Leadership+ Issue 88 September 2015

ISSUE 88 / SEPTEMBER 2015

+ Leadership THE PROFESSIONAL VOICE OF PRINCIPALS

Reimagining

In-School Management

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4

Legal Diary

The management of sick leave is regulated

by Circular 59/2014. This circular places the onus firmly on the Board of Management (BoM) as employer.

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8

Annual Report 2014

The year 2014 represented a very significant year as we engaged in further development of our strategic plan

PAGE

12

School Website or Blog?

The beginning of the school year is a perfect time to evaluate and consider how effective your school website, or blog, might be.

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

Editor: Seán Cottrell Deputy Editor: Geraldine D’Arcy Assistant Editor: Maria Doyle Comments to: editor@ippn.ie Advertising: louise.obrien@ippn.ie ISSN: 1649-5888 Design: Brosna Press

The opinions expressed in Leadership+ do not necessarily reflect the official policy or views of IPPN

Reimagining In-School Management

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Every successful principal will acknowledge that the achievements throughout the school year would be impossible without the commitment of the entire team.

Saying Goodbye

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PAGE

THE PROFESSIONAL VOICE OF PRINCIPALS

The transfer of information about key aspects of the life of the school, involving mutuallyagreed arrangements for ongoing communication between the outgoing and newly-appointed Principal has an important place in the retirement process.

Leading a Special School

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PAGE

+ Leadership

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

Signposts ISSUE 88 / SEPTEMBER 2015

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LEADERSHIP+ The Professional Voice of Principals

IPPN Events

PLEASE SEE COUNTY NETWORK SCHEDULE INSERT FOR DETAILS OF MEETINGS IN YOUR AREA

To book your place and find out more about the following events, please visit www.ippn.ie

Your School and Confronting Conflict Managing Adult Relationships in the School Community Some workplace conflict is inevitable and has the potential to undermine some of the key fundamentals to a positive working environment. However, there are ways and means to minimise or reduce workplace conflict and to even turn it around into a positive experience. This one day workshop is facilitated by Angela Lynch, IPPN and Dr. Joe O’Connell, Limerick Education Centre.

#ConfrontConflict

What are the benefits of attending?

Obtain a heightened awareness of your own personal conflict management style.

Provide a proactive approach to managing, resolving and changing conflict.

Develop techniques to deal with conflict in an informal but structured way.

Become more self-confident when raising or dealing with sensitive issues with staff members.

Enhance your own personal development through reflective practice.

Advance awareness of the positive value of conflict.

Increased knowledge on how to understand and control your own biases.

Who should attend?

Principals, deputy principals, board of management members, chairpersons and parent association representatives are all welcome to attend.

When and where?

Saturday, 3rd October in Citywest Hotel, Dublin Time – 9.30am to 3.30pm, registration begins at 8.30am

Price

A charge of €90 per person is applicable. Fee includes event registration, refreshments, a light lunch and seminar notes.

Principals’ Professional Briefing Day 2015 In an effort to enable school leaders plan the programme of work for their schools, IPPN has organised a Principals’ Professional Briefing Day (PPBD) at the beginning of the school year for the last 6 years. These briefing days have proved to be very successful in getting accurate information from authoritative sources delivered directly to principals at the start of the school year.

Date:

Wednesday, 9th September

Venue:

Citywest Hotel, Saggart, Dublin

Time:

9.30am – 3.30pm

Fee:

€25 (Fee includes light lunch & refreshments)

Key Inputs include:

Data Protection – what do principal teachers need to know?

Parental Complaints – Be positive, Be proactive Pupil On-line database (POD) – an overview from DES Head Statistician

Symposium on Emotional Wellbeing in our Schools Aimed at principals, teachers and chairpersons of Boards of Management, this symposium will explore the issues and opportunities in our schools around wellbeing – of our teachers and of our children – and discuss what we can all do to develop a culture of wellbeing in our schools. It will also identify the gaps in supports and services and how the system needs to integrate across sectors and geographical areas to fully serve the needs of children and teachers. It’s a day not to be missed!

‘Emotional Wellbeing - at the heart of school communities’ Date:

Wednesday, 4th November

Venue:

Citywest Hotel, Saggart, Dublin

Time:

9.30am – 3.30pm

Fee:

€25 (Fee includes light lunch & refreshments)

Speakers include:

Dr Niall Muldoon, Ombudsman for Children; Gordon Jeyes, Túsla; Margaret Grogan, NEPS; Gary Ó Donnchadha, DES; Conor Cusack

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Septmeber 2015

Reimagining

In-School Management

Every successful principal will acknowledge that the achievements of the children and staff throughout the school year would be impossible without the commitment of the entire team. When the In-School Management (ISM) concept was developed, with the aim of creating middle management capacity to support school principals in their leadership role, the initial experience was mixed.

The challenge of developing a management culture was often overshadowed by the appointment process. Principals did not always get the envisaged benefits of ISM as team members simply lacked a clear understanding of their role as part of the leadership team. Just as ISM began to deliver on its aims, the economic downturn hit and the moratorium on promoted posts struck. Management capacity has evaporated. Schools have lost many, if not all of their special duties posts. Yet the accountabilities of principals continue to grow, the latest being SSE, MLL and the POD. Stripping away management capacity, while loading further responsibilities on school leaders, is not sustainable, as the DES has acknowledged.

Now that there appears to be some loosening of purse strings, IPPN has laid down a marker regarding ISM. Yes, we want the moratorium to be lifted, but we do not want to return to the rigid and outdated ISM model of the past. Schools are dynamic places with changing priorities and should be able to respond to changing needs. To achieve this we believe a new ISM model should have:

A fixed-term contract for all promoted posts (including principal, length of contract commensurate with the seniority of the role) - ensuring that ISM team members have the capacity, energy and commitment necessary for the role on an ongoing basis.

It allows for teachers to have an opportunity to both step up to ISM and also to step back from

SEÁN COTTRELL AND MARIA DOYLE

ISM. Team members could reapply for a post at the end of the term.

Role clarity for ISM posts – ensuring team members have clear roles and responsibilities. This will enable principals to systematically plan for the delegation of functions and ensure a common approach to ISM in schools.

Appropriate criteria for selection – with the focus on flexibility, attitude, interpersonal and other key skills, willingness to undertake ISM work, a demonstrated capacity for management/ leadership and a proven commitment to personal and professional development. Length of service should no longer be a criterion for selection.

Regular review of ISM in the school - both a review of the priorities of the school, to flexibly reassign the work among the team to meet the changing needs of

We do not want to return to the rigid and outdated ISM model of the past.

Schools are dynamic places with changing priorities and should be able to respond to changing needs

the school, as well as a review of the work undertaken by individual team members. The review might involve actions around training or partnering with other schools.

Detailed guidelines and procedures for evaluation and appeal are required.

Accountability to the Board of Management. ISM team members are appointed by the BoM. Part of their role should entail reporting on progress in their assigned area of responsibility and being accountable to the Board for same.

Clarity that the duties assigned to the ISM team are undertaken outside school time. ISM postholders are awarded an allowance commensurate with their additional responsibilities. It should be stated explicitly that these responsibilities, as well as ISM team meetings, are to be undertaken, outside school time, unless otherwise agreed with the principal.

Specific training for ISM team. It cannot be assumed that teachers will automatically know how to manage and lead outside the classroom. ISM responsibilities differ from teaching responsibilities and those involved require training and support in the same way principals require training and support in their school leadership role.

A revised In-School Management model has the capacity to achieve the outcomes anticipated 20 years ago and support the current needs of schools, which have seen significant change in that time.

However, best practice guidelines and training are needed, along with clarity about roles, responsibilities and accountabilities, review and time required to do the work. It is time for the education partners to undertake a thorough review and bring about creative change to ensure that ISM posts can more effectively contribute to and support the demands of middle management.

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Managing Sick Leave The management of sick leave is regulated by Circular 59/2014. This circular places the onus firmly on the Board of Management (BoM) as employer. Certified sick leave normally covers no more than one week.

However, up to one month may be permitted at the discretion of the BoM. Certified sick leave can be divided into two types of illness:

ORDINARY ILLNESS LEAVE IN THE CASE OF PERSONAL ILLNESS OR INJURY

DAVID RUDDY BL PRINCIPAL OF TALBOT SNS

A maximum of 3 months (92 days) on full pay in a year followed by a maximum of 3 months (91 days) on half pay. This is subject to a maximum of 6 months (183 days) paid sick leave in a rolling four-year period.

CRITICAL ILLNESS LEAVE IN THE CASE OF CRITICAL ILLNESS OR SERIOUS PHYSICAL INJURY A maximum of 6 months (183 days) on full pay in a year followed by a maximum of 182 days on half pay. This is subject to a maximum of 12 months (365 days) paid sick leave in a rolling four-year period.

The award of extended sick leave for 4

critical or serious physical injury is a decision of the Board of Management following receipt of medical advice from the Occupational Health Service (OHS).

TEMPORARY REHABILITATION REMUNERATIONS (TRR) TRR is the remuneration that a teacher may be awarded if he or she has exhausted his/her access to paid sick leave. This is based on pensionable service accrued at the time paid leave was exhausted. The teacher must have a minimum of 5 years’ service. This is subject to the following conditions: The OHS must confirm that there is a reasonable prospect of recovery and return to work. If no such prospect is evident, the BOM must inform the DES immediately and must take such timely action as it deems appropriate, including but not limited to termination of the contract of employment.

TRR will not exceed 18 months in the case of ordinary illness and a total of 2 years in the case of critical illness.

UNPAID SICK LEAVE A teacher who has exhausted paid sick leave and who is ineligible for TRR may avail of a period of unpaid sick leave.

LEGAL DIARY LEADERSHIP+ The Professional Voice of Principals

This period should not normally exceed the TRR. Sick certificates must still be submitted on a regular basis.

SELF-CERTIFIED SICK LEAVE

Repeated short term sickness absences Where concerns arise regarding performance of duties as a result of health concerns Concern that work-related factors may be adversely affecting employee’s health Alcohol or drug-related problems.

In the past this was known as ‘uncertified’ sick leave. This is limited to a maximum of 7 days in a rolling 2-year period.

RESUMPTION OF DUTY

OHS REFERRAL

If the BoM has reasonable grounds for concern, a teacher who is absent on paid leave for 4 weeks or more continuous weeks, or absent for any period of TRR/unpaid sick leave or a shorter period, must submit medical certification of fitness for duties.

Confirmation of fitness to return to duties must also be obtained by the BoM from the OHS.

No medical diagnosis is provided and there is no express provision for any communication between OHS and the teacher’s doctor. The principal is obliged to inform the teacher of the referral. The teacher must be given a copy of any documentation provided by the school to Medmark.

MATERNITY-RELATED ILLNESS PROVISIONS The Public Service Management (Sick Leave) Regulations 2014, SI 124 of 2014, set out the provisions which relate to the interaction of pregnancy related illness with sick leave limits.

The regulations set out how the time on half pay due to pregnancy-related illness is protected. If a pregnant teacher is medically unfit for work due to a pregnancy-related illness and has exhausted sick leave at half pay, she will continue to receive sick leave at half pay for the duration of her pregnancy-related illness, prior to going on maternity leave. This is regardless of whether she has reached the maximum limit for half pay due to prior sick leave.

OHS ASSESSMENT Reports are often short with the minimum of detail. Recommendations regarding fitness to return to work and likely timescale of the return and any adjustments/restrictions required are provided. This is helpful in assisting schools in knowing how to accommodate a teacher’s needs.

Some reports may certify a teacher as fit to return to work, but then recommends that the teacher does not return to work until his/her issues have been addressed or resolved.

DID YOU KNOW?

WHY USE THE OHS? The BoM has a duty under Section (8) of the Safety, Health & Welfare at Work Act 2005 to ensure, as far as is reasonably practicable, the safety and welfare of its employees. This advisory body is available to school management. Schools can make non – discretionary and discretionary referrals.

NON-DISCRETIONARY REFERRALS

This involves any teacher with 4 weeks (28 days) continuous or cumulative sick leave absence in a 12-month rolling period.

DISCRETIONARY REFERRALS This involves teachers about whom the BoM has reasonable concerns as to their medical fitness to work. Examples could include:

It is not obligatory for a doctor to state the nature of the illness on a medical certificate. Equally the principal ought not to ask about the specifics of an illness.

If a teacher fails to provide a medical certificate, the BoM, following due process, can record the period of leave as unapproved.

As a result payment to the teacher is withdrawn by the Department of Education and Skills.

A teacher must receive permission from the BOM (who in turn must seek the advice of the OHS) if they wish to travel abroad whilst on sick leave.

A BoM is required to have procedures in place to monitor and analyse patterns of sick leave.

A detailed report of all sick leave absences should be provided by the BOM to each teacher once a year The Role of the OHS is advisory only. The BoM may accept or reject its advice. In determining not to accept the advice offered the BoM should be able to justify the basis for this decision if subsequently challenged.

POTENTIAL RISKS It is challenging for school management to deal with a situation where a teacher is either the complainant or the subject of a bullying complaint.

Any aggrieved employee who feels unfairly treated could take proceedings against a BoM to include the following: Unfair/Constructive Dismissal Employment Equality Stress/Bullying.

SUGGESTED GOOD PRACTICE

Make teachers aware of the free Employment Assistance Service which is available for teachers and close family members Be proactive in dealing with issues as they arise in school Comply with DES requirements in relation to returning absences of teachers whether certified or selfcertified Ensure teachers are referred immediately to the OHS when necessary Highlight policies in place to deal with grievances, harassment or bullying and encourage teachers to invoke the relevant procedures when necessary.

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LEADERSHIP+ The Professional Voice of Principals

SAYING Goodbye JIM HAYES FOUNDING PRESIDENT OF IPPN

The transfer of information about key aspects of the life of the school, involving mutually-agreed arrangements for ongoing communication between the outgoing and newlyappointed Principal - all the more so if the Principal-designate is an external appointee - has an important place in the retirement process. This is usually best dealt with informally by the two Principals involved.

You also need to brace yourself for ‘saying goodbye’. The soundest advice that I hear from retirees highlights the need for going along with whatever arrangements are set in train – with a smile on your face! – no matter how difficult or uncomfortable it might seem at the time. You will be glad that you did so in the long run. It is not unusual to experience some emotional upheaval as you make your way through this final phase.

Because the retirement of a Principal is a significant event in the life of a school, parents will generally want to show gratitude for leadership shown, for personal relationships fostered and for services rendered over the years.

A Board of Management will wish to honour and thank the departing Principal and formally say goodbye in its own special way. Practice varies with regard to how the local community and the Parents’ Association deal with your retirement.

Any Principal that I have spoken with who has personally taken the time and trouble to say goodbye to the pupils has never regretted it. How this is most effectively dealt with will vary from Principal to Principal but, I can assure you, they will not forget it.

A special formal staff outing to formally say farewell inevitably accompanies a retirement.

6

Many Principals, on their final day in school, may arrange for staff to go to lunch together or organise light refreshments in the school or indeed may invite the staff to their homes for refreshments after school. Practice varies - Ní mar a chéile an scéal ag aon bheirt!

The position that you held for so many years carried various stresses.

It’s only when you get off the treadmill that you fully realise the nature of that ever-present condition.

There is one final task to be carried out - you must clear your desk. You must ensure that all files, accounts and records are in order and up to date.

You may have to be ruthless in dealing with many years of personal hoarding.

This task is often undertaken in a gradual manner over a period of time, often only finally completed during holiday time.

The position that you held for so many years carried various stresses. It’s only when you get off the treadmill that you fully realise the nature of that everpresent condition. You could never really mentally release yourself from your school, because you were the leader, the focal point for everybody in the school community. As the leader, you were consulted about the everyday issues, as well as being at the hub of the many formal and spontaneously informal meetings over the years. But now you can leave it all behind. Believe me, it gives such great relief. And so it’s a case of “I’m Retired - Goodbye Tension - Hello Pension”.

You are no longer tied to time. What you mightn’t get around to doing today can generally wait until tomorrow. You can shop and travel off peak and avoid queues and traffic jams. You can pursue your hobbies.

Some retirees have plans to occupy themselves with work on some project or other while others just enjoy the freedom that comes with no commitments – they retire from work but not from life.

The true reality about retirement of course is that it is the best-kept secret in the world!

PRINCIPAL ADVICE

Proactive vs Reactive ANGELA LYNCH PRINCIPAL ADVICE MANAGER

‘Dig the well before you are thirsty’ Chinese proverb As you begin a new school year, hopefully filled with enthusiasm for the task ahead, it is perhaps opportune to look at one of the higher-order skills of leadership. We, as humans, consistently seek to grow and develop. This involves change and we all need a very good reason to change. Deciding to be a ‘proactive leader’ can both transform your workplace and lower your stress levels. So, what does proactive leadership mean?

A proactive leader is one who: anticipates change encourages the team to learn from their mistakes regularly steps back from the relentless tasks of management in order to put their focus on innovation foresees obstacles and challenges before they become problems develops foresight so that they are never caught by surprise identifies opportunities ahead.

If you have thought about this and you do have a plan, then I congratulate you on setting the bar high – the bar to which we, as school leaders, need to aspire.

Now is a good time to go from good to great leadership, to begin to be proactive in your leadership role.

In practical terms, the following are some areas you might want to consider working on proactively: Staff difficulties regarding the taking of EPV days, Career Breaks, Job Sharing, Secondments etc. Be proactive - Draw up or review policy early in the school year, in consultation with staff. Seek the approval of the BoM and communicate the approved policy to all staff and members of the Board.

Parental Complaints – interpersonal conflicts often arise in this regard.

Be proactive - Make the procedures available to staff, BoM and parents.

In the words of Michael Fullan “Leaders hold the vision while naming the present reality.� This requires planning and questioning your direction.

Questions like ‘where have we come from?’, ‘where are we now?’, ‘where do we want to end up?’

Discuss with each of these groups how the procedures will be implemented in your school. As always, this is best done when there is no issue. A similar approach may also be adopted for the Staff Grievance Procedures. All members of the school community need to be aware of their roles and responsibilities in implementing the procedures.

Proactively addressing these areas should pre-empt escalation of conflicts to the point where resolution is difficult or even impossible. “A man may plant a tree for a number of reasons. Perhaps he likes trees. Perhaps he wants shelter. Or perhaps he knows that someday he may need firewood.�

Joanne Harris – Runemarks.

Begin now to dig that well and plant those trees.

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Ultimately, you move forward with careful, thoughtful steps. Stephen Covey sums up this approach. “The key is not to prioritise what’s on your schedule, but to schedule your priorities.�

What has caused difficulty, conflict or grievance in your school community over the past year? Do you foresee any difficulties arising over the course of the coming year? Have you put a plan in place to deal with these issues or will you wait to see if they do arise? Do you have a plan B if plan A fails?

LĂŠitheoir: MacDara Ă“ Conaola

LÊiriú agus cóiriú ceoil: Stephen O’Brien

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Taifeadadh: Red Recording Studios

Traic 1: An scĂŠal ĂĄ lĂŠamh le tionlacan ceoil Traic 2: An scĂŠal ĂĄ lĂŠamh gan tionlacan

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LEADERSHIP+ The Professional Voice of Principals

IPPN Annual Report 2014

HIGHLIGHTS 2014 represented a very signiďŹ cant year as IPPN engaged in further development of our strategic plan. Focussing on the practical needs of members, a number of new initiatives to support school leaders were launched. These initiatives and supports were designed and developed based on feedback in our Member Consultation Survey conducted in June 2014.

In continuing this work, IPPN will engage in a member engagement campaign at the start of the 2015/2016 school year.

8

Septmeber 2015

Supports & Services

Governance & Operations

Board of Directors was elected.

Advocacy & Representation

9

IPPN Dashboard Your Portal

One username and password to access all IPPN online services One place for all education sector information One-stop shop for all your key systems/websites One place to view E-scéals, Networking email items, Circulars, news, press releases and more

The IPPN Dashboard brings all these features together Go to www.ippn.ie to make IPPN Dashboard your access point for all Education 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.

records (Clárleabhar, Leabhar Rolla and Leabhar Tinrimh Laethúil) following the introduction of the Primary Online Database (POD).

Opt-Out Form- 2015/16 Supplementary Assignment Panel Appendix E - Constitution of the Boards & Rules of Procedure 2011 Circular 0059/06 - Seniority of Special Needs Assistants.

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

RESOURCES RECRUITMENT Teachers Teacher Appointment & ReAppointment Form 2015/2016 Teacher - Permanent Contract.

DES Circulars 0063/2010 - Recruitment Procedures - Requirements for Garda Vetting 0058/2006 - Redundancy Arrangements for Special Need Assistants 0041/2015 - Recruitment of Special Needs Assistants (SNAs) Supplementary Assignment Arrangements for the 2015/16 school year 0033/2015 - Updating and simplifying the manner in which schools can maintain pupil enrolment and attendance

SPECIAL NEEDS ASSISTANTS DES SNA Redundancy Procedures Guide to completing Notification of Redundancy Form (RP50) Circular 0041/2015 - Recruitment of Special Needs Assistants (SNAs) Supplementary Assignment Arrangements for the 2015/16 school year Circular 0041/2015 - Process Verification Document SNA Appointment Form Circular 0041/2015 - Panel Form 1 (PF1) Form SNA Red1 - to accompany Application Form for Redundancy RP50 SNA 15/05 - Copy of contract appended to SNA 15/05 SNA 15/05 - Contract of Employment for Special Needs Assistants (Primary)041/2015 Panel Form 1 (PF1) Information Note on Redundancy for SNAs Notification of Redundancy Form (RP50)

Calling all Twitter users!!!

If you, your staff or school are on Twitter, follow us on @IPPN_Education We provide regular updates, deadline reminders, educational news, event information, event updates and much more...

10

RESOURCE BUNDLES School Self Evaluation - Pit Stop

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 E-scéal.

SUPPORTS Leadership+ Leadership+ Issue 87 - June 2015

ADVOCACY SUBMISSIONS Submission to the DES - DEIS Programme (May 2015) PRESS RELEASES SNA Allocation Delay not OK Resource Teaching Posts for 20152016 Principals urge state to support schools in tackling obesity crisis.

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“The children without doubt loved the program and spend many hours playing it, a lot of parents came to me with regard to the program expressing their interest in it and how they thought it was a very good resource.

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LEADERSHIP+ The Professional Voice of Principals

School Website or

BLOG?

CIARA BRENNAN 6TH CLASS TEACHER, ST PETER’S PRIMARY, BRAY, CO. WICKLOW The beginning of the school year is a perfect time to evaluate and consider how effective your school website, or blog, might be. In this article, Ciara (@PrimEdTeacher; @StPetersBray), explores how you can evaluate your current tools and consider potential changes.

As a PDST tutor who blogs and maintains a school website, I’m often asked for advice on how to use blogs and websites to build a school’s online profile. While there is no single path to follow, there are some pointers that can make your first steps easier.

People often ask me the difference between a blog and website. In a nutshell, a blog is more like a newspaper, developing over the school year, while a website is more evergreen, like a book or pamphlet. A good school website will remain largely static over time, with content like contact details, a map/directions to the school, school policies and so on; a blog can then become a celebration of the day-to-day work, activity and colour of your classroom and corridor.

Where to start – the mechanics There are many different ways to build a blog or website, but I’ve found that Wordpress is a great tool for both, while Weebly.com is also an excellent option for a class blog. Wordpress offers thousands of free and simple templates for pages, while content is

12

easily written through a simple interface similar to Microsoft Word.

Both our blog (stpetersbrayblog.com) and website (stpetersbray.ie) run on Wordpress but use two very different ‘themes’ to suit their individual needs.

Both are child-friendly, aesthetically very pleasing, and – importantly – simple to update.

Wordpress is also adaptable because you can either run it for free with a page on Wordpress.com, or download its free software and install it on your own hosting package. This is a little more expensive (around €40 a year) but also gives you more freedom to tweak the pages any way you like. Bear in mind, also, that a single basic hosting package can run both a website and blog without any need to pay twice!

Ok, where should I start?

It might be tempting to create a website before starting a blog, but I found it much more helpful to start a blog first. A good website is based on good content, which can take a long time to build up – but any single event or piece of news can become a blog post. If your blog posts are active and colourful they’ll quickly provide a great pool of content which your website can then ‘borrow’ and showcase. In our own website and blogging journey in St Peter’s, the child-centred approach of stpetersbrayblog.com set the tone for the website that stpetersbray.ie was to become.

To begin, get the simple things right. Is it easy to find your school’s contact details? Would a map be useful to help visitors find your school? Have you included links to your school’s other online profiles, such as a Twitter page?

Tricks and tips The most successful websites or blogs use effective (and generally free!) tools to bring pages to life. You might already have websites, programs or apps that can help you do so! You can make videos through the likes of Windows Movie Maker, Animoto and Vine, or audio widgets/podcasts using Soundcloud and Voki. You can embed cartoons using StoryboardThat or Toontastic, or embed photos into online books using Flipsnack. Using even one or two of the above can help to make your website or blog fun, child-friendly and memorable.

Your goal for this school year should be to unlock the potential of your website or blog by celebrating the magnificent ‘ordinary’ moments. The best school websites and blogs are those that celebrate the ordinary and authentic events of the school day. It’s all about the means by which you communicate the colour, vibrancy and activity of your school.

If you would like to contact Ciara, you can email her to ciarapbrennan@gmail.com.

LEADERSHIP+ The Professional Voice of Principals

The joys (and challenges)

of leading a

SPECIAL SCHOOL ANNE HARTNETT PRINCIPAL OF ST. PAUL’S SCHOOL, COPE FOUNDATION, CORK This September marks my eighteenth year in special education and my second year as Principal of a special school. I absolutely love my job, even more so since becoming Principal. Now I feel I can make a difference for all the pupils, not just those whom I taught.

I started in St. Paul’s in September 1997, having previously taught in two Dublin special schools, Stewarts school and St. Vincents. I taught in both streams pupils with a moderate general learning disability and pupils with a severe/profound GLD and enjoyed them equally as each had its own challenges and rewards.

The pupils in our school require staff to really ‘think outside the box’.

Holding a B post for four years and the post of Deputy for two years prior to my appointment, I had some idea of what to expect. However, you can prepare in every possible way but the reality is completely different when the buck stops with you.

Like all Principals, I encountered problems in my ďŹ rst year but I had a huge network of support to draw upon - staff, parents, chairperson and board of management, my predecessor Helen Guinan, three principals within COPE Foundation, twelve Principals of Cork special schools, the nationwide Principals of schools for pupils with a moderate, severe/profound learning disability and of course IPPN. Their support alone meant so much.

Every teacher has had experience of a primary school, as a pupil, student teacher or school teacher. I often wonder how many teachers have spent time in a special school? In my experience, not enough. This is a great pity as special schools have so much to offer. The pupils in our school require staff to really ‘think outside the box’.

For a pupil with a profound learning disability, for example, to acquire a new 14

skill, it must be repeated hundreds of times in a stimulating and meaningful way. The creativity and imagination used by the teachers and SNAs (there are 35 in St. Paul’s) is inspiring.

Our school offers many opportunities for student placement. I am dismayed, however, at how little student teachers know about special education. SpeciďŹ c curricula guidelines for our pupils, strategies for teaching pupils with a variety of syndromes and disabilities are two examples of information not given to student teachers. It is also a great pity that student teachers are not trained in dealing with parents, which is necessary in all schools.

The other issue which really affects special schools is the lack of Continuing Professional Development available. I am delighted to see so many courses on offer for pupils within the autistic spectrum but there are many other disabilities out there. Education for pupils with moderate, severe/profound general learning disabilities is always progressing and it is vital that staff in special schools are afforded the

opportunity to upskill so their pupils can receive the maximum beneďŹ t.

It is frustrating that circulars and surveys rarely give mention of or thought to special schools. Lack of guidelines, input, recognition and staffing for the following is equally exasperating: Impending Progressing Disability Services Restrictive practice Severe challenging behaviour Life-threatening medical issues Risk assessments Restricted probation Managing large numbers of nonteaching staff Sourcing and funding for specialised equipment July education Operating as both a primary and secondary school for both streams.

However, as I said at the start, I am not alone and it is with this thought that I look forward to continuing my role as Principal of a school I could not be prouder of.

www.databizsolutions.ie ww ww.databizsolutions.ie info@databizsolutions.ie info o@databizsolutions.ie (091) 556 755

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Septmeber 2015

CHANGING GUARD of the

Having completed his two-year term as IPPN President, Brendan McCabe has now handed the reins over to Maria Doyle. Since taking on the role of Deputy President/President Elect in September 2011, Brendan has focused on empowering principals - through improved availability of principalspecific CPD - to take ultimate responsibility for their own school’s destiny. As the Minister’s nominee to the Teaching Council, Brendan has contributed to the strategy of the Council and been involved in several working groups, always ensuring the voice of primary principals is heard.

Having retired from his role as principal of St Colmcille’s BNS in Kells, Co Meath, Brendan will continue in his role on the Teaching Council and, as IPPN Past President, will continue to serve principals on the IPPN Board of Directors for a further two years. We thank Brendan most sincerely for his commitment and passion and for helping steer the ship so successfully for the past two years. We wish him all the very best in his retirement, when he will have more time to devote to his wonderful wife Rosemary, his four children and three grandchildren.

Incoming IPPN President Maria Doyle recently retired as principal of Our Lady of Mercy SNS in Waterford City, a DEIS Band 2 Senior Girls school in a RAPID Area, after 20 years as school leader. She had previously taught in

Brendan McCabe

Holy Family Junior Mercy Primary School.

As President, Maria is chairperson of the Board of Directors of IPPN. She has been a member of the Board since 2007, and served as National Council representative for Waterford for a number of years. She is the Course Tutor for the Ciall Ceannaithe online course for Newly Appointed Principals and facilitates HeadStart, a face to face programme for Newly Appointed Principals.

Maria has provided workshops on the topic of Child Protection at several IPPN Conferences and at the Teaching Principals’ Summer School. She represented IPPN on the consultative group revising the DES Child Protection Procedures for Primary & Post Primary Schools and is part of the consultative group updating the Constitution of Boards and Rules of Procedure with the DES. Maria has been a member of the team representing IPPN at the Working Group on School Leadership established in 2014 by the DES. As President, Maria aims to encourage, support and affirm school leaders, ultimately providing for the best possible learning environment for children.

David Ruddy was elected Deputy President/President Elect by the IPPN National Council in June. He will be

Maria Doyle

familiar to you as the author of the Legal Diary since Leadership+ was first launched back in 2000. David is principal of Talbot Senior National School in Clondalkin, Dublin, a DEIS Band 1 co-ed school.

David qualified as a barrister and has lectured extensively over the last 20 years. He is legal advisor to IPPN and has facilitated a number of one-day seminars on the subject of Your School & the Law as well as short seminars on avoiding litigation, family law, education law and SEN at numerous IPPN conferences. He has also presented numerous courses for Education Centres. He lectures in law in Marino Institute of Education and Trinity College Dublin. David is a legal editor of the Primary Education Management Manual published by Thompson Round Hall and is a member of FLAC. David is married to Yvonne, a primary teacher and former nurse. They have 3 children - Iris, Brendan and Maeve.

As IPPN Deputy President/President, David would like to enhance the advocacy role of IPPN, harnessing members’ influence to progress the issue of increased release days for teaching principals and to lift the moratorium on In-school management, initiatives which would in make the job of the school principal more sustainable.

David Ruddy

15

REFLECTIONS LEADERSHIP+ The Professional Voice of Principals

Mol an

ÓIGE...

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

A lazy Friday in front of a seemingly lethargic inner city 5th class in midSeptember a quarter century ago was an unlikely scenario for a cathartic career moment, but that’s where I had mine.

The ‘Children of God’ teachers’ manual was seen as a menu rather than a definitive list of lessons. Anxious to get something into the workbooks, I asked my 24 reluctant writers to write 10 good things about their community.

‘That’ll give me 15 minutes to correct the essays’ I foolishly thought. I was half way down the first page when I heard a strident-sounding ‘Sir’. It was Neil, a pupil who had seemed interested in school, one I had already selected for ‘jobs’.

‘Sir, with all due respect, there isn’t ONE good thing about this community’, he flew at me with unconcealed venom. ‘Ah Neil’, I protested, but didn’t get the chance to continue. ‘I look out my door any evening and there’s some waster selling drugs at one corner and a stolen, burnt-out car at the other’, he warmed to his argument. ‘What the hell is good about that, Sir? I bet you wouldn’t like it outside your door!’

He was right and I had a decision to make. Are these books, these lessons that I might teach in any part of the country or beyond appropriate to this setting, to these children? My plans might pass mustard with the inspector

16 16

but how would they transfer to the hearts and minds of this class?

I decided there and then that Neil and his classmates needed every positive reinforcement that I could manage. We talked openly about their community, what the problems were as they saw them and how they could be overcome.

Some of these new political parties could do worse than create such a think-tank. We looked at the good things within easy reach of where they lived.

My car at the time was the embodiment of the Japanese obsession with engine longevity at the expense of rust management. It was the consequence of crashing my barely-insured first vehicle into an inconveniently-placed telegraph pole. Now it was the class bus.

A single man living in Dublin and officially finished at 2.30pm every day has time on his hands. The reward system in the class became a trip in Sir’s car for 4 or 5 pupils to some attraction nearby - the GPO, the National Gallery to see Daniel Maclise’s massive painting of The Wedding of Strongbow and Aoife, the various points of interest in Thomas St. relating to Robert Emmet’s life and death, The National and Natural History Museums and Trinity College.

Such trips might be inadvisable today but that was then.

Music lessons included our rock n’ roll club once per week at lunch-time when we pushed back the desks and hurleys

replaced air guitars as AC/DC let loose at full pelt from a tape recorder. Their miming of the various rock gods was so unrestrained and energetic. I was speaking with a drama teaching friend one evening about the fun they were having with enough enthusiasm that she volunteered to come once a week after school to help coach them. Again, the enthusiasm was incredible (she looked a little like Britney Spears, which helped!) and mime, improvisation and several other genres were delivered to open and willing minds. We even produced ‘The Secret Diaries of Adrian Mole‘ and the children acted it out on a warm June evening on the Stephen’s Green bandstand for proud parents and curious onlookers.

Yes, we did Maths, Gaeilge and everything else as well. My principal must’ve panicked occasionally but he gave me the necessary backing.

If you have enthusiastic young staff, encourage their drive and their passion.

I know I was like a calf let into the field for the first time with the only boundary being a faraway ditch. A nudge in the right direction rather than putting that ditch in front of them will reap rewards for the children and the school. Clip the wings of neither pupils nor teachers.

I don’t know where Neil is today. I hope he remembers his time in 5th class with warmth and that he realised his community had plenty to offer, in spite of the obstacles.

Septmeber 2015

Talking more,

behaving better DR. CHARLOTTE BLEASE WELLCOME TRUST RESEARCH FELLOW, CENTRE FOR MEDICAL HUMANITIES AT THE UNIVERSITY OF LEEDS

The year is 2007. The Celtic Tiger still has all its teeth. Across the water – in Scotland’s smallest county, Clackmannanshire – the economic bite is tamer.

Here unemployment and social deprivation are ranked among the worst in the UK. But against this privation, local authorities are initiating an unusual educational experiment. It would lead to striking educational outcomes: the IQ of over 100 randomly selected children would rise by an average of 6.5 points.

The children would experience gains in literacy, numeracy, and non-verbal skills compared to their peers. Even the kids’ pro-social behaviour would improve.

And what’s more, in a follow-up study two years later, the results would be sustained.

The experiment didn’t depend on flashy school extensions, IT suites or even mounds of art and sports equipment.

(The class sizes in which these remarkable results were achieved averaged 30 pupils). Nor were there handsome cheques for stacks of uncreased library books. The study didn’t even rely on time-consuming teacher training. The investment was as modest as the local purse strings. The study was literally as cheap as chips at a cost per child of just £9 (€13).

So what accounted for these educational attainments? The interven-tion was as humble as it was effective. Every week the pupils (aged 10 years old) arranged their chairs in a collective circle. And every week – for just one hour, over a 16 month period – the pupils would vote on a philosophical question.

Today – by unanimous choice, they have selected ‘Is it ever acceptable to lie?’

‘Lying is acceptable in some circumstances,’ says one 10 year old girl. ‘For example, what if a bully wanted to pick on a younger boy who was hiding and he asked ‘Where is he?’ I think it would be better to lie than tell the truth’.

Another pupil puts his hand up, ‘But what if everyone was to tell the truth – and to report the bully – wouldn’t that stop him from bullying? So, wouldn’t it always be better if nobody lied?’

The pupils are engaged in a game of verbal volleyball – passing ideas, suggestions, examples and counter-

examples back and forward as a group.

Like any game, there are certain rules: there is no place for showmanship or shouting anyone down; bossiness or bluster will not be tolerated. Instead, in these collaborative enquiries the kids are encouraged to listen, to share their ideas, and to build as a group on previous points. They can be creative in their criticisms – and changing one’s mind is fine, even encouraged. At the end of the discussion the pupils ask: ‘What answers did we arrive at?’ ‘Did we get lost at any point?’ ‘How could we improve the discussion next time?’

It is a simple exercise in analysis, reflection, and collaboration. Such class

The pupils are engaged in a game of verbal volleyball – passing ideas, suggestions, examples and counter-examples back and forward as a group

Communication Technology Limited

Photocopiers

Printers

enquiries don’t involve the teacher providing all of the answers. Rather, the conversation exposes the messiness of difficult questions. The balance of power shifts from the teacher imparting knowledge to the children forging their own solutions.

The kids in Clackmannanshire were doing philosophy. Not because they had won some elite educational lottery. This was no Home Counties prep school or South Dublin boarding department.

These kids weren’t selected for their special abilities. Nor were their educators put through costly training regimes. Their teachers were modestly coached in short ‘philosophy for children’ courses. The result? The kids were learning to articulate complex ideas, to justify their views, and to perceive (and tolerate) the grey rainbow of ambiguity. What better training for the world beyond the classroom?

If you would like to contact Charlotte, email her at charlotte_blease@hotmail.com.

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LEADERSHIP+ The Professional Voice of Principals

January 2015

Bank of Ireland and

IPPN Partnership IPPN is pleased to announce a recently finalised partnership agreement with Bank of Ireland. This partnership was established to support IPPN’s National Centre for Leadership and Innovation (NCLI) - www.ncli.ie.

MESSAGE IRELAND

FROM

BANK

OF

Bank of Ireland has been helping people and businesses with their financial needs for over 230 years.

Today, Bank of Ireland is a strong and sustainable bank, focused on supporting our customers and growing our core franchises, while contributing to economic growth in our key markets.

Bank of Ireland’s Corporate Social Responsibility (CSR) programme is

long-established and comprises initiatives in every part of our organisation.

Our CSR agenda comprises initiatives from five pillars (Customers, Community, Colleagues, Environment and Governance) and taken together, forms the DNA of the organisation. Our partnership with the Irish Primary Principals’ Network (IPPN) is totally aligned to our Community and Colleagues pillars.

FOR COMMUNITIES We have been a part of local communities for over 230 years and, today, we continue to play a positive role in supporting and developing communities in the Republic of Ireland, Northern Ireland and Britain. We channel our support through both volunteering and donations to

partners, passing on our financial expertise to schools and community groups and supporting social entrepreneurs and social inclusion. We are delighted to be partnering with IPPN as education is at the heart of local communities.

FOR COLLEAGUES We provide our colleagues with opportunities for training, education and professional development while enabling them to look after their physical and mental wellbeing.

Bank of Ireland is delighted to support IPPN and the development of the National Centre for Leadership and Innovation. We look forward to a very successful partnership.

Proud partners with the Irish Primary Principals’ Network

Bank of Ireland is regula regulated ted bbyy the Central Bank of Ireland.

18

EVENTS

Principals’ Professional Briefing Day – Wednesday 9th September Your School & Confronting Conflict – Saturday 3rd October IPPN Autumn County Network Meetings – See www.ippn.ie for details ‘Let’s talk – Developing emotional wellbeing in our schools’ IPPN Symposium – 4th November at Citywest Convention Centre.

KEY CIRCULARS

0033/2015 - Updating and simplifying the manner in which schools can maintain pupil enrolment and attendance records

(Clárleabhar, Leabhar Rolla and Leabhar Tinrimh Laethúil) following the introduction of the Primary Online Database (POD) 0041/2015 - Recruitment of Special Needs Assistants (SNAs) Supplementary Assignment Arrangements for the 2015/16 school year. Note: Circular synopsis available on www.ippn.ie.

Information Note - Transitional Arrangements for Serious Illnesses prior to the introduction for the new Sick Leave Scheme for Teachers.

UPDATES

Primary Grant Calendar for 2015/2016 school year was issued in July

DEIS Grant – September 2015.

DEADLINES

Sep 2015 - Schools to confirm to SENOs that students allocated additional supports are attending school NCSE have not yet released the date for receipt of the second round of applications for individual resource teaching hours. Based on 2014/2015 school year, we expect it to be around 20th September again.

30th Sep 2015 – Annual Census Returns 2nd Nov 2015 – The latest date for filling a permanent post on a permanent basis.

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:

JUNE

Meeting with DES officials in relation to restrictive practices NPC Education Conference Meeting with Micheál Martin, T.D. Launch of the first National Strategy on Children and Young People’s

How IPPN can help you and your school

Participation in Decision-Making (2015-2020) Meeting with Charlie McConalogue, T.D. Meeting with NAPD.

JULY

IPPN Teaching principals summer school Meeting with Sheila Nunan, INTO Representation at Public forum on behalf of the Labour Party on the

The role of Principal as administrator, manager and leader is not only a position of great responsibility, but also one that is immensely challenging and rewarding.

IPPN Supports and Services are designed to meet the spectrum of your professional needs in your role as school leader. IPPN has designed an array of innovative programmes promoting leadership, learning, advocacy and the sharing of best practice among principals, some of which are outlined below.

JACKIE O’REILLY IPPN SUPPORT OFFICE

RESOURCE BUNDLES IPPN resource bundles are a ‘one-stop-shop’ where you will find answers, supporting documentation and reading materials relating to the most common queries principals encounter in the day-to-day management of their schools. This comprehensive resource is produced in an easy-to-use interactive epublication format.

CONTINUOUS PROFESSIONAL DEVELOPMENT Each year IPPN hosts national and regional professional development events for school leaders. These offer an opportunity to hear fresh thinking from national and international figures in education, participate in stimulating workshops and network with colleagues.

issue of early years education and childcare in Ireland Meeting with Ombudsman for Children Meeting with Gary Ó Donnchadha, Assistant Secretary, DES. Teaching principals summer school

AUGUST

Headstart one-day seminars for new principals, Limerick and Citywest Centre for School Leadership Steering Group meeting.

PRINCIPAL ADVICE SERVICE – NEED PROFESSIONAL ADVICE? A one-to-one confidential advisory service offering Principals a listening ear from someone who understands. The Principal Advice service provides collegial support and guidance of a non-directive or legal nature from a team of skilled serving and retired principals.

Call 1890 21 22 23 to avail of this service.

www.ippn.ie – you first port of call for the answers to most questions IPPN’s members’ website is where you can avail of a wealth of resources, FAQs, publications, research, information updates and education news. All the latest education news – grants, resource application dates, circular updates and the latest IPPN resource bundles are hosted here.

NEWLY APPOINTED PRINCIPALS If you are a new Principal and you have any queries or require further information on any of the IPPN Supports & Services, please contact Jackie O’Reilly who is based at the National Support Office.

Jackie is the dedicated contact for all newly-appointed principals and has been with IPPN for over 10 years.

You can email Jackie on jackie.oreilly@ippn.ie.

19

LEADERSHIP+ The Professional Voice of Principals

Enhancing team-building and self-confidence in the classroom JERRY KENNELLY CO-FOUNDER OF THE JUNIOR ENTREPRENEUR PROGRAMME AND FOUNDER & CEO OF TWEAK.COM

We know how great it is to have a career where you turn your dreams into reality.

Starting your own business is a great way to do this and that’s why we want to introduce the primary school children of Ireland to the agony and ecstasy of starting a business from scratch. The Junior Entrepreneur Programme (JEP) programme has been running since 2010 and it’s just three years since we rolled it out nationally, funded by myself and 21 other Irish entrepreneurs.

JEP is offered free to the school and the parents – pupils are invited to invest a few euros and usually get it back with a substantial share of profit. This year 10,500 pupils in 21 counties started their own classroom businesses.

But how does JEP fit with the curriculum and what impact does a programme delivered to a diverse group of children have? All JEP participating teachers completed an end of programme survey and the results have given us good reason to continue with our work: In relation to the curriculum, 85% said it supported the teaching of Maths and Science. 78% found that it supported English & Literacy and 69% said it supported SPHE. However, according to teachers, the most dramatic impacts of the programme are in terms of teambuilding and improving self-confidence.

39% of teachers said that the biggest benefit was its impact on selfconfidence of pupils while 35% said that

the biggest benefit was team-building.

When I speak to teachers, they tell me that the programme frequently changes the status quo - new skills, talents, and different types of intelligence come to the fore and new leaders emerge.

The independence that JEP creates is best described by Siobhan Ní Threasaigh, a teacher at Bayside Senior National School, when she told us “They loved that they got to make all of the decisions regarding their project idea. I would recommend JEP and I plan to sign up again”.

If you would like to sign up to JEP this year, please email info@juniorentrepreneur.ie. For further information on the programme, refer to www.juniorentrepreneur.ie.

Mindfulness

MATTERS PAULA KELLY DEPUTY PRINCIPAL, ST. ANNE’S N.S., SHANKILL, DUBLIN 18

One of the most inspiring Saturday mornings I’ve spent at a conference was at the INTO 2012 Education Conference in Galway when Ann Caulfield introduced the concept of Motivational Waves. She challenged us to consider the idea of mindfulness: creating space of the mind.

Her calm approach to breathing, through a series of short exercises could help pupils focus on quiet time and relaxation. Slowing down enough in the midst of our busy days to concentrate on the simplicity of our own breathing resonated with me. Having taught in Japan earlier in my career, I was aware of Zen – the unity of body and mind. But how might this help my classroom work?

20

Ann and her colleague Derval Dunford had developed a series of pupil-friendly exercises and had produced the excellent Mindfulness Matters ‘The Zone for Kids’ CD, which contains short pieces for use with children. So, armed with my CD and my renewed focus on Zen, I faced the new school year with great enthusiasm. A bustling 6th class room, with all the dynamics of exuberant pre-teens and a hectic curriculum to tackle, proved to be the right environment for Mindfulness and A Mindful Moment in particular.

Taking just a few short moments every day to focus on breathing has helped the pupils in my room (and

me!) to concentrate on the ‘now’ and to reduce our stress. Facing a hall full with over 300 pupils, when I took assembly on Friday mornings, the breathing techniques helped me quieten them down when I slowly raised my arms and placed them on my head, without saying a single word. During our recent Confirmation Ceremony when the Bishop advised the pupils to take some deep breaths, my class turned to me, assuming (incorrectly) that I had asked him to do so to introduce Mindful Moments to the whole congregation. So what started initially on a Saturday morning has proven to be one of the most helpful tools in my classroom practice.

And Finally…

STORIES!

‘

NS QUOTATIO

st be for u m ip h s r True leade followers, e h t f o t fi the bene hment of ic r n e e h t not s. the leaderend

’

wns Robert To sident re Former P an of Avis and Chairm

hild comes home from 1st day at school. Mum asks,

C

'What did you learn today?' Child replies, 'Not enough. I have to go back tomorrow.'

Pupil: Teacher, would you punish me for something I didn't do?

Teacher: Of course not Pupil: Good, because I didn't do my homework.

Does it count as differentiated instruction if I print their worksheets in different colours?

Pupil: I don't think I deserved zero on this test.

Teacher: I agree, but that's the lowest mark I could give you.

Stressing the importance of a good vocabulary, the teacher told her young charges, "Use a word ten times, and it shall be yours for life." From somewhere in the back of the room, came a small male voice chanting, "Sarah. Sarah. Sarah. Sarah.

Sarah. Sarah. Sarah. Sarah. Sarah. Sarah."

‘

QUOTATIONS

The difference between school and life? In school, you're taught a lesson and then given a test. In life, you're given a test that teaches you a lesson.

’

Tom Bodett American author, actor and poe

t

21

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