Leadership+ Issue 107 January 2019

ISSUE 107 / JANUARY 2019

+ Leadership THE PROFESSIONAL VOICE OF SCHOOL LEADERS

Inspirational and Sustainable Leadership

LEADERSHIP+ The Professional Voice of Principals

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Professional Learning Communities

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Whilst working as a deputy principal in the Middle East, our school took a step of developing Professional Learning Communities (PLCs) among staff in order to reflect on practice. It was something that I was eager to try in an Irish context.

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Special Education Teachers

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The Department of Education and Skills consulted with IPPN, management bodies & representative associations on Wednesday 5th December in relation to the Model for Allocating Special Education Teachers to Schools.

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An Irish Model of Professional Learning

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Positivity in Schools

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The vast majority of principals and deputy principals understand the importance of having people on the staff who are positive in their attitudes, relationships and behaviours.

Mentoring Programmes

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THE PROFESSIONAL VOICE OF SCHOOL LEADERS

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One-to-one and Group Mentoring is available to newly-appointed principals who take part in Misneach.

John Curran

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+ Leadership

Damian White pays tribute to John Curran, former IPPN PRO and Director of Education at the Mellon Trust.

Irish Primary Principals’ Network, Glounthaune, Co. Cork • 1890 21 22 23 • www.ippn.ie Editor: Geraldine D’Arcy Editorial Team: Geraldine D’Arcy, Páiric Clerkin and David Ruddy n Comments to: editor@ippn.ie n Advertising: Sinead O’Mahony sinead.omahony@ippn.ie n ISSN: 1649-5888 n Design: Brosna Press n n

The Centre for School Leadership (CSL) is currently working on the development of a model of professional learning for school leaders.

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

Signposts ISSUE 107 / JANUARY 2019

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LEADERSHIP+ The Professional Voice of Principals

The Importance of

PSYCHOLOGICAL CAPITAL

(PsyCap) for Positivity in Schools

JACINTA KITT LECTURER, AUTHOR, SPEAKER The vast majority of principals and deputy principals understand the importance of having people on the staff who are positive in their attitudes, relationships and behaviours. Those with a prevailing positive disposition impact not merely on the school environment, but also on the quality of the teaching and learning, and the wellbeing of both staff and students.

They generally bring kindness, caring and enjoyment to their role. They take their work seriously, but do not take themselves too seriously.

A huge body of research has been conducted on positivity in the workplace.

Luthans et al (2004) built on the work of many positive psychologists to develop the concept of Psychological Capital.

Capital refers to the resources that a person has and can draw on in the workplace. Appointment and promotion processes in schools have relied primarily of examining the qualifications and experience (human capital) of a candidate.

Psychological Capital, or PsyCap, is less well understood, and refers to an individual’s positive state of mind (Luthans et al. 2007). Someone high in PsyCap has a predominantly positive disposition.

The four components of PsyCap, namely hope, optimism, self-efficacy and resilience, are essential ingredients for effective teaching. They also help to maintain the enthusiasm and commitment of teachers, while sustaining them in challenging times. However, PsyCap does not survive in a vacuum. When someone who is a positive influence has been appointed, principals and deputy principals have a responsibility to ensure that he/she is facilitated and empowered to stay positive.

In schools, hope manifests in having high hopes for the students, instilling hope in them and using the appropriate skills and strategies necessary to 2

realise those hopes. Motivational practices are key indicators of levels of hope in schools. In a climate of hope, individual achievement and mastery are encouraged and celebrated in a supportive rather than a competitive climate. This approach is reflective of an ‘abundance mentality’ where there is, as Covey (1992) suggested, “plenty out there for everybody” (p.219). It is in sharp contrast to the ‘scarcity climate’ where success is defined in terms of outperforming others (Covington 2000).

In schools, hope manifests in having high hopes for the students, instilling hope in them and using the appropriate skills and strategies necessary to realise those hopes.

If hope is a sense that a positive outcome is possible, optimism is a sense that it is probable. Optimists have positive yet realistic expectations of good outcomes. They are good at overcoming problems and obstacles, by regarding them as manageable and/or transient (Seligman 1991).

Above all else, those with a mindset of optimism are healthier and happier.

They have the ability to positively affect the moods and mindset of those around them. The good news is that optimism can be learned and improved.

Self-efficacy comes from a belief and confidence in one’s ability to do the job. It is maximised when working in a supportive environment, where recognition is provided and innovation and initiative are encouraged and welcomed.

Resilience is often referred to as the ability to bounce back after adversity.

Bouncing back can be a very tall order indeed. I prefer to define it as the ability to put things into perspective and regain one’s equilibrium in the aftermath of a challenging episode.

Emotional and Social Intelligence are essential for leadership generally, and for enhancing the four components of PsyCap in self and others. Emotional Intelligence (EI) broadly refers to the ability to manage moods and emotions, to down regulate or let go of the negative ones and to hold on to the positive ones. Social Intelligence (SI) broadly refers to the ability to get on well with others, resolve disagreements and not bear grudges.

Widely regarded as powerful intelligences, Goleman considers EI to be four times more important than IQ for success in life and, as far back as 1920, Thorndike defined SI, insightfully, as the ability to act wisely in human relations!

Additional articles on PsyCap and full references are available on request from the author at jacintakitt@gmail.com.

FÓGRAÍOCHT Beidh leagan Gaeilge don Bheart Acmhainní um Cheapacháin Phríomhoideacht Chúnta I agus II ar fáil go luath ar suíobh IPPN

January 2019

Inspirational and Sustainable Leadership

EDITORIAL

With the festive season now behind us our focus turns to Conference 2019.

And yet we are all still in shock at the tragic, sudden passing of our colleague John Curran. Less than a year ago the Minister for Education in the Western Cape, South Africa and her Secretary General addressed our conference and spoke of the hopes and aspirations they shared for the future development of a sustainable education system in Western Cape. These hopes, they were clear to point out, were in no short measure built, supported and driven-on by inspirational and visionary leaders like John and the legion of Irish teachers and school leaders volunteering through Mellon Educate. The Teachers’ Blitz projects, set up to improve existing school infrastructure and support school leaders’ professional development, serve as a living legacy to John and his commitment to build better futures through education.

Let Conference 2019 be a tribute to John, to his passion for school leadership, to his foresight and recognition of the need for school leaders to work together and support each other. John believed in the importance of building sustainable and self-sufficient communities based upon local support, cooperation,

PÁIRIC CLERKIN AND DAVID RUDDY collaboration and, crucially, an ability to ignore the inconsequential and focus on what is truly important to achieve positive outcomes for children and their communities.

Conference 2019 will see the continued development and refinement of the Leadership Pathways seminars catering for principals at every stage of the leadership continuum – new principals; those in their second year in the school leadership role; those in years three to five, those more experienced leaders from years six to twelve and those with more than 12 years’ experience as school leader.

The seminars will focus on the positives of school leadership. We will celebrate

the autonomy we enjoy in leading our schools. We will examine how we too can ignore the insignificant and prioritise what is truly important for the children in our schools, starting with a process of, and setting aside time for, reflection. Sustainability is key. We need to celebrate the positives and plan incrementally for sustainable improvement which focuses on what is important for children and our school community.

Wellbeing cannot become another initiative or buzzword. Wellbeing should be the core value which defines the ethos and community culture, we strive to create for all. The perfect school does not exist. While we commit to incremental improvement, the process must be guided by and aligned to an overarching commitment to wellbeing principles within our schools. It therefore goes without saying that wellbeing must be at the heart of School Self Evaluation and School Improvement Planning. Our responsibility as school leaders is to ensure that we nurture positivity within the school environment, promote lifelong learning and use our autonomy to ensure an appropriate pace to the rate of change leading to sustainable positive outcomes.

Farewell to Caroline O’Dea On behalf of the Board of Directors of the Irish Primary Principals’ Network, we offer Caroline our sincere thanks and our deep gratitude for all that she has done over the past sixteen years in shaping IPPN into the vibrant, thriving organisation it is today.

Caroline contributed significantly in many different ways to IPPN, not only in terms of supports and services, infrastructure and representation, but also to developing our staff, supporting and mentoring our Board and

anticipating and meeting our members’ needs. She has been the lifeblood of the organisation for so long, it will be very difficult to manage without her – we will miss her expertise, her calm leadership, her ‘can do’ attitude and also that incredible personal touch that she brings to everything.

Along with and on behalf of all IPPN members, past and present, everyone in IPPN wishes Caroline the very best in her future endeavours, both personal and professional.

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SCHOOL UNIFORM DAVID RUDDY BL

Parent fails in discrimination and victimisation case against primary school regarding the wearing and storage of a school uniform

IPPN PRESIDENT

WORKPLACE RELATIONS COMMISSION Decision of an Adjudication Officer (Valerie Murtagh) May 23rd 2018 PARENT’S SUBMISSION The mother of a pupil stated that, in September 2016, there was a delay in the Back to School Grant and that she was not in a position to buy a school uniform for her son. The school stepped in and took the boy to Marks & Spencer to purchase a uniform.

The mother stated that it was very embarrassing for her son as he went into school in his normal clothes and then had to change into the uniform before class and then change back at the end of the school day and that he was never allowed to take the uniform home. The mother submits

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The mother took a case against the school on the basis that her son was discriminated against on the ground of being a member of the Traveller community and was also victimised.

to wear the uniform home. However, the mother stated that the principal denied this request and said it would be better if the uniform was kept in the school. The principal of the school stated that the school provided a uniform on a number of occasions to the mother as items were repeatedly lost by the pupil. The mother took a case against the school on the basis that her son was discriminated against on the ground of being a member of the Traveller community and was also victimised.

that this situation continued from September to the end of October 2016. The mother asserted that there was a perception that she was not able to take care of her child’s uniform and not able to launder the uniform.

The mother brought the matter to the attention of the school principal and requested that her son be able

SCHOOL’S SUBMISSION (A) DISCRIMINATION The principal submitted that the washing and maintenance of uniforms was extra work and was done on a voluntary basis by the school. This was outside the remit of the school and was not required by the Department of Education & Skills. The principal

LEGAL DIARY

stated that the mother, in the majority of the years her son was attending the school, requested the school to purchase a uniform for her son. In addition, during school term, if items were lost, on occasion the mother requested the replacement of lost items. The principal stated that the boy had issues with wearing the uniform and, in recent years, the school has clamped down on the wearing of the uniform so as to improve the sense of belonging to the class and to create a general good overall effect in the school. The principal gave details of two other pupils from disadvantaged backgrounds (non-Traveller) to whom the service of maintaining and retaining the uniforms on the school premises applied. A local advocacy group that had been in ongoing contact with the mother, purchased a new uniform for the boy so he could have a spare uniform.

SCHOOL’S SUBMISSION (B) VICTIMISATION In relation to the allegations of victimisation, the school submitted that there had been issues with the boy’s personal hygiene over the years.

As the school was in loco parentis, it was worried about the boy’s health and an issue relating to incontinence.

This issue appeared to be getting progressively worse. The principal said there had been meetings over the years and issues of bed-wetting were confirmed by the pupil’s mother. The principal stated that she viewed the matter as a child welfare issue and did inform Tusla pursuant to the school’s Child Protection Policy - “Children First”. The principal stated that at a meeting in February 2017 with the mother to discuss her son’s weight, issues regarding his self-esteem and hygiene also came up. Ways to assist the boy were discussed. The principal stated that she had similar type issues in the past with pupils and would bring in the parents to discuss ways to help. The principal stated that she wanted to raise the issue with the mother and do it in the most sensitive manner possible as they felt there could be an underlying medical issue relating to incontinence. The school denied emphatically the complaint of victimisation and stated that the welfare of the pupil was at the heart of their actions.

DETERMINATION The mother did not adduce evidence to demonstrate a prima facie case of discriminatory treatment on the Traveller status ground. In relation to the claim of indirect discrimination, the adjudicating officer was satisfied that other pupils within the school of a non-Traveller background were also availing of the service whereby the school washed the uniforms and retained them on the premises, therefore there is no prima facie case established in relation to indirect discrimination.

It was also found that the contact made by the principal with Tusla was done pursuant to the school’s Child Protection policy - “Children First” on the basis of concerns regarding the welfare of the boy in question.

No evidence to ground a claim of victimisation under the Acts was advanced. The mother’s case failed.

Visit our stands I3 & I 4 at the Education Expo 2019 SCHOOL

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Printéirí daite ilfheidhmeacha A4 & A3 le scáileáin tadhaill daite, scanadh tapa agus nasacht solúbtha.

FOIRFE DO SCOILEANNA GNÓTHACH AR THÓIR RÉITEACH NÉATA. COSAIN EOLAS RÚNDA

CUR SMACHT AR PHRAGHAS & AR CHAIGHDEÁN

DÉAN MAITHEAS DON TIMPEALLACHT

BÍ TÁIRGIÚIL

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LEADERSHIP+ The Professional Voice of Principals

PROFESSIONAL LEARNING COMMUNITIES

FINBARR HURLEY PRINCIPAL OF ST. COLUMBA’S BNS, DOUGLAS, CORK Whilst working as a deputy principal in the Middle East, our school took a step of developing Professional Learning Communities (PLCs) among staff in order to reflect on practice. It was powerful to see in action and was something that I was eager to try in an Irish context.

Wanting to open doors and to build professional networks with other schools, I approached three local schools with the intention of building PLCs. The idea was warmly received so the principals and deputy principals met to thrash the idea out.

We quickly agreed on the concept.

Each school would host at least one ‘professional community’ of teachers. We decided on six different communities as follows: Infants, 1st/2nd, 3rd/4th, 5th/6th, a SET community and a Special Classes community (in our cohort of schools we have a Facility for Deaf Children and ASD Special Classes).

We planned that each community would meet three times during the year as part of Croke Park hours. We allocated three two-hour sessions, with the dates firmly fixed for the school year. 30 minutes were allocated for travel, followed by a 90-minute meeting.

Our next point of discussion was about what each community would discuss. A simple online questionnaire was created (we used surveymonkey. com, a free online resource) to assist with this task. Through the online questionnaire, we initially identified in which PLC the teacher was. We then questioned teachers on what was working well for them, what challenges they were facing, what differentiation practices they were using and if they had any specific issues that they would like discussed in their community. The responses were fantastic and gave a huge array of topics for discussion.

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Senior management met again, collated the information according to each PLC and decided on the first agenda. As it was the first time for teachers at the same level in the various schools to meet, we put an emphasis on them getting to know each other and developing a community. After the cuppa, there was a two-point agenda to be followed; one on good practice that they wanted to share regarding the specific topic; another on the challenge that they communally faced.

These topics came from the results of the ‘survey monkey’.

The day of the first PLC arrived and, as senior leadership, we were excited and apprehensive in equal measure. Would this work? Could we begin building these desired PLCs? Each school had an assistant principal (AP) assigned to chair the meeting.

At 2.30pm, teachers in our school set off to their assigned school while we waited to welcome the 1st & 2nd class teachers whom we were hosting. By 3pm, teachers from the other schools had arrived and there was an eager buzz around the place.

After I welcomed the group, the AP took over and began the meeting.

Once the ice had been broken, they busily set about discussing the topics in hand. A very rich conversation ensued where good practice was shared and reflected upon.

By the end of the meeting, there was a great energy in the room and as teachers were leaving, there was very positive feedback. The APs had all of the information gathered from the survey monkey so they were in a position to set the agenda with their PLC for the next meeting.

We sent a new survey to all teachers after the initial meeting asking what they thought of the PLC and whether it was beneficial to continue with them. The answer was overwhelmingly positive!

Roll on March when our next PLC takes place!

If you would like to get in touch with Finbarr, you can email him to finbarrhurley@stcolumbasbns.ie

January 2019

Model for Allocating

SPECIAL EDUCATION TEACHERS to Schools

PAT GOFF IPPN DEPUTY CEO

There are a number of changes proposed for 2019, although it is likely that the baseline of 20% will remain the same. The percentage allocated to Complex Needs will decrease. However, this decrease will mean that the other elements, especially disadvantage and standardised tests, will increase.

1. Implement total losses and total gains. This would effectively mean that if a school had a retained element in 2017 of 10 or 15 hours then these would all be gone this time. Likewise, all gains for schools would be fully implemented.

2. Gradual losses and gradual gains.

This is self-explanatory in that if there was a retained element of 10 or 15 hours then the losses may only be a percentage of these hours in this tranche. Schools would still have a retained element.

3. Leave everything as it. Schools who have a retained element would probably be delighted with this option. However, if your school had enrolled extra pupils with special needs and were only left with your existing resources, you may not be as happy with this option.

There is an old saying that ‘All politics is local’. Despite the overall proposed changes, the reality for any school leader is ‘how will this affect our school?’. The DES have a number of options:

The DES wish to take a pragmatic view with those schools who only have small gains or losses. It is possible here that a decision may be taken to leave these clusters as they are. Consideration is also being given to this allocation

The Department of Education and Skills consulted with IPPN, management bodies & representative associations on Wednesday 5th December in relation to the Model for Allocating Special Education Teachers to Schools.

Schools will be very much aware of the basis that they received their allocation in 2017: ■■ Baseline 20% ■■ Complex Needs 50% ■■ Standardised Tests 22% ■■ Disadvantage 4% ■■ Gender 4%

operating for three years. This in many ways would give certainty to schools for this period. By the time you read this, we will have collated your feedback based on an E-scéal request and will have passed it to the Department for their consider

Key deadlines, events and updates are now communicated via our weekly E-scéal to member school leaders.

National Inclusion Awards 2018 Congratulations to St. Michael’s House Special School, Baldoyle that recently received a National Inclusion Award in the Special Education Category. The National Inclusion Awards are held in association with the Cara Centre, which promotes inclusive sports in Ireland. This award was to honour and acknowledge outstanding work in a school that enhances participation opportunities for children with disabilities in sport and physical activity.

St. Michael’s House Special National School Baldoyle has 55 pupils with a diagnosis of severe or profound general learning disability often with associated physical disabilities and sensory impairments. The principal is Ann Higgins and the Deputy Principal is Anne Roche.

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LEADERSHIP+ The Professional Voice of Principals

MENTORING PROGRAMME

for Newly Appointed Principals One-to-one and Group Mentoring is available to newly-appointed principals who take part in Misneach. When a newly-appointed principal applies to participate in Misneach, their application form is automatically shared with CSL and, on completion of Misneach 1, the newly-appointed principal is then contacted with the name of their oneto-one Mentor.

This is a formal mentoring relationship which commences in September and continues until June of the following year. One-to-one mentoring consists of a two-hour meeting with a Mentor once a month as well as a brief fortnightly contact.

IPPN will provide new principals with the opportunity to engage in group mentoring for their second year in the role. This depends on the completion of one-to-one mentoring and then the new principal will move to group mentoring. Group mentoring meetings

JACKIE O’REILLY AND JACK DURKAN IPPN SUPPORT OFFICE

take place approximately four to five times a year and consist of groups of usually four to eight principals in their second year of leadership. These meeting are facilitated by speciallytrained Group Mentors who themselves are experienced school leaders.

Feedback and evaluations from mentees during the past year has been very positive with the mentees

expressing their appreciation of the service and how it gave them renewed confidence, space and time for reflection and specific goals and plans to address various aspects of their work.

If you are in a position to volunteer to assist new principals in your area, we would love to hear from you.

A suitable mentor is one who: ■■ Has five or more years as a principal ■■ ‘Networks’ with other principals in the normal course of his/her work ■■ Has a ‘common sense’ approach and a practical nature ■■ Can give some of their time either on the telephone or in person to a newly-appointed principal ■■ Is professionally approachable while being discreet and confidential ■■ Is a good listener ■■ Has a sense of professional and personal generosity ■■ Is competent and conversant in the areas of HR and conflict resolution ■■ Has been proactive in relation to their own CPD If you are in a position to mentor a newly-appointed principal, please email Jackie at the IPPN National Support Office on jackie.oreilly@ippn.ie.

Broaden your horizons - eTwinning and Erasmus+ SIOBHÁN KEENAN FITZGERALD

PRINCIPAL OF EGLISH NS, BALLINASLOE, GALWAY

Eglish NS has benefited greatly from eTwinning and Erasmus + projects since 2010. Students and staff have travelled to partner schools in Finland, Romania, Italy, Greece, Croatia, Poland and Spain. We’ve all heard the cliché that ‘travel broadens the mind’. It’s not just those who travel that benefit. All students are involved in preparing and contributing to the design of the presentations delivered by classmates.

We choose collaborative projects on the eTwinning website that are important to our school context and integrate easily across the curriculum, deepening the outcomes for all

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while reducing workload. Teachers acquire knowledge of other European education systems and share best practise. Our staff members have studied school management’, PISA, SEN and Inclusion and have returned to school motivated, reenergised and with a renewed appreciation for our own system.

The eTwinning website www. etwinning.net is where you can begin to search for interesting projects or share your own idea for a project. If you have an idea or a topic you’d like to explore further, use eTwinning to reach out to professional colleagues across Europe.

We can certainly attest to the Erasmus+ slogan Changing lives, Opening minds. The friends and memories last a lifetime. All schools can apply for funding to send staff members abroad for training or jobshadowing and partnership projects.

Used strategically, both kinds of projects are very effective in creating skills and experience in areas that schools have identified as key for their development, thereby contributing positively to the area of SSE. For more information, contact etwinning@leargas.ie or clientservices@leargas.ie.

November 2018

CJ Fallon and GL Assessment WO R K I N G TOG E TH E R TO H E LP E VE RY P U PI L TO R E ACH TH E I R FU LL P OTE NTIAL

VISIT US ON STAND J7 & J8 TO LEARN MORE ABOUT GL ASSESSMENT AND HOW OUR PORTFOLIO CAN SUPPORT PROGRESS ACROSS YOUR WHOLE SCHOOL INCLUDING:

• CAT4 – Identify sometimes hidden

strengths and weaknesses in Verbal, Quantitative, Non-Verbal and Spatial reasoning

• NGRT and YARC – Test reading ability and provide targeted support for weaker readers

• MIST – Identify early literacy difficulties • PASS – Identify fragile learners and discover hidden barriers to learning

Stand J7 & J8 gl-assessment.ie rebecca.garven@gl-assessment.ie

All of GL Assessment’s products are available in Ireland from CJ Fallon.

Come visit our stand to hear about the whole range.

1800 806 185

LEADERSHIP+ The Professional Voice of Principals

An Irish Model of

PROFESSIONAL LEARNING

ANNA MAI ROONEY LEADERSHIP SUPPORT PROGRAMME MANAGER The Centre for School Leadership (CSL) is currently working on the development of a model of professional learning for school leaders. The model is for everyone in a leadership position, from teachers to middle leaders, aspiring leaders and those involved in the induction process, to more experienced and system leaders.

It takes the learning from other jurisdictions into account whilst recognising that schools in Ireland have their own particular contexts and cultures, making it impossible to superimpose any specific examples of good practice from elsewhere onto them. The following are the key concepts underpinning the model: 1. First and foremost, the model is based on the Quality Framework for Leadership and Management from the Looking at Our School 2016 document published by the Inspectorate. It emphasises the importance of effective leadership and management to create safe, secure and innovative learning environments for students. It recognises that all teachers have a leadership role and acts as a self-reflective lens to enable their improvement.

2. The model supports an emphasis on both individual and collaborative learning, valuing both as intrinsic to the life-long learning of the school leader. The simultaneous development of Cosán by the Teaching Council ensures a continued focus on the importance of individual learning pathways which are enhanced and strengthened by learning and reflecting collaboratively, both within the school and with other schools.

3. Flexibility is an essential element of the model as it relates to the various types of learning available through programmes, course and activities. Flexibility also refers to context and the needs of school leaders, as choice in how school 10

leaders go about addressing their learning needs must be maintained.

Availability at the right time is another key factor, along with sustainability over time. Meaningful professional learning arises from sustained engagement.

4. Experiential learning is about making changes in practice and observing the impact of these changes on teaching and learning, and on student outcomes. It is about identifying the needs of the students and trying out different approaches to address these needs.

5. The subject of much educational literature and debate, reflection on practice is about learning from one’s own practice. It is a connect between theory and practice, consistently challenged by the constraints of time and the emotions of every day practice.

It is about asking questions, and looking into one’s own actions and experiences to develop professionally.

6. To be truly reflective, professional practice needs consistent challenge. As leaders of teaching and learning, school leaders need access to research and third level expertise to enable them to question their learning, develop new goals and achieve improvement.

At the core of the model are the learning experiences and outcomes for the student with a focus on well-being.

This is surrounded by an emphasis on both the practice and the person of the leader.

This short article is by way of introduction to the model. The graphic remains subject to change, the theory behind the model is still in writing.

It is envisaged that the model will be used as a guide for stakeholders in the development of professional learning and will become a key element in the endorsement of this learning by CSL.

LEADERSHIP SUPPORT

Talking to

MYSELF ANGELA LYNCH LEADERSHIP SUPPORT PROGRAMME MANAGER

I’ve been talking to myself. You may well say that I’ve lost my mind. The continuous chatter-like background noise to everything I do goes something like this: I’m so busy that I have no time to think – Everything is coming at me relentlessly – I must solve every problem – People expect me to do all this – I expect to be the one to solve all problems, otherwise I have failed or I have been seen to have failed – This school must be perfect – I’m on my own doing all this. And the most common thought of all time: I’m afraid of dropping an important ball and I’ll be seen for what I am - inadequate.

I’ve been hearing this chatter in my own head lately. I’ve heard it before as a school leader and I’m hearing it from other school leaders. Sound familiar? I want to move out of this space. I need to work in a way that is sustainable. Reflection has become the focus for me simply because, for once, I have taken my own advice! I finished my last article with Stephen Covey’s belief that the key to effective leadership is not to prioritise what’s on your schedule but to schedule your priorities. IPPN is currently working on developing for school leaders a toolkit to help in prioritising and managing workload.

In the meantime, I believe that learning comes about not from doing things, but from thinking about what we do. The starting point is self and in reflection as an essential part of what we do. I have found that when I take the time to reflect, I learn from my mistakes, it gives me a chance to develop ideas, it helps me to help others and it makes me happier.

Caught up in the busy-ness of life, reflection lowers my stress levels and helps me to gain some perspective.

practice. Change takes courage and deciding to do things differently takes an act of will and a strategy. The best leaders do the most reflection on their practice. We all need to move to a more sustainable way of working.

A quote from one of the standards in Looking at our Schools 2016 (DES Inspectorate): “The principals and other leaders in the school foster a culture in which learning flourishes. They lead the school community to continuously strive for excellence by setting high expectations for pupils. They promote a culture of continuous improvement by supporting colleagues to become reflective practitioners.”

How might I begin this process for myself?

During that critical self-reflection time (now built into my daily schedule as a priority), you might like to consider these questions I have used as a reflective exercise. I am sure that you will have your own.

Am I doing something that someone else ■■ could be doing?

■■ should be doing?

■■ is being paid to do?

And now the important question – What am I going to do now? – Moving to an Action Plan.

Tips for creating the space to lead through critical self-reflection ■■ Do it at the same time every day ■■ Decide when and where to do it ■■ Think about your day, work, life in that order ■■ Start with a three-minute period and gradually extend ■■ Write a sentence or two in a reflective journal (you may have got a lovely one for Christmas) ■■ Set your watch/alarm to remind you to take the time to reflect ■■ You might decide to do it only once or twice in the week ■■ The important thing is to develop the habit.

Only when you become a reflective practitioner yourself can you hope to move others into accepting the importance of reflecting on their own 11

LEADERSHIP+ The Professional Voice of Principals

The Sustainable Energy Authority of Ireland

Visit us at stand E3 at the IPPN Conference 2019.

The Sustainable Energy Authority of Ireland (SEAI) works with homeowners, schools, businesses, communities and government to achieve a cleaner energy future.

We’re delighted that we’ll have a stand at the IPPN conference again this year. So, if you’re interested in saving energy or teaching about energy, come and talk to us!

Empowering the next generation As children learn about sustainability, they develop behaviours that benefit them and wider society. Therefore, the earlier we engage with children on these important issues that affect their lives, the more likely they are to be empowered citizens. Our teaching resources, developed in collaboration with educators and tested by teachers, aim to excite and inspire students about energy, the environment and climate change.

Free supports include: Workshops We visit the school and deliver workshops for staff and pupils. These interactive pupil workshops bring energy to life through games and investigations. We give teachers the tools they need to teach energy in the SESE curriculum with a teacher workshop (which is eligible for Croke Park hours). Visit the website for details and bookings.

‘Very practical and interactive.

Today’s workshop inspired me to try different experiments. The facilitator was excellent – well presented.’ Coolick National School, Co. Kerry

The 2018 Primary Winning team of SEAI’s One Good Idea project, the Laundry Brigade, from Castlegar NS, Co. Galway, pictured at the final. The team campaigned to encourage people to ‘Wash Wisely – Ditch the Dryer’ through puppet shows, comedy sketches, a rap, a poster campaign in local businesses, the local parish newspaper and on Facebook.

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Resources Free books, posters and interactive whiteboard lessons aligned to the primary Science curriculum and the Green Schools Programme available to order from the SEAI website.

SEAI One Good Idea Competition Students run creative awareness campaigns in their schools and communities on saving energy and taking climate action. The students that take part in One Good Idea never fail to inspire us!

Visit www.seai.ie/schools for more information on all of these education supports.

Did you know that schools have a statutory obligation to monitor and report energy use every year?

You can report your school’s 2018 energy use on SEAI’s online system https://psmr.seai.ie. The deadline for submission is 5th April 2019. As well as helping to track school energy data annually, the online system provides easy access to annual electricity and natural gas consumption data, which helps you understand energy use and plan savings.

There are a range of supports and guidance, including free workshops in Spring 2019 to help schools – see www.seai.ie/schoolsmandr. We will also have an energy advisor on hand to answer queries on monitoring and reporting at our stand E3 at the IPPN conference.

Did you know simple changes can save 10% on energy costs?

Annual energy spend in primary schools can range from €2,500 for schools with less than 50 pupils to more than €40,000 for large schools.

Schools, like homes or businesses, can make significant savings through basic energy management. More than 600 schools have already registered with the Energy in Education programme, developed by SEAI in partnership with the Department of Education and Skills.

Free supports include energy management courses and a free energy assessment by an expert energy advisor, who will also provide three months mentoring.

Visit www.energyineducation.ie for details and a range of energy saving tips, videos and tools.

November 2018

Did you know that schools have a statutory obligation to monitor and report energy use every year?

Report your school’s 2018 energy use on SEAI’s online system. The deadline for submission is 5th April 2019.

If you need guidance, register for a free monitoring and reporting workshop on our website.

You can learn more at our monitoring and reporting clinic, Stand E3 at the IPPN conference. w www.seai.ie/schoolsmandr

e mandr@seai.ie

t 01 808 2100

LEADERSHIP+ The Professional Voice of Principals

JOHN CURRAN

a Visionary Leader and a Wonderful Man DAMIAN WHITE IPPN DEPUTY PRESIDENT I don’t smoke myself but I often, out of choice, gravitate towards those who do. A long meeting, or a detailed planning session can leave some grasping for fresh air and others seeking the solace of Nicotine.

Those who like a cigarette break know that for approximately three minutes, they will be confined to the shelter of a doorway or some fancy wooden structure outside a hotel. In those three minutes, they relax once the nicotine hits the spot and the fun begins. John Curran loved his cigarette and his three minutes, and to be in his company during those times remains a privilege and a treasured memory of a truly outstanding and unique educator and man.

John grew up in Drimnagh, where his father Frank, a cooper in Guinness’s by trade, passed on to his gifted son a love of woodworking and classical music. Today, the cross over his parent’s grave, carved by John himself, is testament to his mastery of craft and a deep love and appreciation for those who shaped him as a young

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man. His house bore testimony to his ability. He made most of the furniture and built an extension himself. “Half our house was filled with furniture he made from stuff he found in skips,” his son Darragh, speaking at his memorial service in Trinity College, recalled fondly.

Music and a love of choir music brought him into Dublin’s Cantando.

In IPPN, we often joked that, when our meetings broke up and some frivolity ensued, we’d never be mistaken for music teachers with our raucous warbling. John was one of the very few exceptions when his party-piece was called for. He had a selection of songs unfamiliar to the uninitiated among us, and shyly but willingly performed every time. The trick was not to be the singer to follow John.

John began his teaching career in 1975 and was soon appointed principal of Edmondstown School in Churchtown. He went on to become founding principal of Good Shepherd NS in Churchtown, where he would

spend the remainder of his Irish teaching career. Teaching colleague Dymphna Walsh described him as ‘A gifted leader with wonderful vision’.

He was instrumental in establishing a computer room in Churchtown, while the school soon established itself as a place where children with special needs were welcomed and cherished.

John recognised the need for school principals to work together and support each other to the benefit of their schools and themselves as school leaders. This led him to join with other principals to found IPPN in 2000. From then until 2007, he served on IPPN’s Executive Committee (now the Board of Directors) and was PRO from 2005 to 2009. As PRO in that period, John was in his element, indulging his passion for coffee and good chat with journalists, politicians and key influencers of education policy, always presenting the principal’s perspective on everything.

In one month alone, IPPN made the lead headline in The Irish Independent on three occasions with issues concerning principals. John and his

January 2019

coffee were having the desired effect as IPPN sought to build awareness of the issues we face in our schools. On one occasion, when working with him on a policy document, I felt grossly underdressed as he arrived into our half-way house, the Silken Thomas in Kildare, in a full leather suit, having parked his enormous motorbike outside. To this day, every time I pass a coffee shop with an outdoor seating area, I think of John Curran, in his domain, schmoozing, cajoling and gently easing IPPN priorities towards the top of key players’ agendas.

John was never short of ideas and initiatives. Included in his ventures after retirement from teaching was his own coffee shop in Dublin City.

He also went into the procurement for schools business, as part of the family owned Scoilbuy, and he even engaged in property management.

Education was his first love, however, and when an opportunity arose to travel to South Africa as Director of Education with Mellon Educate, he didn’t have to be asked twice.

Mellon Educate is a natural offshoot of The Niall Mellon Trust, which for several years has spearheaded the building of houses for the needy in South Africa. Each year, hundreds of tradespeople and other workers descend on the country, bringing with them from Ireland the expertise and enthusiasm to build, over a very short period, hundreds of solid houses for those for whom a shanty town existence was the only other option.

By the time John Curran joined

Mellon in 2016, the successful notfor-profit organisation had built close to 25,000 houses, accommodating the equivalent of the population of Galway City. Where there are houses, there must be schools and this is where John and his team excelled.

Just after his appointment as Director of Education, John led a team of 270 volunteers in the renovation and building of schools in Cape Town’s impoverished township of Khayelitsha, which means ‘new home’ in the Xhosa language. In just one week, 13 new classrooms were built, along with toilet blocks and a kitchen, while seven other buildings were renovated. Buildings alone do not good schools make and, as an educator, John was keen to improve the quality of teaching and the learning experience of the children. He was instrumental in bringing Irish teachers and principals to Africa as part of the Teachers’ Blitz projects in 2017 and 2018, to improve existing school infrastructure, and to support school leaders’ professional development.

John brought a delegation from South Africa to IPPN Conference last January, as he was keen to showcase Irish school leadership practice to the Minister for Education and the Secretary General for the Ministry for Education in the Western Cape, as well as a number of their colleagues.

Speaking with the minister at last year’s conference, I got a great sense of just how grateful the government were for the huge strides which had

been made under John’s leadership.

The Mellon Educate Results Programme helped raise and sustain school grades from below 20% to above 75% over a very short period.

Currently 2,700 pupils, and countless others in time to come, will benefit from the legacy of John Curran’s work in South Africa.

When I met John at last year’s conference, I got the biggest hug from him. We had kept in good contact over his time in South Africa through Facebook and I was constantly enthralled by the photos he uploaded of happy scenes in schools from one of the most deprived areas in the world. He was the picture of good health, the sun accentuating his natural colour, resplendent in bright, colourful clobber, beaming from ear to ear. He was proud to introduce the South African delegation to his IPPN friends, and equally proud that his old organisation could host such a gathering.

Nelson Mandela once said ‘Education is the most powerful weapon we can use to change the world.’ Like the legendary Madiba, father of South Africa, John Curran has shone a light into dark corners, and has brought hope to thousands. His legacy will grow with every graduate from a Mellon school, whose light might otherwise have been extinguished.

Solas na bhflaitheas agus leaba i measc na naomh duit, a Sheàn.

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LEADERSHIP+ The Professional Voice of Principals

Towards a Better Future

NAPD PRINCIPALS AND DEPUTY PRINCIPALS

A Review of the Irish School System DR. JOHN COOLAHAN (RIP), DR. SHEELAGH DRUDY, DR. PÁDRAIG HOGAN, DR. ÁINE HYLAND, DR. SÉAMUS McGUINNESS

CHAPTER 1: Teaching and Learning This is the second in a series of excerpts from the IPPN/NAPD-commissioned research publication. In this issue we present excerpts from Chapter 1 – Teaching and Learning.

Teaching and learning constitute the heart of educational action and there are many ways in which key issues in this very broad topic could be investigated. … The approach taken in this chapter is one that puts the joint work of the educational practitioner and his/her students at the centre of the picture. It seeks to disclose the experience of teaching and learning from the inside. This approach … seeks to pay attention to features of the experience of teaching and learning that are central and inescapable ones.

Yet many of these features are routinely passed over, not only in educational policies that equate evaluation with measurement, but even in the professional discourse and actions of teachers themselves. Uncovering the experience of teaching and learning from the inside brings to the foreground questions about purpose and values, but not in a way that calls to mind familiar things like mission statements or school philosophies. Rather, the real focus of any searching exploration of teaching and learning needs be on the values and purposes that are actually embodied in the practices carried on every day in our schools. Invariably these practices involve implicit assumptions, some of which might be questionable if they were made explicit.

Therefore, an incisive understanding is called for, of what actually happens in the experience of teaching and learning itself, if educational policies and practices are to be adequately informed and evaluated.

THE BACKGROUND The abolition of the Primary Certificate in 1967 and the introduction of a new primary curriculum in 1971 opened the way for a different quality of educational experience in Ireland’s primary schools; 16

The real focus of any searching exploration of teaching and learning needs be on the values and purposes that are actually embodied in the practices carried on every day in our schools different both from the official ‘cultural nationalist’ emphasis that had prevailed in the era since independence and the ‘traditional didactic’ emphasis of the era before independence. The 1971 curriculum was largely devised by the Inspectorate of the Department of Education. Not all primary teachers embraced at once its central idea that children were to become more active participants in their own learning. By the time the revised primary curriculum of 1999 was in preparation, however, Ireland’s primary teachers had in the main become practitioners of more experiential forms of teaching and learning. The ultimate authors of the 1999 curriculum could be said to be primary teachers themselves, through their heavy representation on the syllabus committees of the National Council for Curriculum and Assessment (NCCA) that produced the draft curricula for approval by the Minister for Education. As the appendices for the curriculum handbooks show, almost all of the committees were chaired by primary teachers. The advisory and support services for the 1999 curriculum were also very largely staffed by primary teachers. This historic shift of emphasis at primary level from examled teaching to a focus on the quality of the students’ educational experiences is not, however, a fully-accomplished

project. Perhaps it can never be. As will be reviewed later, work remains to be done on enhancing teachers’ professional capacities in a number of respects to promote such higher quality educational experience among students.

It can fairly be said that the major shift that has taken place in the cultures of teaching and learning at primary level has not been mirrored at post-primary level. That is not to say that there have not been serious efforts to bring about such a shift. An important consequence … is the discontinuity between the kinds of teaching and learning that are pursued at primary level and those pursued at second level.

This historic shift of emphasis at primary level from exam-led teaching to a focus on the quality of the students’ educational experiences is not, however, a fullyaccomplished project.

PURPOSES IN TEACHING AND LEARNING: Controversy and Coherence When teachers are asked about their purposes, about what has brought them into teaching, … they report that they want to make a difference for the better in the lives of their students; that they wish to help students to reach their potential as human beings; that their work as educators will help to strengthen community, cultural and civic life (Lawlor, 2014, Ch.5).

January 2019

A practice that is in good order … allows ample scope for the personal qualities brought into play by individual practitioners. These include depth of commitment, imagination in action, resilience and discerning judgement, and the capacity to extend and renew the practice itself. It must be recognised of course that a democratically elected government, as legitimate guarantor of the public interest, has responsibilities in regulating practices, in ensuring their fruitful contribution to the public good itself, and in ensuring that practices are duly answerable for the public resources committed to them.

Anything that is to be recognised as a practice in its own right must have some publicly acknowledged purposes, purposes that are worthy of the commitments and actions of its practitioners, notwithstanding their different outlooks in matters of politics, religion, lifestyle and so on. […]

A truly educational learning environment is oriented primarily to the needs of the students. It seeks to open up a range of study possibilities that answer promisingly to these needs, while promoting co-operative learning practices and ensuring that competitive impulses remain healthy.

It is marked firstly by a commitment to building and sustaining a vibrant community of enquiry that is as inclusive as is earnestly practicable. In such a learning environment teachers characteristically seek to uncover students’ real potentials, and to acknowledge the manifest plurality of the human condition. This entails further that teachers, as far as possible, need to become imaginative authors of their own work and discerning, cooperative critics of their own practice. … In such learning environments, students are encouraged and helped to become more fluent, more capable, more active and more responsible participants in their own learning.

The quality of educational experience in such environments contributes crucially to enhancing the students’ human capacities and to discovering continually new aspects of their own identity.

SHIFTING PERSPECTIVE: An Interplay as Distinct from a Transmission Teaching and learning in formal education have a higher purpose and responsibility than meeting a society’s demands for economic and social skills.

It is not that the latter are unimportant.

However, anything called a social or

Teaching and learning in formal education have a higher purpose and responsibility than meeting a society’s demands for economic and social skills. economic skill is itself properly nurtured in a healthy learning environment; i.e. focused on the disclosure and cultivation of capabilities that are linked to a personal sense of identity and enablement. To speak of capabilities in this educational sense is to recognise them as authentic expressions of learners’ native potentials. While justified restraint is an essential feature of such learning environments, coercion in any form is detrimental.

The key purposes of teaching and learning are also misconceived if they are regarded as part of the evangelical mission of a church or the political imperatives of the state; or indeed as an exercise in the transmission of cultural heritage to younger generations. Despite the prevalence of such conceptions in the history of educational practice – even to our own day – they do an injustice to those they would purport to help. It is not that churches, political parties and various cultural groups do not have legitimate aspirations to extend their influence and to win more members. Whether transmission is the appropriate way to encounter the teachings or values of such bodies is not our concern here. Where education is concerned, however, the prevalent notion of transmission presents a difficulty, indeed an injustice. The injustice resides in regarding the student or pupil as a submissive, or more commonly an acquiescent participant in educational endeavours. The fact that such a diminution might nowadays be more subtle than overt in the cultures of schooling tends to becloud the point that something invidious might be routinely practised, hand-in-hand with the commendable work of teachers (Carr, 2006; Hogan, 2003; Oakeshott, 1981). … Teaching and learning is invariably a joint event, experienced from different standpoints –sometimes radically different – by teachers and students. This remains the case even when the fact is unacknowledged by either teacher or students. … When conceived as an active interplay, the

primary emphasis in teaching and learning falls more on relationships and responsibilities than on regulations and requirements. More particularly, from the teaching side of the interplay, the key challenges for the teacher now appear as those of opening up new imaginative landscapes for the students in the particular subject(s) being studied. … Of first importance here for teaching is the painstaking work of building environments of learning that are vibrant and venturesome, respectful and safe. Such environments are more communities of enquiry than places of transmission. They enable inheritances of learning – scientific, historical, mathematical, religious etc. – to be brought to life and encountered in ways that are engaged, sustained, and age-appropriate. They also enable such inheritances to be questioned, debated, and explored further.

Teaching and learning is invariably a joint event, experienced from different standpoints –sometimes radically different – by teachers and students.

The rules necessary for supporting and sustaining such environments need to be identified, discussed and agreed by the different parties to the interplay.

Teachers of course have a particular leadership role in this, and can draw profitably on insights from their professional knowledge and previous experiences. Nevertheless, whenever an experienced teacher embarks on this work with a new cohort of students, the teacher travels a familiar path in new ways, ready to learn older things anew and to learn many other things for the first time. Where this experience is commonplace among teachers the practice of teaching itself is likely to be in a healthy state. In Ireland’s schools, it is more common at primary level than at post-primary, though by no means unknown in the latter.

External controls – whether from government directives, official school policies or other source – have sometimes reduced to negligible proportions the scope for the exercise of such leadership on the part of teachers. To the extent that this happens, and educational reforms in more than one jurisdiction in recent decades have made it happen regularly, teaching as a practice may become not 17

LEADERSHIP+ The Professional Voice of Principals

merely constricted, but even disfigured on a wide scale. Ironically, teachers themselves can be authors of such a sorry state of affairs, as for instance where educational reforms conducive to the rationale explored above have been promoted by government policy, but rejected by teachers.

ENHANCING THE ENVIRONMENTS OF TEACHING AND LEARNING Practices of teaching that seek to promote a high quality of educational experience need to be alert to the unintended as well as the intended consequences of teachers’ actions. …

Inspectors’ reports on primary schools in recent years have urged the necessity for greater attention to evaluation of the actual consequences of teaching, particularly in the assessment of English lessons (DES, 2013, p.45). …

Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only the particular thing he is studying at the time. Collateral learning in the form of enduring attitudes, of likes and dislikes, may be and often is much more important than the spelling lesson or the lesson in geography or history that is learned. For these attitudes are fundamentally what count in the future. The most important attitude that can be formed is that of desire to go on learning (Dewey, 1938/1996, p.48).

Professional development … promotes a capacity to build learning environments … that are non-coercive in character; that are inviting to newcomers; that help to uncover one’s … potentials and limitations; that subject to scrutiny both received wisdom and unacknowledged assumptions; that embrace developments in ICT, but with a discerning eye for their pedagogical promise; that seek new ways to advance higher levels of proficiency so that enquiry can more fruitfully proceed; that promote through concrete learning experiences themselves a deeper understanding and tolerance of human differences; that encourage the unfolding of a vibrant sense of personal identity, while supporting a similar unfolding among fellow-learners; that cultivate an ethos of community where diversity is also affirmed.

Influences that are strongly at play in either in the background or the foreground can … work harmfully as well as constructively. It is all too rarely acknowledged that the long18

term ethical significance of education lies more in the quality of … daily experiences than in the contents of a particular body of ethical teachings on the school curriculum. It is in the tenor of these experiences … that the real significance of the classical Greek notion of ethos can be found in education. To become aware of this is also to realise how mistaken it is to associate the term ethos mainly with the powers, privileges or prerogatives of any of the patron bodies in education.

THE EVALUATION OF LEARNING The evaluation of learning in Irish schools is customarily associated with two distinct but complementary functions: (a) the carrying out of assessments and examinations, (b) the work of the schools Inspectorate.

Depending on how adequately examinations or assessments are conceived, or how broadly or narrowly the work of inspectors is understood, evaluation can be an informative, an ambiguous, or even a misleading affair.

Let us assume for a moment that the formal systems of assessment and of inspection are all in good order. Even then, the combined fruits of assessment and inspection would still provide a far from complete picture of the benefits which evaluation, as a crucial dimension of educational practice, can yield. As touched on earlier, the important thing to stress is that the primary benefits of evaluation arise when evaluation itself is constructively and insightfully embodied in the everyday work of educational practitioners themselves.

‘Practitioners’ in this wider sense include not only teachers and school leaders, but also inspectors, researchers, professionals in the support services, managerial bodies and associations, statutory agencies in education, and so on.

The benefits of … teacher education go far beyond the domain of skills, and become manifest in the teacher’s ethical orientation and sense of professional identity. Accordingly, a range of worthy human qualities also comes actively into play in the learning experiences of teachers themselves, whether as newcomers or practitioners that are more experienced. Examples of these qualities, all of which involve a refined exercise of judgement, include sensitivity to interpersonal dynamics – in both classroom and staffroom; a keen ethical awareness where differences in outlook are concerned; openness to constructive criticism; commitment to working co-operatively; and not least,

a disposition toward taking leadership initiatives with colleagues and students.

One could call such qualities the creative habits of heart and mind that are appropriate to the conduct and evaluation of teaching as a distinct form of human action.

THE CHANGING NATURE OF TEACHING AS A PRACTICE Just over two decades ago, the then Department of Education and Science issued a circular called ‘Time in School’.

That 1995 circular, withdrawn some months after its introduction, made no acknowledgement of the variety of professional activities teachers carry out daily. A basic assumption underlying the circular was that teachers’ time in school should be spent entirely in teaching their classes. If such a conception of teaching were a faulty one in 1995, it would be quite misplaced in 2016.

The high-quality learning environments of Finnish schools are yielded by a ‘less is more’ rationale where the school timetable is concerned (Sahlberg 2011, Ch.2). This allocates teachers’ time with keener discernment than in most other countries: proportional reductions in teaching time, proportional increases in time for collaborative planning, reviewing and evaluating activities.

Research in Ireland and elsewhere shows that it is practitioners’ capacity in these latter activities that enables schools to take ownership of their own professional work and to grow as professional learning communities. … Where policy and practice are concerned, if scheduled time isn’t made available for such activities, it’s difficult to see how things like school selfevaluation, mentoring of newcomers to the profession, or indeed systematic feedback to students, can become hallmarks of the professional cultures of teaching. In this connection it is significant that a recent DES circular envisages the ‘provision of professional time for teachers’, within the scheduled weekly hours, for professional and collaborative activities (DES 2016a, pp.16-17).

There are big issues here, which must be carefully identified and faced.

The initiative on the provision of professional time for teachers is a welcome new departure by the DES. However, the changing nature of teaching as a practice means that the time-in-school question needs to be looked at anew, by all of the education parties, as does the ratio between teaching time and non-teaching time.

January 2019

Progress in this endeavour would need to be made through a series of changes that are clearly seen to be significant and meaningful. For instance, an important early step might see the unloved idea of ‘Croke Park hours’ profitably replaced by a negotiated settlement on the use of teachers’ time; a settlement that does justice to the necessities of 21st century educational practice. Such a departure would need take due account of EU norms for the average working week and to study in some depth the ingredients that have brought about sustainable improvements in jurisdictions that are broadly comparable to Ireland. In short, this points to the necessity for a newly-designed working agreement, or contract, for teachers in Ireland’s schools rather than for self-contained agreements on individual issues.

sometimes overlooked ones – that lie at the heart of teaching and learning and that exert a decisive influence on how education is thought about and practised. As Ireland emerges from the unhappy experience of recession it is timely to focus on these issues with an eye to a more inspiring educational provision that can be sustained through successive changes of government.

Recognising our very considerable strengths, it is not an unrealistic goal to aim to ensure that our educational practice is second to none. Pursuing this goal calls for some crucial shifts of policy and perspective.

When studying international comparisons from an Irish perspective, To download an electronic version of developments in countries of roughly the publication, go to www.ippn.ie – comparable population and resources Advocacy – Publications. To purchase are particularly worth looking at: e.g. a hard copy version, go to www.otb.ie Scotland, Denmark and Finland …. The and put ‘towards a better future’ in the agreement reached in Scotland based search box. on the McCrone Report of 2001 …Toward sa recommended a new approach to howBETTER FUTURE A Review of the teachers’ professional time might beIrish School System spent and led to an agreed and lastingAbout the Autho Towards a rs settlement. There are significant cultural differences between Ireland and such countries [that] need to be carefully taken into account in any comparative A Review of the studies.

Irish School System Towards a Better Future

The most recent EU data available on teachers’ contracts and working conditions has many illuminating things to say, including the following comparative note:

are also included. The number of hours they must be available at school for other activities, such as meetings or management duties, may also be specified, as occurs in 18 countries. Overall working time is a concept used in the majority of countries covered, and corresponds to the total number of working hours a week, as set down in collective bargaining agreements or other contractual arrangements (European Commission, 2013, p.73).

Dr. John Coolahan is Emeritus Professor of Education at the National University of Ireland Maynooth .

Dr. Pádraig Hogan is Senior Lecturer in Education at the National University of Ireland, Maynooth .

School System

Dr Áine Hyland is Emeritus Professor of Education and former Vice-President of University College Cork, Ireland.

This chapter has sought to identify and review some of the key issues –

Dr. Séamus McGuinne ss is a former Senior Lecturer in the School of Education , Trinity College, Dublin.

BETTER FUTURE

John Coolahan | Sheela gh Drudy Pádraig Hogan | Áine Hyland Séamus McGuinness

PRINCIPALS AND D EPUTY PRINCIPALS

NAPD

In the great majority of European countries, teachers’ working time is largely determined by their teaching hours. However, in most cases, additional activities

- A Review of the Irish

Dr. Sheelagh Drudy is Emeritus Professor of Education and former Head of the School of Education at UCD.

ISBN 978-0-9555050-5-8

Published by the Irish Primary Principals’ Network National Association and the of Principals and Deputy Principals

NAPD PRINCIPALS AND D EPUTY 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 rachel. hallahan@ippn.ie.

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

RESOURCES

STAFF MANAGEMENT DES Circulars n Circular 0076/2018 (Primary) Revision of Pay Rates in 2019 for School Secretaries, Caretakers and Cleaners employed by the Boards of Management of Recognised Primary Schools or by ETBs in Community National Schools using Ancillary Services Grant funding and Revised Rates of Ancillary Services Grant n Circular 0075/2018 - Revision of Salaries of all staff paid directly by a recognised school or ETB

n

Circular 0074/2018 - Revision of Salaries in respect of all staff other than teachers and SNAs employed

by ETBs n Circular 0073/2018 - Revision of Salaries of School Secretaries and School Maintenance Staff in Community and Comprehensive schools n Circular 0072/2018 - Revision of Salaries for Clerical Officers and Caretakers employed in National Schools under the 1978/79 scheme and Clerical Officers employed in Post Primary Schools under the 1978 scheme n Circular 0071/2018 - Revision of Salaries for Special Needs Assistants (SNAs)

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

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.

LEADERSHIP+ n Issue 106 - November 2018

ADVOCACY

PUBLICATIONS n Teaching A Student with FASD n FASD - Action for Inclusion (Appendix D pages 45-48) PRESS RELEASES 9th October - No bang no buck for Primary Education in Budget 2019!

n

SUBMISSIONS Submission to the Children’s Rights Alliance and the Minister for Education & Skills - Obesity and Overweight in Irish School Children (Nov 2018)

n

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OnYourBehalf

Highlighted below are a few examples of IPPN’s advocacy and representative work on behalf of principals and deputy principals, through meetings, events and submissions, since the last issue of Leadership+:

REVIEW OF REDEPLOYMENT PANELS - DES 29/11/2018 Thur 29th November In advance of planning for teacher allocation and redeployment arrangements for the 2019/20 school year, the DES held a review of the Redeployment Arrangements.

The primary sector management bodies, INTO and IPPN attended.

Most people felt that overall the main redeployment panel operated very efficiently. Although the main panels were ready to be released before Easter, a decision was taken not to release on the Friday of the Easter holidays but on the Monday when schools reopened. This decision was welcomed. Panel officers were appointed 14th May. All main panels were cleared by the 6th June.

In relation to the Supplementary Panels, the first were released on the 25th May. A certain number of difficulties arose with these panels. The numbers on the Supplementary panels were down considerably, probably as a result of CIDs. The biggest difficulty is the nonengagement of some teachers with panels and schools. 9 supplementary panels cleared.

IPPN raised a number of issues on behalf of school leaders, especially in planning for the upcoming redeployment arrangements. These included: 1. Clustering arrangements once the SEN allocation is made at the end of January. The last time all existing clusters had to be dismantled and new clusters

IPPN & INTO met on 19th November to discuss clusters for substitute teachers to enable school leaders take their leadership and management days.

From left to right: IPPN Deputy CEO Pat Goff, IPPN President David Ruddy, INTO Assistant General Secretary Deirdre O’Connor, IPPN CEO Páiric Clerkin and INTO President Joe Killeen.

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formed. There was a considerable workload issue involved for school leaders. There was general agreement from all present to an IPPN suggestion that schools with 25 hours of their own should take priority – to allow them where possible fill their own post. The DES agreed to take a close look at the effect the allocations might have, and they were open to common-sense suggestions.

2. Agreed text for adverts. IPPN highlighted the need to agree a text that EducationPosts could use to prepopulate adverts. INTO supported this proposal and pointed out that there were some difficulties in some dioceses with their adverts. DES to liaise with IPPN to look at this issue in further detail.

3. Shorter timeframe to operate panels. Ideally there would be no summer recruitment, except perhaps as an exception to the rule. The DES are happy to look at the time allocated for each element and see if these can be tightened. Again there was general agreement.

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Acknowledged progress to date in relation to leadership and management days Welcomed the allowance to replace 250 AP posts that would otherwise have been lost to retirements Highlighted collaborative practice in relation to education partners, including education centres, CSL, PDST, INTO and management bodies Impact of legislative initiatives over the last year, to include CP, GDPR, Admissions to schools Calendar of Reform was highlighted and progress in relation to inaugural Primary Education Forum as facilitated by the DES. Minister keen to attend the Forum.

IPPN One-teacher schools and Special Schools Engagement Project Sustainable leadership must be the DES top priority.

It was a very positive meeting with all of the partners and the DES officials looking to improve the system.

DATA PROTECTION COMMISSIONER Wed 28th November IPPN met the Deputy Commissioner and the Assistant Commissioner to clarify a number of questions and issues pertaining to the General Data Protection Regulation (GDPR) as raised by school leaders.

MINISTER JOE McHUGH Wed 28th November IPPN met with Joe McHugh and discussed the following: ■■ Highlighted our top two priorities - leadership and management days for teaching principals and promoted posts in all schools

TEACHER EDUCATION SECTION – DES Tue 27th November IPPN and NAPD had an introductory meeting with the new TES chief Jim Mulkerrins, primarily to discuss the Centre for School Leadership and its various strands of work, including

coaching, mentoring and leadership clusters.

WELLBEING FOR TEACHERS AND LEARNERS (WTL) Mon 26th November Met with the Teaching Council and National Parents Council at NPC offices to progress the work in relation to promoting wellbeing across school communities.

The WTL group will host its second conference on Saturday 9th February 2019 in Croke Park. It will once agan showcase good practice taking place in schools around the country and explore how schools can embed a culture of wellbeing into their school for all, mindful of the overall school context.

NATIONAL PRINCIPALS’ FORUM Saturday 24th November Páiric Clerkin attended and outlined IPPN’s advocacy work on behalf of members.

PARTNERSHIP SCHOOLS - DES Thur 22nd November IPPN, NPC and NAPD met with the department regarding future funding for the project.

DIRECTORS OF EDUCATION CENTRES Thur 22nd November IPPN Deputy CEO Pat Goff met with the Directors of Education Centres in Monaghan Education Centre on Thursday 22nd November. The main item for discussion was the collaboration of IPPN and Education Centres in organising a Summer course. There was agreement that we

should actively explore this. A subgroup of Directors has been formed to meet with IPPN in the coming weeks to put together a proposal.

The Directors were also very thankful of the collaboration with IPPN in working with Deputy Principals. To date we have had successful meetings in Cork, Kerry, Clare, Mayo, Waterford, Wexford, Limerick, with some more to follow.

NCSE ANNUAL RESEARCH CONFERENCE Tues 20th November This year’s conference had two themes.

The morning session focused on lifelong learning and transitions from school for adults with disabilities. The keynote address was given by Sheila Riddell, Professor of Inclusion and Diversity at the School of Education in the University of Edinburgh. It also featured a presentation on NCSE’s commissioned review of educational provision of for adults with disabilities in day services. The afternoon session examined the provision of speech and language, and occupational therapy services in schools, with presentations from Dr Eve Hutton of Canterbury Christ Church University, and Professor Elspeth McCartney of the University of Stirling.

DES - PRIMARY EDUCATION FORUM Mon 19th November IPPN attended the second meeting of the Forum in November. Discussion focused on: ■■ Consolidation ■■ Continuity ■■ Continuous Improvement ■■ Reform

Meeting of IPPN, INTO and

Andy Hargreaves at

CPSMA on 5th December

the Leadership for Lifelong Learning event on Saturday, 17th November in The Killeshin Hotel, Portlaoise.

■■

Innovation and change.

The DES agrees that the reform agenda must be paced more appropriately.

The Forum met in December to discuss the 2019/2021 Strategy, particularly its goals and objectives. Note: This meeting had not been held at the time of Leadership+ going to print.

INTO - SUPPLY PANELS Mon 19th November The key points discussed included: 1. Teaching Principals – Appointment of temporary teacher to cluster of schools. A question is included in the IPPN pre-conference survey to gauge interest 2. INTO supportive of the term ‘leadership and management days’ to replace ‘release days’ 3. IPPN will support the INTO campaign to get supply panels up and running again 4. Primary Education Forum - change agenda.

OTHER MEETINGS AND CONFERENCES ATTENDED OR HOSTED November/December ■■ Meeting with INTO, CPSMA and IPPN ■■ DES Briefing on SEN Model ■■ Dublin County Network – CPD on GDPR ■■ Interactive Classroom Technology ■■ Inspectorate Briefing on Child Safeguarding and Inspection Model (CPSI) ■■ Teaching Council Panel Discussion ■■ Shared Calendar with Education Partners ■■ DCU Presentation (CoI) IPPN President David Ruddy pays a visit to Our Lady of Good Counsel GNS, Ferrybank, Waterford - with principal and IPPN Board member Catriona O’Reilly

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LEADERSHIP+ The Professional Voice of Principals

Meitheal

A leadership development programme for principals with a minimum of five years’ experience Meitheal is a participant-led leadership development programme that is responsive to the individual professional needs of school principals. It draws upon the skills and techniques associated with coaching. A skilled facilitator works collaboratively with small groups (4 – 6 participants) using a developmental model to enhance leadership skills.

The Meitheal programme runs over a two-year period. The group typically meets each year for four sessions lasting approximately two hours.

Each group will agree the date and time of these sessions.

Mutual trust and confidentiality form the basis of the programme. Meitheal 22

is underpinned by literature and research in social network theory, professional learning communities and communities of practice.

Some testimonials from previous participants: B’fhiú go mór dom páirt a ghlacadh i ‘Meitheal’ i mbliana.

Tugadh comhairle, spreagadh agus eolas dom in atmaisféar a bhí cáirdiúil ,spóirtiúil agus an taitneamhach. D’fhoghlaim mé a lán agus fuair mé smaointe dearfacha ó gach éinne .

I enjoyed the support of a small group of like-minded professionals with similar experience, facing similar challenges. Meitheal

provided an opportunity to discuss topics in a confidential, non-judgemental environment. I felt more comfortable contributing to the discussion in this small group than I do within larger support groups.

Meitheal was certainly valuable to me - I could air issues at this forum where I know could not elsewhere, and as the meetings progressed a sense of camaraderie developed, resulting in confidentiality being assured.

Information meetings for prospective participants are held in local Education Centres in May / June with the programme commencing in September.

January 2019

MY Experience of

Meitheal

JOHN EGAN PRINCIPAL OF SCOIL MHUIRE WOODVIEW, LUCAN, CO. DUBLIN

In June of 2015, Gerard McHugh, Dublin West Education Centre’s then director contacted me about a new programme called Meitheal. On the letter inviting me to an information meeting was the tagline ’Principals Helping Principals’. This sounded promising, but no different to our locally organised principals’ network meeting, or so I thought.

The information session outlined to us how Meitheal would work. Principals with around five years’ experience would meet in a small group four times in the academic year, and the meetings would be facilitated by the wise head of Tom McGann. It was a joint venture between the education centre and PDST. This was to be a ‘professional learning community’ of no more than seven participants.

Our first formal meeting was on October 5th, 2015 in Dublin West Education Centre. The tea and sandwiches provided ensured we would consider coming again. But what sealed the deal for us was the sense of camaraderie and safety we felt. Tom had emailed us in the preceding week asking us to think about any issues which were working well and anything we needed advice on. He introduced us to John Whitman’s GROW model to work through issues. This was a four step process beginning with the Goal (G) in mind, or the desired outcome to a problem or issue. Then we were

to focus on the here and now, the Reality (R). We then considered the Options (O), teasing through the pros and cons, and finally making a plan of what we Will (W) do. Of course, it always didn’t follow the four steps rigidly, but we became accustomed to and comfortable with a process in a forum which allowed us as professional school leaders with similar levels of experience to express our concerns openly and offer advice where required.

As the year came to a close the group was asked if we had found it helpful, and if we would like it to continue. The overwhelming feeling was very positive, so we reconvened the following October (2016) with Tom at the helm again. The feeling of reassurance amongst professionals who were now getting to know each other was key to Meitheal’s success.

As our second year progressed it became obvious to us that the small number was an important ingredient – everybody had a chance to contribute, and because of the closeness of the group we never felt under pressure.

Clearly Tom could see the dynamic developing, so he then announced to us that he was planning on taking off the metaphorical stabilizers, and that we would be on our own from September 2017. This meant a ‘volunteer’ was required to book the four dates and keep Meitheal up and running. I’m still not sure how I

ended up with this task, but we are now in our second year without a facilitator, and it is still ongoing. This is testament to the idea of Meitheal – a professional learning community where educational leaders of similarsized schools with similar experience can get and give advice to each other.

Principalship can be a lonely position, and the only person who can empathise with you is another principal. As it becomes ever more challenging and demanding we need a sounding board, and the small group of confidants which Meitheal has thrown together is the perfect sounding board away from the hustle and bustle and constant interruptions of school.

I also must acknowledge the part played by Dublin West Education Centre. Their co-operation in booking dates and providing refreshments was invaluable to the group.

As we now enter our fourth year of the programme, I think back to Gerard McHugh’s choice of an African proverb in his initial letter to us all....... ‘if you want to go fast, go alone, if you want to go far, go with others’. I believe that most principals agree that we are hurtling at breakneck speed at times, but to stay the pace we need others to support us along the way, and that is where Meitheal comes in.

23

LEADERSHIP+ The Professional Voice of Principals

Child Protection and Safeguarding Inspections

DEPARTMENT OF EDUCATION AND SKILLS INSPECTORATE

INTRODUCTION AND CONTEXT In recent years, there have been a number of important changes in requirements regarding child protection and safeguarding. These requirements are not limited to the education world, but impact on all sections of society that deal with children, including health services, sports facilities and voluntary organisations.

The main impetus for these changes is the Children First Act (2015), which places certain statutory obligations on all organisations who work with children and young people. All sections of the Children First Act (2015) came into effect in December 2017. Another important development in child protection and safeguarding was the publication of Children First, National Guidance, (2017). This outlines the new statutory obligations that apply to both to individuals and to organisations such as schools under the Children First Act 2015. It also sets out the best practice, non-statutory obligations which are in place for all individuals, including teachers, and for all sectors of society.

In order to provide direction and guidance to school authorities and to school personnel in relation to meeting these new obligations, the Department of Education and Skills developed the Child Protection Procedures for Primary and Post Primary Schools, (2017) in consultation with all the education partners and with a range of other stakeholders, including the Ombudsman for Children. These procedures were published in December 2017.

As well as outlining the responsibilities of a mandated person, these procedures introduced a number of new requirements on schools. They also strengthened the oversight arrangements to ensure that the education sector can be satisfied and can demonstrate that our schools and their staff are operating in full compliance with the Children First Act, 2015.

24

The oversight processes contained in the procedures contain a range of complementary measures at school level and at system level. The measures at school level include a role for the principal and for the board of management and the measures at system level include the establishment of a Child Protection Oversight Group within the Department of Education and Skills.

In order to provide direction and guidance to school authorities and to school personnel in relation to meeting these new obligations, the Department of Education and Skills developed the Child Protection Procedures for Primary and Post Primary Schools, (2017) The Inspectorate has also been given an oversight role in relation to these procedures. This role includes a requirement to monitor and report on compliance with aspects of the Child Protection Procedures for Primary and Post Primary Schools 2017 on all inspection models and to report on compliance with these procedures in all inspection reports.

In response to these new requirements, the Inspectorate developed three levels of monitoring compliance with the Child Protection Procedures for Primary and Post-Primary Schools 2017.

Level one monitoring involves three checks and is conducted on shorter, less intensive models such as the Incidental Inspection, Follow-Through, Curriculum Evaluation (Primary) or Subject Inspection (Post-Primary).

Level two monitoring involves eight checks and is conducted on whole-

school type evaluations such as WSEMLL and Evaluation of Action Planning for Improvement in DEIS schools.

Full details of the level one and level two checks are published on the Department’s website.

WHAT IS THE CHILD PROTECTION AND SAFEGUARDING INSPECTIONS (CPSI) MODEL? The Child Protection and Safeguarding Inspection Model, or CPSI, is the level three monitoring by the Inspectorate.

It is a new model of inspection which focuses on the implementation of the Child Protection Procedures for Primary and Post-Primary schools 2017.

The Child Protection and Safeguarding Inspection model will examine the implementation of the Child Protection Procedures for Primary and PostPrimary schools 2017 in schools through conducting ten checks based on the requirements of the procedures.

HOW HAS THE CHILD PROTECTION AND SAFEGUARDING INSPECTION MODEL BEING DEVELOPED? The Child Protection and Safeguarding Inspection model is being developed by the Inspectorate through an extended consultation process with the education partners and other interested stakeholders including the Office of the Ombudsman for Children.

As part of the development process the Inspectorate also conducted research visits in twelve settings, including one Youthreach centre and one school at a Special Care Unit. During these research visits we discussed how best to conduct the inspections with principals and with teachers. Following the research the model was developed and is currently being trialled in nineteen settings, which again includes a Youthreach centre and special care unit. All of the engagements with schools and partners have been extremely useful in developing the model

January 2019

WHAT WILL HAPPEN DURING A CHILD PROTECTION AND SAFEGUARDING INSPECTION? During a Child Protection and Safeguarding Inspection inspectors will: n

n

n

n

n

Engage with learners about their learning in Social Personal and Health Education (SPHE) and Stay Safe (Primary Schools) and SPHE and Relationship and Sexuality Education (RSE) in post-primary schools.

Administer an on-line parent questionnaire that explores issues relevant to school climate and parents’ awareness of the school’s child protection procedures, including the school’s anti-bullying procedures Hold meetings with: l Designated Liaison Person (DLP) / Deputy DLP l Chairperson of board of management l A sample of school personnel l The SPHE coordinator Review the following documents: l Board of management minutes l Child safeguarding statement and risk assessment l Relevant school plans, monthly progress records (primary) and timetable data (post-primary) Review child protection records, where these have been created.

WHAT CHECKS WILL BE CONDUCTED DURING A CHILD PROTECTION AND SAFEGUARDING INSPECTION? The inspection framework is currently being developed and will be published in January. All of the aspects of the framework will be based on the Child Protection Procedures for Primary and Post-Primary Schools 2017.

These procedures set out a number of requirements on schools relating to communicating with members of the school community about child protection matters; training of school personnel and board members in respect of child protection; reporting child protection concerns, oversight by the board of management; and fulfilling certain record-keeping obligations in relation to child protection matters.

They also detail the mandatory aspects of the curriculum that are designed to develop students’ knowledge, skills, attitudes and behaviours through Social Personal and Health Education

(SPHE), Relationship and Sexuality Education (RSE) and the Stay Safe programme.

The ten checks that will be conducted during a Child Protection and Safeguarding Inspection will be based exclusively on the Child Protection Procedures for Primary and PostPrimary Schools 2017.

The procedures set out a number of requirements on schools relating to communicating with members of the school community about child protection matters; training of school personnel and board members in respect of child protection.

HOW WILL THE INSPECTOR ARRIVE AT A JUDGEMENT IN A CHILD PROTECTION AND SAFEGUARDING INSPECTION? The inspectors will make a judgement as to the extent to which the school is compliant with each of the checks, using the following scale: n Fully compliant n Substantially compliant n Partially compliant n Not compliant.

For the check on the provision for Social Personal and Health Education Curriculum (SPHE) and Stay Safe in Primary Schools, and SPHE and Relationships and Sexuality Education Programme (RSE) in post-primary schools, the inspector will use the following scale to arrive at a judgement: n Very good n Good n Satisfactory n Fair n Weak.

This is the scale that is used on all other inspection models.

WHAT ARE THE NEXT STAGES IN THE DEVELOPMENT OF THE CPSI MODEL? The trial of the evaluation will conclude shortly and the Inspectorate will seek feedback from those schools that participated in the trial. This feedback will further inform the development of the model. A final consultation session

with the education partners was conducted on December 18th.

It is intended to mainstream the model in a sample of schools in 2019.

This means that the Inspectorate will conduct a number of Child Protection and Safeguarding Inspections in primary and post-primary schools nationally as part of its annual inspection programme.

A series of information sessions on the Child Protection and Safeguarding Inspection model is being organised for school principals at the following Education Centres:

n

Athlone Education Centre Monday 21st January

n

Blackrock Education Centre Tuesday 22nd January

n

Cork Education Centre Tuesday 22nd January

n

Galway Education Centre Wednesday 23rd January

n

Navan Education Centre Monday 28th January

n

Limerick Education Centre Tuesday 29th January

n

Donegal Education Centre Wednesday 30th January

n

Waterford Education Centre Monday 4th February

Seminars for Primary Principals will take place from 13.30 – 15.30 (tea/ coffee on arrival) The experience of the research visits and of the trial of the Child Protection and Safeguarding Inspection model has shown that schools are very much engaged in implementing the Child Protection Procedures for Primary and Post Primary Schools 2017. These seminars are designed as a further support to principals in their implementation of the procedures.

They will provide an overview of key aspects of Child Protection and Safeguarding Inspection including its aims and its features, the checks conducted during the inspection and Child Protection and Safeguarding Inspection reports. Participants at the seminar will have an opportunity to discuss and ask questions about the Child Protection and Safeguarding Inspection model.

25

LEADERSHIP+ The Professional Voice of Principals

IPPN Board of Directors THANKS TO IPPN BOARD OF DIRECTORS WHO HAVE STEPPED DOWN

Pat Connaghan, Donegal

Gerry Moran, Wexford

Denise Ward, Meath

We offer our sincere thanks to Pat, Gerry and Denise, who have recently stepped down as members of the Board of Directors after their tenure on the Board came to an end. We are deeply appreciative of all that they have done – in a wholly entirely capacity - for Irish school leaders.

shape the positive organisation it is today. We hope that they will look upon their time on the Board with a sense of pride at having contributed significantly both to IPPN and its members, and also to primary education.

We wish them the very best in their future endeavours.

‘For some people, volunteering is about giving, for the likes of you it is a way of living’

David Ruddy President

Their involvement in the IPPN Board over the past three years has helped

WE ALSO WELCOME A NEW MEMBER OF THE BOARD

Finbarr Hurley, who was elected to the Board by the National Council in November Finbarr taught for eight years in mainstream schools in Cork before being seconded to the European School system for twelve years. He was a class teacher in the European School of Mol, followed by a role as Pedagogical Coordinator in the European School of Brussels IV. After that, he spent time in the Middle East as Administrative Deputy Principal of a large International School. He was then re-seconded as the Principal of the European School of Karlsruhe, Germany. Finbarr is now in his fourth year as principal of St. Columba’s Boys’ National School in Douglas Cork.

26

Le teann measa

Páiric Clerkin CEO

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27

MEET YOUR LOCAL ALLIANZ REPRESENTATIVE ALLIANZ HAVE A NETWORK OF LOCAL REPRESENTATIVES, STRATEGICALLY PLACED THROUGHOUT THE COUNTRY TO ENSURE EVERY SCHOOL DIRECTLY INSURED WITH US, RECEIVE A LOCAL PERSONAL SERVICE. Your Local Allianz Representative is always on hand to answer your queries on a wide range of insurance related matters or to visit your school. They can guide you on your Building and Contents Sums Insured, assist you with a risk assessment or advise you on a specific Health & Safety issue.

Be sure to call over to our exhibition stand I2 and meet your Local Allianz Representative.

TIMETABLE AS FOLLOWS: Alan Carroll

Martin McKeogh

North East

South

Thursday Morning & Friday Afternoon

Friday Morning

Shane Mooney

Martin Sinnott

West

South East

Thursday Morning

Friday Morning

Mairead Mullins

Alan Black

North West Thursday Afternoon

Customer Manager Friday Afternoon

Noel O’Loughlin South West Thursday Afternoon

We are participating in the IPPN Passport Competition so you may win a 128GB iPad just for visiting our stand.

Best of luck and we hope to see you at Conference 2019!

CE! A L RP U O Y K O BO

IPPN Annual Principals’

CONFERENCE

2019

Sustainable Leadership Challenges and Opportunities CITYWEST HOTEL & CONVENTION CENTRE

Thursday 24th and Friday 25th January 2019 KEYNOTE SPEAKERS include

JOE McHUGH TD

JOHN HORAN

Minister for Education and Skills

Uachtarán GAA

NIALL MULDOON

n

n

n n

CEO, AsIAm

Ombudsman for Children

LEADERSHIP PATHWAYS SEMINARS: n

ADAM HARRIS

Year 1 School Leaders: Creating the Space to Lead – Establishing your Credibility as a School Leader Year 2 School Leaders: Creating the Space to Lead – Establishing Needs and Priorities for you and your school Years 3 – 5 School Leaders: Creating the Space to Lead – Developing Leadership Capacity in your School Community Years 6-12 School Leaders: Lifting the Spirit – Renewing the Enthusiasm Year 12+ School Leaders: Re-energise, Rejuvenate, Recreate your Leadership

AND NOT FORGETTING THE NEW-IMPROVED EDUCATION EXPO, SELF-CARE SESSIONS AND HEALTH SCREENING!

PATRICK O’SHEA

JACINTA KITT Lecturer, Author

President of UCC

SEMINARS include n n n n n n n n n n n n n n

Preparing the ground for a Dignity in the Workplace Policy for your school community Implementing GDPR in the school Principalmeet 2019 Embedding Child Protection in Schools Money Matters Admissions to Schools Act Mindfulness in Schools - Secrets to a Happy Brain From the Deserted Village to the Alt School.

Where are we now?

Restorative Practices Special Schools - Emotional/Behavioural Disturbance Embedding digital technologies into teaching, learning and assessment Priorities for Teaching Principals Leading Arts education - music, art, drama Middle Leadership

NOTE: Seminars start at 9am on Thursday morning n Early check-in on Wednesday evening n Contact the hotel asap to book your room See conference.ippn.ie for more information and to register 29