number of students
with a migration background in our schools. The course presents the theory underpinning
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Dublin City University
culturally responsive assessment based on recent literature. Some key concepts are
explored: that good assessment strategy is adaptable to being culturally responsive; that
culturally responsive assessment benefits all students in the class, including students with
a migration background; and that language matters are significant. The course presents
pratical strategies that follow from the theory and are based on best practice in genuine
learning across curriculum. Suggestions for Feedback and resource are included in the
pratical strategies.
22
23Certification Sanford Inspire On-demand Modules
DCU Based Courses: A DCU certificate of participation Domains Topics Modules
will be provided indicating number of sessions attended.
Learning Classroom Procedures ¬¬ Identifying Necessary Procedures
On-Demand Modules: Certificate of Completion will Environment ¬¬ Designing Effective Procedures
automatically be issued on completion of any of the ¬¬ Teaching Procedures
Sanford Inspire online modules.
Managing Student Behaviour ¬¬ Basic Proactive Classroom Management
Strategies
¬¬ Understanding Consequences
On-demand Modules: ¬¬ Creating Logical Consequences
¬¬ Delivering Consequences
Sanford Inspire Programme ¬¬ Causes of Misbehaviour
¬¬ Creating Classroom Rules
¬¬ Giving Clear Directions for a Task
Delivered Quickly, Online and Absolutely Free
¬¬ Restorative Justice: Rethinking discipline
We are delighted to inform our Cooperating Schools, of the Sanford Inspire Safe and Welcoming ¬¬ Building Relationships with Students
Programme which is now managed by National University in San Diego.
Environment ¬¬ Recognising Bullying Behaviour
The programme includes over 80 on-demand modules that help teachers
Partnership for Learning
¬¬ Addressing Bullying Behaviour
Dublin City University
develop knowledge and skills to improve their practice and inspire their
¬¬ The Physical Environment of Your
students.
Classroom
¬¬ Social Emotional Learning
These self-guided, online courses are research-based and target content
in five domains. Each micro-course can be completed in 30-60 minutes and Child Well-Being ¬¬ Identifying Signs of Child Abuse
includes a tool that teachers can immediately implement in the classroom. ¬¬ and Neglect
Upon successful completion, teachers earn a certificate documenting
¬¬ Understanding the Impact of
professional development hours earned.
¬¬ Trauma on Students
¬¬ Supporting Trauma-Exposed
Getting Started: Go to the Sanford Inspire Website and register for free.
¬¬ Students
W: sanfordinspire.org
¬¬ Drug Use in School: A New Look
¬¬ at an Old Problem
¬¬ Youth Substance Abuse: Building
¬¬ Resilience and Reducing Harm
Planning and Backwards Design ¬¬ Backwards Planning Unit Plans
Delivery ¬¬ Teaching Close Reading
Checks for Understanding ¬¬ Delivering Effective Feedback
¬¬ Using Feedback to Foster Discussion
Components of Direct ¬¬ Elements of a Lesson Opening
Instruction ¬¬ Elements of a Lesson Closure
¬¬ Pulling Back the Curtain on Homework
¬¬ Design a Problem-Based Learning
Components of Inquiry
Experience
24
25Sanford Inspire On-demand Modules
Domains Topics Modules Domains Topics Modules
Planning and Differentiation ¬¬ The Basics of Differentiation Motivation Culture of Achievement ¬¬ Giving Effective Praise
Delivery ¬¬ Preparing to Differentiate: Learner
Profile Motivation Theory ¬¬ Be the Spark: Nurturing Student
Inspiration
¬¬ Preparing to Differentiate: Student
Interest ¬¬ Student Motivation Theory
¬¬ Preparing to Differentiate: Student ¬¬ Helping Students Believe They ‘Can’
Readiness Achieve
¬¬ Differentiation Strategy: Designing ¬¬ Helping Students ‘Want’ to Achieve
Respectful Learning Tasks
¬¬ Differentiation Strategy: Performance Student Assessment ¬¬ Assessing Students During Cooperative
Tasks Growth and Learning
¬¬ Differentiation Strategy: Student Choice Achievement ¬¬ Authentic Assessment
¬¬ Strategies to Support Students with ¬¬ Formative Assessment
Specific Learning Disabilities in Reading
¬¬ Strategies to Support Students with Setting Goals ¬¬ Understanding SMART Goals
Specific Learning Disabilities in Writing
Tracking Progress ¬¬ How to Grade Effectively
¬¬ Understanding ADHD
Partnership for Learning
¬¬ Supporting Students with ADHD
Dublin City University
Professional Professional Conduct ¬¬ Coping with Teacher Stress
¬¬ Structuring Academic Conversations Practices ¬¬ The Importance of Working with Parents
¬¬ Addressing Barriers to Parent
Elements of Delivery ¬¬ Annotation as an Interactive Reading
Involvement
Strategy
¬¬ Strategies for Communicating with
¬¬ Combating Cognitive Overload
Parents
¬¬ Creating Multi-Sensory Experiences to
¬¬ Strategies for Engaging Parents
Improve Memory Retention
¬¬ Maintaining Professional Relationships
¬¬ Engaging Emotions to Improve Memory
with Students
Retention
¬¬ Professionalism in the Age of Social
¬¬ Organising Information to Improve
Media
Memory Retention
¬¬ Teacher Activism: How to Get Involved
¬¬ Developing Behaviours for Cooperative
Learning ¬¬ Working with Colleagues
¬¬ Structuring Cooperative Learning
¬¬ Examining Teacher Practices Through
¬¬ How to Model Effectively Reflective Practitioner
Inquiry
¬¬ Preparing for Student Discussions
¬¬ Using Blooms Taxonomy to Plan ¬¬ Affirming Difference and Valuing
Questions Background Knowledge
¬¬ Delivering Questions Effectively ¬¬ Linking Identity and Achievement
Through Cultural Competence
English Language Learners ¬¬ Contrastive Analysis: Learn and Affirm Culturally Responsive ¬¬ Teachers as Agents of Change
Language Pedagogy ¬¬ Using Critical Consciousness to
¬¬ Supporting Language Development Challenge Inequity
through Social Interaction
¬¬ Using Warm Demand to Build Student
¬¬ Using Morphology to Support English Achievement
Language Learners
¬¬ Working Against Racial Bias
¬¬ Valuing Bilinguilism
26
27Profile of DCU Facilitators / Trainers
Angela Glascott Karol Sadleir
Angela Glascott is an English and History teacher in Pobalscoil Neasáin. Karol Sadleir is the former deputy director with responsibility for assessment
She is past student of UCC and worked in the UK for the first 6 years of her with Junior Cycle for Teachers (JCT). Prior to this she was an English advisor
career. She teaches English and History in Pobalscoil Neasáin where she is for JCT and a literacy and English advisor for PDST. She taught English and
also the Junior Cycle Co-ordinator. Angela is currently doing her Master’s Religion in the Donahies Community School where she was also the career
Degree in Education with Maynooth University where she is specialising in guidance counsellor. She is currently studying the assessment changes at
Formative Assessment. Junior Cycle as part of her doctorate in Education and has recently taken up
the role of deputy principal in Pobailscoil Neasain in Baldoyle.
Denise Burns
Denise is a researcher in the Centre for Evaluation, Quality and Inspection Maria Garvey
in the School of Policy and Practice in the institute of Education, Dublin Maria initiated and designed the M.Ed (Cooperative Learning) programme
City University. Denise is a researcher in a three-year project: Aiding in Trinity College Dublin. This programme is now an integral part of the PBM
Culturally Responsive Assessment in Schools. Denise completed her PhD (Positive Behaviour Management Strand of the M.Ed). For Hibernia College
in Trinity College Dublin with a thesis focused on the intellectual skill in the she authored, tutored and assessed modules (Relationships in Education)
Irish Leaving Certificate. From 1996 to 2004, Denise was researcher and for the MATL programme. Highly experienced in conducting and supervising
report writer in the State Agency, Commission on School Accommodation, research, Maria’s PhD focused on identifying perpetrators and targets of
producing reports for the Minister on a variety of infrastructural issues, hidden school bullying in real time.
such as recognition of new schools, amalgamation of new schools and
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Dublin City University
planning school provision. Denise was Principal of Sancta Maria College Formerly, Maria worked as Development Officer with the Second Level
in Ballyroan, Dublin 16 from 2004 to 2010. In a previous role, Denise was Support Service (SLSS) and as Advisor with the Professional Development
Principal of St. Monica College, a secondary college in Cairns, North Service for Teachers (PDST). She has produced resources which continue to
Queensland, Australia, and also worked as central office administrator in support active team-based teaching methodologies and peer mediation
Brisbane Catholic Education. Denise’s research interests include, inter alia, training. She studied Cooperative Learning and Conflict Resolution with
assessment, curriculum design, document analysis, school leadership and Professors David and Roger Johnson at the Cooperative Learning Centre,
school improvement University of Minnesota.
Frieda Crehan
Frieda Crehan is a graduate of the Mater Dei Institute of Education and
is currently on secondment from Malahide Community School to Junior
Cycle for Teacher as Team Leader, History. She has completed a Master in
Technology Enhanced Learning in Trinity College Dublin, with a research
focus on the potential of digital learning technologies in the Junior
Certificate History classroom. Prior to her secondment to the JCT Frieda
occupied the role of ICT coordinator in a 1:1 technology enhanced learning
environment supporting 1,200 students at Malahide Community school.
28
29Profile of DCU Facilitators / Trainers
Martina Jordan Paul Hutchinson and Ciara Johnson
Martina qualified as a social worker over 20 years ago and was a restorative Paul and Ciara are practising barristers with a particular interest in
practitioner and trainer in the youth justice system NI for 13 years before Education Law. They have authored, tutored and assessed modules on
setting up Consensus NI in 2015 (www.consensusnireland.com). Since the post-graduate Diploma/MA degree programme ‘Education and the
then she has provided RP training to numerous schools in NI and bespoke Law’ in St Angela’s College, Sligo/NUIG and are module leaders on the
interventions including circles, restorative conferences and mediation to programme. They lecture on a wide range of legal areas and cases relevant
schools which are experiencing particularly complex problems. Martina has to school personnel including Management Bodies, Boards of Management,
also provided restorative practice training in various parts of Europe and Senior Management, Teachers and other school personnel.
South Asia.
In April 2018 Martina was part of the planning, organisation and facilitation Seline Keating
of a Symposium on Restorative Practices in Schools. This cross-border Dr Seline Keating is an Associate Researcher at the National Anti-Bullying
event, held in Newry and supported by the Restorative Practices Forum Research and Resource Centre (ABC) at DCU. Seline lectures in Social,
NI and Restorative Practices Ireland had excellent attendance and has Personal and Health Education (SPHE) in DCU Institute of Education.
subsequently led to lobbying for the increased use of RP in schools across Seline’s Masters in Aggression Studies focussed on developmental
the Island of Ireland. psychology, aggressive/bullying behaviours, bullying prevention/
Martina is a member of the Restorative Practices Forum NI and a Trustee intervention strategies and, formulating and assessing a school’s Anti-
of Family Group Conference NI. bullying policy and Code of Behaviour, while her PhD research explored
Partnership for Learning
child development in the context of mass media and their effects on a
child’s psychosocial development and well-being. From 2009 to 2011 she
Mary Gormley worked with the ABC delivering bullying prevention and intervention
Mary Gormley is an Assistant Principal in Celbridge Community School. workshops to parents, teachers and pupils in both primary and post-
Prior to this Mary has taught in Coolmine Community School and in the primary settings. Currently, Seline is part of a research project, All Together
Centre for Talented Youths in DCU. She has also worked on the PME Now! which is a Pilot Programme in Primary Schools to tackle homophobic
programmes in both Maynooth University and DCU. Mary is a Science and and transphobic bullying. Her research interests include child development
Mathematics teacher and has collaborated with the NCCA and the JCT and protection, media education, bullying prevention and intervention,
on the new Junior Cycle Science specification. Mary has completed the mindfulness, relationships and sexuality education, LGBT inclusion and
Post Graduate Certificate in 21st Century Teaching and Learning and her bullying in primary schools and partakes in the Train-the-trainer for bullying
Masters in Educational Leadership in Trinity College prevention and intervention.
For more information:
Dr Shivaun O’Brien
shivaun.obrien@dcu.ie
30
31Dublin City University
Purposefully different,
consistently excellent
32Dr Shivaun O’Brien Director of School Placement DCU E: shivaun.obrien@dcu.ie dcu.ie/ioe/pfl
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