ISSUE 80 ● MAY 2014
+ Leadership THE PROFESSIONAL VOICE OF PRINCIPALS
Principals can be bullied too It has become a concern to IPPN that an increasing number of principals are reporting considerable challenge in dealing with very difficult behaviour on the part of parents.
Administration Burden in Irish Primary Schools: IPPN’s Submission to the Department of Education & Skills Less Favourable Treatment of Pupil by School Principal results in €700 Fine IPPN Member Services Taking Care with Touch
Deputy Principals’
dh Tacaíocht, Misneach & Spreaga hip Supporting School Leaders
Conference 2014 Éireann le Éireann Bunscoile hoidI Bunscoi PhriomhoidI Lionra Phriom Lionra hip Leadership School Leaders ting School Supporting Suppor
This year's Deputy Principals' Conference will take place on the afternoon of Thursday 15th May and full day Friday 16th May in the Carlton Shearwater Hotel Ballinasloe. Ciarán Cannon TD, Minister of State for Training and Skills at the Department of Education and Skills and Brendan McCabe, IPPN President will address the conference in a joint session on Friday morning followed by a Question & Answers session.
EDUCATION FOR LIFE
DEPUTY PRINCIPALS’
CONFERENCE
2014
HOTEL, BALLINASLOE CARLTON SHEARWATER
Thursday 15th - Friday 16th
May
We look forward to welcoming Fr Peter McVerry to another IPPN conference. Fr. Peter McVerry is founder of the Peter McVerry Trust which was set up to reduce homelessness and the harm caused by drug misuse and social disadvantage. Peter addressed the Principals’ conference in 2013 and made for one of the most memorable speakers to date. In addition to an impressive line-up of speakers there will be an opportunity to attend two seminars from the following topics: G Be(com)ing a Digital School - Robbie O'Leary G Dealing Effectively with Bullying - Seán Fallon G Mindfulness and Wellbeing for Teachers - Ann Caulfield & Derval Dunford G Priorities For School Leaders - Tom McGann & Páiric Clerkin G Self Assessment Folders for Children - Joan Keating & Siobhan Cahillane McGovern Conference Registration will open at 3.30pm, with an early registration option available from 2.30pm. The conference fee is €150 per person and your place can be booked on ippn.ie.
SCAN THIS ICON TO ACCESS THE CONFERENCE WEBSITE
Principals can be bullied too By Seån Cottrell and Brendan McCabe It has become a concern to IPPN that an increasing number of principals are reporting considerable challenge in dealing with very difficult behaviour on the part of parents. Principals spend a lot of time and energy trying to ensure that their pupils’ experience of school is a positive one. Just as parents would, principals want children to be happy in school. They take their duty of care very seriously and are ever vigilant for bullying behaviour among the children. This sometimes means having to intervene and act on instances of unacceptable behaviour by pupils. In doing so, principals sometimes invoke the displeasure of parents who think that their child is being unfairly blamed or accused, despite irrefutable evidence that the child has done wrong. In other situations where a child is the victim of unacceptable behaviour by another child, some parents react quite hysterically and expect the principal to invoke a sanction on the wrongdoer which is disproportionate to the crime. Parents on occasion become extremely annoyed if the principal is unwilling to do so.
Principals spend a lot of time and energy trying to ensure that their pupils’ experience of school is a positive one. Parents who wish to make a complaint should initially raise the issue with the principal. Should they fail to get satisfaction, they can write a letter of complaint to the Board of Management. It should initially be addressed to the chairperson who will investigate and report to the parent on the outcome. (The chairperson does not refer the complaint to the Board of Management at this stage.) If the
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 Irish Primary Principals’ Network, Glounthaune, Co Cork 1890 21 22 23 | www.ippn.ie
parent is not satisfied with the outcome, they may escalate the issue to the Board for its review. If the issue remains unresolved from the parent’s perspective, the parent has the option of escalating the complaint further – either to the Department of Education & Skills or to the Ombudsman for Children. Their decision should be the end of the matter. However, a disgruntled parent will often continue to raise the issue with the principal through ongoing communication, including repeated visits to the school.
Parents do not have the right to harangue the principal with vexatious and possibly illfounded accusations. They do not have the right to ‘bad mouth’ the principal in the locality. Parents do not have the right to harangue the principal with vexatious and possibly illfounded accusations. They do not have the right to ‘bad mouth’ the principal in the locality. They do not have the right to mount personal and defamatory campaigns against the principal on social media. They do not have the right to threaten the principal with physical violence. This is bullying at its very worst. Yet in the last few months, IPPN has dealt with cases where all of these things have actually happened. A principal who is the victim of any of these behaviours by parents, some of them happening in a sustained way over a long period of time, is naturally going to find the
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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experience extremely distressing to the point where it adversely affects their health. They need, and deserve, immediate and ongoing support. Boards of Management must act decisively in such situations. They have a duty of care towards staff. In such situations, a solicitor should be engaged by the Board with instructions to seek a court injunction against the offending parents. This could include restraining them from communicating directly with the principal or in any way publically slandering or libelling him or her. Boards of Management cannot prevaricate when principals are under attack. Bullying, whether by children or adults, should never go unchallenged.
Legal Diary by David Ruddy BL, Principal of Talbot BNS, Clondalkin, Dublin 22
Less Favourable Treatment of Pupil by School Principal results in €700 Fine EQUALITY TRIBUNAL 2014 A Mother and Father, on behalf of their son V Board of Management of a Gaelscoil A school principal, who is currently on administrative leave, was found to have discriminated on religious grounds and in contravention of Equal Status Legislation against a Church of Ireland pupil. The school, which is under the patronage of An Forás Pátrúnachta, is Interdenominational in ethos but only facilitates instruction in Catholic and Church of Ireland religious instruction. Sacramental Preparation The boy’s parents complained that when in 2nd class a significant amount of time was spent each day practising for the First Communion even though he would not be receiving the sacrament. They asked for him to be allowed read a book at the back of the class. The principal refused stating that the parents could take him home instead. This was not an option as both parents worked. When the parents queried why religious instruction was almost entirely Catholic, the principal allegedly responded by stating that both religions were 95 per cent the same. They were also told they could move the boy to another school, If they so wished. All 3rd and 4th class children were required to participate in choir practices for first Communion and Confirmation the following year. The boy did not attend the actual First Communion ceremony. The following Monday those pupils who did not attend with the choir were asked to stand out against a wall by the principal. He praised the remainder of the class and gave them two nights without homework.
The Hearing The school was represented by the chairperson of the Board of Management and the acting principal. The Chairperson made an unreserved apology in relation to the alleged behaviour of the principal. The school was ordered to review its policies and procedures to ensure that they were in line with the provisions of the Equal Status Act and to place a notice to this effect in a prominent position within the school. It was also noted in the judgement that the boy had a sister who also attended the school and that there were no issues in relation to her treatment.
The boy’s parents complained that when in 2nd class a significant amount of time was spent each day practising for the First Communion even though he would not be receiving the sacrament. COURT DECIDES ON POST PRIMARY PLACEMENT FOR 6TH CLASS PUPIL B.B (The Father) V A.A (The Mother) Hogan J (High Court) 2013 Where two parents cannot agree a choice of school for their twelve year old son, what, if any, is the role of the Court in resolving the dispute?
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Facts This case was an appeal from a Circuit Court decision. A married couple with two children (a boy and girl) separated. The parents were joint guardians and whilst the children lived with the mother, the father has considerable access to the children. The girl is 14 yrs old, has a disability, and is likely to be financially dependent on her parents for some time. The boy was about to enter post primary school. Aptitude tests showed that the boy was in the highest percentile ranking. He was offered a place in two schools. One (School A) was non fee-paying, the other (School B) was feepaying. School A had a high level of academic and other achievements with many of the boy’s friends attending. School B has an outstanding reputation and is, by common consent, one of the leading schools in the country. Places at this school are highly coveted and are greatly in demand. The school fees are considerable. The father recently lost a highly-paid job and the mother receives a modest remuneration for her job. The mother wished for the boy to attend school B on the grounds that the school was prepared to reduce the fees by 50 per cent. Her parents were willing to pay the balance. There was also a savings fund of €16,000 and a lump sum donation of €30,000 from the father’s brother. The boy also expressed an interest in attending this school. The father was in favour of school A. He argued that the family finances were precarious and that the savings should not be accessed. He also stated that the family should not be dependent on the goodwill of the grandparents. Judgement The judge enquired as to whether he would interview the boy but both parents declined as they felt it would have an unsettling effect on him.
The judge found himself endeavouring to take the place of the parents. The Court’s jurisdiction to make any order in such circumstances derives from the Guardianship of Infants Act 1964. The Court ‘shall have regard to the welfare of the child as the first and paramount consideration’. Article 41 (The Family) and 42 (Education) of the Constitution presupposes a marriage of equals with both parents having an equal claim in respect of the upbringing of their children. As a consequence both are entitled to have their views weighed fairly and equally by the Courts.
The judge ordered that the boy attend the fee-paying school on the following grounds; the wishes of the boy, and that the grandparents paid the balance of the fees as discounted by the school. The father was not obliged to financially contribute from savings or otherwise. The Courts can make an order but not a final one, as circumstances may change, and indeed a change of heart on the part of one or the other parent may occur. The judge ordered that the boy attend the feepaying school on the following grounds; the wishes of the boy, and that the grandparents paid the balance of the fees as discounted by the school. The father was not obliged to financially contribute from savings or otherwise. If the financial support were not to materialise at any time, the matter would be revisited by the Court. The appeal was allowed reversing an earlier
order in the Circuit Court that the boy should attend the non fee-paying school. PERSONAL INSOLVENCY AND PRINCIPALS Over the last few months there is evidence that public servants, including teachers and principals, have been availing of some of the new debt relief schemes. Some opt for the bankruptcy option whereby they take a career break for one year, and move to the UK. Others enter into a Personal Insolvency arrangement which can run for a number of years and stay put. A Personal Insolvency Practitioner (PIP) enters into an arrangement with creditors on behalf of the debtor and seeks the approval of a Court.
consultation with the Patron, have to decide if it is not possible to replace the principal on the Board. In practice, replacing the principal on the board is impracticable from every viewpoint. Is it possible that a principal could be dismissed for entering a Personal Insolvency arrangement which has the blessing of a Court? In my view it would be highly unlikely that entering into such an arrangement would constitute gross misconduct. Any principal contemplating such an arrangement should seek written legal advice. This advice should clarify their status and job security.
Are there any pitfalls in relation to this process? The Constitution of Boards of and Rules of Procedures of Boards of Managements (2011), as published by the Department of Education and Skills, has a section (7) part( b) entitled ‘Cessation of Membership’, which states: ‘Where a member is adjudged a bankrupt, or under the protection or procedure of a court, has made a composition or arrangement with creditors, that member shall cease to be a member of the Board, except where it is not possible to fill the resulting vacancy. In such circumstances this fact shall be declared to the other board members and the patron.’
Over the last few months there is evidence that public servants, including teachers and principals, have been availing of some of the new debt relief schemes. In practice what does this mean? The principal is obliged to make a full disclosure of the arrangement to the chairperson of the Board. The Board, in
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MATHletes Challenge 2014 and Khan Academy Q&A with Fiona Farry, Principal of Cloughfin N.S., Lifford, Co. Donegal MATHletes Challenge 2014 is a pioneering maths tournament for Ireland based on the Khan Academy approach to learning and teaching maths. Launched by Irish American Technology Entrepreneur Sean O’Sullivan and Junior Minister for Education, Ciarán Cannon TD, over 2000 primary and secondary students and 200 schools participated in the first month of the Challenge. Over €20,000 in prizes are on offer, including technology grants for winning schools.
MATHletes introduces Irish students and teachers to Khan Academy, a powerful online tool that increases student confidence and performance in maths… MATHletes introduces Irish students and teachers to Khan Academy, a powerful online tool that increases student confidence and performance in maths, and allows teachers to create individualized learning in their classrooms.
Fiona Farry is the principal at Cloughfin National School, a small rural school in Donegal. Here, the February winner for primary small schools talks about her experience with Khan Academy and the MATHletes Challenge. WHY DID YOU SIGN UP FOR THE MATHLETES CHALLENGE? We are looking at improving numeracy in our school this year (School Self Evaluation) and are open to new ideas for teaching maths. I heard about the MATHletes Challenge on a Twitter chat for Irish Education #edchatie and was immediately interested as I had heard of Khan Academy prior to this. WHAT DOES KHAN ACADEMY LOOK LIKE IN YOUR SCHOOL? As soon as 5th & 6th class pupils arrive at school they log onto their Khan accounts on the school laptops and commence some Maths activities. They are eager to begin learning even before the bell rings at 9.20. They are highly motivated by the challenge and it is amazing to see the amount of time they spend on it at home – even during Mid-Term break!
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WHAT HAS THE IMPACT BEEN ON YOUR STUDENTS? Students have found it challenging as many of the topics are quite difficult, but also very motivating and rewarding when they “master” a challenge and receive badges. Parents are astounded at the amount of maths students are doing on their tablets and phones at home. It is great that I can log in and see exactly what areas each pupil has been focusing on and set challenges for them. The collaborative learning taking place has been fantastic – it’s great to see them explaining to others how to complete a task.There are also online videos which they can watch if they are having problems understanding a topic. I look forward to seeing the impact that the MATHletes Challenge will have on students’ performance. More information on the Challenge can be found at http://mathletes.ie and Khan Academy at www.khanacademy.org. For more questions, email Kelly Kirkpatrick at Kelly@mathletes.ie.
Child and Family Agency Business Plan – Priority Areas By Gordon Jeyes, Chief Executive of Tusla – Child and Family Agency Welcome to the year of the horse - a year that is seen as bringing success to those who are prepared to work hard at achieving a goal. It is also the first year of our new Agency. If January focused on the launch of Tusla, the Child and Family Agency, then February has been about focussing on the nuts and bolts of our core work. How well we work together in 2014 will determine our success.
The success of Tusla will depend on the complementary synergy among these components in order that the sum of the parts is greater than the individual contributions. The fundamentals of family support, education welfare, community development and child protection remain crucial. The success of Tusla will depend on the complementary synergy among these components in order that the sum of the parts is greater than the individual contributions.
accountability to our work and will inform budget deliberations for 2015 and beyond. In an effort to inform this important piece of work, the Agency recently published its initial statement of purpose entitled Ireland’s Child and Family Agency,Towards a Shared Purpose. The aim of this document is to enable a wide-ranging consultation and debate regarding the priorities and key objectives for the Agency in the preparation of its first three year plan.We are inviting partners and stakeholders to critique this document in order to ensure that the priorities outlined are the top priorities for Ireland’s children. Feedback from the education sector is key to informing our three year plan and we are encouraging all interested parties to download the purpose statement and questionnaire from the news section of www.tusla.ie and return it to us by 31st May 2014. Our work programme for 2014 and our initial statement of purpose reflect our aspiration to become a service which puts children first and espouses values such as justice and courage. Only through the dedication and commitment of all those working with children can this aspiration be realised.
The Child and Family Agency Business Plan for 2014 has now been prepared in accordance with Section 46 of the Child and Family Agency Act 2013 and approved by the Minister for Children and Youth Affairs. The following 16 priority areas have been identified with 59 individual output measures to be monitored throughout the year. Priority 1:
Accountability
Priority 2:
Quality Assurance
Priority 3:
Partnership
Priority 4:
Workforce Development
Priority 5:
Family Support
Priority 6:
Early Childhood Care and Education
Priority 7:
Service Delivery Framework
Priority 8:
Emergency Out of Hours Service
Priority 9:
Child Care Information System
BOOK PACK PROMOTION
suitable as class readers " # # %
Priority 10: Children First Priority 11: Alternative Care Priority 12: Adoption Services Priority 13: Educational Welfare Priority 14: Domestic, Sexual and Gender based Violence Services
! ! ! !
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Priority 15: Psychology Services
" $ %
Priority 16: Community Sector Full details of the Business Plan are available on www.tusla.ie. This Business Plan is a first step towards delivering on our statutory remit to improve wellbeing and outcomes for children. Later this year we will produce our first three year corporate plan which will bring further clarity, focus and PAG E 7
Dare to Dream, Dare to Write By Frank Kelly, Principal, Durrow NS, Tullamore, Co Offaly What follows is the story of a story, The Custodian, a school’s endeavour to extend a challenge to a group of good readers, simply to be good writers. Each year, so as to give the less confident children in senior classes a chance to express their opinions, we move the confident children up to the next class for English. As we don’t bus the sixth class group into first year, they come, eager to learn, to the Principal.Then follows the devouring of five or six novels at high speed, the indexing of three or four hundred words, their appropriate use in sentences, the study of voice, texture, rhythm, dramatic tension, pace, oh and reading for pleasure on day two! Most of the group of eight, four boys and four girls would read three to four books a week, some more, if they got away with it. But half way through the first novel, we decided to write our own and use any profits to help build our new school gymnasium. On day two, I presented everyone with a large note pad.They dated a letter June 2014 and wrote thanking me, from the future, for letting them write a book. They drew their picture opposite their own
cardboard cut-out at the front door of Eason’s. Then they each had to list twenty ideas for the best book they could ever read. The next day we came up the setting - Durrow, Co. Offaly; the plot - the theft of the Book of Durrow (later changed to the Irish Crown Jewels); the main character - a boy their own age, Matt, whose life is falling apart because his older sister is mean to him, his mother won’t get out of bed, he hasn’t seen his father in seven years and to top it off, he is being bullied at school. And it’s a comedy! Well almost. Matt also has a cyber pal – his only friend – who is not what he seems. Then Matt discovers an old childhood friend, a ventriloquist’s dummy, who talks to him in his head- that’s a real helpand helps him save the Irish Crown Jewels from a criminal gang, by means of phone hacking and various other - completely beyond the comprehension of this ageing mind - wild and dangerous high-tech escapades.
Front Row, L-R: Frank Crossen, Niamh Bracken, Jack Wogan, Molly McNally Back Row. L-R: Elysha Maken-Finlay, Robert Crossen, Mr. Frank Kelly, Robert Kinsella, Kate Molloy
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Between February and October we churned out 65,000 words of a rip-roaring adventure and a cracking read.With the help of the Transition Year typists - at last something for them to do - and the angel of a parent, Safie Maken Finlay, who got the story to run in a straight, readable line, we had something so good that we submitted it to publishers.Then Eason’s window came into view with a great offer from educate.ie, the educational publishers. Eoin Colfer, author of Artemis Fowl among other gems, took time out to read ‘The Custodian’ and had some genuinely complimentary things to say about it. Importantly, the book deals with the profile of a bully, that of a bully victim, and offers some very practical advice for anyone who bullies or is bullied. The associated workbook, as well as being entertaining and challenging and aimed at the senior primary reader, hits many of the markers for literacy evaluation that will be encountered in the new JCSE. Warning, plug alert! The book is reasonably priced, the work book is initially free and your senior students will enjoy a book that is set in Ireland, presses all the high-tech buttons to hold their interest and hopefully inspire them to write themselves.
Administration Burden in Irish Primary schools IPPN’s Submission to the Department of Education & Skills The following is an excerpt from the IPPN submission in relation to the administration burden in Irish primary schools and specifically in relation to the duplication of information requests by the DES, other government departments and education agencies. SCHOOL RESOURCES As the Department will already have gleaned from interviews with the principals of 20 primary schools and 2 special schools selected to participate in its review of administration burden in schools, many schools do not enjoy the support of a fulltime administrator / secretary or a dedicated office or storage space for school records. This can have a significant impact on a school’s capacity to respond to and deal with requests for information. The role of Teaching Principal, where the school leader also has full-time teaching responsibilities, is particularly difficult owing to the nature of the ‘dual role’. Six out of every ten principals in Ireland teach a class full-time.Teaching Principals are least likely to have administrative support, thus reducing the administrative burden is particularly important in reducing their work overload.
DESIRED APPROACH Moving all shared information online is one crucial way to alleviate the administration burden on schools. Schools would then be in a position to maintain their school profile/pupil/staff data online centrally. Whatever agency needs to access the information to run school-related reports, collate data for aggregate reports, to grant resources, to process payments etc. could be granted access to the level of data required. The appendices provide the details of school (Appendix 1) and pupil (Appendices 2 and 3) data requested of schools and would be the minimum level of data that any new database should accommodate. There is considerable and justifiable concern in relation to the protection of information pertaining to individuals (pupils, parents and staff). However, if other large organisations with private and confidential information can successfully operate online systems for their administrative functions, it should be possible for the Department to do the same. It will require the DES to devise online systems with robust security features including well-managed user profiles to guard against unauthorised access.
Below is a list of the various sections/units of the DES as well as other education agencies that seek information from schools; the type of information sought; the timing of the request and its purpose. The list is not exhaustive. Examples of ad hoc requests for information of schools that we do not envisage be captured in an online database are captured in appendices for completeness. Also provided in appendices are the details of the information types sought by the various agencies. This will be an important input to the design of data categories and variables in an online database. INFORMATION SOUGHT FROM MULTIPLE ORGANISATIONS There is an enormous amount of duplication of information requested of schools, in relation to general categorisation information, staffing levels and types, individual children and compliance with various guidelines. The following is an excerpt from the full list provided to the DES. The full submission is available to view on www.ippn.ie under Advocacy – Submissions.
WHO
WHAT
WHEN
WHY
HSE - LOCAL HEALTH CENTRE
Lists of students and parents for Junior Infants and 6th class - For immunisation programmes they require class lists with names, dates of birth, telephone numbers and addresses of pupils
Throughout the year
Vaccinations, hearing and vision
HSE - DENTAL CLINIC
Lists of students and parents in specific classes
Throughout the year
Screening
Child Protection Referrals and Case Conferences : These conferences require detailed information and reports on the child
As need arises
Child Protection
School Attendance Returns to be made on children who have missed 20 days or more from school and the reason for each individual absence. An annual return to be made by mid- July after the school is closed.
When a child has 20 days absence
Attendance tracking
School Completion Programme – target pupil lists, numbers
As required
Attendance tracking
Information regarding suspension and expulsion of pupils and Section 29 appeals
As required
Suspension and expulsion of pupils
Roll Book (Leabhar Rolla): To record the name, address and registration number of each child together with a daily attendance record, a total attendance for each quarter and a total annual attendance.
Daily Quarterly Annually
DES statistics
Attendance Book (Leabhar Tinrimh): To record the total daily, weekly, monthly and yearly enrolment and attendance for each class, the average monthly, quarterly and yearly enrolment and attendance, correct to two decimal places together with the overall average attendance for the school.
Daily Weekly Monthly Annually
DES statistics. This can now be done online cf Circular 28/13.
Annual Statistics Form: This requires information on enrolment, age of pupils, number of pupils at each age level, number of pupils in each class, number of new entrants and their source, number of school-leavers and their destination including the names of the second level schools to which they went, number and category of teachers, number of children with SEN in mainstream classes and in Special Classes, number who are integrated and with which mainstream classes, numbers in each class attending Learning Support, number of travellers and term census.
Early October – based on September 30th Data
Grant calculation, DES statistics
CHILD & FAMILY AGENCY
DES- STATISTICS
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ICT Tips
Reimagining the Digital Camera By Simon Lewis, Principal, Carlow Educate Together NS, Graiguecullen, Carlow
One of the first pieces of technology I ever used in a school was a digital camera. It was a bulky gadget into which you inserted a floppy disk, took your photographs, popped your disk in the drive of a computer and made a PowerPoint presentation with the results. When bigger gadgets like Interactive Whiteboards came along, the digital camera took a bit of a back seat but, like everything relating to technology, things move very quickly. Digital cameras are everywhere, on almost every computer and mobile phone. The latest craze in primary education is tablets. They generally all have front-facing and back-facing cameras too. The great thing about all these devices is that they are Internet connected and this is where the digital camera comes into its own for 21st century learners.
The great thing about all these devices is that they are Internet connected and this is where the digital camera comes into its own for 21st century learners.
There are a number of other uses for internetconnected cameras which you might like to try out. MATHS TRAIL As part of a Maths Trail, children take photographs along the way to answer particular questions and upload them, along with a caption, to be viewed back in the classroom. SCHOOL TOUR LOG Students could be in charge of taking photographs and captioning them as a live update of their school tour. For example, a class may be visiting a park and they might take some pictures of games they played or different plants they find along the way. LITERACY ACTIVITY Children can take an image according to a chosen theme and then caption it depending on their age and ability. For example, children might do the 100-word challenge where they describe a photograph in 100 words exactly. MULTI-SCHOOL PHOTO BLOGS Two or more schools could use the same Tumblr account and do a shared project that would appear on the same website.This can be great fun and schools don’t have to be worried about time differences between countries, etc.
For me, one of the simplest activities you can do using a digital camera is to create a blog of captioned photographs using an app called Tumblr, an incredibly easy-to-use blogging tool. All you need to do is download the app on your device, sign up with a username and password and you’re ready to go. If you have a bunch of tablets or smartphones, everyone can be blogging at the same time. There are four simple steps: 1. Create a blog post 2. Take your photograph 3. Type in your caption 4. Click/Tap ‘Publish’. Your blog post can be instantly viewed on the web. PAG E 1 0
There are loads of other ways you can utilise the digital camera on an internet-connected device. Any blogging tool can be used – Tumblr, Blogger or Wordpress are just a few examples.The reason I like Tumblr is because it is so easy to use. As well as taking photographs, one can also take audio and video footage, which opens up further learning opportunities. One word of warning is that we need to be conscious of security. If we are live-blogging our photographs, we need to be sure that only appropriate images are going online. Web safety should be part of any conversation in a classroom and these types of activities lend themselves well.Teachers using their own mobile devices also need to be aware of potential child protection issues and policies on using personal devices should be in place. Simon is well known for his thoughts on technology in education and gives talks and courses to teachers on all aspects of ICTs. Simon runs Anseo.net, a popular educational blog, and Mash.ie, which encourages teachers to share ideas on thematic planning.You can contact Simon by email to simon@carloweducatetogether.ie.
Reflections
‘Tour’ Aire By Damian White, Principal, Scoil Shinchill, Killeigh, Co. Offaly
School tours ain’t what they used to be. There was a time, not so very long ago, when three children per two adult seats meant that a fiftytwo seater coach could bring up to seventyeight people up and down the country without safety belts or other entanglements to contend with. It was not unusual, therefore, to lead the entire population of a four-teacher school into a coach and head for exotic places such as Cragganowen or Bunratty, Dublin Castle or Newgrange with the school firmly locked shut back home. In some schools, the school tour was a parish excursion with parents, grandparents and assorted spinster aunts and quiet bachelor uncles brought along to ‘fill the bus’. In such cases, it was not uncommon to have built in two to three hours for shopping, manna from heaven for those who didn’t get to the big smoke very often.
After what seemed an age travelling from our school, the bus slowed to a halt. “Are we there yet?” I bellowed. Everyone laughed as we had only reached the other school and hadn’t left our own parish. My first ever tour was to Limerick with a bit of Clare thrown in. It was June 1973, a fortnight after my First Holy Communion and, though I didn’t know it at the time, possibly around the day my job’s defining circular 16/73 was circulated to schools. It was less than three months before Limerick won their first All Ireland since 1940 and, as luck for one of my favourite counties would have it, their only one since. School tours, like other significant life events, are easily recalled by the participants, though
after twenty-seven years of organising them, they tend to mesh in the memory into one giant bus trip, several multi-use plastic bags and countless head counts. I’m not exactly sure why, but I wore my communion outfit of navy blazer and white shorts, shirt, tie and recently-purchased watch to Limerick. As ours was a two-teacher school, the principal got together with an old friend in a similar setup and they filled the bus between them. After what seemed an age travelling from our school, the bus slowed to a halt. “Are we there yet?” I bellowed. Everyone laughed as we had only reached the other school and hadn’t left our own parish. The driver had a microphone. He introduced himself as Freddie and, in an effort to coordinate the cacophony as we fought turf wars over the back seat with the other school, decided to teach us a few songs. ‘Ten Green bottles’ gave him five minutes peace. ‘Stop the Bus I Want to Wee Wee’ drew a withering glance from the teachers. When the bus broke down on its way between the Treaty Stone and Ardnacrusha, he started us singing ‘One Man and His Dog Went to Mow a Meadow’. We were on” fifty-eight men and several dogs” before a new bus arrived to take us on. As the engine was busted flat in Ardnacrusha, we soon sang every song that driver knew. Freddie was a mine of information, telling us that the bus we were on could drive through the huge pipes in the impressive powerstation. “The last bus we were on would get stuck in them I’ll bet” was one smart answer from the back. More withering teacher glances. Bunratty Castle was memorable and I can recall being in Durty Nellys on the same trip, possibly for toilet issues. What did I learn from my trip as a seven year old? Apart from visiting some of the area’s most notable sights and singing the longest songs imaginable, I was also at the mercy of the 6th class boys, who told me what a two fingered gesture meant. For
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their titillation, I repeatedly stood on the back seat, still resplendent in my communion clothes, making the gesture to everybody driving behind. I shopped for the first time on my own, bringing home really useful gifts to my parents. Saving, for which circular 16/73 made the principal responsible, hadn’t been taught to me by then. I have suffered the loss ever since.
As a teacher, meeting past pupils is always a pleasure. As conversation invariably strays to times past in the school, concerts, matches and tours feature most. School tours nowadays have changed and many more issues have to be considered. In choosing a destination back then, the teacher would have known that none of us had been there before. While safety was always an issue, regulations weren’t as stringent. However, then as now, a tour was measured for success on the basis of how far from home you could get. A subsequent tour to Birr Castle was deemed a failure by pupils who wanted more than a half hour trip to a town we regularly visited for matches on Sundays. As a teacher, meeting past pupils is always a pleasure. As conversation invariably strays to times past in the school, concerts, matches and tours feature most. They are perhaps the days when the class realise for the first time that teacher is human, that they eat sweets and they wear normal clothes. Tour days may be the first chance a child has to purchase a small gift to take home to loved ones. My father, who never sang a note, still has the song book I bought in Bunratty for him. For some children, the school tour is just another trip, for others, it may possibly be the only trip they take. For that alone, they are worth the effort.
Principal Advice
Know Thyself By Angela Lynch, Principal Advice Manager
‘Know Thyself’ is one of the delphic maxims and was inscribed in the forecourt of the Temple of Apollo at Delphi. I would like to persuade you to go on a personal journey but first, perhaps I need to convince you that it is worth the effort. Consider these questions: I Would you like to communicate more effectively? I Are you dealing with difficult relationships? I Do you find it difficult to handle conflict? I Does interpersonal conflict leave you drained and overwhelmed? I Is managing stress a major difficulty for you? I Are you confused by the emotions you experience in school? I could have answered ‘yes’ to all these questions. I can’t say that I have a magic formula to address them all, but I do know that, in both my personal and professional life, I have discovered a means of coping. I have found a way of building resilience in myself in order to deal with what life throws at me. In order to be effective in a leadership role, one has to have good interpersonal skills, the capacity to make people want to follow you and to build a team where individual strengths are utilised to the maximum. Before you can know your team,you have to know yourself.Thus begins the journey to which I refer – the journey towards self awareness.
‘Those who command themselves, command others.’ William Hazlitt. I could give you the theory behind the various personality and behaviour models such as the Enneagram, Myers Briggs or Belbin Team Roles and the effect their use could have on the development and enhancement of your leadership role. However, my goal here is to persuade you to begin this journey by giving you an insight into my own development of self awareness, of knowing my strengths and of understanding others. My own personal journey began when I was given a book on the Enneagram by a friend. The Enneagram describes the motivations, values and behaviours of 9 personality types. This led me in time to investigating Myers Briggs and, more recently, Belbin. All have been fascinating and all have made me aware of different aspects of my personality and behaviour that I have used to develop and use my strengths to the fullest extent. We all have weaknesses, or as Belbin terms them ‘allowable weaknesses’, but the challenge for everyone is to work towards the strengths that we each possess. Personal development is just that – personal and unique to the individual. In exploring this area, you begin to understand other people better and acknowledge their perspective, which of course can only be helpful in developing strong relationships within your school community.
When I first read through a description of the Enneagram’s 9 personality types, I discovered that Type 9 – The Mediator - perfectly described me. I hate conflict and would do anything to avoid it. In fact I would be the person to make a molehill out of a mountain! I would do anything else rather than deal with an issue of conflict and this of course would actually cause more conflict. So I had a weakness here. However, I am a good listener, able to see many different points of view and remain calm in a crisis situation. My gift was very close to my shadow.This knowledge gave me the confidence to stop avoiding those conflict areas as I realised that I could handle them. In other words, I made use of my strengths. Have I persuaded you to take the same journey? Maybe you might like to try a simple personality test based on Myers Briggs. Simply google Myers Briggs and a number of sites will pop up with free personality tests. They are quite short and by answering a number of questions the test will provide you with 4 letters which will then provide a description of one of sixteen personality types. It might be of interest to know that mine is INFP! In forthcoming editions of Leadership+, I will explore this area of personal development further. For now, why not give it a go?
Friends of School Committees An effective parent association should contribute very positively to the life of a school community. Parent associations provide an opportunity for parents to work in partnership with the school and to provide practical support to the work of teachers with the ultimate objective of enhancing the quality of learning for every child in the school. In accordance with Section 26 of the Education Act 1998, the parents of students in a recognised school may establish, and maintain a parent association. Membership of the association is open to all parents of students in that school.
A small number of schools, through the efforts of the principal or Board of Management, have selected a group of parents and other interested people to form a ‘Friends of the School Committee’ mainly for the purpose of fundraising. This is not the same thing as a parent association and, while it might run in tandem with one, does not replace the parent association, which has a statutory basis in the Education Act 1998. For suggestions on best practice with regard to parent associations see ‘Supporting Each Other’, a joint IPPN-NPC publication, which is available on www.ippn.ie and www.npc.ie.
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From the Hill to the White House By Catriona Collins Moran, Principal at Taipei American School, Taiwan How does an Irish girl from the Hill, Abbeyfeale find her way to recognition in Washington, D.C. for outstanding service in education? I can thank my mother who told me at a very young age that I was going to be a teacher. That was that! Not having the opportunity to pursue higher education herself, she had great ambitions for all of her children. She instilled in us a strong work ethic, a capacity to dream, and a confidence that we could achieve anything we set our mind on. Somehow, somewhere during my youth, I set my mind on travel and adventure. So, in 1989, after seven years teaching at St. Michaels GNS in Arklow, I took a leave of absence for a year and travelled to Tokyo.That was almost 25 years ago! Now I have served two and a half decades in the American overseas school system, initially as a teacher and later as a principal. You may wonder what is different about serving as a principal in this environment! In today’s world, where teachers (and by extension principals) are not always recognized or rewarded for the incredible work they do every day with children, leading a school in Asia is an entirely different matter. In Taiwan, there is an annual holiday dedicated to teachers, Confucius Day, which underlines the esteem in which education and teachers are held. My school, Taipei American School (TAS) is a private
independent school. Our mission is to inspire students to be ‘confident, creative, caring and moral individuals’ who can adapt and succeed anywhere in this rapidly changing world. We capitalize on the Asian attitude to education while utilizing the pedagogy and curriculum of the best U.S. systems.As you would expect, there is an expectation of a rigorous curriculum, ambitious standards, and high student achievement. In this system, the principal has tremendous autonomy and the responsibility that goes with it. Our student body represents 40 different nationalities with the majority of students being ethnically Asian. On worldwide assessments, such as the Programme for International Assessment (PISA), the top seven high achieving countries year after year are in Asia. Why is this? It’s not a mystery - students work really hard, parents have very high expectations, and teachers are very supportive. As a school, we help to develop other aspects of our young people (the performing arts, social skills, character education, public speaking skills, etc.) so that when our students move on, they are indeed ready to succeed anywhere. My own boys (19 and 16) have grown up in this world.They realize that they have been fortunate to befriend children from all over the world and
Group Photo at NDP Dr. Sharon Hennessy, Superintendent,Taipei American School,Taiwan Gerry Moran, Managing Director,Taipei Youth program Association,Taiwan Dr. Catriona Collins Moran, Principal,Taipei American School,Taiwan Mary O’Brien, Deputy Principal, Rathpeacon N. S. Cork Pat O’Brien, Principal Watergrasshill, N. S. Co Cork.
to receive an education second to none. They have a real grá for Ireland and everything Irish but they are very much international citizens. Now an international citizen myself, when I was receiving the award in Washington DC, I chuckled inwardly at the thought of the farmer’s daughter from Abbeyfeale being celebrated by the U.S. Secretary of Education. It was a huge honor! I was very proud to represent Ireland in this capacity. And, I thank my mom... Catriona is Principal at Taipei American School in Taiwan (www.tas.edu.tw). She is a graduate of Mary Immaculate College, holds a Master’s degree in Educational Leadership from the University of Southern Queensland, Australia, and a Doctorate in Educational Leadership from the University of San Diego, California. In addition, she is a Datawise expert of Harvard Graduate School of Education. She frequently presents at conferences in Asia and in the USA on literacy development, assessment and using data to guide instruction. On October 25, 2013, Catriona was awarded the National Distinguished Principals Award from the U.S. Department of Education and the National Association of Elementary School Principals (NAESP) – one of the two overseas principals awarded last year and the first Irish educator to win this award. Catriona can be reached at moranc@tas.edu.tw.
Catriona with Nancy Flatt Meador, President of National Association of Elementary School Principals (NAESP). PAG E 1 3
IPPN Resource
School Self Evaluation Road Map
Featured IPPN Member Services New IPPN Resource Bundle on SSE This School Self Evaluation Resource Bundle will support and guide you through the SSE process, from whatever stage your school is at. It explains how to start effectively at the very beginning, and the steps necessary for you, your staff and the Board of Management to take, to successfully develop the process in your school over the coming months and years. Visit ippn.ie or scan the icon below to access the SSE Road Map Resource Bundle
Member Supports & Services For full details about IPPN member services please see our new interactive guide on ippn.ie/About Us or scan the QR Code.
Local Principals’ Support Groups Where would you go to de-brief with colleagues who understand you without explanation, where you can discuss your concerns and leave with a clear plan of action, develop skills as a reflective practitioner and establish an effective means of self care? Don’t wait, find your Local Principals’ Support Groups. Visit ippn.ie/Supports/Support Groups to see Catríona O’Reilly, Principal, Our Lady of Good Counsel School, Ferrybank, Waterford talk about her experience as a Support Group member
Dates for your Diary… Coming up this summer IPPN will present the Teaching Principals’ Clinic from July 7th – 11th in Athlone. Focussed on the complex role of the Teaching Principal, the course will cover leadership skills, planning, communications, strategies for SSE, self-care and much more Ciall Ceannatihe, the online course for newly-appointed and aspiring principals will be available throughout July. This course is considered a must-do for all new principals and offers advice and training on how to manage your first week, month and year in your role as principal.
Tacaíocht, Misneach & Spreagadh Supporting School Leadership
Deputy Principals’ Conference 2014 See inside cover or ippn.ie for full details
Éireann Bunscoile Éireann PhriomhoidI Bunscoile Lionra PhriomhoidI Lionra Leadership School Leadership Supporting School Supporting
EDUCATION FOR LIFE
DEPUTY PRINCIPALS’
CONFERENCE
CARLTON SHEARWATER
2014
HOTEL, BALLINASLOE
Thursday 15th - Friday 16th
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May
Further information will be available on ippn.ie in the coming weeks.
The Weight A view from across the pond By Rich Burchill, Principal of Belmont Day School, Massachussets Earlier in my principal career (somewhere between Elvis and Bieber), after I had been principal of my elementary school for a few years, one of my teachers one morning asked how I was. An innocuous inquiry. I probably asked it of others a hundred times a day. She apparently knew me well enough to note a lack of conviction when I replied, “Great.” She looked at me and said something like, “you know, we all come to you and tell you all of our problems and you listen and support us. But you never share anything that you are going through. It isn’t fair.” Well at the time, my second parent was dying, I had just started teaching my first graduate school course, I had assumed an elected position on my town school board (similar to a BOM), had some major health issues, had four young children of our own and was the seventh principal in ten years at that school (one had died, another had committed suicide.) I suppose my answer of “great” actually was somewhat a relative term. A comment like hers however, totally shattered the image I had of myself as the principal of my school. I was to be stoic, omnipotent, and always in control. Fair thing they didn’t speak to my family about who I really am! On reflection, how unintended condescending and arrogant an attitude that was. It didn’t respect who my fellow adults in the school were nor did it model how I would want to be treated were I not the principal. Way back when,The Band created a song called ‘The Weight’. It was made famous on many levels by Levon Helm, the sound track to the movie Easy Rider, and a host of cover bands.The lyrics include: “...take a load off Annie, put the load right back on me”
Obviously the load or weight can be a lot of different things to different people but to me it speaks to the weight that principals are always more than willing to take. For principals, that weight only increases during times of budget cuts, decreasing human resources, larger class sizes, economic hardships on families, and increasing expectations. Sound familiar? As the leader of your school in times like this, it can be at the least overwhelming and at the worst paralyzing. Try not to put every “load right back on me.” Yes, as the principal of your school you do need to take a lot of the weight, but you can’t own it all. Most of your faculty and staff do not expect you to solve all of the challenges externally imposed upon your school. The opportunity rests in trying to problem solve as a school and not just as the principal. There will be no easy solutions. I would guess that it will begin to feel (if it hasn’t already) like triage. Instead of owning all of the difficulty, don’t be afraid to let your faculty and staff know how hard you are trying to maintain some semblance of normalcy, how draining it is, and how you look for positives inside and outside school to bring into and share with your learning community. For added sustenance, try to get into classrooms to enjoy the children as often as possible and remember to enjoy your family and friends outside of school. While there is a weight that you should sometimes ignore, there is also a wait that you should sometimes embrace. Not every problem needs to be immediately addressed by the
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principal (as IPPN’s recent publication spells out.) In any community, school or family, things often work themselves out. In a time of constraints and cuts, as the leader it can often feel as though conflicts need immediate personal resolution. Sometimes it is better to step back and hold your breath. Try to balance assuming the weight with stepping aside to accept a wait. In my first principalship, the teachers union went on strike. Schools were closed. As an administrator it was a very stressful time (my own children attended school in that district.) I had loved working with my teachers and felt a real connection with them. The strike could have ripped that relationship apart or helped to strengthen it. However, I learned that bad times do end. When they end, people remember how well you balanced the weight and the wait. Bright moments.
Taking Care with touch: Using physical contact in schools – how confident are we? By Siobhán Allen, Principal and Aisling Heidt, Deputy Principal of Our Lady of Good Counsel, Ballincollig, Co. Cork School personnel make physical contact with children. Human touch is an essential tool of our job as educators. There are many circumstances where physical contact is necessary, such as patting a child in affirmation, administering first aid and meeting intimate care needs. However, our duty of care to others means that it may on occasion also be necessary to use physical contact to restrain a child who is putting themselves or another person at risk of injury. Schools must be very clear on when it is reasonable to use physical contact and/or restrictive practices. Most importantly, staff need to be able to access training which not only equips them with the skills to use physical interventions safely but also with the knowledge of how to avoid or reduce the necessity of using physical contact in the first place. Greater emphasis needs to be placed by schools on sensitive management of the environment. An understanding of the internal processes which drive behaviour and the provision of skills in diffusion, de-escalation and diversion are all necessary tools to protect staff and students. The Special Education Support Service provides excellent training seminars in these areas but there is a minority of situations where restraint or restrictive practices are necessary within such a framework of positive behaviour management. The important word here is ‘minority’. Such occasions should only occur as part of an agreed plan with parents of specific children, with the full knowledge of the Board of Management and with the necessary certified training. They should never be a routine method of managing behaviour in a school. This is a ‘hot topic’, consequently the principals of 13 special schools in Cork met and discussed the issue with the aim of developing templates for policies and protocols that could be made available to all schools via the Irish Primary Principals’ Network website. Having reviewed available literature and current practice in Britain and America, we have formed the opinion that Irish schools are in a vulnerable position. Neglecting to address this could leave children open to inappropriate management and staff and Board of Managements open to challenge and/or litigation. We have recently received
strong, supportive guidance and training from the Department of Education & Skills and other agencies on how to approach similar areas in our schools – Child Protection and Anti-Bullying – now we urgently need to address this related aspect of keeping our children and staff safe in schools. THE WORKING REALITIES OF SCHOOLS We cannot avoid using touch in schools. In fact we have a duty to intervene in incidents where the safety of others is at risk.To do this, staff may find themselves breaking up fights, or moving a resisting child away from a high risk situation. Physical contact is necessary if a child involved in such a situation will not or cannot respond to verbal requests BUT it should NEVER be used to punish or sanction children. This is unlawful. Neither should it be used for the convenience of Category 1 Curriculum
PE/ Games
Category 2 Reassurance/ Comfort
staff who may be too busy or under-resourced. Associated risks cannot be eliminated but they can be reduced. A culture of confidence, support and accountability in the school is paramount which can only be achieved by competent, trained staff. RAISING AWARENESS AMONGST OUR SCHOOL COMMUNITIES Staff could devise a table to establish when physical contact/restrictive practices are in use in their settings, for example: Few would argue about the measures outlined in categories 1 through 4, especially where young children or children with special needs are involved. However, we strongly recommend that principals consult with BOMs and Parents’ Associations and add the relevant practices, including statements (or risk assessments)
Category 3 Intimate Care/ First Aid/Safety
Category 4 Non Contact Restrictions/ Containment
Category 5 Use of Physical Intervention/ Force
Pat on arm for praise/ reassurance
Cleaning cuts
High handles or coded access on doors
Disengaging from a grab/ hair pull
Music
Holding hand of upset child or to prevent absconding
Toileting
Locks on cleaning cupboards or lunch cupboards
Escorting a resisting pupil to a safer location
Drama
High Fives
Lifting a child down from a height
Fences around playgrounds
Breaking up a fight/ blocking a pupils path
Hugs
Dressing/ personal hygiene
Harnesses on transport
Restraint
Sitting on laps (very young children?)
Taking a dangerous object from a child
Prevention from participating in certain curricular activities that may pose unacceptable risks
Withdrawal/ seclusion
Sensory Programmes Physical Prompting to support learning
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explaining why they are necessary, in their school’s Code of Behaviour and Health and Safety Policies. If it is agreed that practices from category 5 are being used in the school, the following questions need to be asked: I
Would I like this to be done to my own child or a child who is special to me?
I
Is it in the best interests of the child? Why?
I
Is it part of an agreed plan with parents?
I
Is what we are doing reasonable, proportionate and necessary?
I
Is our goal to keep someone safe?
I
Are we sure this practice is not being used as a punishment or for the convenience of staff?
I
Who is monitoring?
I
What is the plan to reduce the use of physical interventions/restrictive practices?
and critically... I
Do I have the necessary training?
It is essential that you then bring your concerns to the BOM and strongly recommend the need for policies and training. WHAT DO PRINCIPALS AND BOARDS OF MANAGEMENT NEED? There is no doubt that this is a difficult, emotive
area fraught with ethical and legal considerations, too many to address here. What is clear is that BOMs are going to need help to address this properly. Currently there are no guidelines available for schools in this area from the DES. These are essential to establish clear national standards for addressing this area similar to the recent processes developed for Child Protection and Anti-Bullying. The other essential element is the provision of certified training to the staff of schools or classes where physical interventions are required in order to keep pupils or staff safe. There are several agencies providing certified training. In Britain it is mandatory that all school staff engaging in physical interventions must be trained in an appropriately approved system. All best practice guidelines in Ireland from the Health Information Quality Authority and the Health Service Executive cite the necessity of such training for their residential centres. Why are Irish schools lagging behind? Minister Ruairi Quinn recently wrote that he has requested the NCSE to prepare policy advice on the on Educational Provision for Children with Autistic Spectrum Disorders and that, in developing this advice, they will consult widely with parents, professionals and other stakeholders. He tells us that within this consultation process the use of seclusion/withdrawal rooms will be considered. This is very welcome but the issue of using restrictive interventions of any sort is not
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confined to those with Autistic Spectrum Disorders. Indeed it is not even confined to special educational settings. It affects all schools to some degree. The principals of Special Schools in Cork have developed draft templates for policies which are now available on the IPPN website. We have put training in place for most of our staff; positive handling plans are being devised for pupils who need them in some schools; incidents are being monitored and appropriate follow up actions taken if necessary. Staff report increased confidence when dealing with this area, and crucially, parents know what is happening to their vulnerable child. Interestingly, staff also report that better quality teaching and learning is taking place for all children due to calmer and safer learning environments. This will have the benefit of improving learning outcomes across all subject areas. We hope that any forthcoming policy guidelines from the DES will be applicable to all and will outline clear mechanisms for schools to access skills training that is appropriate to their differing working realities.We also hope that this process will be given due priority so that schools can move forward with confidence, in the knowledge that they are acting in the best interests of all children in their care. We would appreciate your feedback which can be sent to siobhanprincipalolgc@gmail.com.
Principal in Profile
Memoirs from deep inside a NAPPY By Paul O’Donnell, Principal, St. Patrick’s N.S., Slane, Co. Meath As a recent NAPPY (Newly Appointed Primary Principal one Year on) I have been asked to describe how things have gone since my appointment. It has all gone by in a bit of a haze so it’s not an easy job. In realization of the work load of fellow principals and deputy principals, I do so safe in the knowledge that less than half a dozen or so will actually have time to read to the end of this article. My appointment in Slane N.S. was my first as a principal and I made a number of lifestyle changes in advance of moving, having tortured a number of people in similar jobs for advice. I was glad I did. I made a clean break from my old school in Kilmessan, where I was teaching junior infants, which was sore but necessary. I also found a book called ‘Thinking Clearly’ by Rolf Dobelli very useful with lots of sound tips and wise words. There was a great atmosphere and culture in Slane N.S. when I arrived. It is more like a very big house than a school. The staff take their jobs seriously but are still great craic.The pupils are very well behaved and, along with their parents, are very interested in their education. The previous principal Liz Sheridan had left a very positive structure and stamp on the school.The pressure I felt was to maintain that culture while adding a wee bit of myself. If it all goes downhill, to borrow a Mick McCarthy expression, my backside will be on the bacon slicer fairly quickly. My day typically begins at eight when I race the caretaker to be first into the school and I find the first hour most productive, when the school is quiet and my head is clear. I copied a trick from my previous principal Brian Mullins, by going to the school gate when the bell rings, to get the stragglers in, direct traffic, chase dogs and pick up rubbish.That way the parents can also speak to me informally and I can head off some issues. It works well but every plan has its flaws. I have changed very little but I have tried to become involved in loads. I initially reinforced positively the work the staff were doing and added a few team building things such as a staff v pupils soccer match, quizzes at Croke Park hours and selection boxes at Christmas. I don’t know what they think of me at this stage but I would like to be seen to value other opinions, encourage debate
and treat everyone fairly. I attend all BOM and Parent Association meetings and take the same approach there. I felt that, to gain credibility with the pupils, it was important that I could address them by their names. I learned the 280 of them off by heart at the beginning. Now I remember most of them most of the time. My childhood was spent in a house where you were eaten without salt for ever thinking you were better than anybody else so I don’t like being addressed as ‘Principal’ and never say ‘in my school’. My brother, who is a teaching principal, warned me in advance about ‘the gap’. It was the time, he explained,between a problem presenting itself and a solution or resolution being found. I have had many small gaps and a few big ones, including resource hours, interviews, BOM meetings, OLCS, finances and chats, debates and full blown rows with parents. I frequently woke during the year at three and five in the morning (never four for some reason) to write down things that were in my head and rarely got back to sleep afterwards. After a year though, I have had more peaceful nights. I also sometimes follow an old Arabic tradition of keeping a stone in my pocket when I have a problem to solve. When the answer to the conundrum is found, I throw it out the car window and into the river Boyne on my way home. I leave between half four and half five in the evenings but try as much as possible not to take work home with me, although I am back in the school on average once a week for meetings and
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events. My wonderful wife, three children and thirteen hens also deserve my time so home is home. I would not have survived the year without IPPN, the INTO and CPSMA for advice on big ticket items. However, the thing that I have realised most of all is that principals love giving advice to other principals. I have used this resource extensively and have always received sound words of wisdom. I rang one principal in September and heard a young child wailing in the background of his office. ‘This must be a beautiful sound to hear when you are sitting in another school’ a deadpan voice drawled down the phone. I have no interest in giving advice to others as I have enough bother doing my own job. I do like hanging around with people who don’t care about what I do and laugh at my difficulties. It keeps things in perspective. I used to be the prankster in my previous schools. I don’t know if it’s the principalship or old age but I feel like I’m getting too serious.Although I run three times a week to clear the fluff from my brain, I miss the fresh air. My long term ambition is to follow through on my 6th class wish and become a farmer. Where there’s muck there’s money as they say. But then the easiest job is always someone else’s. St. Patrick’s N.S. has 280 pupils and a staff of 20 including a secretary, caretaker, part time IT consultant, two cleaners, one SNA, thirteen teachers and Paul himself. Paul also facilitates courses throughout the year on SESE and School Gardening in the Navan Education Centre.
Leanúint – Supporting transfer of pupil information from primary to post-primary schools By Noel Loftus and Dr. Sarah FitzPatrick (NCCA)
A New ModelEducational for Supporting Students with Special Needs?
Since 2011, primary schools send a copy of the end-ofyear 6th Class Report Card to the post-primary school in which the child has enrolled. Building on this recent practice and on initial, pioneering work on transfer, led by IPPN and NAPD, the National Council for Curriculum and Assessment (NCCA) worked with schools, parents and partners to develop materials to support pupil information transfer with post-primary schools. In this short piece, we introduce you to Leanúint. What is Leanúint? Leanúint is the umbrella term given to the new suite of materials to support the transfer of pupil information from primary to post-primary schools. Leanúint, the Irish word for ‘continuation’, connects with the idea of children continuing on a learning journey as they move from primary to post-primary school. Where can I find the Leanúint materials? The Leanúint materials are available at www.ncca.ie/transfer. Do schools have to use the Leanúint materials? No.All of the materials are optional.A school may decide to use one or two of the materials this year. For example, you might use the new 6th Class Report Card in place of the school’s current report card. Schools that used trial versions of the materials reported their value to the information transfer process. Tell me more about the Leanúint materials. The Leanúint materials fall into two categories: For primary schools: I An end-of-year 6th Class Report Card to support both the information needs of parents and the post-primary school. I
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A My Profile sheet to give children a voice in the transfer process. The Profile consists of prompts to guide children when sharing information about themselves with their new post-primary school. A My Child’s Profile sheet to give a parent/guardian the option of contributing additional information about their child. My Child’s Profile complements other information shared by parents with the post-primary school after their child’s confirmation of enrolment.
A Special Education Needs (SEN) Summary form to support the transfer of information about children with SEN. The form is subject to the introduction by the DES of a new SEN allocation model for schools. Consequently, it is not included in the suite of transfer materials at this time. Schools should continue their local arrangements until the form is available.
Changes include: I the addition of the child’s date of birth, home language(s) and the names of parent(s)/guardians
Leanúint, the Irish word for ‘continuation’, connects with the idea of children continuing on a learning journey as they move from primary to post-primary school. For post-primary schools: I The Information Request form and Information Receipt form support the administration of the pupil information transfer. I
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Post-primary schools are responsible for initiating the information transfer process. The post-primary school may do so by sending the Information Request form to the relevant primary schools. The form identifies the 6th class pupils for whom enrolment in the post-primary school had been confirmed by his/her parent(s)/guardians. The Information Receipt form can be used by post-primary schools to confirm receipt of the pupil information from the relevant primary schools, and identify those pupils who have registered by the end of the first week of October.
Is the 6th Class Report Card very different from the current NCCA report cards created through the Report Card Creator? The 6th Class Report Card builds on the NCCA report cards available at www.ncca.ie/ primaryreporting. Guided by feedback from primary and post-primary schools, and parents, the report card was modified to make it more fitfor-purpose when serving the dual role of reporting to parents and transferring information to post-primary schools. PAG E 1 9
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a new rating scale and descriptors under Your child’s learning during the year
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a new column added to the rating scales to support reporting on children with SEN
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information about an exemption from the learning of Irish, where relevant
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space to include standardised test scores from 2nd class and 4th class in addition to 6th class to provide the post-primary school with a broad picture of in children’s test performance rather than a single test score
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a single enlarged narrative comment box. This change recognises the value parents place on the teacher comment while ensuring that the report card presents information in a glance-card format for post-primary schools.
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descriptors for attendance and punctuality to support consistency in the information received by post-primary schools.
Why are the Leanúint materials needed? Many post-primary schools have their own local practice to help gather information from children’s parents/guardians and primary schools after enrolment has been confirmed e.g. meetings with parents and primary school principals, visits to the primary schools and assessment tests. The Leanúint materials complement this practice and bring a new level of consistency to the information shared. Over time, we hope that these materials will prompt post-primary schools to modify and replace some of the local arrangements e.g. the use of entrance exams as a rite-of-passage for entry to many second-level schools. Where can I find out more about the Leanúint materials? The support materials, including FAQs, are available at www.ncca.ie/transfer. We would be delighted to hear about your experiences with the Leanúint materials and your suggestions for improving them.To share your suggestions, please email leanuint@ncca.ie.
Junior Entrepreneur Programme By Jerry Kennelly, Co-Founder of the Junior Entrepreneur Programme and Founder & CEO of Tweak.com Entrepreneurs are at the economic heart of Irish society. They conceive creative products and services used by customers at home and all over the world. They create employment, wealth and are big contributors to the national exchequer. They’re not always running multi-national companies, but are people who’ve chosen to work for themselves and have a lifestyle, which is independent of employment. They have become applauded in Irish society as their passion, inspiration and hard work are celebrated in programmes like the Ernst &Young Entrepreneur of the Year and Dragon’s Den. There is no clear formula to becoming an entrepreneur – except perhaps inspiration and competence. And sometimes getting thrown in the deep end. But there are learned skills that help make the process a bit less risky. Most entrepreneurs enjoy a challenge. These are the people who say ‘why not?’ and often end up changing the way we do things in our every day lives. It’s natural that we would want to nurture this spirit in our young people. And what better place to start than in primary school – under the guidance of dedicated teachers who spend all day with their pupils. As part of the Junior Entrepreneur Programme, six and a half thousand pupils of primary schools
have already become entrepreneurs in fifth and sixth class using the programme’s Classroom Kit, which provides a 10-week process for setting up a classroom business. Every pupil pitches an idea. Then they’ve got to do the hard work – researching what customers really want. They figure out what they’re good at and try to use those skills to play their part in a team.All along the way, they’ve got the support of their school friends, teachers and family. The Junior Entrepreneur Programme, (JEP) was created to allow every primary school pupil in Ireland to embrace entrepreneurship as part of his or her formative education. Entrepreneurship isn’t on the national curriculum, but almost everything that’s included in the JEP Programme is. The curriculum for JEP has been produced in collaboration with Mary Immaculate teacher training College. Through the JEP curriculum, games and learning aids, pupils get a clear picture of what creating a business involves.And every step mirrors strands in the primary school education system. The programme works closely with the local community – involving local entrepreneurs who share their story with the pupils. This puts entrepreneurship in a local and understandable context. Every pupil gets a chance to uncover their
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own strengths and plays a part in one of five distinct teams – Finance, Marketing, Design & Production, Sales and Storytelling. Pupils are given the chance to invest a token amount of money in the business – with a view to getting it back with profit, to understand the real impact of risk and reward.When they’re investing their own hard-earned few euros, they want to make sure they get it back – hopefully with profit, like grown-up entrepreneurs. And it all comes together at showcase day, when the learning, hard work and team spirit comes together.That’s when family, the rest of the school and community get a chance to see the results of all the hard work they’ve done in JEP. JEP is privately funded by Tweak.com and other entrepreneurs who provide local sponsorship, allowing JEP to be delivered free to schools. The programme is delivered throughout the island of Ireland. Teacher orientation is available online and Mary Immaculate College runs a summer course on the programme. The delivery of the programme happens from January to March and schools are being invited to sign up for the 2015 programme before the summer holidays. For further information visit www.juniorentrepreneur.ie.
LEAPing between Ireland and Australia Are you a risk-taking educator looking for something different? By Suzanne Lazenby & Dr Warren Marks, Directors LEAP NSW In 2009, we (both retired principals) launched Leading Educators Around the Planet (LEAP). The program enables principals to experience the excitement, exhilaration and professional growth that comes from international collaborative learning with colleagues across the globe. The program commenced between New South Wales (Australia) and Ontario (Canada). GROWTH LEAP has grown dramatically since 2009 as various principal groups hear about the program and want to become involved.The program now operates between NSW and three Canadian provinces (Ontario, Alberta and New Brunswick); Essex and South Gloucestershire in England. It is about to commence in Finland and USA (Alabama) and discussions are currently planned with the Scottish Principals Association. In addition to the geographical growth, LEAP has now extended to include other educational leaders such as deputy principals, senior education officers and educational consultants. THE PROGRAM LEAP is a short-term (2 x 2 week) reciprocal peer-shadowing program where participants from NSW are matched with like-minded northern hemisphere educators who are at a similar professional level and who have similar personal interests. Phase 1: The northern hemisphere participants visit Australia during their summer holidays while NSW schools are in session. The program itself runs for two weeks (although many participants incorporate it into a longer travelling holiday in Australia). During the two-week program, participants are billeted in the homes of their NSW ‘partners’ and hosted at their partner’s school. Participants engage in a leadership program and undertake an actionlearning project. Upon arrival at Sydney international Airport, the program commences with a Welcome Luncheon. Following a one-day leadership seminar in Sydney, participants head off with their NSW hosts for an experience of a life-time.The next 2 weeks include days spent in the host school with staff; researching the action-
learning topic; visiting other local schools of special interest; attending principal meetings; and returning to Sydney to participate in the International Conference and the Farewell Dinner, which concludes the program. The educational program is augmented with a social program and plenty of sight-seeing. As educators we know, and in LEAP we model, that learning should be fun!
The program enables principals to experience the excitement, exhilaration and professional growth that comes from international collaborative learning… Phase 2: In September/October (NSW school holidays) NSW participants return to their northern hemisphere partner to be billeted and hosted for 2 weeks. The educational program in the northern hemisphere host area will vary according to the location. The local program is the prerogative of the hosting participants. However, the core elements remain consistent: a welcome function; local billeting and hosting; attendance at relevant local professional learning opportunities; attendance at local principal (or deputy principal) meetings; undertaking a personal action-learning project; and a farewell function. Sight-seeing and enjoying the local culture is an essential component of the program which the host participants usually delight in organising. PRINCIPALS’ COMMENTS “The LEAP experience was an excellent opportunity to meet principals who were equally keen to learn about cutting edge educational systems which are making real gains in student outcomes. It was the experience of a life-time and a wonderful opportunity to make new life-long friends” (Kerry Barker, Principal @ Sturt Public School, NSW). “LEAP has developed into one of the most dynamic, energizing and challenging influences within my career as an educator and principal. Its local and international
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perspective provide a unique 360 degree view on major movements in education” (David Pettitt, Principal @ York Public School, NSW). “The highlight was the depth of professional dialogue. I have made a life-long international professional friend” (Ann Webb, Principal @ Glenwood Pubic School). You can see and hear participants from NSW, Canada and England chat about their LEAP experience on the video clip on the homepage of the LEAP website www.aleap4principals.com.au. PROGRAM FLEXIBILITY The program is designed to meet participant’s individual circumstances. Options include: I Travelling alone or with your partner I
Extending your travel beyond the duration of the program
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Spreading the program over two years (e.g. travel in one year and host the next)
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Engaging in just one phase of the program by billeting and hosting only.
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The over-riding aim is to connect educational leaders from various parts of the globe in professional dialogue and shared experiences. The learning is deep and rich, the sharing is profound and the friendships are exhilarating.
WHERE TO FROM HERE To become involved in this innovative and exciting international program: I Email us @ warren.marks@det.nsw.edu.au or suzanne.lazenby@gmail.com.au I
Visit the website www.aleap4principals.com.au. Click ‘Programs’ for more details.
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Download, complete and email us the Membership for Overseas Educators form by clicking the ‘Forms’ button on the website. The application will generate a match with a suitable NSW educator.
We will be visiting Ireland in the week of 10th to 16th May 2014. If you would like to make contact (and possibly meet), please email us on the above addresses.
We need to talk about autism… By Peter Gunning, Principal of Scartleigh NS, Saleen, Cloyne, Co. Cork As with the majority of special classes that have been established over the past ten years, we established our first special class without the benefit of systemic planning. Systemic planning is based on two very obvious pre-requisites - (a) a system (b) a plan. In its absence the solution to finding a school placement for children with autism is knee-jerk. Find a principal; (‘Is that Peter?’) attempt deception with flattery (‘I have always been impressed by your school’s spirit of inclusivity’); present the problem (Two little girls who live locally who really need special class schooling… a little more flattery. ‘I would be recommending to the Department that your school would be ideal’…) That was in 2006 and,while admittedly somewhat flattered, I wasn’t deceived. I agreed with Gerry, my Special Education Needs Organiser, that ours was (and still is) a welcoming and inclusive school. I agreed also that the two little local girls, Lauren and Anna, needed a school to attend. I will admit however, to naivety. The sum total of my knowledge of autism at that point in my life was based on Rainman,A Curious Incident of The Dog in the Night-time and the occasional Channel 4 documentary.That said,I had a gut feeling that this would be a good thing to do. I have just re-read the last sentence and, although it appears simplistic, it is an experience shared by many principals with whom I have discussed this issue. We opened our class with little or no firsthand knowledge of autism, with no clear department guidelines on integration, no enrolment policies, no knowledge of pedagogical approaches and with a staff who, although willing, were untrained. All we seemed to share was
intuition coupled with enthusiasm. Logic could wait. Hearts had beaten heads. AND NOW? A QUICK SNAPSHOT Now our special class has mushroomed into a four-class special unit which we call ‘An Cuan’, the harbour, a place of safety.We know a lot more about autism, with staff continuing to avail of the training provided by the Special Education Support Service. Our children learn on a scale ranging from small steps to great strides. We have developed our own enrolment and integration polices using a rough rule of thumb that the typical child placed in An Cuan has autism with a mild learning disability. Yes, I know, there is no such thing as a typical child with autism, when you have seen one child with autism, you have seen one child with autism!We organise a support group for parents which meets in a restaurant in Midleton once a month for coffee, scones and a collective sharing of concerns. Our children enjoy town visits to develop their social communication skills. We have introduced dance therapy, music therapy, yoga sessions and cycling circuits. We educate the mainstream children about autism and run practical workshops on disability.We regularly use reverse integration with the mainstream children learning with their peers in An Cuan. Parents of children in An Cuan have hosted open days and have spoken of their experiences to parents of typically developing children. All this was done on a DIY basis without the benefit of Departmental guidelines, policies or even advice. However, there has been one most supportive development. Three years ago, Principals for Children with Autism was established in Cork. Principals of special schools and mainstream
Reversed integration in An Cuan
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schools with special classes meet two or three times per term. We work towards developing a commonality of purpose, comparing, sharing and developing policies. We have invited SENOs, politicians and representatives of support agencies to our meetings. The agenda is open, allowing colleagues to voice concerns and to share examples of best practice. Principals who may be considering a special class are always welcome. At one such meeting a principal asked whether any of us regretted opening a special class. There were twenty of us sitting around the table. One by one, the word ‘no’ was emphatically repeated. I had no hesitation in joining the emphatic chorus of endorsement. Despite the challenges,nothing gives me more job satisfaction than the reward that is An Cuan. There remains no structured continuum of support for children with autism. Still no system. Still no plan. However, the difference today is that schools own the expertise. It just needs to be uniformly disseminated. Principals for Children for Autism in Cork would welcome the opportunity to liaise with colleagues from other regions. Collectively I believe we possess the knowledge, not only to influence a national strategy on the schooling of children with autism, but to lead it.We need to talk about autism. In the meantime, if you are approached by your local SENO who feels your school would be ideal for establishing a special class for autism, listen to him.Then listen to your heart. If you would like to contact Peter in relation to his piece, you can email him to petegunning@eircom.net.
Distributed Leadership By Fergal Browne M. Ed., Principal St. Joseph’s NS, Carlow The role of the principal has changed dramatically in the last four decades from that of head teacher to leader of the school. There has been a move away from heroic leadership towards distributed leadership, which involves opening up the boundaries of leadership, finding expertise among the many and not just the few and highlighting the emergent property of leadership through collaboration. In Leadership as distributed: A matter of practice (2005), J MacBeath has identified six variants of distributed leadership in operation in English schools. Formal distribution may occur through designated roles or job descriptions. A newly appointed principal initially may accept the existing status quo. He/she may delegate leadership responsibilities in recognition that others may have knowledge or expertise that he/she does not have. Pragmatic distribution is often a reaction to external events or demands. Headteachers may ask staff to take on additional responsibilities to spread the workload. Strategic distribution is focused on a longer-term goal of school improvement. Both pragmatic and
strategic distribution tend to imply a top down process of delegation. Incremental distribution arises when, as people prove their ability to exercise leadership, they are given more.This form of distribution has both pragmatic and strategic qualities. Headteachers need to be able to acknowledge the authority of others. Distribution as opportunistic occurs when leadership is dispersed and taken rather than given. It is opportunistic rather than planned and may involve ambitious and energetic members of staff being keen to take on leadership roles. Distribution as cultural occurs when leadership is intuitive, assumed rather than given. This form of leadership is expressed in activities rather than roles or through individual initiative and sees the strength of the school as ‘located in its collective intelligence and energy or social capital’. As part of a recent study, I investigated if these variants of distributed leadership identified by MacBeath existed in primary schools in County Carlow where there are administrative principals. My study found that the variants identified by MacBeath were present in the schools sampled
There has been a move away from heroic leadership towards distributed leadership, which involves opening up the boundaries of leadership…highlighting the emergent property of leadership through collaboration. and even though the variants were not largely known to the respondents prior to taking part in the study, the respondents surveyed were readily able to identify with them and they reported back that the definitions suggested by MacBeath were very useful in making them reflect on their work practices and provided the respondents surveyed with an opportunity to distribute leadership in a better manner throughout their respective schools. Fergal can be contacted by email to brownefergal@eircom.net
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Children’s Services Committees - Working Together for Children By Colma Nic Lughadha, National Co-ordinator for the Children’s Services Committees Initiative
This is the first of a series of articles about the Children’s Services Committees Initiative to inform you about the possibilities of and opportunities for interagency working to ultimately improve the lives of children and young people in Ireland. Working alongside other professionals and practitioners from other disciplines has its challenges and takes us outside of our comfort zone and beyond what is familiar; but it has huge potential benefits at multiple levels, including for the child or young person receiving our service, the professional delivering that service or for the agency or organisation responsible for that service. A Children’s Services Committee (CSC) unites a diverse group of agencies in joint planning and co-ordination of services for the children and young people of a county. It is a county-wide interagency structure responsible for improving the lives of children, young people and families at local and community level premised on the realities that no one service can do it alone and that no one service has to do it alone! CSCs have led and supported inspiring and positive programmes and activities in the fields of
Literacy Development, Parenting Support, Early Childhood Development,Transitions to school, Youth Mental Health and much more.
to remaining counties (Phase 4) will take place during 2014 with work in Wexford, Galway, Roscommon and Kilkenny already well underway.
A Children’s Services Committee (CSC) unites a diverse group of agencies in joint planning and coordination of services for the children and young people of a county.
The Irish Primary Principals’ Network (IPPN) are playing their part, representing the primary education sector as a member of CSCs alongside statutory, community and voluntary services such as Tusla - the new Child and Family Agency (CFA), the Health Services Executive (HSE), Local Authorities, an Garda Síochána, Educational Welfare Services (formerly NEWB), Education and Training Boards (ETB), National Association of Principals and Deputy Principals (NAPD), Local Development Companies, City and County Childcare Committees, Probation Services and others.
This county level work is part of the national Children’s Services Committees Initiative being led by the Department of Children and Youth Affairs (DCYA). The CSC Initiative is being rolled out by the Department in phases and commenced in 2007 with four pilot sites. Sixteen CSCs have already been established in South Dublin, Limerick City, Donegal, Dublin City, Kerry, Fingal, Kildare, Longford/Westmeath, Carlow, Louth, Wicklow, Waterford, South Tipperary, Meath, Sligo/Leitrim and Cavan/Monaghan. A national roll out of CSCs
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CHILDREN’S SERVICES COMMITTEE MEMBERS The need for interagency work is well recognised. International literature tells us that, where evidence of the impact of interagency working does exist, it is mostly positive, although it takes time to become embedded in practice. When implemented well, interagency working achieves changes in the way we and
Tusla Child & Family Agency
Probation Services
City & County Childcare Committee
Local Authorities
Education Welfare Services
An Garda Síochána
Irish Primary Principals’ Network
Health Service Executive
The 3 key interagency messages of the CSC Initiative are: I When we work together we can make a positive difference in the lives of our children and young people
Education & Training Board
National Social Inclusion Community & Association of Partners, e.g. Voluntary Services Principals & Local Development for children & Deputy Principals Company young people
The need for interagency work is well recognised. International literature tells us that, where evidence of the impact of interagency working does exist, it is mostly positive, although it takes time to become embedded in practice.
security, safety and security and that children and young people are part of positive networks inside and outside the home.
our organisations work. Effective interagency working acts to create the ‘permitting circumstances’ for better functioning of frontline services and front-line staff. It is a vitally important part of improving outcomes for children, young people and their families, by means of its potential to improve all the frontline services that support them. Children’s Services Committees develop comprehensive three-year plans for services in their county to make sure that children, young people and their families receive improved and accessible services, leading to better outcomes for children and young people across the five national outcomes: health, education, economic
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Working together in a sustained way is challenging, takes time and requires continuous learning, but it’s worth it
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We are doing this through Children’s Services Committees.
Many adults working with children and young people share the same aspirations for them that they would do well in life or simply put that they are healthy and happy. We know that we can’t do it on our own. We can’t be all things to all children and young people and in fact we don’t have to be. If you would like to find out more about what’s happening about this national interagency CSC Initiative in your county or for any information on the CSC Initiative you can contact Colma Nic Lughadha, National Co-ordinator for the Children’s Services Committees Initiative by email to csc@effectiveservices.org or by phone to 01 4160511.
Have you a passion for education and a thirst for adventure? Volunteer with VSO! s^K ŝƐ ůŽŽŬŝŶŐ ĨŽƌ ĞdžƉĞƌŝĞŶĐĞĚ ĞĚƵĐĂƟŽŶ ƉƌŽĨĞƐƐŝŽŶĂůƐ ƚŽ ǀŽůƵŶƚĞĞƌ ŝŶ ϮϬϭϰ ĂŶĚ ŚĞůƉ ƵƐ ĞŶƐƵƌĞ ĐŚŝůĚƌĞŶ ĂĐƌŽƐƐ ƚŚĞ ŐůŽďĞ ŐĞƚ Ă ƋƵĂůŝƚLJ ĞĚƵĐĂƟŽŶ͘ /ƌŝƐŚ ƚĞĂĐŚĞƌƐ ĂŶĚ ƉƌŝŶĐŝƉĂůƐ ĐĂŶ ƉůĂLJ Ă ƵŶŝƋƵĞ ƌŽůĞ ŝŶ ĚĞǀĞůŽƉŵĞŶƚ͘ tŝůů LJŽƵ ďĞ ŽŶĞ ŽĨ ƚŚĞŵ͍
Urgently Required: Teachers and Principals ©VSO/Ben Langdon
s^K ŝƐ ĂŶ ŝŶƚĞƌŶĂƟŽŶĂů ĚĞǀĞůŽƉŵĞŶƚ ŽƌŐĂŶŝƐĂƟŽŶ ƚŚĂƚ ǁŽƌŬƐ ƚŚƌŽƵŐŚ ǀŽůƵŶƚĞĞƌƐ ƚŽ ĮŐŚƚ ƉŽǀĞƌƚLJ͘ KƵƌ ǀŽůƵŶƚĞĞƌƐ ƐƉĞŶĚ ϭϮͲϮϰ ŵŽŶƚŚƐ ǁŽƌŬŝŶŐ ŽŶ ƐƵƐƚĂŝŶĂďůĞ ƉƌŽũĞĐƚƐ ŝŶ ŽǀĞƌ ϯϬ ĐŽƵŶƚƌŝĞƐ ƐŚĂƌŝŶŐ ƚŚĞŝƌ ƐŬŝůůƐ ĂŶĚ ĞdžƉĞƌŝĞŶĐĞ dŽ ĮŶĚ ŽƵƚ ŵŽƌĞ͕ ǀŝƐŝƚ ǀƐŽ͘ŝĞ Žƌ ĐĂůů ŽŶŶĂĐŚĂ ŽŶ Ϭϭ ϲϰϬ ϭϬϲϬ͘
s^K ŝƐ ĂŶ ĞƋƵĂů ŽƉƉŽƌƚƵŶŝƟĞƐ ĞŵƉůŽLJĞƌ͘
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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 ● Restorative Practices Policy ● Job Sharing Policy Curriculum & School Planning ● Mathematics Booklet ● Oral Language Questionnaire – Pupils Suitable prayers, songs, hymns etc ● Communion Day Prayer Special Educational Needs ● Croke Park - Suggested list of tasks for SNAs Resource Bundles ● School Self Evaluation - Road Map ● School Improvement Plan DES Circulars 2014 ● 0019/2014 - Cycle to Work Scheme / Scéim um Rothaíocht chun Oibre ● 0018/2014 - Teacher Fee Refund Scheme For 2013 / Scéim Aisíoctha Táillá Múinteoirí Do 2013 ● 0017/2014 - Fair Processing Notice to explain how some of the personal data of pupils in primary and special schools will be recorded on the proposed Primary Online Database (POD) and how this data will be processed by the Department of Education and Skills, in compliance with the Data Protection Act 1988 and the Data Protection
(Amendment) Act 2003 / Fógra um ● 0004/2014 - Maolú teoranta ar an Phróiseáil Chóir le míniú conas a lánchosc ar phoist fhreagrachta a dhéanfar sonraí pearsanta dhaltaí i líonadh ag leibhéal an Phríomhoide mbunscoileanna agus i scoileanna Cúnta ar feadh tréimhse Chomhaontú speisialta a thaifeadadh ar an mBunachar Bhóthar Haddington Sonraí Ar Líne do Bhunscoileanna (POD) atá molta agus conas a ● 0002/2014 - Clár Teastais/Dioplóma dhéanfaidh an Roinn Oideachais agus Iarchéime um Fhorbairt Ghairmiúil Scileanna na sonraí seo a phróiseáil, i Leantach do Mhúinteoirí ag obair le gcomhlíonadh an Achta um Chosaint Scoláirí le Riachtanais Speisialta Sonraí 1988 agus an Achta um Chosaint Oideachais (Neamhoird Speictrim Sonraí (Leasú) 2003 Uathaigh) ● 0016/2014 - Standardisation of the School Year in respect of Primary & Post-Primary Schools for the years 2014/15, 2015/16 and 2016/17 / Caighdeánú na Scoilbhliana i leith Bunscoileanna & Iar-bhunscoileanna do na scoilbhlianta 2014/15, 2015/16 agus 2016/170011/2014 - Application of sections 2.24 and 2.25 of the Public Service Stability Agreement 2013 – 2016 (Haddington Road Agreement)Caretakers and Secretaries
● 0001/2014 - Comhchlár Dioplóma Iarchéime um Fhorbairt Ghairmiúil Leantach do Mhúinteoirí atá ag obair i dTacaíocht Foghlama agus Oideachas Speisialta SUPPORTS Leadership+ ● Leadership+ Issue 79 - Mar 2014 ADVOCACY Publications ● Priorities For Principal Teachers - In Clear Focus
● 0014/2014 - Application of sections 2.24 and 2.25 of the Public Service Press Releases Stability Agreement 2013 – 2016 (Haddington Road Agreement)- Special ● 9th April 2014 - School Principals to be Identified Earlier, Trained Better and Needs Assistants Supported by Clearer Roles for Deputy and Assistant Principals – IPPN ● 0011/2014 - Forfheidhmiú ar ailt 2.24 agus 2.25 de Chomhaontú na Seirbhíse Poiblí 2013 – 2016 (Comhaontú Bhóthar Haddington) d’Oifigigh Cléireachais agus Feighlithe fostaithe ● 0010/2014 - Socruithe Leasaithe um Shaoire Bhliantúil d’Oifigigh Cléireachais agus Feighlithe fostaithe i Scoileanna Náisiúnta faoi Scéim 1978/79 agus Oifigigh Chléireachais fostaithe in Iar-Bhunscoileanna faoi Scéim 1978 ● 0007/2014 - Socruithe foirne i mBunscoileanna don scoilbhliain 2014/2015
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● 31st March 2014 - Principal calls for intensive public education to counteract the scourge of cyber bullying ● 29 January 2014 - Death of Sean Flynn Submissions ● Submission to DES - Administration Burden in Irish Primary Schools (2014) EVENTS Principals’ Conference ● Deputy Principals’ Conference 2014 ■ Keynotes ■ Seminars ■ Education Expo
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And Finally…
QUOTATIONS
.The good The mediocre teacher tells r teacher teacher explains.The superio her inspires. demonstrates.The great teac Ritu Ghatourey (Indian writer)
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ON A COWBOY S TOMBSTONE... Here are the Five Rules for Men to Follow for a Happy Life that Russell J. Larsen had inscribed on his headstone in Logan, Utah. He died not knowing that he would win the 'Coolest Headstone' contest. 1. It's important to have a woman who helps at home, cooks from time to time, cleans up, and has a job. 2. It's important to have a woman who can make you laugh. 3. It's important to have a woman who you can trust, and doesn't lie to you. 4. It's important to have a woman who is good in bed, and likes to be with you. 5. It's very, very important that these four women do not know each other or you could end up dead like me.
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QUOTATIONS
My education was dismal. I went to a ser ies of schools for mentally disturbed teachers. comedian) (screen writer, actor, director,
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: MARCH ● An Foras Pátrúnachta ● NAPD Symposium at Clontarf Castle ● Meeting with Eddie Ward of the Teacher Education Section, DES ● Greg Dempster of the Scottish Principals’ Association ● Ciara O’Donnell, National Director of Professional Development Service for Teachers (PDST) ● Teaching Council meeting ● Meeting with Margaret Murray of National Adult Literacy Agency ● Principals’ CPD working Group meeting with the DES
● University of Limerick Teaching Fair ● Cork Special Schools Group meeting at Support Office ● Meeting with Áine Lynch of National Parents Council ● Meeting with Ted Owens of Education and Training Boards Ireland ● Executive and Nat Committee meetings in Dublin ● Principals of Schools with Autism Units meeting at Support Office ● Minister Kathleen Lynch visit to Support Office. APRIL ● Principals CPD Working Group meeting with the DES ● Meeting of the Children’s Mental Health Coalition- Education subgroup PAG E 2 7
Woody Allen
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● Joint Committee on Education and Social Protection. Presentation (don’t have exact details yet on content as it has not yet been finalized) ● Presentation to Final Year B Ed Students at Froebel College ● Presentation to Final Year B Ed Students at Church of Ireland College, Rathmines. MAY ● National Association of Elementary School Principals (NAESP) visit to IPPN Support Office ● Cork Special Schools Group Meeting at Support Office ● Deputy Principals’ Conference, Carlton Shearwater, Ballinasloe, Galway.
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