“This year’s OECD’s Report – once again – confirms the importance of education in terms of keeping individuals in the labour force but also in terms of upgrading their employability and meeting the demand for skilled labour”, said ASTI General Secretary, Mr Pat King.

Investment in education still low

“It is therefore deeply depressing to note that, out of 31 countries,  Ireland’s level of investment of 4.7% of its GDP in education exceeds that of only three countries, the Slovak and Czech Republics and Italy. The average level of OECD investment is 5.7% of GDP. Given that these figures relate to 2007 – before the crisis – they are an even bigger indictment of the failure of successive governments to build the educational infrastructure necessary for the knowledge economy”.

Teachers provide good value for money

Report also underlines that Irish second level teachers provide value for money across a range of indicators. Out of the 31 countries, only 6 countries have  a lower teacher salary cost per student as a percentage of GDP per capita.  Salaries and working conditions are important for attracting, developing and retaining skilled and high quality teachers.

Irish teachers also deliver more teaching hours per annum compared to many OECD countries, where the average annual teaching hours is 703 compared to 735 hours in Ireland. 

Ireland has the second highest completion rate of upper secondary education/senior cycle of all the 31 countries…a clear demonstration of the commitment of second level schools to reducing early school leaving by putting in place appropriate curricular and support services for students.

Education vital for social inclusion and well-being

The Report also underlines the undisputed relationship between level of educational attainment and participation in the labour market.  It is therefore more vital than ever to protect education in the next budget. Schools must not be forced to drop programmes which prevent early school leaving, a sure route to unemployment and long-term welfare dependency.

Finally, the Report states that in addition to enjoying higher incomes over their lives, levels of educational attainment are positively associated with good health, political interest and interpersonal trust – vital aspects of social cohesion which is increasingly under strain as the economic crisis deepens and unemployment rises”.  .

Ends

“Teachers are proud of all their students and know that for some students obtaining passes is as significant – and deserves just as much praise - as others obtaining honours. Each and every student has a unique set of skills, abilities, talents and experiences to take with them as they progress to the next stage of their lives.”

Mr Keane advised students to take their time exploring their options over the coming days. “It is vital that students keep a level head and explore all the options carefully over the coming days and weeks, so that they can make a considered and wise choice about their future.”

Mr Keane also paid tribute to all of the second-level teachers who are committed to delivering a holistic education to young people. “Teachers and schools continue to challenge a narrow points-focused view of education which is promoted through the likes of college entry tables. Despite pressure on schools, teachers and students to concentrate only on exams, recent research carried out by the ASTI found teachers’ strongly committed to providing a diverse range of extra-curricular activities for their students. The benefits of these activities for students include a smoother transition from primary to second-level school and improved mental health. These outcomes are not as easily measured as exam results, but they are vital to the future life chances of young people and to the future of society as a whole.”

Finally, Mr Keane referred to the current economic crisis: “Our school leavers and young people must not be the casualties of years of financial mismanagement by banks and the Government. Looking after young people by investing in education is vital to economic recovery.”

Jack, who teaches geography and English at Rice College, Ennis, has stated that the key priorities for him are protecting teachers’ conditions of employment and protecting education from further cutbacks.

“Our schools were under-funded before any of the cutbacks of the past two years were ever announced. As ASTI President I will work to convince politicians that adequate investment in education is the route to economic recovery. This is not the quick-fix solution the Government so desperately wants, but it is the only enduring solution and it is the only way we can protect the future life chances of our young people,” said Jack Keane

Jack Keane is originally from Galway City and studied at University College Galway. He has been an active member of the ASTI for more than 30 years serving as a school steward, branch chairperson, and on a number of ASTI committees including Central Executive Council, Education Committee, and Standing Committee. Jack has represented the ASTI on the National Council for Curriculum and Assessment and the Teaching Council.

The ASTI represents over 18,000 second-level teachers in schools all over the country.

Ends

Note:

If you require a photograph of ASTI President Jack Keane please contact Clare Manning at 01/6040172 or email: clarem(at)asti.ie

Am I entitled to a Contract of Indefinite Duration?

Next year will be my fifth year teaching in the same school. The first year I covered for a colleague who was on leave, but since then I have had my own hours. I’m still on a fixed-term contract this year but wonder if I should now have a CID? How do I go about getting one?

In order to qualify for a CID you need to have been employed in a school on four successive fixed-term contracts and there must be a viable need for your position in the school. You would not qualify for a CID if you had been covering for a teacher on leave in your fourth year, but since you were only covering in the first year this does not preclude you from obtaining a CID.

You should read Circular letter 0034/09 to make sure you fit the criteria and if you feel you are entitled to a CID, bring this to your principal’s attention. See the section on contracts for more information.

Increase in hours?

I’ve heard that if hours become available in a school they should be offered to part-time teachers already on staff – is there a legal requirement for management to do that?

There is a Department of Education and Skills circular that says schools should seek to increase the hours of part time teachers where possible. Because it is covered in a department circular, it is a requirement on the school. It’s not in the Fixed-term Act but it is in the Fixed-term Directive from Europe. So it is backed up by European legislation.

The circular has a curricular needs caveat, but management should examine the situation carefully and make every effort to increase part-time hours when they can. If you believe hours could have been given to you and were not, call us in Head Office.

What will my pension be worth?

Retirement is still a long way down the road for me, but since I’m paying for it now, I’m curious to know how much my pension will be worth when I retire.

Your pension value will depend on a number of variables so there’s no straight answer to that question. The current compulsory retirement age for most teachers is 65. You can choose to retire before then but this will have an effect on your pension.

Retiring at 65, you will receive a lump sum worth 3/80ths of your pensionable remuneration (yearly salary and allowances) up to a maximum of 1.5 times pensionable remuneration. You will also receive a fortnightly pension payment based on a fraction of your pensionable remuneration multiplied by your years of service. This calculation varies depending on what rate of PRSI you pay.

To give you an idea of amounts, if you were a teacher retiring today on a salary of €60,000 with 30 year service, you would receive a lump sum of approximately €67,500 on retirement and approximately €865 (subject to income tax) each fortnight. If you entered the profession after April 1995, you pay class A PRSI and a reduced pension contribution so you will receive a reduced pension payment, but you may also be entitled to claim the social welfare contributory Old Age Pension from age 66.

The Minister for Finance has announced his intention to implement changes to the public service pension for new entrants. The ASTI is opposed to changes to the pension scheme for teachers. Keep an eye on the ASTI homepage for updates.  

This is a very complicated topic so see the pensions section for more detailed information, including information on enhancing your pension and early retirement options.

Can I take unpaid leave?

I may need to take some unpaid leave in the new school year but I’ve heard that I need to apply six weeks in advance – is that true?

No. It is a matter for each board of management to determine the grounds on which unpaid leave can be granted – including the notice required. The circular governing unpaid leave (35/2010) states such leave must only be considered in the most exceptional circumstances and is subject to a maximum of 10 school days in one school year. If you need to take leave, go to your principal and explain the circumstances to him or her.

Remember, unpaid leave does not affect your personal leave entitlement. You can apply to take up to five paid personal leave days each year. See the leave section to find out more.

You’ll find answers to many more questions on the various sections of the website. Have a look around.

Click here to see the full Department Circular

The allocation which previously went towards music and equipment for the Leaving Certificate Applied and Leaving Certificate Vocational programmes, as well as home economics equipment will be incorporated into general school capitation funding.

This restoration of funding originally cut in Budget 2009 was included in the Revised Programme for Government last October.

Click here to view the circular letter for more details.

The Public Services Committee of the Irish Congress of Trade Unions has voted to accept the Croke Park Agreement (by 1,899 votes to 986). At the meeting of the Public Services Committee, the ASTI voted against the deal.  ASTI Standing Committee will consider all of the implications of the current situation at its forthcoming meeting in late June.

“Follow a sensible routine which includes good food, enough sleep and regular exercise rather than a gruelling routine of study, exam, study, exam. Making sure your routine is balanced will help your concentration and reduce stress,” said Mr Moran who is a teacher at Presentation Ballingarry in Tipperary. 

“Exam preparation the evening before each exam should include mental planning of the time available to answer each section of the next day’s exam papers. During the exam period, it is a good idea to study in short bursts - of say 30 minutes or so - rather than attempting marathon cramming sessions. A break before each study session helps to clear the mind. It is also important to organise your personal items for the next day’s exams, such as pens, pencils, a calculator if needed. I am a great believer that moderate exercise during the exam period reduces anxiety and boosts concentration and performance.

“I advise my students to avoid distractions such as post exam analysis or obsessing about what might or might not come up in an impending exam. Keep it simple by using your routine of preparing for the next exam and looking after yourself.

“While exams are important, they are not everything. Students should remember that this is just one of life’s many experiences. Your worth as a person is not tested by an examination. Do your best and know that whatever happens, many opportunities lie ahead of you.”

Mr Moran wished all of the 2010 Leaving and Junior Certificate students well in their exams. He also paid tribute to the thousands of teachers who have worked to prepare their students for these exams: 

“Exam years are challenging for students and their parents and teachers. I would like to thank all of those involved in preparing for this year’s exams.”

Ends

The purpose of this Department circular is to bring to the attention of schools and teachers the arrangements by the Teaching Council for the implementation of the European Council Directives on Mutual Recognition of Professional Qualifications and sets out the manner in which professional qualifications obtained in one EU member State are recognised in all member States. e.g. a teacher who has obtained qualified teacher status in an EU member State in compliance with the EU Directives is eligible to be registered as a teacher in this country, subject to certain conditions. Click here for the full circular.

0035/2010 Unpaid Leave for Second Level Teachers

The purpose of this Department Circular is to announce the new entitlement of up to 10 unpaid leave days in a school year for which subsitution will be paid by the Department of Education and Skills.  This new entitlement does not remove any other entitlement.  Click here for the full circular.

0038/2010 Staffing Arrangements and the Role of the National Council for Special Education

The main purpose of this circular is to identify issues in relation to pupil enrolment and teacher staffing ratios in Special Schools which emerged during the course of the Special Needs Assistant (SNA) Review recently carried out by the NCSE and to:

(i) signal a process through which these issues will be addressed for the school year 2011/2012 and

(ii) set out transition arrangements that will apply in relation to these issues for the 2010/2011 school year.

It also confirms that the NCSE is the agency responsible for the allocation of teaching and SNA posts to Special Schools and advises of the resourcing policy that the NCSE will operate under for the 2010/2011 school year. Click here for the full circular.

0040/2010 Teacher Recruitment: Registration and Qualifications

This Department circular directs that school authorities, as employers, ensure that teachers proposed for appointment to teaching posts for which salary grant is being sought must be

1. Registered with the Teaching Council in accordance with Section 31 of the Teaching Council Act, 2001,

and

2. Have qualifications appropriate to the sector and suitable to the post for which s/he is proposed. Click here for the full circular.

The report on early school leaving makes 14 recommendations aimed at protecting young people against early school leaving. 

“It is vital that when it comes to implementing these recommendations, that teachers are engaged and schools are resourced,” said ASTI General Secretary John White. 

“The focus in the report on the importance of literacy is to be welcomed. All the evidence is that when a pupil is unable to read, it is almost impossible for that pupil to benefit from education. We must ensure pupils with literacy deficits receive the support they need.”

Mr White also welcomed the recommendation contained in the report that there should be a ‘joined up’ tracking system for pupils vulnerable to school drop out. “No young person should fall between the responsibility of various agencies,” said Mr White. 

The report also stresses that the issue of early school leaving must be placed in a community/ societal context. 

“Support for parents of vulnerable students is vital. Support for extra curricular activities for pupils is also extremely important. It is well established that the involvement of pupils in games, musical activities and other activities is often the only reason why potential early school leavers stay in school,” concluded Mr White.  

Ends

Presently less than 10% of newly qualified second-level teachers can expect to obtain a fulltime permanent teaching job within a year of graduating. A recent OECD report Teaching and Learning in Society (TALIS) found that Ireland has significantly more temporary teachers than most other OECD countries. Only 73% of second-level teachers in Ireland have permanent employment compared to the TALIS average of 85%. More than half (53%) of Irish second-level teachers under 30 years of age have a temporary teaching contact of one year or less.

The low availability of permanent teaching jobs means that the majority of newly qualified second-level teachers spend a number of years moving from job to job. Many new teachers are employed on an hourly basis, have little job security and do not receive a full income. The ASTI says that the trend towards an “hours culture” in teaching is damaging to the education service being offered to young people.

 “These young teachers have spent the last four to five years studying and training so that they can make a positive contribution to our second-level schools,” said ASTI President Joe Moran. “Instead they find they have little prospect of gaining anything but precarious employment for some time, often seven or eight years. Instead of a quality induction experience, teachers teaching six or eight hours a week in a school may feel unknown in the staffroom. They may have insufficient contact with pupils, which can affect interaction in the classroom. They find it difficult to integrate into the life and the culture of the school and to avail of career enhancing opportunities such as mentoring programmes and team working opportunities.”

Mr Moran highlighted the OECD TALIS report which found a strong positive relationship between permanent, fulltime teaching employment and a quality classroom learning environment. “The OECD TALIS study found a strong link between the disciplinary climate of the classroom and the type of teaching contract held by the teacher,” said Mr Moran.

Reform the current system

In order to address these issues, the ASTI is calling for reform of the current system of allocating teachers to second-level schools and the introduction of an induction year for newly qualified second-level teachers.

 “The system for allocating second-level teachers to schools is outdated, unduly restrictive and is forcing many schools to apply for concessionary hours for key subject areas,” the ASTI President told today’s conference.

The current allocation model is based upon a pupil: teacher ratio calculated on enrolment in the previous school year. An ASTI report Teachers for the Future, launched at today’s conference, states that while the current model has the merit of transparency, it does not take into account the complexity of timetabling and the diverse educational needs of the student cohort in individual schools. A report commissioned by the Department of Education and Skills nine years ago recognised these limitations and recommended a new system of allocation which includes an improved pupil: teacher ratio for the first 150 pupils in order to provide “curricular protection” for key subjects.

 The ASTI President also told delegates that an induction year for newly qualified second-level teachers would allow new teachers to gain valuable teaching experience and engage in professional development at the same time. Schools participating in the induction programme would benefit from much-needed additional teaching resources. Similar models are already in place in other countries including Finland and Scotland.

“This would ensure a high quality induction experience for second-level teachers which would have long-term benefits for the teaching profession and the education service,” said Joe Moran.

The ASTI conference for young teachers “Your Future as a Teacher” was attended by the new Minister for Education and Skills, Tánaiste Mary Coughlan, and by over 100 recently qualified second-level teachers from all over Ireland.

The conference was addressed by:

·         Joe Moran, President of the ASTI

·         Jerome Morrissey, National Centre for Technology in Education

·         Colm O’Leary, Teaching Council

Commenting on the result, ASTI General Secretary John White said: 

“Clearly the ballot results of the second-level teacher unions indicate that a one-size fits all agreement is not appropriate for second level.

“ASTI members rejected this agreement because they do not wish to have a review of their contracts. In the context of significant pay cuts and a pension levy, members do not accept a review of their contracts which would lead to further impositions upon them. 

“Furthermore, second-level teachers have been put to the pin of their collars dealing with all the difficulties of society which manifest in their classrooms at a time when resources have been cut and the whole middle management structure has been removed from schools.”

ASTI Standing Committee welcomed the decision by members to reject the agreement. 

Ends

Ballot Breakdown Results

Total no. Eligible to vote:              18,273

Total no. Votes cast:                     9,238

Spoiled:                                           15

Valid:                                           9,223

For:                                             3,267 

Against:                                        5,756

Commenting on the news, ASTI General Secretary John White said: “More than half of all recently qualified second-level teachers are in short-term or part-time teaching jobs. The majority of these teachers will spend approximately seven years in precarious employment. A significant number of recently qualified teachers have been forced to leave the country or leave teaching. In comparison to other OECD countries Irish second-level schools have a far greater proportion of part-time and temporary teachers and all the evidence is that this is not conducive to quality education. The creation of these jobs, and the creation of 200 new second-level teaching posts this September under the Renewed Programme for Government, offers hope to thousands of young second-level teachers and student teachers”. 

Mr White said teachers are the most important resource the education service has. He said that the commitment in the Renewed Programme for Government not to cut teacher numbers over the coming years is vital to the maintenance of our quality education service. 

Mr White added that there was no room for further cuts in education resources at second-level: “Education is vital for our future economic and social wellbeing. It is the driver of our economy and our route out of recession.”

Ends

Mr King is currently Assistant General Secretary of the ASTI. Previous to this, Mr King worked as a second-level teacher at Presentation School Terenure, Dublin.

Mr King, who is from Dublin, will take up the position of General Secretary Designate in June. He will succeed John White as ASTI General Secretary in September.

Mr King’s appointment was approved at a meeting of the ASTI’s 180-member Central Executive Council Today. The ASTI is the largest second-level union teachers’ in Ireland representing 18,500 second-level teachers throughout the country.

Ends

Department Circular 0029/2010

Application Form for Incremental Credit under the Terms of Circular 0029/2010

The Tánaiste and Minister for Education and Skills, Ms. Mary Coughlan, T.D., today (Wednesday, 21 April 2010) launched a consultation process on reform of the junior cycle in second level schools. The consultation is being undertaken by the National Council for Curriculum and Assessment ("NCCA"). The public consultation was launched at conference hosted by the Tánaiste, organised by the Council, and attended by teaching, school management, parent, higher education, media and industry representatives.

At the conference, the NCCA is presenting a discussion paper,

As part of the consultation process, the NCCA will also gather feedback from its close collaboration with a network of schools. Continuing analysis of international practice, together with a report of research into the use of standardised testing at this level of the system in other countries, will also inform developments. No specific proposals will be made until the feedback from the consultation phase has been considered.

The feedback from the consultation, and reviews of international practice, will inform the proposals which the NCCA will make to the Tánaiste. It is anticipated that these proposals will then be presented at a symposium in the autumn.

The NCCA had been asked to review the junior cycle in the light of best international practice, to examine what should be prioritised within the totality of the junior cycle experience, and advise on the nature and form of assessment which would be most appropriate in the context of what is no longer a high-stakes environment.

Launching the consultation, the Tánaiste said, "

She said that, as a result, there is a huge onus, not only on parents, but on society to put the best possible supports in place at such a critical time for our young adults. "

Commenting on the impact she envisaged for learners as a result of the reform, the Tánaiste said, "

they are to participate successfully in society and be enabled as independent learners throughout the whole of their lives. They need to develop critical thinking skills and move away from the trend towards rote learning. Curriculum reform must result in a more active learning experience for the individual, promote a real understanding within learning, and aim to embed a seed of creativity and innovation in the learner

Innovation and Identity: Ideas for a new Junior Cycle, which is available on the website www.ncca.ie. The paper sets out a range of possible directions for reform ranging from small to medium to significant levels of change. The objective of the consultation is to generate a debate in the coming months on the future shape of junior cycle education. The period of the junior cycle is such an important one in the formative years of our young people. The skills they learn and the outlook they develop during these key adolescent years will impact greatly on their individual futures. Their experiences will shape their life chances and leave them with the values which will underpin their role as future citizens, future parents and future leaders." That includes equipping them with the very best education that the State with its resources can provide; and it includes delivering that education through the framework of a best practice contemporary curriculum." Our learners need to be flexible, adaptable, resilient and competent if ."

The Tánaiste stressed the need to ensure change is appropriately planned and supported, and that there is an orderly lead in time for students and schools. She indicated that while a changed model is needed, what is envisaged is a qualification, designed for all, built on evidence of learning, mechanisms for ensuring national standards, and a means of ensuring that students are well equipped for the demands of senior cycle.

ENDS

Click here to view.

Fourteen per cent of schools surveyed dropped a science subject from the curriculum this school year as a direct result of the education cutbacks. A further 20% of schools say it is likely that a science subject will be dropped before the next school year begins in September.

Higher and ordinary science classes have been amalgamated in 7 out of 10 schools as a result of the cutbacks, with one out of 10 schools amalgamating 5th and 6th year science classes.

Commenting on the survey, ASTI General Secretary, John White said: “While it is evident that second-level schools are offering a broad range of science subjects to their students, we are extremely concerned that 14% of schools have had to drop a science subject this year because of the cutbacks and a further 20% say they may drop a science subject next year.

“Physics is the subject which schools are most likely to drop as a result of the cutbacks. This is happening at a time when the Government, in its Framework for Sustainable Economic Renewal, has stated that improving the mathematical and scientific literacy of second-level pupils is a key objective.

“Science education is vital to the development of the so-called ‘smart economy’ which, according to the Government, is predicated on having a highly skilled and flexible workforce.  Science education will determine the availability and quality of jobs for today’s second-level pupils. It will be essential to good citizenship because an understanding of science is central to participation in debates and decisions on issues such as climate change and sustainable development.”

The survey, carried out by Millward Brown Landsdowne, found that teachers’ believe the key barriers to the uptake of science by second-level pupils are attitudes towards science subjects and perceptions that science is removed from everyday life. “In this context it is worrying that teachers are being frustrated in their efforts to make science education more meaningful to young people because of the curtailing of science-related trips due to education cutbacks and because of the lack of adequate IT facilities in schools.”

The survey also found the erosion of teaching time due to lab preparation and clean up duties is a key concern for Junior Cycle science teachers. This concern arises because the new Junior Cycle science syllabus contains a significant amount of practical work. Ninety-five per cent of teachers said the availability of a lab technician (to assist with preparation and clean up work) would help to improve the teaching of science.

Click here to see the full survey

Click here for:
Proposed Public Service Agreement
Poposed Sectoral Agreements (including education sector)

The ASTI Standing Committee will be meeting on Thursday (April 1st) to consider the outcome and the next steps.
 

Click here to view.

The ASTI will publish further information on this proposal and its implications for teachers/ future teachers in the coming weeks.