Anseo.net - If I were the Minister for Education: Recent Episodes
Simon Lewis
How many times have you said to yourself, "If I were the Minister for Education…?" Well I do! Rather than grumble to myself, I decided to podcast my thoughts on ways I'd change the primary education system in Ireland. Every episode I'll take on a different theme, give some background and hopefully come to some conclusions by the end.
In this episode, I speak with Ciara O’Connor Walsh, Creative Director at youth mental health charity A Lust For Life, about the transition from primary to secondary school. We discuss how practical worries (lockers, timetables, getting lost) often mask deeper concerns about belonging, relationships, peer judgement, bullying, puberty and identity, especially in the move from small primary schools to larger secondary schools. Ciara outlines signs a young person may be struggling, including headaches, tummy pains, sleep issues, tearfulness, irritability, withdrawal, defiance and difficulty concentrating, and stresses noticing early changes and starting honest conversations. We explore what schools can do to build safety and belonging, and Ciara introduces Rising Minds, a 10-lesson first-year programme using evidence-based approaches and skills for emotions, self-compassion, relationships and loneliness, alongside calls for protected wellbeing time and better support pathways.00:00 Back to School Feelings01:47 Meet Ciara O’Connor Walsh03:57 Why Transition Is Huge07:06 Big Schools Big Impact08:12 Common First Year Worries11:13 Spotting Struggle Signs18:01 How Schools Build Belonging21:41 Resilience Not Sink Swim24:47 Rising Minds Explained29:11 Loneliness And Social Skills31:42 Minister For A Day36:46 Support Pathways And CAMHS38:47 Where To Find Resources40:09 Wrap Up And Unconvention
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I welcome Noel Davidson to the podcast to discuss entrepreneurship education and practical problem-solving in Irish schools. Noel shares his own education and career journey from horticulture into starting businesses and becoming Head of Training and Strategic Partnerships at the Entrepreneurs Academy, arguing that programmes like the Junior Entrepreneur Program (primary) and the Student Enterprise Program (post-primary) build confidence and life skills such as creativity, communication, resilience and learning from failure. We discuss why these human skills matter even more alongside AI, which Noel frames as a tool that should save time but cannot replace empathy or leadership. Noel highlights student success stories, including Anthony’s Wooden Crafts, and introduces First Bell (firstbell.ie), a new Irish app launching this September to help schools source substitute teachers more efficiently than phone calls or WhatsApp, with location-based matching, cascading preferences and GDPR-aware design. I close by inviting listeners to anseo.net’s Unconvention.
We’ve developed a course that makes sense of the revised primary curriculum and shows you how to enact it over the next two years and beyond. As a thank you for being a member, you are welcome to use it for free if you pay an annual licence. Simply get in touch with your details and we’ll get you signed up. (schoolpolicy.ie/cpd)
Are you interested in making sense of the revised primary curriculum and enacting your whole school plans over the next two years? We’ve developed a course to do just that. More information on schoolpolicy.ie/cpd or upgrade your account for free access.
00:00 Welcome and Purpose01:16 Meet Noel Davidson03:07 Noel’s Education Journey05:13 Mentors and First Business08:02 What JEP and SEP Teach10:00 Entrepreneurship in the AI Era13:02 Student Success Stories15:59 First Spell Origin Story19:46 How First Spell Works22:03 WhatsApp Limits and GDPR25:32 Launch Details and Access26:53 Minister for a Day29:29 Failure and Ken Robinson33:40 Wrap Up and Unconvention
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In this episode of If I Were the Minister for Education, I speak with Grace Brennan, founder of Higgle, about process-driven visual arts and creative thinking in primary classrooms. Grace shares her education journey from County Wexford to art and design studies and entrepreneurship supported by Enterprise Ireland and local programmes, and reflects on how third-level art opened her mind to experimentation and careers. We discuss how art can become outcome-focused “cookie cutter” work influenced by social media, often because teachers lack training and time to explore materials, and why this can harm children’s creativity and confidence. Grace explains Higgle as a digital prompt generator that supports open-ended, cross-curricular art problems adaptable to available materials and diverse classroom needs, and she outlines her EPV courses for teachers.00:00 Welcome and Art Chat01:24 Grace Brennan Journey03:35 Simon Art Teaching Roots04:56 Mentors and Creativity07:57 Leaving Cert Art Reality09:03 Fixing Cookie Cutter Art16:31 Why Art Foundations Matter20:00 STEAM and New Curriculum22:55 What Is Higgle24:47 Inside the Prompt Generator26:12 Pencil and Paper Challenge27:45 Minister for a Day30:32 Where to Find Higgle31:52 Final Thanks and Wrap
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I was delighted to meet Eithne Walsh, CEO of Féach Vision Support Services, to talk about improving supports for blind and visually impaired children in Irish mainstream schools. Eithne shares how her two children gradually lost their sight and how low expectations and limited expertise in schools pushed her to advocate for practical planning, expanded core curriculum skills, and assistive technology so her children could become independent learners. She explains Féach’s evolution from parent peer support into a charity offering school guides, webinars, SNA and teacher training, low vision awareness workshops, and VR immersive training, now supporting hundreds of schools. They discuss slow policy change, gaps in AT training, key recommendations from Féach’s access reports, and why braille remains essential for literacy alongside modern technology.
00:00 Welcome and Guest Intro
01:24 Eithne Story and Diagnosis
03:00 School Expectations Shift
05:13 Building Independence Skills
06:28 Why Féach Exists
07:32 Féach Services and Training
10:47 Mainstream Progress and Gaps
13:20 Assistive Tech Push
17:49 Why Policy Moves Slowly
23:08 Toolkits for Teachers
24:16 Age-Appropriate Tech Skills
24:36 Typing Progression Plan
25:36 Audit Tools and Live Resources
26:55 North-South Training Collaboration
30:13 Annual Report Key Recommendations
33:07 AI and Accessible Tech Advances
35:55 Why Braille Still Matters
38:58 Big Questions for Education
41:42 How to Contact Feach
43:09 Closing Thanks and Wrap-Up
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Education Unconvention: Big Questions About ReadingI introduce the Education Unconvention as a fringe-style, discussion-based subset of my podcast, designed to complement and sometimes challenge the Convention on Education by sharing progress and inviting contributions online. The first theme is reading, explored through debates about Reading Recovery, UFLI, and dyslexia, alongside reading schools and reading classes. I describe tensions between research evidence and teachers’ lived experience, including questions about independent Irish evaluation of Reading Recovery and what should replace it if flaws are found. Teachers praise UFLI’s structure and results, while others caution against treating any programme as a silver bullet. On dyslexia, contributors argue for either specialists, stronger teacher knowledge, or expanded specialist provision, raising wider questions about inclusion. Across all topics, recurring themes include time, resources, workload, training, disadvantage, home literacy, and defining what success in literacy should look like.00:00 Welcome to Unconvention02:20 Why Reading Matters05:05 Reading Recovery Debate07:43 Research Versus Experience10:37 What Counts as Evidence15:12 UFLI Takes Off18:07 Program Hype Cycle23:33 Dyslexia Mainstream Reality25:36 Mainstream or Specialist26:54 Highest Need Critique27:36 Expertise Without Roles29:13 Every Teacher Dyslexia30:51 Reading Classes Debate31:54 Inclusion What Means34:14 Bigger System Questions36:10 Curriculum Time Squeeze38:19 Home Factors Screen Time40:09 Unconvention Ethos Wrap
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In this episode of If I Were the Minister for Education, I speak with US educator, consultant and author Patty McGee about transforming grammar teaching away from dry worksheets and red-pen correction towards inquiry, curiosity and delight, connected to real writing. Patty explains how traditional grammar instruction can create discomfort and inequity, and reframes grammar as a tool for communicating with clarity and connection, noting differences between spoken, book and standard grammar and how grammar evolves. She shares practical classroom experiences: brief, frequent sessions using talk in partnerships, comparing concepts (such as simple and compound sentences), explicit instruction with accessible language (like FANBOYS), hands-on manipulatives for playful practice, and reflection to consolidate learning. We also discuss Ireland’s evolving curriculum, trust in teachers, and Patty’s wish to bring literacy practices to schools, as well as her view that literacy should be defined as meaning-making and sharing voice.
00:00 Welcome and Teaser
01:22 Meet Patty McGee
02:24 Ireland Connection
03:17 Why Grammar Gets Hated
05:54 Beyond Grammar Police
08:00 Teachers and Discrete Grammar
11:46 Three Buckets of Grammar
14:09 Playful Grammar Experiences
19:23 Irish Curriculum Reflections
21:30 Workshops and School Support
24:50 Trust and Respect in Education
26:51 Minister for a Day
29:26 Where to Find Patty
30:44 Final Thanks and Sign Off
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In this episode of “If I were the Minister for Education”, I interview Gavin Doyle, a Dublin secondary teacher and founder of Examinaite, about AI and technology in education. Gavin describes his path from teaching and high-level basketball to software development after time in San Francisco, and explains Examinaite’s aim to reduce teacher workload through a bank of 25,000 Leaving Cert past questions with AI-supported marking, feedback, progress tracking, and generation of new differentiated mock questions, with potential for printable resources. They discuss using AI to tailor learning to pupils’ interests, varying tech access in primary schools, and tools like NotebookLM and Claude for turning long texts into podcasts and creating engaging resources. They address concerns about AI cheating, limits of AI detection, assessment changes, and suggest more in-person exams, oral work, and teaching responsible, gradual AI use. Gavin also outlines “Craicathon”, a Gaeilge-focused hackathon at Dogpatch Labs with projects like Irish sign language translation, Irish-friendly venue maps with phrases, and an Irish-event rating app, and shares views on AI driving more personalised education and the importance of grit, resilience, and open-mindedness.00:00 Welcome and Subscribe00:47 Meet Gavin Doyle01:51 Gavin’s Teaching and Tech Journey04:15 AI for Teachers Explained06:33 Cutting Admin and Corrections07:41 Examinaite for Leaving Cert Prep11:12 Primary Tech Reality Check12:04 Personalised Learning and New Questions16:13 AI Makes Coding Accessible18:28 Irish Language Tech Hackathon25:25 Creative Classroom AI Tools26:35 AI for Learning Styles27:09 NotebookLM Classroom Magic28:02 Claude Quizzes and Websites29:42 Cheating and Detection Limits32:25 AI Proof Assessment Ideas33:30 Teaching Responsible AI Use35:15 Internet to AI Parallels37:09 Personalisation and COVID Shift38:30 Alpha School Future Model42:23 Minister for Education Vision44:36 Future Skills Grit Resilience48:16 Wrap Up and Contact Info49:34 Host Closing Reflections
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In this episode of If I were the Minister for Education, I unpack the Department of Education’s primary school survey and the headline claim that 40% of parents in denominational primary schools would prefer their school to be multidenominational. I admit I was wrong to assume parents would simply vote for the status quo, and I argue this figure is a remarkable tipping point, especially given how quickly some commentators tried to minimise it by claiming it represents only 16% overall. I question why only partial statistics were released, warn how narratives harden before full data emerges, and describe how “cultural Catholics”, church bodies and the state all benefit from a system driven as much by convenience and control as belief. If I were Minister, I’d publish all the data fast and remove patronage as the dividing line to build one inclusive system.
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In this episode of If I Were the Minister for Education, I explore how behaviour support in Irish primary schools has shifted from corporal punishment to rewards and consequences, and now toward restorative practice, nurture spaces, and Collaborative & Proactive Solutions (CPS). I’m joined by Dr. Ross Greene, founder of Lives in the Balance and author of The Explosive Child, Lost at School, and The Kids Who Aren’t OK, and by Ruth Edie, principal in Dublin 18 and a certified CPS trainer. We discuss CPS’s focus on solving the unsolved problems behind concerning behaviour through proactive, collaborative Plan B conversations, including the ASEP process and practical “drilling” strategies. We also compare CPS with restorative practice, address concerns about time and “letting kids off,” and share resources (livesinthebalance.org/ireland). I dedicate the episode to my late deputy principal Emer and HSE psychologist Toby.
00:00 Welcome and Overview
00:39 Behavior Shifts in Schools
01:59 Discovering CPS
03:10 Dedication and Intro
03:48 Meet Ross and Ruth
05:18 Ross Green Background
06:26 Ruth Eadie Journey
10:05 What Is CPS
13:14 ASEP and Unsolved Problems
15:06 Plan B Conversation
19:47 Drilling Strategies
21:09 When CPS Starts
22:49 Handling I Don’t Know
24:33 Ireland Context Setup
25:17 Piloting CPS in Ireland
25:50 Tribute to Toby and Emer
27:12 Restorative Practice vs CPS
29:16 What CPS Adds for Teachers
30:18 Finding Time for CPS
32:48 Common Pushback and Myths
35:56 Where to Learn CPS
38:05 Minister for a Day
41:48 Final Resources and Farewell
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Deirdre O’Toole is one of Ireland’s best known educators. She started her well-known Instagram page in 2018 - the Playful Classroom, which explored early infant education - but had since become heavily involved in teaching and learning reading. She took it upon herself to bring the Right to Read conference to Ireland and this will take place next weekend, 21st March 2026. All 400 tickets sold out in under 90 minutes.
Deirdre and I have never met in real life (that’s going to happen at the INTO Congress this year) but we first came across each other over 20 years ago on the Education Posts Forum, where many teachers of our vintage got their first taste of online discussions.
You can find Dee on Instagram, LinkedIn and Facebook and keep an eye out for resources from the Right to Read Conference.
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In this episode of If I were the Minister for Education, I break down what happened after projected SNA allocations for the 2026/27 school year showed roughly 200 schools set to lose at least one Special Needs Assistant: not due to cuts or clerical error, but because of how the national redistribution model works under a capped total.
I explain the background to the current situation, including the long period where schools largely held on to allocations since around 2017, the return of NCSE-led reviews from 2023 onward, and how this year’s broader round of reviews led to some schools being told they had more SNAs than the model allowed.
I talk through the predictable political cycle that followed: schools and parents mobilised, pressure built, the Minister “paused” the process, additional funding was announced (€19 million), and the government confirmed no school would lose an SNA this year. While I’m relieved for schools, principals and SNAs facing uncertainty, I argue that pausing-and-funding responses don’t fix the underlying pattern and that we’re likely to repeat the same crisis again.
I also say I feel sorry for the NCSE in this instance because they became the visible face of a policy they were implementing, and I argue the real issue sits higher up the chain. I then outline what I see as the structural problem: Ireland’s primary schools are publicly funded but privately managed individual entities competing for enrolment, staff and survival, while staffing supports (SNA posts and SET hours) are allocated through a national, projection-based redistribution model. I describe how redistribution creates concentrated losers and dispersed winners, making it politically fragile, and I connect this to the annual “cluster games” around SET allocations.
Finally, I set out the kind of structural change I think is needed: moving away from competition as the organising principle by exploring regional employment and local coordination through education authorities, because I don’t believe repeated annual firefighting counts as planning. I also reference additional writing and commentary, including an Irish Independent piece by Fionnan Sheahan and analysis by Ciara Reilly, and I point listeners toward my Substack articles for more.
00:00 Welcome and Subscribe
00:47 SNA Allocations Fallout
02:30 How the SNA Model Works
04:28 From Freeze to Reviews
07:59 Backlash and the Pause
09:11 Predictable Crisis Cycle
10:03 Relief and Real Stakes
12:19 Why NCSE Took the Heat
14:06 Schools Compete to Survive
17:09 Redistribution vs Competition
18:25 SET Cluster Games Parallel
22:42 Politics and Concentrated Anger
29:29 What Would Actually Change
33:16 Final Thoughts and Goodbye
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In this episode of ‘If I Were the Minister for Education,’ I discuss the tumultuous journey of the Irish Primary Language Curriculum since its inception in 2016. I explain the confusing and unworkable nature of the curriculum, which stemmed from panic-induced reforms after a minor dip in Ireland’s PISA scores in 2009. I highlight the chaotic development process plagued by bullying allegations and mass resignations within the NCCA. I describe the practical challenges teachers faced with the original curriculum’s complex and unmanageable format, likening it to an accordion. Despite efforts by the PDST to provide clarity, the curriculum remains inadequately understood and halfway implemented a decade later. I underscore the recurring patterns of vagueness and panic-driven educational reforms in Ireland, leaving teachers to navigate and adapt to these changes on their own.
00:00 Introduction to the Podcast
00:47 The Primary Language Curriculum: A Decade of Confusion
02:15 The Roots of the Curriculum Chaos
05:07 The PISA Panic and Its Aftermath
09:56 The Chaotic Development Process
15:13 The Unmanageable Curriculum Rollout
21:13 Teachers’ Struggles and Adaptations
23:55 Reflections and Future Concerns
27:08 Conclusion and Farewell
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I couldn’t think of a better title to this week’s podcast which is all about admin work. Unfortunately, the biggest change to my job in the last decade or two is the crazy increase in administrative work and constant additions to my workload. My brain physically can’t hold it all so I decided to make it my aim to outsource my brain. This episode goes through some techy tools to help with admin. If nothing else, it will make a good sleeping aid.
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In this episode I offer a comprehensive review of Irish primary education for the year 2025. I cover various educational policies, initiatives, and challenges, spanning teacher shortages, special education crises, the hot meal scheme, religious influences in schools, and the controversial snow days. I discuss new policies introduced by the government, the effectiveness of the Department of Education, and the impact of external events like the conflict in Gaza on school environments. Despite the challenges, I’m, as always, cautiously optimistic for 2026!
00:00 Introduction and Podcast Overview
00:50 Annual Review of the Primary School Year
02:49 January: Snow Days and New Government
07:09 February: Controversies and Challenges
11:08 March: The Cluster Games and Special Education
16:37 April: Teacher Burnout and Financial Crisis
22:52 May: Religion in Schools Debate
26:45 June: End of School Year and ICT Grant
27:52 July: Teacher Shortages and National Convention
31:24 August: Secretary and Caretaker Strikes
34:44 September: Strike Lessons and Hot Meal Scheme
37:34 October: School Census and Budget
39:59 November: IPPN Conference and New Minister
41:44 December: Reflections and Looking Forward
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Every time I open Google’s NotebookLM, it gets better and better. The graphic above was created using the app and I think it did a good job of summarising the year in a single graphic.
The podcast didn’t do a bad job either though it fell into temptation a couple of times referring to issues at second level. However, all in all, I’m pretty pleased with it, and I’d love to know what you think.
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In this episode of 'If I were the Minister for Education', I delve into the integration of AI in the Irish Primary Education System joined by Amanda Jolliffe, the lead of Microsoft Ireland's Dream Space, to discuss the influence of AI on education and the various innovative tools and programs offered by Dream Space. We explore how AI can assist both teachers and students, from lesson planning to creative learning activities. The discussion covers not only the benefits and applications of AI but also the importance of critical thinking, ethical use, and equitable access to technology in schools. The episode also highlights the significance of professional learning for teachers and forthcoming initiatives like a new Dream Space hub focused on skilling and cloud operation infrastructure.
More about Dream Space: https://dreamspace.microsoft.com/en-us/dreamspace/ireland
Oide AI Hub: https://www.oidetechnologyineducation.ie/ai-hub/
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In this episode of ‘If I Were the Minister for Education,’ I explore the recent survey conducted by the Irish Department of Education concerning primary school patronage. I also discuss the legacy left by former Minister Helen McEntee and give my initial thoughts on the new Minister Hildegarde Naughton. I raise questions about the survey’s efficacy, its democratic value, and its alignment with the constitutional rights of children. I provide a historical context on the secular roots of Irish primary education and argue for state-run, multi-denominational schools.
00:00 Introduction to the Podcast
00:31 A New Minister for Education
01:37 Legacy of Helen McEntee
02:30 The Primary School Ethos Survey
03:53 Survey Questions and Parental Choices
06:25 Critique of the Survey’s Purpose
09:08 Human Rights and Education
23:52 Historical Context of Religious Schools
26:25 Conclusion: The Need for Genuine Reform
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Debunking Myths in Special Education: A Live Discussion with Debbie O’Neill In the latest episode of ‘If I Were the Minister for Education,’ I welcome Debbie O’Neill, principal of a school for primary and secondary students with mild general learning disabilities. This live podcast covers topics ranging from the special education system in Ireland, the challenges faced by special schools, and debunking common myths surrounding special education.
Key points include the lack of specialised resources and funding, misconceptions about inclusion, and the need for more support for students and staff. Debbie and I also discuss the importance of creating an environment where every student feels included and valued, regardless of their educational setting.
Timings: 00:00 Introduction and Welcome 01:45 Special Education Focus 02:17 Debunking Myths in Special Education 03:31 Debbie O’Neill’s Journey in Special Education 05:14 Challenges and Realities of Special Schools 11:45 Inclusion vs. Integration 17:02 Resource Allocation in Special Schools 29:32 Challenges in Special Schools 29:44 Resourcing Issues in Special Classes 30:25 In-School Therapy Program 32:45 Debunking Myths About Special Schools 33:29 Importance of Community in Special Schools 49:15 Special Schools and Extracurricular Activities 50:38 Final Thoughts and Future Plans
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It was too obvious not to do it. Let AI summarise the Department of Education’s guidance.
Sure, while I’m at it, I may as well use AI to create the show notes:
Explore the safe, ethical, and responsible use of AI for primary educators and school leaders. We share practical examples, such as how a second class teacher can use Generative AI (GenAI) to create curriculum-aligned math activities, or how a fifth class teacher uses GenAI for visual support in Irish lessons. Learn strategies for integrating AI, including the essential 4P framework (Purpose, Planning, Policies, Practice). Remember to maintain human oversight and review all AI outputs for accuracy and bias. Resources like the DALI4US project support data literacy for primary teachers.
😱Eek… what about a summary using Notebook LM?
Woah! (Ignore the American spelling)
Artificial Intelligence in Schools: A Strategic Briefing
Executive Summary
This briefing synthesizes the core principles, practical applications, and strategic recommendations outlined in the “Guidance on Artificial Intelligence in Schools.” The guidance establishes a foundational framework for school leaders and teachers to navigate the integration of Artificial Intelligence (AI), particularly Generative AI (GenAI), into the educational landscape. It posits that while AI offers significant potential to support teaching, learning, and school administration, its adoption must be responsible, planned, and informed to mitigate inherent risks related to safety, privacy, bias, and academic integrity.
The central tenet of the guidance is the principle of human agency and oversight, asserting that AI should serve as a tool to complement and enhance, but never replace, the professional judgment of educators. A key strategic recommendation is the adoption of the 4P Approach (Purpose, Planning, Policies, Practice) as a practical framework for implementation. This approach advocates for aligning AI use with clear educational goals within a school’s digital learning plan, reviewing and updating existing school policies rather than creating new ones, and embedding critical, ethical practices into daily use. The document is designated as a “living document,” acknowledging the rapid evolution of AI and committing to ongoing review and updates based on emerging research, regulatory changes like the EU AI Act, and feedback from the school system.
Core Principles for Ethical AI Adoption
The guidance establishes a clear ethical framework for the use of AI in schools, grounded in seven key requirements for trustworthy AI. These principles are essential for ensuring that AI is deployed in a safe, fair, and effective manner.
- Human Agency and Oversight
This is the cornerstone principle, emphasizing that AI systems must empower humans and operate under their control.
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The “Human in the Loop”: Educators must act as the final checkpoint, systematically reviewing and validating all AI-generated outputs for accuracy, bias, and reliability.
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Mitigating Risks: Human oversight is crucial for managing the risks of GenAI, which include:
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Hallucinations: Outputs that seem plausible but are factually incorrect.
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Bias: AI models can reflect and amplify biases present in their training data, potentially disadvantaging certain groups.
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Disinformation: The capacity of GenAI to rapidly create and scale misinformation.
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Decision-Making: AI should support, not replace, human judgment and decision-making, especially in high-stakes educational contexts.
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Privacy and Data Governance
Protecting student and staff data is a critical compliance and ethical challenge.
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Confidentiality: Content used in a request to a GenAI tool is generally not confidential by default and may be used to train the model. All data provided should be considered public unless otherwise stated.
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Data Protection: The inputting of sensitive, proprietary, or personal data into AI systems should be avoided. All use must comply with GDPR.
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Anonymization: If data is properly anonymized and cannot be re-linked to an individual, it may not be subject to GDPR principles.
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Technical Robustness and Safety
AI systems deployed in schools must be dependable, secure, and perform as expected.
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EU AI Act: The EU AI Act (2024) is the world’s first comprehensive AI law. It classifies some uses of AI in education as “high risk,” including systems for evaluating learning outcomes, assessing educational levels, or determining access to education.
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Safeguarding: AI introduces unique safeguarding challenges, such as the generation of harmful deepfakes (fake images or voices) and the potential for covert, widespread bullying.
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Transparency
Building trust in AI requires clear communication about how and when it is being used.
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Shared Expectations: Schools should be transparent with students, parents, and the wider community about the use of GenAI to establish shared expectations.
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Age Restrictions: Many GenAI tools have minimum age requirements (e.g., 13, 16, or 18) and require parental consent for users under 18. Schools must verify and adhere to these platform-specific terms.
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Diversity, Non-discrimination, and Fairness
AI tools must be carefully vetted to detect and mitigate inherent biases to ensure equitable outcomes for all learners.
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Due Diligence: It is vital for educators to review and validate AI-generated content to ensure it is accurate, appropriate, and does not perpetuate societal biases present in training data.
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Inclusion: AI should be used to support inclusive practices and Universal Design for Learning (UDL), ensuring all learners are appropriately challenged.
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Societal and Environmental Wellbeing
The broader impact of AI must be considered as part of its responsible adoption.
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Environmental Impact: The AI lifecycle consumes significant natural resources, including energy and water, contributing to carbon emissions. Educators should consider if non-AI tools can achieve comparable objectives.
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Student Wellbeing: While AI can positively impact engagement, consideration must be given to potential negative impacts on physical and mental health. The EU’s Digital Services Act (DSA) and Better Internet for Kids (BIK+) strategy aim to create a safer online environment.
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Accountability
Clear policies and roles are fundamental to fostering accountability and responsible AI use.
- Policy Foundation: Clear, accessible, and updated policies (such as the Acceptable Use Policy) help all stakeholders understand their roles and the consequences of misuse.
Practical Applications of AI in the School Environment
The guidance identifies numerous potential applications for AI across key domains of school activity, provided they are implemented within the ethical framework.
Domain
Potential Applications and Examples
Teacher Planning & Preparation
- Curriculum Design: Brainstorming ideas to embed literacy and numeracy into schemes of work.
- Resource Generation: Creating activity ideas for physical resources or generating images to accompany a story.
- Learning Design: Using AI analytics in quiz tools to identify gaps in student understanding and adjust lesson plans.
- Differentiation: Scaffolding materials, such as creating model conversations at varying complexity levels for language classes.
Teaching & Learning
- Formative Assessment: Organizing student ideas from a brainstorming session into a mind map for group discussion.
- Personalized Learning: Creating reading passages on a single topic at different complexity levels to suit individual needs.
- Inclusion & UDL: Identifying differentiated activities and classroom supports for students on specific learning programs (e.g., L2LP).
- Resource Creation: Generating vocabulary lists, text summaries, and quizzes aligned with the curriculum.
School Leadership & Management
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Strategic Planning: Summarizing documents to support school improvement planning or analyzing a resource inventory against the curriculum to identify gaps.
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Policy Development: Assisting in the drafting and review of school policies by summarizing relevant guidelines and frameworks.
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Data Analysis: Designing data collection tools like surveys to gather parent and student feedback to inform the school’s Digital Learning Plan.
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Communication: Assisting in drafting newsletters, reports, and communications to stakeholders, including translation into home languages.
A Strategic Roadmap for Implementation: The 4P Approach
Oide Technology in Education (Oide TiE) proposes a practical 4P framework to guide schools in the effective integration of AI technologies.
- Purpose
AI implementation should be driven by a clear educational purpose that directly supports teaching, learning, leadership, or management. This purpose must align with the school’s vision as articulated in its digital learning plan.
- Planning
The use of AI must be integrated into the school’s mandatory Digital Learning Plan, which is a condition of the grant scheme for ICT infrastructure. Key planning questions for schools include:
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How could AI improve teaching, learning, or leadership in our school?
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What specific learner outcomes or experiences could be enhanced?
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What are the potential risks, and how will they be managed and mitigated?
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How will the ethical use of AI be approached and taught?
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How will parents and the wider community be informed?
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Policies
A separate, standalone AI policy is not required. Instead, schools should review and update existing policies to ensure they address the ethical, legal, and operational considerations of AI. Key policies for review include:
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Privacy and Data Protection Policy: Must comply with data protection regulations.
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Acceptable Use Policy (AUP): Should outline the ethical use of AI. The Webwise AUP generator has been updated to incorporate AI.
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Code of Behaviour: Should be reviewed to ensure it reflects the ethical use of AI.
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Bí Cineálta (Anti-Bullying) Policy: Should be updated to address the potential misuse of AI for bullying purposes.
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Practice
Educators should adopt a critical stance and reflect on key questions before using AI in their practice:
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How does the use of AI support specific curriculum learning outcomes?
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How can I ensure risks like bias and inaccuracies are mitigated?
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How can I support students to analyze AI-generated content critically and understand its limitations?
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How will human decision-making be maintained?
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How will the impact of AI use be monitored and evaluated to determine if it improved learning outcomes?
Key Initiatives and Support Resources
A range of national policies, European initiatives, and practical resources are available to support schools.
Governing Frameworks & Strategies
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Digital Strategy for Schools to 2027: The overarching national strategy for harnessing digital transformation in education.
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EU AI Act (2024): The primary regulatory framework governing AI use across the EU, with specific implications for education.
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State Examinations Commission (SEC): Publishes consolidated guidance on AI use in coursework for assessment and certification. The SEC has also commissioned research on the impact of GenAI on assessment.
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National and European Projects: Various initiatives support the development of knowledge around AI, including AI4T (AI for and by Teachers), DALI4US (Data Literacy), and the EU Technical Support Instrument (TSI) project.
Available Supports for Schools
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Oide Technology in Education (Oide TiE): Provides a comprehensive suite of supports via its AI in Schools Hub.
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“AI for Schools” Online Course: A self-paced introductory course for educators.
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Bespoke School Support: Tailored professional learning from digital technology experts.
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AI for Schools Video Series: Interviews with experts on AI in education.
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RASE Prompt Framework: A practical resource to help educators craft effective prompts for GenAI.
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Webwise:
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AUP Generator: An updated tool to help schools create an AUP that includes AI.
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Online Safety Resources: General resources relevant to digital citizenship in the age of AI.
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Scoilnet: Features collections from teachers showcasing classroom activities that integrate generative AI.
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
I couldn’t think of a better guest than Rozz Lewis for this podcast interview about the new ERB subject in the curriculum, mainly because we talk about it endlessly in our house. Rozz is not only my wife, but she is one of the most knowledgeable people I know when it comes to this new subject and she is not afraid to hold back about her concerns as to how she thinks it could be more harm than good. I know I’m biased but I think you’ll be blown away by her thoughts on this less talked about new subject in the new curriculum. Rozz has also shared some links and resources, which you can find here:
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The little guide to teachers of ethical education https://school-education.ec.europa.eu/bs/teach/teaching-materials/little-guide-teachers-ethical-education
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Primary Religious Education-a new approach (Conceptual enquiry in Primary RE) by Clive Erricker( book)
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Teaching Religious Education by Julian Stern (book)
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Mastering Primary Religious Education by Maria James and Julian Stern (book)
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Educate Together’s Summer EPV course on Conceptual Enquiry based approach in Ethical Education
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
In this episode, I explore the FORSA strike of school secretaries and caretakers, the glue of Irish schools. For over a century, their work has been underpaid, under-recognised, and taken for granted. Now, as they fight for pensions and parity, schools are left in vulnerable positions: keep schools open and potentially undermine the strike, or close them and face being the front page headline in the national media.
From the long, neglected history of these roles, to the government’s last-minute panic, to INTO’s vague advice and the silence of management bodies, this strike exposes how fragile schools really are. And the truth is uncomfortable: by keeping things running, many may have already become SCABS.
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
Patrick Jackson is the CEO and Founder of Picker Pals World. The story goes that Patrick was walking his dog when he came across a seagull caught around the neck in some discarded fishing line. He managed to free the distressed bird. The very next day, in the same place, he found a litter picker-upper. Patrick started litter picking. Every day.
Join me as I chat to Patrick about Picker Pals, the environment and how you can get involved in Picker Pals for your school. It’s not only one of the best and easiest things you could do, it might be one of the most important.
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
I've been writing about religious control of schools for well over a decade now, and I found that people tend to throw the same arguments out to me every time I talk about it. And there's a lot and lots of different arguments out there. The most common of which I think. And I could be wrong on this one, but the one that I'm hearing most of all these days is the argument that parents want Catholic schools, to which I'm always wondering what parents are they talking about because I'm a parent and I know lots of parents who don't want their children being being formed in a faith that isn't theirs.
But that is not what I'm going to be talking about in this podcast, because another argument that I've heard and it gets thrown around, is Catholic schools internationally. And they often say that Catholic schools in England are well very sought after so we shouldn’t lose Catholic schools in Ireland.
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
We often hear the argument that the Church is determined to keep its grip on education. But if the sacraments were removed from the school day and shifted to after-school parish programmes, I’d argue the Catholic Church wouldn’t be the ones who’d lose out the most.
There are, after all, a lot of people with a vested interest in keeping things just as they are.
In this episode I explore who the real losers might be during Communion Season and then shift into another theory as to why divestment and reconfiguration can’t work
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
As educators, I wonder do we think much about the research that is done about education. I spoke with Paula Korsnakova and Eliane Segers from the IEA (International Association for the Evaluation of Educational Achievement) to talk about educational research, with a focus on reading from digital devices.
The following links may be useful if you'd like to learn more:
- https://www.iea.nl/publications/teacher-resources/teaching-reading-comprehension-digital-world : Link to the new volume of Research for Educators on digital reading
- https://www.iea.nl/publications/iea-teachers-snippet/digital-reading-comp : Link to the new Teacher Snippet connected to the new book
- And if you think these would be handy for listeners too:
- https://www.iea.nl/publications/iea-teacher-snippets : General Teacher Snippets page
- https://www.iea.nl/publications/iea-teachers-snippets/iea-research-educators-more-book-series : General Research for Educators book series page
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
With the new MFL curriculum coming up, I thought I'd speak to someone who knows a thing or two about teaching languages. Róisín Brady from LanguageNut joined me to explain how she thinks the curriculum is going to work out.
Find more: http://languagenut.com/
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
In this episode, I explore the issue of underfunding in Irish primary schools, using the example of Sacred Heart Junior National School in Killinarden, Dublin, which announced it would operate remotely due to financial constraints. I delve into the history and structure of funding for primary schools, highlighting how the Department of Education's capitation grants have not kept pace with rising costs, such as electricity, gas, and wages. As usual I critique the patronage system and propose that the Department of Education should be directly responsible for the financial management of schools to address these ongoing challenges.
All shownotes and data available on: https://simonmlewis.medium.com/a-school-may-have-to-close-due-to-lack-of-funding-how-has-it-come-to-this-9392b568977b
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- 00:43 Case Study: Sacred Heart Junior National School
- 03:01 Funding Challenges in Irish Primary Schools
- 03:48 Detailed Analysis of School Funding
- 06:31 Impact of Rising Costs on Schools
- 09:29 Historical Context and Comparisons
- 27:51 Proposed Solutions and Conclusion
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
On this week's show, I'll be talking about solar panels and schools, but maybe not from the angle you might be expecting. As many of you might know, the government decided that every school in the country would be given a set of solar panels. And the main talk from those in the profession has been why The decision was made that no matter what size your school is, you'll be getting the same number of solar panels.
So very tiny schools will be getting the same number of solar panels as a very big school, which of course doesn't make any sense. However, I don't think I'd be able to make an entire podcast out. of that. And instead, I want to look at the solar panel issue from a different perspective. And that is who's going to own them.
🗒️ Show notes are available on my Medium Blog: https://simonmlewis.medium.com/who-will-own-the-solar-panels-in-primary-schools-and-why-does-nobody-care-c12cf9ae1c20
📌 Subscribe to my newsletter on https://www.anseo.net/subscribe
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
Rob Barnett is the co-founder and Chief Product Officer of Modern Classrooms Project, a really interesting project which, at its core, tries to use technology for better human interaction and relationships in the classroom. Rob is a hugely impressive educator as you will hear in this episode but you can also watch him at this TEDx talk.
Rob has also written a book, Meet Every Learners' Needs and has developed a very interesting tool called Insta-Lesson. I'd recommend you look at both!
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
Despite my detective work, it looks like I was completely wrong about who the next Minister for Education was going to be and it's Helen McEntee who is our education minister.
Join me as I write a letter telling Helen McEntee what I would love to see happening in the education system as she takes over from a depressing almost-decade of neglect.
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
In this podcast episode, I interview Muireann Sadlier, the Director of Cyber Smarties Ireland, discussing the importance of keeping children safe online while teaching them to use the internet positively. Sadlier shares her extensive background in education, focusing on wellbeing and behaviour, and introduces Cyber Smarties, an app designed for primary schools that supports children's social skills and online safety.
We explore alarming statistics on children's online experiences, the challenges of managing screen time, and the need for proactive strategies to teach children responsible online behavior. Cyber Smarties offers a monitored environment for children to interact safely and learn positive social interactions. The discussion also touches on broader themes of technology's role in education and parenting, and the potential benefits of using apps like Cyber Smarties as part of a comprehensive approach to digital literacy and well-being.
You can find our more about Cyber Smarties Ireland here: https://cybersmarties.ie/
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
In this episode I reflect on the challenges faced by the primary education system in 2024 and offer ten reasons for possible optimism in 2025. Topics include improvements in special education, the potential of artificial intelligence in classrooms, the evolving role of patronage in schools, the impact of new educational technology, and the hope for a competent new Minister for Education. I also discuss the significance of the new primary maths curriculum, the extension of the primary language curriculum to include foreign languages, and the importance of embracing teacher diversity. I conclude with a call to return the focus of education to pedagogy rather than reducing schools to childminding services.
Timestamps
00:00 Welcome and Introduction
00:33 Reflecting on 2024 and Looking Ahead
01:48 Special Education: Challenges and Hopes
07:06 The Exciting Future of Technology in Education
13:04 The Patronage System in Schools
18:11 Hopes for a New Minister of Education
20:36 The Shift from Twitter to Instagram for Educators
25:03 Social Media Exodus: From Twitter to Instagram
26:13 New Primary Maths Curriculum: Hopeful Changes
28:48 School Meals Program: Pros and Cons
34:49 Primary Language Curriculum: Modern Foreign Languages
36:19 Teacher Diversity and the Baptism Barrier
43:10 Looking Forward to 2025: A Call to Action
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
If you have been listening to the first half of this episode where I covered the education stories from January to June, you'll notice that the first half of 2024 in schools was not exactly filled with hope. With special education slowly but surely been stripped away and the world falling apart with war. Could the second half of the year, bring some hope? Let see...
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
If there's nothing else you can say about the Minister for Education, Norma Foley. When we look back at 2024, it's likely she will feature heavily. Whether it was her crisis opportunity during the general election campaign or her 9 million Euro phone pouches, in this episode, join me as I look back on a year where the Department of Education were more interested in smartphones than teacher shortages and where all of the problems in the education system seemed to be defended by throwing free school books and free school lunches at parents. So without further ado, let's review the year from January to June.
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
In this episode, I count down who I believe are the top ten front-runners to being the next Minister for Education. What position with Norma Foley come? Who do I tip to be the next Donagh O'Malley? Find out in an episode that's like to age very badly!
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
Don't worry, I'm not running in the General Election! You already have enough of me.
However, theoretically, if I got to write a Manifesto, there are 4 main areas I would focus on:
- Patronage
- Special Education
- Funding
- Teacher Shortage
You might be surprised by the first one... listen on your favourite podcast platform
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
In this final episode of Access Undone, I try to outline the ways I would reverse the damage that has been caused in the last decade by the Department of Education and NCSE. I explore three solutions and argue that if all three were implemented, it would save the agencies from being part of the 21st century's greatest education scandal and, even possibly put them in the same definition of Ireland's most famous minister, Donagh O'Malley.
This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit simonmlewis.substack.com/subscribe
When I appeared on Virgin Media television's "Ireland's Education Crisis," I thought my phone would be buzzing from radio stations eager to find out why I thought the way we treat children with additional needs is Ireland's 21st century scandal. I didn't hear a single thing. It's a theme I'm getting used to when I raise special education: silence.
In the same vein, in this episode, I try to get a look into the inner workings of the NCSE. As you'll probably note from the length of this episode, I didn't get very far.
However, as I was writing this episode, something happened. The NCSE announced new guidelines for allocating resources. Perhaps our next episode will spark some positivity?
The AON Debacle and what it tells us
In this episode I cover the controversial Assessment of Need (AON) process which, to me, shows how the power of silence, supported by the illusion of partnership that representative bodies find themselves, brought us to a place where schools were forced to get the NCSE and the State out of a legal pickle.
This episode gives a single point in the scandal, which gives an example of how the State, supported by the corroboration of representative bodies and stakeholders, and with the silence of those in the service, ensures that services to children with additional needs continues to decline
Shownotes and Links:
01:45 The Assessment of Need Debacle
05:03 Schools' Struggles and NCSE's Response
10:21 Union Involvement and Teacher Reactions
12:39 Media Coverage and Public Outcry
21:07 The Aftermath and Lessons Learned
Dara Calleary Speech: https://twitter.com/Donnchadhol/status/1585234176412114945?t=8Fy3OyCIO9BCES035H7ygQ&s=19
https://anseo.net/subscribe - Subscribe to my newsletter
Episode 3: Those with the greatest needs
The episode examines the troubling history of the National Council for Special Education (NCSE) and its policies, including the controversial cuts to resources and the implementation of flawed allocation models. I discuss the systematic mistreatment and exclusion of special needs children, likening it to past societal scandals.
The episode dives into statistical discrepancies and the significant hardships faced by parents and schools, questioning the integrity and effectiveness of the NCSE and related political decisions.
At the end, I call on anyone working in the NCSE, especially SENOs to tell their story. Let's hope they do.
- 00:43 The NCSE's Role and Controversial Actions
- 05:21 Challenges Faced by Parents and Schools
- 14:43 The Set Allocation Model and Its Flaws
- 27:51 The SNA Toolkit and Its Implications
- 32:24 Conclusion and Call for Stories
Episode 2: Soft Barriers
In this episode I explore the role of the National Council for Special Education (NCSE), a quango responsible for organising resources for special education. I trace the NCSE's establishment in 2003 and its subsequent decline in effectiveness, particularly since the detrimental effects of budget cuts since 2008. The NCSE's lack of adequate support, arbitrary allocation of resources, and controversial response to government cuts are all scrutinised. I argue that despite the increasing number of children with special needs, support has been reduced, leading to a progressively worse situation for these children. And when schools spoke out against the cuts, it was the NCSE, not the government that said schools were putting in soft barriers to stop children accessing support.
If you were to walk into any primary school and compared it to the classroom you might have sat in only a generation ago, apart from a big screen instead of a blackboard, the biggest difference you would see is the diversity of students in that room. One in four children in primary school have an additional need* and according to recent research over 45% of children with support needs are being failed in accessing their right to education. I have spent the last 15 years witnessing the slow collapse of services for children with additional needs in school. Join me for 'Access Undone: The Collapse of Special Education,' where I explore what I believe is the 21st century’s greatest educational scandal."
If you were to walk into any primary school and compared it to the classroom you might have sat in only a generation ago, apart from a big screen instead of a blackboard, the biggest difference you would see is the diversity of students in that room. One in four children in primary school have an additional need* and according to recent research over 45% of children with support needs are being failed in accessing their right to education. I have spent the last 15 years witnessing the slow collapse of services for children with additional needs in school. Join me over the coming weeks for 'Access Undone: The Collapse of Special Education,' where I explore what I believe is the 21st century’s educational scandal."
Sources: https://www.sensationalkids.ie/our-impact/facts-figures/ and https://inclusionireland.ie/news-events/department-of-education-removes-vital-resource-while-45-of-children-with-support-needs-are-being-failed-in-accessing-their-right-to-edu/
You will not be surprised to hear that my first podcast of the 2024-2025 school year is about religion in schools. It's a topic I'm always coming back to and it never ceases to amaze me of how many different angles you can find from it. But what I want to explore in this episode is what do most schools mean when they talk about religion. Maybe a better title would have been, "What we talk about when we talk about religion in schools."
This week, I focus on the significant challenges within special education. I cover recently published inspectorate findings, testimonies from school principals, and a detailed report by a group of parents on the deteriorating state of special education. I discuss the lack of adequate resources, bureaucratic hurdles, and the ineffectiveness of new initiatives, emphasizing the dire need for proper support and funding. I also and, finally, how a 13-year-old girl is most likely to be the one to save us.
I don't know about you, but when I think about Special Education, in general, I think about 3 options - mainstream, special classes and special schools. However, special schools are not simply a one-size-fits-all solution with lots of different types out there that cater for particular needs. This week I talk to Debbie O'Neill, principal of Scoil Eoin, a school for students with mild general learning disabilities. It is also a type of special school that the Department of Education are trying to close down in the name of so-called inclusion.
In this episode, I examine the complex topic of teaching children about war, specifically focusing on the Israel-Gaza conflict. Drawing from my personal background and experiences, I explore the intricacies of discussing such sensitive subjects in the classroom.
After that, something completely different as I preview my interview with Paudie Moore, The Teacher's Coach, on maintaining teacher wellbeing.
I also touch upon the goal of achieving 400 multi-denominational schools in Ireland and the challenges involved.
Resources for Israel/Gaza can be found here: https://simonmlewis.medium.com/i-need-to-talk-about-israel-including-some-resources-for-your-classeoom-8435df4698dc
Over the last couple of years I've chatted to a number of people about wellbeing in the classroom but usually from a child's point of view. And I've talked about resilience, growth mindset, all that kind of stuff. But one thing I'm always interested in is about a teacher's own wellbeing. I was really happy to be joined by Paudie Moore, aka The Teacher's Coach. And that's exactly what he specialises in.
In this episode of 'If I Were the Minister for Education', I delve into the struggles faced by families in securing school placements for children with additional needs, the inefficiencies of the National Council for Special Education (NCSE), and the dynamics of religious education. I also look at what can be learned from Singapore's education system, following a visit by John Boyle.
Show Notes, as always, can be found on: https://anseo.net/?p=19743
As Meja sang (I had to google her!), this episode is all about the money and it's all about the dumb dumb dumb dumb dumb decisions recently made by the Department of Education. I look at the School Book Grant, the Ancillary Grant, and look forward to the summer programme, all of which have had their funds cut.
This week we talk about the divestment of the first Catholic school to Educate Together, followed by the findings of the Grace report, indicating a discrepancy between the religious beliefs of teachers and their roles in Catholic schools. While one commentator blames the teachers, another blames the whole Catholic community.
Next, I discuss the Polish government’s ban on homework for primary students, questioning the relevance and format of homework in Ireland’s education system. I haven’t changed my stance since I recorded my podcast on the topic several years ago!
https://anseo.captivate.fm/episode/episode-39-scrap-homework
Lastly, I confess to warming to Minister Norma Foley’s stance against smartphones in schools, advocating for a broader approach that includes legislation to protect children from harmful content. While I don’t believe it’s the school’s role to lead on it, I’m very nervous of what the future generation is going to look like if we all don’t do something.
- 01:06 The Good Grace Report: A Deep Dive into Religious Control and Education
- 05:37 The Shocking Reality: Teachers' Beliefs vs. Catholic School Ethos
- 18:27 Rethinking Homework: Lessons from Poland's Bold Move
- 24:44 Smartphone Ban Debate: A Necessary Measure for Child Safety?
- 30:20 Wrapping Up: Reflecting on Education, Religion, and Technology
In this episode, I explore the landscape of primary education in Ireland, focusing on the outcomes of the INTO Congress, the ongoing conversations regarding gender identity in schools, and the looming uncertainties over the primary school book grant scheme. I delve into the controversies surrounding teacher compensation for overseas work, the dominance of religious control in education, and the societal response to gender identity within educational settings. Additionally, I express concerns over potential reductions to the primary school book grant scheme.
In this episode, I reflect on the implications of Josepha Madigan's departure as the Minister for Special Education and whether the position will ever exist again. I also ponder on the INTO's survey on physical aggression. Finally, we move to Estonia and explore why they are now kings and queens of Europe and why Ireland won't be the best education system in Europe by 2026.
In this episode, I wonder about the quantum of SET agendas and why the IPPN has decided to go against its members. I discuss why the media have reduced a completely changed curriculum down to sex. Finally I deny that I've been looking through your bins. Links to articles discussed can be found on anseo.net
In this podcast episode, I discuss the challenges in special education, specifically the issues with school allocations and the ineffectiveness of the current system. I also delve into the expansion of the school transport system and the complications arising due to patronage. Lastly, I touch on the topic of Irish exemptions and the audit of schools with high exemption rates. Additionally, I reflect on the ownership of newly built schools by religious bodies despite being funded by the state.
In this latest episode of the podcast 'If I were the Minister for Education', I explore the recent happenings within the Irish primary education system, discussing the aftermath of SET allocations and the implications this had on schools and teachers. The episode also delves into the issue of Irish school buildings being gifted to private religious bodies and assesses the impact of this decision. Finally, I explore why the Scottish see the Irish education system in such a positive light, primarily referring to Ireland's performance in PISA tests. Show notes available on Anseo.net
In this episode of 'If I were the Minister for Education', I explore the current state of Irish primary education, particularly focusing on SET (Special Education Teaching) allocations. My research reveals that developing schools have been majorly overlooked in SET allocations, leading to a significant resource gap compared to non-developing schools. I discuss how there has been a minor increase in total resources but the allocation has inadequately catered to the growing student population in developing schools. I also discuss my findings from county to county and even delve into the effects on different schools depending on their patronage. Remember to subscribe at https://www.anseo.net/subscribe for more insights into the Irish primary education system and check out the data for yourself on anseo.net.
Welcome to another kind of experimental version of the show because I have decided that I'm going to try and extend the podcast to YouTube - you can check the video version of it at https://www.youtube.com/@Anseo
Show note are available on Anseo.net here: https://anseo.net/?p=19569
Topics covered:
- Should School Summer Holidays be shorter?
- Gifting Solar Panels to the Church
- Having a go at Private Schools
- School Uniforms and Rules
- Making a Business from Smartphones in Schools
- Dystopian Predictions for Future Classrooms
Back in 2011, The Irish Times published a list, which they deemed to be the 50 most influential people in education. I've been profiling them now for a while, and I've already done the top 10 numbers, 11 to 20, and now it's time for numbers. 21 to 30. Let's see, who's made the list and let me know what you think on anseo.net.
All show notes available on: https://simonmlewis.medium.com/the-50-most-influential-people-in-education-where-are-they-now-part-3-5-01520a753acc
In this episode, I give a summary of the excellent Children's School Lives report (number 6!) which is focused on the curriculum and assessment. The document provides a comprehensive analysis of children's experiences in Irish primary schools. It focuses on how children engage with and perceive their school curriculum and assessment processes. The report details children's subject preferences, their learning experiences across different subjects, and teachers' experiences in teaching these subjects. It also covers the impact of the COVID-19 pandemic on curriculum and assessment practices, and includes insights from principals, teachers, and parents on these topics.
Of particular interest to me are the subjects of Irish, Drama and Religion. What roles do they fulfil now?
Show notes available: https://simonmlewis.medium.com/childrens-school-lives-report-6-10633d73fdc5 or https://www.anseo.net
Join me as I tackle a question that I feel we should be asking more often: Is the Catholic Certificate in Religious Education discriminatory? Following on from Peter Maguire's excellent article on the subject, I dive into all sides of the debate, chatting about the contents of the certificate, the challenges it poses for non-Catholics, and the arguments for and against its requirement. Strap in for an honest, no-holds-barred conversation (with an alien) that'll hopefully make you rethink the education system and what I would do if I Were the Minister for Education.
Show notes, as always, on https://simonmlewis.medium.com
There is an unprecedented shortage of primary school teachers in Ireland, according to an Irish Times article after a joint survey from the INTO, IPPN and CPSMA revealed there are over 800 teaching positions left unfilled at the moment and it’s due to get worse. So, where are all the teachers and what would I do if I were the Minister for Education?
Show notes: https://simonmlewis.medium.com
9OHgUbTiq536zZPGZYsP
In this special interview with the co-founder of Clever.com, Dab Carroll, I talk about all things Clever but also about the US education system. We also discuss his thoughts on technology in education and how to best use it.
Clever.com is now available in Ireland so we talk about that decision too.
To sign up to Clever Go! go to: https://www.getclever.com/go/
In this episode, I discuss the people that made it in 11th to 20th position in the Irish Times 2011 article and find out where they are now.
Show notes and links can be found on my Medium channel: https://simonmlewis.medium.com/the-50-most-influential-people-in-education-where-are-they-now-part-2-5-a2679e119641
Sarah Webb and Conor Bredin join me to discuss the fantastic Discover Irish Children's Books initiative (https://discoveririshkidsbooks.ie/)
Join us as we delve into the world of kids' books and make some recommendations for some Irish authors you may not know.
Twelve years ago, the Irish Times published an article, out of the blue, which listed the top 50 most influential people in education. It was compiled over four weeks and the journalists stated that key figures (without naming them) were asked to compile their own lists confidentially. The names that featured were the most prominent on the lists. I thought it would be interesting to see where these people are now.
Show notes and blog article can be found here: https://simonmlewis.medium.com/the-50-most-influential-people-in-education-where-are-they-now-part-1-5-fdfc5ea80528
One of my biggest bug bears is when a primary school calls itself inclusive. For one, in Ireland, it is impossible to be fully inclusive because schools are completely reliant on government funding and the allocation of resources. For example over 90% of schools in a self-assessed survey revealed that they didn’t have enough resources to support children with additional needs. Hardly inclusive but hardly their fault. However, you'd be surprised how many religious schools call themselves inclusive. In fact, if you work in one, you've probably done it. Join me as I explain why denominational schools can't call themselves inclusive.
Show Notes: https://medium.com/p/e0ce28f30069
Why are primary school teachers like me going on the radio talking about banning smartphones? In this episode I wonder why it is schools, yet again, being asked to police society.
Blog Post: https://medium.com/@slewis7796/smartphone-bans-and-schools-solving-societal-issues-6e1273403c23
If you were listening to the last episode of If I Were the Minister for Education, you’ll know that I was talking about Artificial Intelligence and how I believed it was going to change everything. In the episode, I said I was going to try out A.I. to create an episode and this is the first one. So “A.I. Simon” is born - and because the tool I’m using isn’t able to recognise Irish accents yet, you’ve got a British-accented version of myself. I’d love to know what you think of my efforts. I have been planning on summarising the Children’s School Lives 5th report for a couple of months so let's see how well AI Simon does!
Technology and education have a strange relationship in Ireland. If a teacher said to a parent or another teacher or anyone at all that they really didn’t like Maths so they don’t bother teaching it or using it, there would be uproar. And rightly so. However, even in 2023, you’ll still hear teachers saying they’re not that into technology so they don’t really use it in their classroom and no one bats an eyelid. To me it’s incomprehensible that a teacher would not utilise technology in their classroom and, to be fair, it isn’t even true. It is so embedded in our practice that most teachers don’t realise they are using it. I don’t think there is a single teacher in Ireland that doesn’t use an Interactive Whiteboard for example. If the internet went down in school when I started teaching, people mightn’t have noticed for a couple of days. Now you hear about it in a couple of seconds. In the last few months, the world of technology has been rocked by the emergence of Artificial Intelligence, or AI, and I don’t think it’s a stretch to say it’s the next revolution, and will have as big an impact as the Internet did when it first came out. In this episode, I want to explore some of the things AI might do that will transform primary teaching and what I would do if I were the Minister for Education.
Links from the episode:
- AI and Education (UNESCO)
- Creating a unit of work in Canva
- 30 uses for AI in the Classroom
Coming up to interview season, I was approached by someone that has been working in the system for a number of years and hasn’t managed to get a permanent post. You’ll probably be thinking, there must be a reason for that. Maybe this person is a raging heathen like myself or maybe this person is “difficult” but you’ll have to trust me when I tell you the person isn’t. They seemed, and I mean this in the best way possible, normal. Their story probably would resonate and I’m going to read a snippet of it because it’s not going to give away who they are. To be honest, it could be many people’s story.
What better way to celebrate my beloved Sheffield United's return to the Premier League than talking about soccer and education! In this interview, I talk to Mark Connaughton from KlaasKickz, a fantastic company that has produced a football boot to help teach children how to kick a football successfully. We talk all things soccer including what it takes to get to the top of a game, and how that maps from the pitch to the schooldesk.
Technology is central to most people’s work and lives and, for schools, it’s no different. Despite this, the Department of Education failed to provide a regular stream of funding for almost two decades after the launch of IT2000 in 1997. Former principal and early pioneer of educational technology, Robbie O'Leary, famously said that technology in primary schools has been funded almost completely by cake sales and Tesco tokens. This school year, everyone expected their grant to arrive in April and when it didn’t come, people simply believed, like many things, it was delayed and would be paid, “in due course”, as the DoE like to say. However, at the end of May, a principal spotted that the grant had simply disappeared from the schedule of payments. In this episode, I take a look at what the DoE expect schools to do when it comes to technology and why it’s doomed to failure if they aren’t going to fund it.
I'm always giving out about our education system so when I got the opportunity to speak about the Canadian system, I was only happy to give Ireland a break for an episode. However, I didn't expect to meet someone with such a rich and fascinating history as Maxwell Roach. A former musician that worked with the likes of Beyoncé and then a move to baking bread, Maxwell now runs the JonAyves Learning Club. In this interview we talk about the Canadian education system touching on the system, diversity and giving children the tools they need to learn.
The best talks I ever saw live happened in the same conference. It was the IPPN conference in 2012. Imagine this as a lineup - Mary Robinson, who needs no introduction; Michael Fullan, one of the world’s greatest thinkers in education; Ben Waldon, a Shakespearean actor who tours the world giving talks on leadership; and David Puttnam, the film director and a former advisor on education to the UK government. They don’t make conferences like that anymore. The reason I bring this conference up is because of the last name I brought up, David Puttnam, who was talking about educational leadership at the time. While many have said it since, it was the first time I heard somebody say “the children we are teaching today will be doing jobs that do not yet exist.” Ten years later, we are starting to see the saplings of these seeds emerging. For example, there was no such thing as a social media influencer or an eSports coach, never mind a podcast producer! In this episode, I want to tell you about my dream job. It is one that also doesn’t exist. Yet. And if I were the Minister for Education, I’d not only be creating the job, I’d be quitting my ministry and taking it on myself!
When I think of podcasting, I think of two Joes: Joe Molloy, the retired Irish primary teacher who started podcasting before the word was invented in the late 1990's/early noughties; and also Joe Dale, one of the biggest names in education and podcasting in the world. I had the pleasure of having Joe on the podcast to talk about all things technology and he even offered to produce/edit the show for me. Get ready for the highest quality episode of If I were the Minister for Education!
It’s probably quite fitting that the 10-year anniversary of the Patronage and Pluralism Forum Report ended in the same way it started - with a huge amount of apathy. When the Forum was set up to gather its data, the authors must have been seriously disappointed that despite having a multicultural 21st century Ireland, the vast majority of Irish people that contributed to the research were quite happy with a heavily Catholic-influenced education system. The question must be asked: why don’t people seem to care about church involvement in schools despite the fact it’s teaching them a huge number of wrong lessons?
The voice of SNAs is often missing from primary education. For example, SNAs are not allowed to be on boards of management of primary schools as staff representatives. In this episode, I interview Magdalena Landziak who decided to create the first magazine for SNAs by SNAs. It's called Amygdala and it's great! I spent an hour with Magdalena discussing her work, her studies and what she would do if she were the Minister for Education!
According to reports in the media, in January 2023, the CPSMA wrote to the Minister for Children, Roderick O’Gorman to say they were against the teaching of gender issues because what it means to be transgender would require to teach something about which “there is neither a scientific nor social consensus to highly impressionable young children” I thought it was funny that a Catholic organisation would argue that we shouldn’t teach something because it lacked scientific evidence given that the entire religion is completely reliant in ignoring scientific evidence, and I put out a tweet saying so. Yes, it was provocative, and yes, it was probably a bit childish but the reaction to it was nothing short of explosive and, at times, aggressive. In this episode, I want to talk about this issue and why it has polarised so many people against each other, so much so that nobody is listening to each other, and if I were the Minister for Education, how I would be talking about gender.
In part 2 of the interview, we start to tackle some difficult questions about the Irish language and why we aren't close to being a bilingual nation. We end up with a couple of interesting ideas, including one that we might try out some time!
For our Seachtain na Gaeilge special, I brought in some passionate Gaelgóirí to speak to me about the Irish language and the education system. I really wanted to delve in deeply to a number of areas and I hope you enjoy the outcome. In fact, we talked so much, we've had to divide the interview into two parts. Here is part 1!
You can find my guests here:
- Julian: @CnaG | @juleser1 | www.cnag.ie
- Siobhain: @siobhaingrogan |
- Muireann: eolas@cogg.ie
According to ChatGPT, the key differences between ET schools and Catholic schools are related to their religious ethos, curriculum, inclusivity, and management structures. ET schools prioritize equality, inclusivity, and child-centered learning, while Catholic schools may have a different focus on religious doctrine and values.
According to many Catholic schools and parents that their kids there, sure there's barely any difference really.
So what do we do in multidenominational schools and is it very different to Catholic and other faith schools? Join me as I go through a month of teaching in a multid school and you might be surprised.
Schools are complex places and teaching and learning can only take place when the classroom is in a place where this is able to happen. In the bad old days, a teacher’s job was to dole out discipline and this generally took the form of physical violence which then evolved to dark sarcasm in the classroom, to quote Pink Floyd. However, like most things in education, everything evolves and the 21st century has introduced us to better ways of doing almost everything, including how a classroom environment works, and teachers won’t be surprised to hear that it’s now all down to relationships. Restorative practices have been around for a number of years but one teacher decided she wanted to spread the word as far as she could and made the big decision to leave the classroom and has become one of the most well-known voices of RP. I was lucky enough to be contacted by Michelle Stowe for a nice chat about all things RP. If you’d like to know more about Resorative Practice and start that journey, there’s no better place to start than attending The ConnectRP eConference on Saturday 4th March 2023. Simply google Connect RP or go to ConnectRP.ie for more information.
There are so many rumours and myths about multidenominational schools, Educate Together ones in particular, it really was no surprise, to me, why many parents, even if they reject the tenets of the Catholic faith, will prefer a Catholic school to a non-Catholic one. I thought it would be interesting to list the myths I have heard over the years about them, many of which were parroted during the Malahide fiasco to convince people that diversifying schools is a bad idea: all twenty-three of them! Some will require a bit of explanation, and others, let’s just say speak for themselves.
Whatever our feelings on wellbeing in schools, it will become part of the new curriculum. I was lucky to be approached by Úna Ryan and Denise Enright from REMind Ed™ who shared their wealth of knowledge on wellbeing as well as chatting to me about their product Mind Moments.
The last story of 2022 concerned the reduction of religious instruction from 2.5 hours per week to 2 hours per week in the upcoming new primary curriculum. Lobby groups such as Education Equality and Atheist Ireland (and people like me) were unhappy that this tokenistic move was even newsworthy as it change almost nothing about the indoctrination of children in most schools. However, Dee from Raheny was not happy about the use of the word "indoctrination" and wrote a letter to the Irish Times denying any indoctrination occurs in her class. In fairness, Dee represents the vast majority of people in Ireland so I'm not picking on her. However, this episode is my response to her letter.
With the number of people in Ireland identifying as Christian decreasing in the last decade, (CSO, 2016), with notable increases in the population of Muslims and Hindus, (95% and 135.6% increase respectively since 2006), primary schools around the country now host an increasing number of pupils that do not celebrate Christian festivals, such as Christmas. However 95% of Irish primary schools are under the ethos of either a Catholic or other Christian denomination, where Christmas is taught as a religious and historical event. Even outside of Christian schools, such as Educate Together, Christmas celebrations “can be a sensitive issue,” where they must “attempt to strike a balance between celebrating Christmas, and taking care not to give it dominance over other religious festivals,” This has proved, in recent years, to have caused some controversy with the organisation feeling forced to provide clarification on how it provides lessons on Christmas. In this episode, I’m going to explore why Christmas is now becoming a bit of a controversial subject in schools and what I would do if I were the Minister for Education.
Don't be put off by the title: to me, the Children's School Lives reports are some of the most fascinating insights to primary education produced. This report focuses on the transition between preschool and primary education. In this episode I explore some of the things we should learn as primary teachers as well as learning what Irish parents think about primary education. I'm not often made speechless but I was shocked at some of the findings.
The long awaited IPPN report on their Roadmap to Sustainability was released at their annual conference in Killarney, Co. Kerry last week. I finally managed to delve into its 130+ pages and see what thoughts I might have as I read through it.
Overall it's a good report but there was one glaring omission, which may scupper the whole thing in the end.
In part 2 of this exploration of the Finnish Education System, I discover just what it is that sets them apart from Ireland.
I fulfilled an educational ambition to visit Finland and learn about what's known as the "Finnish Miracle" - that is, how did Finland become the best education system in the world. Over the next two weeks, I'm going to share what I discovered and why I think Ireland could easily be the best in the world.
In Part 1, we explored why Father Sheehy did nothing wrong when he preached from the altar and why what he did is no better than what isn't taught in Irish primary schools - i.e. what I call sin by omission. Join me in Part 2 where I talk about why the Catholic Church still had huge power, even in liberal areas of Dublin and what you can do if you're not happy about it.
In Part 1, we explored why Father Sheehy did nothing wrong when he preached from the altar and why what he did is no better than what isn't taught in Irish primary schools - i.e. what I call sin by omission. Join me in Part 2 where I talk about why the Catholic Church still had huge power, even in liberal areas of Dublin and what you can do if you're not happy about it.
In Part 1, we explored why Father Sheehy did nothing wrong when he preached from the altar and why what he did is no better than what isn't taught in Irish primary schools - i.e. what I call sin by omission. Join me in Part 2 where I talk about why the Catholic Church still had huge power, even in liberal areas of Dublin and what you can do if you're not happy about it.
Recently a sermon from a Catholic priest was live-streamed and recorded from a church in Listowel and it went viral. The sermon was from a priest called Father Sheehy and in his sermon, he decried same sex relationships, contraception, trans rights among other things that fall under, for want of a better term, the terms and conditions of Catholic dogma. It became national news with most of the population of Ireland calling him out from beneath the altar.
Regular listeners to this podcast won’t need me to tell you that while I completely disagree with his views, he didn’t say anything that was against the Catholic church’s teaching and when you take away the tone of his sermon, it isn’t any different to what is being taught in most Irish primary schools. Naturally many of you won’t agree with this so in this episode I’m going to make that case and use this opportunity to explain that if I were the Minister for Education, why we need to remove all religious influence from schools in Ireland.
Recently a sermon from a Catholic priest was live-streamed and recorded from a church in Listowel and it went viral. The sermon was from a priest called Father Sheehy and in his sermon, he decried same sex relationships, contraception, trans rights among other things that fall under, for want of a better term, the terms and conditions of Catholic dogma. It became national news with most of the population of Ireland calling him out from beneath the altar.
Regular listeners to this podcast won’t need me to tell you that while I completely disagree with his views, he didn’t say anything that was against the Catholic church’s teaching and when you take away the tone of his sermon, it isn’t any different to what is being taught in most Irish primary schools. Naturally many of you won’t agree with this so in this episode I’m going to make that case and use this opportunity to explain that if I were the Minister for Education, why we need to remove all religious influence from schools in Ireland.
Recently a sermon from a Catholic priest was live-streamed and recorded from a church in Listowel and it went viral. The sermon was from a priest called Father Sheehy and in his sermon, he decried same sex relationships, contraception, trans rights among other things that fall under, for want of a better term, the terms and conditions of Catholic dogma. It became national news with most of the population of Ireland calling him out from beneath the altar.
Regular listeners to this podcast won’t need me to tell you that while I completely disagree with his views, he didn’t say anything that was against the Catholic church’s teaching and when you take away the tone of his sermon, it isn’t any different to what is being taught in most Irish primary schools. Naturally many of you won’t agree with this so in this episode I’m going to make that case and use this opportunity to explain that if I were the Minister for Education, why we need to remove all religious influence from schools in Ireland.
In the final part of this episode, we reach the end of the debacle where the partners agree to "pause" the process. I almost finish reading the INTO response before I can't take any more spin and give up and wish the whole thing was all a dream.
In the final part of this episode, we reach the end of the debacle where the partners agree to "pause" the process. I almost finish reading the INTO response before I can't take any more spin and give up and wish the whole thing was all a dream.
In the final part of this episode, we reach the end of the debacle where the partners agree to "pause" the process. I almost finish reading the INTO response before I can't take any more spin and give up and wish the whole thing was all a dream.
In Part 2 of this episode, we look at the latecomers to the opposition to the AON debacle and wonder why it took them so long.
In Part 2 of this episode, we look at the latecomers to the opposition to the AON debacle and wonder why it took them so long.
This is the story of one week in the education system, not an average week, but one which demonstrates the contempt that representative bodies have for teachers, school staff and children. In this part, we learn a little bit about the Assessment of Need debacle and why parents and school staff joined together to try and stop the NCSE from causing further damage to children.
This rather innocent looking Information Note landed in principals' inboxes not more than a couple of hours ago. However, its sole job is to land more work on the desks of schools. Because the HSE can't do their job properly with Assessment of Need, a court order decided that to address the mess-up, a certain agency would be put in charge of it. Guess who they picked?
This week there was an article in the Irish Times featuring two people that recently stepped away from principalship. In this week's episode I look at the evidence and analyse why so many principals are handing in the keys of the building and who is ultimately responsible.
This week there was an article in the Irish Times featuring two people that recently stepped away from principalship. In this week's episode I look at the evidence and analyse why so many principals are handing in the keys of the building and who is ultimately responsible.
The new Irish Exemption Circular was released to great fanfare back in 2019 with almost everyone annoyed at it for different reasons. Gaelgóirí were annoyed because it was too easy for anyone to get an exemption. Many parents were annoyed because it was now too hard to get an exemption. Schools were annoyed because they now had the responsibility for yet another job being passed onto them. With that in mind, the Department listened and the 2022 Guidelines for Irish exemptions came out, but are they any good? Join me as I read through the guidelines and find the pitfalls you need to watch out for.
The new Irish Exemption Circular was released to great fanfare back in 2019 with almost everyone annoyed at it for different reasons. Gaelgóirí were annoyed because it was too easy for anyone to get an exemption. Many parents were annoyed because it was now too hard to get an exemption. Schools were annoyed because they now had the responsibility for yet another job being passed onto them. With that in mind, the Department listened and the 2022 Guidelines for Irish exemptions came out, but are they any good? Join me as I read through the guidelines and find the pitfalls you need to watch out for.
The new Irish Exemption Circular was released to great fanfare back in 2019 with almost everyone annoyed at it for different reasons. Gaelgóirí were annoyed because it was too easy for anyone to get an exemption. Many parents were annoyed because it was now too hard to get an exemption. Schools were annoyed because they now had the responsibility for yet another job being passed onto them. With that in mind, the Department listened and the 2022 Guidelines for Irish exemptions came out, but are they any good? Join me as I read through the guidelines and find the pitfalls you need to watch out for.
Like most children with an Irish mammy, I heard the phrase “self-praise is no praise” enough times to know that one simply shouldn’t do it because it makes the person sound conceited and, well… stupid. As we grow we learn that praise is earned not given, to use another Irish Mammy saying. Which brings me nicely along to Norma Foley and Josepha Madigan’s ridiculous description of the education budget which they are calling “innovative and progressive.” Welcome to my reaction to Budget 2023.
Like most children with an Irish mammy, I heard the phrase “self-praise is no praise” enough times to know that one simply shouldn’t do it because it makes the person sound conceited and, well… stupid. As we grow we learn that praise is earned not given, to use another Irish Mammy saying. Which brings me nicely along to Norma Foley and Josepha Madigan’s ridiculous description of the education budget which they are calling “innovative and progressive.” Welcome to my reaction to Budget 2023.
Like most children with an Irish mammy, I heard the phrase “self-praise is no praise” enough times to know that one simply shouldn’t do it because it makes the person sound conceited and, well… stupid. As we grow we learn that praise is earned not given, to use another Irish Mammy saying. Which brings me nicely along to Norma Foley and Josepha Madigan’s ridiculous description of the education budget which they are calling “innovative and progressive.” Welcome to my reaction to Budget 2023.
In this special episode, I look at the two pieces of literature from the INTO and Glór about the latest pay deal that is supposed to deal with inflation and the cost of living. I try and look between the lines and figure out what is the most sensible way to vote. Can we trust the leadership of the Union or should we be listening to the grassroots? Why should we accept a pay deal that isn't in line with inflation and is it as simple as that? Finally, why you shouldn't vote until September 28th.
In this special episode, I look at the two pieces of literature from the INTO and Glór about the latest pay deal that is supposed to deal with inflation and the cost of living. I try and look between the lines and figure out what is the most sensible way to vote. Can we trust the leadership of the Union or should we be listening to the grassroots? Why should we accept a pay deal that isn't in line with inflation and is it as simple as that? Finally, why you shouldn't vote until September 28th.
In this special episode, I look at the two pieces of literature from the INTO and Glór about the latest pay deal that is supposed to deal with inflation and the cost of living. I try and look between the lines and figure out what is the most sensible way to vote. Can we trust the leadership of the Union or should we be listening to the grassroots? Why should we accept a pay deal that isn't in line with inflation and is it as simple as that? Finally, why you shouldn't vote until September 28th.
In our final part of the Story of Droichead, we reach 2017. With 91% of teachers voting to stop Droichead from entering our schools, you would think this almost unanimous vote of no confidence would finally put a stop to the INTO from trying to get Droichead over the line and put the Teaching Council back to the drawing board. However, as we’ll see, in this part of our story of Droichead, that isn’t what happened at all. A co-ordinated and carefully orchestrated set of plans was put in place beginning with the slightest of changes - just one word to change everything!
2016 was an interesting year in primary education, and for me, it was the year where our education system changed fundamentally. The NCSE published their new guidelines for children with additional needs paving the way for the disaster that we are seeing today. Sean Cottrell, the powerhouse of the IPPN announced that he was going to be retiring leading to a new direction for the organisation of partnership with the INTO and Department of Education. But even more importantly for the purposes of this podcast episode were two elections - The Teaching Council elections and the INTO presidency election. How would this affect Droichead?
2016 was an interesting year in primary education, and for me, it was the year where our education system changed fundamentally. The NCSE published their new guidelines for children with additional needs paving the way for the disaster that we are seeing today. Sean Cottrell, the powerhouse of the IPPN announced that he was going to be retiring leading to a new direction for the organisation of partnership with the INTO and Department of Education. But even more importantly for the purposes of this podcast episode were two elections - The Teaching Council elections and the INTO presidency election. How would this affect Droichead?
By 2015, it seemed like Droichead was going nowhere. The Teaching Council were doing their best to force schools to join their pilot, which almost nobody wanted to join and the INTO were doing their best to do the same. Already 3 years overdue, less than 5% of schools across the country had signed up. Something had to be done and many teachers on the ground had the answers. The thing was, would the Teaching Council listen?
By 2015, it seemed like Droichead was going nowhere. The Teaching Council were doing their best to force schools to join their pilot, which almost nobody wanted to join and the INTO were doing their best to do the same. Already 3 years overdue, less than 5% of schools across the country had signed up. Something had to be done and many teachers on the ground had the answers. The thing was, would the Teaching Council listen?
The story of Droichead is littered with twists and turns and all sorts of unexplainable changes that if it were a real bridge, it would have collapsed. While its foundation was fairly solid, it had a number of issues, not least the fact that it wasn’t going to be properly resourced, and secondly that it was going to be very difficult to work from a HR and Industrial Relations point of view. However, the Teaching Council found itself with a very powerful ally - the INTO, the primary teachers’ union. In a complete u-turn from its original NEVER NEVER mantra, the INTO leadership convinced almost all of its CEC reps to take on Droichead in their schools. For one of the first times in my memory at least, the INTO leadership stood in direct opposition to the vast majority of its own members. In this part of the episode, I am going to explore the reaction of teachers on the ground to the INTO’s decision and what happened next.
The story of Droichead is littered with twists and turns and all sorts of unexplainable changes that if it were a real bridge, it would have collapsed. While its foundation was fairly solid, it had a number of issues, not least the fact that it wasn’t going to be properly resourced, and secondly that it was going to be very difficult to work from a HR and Industrial Relations point of view. However, the Teaching Council found itself with a very powerful ally - the INTO, the primary teachers’ union. In a complete u-turn from its original NEVER NEVER mantra, the INTO leadership convinced almost all of its CEC reps to take on Droichead in their schools. For one of the first times in my memory at least, the INTO leadership stood in direct opposition to the vast majority of its own members. In this part of the episode, I am going to explore the reaction of teachers on the ground to the INTO’s decision and what happened next.
By 2013, The Teaching Council were in a sticky situation. The inspectorate had told them they would no longer be probating teachers but the Union were steadfast that teachers wouldn’t be doing instead. With chants of NEVER NEVER ringing in their heads, the Teaching Council needed to do something. In this part of the episode, I explore what happened next and how they managed to build that bridge and convince the INTO to come over it.
In the last episode of this series on Droichead, I’ve been slowly building the story of how Droichead entered our lives. Last time I began to go through the very first iteration of Droichead, which was called CEPP, the Career Entry Professional Programme, which was launched in January 2012 as a consultation. I went through the in school part of CEPP in the last section but there was an out-of-school side to CEPP too and in this part I’m going to go through that and see if much has changed in the last 10 years.
If you were to ask teachers what was the most divisive initiative to come into the primary education system in the last decade, Droichead would be high on the list. Initially designed so that schools would probate their own new staff, it developed from a pantomime into a circus. In part one, we look at the beginnings of Droichead and how it eventually did exactly the opposite of what it was supposed to achieve.
With all the talk about early childhood education in the media, I was interested in hearing about the sector and the differences between it and primary education. It became apparent very early that we share a huge amount in common in all sorts of areas including the complications of ownership of buildings, of all things! A huge thanks to Celine for taking the time to chat to me. I hope you'll enjoy the interview.
In this summer episode, I go back to my roots in educational technology and offer you five tech tools that helped me in my job this school year. They are: Gmelius - https://gmelius.com/ (https://gmelius.com/) Sunsama - https://sunsama.com/ (https://sunsama.com/) Voice over IP - https://www.3cx.com/ (https://www.3cx.com/) and https://explore.zoom.us/en/products/zoom-phone/ (https://explore.zoom.us/en/products/zoom-phone/) Clever.com - https://www.clever.com (https://www.clever.com) Screencastify - https://www.screencastify.com/ (https://www.screencastify.com/)
Oh...and in the spirit of these things, there's a bonus one too: Profile Pic Maker: https://pfpmaker.com/ (https://pfpmaker.com/)
On 9th July 2021, I was racially abused by people that claimed to be members of the National Party. I received a number of phone calls from the heads of representative bodies, stakeholders and partners. For the first time, I was asked by them, how could they help. https://anseo.captivate.fm/episode/special-episode-thank-you-racists-part-12 (And I told them). In this episode, I discuss some of the people who have gone out of their way to discuss diversity in the education system in the last year, and I also list all of the things that the people who rang me have done since then.
The NCSE was established in 2003 to "improve the delivery of education services to persons with special educational needs arising from disabilities with particular emphasis on children." It's rare to find an organisation that has achieved exactly the opposite of what they set out to do in such a short amount of time. What started off as a way to organise Special Education resources in Ireland has morphed into a bloated, bureaucratic body that answers to no one. In this episode, I explore what went wrong and what I would do if I were the Minister for Education.
In the final part of our chat, Conor and I discuss the INTO's support of the LGBT+ community. We talk about schools that raise the Pride Flag but do nothing more and then we talk about some resources that teachers could use in the classroom without "undermining" the ethos (not my words!) Finally, Conor tells us what he would do if he were the Minister for Education.
It's not often you'll hear me speechless but in this part of my interview with Conor Bredin, he speaks about his experience of being a gay teacher in Ireland. For anyone that thinks working in the Catholic system is no harm, needs to listen to this. Conor gives his thoughts on this issue and sums it up really well.
In this 3-part episode, I interview Conor Bredin - teacher, podcaster and author. Conor will be well known to anyone who was at the 2022 INTO Congress where he received a standing ovation for telling his experience of being a gay teacher in Ireland. However, Conor wears many hats and in this part I learn about his writing career and his podcast, which is all about storytellers. He's a great storyteller himself so I think you're really going to enjoy it! 🎙Listen and subscribe to this podcast on https://anseo.captivate.fm/listen (your favourite app here). 📌 Voted the best primary education podcast in the world by https://blog.feedspot.com/primary_education_podcasts/ (Feedspot)!
Forgive the paraphrased Father Ted quote but it's probably appropriate after reading Emma O'Kelly's excellent article: "Bishops sought 'commitment' on priority for Catholic children in schools" https://www.rte.ie/news/2022/0609/1303940-catholic-schools/ (https://www.rte.ie/news/2022/0609/1303940-catholic-schools/) I read through this article attempting to give further context and background, as well as cringe through the astounding arrogance shown by the parties involved. 🎙Listen and subscribe to this podcast on https://anseo.captivate.fm/listen (your favourite app here). 📌 Voted the best primary education podcast in the world by https://blog.feedspot.com/primary_education_podcasts/ (Feedspot)!
This week (May 31st) the SNA allocations were released to primary schools. It had been promised that a new frontloading model was to be used but for a third year in a row, school allocations were frozen. In this episode, I examine: why the representative bodies rarely, if ever, publicly condemn the NCSE why the SNA allocations come out so late in the year whether there were actually 1,100 extra SNA posts sanctioned as the headlines read.
You can download the NCSE allocations for 2022-23 here: https://ncse.ie/set-hours-and-sna-allocations (https://ncse.ie/set-hours-and-sna-allocations) I also refer to a previous episode of the podcast: https://pod.fo/e/12749e (Scrap the NCSE) 🎙Listen and subscribe to this podcast on https://anseo.captivate.fm/listen (your favourite app here). 📌 Voted the best primary education podcast in the world by https://blog.feedspot.com/primary_education_podcasts/ (Feedspot)!
One thing that binds us all together is our planet, and it would seem surprising if teachers around the country wouldn't be worried about the impending climate crisis. I was thrilled to be joined by Mary Moore and Laura Ní Mhaille from the Irish Schools Sustainability Network to discuss how teachers can help. We got through a huge amount from Green Flags to whether Climate Action should be a curriculum subject and everything in between. It was a great chat and I learned loads! https://twitter.com/IrishSchSusty (Follow them on Twitter)! More links: Twitter handles of our guests: @Marybcm @LOMNIM Email: irishschsusty@gmail.com Website: issn.ie (to go live this summer) Resources mentioned: https://worldslargestlesson.globalgoals.org/ (https://worldslargestlesson.globalgoals.org/) https://climatekids.nasa.gov/ (https://climatekids.nasa.gov/) https://www.nationalgeographic.org/society/education-resources/ (https://www.nationalgeographic.org/society/education-resources/) https://www.trocaire.org/documents/creating-futures-resources/ (https://www.trocaire.org/documents/creating-futures-resources/) Paul O’ Donnell Wild Teaching: https://www.meath.ie/council/council-services/heritage-architectural-conservation/heritage/heritage-for-younger-people/wild-teaching-cross-curricular-lessons-outdoors-for-agoraphobic-teachers/wild-teaching-the-book (https://www.meath.ie/council/council-services/heritage-architectural-conservation/heritage/heritage-for-younger-people/wild-teaching-cross-curricular-lessons-outdoors-for-agoraphobic-teachers/wild-teaching-the-book) Book: Paddy Madden’s Go Wild at School Éanna Ní Lamhna: Wild Things at School https://greenschoolsireland.org/wp-content/uploads/2016/08/Wildlife_in_Schools.pdf (https://greenschoolsireland.org/wp-content/uploads/2016/08/Wildlife_in_Schools.pdf) Earth Care, People Care , Fair Share: The Children in Permaculture Manual, Lusi Alderslowe https://issuu.com/childreninpermaculture/docs/cip_manual/2 (https://issuu.com/childreninpermaculture/docs/cip_manual/2)
Probably my own claim to fame was that I once represented Ireland in the Olympics playing chess. And before you go googling, it was 1993 and it was the Jewish Olympics and I was 14. While I stopped playing seriously I've always loved the game so I was delighted to meet with Damien Fallon and Liam Murray from Ficheall.ie to talk about Chess in Schools. Ficheall.ie are running a number of summer courses in 2022 to help teachers to teach chess in schools. You can find out more: https://twitter.com/Ficheall_ie (https://twitter.com/Ficheall_ie) or on their website https://ficheall.ie/ (https://ficheall.ie/)
Every May in Ireland, newspapers, magazines and radio shows are full of talk about Communion Season, as it seems collectively to be known. And during Communion Season, (I dislike that term), you hear lots of talk about getting the house painted and decorated, you hear a lot about dinner plans in hotels, you hear a lot about how dress fittings, hair appointments and in some cases spray tans - and that’s not the parents. When Communion Season comes along you hear about weight loss plans and seasonal colours for mother’s dresses. You hear about house parties with bouncy castles, wads of €50 notes and the all-important must-have cupcakes with edible crosses on top. And this year, it seems that the most important fashion-accessory for many people is to admit they ticked the “No Religion” box on the census and celebrate their hypocrisy. In this special Communion Season episode (groan) I’m going to try and explain to you why despite the temptation to tell me otherwise, it is, in fact, my business.
In September 2022, Nenagh will become the town with the first "thriving" school to reconfigure to the ETB and change from being a Catholic School to being a Community National School. John Gunnell is currently the principal of St. Mary's Junior Boys' National School, soon to be Nenagh CNS. I've covered the politics behind the reconfiguration, but I'm also interested in what it's like for a school community to go through the process. I was very grateful to John for agreeing to chat to me about the move and he offered some interesting insight, which may be of interest to any school thinking of moving away from their patronage.
I hate to bring the C word up again, especially so soon after we seemed, as a nation, to decide that COVID19 was all over and we could start shaking hands, giving each other hugs and having bonfires fuelled by hand sanitiser! Actually, I’m joking about the last bit - don’t try it, kids. While I don’t think any teacher in the country would ever want to return to the burn of distance learning, we probably learned a few lessons about teaching. Technology played a big part in this but it also raised some interesting questions. Because with technology use comes the balance of being able to switch off. In this episode, I’m going to discuss how the pandemic affected our boundaries. Thanks to Twitter user @redmantech for the inspiration!
If I was the Minister for Education, I think I'd hire my guest this week as my deputy! If you don't know Annie Asgard, you are in for a treat. Annie and I could talk about anything but we decided to focus on EAL (English as an Additional Language) teaching. It's relevant always but in particular now with so many Ukrainian children arriving into schools over the last number of weeks. It's hard to believe but some schools are welcoming children without English for the first time! Annie shares her expertise with us with some fantastic tips but also some pitfalls to avoid. 🎙Listen and subscribe to this podcast on https://anseo.captivate.fm/listen (your favourite app here). 📌 Voted the best primary education podcast in the world by https://blog.feedspot.com/primary_education_podcasts/ (Feedspot)!
As I’m sure you’ve probably figured out by now, I could talk about the Forum on Patronage and Pluralism forever and I’m sure I’ll be coming back to it many times again. There are so many stories that blossomed from it, whether it was the struggle for Castlebar or the scaremongering in Malahide, and I’m sure there will be many more stories as Ireland stutters its way out of church control of schools, for example, I imagine the reconfiguration story, which I discussed a few weeks ago is going to be very interesting. However, I’ve spoken a lot about the past ten years so it’s only fair to let you know what I would do if I were the Minister for Education. After all, it is the point of this podcast. 🎙Listen and subscribe to this podcast on https://anseo.captivate.fm/listen (your favourite app here). 📌 Voted the best primary education podcast in the world by https://blog.feedspot.com/primary_education_podcasts/ (Feedspot)!
The paradoxical relationship that most Irish people have with the church baffles me. I can't understand why people care so little about the fact that religion permeates the entire day of 95% of primary schools in the country, even to the point of defending it when there are moves to change schools over to multi-denominational bodies. Why would thousands of people take to the streets in protest when there was a glimmer that the church was going to be allowed to retain ownership of a new maternity hospital on their grounds, and yet when every year several primary schools are built with State money, there isn’t a murmur when the building is gifted back to the church? Why is it that the vast majority of Irish people voted against marriage equality in 2015 because it was abhorrent to them that two people of the same sex were not allowed to be married, and yet they happily allow the message that the only acceptable relationship where marriage can occur is between a man and a woman, is given to their children without question? In this episode, I argue that the Irish school system acts similarly to the Don't Ask, Don't Tell policy in the US army back in the day.
In this episode, we continue our exploration of why the Pluralism and Patronage Forum didn't succeed as we move to Malahide, where the final nail in the coffin for divestment took place.
In this episode we focus on one of the maddest sagas in the divestment process: Castlebar. If ever there was a school that didn't think they'd see the light of day, Castlebar ETNS was it. From cowsheds to Cromwell, this was an example of why the Pluralism and Patronage Forum was never going to work. Image of Burren NS, which was offered to Castlebar ETNS Anseo.net is the world's number one primary education podcast on Feedspot
Choice is always good, right? In this part I try to convince you that when it comes to schools, it is the root of all that's wrong in the system. Furthermore, I try to prove to you that unless you tick the Catholic box in the census, it's unlikely you have choice anyway.
On 10th April 2022, The Forum for Patronage and Pluralism Report will be 10 years old. In the first of a short series of episodes analysing its failure, I look at the history of the Irish Education System and question perceived truths about why everyone is so keen to run schools. 🎙Listen and subscribe to this podcast on your favourite app here. 📌 Voted the best primary education podcast in the world by Feedspot!
Part 2 of my recommendations from #BETT22. Some links to help: https://anseo.net/bett-2022-a-reflection/ (Original Blog Post) COOL from Cloudwise ClassLink Tom Rogers Top Ten podcasts http://neal.fun/ (neal.fun) https://fakeyou.com/ (FakeYou) https://sketch.metademolab.com/ (Animated Drawings) http://gaugan.org/gaugan2/ (Gaugan2) https://www.readingonyourhead.com/ (Reading on your Head) https://bookrclass.com/ (Bookr) https://www.skewbclimate.co.uk/ (Skewb Climate) https://www.imperosoftware.com/ (Impero)
After a 10 year gap, I returned to the BETT conference and in this episode I explore some educational technology you might be interested in for your classroom or school.
After Ruairi Quinn amalgamated the Teacher Training Colleges into a few different universities, most of them kept their “characteristic spirit” (generally a Catholic one) so Mary Immaculate remains Catholic despite being part of UL. However, there was one complication. The Church of Ireland college and St. Pat’s were to be merged into DCU (which is a secular university.) Common sense would suggest that this would have been a good time to scrap religious teacher training. And in this episode, I’m going to talk about this and what the consequences were for not doing so and why we have an utterly confusing Teacher Training College system in Ireland that is both controlled and not controlled by religious organisations at the same time.
Yvonne Cassidy is the chair of the Irish Ethical Celebrants' Society. They are launching two new ceremonies for children aged 8 and 12, which coincide with the ages that Catholic children make the Communion and Confirmation. In this interview I explore why they decided to do this and whether it is an Irish solution to an Irish problem.
As thousands of Ukrainian families arrive in Ireland, I explore what they will need as they come to our schools. I discuss a number of issues including language and psychological supports but, also, other areas where there may be need. I also list some useful resources for teachers which are linked here: https://www.educatetogether.ie/app/uploads/2022/03/202203_Talking-about-Conflict-with-Young-Children.pdf https://www.irishtimes.com/life-and-style/health-family/parenting/how-to-talk-to-your-children-about-the-invasion-of-ukraine-1.4816178 https://theconversation.com/teachers-can-offer-a-safe-space-for-students-to-talk-about-the-war-in-ukraine-and-help-them-take-action-178406 https://assets.gov.ie/217931/2d03ef45-25ff-4873-96e0-0fda3a21d154.pdf
If I were the Minister for Education was voted as the world's best primary podcast here: https://blog.feedspot.com/irish_education_podcasts/
My frustration with reconfiguration is laid bare as the Department of Education does some shady dealings with the Catholic Church. In this episode I explain why parental choice is no more, and why the government is paying the Church compensation for not indoctrinating children.
In this final part, I explain what I would do if I had all the basics but also had some spare cash. I'm not going to lie...you'll be disappointed.
So you have the basic foundations of technology in your school, what next? Instead of going through lots of complicated blossy brochures, follow my 3 step programme and you'll have your ICT plan in 2 minutes.
The recent announcement of all remaining restrictions in schools this week has raised a number of questions about the education landscape post COVID19. What have we learned about the system during the pandemic?
This part of the episode goes through the basic foundations that every school should have when it comes to technology.
In Part 2 of this episode, I chart the lost 20 years we had in Ireland from 1997 in terms of technology. Find out what the reason was, and no, you won't be surprised.
Perhaps for the first time ever, Irish primary schools have some money to spend on edtech. In this 5 part episode, I go through a simple plan for integrating technology into education.
The Department of Education are seeking submissions to improve the School Transport Service. By the end of this episode, I bet they'll be sorry they asked!
In Part 2 of this episode, I explain why Catholic Schools' Week is like having a Men Only Golf Club then celebrating Men's Week during the year. By the end of the episode I have a depressing realisation.
It's Catholic Schools' Week in Ireland. In the first part of this 2-part episode, I examine why there's a need for this annual celebration. It is close to the bone but nothing should be free from scrutiny.
Donagh O'Malley is often referred to as the greatest Minister of all time for introducing free second level education. Well, move over O'Malley, there's a new sheriff in the Ministirial chair!
We are also always being told that schools are supposed to be centres of communities, especially in rural areas. If that’s the case, then it follows that services such as broadband would be centred around these places. So in this episode, if I were the MfE, I would be making broadband hubs around schools.
It's Monday, 3rd January 2022. Schools are due to open in 3 days. There are over 20,000 cases of COVID19 per day going around. Shops are closing due to lack of staff. How are we going to reopen schools and keep them open?
On New Year's Eve, Stephen Donnelly was interviewed on RTE Radio 1 about COVID19. The last 2 minutes of the interview focused on schools where he managed to say at least 6 things that simply weren't true. In this episode I dismantle the nonsense.
As we come to the end of 2021, I continue my Advent Calendar of my favourite moments of 2021 in education. And no singing from me this time, I promise!
In this special Christmas Special, I look back at our schools to find the highlights of the year where schools dominated the headlines - mainly in case there was a hint of them closing.
Is all well with wellbeing in schools? In this chat, I discuss wellbeing with Audrey Bryan where we find out why there's such a buzz about wellbeing in schools and is it all it's cracked up to be?
The Children's Lives Matter Report was published a couple of weeks ago. It is the third report, so far, in the series, and is one of the only reports that truly delves into the world of schoolchildren in Ireland. I love these reports because they venture into areas that others don't and give some facsinating insights to the education system. Recently featured by Feedspot as the number 1 primary education podcast, visit some other primary education podcasts here: https://blog.feedspot.com/primary_education_podcasts/
In Part 2, I ponder on vaccine hestiancy and how sinister groups of people use disillusionment and mistrust to spread their following, and how that could be the more dangerous virus than COVID19.
With all the mixed messaging about schools, it has become very hard to believe what's being said. This is a real pity as we’ll see in this special episode where I argue we may have developed another virus and it’s potentially more dangerous.
In this live recorded episode I run through the note released by the Department of Education releasing extra people into the system to cover the sub crisis. However, will it be enough, why did we get to this point, and how will we prevent it from happening again?
My immediate-ish reaction to the news that Antigen Testing is coming to schools. Recorded on the evening on the announcement.
I was delighted to chat to Paula Galvin, a teacher of over 40 years. We discuss everything from the limitations of textbooks, why teachers are afraid to teach, and why the new SESE curriculum will be out of date when it’s released.
The NCCA are currently doing consultations on the plans for the new curriculum. I have major issues with the draft and I want to talk about them!
In October 2021, Teaching Principals were told that if they opened 2 special classes, they would become an admin principal. This decision affected around 30 schools. However, was it the right decision? In this episode I wonder why.
Did you know the Department of Education doesn't provide a specific grant for cleaning staff so schools have to cobble together the money from funds that are supposed to cover other expenses? However, like secretaries and caretakers, shouldn't the Department of Education be paying cleaners directly?
As we crawl to the mid term break, I look back on the extraordinary week when representative bodies forgot their only job (to represent their members) and I discuss what you felt were the worst things that COVID19 has shone a light on in the education system.
I've never worked in a Special School so what right have I to say what they need. Luckily I had some help! In this episode I interview Anne Hartnett, principal of St. Paul's Special School in Cork. She tells me all about Special Schools and, rather than me, Anne tells us what she would do if she was the Minister for Education.
Based on a super interview by Kieran Cuddihy on Newstalk today, Minister Norma Foley tried to explain why her department removed Banked Hours from children with additional needs. In this episode, I analyse her responses to the interview and explain Banked Hours and what principals on the ground have been doing. Credit: some audio from the interview is interspersed in this episode.
This might not sounds like the most interesting episode in the world but if you ever wondered why it takes so long for your school to fix a leaking roof or to buy your child a laptop, listen in as I explain why the tendering process slows down everything but also has a much larger effect on the local economy.
School caretakers are paid from the ancillary grant, which is given to all schools by the Department of Education each year based on the number of pupils enrolled in the school the previous year. This grant is also supposed to cover the wage of all ancillary staff including secretaries, cleaning staff, etc. but, in general, it doesn’t cover much of those costs unless a school pays less than minimum wage. The Department of Education does not pay caretakers directly and like the secretary episode, if I were to make this episode as short as possible, the bottom line would be that school caretakers should simply be paid directly by the Department of Education in the same way teachers and SNAs are paid directly.
For the last couple of years, I’ve been telling you what I would do if I were the Minister for Education but today I am joined by Gary Keogh, who, after many years working in the UK has some advice for me - in a way it might be best called What I Wouldn’t Do If I were the MfE. Gary has over 10 years’ experience in education, working in secondary school, undergraduate / postgraduate teaching, adult education, and teacher-training. He is the author of three books, has run marathons and even finds time to play gigs as a singer/songwriter. He says he is a dad-to-be, which should put a stop to his gallop! Gary asked me if I’d be interested in talking to him because, like me, he has witnessed how the Irish Education System tends to blindly follow the education trends of the UK and while that may have had some benefits 20 years ago when I was a newly qualified teacher, the same cannot be said now.
I haven't done an episode about COVID19 in a long time because I'd just be repeating myself. However, big decisions need to be made and I outline what I think those decisions might be.
Principals are only paid by the DES to manage teachers, not SNAs, not caretakers, not secretaries nor bus escorts or anyone else. In this episode, I’m going to argue that if I were the Minister for Education, I would be paying principals for managing all members of a school team.
Incredibly, it is possible for a teacher to be fired if it can be proved that their religious views undermine the ethos of a school. In this episode I'll be going through why we really need to abolish the law, (Section 37), which allows for you to be disciplined or overlooked for a position for simply being yourself.
While one could never put the word "honest" in the same sentence as "politician", the concept of spin has never been more rampant. Even the word spin is spin for the word lying! Whether it's adjustments instead of cuts or the mantra that schools are safe during COVID19, it's hard to believe anything. The same goes for consultations and in this episode I'll be arguing that I would be transparent about them!
How in the name of whatever god you like, does school insurance manage to get wrapped up with the Catholic Church? In this episode, I try to make an episode about school insurance somewhat interesting.
On July 9th 2021, I was subjected to some racist abuse on social media from members of the National Party. In part 2 of this special episode, I continue to talk about the experience and how it paled in comparison to what I and many others go through every day in schools.
On July 9th 2021, I was subjected to some racist abuse on social media from members of the National Party. In this special 2 part episode, I talk about my experience. Many people asked me what they could do to help. If you ask the question, you've got to be ready for an answer!
The final part of this series where I explore life after COVID19 in schools where I whip through PODs and Bubbles, fridges in staff rooms, principal release days, hand washing, principals being on call 24/7, virtual staff meetings and attendance awards! Phew!
In this part of this episode, I explore what school will be like after COVID19 and ponder on whether we need schoolbags anymore, how school tours will work in the future and whether we should finally get rid of Croke Park Hours. I also wonder whether we actually need Parent Teacher Meetings at all when we can access parents much more easily these days. Finally, with remote schooling, has the tipping point come to say goodbye to homework? No more Homework - some schools stopped HW and liked it!
In this part of the episode, I'll explore whether we should keep direct email communication with families, virtual assemblies, soft openings and the reasons why we should finally stop sacraments being school events.
Fianna Fáil are like that class you can't leave for one minute. The second your back is turned they're off causing mischief. In less than 2 days since recording the first part of this podcast, they were off spinning around Twitter about how great they are. In this part I look at staggered breaks, outdoor teaching and the mitigation measures our union fought for.
In this special look back at 2020-21, I'll examine some of the things we might keep once COVID19 restrictions end. This is part 1 and I'll be offering my thoughts on unexpected visitors, Christmas Concerts and why we don't need inspectors anymore.
In this episode, I explore a number of ways developing schools are screwed over by the Department of Education in terms of money and resources. Funnily enough, the NCSE get a bashing for doing the same thing. I also introduce "The Norma Foley Rule" and welcome the new Flourish Curriculum, I mean, Resource into your local Catholic schools.
The Departmental Strategy Statement (2021-23) was released this week with all sorts of goals for education. Listen to me grumble my way through this document and explode with rage at various points. Unlike the Department, I won't blame COVID19 for everything wrong. It was well-wrong before 2020 came along.
Did you know that up until from 1997 to 2012, there were never more than around 40 circulars produced by the Department of Education in a year? Since 201 5, it's never been less than 80. In this episode, I explore why we need to reduce circulars to one per term and how it's entirely possible to do so.
Although it's nearly June 2021, it feels like it's August 2020, with another lot of documents published late in the week from the Department of Education. This week it was cleaning grants and ventilation guides. Join me as I try to make sense CO2 monitors and why cleaning grants have been cut again.
In this special episode I take the guidelines from this year's summer programme and try and explain how it will all work to any school thinking of doing it. My school has been running a summer programme every year for the last 13 years so hopefully it will be of use.
Did you know it costs the State €2m every year to post out payslips to school staff? In this episode I look at examples of wasting money in the Department of Education and what could be achieved if we spent money more wisely.
In part 2 of this episode, I spend about an hour going through the 9 recommendations from the National Principals' Forum in their report on Additional Educational Needs. Part 1 was an introduction to set the context of the report so it might be worth listening to first.
In this special episode, I look at the report written by the National Principals' Forum, titled: Critical Analysis of Supports for Pupils with Additional Educational Needs and their School Leaders in Irish Primary Schools, which gives 9 recommendations to government to help solve the continuing decline of supports to children with additional needs. Part 1 is mainly an introduction and Part 2 will go through each of the 9 recommendations in more detail.
In my first school it cost us 7c per page to photocopy a black and white sheet. It taught me to try and not use the photocopier very often and when I moved to a different school where there were no limits of copying, I took some of the lessons I learned about not using worksheets, and rarely used the machine. In this episode, I explore every curriculum subject and how you might consider stepping away from the photocopier and trying other ideas.
Have you ever heard anyone give out about radio presenters with their cushy jobs only working 2 hours a day? In this episode I try to explore what teachers do with all their spare time after working their half days and their 6 months of holidays!! Seriously though, listen in and see if you agree that teachers should have a contract with a maximum number of hours per week.
You might not know that if a principal relinquishes his or her position, they are relegated to the most junior member of staff in a school. This is different to every other postholder in a school. For example, if a deputy principal steps down from his/her post, they simply lose their allowance but not their seniority. While it’s a huge decision for anyone to step down from any position, the double-humiliation of then losing all seniority must be a massive deterrent for anyone, and it would seem very unfair. Crueller people than me might suggest that if there wasn’t a deterrent then principals would be resigning left, right and centre, and that isn’t good for the education system, so some sort of deterrent is needed. In this episode, I’ll be trying to explore the role of the principal and why when someone simply can’t do it anymore, that if I were the Minister for Education, I would provide them with a dignified step-down facility.
The pandemic shone a strong light on the last decade of cuts to the education system and Congress is usually a time where members can voice their dismay at them with a hope that the media will help highlight these issues. Unfortunately, with the change in the vaccination schedule, all these issues were put to the side and the media ended up accusing us of jumping the queue and trying to kill our grannies.
After all the platitudes about how important schools are and all the promises that we'd be prioritised for a vaccine, sure what better way to show that gratitude by pulling it all away? However, how did we get into this situation where the government feel they can walk all over us and, in the end, will I turn out to be the April Fool?
In this episode I celebrate the rise of Hibernia College into the Education System but then wonder whether it's time for it to either bow out or be bought over to become a public college.
If you’re a regular listener to this podcast, you’ll know that I did my teaching qualification in the UK and qualified with a PGCE. However, my PGCE was different from some of my colleagues that got the same qualification at the end of it. My qualification was with a specialisation in upper primary and theirs was with a specialisation on early years. This means that I did all my Teaching Practice with the equivalent of 2nd class upwards and many of my colleagues did the equivalent of 1st class downwards. While all of us came back to Ireland qualified to teach in any primary school classroom, it actually made huge sense to have two separate specialities for upper and lower primary years. The difference between teaching a 4 year old and a 12 year old is vast. In this episode, I’ll be arguing that if I were the Minister for Education, I’d have specialised qualifications for Infant teachers.
When a child requires OT or SLT support, they join a very long waiting list with the HSE and when they finally get an appointment, they might be taken on for a short block of sessions in whatever therapy is needed. However, it generally takes place during school, and often it’s difficult for parents to get out of work to bring them, and also they only last an arbitrary amount of time. While my idea won't revolutionise the system, it's one less thing to dismantle from the wreckage of how we treat children with additional needs.
Ireland has a long, proud history of drama. Drama is the only literary arts subject in the primary curriculum that is a subject in its own right. Poetry has to resolve itself as a very minor player in the English language curriculum. The UK curriculum has long since absorbed the subject of Drama into its English curriculum where it sits with other literary arts. In this episode, I will be arguing that if I were the Minister for Education I would scrap Drama as a subject from the primary curriculum.
If there’s one way to rouse the inner nationalist in any citizen of this country, it’s to bring up the subject of Gaeilge in schools. The most laid back, chilled out, horizontal, mellow, easy-going person will suddenly rise up, turn greener than emeralds, pump his chest and stick fadas on every vowel in his name before repeatedly quoting Pádraig Pearce with a chant of Tír gan teanga, tir gan anam
Before I even start, I realise that this episode will alienate a whole bunch of people. The reaction I’ll get to this episode will be more violent than any other episode I’ve covered so far. It seems I can rip apart the Catholic Church, the Union and others but this is probably the one that’s going to get me cancelled, as young folk say. However, I’ll try my best to talk through the issue and see if I do come to the conclusion that abolishing the supplementary panel does make sense.
For the last decade, it has been next to impossible to get substitute teachers when someone is out of work. While there have been moves to address this issue in the last 3 years, in this episode I’ll be arguing that if I were the Minister for Education, I’d be properly resourcing supply panels.
After a month of bickering, taking sides and spinning public health advice, the unions and the DES got back to the table to try and partially reopen schools. Guidance was issued last night and I go through it page by page and figure out what has changed.
At first glance, if you read the INTO documentation, the new PSSA finally achieves pay equality and benchmarking for principals. However, very quickly you realise, it actually doesn't. In this slightly unscripted episode recording in late January, I try and chart my thought process and nail my colours to the mast by the end. As usual with our union, nothing is as straightforward as it looks.
In this episode I try and explain why Live Zoom Lessons are not the holy grail many people think they are. I also ponder as to why the very people wanting them tend to be the same people that were giving out about screen time in schools a couple of years ago.
The thing that has struck me most about the debate around the reopening and even the partial reopening of schools is the fact that everyone involved in the discussions, whether it’s the government, the union, or even the various advocacy groups is that all of them share the same goal to get schools open as quickly as possible by any means as if COVID19 doesn't exist. In this episode, I’m going to try and suggest a plan that takes the virus into account.
What a mess! The last few weeks have shown the worst examples of leadership from people who are supposed to look out for school staff, the pupils and their families. In this episode, I try to explore why we're in this mess and what we need to do to get out of it.
With one in 50 Irish people contracting COVID19 in the last 2 weeks alone, the tracing service unable to cope with demand and hospitals becoming overwhelmed with COVID19 cases, we need to seriously look at the facts about whether schools are safe right now and make decisions that have impacts well beyond the classroom. In this episode I try to do that.
This is a recording of a short talk I gave at the recent ISAG webinar on school closures, where I gave my experience about working in the system. Apart from having the complete inability to pronounce ISAG properly, I spoke about the reality of remote learning, especially for families who could not access it. I'd highly recommend watching the full webinar here: https://www.youtube.com/watch?v=aG8cG3TpzdI
Micheal Martin still insists that “schools are safe” and it's the movement of the million people getting to the schools that's the real issue. However, this is not the only dumbfounding thing he has said this week. Earlier when he announced schools would extend the holidays for 3 days, (not closed, remember!) he said that the 3 days could be used for principals to prepare for reopening and they would perform a SWOT analysis. Well, Micheal, here's mine.
Christmas - a time for giving...each other the COVID19 virus. Yes, the lifting of restrictions did not pan out as the government had hoped with cases about to hit over 2,000 per day at this time of recording, hospitals beginning to near capacity, and testing centres are now beyond capacity so now you only get tested if you have symptoms if you are a close contact. It sounds like a perfect time to reopen the schools!
Just what you need for your drive home for Christmas, another 2020 review! I've compiled 20 moments in primary education in 2020 and look forward to next year and my hopes for 2021. Sit back, relax...actually, this won’t be relaxing, so just sit back and grimace your way through the top 20 moments in primary education in 2020.
This episode is about a school. A school where over 10% of their pupils have had a positive diagnosis of COVID19. A school where its Board decided that they needed to close the building to stop the spread of the virus. A school that was then told to open back up on Monday morning. And apart from the question as to whether the school should open or close, it asks the bigger question - who actually runs schools?
In case you missed it, today has been designated GRMA day, a day dreamed up to make people say thank you to people working in schools over the last number of months. The idea is that at 11am on Friday, everyone in schools is being asked to play a video where various people are going to thank teachers, SNAs, secretaries, caretakers and anyone else that works in a school. In this episode I'll be trying to figure out why there's been no excitement around it but I'll thank someone by the end.
Back in my day, the only way we learned our tables was by learning them off by heart. The motivation of doing so was to avoid being humiliated by your teacher and class. Some of you are old enough to remember games like the “Stand Up, Sit down” game where the goal is to remain standing by answering a maths fact. Thankfully things have moved on but why was learning tables by rote such a bad idea? It worked, didn't it?
I often compare the Primary Education System to the decorations you find in the attic. Every time you try to untangle a knot, a new knot appears and after a while, you just chuck them over the tree and hope nobody notices the mess. The problem is that I've never managed to make that analogy in December. Until today. Join me as I untangle 3 news stories that hit the headlines and which knot is responsible for all of them.
Primary school teaching is most likely one of the least diverse professions in the country. In this episode I explore why this is the case. I don't think there are too many surprises as to why but what can we do about it?
Does it annoy you when someone who isn't a teacher calls themselves a teacher? If you're in any way sensible, it probably doesn't. In this, less-than-serious episode, I'll be taking a break from serious issues and trying to find out whether we should trademark the title of teacher, or change it to something better. Lead Thought Classroom Evangelist, anyone?
There are some terms that give any teacher the fear. Put the letters WSE together and you’ll get a wave of panic. Drive-by does something similar. Principals also have another term that brings the fear to them - it’s called a Section 29. In this episode, I’ll be arguing that if I were the Minister for Education, I’d be scrapping them.
Back in March/April, most schools had come up with a plan for remote learning with the schools closed and all. It only took the Department of Education 6 months to come up with a circular for communication and remote learning. Here's my live reading of the circular, where I slip from apathy to outrage in 30 minutes.
It's probably be fair to say that education is no longer the sole function of primary schools these days. Over the last decade or so, schools have now taken on functions of meal-providers, counsellors, psychologists, occupational therapists, web safety gurus, sex educators, religious missionaries, dieticians, social workers, attendance officers, and so on. For every ill in society, it seems that schools are being asked to plug the gap in the 5 hours and 40 minutes per day that we see children. It's no surprise that schools are also being asked to tackle obesity too.
October 23rd. A fairly insignificant date. But to principals this year, it was the date they couldn’t wait for as it was to signal mid-term break, and for most of them, their first day off work since mid-February when there was a small mutterings about a virus that had come from Wuhan in China and seemed to be causing problems in Italy where bunches of teenagers were skiing on their transition year school trips. However, for many school leaders having a break didn't happen. In this episode, I discuss the week charting one principal's journey through 6 cases of COVID19.
Since 2011, schools have been inundated with new initiatives from the Department of Education. However, other agencies have also dumped their workload on schools too. In this episode I point the finger of blame while proposing a solution that if a new initiative is to come into schools, one must be removed first.
Schools are to remain open in Level 5 but can we do it safely? In this episode, I explore what's been happening over the last few days and ask the Twitterati what they think we need to do to keep schools open safely.
If you work in a primary school, one thing you can probably be sure about is that the Department of Education will pay you. Well, that is unless you happen to be the school secretary or another member of what is affectionately called ancillary staff. In probably one of the least controversial episodes of this podcast, If I were the Minister for Education I would ensure that Secretaries would be paid directly by the DES.
While I don't think anyone was expecting much from this year's budget, at least none of us were surprised. Here's my reaction.
Any time an important circular or guidance document is released by the Department of Education, I do a live reading of it to try and make sense of it for myself, but also, hopefully to explain it to you. It might save you a bit of time reading it yourself too! This document was released very quietly by the DES today about planning for remote learning. I wonder why!
Homework is still one of the most divisive things you can talk about. If you surveyed everyone in the country about whether they think you should scrap homework or not, you’d get a 50-50 response. In this episode, I’m going to explore homework at primary school, some of the reasons why teachers and parents and society seem to want to keep it, despite all the evidence, and I’ll be arguing that if I were the Minister for Education, I would scrap homework in its current form.
On Sunday evening, NPHET announced they were recommending that Ireland moved to Level 5 restrictions. My Monday, the government had rejected the recommendation and imposed Level 3 on the country. But what would school look like at Level 5? I asked Anseo.net listeners and these are their thoughts.
Have you ever wondered what happens at these consultations when the Department of Education meets with all the education stakeholders? I always did and wondered what it would look like. And one day, I got that chance. I was invited to represent one education stakeholder regarding a new Department of Education initiative. I went in expecting to be one of about 8 people, maybe fewer. However, as soon as I walked into the Clock Tower room of the inner sanctum, I could see exactly why the education system is so messy, tangled and basically Christmas decorations in the attic.
The most popular post I've ever published was this week and I didn’t even write it. It was from a principal who had a positive COVID19 case in his school and his experience of how it was dealt with. In this episode, I’ll be reading his experience and adding my own thoughts. I’ll also be talking a little bit about the DES requiring principals to be on call 24 hours a day and how inspectors have again forgotten the note that they are there to support schools.
To me Flat Out Busy refers to the agencies and organisations that spent their summers scurrying around scurrying, attending Zoom meetings about meetings, and making statements about statements that they were going to make. They were neither fully good or fully bad and they had the best of intentions but for all the time since lockdown, they didn’t actually manage to achieve very much.
Last week, I focused on the people that made lockdown and the reopening of schools a more tolerable experience. This week I'm focusing on the bad, and despite a very long list of candidates, only 1 organisation could really fit the bill. Find out which organisation who somehow managed to use the lockdown to make further cuts by stealth and left the education system in a worse place than it was before school buildings shut down.
In this episode, I’m going to try and celebrate the first week back to school and the almost unanimous sigh of relief that all the weeks of line painting, partition-building, hot water pumping, traffic planning, sign making, risk assessing, policy writing, health and safety checking, LWR begging, classroom laying, garda vetting, cleaner hunting, Friday evening circular reading, and all the times where we woke up in the middle of the night remembering something else we had to be doing… it had finally come down to this. The happy faces of the pupils skipping into the building.
The last part of my live Q&A session about blended learning where I tell you what blended learning is not, how self-isolating teachers might teach, and the must-have settings on Zoom. All in less than 13 minutes.
Do you know at the end of a talk when the presenter asks does anyone have any questions, and the room goes silent? Well, I asked Facebook and Twitter that very question about blended learning and here's the result - the 3rd of 4 mini-episodes on blended learning. Think of them like the Appendix at the end of a Friday night DES circular.
Do you know at the end of a talk when the presenter asks does anyone have any questions, and the room goes silent? Well, I asked Facebook and Twitter that very question about blended learning and here's the result - the 2nd of 4 mini-episodes on blended learning. Think of them like the Appendix at the end of a Friday night DES circular.
Do you know at the end of a talk when the presenter asks does anyone have any questions, and the room goes silent? Well, I asked Facebook and Twitter that very question about blended learning and here's the result - the first of 4 mini-episodes on blended learning. Think of them like the Appendix at the end of a Friday night DES circular.
It's Day 1 of the school year. It's all a bit weird and scary as the squeeze 30 children into your unventilated classroom, all of them breathing in your direction with only the mask you grabbed in Dealz the day before protecting you from potential COVID19. What better way to start the year by teaching them how to use a device for remote learning and blended learning?
Cases are rising, counties are in almost lockdown, there’s more cases growing daily than there was when schools originally closed in March, it seems like the virus is one that’s airborne, all the experts are becoming very wary of a 2nd wave. It sounds like a perfect time to fully reopen schools! In this 4th part, I'll be looking at what to do to prepare for blended learning before the children sit down in their seats.
I remember my classroom when I was in primary school - rows of seats, talking wasn’t really allowed, a lot of sitting down in the same place doing bookwork, everyone facing the blackboard. What will the new pandemic classroom look like and how will we have to teach the curriculum? In this part, I examine every subject and how we're going to have to teach it. Will technology save the day?
Last Friday evening there was so much thrown at us that you might have missed a very important circular sent to schools, possibly because it was Friday evening. I was one such person so I decided I'd have a look through it and respond to it live in this special episode. It's all about special leave for staff working in schools during COVID19 and it's super important.
One thing we can guarantee is that schools will be very different places when we go back to them in a couple of weeks. In this week's episode, I'm going to examine what a pandemic-style classroom is going to have to look like with some tips for teachers for laying out their classrooms. Don't worry, I won't be making you buy single desks.
The government released their plan for returning to school, which could have been summed up with one emoji - the fingers crossed one. Looking at all the variables, while we're all going to go back to school, I can't see us staying there for that long. With that in mind, I'm looking at what teachers and school leaders might consider when we return to school. In this first part, I'm going to look at: why I don't think we'll be in school for too long what blended learning actually is what apps schools should start using immediately to prepare for closures
Over the following episodes, I'm going to look at various aspects of the possible future and how they'll affect you as an educator, staff member, parent, guardian, caregiver or anyone who cares about children in primary schools.
And all it took was a global pandemic for teaching principals to get a day a week of Admin leave; what will need to happen before the posts of responsibility are restored? In this special episode, I review the several documents as quickly as I can to let you know what's happening for primary schools in the next few weeks. I give my own take on the highs and lows and look forward to a world Post Pandemic where we all have Aides and LWRs, whatever that means.
About a year ago, the Department of Education wrote to a load of schools in Dublin 15 to compel them to open Special Classes for Children with Autism. This was because the planning section of the NCSE hadn’t managed to organise the opening of special classes where there was the most need. Somehow, deals were done and Special Classes were opened. Lessons were to be learned and nothing like this could ever happen again. And here we are.
Ah, the Irish Education System! Overly complex, mired in historical precedence and no one really knowing who is responsible for who. And what better symbol for all the madness than the bus system in schools - known as the school transport scheme. In this episode, I’ll be trying to figure out school buses and if I were the Minister for Education, I would change the system so that bus escorts were employees of Bus Eireann, rather than school Boards of Management.
There’s a line in Lou Reed’s Perfect Day towards the end, “You’re going to reap just what you sow” which is repeated until the song fades out and it couldn’t be truer for the Department of Education and their handling of the Coronavirus. In this special episode of If I were the Minister for Education, I’m going to see what I would do to reopen schools.
For those of you unfamiliar with primary schools, you might be surprised to know that the Department of Education is not responsible for what happens in any of their schools. You may be further surprised to note that patron bodies also have no responsibility either. Every single primary school in the country is its own private entity and all the responsibility lies with 8 individuals called the Board of Management.
The NCSE Annual Research Conference took place last week, which basically asked the question, is a fully inclusive school system right for Ireland? They brought over a number of people, including one Jody R Carr, the former Minister for Education of New Brunswick in Canada to talk about a full inclusion model, where all children, whatever their needs, attend their local school in the same classrooms as their peers. In this episode, I’m going to explore this Total Inclusion Model and if I were the Minister for Education whether it’s something I’d be thinking about for Ireland.
The Irish Times had a headline a couple of weeks ago “Sharp drop in primary pupils using computers in school” which caught my eye. For those of you listening in the future, this headline was written in November 2019 - a time when technology use is ubiquitous in the world and usage in homes is increasing by the day with fibre being finally rolled out to almost every home.In any case, it was a headline that really grabbed by attention. Given my background in technology, this might not come as a surprise to any of you that know me. However, what might surprise you is that I was not surprised at all by it. In this episode, I’m going to be exploring why technology use in schools is on the decline, what we can do about it, and remind ourselves that technology should remain a methodology and not a separate subject.
Junior Infant classes can be a bit of a mix with children ranging from very young 4 year olds to very old 5 year olds and the difference between them is easy to spot, in general. There’s also a very odd leap between pre-school and primary school in loads of ways – never mind the fact that pre-schools are not under the remit of the Department of Education at the moment. I think we need to follow the lead of Europe and not start formal schooling until children reach the year of their 7th birthday – i.e. First Class. In this episode I try and figure out how to do that.
Posts of Responsibility are promoted posts in Irish schools. During the recession, a moratorium was imposed on these posts. When they were to return, we were promised they would be revolutionised and made more relevant to 21st century leadership. Instead, nothing changed except for new labelling. In this episode, I’ll be exploring how we missed out on a decent chance to examine the value of posts of responsibility and if I were the MfE how I would reassess these posts
The National Principals' Forum was set up in 2018 to try and work with Department of Education to reduce principal workload. They have been trying their best to get the stakeholders that are supposed to be representing principals to represent principals. The group surveyed over 900 principals around the area of Special Education Provision. In this episode, I examine the survey results and wonder how all the representative bodies would choose to ignore the results despite huge media interest. Do they care more about their ego than the people they represent?
If you’ve worked in a primary school for at least a decade, and you were asked what was the number one change in pupils since you began your career, it wouldn’t be a surprise if children’s mental health was top of the list. However, accessing services for mental health is almost impossible, leading to a deterioration of behaviours and putting the health, safety and well-being of all children at risk. This week, I’ll be arguing that if I were the MfE, I would provide proper mental health services for pupils.
Back in the recession, the capitation grant paid to primary schools was cut a low level of €170 per pupil per day, not even enough to cover their school books, insurance, swimming lessons and whatever else their parents have to dip into their pockets to fund their education, which, of course is supposed to be free. In this episode, I’ll be arguing that if I were the Minister for Education, I would be reimagining the capitation grant and how it would be used.
The job of the Teaching Principal is impossible yet over 1,800 people do it every day. However, how do we have a situation where all Teaching Principals became Admin? Is it even possible?
Picture the scene. Ireland at the beginning of 2008. It was the height of the Celtic Tiger. The Fianna Fáil tent was dripping in champagne and helicopter fuel. The Builders were driving Mercs and laughing at teachers. And the following adorned the front pages of the newspapers: "The principals of about 1,700 primary schools are to get a 31.5% increase in their allowances, but are the only large group to gain from benchmarking in the education sector." And then all of a sudden the bubble burst.
Class Size seems to be a subject that has a universal agreement in terms of an answer - smaller class sizes are better - but is this true and are we even asking the right question?
This episode is partially inspired by two news stories: one where a child hospitalised two members of staff and his expulsion was overturned through an appeal; and one where a study basically lambasted schools for shortening children's school days. In this episode I wonder how has it suddenly become acceptable in any way to be violent towards each other?
To celebrate 6 months since I started this podcast, If I were the Minister for Education investigates the scandal in the public sector where firemen have to make reindeer food to pay the heating bills and judges in the High Court dress up as Disney Princesses to plug the gap in their fundings. It would never happen in a primary school, would it?!
In Ireland, about 12% of schools receive a grant to provide a school lunch for its pupils in a scheme that has changed little since 1914. Recently the government started a pilot to provide hot meals to 36 schools (about 1%) In this episode I chart the history of free school lunches and see who is doing what around the world. No surprises that Finland gives free school lunches to everyone of course.
In this special episode, I do a live analysis of the new exemption from Irish circular that came out on 28th August 2019. I go through the changes, the effect of yet another offloading of responsibility to schools, and the expected increased workload for principals.
Of all the most baffling aspects of church involvement in education, the one that bugs me most is when a secular institution actively supports it. Not only did DCU agree to allowing Protestants a different entry route to their Teacher Training course through separate CAO points, they actually requested for it to continue in 2018. In this episode, I argue that while the government can probably argue historical reasons for the bind between church and state when it comes to education, DCU cannot, and this is one of the worst abuses of all.
Why has the government or any of its agencies created so few resources to help us teach the curriculum, and if they did, what should they do? Episode 23 of If I were the Minister for Education explores how the government could provide teachers and students with adequate learning resources.
The NCCA are doing some interesting work in the background trying to restructure the curriculum given the number of demands on our time. Everyone knows that it's impossible to fit everything into the few hours a week we get to teach and many subjects are simply not being taught enough or at all. In this episode, I'll be taking my shears and trying to find some low hanging fruit, including the sacred ones.
As if the 1999 English curriculum wasn't bad enough, the new Primary Language Curriculum did the unthinkable and was even worse. In this episode, I discuss why we have the new Primary Language Curriculum and how it all went wrong from the very start.
In this final part of this episode on small schools, I finally come to some conclusion around saving small schools. I take all the evidence I've built up over the month and see if anything that anyone else has suggested has any merit. Ultimately, it comes down to a change in mindset.
In part 3 of this episode on the future of small schools, I analyse the Small Schools Symposium and lament what might have been. However, a newspaper report following the symposium gives me and small schools some hope of survival towards the end.
In last week's episode, (http://anseo.libsyn.com/we-need-to-talk-about-small-schools-part-1) we explored the history of small schools in Ireland and in this episode, we're looking at research. By the end I conclude what people like me are accused of all the time.
In the first of a two-part episode, I'm going to examine small schools. After a very disappointing Symposium on Small Schools, I want to really talk about small schools and how they are slowly but surely disappearing. I want to examine the role of the small school in the 21st century but not before checking out schools since 1824, nearly 200 years ago.
It's no news to teachers that there aren't enough places for children with additional needs in specialised classes. If you have autism, there are almost 1,000 classes in Ireland, but it's nowhere near enough. However, if you don't have autism, you're goosed. Let's explore who's to blame and what I'd do if I were the Minister for Education.
The government are thinking of forcing schools to open classes for children with autism. In this episode, I'll explore why this is a bad idea but also give some advice for schools that might choose to do so.
In soccer, everyone needs to know their position. One basic rule is that you can really only play in one position. In this episode I follow a yard time game of soccer and wonder what role does the union play in the team and argue that if I were the Minister for Education, I would remove all Union Involvement from Teaching Council
Social Media. What could possibly go wrong? The Teaching Council has recently issued advice to teachers on their use of social media. I am going to try and argue that if I were the Minister for Education, I would Allow Teachers to use Social Media as They See Fit. A brief history of Social Media How teachers use Social Media How Guidelines can turn to Regulations How teachers around the world are being fired for things they do in their private lives.
Teachers often tell me that they aren’t great on technology. I never understand this because in all aspects of their life, they use technology all the time. In this episode, I want to explore how we can change the way we look at technology as a tool and focus on it as a methodology. I also propose a way to outsource technology to education centres.
In this episode, we look at all the things we lost in the recession then examine one thing we gained - Croke Park Hours! This leads into a conversation on non-contact time in schools before asking whether we should work a 40 hour week.
On this week’s news show: More calls to remove sacramental preparation from schools Surprise, surprise - standardised testing causes stress The prinicpal who encouraged his parish to vote Fianna Fail
This and tonnes of other stories including Sheila Nunan's prospects in the European Elections.
In this 13th episode of If I were the Minister for Education, I try to unravel the complex web of our pay scale. I also have a go at the union, rightly or wrongly, about their role in the two-tier pay scale. Finally, I find out that you can get an allowance for teaching on an island. Does the Bahamas count?
On this week’s news show: The principal who robbed over €200k from his school Tusla wrecks another School Completion Programme Project Why the Catholic Church wants to take back Communion The INTO has forgotten about pay equality Climate Change and we need to listen to young people A square peg in a round hole - sex education in Ireland Music Generation is Extending No one knows who’s to blame for the lack of resources to kids with SEN Teacher of the Year competitions Forcing children to remove their clothes in Austria
Ireland is the only secular country in the world where more then 2% of their primary schools are single-sex. How did this happen? The answer won't surprise you. Also, is there any truth to the notion that children perform better in single-sex schools?
I've decided to separate the podcast into 2 - one for the weekly news (this podcast) and one for the "If I were the Minister for Education" bit. This week I: say goodbye to Paul Rowe as he announces his retirement, get cross about voluntary contributions, get even more cross about abuse victims receiving no compensation for the crimes committed against them agree with CTYI in that we don't teach Gifted Kids well enough
The School Completion Programme is a scheme to prevent children from leaving school early. Up until recently, it was preventative in nature, but since Tusla have taken over it, you've guessed it, it's a mess. I have renamed it the Form Completion Programme. I also answer the question of which teacher influenced my life the most, a question I really don't like. I wonder if she'll be listening!
This is one of the shorter episodes of If I were the Minister for Education so I also take time to review the INTO Congress in 2019. News: 0:40 Minor Works Grant: 12:26 Congress 2019 Review: 22:57
I’m not sure when school uniforms became a thing in Irish primary schools but they’re certainly a thing now. There are very few schools (outside the Educate Together and CoI system) that don’t do uniforms but are they fit for purpose anymore? Parents tend to argue that they reduce bullying or they make everyone equal but both of these arguments don’t stand up to scrutiny. To me uniforms create more problems, particularly when it comes to gender conformity and then there’s the whole problem of religious iconography on them. Ultimately, they are divisive tools rather than giving a sense of belonging. They are also dull dull dull!
Hangovers are never a positive experience and some are harder to shake than others, especially when it comes to education. We have so many bad (pedagogically speaking) ideas that seem to persist in the system. The crowning glory, of course, is the Leaving Cert, which is a terrible way to judge someone’s educational attainment, yet it persists and, worse, it is staunchly defended as being “fair” and, even, “up there with the best models.” However, there’s other things we keep on doing just because we’ve always done them – the morning news on the blackboard (or whiteboard or whatever colour the board is or will be), homework, religion, and Friday tests. Yes, for some peculiar reason, despite all the evidence that the Friday test in spellings and tables are, at best, completely meaningless, they can be harmful to most types of learners.
Choice. This is the word most used to combat my argument that we should scrap the patronage model. When it comes to education, it seems that almost everyone thinks they should have a choice of the flavour of school their child should go to. I honestly can’t understand why this would be. I don’t get to choose which fire service comes to put out the fire in my house according to my beliefs. I don’t get to choose which jail I go to if I commit a crime. I don’t get to choose which doctor operates on my heart if I have a cardiac arrest. The point I’m making is that all the above services would indicate that they all generally do the same job no matter which facility you go to. Schools are the same. They’ll even say the same themselves. If you asked a Catholic school what the difference between the curriculum they deliver and, let’s say, an Educate Together school, they would struggle to answer. The National curriculum is the same whatever school you go to. Having a patronage system which is basically led by pluralism, that is, you get to choose a school according to your preferred religion, is bound for failure because it is impossible to achieve.
The National Educational Psychological Service (NEPS) is probably one of the most paradoxical. It is completely undervalued and under-resourced by the Department of Education but it provides one of the most important services for schools lucky enough to be able to get a hold of them. The interesting thing is that NEPS, if it was better resourced, could effectively take over a number of agencies that simply are not working.
When one looks at the number of agencies involved in education, one has to ask why there are so many and what do they actually do. The NCSE is the National Council for Special Education. Back when they started in 2003, there was very little work done in the area of special needs in education. It had a range of functions which were very necessary, and over the years, it was able to establish lots of research and lots of systems for allocating schools with resource hours and additional staff, in the form of SNAs. Back in the day, if I needed an SNA, I would make a call to my local NCSE officer (the SENO) and he or she would come to my school and allocate an SNA for a child that might require it. My resource hours were calculated on the number of children in my school who had particular needs – 5 hours per week for autism, and so on. Then the recession came. Then the cuts. Then the bureaucracy. What we now have is an organisation that is no longer needed. It has basically become a place where paper is pushed around. Children with additional and complex needs now beginning primary school are unlikely to get additional support for several months because so much red tape has been put in the way.
Let’s call a spade a spade. As much as Gaelscoileanna don’t encourage it, they have become an unofficial “private school” for Middle Ireland. Everybody knows it but saying it out loud attracts vitriol like no other. So, I’m saying it. I can only go on my own experiences but if you go to almost any area where there is a Gaelscoil built next to a non-Gaelscoil, it won’t be too long before you’ll see. It’s not a criticism of Gaelscoileanna and, in fairness, there’s nothing they can really do about it. Their aim is to have as many people in Ireland learning through the Irish language and, I guess, it doesn’t really matter what the motivation is. The problem, unfortunately, is that for all the increases in Gaelscoileanna, there is still very little Irish being spoken from day to day in this country, even by those who send their children to Gaelscoileanna (and from what I hear also from children in Gaelscoileanna on yard!) Anyway, even if I am wrong, we still face a massive problem with our native language in that almost nobody speaks it on a daily basis. However, ask anyone on the street, you’re likely to find people would like to be able to speak it. Why don’t we kill two birds with one stone? How about we make all primary schools into Gaelscoileanna? This will ensure everyone has access to their native language and there will be no need for parents to drive past several schools to get to the only Gaelscoil. However, maybe we should decide not to have Gaelscoileanna at all and teach Gaeilge in all schools in the same way – as a subject?
We’re well used to cuts in primary school. Over the last decade or so, funding to primary schools has been chopped at every angle, sometimes very obviously and sometimes in a kind of invisible way. The Minor Works Grant is paid to schools for minor repair work that needs to be done. This has been the case for a long time. However, the Minor Works Grant is now issued to include the purchase and maintenance of ICT equipment. In this episode I track the history of technology in education leading to this "cut" by stealth. I also acknowledge the latest round of funding and give some advice on how best to spend it.
Joe McHugh used to be famous for being the Minister for the Gaeltacht despite not speaking Irish. He then became famous for re-learning the Irish language to fluency. Now he just can’t stop talking Irish, so it’s no surprise that the latest Action Plan for Education has an Irish name, Cumasú, which sounds a lot more interesting than its English translation. Thankfully, McHugh has kept his big promise of ensuring a slowdown to the initiatives in education as his Action Plan has only 280 of them! In fairness to him, not all 280 of them are relevant to primary level, so I decided to go through them and you can too! Here’s the link to the document: https://www.education.ie/en/Publications/Corporate-Reports/Strategy-Statement/action-plan-for-education-2019.pdf
In some ways, everyone probably already knows that secondary schools are funded better than primary schools. However, to what extent is this true? In this episode, I explore the different areas where primary schools are left behind and I argue that in most cases there is no good reason. Before that, we look at any relevant news that hit the newspapers this week including: why we aren't teaching Irish badly, a new General Secretary and a senator's plans to get us all teaching yoga! Main episode content starts at 11 minutes.
For our first episode I thought we'd start with a light, unemotive topic! In 2019, 97.5% of Irish primary schools have a religious patron body, with all but 3 of these schools under a Christian patronage. However, with Ireland already a diverse country, with 20% not falling under the Christian umbrella, and many people turning away from traditional Christian values, how is this still happening, and why? Even more strangely, publicly the Taoiseach has stated he would like complete church and state separation, and even the head of the Catholic Church in Ireland has declared there needs to be more diversity in schooling in the country. This episode explores the history of our education system before delving into why religion is so rooted in our primary school system.