S2 Episode Thirteen: Niall Mulpeter "From Policy to Practice: Enacting Values in Publicly Managed Schools through Communities of Practice and Professional Learning Communities"
Let's Talk About Sociology of EducationShow Notes
In this episode I speak to Niall Mulpeter in an episode entitled From Policy to Practice: Enacting Values in Publicly Managed Schools through Communities of Practice and Professional Learning Communities. Niall is an Educational Policy and Development Officer with Education and Training Boards Ireland (ETBI) and a final-year PhD scholar at the University of Limerick School of Education. With over 20 years of experience in education, Niall’s expertise lies in Values Education, Curriculum Development, and the enactment of values-based policy in schools—areas in which he has been published. Niall explains his interest in sociology of education, focusing on educational structures, policies, and student learning, identity, and inclusion.
Before joining ETBI, Niall worked as a full-time advisor with Junior Cycle for Teachers (JCT) and as an associate with the Professional Development Service for Teachers (PDST), contributing to curriculum reform and teacher professional learning. A post-primary teacher of Music and Religious Education, Niall brings a deep understanding of classroom practice to his policy and research work.
In his current role with ETBI, Niall has led the development of the Identity, Multi-Belief, and Values Education (IMBVE) curriculum, which articulates the values of publicly managed schools. He also supports the enactment of the ETBI Patrons' Framework on Ethos and leads several communities of practice in this space. A highly experienced teacher educator, he provides professional development for senior leaders and teachers across the ETB sector.
Niall highlights his role in developing the ETBI Patrons Framework, a policy document articulating the core values of ETB schools. He also emphasizes the importance of collaboration and communities of practice in translating policy into practice. He discusses his PhD research on curriculum development and policy enactment, and his involvement in various research projects, including the Belong to Advisory Committee and the COST Action Group on Religious Identity, Bullying, and Well-being at Schools.
He emphasizes the importance of translating policy into meaningful action and the role of collaboration in making policy work at the school level. Niall highlights the ETBI Patrons Framework, published in 2022, which articulates the core values of ETB schools. He discusses the role of communities of practice and professional learning communities in supporting the enactment of the framework.
We discuss the challenges of implementing policies in diverse school contexts, referencing Stephen Ball's theory on policy enactment. He explains the four contexts of policy enactment: situated, professional, material, and external.He emphasizes the importance of ongoing adaptation and resource development to reflect changes in the political, economic, and social climate.
Niall explains Wenger's theory of communities of practice, focusing on the domain, community, and practice dimensions and he shares his journey towards completing a PhD on curriculum development, community practice, and policy enactment under the supervision of his supervisors, Dr Joanne Flaherty and Dr Orla McCormack in University of Limerick. Niall's research focuses on the development of the Identity, Multi Beliefs, and Values Education (IMBVE) curriculum.
He highlights the importance of advocacy and systematic change in supporting inclusive education policies.Niall reflects on the potential and challenges of generative AI in education, emphasizing the importance of keeping educators abreast of technological advancements. He discusses the potential of AI to personalize learning and enhance human interaction through tools like AI glasses and pens. Niall highlights the ethical considerations and the need for critical oversight to avoid widening inequalities. He concludes that AI can be a tool for inclusion but should not replace the human element in teaching, which brings empathy and collaboration.
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