Leadership+ Issue 78 January 2014

ISSUE 78 ● JANUARY 2014

+ Leadership THE PROFESSIONAL VOICE OF PRINCIPALS

Anti-bullying Policy – Regulatory and legislative considerations

Principals’ work overload we are listening The issue of work overload and its impact on principals is IPPN’s number one issue.

Airgead Bunscoile Answers to Common Queries The Evaluation of DEIS A Principals’ Support Group can make a real difference

Principals’ work overload we are listening

By Seán Cottrell and Brendan McCabe The issue of work overload and its impact on principals is IPPN’s number one issue. Aesop’s ‘Belling the Cat’ provides a moral lesson about the fundamental difference between good ideas and their feasibility on the one hand, and how this affects the value of a given plan on the other.Yes, it is critical that all teaching principals have one release day each week. Yes, it is critical that all schools have adequate administrative and caretaking support as well as sufficient staffing.

Yes, it is critical that the DES stop introducing new initiatives to schools on an almost monthly basis and allowed a ‘cease fire’ to give principals time to bed in the latest circulars. IPPN has repeatedly and strongly put these recommendations to DES officials and to the Minister of the day. We will not give up and we will not lose hope that these critical requirements will come to fruition. However, we cannot wait until they do.

The team assigned to conduct the review and write the resulting publication has referred to IPPN’s work overload-related research and has consulted directly with 80 principals representing all kinds and sizes of school.

In the meantime, IPPN is attempting to find new solutions to ease the strain being put on already overloaded principals. Since as far back as 2006, IPPN has presented to principals on the topic ‘Do, Delegate or Avoid’. This year, the Executive Committee agreed to take this a few steps further – to conduct a comprehensive review of the role of principal as it now stands and to set out clear priorities in three categories: Editor: Seán 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 Irish Primary Principals’ Network, Glounthaune, Co Cork 1890 21 22 23 | www.ippn.ie

1. Key Priorities for the Principal – Must Do: Critical duties which should always be the direct responsibility of the principal (Do) 2. Other Priorities – Could Delegate or Share: These are priorities which the principal could fulfil personally but, alternatively, could delegate to or share with other members of staff, the BoM or other relevant qualified stakeholders (Delegate) 3. Other Tasks: These are tasks that the school may collectively agree to deprioritise for a time, as well as duties which the principal should not need to personally undertake (Avoid) The idea behind this is to provide principals with a means of discussing their role with the Board of Management and with their colleagues and to open the conversation around school as well as role-based priorities.

The team assigned to conduct the review and write the resulting publication has referred to IPPN’s work overload-related research and has consulted directly with 80 principals representing all kinds and sizes of school. The DES, CPSMA, the Inspectorate and PDST have also been consulted. It is anticipated that the final document Priorities for Principal Teachers – In Clear Focus be of immediate use to principals as they seek ways to manage their work overload. It is also anticipated that it will become a framework document to be taken forward into a programme of CPD for principals in the coming 2-3 years. We look forward to launching the Priorities for Principal Teachers – In Clear Focus report at Conference 2014.

A second initiative will measure and analyse the effects of work overload on principals’ health and wellbeing. We know anecdotally that stress is on the increase, with dangerous stress levels becoming the new norm.We need to learn more about the causes and effects of stress on our school leaders.

To do this, IPPN will shortly launch a survey to The opinions expressed in Leadership+ do not necessarily reflect the official policy or views of the Irish Primary Principals’ Network ISSN: 1649 -5888 Design: Brosna Press 090 6454327 • info@brosnapress.ie

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monitor the health, safety and wellbeing of Ireland’s school principals. Virginia describes this survey in more detail in this issue.

Finally, over many years IPPN has pressed the case for a DES-managed primary schools database which would allow schools to input data about the school and its pupils. The myriad of agencies which continually look for information from schools could then, provided they had access rights, go directly to the database and access the information they require without having to bother the school principal at all. In a world that can put rockets on Mars, is this too much to ask?

The DES has now begun designing just such a database. Unfortunately it may initially be a lot more basic than we would ideally like, but at least it’s a first step in the right direction.

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Legal Diary

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

Anti-bullying Policy – Regulatory and legislative considerations The Department of Education and Skills’ (DES) Circular 0045/2013 on bullying, along with the accompanying guidelines published in September 2013,direct that schools must review existing antibullying policies by Easter 2014. I wish to refer to regulatory and legislative provisions that underpin this requirement. The Education Act 1998 Section 15 requires that schools must publish a code of behaviour. The Education Welfare Act 2000 Section 23 requires that all schools must have an anti-bullying policy within the framework of the code of behaviour.

The reporting and audit templates for bullying bear a strong resemblance to those used in child protection. The standardised recording template for bullying behaviour is mandatory and must be signed by the principal or deputy principal. It is mandatory for the Board of Management (BoM) to conduct an annual review of the policy. The Principal is required to report to the BoM once a term as to the number, if any, of reports that have been compiled and whether the matter has been resolved in accordance with the guidelines. If, during the course of the investigation of bullying behaviour, there are child protection concerns, the Children First 2011 guidelines become relevant as does the school’s child protection policy.

A copy of the anti-bullying code must be made available to the DES and or Patron if requested.

The DES Inspectorate is required to focus on actions schools take to create a positive culture to prevent and tackle bullying. In relation to School Self Evaluation that reporting template has a section which states ‘The following legislative and regulatory requirements have been addressed’.

One could insert a sentence to state that ‘In accordance with Circular 0045/2013, a new policy on anti-bullying has been formulated and approved by the BoM.’ EDUCATION (ADMISSION TO SCHOOLS BILL) 2013 The broad thrust of this Bill is positive. Restrictive admission policies based on giving preferential treatment to pupils based on their parents having attended the school will be prohibited.Waiting lists and the payment of up front voluntary contributions will also be prohibited under the proposals. The Minister can direct two or more

schools to operate a common admission policy.

appeal. The BoM’s decision is final.

A school can refuse admission in the following circumstances; 1. School full 2. Equal Status Acts exemptions 3. Parents refuse to sign acceptance of the code of behaviour 4. Gardaí or HSE write to the school and give an opinion that the admission of a student would have a seriously detrimental effect on the safety of other students or staff of the school.

Designation of a School In a case where the BoM refuses to allow the parents’ appeal, the assistance of the National Council for Special Education (NCSE) and the National Educational Welfare Board (NEWB) is available. The NCSE can, at its own discretion or at the request of parents who have been unsuccessful, designate a school for a child with special educational needs. Any decision by the NCSE to designate a school will take account of the school’s capacity. They may designate a school by judging that the school has existing resources to cater for the pupil.

Equally they may designate a school and at the same time provide additional resources so as to allow the school cater for the new pupil.

This Bill directs schools to explicitly state that the school will not discriminate in the admission of pupils on the following grounds: 1. Special Educational Needs 2. Sexual Orientation 3. Family Status 4. Membership of the Travelling community 5. Race 6. Civil Status 7. Gender 8. Faith 9. No faith.

The provisions of the Equal Status Act 2000 still apply to single sex schools and to denominational schools where admission or refusal to admit is deemed to be essential to maintain the religious ethos of a school.

Section 29 appeals will no longer apply to a refusal to admit students, however it will remain in place to deal with suspensions of 20 days or more and to expulsions.

The Principal It is proposed to amend section (23) of the Education Act 1998 (this section deals with the role of the school principal). The principal will now become responsible for carrying out the admission process, including making decisions on individual applications, as part of the day to day management of the school. The principal will be accountable to the BoM in the event that an application is refused and that the parents exercise their right of appeal to the BoM. The BoM will hear the appeal. The principal is precluded from participating in the Board’s decision-making in respect of that PAG E 4

Likewise, the NEWB can, at its own discretion or at the request of parents, designate a school for a pupil with no place. The BoM can appeal such designations to a special appeals panel appointed by the Minister within a two-week time frame. Equally, parents whose requests to the NCSE and NEWB for a designation have been refused may appeal to the same appeals board as nominated by the Minister.

If the patron is not satisfied with the manner in which the BoM is operating the admission policy, he with the consent of the Minister may appoint an independent person to operate the policy. Equally, the Minister can appoint an independent person to operate the admission policy of the school in accordance with the Act. IPPN Submission on the Education (Admission to Schools Bill) 2013 IPPN has made a submission to the Oireachtas Committee on Education in relation to this Bill. Many positive elements of the Bill were welcomed. Whilst it is recognised that the principal plays a central role in the application process, the amendment of section 23 of the Education act 1998 places the ultimate responsibility of refusing admission onto the shoulders of the principal and away from the BoM. The principal would have to defend such decisions in any appeals. It was submitted that this would greatly increase the workload

in a profession where two thirds of members have full-time teaching responsibilities along with discharging the role of principal.

CHILDREN AND FAMILY RELATIONSHIPS BILL 2013 This new Bill proposes to create a legal structure to underpin diverse parental situations and provide legal clarity on parental rights and duties.

This Bill intends to: 1. Modernise the law and recognise the role played by the extended family 2. Increase the number of non-marital fathers who are automatic guardians of their children 3. Allow civil partners, step-parents, those co-habiting with the biological mother or adoptive parent and those acting in loco parentis for a specified period to apply

for guardianship of a child, provided the child does not have more than two guardians.

Implications for schools: Non-marital fathers will be able to play a greater role in their children’s education.

COURT AND CIVIL LAW (MISCELLANEOUS PROVISIONS ACT) 2013 Family law and child care cases have always been held “in camera”. The new act will relax this rule allowing members of the press to attend subject to certain reporting restrictions.

The position to date was that the only information available to the public in relation to family law cases was that of formal written court judgements.

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Implications for schools: A greater understanding and transparency of the family law process.

THE CHILD FAMILY AGENCY BILL 2013 This new Child and Family Agency will take responsibility for child protection and welfare services away from the Health Service Executive. Responsibility for the National Educational Welfare Board (NEWB) and for preschool services will also transfer to the Agency. The Agency will be under the remit of the Department of Children and Youth Affairs.

Implications for schools: Hopefully a more streamlined and focused delivery of services. A major task of the new Agency will be child protection. In contrast the HSE is struggling to deal with a myriad of functions, of which child protection is but one.

Wisdom and its sources

By Damian White, Principal, Scoil Shinchill, Killeigh, Co. Offaly Bachelor uncles can fall into all kinds of categories, but when one is a pearl of wisdom, it’s a bonus. Mine has a theory on most things, a cure for many things and a philosophy on everything. Contraptions and concoctions are his currency while labour saving devices are a speciality. Life is never dull when he holds court. ‘There was never a racehorse that couldn’t get on with an ass’ was his response to his boss who remarked to him how well he was gelling with a cranky colleague who happened to be in earshot. My uncle, you will gather, was never a diplomatic envoy.

He always described his ideal job as ‘warming beds for millionaires’. A horse that didn’t come first had a bad bale of hay or a slipped saddle which brought about his late arrival at the post. He spoke seriously of the importance of lifting the legs of your bed into the neck of your boots if living in a digs with other workmen, to ensure you had footwear in the morning.

‘There was never a racehorse that couldn’t get on with an ass’ was his response to his boss who remarked to him how well he was gelling with a cranky colleague who happened to be in earshot.’ His most recent pronouncement got me thinking about how I spend my working day. ‘There’s nothing as pointless as ironing the back of a shirt if you’re going to wear a jumper over it’. So what are the ‘collars’ in my day – the ‘must dos’ that are inescapable? What are the issues that make a discernible reference to our core business? It occurred to me that even a v-necked jumper only needs a fraction of the shirt ironed so I listed what needed daily: I

Is the insurance paid?

I

Is the roll called on time?

I

Is the curriculum being covered?

I

Is there oil when heating is required?

I

Have I a substitute teacher when required?

I

Is yard duty covered?

I

Is the school clean?

I

Have the children books?

I

Are the children ok coming to school?

I

Are the school’s activities in keeping with the ethos?

I

Are the BOM up to speed on your needs and concerns?

I

Are your staff happy?

I

Is the school safe?

I

Is the Child Protection Policy in place?

I

Is the Bullying Policy up to date?

I

Are the children with special needs being catered for appropriately?

This isn’t a comprehensive list, nor is it in order of priority. These are ‘collar’ items, the essentials for which we are paid as professionals and around which there is an expectation that we meet the requirements. Geographical inertia, local custom and practice, high expectation on someone’s behalf and the goodwill of a school and its principal make sure that our list doesn’t end there. Do we as principals take on work which could or should be done by others? Do we train teams, choirs or drama groups during or after school? If we do it during school, do we push administration to an after school slot of our own time?

Do we do the work of a parents’ association, a local sports club, a bus inspector, the local parish or church because it has always been done in a certain way? Is there a practice that is fundamental to the culture of your school, yet would be seen wholly inappropriate if viewed from an outside perspective? For instance, it was custom and practice in a school adjacent to a ‘big house’ up to relatively recent times to close for a few days during shooting season. This was to allow the children run through the woods to ‘bate’ the trees and hunt the startled pheasants into a hail of cartridge shots as the great and the good gave their hunters and tweeds an annual airing! Have you been appointed principal and been told ‘It’s great to have a man; the standard of football needs to rise’? Or perhaps ‘We’re PAG E 6

delighted you’re joining us as principal. I can’t wait to hear the choir on Christmas Eve!’ As I conclude this article, our school secretary is having a good laugh at my expense. ‘Do as I say, not as I do’ is what she is implying through a knowing grin. I’m as guilty as anyone of taking on ‘back of the shirt’ issues; things which are nice to do but aren’t always appreciated for the extra effort they involve.

Perhaps I should start a campaign on this. My uncle spotted me recently heading out for a brisk walk. After the usual pleasantries about the need for such a pursuit he opined ‘there’s a place in the world for every shape of a human - a thin man is grand but he can’t lend his weight to anything’. ‘Except an iron’, I thought to myself, only why stop a philosopher in his tracks with my banal entreaties?

Risk Management for Schools Fire-related Damage Sponsored by Allianz Every year, regardless of the severity of weather conditions, many schools end up with property loss or damage as a result of poor or non-existent maintenance. In many cases, schools could have prevented or limited these losses by implementing a structured maintenance and risk management plan, including regular inspection and repair of school property.

In this series, we set out some basic risk control/loss prevention measures that can be implemented with minimal cost but which can greatly reduce your susceptibility to loss or damage in the follow key areas: 1. Frost / Freeze / Storm – Issue 76 2. Flood – Issue 77 3. Fire – Issue 78 4. General Maintenance – Issue 79.

FIRE PROTECTION All school Boards of Management have a legal responsibility under the Fire Services Act to ensure that their school buildings are safe. One of the key elements of the regulations is the need to carry out fire risk assessments.

A fire risk assessment is an organised and methodical look at your premises, the activities carried out there and the likelihood that a fire could start and cause harm to those in and around the premises.

The aims of the fire risk assessment are: 1. To identify potential fire hazards 2. To reduce the risk of those hazards causing harm as far as reasonably practicable 3. To decide what physical precautions and procedures are necessary to ensure the safety of people on the school premises if a fire starts.

RISK ASSESSMENT A fire risk assessment can form part of existing health and safety risk assessments. It must take into account all people who may be affected by a fire in the school - including those with physical and intellectual disabilities and other special needs.

If there are more than three employees, the risk assessment must be recorded in writing. Its findings are then used to establish what fire precautions you need to provide, to ensure a safe environment for the pupils and staff.

Previous experience shows that schools are potentially vulnerable to fires that are deliberately set. In view of this, the risk assessment should specifically include the risk of arson. It is recommended that the area outside the school is assessed first by assessing the potential arson risk and then work into the main school buildings.

The following actions should be taken to reduce risks: I Identify and take precautions against possible sources of ignition I Identify and eliminate potential fire hazards inside and outside the premises I Assess potential risk from arson I Prepare and implement safety rules I Evaluate the risk of fire occurring and the resulting risk to people and proprty I Check the adequacy of the following G Detection and warning systems and procedures G Fire-fighting equipment G Escape routes G Emergency lighting G Signs and notices G Maintenance I Prepare an emergency plan I Provide training I Hold unannounced fire drills at least once per term.

FIRE SAFETY RISK ASSESSMENT 1. Identify sources of fire hazard (a) ignition (b) fuel (c) oxygen 2. Identify people at risk (a) in and around the premises (b) especially at risk

The terms ‘hazard’ and ‘risk’ are defined as follows: HAZARD anything that has the potential to cause harm RISK the chance of that harm occurring PAG E 7

3. Evaluate, remove, reduce and protect from risk by evaluating the risk: (a) of a fire occurring (b) to people from fire in relation to: (a) Detection and warning (b) Fire-fighting (c) Escape routes (d) Lighting (e) Signs and notices (f) Maintenance.

4. Record, plan, inform, instruct and train (a) Record significant findings and actions taken (b) Prepare an emergency plan (c) Inform and instruct relevant people (d) co-operate and co-ordinate with others (e) Provide training.

5. Review (a) Keep the assessment under review (b) Revise where necessary.

Allianz has a Fire Risk Assessment Checklist which may be used to assist schools to audit their fire safety hazards and arrangements.

QUICK CHECKLIST 1. Have you identified all potential sources of ignition?

2. Is waste securely stored pending removal?

3. Is the mains electrical system checked by a competent person regularly e.g. every 5 years?

4. Is smoking controlled?

5. Are detection systems appropriate to the school and in the correct locations?

6. Are there sufficient and appropriate fire extinguishing appliances throughout the premises?

7. Are all detection systems and fire extinguishing appliances regularly checked and serviced?

8. Are escape routes and final exists kept clear at all times?

9. Are escape routes, exits and the location of fire-fighting equipment indicated by appropriate signs?

10. Do you have an emergency plan and have all staff members and pupils been made aware of the plan?

11. Do you hold fire drills at least once every term?

Workload can threaten health and wellbeing How are you doing?

By Dr Philip Riley, Monash University and Virginia O’Mahony, IPPN Assistant Director Our working conditions can negatively impact our health and wellbeing in a serious way. If we spend a long time in a stressful workplace, this can lead to burnout. Changes in Government policies because of the economic downturn, together with changes in community attitudes and expectations, have a significant effect on all school principals.

Stress is on the increase with dangerous stress levels becoming the new norm.We need to learn more about the causes and effects of stress on the health and wellbeing of Irish primary principals. To do this IPPN, in collaboration with Dr. Philip Riley of Monash University Melbourne, is offering principals a new survey to monitor the health, safety and wellbeing of Ireland’s school principals annually.

So how is your personal health and wellbeing?

A new survey will help you find out. Sponsored by IPPN, the Irish Principals’ Health and Wellbeing Survey is about to commence. It is a totally independent survey, conducted by Dr Philip Riley from Monash University, who developed the instrument and adapted it for Irish conditions in consultation with IPPN. The survey website provides each principal who completes it with a confidential, detailed personal report on 42 dimensions of workplace health, safety and wellbeing. The aggregated results will be used to develop evidence-informed changes to work practices aimed at minimising the adverse health impacts on the individuals.

More than ever before, principals encounter ‘scrutiny stress’: increased accountability, administrative reporting, and persistent rumours.

Demands for testing of pupils in literacy and numeracy, and the public comparison of schools on these simplistic measures seem insatiable, despite evidence that it is counterproductive and is no measure of real learning. Sadly, learning which must be the real focus of education has all but disappeared from the public discourse.

Measuring pupil outcomes, a steady growth in government initiatives together with reduced levels of In School Management support all go to undermine professional collegiality and contribute to worsening workplace stress in schools. In the UK, Phillips and Sen (2011, p. 177-8) reported that “work related stress was higher in education than across all other industries… with workrelated mental ill-health… almost double the rate for all industry”.

The research has a number of innovations built from research in related fields. It is totally independent of all employer groups, undertaken to compare the occupational risks of all school principals longitudinally, and monitor the efficacy of stress reduction interventions. A similar survey has been run in Australia for the last three years, revealing alarming working conditions for many principals, which was widely reported in the mainstream media.The full report can be accessed atwww.principalhealth.org/reports.php.

Why should I take the survey?

The immediate benefit to individual principals is the automatic, confidential feedback of results.

Once the final question is answered the results are automatically compiled and presented in an interactive display. Scores on 42 areas of Occupational Health and Safety are presented.

Principals can instantly see their own score compared to both the average scores of other principals and the average scores of the general

100 CLUSTER 1

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population. Principals can revisit the website at any time to access their own scores via a personal secure link. Over time individuals can also monitor changes in his or her health, safety and wellbeing. This form of reporting is considered best practice for improving workplace safety.

This research project is innovative at both the individual and the organisational level. The aggregated data will be made available to Government, management bodies, unions and other interested parties through independent annual reports.

The emotional aspects of school leadership predict mental health outcomes One of the findings from the Australian principals’ survey was that the requirement to deal with emotionally demanding interactions with parents, teachers, and students significantly impacted principals’ mental health through increased stress.

The graph in Figure 1 shows the inverse relationship between the level of emotional demands encountered at work and reported mental health. It also shows the extent to which principals have to hide their own emotions while at work.

For the results to have an impact on policy development in Ireland, and the possibility of better working conditions for principals, teachers and students we need a high response rate. The survey will be open for a term of 10 weeks duration and you do not need to complete it in one go.Your answers are continually being saved by the server, so as long as you use your individual login to return to the survey it remembers where you are up to and you continue from there.

Please note, the survey will be available for completion from 1st February 2014. To access the survey, go to www.principalhealth.org and click on ‘Take the Survey’.

CLUSTER 2

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CLUSTER 3

40 EMOTIONAL DEMANDS

Cluster

HIDING EMOTIONS

MENTAL HEALTH

1

2

3

Emotional demands

56.586

78.8886

69.6708

Hiding emotions

75.6656

89.9897

83.0729

Mental Health

81.8182

57.7749

71.9697

Figure 1: Australian Principals’ mean scores on emotional demands, emotional labour and mental health by cluster grouping.These two factors accounted for 19.2% of the variance in mental health scores.

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Dr Philip Riley is Principal Researcher, Coordinator of the Principal Health and Wellbeing Survey and has a Masters in School Leadership. After 16 years as a teacher and school principal, he moved to the tertiary sector.

He has taught every year level from Year 2 to PhD. He currently leads all school leadership preparation programs in the Faculty of Education at Monash University, Melbourne, Australia. He has authored over 150 publications.

To get in contact with Philip, you can email him at Philip.riley@monash.edu or via his website www.principalhealth.org.

Airgead Bunscoile Answers to Common Queries

By Seán Ó Laimhín, retired principal of Foxford NS, Mayo and Airgead Bunscoile Technical Support Airgead Bunscoile is designed to organise what is in the bank statement into a report for the Board of Management.

Designing your Report – Can I add more rows? Can I edit the existing labels?

On the Design View page you are limited to the number of rows already on the page as these rows have multiple links to the other pages. Any new rows would not have these links, and furthermore, would disrupt the existing links. However, using the existing number of rows you can edit all the cells which are white (i.e. whether they already contain a label or are blank). You can add new category labels and delete the ones you don’t need. (NB - what you type may not appear until you click away from the cell) Fundraising for general school purposes can be inserted in Section 1.

Section 2 accommodates grants and fundraising for a project (for example New Classrooms). This allows you to insert two or three funding sources for the project and also to break down the expenses into subcategories.

Section 3 is best for categories like ‘swimming’ where ONLY the total collected and the total paid are shown. (Replace the word Blank with your own heading e.g. Other Income). When you enter the Income label in the blank cell a corresponding Expense label is automatically

created directly across from it.

I want to have more Income/Expense categories than Airgead Bunscoile allows Airgead Bunscoile aims primarily to group categories together as much as possible so as to create a concise report. Nevertheless, sometimes schools would like to have a very detailed break-down with lots of headings. Where you are forced for space reasons to group together different expenses under a single heading, you can have a separate Excel worksheet to track this expense under subheadings. Airgead Bunscoile will record the total (composite) amount, but you will have the more detailed break-down on your own worksheet.

My school has more than one bank account. Can I input the transactions from these accounts in Airgead Bunscoile?

Airgead Bunscoile gives a report and breakdown (i.e. analysis) of one account only. This is normally the main school account into which capitation and other grants are paid by the DES. The Treasurer’s Report document which is generated refers only to this account. It should be printed regularly for presentation at BOM meetings and a hard copy kept on file.

Other school accounts would probably not have as much activity nor need such detailed tracking or analysis. They can be tracked separately.

IPPN sponsors prize for National Leadership Course The annual IPPN prize for the highest award achieved by a primary teacher in the Postgraduate Diploma in Educational Leadership (Toraíocht) was presented at a gala evening in NUI Maynooth on 6th November last.This years’ winner is Mary Gallagher-Smith who studied for her award at NUI Maynooth. Fiona is currently teaching at St. Joseph’s NS, Tullamore, Co. Offaly where she is the Reading Recovery teacher.

The Post-Graduate Diploma in Educational Leadership (Tóraíocht) is offered in partnership between the National University of Ireland Maynooth and Professional Development Service for Teachers (PDST).

The course is offered in a number of regional centres annually and encourages participants to explore the challenges and opportunities involved in school leadership through learning and dialogue.

Closing date for next entry is 14th June 2014.

Further information relating to the application process is available from education.department@nuim.ie or marie.hanley@nuim.ie (01) 708 3471.

Pictured (left to right) Mary Gallagher-Smith, Professor Ronan Reilly, Dean of International and Graduate Studies (NUI Maynooth), Paula Kinnarney (NUI Maynooth) and Pat Goff (IPPN).

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Any amount transferred to these accounts from the main school account is entered in Airgead Bunscoile as a Payment (matching your Bank Statement) and Airgead Bunscoile will calculate the total amount transferred to each account for that year. To do this you must create a category for each account in the Design View page.

On the Reconciliation page there is a section where you can manually enter the balance from other school accounts and so calculate the total funds available on that date. The Reconciliation page should also be printed for BOM meetings as the balance on this page will always match the balance on your bank statement.

Summary 1. Airgead Bunscoile does not track activity or the balance in ‘other’ school accounts 2. It does track transfers from the main school account to other school accounts 3. The balance from other school accounts can be entered manually to become part of the record but this will appear on the Reconciliation page, not in the Treasurer’s Report.

See also Seán’s overview of Airgead Bunscoile in issue 66 (December 2012) of Leadership+.You can view/download it from the Supports/ Leadership+ section of www.ippn.ie. If you have any technical queries in relation to Airgead Bunscoile email Seán at seanolaimhin@gmail.com.

An cur chuige cumarsáideach: dúshláin fós le sárú Le Siobhán Patten, múinteoir bunscoile agus údar an leabhair Gníomhaíochtaí Gasta foilsithe ag Gaelchultúr Teoranta.

Le linn dom bheith i mbun traenála mar mhúinteoir bunscoile ó 1998 go 2000, bhí ré nua ag teacht chun cinn i múineadh na Gaeilge.

Imithe go flaithis na modheolaíochta a bhí na deilbhíní de ‘Mamaí, Daidí agus na páistí’ agus tagtha ina n-áit bhí puipéid, cluichí tomhais, drámaí agus suirbhéanna, iad ar fad mar chuid de chur chuige nua do mhúineadh na teanga: an cur chuige cumarsáideach.

Cé go raibh mé an-spreagtha ag an gcur chuige nua seo agus cé gur aithin mé gur chéim mhór chun cinn a bhí ann i múineadh na teanga, ba mhinic a thagadh an cur chuige céanna idir mé féin agus codladh na hoíche. Ba dheacair teacht ar eiseamláirí agus ar acmhainní don chur chuige agus de bharr nach mbíodh fáil againn ar ríomhairí ná ar an idirlíon go furasta an uair sin, ba mhinic a bhínn ag treabhadh trí leabhair, ag lorg smaointe i gcomhair ceachtanna Gaeilge.

Ní go dtí gur thosaigh mé ag obair go páirtaimseartha mar mhúinteoir Gaeilge do dhaoine fásta agus ní ba dhéanaí mar scríbhneoir cúrsaí Gaeilge, a fuair mé léargas ceart ar an gcur chuige cumarsáideach agus a éifeachtaí is atá sé i múineadh agus i bhfoghlaim na Gaeilge.

D’fhoghlaim mé faoin luach a bhaineann le cluichí cumarsáide agus gur féidir go leor teanga a mhúineadh ach dornán beag gníomhaíochtaí a bheith ar lámh agat. Chuir sé iontas orm an

méid spraoi is féidir a bhaint as pictiúir, bileoga simplí cumarsáide agus spléach-chartaí. Go minic is féidir na gníomhaíochtaí céanna a leasú arís is arís eile, ag brath ar leibhéal teanga na bhfoghlaimeoirí agus ar théama an ranga.

De réir theoiric an chuir chuige chumarsáidigh tá trí thréimhse ceachta ann: an tréimhse réamhchumarsáide, ina múintear an stór focal agus na struchtúir teanga; an tréimhse fíorchumarsáide, ina dtugtar deis don fhoghlaimeoir an teanga sin a chleachtadh trí ghníomhaíochtaí beirte nó grúpa; agus an tréimhse iarchumarsáide, ina ndéantar daingniú ar an teanga atá foghlamtha trí ghníomhaíochtaí gramadaí, foghraíochta agus feasachta teanga. Ón aiseolas atá bailithe le roinnt blianta anuas is léir go mbaineann daltaí an-sult as na modhanna a bhaineann leis an gcur chuige cumarsáideach agus go bhfuiltear tar éis dearcadh dearfach a spreagadh i dtaobh an ábhair dá bharr. Dá ainneoin sin, tá dúshláin fós le sárú maidir le cur i bhfeidhm éifeachtach an chuir chuige. In Tuarascáil an Phríomhchigire, a foilsíodh ar an 4 Samhain 2013, luadh go raibh mórlaigí ag baint le múineadh agus le foghlaim na Gaeilge sna bunscoileanna agus sna meánscoileanna araon.

Ceann de na cúiseanna ba shuntasaí leis na laigí i líon ard bunscoileanna ná easpa iarrachtaí an cur chuige cumarsáideach a chur i bhfeidhm.

Luadh a laghad deiseanna a bhí ag daltaí sna scoileanna sin a bheith ag foghlaim trí chaint agus trí phlé – ceann de na bunriachtanais a bhaineann le teanga a fhoghlaim.

Le roinnt blianta anuas, tá eagraíochtaí ar nós na Comhairle Um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) agus na Seirbhíse um Fhorbairt Ghairmiúil do Mhúinteoirí tar éis dul i ngleic le cuid de na dúshláin atá ag múinteoirí ó thaobh mhúineadh na Gaeilge de, trí chúrsaí oiliúna, acmhainní foghlama agus comhairle a sholáthar dóibh. Tá sé fíorthábhachtach go leanfadh an obair sin ar aghaidh le go gcuirfear tacaíocht ar fáil do mhúinteoirí atá ag iarraidh feabhas a chur ar a gcuid scileanna teanga agus múinteoireachta Gaeilge. Má bhíonn deacrachtaí ag múinteoirí an cur chuige cumarsáideach a úsáid, tá sé chomh tábhachtach céanna go lorgóidís cabhair agus comhairle ó eagraíochtaí mar na cinn thuasluaite agus óna gcomhghleacaithe féin. Má dhéantar sin, is mó seans go gcothófar scileanna Gaeilge ar ardchaighdeán i measc daltaí, chomh maith le grá don teanga agus díograis ina leith.

Tá an leabhar Gníomhaíochtaí Gasta: 60 Gníomhaíocht Chumarsáide don Rang Gaeilge, mar aon le hacmhainní oideachasúla Gaeilge, le fáil ag www.siopa.ie.

From a 3 teacher 60 pupil school to a 15 teacher 230 pupil vertical school - in one day!

By Pauline O’Shea, Acting Principal, St George’s NS, Balbriggan, Dublin September 1st 2008, will always be etched in my mind.This was the day I and 14 teachers opened a whole vertical primary school in one day. I went in at 8.15am to set up my classroom for the new school year, when the Chairman of the Board rushed in telling me “Pauline, you’re on”.The Principal was due a baby and had delivered her little girl early and so I had to open the doors and let in 237 pupils, of which only 45 had been in the school before.

Our school up until September 2008 had been a 3-teacher Church of Ireland school in the centre of Balbriggan. It had opened in 1859 and had faithfully served the Church of Ireland community all that time. But the explosion of ‘New Irish’ in Balbriggan and the need for a new Christian school to be opened meant the Department offered a new 16 mainstream classroom school to the Church of Ireland patron and so St George’s was reborn.

On 1st September there were 15 teachers in the school, 8 mainstream class

teachers and the others a mix of EAL, learning support and resource, and an acting principal who didn’t really know what she was doing!

Luckily at that stage the Department did answer their phones and on a daily basis I was on the phone to them. IPPN were on speed dial also.We had pupils enrolling daily and others leaving to go to different schools – pupils playing ‘Jack in the box’ – in one day, out 3 days later. I was the only teacher left from the old school (except for the resource teacher) so half the teachers were straight out of college and doing dips.We lost a teacher because as usual the number of enrolees and actual bodies on chairs didn’t tally. I had to make an appeal to keep another one (during one of my numerous phone calls, someone had said “make an appeal”; so I did and kept the teacher).

We had the opening ceremony in December 2008 and in 2009 we celebrated our 150th anniversary. Our school today is 400 pupils of 8 denominations and 51 nationalities.We have a vibrant school community

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ICT Tips

Children’s Online Learning

By Robbie O’Leary, Principal of An Chroi Ro Naofa Senior, Killinarden, West Tallaght, Dublin Technology has presented opportunities to change the location of education from the classroom to . . . anywhere. This generation, with its pervasive use of cell phones and other portable communication technologies, is ready to have their education extended from the classroom to any room.

(Larry D Rosen, ReWired, p.58) While you may or may not agree with the opinion expressed above, it is beyond dispute that the use of technological devices is playing an increasingly important role in the lives of young people, including those at primary level. While estimates may vary as to how many homes now have access to high-speed broadband, it is clear that the majority of our pupils now live in homes populated by an increasing range of sophisticated computing devices and fast internet access. Given the fact that children of primary school age spend approximately 12% of their total time at school, the question arises as to what schools can do to influence the use of technology outside of school hours to enhance positive learning.

Irrespective of the adequacy of broadband service available at school (and for most it is utterly inadequate) I suggest that the evolution of technology in recent times - and, in particular, the power and flexibility of cloud-based applications – presents unprecedented opportunities for schools to encourage parents and children alike to take advantage of such and enhance the work of the school long after the bell has gone.

doing in school in literacy and numeracy: parents welcome the opportunity to monitor and support the children’s work, and encourage the children to maximise the benefits of the time they spend online.We currently use three such applications: 1. Mathletics: by now, a well-established and popular application among Irish schools, Mathletics offers a wide range of attractive games, including real-time competitions, for pupils to practise their maths skills and deepen their understanding of concepts.

2. Reading Eggs (3 – 7 years) and ReadingEggspress (7 – 13 years) can be described as online reading applications that provide a structured and motivational interface for children to engage with and work through at their own pace.We have found their underlying principles closely aligned with our general approach to reading, First Steps, and that pupils, generally, are always very keen to engage with the activities. As with Mathletics, pupils create Operating System

individual avatars, and receive virtual rewards as they progress.

3. Spelling City is an online application in which pupils can log on to their current spelling list and play a range of games to enhance their vocabulary and spelling skills.

The SpellingCity app can be downloaded for Android and Apple devices such as tablets and smart phones. Pupils who have access to smart phones can now practise their spellings and vocabulary while travelling on the bus or in the car or, indeed, lying in bed!

The three applications described above are all subscription-based: prices will vary according to the size of the school and can be viewed on the relevant web sites. Once a child is subscribed for the year, they have access on a 24 / 7, 365 days a year basis.

See also: Understanding the iGeneration and the Way They Learn, , Palgrave Macmillan, March 2010

Mathletics

Reading Eggs

Spelling City

Student app available

Library only

App available

Samsung devices only currently, others under development

Library only unless Flash is supported on tablet

App available

Windows (full)

Runs in browser

Runs in browser

Runs in browser

Surface RT

Runs in browser

Runs in browser: updates must be installed

Runs in browser

iPad Android

We have found pupils and parents alike extremely receptive to the idea of the children logging on at home to continue on with work they have been

with teachers who give 110% - we have worked for and received our Yellow Flag, our Green Flag and our Blue Star Flag.We have a school choir, which has won prizes and our pupils have won gold and silver medals for athletics.

Our Public Art project was another great achievement, with the winning monument coming all the way from Chattanooga in the USA. It is a book with a mother dragon and one of her children looking down and encouraging the other one to come up.The dragons are from our school crest and the theme behind it is that by the book and through the book (education) one rises in the world.

If someone had told me six years ago that I would have opened a whole vertical school in a day, would be an acting principal and still be here, I would not have believed it – but here I am.The six years have been a steep learning curve with all the school community in it together. I have loved every minute of it.

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Principal Advice Just another conflict resolution article? I don’t think so!

By Angela Lynch, Principal Advice Manager Today I attended a seminar entitled ‘How to argue better’.The aim of the programme was to raise awareness of the impact of conflict on children, to help parents understand how to reduce the potentially harmful effects of on conflict on their children and to help them develop skills to manage their conflict better.

I felt sure that it would help me in offering advice to principals when dealing with the types of parental conflict impacting on children in schools. Both from a personal and professional perspective, I learned that I I I I

Conflict is a natural part of life It is an inevitable part of all relationships Children are often exposed to conflict What matters is how we manage conflict and how we feel about the outcomes

It all begins with me – Not me the leader, but me the person.

We all have our own individual style when dealing with conflict situations.The more aware I am of what presses my buttons, the better I can prepare myself mentally, physically and emotionally to respond to conflict in a better way.

During the day we did a very simple but effective exercise – WHAT’S MY CONFLICT STYLE? Place 5 cards on the floor.

ATTACK

SULK

WITHDRAW

STOP TALKING

OTHER BEHAVIOUR

Move to the corner which best describes the most common way you initially respond when in conflict with your partner. The physical act of looking at the cards and then moving to the area which best describes your initial behaviour forces you to reflect and then position yourself. Within each group a discussion of our behaviour ensued and we discovered that there were many similar experiences. In my case, I withdraw. I tend to withdrawn internally rather than physically. At one point in time I would have withdrawn physically as I hate conflict. Over the years I have learned that in avoiding conflict it can actually cause more conflict. Now withdrawing internally, it allows me to consider what has happened and how I might from this point progress the argument. You might consider trying this exercise.

When people get angry, they don’t think as clearly as when they are calm.

Recognise the warning signs of escalating conflict.

‘The aim of argument, or of discussion, should not be victory, but progress.’

Joseph Joubert - French essayist.

DEALING WITH ANGER When a parent gets angry or upset, we feel uncomfortable and unsure. When people get angry, they don’t think as clearly as when they are calm. Recognise the warning signs of escalating conflict.

Now what do I do?

I Respond promptly I Display confidence in your tone of voice I Acknowledge what is happening I Say how it is affecting the other people in the room.

The conversation might follow these lines: ‘I can see that you are very upset and angry.

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you get the opportunity to express your concerns and then we can concentrate on addressing those concerns.’

If a person continues to be very angry or aggressive, you might respond with: ‘I can see that you are very angry at this time. It would be advisable for all of us to take some time to consider our position and arrange a suitable time for us to follow up on this matter.’

At one point in time I would have withdrawn physically as I hate conflict.

Over the years I have learned that in avoiding conflict it can actually cause more conflict.

When a parent expresses concerns about their child, they are asking for your help. It is important to acknowledge how difficult it must have been for them to bring this issue to you: ‘I can only imagine how difficult it must be for you to tell me about this and maybe you are not sure how to make the situation better.

We need to work together to sort this out for your child (name). Am I right in thinking this?

What have you noticed about your child that is worrying you?’

Move the discussion to the child continuously throughout the conversation and how things could be made better for them.

‘There are things that we can do to make this different/better for your child. Let’s work together on this.’

And remember: Use soft words and hard arguments.

Note: If you have any feedback on this particular column, items you would like me to address or indeed on the Planning Prompts in the weekly E-Scéal, I would particularly welcome your feedback to angela.lynch@ippn.ie.

Educational Research Conference County Wexford Education Centre will host an Education Research Conference on March 22nd 2014 in the Education Centre, Enniscorthy, Co Wexford.

collegial setting. It is also a unique opportunity for researchers to share their research findings with colleagues and have their work published in the Annual Conference Journal.

All principals and teachers who have conducted research are invited to present papers from their chosen field of study in education.

APPLICATIONS Application forms, available from the Centre, must be accompanied by an abstract of 150-200 words including a title, field of study and your contact details.

The keynote address will be given by Enniscorthy native, Dr. Eamonn Wall, Professor of Irish Studies and Professor of English at the University of Missouri in St. Louis, USA, also an author of six collections of poetry.

All principals and teachers who have conducted research are invited to present papers from their chosen field of study in education.

Papers should be no more than 25 minutes long. A further 10 minutes will be allowed for discussion.

Applications will be accepted on a first come basis. The closing date for submission of the fully completed research paper for the conference journal is Friday 7th March 2014 and Powerpoint presentations to be used by presenters must be submitted not later than Friday 21th March 2014.

This one-day conference is designed to give researchers and teachers an opportunity to present and discuss their research in an informal and

Expressions of interest and queries should be sent to conference co-ordinator, Celia Walsh by email to walshcelia@eircom.net or to Centre Secretary, Helen Kirwan to info@ecwexford.ie.

I.T. Services

Colour Copiers

B/W Copiers

Call Now: 1890 770 770 UTAX

www.emscopiers.ie PAG E 1 3

Development of a Primary Online Database (POD)

By Nicola Tickner, Statistician, Department of Education and Skills Work has commenced by the Department of Education and Skills on the development of a Primary Online Database (POD). POD will be an electronic individualised database of pupils, which will give schools the ability to make online returns to the Department. The database will be live, allowing for the updating of information throughout the year. POD will be built on the same technology as the PostPrimary Online Database (PPOD).The database will be accessed through the Esinet portal. This is the same technology that is used for the Online Claim System (OLCS).

Once up and running, the database will: I replace the need for schools to complete the National School Annual Census forms i.e. the collection of data for the allocation of teachers, the payment of capitation and ancillary service grants, the collection of data on Exemptions from Studying Irish and the collection of statistical information, will all be facilitated by the new system I

negate the need for the Clárleabhar (see Circular 08/2013).

Discussions are ongoing with the NEWB and the NCSE with a view to the possibility of POD facilitating the provision of some of their data requirements.

FUTURE PHASES OF POD WILL CONSIDER OTHER DATA COLLECTION REQUIREMENTS The introduction of an online system will help to eliminate duplication in data requests and allow real-time information to be accessed centrally in the Department, thus reducing the response burden on schools. POD will allow for a more comprehensive validation of data to take place at the time of data entry.The introduction of POD will also facilitate the identification of pupils who do not make the transfer from primary to post-primary level.

The Department will require Pupil, Enrolment and School-Level data. Individual information on each pupil will be required. Information will be rolled over each year. Once up and running, only data on New Entrants and Leavers will be required each year.

POD will give schools access to DES’ centrallyheld, school-level data such as School Name, Address and Telephone Number. Schools will be asked to confirm that the details are correct.This will provide schools with one point to correct or amend contact details, which will be available to be accessed by all areas across the Department.

DES is aware that there are a number of software providers in the primary school sector. DES will

liaise with these to establish a synchronisation routine with existing software.

Schools also have the potential to use POD as a management information system. It will be possible to maintain records on family details, such as family contact details. This will be set up so that the information will solely be available to the school and not accessible by DES. For smaller schools, the system could function as a self-contained management information system.

The Department acknowledges that there will be a time cost for schools in populating the database with information at individual level in the first year when it will be necessary to enter the data for all pupils. DES will work with the schools to facilitate this and allow for a bulk loading of data. A standardised template will be provided if required.

A pilot of the process will take place in Easter 2014, with a rollout to all schools in Easter 2015.

Contact details within the DES for the POD programme are: Nicola Tickner (Nicola_Tickner@education.gov.ie) Gillian Golden (Gillian_Golden@education.gov.ie) Deirdre Duffy (Deirdre_Duffy@education.gov.ie)

Appointing a new principal A better practice?

By Seán Cottrell We know from our own experience how important the role of principal is in creating and sustaining a good school. By this I mean building a cohesive staff, creating a culture of learning and involving parents positively in the work of the school. Research from all over the world supports the same notion. So one would imagine, if this is the case, that choosing the right principal to lead a school would be a well thought-through practice. In the private sector, a lot of attention is paid to the needs of the organisation when recruiting a CEO and other senior management positions. Quite simply, a business cannot afford to get it wrong. It is no different in a school, where the quality of leadership determines the quality of learning.

Putting aside for the moment the current procedures, what factors should be considered when appointing a new principal?

I Timing is critical.The busiest time of the year for a principal is the last week of August and the first few weeks in September.The end of June

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is also a very busy period. Is it wise, therefore, to have a principal starting off in a new school during the ‘frenzy’? Would it be better that new principals would begin their tenure In January or February?

The selection panel should be trained in the recruitment process, with specific emphasis on interviewing skills. As well as gender balance, all members of the selection board should be experienced interviewers.

Advertising for the post is not just about following procedure – you need to ensure that you are attracting the right candidates. As much information as possible should be provided to applicants. Matching the personality and style of the principal with the culture and ethos of the school is vital.

It is essential that the selection panel be allowed to elicit information as to what the shortlisted candidates have contributed to their previous schools, whether they have shown leadership qualities and, in particular, how they relate to staff, parents, board members and others. While this

The Evaluation of DEIS

By Dr Susan Weir, Research Fellow, Educational Research Centre.

Susan has been principal investigator on the DEIS evaluation since 2007 The Delivering Equality of Opportunity in Schools (DEIS) programme, which was introduced by the Department of Education and Skills (DES) in 2006/2007, is aimed at addressing the educational needs of children and young people from disadvantaged communities. The Educational Research Centre (ERC) has been conducting an independent evaluation of the most intensive form of DEIS, the School Support Programme (SSP), at primary level since 2007, with the aim of monitoring its implementation and assessing its impact on students, families, and schools. This article relates to an assessment of the programme’s impact on pupil achievement.

Although significant increases in reading were found at all four grade levels tested, increases were greatest at lower grade levels and the largest gains were found for pupils in 2nd class.

CHANGE IN PUPIL ACHIEVEMENT Baseline test data in reading and mathematics were collected from all pupils in 2nd, 3rd, and 6th class in a sample of 120 urban SSP schools in 2007 (71 Band 1 and 49 Band 2). Follow-up testing was carried out in 2010 (when 5th class was added to the testing programme), and a further round of testing was carried out in May

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of 2013. On each testing occasion, all schools agreed to participate, yielding a 100% response rate.Very large numbers of pupils participated.

For example, over 17,000 pupils were involved in testing in the Spring of 2013.

Outcomes were similar for both reading and mathematics achievement, so only reading outcomes are described here. Evaluation data indicated that the achievements of pupils in our sample were well below those of pupils in the norm group. However, comparisons of the overall average reading score in 2007 with the follow-up scores in 2010 revealed improvements in reading at all grade levels.

Results of the most recent cycle of testing in spring of 2013 showed that the previously observed gains had not only been maintained, but had been built on. Although significant increases in reading were found at all four grade levels tested, increases were greatest at lower grade levels and the largest gains were found for pupils in 2nd class.There was a marked decrease in the percentage of very low achieving pupils between 2007 and 2013. At second class level, the percentage of pupils scoring at or below the 10th percentile fell from 22% to 11% between 2007 and 2013 (the national norm is 10%).

Progress was more evident in Band 1 than in Band 2 schools.

The design of the testing programme included two longitudinal cohorts: many of the pupils who were in 2nd class in 2010 were in 5th class in 2013, while many 3rd class pupils in 2010 were in 6th class in 2013. Analyses of their initial and follow-up scores showed that, on average, pupils performed better in 2013 than they had in 2010.

would not offer any guarantee, a person’s track record is still the best indicator of their likely performance in their next role.

In a situation where there no suitable candidate is identified during the interview process, no appointment should be made, regardless of the pressure that may be brought to bear to ‘fill the vacancy’. It is less damaging for a school to continue without a permanent principal for a period than to appoint the wrong person.

The Selection Panel has the responsibility, and should be accountable, for appointing the best person to lead the particular school.

On appointment, the principal should be offered a minimum of one term to take part in job shadowing in a variety of schools and spend significant time with the staff and outgoing principal to ensure a seamless transition.

The first year of a new principalship is important. It takes a principal one full year to observe all the cyclical events. During this time, principals should make use of the supports available to new principals

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CONCLUSION The results are very encouraging. Work has begun on investigating why some participating schools have made large gains while others have not. A range of home, pupil, and school factors are being examined as part of the analysis. For example, the level of engagement in planning for DEIS is one of the factors that might be implicated at school level, whereas the ways in which pupils spend their leisure time might be related to achievement at pupil level. We hope to continue to monitor achievement in schools in the programme, either as standalone exercises, or as part of other studies (e.g., national assessments).

We hope to continue to monitor achievement in schools in the programme, either as standalone exercises, or as part of other studies (e.g., national assessments).

The evaluation of the programme is ongoing, and we will continue to ask schools to participate in evaluation activities from time to time. These activities might include visits to schools and completing questionnaires. We are planning a series of nationwide focus group meetings with DEIS principals in the Spring of 2014.

You can contact Susan by email to susan.weir@erc.ie. More information on the DEIS evaluation is available at www.erc.ie.

through IPPN. It is also essential to get involved in a local principals’ support group.

What if during the first year the new principal discovers that s/he is not the right person for the job in spite of the best of efforts by all concerned? Rather than let the principal and the school suffer the consequences for many years to come, could there be a period of probation which would allow the teacher in question to return to his/her former role? This of course would require the replacement teacher to be appointed on a temporary basis.

This is by no means a blueprint for appointing principals. It is merely a series of questions to provoke thinking about the critical process of appointing good leaders for schools.

We would like to hear your views on this topic. Please email sean.cottrell@ippn.ie.

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A Principals’ Support Group can make a real difference

By Virginia O’Mahony, IPPN Assistant Director Support Groups form the basic cell structure of IPPN. Principals’ Support Groups have been very successful and many enjoy the support of their Local Education Centre, which provides a meeting room for their monthly meetings. Some support groups meet in each other’s school on a rotational basis. Every Support Group has its own dynamic and its own characteristic spirit.

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In the early nineties, I first became aware of the existence of Principals’ Support Groups. In the absence at that time of any form of training, principals were meeting in informal groups to provide professional support to each other. I joined a support group then and it became a very significant part of my professional life for more than ten years.The friendships formed within that Support Group remain strong to this day.

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So how do Support Groups work and why are they so positive for Principals? The most commonly shared practices of a successful support group would be as follows: I A Support Group comprises a small group of Principals, normally between eight and twelve members, that meets once a month I It can be helpful to have a fixed day for the meeting, e.g. the first Tuesday of the month.

Some groups like to meet immediately after school, others prefer a later time in the

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evening.

One member co-ordinates the date and venue of the meeting by text or email.This simple responsibility can rotate among the members.

No formal agenda is required No minutes or reports are written No external speakers are invited A topic may be selected by consensus as the focus for the next meeting Each meeting is used to also discuss a variety of current issues as required by principals Some meetings can focus on the sharing of resources on a particular topic, e.g.

Enrolment Policy, Code of Behaviour, Anti Bullying Policy, Health and Safely Policy, Curricular plans, School Self Evaluation, School Uniform Questionnaire Successful support groups ensure that a high degree of confidentiality and discretion is an absolute requirement. It is helpful to state at the outset that no individual should be identified in the course of discussions.

Principals must feel safe to share with colleagues, in the knowledge that what is discussed at the support group meeting remains absolutely confidential within the group.

A regular social dimension is an essential part of a support group’s success. Many

groups meet once or twice a year for a meal together.

Principals are obliged to attend many meetings for which they have to spend time and effort in preparation. Most meetings produce work for the Principal afterwards. Support Group meetings are not like other meetings.The Principal can expect support, collegiality, dialogue and empathy from fellow Principals within the group.You come away from Support Group meeting enriched and encouraged. Support Groups break the isolation that can be part of the role of the Principal and in addition, members often support each other between meetings. Many professions successfully follow this method of professional support among their members.

If you would like to join a Support Group you can contact your IPPN County Network Committee. County Network Committees are currently looking at developing further support groups in a number of locations in your county.

Alternatively, you can contact me at assistantdirector@ippn.ie or the IPPN Support Office at info@ippn.ie / 1890 21 22 23 and we will be happy to put you in touch with the Support Group Organiser in your county.

Ar scáth a chéile a mharaimid!

On your behalf Since the last issue of Leadership+, IPPN has continued its advocacy and representative role on behalf of principals, through meetings, events and submissions in relation to the following: NOVEMBER ● University College Cork - Paul Conway ● Joint Oireachtas Committee Submission – Draft General Scheme of an Education (Admission to Schools) Bill 2013 ● Launch of the Chief Inspector’s Report 20102012 by Minister Ruairí Quinn ● NUI Maynooth – University Prizes and Awards Ceremony for ● Fr. Tom Deenihan, CPSMA – Priority for Principals document ● Department for Education and Skills – Priority for Principals document ● Launch of Education Matters Yearbook 2013 at National University of Ireland ● University College Dublin – Ciaran Sugrue and Gerry O’Rourke

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Meeting of Cork Special Schools IPPN CPD Team Meeting IPPN Executive Committee Meeting IPPN National Committee AGM INTO Consultative Conference on Education Minister Seán Sherlock, Department of Enterprise, Jobs and Innovation Meeting of Cork Small Schools Group Children’s Mental Health Services Subgroup ICP Executive Meeting – Skype Primary Evaluation Advisory Committee meeting Minister Ruairí Quinn, Department of Education and Skills, IPPN Support Office visit Common Purpose Meeting Comhdhál Gaelscoileanna Teo and Eagraíocht na Scoileanna Gaeltachta Teo Michael Crowley, Department of Education and Skills – Priority for Principals document Mental Health Services Subgroup PAG E 1 6

● Ciall Ceannaithe Content Review – IPPN CPD team ● Growing Up in Ireland Data Workshop DECEMBER ● Office of the Minister for Education and Skills – Launch of the public consultation process for the development of a new Digital Strategy for Schools ● St. Patricks College, Drumcondra ● Launch of the PISA 2012 results by the OECD ● IPPN Executive Meeting ● ICP Executive Meeting - Skype JANUARY IPPN will host our Annual Principals’ Conference on 23rd and 24th January at the Citywest Hotel and Convention Centre, Co. Dublin. See separate pull-out section for details of keynote speakers, seminars, Education Expo and online booking.

Meditation with Children A Gift for Life

By Noel Keating, Project Coordinator, CMI

Meditation is a world-wide phenomenon that is gaining in popularity. Just like the term sports, the term meditation refers to a broad variety of practices that promote relaxation, self-discovery and compassion in those who practice it. In many traditions, meditation means sitting quietly, still in body and mind for a period. While faith-based traditions meditate with the intention of sitting quietly in the presence of the Divine, the actual practice is much the same for those who approach it from a secular perspective. In both cases it involves simply being, in silence and stillness, for a short period.

Research worldwide demonstrates the clear benefits of meditation in reducing stress, enhancing general wellbeing and impacting positively on basic brain function and habits of mind. In recent years, further research has confirmed these benefits arise for children also and shows that, in addition, the paradox of being still and silent is that children often become increasingly other-centred. These benefits arise even where the practice is introduced on a purely secular basis but are even more powerful when the practice is situated within the context of a person’s deepest religious or philosophical convictions.

Christian Meditation Ireland (CMI) began promoting the practice of meditation with children in Irish schools in October 2012. This followed a very successful seminar which was

attended by over 200 principals, teachers and others from all across the country. Children have a natural capacity for meditation and the project is making this universal life-skill available to children, helping them to deal better with the challenges and pressures of life. To date, 40 primary schools across the country have adopted the practice with the result that 10,000 pupils now meditate at least once each week with their classmates and teacher.

The practice is being promoted on a whole-school basis.This means that every child in every class has the opportunity to meditate with their teacher at least once per week; preferably, the whole school at the same time.

Research worldwide demonstrates the clear benefits of meditation in reducing stress, enhancing general wellbeing and impacting positively on basic brain function and habits of mind.

Training is offered to the staff of schools participating in the project. The programme explains what is involved in meditation, gives staff a short experience of the practice and explores the benefits and fruits of meditation for children. It offers practical advice to schools on how to introduce the practice and presents a DVD clip showing how one primary school has successfully introduced the practice.Applications are invited for the current school year. As this is an initiative of CMI,

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priority will be given to schools interested in developing the practice as a faith-based initiative.

Schools make a decision, at the conclusion of the in-service programme, if they wish to introduce the practice, subject to the approval of the Board of Management.

There is no charge involved. However, schools are invited to purchase a Starter Pack of resources which includes a Meditation Timer CD, Into the Quiet, as well as books and DVDs about meditation. Schools are invited to consider making a donation to the project.To find out more, please contact the Project Coordinator, Noel Keating, who may be contacted on 087 2251183 or by email at meditationwithchildren@eircom.net. Or you can apply directly by completing the application form which is available on the website www.christianmeditation.ie.

Noel Keating, who coordinates the project, has interviewed thirteen pupils from two participating primary schools.

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All of the pupils interviewed professed to enjoy meditating in school very much and many noted that their friends enjoyed it too

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All of the children said they would be very disappointed if their school ever stopped meditating

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Many noted that they would continue the practice themselves if the school stopped it

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Eleven of the thirteen had meditated at home as well as at school

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Pupils stated that meditation made them calm and relaxed and helped them with their schoolwork.

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Most also expressed the view that it brought them closer to God.

Principal in Profile

There’s No Business Like Show Business!

By Vinny Thorpe, Teaching Principal, Timolin National School, Co. Kildare

My Dad once told me that if you have music you will never go hungry and so as I grew up I was fed a diet of Elvis, Roy Orbison, James Last, Acker Bilk, ABBA, Glenn Miller, Shirley Bassey and a host of other great artists from the forties, fifties and sixties. For dessert, I feasted on the sweet delights of showmanship in the form of Morecambe and Wise, Tommy Cooper, Les Dawson, Abbot and Costello, Laurel and Hardy, the Two Ronnies and Freddie Starr.What I didn’t realise at the time was that my Dad, like so many others of his generation, struggled to find work on the buildings and so the idea of earning ‘a few bob’ on the side from playing music was a revelation.

Mam worked at home full-time.

Luckily for me I got 2 hours of music lessons from the local Newbridge community band in my beloved County Kildare. My parents could afford it at 50 pence a week and they gave you a free instrument! I chose the clarinet and saxophone.

As I practiced, my skill grew, as did my confidence and before I knew it, with a good Leaving Certificate and family support and love, I found myself in front of an interview board in Trinity College, Dublin playing Mozart’s clarinet concerto movement number 2. I wanted to achieve something which no-one in my father’s family had ever achieved before - a place in college. On a clarinet held together with bits of elastic, I succeeded. Music had opened the door. My hunger would no longer be physical but a hunger for knowledge took hold.

The journey I have taken since - as a student, musician, singer, showman and conductor in shows, orchestras, wedding bands, pub bands and dance bands - has shaped me into the teaching

principal I am today. The skills of showmanship apply to our role as principal every day. We must prepare, practice, rehearse and learn from our mistakes. Morecambe and Wise were well known for rehearsing comedy sketches over and over again. Tommy Cooper, whilst looking like he always made mistakes during his act, was just as rehearsed and prepared. Being unprepared as a teaching principal is a recipe for disaster! Of course, you also have to be skilled in working with a host of directors in terms of staging, lighting and sound as well as a series of agents to iron out any financial, personnel and legal issues. So the time comes to take to the stage, you are rehearsed, props are in place and the whole production team is poised for action and you wait for your cue!

Once you are out on the stage and in the limelight you’ve got to hold your nerve and time the smooth delivery of your act. At the same time you’ve got to connect and interact with your audience, facilitating their exploration and enjoyment of the material, empathising with them no matter how you are feeling. As the performance moves along, unforeseen issues may arise, a heckler, for example, or a technical fault.

As the skilled and professional stage performer that you are, the show must go on, so you may be called upon to improvise, a skill that can save your bacon and improves over time. At the finale, the applause and accolades from your audience and critics will tell you whether you and the production crew have struck a chord with the masses! To add to the complexity of the role you play, tastes and new fashions can arrive,forcing you to evaluate, improve and work upon your act, which can be painful as ‘this is the way you have always done it!’ It reminds me of a time when

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performing a piece by Thin Lizzy at a recent wedding, an enthusiastic bridesmaid came up and asked me, rather then playing old music, if we knew any modern music like Lady Ga Ga! Similarly, new technology means tools change. I haven’t performed with a drummer in 5 years as it’s all available in a laptop!

Being a performer is actually quite similar to being a teaching principal.

Being a performer is actually quite similar to being a teaching principal. Every teacher in a school is a performer, depending on good direction, good production management, a skilled technical crew, finance and both time and space to rehearse and develop their craft and act. But, like the circus masters of old, teaching principals, as well as being the professional performer, must keep the show on the road! But when your crew comes together and it works and your audience is enthralled, magic happens and then you realise that there really is no business like show business!

Vinny is teaching principal in Timolin National School in Kildare and works as a Music tutor with Hibernia College. He is a graduate of Hibernia College and holds a Masters Degree in Education and School Leadership, a Masters Degree in Computer Music, a Higher Diploma in Primary Education, a Higher Diploma in Music Technology, a Postgraduate Diploma in Educational Studies and Special Education Needs, a Bachelors Degree in Music Education, a Diploma in Music Education and a Diploma in Education and ICT. Vinny can be contacted via his website ww.vdrmusic.com at vinny@vdrmusic.com.

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And Finally…

QUOTATIONS

the only Quite frankly, teachers are ildren. profession that teach our ch

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Dan Quayle

DON’T MESS WITH THE TEACHER! A former marine retrained to become a secondary school teacher. He had injured his back and was required to wear a plaster cast around the upper part of his body. It fit under his shirt and wasn’t noticeable.

On the first day in class, he was assigned the toughest students in school – smart alek punks. They had already heard the teacher had been a marine and were a bit leery of him and he knew they would test his discipline early on. Walking confidently into the classroom, the new teacher opened the window wide and sat down at his desk.When a strong breeze made his tie flap, he picked up a stapler and stapled his tie to his chest. Dead silence.

The rest of that year went very smoothly.

Q&A Q. Are you taking any foreign language classes this year?

A. Yes, Maths.

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QUOTATIONS

is The task of the modern educator not to cut down jungles, but to irr igate deserts.

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.

The following are the new resources available in the different sections of the website: RESOURCES School Policies ● Anti-Bullying Policy (BoM Resource Pack) - revised in line with DES guidelines ● Anti-Bullying Guidelines For Pupils & Teachers - revised in line with DES guidelines ● Anti cyber bullying policy (new) DES Circulars 2013 ● 0060/2013 - Public Procurement/ Soláthar Poiblí

● 0059/2013 - Summer Works Scheme 2014 ● 0058/2013 - Assignment of HSCL Coordinators within DEIS Schools / Sannachán Chomhordaitheoirí Teagmhála Baile Scoile agus an Phobail laistigh de scoileanna DEIS ● 0057/2013 - Panel access for fixed-term/ temporary (this includes substitute) and part-time teachers to the Supplementary Redeployment Panel for the 2014/15 school year ● 0053/2013 - Travel Pass 2014 / Scéim Pas Taistil le haghaidh 2014 ● 0028/2013 - Simplified arrangements for the maintenance of the Register (Clárleabhar), Roll book (Leabhar Rolla) and Daily Attendance Book (Leabhar Tinrimh) and clarification in relation to the Register to be maintained under the Education Welfare Act. PAG E 1 9

C.S. Lewis

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SUPPORTS Leadership+ ● Leadership+ Issue 77 – November 2013.

ADVOCACY Press Releases ● 3rd December 2013 - PISA Scores – Reason for optimism but not complacency ● 11th November 2013 - IPPN Welcomes Proposal to Cut School Uniform Costs ● 7th November 2013 - IPPN Welcomes the Minor and Summer Works Scheme Contribution EVENTS County Network Meetings ● County Network Autumn Meeting 2013 Presentation

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IRISH PRINCIPALS’ HEALTH AND WELLBEING IPPN has commissioned this comprehensive study of the health and welfare of primary school principals, which will be led by Dr. Philip Riley of Monash University Melbourne.

Read page 8 for more details