Leadership+ Issue 22 September 2004

I S S U E 2 2 • O C TO B E R 2 0 0 4

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In this issue Focal ón Uachtarán ................................1

Comhgháirdeas ..........................................1 Valid Uses of Student Testing .......2 Principals’ Health & Safety ............3 Special Education Needs ...................4 The Special Needs Assistant ..........6 Are you allowed to do that? ..........8 LDS News ........................................................9

Focal ón Uachtarán

Legal Diary ..................................................10 Research & Expertise ........................13

The first IPPN newsletter of the new school year

North South Conference................13

reaches you with a new name Leadership Plus,

Recent Meetings with Education Partners ...........................14 Report on the Role of the Deputy Principal .................................16

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“No man will make a great leader who wants to do it all himself, or to get all the credit for doing it.”

Andrew Carnegie

ISSN: 1649 -5888 Irish Primary Principals’ Network Glounthaune, Co Cork President: Virginia O’Mahony president@ippn.ie Director: Seán Cottrell director@ippn.ie Editor: Larry Fleming editor@ippn.ie Advertising: Nora Kavanagh office@ippn.ie e: info@ippn.ie l: 1890 21 22 23 t: 353 21 452 4925 f: 353 21 435 5648 w: www.ippn.ie Design and print: Brosna Press 090 6454327 • info@brosnapress.ie

and a new layout which we hope you will find attractive, user friendly and supportive of the vital leadership role you play in your school community.

Now that we are into the month of October we are well and truly caught up in the momentum of school life. Yet we must remember that it was a difficult summer for many principals. The unnecessary delay in panels being cleared meant that the whole recruitment process hung over principals during what are euphemistically known as ‘holidays’. Surely it should be possible for the education partners concerned to address this whole issue much earlier in order to avoid unnecessary disruption to children and parents in September, due to delayed appointments. Those of us who survived the paperwork of applying for a ‘Summer Works Scheme’ found the lazy hazy days of summer swallowed by building projects, temporary accommodation and the pressure of having a school ready for the reception of children and teachers on the 1st September. Does the DES

now, like some junior infants, think that my home is the school and that I have no life outside of it?

In common with many other principals, I frequently agonise about how to fulfil my role as instructional leader, given the demands on my time from all other aspects of school life.

This is a serious stress factor for all of us, yet we must not feel guilty because of that which we cannot control. Yes, my role as principal and instructional leader is very important, but it is secondary to my own personal life, health and self esteem. I must find the right balance and to do that I must have time for myself. Perhaps this year it might be an idea to prioritise ourselves at the top of the list for care and support because, if our personal resources are depleted, we surely cannot give to others what we have not got.

Ar scáth a chéile a mhairimíd! Go néirí go geal libh sa bhliain atá romhainn.

Virginia O’Mahony President IPPN Scoil Chaitríona Snr, Renmore, Galway

Comhgháirdeas leis an Aire Nua IPPN sends its warmest congratulations and best wishes to the newly appointed Minister for Education & Science, Ms. Mary Hanafin, TD. IPPN looks forward to working with Minister Hanafin and wishes her every success in her new portfolio.

Don’t let the title put you off! Don’t!

Valid Uses of Student Testing as Part of Authentic and Comprehensive Student Assessment, School Reports and School System Accountability. Grobe and McCall 2003 This is hardly a title that would cause you to rush out to the nearest bookshop with the tattered remnants of the yard duty money to purchase a copy for bedtime reading but there’s actually a lot here to get you thinking.

With the stirrings in the educational undergrowth in the area of testing this report offers us many useful pointers on how to test successfully and avoid the potholes of blame, guilt and recrimination in the process.

How do we look at testing? Often along the lines of ‘we need it now, so let’s do it’ or every May or September etc, but after that how deeply we delve into the murky depths varies, not only from school to school but from teacher to teacher.

The question Grobe and McCall keep coming back to is: IS THE TEST VALID? And they follow this up with: WHAT MAKES IT VALID? Their answer can be broken down into three separate parts if we apply it to the Irish education system.

1. Will it improve the children’s learning?

In your school?

2. Is the test fair? To all your children – rich/poor, Irish/New Irish.

3. Is it a broad test?

Their study answers all these questions by listing the characteristics of a good, valid test: 1 The teacher must understand the test and what is to be achieved.

2. The pupils must understand the goals they have to achieve.

3. The goals must be achievable.

4. The results must be used to build student confidence because students want to do better.

5. The tests must be frequent to help the student improve consistently.

6. The teacher must adjust his/her instruction based on the information gleaned from the test.

7. Students must then begin to assess their own needs.

8. By this stage the students will have begun to value their achievements and they will communicate this to their teachers and parents.

As it plays out in the classroom the effect of this ‘assessment for learning’ is that students keep learning and remain confident that they can continue to learn if they keep trying to learn.

The way a test is presented, how it is pre-tested and its application is central to creating a valid test. How the teachers, pupils, parents and the media are introduced to the ‘newly-born’ test is paramount. Teachers, pupils and parents should be on the same side here, they all want a test that will show what is being learned.

If the teacher has a valid test it will give feedback to that teacher on the effectiveness of his/her work. If the test is explained to the pupil and geared for that pupil and if it is achievable then the pupil will be motivated to do better and better. The pupil understands why the test is there which leads to a happy parent, content to see their child achieving well within the system.

And what of the media? A well-informed media will see the test as a reflection of how the system is cohesively working rather than as an opportunity for a ‘sound-bite’. A ‘soundbite’ allowing the reporter to occupy the moral high ground, albeit for a short time, before moving on to the next event having used the results to give the system a ‘sound threshing’.

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What about the tests that are not valid, the bad tests? Some tests are designed to test in ever-narrowing terms; disadvantage on several levels is not taken into account. Who could blame the teacher who ‘teaches to the test’ in these circumstances?

A bad test will criticise the teacher, the pupil and the system. It will cause the teacher to focus on narrowing fields of achievement. It will lead to ‘public pillory sessions’ by the media and it will not suggest the reallocation or increase of resources required to make the adjustments.

Where is the curriculum in all this? Getting slimmer and slimmer. At present we test for literacy, numeracy and the ability to reason.

What we are doing actually is banishing large areas such as literature, history, geography, science, physical education, computer skills and the arts to the outer darkness. Should they be compulsory at all? Imagine the uproar if we suggested such a move? But it has happened, we’ve missed it!

Valid testing should test across the spectrum but highlight the grey areas, the ‘dawn’ and ‘dusk’ scenarios. We can all recognise the bright light of learning; it’s seeing the ‘dawn’ and ‘dusk’ areas that is the difficult part.

When we recognise these grey areas the facilities and services must be there to deal with the greyness. Learning support in its many guises must be available immediately to ease that particular child back towards the light.

Unlike Carlsberg’s Customer Complaints Dept, an unattended phone ringing in a dusty back office on an out-of-the-way corridor somewhere in the midlands is just not good enough.

James Joyce, Príomhoide, Scoil Shéamais, Barna, Co. na Gaillimhe

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“A man who enjoys responsibility usually gets it. A man who merely likes exercising authority usually loses it.” Malcolm Forbes

Principals’ Health and Safety A Professional Concern T

The single greatest barrier to effective School Leadership is without doubt the impossible workload expected of Primary Principals. The word ‘impossible’ is used for good reason as it is indeed impossible for even the most enthusiastic, energetic and efficient Principal to carry out his/her current range of responsibilities as prescribed in legislation and DES circulars. How is it possible that our legislators and policy makers could understand so little about the reality of the Principal’s role, that they simply continue to add further responsibility and functions to Principal Teachers, in each new piece of correspondence.

improvement. Regrettably, failure to address the root causes of overload has led to an unprecedented professional and personal crisis for many Principals. For more than a decade the powers that be, have with every new circular and piece of legislation, added more water to a jug that is already full. Failing to recognise that 73% of Principals are full time class teachers, and the exponential administrative burden experienced by Principals of larger schools, is now resulting in an exodus from Principalship and a dramatic fall off in the numbers aspiring to become leaders of schools. Ambition to be the leader of any business or organisation is both natural and healthy. It is vital for the ‘health’ of a school that teachers will aspire towards the leadership position. There was a time when this was the case and there is a responsibility on policy makers to ensure that the Principal’s role is satisfying rather than frustrating, desirable rather than off putting and possible rather than impossible.

Early examination of your survey feedback shows that Principals have been suffering both personally and professionally from the increasing demands placed upon them for some time now. Interestingly, most of the partners in education acknowledge the profound difficulties associated with the role of Principal and indeed, the consequential negative effects on instructional leadership, curriculum reform and other aspects of school

In our representative role, IPPN’s priority is to impress upon the DES, Management Bodies and Union, the urgency with which Principals workload issues must be addressed in a meaningful way. Meanwhile a group of Principals is collating and analysing your feedback received through our National Survey. Full details will be published on our web site in due course. Míle buíochas as ucht do chabhair ‘s do thacaíocht.

o date close on 1,300 Principals have completed the IPPN Survey on Principal’s Workload. The Executives decision to carry out a comprehensive survey of Principals arose from the DES inviting IPPN to take part in a ‘working group’ which is being set up to address the issue of Principals workload and reviewing in-school management.

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P R O F E S S I O N A L

G U I D A N C E

Special Education Needs

Supporting Principals Overview Circular 09/04 raised more questions than it answered concerning the delivery of resources to children with SEN. Last July, the IPPN Executive raised 28 questions with the Minister in an effort to seek clarification for principals. Minister Dempsey responded to our letter in September and a meeting was arranged with senior officials of the DES for 7th October. It is now obvious that the new ‘weighted system’ will not come fully into practice, especially with regard to staffing, until September 2005. Meanwhile we are in a transition phase in the delivery of resources to children with SEN in our schools. In order to help manage this transition phase for the year ahead, IPPN is offering guidelines with suggested models of good practice that are already employed in many schools.

Change of policy Circular 24/03 heralded the end of a fragmented approach to the organisation of SEN in schools. We are heading towards a greater flexibility for each school as they explore the model which best suits their circumstances. Depending on school size, type and circumstances, a range of approaches should be considered and evaluated.

It is important to emphasise that the primary responsibility for a child with SEN rests ultimately with the class teacher. Central to this

responsibility is the IEP which is an education plan drawn up collaboratively by the class teacher, the child’s parents and the ‘support teacher’. The implementation of the child’s IEP depends on a high degree of teamwork and collaboration with all concerned. The Board of Management should be informed how the Support Team proposes to deliver its SEN service in the school. As a general guide a clear strategy for ongoing communication and consultation between parents, class teacher and the support team will ensure a satisfactory outcome for all concerned.

Managing policy The principal and staff are in the best position to identify how existing school resources can best be utilised to meet the needs of their pupils. If not already done, it is essential to facilitate a whole staff discussion on the contents of Circulars 24/03, 09/04 and 13/04. Mainstream class teachers, Learning Support Teachers, Resource Teachers for SEN, Resource Teachers for Travellers and Resource Teachers for Language Support, must pool their experience and expertise to interpret these circulars as they apply to the school. The LST, RTSEN, RTT and the RTLS must think of themselves as a support team to work with and support classroom teachers and parents in the teaching of children with SEN. In smaller schools this ‘Support Team’ can only be possible if the staffs of schools that are sharing teachers, work together as a defined cluster to plan collectively and meet this challenge.

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In-School Management and SEN Given the importance and responsibility associated with providing for children with SEN in schools today, it is essential that the management of SEN forms a central plank in the In-School Management team. Because the Principal’s role is stretched so widely over many aspects of school administration and management, responsibility for managing and co-ordinating SEN (staffing, resourcing and communicating) should be delegated to another senior member of staff. The Educations for Persons with Special Education Needs Act 2004 empowers the Principal Teacher to delegate this function appropriately.

In accordance with established good practice both in Ireland and Internationally, responsibility for SEN should ideally be a key part of the Deputy Principal’s role. This would ensure that SEN issues do not get compromised by the competing priorities which are the reality for Principals. It will also signify the importance of SEN by allocating its responsibility to the next most senior member of staff.

Anecdotal evidence suggests that many schools have various posts of responsibility designated since before 1999 and SEN is not included. A possible consequence of this is the failure to apply In-School Management capacity to such a high priority management area. Where such a situation exists, the Principal should advise the board and staff that ISM responsibilities should be reviewed immediately.

P R O F E S S I O N A L

G U I D A N C E

Models of good practice

5 Within the suggested models mentioned above the range of SEN

intervention strategies outlined below should be considered. This list is not exhaustive: a Merging the roles of Learning Support Teacher and Resource Teacher. b. The class teacher and the ‘Support Teacher’ working with the whole class and a group within the class simultaneously. c. Team teaching – the Class Teacher and the ’Support Teacher’ alternating roles to work with the whole class or the children with SEN. d. Traditional approach of one to one withdrawal of child from the class. e. Group teaching for children who have similar SEN needs. f. Group teaching for personal development and life skills.

1 Priority to be given to SEN for staff meetings and for School

Development Planning days, to enable a whole school discussion on the implications of Circulars 24/03, 09/04 and 13/04.

2 Although the roles of the LST, RTSEN are not being officially merged

in this school year, moving towards merging of these positions (coupled with RTTs and RTSLs where applicable) could facilitate a more cohesive approach to delivering an SEN service. These roles would effectively become the schools SEN Support Team. Whilst Circular 09/04 refers to the role of Special Education Teacher (SET), it seems that this may not be the definitive role title. Perhaps the word ‘support’ should be included in the title to maintain clarity relating to the primary responsibility of the class teacher.

6 Having developed a team approach to SEN services within a large

school / cluster of small schools, there will be greater sharing of SEN experience and knowledge, the development of an SEN Resource Centre with expert information on various disabilities, teaching materials, software packages etc. A team approach will also eliminate the fragmentation and isolation often identified by RTSENs, LSTs etc.

3 Where there is more than one ’Support Teacher’ in a school, each

teacher in the team might be assigned to work with a specific class or group of classes. This will prevent a class teacher having to communicate and work with two or more ‘Support Teachers’.

7 Where schools are working this year with an inadequate number of 4

In smaller schools where both the Learning Support Teacher and the Resource Teacher are shared, schools might benefit if one ‘Support Teacher’ provided both services in a specific school, reducing the need to travel and reducing the aforementioned disruption factor.

RTSENs / resource hours, children may be grouped appropriately with children who have similar SEN needs without compromising their designated number of hours.

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P R O F E S S I O N A L

G U I D A N C E

Ten years ago few, if any, Special Needs Assistants operated within the primary school system in Ireland.

According to the most recent figures available, there are now over 5,000 Special Needs Assistants being deployed throughout the Primary School system.

This staggering increase in human resources has implications for the Principal, particularly in relation to managing workload, and positive staff relations.

The Principal and the Special Needs Assistant Appointing Special Needs Assistants

All this work takes time hence the initial appointment being over a probationary period.

The full procedure governing the appointment of Special Needs Assistants is available under Appendix 26 (a) of the Management Board Members Handbook (p. 135). Some important issues from a Principals perspective that need to be borne in mind, include: A list of candidates deemed suitable for appointment and fulfilling the stated criteria for selection should be retained.

This list can be effective for one school year for any appointments to posts of SNA’s that might arise Applicants should only be employed on a provisional basis pending a clearance procedure The clearance procedure should encompass securing a certificate of medical fitness from a medical practitioner nominated by the Board and thoroughly checking all references submitted by the candidate The successful candidate should not be notified until the Board is happy that the candidate has never been investigated in relation to complaints made concerning treatment of children Clearance should be obtained from the local Gardaí (where possible)

Creating an Effective SNA The properly inducted SNA can be an invaluable resource to the class teacher, the Principal and the children with Special Needs in the school. The role can be used to encourage the provision of a positive and independent learning environment, thus enabling the special needs child to access the curriculum more effectively.

The Principal can:

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Direct and encourage the SNA to work as a team member and contribute to team meetings Inform the SNA of relevant school policies and procedures that directly impact on his/her role Encourage the SNA to avail of staff development and training thus supporting the wider needs of the school. Remember, it is advisable to draw up a clear concise role profile for the SNA which should be signed and dated. All practices should be agreed and written down so there is absolute clarity.

P R O F E S S I O N A L

Managing Special Needs Support It is advisable to give the SNA a practical management role within the school. This could include duties outside of being "child assigned" all of the time. It is important to move away from the "Velcro" model where the SNA is exclusively assigned to one child in particular. The use of rotation is now becoming a feature of more and more schools in the country. Rotation also may be significant where issues of seniority come to the forefront.

The SNA’s can be deployed anywhere throughout the school performing duties that will greatly benefit the entire school community.

Some of these duties could include: Bringing inventories up to date Being present on planning days to do work such as covering library books, restoring jigsaws, labelling class readers, cleaning infant toys Assisting Learning Support and Resource teachers Assisting in yard supervision

G U I D A N C E

work. However, leaving the SNA in sole charge of a class should be avoided in all circumstances) In short, the effective SNA can listen, assist, anticipate, encourage, observe, support, model, clarify, enable, provide feedback and enable possibilities.

At all times there should be clear channels of communication between the Principal / Class teacher and the SNA. There should be mutual trust and respect, shared values and goals and an understanding of each others perspective.

Inclusion The Special Needs Assistant must be made feel a valued member of staff. Include them on staff outings – give them a say in some decision-making processes within the school – invite them to selected staff meetings where Special Needs issues are on the agenda. The key is not to isolate the SNA’s and make them feel like "outsiders", but rather to make them feel valued as a staff member.

Quality Assurance Good practice dictates that the effective Special Needs Assistant should work under the direction of the Principal and class teacher.

This work can include: Monitoring the students work/activities Assisting in group work Supporting the implementation of Individual Education Plans Promoting the students organisational and listening skills (Remember, the class duties of the SNA should be of a non teaching nature, although some schools have used them effectively to assist in class group

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Unpredictable events e.g. enforced school closure no heating etc Last minute timetable change e.g. cancellation of sports day Timetable change e.g. a reminder of early closing for staff meeting

The Principal can provide the SNA with the relevant school policies which should provide guidelines on safe practices in relation to: Administration of medicines/pills The spread of infection Toileting procedures Recording of accidents Manual handling Healthy eating Confidentiality procedures and other areas relevant to the SNA’s work within the school

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FOOTNOTE Under Sustaining Progress, the modernisation agenda for SNA’s as agreed with Impact at the Labour Relations Commission last spring provides for SNA’s to be available to schools for a couple of days at the start and finish of each term. These days (12 in total) may be combined at the discretion of school management, but shall not exceed 5 consecutive days and will immediately precede or follow school terms. Many Principals have not made this practise compulsory.

Happy announcement e.g. victory in sports final For large schools – reminding staff about a particular event.

How can I use text-a-parent to send messages to the parents in our school?

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Special Needs Assistants being re-assigned to other work appropriate to the grade, particularly when urgent work demands arise within the school A review of SNA’s is being undertaken by the DES at present. This review involves a visit to schools. Pending notification of the outcome of these visits, schools have been advised that if they have surplus SNA capacity, such posts can be retained up to the level of applications made to the DES for which a response is awaited.

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Send cheque to IPPN to purchase "credit" for the cost of the text messages When your cheque is received, a text message will be sent to you informing that your account has been set up and is ready for use Follow the on-screen instructions which enables you to type your short message and specify the mobile telephone numbers to which the message will be sent

P R O F E S S I O N A L

G U I D A N C E

So often, in conversation with other principals or in queries on the IPPN mailing list, I hear "Can we do that?"… "Are you allowed?"… "Will the department let you do that?"… "What would the inspector say?"…

"I didn’t know you could do that"… and so on..

Are you allowed to do that?

T

he major trend over the past few years has been to put more and more responsibility on Boards of Managements & Principals. The legislative and statutory basis now for much of what we do has changed the landscape of managing, organising and leading schools beyond all recognition from what it was when I first became a principal in 1982. We all know how much the job has increased in scope and responsibility. There is no need to detail this here. In so many ways now – and the legal and insurance people are quick to point this out – the "buck" stops at the principal’s desk, by virtue of the authority granted by the board of management – which is largely dependent on the principal for advice!

I offer my own professional opinion in this way.

Confidence in dealing with any issue where you ask yourself the question "Are we allowed to do that?" is dependent on the answers to three questions:

I want to suggest that with this increased responsibility, workload and complexity, have come corresponding opportunities for leadership and initiative – indeed, a responsibility for such initiative – the initiative of leadership and a confidence in that leadership.

“almost all advances and initiatives in any area of endeavour come from challenging the status quo…”

So while we as principals have recognised these facts, and indeed, the evolution of IPPN has been directly related to the sharp increase in additional responsibilities, there has not been a corresponding growth in the supports and resources for principals to fulfil these responsibilities. A familiar tune….

I want to suggest that there is a growing confidence among principals that if what you are deciding to do has the best educational interests of the child at the core, the support and agreement of the parents and the support and agreement of the board, then there is not very much that anyone else can say about the matter. They may have contrary or differing opinions, but the responsibility lies with the principal. Responsibility not only for managing resources but also for the educational wellbeing of the child.

I want to suggest one area, however, where we can and are making up for that lack of resourcing and support: - Confidence in our own professional opinion and judgement.

1. Have I consulted with and informed teachers?

2. Have I consulted with and informed parents?

3. Have I consulted with and sought the support of the board of management?

4. In my experience as a professional educator, is this in the best educational interests of the child / children in our school?

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Of course, we operate within rules – both statutory and other – and I do not suggest that we break rules willy-nilly. However, we all know that almost all advances and initiatives in any area of endeavour come from challenging the status quo. Leadership has never been afraid of risk-taking; advancements in medicine and science come when some farseeing individual or group questions accepted belief and practice. The parallel situation is generally true in education and educational leadership – John Dewey? Howard Gardner? etc. I well remember being severely reprimanded for deploying a teacher on Home-School Liaison duties before it became a Department of Education scheme…

There are so many current issues where overall policy and planning is in disarray. Special needs education comes immediately to mind.

Guidance, resource and support for principals are in short supply. In these circumstances, if there is some measure or practice I want to try, I prefer not to ask "the powers that be" whether I am allowed or not allowed to do so.

I would like to think that our professional confidence has grown and continues to grow and that the question "Can we do that?" is answered with the proverb which I’ve heard on numerous occasions from a wily old inspector, it’s always easier to get forgiveness than permission!

John Curran September 2004

Commercialisation of Schools

LDS Summer Conference

The article on commercialism in primary schools, "As good as gold?", which appeared in the June edition of the IPPN newsletter was written

by Joe Fogarty, a teacher in Glasnevin Educate Together NS. It was based on research conducted as part of an M.Ed. Degree in Trinity College Dublin in 2003.

Any views in relation to the topic of inschool marketing and advertisement would be welcomed by the author.

Joe can be contacted at fogartyj@tcd.ie

The second annual LDS/RTU summer conference was held in the Cavan Crystal Hotel, Cavan on August 23rd and 24th 2004. A total of 106 school leaders and invited speakers attended the conference, which was focussed on the development of learningcentred leadership in Irish schools. The emergence of learning, and of school leaders as leaders of learning, was highlighted by Professor John Coolahan, NUI Maynooth, who reported on recent global and national trends relating to schools in a knowledgebased society.

Workshop Call for IPPN Conference 2005 The IPPN Conference Organising Committee is interested in hearing proposals for workshops at the 11th Annual Principals Conference to be held at City West Hotel next February 3rd, 4th and 5th.

The success of these conferences over the years has been built upon the quality of workshops provided for those in attendance.

If you have relevant specialised knowledge and experience in a particular area of school leadership, management or administration please forward your proposals by email to info@ippn.ie with "Workshop" in the subject bar of the email. Go raibh maith agat

Good luck Sue! Some members will have been familiar with the name Sue Cowburn who worked in IPPN’s Support Office since 2001. Sue, with her distinctive Lancashire accent, was a key part of IPPN’s support and backup during her time with us.

IPPN is extremely grateful to Sue for her commitment, energy and loyalty, and for playing a significant role in building IPPN’s success to date. Sue has relocated to Sligo and while her presence is dearly missed in our Support Office, we thank her sincerely and wish her good luck for the future.

Recent Appointments to LDS Leadership Development for Schools (LDS) is pleased to announce the appointment of Mr. Paddy Flood as National Coordinator of the programme. Paddy has been seconded to LDS from his position as Principal Teacher at Edenmore N.S. in Emyvale, Co. Monaghan.

Whilst a member of the IPPN National Committee, Paddy became a member of the initial LDS team, which was established in 2002 and has been involved in the design and delivery of the Misneach Programme of Induction for first-time principals.

The LDS Programme is also delighted to welcome Ms. Helen O’Sullivan, Principal of Holy Rosary Primary School, Dominican Convent in Wicklow town as a fourth Assistant National Coordinator. Helen, a national winner of an IPPN bursary, has recently returned from a study trip in New Zealand and has previously held a number of positions in the field of professional development for schools. Helen’s appointment will facilitate the development of an online dimension to current and future LDS programmes.

Misneach Over the past month a third cohort of firsttime principals have enrolled for the Misneach Programme of Induction for first-time principals.

The numbers seeking the Misneach Programme have risen dramatically this year with almost 180 new primary participants joining the programme to add to the 120 who have already completed their first two sets of residential modules last year. Such was the demand for places that LDS has had to add a third Misneach session to the calendar this term. The new participants will be joining the programme at residential learning sessions as follows: September 29th – October 1st: Ennis October 6th – October 8th: Monaghan October 13th – October 15th: Kilkenny Participants from Cohort 2 who joined the programme in 2003 will have an additional residential programme in November.

Currently LDS is in the process of recruiting a number of additional part-time personnel to design and deliver LDS programmes.

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Emerging concepts and new practices relating to learning were explored in a series of workshops. Areas focussed on included: Emotional Intelligence, Transition, Multiple Intelligences, What we Know about Learners, ICT and Learning, Assessment for Learning and Building Continuous Professional Development. Professor John West-Burnham from the National College of School Leadership in Nottingham, England addressed the conference on the practical issues that school leaders need to consider as they focus on revolutionising learning in their schools.

Consistent themes that emerged from the conference include: The need to examine the role and function of schools in a rapidly changing society The need to promote learning at all levels in schools and in particular to support changes in pupil learning through professional development opportunities for all in the school community That school leaders have a critical role to play in the re-designing of schools that will respond to the contemporary learning challenge The need for schools to engage in dialogue and debate on pupil and adult learning.

“Think about the 4 Cs: Continuous learning, Confidence in yourself, Care and attention to those you love and Communication – wherever you are, well-honed communication skills are highly important.” Chairman, Scottish Power

The new system for the allocation of resources for Special Educational Needs in National Schools Circular 09/04, known as the weighted system was issued to schools in late June 2004. This new system supersedes allocation provisions relating to pupils in previous Departmental Circulars. In summary the allocations were as follows: (a) DISADVANTAGED SCHOOLS: One teacher of pupils with Special Educational Needs is allocated for every 80 pupils. (b) ALL BOYS SCHOOLS: One teacher for every 140 pupils (c) CO EDUCATIONAL SCHOOLS: One teacher for every 150 pupils (d) ALL GIRLS SCHOOLS: One teacher for every 200 pupils As principal of a designated disadvantaged school, I have good reason but to happy with the ratios. No one can dispute the fact that a large majority of pupils in receipt of Special Educational Needs support are boys. I am not aware of scientific research that has been commissioned to support what we know to be

commonplace.

Principals of all girls schools and indeed their Boards of Managements have expressed concern at this differential. While many girls schools would not be located in disadvantaged areas they would point out the following; a) Many disadvantaged children attend these former convent schools. b) Parents of traveller children often prefer to enrol their children in single sex schools. c) Parents of non national children often favour single sex schools also in part due to their customs and practices.

Is there a remedy for girls schools who feel that this system which comes into effect in September 2005 is discriminatory? Firstly the parents of a pupil who fails to receive support under the weighted system by virtue of the fact that she attends a girls school could request the Equality Authority to take a case on their behalf, or a number of schools could PAGE 10

take a case if they can point out to a general practice of discrimination as a result of this circular. The question to be asked is what this policy means in practice? Is its effect discriminatory?

If a case is taken by the Equality Authority it would need to be supported by hard evidence and best international practice. An order could be sought to compel the Minister to drop this circular. The Minister could in her defence use data available to the Department in relation to the current allocation of resources and argue that the law does not allow for positive discrimination in certain circumstances.

At the request of Sean Cottrell I attended a meeting with the legal advisor to the Equality Authority and have discussed the contents of this circular and concerns of principals of all girls schools. The IPPN National Executive will consider this matter at their next meeting.

L E G A L

D I A R Y

McGinn V Board of Management St Anthony’s Boys National School, Kilcoole, Co Wicklow

and

Department of Education & Science

June 2004 – The Equality Tribunal An unsuccessful candidate for the position of Principal teacher took a case at the Equality Tribunal under the Employment Equality Act 1998 for discrimination on the grounds of gender and also on the basis of victimisation.

The decision was published in August. I propose to examine the case under the following headlines; a) Background b) The candidate’s complaint c) Decision of the Equality Officer

BACKGROUND As illustrated in the chart (shown below) there are no fewer than three interviews required to fill the position of principal in the school.

On her first attempt the teacher who is the subject of these proceedings Mrs McGinn came fourth in the competition. At the second attempt she came second and at the third attempt Mrs McGinn came fourth. A certain male candidate was the choice for principal at the first and third interview and was subsequently appointed. However he came last at the 2nd interview where a female candidate (not Mrs McGinn) came first.

THE CANDIDATE’S COMPLAINT Mrs McGinn claimed that she was asked by the Chairperson of the Interview Board the following discriminatory question regarding; "her suitability to be appointed to the post of principal in light of her gender and in terms of whether a female principal in a boys school PLACING 1 2 3 4 5 6

1ST INTERVIEW MAY 2001 Male Female Male Mrs McGinn Male

would pose a problem from a role model point of view". The chairperson denied this saying the question was "how would the complainant cope with being the first female principal in the school?" The Chairperson said this question was asked of all female candidates in the context of the school having always had a male principal and that to have a female principal would have been a major event in a rural community.

Chairperson of the Board of Management wrote to the Department after the first interview and described Mrs McGinn’s complaint as "spiteful". Secondly she claimed that as organist and director of the school choir for confirmation and communion the chairperson acknowledged the work of other teachers at both events and pointedly refused to acknowledge her considerable input as would have been recognised in previous years.

A number of weeks following the 1st interview the Chairperson of the Board visited the school and in the staff room explained to the 13 teachers, who were present at the time, including Mrs McGinn, how the successful candidate was selected and he gave details of the selection process. The Chairperson indicated that the successful candidate (who was from another school) was his first choice for the position. He also stated that Mrs McGinn had been placed last of all the candidates interviewed. This misrepresented the facts as Mrs McGinn came 4th out of 5 candidates. In relation to Mrs McGinn he stated; "she is a good woman but a woman in this position in an all boys school would not be appropriate".

The Chairperson did not forward the list of candidates to be called for interview to the Department of Education & Science. He did not retain a copy of the criteria for assessment of applications and the notes of the interviews as required by the rules of procedure and upon foot of a complaint to the Board of Management and the Department, a new competition was arranged. A new Chairperson of the Board of Management was appointed who declined to chair the interview board. A temporary Chairperson of the Board of Management was appointed. However, the Chairperson who stood down on a temporary basis to facilitate the 2nd interview sent off details of candidates to the Department clearly breaching procedures when he had waived his right to be Chairperson of the selected Board.

This necessitated a 3rd interview. The procedure for notifying the Department of candidate details to facilitate on eligibility check was again breached. The chairperson did not retain interview criteria and interview notes on this occasion. However an individual member of the interview board did retain notes and offered them as evidence at the tribunal hearing. (contd over)

Mrs McGinn alleged that the confidentiality of the interview process was breached by the chairperson of the Board of Management when the schools fundraising and social committee was informed of the news by two applicants for the post.

Mrs McGinn also claimed she was the subject of victimisation. Firstly she alleged that the 2ND INTERVIEW JULY 2001 Female (2nd in May) Mrs McGinn Male Male (1st in May)

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3RD INTERVIEW OCTOBER 2001 Male (1st in May & 4th in July) Female (2nd in May & 1st in July) Male Mrs McGinn Male Male

L E G A L

D I A R Y

McGinn V Board of Management St Anthony’s Boys National School, Kilcoole, Co Wicklow and Department of Education & Science DECISION OF THE EQUALITY OFFICER The Equality Officer ordered the Board of Management to pay Mrs McGinn the sum of 10,000 as compensation for the stress suffered as a result of the discriminatory question and the Equality Officer noted that this stress was exacerbated by the comments which the Chairperson of the interview Board made to the complainant and her colleagues in the school staff room. The Equality Officer also ordered the Board of Management to pay Mrs McGinn the maximum award of two years salary by way of compensation for the effects of the serious victimisation to which she was subjected. Based on figures supplied by the INTO this amounted to 117,236 but the Equality Officer ordered that the amount paid to the complainant reflected her actual salary at the time payment of the award was made.

The Equality Officer ordered that interest be paid on these awards. The Equality Officer made a number of other orders to include; 1) The Board of Management to acknowledge in writing that Mrs McGinn was unlawfully discriminated against and to extend to her a full apology for all the hurt (in terms of interview and subsequent victimisation) she experienced as a result of applying for this promotion and to give commitment that she will not be victimised in future.

2) The Board of Management to write to the staff of the school and explain that Mrs McGinn had been a worthy candidate but had not received a fair interview due to gender discrimination.

3) The Board of Management to write to the Department of Education & Science requesting that the letter written by the Chairperson be removed from the Department’s file.

4) More comprehensive training for interview Boards with the possibility of appointing outside professional independent chairpersons.

NB: The decisions of the Equality Officer have been appealed to the Labour Court.

OBSERVATION The selection process for a new principal undertaken by the Board of Management of St Anthony’s Boys National School, Kilcoole, Co Wicklow was unfortunately for all concerned an unmitigated disaster. Essential basics like submitting the names of candidates to the Department for Eligibility checks was botched on 3 separate occasions. It must be acknowledged that while discrimination was held it was not deemed to have been such as to have denied Mrs McGinn ultimate success, as another female candidate was placed higher than her on all 3 occasions.

The Equality Officer was very impressed by Mrs McGinn and the representation provided by the INTO. In sharp contrast the Board of Management infuriated the Equality Officer by a) Showing disrespect for the investigative process of the Equality Tribunal based on delays in forwarding documentation. b) Failing to attend the first hearing. This finding has been hotly contested, ie. Was the Board invited to the hearing in the first place?

What lessons can be learned from this? Firstly it must be acknowledged that hundreds of Principalships are filled each year without as much as a hiccup. Add to this Deputy Principalships, Assistant Principalships, Special Duties Teachers, Acting Positions and teaching positions and we are into thousands of positions. This is credit to the excellence and expertise of many principals who act as independent assessors. This involves long hours of work for little financial reward. Many chairpersons have little or no experience in this area and are reluctant to get involved (and who can blame them?).

There is no doubt that there is a need to give comprehensive training to chairpersons in order to allow them fulfil these important duties. It is with dismay that I learn that CPSMA have their training grants and financial assistance withdrawn by the Department of Education. When all the recent legislation puts Boards of Managements centre place it is ironic that funding should be curtailed from PAGE 12

the Boards and in particular from such an important body as CPSMA. I sincerely hope that our new Minister for Education Ms. Mary Hanafin TD will right this injustice.

The full Equality Tribunal decision can be accessed on www.ode.ie/decisions40-41

The Barney Sheedy Case The above High Court case which was referred to in the last IPPN Newsletter has been appeealed to the Supreme Court.

Vetting of personnel working with children The Minister for Children, Mr. Brian Lenihan, TD, has announced that the Garda Vetting Unit are to get extra resources to facilitate the vetting of prospective employees who will be working with children. This service will be available to schools in the near future.

RESEARCH AND EXPERTISE Do you have particular expertise and knowledge or research carried out in an aspect of school leadership, management or administration?

On a regular basis, IPPN County Networks plan a programme of Professional Development for their members and contact our Support Office seeking details of Principals and others who have specialist knowledge in some particular aspect of school leadership. Many Principals in the course of their careers build up a lot of experience leading to an expertise in a particular aspect of school life. For some this leads on to the provision of in-service training and professional development for other principals and teachers. For others it leads towards academic research and study resulting in Post Graduate Diplomas, Masters Degrees and PhDs etc.

Whether your area of experience and knowledge lies in school management, harnessing parental support, staff recruitment or pastoral care, IPPN invites you to forward your name and contact details with your specified area or areas of experience and knowledge.

This will not in any way oblige a level of commitment because any decision to involve oneself with professional development etc, rests with the individual. Nevertheless we invite you to forward your details to help create a National Data base of available knowledge and expertise which exists amongst principals and deputy Principals.

Please forward your details to info@ippn.ie with "Professional Development" in the subject bar of the email.

Teaching Principals who attended the focus group meeting on 'The Future of Small Schools and Teaching Principalship' held in St.Patrick's College of Education, Drumcondra on April 5th 2004 co-ordinated by Dr Mark Morgan.

FRONT: Dolores Corcoran (St. Pats), Hilary McBain, Tomás Ó Slatara (Chairperson), Margaret Scannell BACK: Jean Dignan, Pat Meagher, Eddie Rocks, Fergus Murray, Ray McInerney.

North-South Conference Principals from North and South of the border will have the opportunity to explore issues of mutual concern at the NorthSouth Conference for Primary Principals to be held in the Slieve Russell Hotel, Ballyconnell, Co. Cavan on November 22nd, 23rd and 24th, 2004. The Conference is a joint venture by IPPN and NAHT(NI) (National Association of Head Teachers, Northern Ireland).

The Seminar will be focusing on key educational issues common to schools in Northern and Southern Ireland. The themes being explored initially are the future of small schools and the role of the Teaching Principal, North and South. Keynote presentations will be made by Dr. Mark Morgan (pictured above), Head of Education, St. Patrick’s College of Education, whom has already done extensive work in this area with IPPN focus groups, and Sheila McGrogan, Regional Training Unit, Northern Ireland, who will be

exploring the concept of federations of small schools in Co. Fermanagh. Her research on this topic, together with the IPPN Interim Report on the Future of Small Schools will form the basis for deliberations and will be crucial to the ongoing research being conducted by IPPN and St. Patrick’s College of Education. The conclusions and recommendations will be included in the follow-up report to be presented at IPPN’s Conference in February 2005.

The other topic for debate will be the provision for Special Needs in both jurisdictions and how principals manage to balance the ideal with the practical.

The Conference is being jointly funded by the British Council and the Department of Foreign Affairs/Education and Science.

Further details regarding arrangements for attending and other matters will be circulated closer to the time.

Best wishes to Moira Lynch, former Principal of Tubber National School, Co. Offaly and founding member of IPPN, who retired recently.

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CPSMA/IPPN MEETING June 24th 2004 FRONT: left to right: Tomás Ó Slatara, Virginia O’Mahony, Canon Frank Kelly BACK: Sr. Geraldine Costello, Joe Gattens, Fr. Dan O’Connor, Sr. Mary Collins, John Curran, Jim Hayes

Recent Meetings with Education Partners Members of the IPPN National Executive held a number of meetings during the summer recess with key figures in the educational field.

In June, IPPN representatives met officers of the CPSMA Standing Committee – including Fr. Dan O’Connor, Canon Frank Kelly, Sr. Mary Collins and Mr Joe Gattens in Veritas House, Dublin. This was one of a series of regular meetings that are being planned.

In a follow on, IPPN officers early last month met members of the Episcopal Commission for Education in Athlone. Members of the Commission present included Bishops Leo O’Reilly (Kilmore), William Walsh (Killaloe) and Thomas Flynn (Achonry), Mons. James Casson

and Fr. Dan O’Connor were also present.

IPPN also met with members of the Leadership Development for Schools (LDS) including Paddy Flood and Breandán Ó Collaráin in Cork Education Support Centre early last month. A meeting between representatives of IPPN and Mr. Johnny Bracken, Principal Officer, Primary Administration, DES was held in September in the Department offices in Athlone.

Finally, IPPN met with Mr. Sean Kelly, President of the GAA in late July when issues of mutual concern to both organisations were discussed and options for the future were explored.

ICP 2005 – CAPETOWN SOUTH AFRICA The International Confederation of Principals (ICP) is holding its 7th Bi-Annual Principals Convention in Cape Town, South Africa from July 10th to 14th 2005. If you would like to combine a Principals Conference in a exotic location with an opportunity for a holiday in one of the world’s best destinations, log on to www.icponline.org for further details.

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Don’t Miss Out 9 out of 10 of Principals & DPs receive IPPN’s Text Messages and E-scéal – our regular electronic newsletter. If you are one of the 10% not receiving IPPN’s professional guidance by e-mail and news updates by text message, all you need to do is send your mobile tel. no. and preferred email address to office@ippn.ie or Lo-Call 1890 21 22 23.

Just Appointed Principal?

The IPPN Support Office has been in contact with Newly Appointed Principals (NAP) since September 1st.

In collaboration with Leadership Development for Schools, IPPN offers a Mentoring service to all NAPs. If you are a newly appointed Principal and you have not received correspondence from IPPN please contact our Support Office immediately by email to info@ippn.ie or Lo-call 1890 21 22 23.

Becoming a Master or a Doctor?

If you are considering undertaking Post Graduate research for a Masters Degree or a Doctorate perhaps you might consider focusing your area of specific research on an aspect of School Leadership and Management that IPPN wishes to research. Contact the IPPN Support Office for further details.

IPPN Executive members who attended the IPPN/ DES meeting with Minister Noel Dempsey on May 26th 2004 Front: Nora Kavanagh, Peter Baldwin (Assistant Secretary DES), Virginia O Mahony Back: Tomás O Slatara, John Curran, Sean Cottrell

Report on the Role of the Deputy Principal The second National Conference of Deputy Principals was held last April, with the purpose of gathering evidence of best practise for the role. Through a series of workshops, different aspects of the position were explored, including: What makes the Deputy Principal effective in a school?

What structures and systems enable the DP to function efficiently?

What competencies are required to be an effective DP?

What key areas of accountability are professionally appropriate for the role of DP? The high quality of discussions led to valuable information being gathered. This, along with other sources of information, will lead to an interim report on the role of DP to be published by a group of Principals and DPs later this year.

When available this report will be circulated to relevant groups and organisations.

For further information contact Padraic McKeon: newportmayo.ias@eircom.net

How does the role of DP in a large school differ from that in a school with a teaching Principal?

IPPN Conference 2005 February 3rd, 4th & 5th CityWest Hotel, Dublin

Please Note: • IPPN Conference 2005 is open to IPPN Members only.

•Please ensure you have renewed for 2004/5 by October 22nd •Booking your place at Conference will be available at www.ippn.ie in mid-November •Once the on-line booking facility is available, you will be notified by E-scéal & SMS text message.

Please make sure we have your current mobile telephone number •Correspondence will only be sent to the email address provided in our membership database.

Please ensure your email account is active and up-to-date.

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