Leadership+ Issue 122 - April 2022

ISSUE 121 / APRIL 2022

+ Leadership THE PROFESSIONAL VOICE OF SCHOOL LEADERS

School Leaders’

Health and Wellbeing

Reflective, Empowered, Authentic Leadership

IPPN Annual Principals’ Conference 2022 Registration is now OPEN! See Conference.ippn.ie for details on: ■ Event Schedule ■ Seminars ■ Leadership Pathways ■ Keynote Speakers ■ Education Expo Keynote Speakers include ■ Chief Inspector, Dr Harold Hislop ■ High performance expert, Gary Keegan ■ NCCA CEO, Arlene Forster ■ More to follow!

Seminars Back to the Future - Reconnecting partnerships with your parents is the “lightening rod” BRAND to better futures for the children in your school! - Áine Lynch, National Parents Council NEW & Leah O’Toole, Maynooth University ■ Dignity and Respect at Work - Rúairí Ó Céilleachair, Edelia Coaching ■ Empowerment and Restoration in the Aftermath… - Jacinta Kitt ■ Financial Support and Guidance for School Principals – Joe Conlon, FSSU ■ Limiting Your School’s Liability - Essential law for the School Leader – David Ruddy BL, Mason Hayes & Curran ■ Reduce Your Risk! Managing Behaviours of Concern - Siobhan Allen & Aisling Power ■ Sobering truths and delightful opportunities - Leading through relationships – Joe O’Connell ■ Technology Infrastructure and Technical Support in Primary schools – Tom Lonergan & Deirdre Redmond, PDST ■ The Key to Collaborative Leadership - Anna Mai Rooney & Finbarr Hurley, CSL ■ Update on Recent and Upcoming NCSE Policies and Operations - Mary McGrath, NCSE ■ The Additional School Accommodation Scheme & Capital Programme of Delivery - Cathal McDonagh & Stefan Mathews, DE Building Unit ■

Leadership Pathways ■ Years 1 & 2 School Leaders: REAL – REFLECTIVE, Empowered, Authentic Leadership ■ Years 3 – 5 School Leaders: REAL – Reflective, EMPOWERED, Authentic Leadership ■ Years 6+ School Leaders: REAL – Reflective, Empowered, AUTHENTIC Leadership

19th – 20th May 2022

CITYWEST HOTEL & CONVENTION CENTRE www.ippn.ie | info@ippn.ie | #ippn22 a @IPPN_Education • @IPPNExpo • d @IPPN

Book your place now at conference.ippn.ie

ALLNEW!

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Eilish Meagher discusses trauma-informed care in a school context.

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Dr. Harry Barry

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This article contains excerpts from his address to the 2021 Deputy Principals’ Conference on reducing the risks of stress, anxiety and depression.

25 Picker Pals Lynn Harley from Burrow School, Sutton, Dublin on having the distinction of being the first home of the litterpicking programme, Picker Pals.

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Damian Whte discusses the effect the death of Ashling Murphy has had on the school she worked at and the wider community.

Conflict A Principal’s Perspective

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What happened to you?

Ashling

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Padraig McCabe gives us insights into resolving conflict and working with difficult people as a school leader.

Review of the Primary Curriculum

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THE PROFESSIONAL VOICE OF SCHOOL LEADERS

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+ Leadership

Dr Thomas Walsh talks about the opportunities and challenges that are present in the NCCA’s Draft Primary Curriculum Framework.

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

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Editor: Geraldine D’Arcy Editorial Team: Geraldine D’Arcy, Páiric Clerkin and Brian O’Doherty Comments to: editor@ippn.ie Advertising: adverts@ippn.ie ISSN: 1649-5888 Design: Brosna Press

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

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April 2022

School Leaders’

EDITORIAL

Health and Wellbeing As we write this, the world seems a more precarious place.

We are watching distressing images on the news and on social media, as well as examples of incredible fortitude and resilience, in the face of unimaginable fear and uncertainty.

The impact on children is particularly upsetting.

In the coming weeks, it is likely that many schools will be welcoming children to their school communities who have come to Ireland to seek refuge from the developing humanitarian crisis. Schools will seek to ease this difficult transition for these children into an alien school environment where language may be a barrier and trauma may be a factor. We know that you will rise to this challenge, as you always do, in the best interests of meeting the needs of all children. We will share advice and guidance with you, as it develops and becomes available, to support you in this work.

It strikes us that the leadership that you will provide to your school communities, in this context, will be very much in keeping with the kind of leadership we hope to explore at our Principals’ Conference in Citywest on 19th & 20th May. The theme of the conference is REAL – Reflective, Empowered, Authentic Leadership. Never has such leadership been more acutely needed as we respond to world events and as we emerge from a pandemic that has impacted and shaped our leadership practice, out of necessity.

The leaders of our primary schools have been leading through a prolonged period of uncertainty over the past two years in an exemplary manner, facing into the unknown every day, with little protection against a virus spreading at pace, an overnight pivot to remote learning that no one was fully prepared for, and successive lockdowns, with expectations of flexibility from every quarter. While restrictions were eased in late February this year, there is an ongoing and significant impact of the pandemic. The virus continues to wreak havoc in many schools with staff and pupil numbers decimated in waves, and little or no substitute cover available. IPPN has advocated strongly for the various supports put in place in schools to cope with the effects of the pandemic to remain at least until the end of the school year, in the face of a threat of withdrawal of this funding by the Department of Public Expenditure and Reform. In fairness, the Department of Education has pushed hard for these supports to be retained, at least in the near term, and we are hopeful they will prevail.

In The President’s Pen on page 6, Brian O’Doherty highlights the importance of every member engaging with the Deakin University research on school leaders’ health and wellbeing, which remains open until the Easter break.

He also outlines how we are engaging with members in virtual focus groups to review the thinking around the six key themes being explored in the Sustainable Leadership project. These two projects are of crucial importance to

LEADERSHIP+ EDITORIAL TEAM primary school leaders and to IPPN – the two hours it will take to get involved in both are an investment in yourself, in your fellow school leaders and indeed, in those who aspire to school leadership in the future.

ALSO IN THIS ISSUE… Experiences of an Incidental Inspection during Term 1 2021/2022: A Principal’s Perspective - Linda Dennehy, Principal of Scoil Íosagáin Infant NS, Mallow, Co. Cork ■ What happened to you? - Eilish Meagher, Principal of St Audoen’s NS, Dublin 8 ■ Wellbeing of Principals in Small Schools - Aoife O’Connor, Deputy Principal of Tierneevin NS ■ Are We There Yet? Bryan Collins, Principal of Scoil Naomh Feichin, Termonfeckin, Co. Louth ■ Reflections: Ashling - Damian White, Principal of Scoil Shinchill, Killeigh, Co. Offaly ■ Picker Pals at the Burrow School - Lynn Harley, principal of Burrow School, Sutton, Dublin ■ Review and Redevelopment of the Primary Curriculum: Opportunities and Challenges - Dr Thomas Walsh, Associate Professor, Department of Education, Maynooth University ■ Supporting children with Type 1 diabetes during school hours - Professor Michael O’Grady, Consultant Paediatric Endocrinologist, Member of the National Paediatric Diabetes Working Group ■ Have You Got Your Ducks in a Row? - David Ruddy BL ■

We thank all our contributors, our advertisers and everyone involved in bringing you each issue of Leadership+.

See ippn.ie Supports – Leadership+ for editorial guidelines.

LINK

Is sinne le meas Leadership+ Editorial Team

Brian O’Doherty

Páiric Clerkin

Geraldine D’Arcy

President

CEO

Editor

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LEGAL DIARY

Have You Got Your Ducks in a Row? DAVID RUDDY BL As a normality of sorts returns to schools, it may be time to take stock and re-evaluate as to whether certain legal school policies are up to scratch.

with staff so that they can appreciate their responsibilities in this area.

A discussion on different possible scenarios is also beneficial.

Admissions Policy Whilst schools were required to amend Admission policies in line with the new legislation for September 2020, ask yourself if the policy has been amended or tweaked since? If the answer is in the affirmative, did you forward the amended policy to your Patron for approval? If you didn’t receive approval, then the amendments are not valid and would not in my opinion survive a challenge.

Code of Behaviour The Code of Behaviour coupled with the anti-bullying policy provides protection for pupils and staff in circumstances where challenging behaviour/behaviours of concern have the capacity to seriously impact.

The idiom ‘one size fits all’ can no longer be exclusively applied to a code of behaviour in circumstances where pupils are known to have special/ complex needs. Whilst a school’s Code of Behaviour applies to all pupils, schools are expected to go over, above, and beyond in its efforts to modify behaviour whilst not compromising on safety at the same time. Many schools effectively employ behaviour modification plans. Schools ought to consider a Behaviour of Concern policy. This Behaviour of Concern policy would complement the Code of Behaviour in outlining the school’s rationale for identifying, managing, and reporting such behaviours. A school can clarify its rationale for a physical intervention. This would have the effect of boosting staff confidence in dealing with behaviours of concern and give reassurance to parents.

It would demonstrate in any legal proceeding that the school had a plan and prepared for different difficult

Do staff realise the responsibility they bear under GDPR to store and protect this personal data containing phone numbers, email addresses and confidential notes.

Data Protection When did you last discuss with your staff? Most staff have access to considerable data to teach, support, and communicate with pupils and parents. Do staff realise the responsibility they bear under GDPR to store and protect this personal data containing phone numbers, email addresses and confidential notes.

What happens if a staff member loses their phone containing this information? Will they inform the school as the data controller of the event? How will the school decide if a data breach has occurred that in turn may trigger informing the Data Protection Commissioner? If you haven’t done so, now is the time to share the Data Protection policy 4

scenarios. Given the level of integration in schools, the opening of special classes and the changing profile of pupils it makes sense to bolster the traditional Code of Behaviour.

Child Protection This is an area where schools are obliged to conduct an annual review of the Safeguarding Statement. The risk assessment is an area that deserves special attention.

Safety Statement An annual review of a safety statement makes a lot of sense. It may be that works have been carried out in the last year that have not been considered or additional hazards may be more apparent now. Your insurance company can offer valuable advice in relation to any review.

An audit of the above policies would be worthwhile and engagement with staff and parents would be very beneficial. Any proposed amendments need to be discussed and approved by the Board of Management. Having your ‘Ducks in a Row’ should make the job and life of a school leader more sustainable.

If you have any queries in relation to this article, you can email David at druddy@mhc.ie

April 2022

Changes at the helm Education Stakeholders DEPARTMENT OF EDUCATION Press release Bernie McNally has been appointed as Secretary General of the Department of Education. She served as an Assistant Secretary with responsibility for the Disability and Youth Division in the Department of Children, Equality, Disability, Integration and Youth. She has worked in a number of government departments and offices, including in the Department of Health and as Director of the Office of the Ombudsman and Information Commissioner, as well as in the health services. She succeeds Seán Ó Foghlú, who served in the role from 2012.

THE TEACHING COUNCIL Tomás Ó Ruairc, who served as Director of the Council from 2012 until early February, was recently appointed as Assistant Secretary at the Department of Education and has responsibility for Data Compliance

and Support, Statistics, Public Service Reform Office, Central Policy and Legal Services and International.

At the time of going to print, his successor had not yet been appointed.

Deputy Director Phil Fox is Acting Director until the new Director is appointed.

PROFESSIONAL DEVELOPMENT SERVICE FOR TEACHERS Nuala Taaffe has been appointed National Director of PDST, having served as Deputy Director (Policy, Research and Design) and as Team Leader for Leadership (Primary and Post-primary) and as a Leadership Advisor. Nuala was principal of St Joseph’s NS, Dromahair, Co. Leitrim for 10 years from 2005 until taking up her position with PDST. She also served as a resource teacher for SEN in Sligo for 4 years and as classroom teacher in St Enda’s, Carraroe.

Nuala succeeds Ciara O’Donnell, who served in the role from 2013.

NATIONAL COUNCIL FOR SPECIAL EDUCATION John Kearney has been appointed CEO of the NCSE, succeeding Teresa Griffin who had served as CEO from 2011. John was previously Chief Executive of the Cavan and Monaghan Education and Training Board, having served as Education Officer there and as Principal of Breifne College, Cavan Town and Principal of St Colman’s College, Fermoy, Co Cork.

We sincerely thank Seán, Tomás, Ciara and Teresa for their leadership and engagement, and look forward to continuing the collaborative work with their successors.

M Ed IN DIGITAL LEADERSHIP IN EDUCATION This innovative, flexible programme can be undertaken one year full-time or two years part-time. It will be delivered through a hyflex model where students can choose to attend or engage in learning activities face to face, online or at their own pace (asynchronously).

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Applications are welcome from those working in education who are interested or involved in digital learning across a variety of educational settings.

For further information contact: Dr Emma O’Brien, Programme Coordinator T: +353 61 774785, E: Emma.OBrien@mic.ul.ie

www.mic.ie 5

THE PRESIDENT’S PEN

Health and wellbeing survey BRIAN O’DOHERTY IPPN PRESIDENT Being the parent of older teenage children, it is not uncommon to be judged disdainfully, if not mercilessly, on occasion. The most frequent accusation levelled would be that of being a “boomer” which lies at the opposite end of the spectrum of being “tech-savvy”. However, often, and unfairly in my view, I am found guilty of telling dad jokes which are a source of acute embarrassment and/or social anxiety. At the risk of proving their point, I thought I’d share the story of the woman who sought to console a friend who had suffered a disappointment by leaning in and whispering the word “plethora” to which the friend responded – “thanks – it means a lot!”

A “plethora” of demands have been made on your time, energy and leadership this year and we are conscious that we have added to those demands with our requests for your engagement with the Irish Principal and Deputy Principal Health and Wellbeing survey as well as our online meetings to discuss the themes of the Sustainable Leadership project.

We wouldn’t ask if it wasn’t important.

It is crucial that your voice is heard both within the research survey and within the wider project to ensure the reality of school leadership is clearly articulated. As always, you have responded generously with your time and wisdom.

We are encouraged by the numbers who have registered for and completed the Irish Principal and Deputy Principal Health and Wellbeing survey.

We are aware that some of you have registered for the survey but have yet to complete it but trust that you will get an opportunity to do so before the survey closes on Friday 8th April. The data will carry more weight if we have high participation rates so we would urge you to take the opportunity to do so, as soon as possible.

research at the principals’ conference in May and in future editions of Leadership+.

As communicated previously, participants will receive an instant, individualised report on their personal health and wellbeing status, on completion of the survey. In any scientific research into the area of health and wellbeing, it is conceivable that someone might self-identify as being at significant risk in terms of their health and wellbeing. There is an ethical obligation on the part of the researchers to ensure that anyone in such circumstances receives information about appropriate, professional services which may be of assistance to them.

Depending on when you are reading this, there may still be an opportunity for you to take part, if you wish. Details of the meetings and how to register is available on ippn.ie -> Advocacy -> Sustainable Leadership -> Focus Groups.

LINK

We are confident that the research should also generate rich data that will benefit school leadership, schools and the wider education system, while also assisting us in framing the Current Reality section of our Sustainable Leadership report. We hope to share headline data from the first year of the

Similarly, we are grateful to all who have participated to date in our online member engagement meetings on the themes of the Sustainable Leadership project. I am indebted to Donal Kerins, Jennifer McCarthy and Geraldine D’Arcy, as well as the facilitators who agreed to take part, for making an aspiration into a practical reality.

Each meeting involves an overview of the project followed by facilitated discussion groups on the particular theme of that meeting. You will receive project materials in advance, relating to the theme for which you register.

Your feedback will help to challenge, refine and reshape our thinking before we progress to the next phase of the project, which will be engagement with stakeholders. We will keep you informed and will endeavour to make no further demands of you, particularly in the busy months of May and June, not to mention July or August.

Conversations with School Leaders: Harnessing the power of professional learning to support school needs The Teaching Council, in partnership with Education Support Centres Ireland (ESCI), the Centre for School Leadership (CSL) and IPPN, invites you to join fellow senior school leaders for a short online conversation about the Autumn Series of Cosán Workshops in Education Centres nationwide.

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Register at teachingcouncil.ie to attend the Primary session on Thursday, 5 May from 3.30pm. LINK Practising school leaders will share their experience of the Cosán workshops and the impact they have had on the learning culture in their schools. Early registration is recommended.

For more information, contact cosán@teachingcouncil.ie.

REFLECTIONS

Ashling

DAMIAN WHITE PRINCIPAL OF SCOIL SHINCHILL, KILLEIGH, CO. OFFALY AND IPPN PAST PRESIDENT

When Ashling Murphy decided to go for a run after school on a clear, bright Wednesday at 4pm in a public amenity, devoid of all traffic, it would be fair to assume that she was doing something safe, healthy and appropriate for a young sportswoman in her first year as a qualified primary teacher. Before leaving Durrow NS that evening, she spoke enthusiastically about how beautiful the canal route is, having run it the previous evening also.

viewed by hundreds of thousands of people in the days since her death.

The smiles exchanged between the 2 sisters as they played are indicative of a synergy unique to families bound together by the mesmerising flow of traditional music.

What happened to Ashling on that run has since catapulted her name to international prominence and has raised the issue of women’s safety worldwide. Ashling’s murder at the hands of a stranger has stopped a beautiful life. It has shattered her broken-hearted family, her partner, her colleagues and her beloved 1st class in Durrow NS. It has also had a devastating effect on her many friends made through music, sport, school, college and in her neighbourhood, where I live myself.

The true horror of what happened to Ashling has been widely reported.

However, Durrow NS Principal James Hogan and his colleagues bravely made the decision to talk publicly about their special young colleague and friend, to make sure everybody knew about the wonderful person Ashling Murphy was, her mastery of several instruments, particularly the fiddle, in a school where traditional music has a special place, her camogie exploits and her wonderful talents as a kind, caring and empathetic teacher to her adoring 1st class.

Ashling was an excellent camogie player and a fearless competitor on the field. Her camogie manager spoke of worrying that anything would happen to her hands ahead of a Fleadh Cheoil that would prevent her from playing or teaching the violin. However, he couldn’t stop her putting up her hand as the ball dropped in and sticks were flying. If a score was needed, Ashling Murphy would fight tooth and nail to get it or to make it happen for a teammate.

Ashling was in the first year of her primary teaching career, but taught the fiddle to many young enthusiasts for several years, since first learning herself from the tender age of 5. A YouTube video featuring her on the fiddle with her sister Amy playing the concertina in the family kitchen with the fluidity and harmony that only those truly in tune with the music and each other can create, has been

As a young teacher, Ashling excelled in every way. I had an early glimpse at her potential when she taught 6th class during Teaching Practice in our school.

She secured employment in Durrow NS immediately after qualifying and threw herself into every aspect of school life with characteristic selfless determination and generosity. Her first class loved her dearly; their many cards and tributes said as much. It

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was a love shared with her colleagues, many of whom shared her passion for Irish music.

Ashling was the ultimate family person. She adored her parents Ray and Kathleen, her siblings Cathal and Amy, and was planning her future with her beloved partner Ryan. In our community, every social occasion where music was required - parish events, senior citizens’ parties etc. the Murphy family would rock up and play.

Following her death, there has been an outpouring of sympathy, the likes of which we have never previously experienced. Her story has been told around the world and hundreds of thousands of people have attended vigils and other events in her honour.

Her death has provoked a deep dig in society’s conscience as to how a young woman, out for a run after work, could meet such a fate, and what we can do about preventing a recurrence and making it possible for women to live without fear of any form of unwanted attention or abuse. Her Alma Mater, Mary Immaculate College, have already named a bursary in her honour. Many other acknowledgements and honours will follow in the fields of education, music and sport.

For many, we have lost a fabulous teacher, sportsperson, musician and woman who represented the very best her generation has to offer.

For her heartbroken teachers and friends in Coolanarney NS, Sacred Heart Secondary and Mary Immaculate College, she will be remembered as an outstanding student and a past pupil to be treasured.

For her family, her partner and her many friends, she will always be Ashling, the kind, warm, witty funloving, and charming young lady who made them proud every day of her short but beautiful life.

Leaba i measc na naomh go raibh aici.

April 2022

What happened to you?

EILISH MEAGHER PRINCIPAL OF ST AUDOEN’S NS, DUBLIN 8 As a school leader in an area of socioeconomic deprivation, I have a deep interest in educational disadvantage and equal educational opportunities.

Although trauma has no boundaries in terms of age, gender, race, or ethnicity, it is argued that marginalised families, struggling with daily adversity and challenges, are often experiencing catastrophic and successive crises. As part of the Master of Education (Froebel Department, Maynooth University) my research aspired to uncover what supports educators need to implement a trauma-informed model of care in our school.

Childhood trauma and adversity refers to a single episode or several experiences which negatively affect a child’s physical, emotional, or mental health. It is an individual’s unique experience of an event which determines the level of trauma.

UNDERSTANDING TRAUMA Childhood trauma and adversity refers to a single episode or several experiences which negatively affect a child’s physical, emotional, or mental health. It is an individual’s unique experience of an event which determines the level of trauma.

Repeated trauma can disrupt a child’s sense of safety and result in their overdeveloped stress-response system constantly scanning for danger. This recurring ‘fight or flight’ mode can have serious impact on memory, learning and relationships.

TRAUMA INFORMED CARE IN A SCHOOL CONTEXT As a school, we often found ourselves ‘firefighting’; our behaviour policies

characterised by punitive responses to aggression and anti-social behaviour. Teachers are challenged to make education accessible to children described as ‘emotionally disturbed’ or ‘problematic’. Research suggests that the manifestation of complex trauma can often be mistaken as defiance, inattention, or misbehaviour. While issues are still addressed and at times consequences are necessary, we use the principles of TIC to respond together.

existence of at least ‘One Good Adult’ in their lives, a safe connection, this can have a profound influence on selfesteem, belonging and resilience.

Trauma informed care aims to: ■ Create a Safe Environment ■ Prioritise Connections and Relationships ■ Support a system wide approach with Shared Values ■ Understand Community Trauma and Oppression

Sharing experiences and knowledge is a valuable learning opportunity.

Reflective Supervision has become an integral part of our school practice, with monthly sessions facilitated

by Marie Delaney from Trauma Responsive Education.

Reflective Supervision focuses on the challenges presented by our work and aims to provide a space for teachers, to share and reflect on collaboration, voice, agency, values, and beliefs. This is an important aspect to preventing vicarious trauma.

In St Audoen’s NS: We Connect before we Correct ■ We stay Curious not Furious ■ We understand the Behaviour is Communication ■ We believe in Relationships.

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THE IMPACT OF TIC TRAINING Trauma Informed Care supports staff at all levels in organisations to understand and recognise trauma and respond effectively. In 2020 our post training consultations revealed emerging themes amongst teachers: namely Relationships and Reflection.

The fundamental shift in providing TIC is to move away from thinking ‘What is wrong with you?’ to considering ‘What happened to you?’.

While eager to invest in student relationships, teachers felt pressured by curriculum constraints making relational non-academic work seem tokenistic. In September 2021 we established a specific, whole-school, Wellness & Connection Time; time for students and staff to build upon individual relationships. One of the strongest predictors of stability and well-being, in young people, is the

Creating a culture of safety and connecton has been invaluable for everyone’s day-to-day practice.

CULTURAL TRANSFORMATION Change is a gradual process, it requires time, patience, communication, and planning. There is no doubt that this journey has been challenging and exposed a sense of vulnerability in us all; yet creating a culture of safety and connection has been invaluable for everyone’s day-to-day practice. Our TIC journey has developed our staff confidence and self-belief enabling us to be influential practitioners and play a positive and understanding role in children’s school experiences.

‘Being able to feel safe with other people is probably the single most important aspect of mental health; safe connections are fundamental to meaningful and satisfying lives’.

(Bessel Van der Kolk) If you would like to contact Eilish in relation to this article, you can email her at principal@staudoens.ie.

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LEADERSHIP+ The Professional Voice of Principals

Experiences of an Incidental Inspection during Term 1 2021/2022: A Principal’s Perspective

LINDA DENNEHY PRINCIPAL OF SCOIL ÍOSAGÁIN INFANT NS, MALLOW, CO. CORK AND A MEMBER OF THE IPPN BOARD OF DIRECTORS

As the song goes….it all began on the afternoon of a Manic Monday in November, when our secretary rang through to say that our school inspector was on the phone and would like to chat with me. Having had my ears to the ‘bush telegraph’ I had an inkling that this conversation could be on the subject of the rumoured Incidental Inspections which were currently happening at the time. I was correct!

I really did wish it was Sunday…

The phone conversation with the Inspector began from a welfare check perspective. She enquired as to how I was doing and how the school was managing through Covid. I responded that I was currently able to find subs, but it was getting harder and harder.

Little did I think that the following day when the inspector would arrive would be a day where I would be unable to fill the vacancy of a class teacher!

The inspector went on to explain that she was hoping to visit the following day. She clearly outlined the focus of the visit which would include observations in two mainstream classrooms with léirmheas given to the teachers afterwards. From an administrative perspective the focus would be on the anti-bullying procedures and use of relevant templates and appendices. Having a deputy principal who attended the IPPN Deputy Principals Conference the previous week and being truly inspired by the speakers she heard including Harold Hislop, I took this opportunity as a two-way learning experience, and explained to the inspector that I had some topics that I would like to ask her about. The Inspector was very agreeable to this idea.

The next step, as always in cases like this, is to contact colleagues for support. We are very lucky in my local area that we have a very strong principal support group that meet regularly throughout the year. Along 10

with this the principal WhatsApp group, is a daily source of support, help and amusement for all involved.

When I posted my predicament on the group, within minutes collegial support was offered.

As an experienced principal who diligently embraces current trends in education, I had been in the fortunate position to have begun the process of reviewing the schools anti-bullying policy since September. As luck would have it, the policy had just gone to draft ready for Board of Management ratification the previous week. The amazing lessons I learned through engaging with IPPN Misneach initially, and other up to date training as well as working as an associate on the health & wellbeing team, meant that I had been minuting anti-bullying at our Board of Management meetings through my Principal’s Reports, and we were using all relevant templates for a number of years.

Of course there were nerves on the day. As principals we strive to support our staff and we want to protect them as best we can through experiences such as this. I portrayed calm on the outside but on the inside I was on edge. I hoped my staff would shine as brightly as they do every day and that the nerves would not overshadow their great work. I had no need to fear.

All staff were amazing as per usual.

What transpired on the day was a great learning experience for our school. Of course the pressures of Covid 19 were ever present in the background, but it was positive to shine a light back on the academic work of the school. The inspector was most professional and thorough in her work. She was very complimentary of the work taking place in the school while empathising with the difficulties being faced by all schools currently. She was very supportive of my work as a principal as well as helping me explore areas of further development within the school over time.

My experience of the Covid inspection the previous year with the same inspector, in my opinion, opened the doors to a more collegial experience for schools and the inspectorate. The parameters of that inspection were very clear with a framework being sent prior to the visit. While this inspection was not accompanied by a clear written framework, the inspector did clearly outline the purpose of her visit in her phone call. This has built trust between us. I didn’t feel that we were trying to be ‘caught out’.

Instead I embraced this experience as an opportunity to find our school’s current baseline given the turbulence of the last few years including a number of new appointments. The inspector was very gracious in listening to some of my concerns, including the lack of sub cover for a new teacher in an ASD class for the NCSE 5-day TEACCH programme, and our own school’s quest to join the DEIS programme.

She listened and she noted.

I can appreciate the relief it must be for principals that these incidental inspections are currently on hold given the uncertainty of the Covid 19 situation. Having had two inspections in two years, what I would (perhaps controversially) like to propose is that, rather than the traumatic event that is a Whole School Evaluation, that Harold Hislop and the Department of Education would consider sending inspectors to schools every year with a certain focus that would help us maintain the wonderful work that is going on in schools, while building collaborative relationships. Taking our feedback during these visits would also further develop the trust the inspectorate is currently aspiring to achieve.

If you would like to get in touch with Linda in regards to this article, you can email her at linda_dennehy@hotmail.com.

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LEADERSHIP+ The Professional Voice of Principals

Conflict A Principal’s Perspective

PADRAIG McCABE IPPN LEADERSHIP SUPPORT TEAM AND RETIRED PRINCIPAL OF ST. MARY’S JUNIOR NS, CLONDALKIN

Even in the most positive environments conflict is inevitable. Notwithstanding the complexity of school life, resolving conflict and working with difficult people is particularly challenging for school leaders. This is compounded by the fact that, when dealing with competence or conduct, many variables are at play: capacity, personalities, experience, conflict styles, mental health, wellbeing, HR etc. When dealing with conflict it can be useful to consider three key pillars, (1) Awareness, (2) the Context and (3) Suitable Approaches.

Awareness relates to self and others.

Context includes the environment, the individuals, stakeholders, roles etc.

Approaches depend on the nature of the conflict, individuals, emotional dimension, and most importantly communicating and using agreed policies and/or procedures.

Everyone has a dominant conflict management style. These include Accommodating: ‘killing with kindness’, Compromising ‘splitting the difference’, Avoiding: ‘leave well enough alone’, Competing: ‘make it right’ and Collaborating; ‘two heads are better than one’. These can vary depending on the issue or context at hand. Individuals also have dominant responses to perceived ‘threats’, namely ‘Fight, Flight or Freeze’.

The issue in play is often the ‘tip of the iceberg’. Beneath lie key Interests, Needs and Emotions. Behind these are a long list of other issues. Interests can include money or working conditions; Needs could involve status or power; while Emotions include anger and/or resentment. Resolution requires getting to the root of conflict, really seeking to understand the other. Awareness of styles, motivations and emotions helps with charting a way forward.

Remember also, workplace contexts have policies and procedures underpinned by legislation. Antibullying, Health & Safety and Industrial Relations have legislative frameworks.

Contracts outline terms, conditions, 12

duties and entitlements. Circulars 71/2011 and 30/2014 define SNA roles.

Employees should sign contracts before starting. Since 2018 employees must be provided with terms of employment within 5 days. Not providing a contract breaches legislation and can create huge headaches, putting employers and school leaders on the ‘back foot’ if issues subsequently need to be addressed. Schools also have a Professional Code of Conduct for teachers. Standards and effective practices are outlined in LAOS, while for SEN, department guidelines, school policies and continuum of support provide clear guidance here.

In terms of approaches, useful policies, circulars and resources include all the mandatory policies. Other key policies include Dignity at Work, INTO Staff Relations, Parental Complaints etc.

Circulars 49/2018 (Teachers), C.72/2011 (SNAs), and S.I. 146/2000, S.I. 151/2019 and S.I. 674/2020 provide mechanisms for addressing and resolving issues.

These embody key principles of natural justice including due process and fair procedure, the presumption of innocence, the right to be heard etc.

The circulars are agreed by unions, management and the department. In workplaces, maintaining objectivity, not taking things personally, avoiding emotional responses, and seeking appropriate professional advice is critical, especially if considering formal disciplinary or grievance procedures.

Recording competence or conduct issues is also important. Legal and HR advisors want ‘paper trails’, however surreptitiously keeping records isn’t always appropriate. Useful strategies include openly taking notes of conversations, taking minutes of meetings and sharing the notes/minutes with the other person. Alternatively use follow up e-mails to detail discussions, agreements and/or outcomes.

In conclusion, conflict is both normal and manageable.

Clear, agreed, robust policies and procedures,

communicated frequently, can address issues early reducing the potential for destructive conflict. Formal procedures are no substitute for a positive culture and respectful relationships, however the absence of appropriate policies and procedures gives free reign to inappropriate conduct and undermines those who seek to address it. Conflict is inevitable, even desirable, whether or not it becomes damaging or toxic depends on how it is viewed and managed.

If you would like to get in touch with Padraig in relation to this article, you can email him at pmccaba@gmail.com.

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LEADERSHIP+ The Professional Voice of Principals

Are We There Yet? BRYAN COLLINS PRINCIPAL OF SCOIL NÁISIÚNTA NAOMH FEICHÍN, TERMONFECKIN I’m sure that many of you with young children have heard the chorus of ‘Are we there yet?’ coming from the back seat during long car journeys. We could ask ourselves the same question now about our long and challenging Covid journey.

As I write this article, just before midterm break 2022, we’ve had an incredibly challenging week, dealing with the level of teacher absences in most schools in our area.

I’ve had to eat my words several times over in recent weeks, having

been reminded of the headline ‘We’ve turned the corner’ in a Principal’s Diary piece I wrote in Irish Times in midJanuary. At that time, with attendance rates of pupils and teachers starting to improve, and with far fewer people needing hospital care, I really felt that we were finally emerging from the worst of what Covid had to throw at us. Unfortunately, my assessment may have been a little premature.

As I write this article, just before midterm break 2022, we’ve had an incredibly challenging week, dealing with the level of teacher absences in most schools in our area. Up until February 7th we were fortunate to have had access to excellent students from the colleges of education and they were, inevitably, fully booked every day that they were available.

The 5 Day Rule, undoubtedly, proved inconvenient at times but most schools managed to find creative solutions to maintain continuity of cover.

On a more positive note, the wonderful collegiality of fellow school leaders has been nothing short of inspiring.

The expansion of supply panels, as well as a number of other measures introduced by the Department, somewhat belatedly, helped to some degree, but principals still found themselves in the impossible position of trying to ensure that every class had a teacher in front of them every day.

Bryan Collins, principal of Scoil Náisiúnta Naomh Feichín, Termonfeckin, Co. Louth, greets pupils arriving to school. Photo courtesy of the Irish Times. Photograph by Dara Mac Dónaill.

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LEADERSHIP IN ACTION February 2022

Utilising special education teachers to teach class groups is always a solution of last resort and no principal feels comfortable about having to do this, but desperate times call for desperate measures.

Though we will be eternally grateful to all of the individuals enlisted as short-term, unqualified substitute teachers throughout the course of the pandemic, this emergency measure has, regrettably, diminished the standing of our profession. Even though the substitute shortage crisis was not of our making, I sincerely hope that we never find ourselves in a situation like this again. The extreme levels of stress and anxiety experienced by so many school leaders due to inadequate supply of qualified teachers can never be underestimated.

On a more positive note, the wonderful collegiality of fellow school leaders has been nothing short of inspiring. Our local IPPN Leadership Support Group has provided ongoing assistance to principals in the Louth/Meath area, particularly over the last two years, when we needed it most. This group has been a real lifesaver for both new and experienced principals

alike and has helped develop strong relationships which I’m confident will endure and flourish for years to come.

The success of the original principals’ group has helped spawn new special interest groups in recent months, two of which are, Principals of Schools with Special Classes and Teachers of Special Classes. This increased level of networking between school communities has dramatically reduced the feeling of isolation that principals sometimes experience in their efforts to do a very challenging job.

Our local IPPN Leadership Support Group has provided ongoing assistance to principals in the Louth/ Meath area, particularly over the last two years, when we needed it most.

not forget that the removal of control measures in schools may well increase the health risks for adults in our school communities.

In spite of the last two years leaving many of us physically and emotionally exhausted, I hope that we will all emerge with a greater appreciation of the importance of collegiality and mutual support.

Ar scáth a chéile a mhaireann na daoine.

If you would like to get in touch with Bryan in relation to this piece, you can email him at bryan.collins@scoilnaomhfeichin.ie.

Please click below to read the original Irish Times article: LINK

According the media reports, there will soon be a softening of restrictions in schools and in many ways this is positive news. Thankfully, most pupils experience mild symptoms, having contracted the virus, but we must

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LEADERSHIP SUPPORT

Reading and Responding to

Behaviours of Concern DONAL KERINS IPPN LEADERSHIP SUPPORT TEAM This article is based on the work of Nancy Rappaport and Jessica Minahan. A fuller account of their work and suggestions for dealing with Behaviours of Concern among pupils can be found in their book ‘The Behaviour Code’.

Many of our classrooms now contain one or more children who struggle with issues of poverty, domestic violence, abuse and neglect, trauma or a psychiatric disorder. Their problems make it difficult for them to regulate their emotions and focus on learning.

They can be inflexible and have outbursts for no apparent reason— disrupting the classroom routine daily. They can disengage socially, be overly attached, hyperactive, suffer fatigue or be extremely irritable. They can defy their teachers and argue incessantly. Many of their stories are heart-breaking.

Research has established the following concepts relating to Behaviours of Concern. Understanding and using them is the first step in deciding how to best intervene.

Many of our classrooms now contain one or more children who struggle with issues of poverty, domestic violence, abuse and neglect, trauma or a psychiatric disorder.

MISBEHAVIOUR IS A SYMPTOM OF AN UNDERDEVELOPED SKILL Inappropriate behaviour is often a manifestation of an underdeveloped social skill in a pupil, a sign that s/he is stuck and can’t cope with the situation.

The pupil may be oversensitive to stress or have an overactive fight-orflight response while lacking the skill to self-regulate when faced with an anxiety-producing episode or task.

The pupil may lack the social skills to 16

manage an interaction with a fellow pupil or adult. The pupil may lack the flexibility to follow a ‘demand’ such as ‘tidy up your desk’. Recognising the underdeveloped skill is the first step in dealing with the behaviour.

BEHAVIOUR IS COMMUNICATION Despite appearances, pupils’ actions are purposeful and an attempt to solve a problem. It is critical to try to decipher what the pupil is trying to communicate via the behaviour.

With practice, teachers can learn to stop and ‘listen’ to the message and decipher the real message in order to deal effectively with the behaviour.

BEHAVIOUR HAS FUNCTION Pupils would not repeat a behaviour unless they were getting something out of it. It is often a response from others that fuels inappropriate behaviour. If a pupil repeatedly has tantrums and then gets to leave a classroom, he has learned that tantrums further his desire to escape.

Teachers first need to clarify what the pupil is getting from inappropriate behaviour, to respond so as not to inadvertently reinforce the behaviour.

BEHAVIOUR OCCURS IN PATTERNS Persistent inappropriate behaviour requires systematic investigation. The key to breaking the behaviour code is to look for patterns. These patterns can be based on time of day, activity, people and many other factors. Once the pattern is discovered, the function or intent of the behaviour will often reveal itself e.g. ‘He gets upset close to playground time’.

BEHAVIOUR HAS BOOKENDS - ABC Every behaviour has bookends: the environmental variables that occur prior to the unwanted behaviour (the antecedents) and the response of the teacher and peers after the behaviour (consequences). To understand behaviour, teachers need to identify these, as they are what fuel the behaviour. We often use the acronym

ABC for these: ■ Antecedents ■ Behaviour ■ Consequences BEHAVIOUR CAN BE CHANGED Developing a behaviour plan for a pupil should be based on an understanding of the behaviour and guide the teacher

Persistent inappropriate behaviour requires systematic investigation.

The key to breaking the behaviour code is to look for patterns. in developing behaviours designed to interact with the pupil in a more productive and pre-emptive manner.

When the interventions address the function of the behaviour and when appropriate skills of self-regulation have been developed, the pupil can change quickly. The longer the inappropriate behaviour has been the default response from the pupil, the longer it will take to change.

RESOURCE Refer to the IPPN Resource Bundle ‘Pupils with Behaviours of Concern’ on www.ippn.ie - Resources – Resource Bundles. LINK Donal.Kerins@ippn.ie

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LEADERSHIP+ The Professional Voice of Principals

Dr. Harry Barry Excerpts from his address to the 2021 Deputy Principals’ Conference This talk is about self-care, how can we look after ourselves in what has been an incredibly difficult period. Hopefully some of the things we talk about today will be of help.

EMOTIONAL DISTRESS How our emotions get triggered by crisis situations, plus or minus one of the following three things - toxic stress, anxiety and depression - is going to cause difficulties for many in the next twelve months. We’ve had those fears for ourselves, for our family, for vulnerable parents and others. We’ve had fears about bringing Covid home.

A lot of people, including colleagues, have said to me that they’ve really struggled during this period.

We’re not going to bed at the right time.

We’re spending too much time late at night surfing, watching Netflix, checking emails, never switching off and drinking too much There’s so much uncertainty, sadness and grief amongst those who have lost people. There is concern amongst yourselves about vulnerable students and staff. There was the isolation. We have, in my opinion, mass burnout.

There’s a lack of work-life balance.

There’s a sense of a lack of appreciation.

School staffs have done marvellous work – you should take a bow for the work you have done. But a lot of you have got burnt out, as have a lot of my own colleagues.

Then we also have all of the other non-work stressors – financial issues, interpersonal relationships, family issues, addiction issues and chronic illness within families. These stressors can cause what we call ‘toxic stress’.

When our body’s natural stress levels are overloaded, we begin to show its effects. We’re tired and wired all 18

of the time. Our cognition is down.

We’re demotivated. How many of us have become psychologically more anxious, more down, more frustrated?

How many of us have got involved in negative behaviours, with the result that we’re now not exercising as much?

We’re not going to bed at the right time. We’re spending too much time late at night surfing, watching Netflix, checking emails, never switching off and drinking too much. How many of you can relate to, for example, being short with loved ones or with colleagues? Your patience is down, you’re getting more irritable.

High cortisol levels created by high stress levels create heart attacks, blood pressure, cancer and strokes. Then there’s the psychological impact, more likely to get anxious, more likely to have bouts of clinical depression and more likely to self-harm.

ANXIETY There are three kinds of anxiety: 1. Acute anxiety, which is panic attacks and phobias, which cause enormous distress but are not especially dangerous 2. General anxiety, where we’re all the time worrying, foreboding and catastrophising. Teaching is one of the commonest professions that come to me with this condition. It is often associated with fatigue, with not sleeping, with teeth grinding, with irritable bowel, struggling with cognition. It wears people out, with many using alcohol to cope 3. Clinical depression. 50% of all cases of depression occur for the first time between the age of 15 and 25, but we can get depression as adults.

We can get bouts lasting six to nine months, where we feel exhausted, our mood is very low. Our sense of enjoyment is gone, our ability to enjoy food and sex disappears.

We think very negatively about everything. We feel worthless, useless and we may even have thoughts of self-harm.

Never be afraid to ask the question of another – have you thought of harming yourself? It’s a relief for many people to say, yes, I’ve been getting those thoughts. Things are really getting on top of me. The next question is the critical one – have you thought about what you would do? When it has moved from thoughts of self-harm to actual plans, this has now become quite serious.

The most important lifestyle change is not exercise – it’s sleep.

Adults all need eight hours’ sleep. Adolescents need nine and a half hours. Ideally, schools would begin at 10 o’clock.

HOW CAN WE REDUCE RISKS OF STRESS, ANXIETY AND DEPRESSION? There are two ways to do this – improve our lifestyle and look at our emotional resilience skills. Let’s look at lifestyle, starting with sleep. The most important lifestyle change is not exercise – it’s sleep. Adults all need eight hours’ sleep. Adolescents need nine and a half hours. Ideally, schools would begin at 10 o’clock. Adolescents come into school way ahead of the time they should be waking up at, and therefore are not functioning as well and more likely to get anxious and down.

Sleep is divided into two main blocks.

The first part is our non-REM or ‘slow’ sleep, where our brain heals itself, distributing toxins from the brain through our lymphatic system, reducing chances of getting dementia later on in life. Our natural killer cells are killing off cancer cells. Our heart is getting a rest. Our blood pressure gets a rest. So, our body is giving itself a break and our brain is healing.

April 2022

The second part is where we get our ‘dream’ sleep. If you’re getting enough sleep during this period of time, you’re less likely the following day to be anxious, to be depressed, to self-harm.

We can make sure we go to bed at the same time, get up at the same time.

We can make sure we have blackout curtains, good ventilation and remove all devices from our bedrooms. We should have a hot bath before going to sleep. Don’t exercise within three to four hours of going to sleep. All those things make a massive difference to your sleep pattern.

We need 30 minutes of exercise daily – it’s the next most important thing to reduce stress. Next most important is diet. I’m strongly suggesting no alcohol between Monday and Friday and only drink with your meals after that. A lot of evidence shows that if you don’t drink Monday to Friday and you drink in moderation over the weekend, you’ll get a lot less stressed, you’ll get a lot less anxious and your mood will be a lot better.

The final lifestyle area is technology.

How many of us are being destroyed by constant technology all day long?

Our brain is not built for this. If you want to be depressed, all you’ve to do is put the news on from one end of the day to the other. It’s like one big long negative barrage. Switch off your negative news feeds. Get one proper news feed a day.

We need 30 minutes of exercise daily – it’s the next most important thing to reduce stress.

Are you struggling? Seek help. Talk to a colleague. If you’re struggling and getting a bit down, you need to go and see your family doctor. Don’t be afraid to see a therapist if you need it.

If you’ve financial problems, get some financial advice. If you’ve relationship problems, go for counselling.

Don’t let things grow legs. Sort them out. That’s how you stay well.

Emotional resilience is an area very dear to my heart and something we need to be teaching our young people in schools. We will now do an exercise on work/life balance. I want you to put these six items in order of importance in your life at this moment in time: 1

children, 2 wider family, 3 work, 4 hobbies (including social media), 5 self and 6 personal relationships.

A typical unhealthy priority list looks like this: 1 work, 2 children, 3 hobbies and social media, 4 wider family, 5 relationships, 6 self. This is a recipe for toxic stress, increased anxiety, increased frustration, and a lot of relationship difficulties as well.

A health priority list: 1 self, 2 personal relationships, 3 children, 4 wider family, 5 work and 6 the rest, including hobbies and social media.

No, it’s not selfish to put yourself first. If you don’t look after your own physical and emotional health, your mental health and wellbeing, you’re going to be of no value to anybody else.

If you’re fortunate enough to be in a relationship with somebody you love, guard that with your life. Looking after yourself and your personal relationship, you’ve now got a solid foundation.

Then come children. Children should never be first. Then comes wider family, then work and then the rest.

We get anxious most of the time when we feel we’ve no control. If we can’t achieve certainty, we become anxious.

This is why young people frequently get so anxious.

I’d like to talk about catastrophising.

We all do it. We visualise the worstcase scenario. Young people are great at doing this as well. If you find yourself catastrophising, visualise spilt milk. Most of us will visualise a mess. It could actually be a tiny drop of milk. Our emotional mind turns a drop into a puddle. Every time you catastrophise about something, examine the evidence. Where is the evidence that this is actually going to happen or is just a possibility? Is it a drop or a puddle?

The next area I want to talk about is the world of self-acceptance.

Unconditional self-acceptance came from the pioneer of CBT, Albert Ellis, who realised human beings couldn’t be rated because we’re all special and unique. There’s only one of you.

amongst children. At the heart of frustration is that I want the world to change to suit me. I want situations to change. I want people to change so that I don’t suffer discomfort. I don’t want to change myself. I should not have to put up with discomfort. I don’t want to wait, I want it now.

Our behaviour when we’re frustrated is so destructive. We get irritable and bad-tempered. We push people away.

We lash out verbally. These are the people who are rude on the road. We can be rude at home and it can ruin people’s lives.

An exercise I use is to give people three questions they have to answer.

Every time they’re frustrated, they write it into a notebook and answer the following three questions. They carry this exercise out for at least four to eight weeks, sometimes up to three months.

1. What is my long-term goal in this particular situation?

2. What short-term pain am I trying to avoid in this situation?

3. What changes in my thinking and behaviour do I need to make to achieve my objective in this situation?

We get anxious most of the time when we feel we’ve no control. If we can’t achieve certainty, we become anxious. This is why young people frequently get so anxious.

To finish, make sure your work/life balance is right. Look after your lifestyle changes. Work on selfacceptance. Learn to live and adapt to uncertainty. Look at drharrybarry. com, which has videos of how to deal with anxiety, panic attacks, phobias, and depression. My book ‘Emotional Resilience’ deals with grief, hurt and shame and all those kinds of emotions.

Many teachers use the audio book in their classrooms. My other books, ‘Self-Acceptance’ and ‘Embracing Change’ might also be useful.

One thing that comes up over and over again is frustration, the great hidden emotion of mental health, particularly 19

LEADERSHIP+ The Professional Voice of Principals

Wellbeing of Principals in Small Schools

AOIFE O’CONNOR DEPUTY PRINCIPAL OF TIERNEEVIN NS, M.ED. LEADERSHIP OF WELLBEING IN EDUCATION

During my Masters programme, I examined many policies, programmes and guidelines for wellbeing in schools.

I became increasingly frustrated with the lack of attention to staff wellbeing in these frameworks, particularly the wellbeing of those tasked with leading these initiatives in schools. In Andy Hargreaves’ words, ‘no credible strategy on student wellbeing can ignore teacher or principal wellbeing’.

In light of the mounting anecdotal evidence that leading a small school just isn’t worth the stress, I decided to explore the wellbeing of principals in small schools to address a gap in Irish research on our small school leaders.

I hoped to get insights into the lived experiences of those teaching multiclasses while leading their schools.

In Andy Hargreaves’ words, ‘no credible strategy on student wellbeing can ignore teacher or principal wellbeing’.

Some of the findings were sadly unsurprising: ■ High levels of stress and anxiety ■ Guilt associated with the struggle to balance teaching and leading was widespread ■ The leakage of school work into principals’ personal lives caused tension, as time with their family and friends was eaten into trying to get work done in the evenings and weekends ■ The relentless workload due to high volumes of paperwork required for everything from teacher plans to outside agencies weighed heavy on stress levels also ■ The close connections with the local communities of their schools made it hard to switch off ■ The pursuit of a manageable work life balance was an uphill battle 20

■

for many, which was exaggerated by the pandemic The growing legal accountability and expertise required of boards of management caused concern, and made finding volunteers increasingly difficult in small communities.

However, there were positive findings.

Despite 60% having considered stepping down, 83% said they were satisfied in their jobs. This was predominantly put down to the children in their schools. Many principals spoke of the joy of the classroom when they could teach uninterrupted. The positive rapport that had been built with pupils and their families over three or four years in their class helped to balance the demands of the job. A family-like atmosphere created by longstanding relationships with staff and the local community helped to promote a positive atmosphere.

Those who managed to find the much sought-after work life balance spoke of four important strategies and supports.

1. Acceptance – both that they could not be all things to all people and that they could not do everything. Urgent, important work was always completed but the rest would get done when it got done.

2. Firm boundaries – principals stuck to a rigid work schedule (in so far as possible) for example leaving school early two days a week or arriving an hour early every day or turning off the laptop at 5pm daily. These were non-negotiable 3. Exercise and hobbies – having activities to look forward to and enjoy away from school helped to provide balance and restore a sense of self-worth and selfimportance outside of their job.

4. Principal networks – the invaluable, confidential support

of colleagues particularly in local small schools, be that in WhatsApp groups or face to face meetings, was paramount to wellbeing.

Recommendations included: An urgent appeal for a step down or step aside facility for those who do not wish to continue in the role ■ Upskilling and training for deputies to embed distributed leadership ■ A need for consideration of the complexity of the role of the small school leader when the Department of Education sets timescales for change.

■

Many principals spoke of the joy of the classroom when they could teach uninterrupted. The positive rapport that had been built with pupils and their families over three or four years in their class helped to balance the demands of the job.

The role of principal in a small school is undoubtedly complex and challenging but not ‘undoable’.

With perspective, acceptance and a strong support network, it can be very satisfying, fulfilling and even enjoyable.

If you would like to contact Aoife in relation to this piece, you can email her at aoifefinnegan@gmail.com.

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LEADERSHIP+ The Professional Voice of Principals

Review and Redevelopment of the Primary Curriculum:

Opportunities and Challenges

DR THOMAS WALSH ASSOCIATE PROFESSOR AND DEPUTY HEAD OF THE DEPARTMENT OF EDUCATION, MAYNOOTH UNIVERSITY

Given that there have been just three substantial revisions of the primary school curriculum (PSC) since the advent of political independence a century ago, we may think ourselves extremely fortunate (or misfortunate!) to be leaders and educators on the cusp of this fourth substantive redevelopment. We all respond to change in different ways – some of us embrace change enthusiastically, others among us will adopt a sceptical stance while the majority of us will occupy the pragmatic and conflicted middle ground. It has always been so – and no doubt will ever be so!

Overall, my experience tells me that the process of curriculum development is as important, if not more important, than any product or written curriculum documents that may be produced.

As a former primary teacher and someone who has looked very closely at historical curriculum development and evolution in Ireland, I have followed with great interest the recent processes for curriculum redevelopment and the publication of the Draft Primary Curriculum Framework in February 2020. I have also been fortunate to work alongside three international scholars as part of the National Council for Curriculum and Assessment (NCCA) primary curriculum redevelopment Advisory Panel for the last 18 months.

My role on the Advisory Panel has been to explore the ‘big ideas’ of the proposed changes, to consider how these may best be incorporated into our schools, and to collaborate with others in making these a reality in the years ahead. Overall, my experience tells me that the process of curriculum development is as 22

important, if not more important, than any product or written curriculum documents that may be produced. In the paragraphs below, I offer some of my thoughts and reflections on the opportunities and challenges I see for the redeveloped PSC.

an organic and dynamic process of development and co-construction (among teachers and school leaders and between teachers and pupils) that is made and remade every day and in every school and classroom across the country.

Given the centrality of leaders and teachers in the curriculum, the key strength of the Draft Framework is its clear and explicit characterisation of leaders and teachers as agentic professionals. I know that some people take issue with the terms ‘agency’ and ‘agentic’ as they apply to educators but for me having the will and capacity to act is a hallmark of being a professional.

In many countries around the world, the characterisation of teachers is becoming increasingly de-professionalised, where they are often portrayed as ‘implementers’ of ‘teacher-proofed’ centralised curriculum documents.

And such disempowerment and deprofessionalisation gradually leads to a diminished professional identity and an erosion of professional status.

In my educational roles, I have found the close to 3,000 pages of guidance in the 1999 curriculum overwhelming. Reducing the level of specificity and prescription in the PSC, while still articulating a core vision and principles, provides space and opportunity for creative and innovative school and classroombased curriculum making. It will provide school leaders and teachers with a repertoire rather than a recipe to inform their professional decisions and judgements. And considering the very high calibre of school leaders and teachers and their increasingly reflexive and research-oriented approach, it is a role that builds on this growing professionalism. There is a delicate balance to be achieved in terms of moving away from the current ‘spiral of specification’ and the apprehension that the redeveloped curriculum will be fuzzy or vague. But I believe it is a balance that can be achieved.

The Draft Framework, more explicitly than the 1999 PSC, places teachers and school leaders at the fulcrum of the curriculum-making process. This is both a key strength and a challenge for many of us who have not been previously supported nor encouraged in school-based curriculum making.

But who else is better positioned to develop rich and meaningful learning experiences that reflect and respond to the learning needs and context of each pupil? This shift prompts us all to ask ‘What is the curriculum?

How does it support my professional practice? What is my role as a leader or teacher in curriculum making?’

For many years, I certainly thought of ‘the curriculum’ as the two orange handbooks from 1971 (remember those?!) or the very sizeable box of 23 curriculum handbooks from 1999.

Moving to a more flexible framework allows for an understanding of curriculum as much more than the written documents – curriculum is

In a complex education system like ours, success can only be achieved by focusing on all the education partners and the factors affecting the curriculum.

While I am heartened by the NCCA’s consultative processes that have characterised the redevelopment process to date, I would caution that school leader and teacher action or engagement is not the only variable in achieving the potential inherent in the Draft Framework. In a complex education system like ours, success

April 2022

can only be achieved by focusing on all the education partners and the factors affecting the curriculum. What is required is a fundamental reassessment and reorientation of the wider educational landscape to support the new vision set out for both teachers and pupils in the curriculum. This will require everyone learning together and from one another across all levels and layers of the system. It will involve continuing to build trust and collaborative relationships among and between all those with a responsibility for ensuring children’s learning experiences are rich and meaningful. Crucially, providing the time and space necessary for making sense of the complex changes in practice is pivotal. Teachers’ and school leaders’ individual and collective agency can only be nurtured when there is attention to their professional capacity as well as to the social, material and structural conditions in which they work.

2020

Draft Prima Curriculum ry Framework For con sultation

Teachers’ and school leaders’ individual and collective agency can only be nurtured when there is attention to their professional capacity as well as to the social, material and structural conditions in which they work.

Curriculum development is a contested space and it is important that it is informed by a diversity of voices and views, which involves reshaping, tempering and even resisting. As leaders and educators, we have the opportunity now to shape this new phase of the PSC to ensure it is the best enabler of meaningful teaching and learning experiences for the generations to come.

Primary Cu rriculum Rev iew

and Redeve

lopment primar

developments

foráis sa bhunscolaío

cht

If you would like to get in touch with Michael in relation to this article, you can email him at Thomas.Walsh@mu.ie.

Maynooth University Future Leaders Annual IPPN Prize 2021 Congratulations are extended to Deirdre Cassidy, who was recently awarded the prestigious IPPN prize for the primary teacher who received the highest grade on the Future Leaders Postgraduate Diploma in Educational Leadership and Management at the Maynooth University. A graduate of NUI Maynooth with a Bachelor of Arts Honours Degree in Irish and Music in 2008, Deirdre completed her Professional Masters of Education in Marino Institute of Education in 2010. Her early teaching years were spent in Kilcroan NS, Ballymoe, Co Roscommon, where she developed her passion for teaching from her mentor Cyril O’Connor. Deirdre currently teaches 4th class in Our Lady of the Victories Girls NS, Ballymun, Dublin, where she has been happily employed for the last 8 years.

In 2019, she was appointed to the role of

Assistant Principal and continues to develop her leadership skills under the guidance of her principal, Lorna Greene.

Deirdre was one of a record number of teachers, spanning all sectors from all over Ireland, who began their programme of studies at the Department of Education in Maynooth University in September 2021. She studied at Drumcondra Education Centre and her research study tutor was the renowned educational leadership consultant, Terry Allen, former principal of St. Mochta’s NS, Dublin 15.

The programme is offered across the country in a variety of locations and recruitment for September 2022 is currently taking place. Full details are available from EdLeadership@mu.ie. LINK 23

LEADERSHIP+ The Professional Voice of Principals

Supporting children with Type 1 diabetes during school hours

PROFESSOR MICHAEL O’GRADY CONSULTANT PAEDIATRIC ENDOCRINOLOGIST, REGIONAL HOSPITAL MULLINGAR; MEMBER OF THE NATIONAL PAEDIATRIC DIABETES WORKING GROUP

Intensive insulin therapy, with the aim of maintaining near-normal blood glucose levels in children with type 1 diabetes (T1D), is important for both their safety and reducing their risk of long-term medical complications.

Advancements in research, medications, and technologies, while positively supporting more effective management add to the challenge of managing a child with T1D for school staff.

Children too face challenges and the potential educational impact of a diagnosis of T1D is significant.

Decreases in full-scale IQ have been observed over time, especially in children diagnosed under the age of five, those who experience episodes of severe low blood glucose and with cumulative exposure to high blood glucose. Furthermore, both low and high blood glucose levels can impair performance in real-time with arithmetic task completion taking 20% longer when glucose values are out-of-range. These factors have translated to lower academic test scores in several research studies.

Suboptimal blood glucose control is also associated with poorer school attendance. Children with T1D miss 10 more days per year than their siblings and in one study, absenteeism occurred on 10% of scheduled school days. In a population-based study from Sweden, those with childhoodonset T1D were significantly less likely to be employed as young adults.

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There are approximately 1300 children with T1D attending Irish primary schools and there is published research regarding the experience of children and their families. This demonstrated that one in four children were on non-intensive insulin regimens, which are less beneficial to the child and primarily used to avoid the need for insulin administration in school. Half of primary school children had access to a Special Needs Assistant (SNA) and having one appeared protective against the child being sent home for medical reasons. Nearly 40% of children had no written diabetes management plan. Three quarters of parents received calls from the school, particularly those with younger children. More than half of parents reported having to attend the school at least monthly to assist with diabetes management. For children who had to inject insulin themselves at school, more than a third did so in a school bathroom. For children who were unable to administer their own insulin, a parent attended to administer in 95% of cases. Many parents reported having to give up work or reduce their hours to facilitate their availability to the school.

conjunction with representatives from Diabetes Ireland, the Irish Diabetes Nurse Specialist Association, the Irish Primary Principals Network and National Council for Special Education have developed a framework document to support management of T1D in the school setting - Meeting the Care Needs of Primary School Children with Type 1 Diabetes during School Hours. The document makes key recommendations, defines roles and responsibilities in relation to school authorities, parents, and the pupils themselves. It includes a scoring system to assist in defining the need for additional non-teaching support for children based on their individual capabilities. Templates for individual personal pupil plans (PPP) are also provided in addition to an appendix of educational resources for school staff, identical to those provided to parents at the time of their child’s diagnosis. All stakeholder groups are hopeful that the new framework will enhance the safety, attendance, and educational outcomes of children with T1D in school and assist in the provision of additional non-teaching support where needed to reduce the burden on teaching staff.

The International Society for Paediatric and Adolescent Diabetes (ISPAD) states that a child at school should have access to similar or superior care to that received at home. In that context, the National Paediatric Diabetes Working group in

If you would like to get in touch with Michael in relation to this article, you can email him at michaelogrady@physicians.ie.

LINK

April 2022

Picker Pals at the Burrow School LYNN HARLEY PRINCIPAL OF BURROW SCHOOL, SUTTON, DUBLIN ‘Who would like to go Picker Palling this week?’ This simple request is really all the class teacher has to do with regard to this litter picking programme!

It’s not every day of the week that a classroom gets to be the very first in the world at something. We’re proud that we have the distinction of being the first home of the litter-picking programme, Picker Pals. We even like to think that we invented the verb ‘to Picker Pal’ and that our students have played a part in making it the nationwide success it is now with over 1,000 schools on board around the country. The programme is run in Ireland by environmental NGO, VOICE (Voice of Irish Concern for the Environment) It’s been a huge success and we are now rolling it out to all of our classes from Junior Infants to 6th Class. LINK It started three or four years ago when Patrick Jackson, a local children’s author, keen litter-picker and Burrow School parent brought in a colourful shoulder bag which his 85-year-old mother had made out of the leg of an old sailing oilskin. In the bag was all the kit needed for a litter picking adventure!

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Picker-uppers Adult and child gloves Hi-vis vests Bags for litter collection A safety information card

Patrick wanted to share the fun, good feeling and community involvement he himself gets from litter-picking, and had the idea of creating colourful, easy to carry packs, made from local upcycled materials, that would be taken home by a different child in the class each week.

As principal I did not want to be adding to my teacher’s already overloaded timetable, but Patrick assured me there was very little work involved for the teachers and he was true to his word.

It was an immediate hit with the children in our first class. They were all dying to be chosen to be the next person to go ‘Picker Palling’. The teacher even had to draw lots to see

who was getting it next. They were on a mission and would come back with tales of their litter-picking adventures.

Some parents sent in pictures of their kids out picking with their siblings. We put these up on a display wall and they wrote little reports and drew pictures of their activity: where they had gone, who they had gone with and what sort of litter they had found. We put these in an album for everyone to look at. They were so proud of themselves and the area was getting cleaner too.

The Picker Packs were followed by the fun animated Picker Pals song which is on YouTube. It’s one of those tunes you can’t get out of your head! There’s also ‘Picker Power!’, a story book about the adventures of a world of funny characters that live on a flying island and come down to help humans clean up.

There are lots of learning opportunities in the Picker Pals Funbook that goes with Picker Pals with puzzles, surveys, drawing and literacy pages and other fun activities. Every child gets to keep these two books. The learning and the engagement combined with the real world activity make for a powerful package, changing attitudes and behaviour.

The feedback from parents has been 100% positive with all of them enjoying going out litter-picking, many for the first time. “Who knew litter-picking could be such fun!” was one comment we received. Some have reported a real change in their children. They’re proud of themselves too and it’s great that it’s off-screen. It also opens up a whole conversation at home about litter and the wider problem of waste in the environment. It gives something active, fun and positive to do together outside and creates a positive memory around the event.

in the Teacher’s Guide and the Picker Pals team are always on hand. There are free resources on the website too.

Picker Pals has also started sending us Picker Pals TV videos to watch in the classroom or send home with the kids.

There will be six episodes throughout the year and we’re really looking forward to Episode 3 which is coming soon. The shows are 25 minutes long and have all sorts of fun stuff like the Out and About segment and a hilarious part where Craig, the Picker Pal crab character interviews a piece of litter.

The pupils learn a lot from the shows and they make it fun. They also do mini-campaigns and competitions and there’s a craft corner and a gallery at the end of the show where children send in poems and pictures of themselves out litter-picking. They love seeing people their own age around the country working away together and it sends the right message This enjoyable activity makes a real difference, quite literally on the ground!

I am proud that we are the world’s first Picker Pals school and we would thoroughly recommend that all primary schools get involved and join us out Picker Palling.

Schools can sign up to express interest in joining Picker Pals 2022-23 on their website www.pickerpalsworld.org LINK

The teachers have been very enthusiastic about Picker Pals. It’s super-easy to run.

In fact, the whole programme is childled and the teacher doesn’t have to do any admin beyond choosing who is going to be the next person to take home the pack. Everything is provided 25

LEADERSHIP+ The Professional Voice of Principals

OnYourBehalf

Listed below are some of the projects and advocacy-related engagements that were progressed since the last issue of Leadership+. Almost all of this work was done virtually.

SUSTAINABLE LEADERSHIP PROJECT Deakin University Research – Health & Wellbeing of School Leaders The important research was launched on Monday 28th February. The Deakin project team is engaging directly with those school leaders who have registered to participate in the survey with a view to getting everyone to complete the survey by the Easter holidays.

Member Engagement By the time this issue arrives in schools, the virtual focus groups to engage directly with members on the work done so far on the Sustainable Leadership project themes will be underway. It may not be too late to register for one of the focus groups – see ippn.ie for details: ■

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Tuesday 22nd March – Effective Leadership & Core Purpose Thursday 24th March – Preparation for Leadership Tuesday 29th March – Recruitment (of School Leaders) Thursday 31st March – Time & Space to Lead Tuesday 5th April – Sharing & Supporting Leadership Thursday 7th April – Governance & Boards of Management.

Each of the focus groups is led by an IPPN-trained facilitator, who will capture the feedback for the project team to facilitate a finalisation of the document, ready for discussion with education stakeholders.

Submissions NCCA Draft Strategic Plan 2022 – 2025 ■ DE Garda Vetting ■

See page 28 IPPN Submissions for details. Both submissions are available to view in full on ippn.ie under Advocacy/Submissions.

LINK

MEETINGS/EVENTS Mental Health Support Services in Schools – Campaign As part of our work with the Wellbeing For All group (WFA) - comprising IPPN, NAPD, the National Parents Council and the Ombudsman for Children - and St.

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Patrick’s Mental Health Services, IPPN is working to progress the thinking around supports for children with mental health challenges. The group met with a representative of CAMHS in the UK, who spoke about on direct therapeutic intervention in schools, which provide early intervention for mild and moderate mental health issues directly to children in schools to prevent escalation to more serious issues. The WFA was very impressed by the programmes as outlined, to the extent that it formed part of the basis for Dr Niall Muldoon’s (OCO) recommendation to the Joint Oireachtas Committee (JOC) on Education, who in turn incorporated the direct therapeutic intervention model into its recommendations to government.

A campaign was launched to promote the implementation of these therapeutic services in both primary and post primary schools in Ireland. The WFA and St. Patrick’s Mental Health Services plan to meet the Department of Education and to encourage other organisations to join the campaign to place these services in an appropriate setting.

Global Citizenship Partnership Project IPPN, through Past President Damian White, is working in partnership with Trócaire, INTO, DCU, and Global Citizen Ireland to develop a programme for the promotion of good citizenship in primary schools. Recently, the partnership won a competition for funding to carry out an 18-month project under the auspices of Irish Aid. The partnership is using the working title ‘Saoránach’ (Citizen) for the project.

The steering committee, comprising nominees from all partners, will work with the newly-appointed project manager and project administrator towards developing a top-class structure for providing Global Citizenship lessons, materials, supports and awards for schools.

A survey for school principals and teachers is being developed by DCU researchers and will be circulated through the partners’ communication

channels. This will allow those working daily in schools a chance to input on what supports are needed for the implementation of a global citizenship programme. The information gained will substantially inform the shape the programme takes.

Saoránach will also make a submission to the NCCA on the importance of including global citizenship in their considerations on the shape the revised curriculum will take.

International Confederation of Principals (ICP) Regional Meeting IPPN Past President Maria Doyle is the Europe Representative on the ICP Executive Committee. The ICP Executive is committed to supporting and facilitating active membership engagement as a way of maintaining dynamic and purposeful communication within our global community. For the next ICP Council Meeting, agenda items being considered include: ■ Preparing our school communities for the ‘Schools of the Future’ ■ What key supports must be in place for future School Leaders to ensure sustainability in the role?

■ Society is looking more than ever to education for moral leadership.

Is this sustainable and if so how must we embrace the challenge?

Global connections on issues of concern to school leaders are an important part of our advocacy work and we thank Maria for representing the issues and challenges facing school leaders in Europe on the ICP Executive, and for sharing key information with IPPN. Autism Friendly Schools Pilot Evaluation In 2019, AsIAm, the Autism Charity, launched a pilot education project on a national scale ‘The Autism Friendly Schools Project’. Since then, the AFS Project has engaged over 200 primary and post-primary schools, to support the development of a school culture which is meaningfully inclusive of autistic students.

Other Meetings/Events Since January, IPPN has participated in

April 2022

Note: A new webpage has been set up on ippn.ie to highlight this work. It is updated weekly and tracks external meetings and advocacy-related projects as well as Public Relations activities, including newspaper articles, radio and TV interviews, social media. You can find it under the Advocacy tab on the website by selecting ‘On Your Behalf’.

LINK

other meetings/events relating to the following: ■ IPPN/NCCA Bilateral Meeting updates on developments and strategic direction, with a focus on how to support connections across our work plans – see details of IPPN’s submission to NCCA on their strategic plan on page 28 ■ Small School Steering Committee Meeting ■ CSL Steering Committee Meeting ■ IPPN Board Meeting, 10th March, Athlone ■ IPPN National Council Meeting, 11th March, Athlone ■ Primary Education Forum.

PUBLIC RELATIONS IPPN President Brian O’Doherty, CEO Páiric Clerkin and Deputy President

Louise Tobin conducted various interviews on behalf of IPPN as follows: ■

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Various media channels - schools reopening in January, staffing shortages Irish Independent – Admissions Policy Morning Ireland – Ease of restrictions at the end of February.

SOCIAL MEDIA In recent weeks, we have used our social media channels to let members know about the Deakin University project, the member engagement webinars relating to our Sustainable Leadership project, the joint IPPN/Mason Hayes Curran Legal Issues Webinar, engagement at county level with IPPN county representatives, Education

Centres and ESCI on the development of support groups for principals and for deputy principals in every county, as well as our forthcoming Principals’ Conference. We also share key updates from education partners.

While E-scéal remains the most important communication channel through which IPPN keeps members informed, social media also has a role to play.

Our ‘reach’ continues to grow, with more than 9,100 Twitter followers and more than 740 on LinkedIn. If you have a social media account, please follow IPPN on Twitter (@ ippn_education) and LinkedIn (@ippn).

EducationPosts.ie also has its own accounts on Twitter and Facebook, mostly aimed at teachers seeking work.

www.ippn.ie Latest resources The following are the latest resources uploaded to the different sections of the website since the last issue of Leadership+:

SCHOOL REOPENING

COVID AR SCOIL 2021 -2022 New materials are uploaded to this section on receipt of updated guidance/key information. It is accessed via the homepage of ippn.ie.

REOPENING SCHOOLS RESOURCES Dept. of Public Health ■ HPSC - Quick Reference Isolation Reference Flowchart ■ Hepa Filters - Comparison Listing DES Updated Covid-19 Guidance to Schools following the mid-term break 2022 ■ DE Info Note: Working and Leave Arrangements ■ Application for claims for substitute hours in the 2021/22 school year ■ DE Letter to Principals re Face Coverings (Tuesday 11 January 2022) ■ DE Letter to Principals re Substitution (10 January 2022) ■

Back to School - Resources HSPC - Quick Isolation Guide over 13s & Adults ■ HSPC - Quick Isolation Guide under 13s ■

Letter Templates ■ Letter to Principals from Deirdre Shanley, Assistant Secretary - 1 February 2022 ■ Letter to Principals from Dr Lucy Jessop re Covid-19 Vaccination Programme (22 January 2022) 2022/Information Notes ■ COVID-19: Changes to Special Leave with Pay from 7th February 2022 for Teachers and Special Needs Assistants employed in recognised Primary and Post Primary Schools

RESOURCES

DES CIRCULARS ■ Circular 0047/2021 - Guidelines for the use of Reduced School Days in Schools PLANNING PROMPTS A new prompt is uploaded each week to this section, and each one is relevant to the time of year.

SUPPORTS

Leadership+ 2022 ■ Issue 121 – February 2022 E-scéals A new E-scéal is uploaded each week to this section. In recent weeks, E-scéals have been issued more often than once a week to ensure that key information is shared quickly.

ADVOCACY

ON YOUR BEHALF Meetings, Events and Projects ■ List of 2021/2022 meeting, events and projects Public Relations - Newspaper articles, radio and TV interviews, social media ■ List of 2021/2022 PR activities SUBMISSIONS Submission to the NCCA re.

Draft Strategic Plan 2022-2025 - Feb 2022

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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.

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LEADERSHIP+ The Professional Voice of Principals

IPPN Submissions GERALDINE D’ARCY IPPN ADVOCACY & COMMUNICATIONS MANAGER NCCA DRAFT STRATEGIC PLAN 2022 – 2025 NCCA requested that IPPN make a submission regarding its draft Strategic Plan for the period 2022 – 2025. We highlighted a need to focus specifically on ■ the wellbeing of school leaders, as this is often omitted from plans and deliberations ■ the need for time and space for schools and school leaders to reflect, regroup, rebuild relationships and learn from all the change they have led over the past two years ■ the sustainability of school leadership and the role every stakeholder has in this regard.

We also asked the NCCA to consider highlighting some of the key issues that cause significant problems in schools and that would impede the work of schools, including in relation to the integration of ICT in teaching and learning, as well as in relation to governance and oversight of the quality of teaching and learning.

As part of our feedback, IPPN highlighted our concern that stakeholders might think that they can ‘release’ the various strands of work that they have held back or paused over the past few years and create a wave of new initiatives and programmes affecting schools.

This point will be reiterated at the next meeting of the Primary Education

Forum and at every available opportunity with other stakeholders.

DE GARDA VETTING IPPN was asked to review proposals in relation to Garda Vetting. In our submission, IPPN supported the following proposals: 1. Mandatory system of re-vetting every three years 2. Moving to a system in which a person is vetted for the work they will be or are likely to be engaged in in that employment within categories of identified risk, rather than treating each clause in isolation, and avoiding the need for additional vetting during the same 36-month period, if individuals are largely carrying out the same role 3. Introduction of a mechanism whereby, once a vetting disclosure is obtained by the Teaching Council in respect of a registered teacher, that disclosure can, with the consent of the teacher concerned, be made available electronically to any school employer that requires it for the purposes of the Vetting Act. The following are the issues we identified in relation to the proposed legislation: 1. Clarification is needed regarding ‘categories of identified risk’ 2. A robust approach is required in respect of the vetting of non-teaching employees. It is a significant issue when it comes to

the recruitment/employment of temporary and substitute SNAs and other non-teaching staff 3. A robust process is also required to facilitate the vetting of student teachers who do not yet have a Teaching Council number 4. There needs to be a single process and timescale that applies across the education sector – regardless of the school’s patronage.

We made the following observations: 1. Requiring an individual to be revetted for every school separately creates considerable barriers to an efficient recruitment process in relation to non-teaching staff such as SNAs (especially in relation to SNA substitution cover) and can result in children – including very vulnerable children - missing out on vital supports. It also impacts on the workload of school leaders and Boards of Management, which is a critical concern for the sustainability of leadership and the smooth running of primary schools 2. The simpler the process and the faster the information can be shared with schools, the easier it will be for schools to ensure that all staff employed are fully garda vetted and that all pupils are safe.

Both submissions are available to view here on www.ippn.ie under Advocacy/ Submissions.

LINK

Student Teacher School

Support Noticeboard

LINK

MAEVE O’MAHONY EDUCATIONPOSTS.IE

Following a decision by the Teaching Council in December 2021, it is anticipated that student teachers in their third and fourth years of study in education, will be registered with the Council. This will allow eligible student teachers to carry out substitution without the five-day rule restriction.

Once eligible student teachers are 28

registered with the Teaching Council, they can register on Sub Seeker to find substitute work in their county.

In the interim, EducationPosts.ie launched the Student Teacher School Support Noticeboard in December 2021.

This noticeboard is solely for use by third and fourth year student teachers

who wish to post their availability for substitute work. Schools filter the notices using County, College and Course information to find a suitable substitute student teacher.

Since the noticeboard was launched, hundreds of student teachers have found substitute work using the feature.

And Finally…

‘

NS

QUOTATIO

your s e m u s n o What c ur life o y s l o r t n mind co nymous

‘

’

Ano

QUOTAT

IO

NS Without optimism & self-be lief amon g teachers , classroo ms become wastelan ds of boredom & routine and schools d eserts of lost opportun ity.

Professo r Andy H arg reaves

’