Leadership+ Issue 130 - December 2023 by Irish Primary Principals’ Network

ISSUE 130 / DECEMBER 2023

+ Leadership THE PROFESSIONAL VOICE OF SCHOOL LEADERS

LEADING WITH PURPOSE

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Irish Primary Principals’ Network Líonra Phríomhoidí Bunscoile Éireann

Signposts

Key Legal Considerations for BOMs

Opening a Special Class Integration or Inclusion

SPOTLIGHT ON

PAGE

Caroline Quinn, IPPN Leadership Support Team, Member of NABMSE Executive Committee

EBSA

Emotionally Based School Avoidance

The Small Schools Pilot Project

PAGE

Julie Harty Principal of St. Mary’s N.S., Grange, Co. Waterford

NEW INITIATIVE

Vicky Barron, Principal of CBS Primary, Wexford

Mistakes are to be Expected, Respected and Inspected

PARTNERSHIP

Travel Safe Project at Beaumont

David Ruddy BL

PAGE

PART 3

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ISSUE 130 / DECEMBER 2023

PAGE

LEGAL DIARY

Robbie O’Connell Principal of St. Brendan’s N.S., Blennerville, Tralee

Rosemary Hogan and Catherine O’Leary, Beaumont Boys and Girls Schools

Also in this issue:

Update on IPPN’s Sustainable Leadership project - Brian O’Doherty, IPPN Sustainable Leadership Coordinator Recognising and responding to work related stress - Padraig McCabe, IPPN Leadership Support Team Message to Self - Angela Lynch, IPPN Leadership Support Team, Headstart Programme Coordinator Reflections - Imposter Syndrome, Damian White, Principal of Scoil Shinchill, Killeigh, Co. Offaly Celebrating 50 years of ESCI - Catherine Doolan, Director of Laois Education Centre, ESCI PRO ICP - Congratulations to Maria, Damian and Jack The President’s Pen On Your Behalf EducationPosts.ie - User Profiles on School Accounts Revised Child Protection Resource Bundle

+ Leadership THE PROFESSIONAL VOICE OF SCHOOL LEADERS

Irish Primary Principals’ Network, Glounthaune, Co. Cork • 1800 21 22 23 • www.ippn.ie Editor: Geraldine D’Arcy Editorial Team: Geraldine D’Arcy, Páiric Clerkin and Louise Tobin Comments to: editor@ippn.ie n Advertising: Sinead O’Mahony adverts@ippn.ie ISSN: 1649-5888 n Design: Brosna Press The opinions expressed in Leadership+ do not necessarily reflect the official policy or views of IPPN

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December 2023

EDITORIAL

LEADING with purpose By the time you receive this, the hubbub from the annual IPPN Principals’ Conference in Killarney – attended by over 1,000 principals, will have died down and the focus will have returned to the day-to-day work of school leadership and management. In IPPN’s case, the focus will continue towards our mission. If you were to attempt to articulate it in one sentence, it would be to enhance leadership capacity, leadership effectiveness and leadership sustainability. Why? Because we know that effective leaders mean effective schools, and effective schools mean better outcomes for children. If we can get to a point where leadership capacity, effectiveness and sustainability are at the right levels, we can empower existing school leaders to thrive in your roles, while also encouraging greater numbers of potential or aspiring leaders to embrace leadership roles in our schools. You can see why it is our top priority. Brian O’Doherty gives a comprehensive overview of the progress to date in relation to this project on pages 12 to 14. Also in this issue, IPPN President Louise Tobin summarises in her President’s Pen the key points from her address at the conference, which relate to the conference theme Leading with Purpose. We present the IPPN National Council for 2023/2024 and congratulate IPPN stalwarts for their new voluntary roles and significant achievements, see pages 22 and 23. School leaders wrote almost every article, and each one is a lens through which we can all view the wide variety of work that is happening in our schools around the country. We are genuinely excited to learn about the important projects underway in the Small Schools Clustering Project, which its coordinator, David Brennan of Oide, described in the last issue. Julie Harty outlines the work school leaders in the Waterford cluster are doing on combining part-time posts into a full-time role – ‘a huge weight has been lifted off their shoulders’. Vicky Barron writes about the work done by CYPSC in Wexford on emotionally-based school avoidance. Robbie O’Connell tells us about his school’s ‘It’s OK to make

LEADERSHIP+ EDITORIAL TEAM mistakes’ initiative; Padraig McCabe gives pointers on addressing burnout and stress. Caroline Quinn concludes her three-part series on opening a special class. The Travel Safe Committee in Beaumont Schools in Cork tell us about their Travel Safe Project, which was supported by their respective principals, Fiona Meehan and Marge O’Brien. We encourage more principals and deputy principals to consider writing about a topic that you are passionate about. Why not submit an outline of your proposed article to the editorial team, and we will provide feedback before you put pen to paper. We look forward to hearing from you, particularly members who have not contributed before. Email us to editor@ippn.ie. Readers can also contact us there with any feedback. Sincere thanks to all contributors and to everyone involved in bringing this issue to you. With best wishes for the season, for the break at the end of the year and for 2024. Happy Christmas, Happy Hanukkah and Happy Bodhi Day for those who celebrate those traditions. Is sinne le meas, Leadership+ Editorial Team

Louise Tobin President

Páiric Clerkin CEO

Geraldine D’Arcy Editor

LEGAL DIARY

KEY LEGAL

CONSIDERATIONS DAVID RUDDY BL

FOR BOARDS OF MANAGEMENT

On 20 September, the Education Team of Mason, Hayes & Curran LLP, in collaboration with the National Association of Boards of Management in Special Education (NABMSE) hosted a webinar in relation to the above topic. Registrants submitted questions in advance, which formed the basis for content. A significant number of questions concerned the management of challenging behaviour. An online poll of registrants revealed the following results: 97% of school leaders want guidelines in relation to managing behaviours of concern issued by the Department of Education 59% are not confident in managing challenging behaviour 72% do not have a Behaviours of Concern Policy Disruption to other students is the biggest issue (56%), followed by injury to students (20%) and injury to staff (18%). Reacting to the survey, Eileen O’Rourke (General Secretary of NABMSE) stated that she was not surprised by the results, considering her experience of supporting special schools and mainstream schools with special classes. Liam Riordan, Education Partner at Mason, Hayes & Curran said: ‘School leaders, teachers and special needs assistants are frequently confronted by students exhibiting challenging and disruptive behaviours. It is crucial to avoid reacting in the heat of the moment so that any decision made is in the best interest of all parties. Before suspending a student, it is important to consider the legal implications, ensure adherence to

School leaders, teachers and special needs assistants are frequently confronted by students exhibiting challenging and disruptive behaviours. It is crucial to avoid reacting in the heat of the moment so that any decision made is in the best interest of all parties. the school’s code of conduct and ensure that fair procedures are followed’. The survey also found that the majority (59%) of school leaders are not confident in managing behaviours of concern, and only 28% of schools polled have a Behaviours of Concern Policy in place. Catherine Kelly, Education Partner at Mason, Hayes & Curran, commented: ‘Managing challenging behaviour in students is one of the most difficult issues for schools. Our survey results underscore the pressing need for clear guidelines and training in this area, to provide schools with greater confidence and clarity and to enhance the safety of both students and staff’. David Ruddy, barrister and training consultant for Mason, Hayes & Curran added: ‘There will be crisis situations where it may be necessary for a physical intervention and possible restraint. Schools that have a Behaviour of

Concern Policy (for example, as an appendix to their Code of Behaviour) and training are in a much stronger position to limit liability. It is critical that school leaders are equipped with the necessary knowledge and tools to navigate this complex landscape’. Other ‘take-aways’ from the webinar include: Don’t consider the demands of other parents when considering the imposition of disciplinary sanctions on a student The Code of Behaviour applies to all students, including those with special needs, notwithstanding that the bar is higher in relation to said students A dress code for staff is an important consideration, particularly when one may encounter students exhibiting dangerous behaviour. Long hair and certain jewellery can constitute a risk Have schools rehearse scenarios where there may be a crisis that merits a physical intervention? If you are opening a special class in a mainstream school, ensure the admissions policy is updated and your health and safety statement has a revised risk assessment. The webinar gave updates in relation to employment law issues to include scenarios involving teachers, SNAs and bus escorts. Other issues addressed included data protection and governance. If you have any queries in relation to this article, you can contact David by email to druddy@mhc.ie.

2023

IPPN Annual Principals’ LEADERSHIP+ The Professional Voice ofMarch 2015 Principals

CONFERENCE

THANK YOU TO OUR CONFERENCE SPONSORS

IPPN would like to thank organisation sponsor Allianz, plenary sessions sponsor SchoolComputers. ie and all of our other sponsors. We also thank all of our exhibiting companies that went to great effort in presenting their products and services at the IPPN Principals’ Conference and Education Expo 2023. As the support of exhibiting companies helps IPPN to deliver our Annual Principals’ Conference, please consider these companies when making purchases for your school over the coming year.

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THE PRESIDENT’S PEN

LEADING

WITH PURPOSE LOUISE TOBIN IPPN PRESIDENT

As I reflect on this year’s principals’ conference in Killarney, I come back to thinking about our Conference theme Leading with Purpose. IPPN’s purpose is clear, it is to enhance leadership capacity, leadership effectiveness and leadership sustainability. We all fully accepted that effective leaders mean effective schools and effective schools mean better outcomes for children. In the Sustainable Leadership Progress Report, shared at our Conference, and as outlined on pages 12 to 14, Sustainable Leadership Project Coordinator Brian O’Doherty describes the ‘silver bullets’ that would greatly enhance capacity, effectiveness and sustainability. In summary, they are to empower principals to maintain our focus on leading teaching and learning, provide greater capacity to share leadership effectively and establish and resource a governance structure to deliver the Board’s statutory and legislative responsibilities. To achieve that will require consensus around what the core purpose of the school leader is – what we want principals to be doing in their roles and, conversely, tasks and projects they should not be doing. If we start with that, everything else that needs to happen will become clearer. As school leaders, we all know what our core purpose is - leading the teaching and learning in our schools to ensure it is as good as it can possibly be to support every child in our care to reach their potential. Our focus has to be on the duty of care to the children in our schools, on ensuring continuity and top quality education provision. Administration, finance, procurement, building projects, maintenance, compliance reports - they are all essential and they all need to be done by someone with the capacity and the skills to do them well, not always the principal! 6

Progress Since this time last year, there has been progress in relation to a number of priorities that IPPN highlighted in Budget 2024 and other submissions. This includes: administrative status for deputy principals in special schools. We will continue to advocate for leadership and management days to be on the school calendar for deputy principals in all schools. Principals and deputy principals need time and space to work together to lead and manage their schools. initiation of a process of review of the current Board of Management governance structure through the Primary Education Forum piloting of excellent initiatives through the Small Schools Clustering Project. Many of these projects have the potential to be a game-changer in small schools, including in relation to flexible governance structures, administrative and compliance supports and how allocated part-time posts for SEN, EAL and leadership and management days are managed. The learning from these projects will be crucial to ensure that the best approaches can be implemented across small schools nationwide. The infrastructural funding that accompanied the introduction of the Free School Books Scheme was another welcome initiative. It has had a direct impact on making things better for our families and afforded school leaders the opportunity to share out leadership, increase management capacity and give staff an option to lead and direct new initiatives. We encourage the expansion of such funding to administer and manage recent and new initiatives The piloting of a programme of counselling and wellbeing/mental

health supports in a number of primary schools is innovative and timely, and we are well aware of the levels of emotional need and distress among our pupils. Again, the learning will be important to enhance this critical service when it is rolled out to all schools. IPPN’s priorities for school leadership While there has been progress, the scale of the challenge is also now very clear. The Deakin research on principals’ and deputy principals’ health and wellbeing, which IPPN and NAPD commissioned, provides stark and irrefutable evidence that the situation is getting even worse. Ratings for sustainability, burnout, stress have all deteriorated year on year. See Brian’s overview of the Progress Report for more details. In relation to additional time and space to lead, which over 90% of school leaders agreed would be impactful, IPPN has proposed an innovative approach to this, which is to have additional leadership and management days for the ISM team to use flexibly to meet the needs of the school in any given year. Within this, we recommend strongly that allocation of time should be based on the number of staff in the school rather than the number of pupils, as this is a far better indicator as to the size of the leadership and management task individual schools deal with. Ultimately, what IPPN is looking for, what principals are looking for, is support and resources to allow them to do what needs to be done to ensure that every child in every school has the best possible environment in which to learn and to thrive. Let us Lead with Purpose!

Louise.Tobin@ippn.ie

December 2023

Opening a Special Class

The final 3 Ps PARTICIPATION PARTNERSHIP PROVISION

Part 3 – Integration or Inclusion CAROLINE QUINN

IPPN LEADERSHIP SUPPORT TEAM, MEMBER OF NABMSE EXECUTIVE COMMITTEE

In this, the final of a three-part series on opening a special class, we explore the much-discussed area of ‘integration’ within a framework of inclusion in the whole school. Part 1 of this series of articles dealt with the importance of the people, policy and planning, and the physical environment as the special class is opened. Part 2 explored the purpose, process and proof, all part of Sinek’s Golden Circle of the what and the how, but always starting with the WHY. Sinek reminds us that the process is built on specific actions taken to realise the why. The result of our actions for pupils in our special classes is the proof that the process has been successful in terms of the original purpose. Part 3 of this series looks at the final 3Ps: Participation, Partnership and Provision. PARTICIPATION EASNIE (European Agency for Special Needs in Education) defined inclusive education as ‘the provision of high-quality education in a school that values the rights, equality, access and participation of all learners’, and central to this is the belief that everyone belongs, diversity is valued, and all pupils learn from each other. Inclusion in a school is not just about bringing people together into what already exists; it is about making a new space for everyone to learn and succeed to their potential together, with close connections in a school community at work. Pupils in the special classes flourish with positive relationships and connections with their peers. Inclusion is said to be the merging of education for all pupils even though they may learn differently, necessitating the removal of barriers to full participation, thus the structure is altered to suit all pupils in the special class. The integration approach proposes that pupils adapt to the existing structures, whereas the inclusion approach ensures that the existing system of education in the school and in each classroom adapts to each student, thus the process of educating pupils effectively so that all students can participate in school life. Children develop a sense of belonging through their needs being met and their

thoughts and ideas being responded to. This sense of belonging is the first and most important step on their learning journey as they develop the same knowledge and skills as their peers. For all pupils the acceptance of difference, respect, patience, gentleness, motivation, and independence brings an understanding that we are all different and yet all the same. PARTNERSHIP A culture of partnership between parents, pupils and the school ensures that a school community with an emphasis on care, support, appreciation and encouragement results in every pupil and educator thriving and succeeding. This type of collaborative environment sparks creativity, teamwork and productive action leading to success in learning when it is built on a climate of trust between all partners involved. Parents are the primary educators who know their children best, and they are a great asset to a school when planning for participation in the mainstream class. Equal access for all in the learning environment, where pupils feel safe, valued and respected with support for learning means pupils can contribute and participate regardless of their individual needs. Working with parents with shared values and empathy ensures a common purpose towards participation of the child in school life. PROVISION Provision-mapping in the school for all pupils and in particular those with additional needs is a transparent method of evidence, informing the range of provision available to all pupils in the school. The role of the school leadership team is to inspire, to build awareness and knowledge, to develop skills, embed practice and celebrate success. This is achieved through inclusive pedagogies aiming to raise the potential and achievement of all children, but also safeguarding the inclusion of the most vulnerable pupils in all classrooms, with all ability levels and all learning styles. This provision-mapping must take account of how the pupils in the special classes participate in the mainstream classes and in school life in general. Each pupil has individual needs and interests, and they

should be considered when determining what participation will suit best. A people before policy approach determines that each child’s needs will be provided for with high aspirations and high standards for success-oriented learning. Some examples of a gentle approach to participation is introducing the pupils to whole-school yard breaks, both little and big break, joining the choir for those interested in music, working in a small group with a Support Teacher before joining a full class where their friendships have already been made, becoming involved in project work in the mainstream class based on interests, joining the visual arts class, learning in the core subject areas in mainstream according to their needs, becoming a member of the Student Council to promote school improvements and developments, joining the Active School Council or the Green School Council. Conclusion Inclusion should take account of the needs of the whole school community influenced by regular reflection on practice, and where everyone is clear about their responsibility, not just about access but participation to the full, the celebration of diversity and individuality, and the provision of flexible learning, not an add on, or an after-thought, but building on the strength of each pupil. When we listen and celebrate what is both common and different, we become a wiser, more inclusive and better organization. We become not just a melting pot, but a beautiful mosaic with different people, different hopes and different dreams. The difference between being there and taking part for our special class pupils is key. As school leaders, we can control two things, our attitude and our effort. Why not be a risk-taker, trust your inner voice, be prepared to make mistakes, but think outside the box as to what is possible. Let’s practice our values, and not just profess them as we seek to embed authentic participation for all our pupils.

Caroline.Quinn@ippn.ie 7

LEADERSHIP+ The Professional Voice of School Leaders

SPOTLIGHT ON THE

SMALL SCHOOLS PILOT PROJECT Waterford Cluster – Combining Posts into a Full-time Role JULIE HARTY

PRINCIPAL OF ST MARYS NS, GRANGE, CO. WATERFORD

It was a great honour and a privilege to be invited to get involved in the Small Schools Project in 2021. Initially, none of us really knew what was involved. For me, small schools have always been close to my heart, having been a pupil in a small school and having always taught in small rural schools, I was eager to get involved with any support for small schools and their staff, particularly at a time when the role of the teaching principal has become increasingly complex and demanding. Our particular cluster group, formed by the Department of Education, consisted of my own school, St. Mary’s NS, Ballycurrane NS, Clashmore NS and Kinsalebeg NS, all three/four teacher schools within a four-mile radius. We all knew each other to see and to chat on the phone about local issues, but to come together to share ideas, knowledge and support was very new to us. Admittedly, it did take time for everyone to realise that this was a positive endeavour and not more paperwork/box ticking, and most significantly that we, the principals and staff, were going to steer the ship for this project. As we have progressed through the project, one of the recurring issues for all of us has been the pressure we feel when it comes to lack of consistent staffing in our schools.

For our school, this was becoming a critical issue, as before we got our Ukrainian EAL hours, we didn’t have a Special Education Teacher on a Thursday morning, or at all on a Friday and our secretary didn’t work on Fridays either. If anyone needed to go to a match, or if one of the teachers was sick, we could be down to 2 adults to 70 children. It was a constant stress and worry. To add to this worry, our children with special educational needs wouldn’t see their Special Education Teacher from Wednesday or Thursday until Monday, a three or a four-day gap, which was completely unsatisfactory. Nonetheless, like many of our counterparts around the country, despite our best efforts to increase our allocation for Special Education Teaching, the story remained the same. Another striking fact that came to light during our cluster meetings, was that we also realised that we all had teachers coming and going in cluster arrangements, Admin Days, EAL and previously the CLASS hours, passing each other on the road. While extra staff are always welcome, at one point I had four teachers coming to fill SET, EAL and Admin hours, all of which added up to only 5.5 days. I was dizzy from welcoming teachers in and out of the school, not to mention trying to teach juniors, seniors and first in addition to this!

MERGE Principal Admin + SET + EAL = 1 POST

As a group, the resolution seemed so simple – merge the SET, EAL and Administrative Leave into one post! We brought it to our coordinator, Pat Goff who was very receptive and supportive of the idea. We were particularly thrilled when the Department gave the green light to pilot this merger. Since we began to pilot the merger, I cannot overstate the benefits we have experienced to date. The whole staff feel like a huge weight has been lifted off their shoulders, to know that the same person is here 5 days a week. Our Special Education Teacher can do in-class support every day, children have access to SET every day and the children with the greatest needs finally have the continuity and consistency they so badly need and deserve. For my admin days, I don’t have to plan every minute of my day as the Special Education Teacher is in my class daily and knows exactly what our routine is. She knows the children, their needs and they know her. There is no time wasted travelling between schools and I have the autonomy to

December 2023

take my admin leave when I need it. Everyone in the school is reaping the benefits of this merger. I would like to sincerely thank my cluster group, our co-ordinator Pat Goff and National Coordinator David Brennan, for supporting my application for this Pilot Project and my SET cluster school, Aglish NS. The principal, Jenny Mulcahy, has always supported my pursuit of this full-time post, as she understood that something so small could make a massive impact on the lives of the children and staff in a small school. Finally, I hope the Department will see the advantages of giving small schools more autonomy when it comes to clustering posts, as we know what works best for our schools from a practical perspective. If you would like to get in touch with Julie about this article, you can email her at principal@stmarysgrange.ie. The school website is www.stmarysgrange.ie.

Congratulations, Maria, Damian & Jack In September, delegates from around the world gathered in Rovaniemi in northern Finland for the Emerging Leaders Forum and the Council meeting of the International Confederation of Principals (ICP). ICP is the global association of school leadership organisations and is dedicated to the development, support, and promotion of school leadership around the world.

nominations were sought from school leadership associations in Europe to fill this position. We are delighted to report that Damian White, past President of IPPN (2019-2021), was elected to the role. Damian will bring huge passion and commitment to the role, mindful of the fact that he has big shoes to fill.

Damian’s personal qualities, wisdom and experience will be key assets in promotAs part of the Council meeting, the ing the development of an emerging prestigious accolade of Life Membership leaders’ network, and strengthening of ICP was awarded to Maria Doyle, past collaborations between organisations President of IPPN (2015-2017). Those working in the school leadership space. who receive this honour must meet cer- We wish Damian every happiness, suctain criteria, including being recognised cess and fulfilment in the role and assure as an educational leader in the internahim of IPPN’s support. tional environment and having demonIn October, the General Assembly of the strated considerable commitment to the European School Heads Association, of furtherance of education internationally. which IPPN is a member, elected IPPN In her work on behalf of school leaders Supports & Services Manager Jack in Ireland, through her involvement with Durkan to their Board. This is in recogIPPN, and through her dedicated service nition to Jack’s long commitment to to school leaders globally as the Euroschool leadership and leader developpean representative on ICP’s Executive, ment over many years. Maria has been an inspiring advocate IPPN is very proud of Maria, Damian and for the promotion of school leadership. Jack for all they have achieved, and will The award of Life Membership is richly continue to do to progress the cause of deserved and IPPN is very proud of all school leadership, both here in Ireland that Maria has achieved. and internationally. As Maria has completed her term of office as the European representative,

Revised Child Protection Procedures 2023 The Department of Education has recently published Revised Child Protection Procedures. The changes to previous procedures are now reflected in the IPPN Resource Bundle on Child Protection. The Resource Bundle also contains updated templates as required.

CONFERENCE

LEADERSHIP+ The Professional Voice of School Leaders

EMOTIONALLY BASED SCHOOL AVOIDANCE (EBSA) VICKY BARRON

PRINCIPAL OF CBS PRIMARY, WEXFORD

Children and Young People’s Services Committees (CYPSC) exist in every county in Ireland. Their goal is to develop services and promote activities which improve outcomes for Children and Young People (CYP). CYPSC membership consists of representatives from statutory and voluntary agencies and IPPN has a seat on every CYPSC in the country. I am privileged to be the IPPN CYPSC rep for County Wexford. Over the last number of years, challenges faced by CYP and their families have increased exponentially. Nationally, many services report being overwhelmed, having long waiting lists, and in some cases, lacking the ability to meet the needs of CYP. The situation has deteriorated markedly since the pandemic. As school leaders, we know only too well about struggling to meet the needs of our CYP. We see these ‘national problems’ daily, at local level in our primary schools. Since my first CYPSC committee meeting, I have listened to reports from many service providers about their concerns regarding increasing numbers of children who are absent from school because of stress or anxiety. When I first became a teacher, in 2007, I was aware of only a child or two, across a number of schools who were regarded as ‘school refusers’. In recent times, however, the numbers of CYP across the country who are out of school due to stress and/or anxiety are significant, with some schools reporting multiple pupils in multiple classes displaying school-refusing behaviours (CYPSC, 2020). In response to these school attendance issues, Wexford CYPSC has supported and facilitated the development of a resource pack to offer specific supports to CYP and their families who 10

When I first became a teacher, in 2007, I was aware of only a child or two, across a number of schools who were regarded as ‘school refusers’. In recent times, however, the numbers of Children and Young People across the country who are out of school due to stress and/or anxiety are significant, with some schools reporting multiple pupils in multiple classes displaying schoolrefusing behaviours. experience ‘Emotionally Based School Avoidance’ (EBSA). The Wexford CYPSC pack builds on the work of the Wicklow CYPSC ‘Wicklow School Refusal Pack’ and offers a post-Covid response to the EBSA challenges which we are increasingly seeing. It is currently at implementation stage in Co. Wexford. The EBSA Resource Pack is very detailed and, with significant input from NEPS and other professionals, offers relevant and appropriate resources to all. The voices of the CYP and their caregivers are captured effectively in the ‘EBSA Stories’ section (pp.88-95). The pack offers school leaders, teachers, parents and CYP the tools to potentially mitigate the challenges of EBSA.

Resources for CYP are included with clear definitions and explanations as to what EBSA is, why it happens, and offers ‘tips for getting you back to school’ (p. 41). Resources for schools are aligned with the continuum of support and the suggestions for data collection are similar to those employed in SSE (pp.44-62). It is very accessible and a most worthwhile resource to include in the Additional Education Needs (AEN) toolkit and supports for Autistic CYP are outlined in detail (pp.64-79). EBSA is not a condition, but a symptom of wider issues. The EBSA pack offers a framework for schools to work through to identify those issues. There is a very useful checklist for schools to identify risk factors for EBSA. Resilience in our CYP is promoted and supports for children with AEN are offered. The pack is solution focussed and promotes healthy choices for our CYP – from sleep hygiene to family time. Partnership and collaboration between home, school and other services is emphasised. Ultimately, in the EBSA Resource pack, children and young people are empowered to recognise that when a problem is broken down into small, manageable pieces or tasks, success is possible and absolutely attainable. The pack is available to download from www.wexfordcypsc.ie. Vicky is currently in year 4 of her Doctoral Studies in Educational Leadership and Evaluation in DCU. You can find her on Twitter @vickybarronprin and contact her by email at vickybarronprin@gmail.com.

December 2023

Recognising and responding to

WORKRELATED STRESS PADRAIG McCABE

IPPN LEADERSHIP SUPPORT TEAM

It is very likely that you will have experienced some level of workrelated stress in the recent past or know someone who is experiencing this. If you’re not sure how work-related stress can impact on individuals, signs to watch out for could include feeling a sense of overload, a drop in energy levels and/or enthusiasm, poor performance, feeling a lack of confidence, intrusive negative thoughts, ruminating, disrupted sleep patterns, irritability, mood swings etc. If not successfully managed, chronic workplace stress can eventually lead to ‘burnout’ as defined by the WHO. Everyone has a level of physical and emotional capacity. We know how far we can swim, kilometres we can walk or weights we can lift. We also understand how we can improve performance through exercise and nutrition. Exercise involving physical stress, followed by rest and recovery, leads to healthier bodies. Our emotional capacity, however, is less well understood. Decision making, conflict, negotiating differences, managing others, dealing with stresses and anxieties, all draw on our emotional capacity. Manual work generally has a definite beginning and end. School leaders face new demands. Neverending tasks, expectations, feelings associated with being ‘always on’ and always contactable. The emotional impact of this can be significant. In a global survey, 53% of managers say they are burned out at work and almost 50% of employees feel burnout, while a European survey found that Irish employees are amongst the highest reporting burnout and stress.

Decision making, conflict, negotiating differences, managing others, dealing with stresses and anxieties, all draw on our emotional capacity. Sustainable leadership requires recognising and responding to signs of negative stress and burnout, and safeguarding times for rest and recovery. The following suggestions may help. 1. Set clear boundaries and share these with your colleagues. Be clear on when work starts and finishes. If, for exceptional reasons, an evening check-in is necessary, set a definite time. Let colleagues know when you can be contacted and in what circumstances. 2. ‘Ritualise’ the transition from work to home. Be clear where work stops, and home begins? For example, research demonstrates the power of clothes on mindset. Simply changing helps reset. If working from home, have a designated space. Avoid taking work to areas associated with rest and relaxation. 3. Be aware of your thinking. Work related stress usually has its biggest impact outside of work. At work we’re often too busy to think stressful thoughts, instead we take that thinking home, spending countless (unpaid) hours worrying, ruminating, or feeling anxious. Ruminating and negative thinking increases our stress levels and encroaches on our capacity

to rest and replenish. On the other hand, thinking creatively about problems reduces stress. Worrying about ‘how much I have to do’ is unproductive. It’s more useful to think about ‘what do I need to prioritise and how do I schedule my time’. This turns a worry into a problem we can solve, workload becomes a scheduling problem. 4. Finally, ‘reframing’ is an impactful way to regulate your emotions. Instead of judging and/or criticising yourself, others, or circumstances, reframing the issue to take the ‘sting’ out or finding a ‘silver lining’ can be helpful. Every problem offers an opportunity to develop knowledge, capacity or be creative. Reframing a negative situation to a positive is a powerful way to shift from unproductive thinking. If you’re one of the many individuals experiencing work-related stress or burnout, this article in no way minimises the issues you face. Suggestions here reflect the work of clinical psychologists including Dr. Guy Winch, Shirzad Chamine and Dr. Therese Nanigian. Emotional fitness requires recognising the difference between positive stress and negative stress, between adaptive and maladaptive thinking, it requires developing awareness and seeking support whenever needed. The risk of work-related stress and burnout is real, sustainable leadership requires consciously developing strategies to successfully manage this. If you would like to contact Padraig in relation to this article, you can contact him at padraigjmccabe@gmail.com 11

SUSTAINABLE LEADERSHIP

Update on IPPN’s Sustainable Leadership project BRIAN O’DOHERTY IPPN SUSTAINABLE LEADERSHIP COORDINATOR

Why did IPPN undertake the Sustainable Leadership project? If you were to articulate IPPN’s mission in one sentence, it would be to enhance leadership capacity, effectiveness and sustainability, in order to better ensure effective schools that deliver improved outcomes for children. By ensuring the existence of that leadership capacity, effectiveness and sustainability, we can empower existing school leaders to thrive in their roles, while also encouraging greater numbers of potential/aspiring leaders to embrace leadership roles in schools. IPPN’s direct engagement with school leaders has highlighted that leadership capacity, effectiveness and sustainability are being undermined and that existing school leaders are not thriving in their roles. This prompted IPPN to undertake this Sustainable Leadership project. What were the initial steps taken in the project? As part of phase 1 of the project, we endeavoured to do two things: to provide a research-informed analysis of the current reality of primary school leadership and to explore the key issues and identify solutions that will have a positive impact on leadership capacity, effectiveness and sustainability, with a consequential positive impact on school effectiveness and outcomes for children. This culminated in the publication of a report in November 2022 – Primary School Leadership: The Case for Urgent Action – A Roadmap to Sustainability. What were the key findings in the report? The analysis of the current reality of primary school leadership focused on the breadth and nature of the workload of school leaders and how

By ensuring the existence of that leadership capacity, effectiveness and sustainability, we can empower existing school leaders to thrive in their roles, while also encouraging greater numbers of potential/ aspiring leaders to embrace leadership roles in schools. it was impacting on the sustainability of leadership roles and the health and wellbeing of school leaders. That analysis clearly demonstrates the following: 1. The work demands of Irish primary school leaders have consistently increased, year on year 2. The majority of tasks and responsibilities that constitute this workload have little to do with the core purpose of school leaders, which is leading teaching and learning 3. Not being able to do the job they signed up to do, despite their increased workload, is undermining the effectiveness and sustainability of their leadership as well as their health and wellbeing. In response to these findings, the key issues explored in the report were: The development of a shared understanding of what constitutes effective school leadership and the core purpose of that leadership The extent to which school leaders are deflected from their core purpose by having to take

on responsibilities and tasks not related to that purpose The skills, knowledge and competencies school leaders require to enable them to be effective The need for a systematic process of preparation for leadership and what it might look like How the process by which school leaders are recruited could be improved How to ensure all school leaders are afforded sufficient time and space to exercise both the leadership and management dimensions to their roles How leadership can be shared and supported more effectively in schools How the current governance structure in primary schools is impacting on the sustainability of school leadership roles and how that structure could be reimagined. The report made specific and detailed recommendations in each of its sections. However, three themes emerged which, if addressed, have the potential to have a profound impact on leadership practice in Irish primary schools. It became clear that: if school leaders were enabled and empowered to maintain their focus on their core purpose of leading teaching and learning if school leaders had greater capacity to share leadership effectively and if our schools had a governance structure that had the capacity to meet its onerous statutory and legislative responsibilities, then there would be greater leadership capacity with our schools, that leadership would be more effective (leading to better outcomes for children) and those leadership roles would be more sustainable.

December 2023

What has happened since the publication of the report? Hard copies of the report and/or a link to the epublication of the report were provided to all members of IPPN, senior officials within the DE, as well as to representatives of all of the education stakeholders and partners. In order to raise awareness of the content and focus of the project and to progress our advocacy in this regard, meetings were convened, either individually or collectively, with all of the education stakeholders. There was broad consensus relating to: the relevance of the data the validity of the analysis the current unsustainability of school leadership roles and the need for urgent action. In November 2023, IPPN published a progress report on the Sustainable leadership project. Included in that report is a matrix of the recommendations from the original report and what actions have been undertaken and what progress has been made, in respect of each recommendation. What is the latest evidence telling us? Work demands and focus of tasks An analysis was undertaken of circulars, policy guidelines and related publications that have issued since the publication of the report in November 2022, to ascertain what impact they have had on work demands/workload. The tasks and responsibilities were further analysed with reference to the domains of the Quality Framework for Leadership and Management. (See table above) The analysis of the documents highlighted some positive trends including a far higher proportion of the documents including tasks and responsibilities relating to Leading Teaching and Learning (45% this year versus 25% last year) and some of the documents did not have tasks and responsibilities relating to Managing the Organisation (90% this year versus 100% last year). However, the analysis also confirms the continuing expansion of the role with the additional tasks and responsibilities identified within the documents. It further confirms a continuing disproportionate emphasis on managing the organisation. The extent to which the breadth and

Leadership & Management Domain

Number of the 31 documents/circulars analysed that have duties that fall into each domain

% of the 31 documents/circulars analysed that have duties that fall into each domain

Leading Teaching & Learning

45%

Managing the Organisation

90%

Leading School Development

13%

Developing Leadership Capacity

10%

How School Leaders rate the Sustainability of their Leadership Role Principals of DEIS Schools

3.62

Principals of Special Schools

3.54

Deputy Principals

Sustainability Rating

5.34

Teaching Principals

3.18

All Principals

3.61

2.5

7.5

Comparison of Health & Wellbeing Outcomes of Irish School Leaders & the Healthy Working Population 2023 70

69.2

Primary 54.6

52.5 35

Healthy Working Population

53.2

39.4

34.1 26.7

17.5

29.4 21.3

Sleep Disorders

Depressive Symptoms

17.8

Somatic Stress

Cognitive Stress

Burnout

Stress

nature of this expanding workload impact on the sustainability of leadership roles and the health and wellbeing of school leaders is detailed above. Impact on Sustainability of Leadership Roles (See chart above) In order to ensure the ongoing monitoring of the sustainability of school leadership roles, and to gain further insights into the experience and impact of the practice of that leadership, we surveyed our members in September 2023. Separate surveys were issued to principals and deputy principals. In 2022, the mean score (out of 10) for how principals rated the sustainability of their roles was 3.96. In 2023, a notable decrease in sustainability was reported with the mean score

for all principals dropping to 3.61. Of particular concern is the mean score reported by teaching principals, which has dropped from 3.53 to 3.18 in the last 12 months. Deputy principals rated the sustainability of their roles at 5.34 out of 10. There is no comparable figure for deputy principals in 2022. Impact on Health and Wellbeing (See chart above) Year 2 of the three-year longitudinal study of the health and wellbeing of Irish school leaders was undertaken in the spring of 2023. The research team issued their findings in a report in October 2023. The report details a further deterioration in the negative health and wellbeing scores for primary school leaders in comparison to those of the healthy working

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population. Four of the six negative wellbeing scores (burnout, stress, sleep disorders and cognitive stress) are now more than double those of the healthy working population. As was the case in 2022, the most elevated score and the one of most concern is burnout. The mean score is approaching 70, with 54% of primary school leaders now being identified as being within the severe or high categories of burnout. This deterioration prompted the researchers to conclude in the 2023 report that ‘The results demonstrate that urgent action to reduce principal workload is required. While reviews of workload are welcome, the results in this report demonstrate that the current design and scope of the principal and deputy principal role is unsustainable. Given that the organisation of principals’ and deputy principals’ work and their working conditions are heavily influenced by actors, policies and processes beyond the school, it is critical that policymakers and systems administrators take responsibility for leading the development of more healthy and sustainable systems. Principal workload is unlikely to be reduced without removing responsibilities from principals, especially administrative duties, through the addition of staffing and resources, an appropriate governance structure, and the redesign of the principal role. The Government should work in consultation with IPPN, NAPD and other key stakeholders to develop a strategy to reduce principal workload.’ What conclusions can we draw? There is clear evidence that the workload of primary school leaders is expanding year on year, with a disproportionate focus of the tasks and responsibilities that make up that workload being on managing the organisation. School leaders report that this is consistently diverting them from their core purpose of leading teaching and learning. Consequently, leadership capacity, effectiveness and sustainability are being undermined. It is also clearly impacting negatively on the health and wellbeing of those school leaders.

Effective teachers create an environment and culture within their classrooms that empower that student agency. Similarly, effective school leaders create an environment in their schools that empowers teacher agency. This has significant implications for the effective implementation of any new initiative and policy directive. It also has clear implications for aspiring and emerging leadership. But, most importantly, it has implications for school effectiveness and, ultimately, outcomes for children. That the DE has made significant investment in supports for school leadership is unequivocal. These are positive developments that impact positively on leadership capacity and effectiveness. However, the extent of that impact is limited by the lack of clarity surrounding school leadership roles and their current unsustainability. Two key questions need to be asked in this context. Firstly, for what role are we preparing aspiring school leaders? Secondly, how effective can supports for

newly appointed and existing principals be if their role is ill-defined and untenable? The Revised Primary Curriculum Framework emphasises the importance of ‘student agency’ and ‘teacher agency’. Effective teachers create an environment and culture within their classrooms that empower that student agency. Similarly, effective school leaders create an environment in their schools that empowers teacher agency. It is imperative that the system creates an equivalent culture and environment - the ‘conducive conditions’ identified by the NCCA – that will empower the leadership agency required to deliver the most effective schools. Central to that process will be reaching consensus on what it is that we want our school leaders to be doing in their role. That role clarity needs to be shaped around the behaviours of effective school leaders, many of which are evident within the statements of effective and highly effective practice in the Quality Framework for Leadership and Management. We need to give school leaders the opportunity of doing not only the job they signed up to do, but the job that we want them to be doing. This will be a key focus of IPPN’s ongoing advocacy work on Sustainable Leadership. Brian.ODoherty@ippn.ie

December 2023

CELEBRATING

50 YEARS OF ESCI CATHERINE DOOLAN

DIRECTOR OF LAOIS EDUCATION CENTRE, ESCI PRO

The phrase ‘all politics is local’ is commonly associated with the politician Tip O’Neill, although he wasn’t the first to coin it. In this, the 50th Anniversary of the founding of the first Education Support Centres (ESCs) in Ireland, the notion of ‘local’ is the keystone of both the genesis and spirit of Centres down through the years. In the late sixties/early seventies, a turbulent phase of reform on the Irish educational landscape which included the launch of free secondary education and a new primary curriculum, the call from teachers for the establishment of spaces to share, collaborate, develop resources and organise courses grew louder. Initially informal Centres in various local settings served as meeting places for teachers to do the above on a voluntary basis. In the early 1970s the first iteration of the network, known then as Teachers’ Centres, was formalised and the first appointments of full-time directors occurred. Blackrock, Cork, Drumcondra and Limerick were the first Centres to be awarded fulltime status. Later, formal statutory recognition of Centres was granted in the 1998 Education Act. While 12 Centres were envisaged in 1972, 21 fulltime and 7 part-time ESCs now serve the needs of Irish school communities. Down through the years across the ESC network, high levels of engagement by Irish teachers in voluntary professional learning is overwhelmingly consistent, a testament to their commitment to lifelong learning in order to meet the evolving needs of all students in their care. Centres in turn demonstrated their responsiveness to identified local needs, providing a programme

Down through the years across the ESC network, high levels of engagement by Irish teachers in voluntary professional learning is overwhelmingly consistent, a testament to their commitment to lifelong learning in order to meet the evolving needs of all students in their care. of courses, innovative projects and bespoke supports to their school communities. Simultaneously, they continue to support the roll out of national CPD, influenced by national and global educational priorities. Examples of the responsiveness at the heart of ESC provision include the recent response to the Ukrainian crisis. Similarly, through Covid, ESC provisions grew and diversified, combining the benefits of online, blended and face-to-face professional learning opportunities to meet the ever-changing and complex needs of school communities at this challenging time.

our work possible, many of them volunteers, and look forward to many more years supporting Irish schools. We hope to anchor ESC’s place at what the OECD now call the ‘meso-level’ in the Irish educational landscape, honouring the relationships and trust built with national stakeholders, local school leaders, teachers and all those who make education work. While we continue to look outwards, evolving and changing to meet the needs of the system, schools and ultimately pupils, we can never forget our roots at the heart of local school communities with committed, inspiring teachers whose enthusiasm, professionalism and drive pushed and continue to push the boundaries of what is possible in education. Go mairfimid an céad! If you would like to get in touch with Catherine about this article, you can email her at cdoolan@laoisedcentre.ie.

So, as we gathered in Croke Park on November 7th to celebrate the 50th anniversary of Centres, we looked back on decades working for and with schools to support the magic that happens in classrooms across the country every day. As a network we are grateful to all those who make

LEADERSHIP+ The Professional Voice of School Leaders

Message ANGELA LYNCH

to Self

IPPN LEADERSHIP SUPPORT TEAM, HEADSTART PROGRAMME COORDINATOR

The Lessons learned over the years have been many and varied. Spending time with fellow school leaders at IPPN events and particularly the many conversations over the phone with school leaders who were working through difficult times and circumstances, has been for me a privilege and my enduring classroom. A passion for leadership was what these school leaders shared. Sometimes we make things more complicated than they really are – I know that I have often done so. I am going to keep it simple here and share with you the lessons I have learned for life and leadership in the hope that they may be of some help to you on your journey. I still feel that I have a long way to go on my journey, but in looking back, I see just how far I have come. Life changes who I am and who you are too. I am a different person to the person I was 20 years ago (and even from who I was last year). I have to constantly remind myself that I am not perfect. I am human and I make mistakes. Sometimes the hardest person to forgive is oneself. I have often bought into the illusion that, as a school leader, I was there to solve every problem and if I did not, I had somehow failed. Never underestimate the power of one person – you. You may not be able to save the world or solve every problem in your school community. You are not being asked

When I show my vulnerability, help is given. Everything you need to succeed is already within you. It needs a journey inwards to find strength, courage and bravery to meet the challenges, or maybe I should say the opportunities, lying in your path. Times may be difficult right now and there may be many storms. They will pass. to do that. However, you are being asked to help the person nearest to you right now. That, to me, is saving the world. Be as kind and compassionate as you can be to that person in front of you, a child, a parent, a staff member. I have learned that being kind and compassionate to myself is one of

the greatest kindnesses. It took me a long time to learn that. Often I found it harder to forgive myself for the mistakes I made than it was to forgive others. The most important piece of advice I would give to a NQT or a NAP is to pay as much attention to your personal development as to your professional development. In order to be aware of the vulnerability in others, we need to become aware of our own vulnerability. In Charlie Mackesy’s book ‘The Boy, the Mole, the Fox and the Horse’, the boy asked the horse: ‘When have you been at your strongest? When I have dared to show my weakness. What is the bravest thing you’ve ever said? Help.’ Working through my own personal development over many years allowed me to show my own vulnerability and has given me the courage to look for help when I need it. When I show my vulnerability, help is given. Everything you need to succeed is already within you. It needs a journey inwards to find strength, courage and bravery to meet the challenges, or maybe I should say the opportunities, lying in your path. Times may be difficult right now and there may be many storms. They will pass. Being from Cork (the best place in the world!), I often think of the inscription on the Cork Coat of Arms

December 2023

– ‘A Safe Harbour for Ships’. A ship is safe in the harbour, but that is not what ships are made for. Find that safe harbour to which you can return each time you sail through troubled waters. Do not wait for anyone to make things happen for you or to look after your wellbeing. Take the lead while at the same time remembering that you cannot do everything, you certainly cannot do it all at the same time and you cannot do it on your own.

There is one lesson that I have still to learn – perhaps the hardest one of all in managing self – to know when I need a break, when I do not have to think of the problems or try to find solutions for them. I think that I may be getting there. My earnest wish for you is that you will be better at managing yourself than I (I forgive myself!) and make time to ‘just be’ while still in your leadership role. May you be a healing presence in the lives of those you touch.

It would not be me if I did not include a quote: ‘You find peace not by rearranging the circumstances of your life, but by realising who you are at the deepest level.’ Eckhart Tolle Adapted from an email sent to newlyappointed principals in September 2023 Angela.Lynch@ippn.ie

heart

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Users profiles listed on school accounts can access the Advertiser Dashboard, and advertise on behalf of the school. We recommend reviewing the user profiles, and removing users if necessary. To do this, on the Advertiser Dashboard, select Profiles to view who has access to the account. To remove a user from an EducationPosts.ie account, see question 5 on the FAQ for Advertisers. If a user no longer requires access to a school account but has IPPN membership, please contact IPPN directly on info@ippn.ie to remove access to the account.

December 2023

ROBBIE O’CONNELL

MISTAKES ARE TO BE EXPECTED, RESPECTED & INSPECTED

PRINCIPAL OF ST. BRENDAN’S NS, BLENNERVILLE, TRALEE, CO. KERRY

‘The illiterate of the 21st century will not be those who cannot read or write, but those who cannot learn, unlearn and relearn’. Alvin Toffler My main motivations as a school Principal are creating and maintaining a positive school climate, which enhances teaching and learning along with ensuring that both children and staff are content in school. In St. Brendan’s NS, Blennerville, we place a particular emphasis on wellbeing. We have introduced various initiatives such as Pupil Suggestion Boxes, Keep Smiling Badges, Birthday Certificates and Lollipops, YAY Boxes, Wellness Walls and Hot Chocolate Fridays for the Students of the Week, and many have featured in articles here in the past. Our latest initiative is a symbolic eraser with a powerful message on both sides of its sleeve stating; ‘It’s OK to make mistakes’ and ‘I am learning’. Similar to other initiatives mentioned above, this is a positive psychology intervention (PPI). PPIs are ‘intentional activities that aim to cultivate positive feelings, behaviours or cognitions’ (Sin & Lyubomirsky, 2009). These erasers were given to each child upon their return to school in September and they have been highly effective. We have all witnessed both pre, and most certainly post pandemic, an increase in the levels of anxiety amongst children in our schools. Anxiety can be crippling and it is evident in schools nationwide via increased truancy levels, non-participation in classes due to

a fear of being incorrect and overall apathy for all school has to offer. I explained and engaged in discussion with the children about the rationale behind these erasers, and once I displayed vulnerability – informing them that neither I nor anybody else is perfect, that I make mistakes daily and that I am always learning – there was a sense of relief. I went on to reiterate that they are in school to learn and they are not expected to know it all but, crucially, when we make mistakes, there are learnings to be taken from them.

If you would like to get in touch with Robbie in relation to this article, you can email him at robbieoconnell@live.ie Instagram: @positiveprimaryprincipal

We have seen an increase in pupils being more self-compassionate; self-compassion is the process of turning kindness inward. Some core components of becoming more selfcompassionate involve being kind to ourselves rather than being self-critical, reducing self-judgement, being mindful of our feelings, and realising in times of difficulty we are not alone. One of the most transformational things about positive psychology from a leadership perspective is its emphasis on helping people develop their strengths, rather than focusing on or punishing them for their weaknesses. Weaknesses are essentially inherent to the human condition – we all have them, but our strengths can often outweigh them, if properly leveraged. We as educators have, in my opinion, a duty of care with regard to the education and welfare of children in our schools. Whilst we cannot have all the answers, we can certainly attempt to guide children in a direction that will ultimately benefit them throughout life. In my view, schools should be preparing students for the test of life and not a life of tests. 19

REFLECTIONS

IMPOSTOR SYNDROME

A POSITIVE FEELING VS A CRITICAL FAILING DAMIAN WHITE PRINCIPAL SCOIL SHINCHILL, KILLEIGH, TULLAMORE, CO. OFFALY Facebook, which in social media terms is almost a relic of old decency at this stage, occasionally throws up an opportunity to pause for thought, or as part of a clickbait campaign, poses the occasional question that we can’t help ourselves answering. Perhaps it’s ‘What is the last place you flew to?’ or ‘Which footballer would make the best president?’. These questions stop us in our tracks and force an opinion out of us which, once expressed through the keyboard, feeds an algorithm somewhere in cyberspace and this determines what kinds of advertisements target our type, personality and age. A series of four photographs asking, ‘How did this happen?’ featuring a donkey halfway through a railing, a cow on the roof of a barn and a chicken in a letterbox, was one such example circulating in recent times, along with a photo of Boris Johnson outside 10 Downing Street. A reasonable question one might say, even for the most ardent Brexiteer. It is a common question we ask ourselves as principals and one which, after 30 years, I find myself asking too. When I recently heard a wonderful and esteemed school leader speak at their retirement from a significant position of their feeling of ‘Imposter Syndrome’ it reminded me of myself, despite three decades at the helm in the same school. I can recall the summer of 1994, after I’d just been appointed Principal, visiting the school for a walk around and taking note with some horror, of what a beautiful building it was and the huge input by the Board, staff and the local people some years earlier. And they were placing their trust in me to take it all forward! It was almost like the sensation that I felt when seeing my firstborn child for the first time, knowing that their very survival involved a crucial input from me for several years. 20

A school principal who has the answer to everything all the time would be a wonderful thing, were such a person to exist. Yet we often feel we should have the answer to every question at our fingertips, and that a failure to do so is somehow a sign of weakness. I felt it in the early days of my involvement with IPPN, as people spoke of important discussions with organisations with 4-letter acronyms, about considerations I hadn’t ever considered, all of huge relevance obviously, but to which I was for the most part, oblivious. ‘Better to stay quiet and let people think you’re an idiot than to open your mouth and remove all doubt’ worked well enough, even allowing for narrow escapes. The feeling of ‘Impostor Syndrome’ is not new or exclusive to those of us who occasionally feel it. Albert Einstein was baffled at why people thought his theories were interesting. The great writer and philosopher Maya Angelou wondered why so many people sought out her thoughts on the world. Kevin McMenamin, who scored the goal to signal the beginning of Dublin football’s glory days, has written and spoken of his crippling doubts about his own ability. Writer Neil Gaimin put it well - ‘I was convinced there would be a knock on the door and a man with a clipboard would be there to tell me it was all over’.

It is probably fair to say that our perception of successful people is that they are convinced of their ideas and certain of the path they are on, yet the most successful entrepreneurs are those who build up a network of people close to them whom they can trust, who possess the skills they themselves may be missing. They are not afraid to ask the most basic questions and are regularly haunted by the fear that they will somehow be found out as a fraud. It is the fear that regularly drives the success they enjoy. A school principal who has the answer to everything all the time would be a wonderful thing, were such a person to exist. Yet we often feel we should have the answer to every question at our fingertips, and that a failure to do so is somehow a sign of weakness. If you are one of those school leaders who regularly loses sleep over class allocations, access to psychologists, school building projects, parental disputes, falling enrolments, the standard of Gaeilge, spellings, Mathematics, or the upcoming Board meeting, you are not alone. In fact, you are on-point in your role and are probably doing a great job. Each day brings a new set of challenging situations, even for the most experienced school leaders. Employing fairness, justice, caution, empathy and kindness means that you will likely reach the most equitable solution to most problems, even those you could not have foreseen. And if you are a school leader spotted on top of a shed or half-way through a gate, chances are you are dealing the best way you know how with that day’s crisis. If you would like to contact Damian in relation to this article, you can send an email to damian.white@scoilshinchill.com.

A PARTNERSHIP APPROACH

TRAVEL SAFE PROJECT AT BEAUMONT ROSEMARY HOGAN AND CATHERINE O’LEARY

BEAUMONT BOYS & GIRLS SCHOOLS’ TRAVEL SAFE COMMITTEE

Beaumont Boys and Girls Schools (BS) is based in a residential area in Cork City; collectively catering for over 600 children. In response to a strong desire to promote and provide safer, healthier and greener routes to BS, the Travel Safe Committee was set up in 2021 by a group of parents. From the outset, the Principals in both schools provided unwavering support to the committee. Both schools had Green School Travel Flag status and were already committed to delivering on Green Schools’ initiatives. Up until 2021, there had been an ongoing problem with significant traffic congestion on the approach to, and at the main school entrance at peak drop off and collection times. Cars were also idling in and around the main entrance during these times. As pedestrians and cyclists shared the narrow approach road to the school, a number of near accidents were reported and motivated the Travel Safe Committee into action. This success of our approach was underpinned by the partnership adopted between the Committee, the schools and other key stakeholders in the community (children, parents, parent volunteers, Cork City Council, Cork Cycling Campaign, Green Schools, local councillors, local residents). A comprehensive communication plan involving all stakeholders was implemented to ensure everyone was engaged and all views considered. As a result of this approach, BS have successfully implemented a car-free zone outside the school entrance making it safer, calmer and more inviting for all the children and families at drop off and collection. This involves a body of parent volunteers manning the entrance at school drop off and collection twice daily, encouraging cars not to approach the main entrance. To support this, the existing

This success of our approach was underpinned by the partnership adopted between the Committee, the schools and other key stakeholders in the community (children, parents, parent volunteers, Cork City Council, Cork Cycling Campaign, Green Schools, local councillors, local residents). set down area was enlarged, new double yellow lines were painted and refreshed road markings completed. New signage was designed with the support of the children and placed at the main vehicular entrance, deterring non-essential traffic. Through this, BS have established a more inviting, calmer and safer area for pedestrians outside the main entrance. Over time, they have achieved full support from parents and the residents, and it is wonderful to see the children approaching the main school entrance in a safer and calmer fashion now daily. In addition to the various infrastructural changes,acampaignwaslauncheddirectly promoting walking, cycling and scooting to the school community including the following: Cycle Bus – monthly cycle bus to promote cycling to school Walking Bus – regular walking bus from three locations to promote walking Travel map – demonstrating the recommended traffic flow and the numerous park and stride options

by way of an alternative to the main access point. The campaign has culminated in a significant increase in children walking, cycling and park and striding to school daily. Recently both schools have received funding to increase bike/ scooter shelter space in the school grounds, following applications by the schools individually, showing their commitment to active travel and we’re happy to report that on Cycle Bus days, the shelter is well over capacity. A Walkability Study was conducted by an urban architect parent, in conjunction with the students at the schools last year, identifying the infrastructural priorities to be addressed around the school. The final report was presented to Cork City Council and An Taisce in an effort to include BS in the Safe Routes to School program. BS was successful in being selected for An Taisce Safe Routes to School funding. We really look forward to this work commencing shortly on what is much needed infrastructural changes to sustain BS activities for generations of children to come. As well as the An Taisce recognition, this project also won a National Parents Council Award in 2021 – the Fred O’Connell NPC Innovation Award - which espouses Epstein’s philosophy of Parental Involvement and Partnership. Sincere thanks to the principals of both schools, Fiona Meehan and Marge O’Brien, for their support with this article. If you would like to get in touch with Rosemary or Catherine in relation to this article, you can send an email to rosiehogan@me.com and catherine.e.oleary@gmail.com. 21

LEADERSHIP+ The Professional Voice of School Leaders

IPPN National Council 2023/2024 Each member of the National Council is on one of three committees of the Council, and focused on progressing a key project as follows: Advocacy – SEN Resourcing, Allocations and Appeals position paper and follow-on work E-services – Redevelopment of IPPN’s website Professional Learning – Pilot Shared Learning Day for Principals and Deputy Principals. We thank each Council member sincerely for their commitment to IPPN, and their fellow school leaders, through their voluntary work on the Council, as well as the committeerelated work. Sincere thanks also to those members who have served their term on the Council or who have retired over the past year. We are indebted to you all. This year’s National Council members will serve on the committees as follows:

Advocacy Committee COUNTY FIRST NAME

SCHOOL FIRSTCITY/COUNTY LAST LAST NAME NAME NAME Rachel Dolan Carlow Geraldine Dolan Cavan Miriam Smyth Clare Anne O’Connell Cork City Aidan Crowley Cork County Anna Marie Nic Giolla Easpaig Donegal Eddie Fox Dublin City John Murtagh Dublin DLR Karen Byrne Dublin Fingal Niamh Thompson Dublin South Máire De Brún Galway City Aoife O’Connor Galway County Rosemarie Lawlor Kerry Eimear Carey Kildare Margaret Keane Kilkenny Rory Walsh Laois Caroline Healy Leitrim James O’Donoghue Limerick Frances McDonnell Longford Eileen Pike Louth Paul Butler Mayo Ken Keogan Meath Richard Baxter Monaghan John Healy Offaly Adrian Cregg Roscommon Maria Goretti Surlis Sligo Will Ryan Tipperary Pat O’Mahoney Waterford Karena Kavanagh Westmeath Vicky Barron Wexford Scott Vance Wicklow

ROLE ROLE TYPE

COMMITTEE TYPE Administrative Principal Administrative Principal Administrative Principal Administrative Principal Administrative Principal Teaching Principal Administrative Principal Administrative Principal Administrative Principal Administrative Principal Administrative Principal Teaching Deputy Principal Teaching Deputy Principal Administrative Principal Teaching Principal Teaching Principal Administrative Principal Administrative Principal Teaching Principal Administrative Principal Administrative Principal Administrative Principal Administrative Principal Teaching Principal Teaching Principal Teaching Principal Administrative Principal Administrative Principal Teaching Principal Administrative Principal Administrative Principal

Eservices Committee

National Council representatives from Waterford – Pat O’Mahoney, Marc de Grás and Maria O’Connor – at the IPPN Autumn County Meeting in Waterford Teachers’ Centre.

COUNTY SCHOOL FIRST NAME LAST NAME Helen Oxley Ailish Fay David Quinn Colette Butler Sheila O’Connor Jacinta Walsh Helen Fields Irene Connor Ciara Brangan Michelle Hamilton Siobhán Butler Jennifer McDonnell Sinéad Murphy Rachel Burke Irene Browne Denise Talbot Richella Kelly Liam Guiney Teresa Kearney Tom O’Connor Seoirse Ó Moráin Maria White Carmel McCarroll Michael McConigley Jacinta Ní Chonghaile

FIRSTCITY/COUNTY LAST NAME NAME Carlow Cavan Clare Cork City Cork County Donegal Dublin City Dublin DLR Dublin Fingal Dublin South Galway City Galway County Kerry Kildare Kilkenny Laois Leitrim Limerick Longford Louth Mayo Meath Monaghan Offaly Roscommon

ROLE ROLE TYPE

COMMITTEE TYPE Teaching Principal Administrative Deputy Principal Teaching Principal Administrative Principal Administrative Principal Teaching Principal Teaching Deputy Principal Administrative Principal Administrative Principal Administrative Principal Teaching Deputy Principal Administrative Principal Teaching Principal Teaching Deputy Principal Teaching Principal Teaching Principal Administrative Principal Teaching Principal Administrative Principal Administrative Principal Administrative Principal Administrative Principal Administrative Principal Administrative Principal Teaching Principal

December 2023

COUNTY SCHOOL FIRST NAME LAST NAME Roy Mitchell Louise Delaney Maria O’Connor Sé McCarthy Bernadette Leahy Emer Whyte

FIRSTCITY/COUNTY LAST NAME NAME Sligo Tipperary Waterford Westmeath Wexford Wicklow

ROLE ROLE TYPE

COMMITTEE TYPE Administrative Principal Administrative Principal Administrative Principal Administrative Principal Teaching Principal Teaching Deputy Principal

Professional Development Committee COUNTY SCHOOL FIRST NAME LAST NAME Rory Healy Serena Prior Orla Brady William Casey Sylvia Linehan Grace McCarron Mary Flynn Dervla Nic Mhathúna Kieran Lyons Regina Halpin Deirbhile Ní Scolai Ann Lynskey Robbie O’Connell Eimear Hennessy Anita Foley Jackie Cooper Paula Loughlin Niall West Claire Murphy Regina O’Malley Regina Corrigan Aidan Raftery Nuala Mhic Gabhann Bridget Clear Cora Nevin Tony Gallagher Siobhan Verdon Marc de Grás Máire Weitzman Gerry Moran Kim Kelly

ROLE ROLE TYPE

COMMITTEE TYPE Administrative Principal Administrative Principal Teaching Deputy Principal Administrative Principal Teaching Principal Teaching Principal Administrative Principal Administrative Principal Administrative Principal Administrative Principal Teaching Deputy Principal Teaching Principal Teaching Principal Administrative Principal Teaching Principal Teaching Principal Teaching Principal Teaching Principal Teaching Principal Teaching Principal Teaching Principal Administrative Principal Administrative Principal Administrative Principal Teaching Principal Administrative Principal Teaching Principal Administrative Principal Teaching Deputy Principal Administrative Principal Teaching Deputy Principal

See ippn.ie About Us - Our People National Council. *Role of County Network Representatives on the National Council Ensure effective two-way communication between the National Council and the City/ County Networks and Local Support Groups Represent the key professional issues, concerns and needs of the member’s City/County Network to the Board, National Council and its Committees and Working Groups Assist the Board of Directors and National Council in developing The Company policy by active participation in the Committee to which they were elected and any Working Groups which might be established Attend the Annual General Meeting of the Company.

*This summarises the role as described in the Constitution of IPPN

OnYourBehalf GERALDINE D’ARCY IPPN ADVOCACY & COMMUNICATIONS MANAGER Listed below are some of the projects and advocacy-related engagements that were progressed since the last issue of Leadership+. Follow IPPN on social media X/

SUSTAINABLE LEADERSHIP PROJECT See Brian O’Doherty’s article on pages 12 to 14 for an update on this project SUBMISSIONS Joint Call for Increased Funding for Schools On 22 September, organisations representing children, parents, teachers and primary school managers – including IPPN – wrote to Minister for Education, Norma Foley TD, to outline the need for: An immediate increase in the basic capitation rate to €275 per pupil An increase of 10% across all other capitation grants The ‘capping’ of the Ancillary Services grant to an enrolment of 500 pupils to be abolished Extra funding to replace the Enhanced Cleaning Grant to ensure schools are kept clean for pupils and hygiene standards can be maintained Annual funding to meet schools’ ICT costs to be restored The Grant Calendar to be fixed and communicated to schools as soon as possible. MEETINGS/EVENTS IPPN participated in meetings/events relating to the following: September IPPN City and County Network AGMs Small Schools Steering Group Meeting DE briefings on Primary Mathematics Curriculum; Ukrainian refugees; Assessment of Need Primary Education Forum ICP Emerging/Aspiring Leaders Forum and ICP Council meeting ETBI Conference October IPPN City and County Network AGMs NCCA Reimagining Curriculum Seminar 3 Tusla stakeholder consultation

(@ippn_education) and

(Code of Behaviour/Guidelines for Schools) IPPN Board of Directors’ Meetings NTRIS (National Traveller and Roma Inclusion Strategy) oversight meeting NAPD Annual Conference NABMSE Conference Code of Behaviour Steering Group Oide Leadership Division overview and pre-commencement update; Committee meeting Presentation to the International Confederation of Principals on Sustainable Leadership and Emerging Leadership Educate Together Nurture Event Presentations at Oide and Tánaiste Misneach programmes PDSL Update Meeting Citizens’ Assembly on the Future of Education (CAFÉ) NCSE event - Every Moment Counts: Promoting Wellbeing and Inclusion in Irish Schools ESHA Biennial Conference DE stakeholder meeting re. Ukraine DE meeting re. summer programme in special schools MIC Conferring of Academic Awards November ESCI event – 50 years existence of Education Support Centres in Ireland Gaelic Education Development Assembly in conjunction with COGG 2023 DE briefing on SNA Workforce Development Plan IPPN Annual Principals’ Conference, Killarney DEIS Advisory Group Meeting Barnardos event – Childhood Domestic Violence and Abuse December Oide Leadership Professional Learning Days Teaching Council – Engagement Forum on Teacher Workforce Planning NTRIS Oversight Meeting

(@ippn).

NCCA Early Childhood and Primary Education Board – September 7th and 18th October Research • Wellbeing Consultation with Children on the future of PE and SPHE • Children’s School Lives Study, Report 6: Curriculum and Assessment Primary Developments • Social and Environmental Education (SEE) Research Report • Report of the joint meeting of Development Groups • Promoting alignment and continuity with early childhood education • Arts Alive: A literature review to support curriculum specification development for the area of Arts Education • Workshop on Integrated Learning Outcomes Early Childhood Developments • Updating Aistear: Overview of consultation Reimagining Curriculum Seminars – October 4th Areas of Focus - Integration, Pedagogy and Assessment (IPA) IPPN NATIONAL COUNCIL Advocacy and Communications Committee – August 2023 A focus group of school leaders drawn from the A&C Committee met with the DE and the NCSE for an initial discussion of IPPN’s Position Paper.

And Finally…

‘

QUOTATION

The happiest people I know are evaluating and improving themselves. The unhappy people are usually evaluating and judging others.

’

Lisa Villa Prosen author, coach and speaker

‘

ION

QUOTAT

n you are o s r e p y l The on is the e m o c e b to destined to be. e d i c e d u person yo on ldo Emers cturer le Ralph Wa d n a r poet, write n a c ri e m A

’

Supporting and assisting schools and principals is what our Local Allianz Reps do. It helps to know yours. Ronan Cassidy – North West Ronan.Cassidy@allianz.ie 087 430 2246

Sean Doolin – North East Sean.Doolin@allianz.ie 087 366 7425

Ronan Cassidy North West

Noel O’Loughlin – West

Sean Doolin North East

Noel.O’Loughlin@allianz.ie 087 258 8943 Noel O’Loughlin West

Martin Sinnott – South East Martin.Sinnott@allianz.ie 087 686 2329

Martin McKeogh – South

Martin Sinnott South East

Martin McKeogh South

Martin.McKeogh@allianz.ie 087 920 3992

Here are a few of the common topics your Local Allianz Rep can assist your school with*

*If your school is insured through an insurance intermediary, please contact them for assistance. Allianz p.l.c. is regulated by the Central Bank of Ireland. Standard acceptance criteria apply