An Roinn
Oideachais agus Eolaíochta
Department
of Education and Science
Evaluation
of Centre for Education
REPORT
Roscommon
Education and Development Centre
(Senior Traveller Training Centre)
Lisnamult
Date of
inspection: 22 June 2007
Date of
issue of report: 12 March 2008
2 quality
of centre management
4 quality of teaching and learning
5 summary
of strengths and recommendations for further development
EVALUATION OF CENTRES FOR EDUCATION
This
report has been written following an evaluation of Roscommon Education and
Development Centre, (READ). It
presents the findings of an evaluation of the work of the centre as a whole and
makes recommendations for the further development of the work of the centre. During
the evaluation, the inspectors held pre-evaluation meetings with the director of
the centre and with the teaching staff. The evaluation was conducted over a
number of days during which the inspector visited classrooms and observed
teaching and learning. The inspectors interacted with teaching staff and
learners in the centre, examined learners’ work and conducted an interview with
a representative group of learners. The inspectors also reviewed relevant
centre planning documentation and teachers’ and tutors’ written preparation. The
inspectors conducted interviews with the Chief Executive Officer (CEO) and the
Adult Education Officer (AEO) of County Roscommon VEC and with the centre’s
board of management. Following the evaluation visit, the inspectors provided
oral feedback on the outcomes of the evaluation to the CEO, AEO, director and
staff of the centre. The board of
management of the school was given an opportunity to comment in writing on the
findings and recommendations of the report, and the response of the board will
be found in the appendix of this report.
1 centre context and ethos
1.1
Roscommon Education and Development Centre, READ, is a Senior Traveller Training
Centre situated approximately one mile outside Roscommon town centre, on the Galway Road, in an area
called Lisnamult. The building, constructed as a factory in the late 1960’s, is
in private ownership. It has been leased on a long term basis by Roscommon
County Council for use by the VEC as an education centre. A small, local
industry occupies a section of the building. An office is available for the
county council housing social worker also. The centre was established initially
in November 2001 and is a 24-place centre currently catering for 24 learners
from Roscommon town and its immediate environs. The majority of the learners are
female. Two of the learners are male and two learners are from the mainstream community.
There is no requirement for a waiting list at present. The centre aims to cater
for members of the Travelling community from 16 years upwards and to provide
Travellers with the skills, knowledge and attitudes required to participate
fully in their community and to make a successful transition to work and to
adult life. The sustainability of the centre will remain an issue as the cohort
of learners is from a confined catchment. Consideration could now be given by
the management authorities to enrolment of younger learners in the recently
allocated Youthreach centre. This issue was discussed with the relevant
personnel during the evaluation and they committed to making efforts especially
to improve the educational prospects of young male Travellers and towards a
policy of inclusion and integration.
1.2 Distinctive character and
atmosphere
The staff of the READ Centre aims to foster the full
educational development of each learner. The ethos of the centre development
plan is enshrined in the mission statement. This is clear and focussed on the
education and personal development of learners. It has evolved through a
process of collaborative experience and discussion. The director has a broad
vision for the centre but believes “that
empowerment comes from participation through education”. Education is
viewed as the crucial factor in improving health and quality of life for
Travellers. This explicit vision is communicated through a strong team ethos
and holistic programme framework. Learners are valued in a supportive, “culturally respectful and safe
environment” and their needs are central. Through
fostering the full education of each learner in this favourable learning environment
the director and staff hope that illiteracy among the local Traveller community
will be eradicated.
The adult status of participants is accepted in a positive, inclusive
and respectful environment. The learners admitted generally and during
structured interviews that they appreciated the efforts of the director and
staff. The learners are proud of their centre and relate very well to staff and
to management. Many expressed their joy at having a “second chance” and feel they are praised when they deserve praise. The
visiting teacher for Travellers (VTT) stated that Travellers “now have a confidence in themselves”.
This is attributable to the many supports available for learners.
1.3
Supports for learners
A
student council was established in October 2006 as a forum for learners to
express their opinions, suggestions and ideas for the improvement of the
centre. Learners are facilitated in holding regular meetings. A nominated
representative attends board of management meetings. A student of the year
award based on attendance, achievements, cooperation and implementation of the
ethos of the centre is operated. This year there are four nominations and one
unanimous winner. An awards and presentation day for all learners and FETAC
recipients is attended by guest speakers, members of the VEC and local
journalists. Photographs and reports feature prominently in local newspapers.
Of
significant assistance to learners with infants and pre-school children is the All Stars crèche that was established in
2006 through a joint venture with the Department of Justice, Equality and Law
Reform and POBAL. It is open to the
wider community and aims to support learner parents with minimal weekly cost. There
are five children on a waiting list. The benefit to children in the crèche is
well recognised. The provision is HSE audited and accredited. A Fás-funded
supervisor ensures provision of high quality standards in a comprehensive care
and learning programme.
Consistent
and full attendance by learners is encouraged. A clocking-in system is operated
and daily checks are conducted by the director.
Individual time and attendance records are maintained by all members of staff.
However, absenteeism presents as a difficulty especially for some learners.
This in turn creates difficulties for completion of modules in the curricular
programme. It is recognised that ensuring the regular attendance of learners is
a significant challenge for the centre. Despite rigorous checking, presentation
of sick certification and loss of allowance for absenteeism, the regular
attendance of some individuals is a cause for concern. It is recommended that a
creative and coordinated strategy and a structured policy be introduced and
implemented following discussion with staff, learner, parent and board of
management representatives to improve attendance levels.
The
centre has adopted a good approach to its engagement with parents, many of whom
are also learners themselves in the centre. Parents expressed their gratitude
for the work the centre does and are very happy with the service their children
receive. A parent representative
participates on the board of management. Written notifications regarding centre
events and reports are sent home. Formal
meetings for parents who are not also attending the centre are held twice
yearly.
Many
and varied extra-curricular activities signal commitment to the holistic
development of learners and enhance their self esteem and self confidence.
Learners won the bronze GAISCE award and participated in the silver GAISCE
awards scheme in recent years. Good community involvement exists. Learners have participated in the Young Citizens Award, Pride of Place Competition and the Drive for Life road safety course. They
participate in the Tidy Towns
competition. Various outings have been organised, including visits to the
The
recent introduction of professional guidance and counselling support suggests positive
commitment to the learners’ needs.
Practical guidance in the vocational preparation modules and work
experience all contribute to enhanced provision. Tutors have been assigned to
learners in an informal mentor-support role. It is suggested that the formal
mentoring system initiated in 2006 be reintroduced.
1.4 Links with the community
There
is good level of interaction with local community and national agencies and
bodies and relevant support services. These include the National Education and
Welfare Board (NEWB), the FÁS advocacy programme, the VTT, the HSE, Roscommon
County Council, Roscommon Sports Partnership, Roscommon Partnership Company, the
Combat Poverty Agency and local residents associations. The centre facilitates
visitors from local organisations and agencies to speak with learners. During
the evaluation process a representative from a local disability group, Páistí le Chéile made a presentation of
their work to the learners.
The
referral process to the centre is largely word of mouth as the community
catchment in Roscommon is small. Occasionally, the Educational Welfare Officer
(EWO) and the VTT make referrals. New learners have an initial interview with
the director. Successful candidates are
informed of all centre policies, rules and procedures following a further
meeting with the director and two tutors on enrolment. They sign, date and agree
to the rules and regulations following reading and understanding of them. A
managed exit procedure is in place that aims to promote continuity and
progression in the education of the learner.
A summer programme has focussed on
practical activities and making items that benefit the local community. These
include mural painting, crèche painting, bench making, toy-making and
preparatory work for the Tidy Towns competition and GAISCE awards. Links with
literacy development could be developed through varied activities that could
include structured discussions, researching local history, writing personal
journals and newspaper items and maintenance of portfolios.
The
work experience programme is coordinated by the FÁS advocate on one afternoon
per week under the FETAC Preparation for Work programme. Longer hours can be
negotiated if required by learners and this depends on need and demand. The FÁS
supporter works with individuals and small groups in developing workplace
skills and facilitates work placements and progression routes from the centre.
A detailed work experience diary is completed by the learner. An employer
assessment record is maintained. A blocked work period in the centre and a concentrated
approach for a short period of time for qualified participants would prove more
beneficial for learners. There needs
to be a greater focus on work commitments, expectations of the workplace,
punctuality and work ethics in order that learners develop a better
understanding of and commitment to work.
A greater breadth of placements should be introduced. Representatives on
the board of management could help in this regard. More formal visits by the
director and staff to sites during work experience are required. More formal
debriefing sessions with learners upon return from work experience would also be
useful. Development of more formal feedback from employers is needed. The
development and implementation of a formal work experience policy is necessary
together with the adoption of a whole-centre approach by all partners.
2 quality of centre management
2.1 Role of VEC and Board of Management
VEC
management displays an interest in, and is engaged with, the READ centre and
its issues. County Roscommon VEC through the CEO and AEO ensures compliance
with regulations, consults with partners, reviews the provision of education
and supports the director, staff and learners in the READ centre. The VEC Adult
Education Service fosters mutual respect and “ is committed to providing
quality learning programmes which are client-centred, inclusive and accessible
to all”. Participants are encouraged to reach their full potential in an
enjoyable learning environment. The VEC
Student Handbook and Staff Handbook provide comprehensive
information for all tutors and learners on various policy documents within the Adult
Education Service. The AEO acts as line manager and liaises closely with the
director.
A
representative board of management was established in June 2006 and works in
partnership with other stakeholders. The board regards the work of the director
and staff highly and is very supportive of their efforts. It lobbies the VEC
for funding, raises issues as necessary and reviews and endorses policies. Five
meetings have been held on a regular basis, an agenda is circulated, minutes
are maintained and a report is furnished to the regular VEC meeting. The allocated budget is administered by the
director, reported to the board and monitored by the VEC head office. The board
recognises that further efforts are required in the areas of learner
attendance, enhanced library facilities, increased counselling and guidance
hours, after-school facilities and better administrative supports for the
director. The communication structures with the VEC could be strengthened
further in a more formal and time-bound manner and to relieve the burden on the
director.
2.2 Internal centre management and administration
The
director is the only full-time member of staff. The LCA and FETAC coordinators
are allocated limited administrative hours. It is acknowledged generally that
the READ Centre has developed and improved considerably in recent years and the
CEO and AEO have high regard for the professionalism and industry of the
director and staff in all their endeavours. Limited secretarial support of 13.5
allocated hours is provided by the VEC. No caretaking facilities exist. Good
collaboration exists between the director and other professionals. The director
represents the interests of learners on many committees including county
childcare, social inclusion measures, adult education, interagency groups,
equality and diversity and the Breaking
Through organisation. This network is focussed on developing strong support
links for practitioners who work with young people at risk. The director
contributed to the development of the County Roscommon VEC Education Plan
2006-2010. However, no substitute cover is available if and when she attends
meetings.
2.3 Organisation of the curriculum
A
broad, balanced and learner-centred curriculum is provided in the centre. The
life experience of learners is viewed as an important resource and is valued
and utilised in the learning process. Learners expressed that many of them “have learned a lot, but have a lot more to
learn”. Learners in the centre present with a diversity of abilities,
levels and stages of education. Consideration is given to regular review of
various aspects of the programme in light of the learner profile, their
interest and commitment. The provision
of the LCA programme is demanding for the centre and challenges include levels
of engagement, lack of homework and attendance records of learners. However,
the staff recognise that it provides a good role model for all learners. The overall
programme provided is based on an analysis of learner needs and offers a
structured and supportive progression route. The current provision comprises
three strands in core areas together with a good range of technical, practical
and creative subjects - FETAC foundation and Level 3, various FETAC subjects
leading to the General Vocational Certificate Levels 4 and 5 and Leaving
Certificate Applied (LCA). The centre has achieved and been formally approved
to deliver FETAC accredited courses following evaluation of its Quality
Assurance System in July 2006, thus ensuring the maintenance of high standards.
The
range of modules on offer at FETAC level includes English, French, textiles,
art and design, personal care and presentation, metalwork, computer literacy,
social studies and communication. Various crafts (ceramics, textiles, glass,
leatherwork) and various tasks and assignments are completed. The learners in LCA
Irish are encouraged to listen to Radio na Gaeltachta and TG4. This module has
been extended to two years. This should ease the difficulties in completing the
one-year programme requirement and allow the learners more opportunity to enjoy
the lessons. The LCA Vocational preparation and Guidance unit has strong links
with the work experience programme. Learners maintain a personal and
comprehensive record of their work. LCA English, social education, art and
craft, graphics and construction, religion and child care are offered.
A
comprehensive staged approach to mathematics and mathematical applications is
provided at all levels. Emphasis is placed on learner participation and on
practical work. A functional approach to problem solving, recording and
evaluation is addressed. Units in some modules at FETAC Level 5 have been
introduced. A hairdressing programme has been developed recently with a view to
an eventual stand-alone enterprise offering employment to former students, in
conjunction with the Department of Social, Community and Family Affairs. The
FETAC-level business administration course is practically linked to the
hairdressing module in order that learners will have basic understanding of
business knowledge, procedures and practice. It is hoped that learners will be
able to advance to level 5 in 2008 following the completion of the foundation
unit.
While
they acknowledged the efforts by the director and the difficulties encountered
previously parents and learners pronounced a wish for more sport and leisure
activities, possibly including walking, swimming, badminton and visits to the
gymnasium and leisure centre. Learners wished that some other practical-based
subjects would be introduced such as woodcraft, home economics and cookery. They identified needlework and their ability
to make their own curtains and bed linen as possible learning areas.
Some classes are very large with ten/twelve learners of
varying abilities. Learners in some class groupings are working at different stages.
Individual rather than differentiated approaches to teaching are prevalent in
some classes. This militates against effective teaching and learning outcomes.
Consideration should be given to dividing class groups by levels. The master
timetable for the centre is accurate for the most part. However, some lessons
are not delivered as timetabled. Some classes are of two hours duration. While
this may be appropriate for the delivery of some FETAC practical modules,
shorter classes would be more facilitative for focussed teaching and learning. Learners
recognise that reorganisation of the curriculum is required. It is suggested
that a review of the current timetable be undertaken.
Learners
are generally very confident in talking about their work in the centre and
about the subjects on offer. They present as competent in their expressions and
speak with fluency and with enthusiasm. Learners acknowledge the importance of
reading and writing and their own deficiencies in that regard. Some are aware
that they “need to read everyday,
otherwise (they) forget”. Writing activities present particular
difficulties, especially for the older participants. Some learners expressed a
wish to be able “to write own letters” and
“would like to be able to help children
and grandchildren with schoolwork”.
One-to-one literacy support is provided three days per week
on an individual and withdrawal basis. Some teachers are very aware of, and
attentive to the literacy and numeracy needs of learners in their classes and
make a conscious effort to enhance language development and understanding.
Newspaper articles are discussed and occasional references are made to local
and national news and events. However, there is a lack of an appropriate emphasis on
literacy and numeracy across all subjects. Opportunities to enhance the
literacy levels of learners in all classes are not utilised. A concerted
whole-centre policy and approach to literacy implementation is required,
involving appropriate awareness, understanding and responsibility by all staff.
Teachers need to pool their resources and engage with professional expertise.
This will involve provision of relevant training for all staff under the
auspices of the VEC.
A range of strategies to improve literacy levels should
be introduced. Greater coordination, continuity and better structures should be
put in place. A
print rich environment across the centre would be an achievable short-term
target. Staff should encourage learners to read, speak, discuss, write, spell
and use ICT as appropriate. A reading ethos and book ethos could be
introduced.
Additional motivation to read for pleasure could also be provided by
encouraging learners to identify and collect newspaper and magazine articles of
interest to them, by involving the centre in “World Book Day” activities, by
inviting learners to participate in library and other suitable and challenging
reading activities. Recognised literacy/numeracy learner assessment techniques,
approaches to learning support and appropriate record keeping should be
established.
2.4 Staff deployment
The
staff of the READ centre are committed and flexible and bring a diversity of
professional experience, qualifications and length of service to the programme.
Notice boards in the staffroom facilitate information giving and communication
with staff. Formal staff meetings take place every two weeks for all teaching
and non-teaching staff. An agenda and
minutes are organised by the director. Items for discussion include general
organisation and administration, timetables, supervision, rules and
regulations, curriculum, centre and VEC policies, procedures, Quality Framework
and planning, conference reports and reports from the board of management and
student council meetings. However, since many teachers work on a part-time
basis, not all staff attend meetings. This prohibits the development of whole-team
ethos, awareness and consensus. Key staff meetings should be identified and a
strategy established to ensure that all staff members attend those staff
meetings, at least, on a regular basis.
Members
of staff are familiar with policy documentation. The VEC Adult Education Board is
committed to supporting staff development within resource constraints and
recognises the importance of in-career training for staff. Members of staff are
encouraged to enhance their qualifications and many engage with relevant professional
development courses. Staff development courses organised recently include
ASSIST training, anti-racism training, Drive
for Life, and lesson planning. Staff attended seminars in conjunction with
all VEC staff on the Education and Welfare Act and “qualities of a good teacher”.
2.5 Accommodation and resources
The
accommodation is bright, spacious, clean and well resourced. The entrance
corridor is adorned with displays of splendid fabric wall hangings, art and
craft work, photographs, newspaper cuttings and learner notice-boards and
magazine racks. Sufficient classrooms are available for the number of learners
currently enrolled. Reasonable office space and a staff room is provided. Good
IT facilities are available in the computer room. The interior was painted
recently and contributes to a cheerful environment. An exterior health and
safety audit was conducted recently. Ample equipment to assist the teaching and
learning process is available. A refurbishment of the woodwork/metalwork room
is being undertaken with funding from the Department of Education & Science
in order that it meets health and safety standards. The crèche is
well-furnished. The proposed hairdressing salon is exceptionally well equipped.
Night classes, including language for newcomers,
3 quality
of centre planning
3.1 Centre plan and policies
The
VEC indicates its commitment to the National Quality Framework through
feedback, evaluation and implementation in the VEC Education Plan 2006-2010. The
centre was involved from the beginning on the pilot programme of the Quality
Framework Initiative, QFI. Initially all stakeholders participated – board of
management, staff, VEC, Roscommon County Council nominees and FÁS personnel.
The QFI planning is now an internal process.
The process has evolved into a focussed centre development plan compiled
by the staff of the centre. However, the staff are eager that all stakeholders engage
in the process again so that they are fully aware of the time and commitment
given to the process.
The
issue of child protection was discussed with the management of the centre.
Evidence was provided to confirm that management and staff have taken
appropriate steps to develop policies in line with the provisions in Children First: National Guidelines for the
Protection and Welfare of Children (Department of Health and Children, 1999).
Evidence was also provided to confirm that the management of the centre has
adopted and implemented the policies. A designated liaison person has been
appointed in line with the requirements of these Department of Health and
Children guidelines.
Health
and safety risks and hazards are identified and displayed in classrooms. Fire
evacuation notices are prominently displayed.
3.2 Planning process
The
initial development plan has been reviewed and a centre development plan
outlining targets to be attained has been compiled. It is a focussed document
with specific actions and targeted timeframes. The current action plan could be
improved as an entire team effort through the introduction of specific targets,
responsibilities and completion dates. It would be helpful if all staff had
designated tasks to achieve the targets outlined. A two-day workshop was held in the summer
term of the last academic year to assist teachers in lesson planning and
preparation.
3.3 Implementation of plan
Specific
time to consult and discuss the centre plan is allocated at staff meetings. As a means
to further improve these good practices, it is recommended that mechanisms to
review the implementation of all policies be established. Some key policies are in
place for matters such as admissions policy, substance use, health and safety
statement, enrolment and registration procedures, records of attendance, staff
recruitment, anti-bullying and harassment, as are various codes of practice.
4 quality
of teaching and learning
4.1 Planning and preparation
Most
teachers prepare yearly schemes of work and lesson plans. Many teachers
complete all sections of a centre-designed lesson planning template. Other
teachers utilise module descriptors. In some cases, lesson planning is too
dependent on FETAC module descriptors. A clear focus for their attention
was provided to learners where clear teacher aims and learning objectives were
prepared and presented. This good practice helped to engage learners, to
increase their motivation and to provide a sense of accomplishment when the
lesson concluded. Learners should understand the aim and objective of each lesson at the
outset. All members of staff in the centre should agree on specific short and
long-term planning and preparation formats, inclusive of aims, targets,
methodologies and evaluation. This should contribute to improved teaching
objectives and learning outcomes for the learners. Greater use could be made of
ICT for planning, teaching, sourcing teaching materials and extension and
follow-on activities in lessons. One or two computers could be allocated to
learners to work in their own time.
4.2 Classroom management and teaching
methodologies
A good variety of teaching methodologies was employed in the lessons
observed during the course of the evaluation. These ranged from whole
class to the engagement of learners in small group, pair work or individual
learning, to
question and answer, class discussion, brainstorming and teacher reading and
writing. Many classes led to hands-on and guided activities. A structured environment
was provided in most classes and good behaviour was encouraged among the
learners. Many teachers affirmed learners’ responses. In many of
the lessons observed the pace matched learner ability levels, the work was well
prepared, well structured and well delivered. Good rapport between teachers and
learners was evident in many of the classrooms visited. Many classrooms
contained commendable displays of learners’ work which acted as a stimulus for
learning, and gave learners a sense of pride in their work. However, the
development of a wider repertoire of teaching strategies by staff members is
needed. It would be useful for staff to share good practice, to discuss teaching
and learning issues at staff meetings and to sourcing appropriate training,
possibly through the AEO in the VEC. It is important that the staff team has
due regard for the ways adults learn, understands the importance of peer
learning and recognises the role of the teacher as a facilitator of learning. It is
important that work sheets and word searches, where used, are differentiated
for learner ability range and discussed thoroughly before and after completion,
so that they provided effective learning pathways for learners.
4.3 Assessment of learners’
progress
Many
teachers evaluate all lessons individually and reviews of F
Assessment
outcomes are utilised generally in the centre to inform and influence subsequent
planning. Learner assessment data enables the compilation of the timetable and
ensures that the programme on offer meets the needs of students. However, there
was evidence of a great deal of movement from Level 4 back to Level 3 within
classes. This indicates insufficient initial assessment and prior preparation. Learners’
efforts need to be affirmed consistently. The careful monitoring of learner
progress is essential. Continuity of provision on a continuum is key. Their
progress should be systematically recognised, recorded and appropriately
celebrated. Displays of good work are significant and enhance self esteem and
contribute to effective modelling. Consistent assessment practices including
formative approaches should be introduced and maintained on a whole centre
basis. Self-assessment and peer assessment should be encouraged.
4.4 Outcomes and standards
The
learners express their sense of achievement and enjoyment in the centre. An
emphasis is placed on certification. Every opportunity and encouragement to
achieve is afforded learners and there is a firm expectation for learner
progression within the centre. From discussions with learners it was clear that
some had future goals set for themselves and they displayed a willingness to
succeed. Participation within the centre for longer than two years depends on
learner attitude, evidence of progress, tutor reports, progress in literacy and
excellence in attendance and punctuality. This approach by centre management is
commendable. Links are maintained with previous learners and the centre
continues to act as a support and drop-in centre occasionally for former
learners. As a further development of these practices, the centre might usefully
direct attention to the plotting of trends and to the creation of a formal tracking system.
A formal
perspective and policy for
progression into employment should be created.
5 summary of strengths and recommendations for further development
The
following are the main strengths identified in the evaluation:
- The centre is
characterised by a welcoming, caring and respectful community.
- The strong and
shared commitment of the board of management, director, staff, parents and
learners to the ongoing development of the centre is notable.
- The director and
staff demonstrate a high level of professionalism, dedication and
co-operation in providing for the wide range of learning needs and
abilities of the learners in the centre. A positive, collaborative
leadership style promotes a supportive centre atmosphere.
- The
centre provides a broad and balanced curriculum that is supported and
augmented by a good range of extra-curricular activities.
- The learners are
very proud of their centre and have high regard for the director and staff.
- The learners demonstrate positive attitudes
to learning and participate with interest and enthusiasm in the learning
activities across most classrooms.
As
a means of building on these strengths and to address areas for development,
the following key recommendations are made:
- The centre’s approach
to the work-experience programme needs review. An extended and structured
module should be planned in conjunction with the board of management and
the local community.
- A concerted
whole-centre
and coordinated literacy and numeracy policy and procedures should be
given immediate priority. Library resources, including computer
software, should be augmented.
- A structured and
innovative approach to teaching methodologies should be considered.
- A review of the
timetable will further allow for continuity and progression of the
curricular programme.
- Formal
discussion among stakeholders about learner attendance, an agreed approach
to improvement and implementation and the development of a structured
strategy should be initiated.
- An agreed approach
to comprehensive planning templates and to their implementation will
enable teaching staff to plan in a cohesive manner and to monitor progress
on a whole-centre basis.
- The process of whole
centre, formal assessment should be reviewed and developed to address the
identified current and emerging priority needs of the learners.
- The use
of ICT should be extended to support teaching and learning.
Post-evaluation
meetings were held with the CEO, AEO, director and teaching staff at the
conclusion of the evaluation when the draft findings and recommendations of the
evaluation were presented and discussed.
Appendix
School Response to the Report
Submitted
by the Board of Management
Area 1 Observations on the content of the
inspection report
We,
the Board of Management of Roscommon Education and Development Centre would
like to acknowledge the time and effort of the Inspectors in compiling this
detailed and exemplary report.
Area 2 Follow-up actions planned or undertaken
since the completion of the inspection activity to implement the findings and
recommendations of the inspection.
The
Centre is at present undertaking a review of its work experience programme,
with significant changes. The Director
and staff will have much more input into and involvement in its
re-structuring. The timetable has
already been changed to accommodate the more academic subjects into shorter
periods. IEP’s have also been re-established
within the centre. The Centre Director
and staff are currently looking at accessing training in the Arga of
integrating literacy and on building this into all aspects of the centre. The possibility of upgrading and expanding
the centres suite of computers is also under review.