Leadership+ Issue 97 March 2017 by Irish Primary Principals’ Network

ISSUE 97 / MARCH 2017

+ Leadership THE PROFESSIONAL VOICE OF SCHOOL LEADERS

THE POWER

OF ONE

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+ Leadership THE PROFESSIONAL VOICE OF SCHOOL LEADERS

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David discusses a school liable for payment to a teacher whose Teaching Council registration has expired

IPPN Annual Conference

IPPN Annual Principals’ Conference 2017 at Citywest in January was our largest-ever event, with 1,200 principals (over a third of all primary principals!) and over 100 guests in attendance.

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21 CPSMA Boards of Management play a critical role in supporting schools and Principals.

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Never underestimate your capacity to inﬂuence change – or the power that one positive action, idea or person can have to make a signiﬁcant difference to many.

Principal in Profile

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Legal Diary

Loman Ó Loingsigh of Setanta School talks about being principal of a school for pupils with Autistic Spectrum Disorders (ASD)

Partnership Schools

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The Power of One

Action Team for Partnership (ATP) is a joint initiative by National Parents Council Primary and IPPN.

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.omahony@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 97 / MARCH 2017

LEADERSHIP+ LEADERSHIP+The TheProfessional ProfessionalVoice Voiceof ofPrincipals Principals

IPPN

SUBMISSIONS

GERALDINE D’ARCY IPPN RESEARCH & PUBLICATIONS MANAGER Over the past several years, IPPN has made numerous submissions to the DES, to education agencies and other parties involved in the education sector on a wide range of topics. We do this in order to inform policymakers - and those who make decisions about funding and other priorities - about the reality of primary education on the ground – in classrooms and staff rooms, and the issues relating to leading and managing schools today. Submissions are usually made in response to requests or public consultation processes, but also proactively, as is the case with submissions to the Joint Oireachtas Committee on Education and Skills. The information provided is generally backed up by research, and your own survey responses are a key input to this. The following are the submissions made in recent years. All our submissions are available to view and download from www.ippn.ie under Advocacy – Submissions. In the coming issues of Leadership+, key submissions will be summarised to provide an overview of key points raised. 2016 I DES re. Action Plan for Education 2016-2019 -> 2017 Priorities (Nov 2016) I

Standing Committee on Boards of Management re. the Operation of BoMs (July 2016)

2013 I JOC - Admission to Schools Bill (Nov 2013)

DES Inspectorate re. Evaluation of Provision for Pupils with Special Educational Needs (SEN) (June 2016).

2015 I JOC - School Meals Programme (Dec 2015) I

Department of Finance and DES Pre-budget Submission for 2016 (Sept 2015)

vDepartment of Finance & DES Pre-Budget (2013) DES - Digital Strategy For Schools (Dec 2013).

2011 and prior I The Forum on Patronage and Pluralism in the Primary Sector (June 2011) I

JOC - Curriculum Reform (Oct 2010)

DES - Children First Guidelines (Sep 2009)

DES - DEIS Programme (May 2015) I

IIEA - ICT Recommendations

JOC - ICT in Primary Schools (May 2015)

Minister for Integration - Uniforms in Schools (Jul 2008)

DES - Principals Priorities for Education Budget 2016 (May 2015)

DES Special Education Section on the Set-up of Autism Units

NCSE - Research Framework (March 2015).

Teaching Council Guidelines for the Assessment of Court Convictions and Prosecutions (Vetting)

DES - The Challenge of Recruiting & Retaining School Leaders (Nov 2006)

St Patrick’s College of Education on the Future of Special Schools & Special Classes

JOC - School Governance (Nov 2005)

Principals’ Workload (2005)

Education for Persons with Disabilities Bill (2003).

2014 I JOC - Proposed New Model For Allocating Teachers for Children with SEN in Mainstream Setting (Oct 2014) I

Department of Finance and DES Pre-Budget Submission for 2017 (Sept 2016) DES re. Data Strategy 2017 - 2020 (Sep 2016)

Minister for Education & Skills re. Strategy for Education and Skills 2016-2018 (June 2016) DES Inspectorate re. Curriculum Evaluation Model (June 2016)

DES Special Education Section re. Proposed New Model for Allocating Teachers for Students with SEN in Mainstream Setting (2014) JOC - Priority Issues for Leadership in Schools (2014) DES - Administration Burden in Irish Primary Schools (2014).

March 2017

THE POWER

OF ONE School leaders lead teaching and learning in your schools every day. You actively encourage the development of critical thinking skills and enquiring minds. You welcome purposeful questioning and the ability to challenge opinion as positive and strong attributes which will sustain young learners as they grow. Sometimes you may feel helpless in trying to bring about even the smallest of changes. Never underestimate your capacity to influence change – or the power that one positive action, idea or person can have to make a significant difference to many. A single positive voice can be more powerful than a dozen negative jibes. Even the faintest of lights can overcome darkness. Perhaps the key challenge is to overcome the forces of negativity and cynicism, from wherever they may come. This may seem a daunting challenge, but the silent majority are waiting for that positive voice. After extensive consultation with you, our members, IPPN has developed an Action Plan, IPPN 2020, grounded in the reality of schools today and summarised in 5 defined priorities: 1 One admin day a week for Teaching Principals 2 Reduction in maximum class size 3 Increased capitation grant 4 Restoration of middle leadership posts 5 And reduce the threshold for admin principals. These points are the cornerstones of our Action Plan – with one overall goal – to improve the quality of primary education for all children… on a fair and equitable basis. The key to successful change is to build leadership capacity throughout our schools. IPPN 2020 is an ambitious and forward-thinking plan which maps out the pathway for the future direction of our organisation. The challenge now is to deliver on these five actions and not be distracted from the robust and relevant elements of the plan. It is timely and indeed opportune that the Department of Education &

SEÁN COTTRELL AND MARIA DOYLE

Wellbeing and the sustainability of an appropriate work/life balance continue to be critical issues for school leaders. Skills has published its Action Plan for Education. There are many areas of common interest identifiable in both plans that can lead to robust and mutually-beneficial professional and constructive conversations into the future. IPPN has sought opportunities for dialogue with the Minister and his officials and are encouraged by his positive response in working towards ‘shared ambitions’. Having attended our conference and listened carefully, the Minister was sincere in his appreciation for the challenges facing school leaders and many issues raised. We will do everything possible to ensure that this proactive engagement ultimately leads to better outcomes for teachers and learners. Well-being and the sustainability of an appropriate work/life balance continue to be critical issues for school leaders. Principals’ health and well-being are suffering under an unsustainable workload and a significant lack of physical and human resources and supports in schools. It is encouraging to report a global initiative to examine and address this important issue. The

International Confederation of Principals (ICP) is currently collaborating with leading international academics and professional member ship organisations globally to research school leaders’ health and well-being, which is not exclusive to Irish school leaders. IPPN, as an affiliated member of ICP, will be engaging with this consultation process and highlighting the concerns and contributory factors affecting Irish Principals and Deputy Principals. As both IPPN 2020 and the DES Action plan for Education highlight well-being as a priority, outcomes from this global research and consultation process will be eagerly awaited.

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School liable for payment to teacher whose Teaching Council registration has expired Department of Education and Skills (DES) (1st Appellant) and A School (2nd Appellant) V A Teacher Employment Appeals Tribunal (Published 2017)

DAVID RUDDY BL PRINCIPAL OF TALBOT SNS AND IPPN PRESIDENT-ELECT

BACKGROUND This case concerned an appeal by the DES and a school against a recommendation of a Rights Commissioner. In essence, a teacher omitted to renew her Teaching Council registration. The case was taken by the said teacher under the Payment of Wages Act 1991. It was agreed by all the parties that the school was the employer of the teacher and that her salary was paid by the DES. The terms and conditions of the teacher’s employment provide and include a statutory requirement for her to apply and obtain a yearly licence (renewal of Teaching Council Registration) without which, pursuant to Circular 52/2013 which took effect on 30/01/2014, the

DES reserves the right not to pay the teacher’s salary. That afore-mentioned yearly registration renewal expired on 30th January 2014, and the DES did not pay the salary of the teacher in question. The teacher discharged her normal teaching duties at the school for the disputed period. The Rights Commissioner held that the DES was liable to pay the teacher’s salary for the unregistered period. The DES and the school appealed this finding. FINDINGS OF THE EMPLOYMENT APPEALS TRIBUNAL Pursuant to Section 30 of the Teaching Council Act 2001, there is no liability on the part of the DES to discharge the teacher’s salary for the disputed period. It was also accepted that the teacher had adequate notice of her statutory requirement to renew her registration. It therefore sets aside the decision of the Rights Commissioner thus allowing the appeal to the DES. The Rights Commissioner had ordered the DES to pay the teacher’s salary. The other consideration was whether or not the school had a liability to pay the teacher’s salary for the

LEGAL DIARY

unregistered period? In the absence of evidence to the contrary, the Tribunal found that the school was regularly presented with circulars for implementation by the DES. It was also clear to the Tribunal that the school not only implements these circulars but also supervises compliance with them. It is therefore satisfied that the school has constructive notice of the date of expiry of the teacher’s yearly registration and also of the consequences for the teacher in this regard. The school, through its supervision, either knew or ought to have known that the teacher had not complied with her terms and conditions of employment with them. Since the school both consented to and permitted the teacher to discharge her teaching duties for the disputed period on their behalf, it is clear that as her employer, it was liable to discharge her agreed salary shortfall in the sum of €2,493. OBSERVATION This decision is a cautionary tale in relation to the onerous responsibilities that Boards of Managements (BoM) shoulder. It would be prudent for BoMs to seek from all teaching staff evidence of Teaching Council registration renewals on an annual basis. Otherwise, schools could be exposed to financial loss. Equally, special needs substitutes who are not vetted will not be paid, not to mention that a BoM is breaking the law in not vetting staff prior to appointment.

It was alleged that there was a lack of supervision and that the teacher should not have allowed the injured party to continue to participate in the training session. tested the girl’s finger movement and her wrist and was satisfied that there was no bruising or redness. It was alleged that there was a lack of supervision and that the teacher should not have allowed the injured party to continue to participate in the training session. Evidence was given that there were 20 pupils participating in the session supervised by the teacher and a parent (who was in a car adjacent to the pitch, looking on). The Circuit Court judge found against the school on the basis that supervision was inadequate but had no criticism to level against the teacher or parent who were freely giving their time. The judge commented that the injured girl was forced to continue training and that, although there was no evidence to support this, it may have exacerbated the pupil’s injury. The judge found against the school. HIGH COURT The case was appealed by the school on the basis that supervision at a ratio

of two supervisors to twenty pupils was well within acceptable limits. Secondly, no medical evidence was presented to prove any exacerbation to the injury. The judge allowed the appeal and dismissed the girl’s claim commenting: “The teacher was involved in an activity of public utility which was very much appreciated locally and it was something he need not have done. There was a dispute as to how the accident occurred. There was a question as to whether the teacher was there at all. His evidence is convincing and truthful. He was there at the time it occurred and observed what had happened”. The judge was satisfied that the teacher’s observation regarding the girl’s fingers was accurate and true, that this was not a serious accident and that there was a system in place where a parent witness was there if either parent needed to be contacted. He was satisfied that supervision was adequate and that there was no negligence on the part of the school. OBSERVATION The High Court judgement is to be welcomed. However, it is advisable that a second adult be on site in the event of an accident or emergency when after school training takes place.

LEGAL REVIEW OF A NEGLIGENCE CASE TAKEN AGAINST A SCHOOL Pupils collide during football training CIRCUIT COURT This case was heard in the Circuit Court and involved a collision between two pupils during the course of GAA training after normal school hours. The court heard that the injured party (a girl) was rugby tackled by a boy before the session commenced. This version of events changed during the course of the hearing to that of an accidental collision. Following the collision, the injured party alleged she was forced to participate in the session despite being injured. The teacher witnessed the accident and attended to the injured party. After the collision, the teacher

REFLECTIONS LEADERSHIP+ The Professional Voice of Principals

Elephants DAMIAN WHITE PRINCIPAL, SCOIL SHINCHILL, KILLEIGH, CO. OFFALY My father has a great habit of laughing half way through a yarn he’s telling, thinking ahead to the punchline and unable to contain himself. It’s an endearing quality, and the stories are always good, as much for the fun he has in telling them as the stories themselves. My mother said he was a fright altogether in the cinema in their courting days, laughing long before the punchline and drawing shushes from fussy film-goers and a flash of a torch from old Annie Morality who kept Tullamore an erogenous free zone as the rest of the world lapsed towards licentiousness. When my father told us the story of the elephant who went missing as the circus trundled its merry- go-round way from Tullamore towards Birr sometime in the 1920s, the giggles began well before half way in. By all accounts ( my father’s mainly), the colourful caravan was almost in sight of Birr Castle when they missed the great beast and two drovers frantically headed back along the road before Old Mr Duffy (or Fossett!) missed his prized possession. They were unsurprisingly close to my ancestral home when they met a local character, at that stage a callow youth who hadn’t ever knocked the dust off a Pears’ ‘cyclopaedia’. ‘Hey you, don’t suppose you spotted an elephant around here? ‘They asked. ‘Naw‘, our friend replied. As they were heading on he added ‘but I saw the strangest cow I’ve ever seen in that field, pulling turnips with her tail and shoving them.....’. My father couldn’t finish. He still can’t but he says it’s as true as I’m riding this bike. I’m always fascinated at how language evolves. A commonplace word or phrase today amongst children like ‘Yo’, or ‘Buddy‘ would have been completely lost on everyone in Ireland 50 years ago. Likewise, if my son was told today to ‘Turn down the wireless‘, he wouldn’t equate the instruction with a loud radio. It mightn’t be affecting him anyway because of his earphones, as he tunes into something else entirely. If you told today’s elephant seeker that he was ‘shut into the haggard’, they probably wouldn’t think to search the yard for him.

I’m always fascinated at how language evolves. A commonplace word or phrase today amongst children like ‘Yo’, or ‘Buddy‘ would have been completely lost on everyone in Ireland 50 years ago. Such language changes are not conﬁned to country areas. Today’s young Corkonian might struggle if he was told to ‘wax a gazza’, whereas his nimble grandfather would shimmy up a lamppost and relive his youth. Cities and towns are populated with thousands of people from other countries and ethnic backgrounds, each of whom enriches 6

our language with new and interesting phrases and words. Television brought living room access to people speaking our language since my parents‘ cinema days, but in an accent and words alien to them. Today, their grandchildren will automatically include gangsta speak in regular discourse. As teachers, we have a decent window on the changing accents, words and dialects presenting in our classrooms. Indeed, those of us in the second half of our careers could probably graph these changes. I can recall from a pre-IPPN principals’ conference the longest-serving principal present outlining the expectations of his job in 1958, including raking the sand in the dry toilets. ‘What’s a dry toilet?‘ inquired a curious young attendee. ‘Not a place you’ll ever have to worry about nowadays‘, she was respectfully told. Thank God for some language changes! Letters to Santa are as good a place as any to see the changes. A child asking for a PSP or a Wii probably won’t confuse the parents but the grandparents might struggle on which shop to enter. If granny knows what a light sabre is, she is especially cool. Just as an elephant wasn’t an item someone in the previous generation might immediately recognise, new and different words are entering our world more than ever. Keeping up is a struggle but not without fun attached. When my daughter mentioned she would like some ‘Alex and Ani‘ for her birthday, I enjoyed asking her if that was closer to Kerr’s Pink or Golden Wonder as a variety! You’d want the memory of a turnip-eating cow to remember it all!

PRINCIPAL IN PROFILE

Reﬂections from

Setanta School LOMAN Ó LOINGSIGH

PRINCIPAL, SETANTA SCHOOL, STILLORGAN, CO. DUBLIN

I used to think that deputy principal was the perfect job, involving a reasonable amount of responsibility, with any hard decisions taken by the principal and the Board of Management. Over the years I had some experience as acting principal, and was glad to get through the day with everyone gone home safely, and the school still standing. Then, in 2006, the principal retired, and there went the perfect job. Setanta School moved to its present location in Stillorgan in 1995, having spent thirty years in Palmerstown as St. Loman’s School, followed by ﬁve years in Blanchardstown as James Connolly School. Originally set up by the Eastern Health Board for students of primary and secondary age with various special needs, we arrived in Stillorgan as Setanta School for pupils with Autistic Spectrum Disorders (ASD) with a mild or moderate learning disability, and who were aged 12 to 18. We have since grown from twelve students to ﬁfty six, and from two classes to eleven. We utilise both the primary and secondary curriculum and employ both primary and secondary teachers along with twenty eight Special Needs Assistants (SNAs). The students come from all over Dublin as well as Wicklow, Kildare, and even Meath.

me and every problem was mine. By the second week I learned not to worry about it. I have been extremely fortunate to have had three excellent deputy principals, two now retired. Fiona, the present incumbent, takes over much of the burden, leaving me free to deal with plumbers, carpenters, electricians, glaziers, IT experts, psychologists, psychiatrists, occupational therapists, speech & language therapists, social workers, Bus Éireann, the Special Education Needs Organiser (SENO), inspectors, school transport, Special Education, the dogs in the street, the cat in the weighing room, and sometimes even parents. Never a dull moment. Our student intake comes from other schools and classes for ASD, and from ordinary primary and secondary schools, and vary from those who can travel independently to those who need constant supervision. The class ratio is 6 to 1 with a teacher and two SNAs, with extra SNAs sometimes approved by the SENO. I feel that it’s important to visit all classrooms every day, even just to say hello. A monthly newsletter provides parents in particular with information and photos of ongoing school activities and outings.

While people with ASD can be quite rigid as regards routines, the wide variety of activities both inside and outside the school help our students to cope better with change, something which will beneﬁt them when they progress to adult placement and the wider society, where things are always changing. I also ensure that SNAs change classes during the year so students don’t get over attached to any individual SNA. Our staff are very experienced, resourceful and resilient, and deal with a signiﬁcant amount of challenging behaviour. They also have an abundance of common sense, which is a very important attribute for anyone working in a school. Staff also work in difficult surroundings, with our old school buildings due to be demolished next year to make way for a new school building. I constantly remind myself to never eat at a place called Mom’s, never play cards with a man called Doc, and never have an argument with a staff member that remains unresolved before they go home. Come to think of it, deputy principal still seems like the perfect job. You can contact Loman by email to principal@setantaschool.ie.

I have always been a firm advocate of treating our students like those in any other school. We go swimming, bowling, horse-riding, visit shopping centres, parks, museums and cinemas, use public transport and go to pantos. This fulfils the dual purpose of integrating our students into the community as well as increasing their independent living skills with a view to adult placement. It means that pupils attending Setanta School get almost as much education outside the school gate as in the classrooms. During my first week as principal I learned that every phone call was for

LEADERSHIP+ The Professional Voice of Principals

CONSULTATION ON THE PRIMARY CURRICULUM – Structure and Time NATIONAL COUNCIL FOR CURRICULUM AND ASSESSMENT (NCCA) PRIMARY PROJECT TEAM Last September marked the 17th anniversary since the publication of the Primary School Curriculum (1999). Since then and through research, reviews and evaluations, many strengths of the curriculum have been documented as well as challenges. Now almost 20 years after the launch, the National Council for Curriculum and Assessment (NCCA) is asking the question, what type of curriculum do we want for our children into the next decade? This is at the heart of a set of proposals available at www.ncca.ie/ timeandstructure which underpin a consultation which runs through this school term. WHY NOW? A lot has changed since 1999. There have been many policy developments such as Delivering Equality of Opportunity in Schools (DEIS), the Literacy and Numeracy for Learning and for Life Strategy (2011 – 2020), the School Self-Evaluation Initiative (SSE) and Looking at our School (2016). In addition, Aistear: the Early Childhood Curriculum Framework was published in 2009 which many schools are using to shape how children learn in infant classrooms. Over the years, new research has focused on teachers’ and children’s experiences of the 1999 primary school curriculum. Greater insights into children’s lives have garnered a deeper understanding into how children learn and develop. These changing images of children as learners pose questions about how we can better align the curriculum with children’s physical, socio-emotional and cognitive development. Society too has changed, and with that comes different expectations of what a primary education should do for children. Likewise, principals and teachers have called for change such

as more time and focus on areas like children’s wellbeing. Classrooms are also different places. The inclusion of children with Special Educational Needs and children for whom English is an additional language into mainstream classrooms have increased the range of abilities that are now catered for. There is also a greater awareness around the promotion of mental health and wellbeing of children. A REDEVELOPED CURRICULUM In response to all of this, NCCA proposes changing the current primary curriculum structure of four stages (infants, junior, middle and senior) to either two or three incremental stages. Each of the two / three stages are designed to provide differentiated and challenging learning based on children’s stage of development and level of independence. This means that in infant classes, children could participate in playful, active learning which builds and extends on their home and pre-school experiences. Later children’s learning could be guided by integrated curricular areas, responding to their increasing capacity for more abstract teaching and learning. The ﬁnal years of primary school would enable children to engage at a deeper level in subject-

based learning, continuing the natural development of their creative, critical thinking, analytical and problem solving skills. NCCA also propose a different way of thinking about and structuring the school time-table. It recommends moving away from a weekly time table for all curriculum areas and subjects to a new model with two categories of time. The first, Minimum state curriculum time would specify the weekly minimum times for English, Irish and Mathematics, while all other curriculum areas/subjects within state curriculum time would have a monthly time specification. This would enable greater choice, support and differentiation in a school’s approach to using blocks of time for integrated thematic work across the curriculum. The second, Flexible time would allow a school the autonomy for their allocation of time for elements such as discretionary curriculum time, the patron’s programme, recreation, assemblies and roll call. The proposals are a first step towards the redevelopment of the primary school curriculum. This consultation provides an opportunity for school leaders and teachers, as well as the general public, to respond to both sets of proposals. Find out more at www.ncca.ie/timeandstructure.

LEADERSHIP SUPPORT

The Power of One COURAGEOUS LEADERSHIP ANGELA LYNCH LEADERSHIP SUPPORT PROGRAMME MANAGER “I am only one, but I am still one. I cannot do everything but still I can do something and because I can do something, I will not refuse to do the something that I can do.” The truly inspirational Rabia Siddique quoted these words when speaking to school leaders at the IPPN conference this year. Those present could not help but be both moved and motivated by her story. I have since been thinking just how much this applies to all school leaders. One person can make a great impact on the lives of others. As Seán Cottrell has often said, “Children may not remember all that you taught them, but they will remember how you treated them.” This puts you as a school leader in a privileged and powerful position. Today that smile, kind word or gesture has the capacity to change someone’s day and even their lives. This power sometimes does not sit easily with us. Many of us feel pressure to have all the answers, be able to solve all the problems and do all this without it impacting on us physically and emotionally. The role we inhabit is complex; sometimes we are overwhelmed and lose heart, which is why we have to do everything we can to sustain ourselves in our leadership role. We tend to feel guilty when we take action in terms of our own wellbeing. In his book Courageous Leadership, Bill Hybels, suggests the following: “You’re a leader. It’s your job to keep your passion hot. Do whatever you have to do, read whatever you have to read, go wherever you have to go and stay fired up. And don’t apologise to anybody.” Rights do not come without responsibilities as we know. Some responsibilities of the courageous leader suggest that you: I Hold yourself and others accountable and expect that they

perform to the best of their ability. It will take courage on your part to call them to account when they do not follow through on their responsibilities. Take action on performance issues. This is very difficult and it is wise to seek advice on the best way of doing it. Communicate openly and frequently. Even when you don’t know all the answers, keep the lines of communication open. Don’t be afraid to say “I don’t know.” Say what needs to be said. Real conversations can be uncomfortable and awkward, especially when there is conflict. Seek advice from fellow principals or the IPPN Leadership Support Team prior to these difficult conversations. Lead change in a determined and open frame of mind, prioritising those areas that meet the needs of your school at a particular

time. You cannot do everything but you can do something and that something is what you, as the school leader, decide is in the best interests of your school and in a manner that is practical and sustainable. (I was always chided for calling it ‘my school’, but you know what I mean!) Have the courage to put your opinions on the table, even if they are going to be unpopular.

Practical suggestion: This week, review your communication systems in the school. In every decision you take ask yourself – to whom and how do I need to communicate this? Look at the Communication Resource Bundle on www.ippn.ie for more practical suggestions on improving your communications in the school community. Finally, “Success is not final, failure is not fatal: it is the courage to continue that counts.” Winston Churchill.

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IPPN Annual Principals’

CONFERENCE

LEADERSHIP+ The Professional Voice of Principals

2017

THE POWER OF ONE Citywest Hotel & Convention Centre Thursday 26th and Friday 27th January 2017 IPPN Annual Principals’ Conference 2017 at Citywest in January was our largest-ever event, with 1,200 principals (over a third of all primary principals!) and over 100 guests in attendance. It was a special occasion, with very ﬁtting tributes to our CEO Seán Cottrell by Fiona Forbes, President of the International Confederation of Principals – who awarded Seán the inaugural ICP Professional Contribution Award for his outstanding work on educational leadership globally; and also founding IPPN President Jim Hayes who presented Seán with a specially-commissioned watercolour painting on behalf of the Board of Directors and Past Presidents of IPPN, as a token of their esteem. IPPN President Maria Doyle asked principals to take away one idea from Conference 2017, and make it their own, to go back to using common sense and to control the pace of change in their schools rather than reacting to every initiative that arrives. NAPD Director Clive Byrne spoke about the backbone of our primary education system being the quality of our school leaders and our teachers, the challenges that feminisation of the profession poses, the impossible role of the Teaching Principal, issues around governance and volunteerism, the dearth of middle leadership and the need for teachers and school leaders to upskill. Centre for School Leadership Director Mary Nihill described the coaching programme now available to all primary and post-primary principals and the success of the mentoring process underway for all newly-appointed school leaders. Minister Bruton spoke about religion in schools and the need to accommodate parental wishes in the structures of our schools, while also respecting general principles like ‘live and let live’ and ‘striving for the greatest good of the greatest number’ and the ‘duty to integrate and to promote understanding of each other’s cultures and beliefs’. He also described the Community National Schools model and the process the Department is undertaking with the Education & Training Boards in each county to ascertain parental demand for schools of different patronage and provision for same. Seán Cottrell spoke about his 17 years at the helm of IPPN, some of his thoughts about school leadership and what remains to be done in terms of the key priorities for school leaders and the need for IPPN’s and the Minister’s Action Plan to be more closely aligned. Humanitarian and human rights activist Rabia Siddique told an emotional and compelling story of challenge, courage and justice and invited school leaders to embrace the power of one – being the one voice, the one person to make a difference. Munster and Ireland rugby legend Paul O’Connell held the audience spellbound as he described the relentless nature and rigour of his training regime and preparation for matches, of his intricately detailed weekly plan for selfimprovement to focus on the micro changes to make a real difference to his performance as a leader and as a player. 10

Video clips of all keynote speakers are available on www.ippn.ie under CPD & Events – Principals’ Conference - Principals’ Conference 2017 – Keynotes Presentation materials from our seminar and master class facilitators are available on the same menu by clicking ‘Seminars and Master Classes’. The line-up this year included: Seminars 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. Master Classes New Special Education Model – DES I Child Protection and Parental Complaints: No grey areas! – Damian White and Margaret Gorman I Leadership Domains and Standards – Deirdre Mathews and Brian Mc Ghiolla Phadraig, DES Inspectorate I Áiseanna Teagaisc na Gaeilge - Máire Nic an Rí, COGG I Station teaching - literacy in infant classes – Dympna Daly 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 I Wellbeing, not Bullying – Taking the drama out of Antibullying - Monica Monahan I Extreme Challenging Behaviours – Managing the fallout - from the Principal’s Perspective - Siobhán Allen I The ABC’s of Self Care - Attention, Balance & Compassion - Clodagh McCarthy I Have your say on redeveloping the primary school curriculum – NCCA I Early Years Education and Transition into Primary – Early Childhood Ireland. I

IPPN Annual Principals’

CONFERENCE

Clive Byrne, NAPD; Maria Doyle, IPPN and Mary Nihill, CSL

2017

Paul O’Connell

Rabia Siddique Seán Cottrell and Minister Bruton

Audience at one of the many seminars over the two days

Simon Lewis

Ignatius Byrne Education Expo

Fiona Forbes, ICP and Seán Cottrell, IPPN CEO

IPPN Annual Principals’

CONFERENCE IPPN PARTNER:

2017

EDUCATION EXPO SPONSORS:

We would like to thank the following companies for their generous contributions:

IPPN would like to thank the 134 companies that exhibited at Education Expo 2017. The support of exhibiting companies helps IPPN to deliver our Annual Principals’ Conference - please consider these companies when making purchases for your school over the coming year. An interactive version of the Education Expo Guide is available on ippn.ie. Finally, we would like to thank the many Principals who have referred companies onto the National Support Office and who go on to exhibit at our Education Expo.

We would like to thank the following companies for participating in the Passport Giveaway and for their generous prizes: Allianz, Edco, 4Schools.ie, Cantec, SchoolDays.ie, Communications Technology Ltd, Qubizm, Forbo Flooring, Memory Lane photography, Toomey Audio Visual, Gill Education and EducationStore.ie. completed

Some of the Passport Winners at the Gala Dinner (from left), Bernie Murphy, Marguerite Stenson, Daithí Ó Fiaich, Bláthnaid Breslin, Eithne Sheehan, Fiona O'Neill, Keith O'Brolachain, Sharon Mullins and Maeve McConaghy.

Alan Black of Allianz pictured with Fiona O’Neil, St.Brendan’s NS, The Glen, Cork who was the lucky winner of their prize; Apple iPad Air 2.

Congratulations to all our Passport Giveaway winners: I

Brian de Róiste, St. Johns Senior School, Kilkenny

Keith Ó Brolacháin, Walterstown NS, Cork

Eithne Sheehan, Crehana NS, Waterford

Daithí Ó Fiaich, Sonna NS, Westmeath

Fiona O’Neil, St. Brendan’s NS, Cork

Seamus McGowan, Straffan NS, Kildare

Sharon Mullins, S.N. Naomh Parthalan, Co.Cork

Derval FItspatrick, Convent of Mercy NS, Cork

Bernie Murphy, Scoil Mhuire gan Smal Presentation Primary, Carlow

Bláthnaid Breslin SN Dairbhre, Cork

Marguerite Stenson, Mercy Primary, Sligo

Maeve McConaghy, Clocha Rince NS, Kildare

Enjoy your prize! Passport prizes are for winners to enjoy themselves and there is no expectation that they should be donated to school. 12

IPPN Annual Principals’

CONFERENCE

2017

Many Fuelled by the Power of One DAMIAN WHITE PRINCIPAL OF SCOIL SHINCHILL, KILLEIGH, CO. OFFALY AND MEMBER OF THE IPPN BOARD OF DIRECTORS 2016-17

In a world of uncertainty and searing mistrust That we use our power well, is now a must Each little child must feel loved and connected When a passport’s enough to be ﬂatly rejected. The power of one voice in a little child’s ear May be the difference ‘tween comfort and fear.

In Eglish, a school with a welcoming heart Which gives young Galwegians a fantastic head start In Siobhan Fitzgerald, their principal proud They’ve a leader who truly stands out from the crowd The power of one, recognised by all As one who truly answers the call.

So Principals All, Twelve hundred and more From Marlborough Street to Baltimore From Clare Island to fair Clogherhead Seeking inspiration, to be entertained and fed The power of one conference- the principals bash Helps us ﬁght back from the great Tiger Crash.

The great Paul O’Connell, a man of pure steel The great driving force of the eight man wheel Towering high over the podium mike At a height that Peter Stringer might like The power of one in Munster red For Ireland or as Lions head

An Chulainn - an air of true Irish soul Affinity’s Mary has toured pole to pole A musical launch to our great yearly meet Before Padraig arose to welcome and greet The Monaghan gent began the wise cracks With the promise of several alternative facts!

Winning scraps for big rock’s gain Inﬂicting and absorbing pain Holding tight before spreading wide For a bigger yes for Irish pride Now Jamie Cudmore can enjoy his pint His big rocks safe from this Limerick giant

And Anton returned with his sharp wit and charm No cardinal jokes this time to cause harm. His birthday highlighted at conference conclusion Caused the Deputy President a little confusion The singing Dave Ruddy knew ‘twas someone’s big day As to whose birthday it was he couldn’t say!

The Office staff smiled as they dispensed information To principals and traders from across the nation Every detail, badge, every bag and chair Every trader and stand looked after with care. With seminars, wellness and each masterclass And entry to all requires the right pass.

President Maria, with no scars to show Sought Common Sense - we just need to know Will someone decide whom we need to vet It’ll be a while till it’s clearer I’ll bet. Let’s raise a ﬂag for President Doyle For her vision, her passion and leadership style.

A masterful act from Ballincollig’s choir John Williams slagging Mayo and drawing Cork ire Minister Richard outlining his views On parents’ rights round the schools they choose The ninth office holder in the minister’s chair Since Seán took the baton for Principal cares

Post primary Clive, a long-standing friend Highlighted the teaching principals end Bit the governance bullet, called out those who stop Rational changes from bottom to top. On so many issues Clive knows the score Sending sacred cows running from his coach and four.

Next year will be different, of that I’ve no doubt As Seán leaves the stage, though he’ll still be about This conference his swan song, his major good bye Two standing ovations and not a dry eye A speech for the ages from our visionary sage As IPPN moves to a different page.

Mary Nihill, as always, eloquent and funny Compared the principal to a Duracell bunny. Mentoring and coaching, to scaffold and guard To help each new boss work more smart than hard To cajole their new school along their preferred road They’ll have a wise colleague to lighten the load.

His key motivator the great Jim Hayes Relived escapades in the early fun days Of long road trips and a Picnic bar A ticket in Clare for a speeding car. A masterful tribute and presentation A painting and another standing ovation.

Visiting friends from Associations worldwide Have come thousands of miles to be at our side Ari from Finland, Fiona from Perth Reﬂecting International networking’s worth Ontario’s ﬁnest a most welcome pair While Kerry from Boston led us in prayer.

A selﬂess, caring and passionate leader Political animal and situation reader A status quo challenger, an ideas man An advocate with an alternative plan We’ll only appreciate when Seán is gone The truly remarkable Power of One.

A life of somebody truly unique Is lived by the wonderful Rabia Siddique Peacemaker, soldier, mother and wife Overcoming her early life’s trouble and strife Lawyer, hero, Glass ceiling breaker Compassionate, articulate history maker. 13

LEADERSHIP+ The Professional Voice of Principals

DIGITAL SCHOOLS

of Distinction The Digital Schools of Distinction (DSoD) scheme was formally launched by the Minister for Education and Skills in September 2013, and, to date, almost two thirds of Irish primary schools have registered for inclusion in the scheme, and over 10% have been formally awarded the status. The speciﬁc aims of the scheme include: I To offer school principals a clear, structured roadmap by which to assess their progress in integrating the use of digital tools in their schools I To highlight and acknowledge the exceptional efforts and commitment of principals, teachers (and parents as appropriate) in achieving high standards in their progression of ICT integration I To highlight the fundamental importance to all stakeholders, including Government, of embedding modern digital tools in all areas of school life I To establish a network of excellence, enabling the dissemination and sharing of good practice between schools at all stages of development. It should be noted that, since the inception of the scheme, massive obstacles have severely restricted the capacity of schools to make progress

ROBBIE O’LEARY PRINCIPAL OF SACRED HEART SNS, KILLINARDEN, TALLAGHT, DUBLIN

AND PETER COAKLEY PRINCIPAL OF ST MARYS BNS, MAYNOOTH, CO KILDARE

in the area of integrating digital technology, including: I Grossly inadequate levels of funding I Unreliable broadband capacity I The continuing moratorium on posts of responsibility. Now that, at last, schools have received some funding – and promised at least similar levels of support for the next four years - principals and teachers can begin assessing how they can optimise their grants for the beneﬁt of all pupils and teachers. In this respect, we suggest that the central and most fundamental question of all is how digital technologies can enhance learning and teaching throughout the

school. It is only after it becomes clear precisely how the technology will be utilised by teachers and pupils that consideration can be given to the types of hardware needed. One good starting place is to look at the DSoD roadmap (www.digitalschools.ie), take the selfevaluation test and see what areas have been highlighted. Another suggestion is to contact your nearest DSoD school we’re sure they will be happy to advise and make suggestions based on their own experience. The DSoD initiative is formally supported by the following organisations: IPPN, INTO, CESI, PDST, DES, HP Ireland, Microsoft, CESI – each of which is represented on the steering committee. The DSoD scheme has attracted widespread interest from other countries throughout Europe. It is anticipated that a number of pilot projects will begin this year. Representatives from the steering committee continue to be involved in discussions with EU Commission officials regarding the possibility of a Europe-wide initiative, inspired by the Irish model. If you have any queries, you can email Robbie to principal@sacredheartsns.net or Peter to coakley.peter@gmail.com.

Wellbeing Reality PAUL O’DONNELL PRINCIPAL OF ST PATRICK’S NS, SLANE, CO. MEATH At this moment things are not good. Things are not good at all. A man is facing me with ﬂushed cheeks, laboured breathing and enough white in his eyes to put the back on a waistcoat. I’m so close to him that I can smell his fresh sweat. This is not a situation I ever imagined in my worst nightmares that would happen to me in school.

There are now no more than twelve imperial inches between us and his hands are rubbing his temples, stretching his wrinkled skin in various directions. He is not speaking but I know that I am the target of his ire. Worse again, he is right. The blame is all mine. I cannot apologise because it will not right this wrong. Conﬂict is

inevitable and, in this situation, combat will soon be a racing certainty. Here we are, accidentally locked in a pupil toilet, the claustrophobic school caretaker, Davy,and I. In trying to help him to ﬁx the lock, I had let nosiness get the better of me and twisted the handle to see what he was on about. I now know for sure because

March 2017

Partnership

Schools

LIAM McPHERSON ACTION TEAM FOR PARTNERSHIP COORDINATOR, NATIONAL PARENTS COUNCIL

Action Team for Partnership (ATP) is a joint initiative by National Parents Council Primary and IPPN. Better outcomes for children is the main objective of a ‘Partnership School’, achieved by the whole school community planning and working together on agreed activities. The model is based on research carried out over thirty years, mainly in the USA, by Joyce Epstein of John Hopkins University, Ohio. The programme has been developed in Ireland since 2014 around Epstein’s six types of involvement from her book School, Family and Community Partnerships, 2009. The project currently has 14 schools trained throughout Ireland, including infant, primary and special schools. Some of these schools are now in their third year of setting an action plan. For Principals, it is not about doing more but doing it more effectively. This model may enable you to achieve just that. Although the Principal is always a member of the ATP, the team is not chaired by the Principal - the work is equally shared across the membership group. Teachers encourage and support the children’s involvement.

I am looking at half of it in my right hand. The class are outside, there is no mobile phone coverage and we are in the room farthest away from the school office. To compound matters further, Davy opens the window only to hear it hitting a newly installed downpipe ﬁxed right in the middle of the opening. Now he’s hyperventilating. In various leadership training seminars I have been presented with hypothetical case study problems to resolve. I’d love to go back and give them a real one to think about. It would be a complete blatant lie for me to say that I am now

It is an opportunity for teachers, support staff, children and community members to work together to discuss the current work of the school and to find ways to enhance this work, from a variety of views working on clear and specific goals. You choose the members of the first ATP, giving it a lot of thought and care. The people selected for the ATP need to be representative of the different stakeholders, but also need to be positive and thoughtful people who will be enthusiastic and supportive about working in this manner. They do not currently need to be involved in representative structures in your school, such as the Parents Association or Student Council. It becomes your ‘action arm’ of your school plan. The partnership group will then: I Develop a one year Action Plan with activities linked to goals selected by the partnership I Review and monitor the progress of each goal and work together to overcome any challenges that may occur I Recruit and invite others to help to achieve each goal I At the end of each year, evaluate how each goal achieved has benefitted children I Keep the Board of Management, Parent Association and parents

focusing on a solution, using positive language to calm Davy down and thinking laterally to come to a conclusion when instead, as I back away from him, my elbow hits the mechanism and the door swings ajar. Working in any educational setting worth its salt is energy sapping, time consuming and fraught with unforeseen problems. Wellbeing is all well and good on a yoga mat or walking the Camino but, as the sports journalist David Walsh once wrote, “trouble never goes away, not permanently. Trouble is always in the hallway doing press ups.”

informed of the activities of the ATP. Meetings are as regular as required, usually a little more in the first year. As the partnership develops, fewer meetings are required and goals can be achieved outside the meetings. ATP meetings are ‘think tanks’ and discussion groups and, rather than consisting of jobs being handed out, they are shared. No fund-raising is required, although this can be included to support the work of the school if the group wishes. Getting honest input from children, parents, support staff and members of the community is refreshing and informative, and brings richness to projects which may otherwise be difficult to achieve. With the synergy of effort, dare I say it, 2 plus 2 equals more than it would! Interested? Find out more about the training. Two x 3-hour sessions will be enough to have an action plan for the first year in place. Contact Liam McPherson – Coordinator, NPC by phone to 01 8874478 or by email to psi@npc.ie.

Certainly, like schools themselves, our mental and physical state is never at a constant level but rather, always getting better or worse. Being aware of when the needle is heading towards empty and having strategies to help before it does is extremely important. Sometimes I think however, as school leaders, we are searching for an unattainable state of wellbeing nirvana, susceptible to the snake oil of charmers and gurus. Perhaps the best wellbeing of all is simply enjoying the gaps while trouble is in its training camp.

LEADERSHIP+ The Professional Voice of Principals

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:

RESOURCES SCHOOL POLICIES I Working Together - Staff Relations I Working Together - Parent-Staff Communication I Job Sharing Policy Jan 2016 I Disciplinary Grievance Procedures Policy I SNA Job Sharing Policy Special Education Needs Policy re Home Use of School Owned Assistive Technology.

FORMS & TEMPLATES Personal Pupil Plan I Vetting TY Students - Letter to Secondary Schools I Operation Transformation 10@10 I Job Sharing Plan Power Point I Swimming Survey for Parents.

CURRICULUM & SCHOOL PLANNING New Oral Language Curriculum English Plan- Jnr & Snr Infants.

DES CIRCULARS I 0005/2017 - Teacher Fee Refund Scheme 2016 I 0004/2017 - Post-Graduate Certiﬁcate/Diploma Programme of Continuing Professional Development for Teachers working with Students with Special Educational Needs (Autism Spectrum Disorders) I 0003/2017 - Graduate Certiﬁcate in the Education of Pupils on the Autism Spectrum (AS) for teachers

PLAYS, PRAYERS, SONGS, HYMNS ETC. I Christmas Story. RESOURCE BUNDLES SNA Absences & Leave Bundle

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

SUPPORTS Leadership+ I Leadership+ Issue 96 – January 2017.

On Your Behalf JANUARY I Centre for School Leadership various meetings – Athlone, Cork I DES - Children First meeting, Marlborough St I IPPN Annual Principals’ Conference – Citywest – 26th and 27th January I DES consultation meeting with Education Partners in relation to the Implementation of the New Model for allocating Special

working with Pupils on the AS in Special Schools, Special Classes or as Resource Teachers in mainstream Primary and Post-Primary Schools 2017/2018 0002/2017 - Combined PostGraduate Diploma Programme of Continuing Professional Development for Teachers Involved in Learning Support and Special Educational Needs – 2017/2018 0001/2017 - Grant Scheme For ICT Infrastructure– 2016-2017 School Year 0080/2016 - Revision of Pay Rates in 2017 for School Secretaries, Caretakers and Cleaners employed by the Boards of Management of Recognised Primary Schools using Ancillary Services Grant funding and Revised Rates of Ancillary Services Grant 0078/2016 - Revised Salary Scale from 1 January 2017 for post – 1 February 2012 Entrant Teachers 0077/2016 - Revision of Pension Related Deductions with effect from January 1st 2017.

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Educational Needs Support Teachers to schools – Dublin Minister for Education Richard Bruton TD held a forum on the Department’s Action Plan for Education in relation to Wellbeing in Education - Galway Equate Seminar on School Admissions – Dublin IPPN Deputy Principals Focus Group discussing the requirement of Deputy Principals – conference and other supports and services – Dublin NCCA consultation regarding the

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.

CPD & EVENTS PRINCIPALS’ CONFERENCE I Principals’ Conference 2017. Education Expo Guides Education Expo Guide.

Keynotes – Speech texts, videos and slides I Clive Byrne I Maria Doyle I Mary Nihill I Seán Cottrell I Minister Richard Bruton I Jim Hayes presentation to Seán Cottrell I Rabia Siddique I Paul O’Connell. Seminars and Master Classes – Presentation materials I Siobhán Allen - Extreme Challenging Behaviours – Managing the fallout - from the Principal’s Perspective I Clodagh McCarthy – The ABCs of Self Care I Jack Durkan – Forewarned Is Forearmed – Panels, CIDs, Vetting & Key Policies I Joe O'Connell – There is no peace in avoidance - Unpacking the realities, impact and potential solutions to the covert resistor on staff I Margaret Gorman & Damian White – Child Protection & Parental Complaints I Simon Lewis – How To Make Your Life Easier Using Technology. More presentation materials will be available as they are submitted by facilitators.

proposals for a redeveloped primary curriculum – Dublin I DES meeting on Schools’ Reconﬁguration Project (Patronage/Diversity) – Dublin I Children First meeting – Maynooth. FEBRUARY I HSE re 2016/17 Primary School Immunisation Programme I Cork Special Schools Group meeting – IPPN Support Office I Centre for School Leadership Steering Committee – Dublin

February 2017

Tóraíocht

Improving my Leadership Capacity JENNY BUGGIE TEACHER, HOLY FAMILY JUNIOR SCHOOL PORTLAOISE (FORMERLY SACRED HEART PRIMARY SCHOOL), AND RECIPIENT OF THE IPPN PRIZE FOR BEST RESULTS IN 2015-16

In September 2015, I embarked on Tóraíocht, aiming to elevate the significance of drama in Sacred Heart School through our 1916 Commemoration. My focus was to deliver a dramatic interpretation of key 1916 moments through the medium of drama. From the trenches of World War I to Jacob’s Biscuit Factory, the immersive, multi-sensory nature of process drama enabled children to forge meaningful, emotional connections to historical events and figures, and to understand history in a different way. In February and March 2016, a ‘James Connolly’ or two frequently popped up in the playground, marshalling troops into their líne, while stories and artefacts of family connections to the era were shared with excitement in the classroom. For our school, this was a moment for us to make meaning, individual and collective, through our representation of 1916. Learning and Commemoration became the medium for celebrating our community. Teachers gave enormously of their time and talent, which culminated in the emotive integration of music throughout the drama project. As the school was amalgamating, the Sacred Heart

I Wellbeing for Teachers and Learners Group meeting – Ombudsman for Children’s Office, Dublin I DES brieﬁng on the interim review of the National Strategy on Literacy and Numeracy (2011-2020) - Dublin I Cork Special School Principals’ meeting – IPPN Support Office I Action Plan for Education Forum on Wellbeing in Education – Bandon, Cork I CSL Mentor Training - Monaghan Education Centre

School Band marched for this last time, providing a poignant focus for these celebrations. Our primary school com-munity was on the verge of an amal-gamation; dissolution and reformation. Things would never be quite the same again.

My principal’s trust and support was a central point of learning. I was given autonomy of practice and actively supported when challenges arose. During Tóraíocht I conducted interviews with colleagues and friends engaged in the practice of leadership across a range of disciplines. The contributions of two participants were particularly striking. One spoke passionately about their vision for innovative practice; another, of the need to be mindful that colleagues are autonomous, independent practitioners and that occasionally, for innov-ation to occur, you must ‘let it breathe’.

I Principals for children with Autism – IPPN Support Office I IPPN County Network Meetings in Meath & Cavan I Froebel Maynooth - Presentation to Final Year Students. MARCH I CSL Implementation Group Meeting - DES Athlone I Institute of Directors conference Dublin I NAPD/IPPN Symposium on Education & Leadership / Launch of Coolahan et al research report

In improving my leadership, I sought to communicate with passion my vision for elevating drama in our school. As this work evolved, my vision was enhanced exponentially by the talents and commitment of colleagues and the support of school leadership. Tóraíocht fundamentally altered my perception of leadership in education. My principal’s trust and support was a central point of learning. I was given autonomy of practice and actively supported when challenges arose. My first leadership lessons were to give people space and responsibility and to be present when help is needed. In seeking system level change, Michael Fullan speaks of the moral imperative; Elliot Eisner, the biological concept of ecology. These concepts explore how the structures, practices, aims and the people in organisations combine to influence the nature and quality of pedagogy. If we wish to work in arts-rich schools, and to provide learning experiences for our children that help them to flourish within and beyond their academic capabilities, then as passionate teachers, I firmly believe we must create opportunities, model leadership and inspire others to join in creating the schools we envision.

commissioned by both parties I Children First meeting - Maynooth I CSL Mentor Training – Portlaoise, Kilkenny I IPPN Board of Directors Meeting – Citywest Hotel I IPPN National Council Meeting – Citywest Hotel I Mary Immaculate College Presentation to Final Year Students I IPPN Deputy Principals’ Conference – Citywest [NEW DATE!].

LEADERSHIP+ The Professional Voice of Principals

Postgraduate Diploma in Educational Leadership (Tóraíocht) 296 primary and post-primary teachers were conferred with the Post-graduate Diploma in Educational Leadership (Toraíocht) on the 3rd November, 2016 at Maynooth University. The National Leadership Programme is offered to teachers who aspire to senior school leadership positions and has attracted over 2,000 participants over the past 8 years. IPPN sponsors an annual prize for the graduate primary teacher who attains the highest results each year. On Wednesday 9th November, at a special awards ceremony, Professor Aidan Mulkeen, Deputy President of Maynooth University, congratulated graduates who had excelled in their particular areas of study. Pat Goff, IPPN Deputy CEO presented Jennifer Buggie, a teacher in Holy Family Junior School in Portlaoise, Co. Laois, with the prize for achieving the highest results of the year.

IPPN prize-winner 2015/2016 (Left to right) Pat Goff, IPPN Deputy CEO, prize-winner Jennifer Buggie, and Dr. Gerry Jeffers, course tutor, Maynooth University.

DEADLINES March I 15th March 2017: Schools to submit notiﬁcation of enrolment of students in Special Classes using NCSE Form 7. Schools also to submit school transport applications, where applicable, for students in special classes. I

31st March 2017 G Closing date for receipt of applications -Teachers Fee Refund Scheme 2016 G Application Form for additional funding 2017 (Conﬁned to those schools that in December 2016 pay an hourly rate of less than €10.75 per hour to their School Secretaries and Caretakers from the ancillary services grant and

who will have insufficient funds in 2017 to pay the new minimum hourly rate of €10.75 that comes into effect from 1 January 2017). BoM approved teacher/SNA career break/ extension to career break applications to be submitted to DES BoM approved SNA job-sharing applications to be submitted to DES non-teaching payroll section

April 1st April 2017 Remuneration of 2.5% increase in hourly rate of pay for School Secretaries and Caretakers. Circular 81/2016

March – Payment of Ancillary Services Grant

April Payment of Standardised Testing Grant.

June Capitation Grant (2nd moiety)

Easter Break 7th April Final day of school term for Easter Break, unless the school is making up time lost due to emergency closure. In this instance, a school’s ﬁnal day of term may be Wednesday 12 April.

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6th April 2017 Deadline date for receipt of applications for access to SNA support. DES Grants

24th April All schools will re-open.

DES CIRCULARS See page 15

March 2017

New Resource

MODEL PAT GOFF IPPN DEPUTY CEO

The new resource model is here, whether we like it or not. As most of you are aware, this will replace the current GAM and Resource Hours model. Schools will no longer have to submit reports for low incidence hours. However, schools still need to apply for SNAs in the normal fashion. 900 new teachers are to be employed in support teaching – to ensure that schools do not lose resources for the next two years, even if the new model says that you ‘should’. The staffing you currently have for support is what you will likely have for the next two years. In year three all schools will be re-profiled, taking into account the leavers from 5th & 6th class and the newcomers in Junior & Senior Infants. The majority of existing clusters will cease at the end of this school year. There will only be one type of support teacher in that GAM and resource hours can now be counted for a fulltime post and not treated as separate entities as in the past.

The staffing you currently have for support is what you will likely have for the next two years. In year three all schools will be re-proﬁled, taking into account the leavers from 5th & 6th class and the newcomers in Junior & Senior Infants. The breakdown of the allocation for your school is as follows: I 20% of the national ‘pot’ of support teachers will be allocated to schools depending on size. Currently there are 12,501 posts allocated for Resource Teaching and Learning Support. An additional 900 posts are being added to this for September 2017, bringing the total number to 13,401 Support

I I

Teachers. This means that approximately 2,680 teachers will be allocated as part of the baseline. 22% will be based on an aggregate of two years’ standardised test scores (2014/15 and 2015/16). The percentage of students performing below a certain threshold on standardised tests which for the first two years is up to STen 4. 4% will be based on the disadvantage profile, which will take into account the level of disadvantage in the home, school and the community. 4% will be based on gender 50% will be based on Complexity of Need - these are the school’s low incidence hours for now.

Perhaps the greatest challenge for all of us is to fully understand the nature of Complex Needs now and as they will be interpreted in the future. For this round, all of your pupils that qualify for Low Incidence hours are counted as pupils with Complex Needs. Each year, as the pupils with low incidence hours leave sixth class, they will be replaced by pupils in Junior Infants. However, the definition of Complex Needs for new Junior Infants will change. Only those pupils that have presented to the early intervention teams of the HSE and are diagnosed or receiving treatment will qualify for Complex Needs. This will mean that the percentage of your allocation based on these Complex Needs may well drop down to somewhere near 30%. So what happens to the 20% loss on complex needs? This 20% is due to be redistributed, so other percentages may rise for areas such as disadvantage. The re-profiling in Year 3 will count 2 years’ new entrants under new Complex Needs and discount 2 years’ 6th class School Leavers under the old Low Incidence criteria. This means that first re-profiling will see 2/8ths of

the primary school population readjusted. Second re-profiling will see 4/8ths total readjustment, 3rd reprofiling in six years’ time will see 6/8ths total readjustment.

Schools will be able to appoint one support teacher instead of having a number of part-time teachers servicing numerous schools and often meeting each other on the road. There are many good elements in the new model, especially the targeting of resources to schools that require greater support. The fact that all artificial clusters will end, as the existing GAM and Resource teachers’ allocation could not be combined, is very much a positive. Schools will be able to appoint one support teacher instead of having a number of parttime teachers servicing numerous schools and often meeting each other on the road. The new model will bring certainty to staffing for a number of years and get rid of deadline dates where schools were struggling to get a ‘label’ for a child in order to qualify for resources. I support the theory behind the new model and indeed the many benefits that it will bring, especially in reducing the workload of the principal in accessing resources. However, unless it is properly resourced then this reduced workload will actually be overtaken by a much greater workload for the principal in trying to allocate these resources to allow the pupils with special needs achieve their consider-able potential.

LEADERSHIP+ The Professional Voice of Principals

IPPN Leadership AWARD 2017 The IPPN Leadership Award, set out to honour and recognise someone who demonstrates exceptional leadership qualities, is now in its third year. This year, nominations were invited for a current primary school principal or deputy principal. The adjudicators for this year’s award were Ian McFarlane, Executive Director of Ontario Principals’ Council (OPC), Toronto, Canada and Gene Mehigan, Principal

Lecturer with Marino Institute of Education. This year’s award was kindly sponsored by Primary Planning Tool. The award was presented at the IPPN Annual Principals’ Conference on Friday, 27th January by the Minister for Education and Skills, Richard Bruton. This year’s chosen recipient is Siobhan Keenan Fitzgerald, current principal of Eglish National School, Ballinasloe, Co.

Galway. Eglish NS is a small threeteacher school that describes themselves as a ‘small school that packs a big punch’. Siobhan was nominated by the Deputy Principal in the school, Carmel Rourke, who had many kind and admiring words to say about her and the many initiatives that she has undertaken in the school.

Siobhan Keenan Fitzgerald, recipient of the IPPN Leadership Award 2017, had the following to add… I was surprised but grateful, honoured and humbled to receive this award. I count myself lucky to be Principal of Eglish NS and part of a very dedicated, diligent and dynamic team. A team that endeavours constantly, in the words of my Deputy Principal, Carmel, to empower students, staff and parents to become the ‘very best version of themselves’. It is truly coincidental that the theme of this year’s conference was ‘The Power of One‘, as we ﬁrmly believe in this message and constantly, creatively and conscientiously work to reinforce and realise it. From disagreements in the playground to approaching new initiatives, from cleaning the sports shed to solving a Maths problem, we ask ourselves, “What can I do” with the emphasis on I. “Working with the resources that I have, what can I do?” This is a very simple question but it is potentially profound and powerful. I am frequently in awe of the innovative solutions staff and students can come up with in response to this question. It’s also a question that values the contributions of everyone, thereby facilitating inclusion.

Siobhan Keenan Fitzgerald and Minister for Education and Skills, Richard Bruton TD

Sponsored by:

Rebecca Finnerty (Primary Planning Tool), Gene Mehigan (Award Adjudicator), Tommy Maher (Primary Planning Tool), Siobhan Keenan Fitzgerald (IPPN Leadership Award 2017 recipient), Sean Cottrell (IPPN CEO), Maria Doyle (IPPN President) 20

March 2017

CPSMA SEAMUS MULCONRY GENERAL SECRETARY, CPSMA

As a rule of thumb it takes about a year to fully understand a business or an industry. As I have been General Secretary of CPSMA for only six months, anything I write or say needs to carry the ‘health warning’ that I am still very much in learning mode. However, there are a few things which I believe I can say with some conﬁdence. Firstly, we have a very good primary system; it is delivering a high quality education to our children, despite being under-resourced and sometimes under-appreciated. The main reason we have a good quality primary system is due to the quality of the people who teach and lead our schools. Primary school teachers and principals are intelligent, adaptable and committed, and, largely because of their skills and commitment, primary schools have coped successfully with incredible levels of change over a very short period. In a very real sense, however, our primary schools have been a victim of their own success. Because they have coped successfully with change, there is a tendency in some quarters to think we can just continue to load ever more new initiatives onto schools and they will cope. I am not sure that is the case. When I say under-appreciated, I think for example there is a real lack of appreciation amongst policymakers and the media of the absolutely key role primary schools have played in integrating newcomers into Irish society. Boards of Management play a critical role in supporting schools and Principals. Where there is a good working relationship based on mutual respect, and a clear understanding of their complementary roles, the result is a great school. It is a mark of the esteem in which local schools are held that so many people are willing to serve on Boards of Management despite receiving neither expenses, nor

indeed any public recognition for their contribution to their school and their local community. My main focus is on improving the service we provide to Principals and Boards of Management, and over time to move from helping our members cope with challenges, to being more proactive and helping to address issues before they become challenges. I am very fortunate in this regard that my predecessor Fr. Tom Deenihan left me with a very strong base on which to build, in particular a strong, committed, professional team. I would also like to ensure that CPSMA becomes a more vocal advocate for increased resources for schools. It seems to me that the administrative burden on Principals (and in particular Teaching Principals) has become untenable. The capitation grant is also far too low and should at the very least be restored to the pre-crises level of

€200 per pupil. There are plenty of parents paying more for childcare for a week than the Government invests in schools for the year. Indeed, I am aware of cases where parents are paying more in voluntary contributions than the Government is in capitation. Finally, I would like to wish Seán Cottrell all the best in his retirement. While I am new to the education sector, I have known Seán for many years. Seán has made a massive contribution to Irish education through a single-minded focus on improving the conditions and the performance of Ireland’s primary school Principals. I was very sorry that I was (for personal reasons) unable to attend this year’s IPPN conference but I hope that Seán will be in a position to attend CPSMA’s AGM so we can honour his contribution to Irish education. I look forward to working with his successor as we both seek to better serve our members.

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LEADERSHIP+ The Professional Voice of Principals

IPPN Position Papers

Reducing the Threshold for Administrative Principalship CONTEXT IPPN has an obligation to highlight the increasing challenges faced by Teaching Principals and to make recommendations that will address some of those challenges, so that all principals may be enabled to focus on their core function – being leaders of teaching and learning. Circular 5/2015 and the Staffing Schedule clarify the requirements for appointment to administrative principal status. Ordinary primary schools, Gaelscoileanna and Gaeltacht schools require an enrolment of 177 pupils to appoint an Administrative Principal. Where there is an autism unit or two or more classes, 114 pupils are required. A DEIS Band 1 school requires 116 pupils (81 pupils with an autism unit) while DEIS Band 2 schools require 145 pupils (115 with an autism unit). An Autism Unit with one class has no recognition, an anomaly that needs to be urgently addressed. Currently, 60% of principals are Teaching Principals with full-time teaching duties. These school leaders have between 15 and 25 ‘administrative days’ per school year - depending on school size - with the smallest schools receiving just 15 such days.

Currently, 60% of principals are Teaching Principals with full-time teaching duties. Only mainstream class teachers are counted for the calculation of administrative days. Learning support teachers, resource teachers, special class teachers, special needs assistants, ancillary staff, bus escorts and other staff are not taken into account. These staff members add huge value but also result in additional duties for the Teaching Principal as all staff must be managed, led and supported. THE ISSUE It is unsustainable for Teaching Principals to manage their current workload effectively under current

arrangements. In recent years, workload has signiﬁcantly increased due to the introduction of a raft of legislative measures, new initiatives and additional responsibilities. While these may have merit, it is unsustainable to continue to add to the workload of the principal without a corresponding increase in the allocation of time available to principals to complete the work.

Special schools led by Teaching Principals face particular challenges over and above those of other Teaching Principals. Special schools led by Teaching Principals face particular challenges over and above those of other Teaching Principals. Typically, there are significantly higher numbers of special needs assistants and bus escorts as well as multi-disciplinary teams and medical teams that must be coordinated, not to mention the coordination of certified programmes at junior and senior cycle level. All special schools should have Administrative Principals. The current threshold for administrative principalship is having a negative effect not only on the principal, but also on the staff, pupils and the entire school community. A principal who is teaching throughout the school day cannot provide effective leadership and guidance to teachers, staff, pupils and the wider school community. Leadership and management duties extend well beyond the allocated administration days. A school with 177 pupils has an Administrative Principal 183 administrative days per year. How can it be justified for the principal of a school with 176 pupils to have just 25 days per year, or a principal with 143 pupils to have just 20 days? Surely some form of proportionality is warranted?

RECOMMENDATIONS IPPN recommends that: 1.

The threshold for the appointment of an Administrative Principal be reduced from 178 to 144 pupils.

2. Administration days for schools below 144 pupils should be calculated proportionally but set at a minimum of one day per week. 3. The staffing schedule be based not on pupil enrolment numbers but on the overall staffing level in each school, to include teaching as well as non-teaching staff – SNAs, administration and caretaking staff, bus escorts, therapists etc. – as the management of these roles add signiﬁcantly to the principal’s workload. 4. The thresholds for the appointment of administrative principals in DEIS schools, and in schools with special autism units be maintained or reduced proportionally. 5. All special schools have an administrative principal with immediate effect.

The current threshold for administrative principalship is having a negative effect not only on the principal, but also on the staff, pupils and the entire school community. These concessions would allow Teaching Principals to carry out their leadership role far more effectively. The projected cost of reducing the threshold to 144 pupils would be approximately €10.5M per annum which is a relatively small outlay for a potentially large return. To read the full position paper and see all other papers published to date, log on to ippn.ie and go to the Advocacy – Position Papers webpage.

March 2017

Active participation must be at the heart of education policy DR NIALL MULDOON We are currently experiencing a period of change and reform in relation to a number of education policies and legislation. It is now incumbent upon us all to engage fully with the changes that are taking place, and to do everything in our power to ensure that good policies are put in place, in the best interests of children. In 2016, we ﬁnally saw the commencement of Part 5 of the Teaching Council Act, also known as the ‘Fitness to Teach’ provision, which allows the Teaching Council to investigate professional misconduct allegations. Before the introduction of this provision there had been no suitable avenue of redress to deal with complaints about inappropriate professional conduct of teachers and school staff. I am very hopeful that the commencement of the Fitness to Teach provision will have a positive impact on complaints handling and this is something I will monitor closely. I also expect that the recentlypublished Education (Parent and Student Charter) Bill will ﬁll the gap left in relation to grievance procedures. This Bill sets a legislative framework to improve engagement between schools, students and parents.

OMBUDSMAN FOR CHILDREN

change within school communities to prevent grievances from arising. It will be a requirement for schools to promote the involvement of parents and students in the education they provide. Active participation by students and parents in the development of a school charter will lead to a sense of community and ownership, which will undoubtedly reduce the likelihood of conﬂict and complaints. This legislation will affect my role and the role of my Office. While I am conﬁdent that it will strengthen the work we can do with schools, we will engage fully to ensure that the statutory role and independence of my Office are in no way compromised. In 2016, 45% of the complaints we received were about education and, of those, three quarters related to individual schools. We know that local resolution involving children, parents and boards of management leads to fast and effective conclusions. However, there are cases where more difficult complaints arise and it is important that there is a robust system in place.

As part of my role, I encourage public bodies and schools to develop policies, practices and procedures that promote the rights and welfare of children. With this duty in mind and as part of our current strategic plan, we plan to publish a guide outlining the key principles of good complaints handling in schools. The guide will highlight good administrative practices for schools, underpinned by a child rights-based approach to complaints handling. We hope that this publication will be a resource for education partners during the consultation on the Parent and Student Charter. I will do everything in my power to represent the voice of the child in a meaningful way in this new legislation so that children are active participants in all aspects of school life. A young person should not only be heard, but their views should be given due weight in accordance with their evolving capacities. This is the most powerful and effective way to ensure their best interests are centre stage in our everevolving and ever-improving education system.

The Bill presents an opportunity to develop a culture of participation where children and young people are active contributors in school-based decision-making, encouraging a childcentred approach. At the OCO, we have long been advocating the need to continually progress the standards and increase the consistency in school’s complaints handling practice. I look forward to engaging fully with these proposals. While schools will be required to have procedures to deal with complaints as part of the Charter, I am very encouraged that the focus of these proposals is to foster a culture of

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Ciall Ceannaithe – IPPN online Summer Course – has been developed to provide a greater understanding of the innovative solutions to challenges facing Principals. A highly practical step-by-step course built on the collective wisdom and experience of seasoned Principals. The course is designed to professionally support Newly Appointed Principals through the first day, first week, first month and first year of their principalship. It is also a very suitable refresher course for experienced Principals who wish to reflect on current practice.

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QUOTATIONS

Don’t be humble, you’re not that great! Golda Meir

’

By Máire Roycroft, past principal of St Lukes NS, Douglas, Cork

Take time out of your adult life for a few minutes. Close your eyes and …… go back in time…. Before the Internet or the Mac…. Before semi-automatics and crack …. Before Sega or Super Nintendo … Way back …. Remember when …. There were three types of sneakers – Girls and Boys and Dunlop Green Flash and the only time you wore them at school was for PE. It wasn’t odd to have two or three “best” friends. When nobody owned a purebred dog. When 25p was decent pocket money. When you’d reach into a muddy gutter for a penny When nearly everyone’s mum was at home when the kids got there When it was considered a great privilege to be taken out to dinner at a real restaurant with your parents When any parent could discipline any kid, or feed him or use him to carry groceries and nobody, not even the kid, thought a thing of it. When being sent to the head’s office was nothing compared to the fate that awaited a misbehaving student at home. Remember when ... Decisions were made by going “eeny, meeny, miney mo” A race issue meant arguing about who ran the fastest. Money issues were handled by whoever was the banker in Monopoly. The worst thing you could catch from the opposite sex was germs. It was unbelievable that “Kerbs” wasn’t an Olympic event Having a weapon in school meant being caught with a biro barrel pea shooter.

‘

QUOTATIONS

In spite of the cost of living, it’s still popular… Kathleen Norris

’

QUOTATIONS

Fortune favours the dedicated - you don’t ‘get lucky’, you ‘make lucky Robin Sharma

’ 25

2017

IPPN Annual Deputy Principals’

CONFERENCE

THE POWER OF ONE CITYWEST HOTEL & CONVENTION CENTRE

Thursday 23rd and Friday 24th March 2017 - EARLIER DATE! Having listened to Deputy Principals’ feedback, we have designed an event to meet your needs. Note earlier date of 23rd and 24th March 2017. CHOOSE FROM THE FOLLOWING SEMINARS: Thursday ■ What supports are available for Deputy Principals – including when acting up as Principal ■ DP Meet 2017 – The Power of One ■ The Principal and Deputy Principal: A partnership in trust ■ Partnership Schools Friday: Our eLearning Plan: a digital strategy for our school ■ Child protection and parental complaints ■ New resource model - allocation of resources and its implementation ■ School Leadership and Looking at Our School 2016 ■ Staff Relationships – A toolkit to destress ■

YOU CAN ALSO AVAIL OF THE FOLLOWING: ■ Education Expo ■ Networking opportunities ■ Conference dinner with entertainment ■ Fitness classes – Spin, Aquafit, Pilates, Yoga – booking required ■ Special Interest Groups ■ Two keynote speakers ● Declan Coyle ● Joe O’Connell ■ Health screening – booking will be required and will be available 2 weeks prior to the event. SMS and email notification will be sent to all registered attendees. See http://conference.ippn.ie/ for details. Note: these sessions fill up within a few hours!

Don’t miss out, book your place and your choice of classes and seminars before they ﬁll up! Book now on www.ippn.ie More information is available on http://conference.ippn.ie/