Leadership+ Issue 87 June 2015

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ISSUE 87 / JUNE 2015

+ Leadership THE PROFESSIONAL VOICE OF PRINCIPALS

S o u r

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En vin the joy g Su ing mm

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Legal Diary

Admissions to School Bill 2015 In 2013 the Minister for Education and Skills published the heads of a bill in relation to school admission.

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Principal Advice

No matter how difficult a situation we encounter is, the important thing is that we learn a lesson from it and strive to handle it better the next time.

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Priorities for Principal Teachers

There are many external agencies which interact very positively with schools for the beneďŹ t of pupils and whose support is vital to effective teaching and learning.

Surviving or Enjoying the Summer

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It is unsustainable to support, care for and look after others on a long term basis, if you do not also look after yourself.

WSE-MML Practical Hints and Tips

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THE PROFESSIONAL VOICE OF PRINCIPALS

This article is the collated wisdom of a number of principals and deputy principals based on their own experience of WSE.

Retirement for School Leaders

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+ Leadership

Because retirement is a life-changing experience, it is recommended that serious thought be given to the decision well in advance.

Signposts ISSUE 87/ JUNE 2015

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LEADERSHIP+ The Professional Voice of Principals

DONEGAL Schools to be proud of BRENDAN MCCABE IPPN PRESIDENT Donegal is the hidden, if somewhat isolated, gem in Ireland’s crown. It’s a county of stunning beauty, from the majestic Errigal rolling down into Dunlewy lake to the sandy uncrowded beaches of its Atlantic shoreline. Principals there tell us that they feel somewhat isolated and forgotten so I spent four days there paying a courtesy call to schools in four separate areas: Kilcar-Donegal Town, Letterkenny-Ramelton, The Rosses from Dungloe to Falcarragh and Inishowen from Carndonagh to Buncrana. In total I managed to visit 36 schools, a combination of urban/rural, DEIS/non-DEIS, Gaeltacht/Galltacht, Catholic and Church of Ireland. In typical Donegal fashion, once they realised I wasn’t the Cigire, I was warmly welcomed in every school I entered. Were the schools all the same? Far from it.

One common feature that struck me in speaking with them was the complete commitment and dedication of the principals to the welfare, both educationally and personally, of the children in their schools. There is a huge difference between a large town school and a small, possibly quite isolated, rural school serving a small and very scattered community. The urban school, often surrounded by traffic-choked streets, contrasts sharply with its rural counterpart which, certainly in the case of Donegal, is often looking out on panoramic vistas of serene beauty and tranquillity. Each brings its own challenges, as principals pointed out to me, but, regardless of size, one common feature that struck me in speaking with them was the complete commitment and dedication 2

of the principals to the welfare, both educationally and personally, of the children in their schools. All of the schools I visited are in very good condition from a decorative point of view, many with interiors painted in bright, vibrant colours with interesting displays of pupil work or with painted murals very much in evidence. Most have fine playgrounds, some with small playing pitches attached to mould the next generation of County footballers. A couple had expensive playground equipment and one even had its own astro-turf pitch within the school grounds. The schools that had those extras had brought them about through hard fundraising and sponsorship or through collaborations with other local organisations. Local pride seemed to be very much to the fore. Nowhere is that local pride more palpable than in the Gaeltacht area of the Rosses where commitment to the promotion of Gaeilge within the schools is seen as an extension of the local culture. B’alainn an rud domsa caidhreamh a lamhseáil trí Gaeilge le príomhoidí a raibh Gaeilge den scoth ar a toil acu. It saddened me though to hear that Gaeltacht schools, and I’m sure Gaelscoileanna generally, still in this day and age have great difficulty in accessing quality teaching resources in Irish. If the State professes to value “the first language” does it not have an obligation to service the linguistic needs of Irish-speaking schools adequately?

The problems being encountered by principals were much the same as those experienced by principals in any other part of the country with, in many cases, the added dimension of a feeling of isolation and being distant from CPD opportunities. Did I encounter anything unusual in any of the schools I visited? Indeed I did. In one school for example, there was a chicken-run with hens out the back which is run as a mini-business by the pupils who sell the eggs produced. The principal of that school took great pleasure in telling me that every Circular that comes from the DES ultimately ends up underneath a hen! In another, because the school is somewhat scattered across a large rented premises, the staff during the day converse with the principal by Skype! In a Gaelscoil I visited I spotted, through a window, six pupils sitting around in a circle with their tutor learning that most difficult of instruments, the uileann pipes. In one small school I asked the children what, as a visitor, was the most important thing I needed to know about Donegal. A boy pointed proudly to a tinfoil replica of the Sam Maguire sitting on a shelf and declared earnestly “We won THAT in 2012.” While these Donegal schools may be in ‘splendid isolation’, every one of them is a school to be truly proud of.

Sunset near Dungloe

June 2015

Surviving or

Enjoying

the Summer

Since last September you have given considerable time and energy to the pastoral care of the children and staff in your school. Constantly giving of yourself is a major drain on your personal and emotional well-being. It is unsustainable to support, care for and look after others on a long term basis, if you do not also look after yourself. Indeed, it is probably true to say that you will be of little use to those you are leading and caring for if you neglect to care for yourself. Regrettably, it is so often true that Principals put themselves last in the long line of people’s needs.

Why is the end of the school year so stressful for Principals? Is it absolutely essential that most aspects of school business are wedged into the summer period? The end of the school year, for most people, involves looking forward to the enjoyment of a summer break. However, many principals juggle with a multiplicity of deadlines and pressure points during this so called ‘break’. Why is the end of the school year so stressful for Principals? Is it absolutely essential that most aspects of school business are wedged into the summer period? Is there any other type of business that would arrange staff recruitment, stock-taking, financial year end, refurbishment, annual maintenance, professional reporting and administrative deadlines, all to happen when everyone is on official holidays and communication with key contacts is often impossible? Needless to say, Principals cannot walk away from school on June 30th if the school is to be ready to reopen

SEÁN COTTRELL AND BRENDAN McCABE on September 1st. Factors beyond your control relating to SEN, staffing, resources, NEWB reporting, Summer Works Scheme, a building programme, and the recruitment of temporary and permanent staff could easily wipe out any hope of a summer holiday, if you were not careful.

Alternatively, you may decide to be proactive and strategically plan the impending workload arising from the management needs of the school, delegating tasks to the secretary and caretaker, to other members of the Board of Management or members of the school community. This approach is an alternative that works for many principals and enables them to plan some much-needed time off during the summer. You may think ‘I could never do that in this school!’ Why not? There is a first time for everything. A vital part of your role as principal is to model good practice, particularly in terms of looking after your own health and wellbeing. Unless you start modelling distributed leadership and delegate management and other responsibilities, you may find yourself consigned to perpetual martyrdom.

Principals are constantly responding to everyone else’s needs based on their desire for ‘closure’ by June 30th. In order to effectively address these needs, you may feel forced to give every minute of your time to the evergrowing queue of requests, postponing many of your own priorities which inevitably remain on your list on July 1st. That’s when you get the mixed feelings of relief, because the external pressure has been released, followed quickly by the feeling of exasperation in knowing that you have so much to do and are more or less alone in getting it done.

Principals are constantly responding to everyone else’s needs based on their desire for ‘closure’ by June 30th. In order to effectively address these needs, 33

Admissions to School Bill ADMISSIONS TO SCHOOL BILL 2015 In 2013 the Minister for Education and Skills published the heads of a bill in relation to school admission. Consultations with the Education Partners followed and now flesh has been put on the initial structure. This bill will be debated in the Dáil and Seanad before it is enacted into Law. The purpose of the Bill is “to ensure that every child is treated fairly and that the way in which schools decide on applications for admission is structured and transparent”.

DAVID RUDDY BL PRINCIPAL OF TALBOT SNS

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Among the many features in the Bill are the following: (A) The Admissions Policy This policy must have a non discriminatory statement in accordance with the Equal Status Act 2000. Some mandatory requirements include the following: 1) Admission Statement 2) Characteristic spirit of the school outlined 3) Details of school’s arrangements for students who do not wish to attend religious instruction 4) Selection criteria to be applied when there are excess applications over places 5) Board of Management must publish details of procedures for appealing decision to refuse admission

6) No voluntary contributions in advance 7) All applicants shall be admitted save in the following circumstances: a) School full b) Parents fail to accept the Code of Behaviour c) Single sex schools d) Objective of the school is to provide education in an environment that promotes certain religious values. (B) Prohibition on certain selection criteria may include: 1) Relationship with certain category of person (Siblings rule will still be valid. A proposal of a cap of 10% on places allocated to children of past pupils) 2) Attendance at preschool 3) Occupation or financial status of the parents 4) Students’ academic ability, skills, aptitude 5) Requirement of parents to attend interview 6) Applications submitted after the birth of children or years in advance of them actually attending school. (C) Cooperation between Boards Following consultation, the minister can direct two or more Boards to cooperate with each other if in the best interests of pupils in the area or in

LEGAL DIARY LEADERSHIP+ The Professional Voice of Principals

the event of a school closure. (D) Designation of a school The National Council for Special Education (NCSE) or Child and Family Agency (Tusla) can designate a school in the case of a pupil with no school place in relation to Special Educational Needs or otherwise. This could apply when the parents of the pupil has exhausted appeals to the Board of Management, and to the Section 29 appeal process.

schools and needs to be reviewed. A proposal in the heads of the bill in 2013 to discontinue the use of Section 29 appeals is not now being pursued.

‘REFUSAL TO ADMIT FOREIGN ADOPTED 6TH CLASS PUPIL TO SECONDARY SCHOOL DEEMED INDIRECT DISCRIMINATION’ Mrs A V

(E) Direction to Board and appointment of independent person by Patron or Minister This provision can be utilised when a Board has failed to publish an admission statement or fails to comply with legislative requirements in relation to admission. A patron may initially direct the Board or, in default, appoint an independent person to carry out the remit of the Board. As a last resort, the Minister can appoint an independent person (through a court order) when the Patron has not implemented the directive of the Minister or has failed to appoint an independent person. These provisions effectively mean a Board can be stood down in relation to the administration of the Admission to School Policy, and yet may continue to discharge its other functions.

A Girls’ Secondary school Equality Tribunal, 6th February 2015 Background This case involved the refusal of a school to admit the above pupil. The school had a maximum intake of 120 pupils for first year and was heavily oversubscribed. The pupil concerned was born in China, and was adopted 16 months later. The school operated a priority and non priority list. The priority list had the following sub criteria: 1) Sisters of current pupils 2) Attendees of a named feeder school 3) Children of current staff.

mandatory requirement for positive discrimination in school admission policies. It was also stated that Section 15 (2) (d) of the Education Act 1998 states that schools must ensure the rights of parents to send their children to a school of their choice is respected. However in Lucan Educate Together V Department of Education and Skills and others (High Court) 2011, O’ Keefe J noted there is no parental right to send a child to the school of their choice. The school also noted that the parents of the girl brought an unsuccessful Section 29 Appeal. The Department of Education and Skills Committee adjudicated that the school’s policy was fair and reasonable. DECISION OF THE EQUALITY OFFICER Priority given to applications based on the date received puts foreign adopted children at a particular disadvantage and constitutes discrimination on the race ground under the Equal Status Acts. The following order was made: 1) The girl to be immediately offered a place for September 2015 2) The Admission policy to be reviewed in light of the finding 3) €3,600 compensation.

The proposal to require school principals to administer the enrolment process directly as opposed to the Board of Management, as is current practice, is regrettable. This has the potential to put principals in direct conflict with disappointed parents. OBSERVATION This Bill contains many fine proposals which will level the playing pitch in relation to admission for many pupils. The proposal to require school principals to administer the enrolment process directly as opposed to the Board of Management, as is current practice, is regrettable. This has the potential to put principals in direct conflict with disappointed parents. The principal will then on appeal need to justify the refusal to enrol to the school board, possibly thereafter to a Section 29 Appeal Board, and even to the NCSE or Tusla. Whilst it is essential that a robust appeals mechanism is afforded to parents it is questionable as to why the principal is at the centre of the initial stage. There is no provision in the Bill to counter a situation where a pupil is enrolled in two or more schools. This practice is unfair to both pupils and

The non priority list ranked applications in accordance with the date on which they were received by the school. In order to gain a place, all applications would need to be submitted as early as possible, and in some cases after the birth of the child. It was submitted that this placed the pupil concerned at a disadvantage in comparison to non adopted children of Irish origin. Thus her adoptive parents could only make an application for admission when she was 16 months old as opposed to at birth. The school contended that it never enquired into the birth status, or race of any applicant. It further submitted that the girl was at no further disadvantage than other adopted applicants or of other applicants living outside the catchment area. In the case of Christian Brothers High School (Clonmel) V Stokes (High Court) 2012, it was determined that there is no 5

LEADERSHIP+ The Professional Voice of Principals

WSE-MML Practical hints and tips unnecessary hullabaloo. There are no perfect schools. WSE reports have to have recommendations so you will never have every angle covered.

This article is the collated wisdom of a number of principals and deputy principals based on their own experience of WSE. It may not reflect the experience of all schools... The recent WSEs and particularly WSE MMLs have a quite different tone and focus than those carried out just a few short years ago. There is a very strong emphasis on the actual teaching and learning that takes place within each classroom and throughout the school as a whole. That means planning, teaching methodologies, classroom management and evaluation/assessment are to the fore. Examination of policies is mainly geared towards the core ones: Child Protection, Behaviour, Anti-bullying, Enrolment, Health and Safety, Assessment. Any extras depend to some extent on the cigire involved. The WSE focuses a lot on affirming the good practice in schools, and when the panic dies down it can be a very positive experience for a school community. There are some minor differences with MML. It is all concentrated into one week from start to verbal report. Therefore, it is not used so often in the larger schools. A lot of the information in relation to both of these is contained in the literature. PLANNING FOR THE WSE A year or more before Focus on the main policies required to keep them updated and current. They are Child Protection, Enrolment, Health and Safety, Attendance, Assessment, Anti-bullying. Get a copy of the preevaluation form and start adding information as you go along. This is important as it will influence the final report. A month before Review in detail the WSE Guidelines document on education.ie entitled ‘A Guide to Whole School Evaluation Management Leadership and Learning in Primary-Schools’.

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PAT GATELY AND CÓILÍN Ó COIGLIGH Phone a friend! Write out a list of questions for your meeting/telephone conversations with the organising Cigire. This may not be your current Cigire. Subjects: Béarla, Gaeilge, Mata agus ceann amháin eile. You have the option of choosing a fifth, if there is a particular area that you would like to show off. Call a BoM meeting to inform and brief them. Call a staff meetingditto. Affirm the Board. Affirm staff. Be aware of the ‘How do you know?’ questions. It’s important to go through what’s expected from all staff regarding scéimeanna téarma, coicíse, cúntaisí mhíosúile etc. Remind everyone what’s expected – no more, no less. Don’t overdo what’s agreed. Fill in the Pre-Evaluation Form. You have ten school days to do so. Use the form to highlight all the good things about your school. The actual time the cigirí spend in the school is quite short so make sure that they are aware of all that is happening. This will need whole staff input to make sure that you forget nothing of consequence. Don’t forget to list at the end what you want them to note when they visit. Be careful with your attendance figures and be aware of what lies behind them. Read a couple of other schools MLL reports to familiarize yourself with the language used by the inspectorate. The main priority is to stay calm and to keep everyone else calm. Try not to get too sucked in to the mostly

Examination of policies is mainly geared towards the core ones: Child Protection, Behaviour, Anti-bullying, Enrolment, Health and Safety, Assessment. Any extras depend to some extent on the cigire involved. A week beforehand Cigire will meet and brief the BoM, Parents’ Association and Staff. The Principals briefs ISM, Special Ed team (NB: up to date policy and the staged approach), SNAs, Parents’ Association and others e.g. Student Council if you have one. Provide the paperwork required. Remind cleaning staff and caretaker ‘go bhfuil said ag teacht’. You will get a timetable from the Cigire a few days beforehand stating the classes to be visited. Cigire’s prerogative-not really subject to change. Check to see that you have signed all the IEPs and that the Chairperson has signed all the relevant policies and BoM minutes. A day beforehand Get a room - somewhere for them to work from, where they can leave personal items. Provide tea and coffee facilities. During Affirm. Affirm. Affirm. Prepare for principal’s interview, especially the

June 2015

following areas: Vision. Strengths of school. Parental Involvement. Teachers’ planning, Croke Park Hours. Various meetings and function of ISM, SNAs etc. Minutes of same. All roll books. Most of what is reported at this meeting will not appear in the report so pick your battles. Be prepared to defend any decisions you have made for what you see as the good of the school. Inspectors should know that you have your schools interest at heart and make decisions accordingly. They will want to speak to the ISM, Student Council, and may even speak to the Secretary, JobBridge interns and Caretaker! They will request copies of communication with parents, staff etc. All timetables including Special Ed. Templates used for end of year reports. Copies of both formative and summative assessments. Certified BoM accounts. After About ten days after a WSE there will be verbal report to the BoM and also to the staff. Usually on the same day. If you had 99 things on their list they will still point out more, so expect this and don’t take it personally. Don’t be afraid to seek clarification. Thank BoM and cigirí. Thank staff and cigirí. MML this happens at the end of the actual week of evaluation. Three to four weeks later, the report comes on green sheets requiring factual verification. Use this opportunity to point out factual errors.

After a couple of weeks, the BoM gets a yellow copy inviting a response on the content (NB: not the process) of the report. You can have a peek online to see what others wrote. Any comments on the inspectors will not be printed nor will any comment on the process. Comments on the process, depending on their nature, may be discussed further with you. Should you get no satisfaction from those discussions, you may request to talk to the assistant chief inspector who is dealing with your case.

It’s a good idea to plan something enjoyable for the staff (and the board) when the process has finished. A couple of weeks after this response, the report and BoM response is published online. You then usually have 5-8 years to put in place improvements suggested. It’s a good idea to plan something enjoyable for the staff (and the board) when the process has finished.

the issues highlighted. Exceptions to this would be where serious concerns around Child Protection, Health and Safety or similar issues were brought to light during the WSE. In that case the BOM would be expected to rectify these asap. The principal should get 2 days’ notice of a follow-through visit. The inspection usually takes the form of a one-day visit. Activities may include meetings with the principal, board of management members and teachers; observation of teaching and learning and interaction with pupils; review of documents or resources; and communication with parents. Feedback is provided to individual teachers following observation and to the principal and another teacher nominated by the principal at the end of the process. Follow-through inspection reports are published, but as with the full WSE schools have an opportunity to respond and request changes to the report prior to publication. A longer version of this article first appeared on under the title ‘WSE-MLL – PG Tips!’ It is the collective wisdom of a number of principals and deputy principals who provided input.

Follow-Through Visit This can take place any time after the original WSE, but schools will be given reasonable time to address any recommendations from the WSE. It does not mean that everything that was recommended needs to have been completed. All the cigire is looking for is that a process has begun to address

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PRINCIPAL ADVICE

LEADERSHIP+ The Professional Voice of Principals

Proactive vs Reactive ANGELA LYNCH

“Most of us spend too much time on what is urgent and not enough time on what is important.” Stephen Covey

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What causes you the most stress in your role? What takes so much of your time and energy? Could it be the difficult conversation you had this week with the Chairperson of the Board? Was it the angry parent who arrived at your door with a complaint about how your child had been treated? Was it the teacher who felt that you were not handling the behaviour of a child correctly? Or is it someone who continuously undermines you?

No matter how difficult a situation we encounter is, the important thing is that we learn a lesson from it and strive to handle it better the next time. I could go on forever with different scenarios. I’m sure that you can add to that list. Dealing with these matters saps your energy and takes so much time, drawing you away from your core function of leading the teaching and learning. Yet these are opportunities to teach and learn valuable life skills.

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Become familiar with the procedures for dealing with conflict. Two procedures currently exist: a. Grievance Procedure for managing Teacher/Staff conflict. These procedures may be used when a teacher has an issue with another teacher, principal or Board member. b. Complaints Procedure for dealing with conflicts that arise when parents have an issue in relation to their child that they need to raise with the school. It is essential to be familiar with both of these procedures. Samples of both procedure may be down loaded from the Resources/School Policies section of ippn.ie.

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It is not simply a matter of following the stages of each procedure but of planning how they are implemented. Know the procedures inside out and then implement a plan to communicate them clearly to the whole school community. Everyone involved needs to know the procedures to follow when an incident occurs, understand their own role and responsibility in it and have a discussion about how best to communicate in any given “what if” scenario.

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Communication at Board of Management, staff and parent level cannot be left to chance. Plan for these discussions. As we all know it is best to open up discussion when no particular issue or conflict exists.

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So many times we react to conflict. We scramble about looking for our procedures and worry that we won’t be able to manage it correctly. A proactive approach to

No matter how difficult a situation we encounter is, the important thing is that we learn a lesson from it and strive to handle it better the next time. How do I manage to turn these situations into learning opportunities? Based on my experience over the past number of years in the IPPN Support Office, I offer the following advice:

PRINCIPAL ADVICE MANAGER

understanding and at the same time rehearsing our actions in a particular scenario will facilitate better outcomes for all involved. Children will also benefit and learn some valuable lessons in seeing the adults in their lives resolve difficulties in a measured and respectful way.

A proactive approach to understanding and at the same time rehearsing our actions in a particular scenario will facilitate better outcomes for all involved. There are many other actions we might employ to support the creation of a happy and respectful school community, but for now I hope that you will use this as a starting position. I passionately believe that this approach will help to ease the serious effect that escalating conflict brings on the health and welfare of members. “The proactive approach to a mistake is to acknowledge it instantly, correct and learn from it.” Stephen Covey. This time of year, just before the summer holidays, is often a time when tempers flare and situations tend to get out of hand. The summer then becomes a time of worry and stress. Be aware of this and if you need to talk to someone, the IPPN Support Office will be open throughout the holiday period. Tá súil agam go mbainfeá tairbhe agus taitneamh as laethanta saoire an tsamhraidh.

Centre for School

LEADERSHIP A Centre for School Leadership (CSL) is currently being established and will be operated on a partnership basis between the Department of Education and Skills, the Irish Primary Principals’ Network (IPPN) and the National Association of Principals and Deputy Principals (NAPD). It is the shared objective that the CSL will become a centre of excellence for school leadership and provide high quality continuing professional development (CPD). Its responsibility will extend across the continuum of leadership development commencing with pre appointment training through to induction of newly appointed principals to continuous professional development throughout the leader’s career. The Centre will be headed by a National Director who will be an experienced school principal. He or

she will be supported by two other experienced school leaders, one each from the primary and post-primary sectors. These will be full-time secondment positions to IPPN and NAPD. The immediate key priorities for CSL will be the introduction of the following: I A mentoring programme for newly appointed principals, I Coaching support for serving principals encountering professional difficulty and/or challenging situations, and I A post graduate qualification in school leadership for those aspiring to school leadership roles. It is intended that the mentoring programme and coaching support will be introduced over the course of the 2015/16 school-year and the post graduate qualification in 2016/17.

IPPN, NAPD and the Department of Education and Skills have been collaborating for some time on creating a more strategic approach to meeting the needs of both newly appointed and serving school leaders. The decision to establish the Centre on a partnership basis presents a unique opportunity to develop the supports needed. The centre will be based in Clare Education Centre and is being established for an initial pilot period of three years, with an investment of almost €3m. Minister O’Sullivan said: “The quality of school leadership is central to setting direction in a school and achieving the best education outcomes for students. We know that we need to better prepare people to become school leaders, and that we need to improve supports for them when they are in leadership roles.”

www.ippn.ie Latest resources 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.hallahan@ippn.ie. The following are the new resources available in the different sections of the website:

RESOURCES DES Circulars I 0030/2015 - Primary Book & Book Rental Scheme Grants I 0027/2015 - Information in relation to Actions under the Literacy and Numeracy Strategy Standardised Testing, Reporting, Library Support and Other Matters - Academic Year 2014/15 and Subsequent Years I 0026/2015 Advance preparation for the commencement of statutory requirements for Garda vetting under the National Vetting Bureau (Children and Vulnerable Persons) Act 2012

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0026/2015 Garda Vetting - FAQs 0025/2015 - Primary Online Database (POD) 0023/2015 - Implementation of the Recommendations of the Expert Group on Fixed-Term and Part-Time Employment in Primary and Second Level Education in Ireland (Primary) 0017/2015 - Teacher Exchange Scheme For Registered Teachers In Recognised Primary Schools.

CURRICULUM & SCHOOL PLANNING Science Equipment Inventory.

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FORMS & TEMPLATES RT Hours for students with Down Syndrome – Information & Application Form.

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SCHOOL POLICIES I Managing Chronic Health Conditions at School.

PLANNING PROMPTS A new prompt is uploaded each week to this section, outlining activities that schools may wish to consider at that particular time of year. This section will act as an online archive of planning prompts, which are also issued via Escéal.

SUPPORTS Leadership+ I Leadership+ Issue 86 - May 2015.

EVENTS DEPUTY PRINCIPALS CONFERENCE I Deputy Principals Conference 2015 Seminar presentations from the conference are available to view in this section.

ADVOCACY SUBMISSIONS I Submission to the JOC - ICT in Primary Schools (May 2015).

RESOURCE BUNDLES Parental Separation - Implications for the School.

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LEADERSHIP+ The Professional Voice of Principals

ÉAGSÚLACHT san Oideachas

Oideachas Ilchreidmheach in Earnáil na Gaelscolaíochta

PÓL MAG LIONÁIN

PRÍOMHOIDE GHAELSCOIL RIABHACH, BAILE LOCHA RIACH, CO. NA GAILLIMHE/ BALL BHORD STIÚRTHA AN FHORAIS PÁTRÚNACHTA

San eagrán deireanach de Leadership+ mhaígh Charlotte Blease go raibh deacracht íomhá ag an bhfealsúnacht san oideachas. I ndiaidh cúig bhliain déag a chaitheamh ag obair i ngaelscoil ilchreidmheach airím go bhfuil deacracht íomhá in ár n-earnáil féin freisin. Deimhníodh an pheirspeictíocht seo i gcomhrá a bhí agam le hoifigeach ón Roinn Oideachais agus Scileanna tráth, inar dúradh ‘gaelscoils… sure you’re all Catholic, aren’t you.’ Anuas ar seo, ardaíodh an cheist arís agus mé i mbun cur i láthair le déanaí ag comhdháil oideachais de chuid An Foras Pátrúnachta(‘AFP’), tráth a ardaíodh an meon coiteann nach léir an difríocht idir scoileanna ilchreidmheacha agus scoil le héiteas ar bith eile. Leíríonn taighde a chuir AFP i gcrích ar na dúshláin a bhaineann leis na scoileanna ilchreidmheacha, go bhfuil, i measc eile,easpa oiliúnacuí ar mhúinteoirí na hearnála, chomh maith le heaspa saintreorach ar fheidhmiú chur chuige an ilchreidmheachais. Tagann mo thaithí féin mar chleachtóir leis na torthaí taighde céanna. Ní haon ionadh é dá réir nach ann do chinnteacht agus compord in aigne agus i gcleachtas na múinteoirí ar an gcur chuige ná ní haon ionadh é an doiléire faoin íomhá lena mbaineann. Ardaím an cheist cén chaoi a bhfuil gaelscoil le héiteas ilchreidmheach éagsúil ó scoil ar bith eile sa tír? BAINISTÍOCHT NA SCOILE An chéad difríocht suntasach atá le feiceáil ná i mbainistíocht agus in úinéireacht na scoileanna. Sna gaelscoileanna ilchreidmheacha níl ról ag na

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húdaráis chreidimh sa réimse seo. An difríocht a dhéanann sé sin i saol na scoile ná go dtugann sé úinéireacht na scoile don phobal atá ag freastal uirthi ina iomlán. Leis an úinéireacht seo is í an chéad chéim eile ná fís scoile agus croíluachanna scoile a aontú – luachanna nach bhfuil frámaithenó fréamhaithelaistigh de phrionsabail chreidmheacha ar leith. Ní mór na croíluachanna seo a chíoradh ag leibhéal an-phraiticiúil, ar a n-áirítear na himpleachtaí a eascraíonn astu do pháistí ón lucht siúil, páistí nach bhfuil Béarla ná Gaeilge mar chéad teanga sa mbaileacu agus múinteoirí nó tuismitheoirí a bhfuil gnéaschlaonadh nó stádas teaghlaigh éagsúil acu. CURACLAM NA SCOILE Cad mar gheall ar chúrsaí curaclaim agus oideachas na bpáistí? Luann curaclam ilchreidmheach náisiúnta AFP sa teagasc creidimh go gcuirtear ‘béim ar thorthaí oideachasúla agus tuiscint ar chreideamh mar fheiniméan, ar éagsúlacht agus ar chosúlachtaí chreidmheach sa domhan’ agus go gcaithfear ‘cíoradh a dhéanamh ar fhéiniúlacht spioradálta agus ceiliúradh a dhéanamh ar an éagsúlacht.’ Is é an Curaclam Eitice/ Staidéar Reiligiúin (CESR) atá ar an gcuraclamsna scoileanna ilchreidhmheacha lán-Ghaeilge. Bíonn dúshláin ag baint le nuálaíocht agus le forbairt churaclaim sa CESR i bhfianaise é a bheith réasúnta nua in Éirinn. Titeann an dualgas as curaclam creidimh na scoile ar phatrún na scoile agus, uaidh sin, ar bhainistíocht na scoile, ar an bpríomhoide agus ar na múinteoirí.

CLEACHTAS TEAGAISC NA SCOILE Mar go bhfuil íomhá inmheánach fós á chruthú ag na scoileanna ilchreidhmheacha, ní leor é curaclam a dhréachtú. Bheadh sé an-éasca orainn staidéar a dhéanamh ar chreidimh an domhain trí cur chuigeceacht tíreolaíochta nó staire. Ach ní mór dúinn féiniúlacht spioradálta a chíoradh. Ní mór dúinn creidimh na bpáistí sa scoil a cheiliúradh agus aitheantas a thabhairt do na cúlraí creidmheacha atá acu. Sna blianta amach romhainn tiocfaidh fás ar líon na ngaelscoileanna ilchreidmheacha sa stát, agus beidh freagracht ar cheannairí scoile san earnáil dá réir as cinntiú go bhfuil íomhásoiléir agus inrochtana ag an earnáil seo, móide struchtúir thacaíochta cuí. Áirítear anseo na príomhthosaíochtaí a bheidh ag cleach-tóirí agus ag ceannairí scoile sna blianta beaga romhainn: I I I I I

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Beartais Uile-scoile Cinnireacht scoile atá cinnte faoi íomhá agus éiteas na scoile Tuiscint ag tuismitheoirí na scoile ar éiteas na scoile Oiliúint mhúinteoirí in-scoile agus Oideachas Tosaigh Múinteoirí cuí Modhanna múinte agus measúnaithe atá in oiriúint don CESR Acmhainní i nGaeilge don earnáil agus modhanna éifeachtacha do chomhroinnt an dea-chleachtais.

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LEADERSHIP+ The Professional Voice of Principals

Honouring a TERRIBLE BEAUTY Part 2 DAMIAN WHITE PRINCIPAL, SCOIL SHINCHILL, KILLEIGH, CO. OFFALY An Outline of Commemorative Events involving Primary Schools Commemorating the momentous events of 1916 in an appropriate fashion will be the objective of many agencies and groups in Spring and early Summer 2016. In Leadership+ Issue 86 I attempted to set the context in which these commemorations take place in the schools context. Official celebrations are being arranged under separate strands, with schools fitting neatly under a strand entitled ‘Youth and Imagination’. This strand places children and young people at the heart of the 1916 Centenary programme, integrating historical exploration with a range of imaginative activities.

Department of Education, supported by Mercier Press, will focus on the events of 1916. Schools have the opportunity to explore stories of a local as well as national nature pertaining to the Rising.

Proclamation for a New Generation Proclamation Day 2016 Schools at all levels are invited to write a new Proclamation for 2016 reflecting the values, hopes and aspirations of the generation of 2016, following analysis of those included in the 1916 Proclamation. March 15th has been set as Proclamation Day in all schools. A National Flag and a copy of the Constitution will be presented to all schools. The flag shall be raised on Proclamation Day and the Proclamation read aloud while schools use the day to display some of their work on projects listed below.

The Abbey Theatre will perform ‘Me, Mollser’ for 5th and 6th classes in schools throughout the country. The story is based on a character from Seán O’Casey’s ‘The Plough and the Stars’. Lesson plans will be available to support the performance.

1916 Ancestry Project This project invites all children to trace a family tree back to 1916, using resources such as the 1911 census, military archives and church records in the process. It is hoped schools will engage with local historical societies, active age groups and, where possible, relatives of those who took part in the Rising to foster inter-generational and community learning. Children whose ancestors were not Irish can trace their own relations hack to 1916 and in doing so can generate opportunities for discussion around history in the broader sense from that time. All Island Schools History Competition This event, open to all schools on the island and developed with the support of the DES and Northern Ireland’s 12

Ireland 2016 All Island Schools Drama Competition and ‘Me, Mollser’ Schools will be invited to write a short drama based on any aspect of events in 1916, film their performance and submit a short video. A number of shortlisted entries will be made available via RTÉ, with a public vote to decide on overall winners. The winners will be invited to perform onstage in the Abbey Theatre in Spring 2016.

Ireland 2016 All Island Art Competition The DES, Department of Education (Northern Ireland) and The National Gallery of Ireland invite all schools across the island to create an image based on imagining the Ireland of 2016.Thirty eight winners from secondary, primary and pre-school level will have their work displayed in the National Gallery. All Island Song Competition The DES and NCH invite students to write a song, inspired by the modern, multi-cultural Ireland of 2016. Finalists will perform at the NCH in May 2016 with both primary and second level winners selected. Film Award Dun Laoghaire Institute of Art and Technology, along with the DES, invite schools to submit a short film based on any aspect of 1916. Prizes will be awarded to two winning schools as part of the Film in Schools (FIS) awards. National Flag Resource A teaching resource on the National Flag will be developed and hosted

online from September 2015. Education for Sustainable Development (ESD) Portal To promote active citizenship, equality and respect for human rights and sustainability, a web portal is being developed to allow teachers at all levels exchange and debate ideas and share resources. Consultation with Children and Young People Eight regional consultations with 40-50 participants will be held, including 4 for children aged 8-12 on the theme ‘Imagining our Future’.

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EVENTS I

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UPDATES

Wednesday 9th September – Principals’ Professional Briefing Day IPPN Autumn Meetings – See www.ippn.ie for details

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HEADSTART 2015 INDUCTION DAY FOR NEW PRINCIPALS

May – Payment of School Book Grant June – SNA allocations issued to schools via NCSE website June – Payment of Capitation Grant (2nd moiety)

One of the core functions of IPPN is to support Newly Appointed Principals enabling them to become effective leaders of their school and in their community. To that end, IPPN will facilitate an induction day for new school leaders in August 2015.

KEY CIRCULARS I I

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DEADLINES

0025/2015 - Primary Online Database (POD) 0026/2015 - Advance preparation for the commencement of statutory requirements for Garda vetting under the National Vetting Bureau (Children and Vulnerable Persons) Act 2012 0027/2015 - Information in relation to Actions under the Literacy and Numeracy Strategy Standardised Testing, Reporting, Library Support and Other Matters - Academic Year 2014/15 and Subsequent Years 0030/2015 - Primary Book & Book Rental Scheme Grants

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19th June – Final date for recording standardised test results for 2nd, 4th & 6th classes on OLCS Retirement ‘Grace Period’ – Please note that the date provided in our last edition of Fógraí was incorrect. The ‘Grace Period’ for staff in the public & civil service to retire for superannuation benefits to be calculated on the higher salaries in place prior to the cuts introduced under the Haddington Road Agreement is 30th June 2016. September 2015 - Schools to confirm to SENOs that students allocated additional supports are attending school

This event will take place at two venues – the Radisson Hotel Limerick on August 13th and the CityWest Hotel, Saggart, Co Dublin on 14th August. These events are designed to prepare new principals for the first week, month and term of their appointment and are open to those appointed after 1st July 2015. This induction day is facilitated as part of your school’s membership of IPPN and there is no charge for attendance. To register for this event please email jackie.oreilly@ippn.ie.

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

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APRIL I

BeLong Pilot Project to tackle homophobic bullying in primary schools

Teaching Council consultative forum on teaching supply Review of Constitution of boards and rules of procedures Droichead shared learning day Biz Factor final - award presentation.

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RDS STEM learning launch Presentation to Joint Oireachtas Committee for Education and Social protection on the subject of the ‘Use of ICT in Primary Schools’ Meeting with Teaching Council re Droichead ‘The Wheel’ Annual Conference.

MAY I

NAPD Symposium, Dublin

Virginia O’Mahony has been at the forefront of IPPN activity since 1999. A founding member of IPPN, Virginia immediately impressed. Her organisational skills, flair for getting others on board, positivity, energy and passion for the advancement of school leadership stood out. Virginia served as Principal at Scoil Chaitríona Senior, Renmore in Galway since 1975. She was a member of IPPN’s Board of Directors from 2000, where her skills were put to good use in policy development, forging links with external agencies and organising conferences and seminars. In 2007, Virginia took up the role of IPPN Assistant Director, with responsibility for CPD. She used her considerable talents to progress the work of IPPN and its Board of Directors.

Fond farewell to an IPPN

STALWART By Seán Cottrell

When IPPN had an opportunity to put a principal forward for a role on the Executive Council of the International Confederation of Principals (ICP), Virginia was the obvious candidate. Her skills were immediately clear to them and Virginia was soon nominated as President of ICP, a role she executed with aplomb. Demonstrating cultural sensitivity, Virginia brought Ireland to the world stage in 2011 when she addressed the ICP convention in Toronto. From such lofty heights Virginia always remained true to her West of Ireland roots. Now that it is time for Virginia to retire, we all wish her an active, fun and travelfilled retirement and thank her most sincerely for all she has done for principals over the past 15 years. Bon Voyage Virginia! 13

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June 2015

Transferring

from Primary to Post-Primary School

MARY NUGENT REGIONAL DIRECTOR SOUTH EAST/SOUTH MIDLANDS, NATIONAL EDUCATIONAL PSYCHOLOGICAL SERVICE

Transferring from primary to postprimary school is a milestone in the educational life of any young person. It is helpful to consider that, although there may be a definite time when a change occurs, a ‘transition’ is a process. For children with additional needs, preparing for this change should be seen as a medium or even, longterm process.

In what circumstances should the NEPS psychologist be directly involved in ‘reviewing’ a pupil for postprimary transfer? It is not recommended that each child assessed by NEPS during their primary school history is routinely considered to need a review by a NEPS psychologist. This would be an inefficient use of resources. The vast majority of students can be effectively reviewed by school staff.

plans and interventions, consultations and reviews. This format is compatible with both primary and post-primary structures.

However, sometimes parents and teachers may feel they need advice on the most appropriate setting for a student, particularly if there is the possibility of mainstream school or of a specialist setting. During transition, NEPS psychologists may be involved in an advisory way, discussing possible transition programmes, strategies and/or other interventions to support the child.

When should a child who has special educational needs be ‘reviewed’ before transfer? All children with special educational needs should be reviewed by their primary school before they transfer to post-primary education. However, it is important to realise that this type of review can be done by the school. Only in very particular circumstances should NEPS psychologists need to become involved in the review process. In order to assist primary schools in carrying out a thorough review, NEPS have developed a Post Primary Transfer Profile. This short document facilitates review of the child’s current needs and the sharing of key information with the post-primary school. This profile can be used alongside the NCCA Education Passport and provides greater detail about children with additional needs. The Post-Primary Transfer Profile is available to download from the NEPS website.

In other cases, the primary school may feel that the information available about the child needs to be updated, as there have been significant changes in the child’s needs since the most recent assessment, and the school feel unable to fully describe those needs. The decision to ask the psychologist to ‘review’ a child is at the discretion of the primary school. Each primary school will need to work with their NEPS psychologist to identify those students who have the greatest level of need and who require NEPS intervention. NEPS Resources to Support Transition As well as the Post-Primary Transfer Profile mentioned above, the following resources may be helpful to schools. All are available to download from the NEPS website. The Student Support File The Student Support File allows the school to track a child’s progress and needs over time and ensures continuity of support for a student, including transition from primary to post-primary school. Such a file keeps together all the information about the support of the student: information gathered,

Transition Workbooks This pack contains two sample transition programmes which aim to prepare a child for transfer to postprimary school. These materials provide practical support and information for the child. This resource was developed in consultation with colleagues from the HSE. Supporting Children with Autism Spectrum Disorder (ASD)/Social Communication Difficulties, Transition from Primary to Post Primary School, An information and support pack for parents and teachers This resource has been particularly designed to provide help and advice for parents and teachers working with children with autistic spectrum disorders. This resource was developed in consultation with colleagues from the HSE. 15

LEADERSHIP+ The Professional Voice of Principals

January 2015

THE WAY we

WERE LARRY FLEMING IPPN PRO AND RETIRED PRINCIPAL OF BALLINAMERE NS, TULLAMORE, CO. OFFALY

In the early sixties, there was no ruling on the age a child could start in mainstream school. With no formal preschool system in place, it was open season once a child turned three. In those days, it was common practice for new infants to begin formal infant education a few weeks prior to schools closing for the summer holidays, which was usually in the second week of July. My primary school days were spent in a small rural school in the midlands. Back then, like most children, we travelled to school on foot, often in groups of ten or more. Safety was never a consideration. We walked or ran sleepy country roads, only occasionally interrupted by the familiar drone of the odd Ford Anglia, Morris Minor or Austin A40 travelling from farm to shop. School days were sometimes intense with the three R’s dominating the curriculum and a strong emphasis on the fourth R, namely Religion. Lessons were regularly interrupted (not that we objected) by visits from missionary priests extolling the virtues of a career on the mission fields in some far flung land. Corporal Punishment was widespread. Often we were sent out by the master to literally ‘cut a stick to beat ourselves with’. Hazel was the wood of choice as it had a goodly spring. In those days, there was a stipulated five minute break at 2 o’ clock for the purposes of ‘airing the classroom’. It’s hardly surprising either that ‘slow learners’ did not retain fond memories of their primary schooldays as there was little or no provision for, or understanding of, their needs. All classrooms boasted a wide open fire with the exception of the infant classroom which had a fine Stanley 9 range upon which the children’s bottles of milk were heated before lunch break. It was a regular event for the aroma of roasted milk to permeate the school after a glass bottle succumbed to the intense heat. The sixties was a time of innocence, both educationally and socially. One of the most vivid memories of my primary 16

school days was the build-up to the live frog-swallowing festival which once took place in our locality to raise funds for a building project for a local organisation. This would seem an almost incomprehensible occurance in the Ireland of today. As senior pupils in the school, we were paid the princely sum of one shilling per frog to scour the local meadows and boglands for specimens suitable for the menu. Needless to say, this event attracted national and international attention with the world’s media descending on the village for the day. As a recently-retired principal, I can now reflect at leisure at how our education system has evolved over the years and how the interests and activities of the children have changed. Unlike today, children participated actively in outdoor pursuits without the distraction of digital devices. There was no scurrying to uphold the principles of health and safety when a child was observed climbing a tree or balancing precariously on the top of a wall.

And what about educational standards? How would today’s child cope with the old Primary Certificate, an examination discontinued in the late sixties that was the equivalent of today’s Leaving Certificate in terms of future educational and career opportunities? The emphasis on school leadership has also changed significantly in the intervening years. Gone are the days when the induction process for the new school principal involved the presentation of a set of keys and little else. A small group of driven and visionary principals led by Corkman Jim Hayes who met in Kildare Education Centre in late March 1999 changed all that. When official recognition of IPPN was granted by the Department of Education in February 2000, the landscape for school leadership in Ireland was about to change irrevocably. The fruits of that labour of love are now clearly visible as school principals continue to feed off each other’s support and collegiality for the betterment of all children’s education. Long may it continue. www.databizsolutions.ie ww ww.databizsolutions.ie info@databizsolutions.ie info o@databizsolutions.ie (091) 556 755

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June 2015

Window to

OUR WORLD DAVID OLIVER PRINCIPAL OF BALLYRAINE NS, LETTERKENNY, CO. DONEGAL A few years ago, I signed up for a HSE course entitled ‘There are no monsters at the door’. It was an intriguing and somewhat surprising title for a course outlining the positive benefits of parental involvement in the primary school. I can recall the fear of my initial meeting with parents when appointed to my first teaching post. My first parent teacher meeting was a daunting experience, preparing myself for challenges from parents and indeed possible criticism!! However, during that first year in teaching, I quickly discovered that parents ‘are not monsters at the door’ but a valuable resource within the school community. Positive parental involvement starts with the welcome afforded to parents during their initial visit to the school. Parents can very quickly pick up the ‘atmosphere’ in the school … are parents encouraged to become involved in school life? Is there an active Parents’ Association? Do parents feel welcome and valued? In our school, we invite parents to talk about their involvement in school with the parents of Junior Infants. A ‘Welcome’ coffee morning is hosted by the Parents’ Association on the first day of the new school year. Building a positive parent network at this early stage is the key to encouraging parental involvement. In the Junior Infant class, the teacher organises a ‘Parent in the Classroom’

programme where parents are timetabled to help with class activities such as Aistear, Art and Pre-Writing skills. This provides the parent with an opportunity to connect with the ‘learning process’ and many parents also realise that the classroom is a very busy place!

Positive parental involvement starts with the welcome afforded to parents during their initial visit to the school. Parental involvement is an integral part of creating a positive school environment. Informal school events create a perfect springboard. Ballyraine NS is a global village, reflecting a wide cultural diversity. Parents have organised celebrations for Chinese New Year and Africa Day, along with a ‘Pot Luck World Lunch’, the highlight of Sports Day is a ‘family barbeque’ and picnic … a great family occasion in the school grounds. Infant parents have also taken part in a HSE programme ‘Sugradh le Cheile’ where parent and child take part in a workshop and discover the simple pleasure of spending quality time together through active play. Parents are delighted to share their practical skills whether that involves digging and clearing a new play area, building a hen house or

polytunnel, or creating story sacks for junior storytime. As part of our S.S.E. process, parents have also engaged in a homework forum where parents, teachers and pupils met to review best practice with homework. Last year, we launched a new parent initiative, ‘Learning Landscapes’. 6th Class pupils were involved in the Pushkin Project which promotes creativity through the visual arts and creative writing, so we decided it would be interesting to set up a parallel learning experience for parents. Parents embraced this new learning opportunity with great enthusiasm and expressed their creativity through photography, water colour, pottery, mosaic, felting and creative writing This year, the new theme of ‘Let Go Let Fly’ has seen parents and pupils working together to make and fly kites and to publish an anthology of their creative writing. The school was recently awarded the ‘Rewarding Creativity’ award by the Pushkin Trust for their involvement in creative learning, and the celebration culminated in a combined performance from the parent and pupil ‘Samba band’. Parental involvement helps to develop a climate of mutual trust and respect. It creates a positive energy within the school where pupils and parents learn the value of lifelong learning. It’s about building a strong school community and a sense of belonging. It is a journey of discovery, a leap of faith and no... there are no monsters at the door!

17

LEADERSHIP+ The Professional Voice of Principals

RETIREMENT FOR SCHOOL LEADERS Making And Announcing Your Decision JIM HAYES FOUNDING PRESIDENT OF IPPN Because retirement is a life-changing experience, it is recommended that serious thought be given to the decision well in advance. Your conscious preparation for retirement may entail reading, attending courses/workshops or talking with retirees. On a personal level, the financial situation in your family will be uppermost in your mind. The state of your health may be a crucial factor, possibly the deciding factor. Your energy levels may be decreasing and your appetite for continuing, as a school leader, may not be what it was.

Like all major decisions in life, there is a great sense of relief – a burden has been lifted as it were. It is not inconceivable that you may have been subconsciously preparing for retirement for some time. Without fully realising it, your rhythm of life has been gradually changing over recent years. Many retirees have told me that when your time arrives, you can read the signs that the end of your service in your school is nigh. One way or another, you ultimately arrive at a decision. Like all major decisions in life, there is a great sense of relief – a burden has been lifted as it were. Having made the big decision, the question arises: At what stage of the school year will I formally retire? Succession can be a big issue for schools and so it is only right to give some thought to what is best for one’s school at a time of change. A smooth transfer of leadership is always desirable - one always wants what is best for the pupils and the other members of the

18

school community. Among the issues that affect how your retirement impacts on the school are the time of the year that you select to retire and the actual timing of your announcement. It is becoming more common nowadays to give more than the three months notice. The thinking behind this is to endeavour to take into consideration the various needs of the key members of the school community – the board of management, the staff, the pupils and the parents as well as one’s own particular circumstances. Nonetheless, it is also important to recognise that there are circumstances where some Principals wish to give the notice at the latest available opportunity due to personal or local factors. Relationships within the school community and the local community can often colour these decisions. What follows the announcement, whenever it is made, is more often than not a demanding period, not alone for

the prospective retiree but also for his/her spouse, other family members and colleagues. For some, the period of time between the announcement and the final departure can resemble an emotional rollercoaster. Once the announcement is made, one’s relationship with every other member of the school community changes to a greater or lesser extent. Surprise or maybe even shock – depending on circumstances - will give way to regret and disappointment, eventually leading to an acceptance of the fact and a reflection of how the impending change will impact on everyone’s future. Because people genuinely want to show their appreciation for all that you have done both for the school and for themselves over the years, as their colleague and leader, you will inadvertently notice that plans are being stitched together in a hush-hush manner, almost as if you weren’t there. Just close your eyes and ears and pretend that you didn’t notice – just go with the flow – believe me it’s easier!

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PRIORITIES FOR PRINCIPALS

Priorities for Principal Teachers EXTERNAL AGENCIES/STRATEGIC LEADERSHIP PÁIRIC CLERKIN PRINCIPAL OF ST PATRICK’S NS,

CASTLEKNOCK, DUBLIN 15

This is the concluding article in the series summarising the IPPN publication Priorities for Principal Teachers – In Clear Focus.

EXTERNAL AGENCIES There are many external agencies which interact very positively with schools for the benefit of pupils and whose support is vital to effective teaching and learning. Schools are also very much part of their local community and will often have positive interactions with local organisations which can enhance the quality of the pupils’ education. While the interaction with such organisations is usually positive, it is important that principals manage it carefully so as to ensure it does not impinge unduly on their workload. Key Priorities for the Principal – Must Do

I

Report to the Health Service Executive (HSE) where child abuse or neglect is suspected (Designated Liaison Person)

I

Cooperate with DES Inspectorate as required

I

Ensure compliance with legislation and with DES, National Educational Welfare Board (NEWB), National Council for Special Education (NCSE) and Teaching Council regulations

I

Maintain effective relationships within the school community.

Other Priorities – Could Delegate or Share

I

Deal with requests for work experience, teaching practice and research

I

Facilitate the distribution of HSE consent forms and appointments for medical and dental screening

I

Provide statistical data as required by DES

I

Facilitate educational visits by fire service, local Gardaí, Juvenile Liaison Officer, community groups and others

I

Other Tasks – Deprioritise / Principal should not need to personally undertake I

Disseminate commercial advertising materials

I

Participate in commercial voucher/coupon collection schemes for school supplies

I

Carry out administrative functions for the HSE, such as sorting out returned dental or medical forms or scheduling medical appointments

I

Accommodate salespeople, other than by appointment

I

Sort mail.

Organise visits from ‘role models’ from Sports, the Arts.

STRATEGIC LEADERSHIP Because the mark of an effective principal is how they impact on pupil achievement, there are certain responsibilities that impact on or influence all aspects of school life. The principal, along with all staff, has responsibility for making these ‘strategic leadership’ activities happen. It is important to note that shared leadership cannot be achieved without shared credit for success. This implies the principal seeking the views of others and arriving at collaborative decisions rather than imposing a personal view. Key Priorities for the Principal – Must Do

I

I

Develop, communicate and monitor the vision, direction and objectives for the school, consulting with staff and the BoM Foster a climate of welcome, warmth, discipline, care, collaboration, mutual support, learning, respect and collegiality throughout the school community

I

Lead and manage the staff

I

Develop distributed leadership

I

Build effective relationships between the school and the wider community.

Other Priorities – Could Delegate or Share

I

Project a positive image of the school

I

Other Tasks – Principals should share the following with others where possible I

Endeavour to maintain high standards of professionalism, respect and trust

Keep up to date with educational research on leadership

I

Encourage pupils to develop their leadership potential

I

Maintain the ethos of the school

I

I

Celebrate success

I

Design and issue newsletters to members of the school community

Ensure that new staff are familiar with the vision and values of the school

I

Review the school’s mission statement.

I

Organise events to celebrate important milestones or successes.

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REFLECTIONS LEADERSHIP+ The Professional Voice of Principals

Clocking OUT

DAMIAN WHITE PRINCIPAL, SCOIL SHINCHILL, KILLEIGH, CO. OFFALY

I have a weakness for rhyming slang, from which came the unlikely name of ‘Hairy O’Meara’ for our alarm clock. We principals both are woken each morning to the same harp music belting with enthusiasm from our sadistic timepiece. We originally named it ‘Mary O’Hara’ after the ex nun who serenaded our youth with her sweet and wholesome strings. However we found ourselves hyphenating poor Mary’s moniker, especially on cold February mornings, as well as threatening her with a less than dignified exit via an upstairs window. Hence the name reversal. A clock with a name suited to a Tipperary corner back can take more abuse. At this time of year the clock gets little or no negative attention. Sun regularly wins its battle with the curtains and impending holidays have us enthused enough to almost sing along with our clarion. Our malevolent harpist signals the beginning of a frantic hour, culminating with the five of us landing in 4 different schools in three different Dioceses each morning. Offaly is a place where Dioceses meet. At this time of year I find myself explaining to the great unwashed how it is that a job in my school must be offered to teachers in parts of Kildare and Wicklow while we cannot make an offer to a Tullamorebased teacher 4 miles away, based on maps drawn at the Synod of Cashel before Columbus headed west looking

20 20

for India. Access to coastlines and waterways as a means of escape was a priority for clergy in planning diocesan boundaries in the 14th Century, but I digress. I don’t expect change anytime soon for teachers in this regard. Children now move more freely however as for the first time they leave our schools armed with their shiny new passports heading for pastures new.

Those children who entered the school 8 years ago amid tears and fears are now confident and happy youths heading for teenage years and the next set of opportunities and problems. As the year’s end approaches, I’m looking at the class about to finish with us in the same way as an ad campaign portrays a Nissan salesman looking at his favourite cars leaving the showroom - proud but with a tear in the eye. Those children who entered the school 8 years ago amid tears and fears are now confident and happy youths heading for

teenage years and the next set of opportunities and problems. Our parents’ association mark the end of each child’s time with us with the presentation of a special medal carved with their years in the school. I’m an old softie when it comes to the event each year. I wish them all the luck in the world and perhaps foolishly announce that we’ll probably see many of them back on work experience! They come back in droves, which is a compliment I suppose. In the meantime the job is making sure their leaving is orderly and that no last day pranks alter the mood in the school. A principal friend makes a point of removing her watch at the beginning of the holidays and only refitting it as September falls. Summer work may be plentiful but the clock is less central to matters. For me, I merely slide the button to the right, ensuring that no harp music enters my consciousness for 2 months regardless of what schoolwork lies ahead. Hairy O’Meara is back from retirement at corner back in my consciousness as the summer’s hurling action kicks off. It’s the wholly necessary distraction I need to ensure a fresh start each September when once more, the moonlight is mellow and the shine is beginning on a new and promising school year.

‘

And Finally…

QUOTATIONS

I think a hero is any person really intent on making this a better place for all people. Maya Angelou American writer

’

WELCOME TO HOLLAND hen you’re going to have a baby, it’s like planning a fabulous vacation trip – to Italy. You buy a bunch of guidebooks and make your wonderful plans. The Coliseum, the Michelangelo David, the gondolas in Venice. You may learn some handy phrases in Italian. It’s all very exciting.

W

After months of eager anticipation, the day finally arrives. You pack your bags and off you go. Several hours later, the plane lands. The stewardess comes in and says, ‘Welcome to Holland.’ ‘Holland?!’ you say. ‘What do you mean, Holland?’ I signed up for Italy! I’m supposed to be in Italy. All my life I’ve dreamed of going to Italy. But there’s been a change in the flight plan. They’ve landed in Holland and there you must stay. The important thing is that they haven’t taken you to some horrible, disgusting, filthy place, full of pestilence, famine and disease. It’s just a different place. So you must go out and buy a new guidebook. And you must learn a whole new language. And you will meet a whole new group of people you would never have met. It’s just a different place. It’s slower-paced than Italy, less flashy than Italy. But after you’ve been there for a while and you catch your breath, you look around, and you begin to notice that Holland has windmills, Holland has tulips, Holland even has Rembrandts. But everyone you know is busy coming and going from Italy, and they’re all bragging about what a wonderful time they had there. And for the rest of your life you will say, ‘Yes, that’s where I was supposed to go. That’s what I had planned.’ The pain of that will never, ever, go away, because the loss of that dream is a very significant loss. But if you spend your life mourning the fact that you didn’t get to Italy, you may never be free to enjoy the very special, the very lovely things about Holland. Written by Emily Perl Kingsley, published on www.child-autism-parentcafe.com

‘

NS QUOTATIO the g to have

n We’re goin d America e t a c u d e best the world. in le p o e p Quayle Dan

’

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