Leadership+ Issue 73 March 2013

ISSUE 73 ● MARCH 2013

+ Leadership THE PROFESSIONAL VOICE OF PRINCIPALS

Counteracting Bullying Whose responsibility is it?

A school has a major influence over children’s learning but it cannot be a one-stop-shop to cure the ills of society.

Is Section 24 dealing with underperformance in schools?

SESS ‘Book Borrowing Online’ Scheme Optimising ICT in the Classroom IPPN Conference 2013 Aiming High in Mathematics

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NÍ NEART GO CUR LE CHÉILE

Counteracting Bullying Whose responsibility is it?

By Seån Cottrell and Gerry Murphy A school has a major influence over children’s learning but it cannot be a onestop-shop to cure the ills of society.

There are few things as upsetting to a parent as discovering that your child hates going to school because they are being bullied. For two decades or more, schools have been focusing on policies and procedures to both prevent and counteract bullying behaviour. While we welcome the minister’s action plan, it does come with a cautionary note. There appears to be high expectation that schools can rid society of bullying behaviour.

Virtually every school in the country has developed anti-bullying policies and procedures and are actively dealing with it on a day-to-day basis. We certainly hope that there is no expectation of starting from scratch with a new policy and action plan, for to do so would be unnecessary and a waste of valuable time.Whilst of course schools have a role to play and must have up-to-date policy and procedures in relation to bullying, parents and communities must shoulder at least equal responsibility.

Virtually every school in the country has developed anti-bullying policies and procedures and are actively dealing with it on a day-to-day basis.

Most principals will have encountered the situation where pupil A reports being bullied, all the anecdotal evidence points towards pupil B but he/she was not ‘caught in the act’. Pupil B sticks to his story.The parents are called in. It is very clear that the ‘apple hasn’t fallen far from the tree’! These are extremely difficult and time-consuming investigations and often they are not reconciled.

they have a lack of knowledge about how the technology works and how to manage the risks or even what the risks are? Parents today are the first generation whose children are ahead of them in their ability to communicate using technology. Many parents feel ill-equipped to challenge their children about their use of social networking tools which come with so much inherent risk.

We must not forget that parents are the primary educators of their children.

Our job is to support them, not replace them. Despite all that children have, it’s tough being a child today and many parents acknowledge how challenging parenting is. Education obviously is at the heart of a solution and perhaps we need to review the nature and content of the interaction we have with parents - on a one-to-one basis, in class-groups or with the full parent body.The parent association, where in place, is an ideal platform to invite speakers and to open up discussion with outside objectivity. In the same way that the Stay Safe programme was developed to provide a bespoke resource for all teachers, a similar resource for parents in relation to bullying is badly needed.

Seachtain na Gaeilge

However difficult physical, emotional and verbal bullying may be to address, in the electronic era we are now challenged further to deal with cyber bullying. The issue is the same but the methodology is different and the implications can be far-reaching.

There are two practical actions that are not in the ministerial ‘action plan’ which we think should be considered as a key prevention strategy. In the case of a child being bullied by text messages, instead of ‘fighting back’, the child should not respond. Instead the parents should take the SIM card as potential evidence and supply a new SIM card and number which is then shared with family and close friends only. Secondly, all the experts agree that children should be 13 or more before engaging with social media. Yet there seems to be a broad acceptance that it ‘does no harm’.

Parents won’t move the car unless everyone has their seatbelt buckled.They won’t let their kids walk to school where there is dangerous traffic. So why don’t parents have similar safety concerns about the internet? Is it because Editor: Seån Cottrell Deputy Editor: Geraldine D'Arcy Assistant Editor: Brendan McCabe Comments and articles to editor@ippn.ie Advertising: Louise O’Brien louise.obrien@ippn.ie

The opinions expressed in Leadership+ do not necessarily reflect the official policy or views of the Irish Primary Principals’ Network ISSN: 1649 -5888

Irish Primary Principals’ Network Glounthaune, Co Cork 1890 21 22 23 | www.ippn.ie

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Legal Diary

by David Ruddy BL, Principal of Talbot BNS, Clondalkin, Dublin 22

Is Section 24 dealing with underperformance in schools?

Employment Law can be complex and extensive. It is governed by much legislative provision to include: I Teaching Council Acts 2001 – 2012 I Safety and Health at Work Act 2005 I Equal Status Acts 2000– 2011 I Maternity Protection Acts 1994 – 2004 I Adoptive Leave Acts 1995 – 2005 I Protection of Young Persons (Employment) Act 1996 I Industrial Relations Act 1990 I Unfair Dismissal Acts 1977 – 2007 I Data Protection Acts 1988 – 2003 I Payment of Wages Act 1991 I Qualification and Training Act 1999 I Minimum Notice and Terms of Employment Acts 1973 – 2005.

When it comes to dealing with teacher underperformance and misconduct, the procedure used is Section 24(3) of the Education Act 1998 as substituted

by S.6 of the Education Amendment Act 2012. This is a disciplinary procedure which could in a worst case scenario conclude with the possible suspension or dismissal of a teacher or indeed school principal. Section 22 of the Education Act 1998 boldly states that it is the responsibility of school principals and boards of management (BoMs): Section 22 (1) “The principal of a recognised school and the teachers of a recognised school, under the direction of the principal, shall have the responsibility (…) for the instruction provided to students in the school…”

Section 22 (2) “The principal and teachers shall (…) (d) (…) carry out these duties that; in the case of teachers, are assigned to them or at the direction of the principal and in the case of the principal, are assigned to him or by the Board”.

If you need to deal with underperformance, or indeed non performance, you should always try to resolve matters in as sympathetic and focused a manner as possible. If diplomacy, support and patience do not deliver the desired change, you will have no option but to commence a S.24 procedure or suffer the consequences of doing nothing.

DES circular 60/2009 implements the S.24 process. These revised procedures were negotiated as part of a document entitled ‘Towards 2016’ by the trade unions, management bodies and the Department of Education & Skills (DES). In advance of commencing such a procedure you should always notify the chairperson of the BoM.This procedure does not include probationary teachers or ancillary staff. Statutory Instrument 146 of 2000 deals with all non-teaching staff. At the initial stage, get advice from IPPN and or your management body support office. The following chart summarises the Section 24 procedure.

Professional Competence Issues Other Disciplinary Issues Stage 1: Verbal Warning Stage 1: Informal Stage 2: Written Warning Stage 2: Formal Stage 3: External Review Stage 3: Final Written Warning Stage 4: Hearing Stage 4: Formal Hearing BoM action Stage 5: Appeal Stage 5: Appeal

Section 24 (3) Education Act (1998) DES Circular 60/2009 Summary Teachers

Principals

Professional Competence Issues

Other Disciplinary Issues Non-teaching

Not Teaching Curriculum

• Late • Posts of Responsibility • Leave / Punctuality • Conduct / Behaviour

Professional Competence Issues (Teaching Only)

Other Disciplinary Issues (Non-teaching activities)

Admin Principals Only

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The starting and finishing point of a Section 24 is ‘fair procedure’, ignore it at your peril.

Fair procedure includes: I Presumption of innocence I Allegations in writing and in advance I Opportunity to respond and challenge I Absence of bias I Representation I Act reasonably and fairly I Confidentiality I No intimidation or coercion of witness I Proportionality of sanctions I Dignity of employee.

It is ultimately up to the BoM to take the final decision regarding sanctions. It would be highly unlikely for the BoM to disregard a TDAP recommendation.

It is crucial to identify which strand the Section 24 will address. The two strands are Professional Competence Issues or Other Disciplinary Issues. The competence issue is probably the easier to address as it is more detailed and involves the DES Inspectorate.

Stage (4) is the most formal stage and involves the BoM in investigating and hearing the case.

It also empowers the BoM to administer sanction to include the following disciplinary sanctions: I Final written censure I Deferral of an increment I Suspension with pay I Suspension without pay I Dismissal.

In the case of an allegation of gross misconduct, the BoM can bypass Stages 1, 2 and 3 and commence at Stage 4 of the process. Gross misconduct can include the following: I Theft I Fraud/ falsification of documents I Indecent emails/ text messages (circulation) I Pornographic materials I Serious bullying / harassment I Violent / disruptive behaviour I Gross negligence / dereliction of duties

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Refusing to comply with legitimate instructions resulting in serious consequences Incapacity under the influence of alcohol or un-prescribed drugs Serious breach of Health & Safety rules Serious misuse of school property Serious breaches of confidentiality.

At Stage 4, the BoM should again seek advice from the relevant management body and also specific legal advice. Always remember that Fair Procedure is at the core of our legal system and indeed S.24 procedures.

Any teacher unhappy with a BoM decision/sanction can appeal to the Teachers’ Disciplinary Appeal Panel (TDAP). The following are the grounds for appeal: I Agreed procedures not adhered to I Relevant facts not ascertained / considered I Not afforded reasonable opportunity to respond I Disproportionate Sanction behaviour # disciplinary action.

Members of the (TDAP) are appointed by the BoM. A member from the INTO panel, management body panel and DES panel are appointed.

If the appeal is successful/part successful, recommendations to the BOM could include: I No further action to be taken against the teacher I Amendment of proposed disciplinary action I Case should be considered to remedy perceived breach in disciplinary procedures.

It is ultimately up to the BoM to take the final decision regarding sanctions. It would be highly unlikely for the BoM to disregard a TDAP recommendation.

If a teacher is suspended or dismissed, the DES must be informed along with the Teaching Council. The Teaching Council will shortly be vested with new powers to deregister teachers under the Teaching Council Act 2001. This will prevent a dismissed teacher seeking employment in another school.

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SUMMARY – TRUST YOUR JUDGEMENT The Education Act empowers principals and BoMs to manage schools. Trust your judgement as it seldom lets you down. Follow the procedures closely and do not deviate from them. Develop a mindset that is not personal.

This is business and part of your role as a school leader. Competent advice and support is critical. Schools that don’t manage get into trouble.

Hundreds of Section 24 procedures have commenced with the majority resolving issues at the earlier stages.

Most cases do not pass stage 1 at verbal warning/informal stage.

Teachers’ Disciplinary Appeals Panel - Cases 2009 to 2012 – Stage 5 I 15 cases I 6 dismissals I 5 suspensions without pay I 1 demotion I 1 deduction of salary increments I 1 suspension without pay I 1 appeal ongoing.

There have been only 15 cases which have gone the full distance to Stage 5. Hundreds of Section 24 procedures have commenced with the majority resolving issues at the earlier stages. Most cases do not pass stage 1 at verbal warning/informal stage.

This would point to a positive experience from a management point of view.We have not had any judicial reviews in the High Court by an aggrieved teacher in a challenge against these procedures. High Court challenges that pre-dated the commencement of these procedures have indicated that the Courts take a dim view of anyone trying to litigate against schools where existing disciplinary procedures were not utilised.

Optimising ICT in the Classroom

By Laura Leahy, Language Class Teacher, Scoil Naisiunta and Chroi Naofa, Glouthaune, Co. Cork Information and Computer Technology (ICT) in the classroom has become a very influential part of the school day. Schools, teachers and children appear to be embracing all aspects of ICT that is being made available to them, including Interactive Whiteboards (IWB), digital cameras, printers, voice recorders, fully-equipped computer rooms and iPads. The use of ICT in schools presents a number of pros and cons as listed below.

Pros I The use of ICT adds another dimension to lessons I There is more involvement for the children – completely interactive I The children can learn from each other when using the IWB, demonstrating that the child is learning/discovering for themselves, and the children are teaching/learning from each other I There is easy access to a world of information from the internet I Individual and group work can be done I ICT is a very good resource for project work I The IWB is excellent for those with sight/hearing problems I Children with special needs or behavioural problems can benefit hugely from ICT, as it gives them a sense of responsibility and ownership over the work they do I It maintains the interest in the children I There is an extensive range of methodologies, activities and games available I It gets the children out of their chairs movement breaks I So many children are already accustomed to using ICT already, so it feeds that interest I Lessons on the IWB can be shared across school networks and can be reused or edited for future lessons I The IWB can be used in conjunction with digital cameras, voice recorders, etc.

I There is variety in the teaching day for the children and the teacher.

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opposed to putting pictures on the IWB. The children could become overloaded with ICT, as many of them are coming from homes with technology such as iPads and computer games as it is There is a risk of ICT resources not being used to their full potential, for example, simply using the IWB as a regular whiteboard/blackboard Financial overheads also need to be considered when using any ICT structure within a school. Outside the cost of purchasing ICT equipment, there is also the cost involved in teacher training, maintenance and repair, all of which add up significantly. Unless a school has a member of staff experienced in the area of ICT, then schools can end up paying out a lot in the upkeep of ICT within their schools.

Developing confidence in ICT in the classroom We need to ensure that the ICT resources we have in our schools are being used to their full potential. We also have to allow for the fact that not all teachers are confident in using ICT. Teachers need to be encouraged to learn that there are many activities that can be taught on the

Cons I There is a possibility of losing the hands-on approach in lessons, when teachers become dependent on the IWB in particular. For example, it would be more beneficial to the children to have concrete objects such as food when talking about weight in maths, as PAG E 6

IWB. Sometimes this involves the teacher playing around with the IWB in their own time to get a feel for what can be done. Here are just a few ways that ICT training and developing confidence with ICT can be facilitated: I

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To aid the less confident teachers, teachers could share their experiences and train each other. Teachers should not be afraid to ask for help in using a particular ICT resource.

In most schools, there may be at least one teacher who can share their knowledge in a particular area of ICT. There are also plenty of ICT summer courses available each year, which are well advertised in advance. ‘Croke Park’ hours could be utilised in training each other so as to give each teacher a chance to maximise the use of the IWB.

Once teachers are familiar with how all of the ICT resources available in the school can be used, these tools can only add to the numerous methodologies and resources already available to teachers, and teaching and learning can become more fun and exciting for all!

Health & Safety and School Insurance Sponsored by Allianz

The following case studies, which are real cases involving caretaking staff in Irish primary schools, illustrate the importance of adequate health and safety procedures and also of clear communication with staff and pupils.

FRACTURE This case involves an accident involving the school caretaker. The school hall is situated such that there are three entrance routes into the hall.

Each entrance is accessible via a set of double glass doors and people would go in one entrance and out another as a short cut to get to different parts of the school. On this occasion, the caretaker pushed the door open with his hand and, as he did so, the door opened a certain amount and stopped suddenly causing him to fracture his finger.

On this occasion, the caretaker pushed the door open with his hand and, as he did so, the door opened a certain amount and stopped suddenly causing him to fracture his finger.

On previous occasions the sign was hung with the help of a pole but this system had changed and a cable was wrapped around the pillar in a position higher than the speakers and there was a considerable stretch to reach it. When examined, this system of work was criticised on a number of fronts.

A step ladder was used but the plaintiff had to climb to the very top of it and stretch the rest of the way in order to hang the sign. Two sixth class pupils were sent with him to assist him and really an adult should have been there to assist. The two pupils’ versions of events differed somewhat to that pleaded but they were not available as witnesses to the case. The insurance company had no choice other than to settle the matter on the best possible terms.

In the next issue we will provide case studies of claims in relation to incidents involving external contractors and external parties in the school and preventive measures that could have been taken to avoid them.

There was a dispute in the evidence as to whether the plaintiff had made any report or complaint in relation to the functioning or any problem with this door. There was evidence that the door had been repaired and the Judge indicated that she must accept the evidence as to how the injury was caused by malfunctioning of the door, whether there was a prior history of problems or not. The big issue for the defence was that the closer was replaced and was thrown out so the insurance company was not afforded the opportunity to inspect the item. Given the number of screw holes in the door, it was evident that the closer had been moved or replaced on a number of previous occasions. The insurance company was not in a position to produce any expert report on the actual equipment which was deemed to have failed and the Judge, who has to make her decision on the ‘balance of probabilities, was left with little choice but to find for the plaintiff.

Two sixth class pupils were sent with him to assist him and really an adult should have been there to assist.

FALL FROM LADDER / POOR SAFETY PROCEDURE In this case, a caretaker fell from a ladder while attempting to hang a sign on a pillar in the local church in preparation for the forthcoming Holy Communion ceremony. There was a speaker on the pillar and it was assumed that it was over this that the caretaker would hang the sign. This was a relatively simple task and one which had been completed with no difficulty on many previous occasions. The initial version of events given was that the caretaker fell when getting down off the step ladder.

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Relationships

By Damian White, Principal of Scoil Shinchill, Killeigh, Co. Offaly

‘Almost all of our relationships begin, and most of them continue, as forms of mutual exploitation, a mental or physical barter, to be terminated when one or both parties run out of goods.’

W H Auden.

I’m going to stick my neck out and say that the most important relationship a principal must work on is with the staff. Once staff relations are good, all other relationships benefit.

Working on the IPPN Principal Advice helpline often brings the maxim of RTÉ’s agony aunt Frankie Byrne from the heady days of sponsored shows on Radio 1 to mind.

Since her death, Frankie has been the subject of a book and no end of articles on her own often tragic private life. She specialised in advising women how to get farmer husbands to take off their caps going to bed and men to at least put a cushion on the bale of straw in the transport box when offering a lady a lift.

Somehow, she managed to steer a path between sensible advice and the moral police force so prevalent in Ireland in the 1960s and 70s to inform and entertain us in equal measure. Her signature line, for under 45s or those of us who can’t remember where they parked the car anymore, was ‘this may not be your problem today, but it could be yours someday’.

Good communications with staff on class allocation, resource sharing and common approaches to teaching subjects and subject strands means that the opportunity for discord seldom arises.

The Principal, as orchestra conductor, must keep the parents in the string section sweet while the staff in the percussion section are banging their drum.

Many of the problems encountered on the helpline are to do with relationships. The Principal, as orchestra conductor, must keep the parents in the string section sweet while the staff in the percussion section are banging their drum. The DES people in the woodwind section are constantly tooting their horns, sometimes excessively, and can change the mood music if allowed to. The Board on double base are usually content to keep the beat as long as the other sections are in line.

So which relationships must you concentrate most on to ensure the music is more James Last than Johnny Rotten?

When our Inspector visited recently to complete a teacher’s diploma it struck me that the lasting impression he would have taken from our staffroom was that it was fun to be there. If he had arrived the following day, he’d have had to adjust his belt, such was the food on display as a teacher was moving to pastures new. Good communications with staff on class allocation, resource sharing and common approaches to teaching subjects and subject strands means that the opportunity for discord seldom arises.

When it does, there are solid grounds for rebuilding the relationship more easily. When staff relations are good, there is likely to be a close adherence to commonly agreed school policies and plans. If parents see progression and commonality of approach in the teaching of subjects areas and the application of school rules, this makes for better parent/teacher relations. The relationship with children is positively affected by seeing the adults at school behave in a positive and mutuallysupportive and respectful way around each other.

When communications are good, problems arising from issues such as teachers of different generations, melt away. Experienced teachers are often energised by the drive and ideas of new teachers while in turn, younger staff can

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feed from the rich pool of experience older teachers bring. Older teachers often fill the information gaps for younger teachers on issues such as family history or procedure to help the younger teachers gain a clearer picture of what they are dealing with.

The Board, who keep the beat, are generally very happy once the staff are happy and working well together. As volunteers, the last thing they want to do is deal with disputes between staff.

Experienced teachers are often energised by the drive and ideas of new teachers while in turn, younger staff can feed from the rich pool of experience older teachers bring.

Relations with ancillary staff are best when everyone is treated as an important instrument in the orchestra. In my view, staff nights out are just that – with all staff welcome and valued. It is also important to remember that relations with staff can be over a much longer period, and at a more interdependent level, than any other relations in the school. A retiring principal told me recently that he and another teacher have worked almost 80 years between them in the same school.

So what of the Conductor? How does he/she keep all the elements in tune without alienating, annoying, terrifying or unduly hassling any of the sections? It’s not always possible but where it falls down, look at the issue that caused the problem. It will almost certainly be around communication.

It may not be your problem today, but it will someday. And, my dear dear girls and boys, Frankie will be there to help you.

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

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

RESOURCES School Policies ● Anti-Cyber Bullying Policy ● Exemption from Irish Policy (revised)

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Staff Management ● Leave of Absence and Career Breaks Policy (revised)

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Forms & Templates ● Airgead Bunscoile - Detailed Instructions & Help with Excel Versions (revised) ● Letter to Parents - PE Exemption ■ POR1 (amended) ■ POR2 (amended) ■ POR3 (amended) ● Supervision – 2012/2013 School Year Teachers who have opted out of supervision duties ● Travel Pass Scheme 2013 Application Form DES Circulars 2012/2013 ● 0001/2013 - Combined Post-Graduate Diploma Programme of Continuing Professional Development for Teachers involved in Learning Support and Special Education – 2013/2014 / Comhchlár Dioplóma Iarchéime um Fhorbairt Ghairmiúil Leantach do Mhúinteoirí atá ag obair i dTacaíocht Foghlama agus Oideachas Speisialta – 2013/2014 ● 0002/2013 - Post-Graduate Certificate/Diploma Programme of Continuing Professional Development for Teachers working with Students with Special Educational Needs (Autistic Spectrum Disorders) / Clár Teastais/Dioplóma Iarchéime um Fhorbairt Ghairmiúil Leantach do Mhúinteoirí ag obair le Scoláirí le Riachtanais speisialta Oideachais (Neamhoird Speictrim Uathaigh) ● 0003/2013 - Graduate Certificate in the Education of Students with Autistic Spectrum Disorders (ASDs) for teachers working with Students with ASDs in Special Schools, Special Classes or as Resource Teachers in mainstream Primary and PostPrimary Schools / Teastas Iarchéime in Oideachas Scoláirí le Neamhoird Speictrim Uathaigh orthu (NSUanna) le haghaidh múinteoirí ag obair le Scoláirí le NSUanna orthu i Scoileanna Speisialta, i Ranganna

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Speisialta nó mar Mhúinteoirí Acmhainne i mBunscoileanna agus in Iar-Bhunscoileanna sa phríomhshruth – 2013/2014 0004/2013 - Occupational Health Strategy for registered Teachers and Special Needs Assistants In Recognised Primary and Post Primary Schools / Straitéis sláinte ceirde do mhúinteoirí cáilithe agus do chúntóirí riachtanas speisialta i mBunscoileanna agus in Iar Bhunscoileanna Aitheanta 0008/2013 - Budget 2012 – Public ServiceWide Review of Allowances and Premium Payments (Gaeilge translation not yet available) 0009/2013 - Maternity Protection entitlements for registered teachers (Gaeilge translation not yet available) 0010/2013 - Scheme of grants towards the purchase of essential assistive technology equipment for pupils with physical or communicative disabilities / Scéim deontas chun trealamh riachtanach teicneolaíochta cúnta a cheannach do dhaltaí atá faoi mhíchumas fisiceach nó cumarsáide The following circulars were translated into Irish (in some cases) many months after the publication of the English versions and have been available since the last issue of Leadership+ was printed: ■ 0043/2012 - Socruithe Do Shaoire Bhreoiteachta Fhéin-Dheimhnithe Don Fhoireann Uile (Ach Amháin Múinteoirí Agus Cúntóirí Riachtanas Speisialta) I mBunscoileanna Agus In IarBhunscoileanna Aitheanta ■ 0042/2012 - Socruithe do shaoire bhreoiteachta fhéin-dheimhnithe do rúnaithe agus feighlithe i mbunscoileanna agus in iar-bhunscoileanna aitheanta ■ 0039/2012 - Féinmheastóirtóireacht Scoile a Chur i Bhfeidhm – Bunscoilleanna ■ 0038/2012 - Múinteoirí ar conradh téarma socraithe (sealadach), múinteoirí ionaid agus múinteoirí páirtaimseartha a bheith curtha leis an bPainéal Forlíontach Ath-imlonnaithe ■ 0037/2012 - Socruithe Do Shaoire Bhreoiteachta Íoctha Fein-Deimhnithe Do Chúntóirí Riachtanas Speisialta i Scoileanna Aitheanta Bunscoile agus Meánscoile ■ 0036/2012 - Socruithe Do Shaoire Bhreoiteachta Íoctha Fein-Deimhnithe Do Mhúinteoirí Cláraithe i Scoileanna Aitheanta Bunscoile agus Meánscoile ■ 0019/2012 - Rátaí Pá Athbhreithnithe i ndáil le Maoirseoireacht/Ionadú le linn scoilbhliain 2011/2012 ■ 0013/2012 - Comhchlár Dioplóma Iarchéime um Fhorbairt Ghairmiúil Leantach do Mhúinteoirí atá ag obair i

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dTacaíocht Foghlama agus Oideachas Speisialta – 2012/2013 Curriculum & School Planning ● Basic Science Catalogue ● Drama Resources ● School Self-evaluation: Oral Language Questionnaire Acmhainní as Gaeilge (new Category) ● Gaeilge - Achmhainní ● Gaeilge - Inputs to the Scéim Bliana ● Gaeilge - Plean Scoile don Ghaeilge ● Gaeilge - Plean Scoile don Ghaeilge - scoil sa Ghaeltacht ● Gaeilge - Plean Scoile don Ghaeilge II ● Plean Matamaitice Infectious Diseases (new Category) ● Infection in School - A Manual for School Personnel

SUPPORTS Leadership+ ● Leadership+ Issue 72 – January 2013.

ADVOCACY Publications ● Link to Leadership+ archive Press Releases ● 31st Jan 2013 - Survey shows rise in emotional trauma among primary school children, says IPPN ● 29th Jan 2013 - School leaders welcome Government’s Action Plan on Bullying ● 25th Jan 2013 - Reduce red tape burden and back school leadership, IPPN tells Government ● 24th Jan 2013 - Rising food poverty hinders primary school pupils’ ability to learn IPPN ● 22nd Jan 2013 - Use technology to improve primary school teaching, IPPN tells ITLG summit ● 5th Dec 2012 - Budget fails to tackle funding crisis in primary schools - IPPN

EVENTS Principals’ Conference ● Principals’ Conference 2013 – this web page contains links to all keynote speech texts (where available) and videos; seminar presentations and related materials; Exhibitor Directory; press releases and photos. For more information, see page 15.

ABOUT US Our People ● Profiles of Support Office Staff ● Profiles of Executive Committee members.

Principal Advice Reaching Out

By Angela Lynch, Principal Advice Manager

As principals, we think that we should be able to be self sufficient, able to solve all problems and handle stress effectively. When we are living in tough times, it becomes more difficult to help yourself. If my time as principal has taught me anything, it is that it is all too easy to become overwhelmed and reach a point of crises, both personally and professionally.

The honesty, openness and willingness of principals, at Conference, to share their vulnerability and reach out for help serves to underline the serious situation faced by all of us, in terms of our health and welfare.

We often speak of team in the school context.

Team for me equates with Together Each Achieves More The team at IPPN have much to offer by way of supporting you. A number of different avenues exist in accessing the support you need.

Mailing lists such as networking @ippn.ie provide you with advice and information on a wide range of topics from fellow principals subscribed to the mailing list.

Networking@ipn.ie is ideal for those daily queries and questions where the advice from colleagues on how they approach various situations and scenarios can instantly help you to make progress with your own situation.

Mailing lists such as newprincipals@ippn.ie and advice@ippn.ie are facilitated by members of the Principal Advice Panel, who alone reply to postings. The replies are posted on the mailing lists for all to view the advice offered.

Mailing lists such as networking @ippn.ie provide you with advice and information on a wide range of topics from fellow principals subscribed to the mailing list.

There are times when more discussion and confidential advice is needed. A call to the Support Office will ensure that a member of the Principal Advice Panel will contact you for a confidential one-to-one discussion on a situation in your school, which may be divisive, worrying or leaving you distressed in some way. There will be times also when you are overwhelmed by your workload or may be experiencing a lack of motivation in your role.

A conversation with an experienced Principal, who may themselves have dealt with similar circumstances, is often what could be needed to re-focus and help you see more clearly the way forward.

Sometimes more sustained support is needed and this is where the Leadership Recovery Programme may be accessed. (See over page) Let us support each other on this journey of leadership. Contact the IPPN National Support Office on 1890 21 22 23.

Angela Lynch IPPN National Support Office

On your behalf Since the last issue of Leadership+, IPPN has continued our advocacy role on behalf of principals, through meetings, events and submissions in relation to the following:

● IPPN Executive Committee meeting ● Niall Ó Donnchú, Dept of Arts,

Culture and the Gaeltacht – giving children a creative experience

● NIPT consultative meeting –

establishing agreement with relevant partners ● Marino College - presentation to

JANUARY ● IPPN Annual Principals’ Conference, ● Sarah Fitzpatrick, NCCA – standardised Citywest Hotel report cards, ‘student passports’ and transition to second level ● Irish Technology Leadership Group Conference – panel discussion on ICT ● Minister Ruairi Quinn and Seán Ó in education Foghlú – principals’ workload, teaching principals, educational rationale for ● Archways – preparation for symposium administrators in March. ● Brian MacCraith, President of DCU –

bridging the ICT divide

students and post-graduates re. applying for their first job ● St Vincent de Paul – child hunger ● Education Matters – editorial

committee meeting ● Working Group on School Placement ● DCU and NUIG - EducationPosts.ie

FEBRUARY ● Eamonn Conway, Mary Immaculate College - Update PAG E 1 0

“I had reached my breaking point, things started to improve with that first phone call”

IPPN’s Leadership Recovery Programme Recent research carried out by IPPN tells us that growing numbers of principals are being treated for stress, sleep problems and depression. In the National Support Office, we also know from the volume of calls we receive that more and more principals are struggling to cope in the face of increasing workload and decreasing resources.

Are you struggling to cope with your workload? Are you finding the demands of principalship too great? Are you suffering with sleep problems, stress, anxiety, depression or other stress-related conditions? Are the demands of your professional life affecting your personal life?

IPPN offers a service called Leadership Recovery for principals who find themselves in a critical situation and cannot see a way out. This service is designed to help you regain your health and wellbeing, giving you back the confidence you may have lost.

All you need to do is call 1890 21 22 23, speak to a member of the Support Office team and let us help. Your call will be treated in the strictest confidence and will be referred to the Leadership Recovery co-

If you don’t know how to We work with a variety of start the conversation professionals to tailor a programme just mention you saw specific to your needs. Examples this article about of previous recovery strategies include: Leadership I Provision of a stress-management Recovery consultant to work individually with ordination team who will work with you to put a support system in place.

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you Dedicated practical support for the Deputy Principal while s/he is acting in the principal role Referral to counselling services Ongoing mentoring from a member of the Leadership Recovery team.

If you feel you need help please call the National Support Office on 1890 21 22 23.

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IPPN Annual Principals’

CONFERENCE

2013

‘Children who are hungry going to school cannot learn’ Excerpts from Gerry Murphy’s opening address to IPPN Conference 2013.

While literacy and numeracy are undoubtedly important and must be highly valued, it would be wrong to focus on them exclusively. At a recent conference Andy Hargreaves asked: do we ‘test what we value or do we only value what we test?’ I believe it is at our peril that in concentrating on the three ‘R’s we neglect the 4th and critical new ‘R’ in education – relationships.

Our children’s ability to form and sustain relationships and cultivate their emotional intelligences is fundamental to their well-being and to their development as human beings.

Today’s child is faced with very complex social challenges with new forms of disadvantage – such as middle-class families losing their homes, cyber-bullying, early sexualisation, parental drug and alcohol abuse and its associated neglect of children. If our education model tests only literacy and numeracy, we must ask, how do we know if we are equipping our children for the life challenges they face?

Our children’s ability to form and sustain relationships and cultivate their emotional intelligences is fundamental to their well-being Who would have thought that food poverty would be an issue in Irish schools in 2013?

Children who are hungry going to school cannot properly access any one of the four Rs. In 2010 food poverty affected children in one out of every ten families; it would be shameful and irresponsible of policy-makers to ignore this reality. Our international colleagues place equal value on the well-being and resilience of children in their efforts to improve literacy and numeracy skills. We must do the same if we are to compete in the Literacy and Numeracy Premier League.

Ireland is increasingly becoming the European hub of the global IT industry and we are constantly reminded of our need to prepare our children for the ‘knowledge economy’.

How does this vision for the future blend with

the reality for those children, who every day in their classrooms watch their teacher manually entering data into the Leabhar Rolla? Why are schools in 2013 still manually completing the Leabhar Tinrimh and the Clár Leabhar as they did in 1922? The answer is that only those antiquated ledgers are acceptable to the Department as official school records – our school secretary spent six weeks transferring data from a very efficient electronic system into the Clár Leabhar following an incidental visit from the inspector.

It would be cost negative for the DES to trial and test the electronic school management systems already in use in some of our schools.

This would create a saving of thousands of wasted hours. It would provide a one-stop source of accurate data and save the inspectorate the embarrassment of enforcing outdated rules for National Schools. And we still have the situation that we have a database for almost every farm animal in the country but nothing for our school children.

I believe that principals are the key to sustaining an effective school. You and your teachers are often the sole advocates for children at risk. For many of these children, schools are their only safe havens. Since September 2012 on RTÉ 1, we have had a bird’s eye view of the daily lives and interactions of five Irish primary schools. I viewed those programmes with an enormous sense of pride in the generosity and professional concern of both principals and teachers towards the children. It is the mark of the true professional that, despite cut-backs and salary reductions, the education and welfare of the child remain central to what we do. Good schools are led by good leaders.

The task of the school principal today is one of leading in challenging times. It would be so easy to lose heart and to forget or neglect the core skills of leadership. We must try to remember to balance the challenges of the role with the privilege we have to lead our school communities.

Great leaders know the importance of communicating the value of a colleague’s work and how it matters in the context of the whole school. Communication is a two-way process and it’s important to have systems in place that PAG E 1 2

provide for that constant flow of information.

It can be very difficult to communicate tough messages effectively but we must not avoid it.

It requires the leader to communicate with the team in an honest but balanced and fair manner. Issues that are not addressed in this manner are very much like a superficial wound that is plastered over, they can fester and grow more ugly and painful.

I believe that principals are the key to sustaining an effective school. You and your teachers are often the sole advocates for children at risk.

Celebrating success is a vital part of how we sustain relationships within our team and the entire school community. The celebration of occasions in the life of the school community, whether big or small, helps to maintain a high level of morale. We are all human and respond to that word or gesture of recognition. We should celebrate those who consistently contribute to the school community, week in and week out. The person who works with the sports teams, the choir, the band, the quiz team, the concert, the Board of Management and the Parents Association, the person who goes above and beyond. These team members need our affirmation, to be told that their contribution is appreciated.

I like the quotation ‘Life is 10% of what happens to me and 90% how I react to it’. To me it means that I can choose how I respond to challenges. If I choose a positive response I do so in the knowledge that it has a much more positive effect on those who see me as their leader. We lead by example. Nobody gets it right all the time. But if we have mostly the right people on our bus and can facilitate them sitting in the right seats and facing the same direction, then it can be a greatly improved journey for all.

Gerry’s full speech text is available on www.ippn.ie under Events – Principals’ Conference – Principals’ Conference 2013 – Keynotes.

IPPN Annual Principals’

CONFERENCE

2013

‘We have asked a lot of you’ Excerpts from Secretary General Seán Ó Foghlú’s address at Conference 2013 We see IPPN as an important partner in education and I want to work to build on the relationships that have been fostered over the past few years. I am conscious that we have asked a lot of you over the last two years. The implementation of the National Literacy and Numeracy Strategy, the roll out of School Self Evaluations and the Forum on Patronage and Pluralism have all introduced significant levels of change to the primary sector. The Action Plan on Bullying will ask each of you to ensure that we work together to eliminate the scourge of bullying from our schools. I’m aware that each new initiative brings new demands for you and that the reduced resources available to you make these demands even more pronounced. It is to your credit that on school visits made by Department staff, we encounter happy schools, brimming with the creativity so evident in our children. That environment is driven largely by your leadership and your teachers. I commend you for your continued commitment to improving the education of all of our children.

The new primary language curriculum will be ready for children from junior infants to second class in September 2014.

The transition from pre-school to primary school is one of the first major transitions faced by our children. Within the pre-school sector, a play-based curriculum is common practice.

Within the junior and senior infant classrooms, implementing a play-based approach to early learning advocated within Aistear is a daunting prospect. However, in the face of overwhelming evidence of the effectiveness of such teaching methods, we cannot afford to delay in embracing this change.

A number of reforms which have begun in recent years are designed to continue improving the quality of education in all of our schools.

That is why we are implementing the National Strategy on Literacy and Numeracy. We have ensured that it is seamlessly integrated into the arrangements for School Self-Evaluation so that both initiatives are mutually supportive. TIMSS

and PIRLS clearly indicated that we are performing better than most countries but still have some work to do if we want to join the ranks of the best performing countries in the world. That must be our ambition.

The new primary language curriculum will be ready for children from junior infants to second class in September 2014. It will respond to the issue of curriculum overload, highlighted by IPPN over the last number of years. It will do this by reducing the number of outcomes and by integrating language across the curriculum.

We are seeking to fully imagine and explore the classrooms of the future to maximise the use of space for exciting learning Improvements to initial teacher education and better continuing professional development are central to delivering the ambitious targets in the Strategy.The extra year (in teacher training) will allow colleges to change the focus within their programmes to place a greater emphasis on the pedagogical skills of our teachers. The B. Ed. Degree programme will include longer and more structured teaching practice. And we are moving to bring all teacher training within six centres of education that can become centres of excellence in education. As they develop, they must expand their capacity to support improved leadership in our schools.We need IPPN to fully engage with the development of Initial Teacher Education – you will have a key role in building the capacity of these institutions to help educate our present and future school leaders.

We are seeking to fully imagine and explore the classrooms of the future to maximise the use of space for exciting learning; to provide innovative spaces that respond better to learning styles of all children; to better harness the potential of ICT as a tool for learning; to design classrooms to be based on sound pedagogical principles.We have commenced a research survey of our highest quality recently-built primary schools.

The results will inform my Department’s review of the current design guidelines for primary schools.

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The question of school ethos is one faced by parents when deciding upon primary schools.

The Forum on Patronage and Pluralism highlighted the need to survey the views of parents in areas of stable demographics. It is clear from the surveys of five areas conducted before Christmas that a significant number of parents want a broader choice of school ethos for their children. Once a further 38 surveys are complete, we will examine how the change demanded by parents can be delivered.

We hope to commence work shortly, subject to the availability of resources, on the development of a primary learner database. This will build upon the current post-primary learner database.

It will provide valuable information for the development of policy within the Department.

It will also go some way towards reducing the administrative burden on schools when it is fully implemented. There are other areas, such as the nature of roll books in our schools, that we would like to invite the education partners to discuss with us.

We have commenced a research survey of our highest quality recentlybuilt primary schools.

The results will inform my Department’s review of the current design guidelines for primary schools.

To conclude, I want to pay tribute to the role you play as leaders of our schools. Working together, we can reduce the stresses and strains on our students and we can do so while also improving the quality of their education.

Other topics covered include Action Plan on Bullying, Transition to Post-Primary, School Autonomy and Future Planning; School Self Evaluation. Full speech text is available on www.ippn.ie under Events – Principals’ Conference – Principals’ Conference 2013 – Keynotes.

IPPN Annual Principals’

CONFERENCE

2013

‘There is a gross imbalance between capacity and expectation’ Excerpts from Seán Cottrell’s address at Conference 2013 SSE is one of the buzz words these days. Perhaps it would be timely if we were to focus on what a Ministerial Self Evaluation might look like.There are some obvious ‘Strengths’, including the planned replacement of prefabs, building new schools, opening up the debate on school patronage and a national strategy for literacy and numeracy.The proposed Action Plan on Bullying will hopefully be a positive step in tackling the scourge of cyber bullying.And there are new levels of transparency in Marlborough Street.

On the other hand we all know that there are several ‘Areas for Improvement’. Education was an agreed priority for this government. Does prioritizing education mean increasing class size in schools with four teachers or fewer, reducing the overall number of resource teaching hours and English Language teachers, cutting capitation, getting rid of the minor works grant and squeezing the summer works scheme?

I normally have the pleasure of thanking the Minister for providing substitution cover to enable Teaching Principals attend their professional development conference. For the first time, sub cover has not been provided. This decision is short-sighted. It also questions the value placed on principals of smaller schools by the department.

Cutting back on professional development whilst continuing to add extra responsibilities to the principal’s role is a dangerous game.

I could never understand why small schools led by teaching principals have the least administrative support. After all, the core responsibilities are the same for all principals, regardless of school size. If we are going to compare standards between different countries, fine. Let’s also compare the support schools have. In other countries, resources to employ administrators are ring-fenced, making sure that principals can do what they do best – focusing on the quality of teaching and learning.

Here, the ancillary grant has never been sufficient to hire the skilled administrators principals really need. And that grant was cut last year.

Even more damaging to principals’ workload is the gradual scrapping of In-School Management.

Can you imagine the impact on the department if they lost half of their assistant secretaries, principal officers and advisors? This is exactly what is happening in many schools.

There is a gross imbalance between the leadership and management capacity in our schools and the

expectations of the department. To resolve this imbalance, the department must prioritise funding for skilled administrators, a minimum of one noncontact day per week for the leadership and management role of teaching principals and the reinstatement of in-school management posts.This is about getting the foundations right on which we can build an education system fit for the future.

If the principal is overloaded to the point of not being able to cope, it’s not long before it affects the quality of learning for children.There is a limitless amount of work that can be done. A shared, coherent vision for primary education is badly needed.The cumulative effect of all the initiatives over the years has a profound impact on your workload and ultimately on your health – ‘Death by initiative’. Some of the most obvious effects of excessive workload include stress, leading to ill health; feelings of guilt; anxiety; depression and low job satisfaction. This has been confirmed by our recent survey, where nearly half report being on medication for various conditions including blood pressure, depression, anxiety and sleep loss.

No matter how competent or confident a principal may be, constant overload can erode their sense of self worth to such an extent that some feel they can no longer cope. We know how some of our colleagues have suffered because they called IPPN looking for urgent help. I dread to think how many are suffering in silence, unable to take that first step to look for help.

When workload affects the health of an employee, the employer, in our case the board of management, has a legal responsibility to act. IPPN has recently raised this issue with the management bodies and the DES. We raise the issue because IPPN, as a professional body, has a moral imperative to bring it to the forefront on behalf of school leaders. Failure to address this issue will adversely affect the quality of children’s education.

As a profession, we must redefine what it really means to be a principal teacher. Ten years ago, IPPN commissioned the Hay Group to work with school leaders in defining the role of the primary school principal. As an extension of that report, our Executive is currently working on a framework which will enable us to redefine the role of principal in 2013, based on best practice.

The principals who thrive and not just survive in their role have certain qualities that set them apart.

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They rarely ask for permission but, guided by doing the right thing, they rely on forgiveness.

When faced with a challenge, they are not reluctant to lead.

They embrace change, provided it makes things better for the school, especially for the children.

They look after their staff and pupils.They model hope rather than despair, positivity instead of cynicism.They have a strong moral compass and a well-honed instinct for doing the right thing – based on the needs of children. They have a life outside of work. They have a confidence which allows them to communicate the challenges of their role to staff, parents and board members.

They have acquired the art of saying ‘no’.

As the leader of your school community, you have the greatest capacity of all to determine the direction and vision for your school - greater than the Minister, the board of management or the patron. The department is incredibly fortunate to have such a dedicated cohort of school leaders managing the learning of more than half a million children week in, week out. If the government genuinely wants to improve primary education, as the Finns did when they had their economic crisis, there are three strategies that will deliver: First – No more new initiatives unless schools are provided with the necessary capacity to manage their implementation. We have superb teachers – please let them teach.

Second – Give principals the administrative backup they need to fulfil their primary function of leading the quality of learning.

Finally – Trust principals. Give them the resources to run their schools and harness their capacity to lead.

Colleagues, we are leading our schools through tough and unprecedented times. But this too will pass.The road ahead is challenging and uncertain, but by supporting each other, together we must make sure that we will have achieved the very best for the children in our care, preparing them for an uncertain future. In the words of Barack Obama last Monday ‘we are made for this moment and we can seize, so long as we seize it together’.

Seán’s full speech text is available on www.ippn.ie under Events – Principals’ Conference – Principals’ Conference 2013 – Keynotes.

IPPN Annual Principals’

CONFERENCE

2013

Presentations, videos, speeches and much more on ippn.ie Over 1,000 principals attended the IPPN conference in January. We are delighted to be able to make keynote speech texts and videos as well as seminar materials available to all members via our website, as well as press releases and a photo gallery.

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To access Conference 2013 materials go to ippn.ie, log in with your username and password then and click on the Events tab. All materials are available within the Principals’ Conference – Principals’ Conference 2013 section. Alternatively, scan the QR code below with your smartphone and you’ll be taken directly to the webpage.

KEYNOTE SPEECHES Choose from videos, speech texts and biographies for Conference 2013 keynote speakers: I Gerry Murphy, IPPN President I Ben Walden of Contender Charlie I Seán Ó Foghlú, Secretary General of the DES I Seán Cottrell, IPPN Executive Director I Fr Peter McVerry I President Michael D Higgins I Mark Patrick Hederman, Abbot of Glenstal Abbey I James Whelton, co-founder of CoderDojo SEMINARS: Seminar materials prove extremely popular, not only among those who have attended the sessions, but also by principals looking for some practical guidance on a particular issue. The following presentations are available to download:

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The Teaching Council’s revised Code of Professional Conduct - Brendan O’Dea, Deputy Director of the Teaching Council Supporting the disadvantaged student in nonDEIS schools - Clare Ryan On our best behaviour! : An Integrated approach to behaviour management in schools - Ena Morley, Aoife Slacke, Miriam Conway of St Ultan’s NS Internet safety - protecting children in the digital age - Kyle Petrie, eSafety.ie Developments in Inspection and School SelfEvaluation: Listening to Principals about how external evaluation and school self-evaluation can best impact on school quality - Gary Ó Donnchadha,Yvonne Keating of the DES Inspectorate Reading fluency:The ultimate goal of reading instruction in the primary school - Gene Mehigan, Marino Institute of Education Managing challenging behaviour across the spectrum of adult relationships in the school community - Joe O’Connell, Director of Limerick Education Centre Leading the use of Technology to support Learning and Teaching - Madeleine Murray and Mary McGarry, PDST Managing Challenging Behaviour (SESS) Madeline Hickey and Ailbhe Dunne, SESS Child Protection - Keeping principals informed and children safe - Maria Doyle, IPPN

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School Self-Evaluation: Key Elements of a Whole School Approach to Effective Literacy Instruction - Martin Gleeson, Mary Immaculate College Teaching Principals - Practical Methodologies and Approaches - Micheál Rea & Kieran Healy, IPPN Reporting to parents:What you need to know - Noel Loftus, NCCA Leading,Teaching and Managing Maths in your School - Seán Delaney, Marino Institute of Education

EDUCATION EXPO - EXHIBITOR DIRECTORY: More than 125 companies exhibited at Education Expo 2013. You can view a full directory of exhibitors in the Conference web pages or through ippn.ie. Alternatively scan the QR code below.

Please consider our exhibitors when making purchases for your school over the coming year – their support is vital to IPPN. Additional resources: Press Releases are available in the Advocacy – Press Releases section I Photo Gallery – photos of conference attendees, exhibitors and keynote speakers are available in the Principals’ Conference – Principals’ Conference 2013 section of the website.

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The Gathering

By Damian White, Principal of Scoil Shinchill, Killeigh, Co. Offaly

Come hither you all from each part of the earth To the broken sod which you’re adhered to by birth Money we need and we’ll shower you with Blarney From the great Malin Head to the lakes of Killarney.

Whoever came up with the latest grand plan Probably thinks he’s a mighty great man But principals are gathering for a great many years To discuss education and drink a few beers.

Yes, the government wants us to gather in force Yet they pull sub cover to prevent such discourse.

But forgiveness is but an add-on to permission As four hundred teachers stuck with their mission To them goes the credit for adjusting mid air And landing in Saggart with stories to share.

The clarion call to gather and greet Saw a thousand souls at Olivia’s feet Once more she captured the mood of the room Working hard to deflect our deep sense of doom Forensically calling our guests to account To back up their words with details of amounts, Saying what it would cost to fund their grand plans In this time of austerity and increasing demand,

Ballymurphy’s finest with words of rare silk She’s our soothing blanket, our mother’s milk.

Our messages this year are clear and stark Funding for basics is wide of the mark For President Gerry, the Roll is a pain Refilling the Rolla was a task for no gain.

He talked of the hunger some children endure Such a poor start in life makes the future unsure Our own Julius Caesar without the same fate On the Ides of March as he heads towards the gate Making way for the Royal, King Brendan of Tara With the finest beard since Kevin O’Meara.

Friends, Romans, Countrymen, lend me your ears Ben Walden had us aghast at his tears The power of Shakespeare laid bare on the stage Great drama, like whiskey, improves with age.

As we looked round the room in search of a fox While the owls kept their counsel Though they’re here in their flocks.

Seán Cottrell bestrode the stage with élan Death by initiative not part of his plan.

The food was quite lovely, both afternoon and night With not an ounce of horse burger in sight.

President Higgins inspired with his passion PAG E 1 5

Urged us to keep art and poetry in fashion.

Fr McVerry kept the focus on youth The man of God is the bearer of truth.

The President/poet and priest were at ease Their words a placebo for financial disease.

Glenstal’s abbot was a breath of fresh air Mr Gradgrind’s facts bible caused him to despair His thoughts a revelation; his humour sublime A great educator ahead of his time.

Then came a young man with wonderful news The story of Dojos in his bright red shoes James Whelton a lad with a shed full of wonder He started by pulling old TVs asunder IT in Ireland young James says it sucks The young Steve Jobs took no learning from books.

So the great conference gathering drew towards an end New and old faces, they’re all on the mend The arrows of fortune, its outrageous slings Mean we cannot afford now so many things.

We head back north, south, east and west Renewed and rebooted for what we do best.

IPPN Annual Principals’

CONFERENCE

2013

‘Our job is to give young people the opportunity to give’ Excerpts from Fr Peter McVerry address to IPPN Annual Principals’ Conference 2013. Peter founded the Peter McVerry Trust – ‘Opening Doors for Homeless People’ thirty years ago this year.

I have the greatest admiration for teachers who give their lives to the children in their classroom and, as teaching has become more and more difficult since I taught for two years at Belvedere College in the 60s, so my admiration has grown.

Teaching was also my first introduction to social justice. As a rookie teacher, I was given the task of teaching science and maths to every third stream class in the school. I quickly came to realize how appallingly unjust that was: these pupils needed the best of teachers, not the worst, but the attitude was that since they were unlikely to be very successful anyway, it didn’t really matter who taught them, the best teachers should be assigned to the brightest pupils. I quickly became a strong opponent of streaming, on justice grounds.

A colleague invited me to visit the small youth club in the flats behind the College. I went, I saw and I stayed. I later encountered a child whom I knew from the flats sleeping on the streets. He was nine years of age. And the rest, as they say, is history.

One of the things that homeless young people have in common is a tremendous lack of selfesteem. They feel that they are of little value.

Rejected often by family, hassled by the police on the street, kept at arm’s length by most of society, they feel they are a failure. Most were either suspended from school or simply stopped going.

But how could they stay focused in school?

Perhaps they had been up half the night while their parents, well tanked up, had an almighty row, shouting and screaming at each other or any one of a variety of dysfunctionalities that may have characterised their family. Attending school was not the most important issue in their stressed-out lives; indeed it was just another unwanted stress.

I came to realise that while we provide accommodation and drug treatment and counselling for young homeless people, we are really trying to do something much more important - we are trying to restore their sense of their own value. And if we are not doing that, the rest becomes irrelevant. Perhaps that is what my work and your work has in common.

Your job is to ensure, not only that every child leaves your school able to read and write appropriately for their age, not only that they have had the educational development which is appropriate for them, but even more importantly, to ensure that they leave school feeling good about themselves. The greatest gift any of us can give a

young person is to enhance their self-esteem. If that is missing or in short supply, then a young person’s future is very bleak, and society will suffer the consequences.

The greatest gift any of us can give a young person is to enhance their selfesteem. If that is missing or in short supply, then a young person’s future is very bleak, and society will suffer the consequences.

When young homeless people return to us, they usually say something like, “Thank you for being there for me when I needed you.” What they remember, and what they value most, was the relationship: a relationship in which they felt cared for, valued and in which they did not feel judged.

They sometimes talk to us about their teachers.

But they do not talk about the great teacher, they talk about the kind teacher, the one who cared.

And that is the task of every teacher, every principal, every youth worker, everyone involved with young people. I often say that a good youth worker makes some of the young people they work with feel important; a great youth worker makes all of them feel important. I’m sure it is no different with teachers, or principals.

One of the lessons I have learnt from homeless people, particularly those whose behaviour is most problematic, is that there is always a story behind that behaviour. When I feel like throttling them, or walking away, I ask myself: “Where are they coming from?” It may take a long time to discover, but the discovery is always revealing and sometimes harrowing.We judge people much too quickly, because we don’t know what has gone on, or is going on, in that person’s life. Of course he’s going to be angry, distrustful of adults, and he’s going to bring that with him into school.

We tend to define ‘problem children’ as children whose behaviour causes problems for us, as teachers or principals or citizens. Our criteria for success becomes the measure in which their behaviour changes. What we call ‘problem children’ are better defined as “children with PAG E 1 6

problems.”The more difficult young people are, the more damaged they are and therefore the more that they need our help and our support.

But often the more difficult and the more damaged young people are the ones who get the least help.

Your job and my job is, I think, to promote the development of young people by which I mean the freedom to choose to live the kind of life we value. Expanding a young person’s vision of the world through education, and above all promoting a positive self-image expands the choices open to them in life. But what they make of those choices is their decision, beyond our control. Our success is not measured by their external behaviours, but by their internal attitudes. I could not continue to do the work I do if I were to judge success and failure by the criteria of this world.

When I started to work with homeless people, I thought I was the one who had something to offer them; I have long since learnt that they have so much to offer me. Our dignity and sense of our own value depends on us believing that we have something of value to contribute to the lives of others; for most people, their contribution is through their own family, through work, through involvement in the community. But homeless people are always on the receiving end of things: everyone is doing something for them, getting them a bed for the night, getting them their welfare payments, getting them counselling.

Perhaps children are in the same situation. If you are always at the receiving end, everyone doing everything for you, it destroys your dignity and sense of your own value. And so I think our job is to give young people the opportunity to give, as well as to get. Even from a very early age, giving young people the sense that they are contributing to someone or something else is essential.

We are all, you and I, in the same business of helping people to acknowledge their own inherent dignity, to appreciate their own value and to recognise the value of each person around them. We are teachers first and foremost by our example, much more than by our words.

Full speech text is available on www.ippn.ie under Events – Principals’ Conference – Principals’ Conference 2013 – Keynotes.

Contact the Peter McVerry Trust at info@pmvtrust.ie or at their website www.pmvtrust.ie

IPPN Annual Principals’

CONFERENCE Sponsored by

2013

We would also like to thank the following companies for their kind contributions:

SOS G ROU P

IPPN would like to thank our Education Expo exhibitors this year for their support in helping deliver our annual conference and contributing to its success. Please consider our exhibitors when making purchases for your school over the coming year. A full directory of the exhibitors is available on the conference web pages or by scanning scanning the icon on the right.

Finally, we would like to thank the many principals who have referred companies onto the National Support Office and who go on to exhibit at our Education Expo. Your support has helped us make Education Expo the largest trade event for school suppliers.

Eileen Burns, Scoil Bhríde, Rochfortbridge, Co. Westmeath, winner of the Allianz All-Ireland Hurling Final weekend, courtesy of Allianz. Pictured with (L-R) Anthony Shannon, Alan Black and Ciarán Whelan of Allianz

completed

Passport prize winners Olga Hyland (centre left), Cloch an tSionnaigh NS, Ballycolla, Co. Laois and Elma Huggard(centre right), St John The Baptist NS, Midleton, Co. Cork pictured with Ronan Browne (left) and John Power (right) from Crannóg Financial Solutions who sponsored a prize of 4 premium level tickets for Ireland’s Six Nations game against France, with accommodation in the 5 star Raddisson Blu Saint Helens.

.

We would also like to thank Edco and Scoiltel for contributing prizes for the passport giveaway

PAG E 1 7

IPPN Annual Principals’

CONFERENCE

2013

‘Our future is in your hands’ Excerpts from Mark Patrick Hederman’s address at Conference 2013. Mark is Abbot of Glenstal Abbey.

It is no exaggeration to say that our future is in your hands. The young people who are in your care are the future of this country. Don’t allow anyone, politicians, economists, church leaders, anyone, to deflect you from your great purpose which is the complete flourishing of every one of the young people in your care.

The full flourishing of the children in our care, in every aspect of their personal lives, including their ability to read and to calculate, should be the overall goal of our education system.

Education should be the art of cultivating the emotional, physical, psychological and spiritual dimensions of the developing child. Anything less is a betrayal of their trust in us. Every child is more than a future employee; every person's intelligence and abilities are far more complex than his or her scores on standardized tests.

The curriculum devised for Primary Schools dating back to 1971 has been an overall success. Obviously it can be improved and the teachers can be better trained to cope with it.

But we should not start to panic and regress to methods of the past in the interest of better literacy and numeracy. In the present economic crisis it is too easy to cut off all subventions for the arts in schools and to concentrate attention on what are referred to as the basics. Such a short-term and pragmatic decision will be seen as counterproductive in the long run.

The full flourishing of the children in our care, in every aspect of their personal lives, including their ability to read and to calculate, should be the overall goal of our education system.

Education, in the end, means a certain kind of relationship between a teacher and a pupil.

From birth to adolescence, the human person needs sheltered conditions and personal

attention for maximum growth. Small is beautiful when it comes to schools. The secret of education is to have a lower teacher-student ratio: this is more important than having expensive facilities and up-to-date equipment.

Communication between people is vital for any form of education, as the essential element is person-to-person contact. Real education is a duet between the person of the teacher and the person of the student. The genuine educator is one who makes that introduction, that connection, without second guessing the conclusion or pre-empting the possible result.

Geniuses don’t need education from anyone – they flower in spite of circumstances. But geniuses are few, and the average child needs care and individual attention from competent and dedicated adults in a small environment to develop their own personalities. Unless such education is available to our children then let’s not pretend that what we are offering is ‘education.’ It is possible to impart instruction to any number of people, even by electronic means over great distances, but the secret of education is transmission from person to person. So, often, education is at present a matter of luck: meeting the right person at the right time. But such luck is more likely to happen in a small environment where real educational dialogue is possible.

direction. We should have been preparing them for a world beyond anything we had ever dreamed possible. Our children have no time for dilly-dallying, no space for inner or outer exploration, no opportunity for dreaming.

Every minute of every day is full up with ‘learning.’ They have to get through the ‘core subjects’ of the curriculum, they have to do their ‘homework,’ they have to practice cramming, they have to do their examinations, they have to aim for the points awarded for these examinations – they have no time to be children, they’ve grown up before they were allowed to know what was happening.

We should not harness our children to the business needs or the short-term economic growth of this country. Instead of making our educational system fit the targets of some economic plan in terms of market needs and jobs on offer, we should be listening to the voices of the children. These are the prophetic voices of the future. Teach the children how to speak for themselves and then let’s listen to what they have to say.

Inspired teaching opens the realm of the imagination, so that the living of life becomes an ‘art’ in itself. This art releases our potential and gives us the confidence to relate not only to ourselves but to all life around us. We also become, through this release of creativity in ourselves, problem solvers, lateral thinkers and lively entrepreneurial spirits, as a beneficial byproduct for the economy!

Our greatest natural resource is imaginative capacity. We should be inventing ways of educating which would nourish and encourage this potential. The education system presently in place in Ireland is potentially a weapon of mass destruction where imagination is concerned. We must know by now that the future, even ten years down the line, may be so different from the world we now experience that our parents would find themselves quite disoriented. We will find that we have trained our children in the wrong PAG E 1 8

Inspired teaching opens the realm of the imagination, so that the living of life becomes an ‘art’ in itself.

Who needs to memorise vast chunks of information when we all have Google? And what kind of job based on obedient following of rules has not been computerised or designed for robots? The whole obsolete factory model of education has to be challenged and replaced.

Allowing children to engage with their own creativity inspires confidence and engenders enthusiasm, spontaneity, fun; it provokes curiosity, and instils motivation at the same time as providing a task-oriented selfdiscipline. Nothing focuses the attention more than accomplishing a worthwhile creative task.

The full speech text is available on www.ippn.ie under Events – Principals’ Conference – Principals’ Conference 2013 – Keynotes.

IPPN Annual Principals’

CONFERENCE

2013

Substitute Cover for Teaching Principals Attending Conference The DES decision not to provide sub cover for teaching principals was deeply frustrating and impossible to understand. The increased work load that you have as a teaching principal and the continuous demands placed upon you to implement new initiatives makes it all the more frustrating to discover their decision to withdraw conference sub cover.

Even more so when we have learned that second level teachers attending the Institute of Guidance Counsellors’ AGM in March have been granted sub-cover. We await the Department’s logic as to why the same was not granted to teaching principals.

DES EMAIL

WHY WAS THERE NO SUBSTITUTE COVER FOR CONFERENCE? In spite of intense lobbying and several meetings with the Minister and his senior officials, the DES has withdrawn substitute cover for teaching principals as a cost saving measure.

Last year, we were notified by DES that it would be the last conference where teaching principals would receive substitute cover.

WHAT EFFORTS HAS IPPN MADE TO RE-INSTATE SUBSTITUTE COVER? A number of meetings took place between IPPN Executive members with the Minister and his senior officials (March - July 2012). We made the strongest possible case to change their mind and provide the necessary sub cover. During each meeting, we reiterated our members’ feedback.

Teaching principals are under extreme duress given the complexity of their role and lack of admin support. We also focused on the dearth of professional development to meet the specific needs of teaching principals. We pointed out that the use of administration days to attend our National Conference was not what the days were intended for as they are clearly required for administration purposes. We were bitterly disappointed as the meetings proved unsuccessful. We subsequently received an e-mail from the DES – please read below and make your own judgement of the department’s blanket refusal to provide substitute cover.

Not for giving up, we subsequently made a specific submission on behalf of teaching principals which focused on the prioritisation of leading and learning in their schools. Please see link below with another response from the DES. I can assure you that no stone was left unturned in our negotiations.

No amount of professional rationale, persuasion or debate will change their decision.

The agreed programme for government and its reference to the importance of the role of principal with regard to school improvement, literacy and numeracy, DEIS etc rings hollow as the resources to underpin this statement diminish before our eyes.

Folks, Each of your organisations were informed last year that the Department could no longer afford to provide substitution cover for Teaching Principals and Deputy Principals to attend conferences. This resulted from Budget discussions in late 2010 that savings were to be found from the teacher substitution budget. The issue was the need to reduce substitution costs and not any issue about the benefits of the conferences.

The Department wishes to clarify a primary school can, at the discretion of the Board of Management, decide to use some of the existing principal release days to facilitate the attendance of their Teaching Principal or Deputy Principal at professional development conferences that are organised by IPPN, INTO or management bodies.

Any such decision is a matter for the Board of Management of each school and it is up to it to make its own judgement on whether this is the best use for their principal administrative release days. There is no change in the overall number of principal release days which is either 14, 18 or 22 days depending on the size of the school (details set out in Circular 25/02).

The Minister has requested that any such conferences are scheduled as much as possible outside of the school year (either at weekends or during school holidays) so as to minimise the requirement for schools to use their Principal release days. In this regard the Department’s prior approval of the schedule for the conferences will be required.

Regards Hubert Loftus Principal Officer

A hardcopy letter issued by the DES on 24th October reiterated many of the same points. A PDF of the letter is available to view by contacting the Support Office.

This article was originally issued as an e-scéal to IPPN members on 29th November 2012

Le meas Seán Cottrell PAG E 1 9

IPPN Annual Principals’

CONFERENCE

2013

Our primary school days a footprint on the landscape of our lives Excerpts of address by President Michael D Higgins to the IPPN Annual Principals’ Conference If a roomful of adults was asked to recount their memories of their days in primary school, I have no doubt that all of them would have strong and enduring recollections of that period in their life. For some, the question would awaken happy memories of friendships formed, talents nurtured and new interests awoken. For others, for a variety of reasons, their primary schooldays might be recalled differently, some may recall of sense of boredom, disengagement and a longing to be somewhere else.

And of course there are yet others for whom recalling their primary schooldays will always awaken memories of fear, anxiety, a sense of exclusion. In so many ways the values of a society inform the atmosphere of education at any particular time.

The primary school is the foundation of our education system and our school principals have a critically important role in our work In so many ways for our young people, their confidence, character and ability to respect and value themselves is formed and developed during those all important early years of their lives. The achievement of good mental health and the building of positive self esteem and problem-solving abilities amongst young people must happen in their primary years of education and the school environment has a critical role to play in promoting that positive mental wellbeing.

For all of us, our primary school days will have left a legacy; a footprint on the landscape of our lives; memories and experiences which continue to influence us long after we walked out of the school gates for the very last time.

In recent years we have, perhaps, been too ready to measure our strength as a country in narrow and purely economic terms and there is always the danger of leaning on the educational system and practice in a narrowly utilitarian way.

Quantification and measurement are important, maybe particularly so at times of austerity; but

it is in such times too that the baseline qualitative essentials must be protected.

However a country’s well being is so much more than its economic performance. The ability of people to relate as one equal citizen to another to value our shared health and the natural environment is a proper aim of education and a true measure of a country that has the mental well being of its citizens as its concern.

I read with the greatest concern this morning your President’s findings from a survey of principals that 1 in 5 principals are reporting more pupils arriving at school hungry, in 2013, in our Irish Republic. The Irish people do not want this.

The primary school is the foundation of our education system and our school principals have a critically important role in our work, as a society, to attain a truly inclusive citizenship based on participation, equality and respect for all. School Principals have a major influence on young minds and they give examples of personal and social values through word and deed.

Principals, teachers, and parents know that a school is not simply an educational institution; a building where classes are held and tests are administered. The school setting is a place where our children interact, socialise and develop, gain confidence in their abilities; broaden their horizons, at different paces which we must recognise; learn to feel secure beyond the safe confines of their family life; a place to embrace their individuality whilst also respecting the norms around them and the individuality of others. Our schools are, however, places of vulnerability, and for some children, oases in a world of family pressures, conflict, stress and all the consequences of unemployment, exclusion and the disastrous results of the failure of the speculative reliance on unregulated markets which is affecting not only Ireland but over all of Europe and so many places of the world.

School should be a place where pupils have the possibility and encouragement to forge strong friendships, discover new and exciting truths, and create many happy memories. Literacy and numeracy are, of course, extremely important PAG E 2 0

but in our efforts toward the acquisition of these crucial skills for participation we must also ensure that our children are equipped to lead full, rewarding and useful lives on their own ethical terms.

I have every confidence in the deep compassion, ingenuity, and instinct to solidarity of our people, in their resilience; and I recognize it in the many principals I have met.

There can be no doubt that, in a modern and multi-faceted society, the school principal must often walk a very fine line indeed; a line which, while recognizing and respecting parental rights and responsibilities, must always put the child first by guarding the welfare of the pupils in their care. This, and the many other challenges presented to us in a contemporary and rapidly changing society, present school principals with an increasingly complex environment in which to ensure that the school experience remains a relevant and positive one for the vast majority of their pupils. I have every confidence in the deep compassion, ingenuity, and instinct to solidarity of our people, in their resilience; and I recognize it in the many principals I have met.

The title of this Conference ‘The Future is Now’ underlines not only the importance but also the promise of working together towards a future in which every school’s atmosphere, culture and conditions will enable an education system that maximises the potential and realises the full possibilities of the next generation of active citizens to be sustained. In these challenging times, this is a very apt theme and it is imperative that we all plan so that our primary education is capable of meeting the needs of our children and society today and into the future, the needs of citizens who will take ethical charge of their lives together.

The full speech text is available on www.ippn.ie under Events – Principals’ Conference – Principals’ Conference 2013 – Keynotes.

SESS ‘Book Borrowing Online’ Scheme The Special Education Support Service combines the old with the new to provide a unique book-borrowing scheme

By Madeline Hickey, Director, Special Education Support Service Amongst the many challenging roles of principals is the one of trying to ensure that staffs remain up to date with current research to meet the everincreasing diversity and complexity of need that arises in schools. In the case of Special Educational Needs (SEN) the mainstream teacher has prime responsibility for the learning and teaching of pupils with SEN. There is a need for individual teachers to update themselves in the diversity of learning and teaching materials which now exist for SEN. Mirroring this, the range of available continuing professional development (CPD) formats and resources is also diversifying. The oldest form of information and advice resource for teachers is probably the good-old-fashioned book.It has been the mainstay for centuries – something solid and authoritative to be dipped into for dependable content from leaders in the field. In more recent times, however, the conventional ‘hard-copy’ format has given way somewhat to a myriad of new digital, on-line and ‘cloud’ resources. Each has its own place – its advantages and disadvantages.

The SESS Book Borrowing Online scheme gives teachers hassle-free access to almost 1,500 resources, free of charge Now, in a novel approach that combines the conventional with the modern, Special Education Support Service (SESS) has developed a ‘Book Borrowing Online’ scheme whereby books in hard-copy and other resources can be borrowed by teachers through their website.

With this creative approach many of the disadvantages which have reduced the popularity of the book are eliminated – the need to physically go to a library or shop, the limited choice of titles related to a specific specialist topic, and the cost.

The administration of the system is designed to operate as simply as possible for teachers. Schools register for a fee of €20. A subsequent annual charge of €30 allows individual teachers to sign up and borrow as many books as they wish for the year. In effect, it gives teachers hassle-free access to

approximately 1,500 resources, free of charge.

A downloadable list of all available resources is also available on the SESS website, with separate listings for specific areas such as autism, challenging behaviour, exceptional ability, dyspraxia, dyslexia and sensory impairments.

The scheme was introduced on a pilot basis in 2009 and its popularity – with now up to 1,000 schools registered – shows that there is still a strong appreciation of the traditional hard-copy media. In addition, the service also has resources like DVDs available in its catalogue.

‘In SESS we are keenly aware of schools’ support needs and we do our best to provide a CPD service in as many ways as possible to suit individual schools and teachers. As part of that service, the Book Borrowing Online scheme means that teachers can have expert books and resource delivered directly to them, free of charge.’

The development of the Book Borrowing Online scheme is based on SESS’ philosophy of making CPD available to schools in as varied and accessible ways as possible. The Department of Education and Skills established SESS as a service in 2003, with a remit of enhancing the quality of learning and teaching in relation to special educational provision and, in doing so, to co-ordinate, develop and deliver a range of professional development initiatives and support structures for school personnel working with students with special educational needs. In fulfilling that role, SESS currently provide a range of CPD options to schools which are listed on their website. It was in this context, according to Madeline Hickey, Director of SESS, that the Book Borrowing PAG E 2 1

Online scheme was setup: ‘In SESS we are keenly aware of schools’ support needs and we do our best to provide a CPD service in as many ways as possible to suit individual schools and teachers. As part of that service, the Book Borrowing Online scheme means that teachers can have expert books and resource delivered directly to them, free of charge.’

The availability of the Book Borrowing Online scheme means that principals have yet another valuable option available when developing their CPD strategies and plans.

The books and resources, for example, could be used by individual teachers, groups of teachers or the whole-school team working on a particular area or topic. Similarly, the books and resources could be borrowed for use in particular CPD events and initiatives taking place in the school.

By registering for the scheme and advising teachers of how the scheme works, principals can help ensure that learning and teaching standards in the school are developed and maintained to the highest possible standard in relation to special educational needs.

Full details and application procedures are available from the SESS website at www.sess.ie/bookborrowing.

SESS is an initiative of the Teacher Education Section funded by the Department of Education and Skills Cork Education Support Centre (CESC) is the host centre from which the SESS operates.

Contact details: SESS, c/o Cork Education Support Centre, The Rectory,Western Road, Cork Tel: 1850 200 884 - Fax: 021 425 5647 - Email: info@sess.ie - Website: www.sess.ie

Scoilnua Gabriel O Cathasaigh

Tá an scoil nua tógtha is an bogadh thart. Áthas ar mhuintir Bhaile an Chollaigh go bhfuil ré nua órga in ann do Ghaelscoil Uí Ríordáin le háiseanna den scoth i dtimpeallacht fíor álainn. Táimíd te teolaí agus anchompórdach san fhoirgneamh gleoite seo.

On Tuesday 6th November after years of campaigning 530 happy pupils along with hundreds of parents and staff bid farewell to the old rented building at Cúl Rua and walked the 3 km journey to our new building at Carraig an Earra.This was a joyous and momentous occasion as we snailed our way through the beautiful village of Baile an Chollaigh. Shopkeepers, shoppers and onlookers alike wished us well as we finally locked the doors of our rented accommodation which was our home for the past twenty nine years.

Construction of the three storey, twenty four classroom building began on the 16th January 2012 with completion date less than ten months later.

toilets but are compensated by enjoying PE classes in the spacious and comfortable spórtlann.

While the size of the new building seemed daunting and we worried that we would miss the sense of community the old and overcrowded building provided, the opposite has been the case. Communication, cooperation and sharing of resources between classes is easier due to the fact that each floor houses a particular age group. Junior classes are at ground level, middle classes on the first floor and senior classes on the second floor. The layout of the building also ensures that there is more interaction between pupils and teachers as they go about their day.

Táimíd ar fad ag dul i dtaithí ar aoirde na scoile agus ar na staighrí. Ní bheidh orm dul go dtí an gym a thuilleadh mar go mbeidh mo chuid gleacaíochta déanta agam ar na staighrí agus mé ag dul ó sheomra go seomra. Comhghairdeas agus buíochas ó chroí le gach éinne a chabhraigh leis an dtionscnamh seo a thabhairt chun chrích.

Construction of the three storey, twenty four classroom building began on the 16th January 2012 with completion date less than ten months later.

Glenman Corporation was appointed the main contractor, with Healy Kelly Turner and Townsend as project managers to deliver the school under the department’s Rapid Build School Programme. It is a highly energyefficient building, easily heated as all classrooms are facing either south or southeast and has a 2.8 air tightness measurement, ensuring the building retains its heat. Ceilings in the classrooms are 3m high with generous ventilation and light. Rain water harvesting is central to the energy efficiency of this building.

Children (to their disappointment) no longer travel long distances to the

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Procurement

By Seán Cottrell There has been outrage expressed by attempts by the National Procurement Service (NPS) to bring greater ‘value for money’ by getting us all to buy from the one company – a company that has won a contract following the NPS tender process. This may work for items which cannot be bought locally such as electricity, gas, water and waste collection. However, when you start expanding these procurement deals into areas such as photocopiers, stationery, janitorial supplies, ink cartridges etc., it’s not so clear.

Most of these products are being supplied to schools in the local town or village. It is quite common to see the local supplier providing such products at a discounted rate because they want to give the best value to their child’s school. Ten years ago the rush to purchase from an international mail order company (another word for Nordic raiders) was short-lived as people discovered some products were on offer as ‘loss leaders’ and other products were either dearer than normal or of inferior quality. Principals place a high value on being able to ring their local

supplier, sometimes at short notice, and get a delivery first thing Monday morning. Dublin-based companies with fixed call out charges are not a lot of use when your oil tank is empty. Also, when it comes to sponsorship for your school raffle, inevitably it is the local businesses that come up with the prizes.

Pressure to purchase only from NPS contracts could easily have the opposite effect to that intended. Yes, it may drive down some prices but cheaper will inevitably lead to inferior quality. A further consequence will be the loss of hundreds of jobs in small businesses who are supplying goods and services to local schools. Compulsory purchasing driven by a national agency appears at face value to be a brilliant idea.

However compulsion isn’t always the right approach. Perhaps giving boards of management pricing frameworks which can then be used to get best value from local suppliers is the way to go.

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The Redeployment Panel

By Virginia O’Mahony, IPPN Assistant Director The IPPN Executive has for long been concerned about the effect the panel has on the workload of the principal. Every September, for a number of years now, it is disturbing to hear from principals that the recruitment process has taken up a disproportionate amount of time and energy over the summer months and has even denied some principals the time to take a family holiday.

Last September, with a view to contributing to an effective DES review of panel regulations, IPPN consulted members of the National Committee, IPPN Executive members and many principals involved in the process in 2012.

We then made the following observations and recommendations to the DES with a view to improving the general efficiency of the panel system.

■ Separate subsidiary and supplementary panels adds a further hurdle to the redeployment process so one supplementary panel would be more effective.

■

■

Strong feeling exist among principals that Panel Officers are not being appointed early enough in the process. There is a requirement for a more clearly-defined and published timeframe for schools with vacancies to interact with the redeployment panels. This initial timeframe should be followed immediately by the appointment of Panel Officers, who would then deal with the redeployment of any remaining teachers on the panel under strict and clearly-established criteria.

There is a definite lack of awareness in schools of the criteria and guidelines being used by panel officers. We live in a world where openness and transparency are sought and lauded. For the work of the Panel Officer to be effective and credible, their decisions must be transparent and made with: ● lack of bias and ● observance of fair procedure

■

A huge discrepancy exists between the decisions of different Panel Officers and this lack of consistency must be addressed.

■

There is also a perception that pressure is being brought to bear by some Panel

Officers on Newly Appointed Principals, despite the fact that the final decision in relation to recruitment always rests with the Board of Management as the employer.

■

■

■

In relation to criteria appropriate for the Panel Officer to use, consideration should always be given to the extent to which a school has engaged with the panel process both in the current year and in previous years.

A school that has a vacancy and also has a teacher in the school that is on the supplementary panel needs to be given some leeway in relation to its engagement with the permanent panel.

The issue of schools that do not declare a vacancy to the panel operator initially, and subsequently advertise the vacancy immediately the panel has cleared, shows a distinct intention on their part not to engage with the panel. This is most unfair on the schools that always comply with the agreed redeployment system.

■

A lack of clear understanding by some schools and teachers in relation to the operation of the panel is obvious. A better communication system needs to be put in place for Newly Qualified Teachers in particular. The existing panel booklet needs to be urgently updated to include all recent changes and to allow for the use of email in all correspondence with the DES.

■

The teachers on the panel are not informed if they have secured panel status until some days before the panel list is published. As this places such teachers and their schools in a difficult position, such notification should issue to teachers much earlier.

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Appropriate protocols need to be developed in relation to the situation where a school opts to interview a number of teachers on the panel before making their decision.

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The DES must ensure that all teachers initially placed on the panel actually have

PAG E 2 4

panel rights so that the initial panel list does not change.

■

Principals find that in the operation of the panel the process is slowed down by the fact that the DES and some panel operators do not share information quickly enough.

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There should be only one panel requirement for Special Schools and when that is clear, schools should be then allowed to advertise.

■

In a small number of cases the issue of the underperforming teacher is still a live issue when schools are dealing with the panel.

It can be the underlying problem which causes the whole process to grind to a halt.

Having raised these issues with the DES, it is good to know that Circular 30/2012 and the recently reviewed panel regulations address many of the concerns of principals.

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Aiming High in Mathematics

By Una Feeley, Principal of Scoil Mhuire, Br an Chlochair, Co. Roscommon In 2008, Frank Walsh, director of Athlone Education Centre and James Mulcahy, director of Cork Education Centre had contacted a number of universities in Ireland and the UK with the intention of setting up and supporting a group of Irish teachers, interested in pursuing a doctoral programme in education. Following a lengthy road of enquiry, they decided to register the group with Lincoln University in the UK, under Professor Howard Stevenson. In October 2008, I joined this group.

My main interest was mathematics. Over the years I shared my colleaguesâ&#x20AC;&#x2122; disappointment, that some pupils who consistently scored 8-10 in standardised mathematics tests in primary school, chose ordinary-level (OL) mathematics for the Leaving Certificate (LC). My main question was: â&#x20AC;&#x153;Why do students presenting as high-achievers in mathematics in primary school choose not to study higher-level (HL) mathematics in post-primary school?â&#x20AC;? To answer this question I undertook a study titled Aiming High in Maths (AHiM). The views of a cohort of 321 senior post-primary students were sought using student questionnaires and essays, involving four midland post-primary schools and fifty-two feeder primary schools.

Achievement in mathematics of 223 of these students was tracked using standardised test results from primary school and state examination grades. In October 2012, I submitted a thesis â&#x20AC;&#x153;Understanding the Influence of Previous Achievement, Student Choice and Attitude on Achievement Levels in Mathematicsâ&#x20AC;?.

What did I learn?

Correlation between Standardised Test Results and Junior Cert Outcomes There is a strong positive correlation between the standardised test score and Junior Certificate (JC) grades. It is possible to be 95% confident that for a ten unit increase in the standardised score, the JC result goes up by one grade. A student with a standardised score of 110 would be expected to get a grade C in HL mathematics in the JC. A student with a standardised test score of 120 would be expected to get a grade B in HL in the JC. Students are performing consistent with their standardised scores in mathematics from primary; through to 3rd year in post-primary

school. However, by the time these students sit the Leaving Certificate (LC), they are not performing in mathematics at the level that would be expected of them. In 2012, while 48% of students sat HL mathematics in the JC only 22% chose HL in the LC (State Examinations, 2012).

Over the years I shared my colleaguesâ&#x20AC;&#x2122; disappointment, that some pupils who consistently scored 8-10 in standardised mathematics tests in primary school, chose ordinary-level (OL) mathematics for the Leaving Certificate (LC).

With the new post-primary curriculum Project Maths the government aim to have 60% sitting the HL paper in the JC and 30% in the LC (NCCA, 2008). Twenty-five per cent of students would be expected to get a standardised test score of 110 or higher (NCCA, 2007). Teachers should be aware that primary school students with the ability to consistently achieve a standardised test score within the range of 110 or higher are potential HL students for the LC. The American Chamber of Commerce in Ireland raised its concerns about the low uptake of HL mathematics for the LC, identifying this as a barrier to Ireland fulfilling its potential as a knowledge economy, causing serious shortcomings in the skill sets required to attract US businesses to Ireland (AMCHAM, 2009 and 2010). To increase the percentage of students choosing HL mathematics for the LC, it is critical to keep our high-achievers challenged, motivated and interested in mathematics from a very young age.

While JC, state examination results remained stable for the 2000 â&#x20AC;&#x201C; 2009 periods (Cosgrove et al., 2010), Irish PISA results, on the contrary declined, with the countryâ&#x20AC;&#x2122;s ranking in

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mathematics falling from 20th in 2006, to 26th of thirty-four OECD countries in PISA 2009 (Perkins et al., 2010). While recognising the merits and flaws of international assessments (Prais, 2003), data from these studies represents the best attempts so far to provide reliable, comparable, educational data. Test results show there is a clear disparity between the levels Irish fifteen year-old students are attaining in mathematics nationally and internationally, highlighting a need to review the proficiency levels and standards set for students here in Ireland. The strong correlation between primary standardised test results and JC grades identified in the AHiM study identifies a need to align pupil attainment levels in mathematics with international standards, not only at postprimary level, but also at primary level.

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With regard to standardised tests used in primary school, the DES stipulate that “tests chosen are normed for the Irish population” with no reference to proficiency levels, other than stating that tests must be consistent with the primary curriculum (DES, 2011). The main purpose of norm-referenced tests is to allow teachers, pupils and parents to compare any individual pupil’s mathematical performance with standards of mathematical attainment nationally (NCCA, 2007). A criterion-referenced test “describes the degree to which the performance of an examinee meets an established standard, criterion, or proficiency level” (Shiel, Kellaghan and Moran, 2010: 26). It should be noted that with normreferenced testing, it is possible to have a high standardised score, by reference to the performance of others, but still to have a comparatively low level of knowledge about a subject. In PISA 2009, only ten of thirty countries used norm-referenced tests. Seven of these countries, including Ireland, all scored below the OECD average (OECD, 2011).

Countries using criterion-referenced tests such as Korea, Finland, Belgium, Estonia, Denmark, Japan and Germany all scored statistically, significantly above the OECD average. The apparent preference by the DES that schools use norm-referenced, standardised tests (normed on the Irish population), not criterion-referenced tests, needs to be debated.

The main purpose of normreferenced tests is to allow teachers, pupils and parents to compare any individual pupil’s mathematical performance with standards of mathematical attainment nationally.

Student self-rating In the AHiM study both higher and OL students rating of their ability in mathematics, drops between the time they leave primary school and the time they are in the middle of the senior cycle, in post-primary school. This drop in self-rating is more pronounced among students pursuing HL mathematics for the LC than students not pursuing HL and this is a concern. This may be the result of students feeling a ‘mismatch’ between primary and post-primary curricula (Smyth et al., 2004).

The DES is attempting to address this ‘discontinuity’ through the development of the Bridging Framework that connects the curricula of primary mathematics with that of postprimary mathematics and the recent requirement of primary school principals to send a copy of the end-of-year student’s report card, including standardised test results to the second-level school to which a student

transfers (DES, 2011). There should be regular communication between primary and postprimary school staff with mathematics teachers in post-primary schools encouraged to share ‘good practice’ with their primary school colleagues and vice versa.

Teacher traits students are seeking Student essays in the AHiM study showed that if students perceive the teacher teaching HL mathematics as a ‘capable teacher’, they choose HL, if not they choose OL. Thirty-six per cent of AHiM participants pursuing both higher and OL mathematics indicated that ‘having a good teacher’ was ‘the most important thing they needed to do well in maths’. Our young people should always be guaranteed a ‘good teacher’. It should be a ‘given’. Irish students are critical of examination-focused teaching, rote learning and teachers ‘teaching to the test’ (NCCA, 2005). Data from student essays in the AHiM study identify the traits students would like to see in their mathematics teachers: I Teachers who have a knowledge of mathematics and are able to teach mathematics I Teachers who demonstrate how maths is relevant to every-day life I Teachers who promote positive attitudes towards mathematics and encourage and motivate pupils to learn mathematics I Teachers who focus on pupils’ understanding of mathematics – not on test results or the ‘right answer’ I Teachers who sets tasks, slightly above the natural ability of students, thus encouraging and motivating students to do their best I Teachers who involve students in assessment of their own learning, encouraging them to set realistic targets for themselves I Teachers who encourage the use of active learning and group work, valuing peerto-peer learning I Teachers who demonstrate patience when teaching students I Teachers who ensure struggling students get help I Teachers who ensure high-achieving students in mathematics are challenged

and motivated to achieve at and beyond their level.

Many students in the AHiM study wrote about the importance of teachers ‘making maths fun’.

As instructional leaders, principals should lead the way in encouraging our school communities to see mathematics in the way William Rowan Hamilton, a famous Irish mathematician saw mathematics: “Mathematics is an aesthetic creation, akin to poetry, with its own mysteries and moments of profound revelation.” (William Rowan Hamilton)

There should be regular communication between primary and post-primary school staff with mathematics teachers in post-primary schools encouraged to share ‘good practice’ with their primary school colleagues and vice versa.

His quaternion formulas scratched by him on the 16th October, 1843 on Broomsbridge over the Royal Canal, Dublin, play a critical role today in computer games, special effects in movies and quantum physics (Ó Cairbre, 2010:45). Right now we may have a budding mathematician in our school. Who knows what he/she will invent or do in the future?

As instructional leaders in our schools we need to ask ourselves: what we are doing to improve standards in mathematics in our schools? We need to question what we are being asked to implement by the DES and we need to question what we are doing as teachers at primary-level to help increase the percentage of Irish students achieving at the highest levels in the subject?

Bibliography available on request to editor@ippn.ie

Table 1.0: Predicted Junior Certificate Grade based on Standardised test score Standardised test score

Predicted Junior Certificate Grade Equivalent

90/95

Higher-level/Grade E or Ordinary-level/Grade B

100/105

Higher-level/Grade D or Ordinary-level/Grade A

110/115

Higher-level/Grade C

120/125

Higher-level/Grade B

130

Higher-level/Grade A

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From Clarinbridge to Shanghai

By Seán Holian, Principal of Scoil Mhuire, Clarinbridge, Co. Galway Ni Hao! This has been a very different term to the norm at Scoil Mhuire, particularly for the 5th Class pupils. We are all aware of the growing relationship our country and indeed the world has with the mystery country of the east that is China. We were therefore delighted when a teacher, named Jia Li, who graduated from Shanghai University and is now based at the Confucius Institute in University College Cork, began to teach Mandarin to our 5th Class pupils once a week. They have made incredible progress in a very short time due to the skilled, enthusiastic and inspiring teaching methodologies Jia adopts. Hopefully these pupils will have the opportunity to choose to study Chinese for the revised Junior Cert in 2014.

Shanghai itself is the spectacularly beautiful mother of all concrete jungles. 24 million people living in close proximity creates enormous demands on the basic necessities of life yet they seem to meet these demands effortlessly.

enormous demands on the basic necessities of life – accommodation, water, electricity and transport - yet they seem to meet these demands effortlessly. The centre city area known as The Bund houses stunning buildings (recently featured on the James Bond movie ‘Skyfall’) such as the Oriental Pearl TV Tower and ultra–modern shopping streets such as the Nanjing Road which lead down to the People’s Square. Their road system features incredible feats of engineering as motorways suspended over other motorways lead out of the city, teeming with beeping vehicles. There’s little or no road rage however, just a need to let all the other drivers know that they’re on the road!

My first visit was to a secondary school called Jiading District No. 2 High School. We were met by a formal delegation including the principal and, following a tour through their extensive and well-equipped building which included a showcase science museum, we were treated to an English lesson for 16 year olds.

As with all visits to schools, the students were prepared to perform but we were struck immediately by the excellent behaviour of the large mixed class. All schools have whiteboards with projectors, though unlike Ireland they didn’t seem to be interactive. What struck all of us was how hard-working the pupils were in terms of concentration during class. Quite simply, whenever the teacher spoke they

Principals and educators from Ireland, Northern Ireland, Bulgaria, Belgium, Spain and Latvia were invited to this course. Our base was the East China Normal University in southwest Shanghai. As well as teaching methodology and resources, we studied the language, Chinese script and even Tai Chi. We visited three schools and a typical southern Chinese water-town called Zhu Jiajiao as well as Old Shanghai, including the Chenghuang Temple.

What struck all of us was how hard-working the pupils were in terms of concentration during class.

Quite simply, whenever the teacher spoke they watched and listened.

During the Halloween break, the Confucius Institute invited me and 24 other principals (mostly second-level) and educators in Ireland to visit Shanghai and participate in a professional training course aimed at increasing our awareness of Chinese teaching and learning methodologies, teaching resources, Chinese culture and also to establish links with some Shanghai schools. My Board of Management and the DES saw the benefits of such an experience and approved my leave.

The visit was paid for by Hanban, a Chinese educational resources and training organisation funded by the Chinese government.

Shanghai itself is the spectacularly beautiful mother of all concrete jungles. 24 million people living in close proximity creates Baode Primary School Staff PAG E 2 8

programme as well as paired and group work for discussion and response. It seemed that the key to their success was that other teachers spoke English to a high standard in this school, where the average class pupil number was 38.

It was truly inspiring.

Where do we go from here? China has an exploding population, 1.5 billion and rising!

The Irish Consul General, Austin Gormley, told us that there will be 15 Shanghais (in terms of population size) in China by the year 2025! It’s an enormous market that is now reaching out to the world and Ireland has a definite opportunity because of the growing relationship that has been nurtured even this year by the new leader, Xi Jinping’s visit to Ireland last February and reciprocal visits to China by both our Taoiseach and President.

The links will be further developed. There are about 700 Irish working in Shanghai alone.

View of Baode Primary Schooll watched and listened. They were afforded the opportunity to talk to us and to each other about the lesson but as soon as the teacher demanded their attention, they immediately looked up. The lesson was about cartoon characters. All the usual Western and some Chinese heroes and their virtues (or otherwise) were discussed. The pupils were impressive, joked and were relaxed. They stood up each time they answered. We wondered how staged a performance this was but my much more informal visits to the primary schools convinced me that this respect is taught from the beginning and is part of their culture. The Chinese people (except when in cars or bargaining in shops with customers!) appeared to be very placid, calm, hardworking but unassuming when going about their everyday lives. This was obvious in the schools, in the University and even on the streets.

Despite the numbers, there was never a frenzy to be first in the queue!

Baode Road Elementary School, a U-shaped 4-storey primary school built in 1990, was my next stop. Principal Dai Quing welcomed myself and a teacher from Cork, Ronan Lettis to this 400-pupil school. We had an interpreter with us. Their PE facilities were extraordinary

by Irish standards, with a running track enclosing all-weather basketball and soccer courts. The principal’s office and visitors’ room were modern and plush and the teachers’ meeting room was like a boardroom that Alan Sugar would be proud of! Leather seating and conference facilities were the norm. In addition, we saw state of the art dance rooms, music rooms with attached studios for recording, computer and visual arts rooms and even what they described as a ‘psychological games’ room. Specialist teachers taught specialist subjects like music, dance, PE and Arts. In this school, 27 pupils was the average

number in each class. It was obvious that the pupils here also paid total attention in all classrooms whenever the teacher was directing.

But they were afforded the freedom to discuss and respond in pairs and groups also. A hot lunch was brought on trays to every classroom.

The pupils moved freely and happily about the school during lunch hour, while the intercom played traditional Chinese children’s music.

They smiled and joked with us. Though having a longer day at school, they had a social outing on one afternoon every week.

The English lesson we sat in on was with second graders i.e. 8 year olds. It was staggering to hear the young pupils speak to such a high standard, far better than the 16 year olds.

My third school visit was to the aptly-named Third Centre Primary School of Zha Bei District in Shanghai. The principal, Sun Lin, has been to Cork as Shanghai has formally twinned with the Rebel City and there is much interchange of ideas and personnel already established. It was a 900-pupil school encompassed in five storeys. Again, incredible facilities and resources were shown to us, including a beautiful concert hall and a schoolbased radio station. The English lesson we sat in on was with second graders i.e. 8 year olds.

It was staggering to hear the young pupils speak to such a high standard, far better than the 16 year olds. The teacher was supremely confident and used all the modern teaching methodologies including a visual software

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The Chinese government is obviously keen to promote the language around the world and it is a difficult language to learn. The phonics teaching is crucial to its clarity as otherwise you could unintentionally and inadvertently insult somebody or leave them baffled by your expression. As with all learning, much depends on the teacher and the enthusiasm they bring and generate. Who knows, with the technological age, it may not be necessary to move to China but perhaps being in some ways able to communicate in the language will be an advantage that Ireland needs to grasp. All good communication is about building and fostering worthwhile relationships. If we don’t, the Bulgarians and Belgians and all the rest will jump in ahead of us! Our pupils in Clarinbridge are getting a head start.

I’ve learned a lot from the Chinese and hope I can pass some of this on in my school. I intend to grow and develop our links with the schools I visited and see what happens. The future is exciting in any case!

Wo jiao Sean Holian. Wo shi Ireland. Zai jian!

(My name is Sean Holian. I am from Ireland.

Goodbye!)

Originally published in the Galway Advertiser, 20th December 2012

Digital Art Week 15th to 21st April 2013 Digital Art Week gives primary school children around Ireland the opportunity to share their art with other children around the country and complete some fun visual arts activities. As it’s digital, over the course of the week, schools will use digital tools such as Twitter, Flickr,Wikipedia and more in order to learn about art and to create their own pieces of work. Started in 2011 by teachers Simon Lewis (Anseo.net), Damien Quinn (Seomra Ranga) and Fred Boss (PDST), the project aims to give children and teachers the opportunity to use technology in a simple way to learn all about art.

Over 500 unique pieces of art have been uploaded to digital galleries in the past few years.

The project welcomes teachers who may not have used social media like Twitter before.

There are four main parts to the project.

Firstly, there is a shared gallery that all schools will upload images to. Secondly, there will be

an online Art Treasure Hunt. Thirdly, we will provide a list of web sites that children can play around with to gain an insight as to how some

famous artists worked. Finally, we are going to get conversations going about visual arts using the hashtag #artweek13 on Twitter.

Over 500 unique pieces of art have been uploaded to digital galleries in the past few years. The project welcomes teachers who may not have used social media like Twitter before.

It also helps children create their own art and share it with each other. Most of all, it will help hundreds of children around the country learn a little bit more about visual arts. This event is completely free and makes no money for any of the organisers or organisations supporting it. We appreciate the support that the IPPN gave to the event last year and look forward to their continuing support.

English Third to Sixth Classes The Wonderland English Literacy Programme for Stages Three and Four comprises of four books:

The My Read at Home Book series develops reading fluency and comprehension skills by encouraging daily and independent reading at home.

The series currently consists of four books: My Read at Home Book 3, 4, 5 and 6.

+ Get Set! (Stage Three, Book 1) + Let’s Go! (Stage Three, Book 2) + Up and Running! (Stage Four, Book 1) + Racing Ahead! (Stage Four, Book 2) Each reader contains 20 extracts from published children’s literature, 10 fact units and 10 poems.

The extracts have been carefully chosen by peer reviewers and cover a wide range of reading genres. Each extract is followed by a series of activities.

The Teacher’s Notes that accompany each book include a comprehensive week-by-week, month-by-month scheme.

ICT is fully integrated throughout the programme.

As this is an independent series, it can be used in conjunction with any reading programme.

Each book consists of 120 single-page units, arranged into 30 sections (one per week of the school year). Each page is a vibrant stand-alone piece, with a variety of styles and themes to appeal to all tastes and interests.

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And Finally…

BURNING THE MIDNIGHT OIL This is a true story and illustrates the ‘extreme variety’ in the job spec. of a Principal/Deputy Principal. In 2005 our status changed to co-educational and this involved extensive internal/external renovation to our school. A number of contractors were on site with their machinery and materials. Despite best combined effort September 1st dawned and the tarmac work on our driveway was unfinished. Machinery remained on site for completion of work at the weekend. Carpet cleaning was arranged for Friday evening and as our caretaker was on sick leave, I agreed to return/lock up when the work was finished. We had guests for dinner that night and I raced away at 11.15, much to their amazement, to lock up, as agreed. The contractor said there was a lot of noise outside, with machinery moving around the school for hours, but they were probably trying to get the job finished.

MY HEART SANK, MY PULSE RACED AND I CHASED OUTSIDE. THE TRACTOR ENGINE WAS VERY WARM AND BEER CANS WERE SCATTERED IN THE CAB. IT CERTAINLY WASN’T THE ‘TARMAC MAN’ WHO HAD RETURNED. My heart sank, my pulse raced and I chased outside. The tractor engine was very warm and beer cans were scattered in the cab. It certainly wasn’t the ‘tarmac man’ who had returned. His phone was off after his week’s work and he was relaxing, as one would expect. I phoned the Gardaí hoping that they would remove the tractor for safe-keeping at the Garda station. Two guards arrived in the squad car and they both agreed that it was better to remove the tractor from the scene. I expected that one of them would drive the tractor to the station as it was only across the town but there was no key in the ignition. Being from a farming background, I quickly started the tractor using a coin. Both

guards looked at me as if I was a seasoned joy-rider! The larger of the two guards said that he hadn’t driven a tractor in forty years and wouldn’t even fit into the cab and the other guard said that he hadn’t a clue how to work such a machine.

Feeling cold, tired and weary I decided that I’d have to drive the tractor, it could not be left at the school. My Deputy had also arrived on the scene. There were no lights working on the tractor so it was decided that the garda car would drive in front, followed by the tractor and the Deputy Principal, Ms. Collery would follow behind in her faded, red, ancient Opel Corsa. What a sight! Going out the gates I almost rear-ended the squad car, as the brakes weren’t working. I drove through the town after midnight with no lights, plumes of smoke billowing from the tractor’s exhaust and the squad car leading the way. Several motorists hooted at us and people shouted at the guards that there was a tractor behind them with no lights. I prayed to God that the traffic lights would stay green. I kept my head down and pulled the collar of my jacket up for fear of being recognised and ridiculed forever. I was glad that we reached our destination safely and with my reputation intact - or so I thought. The following day I was inundated with telephone calls from my friends offering me sponsorship for the late night tractor run in aid of St. John’s NS. Now there’s an idea for future fundraising activities!

By Bernard Mulhern, St. John’s NS,Temple St, Sligo

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QUOTATIONS

morrow.

‘Live as if you were to die to forever.’

Learn as if you were to live Mahatma Gandhi

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