Leadership+ Issue 106 November 2018

ISSUE 106 / NOVEMBER 2018

+ Leadership THE PROFESSIONAL VOICE OF SCHOOL LEADERS

IPPN’S

ACTION PLAN FOR EDUCATION

LEADERSHIP+ The Professional Voice of Principals

Helpful Tips to Prevent Weather Related Damage to your School Property Extreme weather events over the last number of years have made us all too aware of the potentially devastating damage and disruption to normal life that such events can cause. Last winter, storms Brian, Caroline, David, Emma, Fionn, Georgina, Hector, “the Beast from the East” and hurricane Ophelia hit our shores, giving rise to substantial weather-related damage.

Apart from the tragic loss of life, extensive damage to property and infrastructure was sustained, in addition to the inconvenience caused by power and communication outages throughout the country. As well as the additional financial cost associated with these losses, these weather events can seriously disrupt the dayto-day running of your school.

To assist you to focus on the important aspects of any maintenance plan for your school, we have outlined a number of actions which can be taken to reduce the risk of damage being caused to your property by such weather events. The Storm and Freeze suggested actions below can be used as a pre-winter checklist and the Flood actions are to be taken when your school is on notice of a potential flood in the area.

SUGGESTED ACTIONS Storms n Clean out gutters and down pipes of leaves, dirt and debris on a regular basis.

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Keep trees trimmed to ensure they do not overhang buildings or parking areas. Where warranted, have trees trimmed or removed by a qualified tree removal service.

Check for broken, damaged or loose tiles and have them repaired where necessary.

Check the flashing around skylights, vent pipes and any other projections where a roof covering meets an adjoining surface.

Repair any damaged gutters or down pipes and check their supports.

Ensure grounds are kept clear of loose materials and rubbish that may blow and cause damage.

Keep a flash light and spare batteries in an accessible place.

Frost/Freeze Maintain heat in the building. n Ensure thermostats are correctly set i.e. 35*F or 2*C if located indoors, or 32*F or 0* if located outdoors. n Remember to protect your oil supply from freezing. The oil supply pipe can be protected with weather-proof insulation.

A tarpaulin cover will provide emergency protection to the tank. n Leave internal doors open to protect unheated or poorly-heated compartments, but always subject to fire safety rules and regulations. n If air vents in the boiler room are closed off, leave sufficient opening to allow an adequate supply of air n

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for combustion.

If heat is not to be maintained in the building, then the water supply should be isolated and all sanitary and domestic water services drained.

Flood Raise any furniture, appliances or other items that may be damaged by direct contact with water, to higher ground (i.e. to upstairs or onto worktops). n Move vehicles, valuables or other items to safety. n Put sandbags or flood boards in place (remembering when the flooding is over to ventilate your property). n Plug sinks/baths and put sandbags in all toilet bowls to prevent backflow. n If possible, clear blocked drains. n Be ready to turn off gas and electricity supplies (get help of necessary). n Never unplug or disconnect electric appliances or try to turn off the electricity supply if you have to stand in water or on a wet floor surface to do so. n Don’t enter basements or any rooms if water covers electric cables that are plugged in or if water covers electric outlets. n

In the event of property damage, please contact Allianz at as soon as possible, so we can commence your claim.

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Legal Diary

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Davic Ruddy addresses the impact of the commencement of certain sections of the Education (Admission to Schools) Act 2018.

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Falling from the Same Tree

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David Gerry discusses teaching children with Foetal Alcohol Spectrum Disorder (FASD).

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Children Experiencing Homelessness

In 2017, The Children Rights Alliance commissioned a study The educational needs of children experiencing homelessness and living in emergency accommodation - conducted by Dr. Ger Scanlon and Gráinne McKenna of DCU.

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ACTION PLAN FOR EDUCATION

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IPPN’s number one priority since 2016 has been to achieve a minimum of one leadership and management day per week for teaching principals by 2020.

Empower Yourself

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THE PROFESSIONAL VOICE OF SCHOOL LEADERS

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Finding balance for school leaders has never been more important than now, given the complexity of the leadership role within the school community.

Education Centres

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+ Leadership

Máirín Ní Chéileachair discusses the role of Education Centres in Irish Education.

Irish Primary Principals’ Network, Glounthaune, Co. Cork • 1890 21 22 23 • www.ippn.ie Editor: Geraldine D’Arcy Editorial Team: Geraldine D’Arcy, Páiric Clerkin and David Ruddy n Comments to: editor@ippn.ie n Advertising: Jennifer McCarthy Jennifer.mccarthy@ippn.ie n ISSN: 1649-5888 n Design: Brosna Press n n

The opinions expressed in Leadership+ do not necessarily reflect the official policy or views of IPPN

Signposts ISSUE 106 / NOVEMBER 2018

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LEADERSHIP+ The Professional Voice of Principals

EDITORIAL

IPPN’S

ACTION PLAN FOR EDUCATION By now, everyone is likely aware that IPPN’s number one priority since 2016 has been to achieve a minimum of one leadership and management day per week for teaching principals by 2020.

For this to work, substitute cover must be available to teaching principals.

Clusters need to be further developed for the purpose of providing adequate and consistent cover for leadership and management days (IPPN’s preferred term to ‘release days’). We have impressed upon the decision-makers the critical need to provide the time and space to all school leaders to lead and manage the teaching and learning in our schools. This, combined with the recent restoration of promoted posts in smaller schools, would greatly enhance the capacity of teaching principals.

Despite relentless and repeated efforts in all our discussions with TDs, Senators, senior officials and Minister Bruton, and the overwhelming evidence in our submissions and presentations to them; despite grassroots lobbying by individual school leaders as IPPN called for at our Briefing Day and Autumn County Network meetings, Budget 2019 doesn’t meet the needs of school leadership. An additional day for teaching principals - four for those with special classes; that’s the sum of it. We acknowledge the progress in relation to deputy principals’ professional development which was requested by IPPN and administrative deputies in 23 of over 130 special schools. Overall the budget is a disappointment to the profession, especially given Minister Bruton’s recent comments that: ‘investing in leadership is possibly the best bang for our buck we can get. We have started to put in place measures that show our commitment in this area.’ and

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It is difficult to know how to react, other than with frustration. Rest assured, we will continue our drumbeat on behalf of all school leaders so that a genuine ‘investment in leadership’ is prioritised next year.

PÁIRIC CLERKIN AND DAVID RUDDY ‘We have set the goal to be the best in Europe by 2026.

Realising this goal involves delivering on ambitious targets in areas such as literacy and numeracy, embedding digital technologies in teaching and learning, breaking down cycles of educational disadvantage and supporting children with special educational needs.

School leaders will be pivotal to delivering in these areas and this government is committed to investing to support and empower them to do so.’

Despite relentless and repeated efforts in all our discussions with TDs, Senators, senior officials and the minister, and the overwhelming evidence in our submissions and presentations to them, and despite grassroots lobbying by individual school leaders, Budget 2019 doesn’t meet the needs of school leadership.

Teaching principals, indeed all principals, also need skilled administrative support to carry out all of the administrative duties now expected of schools. Teaching Principals, particularly those in the smallest schools, are dealing with the ‘double jeopardy’ of having the least amount of leadership and management days to carry out their leadership role, as well as the least amount of administrative support in the education system.

Kathleen Byrne’s analysis of the time taken to understand, communicate and implement DES circulars provides a reality check and additional evidence of the need for time and support for school leaders. The current situation is unsustainable something has to change.

Of the 137 special schools currently in operation, 18 principals teach full-time, which beggars belief. The immense complexities involved in leading a special school, and the large numbers of non-teaching staff as well as catering for the needs of both primary and post-primary pupils, necessitate that the school leadership role of all special schools be automatically designated as ‘administrative’.

The way the threshold for administrative principalship is currently managed needs to be overhauled – it should be based not on pupil enrolment numbers, but on the overall staffing level in each school, to include full-time equivalent teaching as well as non-teaching staff, as the management of non-

November 2018

teaching staff also adds significantly to principals’ workload.

Currently, if the principal wishes to step down from the leadership role – for whatever reason – s/he is placed at the most junior position of the seniority ‘ladder’ in the school.

This is a most undignified treatment of someone who has led the school, perhaps for several years. Where a principal wishes not to continue in the school leadership role, s/he should have the option to step back into teaching without loss of seniority.

S/he should also be able to retain a proportion of their principal’s pension, commensurate with the number of years served as a school leader.

Principals also need the resources to run our schools effectively. No school leader wants to ask parents for voluntary contributions, nor to arrange fundraising activities or spend time attracting local sponsorship to fund the basic running costs of our schools. This is why IPPN supported the calls from the management bodies and others for the capitation and ancillary services grants to be significantly increased, and for the funding of summer and emergency works schemes to be an agreed part of the annual education budget.

Principals also need the resources to run our schools effectively. No school leader wants to ask parents for voluntary contributions, nor to arrange fundraising activities or spend time attracting local sponsorship to fund the basic running costs of our schools.

We were heartened to receive an invitation in mid-September from the Secretary General of the DES to an initial meeting to ‘discuss the establishment of a Primary Education Forum. Its focus will be on the Action Plan for Education and its implementation in the sector. It aims to ‘support planning and sequencing of change in the primary school sector, exchange information on the intent and impacts of the Action Plan

look for synergies and opportunities for schools to streamline implementation and eliminate any duplication or unnecessary workloads.’

This closely resembles the ideas behind the ‘Calendar of Reform’ that IPPN has been calling for since January 2016. The initial meeting of the Forum was very positive and IPPN will continue to engage with the partners to develop, as the Forum intends, a far more ‘structured way to explore the planning and sequencing of change with key partners’.

All of this, in effect, forms the basis of IPPN’s own Action Plan for Education – a primary education system that funds the basic running costs of every school, provides adequate time to all school leaders to lead and manage the teaching and learning in our schools, and the resources to deliver the holistic, progressive and fully-funded education to our pupils that they deserve. Surely, we are all aiming for the same thing?

Teaching Council

Re-vetting Process and Droichead RE-VETTING FOR REGISTERED TEACHERS The Teaching Council is now commencing the process of re-vetting.

Teachers who hold the older Garda Vetting Central Unit (GCVU) vetting will be asked to re-apply for a new National Vetting Bureau (NVB) disclosure via the online system.

Re-vetting letters will be issued to these teachers on a monthly basis and it will be linked to each teacher’s renewal date. Teachers who receive a revetting notice are advised to complete both stages of the vetting application process within the timeframe given. If a teacher does not complete the vetting, he/she will not be able to renew registration and will lapse from the Register which means he/she cannot to receive a State-funded salary.

Registered teachers can check their vetting status by logging on to the My Registration section of the Teaching Council website www.teachingcouncil. ie. Please wait until you are requested to apply for re-vetting, unless you intend to change jobs/schools as set out in DES Circular 31/2016.

DROICHEAD In the last school year, 1,000 teachers working in 395 primary schools completed the Droichead induction process. In 2018/2019 Droichead is the only route of induction available to Newly Qualified Teachers (NQTs) working in: n Special Education Teaching (SET) posts n Primary schools with 16 or more mainstream class teachers

The Droichead application process is now open for the 2018/2019 school year. n If you have an NQT in your school who wishes to apply to commence Droichead he/she can submit the application via the My Registration Login of the Council’s website. Any queries in relation to addressing the conditions should be emailed to conditions@teachingcouncil.ie and include the Teaching Council number. n If you wish to register your school for Droichead training, information and application forms can be found on the National Induction Programme for Teachers‘ (NIPT) website www.teacherinduction.ie.

Any queries in relation to school participation in Droichead should be emailed to info@ teacherinduction.ie.

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ADMISSIONS TO SCHOOL ACT 2018

Designation of Schools in relation to additional provision for SEN DAVID RUDDY BL IPPN PRESIDENT

This Legal Diary addresses the impact of the commencement of certain sections of the Education (Admission to Schools) Act 2018 to include the power of the Minister to designate schools in relation to additional provision in respect of pupils with special educational needs.

On October 3rd 2018, the Minister for Education & Skills, Richard Bruton TD, commenced certain sections of the Education (Admissions to Schools) Act 2018. The Minister caught us by surprise in that we had expected a consultation process in advance.

However, a consultation process with the Education Partners will take place in relation to the remaining sections of the Act, which will become fully operational in time for the start of the school year 2020/2021.

In summary, the following sections have commenced (i.e. they have immediate effect in our schools):

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1. Catholic schools are not allowed to prioritise Catholic applicants over non Catholic applicants The so called ‘Baptism Barrier’ can no longer exist. This requirement also applies to waiting lists. (Section 11). This section provides for the amendment of the Equal Status Act 2000 to remove, in the case of recognised oversubscribed Catholic primary schools, the existing provision that permits such schools to use religion as a selection criterion in school admissions.

Whilst a school may still have this provision in their current Admissions Policy (they haven’t had an opportunity to update their Policy), they cannot implement this part of their Admission Policy in practice from October 3rd 2018. A ministerial commencement order does not operate retrospectively.

Schools should read the Department of Education and Skills’ (DES) advice

on their website. Their advice is that the admission policy should operate as usual, minus the religion requirement in Catholic schools, (Management Bodies and Patrons no doubt will be communicating with Boards of Managements in relation to this matter).

As this provision relates to the Equal Status Act 2000, if a parent has a complaint that a Catholic primary school continues to give priority to Catholic families in admission, a parent must take that complaint to the Workplace Relations Commission (merged with the Equality Tribunal).

This is not a matter that can be considered under Section 29 of the Education Act, 1998. The Section 29 Appeals Administration Unit will monitor Appeal application forms and will advise parents accordingly when they should take their complaint/ appeal to the Workplace Relations Commission.

LEGAL DIARY 2. School fees as a condition of enrolment are banned (Section 9) 3. Schools may be required to cooperate with each other in relation to enrolment (Section 9) 4. Schools may be compelled by the NCSE to open special classes (Section 8) This section is effective from December 3rd 2018. Where the National Council for Special Education (NCSE) is of the opinion that there is insufficient capacity in an area in relation to the provision of special needs education, the NCSE shall inform the Minister (DES) by notice in writing, giving reasons. Following consultation with the Minister and having regard to information shared regarding additional provision and available lands and buildings, the NCSE will submit a report to the Minister. This report shall specify: a. Existing provision b. Any proposed or existing building projects c. Any schools in the area concerned which the NCSE considers could meet additional demand d. Which, if any, of the above named schools should be requested to make additional provision.

Prior to preparing a report, the NCSE shall consult with the Minister, Patron representatives, the National Parents Council, management bodies, the INTO, and IPPN. On receiving the report, if the Minister is of the opinion that a ‘Relevant Person’ in respect of a school should make additional provision, a notice shall be served in writing on the relevant person. A ‘Relevant Person’, in relation to a school, means a patron, the board of management or any other person or body in relation to whom ownership of the school premises is vested. In IPPN’s view, the ‘relevant person’ should not be the principal.

The notice will set out the Minister’s opinion that the relevant person should make additional provision and will include copies of the NCSE report. The relevant person has a 14day window to make representations to the Minister. On receipt, the Minister may consult with the relevant person.

If, after representations and possible consultation, the Minister remains of the same opinion, a new notice shall be served on the relevant person. This notice shall specify:

a. Details of the measures to be taken by the relevant person in relation to the additional provision b. What if any, resources the Minister considers appropriate to provide to the school in order to assist the school in increasing its provision c. Set out any proposed property arrangements, including any arrangements in relation to the provision of additional accommodation on the school premises and the funding arrangements the Minister shall provide for that purpose, in order to assist the school in increasing its provision.

On receipt of this notice and in relation to provisions a. and b. above, a Board of Management may make representations to the Minister within a 14-day period.

Equally, on receipt of this notice and in relation to provision c. above, the Patron or any other person or body in relation to whom the ownership of the school premises is vested may, make representations to the Minister within a 14 -day period. If after representations and possible consultation agreement is not reached, the Minister may refer the matter to arbitration.

The Additional provision in respect of children with special needs and the possible designation of schools is new and will be the subject of a lengthy process with lots of opportunity for representations and consultation.

Following the conclusion of the arbitration process and after representations the Minister still remains of the opinion that additional SEN provision is required of the school, the Minister will issue a further notice requesting the Board of Management to agree to same. The notice shall specify: a. What measures the Minister considers that the Board of Management ought to take to increase provision. b. What resources the Minister shall make available to the school in order to increase provision.

The Board of Management shall, within 14 days from the service of the notice, indicate in writing that it: a. Agrees to increasing the provision or b. Refuses to agree If the Board refuses to agree, the Minister shall notify the Patron and include all relevant notices and reports.

The Patron has a 14-day window to make representations to the Minister. If the Minister remains of the opinion that additional provision should be made by the school, the Board and Patron will be informed of his/her intention to serve a direction on both bodies.

The Board and Patron have a 14-day window to respond. If the Minister still remains of the same opinion, a Ministerial direction is served on the Patron. The Patron shall direct the Board within 10 days to comply with the terms of the Ministerial direction.

The Minister shall publish on the DES website any notices, representations, and Ministerial directions not later than seven days from the date that they are received.

OBSERVATION The Additional provision in respect of children with special needs and the possible designation of schools is new and will be the subject of a lengthy process with lots of opportunity for representations and consultation. This provision is likely to have a greater impact at Second level. Primary schools in particular have a proud tradition of accommodating such children and often volunteer to do so unprompted. This is borne out by the fact that there are over twice as many Special Classes at Primary level than Second level. The DES is consulting with the education partners including IPPN. IPPN will advocate on behalf of its members to ensure that no school will be placed in an impossible situation. It would be best that all children with SEN can be placed in an appropriate setting, fully resourced in permanent buildings, where they can reach their potential.

Note: According to the NCSE website, there were 1063 Special Classes - 719 at primary and 344 at post-primary level for the school year 2017/18.

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LEADERSHIP+ The Professional Voice of Principals

Parental Mental Health Supporting a child whose parent has a mental health difficulty JUNE TINSLEY HEAD OF ADVOCACY, BARNARDOS Central to a child’s development is that they have someone who looks after them and loves them no matter what, this is usually the child’s parent but can also be another family member, teacher, principal etc. Promoting, facilitating and enabling this is a core aspect of Barnardos’ work with parents where we focus on the importance of nurturing and supporting the parent/ child relationship.

Barnardos has 40 projects across the country and worked with more than 15,300 children and families across the country in 2017. Families are referred to us from different sources including Principals, Teachers, Public Health Nurses, GPs, Social Workers and self-referrals. In all cases, a child’s development, health and wellbeing is compromised.

Barnardos’ staff work with parents through a suite of practical family support measures to improve their parenting capacity ensuring they are able to meet their child’s basic needs, and works one-to-one or group work with children to improve their own social and emotional wellbeing. We work in the family home, our early years centres, our projects and in local schools.

The majority of the families we work directly with are living with poverty, poor housing, parental addiction,

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domestic violence, and / or poor parental mental health. We work with many families who experience mental health difficulties spanning the spectrum of anxiety and stress through to more acute episodes of depression.

of the children we work with get themselves up in the morning, make their own breakfast and that of their siblings, may or may not go to school and can get into trouble for arriving late without homework done, despite being the ‘mini’ parent in their home.

In our experience, there are many challenges for families when a parent is battling a mental health difficulty. These include the absence of community based supports, lack of interagency working between services and the stigma surround mental health preventing them from asking for help as it could be perceived they are a ‘bad’ parent.

In our experience, how schools, principals and teachers respond varies significantly. In some cases, parents have told us of the excellent support principals and teachers have been to their children by offering a sympathetic ear if the child is late again, facilitating group discussions about mental health and / or encouraging them to join homework clubs. In contrast, other parents report principals and teachers not being as sympathetic or understanding and, in some cases, even scold the child instead.

Some of the parents we work with struggle to leave their homes. They struggle to prepare proper food, make sure there are proper routines at home, to ensure their child is sleeping enough and able to concentrate in school the next day. Some parents we work with are in very grave difficulty and are simply clinging on, some have died through suicide.

For the child it can mean their parent struggles to connect with them emotionally and is unable to meet their need for affection, consistency and open interactions. They experience inconsistent and erratic parenting, which can leave them feeling confused, fearful, and blaming themselves. Some

Barnardos believes that responses to parental mental health must be conscious of their impact on the children and that we collectively have a role to play to support the child and family through difficult times. Promoting a school culture of openness and engagement with parents is very important to build trust and cooperation when times are difficult for the pupil. If you have any questions about how your school can assist children whose parent has a mental health difficulty please contact advocacy@barnardos.ie.

REFLECTIONS

Thirst for

Compassion

DAMIAN WHITE PRINCIPAL OF SCOIL SHINCHILL, KILLEIGH, CO. OFFALY AND A MEMBER OF IPPN’S BOARD OF DIRECTORS My Uncle Jerry is everybody’s favourite uncle. I am the eldest of his 19 nieces and nephews. Not alone does he know and visit all of us, he knows all of our children. His recent 80th birthday was a family gathering of a proportion rarely seen outside weddings and funerals.

A member of each family spoke in salute and we all agreed on one thing when Uncle Jerry opened his car boot, nobody knew what was coming next.

Jerry’s boot was a ‘Pandora’s box’ of wild and surreal possibilities. It was our ‘magic door’ to something, someplace else - away from the humdrum of school and farming life.

He spent many summers working in America and every new gadget not yet born here, would find itself an Offaly home in late August. Jerry taught at second level where his students too felt the magic as he recounted experiences and shared the fun we took for granted.

I believe I probably had the first Frisbee in Ireland - well he told me I did and priests aren’t supposed to lie, are they?

Baseball kit, boomerangs, snarling dogs, chickens, strange vegetables, odds and ends he had picked up at auctions or car boot sales - all competed with the ubiquitous golf clubs in the trunk of the various Toyotas he drove. My first leather football and several hurls came out of that boot.

As a prison chaplain while working in England, he found his natural mojo.

When prisoners became too difficult to handle, he was often summoned to come in and reason with them. His methods would never be found in a guidebook. He once suffered a cruciate ligament injury while playing a game of soccer with inmates. He was 65 years old at the time!

While speaking with him recently, my grandfather, came up. He said that he learnt all he ever needed about compassion from one lesson by his side as a young boy. In the local town, on a Fair Day, a drunken lady was begging in the street. My grandfather pulled a few coins from his pocket and handed them to her. Little Jerry was incredulous.

‘Why did you do that? She’s only going to drink it’. ‘Young man’ my grandfather chided, ‘I hope you never suffer from the thirst she’s feeling just now.’

Compassion is essential in a teacher.

Someone who can spot a child’s concern and helps in some way to salve the wound will forever be remembered fondly by that young person. Perhaps that compassion might be enough to change a life, or even save it.

Some time ago, a pupil was in my office looking a little dishevelled on the basis of a playground skirmish with a friend over who would take a corner.

After spouting the usual admonitions, a sideways glance told me the boy looked really sad, resigned even.

‘Is everything alright outside of school?’

I awkwardly asked. He proceeded to tell me, as he battled tears, how he felt like a prisoner in his own home due to a new family moved in beside his house. He had suffered terribly at the hands of two boys, slightly older and bigger than himself. He was beaten, threatened and mercilessly goaded on a regular basis. Neither of these young gents attended our school so there was no chance to deal with the issue inhouse. ‘I don’t know what I’ll do, but I will do something!’ I promised, with no great conviction. I shook his hand and he hugged me without warning. ‘Thank you so much’ he said and out the door with him. I felt I had done nothing to gain his gratitude.

Over the following weeks, I spoke with his mother, encouraging her to get him involved with various clubs. I asked him perhaps twice a week how he was doing. Nothing special, requiring no great effort. But for that youngster, it meant something. Everyone reading this has done this many times over. It’s what we do.

It’s what Jerry, at 80 and a half, still does every day.

Key deadlines, events and updates are now communicated via our weekly E-scéal to member school leaders.

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LEADERSHIP+ The Professional Voice of Principals

Towards a Better Future

NAPD PRINCIPALS AND DEPUTY PRINCIPALS

A Review of the Irish School System DR. JOHN COOLAHAN (RIP), DR. SHEELAGH DRUDY, DR. PÁDRAIG HOGAN, DR. ÁINE HYLAND, DR. SÉAMUS McGUINNESS Part I - Introduction This is the first in a series of excerpts from the IPPN/NAPD-commissioned research publication. In future issues, we will provide excerpts from its twelve chapters. For the purposes of brevity, excerpts relating specifically to the post-primary sector have been omitted here.

A significant and enduring feature of Irish educational history is the deep-rooted desire and respect for education evidenced by Irish parents.

Even in times of great political and economic hardship, parents sought schooling for their children. As the school system evolved, parents took advantage of every opportunity made available to them to improve the access of their children to schooling.

An associated striking feature of Irish educational tradition has been the respect and status that has been accorded to the role of the teacher, and the high quality of applicants attracted to the profession. These traditional features form a valued strength of the contemporary schooling system.

The primary, secondary and vocational school systems have their roots in the era when Ireland formed part of the British Empire. Their origination and structure were shaped by the political, religious, economic and social forces of the period. Following political independence, three eras of particular policy change occurred – 1922-1934, the 1960s, and the 1990s, which have further shaped the school system of today. However, legacy issues from all stages of development continue to have an influence on aspects of current schooling policy.

The proportion of early school leavers in Ireland, at 6.9%, is smaller than the EU average, which is 11%. In relation to performance, the 2014 National Assessment Survey at primary level 8

has shown significant increases in achievement in English, Reading and Mathematics when compared with the previous survey in 2009.

The performance of Irish students as measured by the most recent international assessments available is indicated in the following summary points: […]

PIRLS 2011 (Reading at primary level, 4th grade) Irish students scored significantly above international average Ranked 10th out of 45 participating countries Students in only five countries scored significantly better.

TIMSS 2015 - Primary Mathematics: 9th out of 49 participating countries Science: 19th out of 47 participating countries.

When one notes the pattern of completion of education of Irish students and students internationally, one detects a major change for the younger age groups, reflective of the advances made in Ireland in recent decades on educational provision.

When one notes the pattern of completion of education of Irish students and students internationally, one detects a major change for the younger age groups, reflective of the advances made in Ireland in recent decades on educational provision. In 2015, 92.7% of Irish 20-24 year olds had attained Leaving Certificate or its equivalent, the third highest proportion of the 28 EU member states. Indeed, Irish 25-34 year olds are above

both the EU and OECD averages in completing secondary education. …

The percentage of the same Irish age group who have completed higher education is significantly higher than their peers in the EU and the OECD. […]

The economic recession of 2008 to 2015 had a serious injurious impact on what has been arguably a fourth significant period of educational policy change and development.

Financial cutbacks and retrenchment of services have impeded the successful implementation of a range of new policies, without throwing them altogether off course. Despite the difficulties, the change agenda is still operative and the concern for further reform is being sustained because of its centrality to the social and economic well-being of the nation.

Within this context, IPPN and the National Association of Principals and Deputy Principals (NAPD) invited a small group of educational researchers to carry out an appraisal of the state of the schooling system as Ireland comes out of the recession. The group was asked to undertake a researchinformed analysis of the Irish school system in order to identify what are its main strengths, the main shortcomings and the main opportunities for development. The aim was to take various relevant aspects of the system, to contextualise the current situation by reference to recent developments, to analyse current trends, issues and problems in a succinct way, and to propose lines of action which might maximise opportunities for achievement for each sector, into the future.

The sub-themes selected for appraisal were: 1. Teaching and Learning 2. Early Childhood Education 3. Curriculum; 4. Assessment – Primary and Junior Cycle

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5. Transition from Second Level to Higher Education 6. Educational Leadership and Governance 7. Equality, Inclusion and Rights 8. The Inspectorate 9. Finance and Resourcing of Education 10. Initial Teacher Education and Induction; and 11. Professional Development in Teaching.

A summary of the main aspects of the reform era of the recent and current period indicates aspirations for improvements throughout the school system. There has been an extended new focus on early childhood education in terms of provision, curriculum and quality. The primary curriculum and its pedagogy are undergoing a reform process, with an initial emphasis on literacy and numeracy. Sustained efforts are being made to reform the Junior Cycle curriculum. Modes of assessment at primary and Junior Cycle are high on the reform agenda. Attention is being focused on improving the transition process between second-level schools and higher education institutions.

Renewed policy attention is being focussed on special education and the education of pupils with various disabilities. There is policy concern for the education of the increasing numbers of immigrant children and asylum seekers. Efforts are being made to reform the inherited school patronage system, in the context of a more multicultural society. The vocational school system is being restructured under new statutory arrangements.

The education reform policy in contemporary Ireland outlined above, amounts, in accumulation, to a major new direction for the inherited school system. The elements involved have been gestating for some time and have evolved through consultative processes between key stakeholders. One of the striking features of the reform programme, in contrast to most of the international pattern, is its consultative basis, rather than a more traditional ‘top-down’ approach. The key elements of the policy are regarded as being well based on research and in line with good international practice.

However, research also emphasises that the successful achievement of major educational reform is a complex process, involving many requirements.

Crucial among these are resources, goodwill and time. When a lot of change is occurring, or proposed to occur simultaneously, it can put strains on the system. During the economic recession, financial resources and personnel resources have been seriously reduced.

Changes such as reductions in salaries and allowances, the removal of middle management posts, reductions in support staff, dis-improvements in pupil-teacher ratios, embargos on appointments in various staff categories of the system and reduced capitation fees have had deleterious effects on the system and on staff morale. While this is a reality, it is greatly to the credit of personnel in the system that so much of the qualitative aspects of the education system have been Toward maintained. Nevertheless, thes a various BETTER cutbacks have had a downward impact FUTU RE on the system. Personnel feel overA Review of the oolsystem, System stretched, tensions existIrish in Sch the About goodwill and positive engagement the Authors and sense of ownership of the reforms is less in evidence than would be desirable for such a reform programme.

The reform agenda has encountered a context that is unfavourable to its progression. Yet, the reform agenda is too important for the future of Irish society to be jeopardised. A realistic appraisal of the situation needs to be taken so that the sought-for progress can be made. Central to this is the realisation at government level and

by society at large that, among other inputs, greater resourcing of the reform agenda is crucial. There are helpful signs that some of the damage caused by the recessionary cutbacks is being addressed, but a much greater and sustained commitment is required.

The authors … have sought to highlight the key issues in each of the sectors examined. Against a background of recent change, they have identified the major policy issues that face us. They have affirmed many strengths of the system and identified how best these strengths can be built upon, and what new emphases are required. While the sub-themes are dealt with individually, there is an overall connectedness in the holistic reform involved for the system.

Points made are supported by relevant national and international research. […]

As a small island nation, with a strong and distinctive educational tradition, we have a duty to use our best collective wisdom to design the school system in such a way that it can serve the needs of a changing society within the globalised world of the 21st century.

Continual reform is an in-built need of modern education systems, at some periods particularly crucial. Ireland is at such a period now, and the way forward is being charted in impressive ways. It is the task of this generation to ensure that the challenge is met and that the current and evolving reform agenda is successfully achieved and implemented. The agenda for change is such that it needs sustained support from a number of relevant government departments, as well as the Department of Education and Skills.

To download an electronic version of the publication, go to www.ippn.ie – Advocacy – Publications. To purchase a hard copy version, go to www.otb.ie and put ‘towards a better future’ in the search box.

Towards a Better Future

Dr. John Coolahan is Emeritus Professo r of Education at the National University of Ireland Maynooth.

Dr. Sheelagh Drudy is Emeritus Professo r of Education and former Head of the School of Education at UCD.

- A Review of the Irish

Dr. Pádraig Hogan is Senior Lecturer in Education at the National University of Ireland, Maynoo th.

School System

Dr Áine Hyland is Emeritu s Professor of Educatio n and former Vice-President of Universi ty College Cork, Ireland.

Dr. Séamus McGuin ness is a former Senior Lecturer in the School of Educatio n, Trinity College, Dublin.

8

PRINCIPALS AND D EPUTY PRINCIPALS

ISBN 978-0-9555050-5-

NAPD

Reform efforts are afoot to change inherited patterns of school life and culture. Collaboration and greater cooperation between school staffs is being encouraged. Schools are now required to engage in whole-school planning and in school self-evaluation.

New forms of school leadership, with an emphasis on educational leadership, are being fostered. The work of school leaders has been greatly extended in many ways. The establishment of IPPN and NAPD is reflective of this new emphasis. The traditional role of the Inspectorate has been greatly changed and now involves a variety of forms of inspection, with an emphasis on co-professional relationships with teachers and more public reportage for accountability and evaluation purposes. Teacher education has been undergoing what is, arguably, its most significant reform period ever. Under the aegis of the Teaching Council …, Initial Teacher Education … programmes

have been extended in duration and been significantly reconceptualised.

It is now officially accepted that teacher education is a lifelong process.

Accordingly, a programme of teacher induction is being progressed for all teachers. Provision for continuing professional development … for teachers throughout their careers is being devised.

Towards a

BETTER FUTURE A Review of the Irish School System

John Coolahan | Sheel agh Drudy Pádraig Hogan | Áine Hyland Séamus McGuinnes s

Published by the Irish Primary Principals’ Network National Association and the of Principals and Deputy Principals

NAPD PRINCIPALS AND D EPUTY PRINCIPALS

9

LEADERSHIP+ The Professional Voice of Principals

IPPN Special Schools Membership Engagement Project Survey Results

CLAIRE O’DONOVAN IPPN MEMBER ENGAGEMENT In May 2018, all principals of Special Schools in the primary sector were invited to take part in a detailed survey.

This research was carried out to gain a greater understanding of the unique circumstances in all 137 Special Schools located across all 26 counties. Information was collated in relation to the individual schools, their school leaders, staff, as well as each school’s challenges and top priorities. There were 88 unique responses received, resulting in a 64% response rate.

The majority of Special Schools cater for both primary and post-primary pupils (79% of those that responded), while the remaining cater for primary only (10%), post-primary only (7%) and pre-school / early intervention (4%).

20% of special schools that responded have between 21 and 40 pupils. This table shows a break down on the percentage of the total responses in relation to the number of pupils.

1-20 pupils 21-40 pupils

11% 20%

41-60 pupils

18%

61-80 pupils

16%

81-100 pupils

17%

101-150 pupils

11%

151-200 pupils

6%

201+ pupils

1%

The majority of principals in Special Schools are female (81%) and the majority are Administrative Principals (91%). They told us that they spend the majority of their time (62%) on Staff Management, while just 8% stating that they spend the majority of their time on Leadership. 75% stated that they would like more autonomy in their role.

88% of respondents stated that despite the many challenges, they still enjoyed their role and 74% are still motivated to continue their role as a school leader of a special school. However, 61% have stated that they would not recommend the role of principal of a special school to a colleague. Of the schools that responded, as high as 95% have a teaching deputy principal.

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Staff members in Special Schools: ANSWER CHOICES

AVERAGE NUMBER

TOTAL NUMBER

Administrative Deputy Principal

0

20

Teachers

12 1,002

Behavioural Management Special Needs Assistants (SNAs) Nurse

0

29

22

1,834

1 64

Home School Community Liason

0

1

Social Worker

0

24

Physiotherapists Occupational Therapists

1 37 1

40

Psychologists

0 25

Bus Escorts

12

Secretary

985

1 91

Caretaker

1 69

Other

3 177

Total Staff Number We asked respondents to tell us how many staff members they have in each category. The average number of staff members in a Special School is 50, 12 of those on average are teachers. There is an average of 22 Special Needs Assistants, 12 bus escorts, a nurse, a physiotherapist, an occupational therapist, a secretary and a caretaker.

Some Special Schools also have social workers, psychologists, home school community liaison and behavioural management staff members.

6% of respondents have stated that there have been occasions where classes have not had a teacher due to the current teacher supply issue.

A mere 17% of Special Schools have stated that they have sufficient funding to run their school effectively and efficiently. A staggering 86% have concerns around health and safety in their schools. 41% have stated that they do not have any concerns in relation to private assessments. A staggering 99% believe that further supports are needed to alleviate behavioural issues in the classrooms of Special Schools.

37% believe the bus escort system in their school is not operating effectively, while 37% of bus escort systems are shared with other schools. Half of SNAs in Special Schools also have a contract as a bus escort.

50

4,124

IPPN would like to thank all of those that have responded to this survey and took the time to provide such detailed feedback. We can ensure you that this feedback will be used as a key input to the actions planned over the coming year as part of the IPPN Membership Engagement project for Special Schools. This research will be used to advocate on behalf of Special Schools and to support discussions taking place with education stakeholders. We would also like to thank those that have volunteered to form part of an IPPN sub group for Special Schools.

We asked principals of Special Schools to identify their top 5 priorities, which have collectively been identified as the following: 1. All staff to be included in calculating Principals and Deputy Principals allowances per DES scales (not just teachers) 2. Revised SERC report to decrease pupil/teacher ratio in Special Schools 3. Administrative Deputy Principal for Special Schools with 6 or more class groups 4. Ensuring sufficient access to essential clinical services such as psychology, speech and language therapy, occupational therapy, physiotherapy, social work, etc.

5. Adequate training and guidance in dealing with extreme and violent behaviours.

LEADERSHIP SUPPORT

Empower

Yourself ANGELA LYNCH LEADERSHIP SUPPORT PROGRAMME MANAGER

Life is a balancing act. You have multiple roles, both personally and professionally. I have often asked myself the question ‘Can I do it all?’.

I did learn that I can do anything, but I can’t do everything, at least not at the same time. That learning didn’t happen overnight. It took a long time to become smart enough to know that the best of plans and expectations don’t always happen in straight lines and that there are many ways to skin that cat!

Finding balance for school leaders has never been more important than now, given the complexity of the leadership role within the school community, the tsunami of initiatives each year and the relentless societal demands placed on schools. Schools are like fingerprints, each one is unique. One size will not fit all. Whereas a large school may be able to take on three new initiatives in a year, a smaller school might have the capacity to take on one. Each school has its unique context. Then there are the exceptional imperatives – the things that are outside of our control.

Think, for example, of the massive effect that the death of a pupil, teacher or parent has on a school community.

The pace of change is relentless. We cannot do things as we have been doing and not expect it to impact on health and wellbeing. We must start doing things differently. This takes courage. It takes an act of will and a strategy. IPPN is in the process of developing resources to support you in managing the pace of change and in developing a six-year plan for all new initiatives. Our conference this year will offer a seminar entitled Priorities for Teaching Principals based on these resources. The plan envisages two years each to pilot, implement and embed every new initiative.

a significant amount of autonomy to bring to bear and also a solid set of tools to use to help us manage change. These are a few suggestions you might consider using in your own school context: n

n

YOU CAN DO THIS – PRIORITISE! Despite the relentless nature of change in our schools and in the education sector, school leaders have

What is in the School Improvement Plan (SIP)? If you haven’t already, discuss and agree the priorities for the current year and note possible priorities for later years. Focus on that.

Give yourself and others time for reflection. This is particularly true for newly-appointed school leaders.

Finding balance for school leaders has never been more important than now, given the complexity of the leadership role within the school community, the tsunami of initiatives each year and the relentless societal demands placed on schools. n

all the great ideas that come to you from others – parents /staff / children /BoM /community. Listen to and affirm everyone’s ideas.

It may be a great idea and the school down the road may already be doing it, but where does this fit with the priorities identified and agreed to in the SIP? SSE is where we discuss all great ideas in terms of the school’s capacity and the needs of the children. We can then plan to pilot one or two new ideas each year, depending on school size, capacity and context, committing to, for example, a sixyear timeframe to embed each initiative.

Once the priorities have been agreed, it is vital to communicate them to all staff, Board members and parents. Be confident that these priorities are the right ones for the school and, when that great idea is suggested, you agree that it may be considered next year if it fits the identified priorities, but for now, the focus has to be on the agreed priorities for this year.

School Self Evaluation (SSE) – As well as outlining the school’s strengths and areas for improvement, think of the SSE as a type of informal wish list. Add

n

Exceptional imperatives – These are the things over which we have little or no control, the tragedies that happen to school communities and the statutory obligations imposed where compliance is essential. Last year, schools had to contend with Child Protection and GDPR requirements. IPPN will continue to resource school leaders in terms of compliance with these obligations, an example of which would be the Resource Bundles, and will engage with the newlyestablished Primary Education Forum to work on a Calendar of Reform, which we first called for more than three years ago.

If school leaders knew what was coming down the tracks, at least we could build it into our planning and prioritisation process.

‘The key is not to prioritise what’s on your schedule, but to schedule your priorities.’

Stephen Covey.

Next Issue: What tools should I use to prioritise?

11

LEADERSHIP+ The Professional Voice of Principals

Comprehensive Review of

SNA SCHEME

Terms of Reference

PAT GOFF IPPN DEPUTY CEO The Minister for Education and Skills, Richard Bruton, TD, requested the NCSE to lead a comprehensive review of the SNA scheme, in consultation with other relevant departments and state agencies, including the National Disability Authority (NDA) and, in that context, to: 1. Identify and recommend how, in the future, the additional care needs of students, over and above those needs that could be reasonably expected to be managed by teaching staff, should be met and 2. Identify and recommend the most appropriate form of support options to provide better outcomes for students with Special Educational Needs who have additional care needs, having regard to the significant amount of State investment in this area.

NCSE recently published this ‘Comprehensive Review of the Special Needs Assistant Scheme’. There were two reports published - one report of the working group advising the NCSE and the Minister and the overall report which included research. The report has 13 recommendations. All of these are important in their own right but I will concentrate on recommendations 2, 3 and 12.

RECOMMENDATION 2 The NCSE recommends that: n A broader range of support options is made available as part of whole-school, targeted-school and intensive-school support, which encompasses and enhances the existing extensive support options already in place in schools. n NCSE establishes ten fully-staffed regional support teams to build school and teacher capacity through continuing professional development (CPD) programmes and, where appropriate, in-school support. n The title ‘inclusion support assistant’ is used to describe the 12

role of additional in-school support staff that is focused on developing student independence and resilience. From now on, existing special needs assistants (SNAs) should be called inclusion support assistants and the term SNA should no longer be used.

RECOMMENDATION 3 The NCSE recommends that: n The greater proportion of available inclusion support assistant posts is frontloaded into mainstream primary and post-primary schools for students in mainstream classes on the basis of the school’s allocation of special education teachers except in the case of schools that currently have no SNA posts. n A number of inclusion support assistant posts is made available to the NCSE to address exceptional circumstances that may arise in mainstream schools from time to time. n The mechanism for frontloading inclusion support assistants into schools should be regularly reviewed and the first review should be carried out no later than two years after its introduction.

RECOMMENDATION 12 The NCSE recommends that, in advance of implementation, arrangements for the following must be in place: n Consultation phase n Phased introduction n Funding.

In relation to recommendation 2, questions might well be asked as to the rationale for this. It is worth remembering that, depending on when you were born, your experiences as a child with special educational needs were dramatically different. The 1950s child with SEN and/or disabilities was categorised as ‘handicapped’ and was educated (with the emphasis on care rather than education) away from his/ her peers in one of the state-supported,

religious-run, residential institutions/ special schools. For children with SEN in the late 1970s and early 1980s, there was some chance that you would not be ‘sent away’. Some children were allowed to remain at home and attend their local special class within the local school. The Special Education Review Committee (SERC, 1993), stated you would be ‘integrated’ if ‘possible’ and ‘segregated’ if ‘necessary’.

In 1993, there was a landmark judgement in the Paul O’Donoghue case. The Education Act 1998, along with DES circular 08/1999, provided SEN students with an ‘automatic’ right and a ‘guarantee’ to avail of SEN provision in mainstream school. That was 20 years ago and today, consideration is being given to changing the title ‘Special Needs Assistant’ to ‘Inclusion Support Assistant’ as this title better reflects the role these staff play. Should we get rid of the name Special Needs altogether from pupils and assistants? The reality is that every child is special and every single child has needs – it is just that some children have additional needs.

The frontloading in recommendation 3 will seriously cut down on workload and the need to get reams of reports ready by February. The ERC is currently working on the formula to facilitate this.

There are more than 500 schools every year that have no SNA access. These schools will not be frontloaded, but there has to be a simple mechanism to apply for support if their pupils’ needs change.

Recommendation 12 is very important as it will allow every school to be consulted on the proposed changes, on a phased introduction and a satisfactory overlap period.

The working group, of which I was a member, has proposed this new model. It is interesting to note that the subtitle of the report is a ‘New School Inclusion Model to Deliver the Right Supports at the Right Time to Students with Additional Care Needs’.

There was a very clear understanding on all of our parts that the review was not a mechanism to cut supports but to evaluate whether the pupils with additional needs would benefit from different supports at different times.

Ultimately, the children in our schools will be the same irrespective of what title we use. The proof of whether this model will work is whether there are better outcomes for all pupils.

November 2018

Falling From The Same Tree

Teaching children with Foetal Alcohol Spectrum Disorder (FASD) DAVID GERRY BSC BIOLOGY & PSYCHOLOGY What your life would be like if it took three painful falls from the same tree branch for you to learn not to climb on that branch 12 feet from the ground?

We take for granted our ability to learn from mistakes, to create better outcomes tomorrow; psychologists call this ability Adaptive Functioning (AF). When my wife and I became foster parents, we knew nothing about prenatal alcohol exposure, nor its effects. Our child falling repeatedly from the tree was an early indicator that despite normal appearance, she was different. We subsequently learned that the inability to apply the lessons of today to leverage better outcomes tomorrow is symptomatic of FASD, now also called Neurological developmental Disorder prenatal alcohol exposed (NDpae).

If we won the lottery and didn’t pay the rent or mortgage consistently, we would be evicted – having lots of money but not knowing how to use it effectively does not improve the quality of life. Having normal IQ but low AF is like having lots of money, but frequently facing homelessness.

Many people with FASD have IQs in the normal range but struggle to organise and achieve things that would be expected of people with their IQs. Within the general population, the difference between an individual’s IQ score and their AF score is two points. The difference for those with FASD is twenty-five points. This huge discrepancy is an important indicator in the diagnosis of FASD and it has major significance in school and across the life span. An AF assessment will enable a psychologist to make distinctions between the various aspects of a child’s development i.e. social and living skills, comprehension of abstractions like time and money. When the results of the AF assessment are used to inform the pictograph shown below, we see a very powerful demonstration of the complex and contradictory range of abilities and challenges typical of someone with FASD.

90% of students with FASD will often have bewildering array of sensory sensitivities: n For many, their sensory inputs are scrambled and they become overwhelmed with sights, sounds or smells n Ordinary ambient noises, (computers, heating systems etc.) can prove extremely distracting n Visually cluttered teaching environments can be overwhelming - the student does not know what they should pay attention to.

The discrepancy between calendar age and emotional capacity is likely to cause significant problems for the child with FASD: n Such children may be unable to self-regulate, to cope with travel on school transport and a field trip may well be impossible without alternative, supported transport n Unstructured times like lunch break or play break can be overstimulating and result in unacceptable behaviour.

Identifying, then eliminating or managing environmental triggers is a simple way of making your school environment more FASD inclusive/supportive. An Occupational Therapist or Physical Therapist can provide guidance and practical tips. They can suggest dafferent types of seating options, personal space modifiers, weighted vests etc.

If it proves difficult to access the services of an OT or PT, then the manual Action for Inclusion referenced below provides systematic ways to identify and avoid some of the common or hidden triggers that cause agitation or shut-down in these environmentally-sensitive students.

Once you have identified a problem, it becomes possible to look for help in resolving it. The key to success with this population is trying differently rather than harder.

RECOMMENDED RESOURCES – see www.ippn.ie: Teaching A Student with FASD n Action for Inclusion (Appendix D pages 45-48) n

David began his applied learning in Fetal Alcohol Spectrum Disorder (FASD) as a direct result of becoming a foster parent to two children with FASD. In 2000, he co-founded The FASD Community Circle – Victoria, a charity that develops programs & services for those with FASD. The Circle set up the first children’s multidisciplinary FASD clinic on Vancouver Island, Canada and also the first multidisciplinary FASD clinic for at-risk women.

Increasingly, schools are finding they have to deal with children who seem unable to learn normally and who display challenging behaviour. Being aware of how prenatal alcohol exposure affects children can help a teacher understand their difficulties and look for relevant support. The pictograph makes it easier to see those discrepancies in development.

He was co-chair of a comprehensive support program for pregnant & early parenting women who struggle with substance use and co-founded the international Living with FASD Summit.

13

LEADERSHIP+ The Professional Voice of Principals

What is an Education Centre and what can we do for you?

MÁIRÍN NÍ CHÉILEACHAIR DIRECTOR OF DUBLIN WEST EDUCATION CENTRE, TALLAGHT Education Centres are referred to in Section 37 of the Education Act (1998) as… a place in which services are provided for schools, teachers, parents, boards and other relevant persons which support them in carrying out their functions in respect of the provision of education. This gave Education Centres a statutory footing, but in reality Education Centres have been around for much longer.

The then Minister for Education, Pádraig Faulkner, announced in 1972 that he planned to establish Education Centres but in actual fact the roots of Education Centres had been in place before that where teachers met in the form of “study groups” and other associations to discuss their practice and to support each other.

There are currently 21 full-time and 9 part-time Education Centres divided into six regions across the country. Many of these centres also provide services via outreach locations such as schools and hotels in areas where teachers would have to travel long distances to their nearest centre. All Education Centres receive an allocation of funds from the Department of Education and Skills. The umbrella organisation which represents the interests of the network is the Association of Teachers’ and Education Centres in Ireland (ATECI).

Most teachers’ first experience of their local Education Centre nowadays probably involves attending their Induction Workshops or Cluster Meetings there as a newly qualified teacher (NQT).

For the rest of us it is also where we attend our annual summer courses and possibly whatever national inservice education is being rolled out at any given time.

In essence, Education Centres exist to support teachers’ professional learning, whether that is based on their individual needs, school or local needs or National priorities.

14

Any teacher can access the services of their local Education Centre at any time.

Whether you are an individual teacher wishing to upskill or seeking support, whether you are a school looking for support in a particular curricular or other area or whether you are a group of teachers with similar educational interests, your Education Centre should be able to help you.

Your Education Centre can also help your school organise in-house professional development during the year or even a tailor made summer course for your school if there is an area in which your whole staff is willing to engage. (Please note that applications for summer courses must be completed by the end of February) In addition to their annual Summer Couse programme, Education Centres run a comprehensive range of courses in the autumn and in the spring. All centres will have published their autumn programmes at this stage.

Education Centres also facilitate support groups for principals, deputy principals, teachers of pupils with SEN, teachers interested in the Arts, in ICT in education, the list is potentially endless. Many subject associations and other professional communities are also supported by their local Education Centres.

Education Centres also provide a ready-made network for organisations wishing to deliver professional development or other messages, on a national scale. We co-operate closely with all support services, PDST, JCT, NIPT, and other organisations such as NEPS, the NCCA and the NCSE. We also work closely with other bodies such as the Teaching Council, the management bodies and of course professional bodies such as IPPN. Many national programmes, projects and initiatives such as the Active School Flag and Digital Schools of Distinction began as local projects and have expanded onto a national stage via the Education Centre Network. These are

only two examples of how individual good practice and innovation has been fostered at local level and subsequently influenced practice at national level.

Other projects, with which many teachers will be familiar, such as Write-a-Book, Write-a-Poem, Scríobh Leabhar, Primary Debating and Craft-Ed initiatives involve not only teachers, but also pupils and their parents engaging directly with Education Centres.

Many of our centres are now involved in partnerships with third level institutions at home and abroad. They offer modules towards Diploma, Degree, MA and PhD qualifications. If you are interested in further study, why not check out this option.

Responding to local educational needs is at the heart of every Education Centre. What can we do for you?

If you would like to contact your local Education Centre please see www. ateci.ie for the contact details of all centres.

Mairín was principal of Gaelscoil Uí Fhiaich, Maigh Nuad until her secondment to the National Induction Programme for Teachers in 2015. She has recently been appointed to the position of Director of Dublin West Education Centre. Máirín was a member of the management committee of the Centre for many years and believes strongly that the Education Centre Network makes a valuable contribution to the Irish Education system.

Mayo Education Centre

November 2018

ATECI EDUCATION CENTRES ■■ ■■ ■■ ■■

■■ ■■ ■■ ■■ ■■ ■■ ■■ ■■ ■■ ■■ ■■

Athlone Education Centre Blackrock Education Centre Carlow Education Centre Carrick-on-Shannon Education Centre Cavan Education Centre Clare Education Centre Co. Wexford Education Centre Cork Education Support Centre Donegal Education Centre Drumcondra Education Centre Dublin West Education Centre Dundalk Education Centre Education Centre Tralee Galway Education Centre Ionad Múinteoirí Chonamara

■■

■■ ■■ ■■ ■■ ■■ ■■ ■■ ■■ ■■ ■■ ■■ ■■ ■■ ■■

Ionad na Múinteoirí Ionad Oideachais Ghort a’ Choirce Ionad Oideachas An Daingean Kildare Education Centre Kilkenny Education Centre Laois Education Centre Limerick Education Centre Mayo Education Centre Monaghan Education Centre Navan Education Centre Sligo Education Centre Tarbert Education Support Centre Tipperary Education Centre Tuam Education Centre Waterford Teachers’ Centre West Cork Education Centre

www.ippn.ie Latest resources If your school has a policy or plan that is not available on ippn.ie, or which would supplement available resources, we would appreciate if you would submit it for review by email to rachel. hallahan@ippn.ie.

The following are the new resources available in the different sections of the website:

RESOURCES

STAFF MANAGEMENT Deputy Principal Post n Contract Forms & Templates Partner Principals - Letter to Chairperson of the Board of Management (BoM)

n

DES Circulars The DES published a number of Circulars on 21st December in relation to Salary Increases from 1st January 2018 – relevant to SNA’s, Primary, Post Primary and third level: n 0057/2018 - Revision of Salaries of all staff paid directly by a recognised school or ETB with effect from 1 October 2018 n 0054/2018 - Revision Of Salaries With Effect From 1 October 2018 For Clerical Officers And Caretakers Employed In National Schools Under The 1978/79 Scheme And Clerical Officers Employed In Post Primary Schools Under The 1978 Scheme n 0053/2018 - Revision Of Salaries For Special Needs Assistants

n

n

n

n

n n

(SNAs) With Effect From 1 October 2018 0051/2018 - Revision Of Teacher Salaries With Effect From 1 October 2018 0050/2018 - Procedures for Suspension and Dismissal of Principals of Community National Schools 0049/2018 - Revised Procedures for Suspension and Dismissal of Teachers and Principals 0046/2018 - Home Tuition Grant Scheme 2018 / 2019 (for children without a school place other than children with Special Educational needs) 0044/2018 - HSE Primary School Vaccination Programme 2018/2019 0042/2018 - Best practice guidance for primary schools in the use of programmes.

n

PLANNING PROMPTS A new prompt is uploaded each week to this section, outlining activities that schools may wish to consider at that particular time of year. This section will act as an online archive of planning prompts, which are also issued via E-scéal.

SUPPORTS

E-SCÉALS A new E-scéal is uploaded each week to this section, outlining key information that is relevant to school leaders – deadlines, decisions, planning prompts, research etc. This section will act as an online archive of E-scéals.

LEADERSHIP+ n Issue 105 - September 2018

ADVOCACY

PUBLICATIONS n A Guide to IPPN PRESS RELEASES 9th October - No bang no buck for Primary Education in Budget 2019!

n

SUBMISSIONS Submission to Department of Finance and DES - Pre-Budget Submission for 2019 (Aug 2018)

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CPD & EVENTS

PROFESSIONAL BRIEFING DAYS Archive Briefing Days 2018 – Citywest n 01. Admissions Act 2018 - IPPN n 02. EducationPosts.ie n 03. Changes to Revenue impacting Schools as Employers Financial Support Services Unit (FSSU) n 04. Revenue in conjunction with FSSU n 05. Transition from early childhood settings to Primary School and Introduction of New reporting templates National Council for Curriculum and Assessment (NCCA) n 06. Centre for School Leadership - Professional Coaching Service Brochure n 07. Digital Framework for Schools Professional Development Service for Teachers (PDST) n 08. Inspectorate’s Oversight Role in Relation to Child Protection Department of Education & Skills 15

LEADERSHIP+ The Professional Voice of Principals

Digital Framework for Schools

ANTHONY KILCOYNE

DEPUTY DIRECTOR, PDST TECHNOLOGY IN EDUCATION

‘The pace of change has never been this fast, yet it will never be this slow again.’ It is within this global backdrop of social, economic and technological disruption, referenced by Canadian Prime Minister Justin Trudeau at the World Economic Forum in Davos this year, that the digital strategy for schools 2015-2020 was developed to support schools to better meet the needs of our learners in an increasingly volatile, uncertain, complex, and ambiguous (VUCA) world.

The strategy provided an action plan for the embedding of digital technologies in teaching, learning and assessment. Within the strategy, it recognised the challenge that teachers face to embed technologies in classroom practice in a meaningful way and outlined a commitment to support teachers through the adaptation of the UNESCO ICT Competency Framework for Teachers that would be localised to the Irish context.

This framework describes a developmental progression from technology literacy through knowledge deepening and on to knowledge creation that sees pupils’ progress from being competent in the use of digital technologies to being active creators of new knowledge through their use of technology.

In discussions around developing a framework that would better suit our context, it was recognised that the DES quality framework, Looking at our Schools bore many of the hallmarks of a competency framework. It determined that any new framework should complement this and be designed around the established two dimensions of the quality framework teaching and learning; and leadership and management.

Thus the Digital Learning Framework (DLF) was born, providing statements of effective and highly effective practice for each of the standards, that helps teachers, groups of teachers and schools to plan for improvement within their current context. It provides a scaffold to organise learning 16

conversations and supports schools to conceptualise what learning can look like when digital technologies are embedded.

ie. This course has been designed to support and complement the seminar and enable all teachers to engage more effectively with the DLF.

PDST are delighted to be part of these learning conversations with you and, following a trial of the framework with 30 representative schools last year, have developed a CPD framework to support all schools with their understanding and implementation of the DLF. The suite of supports is as follows:

SCHOOL SUPPORT Where possible, PDST will be providing tailored support to schools nationwide.

To apply for an advisor to visit your school and support your staff in embedding digital technologies into their practice, please visit www.pdst. ie/schoolsupport.

FULL-DAY SEMINARS These seminars are offered to two participants from each school, the school principal and a nominated teacher. One of the key objectives of these seminars is to explore, through the use of the six-step planning process, how a school can use the DLF to effectively enrich students’ learning experiences, through the use of digital technologies in the classroom. Please contact your local Education Centre for details regarding seminar dates in your locality.

ONLINE COURSE The PDST TiE team is also providing teachers with opportunities throughout the year to engage in an 8-12 hour online course entitled ‘Developing a Digital Learning Plan for your School’ that is available on www.TeacherCPD.

WEBINAR SERIES Throughout the year, the PDST will also be delivering a number of webinars, each focused on different stages in a school’s journey using the DLF. Please check our twitter page (@PDST_ TechinEd) for upcoming webinar dates and times.

DEDICATED DLF WEBSITE To further support schools all DLF materials are available on our newlyconstructed website, www.dlplanning. ie. Here you can ■■ Access the framework in a user-friendly format ■■ Download the framework ■■ View good practice videos linked to each standard ■■ Download resources to help your school with different stages of the process.

November 2018

How chronic pain affects 5-12 year olds living in Ireland

DR SIOBHÁN O’HIGGINS CENTRE FOR PAIN RESEARCH, SCHOOL OF PSYCHOLOGY, NUI GALWAY Pain that persists or recurs for three months or longer is chronic. In other words, pain that continues beyond the time that it should after an illness, injury or surgical procedure. Chronic pain may not have a visible cause, it comes and goes; this often means children feel they are not believed by adults (health care professionals, teachers or even their parents) who cannot physically see their pain; creating situations where children are not being given pain relief and have no understanding of why they are in pain.

The Centre for Pain Research (CPR) ran a longitudinal study – PRIME C working with 39 primary schools all over Ireland, and invited 1,000s of parents (at home) and their children (in the school classroom), to fill in a questionnaire. We returned to talk with the same children over a threeyear period.

At Time 1, 3,116 children, more girls (51.6%) and 9-12 year olds (53.5%) and 1,600 parents completed questionnaires. Persistent and recurrent pain affected a significant portion (10%) of 5-12 year olds living in Ireland. The pain was mostly in their heads, tummy or muscle pains – what you or I might call ‘growing pains’. These children are not functioning as well at school or within their families as they could be. They reported significantly lower emotional wellbeing. Being in pain negatively

Half of the children with chronic pain choose not to tell adults about their pain as they had had negative and even frightening responses in the past (for example, ‘we will take you to the Doctor and he will give you an injection’). affected children’s ability to sleep, more so among the 5-8 year olds.

Lack of sleep can add to the already negative effects of pain on a young life, resulting in poorer concentration, lower academic achievement, an increase in obesity, depression, suicide ideation and injuries. Chronic pain among the 12 year old boys was often in their lower limbs; possibly due to increased intensity of sports activities combined with a decrease in daily physical activity (noted among prepubescent and adolescent children) and higher levels of obesity, resulting in overuse injuries. Some children who had a chronic painful condition did not report pain, although their parents did, as the child may not see themselves as living with chronic pain - pain is always with them. Half of the children with chronic pain choose not to tell adults about their pain as they

had had negative and even frightening responses in the past (for example, ‘we will take you to the Doctor and he will give you an injection’).

NEXT STEPS While working with children with chronic pain, we created a video in which they shared ideas on how teachers can help them be ‘part of school’ – which for them was the most important negative effect of being in pain. This video will soon be available on YouTube.

A local school worked with the Centre for Pain Research to come up with ideas on what they need to support children with chronic pain in school. Interestingly, the teachers’ ideas focused on managing the pain, while the children came up with ways to proactively support children with chronic painful conditions, like themselves, to be in school despite their pain.

We are hoping that other schools will take up the gauntlet to develop policies, guidelines and supports to proactively support children with chronic pain to stay active and involved in school!

Please feel free to contact Dr. Siobhán O’Higgins for more information on the research and our on-going work with children who live in pain by email to Siobhan.ohiggins@nuigalway.ie.

PROFESSOR COOLAHAN

ERRATA The editor apologises unreservedly for the unintended error in the piece we published in Issue 105 about the highly-esteemed Professor John Coolahan, and for any offence this has caused. The correction was made in the epublication version of the magazine on ippn.ie on 14th September last.

17

LEADERSHIP+ The Professional Voice of Principals

TIME TO ABSORB DES CIRCULARS - ONE SCHOOL YEAR

One principal’s experience in fully implementing all DES circulars over one school year 2017-18

KATHLEEN BYRNE PRINCIPAL OF ST. PATRICK’S NS GLENCULLEN DUBLIN 18, CURRENTLY SECONDED AS A PDST STEM ADVISOR Last year, IPPN asked if I would complete a live time cost analysis on the implementation of all DES circulars for primary level over one school year 2017-18 and present the findings to the IPPN National Committee in June. The following includes circulars from the period 1st September 2017 to the 16th June 2018.

OVERVIEW During this period there were 37 circulars relevant to primary principals. Key circulars included; 63/2017 Leadership and Management in Primary Schools, 81/2017 Child Protection & 16/2018 Re-engaging with the School Self-Evaluation (SSE) process in primary schools. Simply reading these circulars took 510 minutes or 8.5 hours. The longest circulars to read were 63/2017 Leadership and Management in Primary Schools and 10/2018 Staffing Schedule. Some circulars were not applicable to my school such as 21/2018 Gaeltacht School Recognition Scheme for Primary Schools and Special Schools in Gaeltacht Language-Planning Areas - Next Implementation Phase.

IMPLEMENTATION OF CIRCULARS This was impossible to quantify! Some circulars simply required sharing with staff and Board of Management (BoM) while others required multiple hours of analysis, collaboration, communication and action. A particular example was circular 81/2017 Child Protection which needed the following actions: ■■ Circular shared with staff and BoM ■■ CPSMA synopsis read and shared with BoM

■■

■■

■■

■■

■■

■■

■■

■■

■■

Download and print all templates and docs Staff meeting discussion regarding highlights of circular BoM meeting regarding key points of circular Attendance and participation at IPPN information seminar Attendance and participation at CPSMA Board of Management training Attendance & participation at full day Principal & Deputy Principal training with PDST Organisation, attendance and participation in two half days for staff training Risk Assessment compilation, review, consultation and BoM ratification Additional policies reviewed in light of circular 81/2017 Sharing and dissemination of reviewed Child Protection policy and Risk Assessment to school community

In total it is estimated to have taken 20 hours to fully implement circular 81/2017.

The estimated implementation time of all relevant circulars for this particular principal was 88 hours. An additional 350 minutes or 5.8 hours should be allocated to allow a subsequent 5-10 minutes to source and share circulars via email or print and disseminate to staff and the Board of Management.

CONCLUSION The final estimated total time cost analysis of reading and implementing

DES circulars 2017-18 was 102 hours.

This equates to 18.5 school days per year. This does not take account of any incidental or informal professional conversations, queries, concerns or reflections about content or implementation.

CONSIDERATIONS Consideration needs to be given to various school contexts and their leadership.

As Administrative Principal of a 7-teacher school, I was in a position to fully implement these circulars. However, our teaching principal colleagues are released for between 17-29 administrative days per year. How is it possible to fully implement all circulars if it will take approximately 18.5 of these days?

■■ Equally, as a principal of 10 years, I have the experience and knowledge to perhaps analyse circulars more easily than a newly-appointed principal.

Subsequently, 18.5 days might be an under-estimate if you are only coming to terms with the language and in need of guidance and assistance in developing the steps through which implementation occurs.

■■ As a principal of a 7-teacher school, I also do not have the challenge of dissemination to a large staff, a large parent body and the implementation of actions within a large school community.

■■

CHANGE AT THE HELM OF THE DES

IPPN would like to thank Minister Bruton for his work in the education sector over the past three years. We wish him well in his new role as Minister for Communications, Climate Action and Environment. We warmly welcome Minister Joe McHugh as he assumes the role of Minister for Education & Skills, and look forward to working with him and his officials in the coming months and years to progress IPPN’s Action Plan as outlined on pages 2-4.

18

November 2018

New Drumcondra primary tests

Time to join the

DOTS!

ADRIAN O’FLAHERTY RESEARCH ASSOCIATE, EDUCATIONAL RESEARCH CENTRE

The last four years have seen the largest phase of test development work in the 50-year history of the ERC. This recent work has been characterised by a paradigm shift in the Centre’s approach, with a focus on development of online standardised assessments for Irish schools. Online standardised tests have been available at post-primary level since 2016 and, from this year, the ‘Drumcondras’ will also be available online at primary level.

The new primary tests (English Reading and Maths) have been developed for administering both online (3rd to 6th class) and on paper (2nd to 6th class). There are also new ‘screening’ tests for 1st class. All of the tests contain newly-developed content that reflects recent changes to the curricula. These are presented using a child-friendly design and visually rich artwork.

The tests have been re-designed to provide a more modern look that reflects the diverse population of Ireland today, while also enhancing pupil engagement. There was also a need to update the tests as, due to ‘norm drift’ and improving standards more generally, they had become easier over time. The new tests were standardised in 2018. The up-to-date norms will reflect more accurately the current achievement of pupils in Ireland today.

The tests have been re-designed to provide a more modern look that reflects the diverse population of Ireland today, while also enhancing pupil engagement.

At each class level there are multiple Forms (versions) of the tests available,

ensuring that pupils sitting together see different content. If administered online (see below), teachers can download same-day reports, including individual pupil reports, specifically designed for sharing with parents.

NEW PRIMARY MATHS TESTS The Mathematics tests have a more practical focus than the older tests, while still covering key content and processes in the current curriculum.

The new tests are shorter than their predecessors, making them easier to administer. While Number and Measures remain the dominant strands (reflecting curriculum content), there are now higher proportions of questions relating to the other strands, particularly Algebra and Data.

NEW PRIMARY READING (ENGLISH) TESTS The new Reading tests assess an expanded variety of content and processes, incorporating a balance of literary and informational content.

The content has been carefully chosen (with commissioned illustrations) to appeal to primary school children. The tests have been developed in line with the new Primary Language Curriculum.

KEY FEATURES OF THE DOTS The Drumcondra Online Testing System (DOTS) has been developed in parallel with the Reading and Maths test development programme. Like the tests that it hosts, the DOTS was developed in Ireland, specifically for use in Irish schools. It is cloud-based, fully integrated, and secure.

Using cloud-based technology, pupils and teachers can access the DOTS through standard web browsers such as Safari, Chrome, or Firefox. It does not require any specialist software or a separate keyboard or soundcard.

Tests are automatically scored, meaning that teachers can print or save a report soon after a pupil finishes a test.

In developing the DOTS, we have been conscious to ensure that the technology does not overshadow what is being assessed. Pupils require only minimal IT skills, and they are brought through a set of simple instructions and sample questions, with hints, before they start any test.

The DOTS deliberately targets pupil engagement through high quality and interesting test content and an appealing test interface. Good levels of engagement make it more likely that tests provide accurate measures of what they are intended to assess.

The DOTS deliberately targets pupil engagement through high quality and interesting test content and an appealing test interface.

Having multiple forms of each test on the DOTS offers limited opportunity to copy!

In terms of security, all data are secure, and access is restricted to approved users. All data are stored on a secure server (located in Ireland), and transmitted using SSL technology.

MORE INFORMATION Our website trythetests.erc.ie (no leading ‘www.’) provides more information. You can also email us to dots@erc.ie or give us a call on 01 8065 223/204.

The integrated nature of the DOTS means that teachers can add pupils, buy tests, set up test sessions and produce reports, all from one site.

19

OnYourBehalf

Highlighted below are some examples of IPPN’s advocacy and representative work on behalf of principals and deputy principals, through meetings, events and submissions, since the last issue of Leadership+:

DEPARTMENT OF EDUCATION & SKILLS IPPN met senior officials in late September in relation to our budget submission. While they were upfront about the budget, that most of what was available would go to pay parity and capital projects, we had hoped there would be some reasonable movement in relation to teaching principals’ leadership and management days. As noted in the Editorial on page 3, there was a token increase, which is not at all satisfactory considering the considerable challenges facing teaching principals.

As regards the extremely difficult situation regarding teaching principals in special schools, they confirmed that they are very aware of the issue. The provision of administrative status to deputy principals in special schools with 15 or more teachers, affecting 23 schools, is a welcome development and very much part of IPPN’s key recommendations. However, it is unacceptable that there are still teaching principals leading special schools. They must be granted administrative status as a matter of urgency.

We are disappointed with the but will continue to lobby on your behalf, focus on representing your views in relation to policy development and continue to support you in managing the pace of change.

PRIMARY EDUCATION FORUM As referred to in the Editorial on p3, IPPN attended the inaugural meeting of the Primary Education Forum, established by the DES to ‘support the planning and sequencing of change in the primary sector’. The aims of

Primary Education Forum meeting 20

the Forum, as set out in its Terms of Reference, closely resemble the ideas behind the ‘Calendar of Reform’ that IPPN has been calling for since January 2016. The initial meeting of the Forum was very positive and IPPN will continue to engage with the partners to develop, as the Forum intends, a far more ‘structured way to explore the planning and sequencing of change with key partners’.

the various CPD events they plan and manage, and we thank them sincerely for this.

Attending the meeting on 27th September were: Representative of Church of Ireland Primary School Management Association, Paul Rowe - Educate Together, Joe Killeen and Deirdre O’Connor - INTO, Alan Wall DES, Seamus Mulconry – CPSMA and Páiric Clerkin - IPPN

PROFESSIONAL BRIEFING DAY The event took place on Wednesday, September 5 th in the Citywest Convention Centre. 515 school leaders attended the event. 42 companies exhibited at the Expo. Briefings were given on the following topics: ■■ Admissions Act 2018 - Mairead O’Flynn, IPPN ■■ EducationPosts.ie - Claire O’Donovan, IPPN ■■ Changes to Revenue impacting schools as employers - FSSU ■■ SNA Review & In-School Therapy Service (pilot) - NCSE ■■ Transition from early childhood settings to Primary Schools & Introduction of New Reporting Templates – NCCA ■■ Centre for School Leadership Professional Coaching Service Mary Nihill ■■ Digital Framework for Schools PDST ■■ Inspectorate’s Oversight Role in relation to Child Protection – DES Note: Presentation materials are available on www.ippn.ie – CPD & Events/Professional Briefing Day/ Archive

EDUCATION CENTRES AND CYPSCS While travelling around the country for County Network Autumn meetings, the IPPN leadership team took the opportunity to meet the Education Centre directors as well as Children’s and Young Persons Services’ Committees (CYPSC) representatives, where this was possible to arrange.

14 of the Education Centre directors are newly-appointed to the role and it is important to build on the positive relationships developed over the years, as they are a vital support to IPPN members in local areas. We described our supports and services and set the scene for further engagement in relation to CPD, mentoring and other matters.

Education Centres have been hugely supportive of IPPN’s efforts to set up support groups for both principals and deputy principals, and in their hosting of both IPPN Support Group and County Network meetings, as well as

IPPN Briefing Day - FSSU

We will meet again with Education Centres to engage at local level in supporting and encouraging school leaders’ professional development and collaboration such as through the Partner Principals approach outlined

by Ger Ruane in Issue 105.

PARTNERSHIP SCHOOLS Meetings have been arranged around the country with school leaders regarding the Partnership Schools

David Ruddy with Dr Anita Healy, Scoil Dumach, Rossport

Programme. These will take place between October and February.

IPPN AUTUMN MEETINGS AND SCHOOL VISITS September and October are always exceptionally busy in IPPN as the leadership team (Páiric, David and Pat) and members of the Board of Directors travel the length and breadth of the country meeting with local IPPN County Network committee members and National Council representatives.

It provides an important opportunity to hear first-hand how school leaders are and the issues arising in the many different types of school, from the very small rural school in Donegal to the large urban school in Limerick and everything in between.

This year, the meetings have been very interactive, with the workload and in particular the plight of the teaching principal very much to the fore.

Everyone in Limerick was on a high with Liam McCarthy vising or about to visit schools. All over the country, SNA and SET reviews aroused much debate and angst, with GDPR, the new Admissions Act and the lack of subs also generating significant discussion.

There was acknowledgement and appreciation for the supports and CPD that IPPN provides, particularly in relation to child protection and GDPR, and members were realistic as to what can be achieved. Above all, there was much confidence evident despite all the challenges. Overall the meetings were very positive and also well-attended.

There have been new Council members elected in a number of counties, reflecting the level of interest in the advocacy work of IPPN as we

seek to influence the change agenda among policy-makers and the holders of purse strings. New members at county, Council and Board level are always very welcome and will bring fresh perspectives and energy to IPPN. Of course, many stalwarts were re-elected and continue to drive CPD and other activity in their counties.

In most counties, Deputy Principals Support Groups met, some for the first time, before the Autumn meetings started. It is wonderful to meet so many deputy principals and look forward to more of them attending the Autumn meetings and other IPPN events in future. It was fantastic to see some deputy principals on their county committees, for example in Roscommon. In a number of counties, the need for additional support groups for principals was also highlighted – for example in Louth, principals are planning to create new groups in Cooley and Dundalk. It was noted that not having an Education Centre in the county is a significant drawback there, with members having to travel to Navan or Monaghan.

We look forward to engaging further with members at local, county and national levels to progress IPPN’s Action Plan as outlined in this issue’s Editorial on page 2.

SCHOOL VISITS While on the road, David has continued to visit schools and is always impressed by the beautiful school buildings, the range of art displayed and the very warm welcome he always receives, albeit somewhat nervous about his waistline as so many schools are buying buns and biscuits to celebrate his visits!

Scoil Dumach, Rossport

Recent visits include: ■■ Regina Corrigan, principal of Park NS, Caislean an Bharraigh, Mayo, and National Council member ■■ Niall West, principal of Rathkeale No 2 NS, Limerick ■■ Suzanne Cobbe, principal of Scoil Mhuire Banrion na hEireann, Limerick City ■■ Tiernan O’Neill, principal, and Jan O’Sullivan, deputy principal, in Moyross NS, Limerick ■■ Dr Anita Healy, Scoil Dumach, Rossport and Co. Mayo National Council ■■ Íde Ní Dhúbháin, Gaelscoil Mhachan, Mahon, Cork OTHER MEETINGS/CONFERENCES ATTENDED/HOSTED August/September/October ■■ Department of Children and Youth Affairs (DCYA) – Standards for Before & After School Provision.

The standards will be tied in with proposed legislation, which is due in November/December.

■■ INTO - IPPN will meet INTO in November to progress the conversation around Supply Teacher Panels.

■■ DES - Attended a briefing in relation to the wellbeing framework and its implementation in schools. We plan to give our feedback on the framework directly to NEPS. ■■ Joint Oireachtas Committee on Education and Skills – presentation to the Committee in relation to Teaching Principalship ■■ Wellbeing for Teachers and Learners Group – with NPC, Teaching Council and NAPD ■■ National Parents’ Council (NPC) re.

Partnership Schools ■■ DCYA - School Age Standards Working Group

David Ruddy with Regina Corrigan, Principal of Park NS, Mayo

21

OnYourBehalf ■■

■■

■■

DES - Attended a briefing in relation to Child Protection and Safeguarding (CPSI) model of inspection Working Group to commence the Review the Governance Manual for Primary Schools 2015-2019 Teaching Council and NAPD – preparations for a symposium on professional learning

Continued from page 21.

■■

■■ ■■

■■

■■

Briefing on the Impact on Casual and A-Typical Contracts of Employment Partnership Schools – NPC, NAPD Teaching Council – Re-vetting and Teacher Induction CSL - Collaborative Forum on Professional Learning for Leadership DES - Launch of Wellbeing Policy and Framework for Practice 20182023.

FORTHCOMING EVENTS IPPN Board of Directors meeting, Portlaoise, 16th November ■■ IPPN National Council meeting, Portlaoise, 17th November ■■ IPPN Annual Principals’ Conference, Citywest, Dublin – 24th – 25th January 2019 ■■

IPPN County Committee 2018/2019 Role Representation on the Committees: Admin.

Principal

Teach.

Principal

59

Teach. Deputy Principal

42

Retired (CYPSC Rep)

2

Teach. Deputy Principal

3

5

Role Representation on National Council: Admin. Principal County Chairperson

22

Teach. Principal National Council Rep

25

National CPD Organiser CYPSC Rep Council Rep

CARLOW

—

Mandy McDonnell

Simon Lewis

—

CAVAN

Catríona Donohoe

Breege Flynn

Niall Clerkin

Vincent Mulvey

— — Barry Tierney

CLARE Sharon Dilger John Burns Martin Moloney Gerard Ruane —

CORK

DONEGAL

—

Andrias Ó Foghlú

Sara Nairn

Brídín Nic Eiteagáin

Finbarr Hurley ­­— Noirin Ui Ghradaigh

—

DUBLIN Enda McGorman Carol Burke Henegan John Williams Caroline Quinn

Support Group Coordinator

Colette McBreen Mary Dunlea Fitzgerald

Micheal Rea

—

Paraig Cannon

—

Padraig McCabe Tonya Hanly Eadaoin Kelly

GALWAY Patricia Coleman Aoife Winston

Siobhan Keenan Fitzgerald

Máire De Brún

Frank Keane

—

KERRY

—

Annette Dineen

Sinéad Murphy

Proinsias Mac Curtáin

Cait Uí Chonchuir

—

KILDARE

—

John Drewett

Maria Tully

—

—

—

KILKENNY ­—

Mary McCormack

Claire Hanrick

—

Mary O’Neill

Irene Browne

LAOIS

David O’Brien

Daphne Harding

Maurette Maher

—

Bridget Clear

—

LEITRIM

Brid Cahill

Caroline Healy

Zara Ball

Richella Kelly

Paula Loughlin

—

LIMERICK

—

Niall West

Suzanne Cobbe

Diarmaid Moore

—

—

LONGFORD

Liam Madden

Cora Neven

Teresa Kearney

—

Brid Glynn

—

LOUTH ­—

Bryan Collins

TBA

—

—

—

MAYO

Clare Vesey-Brennan

Anita Healy

Regina Corrigan

—

Neasa McGowan

—

MEATH

—

Ken Keogan

Morag McGowan

Cóilin Ó Coigligh

Enda Lydon

—

Majella Beggan

Elizabeth Moorehead

Mark McEntee

Kathy Ronaghan

Barnie Farrell

Richard Baxter

MONAGHAN OFFALY

John Healy

Frank Kelly

Nora Kavanagh

—

—

—

ROSCOMMON

Anna Feely

John O’Dowd

Shane O’Donnell

Arthur Geraghty

Arthur Geraghty

Thomas Murray

Deasún Lyons

Bernadette Dwyer

Deirdre Kelly

Dearbhla Gill

—

—

Mary Andrews

Padraig Fahey

Siobhan Verdon

Will Ryan

Joan Doherty

Jan O’Sullivan

SLIGO

TIPPERARY WATERFORD

Willie Coogan

Marc de Grás

Pat O’Mahony

Fionnuala Power

Catríona O’Reilly

—

WESTMEATH

Moyna Staunton

Angela Farrely

Marie Weitzman

—

—

—

WEXFORD

Martina Prendergast

Aileen Kennedy

Selina Carmody

—

Vicky Barron

—

WICKLOW

Emer Breen

Emer Whyte

Rory Healy

—

—

Miriam Cahill

22

November 2018

CHILDREN EXPERIENCING HOMELESSNESS and living in emergency accommodation DR GERALDINE SCANLON AND GRÁINNE MCKENNA DUBLIN CITY UNIVERSITY In 2017, The Children Rights Alliance commissioned a study - The educational needs of children experiencing homelessness and living in emergency accommodation - conducted by Dr. Ger Scanlon and Gráinne McKenna of DCU. The study sought to examine the impact of being homeless on the children’s ability to access and participate fully in education, through semi-structured interviews with their parents and online surveys to educational professionals in primary and post-primary schools.

A number of interrelated themes emerged, underpinned by basic physiological needs - Security, Routine and Predictability; Friendship Trust and Belonging; and Academic SelfWorth and Educational Aspirations.

The educational professionals’ perspectives and those of parents converged unanimously in the area of basic physiological needs. For example, parents reported that in order to fully access and participate in education, their children’s fundamental requirements for food, adequate rest and physical health must be satisfied. While living in homeless accommodation, this could not be achieved owing to scarce financial resources, long journeys to and from school, significant transport costs, lack of appropriate facilities for food preparation and storage, and inadequate facilities for sleep and maintaining personal hygiene.

This resulted in poor physical health and mental well-being, irritability, exhaustion, low self-esteem and feelings of social isolation, which impacted on children’s school attendance and resulted in reduced engagement and participation in school life and learning. Educational professionals were very aware of how being homeless impacted on the children’s educational experience and noted that the absence of a consistent place of safety and an inordinate amount of time spent traveling was having a harmful effect on pupil’s well-

being and their ability to be able to participate in school life.

The loss of the security, routine and predictably in their lives had resulted in displacement from their local communities, which resulted in distress and discomfort for children.

However, all of the parents in the study expressed their commitment to maintaining the continuity of school provision even when the accommodation was a significant distance from their child’s school. This highlighted the importance of school, not only because of their friendships and learning experiences, but also due to the stability and predictability it offered amid the uncertainty and stressors that accompanied their experience of homelessness. In short, the function of school changed for this group of children and “became a haven (warm, welcoming, stable routines embedded, availability of nourishing food etc) rather than a place of learning” (pg. 46) Consequently, a sense of ‘friendship trust and belonging’ was of particular significance. The majority of parents spoke positively about their children’s relationship with teachers and school staff and described how praise, authentic encouragement and access to in-school supports had helped their children during periods of housing insecurity and transition.

Most notable was the warmth and affection that children experienced in their relationships with teachers and how this promoted their children’s positive attitudes to education and school work. Indeed, the educational professionals reported that children responded positively to praise and encouragement from their teachers but noted that pupils experiencing homelessness presented with a number of visible mental health issues, including high levels of anxiety, selfstigma, embarrassment, and low levels of self-esteem, which ultimately

impacted on their ability to socialise in school and maintain close friendships with their peers.

However, a consistent feature of the research was the high aspirations that parents had for their children’s education and potential. This translated into the classroom environment where children were perceived by educational professionals as being aware of their strengths and difficulties, showed interest and motivation in school work and took pleasure in academic progress. Of particular note was that, despite the lack of guidance, support or policy initiatives to facilate children who were experiencing homelessness, schools were doing an excellent job in responding to the children’s and their families’ needs but were experiencing frustration in this regard.

The researchers made a number of recommendations with particular reference to supporting schools.

These included, but were not limited to, ring-fencing funding for schools to provide for the needs of children experiencing homeless, including access to psychological assessment and support, and wrap-around services delivered within the school premises.

The Department of Education and Skills should issue a circular to provide advice and guidance regarding education provision for children experiencing homelessness and provide appropriate professional development for teachers and schools who are making provision for children experiencing homeless.

The authors would like to thank the parents and schools who participated in this research. The link to the full report is provided below.

Scanlon, G., McKenna, G. (2018). Home Works: A study on the educational needs of children experiencing homelessness and living in emergency accommodation. Dublin: Children’s Rights Alliance.

23

E

AC L P

UR

LEADERSHIP+ The Professional Voice of

O Y

K OO

B

IPPN Annual Principals’

CONFERENCE

2019

Sustainable Leadership Challenges and Opportunities CITYWEST HOTEL & CONVENTION CENTRE

Thursday 24th and Friday 25th January 2018 KEYNOTE SPEAKERS include

JOHN HORAN Uachtarán GAA

NIALL MULDOON

ADAM HARRIS

Ombudsman for Children

LEADERSHIP PATHWAYS SEMINARS: n n

n

n n

PATRICK O’SHEA

CEO, AsIAm

Year 1 School Leaders: Creating the Space to Lead – Establishing your Credibility as a School Leader Year 2 School Leaders: Creating the Space to Lead – Establishing Needs and Priorities for you and your school Years 3 – 5 School Leaders: Creating the Space to Lead – Developing Leadership Capacity in your School Community Years 6-12 School Leaders: Lifting the Spirit – Renewing the Enthusiasm Year 12+ School Leaders: Re-energise, Rejuvenate, Recreate your Leadership

AND NOT FORGETTING THE NEW-IMPROVED EDUCATION EXPO, SELF-CARE SESSIONS AND HEALTH SCREENING!

JACINTA KITT Lecturer, Author

President of UCC

SEMINARS include n n n n n n n n n n n n n n n

Preparing the ground for a Dignity in the Workplace Policy for your school community Implementing GDPR in the school Principalmeet 2019 Embedding Child Protection in Schools Money Matters Admissions to Schools Act Mindfulness in Schools - Secrets to a Happy Brain Nósanna Imeachta um Chosaint Leanaí - Cad mar gheall ar......?

From the Deserted Village to the Alt School.

Where are we now?

Restorative Practices Special Schools - Emotional/Behavioural Disturbance Embedding digital technologies into teaching, learning and assessment Priorities for Teaching Principals Leading Arts education - music, art, drama Middle Leadership

NOTE: Seminars start at 9am on Thursday morning n Early check-in on Wednesday evening n Contact the hotel asap to book your room See conference.ippn.ie for more information and to register 24

And Finally…

‘

QUOTATIO

N

S Mistakes ar e forgivable if one has t he courage to admit th em Bruce Lee, actor

’

inted at o p r e h c a e t My is ruler h h it w h it w me e end h t t A “ id a s and ere’s an h t , r le u r is h of t idiot!” after n io t n e t e d t I go end. asking which Mother: What d id y

at schoo ou do l today?

Mark: We did a

guessing game.

Mother: But I th oug

were hav ht you ing a

maths te st.

Mark: That’s rig ht!

‘

QUOTATIONS

A child seldom needs a good talking to as a good listening to.

Robert Brault, writer

’

From

€70 per person sharing

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Kildare Shopping Package with Citywest Hotel • Free entry to our 20m swimming pool • Free Wi-Fi and free parking on-site

• Treat someone special to a Citywest Hotel Gift Voucher this Christmas.

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• Award winning Woodlock Brasserie

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