STRAND ONE
Roundtable Discussion
1 : Teacher Wellbeing
Dr Gabrielle Nig Uidhir chairs a number of panellists who share their expertise and insights into the important issue of teacher wellbeing. The aim is to discuss the findings of a recent review of international research on teacher wellbeing, conducted by the report’s co-author Dr Maria Stewart, who presents the key findings from the academic literature on teacher wellbeing. She is joined by two teaching professionals, Geoffrey Cherry and Brenda Rankin, who share their own insights into teacher wellbeing from the perspectives of a primary school principal and a post-primary school senior teacher.
2 : Pedagogy In Irish-Medium Education
Conall Ó Máirtín (BBC Gaeilge and Associate Lecturer at St Mary’s University College) chairs a panel discussion on pedagogy in Irish-medium education and is joined by Fionnuala Ní Mhealláin (Bunmhúinteoir, Bunscoil an tSléibhe Dhuibh, Béal Feirste), Dr Seán Mac Corraidh and Caitlín Ní Ruanaidh (Ceann Roinne agus Teagascóir do Mhúinteoirí Nuacháilithe, Coláiste Feirste). The discussion is in the medium of Irish with subtitles in English.
3 : New Approaches To Teacher Professional Learning
John McCusker (Principal Inspector, Education and Training Inspectorate) chairs a discussion on new approaches to teacher professional learning and is joined by Geri Cameron (Principal, Loughshore School Belfast), Dominic Fryers (Teacher, St Joseph’s Primary School Belfast) and Prof Martin Hagan. Across Europe, there has been a commitment to improve career-long teacher professional learning, along with a specific focus on improvement in the quality of leadership. In Northern Ireland, a Department of Education initiative in 2016 (Learning Leaders: A Strategy for Teacher Professional Learning) set out a vision for professional learning in which the skills of leadership should become a vital element in developing competence within initial teacher education and beyond. To this end, a learning leadership lens was developed as a conceptual model aimed at developing systemic leadership for teachers at every stage of their career. In this discussion, the participants are asked to critique the lens and to discuss the challenges and opportunities it presents, in terms of affecting meaningful policy change intended to meet the professional needs of teachers.
4 : St Mary’s In Conversation With The INTO – Valuing Teachers
Prof Peter Finn chairs a discussion on valuing teachers and is joined by Marie O’Shea (Chairperson of the INTO Northern Committee), Paul Groogan (Trade Union Official in the Northern Office of INTO) and Rachel Poland (INTO Intern). The discussion focuses on the many challenges associated with the teaching profession in our society. Some of these challenges include relatively low pay rates, poor resourcing, low morale, exhausted leadership, and limited opportunities for funded teacher professional learning. The question at the forefront of the seminar is: Even though schoolteachers are recognised as the drivers of education, are they sufficiently valued?
5 : Transforming Learning and Teaching through Laudato Si’
Laudato Si’, an encyclical written by Pope Francis in 2015, has been described as a ‘love poem to the planet’. The messages contained within are even more relevant than ever as we seek to address the ecological and social justice challenges facing us as individuals and communities, now and in the future. The discussion explores how Laudato Si’ is reinvigorating teaching and learning in many schools through an enriched ecological spirituality, pastoral care, the curriculum, and the school environment. Prof Peter Finn chairs the discussion on the encyclical and the role of educators in changing ‘heads, hearts and minds’. He is joined by Gerry Devlin (Former Senior Education Officer at the GTCNI), Anne Marie Duffy (Former Director of Qualifications at CCEA) and Carmel McCartan (Former Principal at St Louise’s Comprehensive College).
6 : The Science Of Reading
Dr Donna Hazzard chairs a discussion on the science of reading and is joined by Philip Lavery (Chair of the Moving Forward Together educational partnership), Dr Geraldine Magennis-Clarke, Jodi Snowden (Global Outreach Coordinator for Nessy Learning) and Maria McGoran (Literacy Support Teacher at Holy Family Primary School). The discussion highlights how learning to read and teaching someone to read are two very complex sides of the same coin. For teachers, mastery in both domains is essential, and yet, despite many educators’ best efforts, the data often does not reflect their hard work and dedication. Equally so, many pupils do not achieve sufficient competency in multiple literacies, necessary to navigate all aspects of life as dictated by an increasingly media-saturated world. So, where might the fracture lines lie when turning the theory into impactful practice? Rising above any one particular educational philosophy, political ideology or curricular programme, the science of reading is a rising consensus among research scientists, from across multiple disciplines over the last half century, as to how the brain learns to read. This multi-angled lens also tells us what can go wrong when the process breaks down. Most importantly, it presents to us, in a critical manner, the most effective instructional practices to support reading acquisition for more children, more of the time and from earlier in their school careers. Therefore, the aim of this discussion is to facilitate educators in reaffirming some of their current practices, refining aspects that require such, and rethinking those areas that are not as productive as maybe once thought.
7 : What Makes A Great Teacher? Working Together To Get Student Teachers Off To A Good Start
Dr Claire Connolly, who is the School Experience Coordinator, chairs a discussion on what makes a great teacher. Dr Connolly is joined by Helena Kelly (Vice Principal of Sacred Heart Boys’ Primary School), Claire Crudden (BEd 4 Primary Student Teacher), Jim Matthews (Principal of St Comgall’s Primary School) and Katrina Kealey (Senior Teacher at St Mary’s College) to discuss various issues associated with the topic. The discussion addresses areas related to, for example, how schools go about placing students with teachers; the students’ perspectives on their placement experience; and the support students hope to get from teachers, schools and tutors.
8 : Maths Mastery – Adding Value Or Multiplying Problems?
Geraldine Parks chairs a discussion on ‘Maths Mastery’, which includes panel members Julie Hamilton (Senior Lecturer in Mathematics), as well as Caroline Tanton, Emma Cullen and Marianne McKnight (Teachers from the Mathematics Department at St Louise’s Comprehensive College). The panel explain and discuss ‘Maths Mastery’, covering both the myths and the realities. They consider the research underpinning a mastery approach, share their journeys of implementing ‘Maths
Mastery’ into classrooms, and assess whether this approach could add value to the teaching of Mathematics in Northern Ireland.
9 : Assessment And Problem Solving In Numeracy
Geraldine Parks chairs a discussion in collaboration with panel members, Dr Lorraine Harbison (Associate Professor in Mathematics Education at Dublin City University) and Dr Shauna McGill (Lecturer of Education at Ulster University). During their discussion, they focus on the topics of problem solving and assessment in mathematics. In addition to providing an explanation of what problem solving is and why it is important to teach, the panel address the issue of assessment and reveal the outcome of their research project, which produced an exciting new resource to help teachers with assessing problem solving.