Scoil Bhríde, Mercy Secondary School, Tuam Co Galway Guidance Plan and Policies 2018 - 2019

Contents Section 1 Context, aims and objectives, personnel and areas of priority Section 2 Guidance Curriculum Section 3 Guidance Curriculum Content Section 4 Guidance Procedures (Record keeping, reporting, subject choice, changing subjects, student one to one meetings with the Guidance Counsellor and meeting parents) Section 5 Continuing Professional Development Section 6 Grouping of students (Testing and planning for students with special educational needs) Section 7 Links with staff and other agencies Section 8 Policies (Guidance and Guidance Related) Section 9 Evaluation of the Guidance and Counselling Service Section 10 Bibliography Section 11 Appendices Section 1 - Context, aims and objectives, personnel and areas of priority 1.1 Mission Statement

St Brigid’s Secondary School is a voluntary Catholic School under CEIST which values and maintains a Christian ethos of mercy, justice and equality for all. Its aim is the pursuit of excellence in a centre of holistic learning. The school actively nurtures a caring environment in which respect for all is its hallmark.

This student centred holistic approach is reflected in the Guidance plan as the key goals of the department is the enhancement of self-esteem and life skills – academic, personal and emotional- of each student in the school. The guidance policy is flexible and particular to the need of St Brigid’s secondary school. It refers to the ‘subject’ guidance as it is delivered to the students of St Brigid’s taking into consideration their needs and resources available. This document:

● Describes the school guidance programme

● Specifies how the needs of the students are to be addressed

● Includes reference to personal counselling, an integral part of the Guidance Counsellors work

● I

● s part of the Whole School Guidance Plan 1.2 What is Guidance in schools? Guidance counselling and Guidance and counselling refers to a range of learning experiences provided in a developmental sequence, designed to assist students to make choices about their lives and to make transitions to these choice. These choices may be categorised into 3 but distinctive interlinked areas:

● Personal and social

● Educational

● Career/Vocational Guidance activities that assist students in making informed choices include:

● Personal counselling

● Assessment using psychometric instruments and inventories

● Career information (classroom, LCVP Preparation for the World of Work, personal and vocational guidance interviews, attendance at career events etc.)

● Use of IT and the internet e.g. Qualifax

● Personal and social developmental programmes such as SPHE and study skills Counselling is a key part of the school guidance programme, offered on an individual or group basis as part of the developmental learning process and at moments of personal crisis. Counselling may include personal, educational or career counselling or combinations of these. The provision of Guidance is a statutory requirement for schools under the Education Act 1998 of which section 9(c) requires schools to ‘ensure that students have access to appropriate guidance to assist them in their career choices’. The plan adapts according to the needs of the students in the school and aims to reflect the changes in the Junior Cert in relation to wellbeing. Guidance and counselling in

the school attempts to support the wellbeing outcomes for students such as being active, aware, responsible, resilient, respected and connected. 1.3 Aims:

● Provide a framework for the delivery of the school guidance programme

● Ensure a structured response to student’s personal, social, educational and career guidance needs

● The plan needs to include provision for the junior, senior, minority, special education needs etc of all students/adult learners

● The plan will endeavour to include all guidance activities: classroom sessions, vocational guidance interviews, attendance at career exhibitions, open days, meetings with management, support agencies and personal counselling.

1.4 Objectives The students will:

● Develop awareness and as a result of this awareness identify talents and abilities

● Identify and explore opportunities

● Grow in independence and take responsibility for themselves

● Make informed choices about their lives and follow through on these choices Guidance Personnel 1.5 Guidance Counsellor and subject co-ordinator Deirdre Connaughton The role of the subject coordinator is the delivery of a comprehensive guidance programme but a whole school approach is essential to realise this objective. Thus the Guidance counsellor liaises with management, year head, tutors, student support and administration staff to achieve this. Student Support Team The guidance counsellor is part of this team which has the Deputy Principal, School Chaplain and one subject teacher as it’s members. The SST meets once a week for a timetabled meeting to discuss and deal with referrals from year heads, tutors or class teachers.. This team has specific duties in the event of a Critical Incident as detailed in the Critical Incident policy. This was reviewed by the team in 2017/18. A more detailed description of the role of the guidance counsellor is in section 2. 1.6 AREAS OF PRIORITY 2018-19

● Use and analysis of CAT 4 and DOTS testing - In terms of the School Improvement Plan 2016 -2020, Guidance along with SEN and management will look at how the administration of ability testing can be used to improve student’s learning, particularly for students obtaining average results. There is a lot of data in these reports that may be used to help students’ engagement with learning.

● STEM promotion - the results of the above may feed into the promotion of STEM subjects in school and STEM career choices for third level ● Work with minority groups - in conjunction with the Student Support Team (SST) ● Implementation of GDPR guidelines

Section 2 Guidance Curriculum The guidance curriculum may be divided into 2 components:

● Formal

● Informal 2.1 Formal Guidance: This is delivered using two forms of intervention with a number of methodologies: A. Individual contact of a personal counselling nature and careers\vocational guidance

- The Guidance Counsellor meets all Leaving Cert students individually by appointment for careers counselling - This can extend into personal counselling and appointments are made for same - Appointments are available to all students upon request. Parents and guardians are also met on request. - Time is also given to feedback results of ability tests taken by the students though it is not possible to meet all students to feedback their results

B. Classroom guidance delivered in regular weekly classes/rotating modules/team teaching/class or year group intervention as required 2.2 Informal Guidance: Consists of:

● Liaising with other teaching staff/management to promote cross curricular links and to enhance the development of a whole school policy in relation to the delivery of the Guidance Plan.

● Meetings with parents/guardians at parent teacher meetings, subject choice and CAO meetings.

● Meetings and discussions also take place with agencies such as TUSLA social workers, Tuam Youth Service, Jigsaw, Pieta House, Universities, Institutes of Technology, PLC centres and other organisation.

Time-table 2018 - 209

Time allocation, option structures and timetabling: 14 hours 30 minutes have been allocated for the current year. Tuesday afternoons have been cleared for the GC to attend IGC supervisions and IGC meetings

Period Monday Tuesday Wednesday Thurs Friday

1 SS2 3rd year RE 1st year RE

2 A

1st year RE 1st year RE 2nd year RE A

3 A

A A A A

4 2nd year RE 1st year SPHE Student support team

5th year guidance

5 A

A A A

6 A

A 3rd year RE Leaving Cert guidance

7 (SS) TY guidance 5th year guidance

8 Leaving Cert guidance

2nd year RE 3rd year RE

9

2.3 Class Organisation / Effective Teaching Methodologies

Year Group Teaching Methodology

1 Class group/year group intervention during the year

2 Class group/year group intervention during the year

3 Class group/year intervention during the year

4 Class contact on a weekly basis

5 Timetabled class contact

6 Timetabled class contact

2.4 Resources: Personnel

● Guidance Counsellor, Management, Student Support Team, BOM, Chaplin, Year Heads, Subject teachers, tutors, school secretary, caretaker Materials

● Power point presentations on CAO, choosing courses and careers, HEAR/DARE/UCAS, Study Skills

● College prospectuses

● Student Diary

● Use of Internet for relevant career related websites (Qualifax, Careers Portal, Career Directions, UCAS etc)

● Use of DVD’s on career related topics Facilities

● Guidance Office with external phone line

● Laptop connected to a printer

● Computer room

● Notice board

● Demo room for speakers and watching career DVD’s External

● Annual attendance at Options West in Galway

● Guest speakers/past pupils/parents - close links have been developed with 3rd level and further education colleges who visit the school to speak to senior cycle students.

3. Guidance Curriculum content

Year Organisation Syllabus External

1st ● No formal timetable. Meet year/class group twice per year, at beginning of year and subsequently by arrangement with teachers as required

● Individual appointment by prior arrangement on careers/personal issues etc if desired

● CAT4 testing completed as part of induction programme in May prior to starting

● Introduction to the work of the guidance counsellor and how to access the service

● Subject choice decisions informally

● Liaise with Year Head and Chaplain as required

● STUDY SKILLS SEMINAR - GC and teacher from SST presented a double class to first years on studying as part of the school’s Wellbeing programme on organisation, time management and importance of healthy habits e.g. sleeping

●

2nd ● No formal timetable.

● Individual appointment by prior arrangement on careers/personal issues etc if desired

● STUDY SKILLS from Study Focus (in keeping with Wellbeing and building on from first year students attend a this class on how to study and prepare for exams

● Study skills class (exam focus, goal setting revision, time management etc)

3rd ● No formal timetable. Meet class/year group twice per year and as required thereafter

● Individual appointment by prior arrangement on careers/personal issues etc if desired

● CAT 4 testing DECEMBER 2018

● Leaving Cert Subject choice options-all subject departments present to the 3rd years FEBRUARY

● TY option

● Evening meeting held for 3rd year parents on Subject choice

4th ● Formal class contact 1 x 40 min classes per week for half the year

● Individual appointment by prior arrangement on careers/personal issues etc if desired

TY classes on:

● Research Skills – internet and using prospectuses

● Online career questionnaires

● STEM subjects and courses

● College Awareness Week

● Subject choice for senior cycle

● Students are encouraged to attend career talks/presentations/open days etc in their own time

Year Organisation Syllabus External

5th ● Completion of CV and Careers Investigation following

● Individual appointment by prior arrangement on careers/personal issues etc if desired

LCVP structure and grading of same for LCVP students

● Research online and prospectuses

● Completion of careers interest tests and multiple intelligence quesionnaires

● UCAS and HPAT preparation

● Students encouraged to attend college open days in their own time

6th

● Formal class contact 1X 40 min class per week during school year

● Each student has one mandatory career appointment and may make subsequent appointments as required

Part of the programme is the involvement of guest speakers and attendance at career seminars, open days etc

● Organisation of career appointment and meeting forms

● Motivation and study timetable

● Self Awareness: VIPS exploration

● UCAS Application Procedure

● CAO application procedure

● HEAR and DARE (including speaker)

● Revision Planning and exam technique

● Motivation and goal setting (after Xmas exams)

● Alternatives to third level - PLC

● Grants and Scholarships

● Flying the Coop (transition to college life)

● Students attend Career Options West organised by the school.

LITERACY AND NUMERACY Careers LCVP Literacy checklist 2018 -2019

Students will identify that there is particular language suited to talking about career choices and courses.

Students will also learn the language and style of writing CVs as per LCVP marking scheme.

2 types of language

A. Technical – understanding what key terms mean such as CAO, UCAS, PLC, FETAC (Level 6, 7, and 8), prospectus etc and knowing that it is essential to learn spelling of documents such as Curriculum Vitae, Career Investigation

B. Use of verbs (action statements for CVs) and difference between skills and qualities In class students will: 1. Be told of correct spelling of document titles and the importance of consistent checking spelling on these documents. Do not trust the computer spell check.

(whiteboard) 2. Be aware of punctuation in documents especially when using bullet points (power point notes on this) 3. Verbs are action statements to use in work experience and hobbies/interests/achievements headings such as participated, completed, attended, awarded 4. Know the difference between skills and qualities. Skills things I do e.g. organise, communicate, use ICT. Qualities things I am – efficient, good

listener/conversationalist, competent and ICT, caring, determined etc

NUMERACY - calculating points is a numerical skills. Many students have apps on their phones to allow them to do this. Calculation of points will be taught as part of the revised CAO points for Leaving Cert 2018. Students in TY and 5th year will be made aware of the grading system and have awareness of the NFQ levels from 1 to 10 3.1 Homework Procedure in Career Guidance Students are encouraged to research courses and complete their portfolio by set dates in accordance with LCVP requirements Students complete an guidance meeting form prior to attending careers appointment. This form is a reference point for the Guidance Counsellor during the year and may be shown to parents at PT meetings. A career investigation and/or course research may follow the careers appointment. 3.2 Assessment Procedures/Evaluation Assessment is not a feature of guidance (except for 5th year LCVP CVs and Career Investigations which are assessed according to LCVP criteria). Informal ‘assessment’ in the clarification of career choice and subject choice, improved study skills and examination technique etc provide some insight into the effectiveness of the Guidance Counsellor’s interventions.

4. Guidance Procedures

A. Record Keeping - these details are under review as the Data Protection Policy is under review by the BOM and will change as required by the board. Two types of records:

1. Personal records of career appointments 2. Records of personal counselling sessions:

● Student records are currently being for 7 years ● Counselling notes are sparse and only contain enough detail as needed to allow counselling continue. In a mandated report the instructions as required

for TUSLA are followed that is writing down the details as quickly as possible ● Notes are stored in the Guidance Counsellor’s office in a locked filing cabinet

B. Reporting Procedures For both counselling and careers appointments the confidaility rule is followed, that is school management, year head and parents/guardians are informed if it is felt that the student is a danger to herself or to others or it is a legal requirement. The student is informed of the limits of confidentiality at the beginning of the session. When it is in the student’s best interest to inform a teacher/parent/guardian of a particular difficulty or when the school is obliged to inform parents and/or the relevant authorities the student is informed accordingly. C. Subject Choice The Guidance Counsellor assists first years informally with subject choice by answering questions in one to one meetings. In third year the GC organises a meeting for all third year students with the teachers of the Leaving Cert choice subjects and presents general information on subject choice. The GC also presents a meeting to parents on subject choice and the implications of these choices in February/March. D. Changing subjects The student completes the form and gets it signed E. Meetings with Guidance Counsellor - student appointments. This is part of the wellbeing programme in the school. All meetings are by appointment. Students make appointments during appropriate times. Subject teachers have the right to refuse a student to attend the Guidance Counsellor if it interferes with their teaching. Students are ‘signed out’ by the subject teacher at the time of appointment. Teachers may refer students to the GC. The GC is briefed by the student and a plan of action is negotiated. Parents/guardians are contacted as appropriate. Sometimes a student needs a listening ear and support on what might be a tough day. Other times students require a number of sessions from the GC. In some cases the student needs to be referred to outside agencies for counselling and the GC supports the student while waiting for that appointment.

F. Meetings with parents/guardians Parents/guardians make appointments with the GC by telephoning the school. Appointment are usually conducted during the school day but may in certain circumstances be arranged after school. All parties are requested to inform each other if a cancellation is necessary. On occasion the GC may request another staff member e.g. year head, tutor, subject teacher and/or management to be present at a meeting. The student is invited in for whole or part of the meeting with the approval of the parent/guardian. This gives the student responsibility, ownership and inclusion in the meeting outcomes. Notes are kept of meetings by the GC. 5. Continuing Professional Development This is essential to the work of the Guidance Counsellor. Regular attendance at local IGC meetings is facilitated for the current year by the school as the Guidance Counsellor is timetabled for class on Tuesday Afternoons. The IGC AGM provides a range of in-service through the provision of workshops and presentations relevant to the work of guidance counselling. The IGC has numerous links with organisations e.g. Institute of Suicidology, IBEC, FAS etc all offering in-career development. 5.1 Counselling supervisions These are a requirement by the IGC for its members. The Guidance Counsellor is able to attend these 5 local supervisions. 5.2 CPD for the current year 2018 - 2019 Guidance Counsellor is completing an integrative diploma in psychotherapy with IICP. Completion date March 2019 6. Grouping of Students 6.1 Testing CAT4 - administered to incoming first years for diagnostic planning and review and third years (assist with DARE applications) DOTS - administered to second years in 2017 as part of the initiative by ERC to increase familiarity with these tests The feedback and analysis of these results is an area to be worked on for the coming year. 6.2 Planning for students with special educational needs The guidance counsellor works with the Learning Support team and SNA’s in the sharing of information of standardised test result and entrance exams and other tests as required. This inter-department communication ensures a sharing of information regarding student potential and subject selection. Guidance and Learning Support advise each

other on student matters and liaise in relation to Reasonable Accoomodations for SEN’s The GC attends Learning Support meetings especially at the beginning of the year and communicates with staff as required by email, student support meetings, Friday break time notices etc. The GC assists students with DARE applications and ACCESS applications as required and supports students who find school difficult because of their disability through personal counselling when a student requires that support. 7. Links with staff and other agencies 7.1 Whole school collaboration The following demonstrates the whole school dimension of Guidance and the collaboration between the whole school community and the Guidance Counsellor.

● Management

● Year heads

● Class teachers

● Teaching staff

● Transition Year Co-ordinator

● LCVP Coordinator

● Secretary/Caretaking staff

● Pupils, monitors, Student Council

● Past Pupils

● Pastoral Care team

● SPHE teachers

● Learning Support staff

7.2 Outside agencies:

● Employers

● Colleges/admission officers/disability officers

● Failte Ireland

● Colleges of Further Education

● Community: Gardai, Defence Forces

● DES: examination commission etc

● Tuam Youth Services

● Jigsaw Galway

● Pieta House

8. Policies This has two sections: 8.1 Guidance Policies:

● Policy on dropping/changing a subject

● Policy regarding attendance at Career Events/Open Days

2. Guidance Related Policies

● Anti-Bullying 2018

● Critical Incident 2018

● School Improvement Plan 2018

● Substance Use Policy

● Interviewing students on a one to one basis

● Pastoral Care 9. Evaluation of Guidance and Counselling Service

● Since 2014, the Guidance Counsellor has evaluated the Guidance Counselling Service with each Leaving Cert. This has given direction and record of my work over the year. Please see REPORT ON THE GUIDANCE COUNSELLING SERVICE 2017

10. Bibliography:

● Planning the School Guidance Programme (NCGE) www.ncge.ie

● Planning the School Guidance Plan, School Planning Development Initiative (SDPI), 2004 www.sdpi.ie

● Institute of Guidance Counsellors – Constitution and Code of Ethics 2004

● Guidelines for Second Level Schools on the implications of section of the Education Act 1998 relating to students access to appropriate guidance. DES, 2005, www.education.ie

Websites

● Central Applications Office (CAO) www.cao.ie

● Department of Education and Science www.education.i

● Institute of Guidance Counsellors www.igc.ie

● National Centre for Guidance in Education www.ncge.ie

● National Educational Psychological service www.neps.ie

● National Qualifications Authority of Ireland www.nqai.ie

● Qualifax www.qualifax.ie 11. APPENDICES

● Report on the Evaluation of the Career Guidance Service in the school ● Leaving Cert Guidance Meeting form ● Subject Choice information sheet ● Subject Choice PP for parents and students ● CAO PP for parents