School Guidance Review and Development Plan

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School Guidance Review and Development Plan

• GUIDANCE AND COUNSELLING IN POST-PRIMARY
  SCHOOLS.
• IN-SCHOOL ACTIVITIES FOR SCHOOL MANAGEMENT,
  GUIDANCE COUNSELLOR, SUBJECT TEACHERS.
• Pilot Project Autumn 1999

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School Guidance Review and Development Plan
PARTICIPATING SCHOOLS IN PILOT PROJECT

• 1. St. Josephs Academy, Kildare Town, Kildare
  Town.
• 2. St. Pauls Post-Primary School, Monasterevin,
  Co. Kildare.
• 3. Presentation Secondary, Tralee, Co. Kerry.
• 4. Ashbourne Community School, Ashbourne, Co.
  Meath.
• 5. Beara Community School, Castletownbere, Co.
  Cork.
• 6. Hartstown Community School, Clonsilla, Dublin
  15.
• 7. Community College, Listowel, Co. Kerry.
• 8. Davitt College, Springfield, Castlebar, Co.
  Mayo.
• 9. Scoil Uí Mhuirí, Barn Road, Dunleer, Co. Louth
  .

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School Guidance Review and Development Plan

• BACKGROUND
• School Guidance Committee (1991-94)
• Guidelines for the Practice of Guidance and
  Counselling in Schools (Department of Education,
  1996)
• Consultative Process
• Pilot School Guidance Review Development Plan
  (1997-99).

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School Guidance Review and Development Plan

• CONSULTATIVE PROCESS
• Advisory Committee 1997-99

• Association of Community and Comprehensive
  Schools (ACS)
• Irish Vocational Education Association (IVEA)
• Association of Teachers / Education Centres in
  Ireland (ATECI)
• Association of Secondary Teachers, Ireland
  (ASTI)
• Teachers Union of Ireland (TUI)
• Institute of Guidance Counsellors (IGC)
• Joint Managerial Body (JMB)
• Department of Education and Science (DES)
• National Centre for Guidance in Education
  (NCGE), Convenor.

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School Guidance Review and Development Plan

• WHAT DOES A SCHOOL GUIDANCE PROGRAMME CONSIST OF?
• A schools guidance programme consists of an
  ongoing process which enables pupils to make
  appropriate choices in three key areas of their
  lives- (A) Personal and Social
• (B) Educational
• (C) Career

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School Guidance Review and Development Plan

• GENERAL COMPETENCIES REQUIRED BY POST-PRIMARY
  STUDENTS IN ORDER TO MAKE CAREER, EDUCATIONAL AND
  PERSONAL/SOCIAL CHOICES

• SELF-KNOWLEDGE
• EDUCATIONAL AND OCCUPATIONAL EXPLORATION
• OTHER LIFE SKILLS

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School Guidance Review and Development Plan

• RESPONSIBILITY FOR THE DELIVERY OF
• A SCHOOLS GUIDANCE PROGRAMME
• In the main, responsibility lies with the-
• Guidance Counsellor (GPGCS, Section 3, pages
  6-8)
• School Staff (GPGCS, Section 2, page 5)
• School Management (GPGCS, Section 5, pages
  11-12)
• Department of Education and Science (GPGCS,
  Section 4, pages 9-10)
• (GPGCS - Guidelines for the Practice of Guidance
  and Counselling in Schools)

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School Guidance Review and Development Plan

• FOCUS OF THE REVIEW
• PUPILS GUIDANCE NEEDS AND THE SCHOOLS RESPONSE
  TO THESE NEEDS
• It is not an evaluation of the guidance
  counsellors work.

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School Guidance Review and Development Plan

• AIMS OF SCHOOL GUIDANCE REVIEW
• To assist school management and staff to
  identify
• (i) Career, educational, personal/social guidance
  needs of pupils
• (ii) Programmes, services and resources the
  school uses to meet those needs
• (iii) Pupil guidance needs that are not being
  met
• (iv) How the school can respond to these unmet
• needs.

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School Guidance Review and Development Plan

• REVIEW ACTIVITIES
• 1. Presenting the guidance review and development
  plan to school staff.
• 2. Identifying guidance needs of pupils and how
  they are being met.
• 3. Identifying the resources the school has for
  guidance.
• 4. Identifying guidance needs that are not being
  met.
• 5. Summarising activities 2, 3 and 4.
• 6. Consultation with other staff and other
  interested parties e.g. school management.
• 7. Developing a strategy to enhance guidance
  provision.
• Support materials are to be found in the
  publication
• Guidance and Counselling in Post-Primary Schools

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School Guidance Review and Development Plan

• REVIEW PROCESS
• Different Ways of Using the Materials Provided
• (i) Target Group Selection of class group, year
  group, or whole school as the focus of the
  review
• (ii) Involvement of some staff, many staff, or
  all
• staff relevant to the target group
• (iii) Different processes for involvement.

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School Guidance Review and Development Plan

• EXAMPLES OF BENEFITS TO THE SCHOOL OF THE
  GUIDANCE REVIEW
• School Staff To recognise their own contribution
  to the guidance programme through their subject
  area and other responsibilities and to recognise
  their contribution to the personal and social
  development of pupils in their school.
• Guidance Counsellor To identify the totality of
  guidance provision and the key role of the
  guidance counsellor within it.
• Pupils To identify and respond to their actual
  needs - met and unmet.
• Principal To provide a framework and structure
  for the development of guidance in the school.
• School Management To provide clarity of vision
  on the key role of guidance in supporting
  learning in its broadest sense, and on existing
  resources and needs for guidance.

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School Guidance Review and Development Plan

• SOME ANTICIPATED OUTCOMES OF THE
• SCHOOL GUIDANCE REVIEW

• Identification of what is being provided across
  the curriculum to support guidance needs of
  students.
• The creation of mutual awareness and respect for
  the complementary roles that all school staff
  play in delivering a schools guidance programme.
• Raising awareness of the need for additional
  resources including staff training.
• Better co-ordination of existing resources and
  how best to utilise them.
• Creating an awareness of certain groups whose
  guidance needs are not being met.

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School Guidance Review and Development Plan

• USEFUL SOURCES OF INFORMATION
• Guidelines for the Practice of Guidance and
  Counselling in Schools. Dublin, Department of
  Education and Science, 1996.
• Principals Perceptions of the Guidance Service
  in Post Primary Schools. Dublin, NCGE, 1997.
• Guidance Materials Survey A Consumers View.
  Dublin, NCGE, 1998.
• Guidance and Counselling Service in Second Level
  Schools The Role of the Guidance Counsellor.
  Dublin, IGC, 1997.
• The Guidance Counsellors Handbook. Dublin, NCGE,
  1997.

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School Guidance Review and Development Plan

• Rapporteurs for Group Consultations 12.40 -
  1.00pm
• Smaller Schools St. Josephs Academy
• Eamon Cooney / Roisin Kelleher St. Pauls
  Post-Primary School
• Listowel Community College
• Medium-Size Schools Beara Community School
• Tim Lynch / Don Herron Hartstown Community
  School
• Scoil Uí Mhuirí
• Larger Schools Presentation Secondary, Tralee
• Sean ó Beachain / Liam Harkin Ashbourne Community
  School
• Davitt College

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School Guidance Review and Development Plan

• ACTIVITY 1
• Component BRIEFING SCHOOL STAFF ON THE REVIEW
  OF THE SCHOOLS GUIDANCE PROGRAMME AND THE
  ELABORATION OF A DEVELOPMENT PLAN FOR GUIDANCE.
• Purpose To engage the interest and support of
  school staff for reviewing how pupils needs are
  being met by the schools guidance programme and
  for developing a plan to address unmet guidance
  needs.
• Outcome School staff will be more aware of
  guidance and their role in guidance and will
  understand the rationale for the review.

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School Guidance Review and Development Plan

• ACTIVITY 2
• Component IDENTIFYING GUIDANCE NEEDS THAT ARE
  BEING MET
• Purpose To gain a quick impression of what are
  the guidance needs of pupils (school, year group,
  class) and how these are being addressed.
• Outcome A school will find out if the guidance
  needs of its pupils are being met and how they
  are being met.

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School Guidance Review and Development Plan

• ACTIVITY 3
• Component WHAT RESOURCES DO WE HAVE FOR
  GUIDANCE?
• Purpose To identify and summarise the resources
  that the school uses for a schools guidance
  programme.
• Outcome The cataloguing will result in a record
  of a schools current guidance resources.

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School Guidance Review and Development Plan

• ACTIVITY 4
• Component IDENTIFYING GUIDANCE NEEDS THAT ARE
  NOT BEING MET
• Purpose To summarise the guidance needs of
  pupils that are not currently being met by the
  schools guidance programme.
• Outcome Form C will provide a classification and
  summary record of the unmet guidance needs of a
  particular group and also what resources or
  materials are required to meet these needs.

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School Guidance Review and Development Plan

• ACTIVITY 5
• Component SUMMARY OF THE SCHOOLS RESOURCES
  AND/OR PROCEDURES TO ADDRESS THE GUIDANCE NEEDS
  OF PUPILS.
• Purpose To sum up the evidence you have found
  through activities 2, 3 and 4 so that you can
  plan how to address the unmet guidance needs.
• Outcome Forms D1 and D2 will provide an overview
  of how pupil guidance needs are being met, the
  schools existing guidance resources, the unmet
  guidance needs of the pupils and what resources
  or materials are required to meet these needs.

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School Guidance Review and Development Plan

• ACTIVITY 6
• Component CHECKING IT OUT
• Purpose To obtain views of other staff and
  other interested parties e.g. school Board of
  Management or other appropriate body, on the
  summary developed in Activity 5.
• Outcome The summary developed in activity 5 will
  be refined through consultation.

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School Guidance Review and Development Plan

• ACTIVITY 7
• Component DEVELOPING A STRATEGY TO ENHANCE
  GUIDANCE PROVISION.
• Purpose To use the results of the previous
  exercises to develop a strategy for enhancing
  guidance provision.
• Outcome Better use will be made of existing
  resources in a school review may be used to make
  a case to the DOES for extra resources.