The new Leaving Cert business and music syllabi have been with schools for almost a year. Fifth years and their teachers have been coming to terms with the changes and, next year, the first two-year cycle will come to an end when students sit the first Leaving Cert papers of the new syllabi.
The support teams which helped teachers implement the two curricula are also coming to an end as the four music teachers and seven business studies teachers prepare to re-enter the classroom after their two-year secondment.
Niamh Crowley, director of Waterford Education Centre, where the project is based, explains that a model somewhat similar to the Transition Year support team operated.
In the past, in-service training has been organised centrally by the Department of Education and the traditional model was to withdraw teachers en masse from schools to attend in-service days. Under the new model, the administration of in-service training is devolved to the education centres and members of support teams visit schools and organise local cluster meetings. Crowley says the 11 teachers also prepared resource materials.
Kathryn Fitzgerald, a music teacher seconded to the support service, says that a major part of the work was to promote music as a "do-able subject, enjoyable, worthwhile and, yes, there are points."
She visited schools, spending two or three hours with individual teachers or groups, going through the new syllabus. "I've found the individual school visits very successful." Teachers feel free to ask questions they might not ask in large groups.
"We also have telephone and fax line support so teachers can ring us," says Fitzgerald. "The cluster meetings facilitate teachers meeting, sharing and networking - this is very important. There are a lot of new teachers in the system and it gives them a chance to meet teachers from other schools. This works particularly well in rural areas."
She covers the area from north Donegal to Sligo as well as a one-third slice of Dublin. "It's a lovely chance to see these schools and meet teachers and to be a witness to the marvellous work they're doing. It's a humbling experience, a two-way process."
The support team also introduced technological skills to music teachers showing them how to compose using keyboards and software. "In a way, we're ahead of IT2000, encouraging teachers to get a computer for the music room."
As to the end of the two-year stint, Fitzgerald says she is excited to be going back to school to try out new ideas but, in other ways, she is sorry as the team members have become friends . . . almost family.
