ISSUE 95 / NOVEMBER 2016
+ Leadership THE PROFESSIONAL VOICE OF SCHOOL LEADERS
YOUR CONCERNS
Budget 2017: Expansion of the School Meals Programme (SMP) to include Non-DEIS schools Dear Principal, It’s wonderful news that an additional €5.7m has been provided in Budget 2017 for the expansion of the SMP to include non-DEIS schools. The expansion of the SMP will commence in the school year 2017 / 2018 and it will be expanded further in future years. This is happening hand in hand with the Department of Education and Skill’s work in identifying schools that are serving areas of disadvantage, but are not DEIS designated, with a view to enhancing the supports available to these schools. As a retired Primary Principal with twenty year’s experience in a DEIS school, I believe that the SMP was and is a very important and worthwhile scheme. It has a hugely positive impact on school attendance, learning and the childrens’ health and well-being. It is also very beneficial for parents and the community as a whole. It is managed and funded entirely by the Department of Social Protection. There is no cost to the school or the children/parents/guardians. Opening the scheme up to non-DEIS schools is a monumental move. I’d be delighted to hear from you to discuss what’s happening and to see how best you can ensure a child-centred approach and maximise the value for your school and the children in your care. Le gach dea ghuí Pat Burke-Walsh Retired Principal, St Peter Apostle SNS, Neilstown, Clondalkin.
Pat Burke-Walsh 087 1335633
Helena Hartnett 087 6687701
Guide to the School Meals Programme www.carambola.ie/Guide Carambola lunch menu www.carambola.ie/Lunch Carambola breakfast menu www.carambola.ie/Breakfast
www.carambola.ie info@carambola.ie 1850 812 300
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Legal Diary
David addresses particular concerns raised by IPPN members on Garda Vetting.
We listen carefully and what you tell us influences the advocacy work that we undertake on your behalf throughout the school year.
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A person’s greatest emotional need is to feel appreciated and a person who is appreciated will always do more than what is expected.
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Student Teachers What You Appreciate Appreciates
Breakfast Clubs Breakfast clubs are about more than providing food.
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Reflecting Your Concerns
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THE PROFESSIONAL VOICE OF SCHOOL LEADERS
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This year sees the graduation of the first cohort of students from the revised Bachelor of Education at Mary Immaculate College.
All Together Now
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+ Leadership
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In mid-October, BeLonG To launched All Together Now, Ireland’s first ever anti-LGBT bullying resource for primary schools. Irish Primary Principals’ Network, Glounthaune, Co. Cork • 1890 21 22 23 • www.ippn.ie I I I I I I I
Editor-in-chief: Seán Cottrell Editor: Geraldine D’Arcy Assistant Editor: Maria Doyle Comments to: editor@ippn.ie Advertising: sinead.coakley@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 95 / NOVEMBER 2016
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LEADERSHIP+ The Professional Voice of Principals
IPPN Annual Principals’
CONFERENCE
2017
THE POWER OF ONE Citywest Hotel & Convention Centre Thursday 26th and Friday 27th January 2017 SEMINARS CONFIRMED TO DATE (session titles are provisional) I Newly-appointed principals I Developing your leadership capacity – Principals in Years 2-4 I The Power of One - PrincipalMeet 2017 - Kathleen Byrne and Ciara Brennan I There is no peace in avoidance Unpacking the realities, impact and potential solutions to the covert resistor on staff – Joe O’Connell I How technology can make life easier for school leaders – Simon Lewis I Underperformance, Section 24 and Fitness to Teach – Denise Brett SC and Peter Long.
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MASTER CLASSES* CONFIRMED TO DATE * Master Classes denotes shorter sessions – of one hour - with limited time for discussion. There will be two master class sessions and one seminar session, session titles are provisional I Destressing for School Leaders Coping Strategies for School Stress - Ann Ryan and Donal Kerins, Leadership Support Team I Forewarned is forearmed – Panels, CIDs, Vetting and Key Policies Jack Durkan, Leadership Support Team I The Principal and Deputy Principal: A partnership in trust Enda McGorman and Áíne Fitzpatrick
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50 shades of grey: Making the right judgement call – Damian White and Margaret Gorman Wellbeing, not Bullying – Taking the drama out of Anti-bullying Monica Monahan Extreme Challenging Behaviours – Managing the fallout - from the Principal’s Perspective - Siobhán Allen Leadership Domains and Standards – Deirdre Mathews and Brian Mc Ghiolla Phadraig, Inspectorate Áiseanna Teagaisc na Gaeilge Máire Nic an Rí The ABC’s of Self Care - Attention, Balance & Compassion - Clodagh McCarthy Have your say on redeveloping the primary school curriculum – NCCA Early Years Education and Transition into Primary – Early Childhood Ireland New Special Education Model – DES Station teaching - literacy in infant classes – Dympna Daly.
KEYNOTE SPEAKERS Anton Savage (Conference Facilitator) – broadcaster, journalist, communications expert I Rabia Siddique – humanitarian, author, lawyer, speaker I Clive Byrne – Director, National Association of Principals and Deputy Principals (NAPD) I Mary Nihill – Director, Centre for School Leadership. I
EDUCATION EXPO We look forward to bringing more than 125 companies to Education Expo over the 2 days of conference, enabling you to research and conduct school purchases in a convenient way. A broad range of learning products and school services will be represented and a list of exhibiting companies can be previewed on conference.ippn.ie. LEADER ZONE Sponsored by Educational Company of Ireland Full details about how you can register will be announced in December. WELLNESS AND SELF-CARE Spinning, Yoga, Aquafit and Pilates will be available again this year important self-care! Classes book out quickly as capacity is very limited – book early to avoid disappointment! In its continuing commitment to member welfare and wellbeing, IPPN will be providing complimentary ‘Health Screening’ at Conference 2017. Health Screen appointments will be available for booking approximately 2 weeks prior to the event. Please note that this will be done online only.
November 2016
REFLECTING YOUR
CONCERNS Every September and October, IPPN engages with school leaders through our 26 Autumn County Network meetings. We listen carefully and what you tell us influences the advocacy work that we undertake on your behalf throughout the school year. This engagement is vital as it is passionate, honest and authentic. In spite of the great diversity of school types and sizes, there is a commonality of concerns. Principals and Deputy Principals spoke of feeling overwhelmed by the pace at which legislative changes are happening. The expectation that school leaders are required to support the implementation of these changes with little regard for the substantial addition to their already significant workload and the expertise required to lead this implementation was a cause of concern. Members spoke specifically of the new Vetting Procedures and Fitness to Teach Legislation - two significant changes that happened almost simultaneously and just in time for the new school year. While Boards of Management in our schools are ultimately responsible for ensuring that legislation is adhered to, many members feel that they are in fact leading the boards to an understanding of their responsibilities in relation to legislative changes. Vetting is essential to ensure the protection and welfare of pupils in our schools and it offers an important safeguard to children. However, it is incumbent on legislators to ensure that the requirement for multiple vetting is revisited without compromising the current high standards of the system. Fitness to Teach Legislation (Part 5 of the Teaching Council Act) is welcome. It is essential that professional standards are maintained in our schools to ensure the best possible outcomes for our pupils. The Code of Professional Conduct for Teachers underpins this legislation and all
and services available to them through IPPN. Many of you stated quite candidly that IPPN was your lifeline and essential to you as a school leader. The value of networking and membership of local support groups was highlighted, along with the access to leadership support as required.
SEÁN COTTRELL AND MARIA DOYLE teachers should and indeed must uphold this code as part of their professional commitment. It is essential however that Section 28 of the Education Act is expedited to enactment to provide clarity for school leaders and management in relation to progressing the complaints process at school level. The New Special Education Model was also highlighted as a significant cause for concern. While school leaders are unanimous in their view that resources for special needs pupils should go to the areas of greatest need in the first instance, members expressed concern that the new model would significantly reduce current supports in many schools based on the proposed new allocation system. IPPN brought these concerns to the attention of the Minister for Education during a meeting held on September 26th last. Following the recent budget announcement regarding Resource Teacher provision, the New Special Education model will now proceed for the school year 2017/2018. IPPN will continue to work with NCSE to bring the concerns raised by school leaders to their attention. The new model cannot be seen as an attempt to rob from Peter to pay Paul as ultimately the needs of our most vulnerable pupils across all our schools must be met in a fair and equitable way. In accentuating the positive, members attending the Autumn meetings unanimously affirmed the supports
It is timely that IPPN is looking forward and anticipating the future needs of school leaders. We will shortly publish ‘IPPN 2020’which will outline our plan for the next four years. The plan is ambitious in terms of enhancing the supports and services that we currently provide. It is also designed to help school leaders
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Garda Vetting published by the DES. I will attempt to address particular concerns raised by IPPN members at recent AGMs and on the networking forum. What does Statutory Vetting involve? In addition to a check for criminal records there will also be a check for ‘soft information’. Soft information is information other than criminal convictions held by the Gardaí that leads to a bona-fide belief that a person poses a threat to children.
DAVID RUDDY BL PRINCIPAL OF TALBOT SNS
The National Vetting Bureau (Children and Vulnerable Persons) Act 2102, as amended by the Criminal Justice (Spent Convictions and Certain Disclosures Act) 2012, referred to as the ‘Vetting Act’ and the Department of Education and Skills (DES) Circular 0031/2016 inform schools as to their responsibilities with regard to the vetting of persons who work in or visit schools. A new frequently asked questions document has also been
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When could a school commit a criminal offence? From 29 April 2016, it will be a criminal offence for a school Board of Management (BoM) to commence the employment of an employee without first obtaining a vetting disclosure. A school authority that breaches the Act is liable to a fine of up to €10,000 or a prison term of up to 5 years, or both. If a vetting cert has been obtained from the Teaching Council for a teacher/ substitute prior to April 29th 2016 in respect of subsequent employment then there is no requirement for a vetting disclosure from the Bureau.
Equally, it is a criminal offence to contract, permit, or place a contractor, volunteer, or coach etc. to undertake relevant work or activities with children or vulnerable persons. If these persons were contracted, employed or the subject of other arrangements prior to April 29th 2016 then there is no requirement for a vetting disclosure from the Bureau. What is Relevant Work or activities? In the context of a school, ‘relevant work’ is where a necessary and regular part of that work or activity consists mainly of that person having access to, or contact with, children. Does a vetting disclosure have a life span? No Is there still a need for Statutory Declarations and Forms of Undertaking for teaching and nonteaching appointments? Yes! Be aware that these forms have been updated – Consult DES Circular 0031/2016.
LEGAL DIARY
What is the situation regarding employees employed prior to 2006? Retrospective vetting will be required to ensure that applications for statutory vetting have been made in respect of all such persons by 31 December 2017. Is there a requirement to have a cleaner or builders on site vetted? The critical issue is whether this person has access to or contact with children. In the case of a cleaner who works in a school when no children are present, no vetting obligations arise. Whilst a cleaner or caretaker ought never to have contact on their own with pupils, there is a possibility of developing a relationship with them over a period of time, thus vetting is strongly recommended in those cases. Equally, builders working on site should not have access to or contact with pupils in the first instance and therefore no vetting obligations should arise. What about teachers returning from career break? There is no immediate obligation under the Vetting Act to obtain a vetting disclosure. What is the situation regarding teaching practice students? There is no requirement for a school to obtain a vetting disclosure from the Bureau prior to a student teacher undertaking teaching practice in the school, where: 1. The College had, prior to 29 April 2016, received vetting information from the Garda Central Vetting Unit (GCVU) in respect of the student 2. This information was obtained for the purposes of that person’s attendance on the course and to include school placements. When agreeing to such placements, a school should seek confirmation from
the College that it received vetting information from the GCVU in respect of the student concerned prior to April 29th 2016. (Clarification on this matter has been sought from the Attorney General’s Office - none has been forthcoming as the time of going to print.) In the absence of same, it would be prudent for schools to have a formal written agreement with the relevant colleges where an undertaking is given by the college only to send students who have been vetted. The agreement needs to be signed by a senior person on both sides. This agreement should be accompanied by the college vetting policy. The Vetting Act provides that, in cases where two organisations have agreed to the placement of a person to undertake relevant activities, it shall be a defence in any prosecution under Section 12 of the Act to show that the other organisation who was party to the agreement had received a vetting disclosure from the Bureau in respect of that person. This type of agreement could also apply to a national sporting organisation. Where such confirmation is received, a BoM may also, from a prudent practice /civil liability perspective, determine, in accordance with its own child protection and relevant recruitment/ selection policies, that it is necessary to undertake other checks, which could include checking references or past work experience of a person. The final decision rests with each BoM. Do Inspectors, NEPS Psychologists, HSE, and Tusla staff need to be vetted by the school? No! DES inspectors and NEPS psychologists are vetted by the DES. The work undertaken by inspectors and NEPS is undertaken on behalf of the
DES and not on behalf of the school. Equally, Tusla and HSE staff who visit schools in the course of their duties are vetted by Tusla and the HSE respectively. What is the situation regarding parents organising a fundraisers like selling cakes or selling goods at the Christmas Bazaar? The Vetting Act allows for some limited exemptions where a BoM is not required to obtain a vetting certificate from the Bureau, such as in the case of unpaid volunteers who assist the school on an occasional basis, provided such assistance does not involve the coaching, mentoring, counselling, teaching or training of children. Do Transition Year (TY) placement students need to be vetted? There is no statutory requirement on BoMs to seek a Vetting Certificate from the Bureau in relation to persons less than 18 years of age. This is a policy decision for the BoM. If the BoM require the vetting of TY students, an application can be made subject to the consent of the parent/guardian. CONCLUSION The new vetting procedures are welcome. Their core aim is to protect children. However, their commencement has given administrative headaches to schools in the implementation of the Act. School principals should be familiar with the relevant legislation and ensure that the BoM has a vetting policy in place to deal with the different scenarios that may confront the school from time to time. Ultimately, guidance should be taken from the relevant patron body in relation to these matters. IPPN will update if there are any new developments in relation to vetting.
Thanks to our contributors! You have told us in a number of surveys that Leadership+ rates very highly in terms of the supports and services IPPN offers and that it is a publication you keep close by and refer to, that it is full of useful advice and information and set out in an easy-to-read format. What you may not know is that all of the content is provided free-of-charge by members – serving Principals and Deputy Principals, retired Principals, ‘friends of IPPN’, education and other specialists and many others who take time from their very busy lives to write summaries, anecdotes, professional guidance, personal insights, overviews and expert opinion on a wide range of topics for the benefit of school leaders. On your behalf, we thank each and every one of them for their contributions over the past 17 years of Leadership+, since the very first issue in January 2000. 5
REFLECTIONS LEADERSHIP+ The Professional Voice of Principals
Skating
Cheaply DAMIAN WHITE PRINCIPAL, SCOIL SHINCHILL, KILLEIGH, CO. OFFALY My recent significant birthday saw some wonderful generosity from my long-suffering colleagues. Beautiful food and gifts were produced, with one in particular catching my eye. A parcel which would turn out to contain a much sought-after O’Neills 2016 commemorative jersey featuring the Proclamation was decorated with an interesting message in bold black letters. ‘No coloured ink was injured in the wrapping of this present’ - a kindly dig at one of my favourite bugbears, which had led me to place a desperate plea above our overworked photocopier some time before. I never mind spending money but I enjoy saving it a little more. Niall Tóibín would switch his county clichés around if he met me. No Cavan principal, bar perhaps Niall Clerkin, would take down a plasterboard wall in school and erect it somewhere else to save no more than €50.
Spring cleaning in our school usually takes place when I’m not looking. I’ve been known to fish old faded text books out of the recycling bin for old times’ sake. Photocopying paper should be used on both sides. Copies with mistakes are retained for art on the flip side. Old blackboards are converted into new notice boards. An old prefab has a new lease of life as a sensory room, replete with some expensive stuff but a few bits from Aldi and Lidl too. Old marmoleum sample books are ripped apart to create craft mats. Biscuit and sweet tins are emptied quickly in the staffroom and are sped along corridors to their new homes as crayon or cube holders. I issue reminders every few months through our newsletter reminding people of just how useful their children’s old books would be to our school library, always yielding a handsome reward. The only work in it is carrying large cardboard boxes from someone’s car. Likewise with jigsaws and board games which are distributed throughout the school. You could call it ‘Saving for a Rainy Day’. By the way, charity shops are now finding it really hard to sell second hand children’s books and will gladly welcome teachers to stock up for little or no payment. The proprietors are always glad to help schools out. Aistear was simply made for my meanness. I recently removed a notice board from the press it was designed to sit on, and with a few skirting boards converted the mostly redundant press into a shop/ police station/ hospital, depending on the laminated (I relented!) sign hanging from the crossbar. The price of the real thing frightened me into recycling mode. 6
Twenty three years ago, when I started out life as a principal, the local pub sent down beer mats and bottle tops as counters. Budweiser red, Heineken green and Guinness cream bottle tops taught all manner of numeracy to generations of our children. Carlsberg don’t do resources, but if they did, we’d find a cheaper or price neutral alternative! Today we don’t use the bottle tops, probably due to the decline in sales of the Guinness pint bottle. In 1994, we didn’t have Garda Clearance. I’m not even sure we’d have passed a breathalyser test after a place value lesson. Spring cleaning in our school usually takes place when I’m not looking. I’ve been known to fish old faded text books out of the recycling bin for old times’ sake. ‘You’d never know when they might be useful’ is my mantra. It probably explains why teaching men of my age wear outdated sports jackets with leatherette elbows. Skating cheaply is a phenomenon not exclusive to Irish teachers. Some years ago I had the privilege of representing IPPN at an international principals meeting in Cologne. As we packed up after Day 1, a principal from an African country collected all the complimentary pencils, boasting that by the end of the week he hoped he would have one for each pupil in his school. ‘Are things that bad?’ I stupidly inquired. ‘If I could bring the chairs, I would ‘ was his deadpan reply. Turns out, a child who wanted a chair in his school, carried their own with them. I was in good company. It made me proud to be a cheapskate.
November 2016
Student Teachers
Learners, Teachers, Researchers, Leaders DR. JOHN O’SHEA SENIOR LECTURER IN EDUCATION (B.ED. COURSE LEADER), MARY IMMACULATE COLLEGE
This year sees the graduation of the first cohort of students from the revised Bachelor of Education at Mary Immaculate College. Graduates have spent the last four years engaged in a wide range of campus-based and school-based learning opportunities. MIC is most grateful to all principals and teachers who provide valuable learning opportunities for our students. Without these placements students could not flourish as future members of the teaching profession. The reconceptualised Bachelor of Education programme at MIC is built on the premise of a democratic model of initial teacher education and enables students to examine their role as learner, teacher, researcher and leader. Through these lenses graduating students understand the responsibility the teacher plays in the life of a student, in the school and in the community. Built around a strong spine of language development (both Gaeilge and English) and mathematics education, all students have a solid foundation in the teaching of all curricular areas. Throughout the programme there is a renewed focus on policy development and implementation in the theory and practice of education modules. Graduates understand the relevance of policy and consider their potential roles in leading policy development both locally and nationally. One of the capstone modules in their final year entitled Policy and Leadership in Education - integrates campus-based learning, school placement and students’ chosen specialism, thereby ensuring that MIC graduates have the capacity to lead policy and programme initiatives.
learning at all class levels. This includes students’ additional education experience. In their final placement, students have engaged school communities in a curriculum focus across diverse topics such as science education, choral work, ICT, PE, SPHE and Literacy. Our Bachelor of Education programme is unique in the opportunities it affords students to select to study eight modules from a range of electives from Education, the Liberal Arts, or a mixture of both, through a Multidisciplinary route. Where students take five indepth modules in a specific area, they then are deemed to have a specialism in that area – for example in 2016, MIC graduates come to school communities with specialisms in Education in Music Education, Physical Education, Educational Disadvantage (DEIS), Drama, Early Childhood Education, Language and Literacy, Special Education, Visual Art, Speisialachas ar Theagasc i Suíomhanna Lán Ghaeilge;
some students have completed specialisms in the Liberal Arts in German Studies, Mathematics and History, while a number have chosen a joint specialism in Theology and Religious Studies. Students with a Multidisciplinary Bachelor of Education programme have undertaken modules across a range of areas of relevance to primary education to customise their own individual degree paths. MIC graduates are now ready to enter the teaching profession and to provide curriculum leadership in schools in their chosen fields. We are particularly proud of their achievements and know that our new programme has the capacity to enrich the experience of teaching in schools across the country. Full details of the revised Bachelor of Education programme at MIC and the qualifications achieved by the current cohort of graduates are available at http://www.mic.ul.ie/education/ EducationOffice/Pages/ Noticeboard.aspx.
The many facets of the school placement experience allow students to observe and experience at first hand the varied aspects of leadership in schools. Over the course of the programme MIC students have spent up to 30 weeks in schools observing, teaching and
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LEADERSHIP+ The Professional Voice of Principals
DEPUTY PRINCIPALS IPPN ENGAGING WITH YOU GERALDINE D’ARCY IPPN RESEARCH & PUBLICATIONS MANAGER IPPN’s ongoing member engagement programme aims to ensure that we fully understand the needs of the various cohorts of our membership of school leaders, so that we can further define and enhance our offering. A further aim is to enhance the leadership in schools, enabling the two most senior leaders in schools to work effectively together. To that end, a detailed survey on the role and challenges of Deputy Principals was designed in consultation with a group of deputy principals - and conducted in May. Almost 400 responded, representing approximately 15% of Deputy Principals, giving their views on their leadership role, barriers to leadership, in-school management, and IPPN supports and services. The following are the highlights of this research.
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70% say the role is not ‘well defined’ An overwhelming majority consider themselves to be leaders in their school; more than 10% do not Almost half say the co-leadership role with the principal functions ‘extremely well’; 10% say it ‘does not function well’ Almost a quarter (24%) say they don’t share a common understanding of co-leadership with the principal 30% meet several times a day with the principal; one in five meet once a week or less often Barriers to co-leadership listed include lack of delegation, difficulties of combining teaching and leading, and principals who ‘dictate to’ rather than ‘work with’ Almost a third would not feel confident to act up as principal for a longer-term absence More than a fifth have no ISM team
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apart from themselves and the principal; 42% have between 1 and 3 posts While most described the role as challenging, almost one in five Deputy Principals describe the role as ‘extremely challenging’ with a further 20% saying it was ‘not particularly challenging’ While very high numbers said they feel valued by their principal and almost a quarter feel very valued by the school community, 17% do not feel valued Almost half say their role has never been reviewed Workload is the key leadership and management issue (68%) followed by lack of clarity about priorities (42%) 17% spend more than 10 hours per week on their DP role 16% would like to step back from the role 36% considered applying for principalship, work/life balance being the main reason others didn’t apply for/consider the role 19% suffer ‘regularly’ from workrelated stress, 2% ‘all the time’ Almost half have undertaken CPD relevant to the DP role, with almost 3 in 4 saying CPD for DPs is inadequate.
DEFINING THE ROLE A wealth of information was provided in free-format responses. In terms of more clearly defining the role, deputy principals suggested the following: I Define the role of principal, then define realistic role of Deputy – centrally defined roles and responsibilities for all types and sizes of school I A specific job spec with a certain amount of fixed criteria, then others that can be added or amended locally depending on the school I A different approach to
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appointment Allowances be made for a teaching deputy - possibility of administration release days/time Have more joint professional development courses for both principal and deputy Help with weighting of the role compared with other promoted posts More distribution of the leadership role - communication and involvement in decision-making More professional training/summer course availability. Compulsory training/support day. Professional support networks Recognition by DES and INTO Recognition of the role by Principal and Board Re-introduction of Tánaiste programme formerly run by LDS for all newly-appointed DPs.
BARRIERS TO CO-LEADERSHIP In relation to perceived barriers to coleadership the following is a flavour of the issues raised: I All dependent on how much a principal is willing to let a deputy principal get involved in decisionmaking and other duties I Difference in leadership style and priorities I Finding time for co-leadership, especially where the principal is a teaching principal I Lack of communication I Lack of defined role for deputy I Interpersonal issues with the principal e.g. lack of trust, not wanting to share leadership I No time out of class to have meetings I No ISM! I The challenge of managing teaching responsibilities and duties in a large urban school I Time.
November 2016
STEPPING BACK A fifth (16%) of respondents said they would like to step back from the Deputy Principal role. The reasons why: I Don’t feel confident in running the school in long term absence of principal I Increasing leadership and teaching workload I It is very stressful. It affects my work/life balance. I Lack of respect and feel undermined at times I My role is not clearly defined and can be very frustrating I Pressure from the role at times. Responsibility for many areas in school. I Very little pay for a lot of extra work I Workload very heavy. Support limited.
services, Leadership+, mailing lists, support groups and county network meetings. You also told us various other ways that IPPN can support deputy principals in your role as coleader in your school. This input is invaluable to our ongoing planning and continuous improvement. Sincere thanks to those who participated in the survey. Further work is being done, based on the survey and
discussions with regional focus groups of deputy principals, to develop specific supports and CPD for coleaders. We will keep you informed of progress in this area. We will also be doing a more in-depth study of the role with a small group from among the respondents who expressed their interest in participating. If others would like to get involved in this, please email project@ippn.ie.
IPPN SUPPORTS AND SERVICES Deputy Principals provided very useful feedback about our services and supports, including the annual deputy principals’ conference, web-based
Deputy Principals attend a seminar facilitated by Brigid Scully (DP at Scoil Mhuire, Coolcotts, Wexford) at their Annual Conference in Citywest Hotel in May
Wellbeing for Teachers & Learners MARIA DOYLE IPPN PRESIDENT Following the highly successful ‘Wellbeing at the Heart of the School Community’ Symposium hosted by IPPN & NAPD in November 2015, the Wellbeing for Teachers & Learners group was established to progress and enhance co-operation between groups represented at this unique forum. This group continues to meet with a common purpose – to support and enhance a sustainable approach to wellbeing for all learners in our education system – teachers and students alike. The recently-published DES Action Plan for Education 2016-2019 has identified the importance of wellbeing under Goal 1 – ‘Improving the learning experience and the success of learners’. It is encouraging to see the DES committing to improving services and resources to promote ‘wellbeing in
our school communities to support success in school and life’. In welcoming the commitment outlined in the Action Plan, it is vitally important that this does not evolve into yet another initiative or programme which schools are asked to deliver without addressing the fundamental need to support a culture of wellbeing in our schools. There is no doubt that many excellent resources and programmes on wellbeing already exist for schools. Indeed the Action Plan for Education speaks about supporting the implementation of these key programmes and having wellbeing programmes available to students. Unfortunately, there is no commitment to ensure that the wellbeing of teachers (who are also learners) is to be supported. You cannot pour from
an empty cup. If the wellbeing of teachers is not supported effectively, wellbeing will not become the culture change that will make a real difference for our school communities. Having seen effective schools where wellbeing is part of the fabric and culture of the school, it is evident that this has happened organically, beginning with strong, effective leadership where the whole school community is cherished and supported. The Wellbeing for Teachers & Learners Group will continue its work to bring the message of wellbeing to school communities and is committed to supporting school leaders in bringing about culture change in a realistic and sustainable way.
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PRINCIPAL IN PROFILE
LEADERSHIP+ The Professional Voice of Principals
Ann CREANER PRINCIPAL OF ST COLUMBA’S NS, NORTH STRAND, DUBLIN 3
To think that ten years have passed since I arrived as the principal of St Columba’s NS - talk about an innocent abroad! Sure, I had done management modules as CPD and I had been lucky enough to have had a year as a special duties teacher in my previous school, but none of this had really prepared me for the shock of finding myself ‘in charge’. Now I know what you’re thinking, ‘Sure Ann, you applied for the job, what did you think would happen?’ All the same, when I turned the key in the door on that first morning I really had no idea of the adventures which lay ahead. The place I arrived into is in effect a classic country school except that it is less than a mile from ‘The Spire’ and in the middle of one of the most deprived areas of the country. It was, at that time, a two-teacher school with the ‘assistant’ having taught there for her whole career. There were 19 children on roll and the Church of Ireland community attached to our school was aging rapidly with few young people attending services. However, the chairperson of the board was enthusiastic and supportive and while he didn’t interfere with the day to day
running of the school, he was there as a listening and encouraging presence. I quickly realized that the ‘assistant’ was probably the greatest asset the school had at that time. She knew the past of the school and wanted the best for the future. All I had to do was get her onside! How do you bring change into a school which has existed since 1787 without losing the essence of the place? After ten years I think communication is probably a principal’s most important skill. As I look back I think that any time that we have had a problem, the root cause has been a communications issue. Teachers, parents, children, boards of management or anyone outside the immediate circle all need to feel that information is shared with them fairly and promptly. TextaParent.ie and email have become invaluable, but nothing beats the face to face communication. I learned the value of ‘the principal at the door’ from watching people I worked with in the past, so I try to be the one who opens up in the morning and closes the door in the evening. There have been times when I have thought there would be someone ‘waiting’ for me in the morning, but invariably it
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After ten years you would think I would know all the shortcuts and be able to do the job a lot more easily, however, the hours I spend in school have increased and the demands of outside agencies risk impacting on my primary role as teacher. There are days when I come home so tired that I can hardly think. And yet, I love my job. My school now has 4 classroom teachers, our own learning support teacher and one and a ‘half’ SNAs. I have a wonderful young staff that will literally do anything for the school and the children. I have had the honour of sharing the lives of our wonderful children and their families. Births, deaths, even marriages have become part of the story of our school community. Every day I face something new and every day I know that I can make a difference to the lives of those around me. I don’t always get it right but it has been one heck of a ride.
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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: SEPTEMBER I Professional Briefing Day – included input from G IPPN on what’s new this year G Inspectorate on leadership domains and standards; G Centre for School Leadership on mentoring and coaching programmes as well as the new leadership programme; G DES on the new SEN allocation model
Teaching Council on Fitness to Teach G Dr Mark Rowe on happiness. Meeting of the Wellbeing for Teachers & Learners group to progress the issue of developing a culture of wellbeing in schools – see article on page 9 Meeting with Minister for Social Protection, Leo Varadkar, regarding school meals programmes and the book rental scheme IPPN Board of Directors meeting in Portlaoise Centre for School Leadership Implementation Group meeting Columbine – Lessons Learned, event hosted by Jigsaw at the Mansion House Meeting with research group led by Prof. John Coolahan regarding joint
hasn’t been as bad as I feared. The fact that I was there to smile and say good morning has, I believe, saved me from a festering issue on a number of occasions.
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IPPN/NAPD research publication on the education sector Meeting with Minister for Education & Skills Richard Bruton TD at Marlborough St. We took the opportunity to highlight IPPN’s stated priorities (See Autumn County Network meetings below) and plans as well as those aspects of the Education Strategy and Action Plan that we support and have concerns about. See editorial on page 3. Autumn County Network meetings – IPPN Board members provided information about Fitness to Teach, SEN allocation model, wellbeing, parental complaints, and the grievance procedure. New committees were elected in each county, including county
LEADERSHIP SUPPORT
What you appreciate
Appreciates ANGELA LYNCH LEADERSHIP SUPPORT PROGRAMME MANAGER
A person’s greatest emotional need is to feel appreciated and a person who is appreciated will always do more than what is expected. In the Harvard Business School’s review of 1000 American workers, the greatest complaint they had about their leaders was that they did not recognise employee achievements. Two thirds of employees stated this as their top complaint. It has been proven that recognition is one of the best methods of improving work motivation and staff engagement. Another study stated that 1 minute spent on recognizing behaviour = 100 minutes of initiative return. Yet 2 out of 3 people receive no workplace recognition in a given year. I’ve been thinking how this impacts schools. We have gone through difficult times over the last number of years – the reduction in salaries, disparity in pay, work and initiative overload, moratorium on promoted posts to name but some of the issues. Yet we are not powerless in making our school communities places of positivity, creating a climate where staff are valued for their contributions and where the desire to continue contributing and striving for success is
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representatives and CPD and Support Group coordinators. IPPN’s top priorities as an organisation were clarified, as follows: 1. Minimum of one administration day per week for teaching principals 2. Restore middle leadership posts 3. Revise the staffing schedule for special schools 4. Dignified step-down facility for principals without loss of seniority/pension 5. Reduce the threshold for administrative principalship. Consultative Advisory Group meeting re. Implementation Phase of the Digital Strategy for Schools 2015-2020 NAPD meeting, Durrow – to continue to progress the close
they add something to the school that no one else can. Share good news with them. Perhaps a parent has paid a compliment, you received a thank you letter for an achievement or the Board has expressed its appreciation in some way. Share it.
maintained. How might you, as a school leader, hope to influence this culture? Effective recognition needs to be appropriate to the achievement. You need to tailor the recognition to the magnitude of the achievement. It needs to be relevant and sincere. It also needs to be timely. If it is done months afterwards, it will not be any good and will feel like a token gesture. Effective recognition is an essential and often overlooked part of management, but can make a huge difference to your staff’s motivation. It should also be delivered regularly to be effective. Some simple yet powerful actions like a hand-written note, some words of public praise, a tap on the shoulder and a thank you for a good effort or achievement can make a whole world of difference to a person’s day. Do this for every member of your staff at some point. Make it specific to them. “I appreciate the way you got people involved in that project. You really got them to work well together.” Let them know that without them, the school and actually you, would be worse off. A big part of feeling valued occurs when your staff are aware that
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working relationship and discuss items of mutual concern and joint projects, including wellbeing, CSL, and the research project IPPN strategic planning meetings – objectives, actions Pre-budget submission to the Ministers for Finance, Education and Social Protection.
OCTOBER Autumn County Network Meetings continued. See above for details. I IPPN One-teacher Schools Seminar, Ballinasloe. See write-up on page 13. I IPPN Internal Audit Committee meeting I NCCA briefing on the roll-out of the new language programme, progress on curriculum review of Mathematics, early years’ education
As well as recognising individuals, you can also recognise the entire team. A treat in the staffroom – a mini celebration lifts the spirits. Look for opportunities to reward endeavour. It could be said that I’ve left you, as a school leader out of all this appreciation. You need it every bit as much as everyone else. Make appreciation part and parcel of everything the school does. Speak about the importance of it at your Board meetings, at staff meetings and with your parents. What you focus on grows. Every successful school has a set of values. Reinforce them as much as possible. “Appreciation can make a day, even change a life. Your willingness to put it into words is all that is necessary.” Margaret Cousins
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and the approach to the review of the 1999 primary curriculum IPPN strategic planning meetings – priorities, resources, overview Fitness to Teach briefing for school management and principals’ bodies, Maynooth – see editorial NAPD Conference, Galway Meeting with the CSL leadership team to discuss aspiring leaders programmes, the roll-out of the coaching programme and mentoring clusters/pilot programme DES/NCSE review of SNA scheme NABMSE Conference, Tullamore Meeting with Special Schools, Tullamore NCCA Conference, Croke Park.
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LEADERSHIP+ The Professional Voice of Principals
AISTEAR IN THE LIBRARY The Aistear in the Library project was developed by Trish Nolan, Kilkenny County Library Service in collaboration with Our Lady of Good Counsel GNS, Ferrybank. In short, it offers a structured way for public libraries to work in partnership with their local primary schools and to become part of their Aistear programmes at Junior and Senior Infant level. Trish’s involvement with the school’s Action Team, which was set up under the Partnership Schools Programme, was the ideal opportunity to implement Aistear in the Library as the project fitted perfectly with the Action Team’s goal for Literacy. Aistear in the Library aimed to Raise the children’s awareness of the public library by encouraging familiarity with their local library and how it works I Raise awareness of the public library among parents/guardians, encouraging them to use their library’s resources
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PATRICIA NOLAN ASSISTANT LIBRARIAN, KILKENNY COUNTY LIBRARY SERVICE
AND CATRIONA O’REILLY PRINCIPAL, OUR LADY OF GOOD COUNSEL GNS, FERRYBANK, WATERFORD I
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Strengthen links between the school staff and their local library service.
During the pilot Books were provided to participating classes relating to Aistear themes I ‘The Library’ was introduced as an Aistear theme with a template and I
materials provided by the local library. The theme incorporated a library visit where children had the opportunity to stamp and checkout their own books and a visit to the classroom by the librarian The Junior Infants invited their parents/guardians to visit the library with them and their teacher. The children enjoyed story time while the adults were introduced to the library and its services.
The pilot was hugely successful, with very positive feedback from all involved and the programme is expanding to some other local schools during this school year. It is also planned to include Aistear in the Library as part of the national Right to Read suite of literacy initiatives for public libraries which is currently under development. If you are interested in the programme and would like more information please contact Trish at patricia.nolan@kilkennylibrary.ie or Catriona at principal.gns@gmail.com.
November 2016
Inaugural Seminar for
Principals of One-Teacher Schools MARIA DOYLE
IPPN PRESIDENT
Following an intense membership engagement campaign targeting oneteacher schools in the last term of the 2015/2016 school year, IPPN followed through on a commitment to host a seminar for the principals of these schools on October 6th & 7th 2016 in the Shearwater Hotel Ballinasloe. Twenty four one-teacher schools principals attended the event, out of a total of 32 such schools. The group was delighted to have an opportunity to network, share common concerns and challenges and celebrate aspects of teaching and learning that were working well in their schools. Four inspirational principals presented to the group on Multiculturalism, Information Technology, Involving the Local Community and the Rural Settlement Scheme. IPPN was pleased to welcome Suzanne Conneely and Brian Mac Giolla PhĂĄdraig
from the Inspectorate who presented Looking at Our School 2016 - A Quality framework for Primary Schools to the attendees and answered practical questions in relation to teaching and learning challenges in multi grade classrooms.Patrick O’Sullivan of the NCCA also presented to the group. Patrick spoke about the new Language Curriculum and invited attendees to trial a new planning tool. While the original aim of the seminar was to facilitate networking opportunities for the participants, the richness of the professional dialogue over the course of the two days provided IPPN with a menu of requests and recommendations to consider and to bring forward to relevant partners. These requests/recommendations will be added to the original report on One Teacher Schools which was presented to the DES in July 2016.
The next opportunity for this network of principals to meet with be IPPN Conference 2017 in January. All participants in Ballinasloe agreed that the seminar was the ďŹ rst step in a series of steps needed to ensure the best possible outcomes for pupils in these unique schools. IPPN recognises that while one-teacher schools continue to exist, the principals must be supported, both professionally and personally. A more detailed report on proposed actions from the seminar will follow in a future issue of Leadership+. For now, IPPN welcomes the staffing alleviation measure for some of our one-teacher schools announced in the recent budget. It is a move in the right direction towards recognising the critical importance of having a second adult present and available in these schools at all times. It is a positive and essential start.
Win a Fantastic Hamper by checking out our newly launched website and leaving us some feedback http://www.cantecireland.ie/feedback/
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| LIMERICK | MULLINGAR | GALWAY | WATERFORD
3ŕ§ˆŕŚżŕ§„ŕ§ŠŕŚťŕ§ˆŕ§‰ &ŕ§…ŕ§†ŕŚżŕŚťŕ§ˆŕ§‰ 6ŕŚšŕŚˇŕ§„ŕ§„ŕŚťŕ§ˆŕ§‰ Ĺƒ *ŕ§ˆŕŚˇŕ§†ŕŚžŕŚżŕŚš 'ŕŚťŕ§‰ŕŚżŕŚ˝ŕ§„ ŕŞ? 3ŕ§ˆŕŚżŕ§„ŕ§ŠŕŚżŕ§„ŕŚ˝ Ĺƒ 0ŕŚˇŕ§„ŕŚˇŕŚ˝ŕŚťŕŚş 3ŕ§ˆŕŚżŕ§„ŕ§Š 6ŕŚťŕ§ˆŕ§ŒŕŚżŕŚšŕŚť 'ŕ§…ŕŚšŕ§‹ŕ§ƒŕŚťŕ§„ŕ§Š 0ŕŚˇŕ§„ŕŚˇŕŚ˝ŕŚťŕ§ƒŕŚťŕ§„ŕ§Š Ĺƒ 0ŕŚˇŕŚżŕ§„ŕ§ŠŕŚťŕ§„ŕŚˇŕ§„ŕŚšŕŚť ŕŞ? 6ŕ§‹ŕ§†ŕ§†ŕ§…ŕ§ˆŕ§Š
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LEADERSHIP+ The Professional Voice of Principals
ALL TOGETHER
NOW
MONINNE GRIFFITH EXECUTIVE DIRECTOR, BELONG TO, THE NATIONAL LGBT YOUTH ORGANISATION
In mid-October, BeLonG To launched All Together Now, Ireland’s first ever antiLGBT bullying resource for primary schools. This project was developed in response to LGBT young people telling BeLonG To about their difficult experiences in primary school.
The lesson plans and full All Together Now research report, developed by Dr. Bernie Collins, Dr. Seline Keating and Prof. Morgan from St Patrick’s College (DCU), are available for all primary school teachers to download (free) at www.belongto.org/primary.
Following an enormously successful pilot programme, All Together Now, funded by the DES and in partnership with education partners including the INTO, BeLonG To are encouraging primary schools across the country to avail of this innovative, effective and free anti-bullying resource which forms part of the SPHE curriculum.
Bernie Collins, St Patrick’s College, Dublin City University, spoke at the launch event saying “With All Together Now we have worked extremely well with our partners at BeLonG To, to create a programme that promotes equality and respect for all regardless of differences of sexual orientation or gender identity, and the right of every student to feel safe in their school and wider community.”
We know from our work with young people throughout Ireland that going to school can be a difficult experience and that anti-LGBT bullying is commonplace. Recent research by LGBT Ireland found that 67% of Irish LGBT students witnessed bullying of other LGBT student in their schools and 50% had personal experience of same. We also know from this research that there is a direct link between bullying and the significantly higher rates of mental health problems, including self-harm and suicide, for LGBT young people. Young people have been telling us for some time now that there is a need to begin tackling this problem in primary schools. The research confirmed that addressing homophobia and transphobia is urgent for primary schools as 12 is the most common age for LGBT young people in Ireland to discover their sexual orientation.
General Secretary of the INTO Sheila Nunan commented that ‘Primary school teachers work hard to tackle homophobic bullying along with all other types of bullying. The All Together Now lessons are a very welcome development to help teachers in their classrooms and schools.’
FURTHER INFORMATION All Together Now was piloted in 14 schools in 2016: 9 Catholic, 3 Educate Together and 2 Community National schools. Two were DEIS schools. The lessons were delivered by teachers in 27 classes from 4th to 6th in Wexford, Dublin and Donegal. The policy of each participating school was carefully followed in regard to how principals and teachers gathered parental consent.
what is
MAURICE HURLEY VOLUNTEER COORDINATOR, GLOBAL CITIZENSHIP SCHOOL
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Global Citizenship School?
The researchers used surveys and other methods to evaluate teacher training and classroom materials. Feedback on All Together Now from teachers and principals was hugely positive. To quote two teachers, ‘there is a real need for a programme like this;’: ‘the content is very important, especially for 6th Class moving forward to secondary school.’
TEACHERS’ ASSESSMENT OF CHILDREN’S LEARNING WAS EQUALLY ENTHUSIASTIC: ‘The children reacted brilliantly in the lessons. They showed a maturity I hadn’t expected and they felt almost ‘empowered’ when they learned the little things they do could help to make a stand against all types of bullying’ (6th Class teacher.) ‘They were both interested and shocked when the school’s anti-bullying policy and procedures are explained and what happens within the school when bullying is reported or occurs’ (4th/5th Class teacher.) ‘The children came out of the lesson with a hugely positive attitude towards making a stand against bullying and to me that was a success.’ (6th Class teacher) ‘The children became involved from the very beginning. They liked discussing the rights of the child and were shocked at some of the rights listed. They had taken these rights for granted’ (6th class teacher.)
Global Citizenship School is a free support for primary schools with ready-to-go on-line lessons and other classroom resources to help teach local and global citizenship, human rights & responsibilities and development education. We have, in one place, the best easy-to-organise lessons from Trócaire, Amnesty Ireland, Christian Aid, The Omsbudsman.ie etc. ready for all classes. There is free, open, no password access on www.into.ie/global. There is also a simple sign-up application form on our webpages. WHAT’S THE CATCH? None really. No extra work – we provide up-to-date selections of lessons and schemes. You work within
November 2016
INSPECTION MODELS Evaluation of SEN Provision Survey Results GERALDINE D’ARCY IPPN RESEARCH & PUBLICATIONS MANAGER Earlier this year, IPPN was asked to contribute to an evaluation of the inspection models used regarding provision for pupils with Special Educational Needs. A pilot project was conducted by the Inspectorate, involving 22 schools across the country. After the pilot completed, IPPN surveyed the principals of those schools in relation to the inspection process modelled - before, during and after the inspection visit as well as general observations. The following are the survey results.
Curriculum Evaluation Model pilot survey. Good practice was affirmed. A third of principals who responded feel that utilization of external agencies was not sufficiently evaluated. A minority said that the inspector(s) did not speak to EAL/GAM Teachers, SNAs or SEN post-holders.
This involved the notice given to schools, documentation and parental permission. There was a favourable reaction in general. All principals said the notice period was ‘just right’. All said the information form was helpful and easy to complete. In terms of the perceived administration burden relating to the evaluation, two thirds said it was medium’, with 17% saying it was ‘high’ and the remaining 17% saying it was ‘low’ burden.
DURING THE INSPECTION VISIT This element involved meetings and interviews, classroom visits, documentation and feedback meetings. There was a positive reaction from principals regarding the focus on teaching and learning and the involvement of the school community, though a third felt that SEN post holders were not spoken with. Generally, there were less favourable responses than found in the
Curaclam na Bunscoile and your own school’s planning system. There is no sign-up cost, no external evaluation - what you do is part of normal school work. No prizes or awards but our short application form does ask for a commitment from the school to be involved in learning, (of your choosing), appropriate action (of your choosing) and passing on the message of being good local and global citizens to your school community – maybe with an item on the school
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This involved the evaluation report, factual verification, school response and acting on the report. Most principals were happy with how their schools’ work was reflected in the report. Most felt that the recommendations fit with their SIP.
GENERAL OBSERVATIONS The general sense is that the pilot was successful and worthwhile and that the Inspectors engaged very positively in the process. All principals who responded agreed that: I the evaluation was focused sufficiently on the most important elements of SEN in your school I the various methods your school employs to provide for pupils with SEN I the deployment of teachers I the document review was completely relevant to the evaluation I good practice was affirmed I the school happy with the recommendations for
website or as part of an assembly. Note: If you want the beautiful hard-wearing and longlife signage it will cost you a oneoff fee of €100 to cover costs. Many schools have an unveiling ceremony and display their signage outside or inside or near the front door. WHO ARE WE? We are a voluntary network of teachers and retired-teachers working through primary schools to support teachers.
improvement the notification period was just right the Information Form was helpful and easy to complete pupils had a ‘medium’ level of opportunity to interact positively with the process the report was clearly written and easily understood.
The majority (two thirds or more) agreed that: I the parental questionnaires adequately capture the voice of parents regarding all of the work of the school I all the parties consulted satisfied with how their contribution was reflected in the evaluation report I CPD of staff sufficiently recognised during the evaluation I the school context taken into account I sufficient time given to evaluating teaching and learning during the evaluation I the evaluation focused sufficiently on G the school’s provision for gifted pupils or high achievers G the school’s work on the Continuum of Support. A minority 17% felt that there was sufficient focus on the school’s SSE plan. Likewise, only a third felt there was sufficient focus on the school’s provision for gifted pupils or high achievers.
Now GCS needs you, to: 1. promote GCS in your school 2. join our distance ‘Resource Reviewers’ to try out the best available lessons for uploading to our web 3. promote via local/social/national media 4. offer other skills/suggestions to Global Citizenship School. You can contact Maurice by email to mchurley247@gmail.com.
LEADERSHIP+ The Professional Voice of Principals
Breakfast Clubs
CENTRAL TO A SCHOOL’S SUCCESS? TESS HUGHES BREAKFAST CLUB COORDINATOR & TEACHER, ST. JOSEPH’S NS, DUNDALK, B.ED. M.SC. HEALTH PROMOTION, H.DIP. PSYCHOLOGY, M.SC. APPLIED PSYCHOLOGY.
An investigatory study into Children’s Psychological Well-being and Breakfast Club Engagement in Irish Primary Schools as part of my M.Sc suggests they that they are! The study involved 11 breakfast clubs listed in A Good Practice Guide for Breakfast Clubs (Healthy Food for All, 2012) and is the first research of its kind. ‘Support for pupil’s well-being’ is one of the main sections in a Whole School Evaluation and is an area that is just starting to receive a lot of attention in the Irish context. The findings of this study are therefore very informative for school management. In my research, high breakfast club attendance was the strongest predictor of overall psychological wellbeing levels. Breakfast clubs are about more than providing food. Children’s psychological well-being seems to be related to attendance at the clubs which is exhibited in improved concentration, behaviour and learning in class. As well as a healthy breakfast, it offers the child a sense of control through a predictable routine, the opportunity to interact with and build positive relationships; it is school but without the pressure of a regimented regime. There was a direct correlation between psychological well-being and levels of breakfast club engagement - making healthy food choices, enjoy attending the club, paying for it, attending with siblings and/or friends and taking part in academic activities. Similarly, there was improvement in peer relationship problems, emotional symptoms, hyperactivity/ inattention, conduct and prosocial behaviour. Strikingly, fifth and sixth class children reported significantly higher levels of overall psychological well-being compared to junior and senior infant children. Making healthy food choices was highlighted as one of the key predictors of better overall
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psychological well-being. However, according to IPPN, one in five children go to school hungry in Ireland. There is evidence to suggest that hunger and malnutrition by itself may impact on children’s mental health. Another significant finding was that enjoyment levels at a breakfast club are one of the key predictors of overall psychological well-being. Children are part of a club where they have a chance to meet their friends for breakfast before school and take part in activities in a safe environment. To conclude, this research suggested that breakfast club attendance was the most beneficial influence on improving
children’s overall psychological wellbeing. Specifically it improves peer relationship problems, hyperactivity and inattention, conduct problems, emotional symptoms and prosocial behaviour. It also has the added benefit of improving healthy eating and academic performance, which have been associated with better psychological well-being in childhood and also later in life. This would suggest that breakfast clubs are indeed central to a school’s success! Reference sources available on request. You can contact Tess by email to marytesshughes@gmail.com.
In my research, high breakfast club attendance was the strongest predictor of overall psychological well-being levels. Breakfast clubs are about more than providing food.
November 2016
Pilot Project and Development of a
New Resource Teaching Allocation Model TERRY REYNOLDS
DES SPECIAL EDUCATION SECTION
At the recent Professional Briefing Day in Citywest, Terry gave an update on the pilot for the ‘Proposed New Model of Resource Teaching Allocation’, which was carried out during the school year 2015/16. The pilot involved 47 Schools (28 Primary and 19 Post Primary) representing schools of various sizes and types. THE AIMS OF THE PILOT PROJECT WERE: I To test how pilot schools would use and deploy teaching resources to support all pupils with learning needs, taking into account their level of need I To work with the schools to identify best practice guidelines and support materials to assist them to make optimum use of the resources allocated under the model to improve outcomes for pupils with special educational needs. Each school received an allocation based on its profile as recommended by the NCSE Model. A baseline component was provided to every mainstream school - to support inclusion, prevention of learning difficulties and early intervention. In addition, a school educational profile component is provided, taking account of: 1. students with complex Special Educational Needs 2. the percentage of students performing below a certain threshold on standardised tests 3. the school’s social context which includes educational disadvantage, gender and location. The profiled allocation creates a single or unified Special Needs allocation for schools and also creates more full-time posts and fewer part-time posts. This has been further assisted by rounding allocations to the nearest 2.5 hours. Less clustering and post sharing between schools means less travelling
time between schools or sharing of teachers between schools. This ends unnecessary distinctions between Learning Support and Resource Teaching support. There are also administrative savings for schools and the NCSE arising from the ending of the application and assessment processes. There will no longer be a need to unnecessarily label children to support them
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Most schools feel the model allows more scope for team teaching, targeted interventions, mix of inclass and group work, with less focus on withdrawal and 1:1 teaching DES EXPERIENCE OF THE PILOT PROJECT I The desire of schools to utilise their resources as effectively as possible to support pupils I The willingness of schools to try new ways of working and engage with support services I Many schools have developed targeted intervention strategies to meet the needs of pupils and to utilise resources effectively to support pupils, based on learning needs, as envisaged by the model. WHAT SCHOOLS HAVE SAID ABOUT THEIR EXPERIENCES OF THE PILOT PROJECT I Welcomed the increased flexibility and autonomy to deploy resources based on need I Most schools feel the model allows more scope for team teaching, targeted interventions, mix of inclass and group work, with less focus on withdrawal and 1:1 teaching I Schools welcome the move away from labelling and the fact that
they do not need to wait for diagnosis Schools like the Student Support File (though it takes time to complete). Huge benefits to having set allocation or certainty of allocation for a number of years - this allows for longer-term planning Fewer teachers coming from outside to deliver hours No pressure to have children assessed and send reports to SENO by a deadline.
CONCERNS RAISED I Schools need confidence that there will be adequate resource provision in future years I Not all schools gained resources; there remains a fear that some schools will lose resources when the model is rolled out I Parents are generally supportive of the new model but some are slow to let go of the view that resources are allocated to the individual rather than the school I Schools concerned about the extra work to complete student plans etc., though this is balanced by less work involved in applications I In the absence of set time quota per disability category, schools concerned to know that they are giving enough support, or the correct balance. WHAT NEXT FOR THE MODEL? Work will continue on the development of the model to take account of the learning from the pilot. All schools will be re profiled taking account of new complex needs criteria. DES will propose some transitional measures for complex needs and will fully consult with education partners in advance of any final decisions. The DES will seek to complete work in time for consideration by Government for 2017/18. Consultation with education partners will continue.
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LEADERSHIP+ The Professional Voice of Principals
January 2015
Transformational
LEADERSHIP
NOELEEN LYNAM DEPUTY PRINCIPAL, ST PATRICKS, BACONSTOWN, ENFIELD, CO. MEATH
Little did I realise last October than when the application form for leader on Operation Transformation popped up on Facebook, what a life-changing moment it would be. I have always been a huge fan of the show and had folders of their recipes to prove it. The only problem was I never actually followed the plan, I just liked looking at it! However, this year was different. I had reached my 50th year and I was feeling every day of it. My weight had crept up and was now firmly attached to my mid-section. Many’s an evening I came home from school, plopped myself down on the couch for a “little rest” and not get off it again until it was time for bed. If this was me at 50, what on earth would I be like by 70...if I made it that far? And so, quicker that you could say “Cúntas Míosúil” I had the form filled in and sent off before I could change my mind. The next few weeks were a blur. There were phone calls, interviews, filming sessions and a fitness assessment. Finally there was that fateful morning when I looked up and saw a camera crew in the classroom and one of the Infants uttered the immortal words. “Who are you and what are ye doing here?” People ask me what has been the biggest change in my life and I have to say “Everything”. It’s as if my life was thrown up in the air like pieces of a jigsaw and when they landed they made a completely different picture. Contrary to popular opinion I could actually cook, I just never bothered to do it that often! Living on my own it seemed like an awful waste of time to peel and chop carrots just for one person. It was so much handier to pop into a cafe on the way home and get it served up to me, or so I thought. Now I cook in bulk, freeze half of it and so always have a dinner on hand for those evenings that I haven’t time or can’t be bothered to cook!
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I had always prided myself in the fact that I was very active. After all, I went for my walk three or four times a week. When I got the results of my fitness test and was told that I was in the bottom 15% fitness level for 50 year old women I was horrified. I was even going to ask for a recount. When I got Karl Henry’s exercise programme I realised that what I had considered to be a vigorous walk was only a stroll. I wasn’t over enthusiastic about running as I could never see the point of it, not unless you were being chased or chasing after something! I had decided that I would train to do a 5k run as that was part of the programme, but once the show was finished I wouldn’t continue. Little did I realise that I would fall in love with it. After a stressful day in school there is nothing like a run to clear my head and give me energy for the evening ahead.
We have always had a healthy eating policy in our school and taking part in the show made the pupils even more enthusiastic about it. I was particularly careful to get the message across especially to the older girls, that it wasn’t about losing weight to be skinny but rather about a healthy balance. I feel better now than I did in my 40s. Who am I kidding? I feel better that I did in my 30s! I am surprised at how much could be achieved in eight weeks by making some basic changes in portion sizes and increased exercise. One of my younger pupils said to me “Ms Noeleen, you were in good condition before you started, but you’re even better now.” I’ll take that!
November 2016
Type 1
Diabetes DR. MICHAEL O’GRADY CONSULTANT PAEDIATRICIAN AT MIDLAND REGIONAL HOSPITAL MULLINGAR
The prevalence of Type 1 diabetes (T1D) is increasing worldwide by 4-5% per year. With this increase, schools and teachers are faced with the extra challenge of supporting more students with T1D. Ireland currently lags behind international best practice with regard to management of T1D in the primary school setting. A committee of key stakeholders is currently drafting a framework for diabetes management of young children during school hours in line with best-practice, but flexible enough to allow effective implementation at local level by school authorities. WHY IS GOOD BLOOD SUGAR CONTROL IMPORTANT? Maintaining near-normal blood glucose levels reduces the risk of long-term complications such as damage to the eyes, kidneys and nerves in people with diabetes. Being diagnosed with T1D during childhood adversely impacts cognitive development. Children with T1D have lower verbal and full-scale IQ, compared to unaffected children. Risk factors include diabetes onset before 5 years of age, severe hypoglycaemia (low blood sugars) and cumulative exposure to high blood sugars. In addition, it is recognised that blood glucose fluctuations can produce short term impairments in attention and information processing which affect academic performance and may persist for a period after returning to normal values. In a school-based study of children with T1D, both low and high blood glucose levels were associated with slowed mental efficiency and approximately 20% longer was needed to complete prescribed arithmetic tasks. Factors such as this have translated into lower academic test scores in some students.
attendance and lower test scores. Children with T1D miss 10 more days per year than their siblings and in one study, absenteeism occurred on nearly 10% of scheduled school days. In a populationbased study from Sweden, those with childhood-onset T1D were significantly less likely to be employed as young adults. SUPPORTING DIABETES MANAGEMENT IN SCHOOLS Over the past decade, initiatives to facilitate greater supports for children with diabetes in schools have been successfully introduced in areas of the UK. Such supports, in addition to providing greater diabetes education for school staff and individualised diabetes care plans for children, have facilitated use of more effective treatments. This has translated into more than twice as many primary school children meeting the blood sugar targets required to minimise their risk of long-term medical complications. TEACHERS’ KNOWLEDGE OF TYPE 1 DIABETES Numerous studies internationally have assessed the knowledge of school teachers regarding T1D. The proportion of respondents deemed to have adequate diabetes knowledge ranges from 16-33%. Research regarding Irish primary school teachers’ knowledge of T1D is currently ongoing, with preliminary findings largely in line with those reported in the international literature.
ROLE OF THE SPECIAL NEEDS ASSISTANT In a recent Irish study of over 400 primary school children with T1D, over 50% reported having shared access to a Special Needs Assistant (SNA). Not all children with T1D require SNA access, but younger children (< 8 years) and those who don’t get physical warning signs of low blood sugar certainly do. The function of the SNA is to provide for the care needs of such children. While there is extensive literature regarding teachers’ knowledge of T1D, there is no information regarding the diabetes knowledge and attitudes of SNAs. Diabetes Ireland has constructed a brief anonymous online questionnaire to explore this. The survey is solely for SNAs and is open to those with and without experience of caring for a child with T1D. The survey can be accessed at https://www.surveymonkey.com/r/2YH 6QDQ. We would be grateful if you could pass this information to any SNAs in your school for completion over the coming weeks. FIND OUT MORE Useful websites - . See also ‘Managing Chronic Health Conditions at School‘ resource for schools at in the Resources / School Policies menu. Dr O’Grady is a member of the national Paediatric Diabetes Working Group and is involved in Diabetes Ireland, a registered charity.
Inadequate blood glucose control is also associated with poorer school 19
LEADERSHIP+ The Professional Voice of Principals
Bernadette
MoylanHollandRIP THE STAFF OF ARDRAHAN NATIONAL SCHOOL
It was with great shock and sadness that we, the community of Ardrahan National School, learned of the untimely death of our dear friend and colleague Bernadette Moylan-Holland on June 18th 2016, following an illness that she bore so bravely. Bernadette began her teaching career in Ardrahan National School in September 1985, where she taught Infants to Second class. From the beginning Bernadette was a committed and dedicated teacher who brought great enthusiasm and energy to the classroom. She had a very deep faith and always respected the Catholic ethos of the school. Bernadette had a holistic approach towards the education of the children in her care and believed that school should be a happy place for children and staff. She strived to provide a caring and supportive environment for everyone in our school. For many years, she lovingly prepared children for their First Holy Communion.
Bernadette had a holistic approach towards the education of the children in her care and believed that school should be a happy place for children and staff. Pupil and staff birthdays were never forgotten and Bernadette enjoyed marking these special days, as well as celebrating children’s achievements outside of school, however big or small. Bernadette came from a musically talented family. She was a member of Cois Cladaigh Choir in Galway and her love of music shone throughout 20
Her classroom was always colourful and vibrant, reflecting her own artistic personality. Her lovely artwork was to be seen in her displays in the halls. Her creative talents were also reflected in her teaching and she taught many children knitting, sewing and crocheting over the years. her life. As a young girl Bernadette played leading roles in many musicals in Loughrea and as a teacher she brought this experience to school productions in Ardrahan. She shared her talent readily with the children in our school and during her time here, our children performed in Slógadh, the Hallelujah Chorus, Peace Proms and the school choir under her direction. Her Wednesday lunch breaks were often forfeited to ensure that each child’s guitar was in tune for their music lesson that afternoon. Her classroom was always colourful and vibrant, reflecting her own artistic personality. Her lovely artwork was to be seen in her displays in the halls. Her creative talents were also reflected in her teaching and she taught many children knitting, sewing and crocheting over the years. Many of her pupils can boast of having produced Aran jumpers which Bernadette spent countless hours putting the finishing touches to at home in the evenings. Bernadette’s leadership qualities became evident when she assumed
the role of principal in 2006. She was always encouraging and she was a great motivator for both pupils and staff. She led by example with great purpose and foresight. During her time as principal, huge progress was made as we moved from the original school building into the refurbished and extended school that we have today. Bernadette’s vision was for a school that would have every modern convenience for the pupils in Ardrahan and she fundraised tirelessly to achieve this. Bernadette was a loyal friend, a good listener and a rock of common sense. She was beautiful inside and out. Her kindness and countless good deeds will last in our memories. She touched the lives of many, and those of us who knew and loved Bernadette miss her very much. Her absence is felt every day in our school. Our heartfelt sympathies are extended to her husband Brendan, her daughter Ruth, her sons Jonathon and Jamie and her extended family. Ar dheis Dé go raibh a h-anam dílis.
November 2016
Work to
RULE!
MARTIN STYNES PRINCIPAL OF SCOIL FHURSA, DUBLIN 5
I think it’s worth considering, as I sit in the office finishing off a week’s work, with everyone else gone off home and the building empty, that there is something special about being the principal of a school. I’m now on my own time and I’m only sitting here typing this because I choose to do it. I was tidying away some writing samples for a project a while ago because I chose to do that and I stayed back a few minutes after our Board of Management meeting for a chat because I chose to do that too.
allowance, the smaller part, is for putting in the extra hours.
In my first pay check as principal of a seven-teacher special school, I took home €5 extra per day - ridiculous for the work involved. The money increased when I moved to a 17-teacher mainstream school but then so did the workload. To be honest, no money would pay you for it if you didn’t like it at least some of the time. Like many others with a young family, I had to make some decisions about the job. The main decision was how to square off the extra pay for the extra work. My approach now, for what it’s worth, is that part of my allowance is paid to me for duties I undertake during the day – mostly those that others would find difficult or unpleasant to undertake. The other part of the
E.L. Edmonds wrote a book called ‘The First Headship’ in 1968. It’s worth a read. It’s only a penny on amazon. In one section he talks about the life of the principal and how family life can suffer as a result of the job. That was almost 50 years ago and little has changed.
Every day I keep track of my comings and goings and every week I log my extra hours in the diary and do a tot. When it looks like it’s getting out of hand I row back and some days I just leave. The sky hasn’t fallen yet. If another person wants something from me that they didn’t get by the time that they wanted it, they just have to wait. I will try and usually I deliver on time but I’m not UPS.
Perhaps something that saves the day is the idea that we have a vocation and, although those who rely on scientific principles for the proof of everything might get upset at me for saying this, I believe that there is a higher purpose in being a teacher. There is no higher purpose to any valuefor-money agenda because there’s no real value in money to begin with. The
value is found in the work that we do when we serve our school communities. When the internet installer, the NCTE person or anyone else assumes that we are on call full-time for systems maintenance, it’s time to assert the idea that we serve the community, not the system. I’ve written before on networking about my vision for principals not being mere functionaries of the Department. We are not a utility to be simply used and exhausted. This is a world-wide problem for principals and one that Hargreaves and Fink capture excellently in their book ‘Sustainable Leadership’. That’s only a penny on amazon too by the way. We are personally responsible for ensuring that our individual resources as principals are not depleted and are not sucked out of us by a system that has no ‘slow’ button. Our own time begins about an hour or so after the children go home. That’s when I put on the overtime counter. It has to be important to me personally if I’m to stay back after that. Adapted from a post to the networking mailing list in June 2016
Teachers’ Car Insurance using your car for school business DONAL KERINS Liability for passengers in a car in any capacity is a matter solely for the teacher’s motor insurance. Teachers are free to arrange their motor insurance with whatever insurer they wish. However, they should be aware that such insurance may or may not cover their liability in relation to school business (taking pupils to a match or to hospital in an emergency, carrying school equipment, travelling to CPD during school hours, etc.). Most motor insurance is offered on a Class 1 basis –
IPPN LEADERSHIP SUPPORT ADVISOR
this covers Social, Domestic and Pleasure use of the vehicle. Teachers who wish to cover the carrying of pupils, school equipment etc. and use their cars for school business are advised to have the extended Class 1 usage of the vehicle – Social, Domestic and Pleasure and by the insured in person for his/her business. Teachers should check with their own insurer as to exactly what the cover is in relation to using the car for school
business. Some insurers charge an extra premium for the extra cover, some do not. Teachers should also check the implications for their insurance premium in the event of having an accident whilst on school business. Will there be an excess? How will it affect your no-claims bonus? Again, different insurers approach these questions in different ways. As a Principal / Teacher, you should be aware of the answers before you commit to any arrangement with your Board of Management. 21
LEADERSHIP+ The Professional Voice of Principals
STATION TEACHING for
Literacy in Infant Classes DR. DYMPNA DALY PRINCIPAL OF OUR LADY OF MERCY N.S., BANTRY, CO. CORK Station Teaching (ST) is a literacy intervention which is popular as a method of In Class Support in Irish schools. ST occurs when a class is divided into four or five small groups of pupils and they receive intensive tuition at four or five different ‘stations’. Members of the Special Education Team (SET), in collaboration with the class teacher, work in the classroom at the different stations providing a range of literacy activities. These include: I New Reading - children get daily practice in reading books at their instructional level. Teachers may use different strategies: prompt to meaning, visual information or structure including prediction. I Familiar Reading - teachers promote enjoyment, fluency, comprehension and speed. Children re-read the book they read the previous day. I Word Work - children learn about the structure of words so that they can make a fast visual analysis of their reading. Phonological awareness and
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Phonics activities can also be included. Writing - the children learn how they can write their own messages and they can compose their own sentences.
All teachers in my research agreed that ST is a very effective intervention but involves much planning and collaboration with the SEN team. In some schools the intervention lasts for six to eight weeks per year, in other schools the intervention continues all year. Children spend approximately eight minutes at each station. Before setting up station teaching, arrange observations of ST in another school. Generally children are grouped according to ability. In Junior Infants ST can be introduced in the last term. Firstly test concepts about print, letter names and sounds,
use teachers’ observations and then arrange your groups. In Senior Infants, complete running records to assess reading levels, use teachers’ observations and, if mid-way through the year, carry out the Middle Infant Screening Test (MIST). Purchase resources such as levelled readers, sand trays, mini-whiteboards, magnetic letters and phonic games. All teachers in my research agreed that ST is a very effective intervention but involves much planning and collaboration with the SEN team. Pupils’ learning is extended during ST, it provides an opportunity to praise pupils for their achievements. Pupils enjoy working in small groups and with different teachers. Teachers enjoy working together as a team. However ST is not a panacea for all. It does not suit all children and teachers have to plan and adjust accordingly! Dympna completed her PhD in UCC in 2015 on this topic. You can contact Dympna by email to dalydympna@eircom.net.
Drawings by Senior Infants in Dympna’s school
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November 2016
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 geraldine.darcy@ippn.ie. The following are the new resources available in the different sections of the website:
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RESOURCES SCHOOL POLICIES I Latest NEPS publication: Responding to Critical Incidents Guidelines & Resource Materials for Schools 2016. Plays, prayers, songs, hymns etc. I Rhyming version Oliver Musical I Nativity Play - Following the Star Peter Gunning I Mass on 8th December. Infectious Diseases & Chronic Illnesses I Managing Chronic Health Conditions at School. DES CIRCULARS 0058/2016 Paternity Leave Scheme - SNA I 0057/2016 Paternity Leave Scheme - Registered Teachers I 0056/2016 Public Service Stability Agreement 2013 – 2018 I 0054/2016 HSE Primary School Vaccination Programme 2016/2017 I 0050/2016 Home Tuition Grant Scheme 2016/2017 – Two Strands (Children without a school place & Children in Care without a school place) I
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0049/2016 Post-1 January 2011 New Entrant Special Needs Assistants – Recognition of Previous Public Service in another EU Member State 0046/2016 Home Tuition Grant Scheme 2016/2017 - Special Education Component 0042/2016 - Public Service Stability Agreement 2013 – 2018 (Lansdowne Road Agreement) Teachers Review of Usage of Croke Park Hours – Amendment to Circular 0008/2011 0039/2016 - Continuing Implementation of School SelfEvaluation 2016-2020 - Primary and Special Schools 0027/2016 Post 01 January 2011 and Post 01 February 2012 New Entrants to Teaching – Recognition of Previous Public Service in another EU Member State.
FORMS & TEMPLATES Airgead Bunscoile 2016-17 I Airgead Bunscoile Repair Patch for v1.6. I
PLANNING PROMPTS A new prompt is uploaded each week to this section, outlining activities that schools may wish to consider at that particular time of year. This section will act as an online archive of planning prompts, which are also issued via Escéal.
SUPPORTS
E-SCÉALS A new E-scéal is uploaded each week to this section, outlining key information that is relevant to school leaders – deadlines, decisions, planning prompts, research etc. This section will act as an online archive of E-scéals.
ADVOCACY SUBMISSIONS I Submission to Department of Finance and DES - Pre-Budget Submission for 2017 (Sept 2016) I Submission to the DES re. Data Strategy 2017 - 2020 (Sep 2016) I Submission to the Standing Committee on Boards of Management re. the Operation of BoMs (July 2016). An archive of submissions is also available on this webpage.
CPD & EVENTS PROFESSIONAL BRIEFING DAY 2016 – Citywest I 1. Pat Goff - IPPN New for this School Year I 2. Deirdre Mathews, DES - Quality Framework, Inspection and SSE I 3. Mary Nihil - Centre for School Leadership I 4. Terry Reynolds, DES - Delivery for Students with Special Educational Needs I 5. Tomas O Ruairc - Fitness to Teach
Leadership+ I Leadership+ Issue 94 – September 2016.
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LEADERSHIP+ The Professional Voice of Principals
IPPN Position Papers
In-School Management The proposals for the implementation of ISM structures in primary schools, adopted as part of the Programme for Competitiveness and Work, resulted in significant additional posts of responsibility in primary schools. The proposals aimed to significantly improve management capacity and provide improved career structures and opportunities for teachers. Since their introduction, there has been a significant reduction in the number of posts in primary schools due to the moratorium on promoted posts which has, over time, eroded the number of posts in most schools. Many of the senior personnel in schools have retired and their posts have remained unfilled.
THE ISSUE The ongoing introduction of legislation affecting education has had an unparalleled impact on the work of the Principal. Curricular initiatives since the introduction of the Revised Curriculum (1999) such as the Literacy and Numeracy Strategy, School Self-Evaluation and new models of school inspection are also making the role of school leader ever more complex. In addition, there are ongoing initiatives such as the Anti-Bullying Strategy, revised enrolment policies, Child Protection policy and book rental schemes, which have now become mandatory. Finally, the establishment of statutory bodies – the NCCA, The Teaching Council, PDST, NEWB, NCSE and Túsla among them – has expanded further the administrative duties of the Principal and Deputy Principal. The delegation of duties and areas of responsibility to the Deputy Principal, Assistant Principal and special duties teachers is central to the effective functioning of any school. It provides a very necessary support for Principals in carrying out their role. In this context, IPPN considers that the Principal’s role as instructional leader may necessitate delegating particular areas of the curriculum to curriculum leaders / co-ordinators; some of the day-to-day management and administration tasks of the school must be delegated to the middle leadership team and that the ISM team should relieve the Principal of substantial administration and communications responsibilities, relevant to their particular areas of responsibility.
IPPN RECOMMENDATIONS 1. A fixed-term contract for promoted posts. This ensures that post-holders have the capacity, energy and commitment necessary for the role on an ongoing basis. It allows for teachers to have an opportunity to step up to ISM and also to step back from ISM. The length of the term can be determined by each Board of Management (BoM) to meet the needs of school. 2. Role clarity for middle leadership posts. All post holders require a clear definition of roles and responsibilities, which should be reviewed annually. This would enable Principals to plan for the delegation of functions in a systematic way and ensure that all schools operate ISM in a similar way. 24
3. Removal of length of service as a criterion for selection for In-School Management. There are currently three criteria under which post-holders may be selected. IPPN believes that the criterion “experience gained through length of service in the school” should be removed. 4. Regular review of the work of the ISM team. There is need for flexibility in the way in which duties are delegated to post-holders to meet changing priorities within a school. Duties should be subject to review annually in response to current school priorities and plans. 5. Accountability to the Board of Management. ISM team members are appointed by their BoM. Part of their role should entail reporting on progress in their assigned area of responsibility and being accountable to the Board, through the Principal. 6. Clarification re. the timing of ISM work. There is need for a clear understanding by post-holders that the duties for which they are being paid an allowance must normally be performed outside of teaching time. The level of outside class contact time expected needs to be clarified. 7. Communication. There is need for regular meetings of the ISM team so as to help formulate and advance school plans, and these should normally take place outside of teaching time. 8. Specific training for ISM team members. CPD should be provided for all post holders in relation to their middle leadership role. Principals should receive training in how best to utilise and manage promoted posts. 9. Two-teacher schools. DES to review the anomaly in twoteacher schools whereby a teacher can resign from the promoted post without resigning their teaching position.
CONCLUSION The recent announcements regarding proposed reforms to promoted posts are very welcome. An effective in-school management team has a measurable influence on the quality of educational provision within a school. It adds the dimension of distributed leadership throughout the school which creates the momentum to drive forward reform and improvement. The quality of teaching and learning benefits as a result.
And Finally… PRINCIPALS’ RESOLUTION
‘
QUOTATIONS
Effective leadership is putting first things first. Effective mana gement is discipline, carrying it out. Stephen R Covey educator, author, businessma n, speaker
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Take time to work - it is the price of success
Take time to think - it is the source of power Take time to play - it is the secret of perpetual youth Take time to read - it is the fountain of wisdom Take time to be friendly - it is the road to happiness Take time to love and be loved - it is the nourishment of the soul Take time to share - it is too short a life to be selfish Take time to laugh - it is the music of the heart Take time to dream - it is hitching your wagon to a star. —anonymous
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QUOTATIONS
,a Leadership is much more an art , than a belief, a condition of the heart signs of set of things to do. The visible , artful leadership are expressed ultimately, in its practice. Max Depree, businessman, writer
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