Welcome

1. Welcome Dean – supporting student success in Newbridge College

2. THE ROLE OF DEAN Working with parents to support student success

3. 5 Core Dimensions to the role: 1. Academic tracking 2. Behaviour Management 3. Operational 4. Year Group Spirit 5. Wellbeing

4. Pride Excellence 1. Academic tracking Effective monitoring of student progress Early support Partnership approach in supporting student success Appropriate intervention Dean role – central in supporting student success in line with his/ her abilities Achieve his/her potential Mentoring

5. Supporting Students with additional needs in Newbridge College • SENCO 1st-3rd Ms Geraldine Mc Dermott • SENCO 4th-6th Ms Jennifer Little • SET team of teachers who focus on learning support • SNA • All students have support from subject teachers, Deans, mentors, school counsellors, school nurse, chaplains, Principal, Deputy Principals, school office, other staff and adults leading extra curricular activities • SPHE/RSE • Events organised during the school year

6. General model of allocation • Resources prioritised based on needs • Needs evidenced in several ways • Screening and testing 1st and 2nd year • Inclusion is a key principle • Co-teaching/support teacher in class

7. The role of schools in RACE for Junior and Leaving Certificate

8. Working with parents

9. Mentoring in Newbridge College Supporting students to achieve their potential

10. What is Mentoring? A voluntary programme where teachers give their time to work with students on a one-to-one basis Aimed at students who for various reasons are falling significantly below their potential Offers support in three ways: Building Positive Relationships Academic Coaching to set and realise goals Study Skills

11. How Mentoring Works… Some students put themselves forward Teachers refer students Deans identify students through academic tracking Mentoring is very valuable, but it is a voluntary programme and we can only allocate mentors based on the resources we have available.

12. Study Skills 2nd Years: Hoping to put in place an internal model where teachers will go through different strategies that would help students make the most of their study. Subject specific strategies and revision outline for summer exams later in the year. 3rd Years: Subject Specific strategies in the first term and Study Skills Workshop on 7th January to help with preparation for the upcoming mock exams

13. Study & Homework Need to be organised, focused and hard working Seek support if needed Set targets Revision schedules Academic achievement

14. What is the purpose of education in Junior Cycle? • Help students become better learners and develop a love of learning • Provide a solid foundation for further study • To develop skills for learning and life • To support learning through improved feedback and reporting to both students and parents

15. Assessment Responsibility Excellence • 2nd Years Christmas Exams Interim informal exams at Easter (online results only) • 3rd Years: Formal in class Assessment Mock exams in February

16. Assessment: Subjects Exams will be set, held and marked by the State Examinations Commission in June of third year. • English, Irish and Maths specified at Higher and Ordinary levels • All other subjects specified at a Common Level • Duration of 2 hours or less

17. Classroom-Based Assessment Classroom-Based Assessments will provide students with opportunities to demonstrate their understanding and skills in a way which would not be possible in a formal examination. The tasks will cover a broad range of activities including oral presentations, written work of different types, practical or designing and making activities, artistic performances, scientific experiments, projects or other suitable tasks. A particular purpose of the Classroom- Based Assessments will be to facilitate developmental feedback to students. Framework for Junior Cycle 2015, p. 37

18. Assessment Task • The written Assessment Task is marked by the State Examinations Commission • It may require the student to demonstrate an understanding of the knowledge and skills developed during the second Classroom-Based Assessment. • The written Assessment Task may also provide an opportunity for students to refer to skills and competences that were developed and describe ways in which their learning might be applied to new situations. • The Assessment Task will be completed in class under the supervision of the teacher and will be sent to the SEC for marking along with the script for that subject in the state-certified examination. Framework for Junior Cycle 2015, p. 38

19. State Examinations • Distinction • Higher Merit • Merit • Achieved • Partially Achieved • Not Graded • Classroom-Based Assessments • Exceptional • Above expectations • In line with expectations • Yet to meet expectations • Not reported

21. Responsibility Empathy 2. Behaviour Code of Behaviour – to be reviewed Promotes a system of values for which life in the College is based Essential for effective teaching and learning Integral part of our school community In line with Dominican ethos Building life skills Promotes positive behaviour Based on ‘RESPECT’ Tues/Thurs vs. Saturday detention

22. Respect R: Responsibility- We are accountable to ourselves and others for our decisions. E: Empathy- We take the time to acknowledge and understand others point of view. S: Safety- We behave in a safe manner and take care of each other. P: Pride- We take pride in ourselves and our environment. E: Excellence- We strive to do our best in all areas of our lives. C: Co-operation- We work together for success. T: Truth- We speak and act honestly.

23. Restorative Practices

24. Anti-bullying & Cyberbullying Huge emphasis on this in Newbridge College Anti-bullying/Cyber-bullying team Parents: Please monitor your child’s usage of technology Conversation – Internet Safety Impact on students learning & study Impact on students wellbeing

25. 5. Wellbeing Responsibility Empathy Safety New focus for Junior Cycle Whole school approach Pastoral care Promoting social cohesion and an inclusive atmosphere Supporting positive mental health

26. Why does wellbeing matter? Student wellbeing is present when the students realise their abilities, take care of their physical wellbeing, can cope with the normal stresses of life, and have a sense of purpose and belonging to a wider community. Junior Cycle Wellbeing Guidelines (2017)

27. Punctuality Responsibility Co-operation Parents – a key role in students punctuality 8.20am – suggested arrival time 8.40am – school begins After 8.50am – Late sign in at enquiries Notes visible in e-diary (frequent parental viewing recommended) Parent intervention Saturday detention/formal letter home – repeat offenders Obvious impact on teaching and learning

28. Punctuality – some facts!! There are 167 days in an Irish Post Primary school year. If you miss one day every two weeks you will have missed 7% of your school year which could amount to up to 7% of your coursework!! If you are late to school each day and miss first class, you will have missed 11.6% of your schooling per year!! That equals 19 days per year!! If a student is 10 minutes late for a class period, that accounts for 25% of the lesson, which could account for 25% of his/her coursework. Every day counts…..every class counts!!

29. Signing – in/out Responsibility Safety N.B: Students give note to Dean in morning only Exceptional cases – otherwise Authorised at enquiries Use of smart card - enquiries Smart card – study hall Sign out by own parent only Late sign-in’s & sign outs – minimal.

30. Uniform Responsibility Pride Parents: Please check your child’s uniform each morning Uniform as outlined in the Code of Behaviour Black leather shoes Non uniform items not allowed (placed in locker at 8.40am-3.40pm) Outerwear: College fleece or College jacket only Piercings: No facial piercings (noserings, eyebrow studs or lip rings) Natural hair colour

31. Communication • First point of contact • Electronic Diary/Advanced E-portal • Direct email and phone number • Link with management • Partners with parents

32. Any Questions??