School Guidance Plan
Moyle Park College
Clondalkin
Dublin 22
Document
Approved by the Board
Of Management (Sept 2007)
Updated March 4th
2010.
Table of Contents
|
|
|
Page |
|
1. |
Context |
3 |
|
2. |
Definition and Aim of the School Guidance Plan |
5 |
|
3. |
Objectives of the School Guidance Plan |
7 |
|
4. |
Theoretical Framework |
8 |
|
5. |
Ethical Considerations and Accountability |
9 |
|
6. |
Confidentiality &Referral Services |
10 |
|
7. |
Pastoral Care Team & Rainbows |
11 |
|
8. |
Record Keeping |
11 |
|
9. |
Multicultural Counselling |
12 |
|
10. |
Assessment Services |
13 |
|
11. |
Critical Reflection and Evaluation |
14 |
|
Appendix 11 |
Outline of Personal and Social Counselling Needs |
15 |
|
Appendix 12 |
The Cyclical Guidance Programme Framework |
17 |
|
Appendix 13 |
Strategies for implementing a Whole School Approach to
Guidance |
29 |
|
Appendix 14 |
Whole School Guidance Planning & Evaluation |
32 |
School Guidance
Plan
Context
This Guidance Plan is designed
specifically for Moyle Park College, a boy’s voluntary secondary school
established in 1957 by the Marist Brothers.
At present, the school has approximately 704 students and provides a
range of educational programmes to cater for the needs of students and includes
–
Ø Junior Certificate School Programme;
Ø Junior Certificate Programme;
Ø Transition Year (Optional);
Ø Leaving Certificate Programme
Ø Leaving Certificate Applied Programme;
Ø Leaving Certificate Vocational Programme.
The college is located within the
community and is non-selective in its intake of students. Interestingly, the College motto is Respice finem (look to the end) which
conveys the school’s philosophy of setting objectives and ideals and working
towards them. We expect each student to
strive to achieve to full potential as a person: academically, physically,
morally socially and spiritually.[1]
The College’s Counselling Service and the
Guidance Plan is in keeping with its Religious and Educational Philosophy and
reflects in its aim the school vision statement to educate students
for:-
|
Personal Integrity |
Helping them to develop a core
value system; challenging them to live these values in a community context. |
|
Self Worth / Self Esteem |
Includes the intrinsic worth of
self and others; by giving experience of success, academic or otherwise;
maximising opportunities for students to develop skills, aptitudes and
abilities. |
|
Community and Social Responsibility |
Developing their sense of personal
accountability to self and others |
|
Participation |
Maximising the appropriate involvement of all parents,
students, teachers and management, in the school community |
|
Justice / Honesty |
Developing in the student’s critical understanding and a
sense of responsibility for the community and the universal common good |
|
Independence / Freedom |
Developing in the students the capacity to think
independently and to have the self-confidence to manage the future, (work,
relationships etc.). In an interdependent way knowing that each person’s
action affects others. |
|
Wonder |
To let students have a sense of awe and a questioning
stance about self, life and the created universe. |
3. Definition and Aim of the School
Guidance Plan
The Guidance Plan aims to –
a)
state the objectives
and priorities of the provision of guidance;
b)
enhance the provision
of guidance by targeting the needs of the pupils;
c)
Focus the schools resources
where they are most needed.
d)
Address the needs of
students at varying stages of the secondary school cycle.
e)
Provide a comprehensive
counselling service for the school community.
In brief, the Plan recognises that Guidance and Counselling is -
Ø
an integral component
of the organisation of a secondary school;
Ø
pupil-centred; and
Ø
Available to the entire
school community.
Target
Groups
The
programme aims to reach all students in the school system. The guidance and
counselling needs of each year-group have been identified as follows:
Ø First Year:
-
Assessing the needs of the
individual student;
-
Providing programmes to
respond to these needs;
-
Providing support for students
and parents during the transition from Primary to Secondary school;
-
Monitoring student progress.
Ø Second Year
-
Responding to the educational
and personal needs of individual students as outlined in the programme below.
Ø Third Year
-
Senior Cycle Options
-
Personal Counselling
Ø
Transition Year
-
Subject Choice
-
Preparation for the
world of work
-
Personal Counselling
Ø
Fifth Year
-
Career Investigation
-
Preparation for the
World Of Work
-
Personal Counselling
Ø
Sixth Year
-
Career choice
-
Personal Counselling
Objectives of the
School Guidance Programme
The objective is to help students acquire the knowledge, skills and
attitudes that contribute to effective learning in school and across the life
span.
Junior-Level
Objectives;
·
To develop an understanding of
themselves as individuals and in relation to others.
·
To become aware of their strengths and
weaknesses.
·
To provide programmes and support
systems for students with emotional difficulties e.g. anger management.
·
To acquire the competency to consult
with Guidance Counsellor and Pastoral care staff with regard to personal and
educational concerns.
·
To develop Study Skills.
Senior-Cycle
Objectives;
·
To develop an awareness of interests,
aptitudes and personality traits in themselves and others.
·
To develop career awareness and
develop employment readiness.
·
To acquire the skills to investigate
the world of work in relation to knowledge of self and to make informed career
decisions.
·
To assume responsibility for their
own vocational journey.
·
To view career development as a
continuous process.
·
To acquire the competency to consult
with Guidance Counsellor and Pastoral care staff with regard to personal and
educational concerns.
4. Theoretical
Framework
Counselling will be offered on an
individual or small group basis. The focus of counselling is on the personal,
educational, and vocational issues, individually or in small groups or as part
of supervised peer counselling. The guidance counselling service will provide a
caring context for counselling, engage in advocacy where appropriate and
support young people in personal crises.
In this regard –
Individual Counselling is an interactive process to help the student to
understand his personal reality in a safe, supportive environment and help him
deal responsibility with his needs.
Group Counselling is the responsibility of the group under the
direction of the Counsellor or other qualified adult. Depending on the context
and the group this can be the most effective form of counselling for individual
members, where students can learn that they are not alone in their experience
and receive healing from one another.
All group counselling will only take place where there is proper
supervision and permission.
Peer Counselling involves students giving one to one support to
fellow students in a helping context will be conducted under the supervision of
the Guidance Counsellor and with the permission of the Principal.
The Guidance Counsellor must at all times
be sensitive to the developmental stages of the students. As in all
counselling, respect for the integrity of the individual student is paramount
and appropriate confidentiality must prevail. Parents will be made feel welcome
and afforded an opportunity to develop realistic perceptions of their
children’s aptitudes, abilities and interests, in education and occupational
planning. They will be supported by the Guidance Counsellor and all staff in
their efforts to help their children with their personal and social development
and school progress.
5. Ethical Considerations and
Accountability
This policy statement will be the basis
on which a regular review and evaluation of the Counselling Service will be
conducted between the Guidance Counsellors, the Principal and the Deputy
Principal. A comprehensive review of
the entire Counselling Service within the context of the Whole School Plan will
provide an opportunity for the Guidance Counsellors to give a full report to
the Senior Management team in the College, receive feedback on any gaps in the
service and agree a budget for the following year. The Guidance Counselling Service is subject to all relevant legal
requirements, to the provisions of the 1998
Education Act, to Department of
Education and Science Directives, to the College’s Religious and Educational
Philosophy and the School Plan.
The Guidance Counsellor like all other
members of staff in the College is entrusted with the care of their students in
“ loco parentis” and accepts the responsibilities of this position, keeping the
students welfare to the forefront at all times. The Guidance Counsellor is constantly aware of his / her
responsibility to the student, to the College, to his own profession, to
himself / herself and to the implementation of this policy. The Guidance Counsellor will take part in
professional peer supervision, which will provide support and feedback for his
professional welfare.
7. The
Pastoral Care Team
The Pastoral Care Team was set up in
September 2009 under the supervision of NEPS Psychologist Dorrie Holland. The
members of the team are; Principal, Deputy Principal, Guidance Counsellors (3),
Chaplin, School Completion Co-ordinator.
The role of the Pastoral Care Team is to
identify students at risk. The team works to put in place strategies tailored
to the students needs. The team identified a number of in-house support
services and local referral agencies to support them in their work with the
students. There are weekly meetings every Tuesday at 9.10am and the
Psychologist attends the meetings for a monthly review.
Rainbows
Rainbows is a peer support programme to
assist children, adolescents and adults who are grieving a death, separation,
or other painful transition in their family. It was set up in October 2009 and
is co-ordinated by Bro. P.J McGowan. There are four members of staff that have
presently completed the training programme. There are two groups running within
the school, they meet on Wednesday afternoons at 3pm.
8. Confidentiality
A professional relationship involving
confidentiality is at the core of the Guidance Counselling Service in the
College. The Guidance Counsellor will take reasonable care to ensure that
consultations with students, parents and other professionals will take place in
an appropriately private environment, especially in one to one
consultations. Confidentiality of
students must be respected unless there is clear and immediate danger to the
student himself or to others. Hence,
confidentiality of the student will be respected provided it is in the best
interest of the student and that no other party will be endangered by it and
all legal requirements are met.
However, confidentiality will not be guaranteed in the following
circumstances:
Ø
when a student poses a
danger to himself or others;
Ø
when a student
discloses an intention to commit a crime;
Ø
when the counsellor
suspects abuse or neglect;
Ø
when a court orders a
counsellor to make records available;
All students will be made aware of the
nature of confidentiality and be given a clear understanding of what
information will remain private and what information will be communicated to
others. Written and Oral reports will contain only such data as are pertinent
to the case, and every effort will be made to avoid undue invasion of the
student’s privacy.
Referral Services
Assistance for students will be sought
from other qualified professionals outside the school, for areas of concern
such as learning difficulties, substance abuse, bereavement and any other
issue, which the Guidance Counsellor considers, needs specialised provision.
The Guidance Counsellor will supply all relevant information and seek the
relevant permission from school authorities and parents or guardians. Teachers, school management and parents may
refer students to the Guidance Counsellor. Clear procedures of referral, which
have been agreed between the Principal, Staff, Parents and the Guidance
Counsellor taking into account the responsibilities of various teams and post
holders within the school system, will be followed. Individual Education Plans
for students with emotional and behavioural difficulties will be an integral
dimension of the referral procedure. Constant evaluation of the process will
take place to ensure its effectiveness for all concerned. The strategies that can be used to achieve
this end include –
Ø Informing parents, staff and students as to the
procedures for student referral both inside and outside the school;
Ø Use of “case conferences” in order to identify and
help students at risk;
Ø Liaise with the Department of Education Psychological
Service (NEPS) and Youth Support and Teen Counselling Services in the area.
9. Record
Keeping:
Record keeping is an integral part of the
administration of the Guidance and Counselling Service in the College. All
records will be kept in accordance with the ‘Freedom of Information Act’ and
the ‘Data Protection Act’.
“Counsellors maintain records necessary for
rendering professional services to their clients and as required by laws,
regulations, or agency or institutional procedures”
Appropriate coding of information will
take place to protect clients. Recording information that could lead to
misinterpretation and misuse should be avoided as well as any form of
conjecture.
The Principal will be made aware of the
location of sensitive and confidential files.
10. Multicultural Counselling:
The Guidance
service in the College recognises and is sensitive to cultural differences.
The Guidance
Counsellor will ensure that his / her personal biases, values, or problems will
not interfere with his / her ability to work with students who are culturally
different from him / her.
It will be
essential to acquire knowledge about the historical background, traditions and
values of all students and to help them to have effective support systems in
place. It will also be necessary to acquire skills and interventions that
respect the life experience of different cultural groupings and a flexibility
to modify strategies to fit the needs and situation of each individual student.
The Guidance service will work in conjunction with the over-sea’s student
co-ordinator, to access student services for over-sea’s students.
Given that the
College is a single sex school the Guidance Counselling Service in conjunction
with the SPHE team will provide a gender education programme.
Strategies:
·
Conduct self-examination of personal values, attitudes, and
beliefs toward cultural diversity;
·
Provide awareness workshops for staff and students on
culturally diverse people;
·
Include culturally diverse parents on various school
projects;
·
Encourage staff to use resources that are free of culturally
biased information and include resources from diverse cultural backgrounds;
·
Provide activities to increase communication between diverse
populations in the College in order to enhance self-esteem and cultural
awareness;
- Implement a gender
education programme.
11. Assessment
Services
“Intelligence tests, as well as any other
kind of tests, should be used not to label individuals but to help in
understanding them.”[2]
All our assessment procedures will be dictated by the above principle and a
variety of procedures will be used to assist students, parents and teachers for
a variety of purposes, for example, prediction of academic performance,
categorisation of occupational interests, assessment of behaviour, educational
and career planning, personal and social development. School assessment and
public examination results will supplement this information. The Guidance
Counsellor with the aid of the above information will be better equipped to
assist the student in decision making, problem solving, behavioural change and
with developing skills for coping with ever changing circumstances. The
assessment modes and guidelines that can be used to achieve this end include –
|
Assessment Modes |
Assessment Guidelines |
|
Aptitude Tests |
Ensure competency and ability to administer tests. |
|
Performance Tests |
Protect the integrity and validity of the tests. |
|
General Ability Tests |
Explain the purpose of psychometric tests. |
|
Interest Inventories |
|
|
School Reports |
|
|
State Examination Results. |
|
12. Critical
Reflection and Evaluation
Critical reflection and
evaluation is a very important part of the school Guidance Programme. It is important to measure and assess the
strengths and weaknesses in the guidance service provided to secondary school
students and to employ strategies for a whole school approach to guidance. Each year all Leaving Certificate students
will be given the opportunity to evaluate the Guidance programme in the
College.
Appendix three outlines some
of the strategies that can be used to implement a whole school approach to
guidance. In addition, reflection and
evaluation helps schools to identify the needs in the guidance field that are
not currently being met and to develop a plan to meet these needs.[3] Furthermore, it helps schools to ensure that
the broader definition of guidance becomes embedded in the whole school
programme, promote greater guidance access for all students, and allows for a
collaborative and team atmosphere to prevail.
Appendix 11
Outline of Personal and Social Counselling Needs.
Outline of Educational Counselling
Needs.
Outline of Vocational Counselling
Needs.
Appendix
12
The Guidance
Programme
According to the NCGE Guidelines the provision of a guidance programme should be such as
to ensure that each pupil can, to a meaningful degree, avail of the following
activities-
Ø Individual/Group Counselling;
Ø Access factual and objective data;
Ø Assessment;
Ø Advice;
Ø Career Transition Programmes;
Ø Educational Development Programmes;
Ø Personal and Social Development Programmes.
The
following programmes and strategies outline how the needs of students can be
met in a relevant and meaningful way.
The Guidance Programme
|
Junior & Senior
Cycle |
Counselling |
|
Assessment of students individual
needs |
As a result of information
from students, parents, primary schools, teachers and Health Care agencies. |
|
Response and Referral |
To put in place programmes
to meet students needs and refer where appropriate to outside agencies. |
|
Early School leaving |
Educational Programmes and
Psychological Assessments funded by the School Completion Programme for
students at high-risk of early school leaving. |
|
Attendance |
The Deputy Year Head in
each Year group monitors school attendance in order to identify students
at-risk. Follow up with parents, Year team, Guidance
Department and if necessary the Education Welfare Officer and school
completion programme. |
|
Junior Liaison Officer |
Liaising with the JLO /
Garda Siochana in the area. |
|
Student Transfers |
Case conferences with EWO
(Education Welfare Officer), JLO (Junior Liaison Officer), school team,
parents. To agree on transfer of individual students to an educational
programme that meet their particular needs. |
|
Drug and alcohol abuse
programmes |
Liaise with SPHE teachers. |
|
One-to-one counselling |
The Guidance Counselling
sees one-to-one counselling as an integral part of the service provided for
Students and Parents. Students at-risk are referred to the NEPS Psychologist
or the relevant Health care agency. |
|
Liaising with the
Traveller Co-ordinator and Over-seas students Co-ordinator |
Identifying
and responding to any needs specific to these cohorts of students. |
|
Implementing the
College Policy on bullying |
Provide counselling and
support and liaising with staff within the College on a number of individual
cases. Follow all the relevant
procedures in the College bullying policy. |
|
Social & Emotional
Education |
SPHE Programme JCSP Programme: A number of students are chosen to be part of the
JCSP programme in order to help them to improve their social skills. Circle Groups: Small class groupings to help students develop
social and emotional skills. Individual Programmes: In consultation with our NEPS colleague and our
special needs department we implement a number of programmes specially
tailored to meet the specific needs of students ranging from Aspergers
Syndrome to different levels of the Autistic Spectrum. |
|
Networking |
With NEPS, local services
e.g. Child Guidance Clinic in James Hospital, Bridge House in Cherry Orchard
Hospital, Youth Support and Training Unit, Social Workers Rowlagh, Teen
Counselling, Carline Center, Youthreach,
Irish Council for Over-sea’s students, Traveller home liaison officer
and other relevant agencies depending on students individual needs. |
|
Bereavement, Family
Separation. |
Absent father syndrome and
anger issues around it. Support for students in
the grieving process in liaison with the Chaplin. |
|
Suicide Ideation,
Self-harm. |
Suicide prevention
programmes linked with the SPHE programme. Counselling and referral of
students at-risk. |
|
Exam stress |
Relaxation techniques,
study skills programmes, one to one counselling. |
Guidance Junior Cycle
|
First Year / Pre-entry
Phase |
Guidance |
|
Open-day
/ Parents night |
To explain the programmes on offer and show students and parents the
facilities available in the college. |
|
Link Primary School visits |
Follow up on the Open day with a visit to the Primary schools, by the
Principal and one of the Guidance Counsellors explaining the programmes on
offer in the College. |
|
Assessments |
Entrance test and assessment of student’s academic profile,
psychological reports, Irish exemptions etc... |
|
One to
one parent interviews: |
Review entrance results, subject
options, health issues, and individual
student’s needs. |
|
Link
Primary school visits |
Guidance Counsellors discuss individual assessment reports, student’s
needs and requirements with sixth class teachers. |
|
Information night for parents |
Subject choice, implications of subject choice for third level, school
ethos, transition from primary to secondary. |
|
Implications
of Banding |
Irish, English, Maths at higher level in the second year. |
|
Selection
process for Junior Certificate Schools Programme. |
Liaison with primary school teachers, JCSP co-ordinator, parents. |
First Year
|
Guidance |
|
Induction programme |
Three-week mentoring system with the Prefects. |
|
Review of subject
choice |
During the first two weeks of First Year, students may in
consultation with the Guidance department change subject options. |
|
Presentation of student
profile |
Guidance Department make a presentation of each student profile
to College staff in the first week of term. |
|
Review of transition |
Monitoring staff how
students are adjusting to second level schooling. |
|
Behavioural
difficulties: |
Develop strategies for
students with ADD, ADHD, ODD, and OCD in consultation with our NEPS colleague
and other agencies. |
|
Special Needs
Department |
Liaising
with the Special Needs Department in developing programmes for individual
students with learning difficulties. |
|
School Completion Programme |
Liaising
with the Early School Leavers Programme in the College. |
|
Implications of Banding |
Informing students and
Parents of the implications of banding Irish, English, and Maths at higher
level in second year. |
|
Second
Year |
Guidance |
|
Dealing with teacher referrals |
Individual interview and
development of programmes for students not performing adequately. |
|
Behavioural difficulties |
Develop strategies for students with
ADD, ADHD, ODD, and OCD in consultation with our NEPS colleague and other
agencies. |
|
Developing programmes for individual students with
learning difficulties in consultation with the Special Needs Department. |
Liaise with the Special Needs
department on organising immediate withdrawals for students with Irish
exemptions, and assessments of students with Psychological difficulties. |
|
Transfer of students from other schools. |
Placement, subject option &
choice, timetabling, other transition issues. |
|
Third Year |
Guidance |
|
Options after Junior
Certificate: |
Presentations to parents
and students of programmes on offer for students after Junior
Certificate. Individual interviews
optional for students to discuss options. |
|
Subject Choice and
Subject Levels: |
Presentations to parents and
students of programmes on offer for students and parents after Junior
Certificate. Individual interviews
optional for students to discuss options. |
|
Implications of subject
choice |
Presentation
of subject and choice includes outlining the implications of subject choice
and level, for careers and college. |
|
Study
Skills |
Individual class
presentation on study skills, timetabling and exam techniques. |
|
Early school leaving: |
Looking at option for
individual students who intend to leave school at sixteen, such as
Apprenticeships, preparing for the world of work with emphasis on further
education and training |
|
Transfer of students
from other schools. |
Placement, subject option
& choice, timetabling, other transition issues. |
Guidance Senior Cycle
Guidance
Module
|
Fourth Year / Transition
Year |
Guidance |
|
Career classroom |
Designated class-room,
equipped with computers and fully shelved for prospectuses and other relevant
career material. |
|
Career Choice |
Factors that influence
career choice, goals and expectations regarding career choice. |
|
Subject choice |
Presentations and explanations of programmes on
offer for students and parents after Junior Certificate. Individual interviews optional for
students to discuss options. |
|
Work Experience |
World of Work Letter of Application Feedback on Work Experience |
|
Community Placement |
Two week opportunity to work with students or
adults with special needs. |
|
Further Education |
Presentation of information on all Higher Access
Education Schemes |
|
Visits to Local Enterprises |
Heiton Buckley Clondalkin Enterprise |
|
Fifth Year |
Guidance |
|
Review of subject choice |
During the first two weeks of Fifth Year, students
may in consultation with the Guidance department change subject options. |
|
Five classes a week |
Rota system in operation following programme outlined below. o
Review of subject
options q Choosing a career- the process. Interest Inventories –Aptitude Testing,
Multiple Intelligence Assessment, Skills Assessment. q C.AO, U.C.A.S, Points System, S.A.T’s system. q Post Leaving Certificate Courses, Apprenticeships,
Third Level Courses. q Introduction to Career Directions, Qualifax,
Careers-portal. q The Internet as a source of information- useful
websites. q Career Investigation and research of individual
paths after Leaving Cert. q Interview Skills and Mock Interviews q Curriculum Vitae Preparation q Career Expo in Tallaght IT in conjunction with
South Dublin Chamber. q DATS Test and individual feedback to students. q Study Skills Workshop. q Presentation of information of all Higher Access Education
Schemes |
|
5th Year
Week |
Personal Development Programme. |
|
Fifth Year L.C.A |
Guidance |
|
Four classes a week |
Module
1 - Units
q
Unit 1- The student
and the world of work. q
Unit 2- The student
and one particular field of work. q
Completion of
assignments. (Detailed
outline in DES Vocational Preparation & Guidance Document) |
|
Fifth Year L.C.V.P |
|
|
Two classes a week |
Class content: q Curriculum Vitae q Career Investigation q Business Links: § Heiton Buckley: · ‘The skills work programme’ is a programme of
career talks and workshops. · Site-visits · C.V Workshops · Student Mentoring Programme · Summer work-placement Programme. § Clondalkin Credit Union: · Work Placement |
|
Sixth Year |
Guidance |
|
One-to-one career
interview: |
Each student receives at least one interview to
ascertain their options after the leaving certificate. Many students will
receive three to four interviews to complete this process. |
|
Five classes a week |
Rota
system in operation following
programme outlined below; o
Review of subject
levels and implications for
points, college requirements, and other career options. q Ongoing career investigation. q C.AO, U.C.A.S, Points System, S.A.T’s system. q Class presentation on how to complete and apply to the C.A.O. Students are offered the facility to apply
online during school hours. q Post Leaving Certificate Courses, Apprenticeships,
Third Level Courses. q Further research of college options using Qualifax
and college websites. o
Open Days: Organising students to visit higher Options in
RDS, FAS Opportunities, UCD, Tallaght I.T., PLC’s. Making arrangements for individual students
to visit particular colleges of interest. q Speakers: Organising
relevant speakers; Maynooth NUI, DCU, Tallaght I.T, FAS, Ballyfermot and
Inchicore Plc’s, Defence forces. q Grants:
Presentation of grants available to student’s e.g. higher education authority
grant, local authority grant, millennium grant, South Dublin business
partnership grant, and financial support within the third level sector. q Over-sea’s students seeking clarification from colleges regarding
recognition of qualifications already obtained in non-EU countries. q Non-EU students: Clarifying for non-EU students the legal requirements in
order to receive free fees within the EU e.g. residency, guardianship and tax
requirements. q Language Exemption: Processing Irish and Third Language requirement
exemptions for individual students. q Career Investigation and research of individual paths
after Leaving Cert for students not going to college. q World of work: what employers expect rights and entitlements under employment
legislation as outlined by ‘Comhairle’. q Apprenticeships: Presentation by FAS and follow up. q Interview Skills and Mock Interviews: Clondalkin Youth Council and Clondalkin
Partnership. q Personality Testing: Myers Briggs personality indicator. q Aptitude Tests: Practice at aptitude tests in preparation for the
world of work. q Higher Education Access Route: § Meetings with HEAR co-ordinator and Guidance
Counsellors; §
Presentation of
programme to class cohorts and explanation of criteria for eligible
candidates; §
Individual interviews
with potential candidates to clarify their eligibility with the scheme; § Helping individual students complete the
application form; §
Completing Referees
report, for each individual student. 2006 twenty-nine students applied. |
|
Sixth Year Career Paths |
All Leaving Certificate students are contacted
following the Leaving Certificate and the final offers from the CAO.
Information is complied on each student’s progression to Third Level,
Apprenticeships and World of Work. |
|
Sixth Year L.C.A |
Guidance |
|
Four classes a week |
Module
1 – Units
q
Unit 3- Information
building. q Unit 4- Career action plan. q Completion of assignments. (Detailed
outline in DES Vocational Preparation & Guidance Document) |
Strategies for Implementing A Whole School Approach to
Guidance
|
Liaising with Management |
External Networking |
School Internal Networking |
Transition from Primary to Secondary School |
Transition from Junior to Senior Cycle |
Transition from School to Further Education/Employment. |
|
Regular meetings with
Principal, Deputy Principal. |
Networking with other
Guidance Counsellors and outside agencies |
School Completion
Programme |
Visit Primary schools and
liaise with primary school teachers and parents. |
Decision making skills in
relation to Senior Cycle options. |
Revisiting Study Skills
and examination techniques. |
|
Regular meetings with Year
Heads and their teams. |
Guidance
In-service. Improving our skills and updating our knowledge. |
Referrals
from individual teachers |
Assessment
tests to identify levels of achievement and remediation needs. |
Implications of subject
choice and options for future career. |
Mock Interviews. |
|
Liaising with religion
department, special needs department and SPHE department on agreed goals and
strategies |
Counselling Supervision
monthly. |
Advocacy on
behalf of individual students |
Get to know
students and give support where appropriate. |
Information night for
parents re: subject choice. |
Assist all students in
their course applications. |
|
|
NEPS –
regular meetings of local cluster of schools with NEPS psychologists. |
Parents – one
to one interviews with parents on Guidance and Counselling concerns relevant
to their son. |
All first
years will be interviewed by a member of staff with responsibility for first
years before the end of the first term to identify those students who maybe
at risk, academically or socially and plan appropriate intervention. |
Aptitude Assessments. |
Coping skills to deal with
the transition from secondary school to further education/employment. |
|
Liaise with school
co-ordinators – Transition Year, Leaving Certificate Applied, and Leaving
Certificate Vocational Programme. |
Dublin West Branch
Meetings |
Subject
teachers input into individual specialist career areas. Career
notice-board outside career classroom with daily updated career and
counselling information. |
Induction
Programme for First Years. Liase with Learning Resource department. Examine psychological
assessments and students that will need extra academic assistance. |
|
|
|
|
Health Care
Agencies |
Regular
meetings of the Guidance team to review implementation of programmes and
individual students. |
Introduce the
new students to the counselling service. |
|
|
|
|
Education
Welfare Board |
Critical
Incident Team review of Policy. |
|
|
|
|
|
Garda Junior
Liaison Officer |
Administration. |
|
|
|
|
|
Asylum
Seekers Unit |
|
|
|
|
|
|
Links with
Primary schools |
|
|
|
|
Moyle Park College
Whole School Guidance
Planning &
Evaluation
Background
Moyle
Park College is a large boy’s school, 704 students, in the centre of Clondalkin
village. The College is especially mindful of the extent of social and
educational disadvantage in the area, and ensures that the programmes and
subjects offered enable all students in the area to develop their full
potential. The College Motto is Respice Finem which conveys the School's Philosophy of setting objectives and
ideals and working towards them. We strive to get each student to develop their
full potential as a person, academically, physically, morally, socially and
spiritually. The school has a population of 704 students and 65 staff. The
Principal of Moyle Park College is Mr. John Shortt, Deputy Principal Mr. Aiden
Clarke.
Our
Pastoral Care System is organized around 6 year groups. Each group has a Year
Head. Every class in the year has a Form Teacher who takes a special interest
in each of the pupils and meets them at daily assembly. Progress is monitored
and contact made with parents when deemed necessary. A full range of subjects
and programmes is provided, including Junior Certificate, Junior Certificate Schools
Programme, Transition Year, Leaving Certificate Established, Leaving
Certificate Applied, and Leaving Certificate Vocational Programme.
Guidance Team
There
are three members on the Guidance Counselling team.
Ø Bro. P.J McGowan (full-time Guidance Counsellor with
22 hours)
Ø Aisling O’ Malley (Guidance Counsellor with 11 hours,
who is also a Religion and L.C.A teacher)
Ø Sandra Murray ( Guidance Counsellor, and is also
Transition Year Co-coordinator)
Our Action Research
Approach to Guidance Planning
When
I started co-ordinating the school guidance planning in Sept 2006, I had no
idea it would take on a life of its own. Action Research was not a method I
consciously worked by before, but I was surprised at how well it worked within
our school system.
1.
Planning – This
took on two strands, the Guidance Counsellor team met to plan and then the
committee met to sub-plan and review.
2.
Observing, Reflecting, acting – It was such a support to have a great Guidance
Counselling team that we could divide tasks up between us and examine each step
analytically.
3.
Evaluating – Each step was analysed by both the Guidance Team and the committee. As a
guidance team we found it easier to meet more frequently so we supported each
other and kept the whole process on track. We analysed and summarized findings
and presented all this information to the committee for review and evaluation.
These
are the questions I examined:
Ø What do I want do to investigate?
o
The plan is to
document, co-ordinate and communicate what is already happening in individual
areas in each year group.
Ø Why do I want to investigate this issue?
o
To create an awareness
of what is going on in all areas of the school;
o
To identify the good
work that is already being done within the school;
o
To focus on areas with
scope for improvement and implement strategies for their improvement;
o
Evaluate the
effectiveness of these strategies.
Ø Why is it important?
o
Awareness and
affirmation for the work we are all doing well with the students in a pastoral
care dimension.
o
With the knowledge of
what is working well, focus these actions on areas that need improvement.
Ø What do I hope to learn?
o
The things I am doing
well that I don’t even realize.
o
What work is being done
that I could learn from?
Summary of the
experiences of the Guidance planning team during the Action Research process in
Moyle Park College – Sept / Dec 2006.
In
this report I will examine the experiences of the Action Research Process under
the following headings:
1.
Roles in the guidance
planning process;
2.
Setting up a guidance
planning committee and Working with a guidance planning committee;
3.
Briefing staff on the
review of the school’s guidance planning programme;
4.
Working with a guidance
planning committee;
5.
Reviewing the existing
school guidance programme;
6.
Moving the planning
process forward.
|
Action
Research Activity |
Roles in
the Guidance Planning Process |
|
Planning Action Reflecting Action Thinking Action Reflecting Observing |
I
started off this process taking responsibility as coordinator of this process
in my school. As
it states “…the guidance counsellor has a lead role to play in the process of
guidance planning because of his/her specialist training and
responsibilities…” (Planning the School Guidance Planning, pg25). Last
year, with my Guidance Counselling team we already drew up a Guidance Plan,
so I felt confident that this was the next step for the school. I
met with my fellow guidance counsellors and spoke to them about doing the
Whole School Guidance Planning course and we agreed to work together on it
throughout the year. I spoke to my Principal and he agreed to support the
planning process. He began this support by attending workshop one of the
processes with me and learning first hand what is involved in the planning
process. “The Board of Management and
school management team have a responsibility to ensure that the provision and
practice in the school is of the highest possible standard….”(PSGP, pg20-22) Following
this workshop both myself and the Principal met with the Guidance Counselling
team and the Vice-Principal to relay all the information from the workshop
and discuss the initial steps we needed to take. We
agreed a Guidance Planning Process Committee would need to be formed. As
a Guidance Counselling Team we examined the PSGP document on ‘Defining Roles
in the School Guidance Programme’. From
this we agreed what key people we needed involved and we drew up a document
about the school guidance planning programme and a form to fill out using the
SCOT analysis model. The
people involved are the:
We
acknowledged the Parents, “Parents have
an important part to play in helping to establish the needs and priorities of
the school guidance programme and in supporting the programme. Parents can
also participate in the guidance process through {among other
areas}…contributing to the development and review of the school guidance
plan” (pg21) and that Students “Students
are the focus of the school guidance programme and are entitled to have an
input into the development of the school guidance plan. In particular,
students (through student’s council) can help to identify and establish needs
and priorities of the guidance programme. Their feedback in the review
process is also highly important” (pg21). I
felt that we needed to take one step and a time, so parent and students would
be involved in stage 2. Firstly we needed to involve a core committee,
identify roles, plan, take action, observe, reflect, act and evaluate every
step of the way. |
|
Action
Research Activity |
Setting
up and working with a Guidance Planning Committee. |
|
Planning Action Reflecting Taking Action Evaluating |
Having
agreed in principle on the members of the committee we needed to discuss it
with them. We
distributed the information to them and decided to ask those key people to
join the committee and each of the guidance counsellors was delegated a
person to contact. I think this worked very well as the
delegation process allowed us to sit down and discuss the planning process
with them. Key
learnings: o
The initial meeting was vital. The agenda was a report on the SCOT analysis
carried out and a presentation on the stage of the planning of the school
guidance programme. o
It was very important
that each member had examined the
notes beforehand on what each of the meeting would be dealing with and
the relevant documentation to be discussed. o
Brief minutes of each meeting were kept by Sandra, together with a record of
decisions taken at each meeting. o
Timetable of meeting up to Christmas was compiled and agreed. o
Guidance Counsellor Meetings would be held as frequently as possible alongside
the committee meeting to do administrative work and discuss progress. o
Documentation was resourced and gathered by Aisling as coordinator. Using the VLE
(Virtual Learning Environment) all relevant documents were downloaded, copied
and templates adapted where necessary. The
committee worked well together as a team. We found that time management was
our biggest constraint, which made us ensure to have all details prior to the
meeting clearly planned and examined. I was very impressed by the positive
attitude of the committee at the initial meeting towards the planning process.
They were all extremely keen to participate and take on tasks. I feel I was
the one who presumed there would be a negative reaction the adding to an
already large workload. The perception of the committee was not one of extra
work but perfecting what work we are already doing. I found resource sheets on setting up a guidance
planning task group very useful here as they allowed me to clearly lay out
what each person’s role in the process was. I also found the resource
document on the meeting template very useful. In my learning journal I have
described all my experiences of the committee meetings which were on the
whole positive. |
|
Action
Research Activity Reflecting Reflecting taking action Reflection Evaluation |
Briefing
staff on the review of the school’s guidance planning programme. In
the PSGP (p26) it states that, “Schools
will naturally devise their own variations on the above approaches. The
important issue is to ensure broad consultation and the encouragement of a sense
of school-wide ownership of guidance planning”. With
this in mind we decided to: -
Make a Whole Staff
Presentation about the ‘Whole School Guidance Planning Process’. -
Allow an open question forum
as part of this presentation. John,
my Principal, introduced the presentation by outlining the importance of the
‘Whole School Guidance Planning Process’ within the school. He identified and
complimented each staff member on the hard work they put into taking care of
the students on a daily basis. It really created a positive atmosphere
amongst the staff and they were really pleased by his recognition of this
work. I feel that John played out his role in an important way here. As a
support to my presentation and as a leader to his staff. I
gave a whole staff presentation on the Whole School Guidance Planning Process
with open question forum. The staff were all given information prior to the
meeting, which led to an interesting discussion and points for my own
reflection from it which I referred to in detail in my progress report 2. My
key learning of the process resulted from this point. I realized I was not to
get carried away with the technical side of the process. I hold sincerity in
communication as an important value with my students and now I realise it is
equally important with my colleagues. Somehow the real honesty can be lost in
the jargon; I need to continue this process ensuring everyone is clear and
content with the process. |
|
Action
Research Activity Taking Action |
Reviewing
the existing school guidance programme. Next Steps Taken: -
Committee Meeting to review
staff presentation & decide on next steps -
Agreed Year Team Meeting to
correlate information from Staff -
Guidance Counsellor meeting -
Template document created
for Year Team Meeting- Guidance Counsellor meeting -
Year Head Meeting -
Template document created
for Year Team Meeting – Guidance Counsellor meeting -
Year Team Meeting -
Information from Year Team
Meeting correlated- Guidance Counsellor meeting. Each
step was discussed in my Progress Report 2. |
|
Action
Research Activity |
Moving
the planning process forward. |
|
|
What issue concerns me as I move forward? My
core issue of concern at this point is keeping the planning process running
to its full potential. I feel that so far things have gone very well and upon
reflection I am satisfied at the level of team work involved. The concern
stems from previous knowledge of committees that have existed in the school
and the good start they have had that can lose momentum after a short period.
I need to keep my motivation levels positive in order to motivate my
colleagues in a positive way, constant evaluation of the process is
fundamental. Why am I choosing to act on this? I
want to do this because I would like to do this plan well. I began this
process with a goal, that I would co-ordinate the Whole School Guidance
Planning process in Moyle Park. My reasons for doing that were for a positive
awareness within the school of the excellent work being done and for a
positive focus on areas that need improvement. What do I plan to do about it? I now plan to reignite those goals in my
steps forward in the planning process. Through evaluation of the process so
far I am going to continue to dedicate time to meeting my fellow Guidance
Counsellors and discuss progress on each of the next steps. I am going to
ensure the committee meets regularly and try to discuss new ideas throughout
the process. Most of all I am going to put my most valuable learning from the
process so far into action and spend time, individual time, really talking
and listening to my colleagues throughout the process. Evaluation How
do I feel at the end of this section of the planning progress? Firstly, I am
pleased with what has been achieved so far. A committee has been formed,
everyone has been informed, some valuable discussions have taken place and
most importantly we have worked as a team. I
feel that the Guidance Counselling team meetings have been so valuable. It
has been very difficult organizing so much time to meet as a group but it is
achievable. We have never worked so closely together as a team on any other
project because of difficulties in time constraints and I now plan to make
sure we continue these meetings. In the same way I have experienced a real
support network develop amongst my colleagues, within the committee, with my
Principal and Deputy Principal and with individual colleagues. I have
heightened my awareness of my values as a Guidance Counsellor in my job,
which I had never contemplated with a view to my colleagues before. It has
been a valuable lesson. The
process has involved the ‘Whole Staff’. My next step is to take this learning
to the ‘Whole School’ incorporating students and parents. So
far this has been a ‘planning process’ and the information has yet to be gathered,
but the ‘process’ has been a very important constructive experience in so
many ways. |
Significance
of my work and my research
The
significance of my work and research is threefold.
Firstly,
it has been highly significant for the school and secondly for others within
the school.
We have worked together as a team and
acknowledged the work we are all doing. This has created a positive impact on
the atmosphere in the school. I think this positivity has motivated us to work
harder and want to work on any gaps in our system. The reality is that what we
do is for the children not a theoretical system. Any gaps in our system may
mean a child in some way suffers or does not get the best they deserve. This is
why it is so important for us to ensure there are no gaps in our service.
But
most of all it has been significant for myself, both personally and
professionally. When I began this action research process I asked myself in my
learning journal ‘what is important about my work and why do I do my job?’. I
said ‘providing support for students who need it and making a difference in
student’s lives’. This process has made me think back to all these reasons why
I do my job and most importantly has made me examine what I am doing well, what
my colleagues are doing well and what exactly it is that we can do better. I
feel the action research process has given me a fresh outlook on my job as
‘Guidance Counsellor’, in Moyle Park College.
How
do I feel at this point? Excited about the next stages of the process, that
involves the parents and the students. I am eager to hear their voices. I think
that working with the students and the parents will have a very positive impact
on the school as the school parent relationship is an area that has some
weaknesses. There have been so many positive outcomes from the process so far
and hopefully many to come.
SECTION 1: WHOLE SCHOOL GUIDANCE PLANNING
|
Person |
Role |
|
Guidance counsellor |
Provides leadership in
school guidance |
|
Principal |
Arranges appropriate
conditions for successful school guidance |
|
Teachers |
Advise students on subject
specialisms |
|
Students |
Identify their own
guidance needs |
|
School Completion
Programme |
Provide programmes and
resources to reduce risk of early school leaving. |
|
Traveller Liaison Officer |
Link with parents and
support needs of traveller students. |
|
Over-sea’s student
co-ordinator |
Provide extra English
classes and identify needs of over-sea’s students. |
|
Form tutor & Year
Heads |
Work with student groups
and look after discipline, attendance and individual needs. |
|
Chaplin |
Provide for pastoral care
needs. |
|
JCSP/LCA/LCVP
co-ordinators |
Target students with
individual needs and cater for them to the most suitable programmes. |
|
Student Council |
Voice the concerns of
students and work with the school management in making decisions. |
|
SPHE department |
Educate the students in
the area of social, personal and health education. |
|
Learning Support Team |
Cater for the academic
needs of students. |
