Leadership+ Issue 121 - February 2022

ISSUE 121 / FEBRUARY 2022

+ Leadership THE PROFESSIONAL VOICE OF SCHOOL LEADERS

Is there

light ahead?

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School Self-Evaluation and Inspection

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Teaching Principal in a Hospital School Laura Woods talks about her day-to-day life in Cork University Hospital School.

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Regina O’Sullivan on how a collaborative approach with the Inspectorate can be taken when it comes to school self-evaluation.

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Teachers’ Perspectives on SATs Dr Zita Lysaght gives us an overview of teacher’s differing opinions when it comes to the subject of SATs.

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Ciara O’Donnell’s keynote address at the IPPN Deputy Principals Conference 2021 tells us how unpredictability and uncertainty are now the watchwords of all those leading schools.

The President’s Pen

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IPPN president Brian O’Doherty discusses research on the occupational health, safety and well-being of school leaders.

Planning and Building Unit

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THE PROFESSIONAL VOICE OF SCHOOL LEADERS

Leadership in an imperfect world

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+ Leadership

Hubert Loftus Head of Planning & Building Unit, Department of Education gives an insight in to the Department’s Planning & Building Unit.

Irish Primary Principals’ Network, Glounthaune, Co. Cork • 1800 21 22 23 • www.ippn.ie n n

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Editor: Geraldine D’Arcy Editorial Team: Geraldine D’Arcy, Páiric Clerkin and Brian O’Doherty Comments to: editor@ippn.ie Advertising: adverts@ippn.ie ISSN: 1649-5888 Design: Brosna Press

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

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February 2022

EDITORIAL

Is there

light ahead?

It is fair to say that everyone in IPPN – and no doubt all school leaders - lived in hope rather than expectation that 2022 might begin better than 2021. As the new year dawned, it became apparent that the start of the year was going to be fraught for many schools. A survey on 4th of January, of more than 1500 principals, told us that half of all schools would have 20% or more of their teachers absent as they reopened. Four out of every ten school leaders who responded, indicated that they would have insufficient teacher numbers to open all classes. While Public Health tells us that the Omicron peak will soon arrive, and that the number of cases in the current wave should start to taper off by early to mid-February, the ongoing implications of staff absences due to Covid pose an operational challenge of a magnitude that is hard for anyone outside schools to comprehend. The implications for thousands of children affected by the ongoing disruption are significant and serious.

As school leaders scrambled to find substitute teachers and SNAs, and continue to struggle to manage staff capacity, information continued to emerge about air filtration systems, the quality of masks, uptake of vaccine by 5-12 year-olds and isolation restrictions among the asymptomatic, to name just a few issues. Managing all of this, as well as trying to absorb and process the relentless surge of new information, continues to sap the energy of the most resilient school leader. It feels like schools are in a very long, dark tunnel with only the faintest chink of light visible ahead.

We sincerely wish you the best for the rest of the school year. We assure you that IPPN is here to support you with any queries – or if you need to speak confidentially about the professional challenges with which you are dealing. We will continue to advocate robustly with stakeholders on your behalf and will do everything we can to help schools move towards the light at the end of the Covid tunnel.

IN THIS ISSUE In The President’s Pen on page 10, Brian O’Doherty outlines the plans for in-depth research into the occupational health, safety and wellbeing of school leaders as part of the Sustainable Leadership Project, an update on which is presented on page 11.

School leaders share their perspectives on leadership and management in schools: n Laura Woods on ‘a day in the life’ of a Teaching Principal in a hospital school n David Carter on an approach to the management of emotional and behavioural issues in schools n Máire Jones on ‘Giorraíonn an Fhoireann go léir an Bóthar’, her school’s take on Giorraíonn Beirt Bóthar n Irene Simmons on the importance of principal support groups.

LEADERSHIP+ EDITORIAL TEAM External contributors in this issue: n Dr Zita Lysaght, DCU outlines her research on teachers’ perceptions of SATs and answers the question - do we measure what we value? n Ciara O’Donnell, PDST National Director - a synopsis of her superb address to IPPN’s Deputy Principals’ Conference in November on the topic of ‘Leadership for an Imperfect World’ n Hubert Loftus of the DE gives an overview of the work of the Planning and Building Unit.

The Leadership Support Team’s inputs: Jack Durkan on gaining credibility as a new school leader n Regina O’Sullivan on a collaborative approach to school self-evaluation and inspection n Angela Lynch on the ripple effect of small changes n Donal Kerins outlines how Group Mentoring is organised. n

We sincerely thank all our contributors, our advertisers and everyone who is involved in bringing you each issue of Leadership+.

Your content suggestions are very welcome to editor@ ippn.ie. Note the editorial guidelines on www.ippn.ie under Supports – Leadership+. LINK Is sinne le meas Leadership+ Editorial Team

Brian O’Doherty

Páiric Clerkin

Geraldine D’Arcy

President

CEO

Editor

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LEGAL DIARY

School Did Not Discriminate on Grounds of Gender During School Enrolment Process DAVID RUDDY BL In A Father v The Board of Manage-ment of a Secondary School, a separated father complained that he had been discriminated against on the ground of his gender when the school enrolled his daughter, even though he had objected to her enrolment. The Circuit Court held that he had not established that he was treated in such a manner because he was a man. This judgment provides welcome clarity for schools who are required by law to enrol students in accordance with their enrolment policy but are regularly faced with a situation where one parent wishes to enrol a child and the other parent objects.

FACTS The father is the joint legal guardian of his daughter. In January, 2017 his daughter’s mother applied for her enrolment in the school commencing September that year. The father became aware of this application in April and contacted the school and informed them that he did not consent to her enrolment in the school. The school responded and informed the father that it could not intervene in any family law disputes between legal guardians regarding attendance or enrolment at the school, and that such disputes could only be resolved by agreement between the parents, or by way of a court order. The school went on to acknowledge the father’s legal status as joint guardian and confirmed that he would receive all communications and documentation from the school that his daughter’s mother received. The father wrote again to the school in August objecting to his daughter’s enrolment and then made a complaint to the Workplace Relations Commission (WRC) under the Equal Status Acts 2000 – 2015, complaining that he had been discriminated against by the school on the grounds of gender, civil status and family status. The school opposed this claim on the basis that it was required by the Admissions Act to enrol the student once the application complied with its enrolment policy and that if it did not do so then it would

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face a Section 29 Appeal for a refusal to enrol.

WRC DECISION The Adjudication Officer found that the father had raised an inference that he was treated less favourably than his daughter’s mother on the ground of gender, and that he was not convinced that the school was obliged by statute to enrol the child in the circumstances of her father’s objection.

CIRCUIT COURT DECISION The school appealed the finding that the father had been discriminated against on the ground of his gender to the Circuit Court. The Judge in the Circuit Court decided that the central question in the case was whether the school’s decision to enrol the student was altered or motivated in any way because the father was a man and not a woman. The Court found that there was no evidence to support the contention that the father ‘was treated in such a manner because he was a man and that a woman in a similar position would have been dealt with

significantly less heavily’ by the school.

The Court allowed the school’s appeal, holding that the father had not been discriminated against by the school on the ground of gender. The Judge commented that it was regrettable that neither parent took any action to make the appropriate application to the family law courts to determine the issue, as they could not resolve it themselves.

CONCLUSION While the facts in every case are different, this decision provides welcome guidance for schools that find themselves in a position where one parent is objecting to enrolment of a student and alleging discrimination.

The best way for parents to resolve this issue is through agreement or the family law courts.

Reference: Catherine Kelly (Senior Associate) Mason, Hayes & Curran For queries in relation to this article contact druddy@mhc.ie or ckelly@mhc.ie.

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A DV E R T I S E M E N T

February 2021

Using Reading Progress in Microsoft Teams for measuring reading fluency

Reading Progress is a free tool within Microsoft Teams designed to support teachers in creating personalized reading experiences that build confidence and reading fluency in their students. Research correlates the relationship between reading fluency and reading comprehension and the impact of this as they move throughout primary & second level education.

the student, they will also be able to select any word and choose Jump to word to watch and listen to their reading at that moment. By selecting any word and choosing Listen to word, students can hear the correct pronunciation of that word.

To learn more about reading progress please visit https:// aka.ms/ReadingProgressIPPN or contact our education specialists at mseduirl@microsoft.com.

Traditionally measuring reading fluency has been a time intensive undertaking for the teacher, having to individually assess each student, analyse their performance, identify strategies and opportunities for improvement. Now, built into Assignments in Teams, Reading Progress passages are easy to create and differentiate for impactful instruction.

Teachers can upload a single reading fluency passage or differentiate for their class’s many reading levels. Students read their passages out loud, creating a recording teachers can access and review at their convenience. Teachers can use the Auto-detect feature for quick review, or manually review the recordings. Class and individual data are collected in Insight and this will allow teachers to have a holistic view of trends and data including accuracy rate, correct words per minute, most challenging vocabulary, mispronunciations, omissions and insertions.

Based upon user feedback several updates have been announced, the ability to return reading passage details to

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LEADERSHIP+ The Professional Voice of Principals

In support of imperfection in an imperfect world An extract from the keynote address at the IPPN Deputy Principals Conference 2021

CIARA O’DONNELL NATIONAL DIRECTOR OF THE PROFESSIONAL DEVELOPMENT SERVICE FOR TEACHERS

This is a perfect storm with imperfect responses…and unpredictability and uncertainty are now the watchwords of all those leading schools.

The words of Harris and Jones (2020:244) capture what leaders everywhere continue to endure as an unforgiving pandemic maintains its stronghold over how we live, work and learn. It is fair to say that school leaders were positioned firmly in the eye of that storm in March 2020. Without the benefit of time or instruction, school leaders had to pivot and contort as crisis management became the order of the day. Perfect solutions alluded them, and indeed, everyone else. Quite simply, imperfection had to be accepted and tolerated.

Yet an acceptance of imperfection is key for leading at any time, because long before Covid 19, this world was imperfect and it will continue to be. It is a fact that leaders will always be leading in an imperfect world.

A perfect world is one where everything is clearly outlined and labelled. In the absence of such an ideal, the challenge for many leaders is providing clarity where there is ambiguity. If chaos is the problem then surely order is the solution! Certainly leaders need to give clarity where they can because where there is clarity people are more likely to commit and remain motivated. But it is equally important for leaders to be clear about what they don’t know and to be upfront about that. Where there is instability and uncertainty, people will reach out for answers, often hanging on to a leader’s every word. This means that they are sharply attuned to a leader’s honesty and authenticity but it also means they are attuned to waffle! So, when there is no answer, and though it may be tempting to provide a response for an easier life in the short term, it is far better to declare what is the case … that for now, some things will remain unclear, and that we have to live with the discomfort that comes with ambiguity.

Leading in an imperfect world demands a normalising of discomfort.

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Stephen Brookfield uses the term ‘lost innocence’ to depict an acceptance that some things have no neat solution or unequivocal happy ending, and that a work in progress is sometimes the best we can do for now. Leaders do well to publicly name their own lost innocence while reconciled that moments of lost innocence are part and parcel of leading and living in an imperfect world. That is not to say that we become stuck inside a disempowering knot of concern and inertia, because there is always something we can do. However, the fact that what we might do will not be perfect should not limit our attempts. Every attempt, every time we try something out, brings us closer to a solution.

Managing imperfect situations means making room for experimentation, which inevitably means sometimes getting it wrong. That is not failure. It is a well-intended attempt at learning.

Perfection is a conception of the world where there is no need for learning or development. Remember that ‘done is better than perfect.’

None but the humble become true leaders. I used to believe that I had to fix everything and I worried that I would be judged if I couldn’t conjure up the perfect solution each time. Every day leaders devote a lot of psychic energy to hiding their ‘imposterism’ while wearing a mask of confidence and authority. Putting the best foot forward when struggling is commendable, but doing this continually can be exhausting because it can be akin to performing. Sometimes it is OK to show the vulnerability behind the mask and to name it. I am not an expert in everything and I have learned that people do not expect me to be. Rather than try to be a master of all trades, I seek out the expertise around me. There is an abundance of expertise within all teams which can remain untapped if leaders insist on being the sole fixer of all ills. Leading in an imperfect world needs many leaders. A school, or indeed any organisation, cannot flourish by the actions of the senior leaders alone.

Through absolute necessity rather than by design, the whole notion of distributed leadership requires school leaders at all levels to connect, share,

learn and network their way through issues.

It is as much about getting others to think and act as it is about the thoughts and actions of the leader. Imperfect situations need shared meaning-making.

Paradoxically that can mean prompting a ‘productive disturbance’ by having challenging exchanges and healthy debate. It takes courage for leaders to open up messy conversations. It is the dimension of leadership that calls out the challenge from the outset and allows for honest talk among people. Crucially, this involves creating psychological safety where people can share their view without fear of retribution, and where people are not afraid to reveal anything less than perfect in case it leads to isolation or assumptions that they are incompetent or bad at what they do.

Whereby it is easy to adopt a model of collaboration, truly bringing it to life needs an environment that is free from fear or threat where leaders encourage public disclosure of errors and triumphs, including their own!

Imperfect as they are too, staff are a leader’s anchor. The life blood of any organisation or school is human interaction and relationships, particularly during times of uncertainty. Success in leadership does not only manifest in how leaders act or behave during the good times. Their response during the imperfect times shows their true mettle.

It is a daunting thought but it is also an opportunity for leaders to do greater things than they could have done if things were calmly ticking along. Indeed the most important thing leaders can do during unsettled times is show up, step into the arena and as Brené Browne puts it, dare greatly. Here a leader publicly clarifies the assumptions under which they work, unashamedly admits what they do not know and cannot fix, while presenting themselves as a leader who shows up regardless of the imperfection around them and of being imperfect themselves.

If you would like to get in touch with Ciara in relation to this article, you can email her at ciaraodonnell@pdst.ie.

LEADERSHIP SUPPORT

February 2021

Gaining Credibility and Trust

as a New School Leader JACK DURKAN IPPN SUPPORTS & SERVICES MANAGER

Bus drivers tell us that if you don’t scare your passengers in the first 20km, you can drive any way you like after that.

They just don’t notice! n

I’m not sure whether this dubious premise translates into the complexities of a school as an organisation or indeed into any organisation for that matter. However, as with many a facile observation, perhaps there’s something in it.

Trust and trust-building qualities, alongside trustworthiness and credibility, are viewed as highly important qualities for school leaders. To become better leaders, principals and deputies must adopt a proactive approach to, and develop the means of, consolidating their credibility.

Trust, as a quality for being an effective school leader, is appropriately discussed in Anthony Muhammad’s book, Transforming School Culture.

This book examines in detail some of the challenges school leaders face when it comes to building trust in schools: LINK n

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Without providing a clear rationale for making decisions / changes, or operating in a certain way in our schools, leaders will not be trusted.

Leaders need to show the ‘right’ motivation for why they make certain decisions in order to be trusted by staff and faculty. For example, ‘Leaders that make decisions based on what is right for the school, its staff and students will be trusted more than one who is perceived to be in a leadership role for their own benefit’.

Past experiences and perceptions about leaders are difficult to change, never mind how good the new leader may be. A new leader who comes into a school where trust is

at a low point because of the actions of a previous leader will have a big challenge of rebuilding trust.

If a leader’s actions do not back up their words, then they will not be trusted. Teachers not only want to see leaders do what they say they will do, they want leaders to exert a high degree of fairness and consistency between staff with bottom line, non-

Leaders that make decisions based on what is right for the school, its staff and students will be trusted more than one who is perceived to be in a leadership role for their own benefit’.

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negotiable tasks and requests. n

So, what are some simple steps to build trust in schools? The list of actions below suggests some ways that leaders can work to build trust in their school communities: n Be clear, open and honest with decisions taken. Provide the rationale for change and plan for it properly n If consultation is going to occur before making a decision, then do it properly.

Be open to respectful disagreement when consensus cannot be reached n Give timely, appropriate and honest feedback to others about how they can improve and provide opportunities for others to give you feedback, as a leader and as a colleague.

Act on feedback given to you, otherwise why seek it? n Do not promise something that you cannot deliver and if people mistake your

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intentions then be quick to correct them before it is too late. Where promises are made, keep them!

When tasks are assigned, make sure the tasks are completed properly and that appropriate conversations occur with those who may struggle, with the offer of support. Follow-up and follow-through Engage in professional learning with your staff and join them for the journey, especially if what is being learned is pivotal to the success of a school initiative If something is important, then they can expect to have leaders present and actively involved. Unclear.

Put others first but do not be a martyr about it. Actions speak louder than words when it comes to servant leadership Leadership is not about you, it’s about others, so there’s no need to seek credit for what you do. Keep acknowledging the role that others play in making things happen and celebrate their successes even though you may have had a big role to play Finally, take an interest in all colleagues beyond just professional interactions.

Working together is about building healthy relationships.

Teachers and leaders are human too, so it is good to ask one another about family, recreation and life in general.

Ultimately, my message to new leaders can be summed up in one line from Gifford Thomas in The Inspirational Leader - ‘When you are called to lead, you are called to serve’.

Jack.Durkan@ippn.ie 7

LEADERSHIP+ The Professional Voice of Principals

OnYourBehalf

Listed below are some of the projects and advocacy-related engagements that were progressed since the last issue of Leadership+. Almost all of this work was done virtually.

MEETINGS/EVENTS IPPN participated in meetings/events relating to the following: n Department of Education re.

Digital Strategy Consultative Group meeting n

NCCA/IPPN bilateral meeting

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CSL - steering committee meeting

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Primary Education Forum – briefings on the DE’s Action Plan, the Anti-Bullying review and Curriculum Reform EU / OECD / BEACONS project re. an assessment of the education context in Ireland and the current models of engagement.

Meeting with NAPD re. joint research on school leaders’ wellbeing

PUBLIC RELATIONS IPPN President Brian O’Doherty, CEO Páiric Clerkin and Deputy President Louise Tobin conducted various interviews on behalf of IPPN as follows: NOVEMBER – VARIOUS INTERVIEWS RE. COVID IN SCHOOLS, ANTIGEN TESTING, COLD CLASSROOMS n 22nd - Claire Byrne Show – RTE Radio 1 Brian O’ Doherty n

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Cruinniú leis an gCoiste Comhairleach um Polasaí don Oideachas Gaeltachta

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CSL Meeting with IPPN and NAPD

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Meeting with Fórsa – minimum qualifications, recruitment and CPD provision for SNAs Marino Institute of Education – availability of student teachers to provide substitute cover NTRIS – Update on project from pilot teams Partnership Schools Ireland steering committee meeting Leadership Support Group Project – meeting with the Dublin National Council reps and the 3 Education Centre Directors.

SUBMISSIONS IPPN was asked by the DE in late November to review proposed legislation regarding Garda Vetting and respond by 5th of December. This did not give sufficient time to engage with members, however the IPPN leadership team reviewed the details and compiled a brief submission with the key issues and recommendations.

The submission is available on ippn.ie under Advocacy/Submissions. We will continue to stress the importance of providing adequate time for IPPN to engage with members to inform our advocacy work. LINK

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SUSTAINABLE LEADERSHIP PROJECT See project update on page 11.

22nd – Pat Kenny Show – Newstalk– Louise Tobin 27th – The Irish Times – Páiric Clerkin 27th – The Sunday Independent – Páiric Clerkin 29th – Pat Kenny Show – Newstalk – Louise Tobin 29th – The Irish Examiner – Páiric Clerkin.

December – Masks, Air quality, Principals Helpline n 1st – C103 Patricia Messenger Show – Brian O’ Doherty n

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6th – The Irish Times – Páiric Clerkin 6th – The Independent – Páiric Clerkin.

In addition, Páiric has been doing ongoing interviews with education correspondents, Katherine Donnelly (Irish independent) and Carl O’Brien (The Irish Times) on issues of concern to primary school leaders.

SOCIAL MEDIA While E-scéal remains our primary channel for communicating key information to IPPN members, our engagement with social media has continued to increase and has proved to be useful in communicating our advocacy work on behalf of school leaders in relation to the announcements re. primary school children wearing masks, ventilation in schools and the severe weather warnings in early December.

Our ‘reach’ continues to grow, with more than almost 8,900 Twitter followers and more than 671 on LinkedIn.

1st – Claire Byrne Show – RTE Radio 1 – Brian O’ Doherty 1st – The Independent– Brian O’ Doherty

PLEASE NOTE: If you have a social media

1 – The Examiner– Páiric Clerkin

account, please follow

2 – Morning Ireland – RTE Radio 1 – Páiric Clerkin

IPPN on Twitter (@ippn_ education) and LinkedIn

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3rd – KFM Radio – Páiric Clerkin

(@ippn). EducationPosts.ie

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6th – The Journal – Páiric Clerkin

also has its own accounts on

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6th – Newstalk and Today FM – Páiric Clerkin

Twitter and Facebook, m

14th – Claire Byrne Show – RTE Radio 1 – Louise Tobin.

seeking work.

JANUARY – SCHOOLS REOPENING, STAFFING SHORTAGES n 5th – Claire Byrne Show – RTE Radio 1 – Brian O’Doherty n

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5th – Newstalk and Today FM – Brian O’Doherty 5th – The Journal – Páiric Clerkin

ostly aimed at teachers

February 2022

A Collaborative Approach to

School Self-Evaluation and Inspection

REGINA O’SULLIVAN IPPN LEADERSHIP SUPPORT TEAM AND FORMER PRINCIPAL OF SCOIL MHUIRE AGUS EOIN, MAYFIELD, CORK A visit by the Inspectorate to a school can cause a level of anxiety, particularly at busy times of the year. Our natural inclination is to dwell on all that the school has yet to address in terms of school improvement, rather than acknowledging to ourselves all that has been achieved.

In our schools, we strive for excellence through effective and highly effective practices. We know that having high expectations is important.

Accountability for standards is an intrinsic part of managing schools.

Monitoring and improving standards of teaching, learning and pupil care is the responsibility of the principal and the Board of Management. Working together, school communities reflect on practices and plan for improvement.

We know what has worked well, think about what we might do differently, and aim to make steady progress.

Chief Inspector Harold Hislop, addressing the IPPN Deputy Principals Conference in November, asked that schools use School Self-Evaluation (SSE) to set realistic and relevant ambitions for their school.

‘Striving for, or expecting to be, absolutely perfect risks disabling ourselves.

It can get in the way of worthwhile development and steady progress; it

can impede our decision-making. Sadly, we may sometimes dismiss our efforts as imperfect or falling far short of some particular measure of success.’

SSE complements the external inspections carried out by the Department’s Inspectorate. Both identify strengths in schools, and also areas for improvement. Both focus on improved outcomes for learners.

High quality communication between the Inspectorate and schools is essential as we work collaboratively. Schools should inform themselves of the various types of inspections. This preparation in advance is key in helping schools to present themselves in the best way possible and to do justice to the efforts of the school. Open and honest conversations are key to building the professional relationships necessary to ensure good outcomes for all.

going well in our schools. They are also a means of seeking advice and gaining insight into new approaches. While schools know best our own context and current needs, we should remain open to suggestions put forward following an external evaluation.

The Inspectorate will also seek the views of schools on many matters related to best practice generally. The Chief Inspector outlined his intention in these matters: ‘As an Inspectorate, we have public accountability functions to carry out and standards to monitor and report upon.

But we also want our work in schools to be a practical help to school leaders and teachers on their improvement journey. In this and in the coming school years, we are determined to build and strengthen our collaborative approach to school self-evaluation and inspection.’

Schools are complex organisations and, as such, it can be difficult to do all things to the highest standard all of the time.

It is important we prioritise our work.

SSE and the Looking at Our Schools 2016 publication can help us to manage our plan for school improvement. These comprehensive frameworks allow us to engage in meaningful dialogue about our schools with the Inspectorate.

Effective schools consistently review their practice and reflect on ways of doing things in a better way. External inspections facilitate improvement and change in our schools. To bring about improvement in the quality of teaching and learning, it is therefore key that we embrace both and seek to use both to improve outcomes for our pupils.

These professional conversations should be valued as a means of putting forward a positive view of what is

If you would like to get in touch with Regina in relation to this article, you can email her at reginaosul@gmail.com.

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THE PRESIDENT’S PEN

Health, safety and wellbeing of school leaders BRIAN O’DOHERTY IPPN PRESIDENT Being a school leader is never less than interesting, and that has certainly been the case during the course of this white-knuckle, roller coaster ride that has characterised the last two years of our lives.

The return to school this January was particularly fraught, given that the trajectory of the virus and its prevalence within our communities, meant that, not only would there be significant numbers of cases within our school communities, but also that large numbers of staff members would be unavailable for work on account of either testing positive themselves or being a close contact of a confirmed case. Your co-operation with our members’ survey at the beginning of January enabled us to highlight the extent of this staff absence and its implications for schools.

Once again you have risen to the challenge of finding workable and creative solutions to ensure continuity of the provision of learning experiences to classes.

The unavailability of teachers and SNAs, allied to a shortage of available substitutes, has compromised the safe operation of schools in the early weeks of the term. Once again you have risen to the challenge of finding workable and creative solutions to ensure continuity of the provision of learning experiences to classes.

And when circumstances presented where there were no such workable or creative solutions, you made balanced decisions with regard to the provision of in-school and online learning. We can only hope that, as the wave of infections caused by the omicron variant recedes, there will no longer be a need for such prioritisation.

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RESEARCH ON THE OCCUPATIONAL HEALTH, SAFETY AND WELL-BEING OF SCHOOL LEADERS In my article in the December issue, I referenced that, as part of the Sustainable Leadership project, we had commissioned a specific piece of research in partnership with our sister organisation at post-primary level – the National Association of Principals and Deputies (NAPD). The focus of the research project is on the occupational health, safety and wellbeing of school leaders in Ireland. The survey is being led by Professor Philip Riley (Deakin University, Melbourne) and his research team (Dr. Ben Arnold, Dr. Mark Rahimi and Dr. Marcus Horwood). This research is being conducted in response to concerns that the increasing complexity and workload demands of school leadership roles is impacting on the health and well-being of Irish school leaders.

It is hoped that the data gleaned from the research project will: n support individual school leaders to prioritise their own health and wellbeing n enable IPPN and NAPD to benchmark the demands on school leaders in Ireland against comparative international statistics n help to improve the leadership reality of Irish school leaders so that their leadership roles are more sustainable n have a significant impact on future policy development in Ireland. n

This research into the health and well-being of school leaders was first undertaken in 2010 in Australia and has achieved widespread international recognition. It was previously conducted in Ireland in 2014, but the leadership landscape has changed considerably since then. It will be illustrative to see how the 2022 data compares to the 2014 data in terms of the occupational health, safety and

well-being of school leaders in Ireland.

Internationally, evidence from the principal health and wellbeing surveys has been used to: n develop policies and strategies to promote principal health and wellbeing n inform discussion and campaigns to promote safe and healthy work environments and work roles for school leaders n evaluate the impact of policies and interventions – the data is longitudinal, so the survey tracks the impact of policy decisions on educators.

As part of the Sustainable Leadership project, we had commissioned a specific piece of research in partnership with our sister organisation at post-primary level – the National Association of Principals and Deputies (NAPD).

We hope to formally launch this research project at the end of January (around about the time you will be receiving this copy of Leadership+).

The window of opportunity for you to engage with the survey will be from late February to early April and the higher the participation level, the more persuasive the data and the stronger the message to stakeholders will be.

We anticipate that the survey data will greatly compliment the Current Reality section of our Sustainable Leadership project report. We will share more details in relation to the research project with you via E-scéal in due course.

Brian.ODoherty@ippn.ie

February 2022

www.ippn.ie Latest resources The following are the latest resources uploaded to the different sections of the website since the last issue of Leadership+:

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SCHOOL REOPENING

COVID AR SCOIL 2021 -2022 New materials are uploaded to this section on receipt of updated guidance/key information. It is accessed via the homepage of ippn.ie.

REOPENING SCHOOLS RESOURCES n NEPS Advice to Support Children Wearing Masks (English) Dept. of Public Health n How to use face coverings English n Guidance on Face Masks - English n CMO letter to Schools - English n Important information for parents and guardians about Covid- 9 vaccine for children aged 5 - 11 n Important information for parents and guardians about Covid- 9 vaccine for children aged 5 - 11 (Gaeilge) n Letter to Principals from Dr John Cuddihy, Acting HSE National Clinical Director of Health Protection (5 January 2022) DES Fógra maidir le tacaíochtaí cistithe Caipitíochta Covid-19 do Théarma 2 den bhliain scoile 2021/22 n Room Air Cleaner Guidance for Schools - 13 December 2021 n

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FAQs in relation to face masks/ coverings in primary schools (6 December 2021) Ceisteanna Coitianta maidir le maisc/cumhdaigh aghaidhe i mbunscoileanna DE Letter to Principals regarding Antigen Testing DE Letter to Parents regarding Antigen Testing

Teaching Council Clarification Note - Covid Learning and Support Scheme (CLASS) & Droichead

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Classroom Ventilation n HEPA Filter Devices in Ireland n Guide For Ventilation Towards Healthy Classrooms

RESOURCES

DES CIRCULARS 2021/ Information Notes n Circular 65/2021 - Enhanced Minor Works Grant Funding for Primary Schools Exceptional Minor Works Grant Funding for Post-Primary Schools with a particular focus on supporting enhanced ventilation n Cistiú Breisithe i gcomhair An Deontais Mionoibreacha le haghaidh Bunscoileanna Cistiú Eisceachtúil i gcomhair An Deon ... n Information Note 0027/2021 COVID-19: Updated Working and Leave Arrangements for Teachers and Special Needs Assistants employed in recognised Primary

and Post Primary Schools – 2021/22 school year 2022/Information Notes Information Note 0001/2022 COVID-19: Updated Arrangements for all recognised Primary and Special Schools – January 2022

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PLANNING PROMPTS A new prompt is uploaded each week to this section, and each one is relevant to the time of year.

SUPPORTS

Leadership+ 2020/21 n Issue 120 – December 2021 E-scéals A new E-scéal is uploaded each week to this section. In recent weeks, E-scéals have been issued more often than once a week to ensure that key information is shared quickly.

ADVOCACY

SUBMISSIONS n Submission to the DE on Garda Vetting Legislation - Dec 2021.

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

Sustainable Leadership Project Since the start of the school year, IPPN has progressed the Sustainable Leadership project as follows: n Completed briefings about the project at all county AGMs n Collated member feedback from all counties re. factors that sustain and factors that undermine school leadership n Initiated a research project on school leaders’ wellbeing with NAPD and Deakin University – you will be hearing about that shortly.

See the President’s Pen article by Brian O’Doherty on page 10 n Review of relevant research for each of the themes and capturing data gaps n Initial work to explore the six key themes (core purpose/effective

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leadership; preparation for leadership; recruitment; sharing and supporting leadership; time and space to lead; governance) in readiness for consultation with members in the coming months Briefings of the IPPN Board of Directors and National Council Consultation with the IPPN coordinators for the Small Schools Clustering Project to identify synergies between the projects and how learning can be captured and shared.

In recent weeks, the focus has moved to: n refining the narrative around each of the themes

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progressing research with stakeholders who have indicated they will support the project in terms of providing data scheduling member focus groups with the support of trained facilitators initial drafting of a member survey to address data gaps where stakeholders cannot provide or do not have the data.

We will keep members informed in relation to the consultation process via our weekly E-scéal. We strongly encourage all school leaders to get involved in focus groups and in the research project – to have your say on what will work for you, and to make your role more sustainable.

11

LEADERSHIP+ The Professional Voice of Principals

The Ripple Effect Small changes make huge differences ANGELA LYNCH IPPN LEADERSHIP SUPPORT TEAM This is not just another article telling you to look after your wellbeing. In fact, I apologise for using the very word. There was a time when all we wanted was to begin the conversation, place the focus firmly on wellbeing and plan in a more structured way for its implementation. Now there are so many programmes, guidelines, resources, frameworks and organisations focusing on emotional wellbeing, it is hard to make sense of it all.

If the past two years have shown us anything, anxiety levels among the general population have increased significantly. There has been a lack of meaningful connection and little chance to engage face-to-face with each other. The web of connection has been damaged. When that connection was damaged, our relationships were damaged. The damage to our relationships is almost certainly the most devastating loss experienced during the pandemic. Relationships are at the heart of everything we do.

In rebuilding our relationships, we need a holistic lens to look at wellness in its totality.

However, while we want to make a big difference, we must not ignore the small daily differences we can make, over time. A successful outcome is the product of daily habits and not a oncein-a-lifetime transformation. Schools have been interrogating their practices for some time now. Society needs to do the same.

In general, we tend to make things more complicated than they need to be. Much time is spent on policies and procedures. While these are necessary, we are rushing so much to get to where we want to go that we forget how far we have come. It is time to slow down and ask ourselves “Is what we are doing having long-term impact?”

Let us normalise conversations about our mental and emotional health. Not everyone in any given day within the school community is suffering, anxious 12

or depressed. While it is okay to not be okay, it is equally important to remember that it is okay to be okay.

Mental health is not just about our emotions. Let us make time and space for people to gather and connect with each other consistently. Let us encourage and develop a culture in our homes and schools of open, frank conversations. Small things make a big difference. Small actions make up our attitudes and behaviour. Small things grow. Small things build up to bigger things and often also to lasting change.

Do not expect that you, as a school leader, can be all things to all people. This is the collective responsibility for children, parents and staff.

The smallest of actions creates a ripple like the dropping of a stone in a pond.

I think of the Coronavirus as a negative ripple effect. What are the small changes you can make in the school community? Do not expect that you, as a school leader, can be all things to all people. This is the collective responsibility for children, parents and staff. Take one idea – be kinder to ourselves and each other. Make time to talk about how this might happen here in the school. It will be a process of small actions having a lasting positive effect on the culture of the school. The words and actions you choose with children, staff and parents can have far-reaching implications. Is some adult or child having a bad day? The impact of a word of encouragement, a pat on the back or a smile can last a lifetime.

Greeting someone by name, enquiring about a sick relative, greeting the child or adult you meet on the corridor, saying goodbye at the end of the day, noticing and praising someone for an act of kindness, are the things that create a positive ripple effect resulting in long-term impact.

In the words of Jim Rohn, ‘Success is nothing more than a few simple disciplines practiced every day’.

Because our lives are so busy today, we may have forgotten how powerful these actions can be. We need to be reminded. This happens when we have consistent, meaningful conversations.

Make those conversations a priority and a reality for this new year.

‘I alone cannot change the world, but I can cast a stone across the water to create many ripples’.

Mother Teresa Angela.Lynch@ippn.ie

Create a

culture of

reading

IN SCHOOL AND AT HOME

IN SCHOOL AND AT HOME

REFLECTIONS

Changing Utterly

DAMIAN WHITE PRINCIPAL OF SCOIL SHINCHILL, KILLEIGH, CO. OFFALY AND IPPN PAST PRESIDENT Try as I might, I find it hard to hide my obsession with food. I simply love a good meal. Homecooked food is never less than delicious and wholesome.

Dining out offers cuisine from various corners of the world, embellished with vernacular sauces and spices, while some restaurants seek to create a ‘dining experience’, serving courses on everything from blocks of wood to the repurposed hubcap of a Volkswagen Beetle. For Principals, Christmas usually offers the best opportunity for unbridled overindulgence as school is most firmly closed for the year’s most unimpeded holiday.

As I write, NPHET have gone Grinch and urged the closing of all pubs, restaurants and indoor gatherings after 8pm, just as my favourite time of year approaches. This is a disaster for many industries and selfishly, for the likes of me who like to release the handbrake in late December. The eternal optimist in me though, is probing my thoughts with what good can come of such a culinary catastrophe. ‘Why don’t you go walking or riding a bike instead of eating all the time?’. ‘Think of the money you can save’. ‘No need for designated drivers if you’re at home’.

Then frighteningly, I begin to think of the broader picture.

‘Has any good come from Covid for schools?’

I was just 5 months into my two-year term as IPPN President when news from the east didn’t necessarily mean tidings of great joy. Word began to spread of a virus. Like the virus itself, news was slow in coming at first, until word of a planeload of people arriving back from China, with some of them subsequently skiing in the Alps amongst citizens of several European countries, began to emerge. The trickle became a torrent and, on March 12th 2020, Irish school doors shut as part of a national and global action plan to stymie the spread of what was now being called Coronavirus. For almost two years since, we have been in the 14

vanguard of a global race between the virus and its wicked cousins, and the development and distribution of effective vaccines to stem the flow.

Since September, I’m back at school along with my colleagues with our hands in the dyke, working desperately to provide a sense of normality for our children in the face of increasingly worrying Covid-related challenges.

The questionable removal of contact tracing, the most severe subs shortage in living memory, issues around mask wearing, classroom ventilation, school music lessons, sanitisation several times daily of every surface, the purchase of PPE and school Covid inspections have dominated the discourse, from Government and public health officials to staffroom and classroom discussion.

My school was brilliantly run in my absence and, thanks to my colleagues and friends, I returned to a well-oiled operation, where people have, as in other schools, adapted to a new and unfamiliar way of teaching and operating.

Since September, I’m back at school along with my colleagues with our hands in the dyke, working desperately to provide a sense of normality for our children in the face of increasingly worrying Covid-related challenges.

So, if we were told inn the morning that Covid and Co. had moved on, seeking pastures new, what would we change back and what might remain? Most agree that the staffroom is a poorer place for not being full at breaktimes. Sitting apart at scattered tables somehow doesn’t compare favourably with elbow-to-elbow dining, with teapots and milk conveyed up

and down the staffroom table with abandon. In truth, we like the company of our colleagues and miss the banter that coming together brings. We also look forward to not having to wear facemasks, though we cannot be certain when that will happen. Cleaning of surfaces several times per day with disinfectant spray will not be missed when no longer a requirement, but has its benefits in terms of hygienic classrooms. For principals, checking out-of-hours emails notifying of positive cases can sail on too.

Has anybody else noticed that two 20-minute breaks are more pleasant than 10 and 30-minute breaks? Or that split breaks make for less crowded school yards and, consequently, fewer issues to deal with?

Finding substitutes has been a nightmare as sniffling staff are actively encouraged to remain at home and get tested, and substitute panels are completely inadequate to cater for demand. Post-Covid however, they may be a long-term solution to an ageold problem. See Saw and similar tools grew in use with remote learning, and have allowed for a huge improvement in communications between home and school and, overall, a greater understanding and empathy for teachers’ work and skillset. Limited access has seen a huge reduction in interruptions, with consequent benefits for teachers and principals. When normality is restored, new practices about entering school buildings are likely to remain.

Children have been heroic in how they have adapted to changes. I’m not alone in sensing greater empathy between pupils, teachers and parents, which I hope will continue. By next Christmas, we hope for some normality, with a resumption of some old ways, but hopefully a few positive changes brought about by self-evaluation over the past two years.

I’ll eat to that.

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RIP LEADERSHIP+ The Professional Voice of Principals

It was with great sadness that we learned of the recent passing of our Leadership Support Team colleague and friend, Peter Long, following a short illness.

A compassionate listener, wise advisor with an unstinting commitment to sharing his many gifts, talents and experience with his fellow school leaders, made Peter a valued member of IPPN’s Leadership Support Team.

Nothing was ever too much trouble for Peter. His gentle presence and the lessons he learned through his wide experience in the

education sector, shared with many a school leader, left them with the confidence to move forward in dealing with difficult situations.

One school leader was known to have said ‘I felt better after I spoke to Peter’.

Our thoughts and prayers are with Peter’s wife Siobhán and his children Ruth and James, and with his wider family and many friends.

The IPPN family mourn and are all the poorer for his loss.

Leaba i measc na naomh go raibh aige!

W E I V ER RE

D N U T A M R

FO

Peter Long

FO

EE

SE E S A

PLE

AL -SCÉ

TES

DA R UP

IPPN Annual Principals’

CONFERENCE 2022

Will be held on May 19th & 20th 2022 in Citywest Hotel & Convention Centre See your weekly E-scéal, ippn.ie and social media for further information in the coming weeks. *Dependent on public health advice available closer to the date

www.ippn.ie | info@ippn.ie a @IPPN_Education • @IPPNExpo | d @IPPN 16

LEADERSHIP IN ACTION February 2022

A Day in the Life of a

Teaching Principal in a Hospital School

LAURA WOODS PRINCIPAL OF SCOIL CUH, CORK UNIVERSITY HOSPITAL I am very privileged to be the teaching principal of a two-teacher hospital school, which caters to both primary and second-level students.

We are located on the children’s ward itself, The Puffin Ward, in the Cork University Hospital. We adhere to the normal academic school calendar and are open from Monday to Friday during regular school hours.

We follow the primary and secondary school curricula and are very lucky to have a suite of digital technologies available to us, and all the textbooks that the students require. Although our classroom is small, we pack as much in as we can. We strive for high- quality learning whilst ensuring that each student has fun and enjoys themselves. We try to tailor the learning, based on what the child may be interested in; for example, they might have a particular interest in a period of history or might be gifted in IT or coding.

Every day is so varied and there are no two days that are the same. Our student enrolment fluctuates each day- we may have some students who are with us for weeks, even months at a time. There are others who might have a shorter stint for a few days.

Our day starts by checking with the nurses to assess which patients are

suitable for doing schoolwork. For some children, an hour is enough, while others might want to stay for shorter or longer periods. If children are unable to come to class, we go to the bedside and teach them there and we provide educational packs for these children. The key element here is flexibility and we work around the child’s schedule, their medical needs and appointments.

We plan alongside the pupil’s homeschool for the children who are with us long-term, in order to ensure continuity and enjoyment for each individual pupil, so that disruption to children and young people’s education is minimised and academic progress can continue, as far as medical circumstances permit. When the child is discharged from hospital, we send a report to their base school teacher to ensure they are up to date on what school work was completed during the child’s time at CUH. Some children have even sat their Junior Cert and Leaving Cert exams with us.

Inclusivity is a cornerstone of our vision and ethos. Nothing should be able to impede the children from accessing education, regardless of whatever encumbrances there may be; for example, some children

have still received schooling, even if they can’t write or get out of bed.

Therefore, we keep up to date with the latest assistive technologies, aids and educational courses, etc. to ensure that we work around any barriers and are doing all we can to ensure the child has access to an education.

Building a rapport with the students, and providing a safe and happy environment for the children to continue their education, is very rewarding. Having access to school gives the children a sense of normality and a routine. It is something structured to look forward to and an escape from the clinical aspects of their care while they are in hospital.

It is a time when they don’t have to worry about bloods being taken, medication, scans, etc. My colleague Deirdre and I feel very proud and honoured to be able to provide this invaluable service. Our ultimate goal is to create positive memories for the children while they are in hospital and going through such a vulnerable time in their lives.

If you would like to contact Laura in relation to this article, you can email her at scoilcuh@hotmail.com.

Laura Woods, Principal and Deirdre Murphy, Deputy Principal, at Scoil CUH, Cork University Hospital Puffin Ward, Cork.

18/11/2021.

Echo News/Irish Examiner.

Picture: Jim Coughlan/Irish Examiner

17

LEADERSHIP+ The Professional Voice of Principals

Planning and Building Unit

HUBERT LOFTUS HEAD OF PLANNING & BUILDING UNIT, DEPARTMENT OF EDUCATION I am delighted to have this opportunity to write an article for IPPN’s Leadership+ magazine. This is a first for me - a more natural domain for me would be writing a Department Circular! I acknowledge that reading a Department Circular is not necessarily the natural domain of a School Principal although it comes with the job! I hope that you find this article of some interest to you and that it gives an insight in to the Department’s Planning & Building Unit.

The Planning and Building Unit (PBU) is based in Tullamore and consists of over 160 administrative and professional/technical staff, whose role is to support the planning and delivery of a modern and sustainable infrastructure for the school system, which involves a school estate of close to 4,000 schools.

We are on a significant reform journey within the Unit, which is aimed at better enabling us to deliver in a more strategic and coordinated manner. This is a journey that we commenced in 2018 and has involved reviewing and streamlining our systems, processes and procedures so that we are better positioned to deliver on the ambitions set out in the National Development Plan (NDP).

The NDP sets out the national priorities and funding levels for the school building programme. Key priorities under the NPD 2021 to 2030 include: n Continuing to cater for additional capacity requirements n Provision of accommodation for special classes with a particular emphasis on ramping up provision at post-primary level to facilitate a smooth transition from primary level n Delivering on Climate Action agenda and integrating, where possible, on modernisation of existing school infrastructure n Strengthening asset management and maintenance regime across schools.

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During the NDP period 2018 to 2020, a total of 526 school building projects were completed with over 200 other projects at construction at the end of 2020.

There are currently over 1,200 projects in the pipeline at various stages - project brief, design, planning permission, tender and construction. The Department envisages that most of these projects will be at construction stage, or completed, over the period 2021 to 2025, as part of the National Development Plan, which involves some €4.4 billion of funding for this period.

A list of all large-scale and Additional Accommodation Scheme projects is published on the Gov.ie website, which is updated on a monthly basis to track progress on projects as they progress through the various stages of architectural planning to tender and construction. www.gov. ie/en/service/563cae-additionalaccommodation-scheme/ LINK These stages are: Project Brief n Stage 1: Preliminary Design n Stage 2A: Design Development n Stage 2B: Detailed Design and Statutory Planning Permission n Stage 3: Tender Evaluation and Award n Stage 4: Construction n Stage 5: Completion.

and local information to determine what needs to be built where, when and how. The Department has significantly strengthened its planning function with the use of a wider range of data sets within its Geographic Information System (GIS).

This better enables projections to be made on demographic requirements for individual school planning areas both for the short, medium and longer term. The GIS system enables all this information to be displayed on maps and importantly includes data on zonings, planned residential developments and residential completions.

Key factors that are considered in determining additional accommodation requirements include: n

n

n

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In relation to how the Planning & Building Unit operates, there are essentially two core aspects to our work – planning and delivery. This means that for most schools there are two main contact points when interacting with the PBU. The first contact point is generally the School Capital Appraisal Section and its role is to assess applications for additional accommodation. Assessing demographic requirements involves using a wide range of data sets

n

Overall demographics in the area – most areas are on a downward trend at primary level with national demographics projected to reduce by over 100,000 over the next decade or so Level of school accommodation availability in schools in the area Requirements for special classes so that this can be integrated into planned projects Alignment with rollout of planned residential developments – while this is significant in terms of ramping of housing delivery, the continued downward trend in demographics at primary level reduces this impact to some extent.

These factors help determine whether additional accommodation is required, and if so is the requirement shortterm, medium-term or long-term. This timeline then feeds in to the decisionmaking on the most appropriate delivery mechanism to meet the accommodation requirement.

If additional accommodation is required, the aim is to try and facilitate this, as much as possible, by way of expansion of existing schools rather

February 2022

than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. Where a new school is required, the Department looks at opportunities for campus sites with other existing schools.

This can consider opportunities for overall campus modernisation and improvements, while at the same time creating efficiencies in terms of infrastructure requirements and reducing/avoiding site purchase costs.

The second main contact point for schools is the delivery team in the PBU, which supports the delivery of an approved project from project brief stage through the various stages of architectural planning and ultimately to tender, construction and completion.

These delivery teams include the Additional Accommodation Scheme Team, Major Devolved Projects Team, Design & Build Team etc.

Two key issues that impact on project timelines are (a) site availability (which is relevant in the context of new schools) and (b) timeline for obtaining planning permission.

A number of strategic initiatives undertaken by the Department to assist with project delivery include: n

Recommencement of the Department’s Design & Build Programme in 2021 with enhanced quality assurance arrangements.

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This has facilitated eight new schools commencing construction in 2021, with a further 10 new school projects at tender stage and due to commence construction in the first half of 2022 Ramping up of project delivery through the National Development Finance Agency (NDFA) with 20 large-scale projects (mainly new school buildings) targeted to commence construction over the course of 2022 and 2023 Strengthening of project management supports across various delivery mechanisms, including the ETB sector and various other delivery partners Renewing, updating and broadening the range of procurement frameworks in place to support the delivery of the school building programme as part of the overall procurement strategy Expansion of existing provisions in the Planning and Development Regulations 2001 to exempt specified works for school buildings from planning permission requirements, thereby assisting the streamlining of delivery of projects (particularly for smaller projects). These exemptions enable schools to ● construct temporary structures (up to 30% of the floor area of the existing school) to facilitate the continued delivery of education, subject to certain conditions

use the exemption under CLASS 57 to construct a small extension up to 210m2 (an increase from the previous limit of 160m2) Setting up of a Modular Accommodation Framework to assist with provision of additional capacity at schools. This has the added benefit from the climate perspective of utilising decarbonised heating solutions Strong research and Pathfinder Programme as part of planning and gearing up for Deep Energy Retrofit Programme to meet Climate Action targets. ●

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PLANNING & BUILDING UNIT CONTACT INFORMATION School Capital Appraisal Section (for assessment of applications for additional accommodation): ASAapplications@education.gov.ie Summer Works Scheme: sws_online@education.gov.ie Emergency Works Scheme: emergency_works@education.gov.ie Ventilation: schools_ventilation@ education.gov.ie Reconfiguration of schools: reconfiguration@education.gov.ie.

19

LEADERSHIP+ The Professional Voice of Principals

Changes at the helm BOARD OF DIRECTORS Prior to the AGM of the IPPN National Council in November, the following members of the Board of Directors notified the president and the Board of their intention to step down from their director role. n Anna Mai Rooney, CSL Deputy Director, Primary n Gerard Ruane, principal of Barefield NS, Enfield, Co. Clare n Shane O’Donnell, principal of Scoil Bhríde, Fourmilehouse, Co. Roscommon As the CSL position on the board is a permanent position, CSL Co-ordinator Finbarr Hurley has taken up the role. The two remaining vacancies were filled by Bryan Lynch and Linda Dennehy, who were elected at the AGM as members of the IPPN Board of Directors for the next three years.

We thank the three departing Board members for their tireless work on the Board over several years and wish the new members all the best with their very important governance work.

Linda holds Postgraduate Diplomas in Educational Management, and in Special Education (ASD) and a Masters in School Leadership. She is currently studying towards a PhD in Education with UCC on the topic of ‘Primary School Principals’ Experiences of leading mainstream schools with ASD classes attached.’ She has worked with NIPT and PDST, is a Tutor on the PDSL course, an adjunct tutor with Hibernia College, and a trained and active CSL mentor.

Linda Dennehy, Principal of Scoil Íosagáin Infant NS, Mallow Having spent six years in Sacred Heart NS in Dublin 22, in 2012 Linda returned to Cork and was appointed as Teaching Principal of Hollymount NS, Rathmore before taking up her current position in 2017. Since then, she has overseen the opening of special classes and the related building projects, helping the school community navigate changes to culture and encouraging staff in their professional development.

Since taking up the role of Principal, Linda has been an active member of IPPN. She coordinates her local principal support group, assisted in the set-up of the first local Deputy Principal support group, and is a committee member of Cork Education Support Centre.

She is very interested in equality access to education including DEIS, Autism, female leadership and sustainable longterm senior leadership.

Bryan Lynch, Principal of St Conleth and Mary’s, Newbridge, Co. Kildare Profile to follow in the next issue.

Are you planning to retire in 2022?

JACKIE O’REILLY IPPN SUPPORTS & SERVICES If you have made the decision to retire or step back from leadership in 2022, we wish you every happiness and fulfilment in the future. We would like to thank you sincerely for your professional contribution to colleagues and to the IPPN network of school leaders.

To assist the work being done in the IPPN Support Office, could you please let us know of your impending retirement and also the details of the Newly Appointed Principal as soon as that decision has been made? Alternatively, you could ask the new principal to contact us directly. This would be of enormous help to us in the Support Office 20

and I know would be very much appreciated by the Newly Appointed Principal.

Any information that you can provide on newly appointed principals can be emailed to jackie.oreilly@ippn.ie.

If you are retiring, would you like to be involved in various IPPN projects throughout the year? Some of our existing associate members help carry out project work that complements the work of the support office and is greatly appreciated by both IPPN and our members. To find out more, contact me at Jackie.oreilly@ippn.ie.

February 2022

NATIONAL COUNCIL 2021-2022 The following are the members of the IPPN National Council for the school year, having been elected at the county AGMs in September and October 2021. We thank them sincerely for taking on or continuing this crucial leadership role in IPPN and look forward to working with them over the course of the year.

First Name

Last Name

School

County

Carolyn

Good

Carrigduff NS

Carlow

Mandy

McDonnell Ryan

SN Molaise

Carlow

Niall

Clerkin

Butlersbridge NS

Cavan

Paul

Corcoran

St Annes NS

Cavan

Martin

Moloney

Clarecastle NS

Clare

Sarah

Connolly Barnes

Holy Family SNS

Clare

Diarmuid

Hennessy

Scoil Mhuire na nGrást

Cork

Brídín

Nic Eiteagáin

Scoil Cholmcille

Donegal

Noirin

Ui Ghradaigh

Murroe NS

Donegal

Carol

Burke-Heneghan

Scoil Mhuire

Dublin

Caroline

Quinn

Our Lady of Good Counsel GNS

Dublin

Breda

Murphy

St Oliver Plunkett NS

Galway

Máire

De Brún

Scoil Bhríde

Galway

Annette

Dineen

Scoil Lios Teilic

Kerry

Maria

O’Regan

Scoil an Teaghlaigh Naofa

Kerry

Eimear

Carey

Newbridge Educate Together NS

Kildare

TBA*

Kildare

Anita

Foley

St Colmcille’s NS

Kilkenny

Irene

Browne

St. Brigid’s NS

Kilkenny

Andrew

Hanrahan

St Colman’s NS

Laois

David

O’Brien

The Heath

Laois

Bríd

Cahill

St. Manchan’s NS

Leitrim

Caroline

Healy

Scoil Mhuire

Leitrim

Diarmaid

Moore

Milford NS

Limerick

Niall

West

Rathkeale No 2 NS

Limerick

Claire

Murphy

Lanesborough Primary School

Longford

Teresa

Kearney

St Mel’s NS

Longford

Eileen

Pike

St Oliver’s NS

Louth

Padraig

McEneany

St Finian’s NS

Louth

Anita

Healy

SN Ros Dumhach

Mayo

Regina

Corrigan

SN An Teallaigh

Mayo

Ken

Keogan

Scoil Oilibhéir Naofa

Meath

Morag

McGowan

St Paul’s NS

Meath

Elizabeth

Moorehead

Scoil Mhuire

Monaghan

Richard

Baxter

Scoil Naomh Pádraig

Monaghan

Bridget

Clear

St Philomena’s NS

Offaly

John

Healy

SN Seosamh

Offaly

Caroline

Madigan

St Mary’s NS

Roscommon

Cora

Nevin

Ballinameen NS

Roscommon

Maria Goretti

Surlis

SN Rónáin Naofa

Sligo

Roy

Mitchell

Carraroe NS

Sligo

Siobhan

Verdon

St Michael’s Junior BNS

Tipperary

Will

Ryan

St John The Baptist Boys NS

Tipperary

Marc

de Grás

Gaelscoil na nDéise

Waterford

Pat

O’Mahoney

Glór na Mara

Waterford

Máire

Weitzman

St Michael’s NS

Westmeath

Mary

Daly

Coralstown NS

Westmeath

Aileen

Kennedy

Bunscoil Loreto

Wexford

Selina

Carmody

Wexford Educate Together NS

Wexford

Emer

Whyte

Scoil Naomh Peadar

Wicklow

Rory

Healy

Scoil Mhuire na nÁird

Wicklow

TBA*

Cork

21

LEADERSHIP+ The Professional Voice of Principals

SATs

Teachers’ Perspectives on

DR ZITA LYSAGHT SCHOOL OF POLICY & PRACTICE, DUBLIN CITY UNIVERSITY For some, answering a question by posing another is considered rude, particularly when the intention is to deflect attention from the issue at hand and/or avoid the question altogether. However, there are times, and this is one of them, when the questions raised are so complex that they trigger related questions that warrant attention. For this piece, I was asked to consider two important questions: (1) what are teachers’ views on standardised achievement tests (SATs) in primary schools and (2) are we measuring what we value?

Based on primary and secondary data analysis of the findings of a survey of 1,564 primary teachers nationally, undertaken by the Centre for Assessment Research, Policy and Practice (CARPE) at DCU and the INTO in May 2017, the simple answer to both questions is: it depends on who, and when, you ask. This, of course, begs the question: what does that mean? I will try to explain.

According to the CARPE/INTO research, teachers hold very diverse views on SATs. Some value SATs as reliable measures of their pupils’ achievements in English Reading and Maths that help them to make valid, evidence-informed decisions about teaching, learning, planning and resource allocation in their schools and classrooms. Conceptualised as a key component of the continuum of assessments undertaken by teachers, SATs are seen as providing unique and important information for schools and key stakeholders.

There are others, however, who question the fairness and potential adverse impact of SATs (i.e., the consequential validity of these tests). Teachers, in DEIS schools in particular, voiced misgivings about the appropriateness and value of SATs for identifying and supporting the needs of pupils with SEN and/ or EAL, in light of perceptions that inappropriate test preparation practices, such as teaching to the test, 22

Comparison of teachers’ responses to common survey items from across the two studies spanning 40 years (1979 - 2017) revealed some very interesting findings, not least about the extent to which teachers believe SATs are a ‘good’ or ‘accurate’ measure of what pupils learn in English Reading and Maths.

Comparison of teachers’ responses to common survey items from across the two studies spanning 40 years (1979 2017) revealed some very interesting findings, not least about the extent to which teachers believe SATs are a ‘good’ or ‘accurate’ measure of what pupils learn in English Reading and Maths. A key finding from this research (Lysaght & Cherry, in press) is that there has been a statistically significant drop in teachers’ confidence in SAT data, especially in relation to Maths, i.e. teachers in the CARPE/INTO study expressed less confidence in SAT results compared to teachers in the Kellaghan et al. study. For instance, a third of the teachers surveyed in 2017 agreed with the statement: ‘Standardised tests are not a good measure of what my pupils learn in Maths in my class’.

In contrast, teachers who participated in the Kellaghan et al. study expressed increasing confidence in SATs over the course of the four years of that research (albeit the researchers acknowledged that SATs held a certain novelty at the time that may have influenced teachers’ perspectives).

Delving a little deeper into the CARPE/INTO findings, more recent research has investigated potential trends over time in teachers’ attitudes to SATs, by comparing the responses of teachers surveyed by CARPE/ INTO in May 2017 with teachers involved in a four-year research project conducted in the mid-1970s (Kellaghan, Madaus, & Airasian, 1982).

What’s really interesting about the 1970s study is that it was undertaken at a time when the Irish education system was well-developed but very little use was made of standardised testing. Researchers were curious to learn how teachers would respond to the introduction of SATs and, hence, set up an experiment that surveyed teachers’ views before, during, and following exposure to the use of these tests.

But what do we know about the profile of teachers in the CARPE/ INTO survey who expressed least confidence in SATs? Interestingly, the majority were mainstream class teachers (55%) in non-DEIS schools (60% approx.) who had been teaching for many years (29% >20 years; 28% 11-20 years). At the time, almost half (48%) were teaching 2nd, 4th or 6th class where SATs were administered and results shared with parents/ guardians and the DE. These data suggest that it is not just teachers in DEIS schools with a particular level of teaching experience who may lack confidence in SATs. Rather, a sizable proportion of teachers surveyed in May 2017 - across schools, classes and roles – were of the view that SATs did not measure what their pupils learned. And this held for English Reading too: a broad constituency

occur in some schools. Such views are a particular cause for concern because they suggest that SATs may be viewed by some as increasingly high stakes and we know from international studies that this can lead to unintended consequences, such as narrowing of the curriculum and increased pressure, stress and anxiety.

February 2022

of teachers either disagreed or disagreed strongly with the survey statement: ‘Standardised tests are a good measure of what my pupils learn in English reading’.

In interpreting these findings, two important contextual factors should be borne in mind. First, when the CARPE/INTO survey was conducted in May 2017, the most commonly used SATs in Irish schools (colloquially referred to as the MICRAs, SIGMAs and Drumcondras) were being updated and re-normed in light of significant change in Irish demographics, as well as ongoing curriculum development at primary level. Hence, teachers’ confidence in SATs and the value they attributed to the results may have increased since the tests were revised.

Second, there was significant concern in the teaching community at that time, prompted by a DE communique mooting possible change in use of SAT data (Circular 0034, 2016), which may have adversely influenced how teachers responded.

But what do we know about the profile of teachers in the CARPE/INTO survey who expressed least confidence in SATs? Interestingly, the majority were mainstream class teachers (55%) in nonDEIS schools (60% approx.) who had been teaching for many years (29% >20 years; 28% 1120 years).

Zita is Director of the Assessment for Teaching and Learning (ALT) Project, a member of the Advisory Board and Advisory Panel of the Centre for Assessment Research and Policy in Education (CARPE) and a former Chair of Post-Graduate Studies by Research and Co-chair of the EdD programme. She currently acts as Ethics Convenor for her School.

If you would like to contact Zita in relation to this article, you can email her to zita.lysaght@dcu.ie.

Department of Education. (2016).

Circular 0034/2016: Information relating to Standardised Tests and other Matters. Athlone: DE. Lysaght, Z. & Cherry, G. (In press).

Trends in Irish Primary Teachers’ Perspectives on Standardised Achievement Tests. DCU: Centre for Assessment Research, Policy and Practice.

O’Leary, M., Lysaght, Z., Nic Craith, D., & Scully, D. (2019). Standardised Testing in English Reading and Mathematics in the Irish Primary School: A Survey of Irish Primary Teachers. Dublin: Dublin City University, Centre for Assessment Research Policy and Practice in Education and Irish National Teachers’ Organisation.

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23

LEADERSHIP+ The Professional Voice of Principals

Giorraíonn an Fhoireann go léir an Bóthar

MÁIRE JONES DEPUTY PRINCIPAL OF MOYDERWELL MERCY PRIMARY SCHOOL, TRALEE, CO. KERRY This article outlines two models that explain the system-change which occurred in the leadership of the Moyderwell Mercy Primary School, Tralee, whilst accommodating the Improvement-Culture set down by LAOS (Department of Education and Skills, 2016) Nothing worthwhile changes overnight, particularly systemchange. There was a need to professionalise the parameters around the Posts of Responsibility in Moyderwell to manage a relentless climate of change and enable more effective and efficient leadership within the school. Senior leaders had many informal conversations, but the publication of LAOS in 2016 and the issuing of Circular 0063/2017 provided timely opportunity to frame a new system-change and work the plan. This, coupled with the appointment of new middle leaders stabilised the plan for setting the direction of a new way of being.

Moyderwell is all the richer for internalising a new professional leadership. Middle leaders are energised with the trust put in their capacity to lead with confidence.

Informal teacher and SNA leaders and volunteers spring up and step up as opportunity arises. Class teachers and special education teachers have many safe forums to voice valuable opinion and learning, which feeds into the overall system. Developing formal and informal leaders throughout the school has added to a collective confidence, a collective professionalism, a professional energy, professional enthusiasm, professional respect, and hope for our school.

MODEL 1 There is a cyclical structure to the monthly team meetings led by middle leaders. Communication and shared key-learning within, to and from the teams is vital to the top-down, 24

bottom-up learning from all, by all and for all. There is a definite move away from ‘Giorraíonn Beirt Bóthar’ (IPPN, 2007) to the whole-team approach of ‘Giorraíonn an Fhoireann go léir an Bóthar’.

The key to deriving a systematic response is in the setting of an agreed agenda by the ISM (In-school Management) team. This allows teams to focus and collaborate. Time for Any Other Business is vital as this is the kernel of new learning for the ISM. The emphasis is on improving our collective response to the domains of Learner Outcomes, Learner Experiences and Teachers’ Individual Practice. Every teacher in Moyderwell belongs to a CT or SET Team (Jun. & Sen. Infants / 1st & 2nd /3rd & 4th /5th & 6th). The school’s Assistant Principal 1 leads the Special Education Team.

Middle leaders are prompted to ask key questions to keep the teams on track. This collective learning from individual reflection forms the basis for the next round of ISM meetings and the subsequent AP2-led team meetings.

The individual team responses are emailed to all staff. Senior leaders synthesise the collective learning and reflect with focus and concern

for the bigger picture. The possible impact of emerging solutions is then considered.

MODEL 2 Every teacher in Moyderwell is also either a curricular team lead (postholder) or team supporter. The postholder has the lead responsibility for driving their agreed curricular area and has the support of a team of teachers who have chosen their area of preference/interest. Some formal leaders have two to three areas of curricular responsibility. The administrative principal is responsible for keeping all the cog units oiled and moving in the right direction.

The curricular team leader redistributes further responsibility, which further empowers team supporters with a particular interest to become more involved and to bring their personal stamp to the development of an area connected to a curricular area.

From Michael Fullan (2020) Leadership is Changing: ‘More dynamic, interactive forms of leadership are required’ If you would like to get in touch with Máire in relation to this article, you can email her to maire.jones@ moyderwellmercy.ie or contact her via Twitter at: @MairePJones.

February 2022

Whole-school problems require whole-school solutions An approach to the management of emotional and behavioural issues in schools using a combination of systemic and TCIS approaches PETER CAFFREY FAMILY THERAPIST AND DAVID CARTER PRINCIPAL OF ST PAUL’S YOUTH ENCOUNTER PROJECT, FINGLAS, DUBLIN 11 building on strengths, recognising and acknowledging, and amplifying expertise amongst family members.

We are writing this article because we believe, from our own experience, in an approach that has an integrated behaviour management system which springs from the collaborative principles of Systemic Thought. It is very effective in helping distressed pupils to bring their behavioural issues under their own control.

Irish schools are notoriously hierarchical.

Power emanates downwards from the traditional patrons to the staff room.

We argue that the only way to have meaningful control in schools is to cede that power. The development of a collaborative relationship involves taking a large measure of the power from the patrons and staff, and ceding it to parents/guardians and pupils.

OUR CONTEXT St Paul’s is a high-support Special School for young people who are unable to complete their education in a mainstream setting due to emotional or behavioural reasons. Traditionally, we would have taken an expert and hierarchical stance, based on our ability to help and ‘sort out’ difficulties for young people which emerged in their schooling. As time moved on, we began to ask how this helped pupils and school staff. We moved to a ‘whole school approach’. Discipline and the system of home contact we operated became our focus. We felt that running a tight ship didn’t help the young person to question how they had ended up in St. Paul’s in the first place, so there was teaching, but less learning for life.

Our solution has involved the integration of two approaches to create

a model we have called the Systemic School. These two approaches are: 1. Therapeutic Crisis Intervention for Schools (TCIS) Therapeutic Crisis Intervention for Schools (TCIS) originated in Cornell University in New York. It seeks to create an environment where all are heard and all are confident that what they want to say will be heard, listened to and respected.

This approach has proven to be effective in the de-escalation of serious incidents. For TCIS to operate successfully it requires a high level of trust and collaborative relationships between staff and home.

2. Systemic Psychotherapy Systemic Psychotherapy, or Family Therapy, as it is often called, is an evidence-based approach to people’s problems which aims to help people to grow, and to resolve areas of distress which impact on their lives. Problems are seen as located, not within individuals, but within wider systems, such as community, society and the culture to which the family belongs. Family therapists place more emphasis on

Special Education has moved towards integration and inclusion.

Insofar as is possible, young people should not be separated from their peers. However, our experience is that separation still happens in the area of behavioural management in many schools.

In schools, greater collaboration is needed across a wide range of activities, including behaviour management, teaching and assessment. What would be gained is a move towards teachers as collaborative educators, involved positively in all areas of the young person’s development. Teachers could become holistic educators.

Our experience suggests that is what the majority of teachers want, but the system prevents this.

As long as change in Irish education continues to come from above, the system will continue to fail significant numbers of young people. Effective change will only come about if people meet in the middle in dialogue. We hope that this article becomes a start to this process.

If you would like to contact David and Peter in relation to this article, you can reach them by email at davidcarterprincipal@gmail.com. See also www.stpaulsyep.com.

LINK

25

LEADERSHIP+ The Professional Voice of Principals

Stronger Together

The Importance of Principal Support Groups IRENE SIMMONS PRINCIPAL SCOIL MHUIRE GAN SMÁL, LETTERKENNY As school leaders, we spend a lot of time supporting others. We support staff through challenging personal situations and we support pupils and their parents/guardians through the many trials and tribulations that life brings. In turn it must recognised that school leaders also need support.

I’ve been an administrative principal for 12 years and, for 10 of those years, a member of an informal, local principal support group. Membership of this group has been a significant support to me during this time and, without exaggeration, it was a life saver while trying to navigate the COVID-19 crisis.

As part of the Masters of Education in School Leadership (MESL) in the University of Limerick, I carried out research to explore the potential of principal support groups. I was interested in how other members experienced our group. The findings of the research highlighted the benefits of principal support groups.

MEMBERSHIP OF A PRINCIPAL SUPPORT GROUP MAKES MY JOB EASIER Participants in the research believed that meeting other principals, sharing experiences and knowledge, made their job easier. They appreciated the value of having access to individual members with expertise in different areas of education. They spoke of seldom leaving a meeting without gaining some additional knowledge.

The support group acts as a ‘living curriculum’ where knowledge is co-constructed through social interactions. Much of the knowledge generated in a support group will not be found in a DE circular!

Participants agreed that membership of the support group was (and still is) crucial during the COVID-19 crisis.

Online meetings enabled them to respond with agility to the rapidly changing COVID situation: procuring PPE, making sense of policies and 26

sharing ‘what worked’ on the ground.

A WhatsApp group allowed for almost immediate response to queries and continues to be a real support when members need information quickly.

group, creating trust among members and, by extension, the assurance of confidentiality. All participants considered confidentiality as key to the success of the group.

Sometimes principalship can be a lonely place to be. Being connected to others who could identify with this was considered a significant support.

CONCLUSION The factors that make the group work align with a ‘Communities of Practice’ (CoP) model. CoPs are ‘groups of people who share a concern or a passion for something they do, and learn how to do it better as they interact regularly’. Consider setting up a principal support group: reach out to colleagues who share a similar school context, arrange a set time to meet once a month, discuss matters of concern and how they can be resolved, set up a WhatsApp group.

MEMBERSHIP HELPS MY WELLBEING Sometimes principalship can be a lonely place to be. Being connected to others who could identify with this was considered a significant support.

Participants described the group as a safe, non-judgemental place to be where worries and concerns could be unloaded, reciprocity and validation experienced, advice and reassurance offered and knowledge shared in a collegial and supportive atmosphere.

Membership is an effective way of providing social and emotional support for school leaders especially during such a difficult and uncertain time.

FACTORS THAT MAKE THE PRINCIPAL SUPPORT GROUP WORK No hierarchy or roles in the group promotes equality among members.

The informality of meetings with no agenda or minutes works well for members creating a relaxed atmosphere conducive to sharing. No need for prior preparation alleviates pressure which is a boon in an already highly pressurised job. Topics that are relevant at the time of the meeting are discussed and a solutions-based approach is used to solve issues of concern.

The building of strong local relationships over time was identified as a key factor in the success of the

Principals are practical by nature (we have to be!). Setting up a support group is a practical way to access significant support, making our job easier and helping our wellbeing. We are stronger together.

If you would like to know more about this research, Irene can be reached by email at smgsprincipal@ gmail.com.

LINK

PLEASE NOTE: IPPN and ESCI are working together to provide a Local Support Group (LSG) for every school leader who wishes to join one. Please contact your local Education Centre Director or your IPPN County Representative for information on a LSG near you.

February 2022

EducationPosts.ie

Updates MAEVE O’MAHONY EDUCATIONPOSTS.IE AUTOMATIC ADVERT APPROVAL A major update was launched in November 2021 allowing adverts to be published automatically on the website after a 30-minute window, as per the adverts requested activation date.

Schools and organisations that have previously advertised on EducationPosts.ie no longer require adverts to be manually approved by the Support Team. Adverts can be posted almost instantly to the website, including over weekends and school holidays. For security reasons, accounts that have not advertised on EducationPosts. ie must have their first advert manually approved by the Support Team.

The thirty-minute window ensures school account administrators can replace a pending advert with a new advert if an error is found. If an advert is cancelled within this timeframe, an EducationPosts.ie credit is automatically refunded to the account. Outside of this timeframe, an active advert can be deleted and a credit will not be refunded to the account.

These updates provide more flexibility to account administrators and streamline the advertising process.

REQUEST SCHOOL ACCESS EducationPosts.ie recently launched a feature to allow new principals, deputy principals and other relevant staff members to request access to school accounts directly from the existing administrator(s) on the account. This is a more secure and efficient process, and provides existing administrators access to approve or decline requests from new users.

RECEIPTS AND INVOICES Another update was made to the Billing section on accounts, allowing receipts and invoices for payments to be downloaded from the website.

We will continue to update EducationPosts.ie to respond to the needs of schools and job-seekers. If you have suggestions in this regard, you can email them to info@ educationposts.ie.

27

LEADERSHIP+ The Professional Voice of Principals

Group Mentoring 2021/2022 DONAL KERINS IPPN LEADERSHIP SUPPORT TEAM During the current school year, 32 IPPN Group Mentors are supporting 201 Mentees who are in their second year of school leadership. The project is now in its fifth year and has supported just over 1000 Newly Appointed Principals (NAPs) in that time.

Group Mentoring is a support for NAPs which sits between the Headstart and One-to-One Mentoring Programmes, which are provided by IPPN and CSL in the first year of leadership, and the Local Support Groups, organised by IPPN and ESCI, which will be available in the coming years to every school leader who wishes to join.

Group Mentoring groups are communities of practice, organised geographically, to provide a safe space for school leaders at a similar stage of leadership, to discuss issues of concern and to begin the lifelong process of developing and maintaining their own support network. Confidentiality and support are the foundations of Group Mentoring. It provides an introduction to the world of peer-to-peer support which is one of the Standards in the Leadership and Management Dimension of LAOS: Dimension 4, Developing Leadership Capacity - Build professional networks with other school leaders.

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The map shows the extent of the support being provided around the country. If you are an experienced school leader and would like to train as a Group Mentor, please e-mail your

interest to Jackie.oreilly@ippn.ie for consideration for training in 2022. All of our mentors are volunteers and, without them, this invaluable service to Irish education could not be provided.

And Finally…

Time to Think Let Let Let Let Let Let Let Let Let Let Let Let Let Let Let Let Let Let Let Let Let

go go go go go go go go go go go go go go go go go go go go go

‘

NS

QUOTATIO

s are r e d a e l t s The be ested in r e t n i t s o those m selves m e h t g n i d surroun ts and n a t s i s s a with ter than r a m s s e t associa they areth.or ish, au

Antos Parr

’

of the desire to control. of anger. of shame. of guilt. of worries. and let things follow their natural course. of the need to use every second to the full. Let go of fear. of tension. of the need to be right. of the need to be successful. of the need to seem strong or know it all. of the future you had charted out for yourself. of the need to be the best. of self-rejection. of the impulse to do more than can reasonably be done in the time available. of regrets and disappointments. of trying to change others. of criticism. of being harsh on yourselves and others. of prejudices and biases. of interfering.

Joe Armstrong (from Reality Magazine) What can I let go of today?

‘

QUOTAT

ION

S The func tion of educatio n is to te ach one to th ink inten sively and to th ink critic ally.

Intelligen ce plus characte r – that is the goal of t rue educ ation.

Martin L uther Kin g, Jr.

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