Leadership+ Issue 90 January 2016 by Irish Primary Principals’ Network

ISSUE 90 / JANUARY 2016

+ Leadership THE PROFESSIONAL VOICE OF PRINCIPALS

Too High to

Climb

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Operation Healthy Lunch Box

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‘Operation Healthy Lunch Box’ is the 2016 Operation Transformation campaign for primary schools.

The Big Picture

Everyone recognises the importance of emotional wellbeing in our daily lives and the need to place it ﬁrmly at the heart of our school communities.

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Mná na hÉireann 1916

Some 100 women were active in the events of Easter Week 1916 and on Easter Monday 40 women entered the GPO alongside their male counterparts.

Principals have seen their workload and responsibilities increase exponentially.

School Self Evaluation

Children’s Rights

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

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Many of this issues advertisers will also be at Education Expo. Look out for this symbol on their advert.

On 14 January 2016, a top UN body will put a spotlight on Ireland’s children’s rights record for the ﬁrst time in nearly ten years.

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Everyone recognises the importance of emotional wellbeing in our daily lives and the need to place it ﬁrmly at the heart of our school communities.

STAND

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Too High to Climb

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THE PROFESSIONAL VOICE OF PRINCIPALS

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+ Leadership

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

Signposts ISSUE 90 / JANUARY 2016

LEADERSHIP+ The Professional Voice of Principals

IPPN Position Paper

STEP DOWN FACILITY FOR PRINCIPALS CONTEXT The lack of a clearly-defined contract for Principals and an unclear role definition has been a cause of serious concern for IPPN since its establishment. In particular, the lack of an entrance strategy and, more particularly, an exit mechanism from the role requires urgent attention. A school leader who feels he or she has no more to offer at a leadership level should be able step back from the role with dignity and without either reputational or financial loss.

Almost 1 in 4 teaching principals would urgently consider stepping back from their leadership role and returning to full time teaching THE ISSUE Because of the scarcity of permanent posts, as well as the operation of the redeployment and supplementary panels and the anticipated resultsbased learning support allocation, principals who step down have very little chance of securing a permanent position under present conditions. The current system dictates that a school principal who relinquishes his/ her post automatically becomes the most junior teacher in the school, regardless of previous experience or years of service. In contrast, a deputy principal relinquishing his / her promoted post loses the allowance for the position but maintains seniority in terms of their length of service. In a recent survey by IPPN, to which 680 principals responded, equally divided between teaching and administrative 2

principals, the following facts emerged which indicate a situation in urgent need of review: 1.

Almost 1 in 4 teaching principals would urgently consider stepping back from their leadership role and returning to full time teaching 2. Approximately 1 in 8 administrative principals would do likewise if the opportunity arose. These ﬁgures are indicative of the stress levels at which principals, particularly teaching principals, are operating. This fact has been borne out by the worrying results of a recent IPPN-sponsored Health & Wellbeing Survey of Principals carried out under the leadership of Dr. Philip Riley of Melbourne’s Monash University. While most principals are very positive about their work and enjoy most aspects of their role, many cite the impossibility of completing the job to their own satisfaction. This is mainly due to the ever-increasing demands which require continuous attention being foisted upon them by the DES and the various education agencies. IPPN considers it essential that a ‘step down’ facility is introduced for Principals and is willing to work with the DES and the relevant agencies to bring this about in a structured way.

RECOMMENDATIONS 1.

Fixed term contracts for a deﬁned period (possibly 7 years) should be introduced, with a clause for review at the end of that period and with the possibility for a principal to step down and to continue in the teaching profession without loss of seniority and pension, as is the case for Deputy Principals. 2. If there is no vacancy in his/ her current school at the time of stepping down, the principal should be placed on the redeployment panel. 3. It would be appropriate for the DES to recognise a former principal’s

service in the role by allowing him/ her to retain a portion of the principal’s allowance commensurate with the number of years’ service as a school leader. 4. IPPN further suggests that it would be appropriate for the DES to recognise a former principal’s years of service as a school leader in calculating that principal’s pension entitlement, again to be commensurate with the number of years’ service as a school leader.

While most principals are very positive about their work and enjoy most aspects of their role, many cite the impossibility of completing the job to their own satisfaction. CONCLUSION The leadership role of the principal must be recognised in an appropriate manner. The introduction of a dignified step-down facility would ensure that those in leadership positions are treated appropriately. Properly defining the role of the Principal must become a priority for the Department of Education and Skills. In redefining the role, cognisance must be taken of role fatigue and burnout and a workable mechanism put in place to facilitate a dignified step down from the role. See other position papers on ippn.ie – Advocacy – Position Papers. You will need to be logged in to view these.

January 2016

Too High to

Climb

If you ask principals what the core work of a school actually is, the answer will undoubtedly be Teaching and Learning. After all, this is why most principals took on the leadership role in the ﬁrst place. Arguably, school leadership can and should be measured based on how teaching and learning happens in our schools.

However, the level of expectation on principals to be inspirational, uplifting, motivational, collaborative, innovative, transformative and, of course, instructional leaders, is proving too high a hill to climb. Principals are committed professionals. They have seen their workload and responsibilities increase exponentially. The constant stream of new initiatives appears relentless, despite repeated calls for a pause, and right now principals are feeling not only frustrated but overwhelmed and undervalued. Working under this pressure leads to stress and diminishes the principal’s capacity to perform an effective instructional leadership role. Is the system killing the goose that lays the golden egg?

which we can measure, in real terms, the needs of our schools and, more importantly, the pace at which we can effect this change. Taking back control will ultimately lead to reduced stress which will impact in a positive way on the health and wellbeing of the leader and indeed the whole school community.

and staff who may require emotional support. Express our own vulnerabilities can be empowering - ‘If we want things to be different, we must start with being different ourselves’ (Manuel Kets de Vries)

IPPN’s publication Priorities for Principals - In Clear Focus sets out what principals must do, what can be delegated and what principals should not do themselves. It is time that we revisited this excellent document and put theory into practice. As we continue to lead our school communities in these times of unprecedented change, it is imperative that we look after ourselves ﬁrst.

Principals cannot and should not do everything. We are human beings – not human doings! We need to learn to refocus and prioritise. We need to decide with our school communities what is doable and achievable within our own school context. School Self Evaluation has given us the tool by

We must take practical steps to look after ourselves. Network, exercise, ask for help when needed and do not allow negativity to get in the way of sound judgement. As Herbert Swope says ‘I cannot give you the formula for success but I can give you the formula for failure which is to try to please everybody’.

SEÁN COTTRELL AND MARIA DOYLE

As school leaders, we know that children have a greater chance of reaching their full potential if they feel valued, respected, empowered, cared for and included. We know that this leads to greater self awareness and ultimately leads to more resilient and empowered adults. Pupil wellbeing directly inﬂuences better learning outcomes. However, what about the wellbeing of the leader? Should principals not also expect to feel valued, respected, empowered, cared for and included? To lead with passion, enthusiasm and conﬁdence, and in the absence of any real support from our employers, principals need to be mindful of their own wellbeing if they hope to make a difference to the lives of the children and staff in their schools.

STANDS

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12&13

Being aware of our own vulnerabilities is not a sign of weakness. Self awareness is essential if we are to understand and empathise with pupils 33

School’s dismissal of teacher upheld AA V Board of Management of a National School Employment Appeals Tribunal 2015

DAVID RUDDY BL PRINCIPAL OF TALBOT SNS

This case involved a primary school teacher who was employed by the Board of Management (BoM) since 1997.The teacher availed of 3 years’ leave (commencing in 2006), including carer’s leave and career breaks. Towards the end of the 3 years, the teacher informed the BoM that she was returning to school in September 2009. As she was absent from school for more than 2 years, the BoM was obliged to refer her to Medmark. She failed to make contact to set up an assessment but instead requested a further leave of absence of one year. The BoM responded that the only leave available was that of unpaid certiﬁed sick leave and that this would have to be sanctioned by the BoM. She eventually attended Medmark for assessment and was deemed ﬁt for work. The teacher did not return to work. A few days before the school opened in September 2009, the teacher informed the principal that she was taking sick leave and did not seek

BoM approval. She was again referred to Medmark but declined to attend for assessment. The school wrote to her the following March and informed her that her entitlement to incremental salary would expire the following month. She was informed of the necessity of a referral should she decide to return to work. The teacher did not provide medical certificates to the school at this time. In December 2010 she attended on foot of a referral to Medmark. She was deemed unfit for work. Further appointments were made by the school. The teacher attended a few but failed to attend most. Eventually the BoM wrote to the teacher in June 2011 informing her that they were convening a meeting to consider her future employment with the school. She was invited to attend and bring a work colleague or union representative. A final referral to Medmark was also made. She attended neither. The BoM met in November 2011 and decided, on the basis of 5 medical reports supplied by Medmark over 2 years, that they would terminate her employment. This decision was communicated to the teacher by way of registered post. Much was made of the fact that the BoM had written to a doctor in

LEGAL DIARY LEADERSHIP+ The Professional Voice of Principals

Medmark supplying certain information which did not reflect well on the teacher and which could have influenced his report. The Tribunal was satisfied that this was unfounded. The doctor was clear in his evidence that the information supplied to him did not influence him in any way. The teacher challenged the contents of the doctor’s report but offered no evidence to refute any of the contents. The teacher insisted that she did not receive letters from the school or copies of the medical reports. However, the Tribunal was satisfied that such documentation was forwarded to her. She further contended that she did not attend the medical appointments with Medmark on the advice of her union, the INTO. The INTO produced letters which disproved this, and further produced a letter which clearly showed that the union had actually urged her to attend a medical appointment with Medmark.

Eventually the BoM wrote to the teacher in June 2011 informing her that they were convening a meeting to consider her future employment with the school. DETERMINATION The Tribunal found the evidence given by the teacher inconsistent and evasive. She appeared unable to answer a direct question satisfactorily or at all, and at times gave answers unconnected to the questions asked. She contradicted herself to such an extent that the Tribunal were left with no choice but to approach all of her evidence with caution. The Tribunal had no hesitation in ﬁnding that the termination of the teacher’s contract by the school was not alone not unfair but, in the circumstances, wholly justiﬁed. The school did all in its power to help and assist her. The evidence showed that the teacher refused to engage and cooperate with the school. The medical reports on which the school relied and upon which they based their decision to terminate the contract was the only evidence they had available to them, given that the teacher refused to cooperate with them in any way whatsoever. The school was entitled to

rely on same, in the absence of any other evidence available to them. OBSERVATION The patience and fairness of the BoM in relation to the handling of this case contrasts with the lack of cooperation of the teacher concerned and ultimately vindicated the decision of the school to dismiss her.

MUSIC TEACHER FAILS IN UNFAIR DISMISSAL CLAIM AGAINST SCHOOL AB V A National School Employment Appeals Tribunal 2015 This case involved a music teacher who for many years taught tin whistle to pupils after school hours. The tuition was for two hours a week. The arrangement was terminated. The teacher claimed this constituted an unfair dismissal as the lessons had been provided since 1997.It was argued that she never missed a class and that she was involved in fundraising activities for the pupils. On an annual basis she was requested by the principal to teach the pupils. She provided her own tin whistle but did not provide tin whistles for the pupils. She also gave private classes to some pupils in their own homes.

This is an interesting case in that many schools hire independent contractors to provide extracurricular tuition. given a contract of employment, payslips or holidays as she was not an employee. She selected her own content for the music classes. The school principal had no input into the classes. Determination The Tribunal was satisﬁed that the music teacher was not an employee within the meaning of the Unfair Dismissals Act. Observation This is an interesting case in that many schools hire independent contractors to provide extracurricular tuition. It is important to note that the funding was by parents and not from school funds. There was no nexus between the school and the teacher in relation to the content of the tuition.

The principal gave evidence that music is taught in the classroom as part of the school curriculum by mainstream teachers. The school also ballots the parents of pupils annually in respect of extracurricular activities that they may wish to have provided. The school then arranges for the provision of the extracurricular activities based on the outcome of the ballot. The funding of these activities is provided by the parents. The parents also organise fund raising events to assist with the payments. The principal gave evidence that the music teacher was paid for her services in that she taught the pupils as an extracurricular activity. She was not paid out of school funds but solely from separate funds raised by the parents. She was engaged as an independent contractor and was generally paid by cheques or occasionally by cash. She was not

LEADERSHIP+ The Professional Voice of Principals

Operation

Healthy Lunch Box ‘Operation Healthy Lunch Box’ is the 2016 Operation Transformation campaign for primary schools. Led by dietician Aoife Hearne, Operation Healthy Lunch Box is asking schools and teachers to upload photos of their classes’ lunch boxes by logging on to our website www.ot.rte.ie. Each week Aoife will chose the healthiest lunch boxes and will do a surprise visit to the winning school to give each pupil in the class ‘Operation Healthy Lunch Boxes’. The Nicky Byrne Show with Jenny Greene is the broadcast partner of this campaign.

Each surprise visit will be broadcast live on the Nicky Byrne show on 2FM and then later in the week on TV on Operation Transformation. The aim of this campaign is to debunk myths around labelling, portion size, hidden sugars and products marketed speciﬁcally to parents and children. The hope is to raise awareness and to start a conversation between parents and their children. No individual child’s lunch box will be identiﬁed. Each week Aoife Hearne will give tips and suggest small changes that can be made to improve the nutritional value of lunch boxes. Throughout this campaign there will be a cognisance of budgets that parents are working to, time available to parents and the myriad of other challenges they face. This campaign will be launched in week 3 of Operation Transformation. In all, there will be 5 school visits for Operation Healthy Lunch Box.

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PRINCIPAL ADVICE January 2016

School Self Evaluation

Blinded by compulsion?

ANDY HANRAHAN PRINCIPAL OF MONAGEER NS, ENNISCORTHY, WEXFORD Reading through the various posts that emerge about school self-evaluation on networking, I am always amazed at the positivity and sense of purpose with which Irish primary principals and deputies have embraced the process since its latest inception in 2012. It is clear that school management have a great grasp of the process and the undoubted positives that may emerge for our schools.

PISA The direct origins of the process can be found in Literacy and Numeracy for Learning and for Life. This publication urged us to engage in robust selfevaluation which, it was argued, would maintain high standards and improve the learning experiences and educational outcomes for the people in our schools. Clearly the rush to bring in compulsory self-evaluation was latched on to the national need to improve literacy and numeracy, after the 2009 PISA results showed that Irish schools had fallen in the league tables. Accordingly, it was felt that this new process would help regain Ireland’s place in the top tier. PISA results since 2013 show that Ireland has climbed in the rankings and national assessments last year showed an improvement for the ﬁrst time since the 1980s. How much of this improvement can be laid at the table of school self-evaluation is debatable. Any strategy that calls for more time to be spent teaching literacy and numeracy will surely show an improvement. Literacy and Numeracy for Learning and for Life tells us that there will be: ‘guidance from the NCCA on a revised time allocation for subjects in the Primary School Curriculum that will provide increased time for literacy and numeracy development.’ ‘Over time, revise the required learning outcomes in subjects other than English, Irish and

mathematics to take account of the reduced time available for these subjects and provide guidance on the possibilities for cross- curricular teaching and learning (p.56).’

Numeracy publication. The truth is that I only really became aware of Looking at Our School, an Aid to Self-Evaluation in Schools in 2010 when our school was getting ready for a WSE.

POSITIVES This is supposed to be introduced by 2016. Oddly enough, there hasn’t been a word about reducing the learning outcomes in the subjects not covered by the Literacy/Numeracy initiative. In fact, the NCCA are planning another curricular area Education about Religion and Beliefs and Ethics.

INSPECTIONS The true origins of School SelfEvaluation lie in the Education Act (1998). From this Act came the Whole School Evaluation process and also Looking at Our School, an Aid to SelfEvaluation in Schools (DES, 2003) which, if properly implemented, I would argue would have given Irish schools a process which would achieved all that the 2012 Literacy and Numeracy strategy set out to. This process set out the role of external evaluation and inspection as merely ensuring that internal systems of evaluation and selfreview are implemented effectively. This could have been a step towards real autonomy for Irish schools. Regrettably, the department have since upped the ante with inspections. Irish schools can now expect incidental inspections, WSE, WSE-MLL and the new subject inspections which are being trialled at the moment. In effect, Irish schools are engaging very successfully in School Self-Evaluation but are not in return being respected with autonomy. Indeed, the school self-evaluation we are engaging in may not be selfevaluation in the true sense of the word. Since 2012, self-evaluation has being imposed on us. This raises the question, are we only engaging in the process because the department has made it compulsory? I would love to say that our school was engaging in robust selfevaluation before the 2012 Literacy and

SSE for our school has had many positives. Through parental questionnaires we have massively improved our parent/school channels of communication. Through children’s questionnaires we have overhauled our class libraries and brought in more books that the children liked. Like all schools, our STen scores have improved through more time allocated to English and Mathematics. When I see principals putting in huge efforts focusing on third curricular areas, I have my doubts. The DES is not giving us any more autonomy, indeed I feel we are losing more and more of our independence every single year. The NCCA are supposed to be revising the learning outcomes for non-literacy/numeracy subjects yet we are being asked to evaluate areas that have been in reality downgraded by the push to improve our literacy and numeracy results.

CHALLENGES As school leaders we tend to be positive towards initiatives even if they make our job more difficult. Is this because we can see the beneﬁts? Or are we too closely connected to the process and somewhat blinded by it? School self-evaluation could be far more than it is today. Has the compulsory nature of it lessened its impact? In intertwining it with the literacy/ numeracy initiative, is the process now just seen as a way of improving test results? If you have any comments regarding Andy’s piece, you can email him to andyhanrahan@hotmail.com. This article (abridged) was originally posted on the networking mailing list on 9th November 2015. 7

LEADERSHIP+ The Professional Voice of Principals

Minister O’Sullivan formally launches the

Centre for School Leadership The Minister for Education and Skills, Jan O’Sullivan, formally launched the newly established Centre for School Leadership (CSL) in the Department of Education and Skills (DES) in Marlborough St. on Tuesday December 1st. The launch was attended by all the partners in education. Máire Ní Bhróithe, Deputy Director Post Primary, Mary Nihill Director, Anna Mai Rooney, Deputy Director Primary

Minister O’Sullivan congratulated Mary Nihill on her appointment as Director of the Centre, together with Anna Mai Rooney, Deputy Director Primary and Máire Ní Bhróithe, Deputy Director Post Primary. It is intended that the CSL will become a centre of excellence for school leaders. The Centre’s responsibilities will cover the continuum of professional development for school leaders, from preappointment training and induction of newly appointed principals, to continuing professional development throughout careers.

Minister O’Sullivan with CSL directors and deputy directors, Áine Lawlor, and representatives of IPPN and NAPD

The Centre is operating on a partnership basis between the DES, IPPN and NAPD, offering the beneﬁts of quality training programmes, coordination of provision, and increased accessibility.

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November 2015

SUPPORTING TEACHING

PRINCIPALS

IPPN pilots an alternative approach to administrative support in schools that have no school secretary PÁIRIC CLERKIN PRINCIPAL OF ST PATRICK’S NS, CASTLEKNOCK, DUBLIN 15 Six out of every ten principals in Ireland teach a class full-time. The role of Teaching Principal is particularly difficult owing to the nature of the ‘dual role’. Teaching Principals are least likely to have administrative support. Many do not even have a dedicated office space. However they are still expected to liaise with multiple agencies such as HSE, Túsla, DES Statistics, Primary Payments, Planning and Building, School Transport, Inspectorate, NCSE, NEPS, CAMHS, Speech and Language Therapist, Occupation Therapist, Patron, Accountant, Revenue, Local Education Centre, Medmark, PDST, SESS, Colleges of Education, The Teaching Council etc. It is simply not possible for any Principal to carry out their main function of leading teaching and learning unless they have the support of a skilled administrator. IPPN is keenly aware that many teaching principals have no administrative support and little available funding to put one in place. Therefore an invitation was issued in 2014 by IPPN to all principals with no school secretary to partake in a yearlong pilot project whereby the school would be supported by a ‘remote’ secretary. The providers of school management software systems were also invited to participate. Two such companies offered to support the project - aladdinschools.com and schoolaccounting.ie. The 6 participating schools from Counties Mayo, Sligo, Dublin. Tipperary, and Louth were given free access to a remote administrator as well as aladdinschools.com for the year. Sarah McGuinness, who is an experienced school secretary, agreed to work on the project for the year. Her employment was facilitated through IPPN and Diswellstown Community and Recreation Centre in Dublin 15, beginning in January 2015. The school principals were supported initially with SEAI reporting, POD data

entry and uploading, enrolment, policy updates, money collections, liaising with transport suppliers and school insurance enquiries. Two of the schools sought support with the management of their accounts. This was supported through schoolaccounting.ie, which is an accounting package specifically designed for primary schools. Sarah manages the appropriate recording of all transactions through a purchase ordering system, filing of same and inputting of all transactions on the accounts system. The principal and school treasurer have full access to the reports generated through the accounts package. Sarah also prepares the accounts for auditing. She is also helping one of the schools to set up an on-line payment system through aladdinschools.com. Having worked on the project for the year, we have concluded that it is possible for a remote secretary to support the school principal. Most of the communication is through email and/or by phone at an agreed time. Regular school visits are essential. Our conclusion is that a highly-skilled administrator can support up to seven / eight small schools. We have discovered that many arrangements are already in place in different schools around the country, such as a shared secretary between two or more local schools, and schools supported for a number of hours per week by an offsite administrator working from home outside of school hours (often a parent). Of course there must be strict adherence to data protection and signed confidentiality agreements must be agreed and signed between the administrator and the school boards of management. The bottom line is that in this digital age we must put in place arrangements which best facilitate the principal focusing on leading teaching and learning. It is not acceptable for any principal to be worrying about POD, SEAI, accounts, public procurement,

epayment set up etc. This is quite simply a waste of their precious time. The good news is that Sarah intends to continue supporting schools remotely. She is highly regarded by those who have worked with her this year, IPPN now wishes to help a number of other schools who have no administrative support in place. Should you have any queries in relation to how we can help your school, please send an email to remotesecretaryns@gmail.com. Páiric is also a member of IPPN’s Board of Directors and has led the above project from concept to the current pilot stage

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NEPS SUPPORTS SCHOOLS in implementing the Wellbeing and Mental Health Promotion Guidelines MARGARET GROGAN REGIONAL DIRECTOR (DUBLIN REGION), NATIONAL EDUCATIONAL PSYCHOLOGICAL SERVICE (NEPS))

Schools play a unique role in supporting the positive mental health and wellbeing of young people by creating caring environments, educating children about their health and providing support for those experiencing difficulty. In order to support schools in this work NEPS, in collaboration with the Inspectorate and the HSE, have developed guidelines for mental health promotion in primary and post primary schools.

SUPPORT FOR FEW ‘Support for Few’ looks at supporting children with more complex or enduring mental or emotional health needs. Supports for young people at this level will generally be more intensive and individualised and the school will need to involve external agencies, with the support of parents, if this is not already happening. Advice is also provided on how to help young people who may be at risk.

The guidelines outline a good practice framework which is evidence-based. They draw together the various elements that provide for effective support for students and acknowledge the excellent work already taking place in schools. They complement the work in the Action Plan on Bullying.

Questionnaires and checklists are available in the guidelines to guide schools about where to start in this work. The last section of the guidelines provides information for schools on the services and agencies which they can access for support.

The key to successful implementation of the guidelines is to take a coordinated whole-school approach. This involves building and integrating school self-evaluation processes, implementing all elements of the SPHE curriculum, adopting the NEPS Continuum of Support and fostering effective relationships with external agencies and supports. Most schools are, we hope, familiar with the Continuum of Support approach which encompasses a graduated approach as follows: I School Support for All I School Support for Some I School Support for a Few SUPPORT FOR ALL The focus of ‘Support for All’ is on preventing mental health problems by creating school and classroom environments which are supportive and inclusive. Good relationships with teachers are central in helping children feel connected and to avoid negative health outcomes. Effective teaching of SPHE is the bedrock of an effective whole-school approach to promoting well-being and positive mental health. The primary tasks are to create healthy environments for all, to educate children about their health, to improve staff understanding of mental health, and to have clear systems in place for responding to concerns about a student. SUPPORT FOR SOME ‘Support for Some’ focuses on the early identification of a smaller number of children who may be showing mild or moderate signs of mental or emotional health problems. This could relate to issues such as bereavement, bullying or changing family situations. Schools are advised to act quickly in order to prevent problems developing and to provide these children with additional support from within the school, and where necessary to seek advice from external agencies.

The Wellbeing Guidelines can be accessed on www.education.ie in the NEPS section. Psychologists have additional copies for schools on request and are available to provide support to school staff in the implementation of the guidelines. A supplementary document outlining the supports and programmes available to schools on implementing the SPHE curriculum is also available on the website. It is the hope of all those who contributed to the guidelines that they will be helpful to schools in their vital work of caring for students and providing them with opportunities to achieve their full potential.

PRINCIPAL ADVICE

The Big

Picture ANGELA LYNCH PRINCIPAL ADVICE MANAGER

Over the last few months I have been doing a lot of big picture thinking and talking, particularly in the area of emotional wellbeing. A few thoughts occurred to me. Everyone recognises the importance of emotional wellbeing in our daily lives, the need to place it firmly at the heart of our school communities and the challenges that exist in translating this big picture thinking into solid reality. Generally there are two kinds of people – big picture people and details people. Big picture people are described as visionary, creative and strategic. Yet they are also disorganised and forgetful. Details people are conscientious, good at planning and exacting. Yet they do not prioritise easily and may lack perspective. Most people are more skilled at one and some may even be equally good at both. What do you do if your role as school leader requires strategic thinking as well as attention to detail? These skills may be part of your personality but they can also be learned. In this article I am concentrating on the big picture. In the next issue I hope to look at the detail. You might have asked yourself the following. I know I did. “How do I make my thinking about the big picture when I’m always working on a lot of small things that seem to take up all of my time?” It is easy to get lost in the weeds of all that has to be done. Death by initiative springs to mind. It is critical to look up at the stars, reflect on how things are done and consider alternative strategies. Real leadership is demonstrated through both seeing the big picture and ensuring others see it – building a shared vision. It doesn’t diminish the importance of the details but to get an accurate picture of where you are and where you are going, it is necessary to step back. The following helped me in terms of big picture thinking: 1. Allocate time to thinking. This might seem to be stating the

obvious but when the To-Do list is always long, there always seems to be something that is more urgent. Pick a regular time of the day when you are most creative and do some big picture thinking. Writers often use a particular time each day to write. 2. Have a conversation with a fellow principal, with your Support Group or with your staff. The best ideas are generated in the course of a conversation. 3. Decide on specific goals. The big picture, together with specific goals, leads to specific actions with a finite timeframe. Break down that big picture into smaller pieces until each feels doable.

5. Be consistent in sharing your vision. Schedule time to discuss with all in the school community the vision of what the school will look like when the goal has been fully realised. This will generate further ideas and give others the ownership and motivation needed to implement that vision. When followed up with action, regularly scheduled big picture thinking can bring new, better ideas to light and give confidence that the small tasks of every day are steps along the right path. “Greatness cannot be achieved by doing things. If you really want to be great, do small things in a big way.” Author unknown.

4. Identify actionable first steps. Until you identify the first steps, it will simply remain the big picture.

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Children’s Rights Are we there yet? TANYA WARD CHIEF EXECUTIVE, CHILDREN’S RIGHTS ALLIANCE On 14 January 2016, a top UN body will put a spotlight on Ireland’s children’s rights record for the ﬁrst time in nearly ten years. The Children’s Rights Alliance has written a civil society report ‘Are We There Yet?’ to help the UN in its task. This report gives an honest, bird’s eye view of life for children and outlines where their rights are not being protected. There’s much to be proud of since Ireland last met with the UN in 2006. The Constitution of Ireland has been amended to strengthen children’s rights, we have a Minister for Children and Youth Affairs and a dedicated agency, Tusla, has been established for children and families. Most children here live happy, safe childhoods. But as every school principal knows, for many other children, life is tough. These children, through no fault of their own, are being failed by the State. No child should ever experience homelessness, yet there are over 1,500 children living in emergency accommodation for long periods. Nearly the same number of children are living in the direct provision system, many of whom face similarly serious challenges to their welfare and development. There are real child welfare risks associated with homelessness and a lack of familyfriendly accommodation. Proper housing provides the foundation for a child to live, sleep and do homework, yet in one year alone, women and children experiencing domestic violence were denied access to refuges on 3,500 occasions. Our report probes the multi-faceted problems that many Traveller children face – sky-high school drop-out rates, wholly inappropriate accommodation, an over-representation in the care system and an infant mortality rate that is over three and a half times as high as the rest of the population. Too many Traveller children are prevented 12

from reaching their full potential in school and beyond. Ireland is moving in the right direction by extending free GP care to all children under 12 years but more needs to be done about mental health. There are over 3,000 children on waiting lists for services against the backdrop of a high youth suicide rate. Certain groups of children can be more vulnerable: a survey found that 1 in 5 LGBT young people had attempted suicide. Bullying is a particular issue for these children and shockingly, 4 in 10 LGBT young people reported having heard homophobic comments from their own teachers. The endemic nature of bullying is demonstrated by the more than 8,000 calls on the issue received by Childline in 2014.

Obesity is a serious problem with 1 in 4 girls and 1 in 5 boys now overweight in a study of 5 to 12 year olds. Yet, Irish primary schools have fewer hours of physical education than our EU counterparts and food costs more here than in other countries. Obesity is a complex issue that is often linked to food poverty, with children from disadvantaged backgrounds more likely to be overweight. Concerted, cohesive Government policy is needed or else children will be condemned to a life of obesity and all the life-threatening risks that are associated with it. School principals encounter these and many other issues daily. Solutions are not always easy but the State has a clear duty to act – something that the UN will no doubt impress upon

them on 14 January when their actions will be carefully scrutinised. In a nutshell, the State must improve children’s access to education and healthcare services for all, and the housing crisis urgently needs to be fixed. Filling the children’s rights gap is dependent on smart decisions and political will. It is possible and it must happen. The Children’s Rights Alliance ‘Are We There Yet?’ Report can be accessed at www.childrensrights.ie. If you would like to contact the Children’s Rights Alliance, email communications@childrensrights.ie.

#LetsTalkWellbeing Emotional Wellbeing - at the heart of school communities On Wednesday, 4th November 2015, nearly 550 primary and post primary school leaders, teachers, support staff, agencies and third level representatives gathered together in Citywest to discuss emotional wellbeing – at the heart of school communities. This one-day symposium was established as a follow on from the panel discussion that took place at IPPN Annual Conference 2015 last January. The event, facilitated by RTÉ Broadcaster Claire Byrne, set out to challenge current thinking on how emotional wellbeing is handled in the education sector and to build on existing work in this area. It was aimed at raising awareness of the importance of primary and postprimary schools embracing emotional wellbeing of both pupils and staff and establishing and embedding a culture whereby all children feel safe to express their anxieties, feelings and emotions.

An Taoiseach, Enda Kenny commended IPPN as organisers and acknowledged the importance of addressing this topic. He stated that “we must do our best to create the best and safest space for our children in our schools – a space that allows them to be who they are and to be valued”. He added that he believes we should be teaching our children to recognise that it is ‘normal’ not to be happy all the time and that it is normal to feel sad, lonely or a bit down, often for no appreciable reason. We as parents, educators and government must give them the skills that will make them reﬂective, thoughtful, questioning, observant and resilient so that they can tell their story and not have their story tell them. Angela Lynch, IPPN Principal Advice Manager, spoke about the urgent need for leaders to examine the culture in their schools and to take proactive action to develop resilience and

emotional wellbeing in our school communities. If we do the things that we have always done, then we will get the results that we have always got. Angela reminded us that creating a culture of emotional wellbeing is not another initiative or about reinventing the wheel. It is not about educators being mental health experts or about the school solving another societal problem. It is about applying rules, regulations and procedures with respect, compassion and kindness for all. It is about having a culture that is welcoming and a shared belief that we belong to something special and great, where we examine how behaviours affect us and others. We cannot give to our children what we do not have ourselves. Only in understanding yourself can you connect with others on a human level. If emotional wellbeing is valued as a school then it can be prioritised in the

Speakers and Panel Discussion input included:

Services Committees

An Taoiseach Enda Kenny TD

Dr Niall Muldoon, Ombudsman for Children

Margaret Grogan, Regional Director, NEPS

Dr. Rosaleen McElvaney, Dublin City University

Angela Lynch, Principal Advice Manager, IPPN

Pat Goff, Deputy CEO, IPPN (Primary sector)

Conor Cusack

Clive Byrne, CEO, NAPD (Post-Primary sector)

Monica Haughey, Lead Clinical Consult, Carecall

Suzanne Dillon, Assistant Chief Inspector, DES

Tomás Ó Ruairc, Director, Teaching Council

Gordon Jeyes, CEO, Túsla

Colma Nic Lughadha, Children & Young People’s

Brian Murray, Professional Development Services for Teachers (PDST).

process of School Self Evaluation and School Improvement Planning. There are already guidelines in place and a resource pack available from NEPS on implementing wellbeing in schools. Angela encouraged school leaders to start a conversation on emotional wellbeing in their school with staff, students, boards of management and parents. While it may be challenging, it is worth remembering that ‘a ship is safe in the harbour but that is not what ships are made for’. Health and Wellbeing advocate, Conor Cusack, spoke openly about the darkness that engulfed his landscape in the past and the steps it took for a safe space to be created. He reminded us that not everyone needs professional help – sometimes people just need their stories to be heard. He also posed the question as to why we keep trying to change people’s behaviours without having the knowledge as to how and why they arise.

Progress to date… Since the symposium on 4th November, IPPN has met with the Ombudsman and representatives of the NAPD, DES Inspectorate, NEPS and the Teaching Council to discuss how best to leverage the interest among educators in embedding a culture of emotional wellbeing across our school communities. At a meeting on 1st December at the Ombudsman’s office, the group agreed to a set of actions which will lead to an Action Plan for Emotional Wellbeing in Schools. Each party has a number of tasks to work on before the next meeting on 22nd January, including a mapping of the work already being done in this area and a review of other organisations that should be involved in the next stage of planning. The Taoiseach expressed his commitment to supporting the work we are doing and we plan to present the Action Plan to him as soon as it has been ﬁnalised. As part of our work in this area, IPPN is currently working on a Resource Bundle on Emotional Wellbeing for primary schools. It will provide a roadmap, templates and links to key information and resources to support schools if they wish to undertake emotional wellbeing as an area of focus for SIP or SSE.

He spoke on the importance of allowing a person to express their deepest feelings in the secure knowledge that they won’t be rejected, that they won’t be judged or humiliated or criticised or expected to be different. It is only then that transformation and true and genuine healing can occur. The process of self discovery is not easy for anyone; it is a journey that is full of difficult but ultimately liberating learning. He concluded by stating that wellbeing needs to become a consciousness and that our schools are not about producing employees for the economy but about producing well rounded, conﬁdent citizens for society. Let next year be the beginning of a new horizon – a transformation within our education sector. Videos and presentations of all speakers are currently available on www.ippn.ie under CPD & Events– Emotional Wellbeing. 15

LEADERSHIP+ The Professional Voice of Principals

CHARITIES REGULATORY

AUTHORITY PAT GOFF

IPPN DEPUTY CEO

The Charities Regulatory Authority (CRA) is Ireland’s national statutory regulatory agency for charitable organisations. The CRA was established on the 16th of October 2014 under the terms of the Charities Act 2009. It is an independent agency of the Department of Justice and Equality. At a recent brieﬁng given to the Education Partners, the CRA has stated that, according to legislation, all schools will automatically become charities in the New Year. Currently they are working closely with the DES to have the information regarding your school transferred to them. Your

school will receive a pre-populated form for you to conﬁrm that the details are accurate and also for you to add your new Board of Management details. It is proposed that all members of the Board will automatically become ‘trustees’, as required under the Charities Act. There were a number of knock-on effects for Boards in particular. Every trustee is automatically listed on the charities register. This raises a question for every board member - will every Board member want to be listed on a national register? A possibly bigger effect would be that anyone in ﬁnancial trouble, either bankrupt or

with settlements or agreements listed against them would be automatically barred from being a trustee. This in turn may mean that they could not be a member of the Board. It is difficult enough for many schools to form Boards without adding another dimension. The question was also raised – what if it was the principal who was in ﬁnancial difficulties? Would this also exclude the principal from the Board? The CRA and the DES are now trying to work this out. In fairness to the DES representatives present, they were adamant that nothing should impinge on the structures agreed for new Boards. We will keep you updated on further developments.

Sad passing of leading

EDUCATIONALISTS Professor Peadar Cremin, Past President of Mary Immaculate College, is a name that is familiar to thousands of teachers. His vision for teacher education and the energy that was his hallmark places him amongst the giants of Irish education. Peadar had a tremendous capacity to remember people and their names. He was always alert to new ideas and, when one door closed before him, another would open up. Peadar will be sadly missed by his wife Áine, his daughters and extended family, and all who encountered him through his long and illustrious career. Ar dheis Dé go raibh a anam.

Sr Eileen Randles, past General Secretary of CPSMA, was a remarkable woman, serving Irish education in so many different roles over the years. Her passion for education manifested itself in her support of school boards of management. Anyone who went to Sr Eileen for advice came away feeling reassured and confident in resolving whatever difficulties they faced. Such was the range of her skills and the depth of her knowledge, she could have felt equally at home managing a multinational company or leading a small community of Loreto sisters. Sr Eileen was a leading influencer in much of the change in education that began with Boards of Management in 1975. How often people heard the phrase ‘I’ll check that with Sr Eileen’. She was an admirer of IPPN, often sending in feedback, and continued to read Leadership+ until very recently. May she rest in peace.

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Aspirations of the Founding Fathers vs the Reality 100 Years On PROFESSOR EMERITUS JOHN COOLAHAN PRE-INDEPENDENCE REFORM MOVEMENTS During the two decades prior to independence three major movements for change in primary education were in evidence. The first related to a major reform effort of the primary curriculum, in 1900, from the rigidities of the payment by results curriculum to a broad, child-centred curriculum, with a heuristic style of pedagogy. The second was linked to the emergence of a cultural nationalist ideology which sought a central place in the curriculum for the Irish language, history and cultural heritage, which had been neglected in the nineteenth century. The third reform attempt emerged at the end of the First World War and focussed on the administrative and structural reform of the system, as incorporated in the 1919-20 Education Bill. This Bill was strongly supported by the INTO and strongly opposed by the Catholic Church, with Sinn Fein staying silent on it. The Bill fell in December 1920.

The political leaders of the new state gave priority to the cultural nationalist change agenda. POLICY EMPHASES OF THE NEW STATE LEADERS The political leaders of the new state gave priority to the cultural nationalist change agenda. Through three stages - 1922, 1926 and 1934 the curriculum was narrowed down, with less emphasis on childcentredness, but with a much more prominent role for the Irish language, history and culture. The aim was that schools should take a leading role in language revival and so help establish the sense of distinct nationhood, within an independent state. Apart from this policy, what was most 18

striking about primary education in the new state was the continuity of administrative structures rather than radical change. For the first fifty years of independence only minimal policy changes were made. Compulsory attendance legislation was introduced in 1926. Some of the other changes were not to the liking of primary teachers, such as the marriage ban on women teachers in 1933, salary cuts of 10% in 1923 and in 1933, and the prolonged teachers’ strike of 1946. Neither were teachers pleased when the Primary Schools Certificate Examination was made compulsory in 1943. At its introduction, one of the founding fathers, Eamon de Valera, stated, “I do not care what teachers are offended by it... I am less interested in the teacher’s method of teaching than I am in the results he achieves, and the test I would apply would be the test of an examination”. The INTO published two reports seeking curricular reform, - one in 1941 seeking changes in the policy of Irishmedium education, and the other in 1947, seeking a more general curricular reform - to no avail in public policy. Social aspects of schooling such as the physical condition of schools, free school books and school medical services got little or no attention.

REFORMING POLICY IN THE LAST FIFTY YEARS During the fifty years since 1966, primary education has benefited from a sequence of benign reforms, in the context of changing political, economic, social and religious circumstances. These include the new primary curriculum of 1971, again reformed by 1999, with greater teacher input. A common salary scale was achieved for all teachers, and a degree course for primary teacher education, in the early seventies. About 2000 small, outdated primary schools were closed, with many being amalgamated into new village

schools. New standards were introduced for primary school buildings. By 1975, management boards for schools were established representative of patrons, parents and teachers, with further reforms in their structure in the 1990s. From the 1960s, greater policy concern and provision was made for special education. Greater provision was also made for school libraries, for free books and meals for necessitous children. New policies evolved for the education of socially disadvantaged pupils. Some improvements were made in reducing the traditionally large class sizes. School transport schemes were extended from the mid 1960s. A change with great significance for the life style within primary schools was the abolition of corporal punishment in 1982. Greater emphasis has also been in evidence on promoting quality school leadership and improved middle management within schools.

During the ﬁfty years since 1966, primary education has beneﬁted from a sequence of benign reforms, in the context of changing political, economic, social and religious circumstances. More recent years have seen significant reforms in line with changing technology and social circumstances. The first comprehensive Education Act, since the foundation of the state, was enacted in 1998. The 19th century model of primary school patronage is currently being reviewed by government in the context of the educational rights of citizens in a much more pluralist

January 2016

Ireland. Other developments have been wider application of computer provision in schools. The recentlyannounced Digital Strategy for Schools has great potential for changing teaching and learning styles. A Teaching Council, with wideranging powers has been established, and teacher education is being restructured as a lifelong continuation process.

ASPIRATIONS AND REALITY In my view, the reality of primary education in 2016 would be seen as well beyond aspirations held by the “founding fathers”. It holds a high and deserved status when viewed in the context of international surveys by agencies such as the OECD and the EU. Contemporary primary education benefits from progressive policies to which teachers contribute. The poli-

cies are implemented by a highly motivated, professional teaching force, with the support of a strong, involved parental interest. Its growing pupil population is enriched by a more culturally heterogeneous clientele. While the recent economic recession has temporarily stymied development, the future looks promising, based on past achievement.

In my view, the reality of primary education in 2016 would be seen as well beyond aspirations held by the “founding fathers”. Professor Coolahan is Professor Emeritus of Education of the National University of Ireland, Maynooth. He

has been a pivotal figure in Irish education for decades - a primary teacher, a secondary teacher, a teacher-trainer and a university professor. He has influenced every major piece of education legislation introduced in the past four decades. He was a founding member and President of the Educational Studies Association of Ireland, and was editor of Irish Educational Studies. At international level, Professor Coolahan was leader or member of OECD Review Teams of Education in ten countries, on four continents; Vice-president of the EU Committee on Education (1995-99); Consultant to the World Bank and the Council of Europe; member of the Review Body on Education in Northern Ireland (2001-02); and the co-founder and co-chairman of the standing conference on Teacher Education, North and South (2000-2008). Furthermore, Professor Coolahan has been a ‘critical friend’ of IPPN since its inception.

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 Staffing Schedule 2016/2017 I See also those listed under Fógraí on page 24. CURRICULUM & SCHOOL PLANNING School Improvement Plan - Oral Language I School Improvement Plan Numeracy. I

PLAYS, PRAYERS, SONGS, HYMNS etc I Nativity Play - Following the Star Peter Gunning I Triumph of All Sorts - A Play by Damian White. BOARD OF MANAGEMENT I Board of Management Introductory Presentation.

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.

available in this section: G Dr Niall Muldoon - Ombudsman for Children G Pat Goff - IPPN Deputy CEO G Clive Byrne, Director, National Association of Principals & Deputy Principals (NAPD) G Margaret Grogan - Regional Director, National Educational Psychological Service (NEPS) G Suzanne Dillon - Assistant Chief Inspector, DES G Dr Rosaleen McElvaney - DCU G Gordon Jeyes, CEO Túsla Child & Family Agency G Colma Nic Lughadha - National Coordinator, Children & Young People’s Services Committees G An Taoiseach Enda Kenny TD G Angela Lynch - IPPN Principal Advice Manager G Conor Cusack.

SUPPORTS Leadership+ I Leadership+ Issue 89 - November 2015.

ADVOCACY POSITION PAPERS I Administration Days for Teaching Principals (Oct 2015) I Qualifications for Principalship (Oct 2015) I Small Schools (Oct 2015) I Principals’ Step-down Facility (Oct 2015). PRESS RELEASES 3rd November - Schools are facing huge challenges in the area of Emotional Wellbeing.

CPD & EVENTS EMOTIONAL WELLBEING Emotional Wellbeing – at the heart of school communities I Videos, Speech Texts and Bios of the following keynote speakers are

Bios of the Discussion Panel Members are also available: G Tomás Ó Ruairc, Director, Teaching Council G Joan Ita Murphy, HSE National Healthy Promoting Schools Coordinator G Brian Murray, Team leader for Health and Wellbeing, PDST G Monica Haughey, Lead Clinical Consult, Carecall.

REFLECTIONS LEADERSHIP+ The Professional Voice of Principals

A Window on 1916 The Old School Register DAMIAN WHITE PRINCIPAL, SCOIL SHINCHILL, KILLEIGH, CO. OFFALY A strange thought occurred to me recently (as they occasionally do!). It probably came in the wake of a mini crisis, like the bulb going in a projector or some such problem unknown to previous generation pedagogues. What if there was a major disaster during 2016 and every modern resource was gone and irrecoverable? The school shed had the last mouldy remnants of what were once the canvas of every teacher - blackboards. A few boxes of chalk were found under where the boxes of Cúntaisí Míosúla had been stored before they had disintegrated, suffering from the soon-to-bediagnosed condition of Verbatima Overloada. Aladdin, trying to send a message to the kettle to boil, had gone up in steam, taking POD with it. The Maths trolley, tired of being stripped bare and never having its contents returned, ran away with the Science trolley and set up a support group. The art press refused to go, citing artistic differences, preferring instead to wallow in its selection of multi-coloured paint trays and the gallon of glue that nobody could open. Computers had given up the ghost, although that might be too realistic for this obvious work of fiction. The distraught principal, surveying the collapsed shelves in his once pristine office, opens the bottom drawer of the indestructible Russian-manufactured filing cabinet for something to do. And there they are. The Boys’ and Girls’ Registers, listing pupils as far back as the late 19th Century- tattered but legible, lonely since POD stole their raison d’etre. Lifting them out gently, he opens the first page. King’s County in a forgotten teacher’s copper-plate handwriting. In 2016, with volumes of books, projects, websites and DVDs coming out of every orifice seeking to be your resource of choice to teach the stories, ideals and fate of those behind the 1916 Rising, the most significant resource available may

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be in your rarely-visited ﬁling cabinet. If history is to start with the local to give context to the national and beyond, the old register is a treasure trove. Take the column which lists ‘position or occupation of parent or guardian’ and look at what people worked at in 1916. What did a coachman do? Whom might he have worked for? What about the blacksmith? Anyone know locally where he worked? How do you know? Why isn’t there a blacksmith working there today? Most parents are farmers or labourers - how might life have been for each? The child whose father is the teacher has attended school for 196 days. How many do you attend? Why might he/ she have been the best attendee? What is an RIC Constable? Is that a surname still in the locality? Where was the barracks? What sort of work might the constable have done? Why do you think they might have moved on? One parent is listed as ‘a showman’. His children are only listed as

having attended for a few weeks? Why? Another parent in our register is listed as a ‘returned Yankee soldier’. Why might he have gone to America? Why did he return do you think? One very signiﬁcant page in the old register sees the children’s names change from English to Irish. Here, in the register of your school, is the most obvious manifestation of Ireland gaining her independence. Many of the children will spot the names of their greatgrandparents. Family tree projects may follow, though proceed cautiously! No matter what resource lands through the letterbox or arrives digitally over the next few months, none in my view can compare with the fading old books, covered in 1970s ﬂoral wallpaper, for a window to our troubled and colourful past.

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IPPN Annual Principals’

2016

CONFERENCE 100 Years of Leadership Citywest Hotel & Convention Centre Thursday 28th and Friday 29th January 2016 Choose from 12 professional seminars, which include topics such as wellbeing, restrictive practices, inspection models, special classes, emotional literacy, Boards of Management, data protection, managing stress and Principalmeet. Keynote speakers include An Taoiseach Enda Kenny, Garda Commissioner Nóirín O'Sullivan, GAA President Aogán Ó Fearghail, Professor Ciarán O'Boyle of the RCSI, Dr Todd Whitaker, Minister for Education & Skills, Jan O’Sullivan TD and Shane Martin. Education Expo - Education Expo remains open throughout Thursday 28th and Friday 29th January in Citywest Convention Centre. We recommend arriving early on Thursday to enjoy time meeting some of the 125 companies exhibiting, exploring the huge range of products, services and special deals on offer.

Teacher Zone. If you are attending Conference, your school colleagues are welcome to visit Education Expo on the afternoons of January 28th & 29th. Teacher Zone is the ideal way to include teachers and staff in researching school purchases as they can see and sample the latest developments and learning products and meet some of the 125 companies exhibiting. Visit conference.ippn.ie for details about how to register. Teacher Zone is kindly sponsored by the Educational Company of Ireland, Edco. Wellness and self care. Avail of a variety of self-care options this year, including spinning, yoga, aquaﬁt and pilates as well as onsite health screening and salon. See conference.ippn.ie for more information.

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:

NOVEMBER I

National Symposium - ‘Emotional Wellbeing – at the heart of school communities’, jointly hosted by IPPN and NAPD, Citywest Digital Future of Education and STEM - National Digital Week

Integrated Primary Languages Curriculum meeting, Clock Tower DES

DECEMBER I

Meeting at Ombudman’s Office to follow up on ﬁndings of Emotional Wellbeing Symposium

NCSE Annual Research Conference, Croke Park

NALA Family Learning Conference, Dublin

Growing Up In Ireland Conference, Dublin Castle

‘Hands up for Children’ Awareness Morning, Cork

Breakfast Club Awards, Buswells Hotel.

Meeting with the Teaching Council in Maynooth to discuss the ﬁndings of IPPN’s member survey on the proposed Droichead process.

LEADERSHIP+ The Professional Voice of Principals

Mná na hÉireann

1916 Some 100 women were active in the events of Easter Week 1916. Most were members of Cumann na mBan, the organisation founded in Wynn’s Hotel in Dublin in 1914 to ‘advance the cause of Irish liberty’ and to teach women ‘first aid, drill and rifle practice in order to aid the men of Ireland’. On Easter Monday 40 women entered the GPO alongside their male counterparts. A further 25 supported Éamonn Ceannt at Marrowbone Lane. By evening women insurgents were in all major rebel strongholds other than Boland’s Mill where Éamon de Valera, in defiance of orders from Pearse and Connolly, refused to have women fighters in his garrison. The British were perplexed by the presence of women in combat, and by their proficiency in the use of a wide range of weapons and explosives. On Saturday of Easter Week, while the men surrendered, the military authorities simply asked the women to go home. Most refused and surrendered alongside their male counterparts. Many were imprisoned; some were sentenced to death; others went on hunger strike. Eventually they were all released. Mná na hÉireann contributed considerably, and suffered significantly. Their pain included the emotional loss of husbands, fathers, brothers, lovers and children. Pádraig Pearse captured this in those two poignant lines of his poem, The Mother - Lord, thou art hard on mothers: We suffer in their coming and their going’. The following is a representative sample of the clever, committed, calculated, courageous and caring women of 1916 whose contribution impacted significantly on Ireland’s political and social landscape.

CRAFTERS: Countess Constance Markievicz and Rosie Hackett The Countess was an upper class woman with a strong social conscience. She was born in London 22

but was very active in Dublin a century ago. During Easter Week she assisted Commandant Michael Mallin at St. Stephen’s Green. Rosie worked tirelessly alongside James Connolly for improved conditions for workers. She lost her job in Jacob’s Biscuit factory having galvanised 3,000 women workers to march for better pay and conditions.

MOTHERS: Linda Foster and Elizabeth Darcy On the ﬁrst day of the Easter Rising, Linda and Elizabeth were mourning the loss of their children. Two year old Seán Foster was shot while his mother was wheeling his pram into the city centre to attend Feis Mhaitiú. Fifteen year old Charles Darcy was killed in combat near City Hall. His mother had to collect his body at the gates of Dublin Castle.

DAUGHTERS: Nora Connolly and Maura Mallin Nora called to see her dad in Liberty Hall on Easter Sunday. James was crying, having heard of the attempts to call off the Rising. Within a fortnight the tears were Nora’s when her very badly injured father was executed in the Stonebreaker’s Yard in Kilmainham. Maura Mallin never had the privilege of meeting her dad, Michael. Maura was born 103 days after Michael was executed.

SMUGGLERS: Molly Childers and Margaret Skinnider Molly was aboard the Asgard when arms landed in Howth in 1914, in preparation for the Rising. Margaret, a Scottish teacher with Monaghan connections, was a trained and talented markswoman. She smuggled arms and explosives to Ireland. She was the only woman shot in action during Easter Week. A primary teacher and prominent member of the INTO, Margaret taught in Dublin until her retirement in 1961.

SISTERS: Grace Gifford and Muriel Gifford The Gifford sisters were married to two of the seven leaders of the Rising – Joseph Plunkett and Thomas McDonagh. Grace married Joseph in Kilmainham jail the evening before he was executed. Muriel, widow of Thomas, was left with two young children. Grace was to suffer the additional loss of Muriel the following year when she was drowned near Skerries.

WIDOWS: CARERS: Dr Kathleen Lynn and Nurse Elizabeth O’Farrell Dr Kathleen Lynn was a member of the Irish Citizen Army and chief medical officer during the Easter Rising. She was also a key ﬁgure aboard the Asgard when arms were landed at Howth. Elizabeth O’Farrell spent Easter Week in the GPO. She tended the injured James Connolly but is most remembered for delivering the surrender note to William Lowe, Brigadier General of the British forces, on 29th April 1916.

TEACHERS: Hannah Sheehy Skeffington and Nora Ashe Hannah, a strong feminist, lost her teaching job when arrested and imprisoned for three months after throwing stones at Dublin Castle. Nora (sister of Thomas Ashe), a primary teacher and later principal in Marlborough Street, was quietly transmitting messages between her brother and key ﬁgures such as Michael Collins, Austin Stack, and Cathal Brugha.

Kathleen Clarke and Áine Ceannt Kathleen Clarke and Áine Ceannt, both widowed when their leader husbands were executed, continued to offer both covert and overt support to the rebel cause. Their homes were used as meeting places and safe houses. Kathleen was a founder member of Cumann na mBan. She was elected to Dáil Éireann and was the ﬁrst woman Lord Mayor of Dublin. Áine became Vice-President of Cumann na mBan after the Rising. She spent a year in Mountjoy jail after the Civil War. Cróga, ciallmhar ach croíbhriste; diongbháilte, díograiseach ach dearmadta; fíochmhar, foréigeanach ach ﬂaithiúil; máistriúil, misniúil ach maorga; rábach, réabhlóideach ach rúnda; seiftiúil, scanrúil ach séimh; uasal, uaibhreach ach uaigneach;. B’shin mar a bhí ag mná na hÉireann i 1916. Ba mhaith ann iad. Tá aitheantas agus omós tuillte acu – bímis á gcomóradh agus á gceiliúradh!

Anne - Early Childhood Educator

January 2016

1916

A Guided Tour CORMAC BREATNACH ‘1916, A Guided Tour’ Mobile App is available through the Apple and Google platforms for €1, with all profits going to the National Graves Association. Enhanced by the music, songs and poetry of some of Ireland’s well-known composers and artists, the app takes you on a narrated, guided tour of 12 main rebel outposts in Dublin where the insurgents of Easter Week 1916 held out against the superior forces of the British Empire. Scripted by the late Tomás Mac Anna, the tour is narrated by well-known veteran broadcaster, Donncha Ó Dúlaing. The app contains a slideshow of over 100 contemporary and vintage photographs, putting each 1916 outpost in context.

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FEBRUARY MID-TERM I All primary schools will close on Thursday 18th and Friday 19th February 2016. Primary schools may use 3 discretionary days to extend this break to an alternative option of a 5-day break for the period from Monday 15th to Friday 19th February 2016 inclusive, unless changes are required as part of contingency arrangements to make up for time lost due to unforeseen school closures. See DES Circular 16/2014 for more information. DES GRANTS January – The first moiety of the Capitation Grant will be issued to schools I March – Ancillary Grant will be issued to schools. I

DEADLINES Teacher Career Break Applications (DES Circular 10/2011) must be submitted to the Board of Management for consideration no later than 1 March 2016

Job-Sharing Applications (DES Circular 75/2015) must be submitted to the Board of Management for consideration no later than 1 February 2016

SNA Career Break Applications (DES Circular 22/2012) and JobSharing Applications (DES Circular 41/2014) must be submitted to the Board of Management for consideration no later than 1 March 2016.

opening a special class in September 2016 March 2016: It is expected that schools will be requested to submit applications for LITH and SNA support to their local SENO. Application forms will be available to download from www.ncse.ie.

PANEL UPDATE Note: The DES had not issued dates at time of print. 2015/2016 dates are provided as a guide. Further updates will be issued by E-scéal. MARCH 2016 I It is expected that a date in March will be defined for schools to notify the Diocesan Secretary or Panel Operator of any permanent or fixed-term vacancies that arise in your school for 2016/2017 school year. Additionally, the Diocesan Secretary or Panel Operator can be informed of any Board of Management (BoM) decision after this date regarding approved job-sharing or career break applications I It is expected that all Redeployment Applications Forms will be required to returned to the DES in respect of any surplus permanent or CID holding teachers I It is expected that the DES will be required to be notified of changes to GAM/EAL cluster arrangements I It is expected that schools will be required to complete their Staffing Appeals Form for 2016/2017 school year to the DES. DES CIRCULARS 0055/2015 - Summer Works Scheme 2016 / 2017 I 0056/2015 - Use of Central Procurement Arrangements put in place by the Office of Government Procurement I 0058/2015 - Panel access for fixedterm/temporary (this includes substitute) and part-time teachers to the Supplementary Redeployment Panel for the 2016/17 school year I 0061/2015 - Primary Language Curriculum - Infants to second class I 0064/2015 -Revised Sick Leave Arrangements in respect of Clerical

NCSE APPLICATIONS Note: NCSE had not issued application deadline dates for 2016/2017 school year at time of print. Dates provided are a guide based on 2015/2016 school year. Further updates will be issued by E-scéal . I

February 2016: It is expected that schools will be requested to submit Confirmation of Leavers Form. Form will be available to download from www.ncse.ie March 2016: It is expected that schools will be asked to confirm with their SENO if they are

Officers and Caretakers employed in National Schools under the 1978/79 Scheme and Clerical Officers employed in Post Primary Schools under the 1978 Scheme 0065/2015 - Special Needs Assistants - Cessation of “Rolledup Holiday Pay 0066/2015 - Revision Of Salaries For Teachers With Effect From 1 January 2016 And Revision Of Pension-Related Deduction With Effect From 2015 0067/2015 - Revision Of Salaries For Special Needs Assistants (SNAs) With Effect From 1 January 2016 And Revision Of PensionRelated Deduction With Effect From 2015 0068/2015 - Revision Of Salaries With Effect From 1 January 2016 And Revision Of Pension-Related Deduction With Effect From 2015 For Clerical Officers And Caretakers Employed In National Schools Under The 1978/79 Scheme And Clerical Officers Employed In Post Primary Schools Under The 1978 Scheme 0069/2015 - Revision Of Salaries In Respect Of All Staff Other Than Teachers And SNAs Employed By ETBs With Effect From 1 January 2016 And Revision Of PensionRelated Deduction With Effect From 1 January 2015 And 1 January 2016 0071/2015 - Revision Of Salaries Of School Secretaries In Community And Comprehensive Schools With Effect From 1 January 2016 And Revision Of Pension-Related Deduction With Effect From 1 January 2015 And 1 January 2016 0072/2015 - Revision Of Salaries Of School Maintenance Staff In Community And Comprehensive Schools With Effect From 1 January 2016 And Revision Of Pension-Related Deduction With Effect From 1 January 2015 And 1 January 2016 0073/2015 - Revision Of Salaries Of All Staff Paid Directly By A Recognised School Or ETB With Effect From 1 January 2016 0075/2015 - Job Sharing Scheme for Registered Teachers in Recognised Primary and Post Primary Schools.

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NS QUOTATIO m with the

The proble telligent in e h t t a h world is t of doubts ll u f e r a people ones are id p u t s e h while t dence. ﬁ n o c f o ll fu kowski

And Finally…

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Charles B

FUNNIES! Boy: "I got an F in arithmetic." Father: "Why?" Boy: "The teacher asked 'How much is 2×3?' and I said '6'" Father: "But that's right!" Boy: "Then she asked me 'How much is 3×2?'" Father: "What's the f&^%$£* difference?" Boy: "That's exactly what I said!" Q. What do you get when you cross a teacher with a vampire? A. Blood tests.

Why do teachers tell us to follow our dreams but don't let us sleep in class?

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QUOTATIONS

Sometimes we feel like the wo rld is against us, but the only perso n against us is ourselves, becaus e we allow the words and actions of others to change our moods, feelings and the way we live our lives. Rashida Rowe

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ED UC ATIO N EX PO

STAND