Background

The Teacher/Counsellor Pilot Project was initiated in 1995 in a number of primary schools in the Tallaght/Clondalkin area and in Dublin's North Inner City.  Teacher posts were assigned to individual schools or were shared between schools to assist in supporting pupils with very disruptive behaviours.

The project was evaluated by the Department's Inspectorate in March, 1998. As a result of the evaluation the title of the project was changed to the Support Teacher Project and a revised specification for the role of the teachers involved was introduced in January 1999.  This was done to reflect, more accurately, the teachers qualifications and skills in helping children's development.  It reflects the work they do in each of the schools in support of a small group of pupils who display the most disruptive, disturbed or withdrawn behaviours at any given time.  The Support Teachers also have a specific role in supporting the development of school policy in relation to children's behaviours and formulating management strategies for the support of children experiencing behavioural difficulties.  A Project Co-ordinator was appointed in January 2000 to work with the Support Teachers and schools staff.  This post became vacant in 2002 and was not filled after that time.

Appointment of Support Teacher

The teacher assigned as Support Teacher must be a fully qualified and probated primary school teacher selected from among existing staff of the school.  The post is not open to Principals.  The replacement teacher should be appointed in a temporary capacity so that the teacher selected can be released full-time to work as a Support Teacher.

Target group

At present 43 Support Teachers work in 47 designated primary schools in Dublin, Cork and Kildare, with children who have social, emotional and behavioural difficulties. The target group of the Support Teacher is children whose learning is affected by their behaviour, which may be disruptive, disturbed or withdrawn. These children's behaviour may also affect the behaviour of others.  Children who fit the criteria for early school leaving such as children experiencing school failure or trauma due to illness; poor attendance; separation; bereavement; and violence, physical, sexual and emotional abuse come under the remit of the Support Teacher. Referrals may come from class teachers, parents, Principals or the school care team where Support Teachers regularly liaise with Home School Community Liaison Coordinators, School Completion Programme Coordinators and outside agencies.

Supports

Support Teachers focus on social, emotional and personal development in working with children. They aim to allow the children experience success in their school life through working on strengths and may adapt the curriculum appropriately to suit the child's level of need. They use creative activities such as art, craft, drama and play in order to develop pupils' social and personal skills.  Support Teachers co-operate closely with class teachers and resource teachers in the course of their work, particularly in compiling Individual Education Plan (IEPs), Pupil Profiles and other records. They also play an important role along with their staff and under the direction of the Principal in devising and implementing a whole school policy on the management of behaviour in the school.      

Funding

An initial grant of €1,015.79 was allocated to each Support Teacher in 1999 for the purchase of supplies and equipment. An annual grant of €253.95 for the same purpose issued to each Support Teacher thereafter. 

This grant was increased to €507.90 in 2006/07 for participating DEIS primary schools. A reduced grant of €253.95 is allocated to 2 Support Teachers in participating non-DEIS primary schools.

In the case where there is one teacher shared with more than one school, the grant will issue to the teacher's base school. 

List of Schools in Support Teacher Project