Leadership+ Issue 128 - June 2023

THE PROFESSIONAL VOICE OF SCHOOL LEADERS

A time to reflect and to plan for the year ahead

Co-leadership in Practice

14

Common Sense &

Intuition

Aisling Power, Principal of Our Lady of Good Counsel Special School, Ballincollig, Cork

The challenges of addressing needs. Can we overcome it?

Rhodri Mears, Principal of Midleton Educate Together NS, Cork looks at what schools can do, and the ‘controllables’ in the face of growing needs

A hallmark of special school leadership 25

We need to chat about ChatGPT

Sandra Grennan, Principal of Scoil Bhríde, Clara, Co. Offaly offers a unique perspective on artificial intelligence and school leadership, and some key ‘Dos and Don’t Dos’!

Ann Lynskey and Aoife O’Connor, Principal and DP Tierneevin NS, Gort, Co. Galway describe how they work and plan together, in a relationship based on trust and honesty

Traveller Culture and History in Ireland

Dr. Hannagh McGinley, Education Officer, NCCA provides a brief overview of this recently-launched landmark report

Mentoring Programme for Newly Appointed Principals

Jackie O’Reilly, IPPN Supports & Services outlines what new principals can expect from the mentoring programme

Irish Primary Principals’ Network, Glounthaune, Co. Cork • 1800 21 22 23 • www.ippn.ie

n Editor: Geraldine D’Arcy

n Editorial Team: Geraldine D’Arcy, Páiric Clerkin and Brian O’Doherty

n Comments to: editor@ippn.ie

n Advertising: Sinead O’Mahony adverts@ippn.ie

n ISSN: 1649-5888

n Design: Brosna Press

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

A time to reflect, and to plan for the year ahead

The June issue of Leadership+ flags the end of another school year. While undoubtedly the busiest time of the year in schools, it offers an opportunity to reflect on the previous twelve months and to consider the possibilities of the year ahead, hopefully with a little breathing space in between…

As we write this, IPPN is working on our annual report to members, which will be issued in September. While the process involves reflecting on the efforts over the past year on behalf of school leaders, it also assists us in planning for the coming year. As in schools, this is done with reference to our strategic plan – our version of the SIP – which steers the work of the team. It is fair to say that it is easier and more natural to look ahead, than to look back. But that time for reflection on what has been achieved, and the progress that has been made towards what can be very challenging goals, is essential. Celebrating progress and the work that goes into it, is a valuable use of time – to acknowledge effort, ideas, collaboration, teamwork, creativity, adaptability, as well as achievement. Sometimes there are hard lessons to learn, and this can help to map out better and different ways of working for the future. This reflection and learning is at the heart of our work on reimagining the experience and practice of school leadership and shaping a more sustainable leadership future.

In recent months, as well as advocating for increased leadership and management time for teaching principals and deputy principals, and for adequate and timely resourcing of SEN supports, IPPN has sought far earlier release of teacher and SNA allocations, to afford schools the opportunity to get recruitment done as early as possible, so as not to encroach on the July/ August period

flexible infrastructural supports for schools to lead and manage the new free school books scheme, ideally this would allow teachers – whether with or without promoted posts – to develop leadership and management skills and be afforded the time to do so compensatory substitute cover for all schools –particularly in the final term when student teachers are available – to give schools the best chance to make up for any loss of teaching time by reinvesting the unspent budget caused by the lack of availability of qualified teachers during the year.

The first two were achieved and we continue to advocate strongly for a compensatory sub cover scheme to support the most vulnerable children in our schools.

EDITORIAL TEAM

Our Budget 2024 submission is also currently being developed. The key priorities are directly linked to the sustainability of school leadership:

1. Developing a culture of shared leadership and increasing leadership capacity

2. SEN Allocations and Resourcing

3. Revision of Governance Structures.

The submission will be available on ippn.ie once finalised, and summarised in the next issue of Leadership+.

Like schools, IPPN has a clear map of what we want to achieve for school leaders over the next few years. It is set out in the publication Primary School Leadership: A Case for Urgent Action – A Roadmap to Sustainability, launched last November. Engagement with stakeholders has been positive and robust discussions on each of the six themes explored in the report will continue over the coming year. We look forward to reporting back to members more fully in the autumn on progress towards sustainability.

In the meantime, we hope that the remaining weeks of term go well and we encourage all our principals and deputy principals to plan at least a few weeks away from work to reenergise and get ready for the year ahead.

As always, we thank all those who have contributed to Leadership+ - in this issue, and in each of the issues over the past year. Feedback is welcome, to editor@ippn.ie

Is sinne le meas, Leadership+ Editorial Team

Brian O’Doherty Páiric Clerkin Geraldine D’Arcy President CEO Editor

LEADERSHIP+

DAVID RUDDY BL

RecruitmentYou Only Get One Chance to Get It Right

The final term of school coincides with the recruitment of teachers, SNAs and ancillary staff. A starting point is whether the Board of Management (BoM) has sanction for the post in question. In the case of permanent posts, you should be clear as to what, if any, entitlements serving members of staff have, including contracts of indefinite duration or panel rights. The BoM must adhere to its obligations in relation to the panel operator in each diocese or relevant patron body.

In advertising a post, and in any subsequent interviews, one must be careful not to offend against the Equal Status acts, including issues concerning gender, marital status, family status, age, disability, sexual orientation, race, religion and membership of the Traveller community. The interview process needs to stand up to scrutiny in the event of a dispute or legal action. Notes recorded by the interview panel should be on the basis that the data subject is looking over your shoulder. Ensure that the independent assessors are from an approved list provided by the relevant Patron. After the interview process, references should always be checkednever take short cuts.

When the BoM has approved the selection board recommendations, the approval of the Patron and the Department of Education should be sought. Another issue is the contract of employment. In simple terms, a contract is a bargain struck between two people, the employer and employee. This is a crucial document as it is the reference point when there are any disputes. Management bodies have employment templates that are very helpful. Good practice dictates that any staff should only commence employment after signing the contract.

The Mason, Hayes & Curran Education Team regularly represents schools when disappointed job applicants take cases to the Workplace Relations Commission. One such case involved a gender discrimination case where a male teacher complained that he was discriminated against as a female teacher was the successful candidate, even though the male candidate had more experience. The male teacher claimed that it was a forgone conclusion that the female teacher would be successful, that the notes of one assessor were minimal and that the BoM was improperly constituted. The BoM replied that when an assessor is asking questions at an interview, they tend to take fewer notes than the other assessors. Ultimately, the claim against the BoM failed.

Another teacher, who unsuccessfully applied for a full-time temporary post, took a case. Her complaint was that her non-appointment, and the way that her application was treated by the school, constituted discrimination on the grounds of age and religious beliefs. The teacher was 37 years of age and claimed that successful candidates were

in their 20s, and that age discrimination is endemic in schools. She also claimed that an interview question was discriminatory in that it undermined her strong religious beliefs. The claim failed. It was held that the teacher’s skills on paper alone were not sufficient to get her the job. It was also held that taking offence to a remark is not the same as being discriminated against.

Employment legislation is complex and strongly tilted towards staff. Employing staff is probably one of the most important tasks that you as a member of the BoM must take. Additionally, the current job market very much favours the applicant. It is better to leave a post unfilled on a temporary basis than to select an unsuitable candidate. Always seek advice if you’re unsure or inexperienced.

If you have any queries about this article, contact druddy@mhc.ie David works as an advisor and training consultant with Mason, Hayes & Curran LLP.

IPPN ON SOCIAL MEDIA –STAY UPDATED

We have reached a key milestone on Twitter, with over 10,000 followers, and a further 1,150 on LinkedIn.

Stay updated by following us on ( (@ippn_education) and (@ippn).

In advertising a post, and in any subsequent interviews, one must be careful not to offend against the Equal Status acts, including issues concerning gender, marital status, family status, age, disability, sexual orientation, race, religion, and membership of the Traveller community.

Co-leadership in Practice

ANN LYNSKEY AND AOIFE O’CONNOR PRINCIPAL AND DEPUTY PRINCIPAL, TIERNEEVIN NS, GORT, CO. GALWAY

For us, co-leadership means leading our school together. This is achieved by sharing key responsibilities including decision making, planning, ownership of our school vision, problem solving, coaching and development of staff and inclusion of our whole school community. Essentially, we share it all; the burdens, the concerns, the victories and the celebrations. We are collaborators, thinking partners and peer mentors. Our model is about collaboration, not delegation. This has led to a less hierarchical style of leadership in our school and has empowered many members of staff to become leaders in various aspects of school life in Tierneevin N.S.

We believe successful co-leadership comes down to the quality of the relationship between the Principal and Deputy. In a school setting, this relationship is inevitably both professional and personal. We have worked together for nearly 15 years so we have been through highs and lows. By being aware of each other’s professional and personal struggles and successes, we can step up and support each other when the need arises. We are comfortable with asking for help safe in the knowledge that we will not be judged. We have learned to leave our egos at the door and are not afraid to be vulnerable. This did not happen overnight. It took time to develop trust through honesty, respect

and kindness. As teachers, we are all too aware that we do not know it all and every day we have opportunities for learning and growth.

Clear, open and consistent communication must take place in order to have an effective coleadership model in place. The onus is on both of us to communicate openly and honestly, sharing our successes and challenges, and most importantly, our learning from both. We prioritise making time to communicate daily, despite our busy lives both in and out of school.

We don’t always agree on all issues and sometimes would like to take different approaches to resolving situations. We will give our points of view, listen actively to each other and reach a decision. When we reach a decision, we accept it and present a united front moving forward. This is made easier by a no blame culture. We share the decision making so we

also share the consequences be they positive or negative.

We enjoy carrying out CPD in a wide variety of areas both individually and together. Our commitment to CPD has been invaluable in developing our communication skills and our vision for our school. It has given us a chance to gain perspective on our school’s core purpose and critically examine our leadership styles and how we lead together.

We all strive for harmony in our schools. Harmony is an indisputable priority but it requires a lot of trust, patience and genuine belief in the coleadership process. It also requires an investment of time and space to achieve this. We have to be patient with one another and strive to look at things from each other’s point of view. We have to trust each other to complete work on time, to value each other’s experience and expertise, to make the right decision and to consider our pupils best interests at all times.

The significant increase in reference to the role of the deputy principal in LAOS 2022 is a very positive step forward. This highlights the acknowledgement of the leadership role of deputy principals in our schools, and we feel it is vital to the sustainability and longevity of leadership roles in schools also. In Tierneevin NS, we know from experience that it is because of an effective co-leadership model that we have such high job satisfaction, despite the complex demands of our jobs.

If you would like to contact Ann and Aoife about this article, you can email them at tierneevinns@gmail.com

By being aware of each other’s professional and personal struggles and successes, we can step up and support each other when the need arises.

We don’t always agree on all issues and sometimes would like to take different approaches to resolving situations. We will give our points of view, listen actively to each other and reach a decision. When we reach a decision, we accept it and present a united front moving forward.

BOUNCING BACK DIFFERENTLY

The standard for writing memorable slogans was set 2,070 years ago when Julius Caesar sent a letter to the senate in Rome in which he summed up his swift, brutal and victorious campaign in Turkey in three words –“Veni, vidi, vici”. For those of you who have temporarily misplaced your Latin dictionaries, it means “I came, I saw, I conquered.” Its simple alliterative and rhythmic quality, coupled with the use of the rule of three, have conveyed an aura of perfection on the phrase that people have being trying to replicate since. It was definitely a mic drop moment for Julius.

One such attempt to replicate Caesar’s formula, is the slogan, or call to action, that has been much used, as we emerge into a new post-pandemic reality – the exhortation to “Build back better!” It’s not bad. It ticks the alliteration and rule of three boxes and the pithy, easy to remember qualities of the phrase give a credibility to the dynamic it is urging us to embrace. We take it at face value that building back better is a social and economic imperative that has a resonance for us in education.

But what if those structures we are encouraged to rebuild were not actually serving us well? What if there were more effective structures and better ways of doing things? Wouldn’t it be a better use of time, energy and resources to reimagine what we do and how we do it rather than recreate and perpetuate less effective structures and approaches? I recently heard Pasi Sahlberg describe it very well when he suggested that rather than trying to “build back better”, we should be focusing on “bouncing back differently”. Now it’s not quite the mic drop moment for Pasi but he definitely provides food for thought.

From an IPPN perspective, we have being trying to do just that, to bounce back differently. As you may know, we have just completed the process of reimagining our internal structures and procedures to better ensure that our work is informed by and meets the needs of our members. There is a palpable sense of energy, enthusiasm and engagement emanating from the work of our National Council committees and we are excited about the priorities they have established and the progress they are making. This

revised structure has the potential to have a profound impact on our leadership practice into the future in very practical, tangible ways.

But the need for us to bounce back differently in terms of reimagining the experience and practice of school leadership and shaping a more sustainable leadership future is the elephant in the room. The publication of our Sustainable Leadership report in November was an important first step, as it established an evidence base for how things could be done differently to enhance leadership capacity and effectiveness. The advocacy work in which we have engaged since the publication of the report is having an impact, and green shoots are beginning to emerge, but there is much work to be done to ensure progress on our recommendations. But, as the old adage suggests, if we are going to eat that elephant in the room, the only way to do so is one bite at a time.

Over the course of the last two years in this role, I have been afforded the privilege of taking a bite or two out of that elephant. For that, I will be forever grateful and, as I pass the metaphorical baton on to my colleague, Louise Tobin, it strikes me that the most appropriate thing to say is “Bon appétit, Louise!”

Brian.ODoherty@ippn.ie

See E-scéal for details of what is on offer for Summer 2023

BRIAN O’DOHERTY IPPN PRESIDENT

From an IPPN perspective, we have being trying to do just that, to bounce back differently. As you may know, we have just completed the process of reimagining our internal structures and procedures to better ensure that our work is informed by and meets the needs of our members. There is a palpable sense of energy, enthusiasm and engagement emanating from the work of our National Council committees and we are excited about the priorities they have established and the progress they are making.

IPPN SUMMER COURSES

Choose the power of Apple technology

Enhance educational experiences and maximise your investment!

Investing in technology is equally as vital as it is scary. Big and small Primary Schools tackle similar questions. Questions like, what will our budget stretch to? What is the best option for our learners? Will our teachers embrace this technological change? At Select, we strive to answer every question and support your school to enhance educational experiences and ensure that you maximise your investment.

The right choice for your budget

With so many options out there, it can be hard to choose the right technological path for your school. To choose Apple is to choose power. Powerful processors and forward-thinking designs mean that Apple devices outlive their counterparts. With almost no moving parts on an iPad, the technology is far less breakable. The ever-evolving App Store ensures your learners and teachers are up to date with the latest educational innovations. All this combined with flexible finance options results in a sustainable investment for everyone in your school.

The right choice for your Learners

The multi-media capabilities on an iPad, not only mean it supersedes the need for other expensive devices, but it also opens up the classroom for more accessible and personalised learning opportunities. Learners can follow their imaginations with innovative tools that stretch creativity. iPad can access Microsoft, Google, and Apple apps, putting all the power in the learner’s hands. They can choose their own apps and utilise the camera, microphone, touchscreen, Apple pencil and keyboard to match their own learning styles.

The right choice for your teachers

Teachers are technological gatekeepers. They hold the keys to every tech decision in the classroom. At Select, we wish to empower educators with bespoke training that meets their needs and ensures that the technology is being used to its full potential. Apple technology is built for teachers.

Its intuitive and offers education-specific apps that support day-to-day practice. Apple Classroom enables teachers to monitor and control class sets of iPad. Airdrop allows teachers to share resources quickly and easily across an entire class. The by-product of this digital workflow is yet more money-saving opportunities. Less money is spent on paper. Less money is spent on physical books. Less money is spent on other technological teaching resources that can be covered by free apps (like Interactive whiteboard software for example).

Classroom bundles

Select’s classroom bundles combine everything you need to embed class sets of iPad into your school. We even include training as part of the bundle to support teachers and maximise the technology’s potential.

What’s included in the bundle: 16/30 9th Gen iPad 10.2 inch

Wifi 64GB

• 16/30 Rugged iPad cases

• A charge store unit

• A safe environment solution

• Education remote set-up

• Access to Apple Professional Learning Support

• Subscriptions to Select Academy

When you choose Apple, you choose sustainable technology with the power to transform classroom practice for the better. Making the wrong choice can put limits on potential. It can limit teacher or learner engagement. It can limit personalised learning options. It can even have an impact on your overall savings when choosing the right technology. We strive to make sure our schools have no technological limits.

Get

Email: education@selectonline.com

Phone: +353 1 507 9100

Web: www.selectonline.com/education

Opening a Special Class Part 2 – Another 3Ps

CAROLINE QUINN IPPN LEADERSHIP SUPPORT TEAM

Following on from an earlier article in December about opening a special class and attending to the 3Ps; people, policy and planning and physical environment, there are many other areas to consider as you move on in your journey of new learning and regular reflection. They involve purpose, process and proof; all part of Sinek’s Golden Circle of WHAT and HOW, but starting with the WHY.

The Purpose

The main aim or purpose is to create a positive learning environment with positive learning experiences for all pupils within an inclusive school culture. Sergiovanni reminds us that ‘the heart and soul of a school culture is what the people believe, the assumptions they make about how the school works.’ The Inclusion Illusion challenges all of us to question whether we are an inclusive school and whether our SEN pupils are just turning up to school, or are involved and participating in success-oriented learning with meaningful learning tasks appropriate to the age and ability of the pupils. Authentic learning activities should not observe a medical model but rather, a social model, giving the pupils’ challenges equal attention as is given to their strengths.

Diversity awareness in the whole school community should be an ongoing practice in order that everyone comes to understand divergent thinking and divergent ways of learning. The NCSE Inclusive Framework reminds us ‘to remove barriers from within and from education through the accommodation and provision of appropriate structures and arrangements to enable each learner to achieve the maximum benefit’ of their time at school.

The Process

Sinek reminds us that the process is built on specific actions taken to realise the why. In the case of relationship building, within the school, with outside agencies as well as with local support groups and networks, these are key to successful provision and reflection on best practice. TEAM is key, and when working together everyone achieves more, teachers, SNAs, pupils, parents and outside agencies.

Both internal and external training programmes are crucial for upskilling of all staff working in special classes. The National Council for Special Education (NCSE) has a comprehensive programme of Teacher Professional Learning with a published calendar, allowing schools to plan for the year which staff will attend and which programmes will add to their skill base. These training programmes are available around the country as well as in the form of virtual seminars.

Areas such as Promoting Positive Behaviour, Student Behaviour Planning, Supporting Transition and many others, are available at www.ncse.ie/tpl. In-school supports, as well as Post Graduate Certificates and Diploma courses are also available and are specifically tailored to those working with pupils with ASD – See St. Angela’s College, Sligo.

Some specific courses can be taken as a part of the Teach 5-day programme, providing a theoretical foundation, as well as hands-on opportunities, to assess and teach individuals on the ASD spectrum in a demonstration setting, Pecs – Picture Exchange Communication System, ABA –Applied Behavioural Analysis, Social Stories, Floor-time, Lámh, the Hanen programme, Social Skills Programme and Intensive Interaction.

The National Educational Psychological Service (NEPS) provides resources and publications, from literacy to wellbeing, the continuum of support, to behavioural, emotional and social difficulties training. A calendar of events is published as well as many valuable online resources.

Midletown Centre for Autism caters for parents and professionals providing training in Sensory Processing, Anxiety Management, Life-Skills, Emotional Regulation and Sensory Activity Schedules, to name but a few. These courses are open to teachers, SNAs, parents, and all other professionals working in this space.

Learning programmes within the school merit serious consideration in terms of literacy and numeracy. Numicon and See and Learn are in use

The Inclusion Illusion challenges all of us to question whether we are an inclusive school and whether our SEN pupils are just turning up to school, or are involved and participating in success-oriented learning with meaningful learning tasks appropriate to the age and ability of the pupils.

in our school, as well as the Guided Reading Programme Flying Start.

The Proof

The result of our actions for pupils in our special classes, is the proof that the process has been successful.. When our school activities promote social and emotional competencies in all our learners, when policy and planning take into account both integration and inclusion of all pupils,

when wellbeing of both staff and pupils is central to our actions, we start from where we are, we use what we have, to do what we can. This work is a journey, not an event. It is the job of everyone outside of the ASD classroom to support the work of everyone within.

Dr. Brad Johnson tells us that sometimes, our purpose is found in our strengths and also in our struggles or challenges. As the school leader, there will always be challenges and we may never get everything right, but the key is to reflect on and learn from our mistakes, and also, to have the courage to go forward and inspire courage in others. Our proof is demonstrated when a way of thinking and working that is adopted by all in the school, makes it the best possible place for all to learn, work and play. The Primary Curriculum Framework highlights that all children should flourish and realise their full potential, as unique, competent and caring individuals. The children in our special classes deserve no less.

Finally, a note to self as school leader, when things get overwhelming, remember that success is made of one thought at a time, one task at a time, one day at a time, to ensure purpose and process meets proof.

If you would like to get in contact with Caroline in relation to this article, you can email her at caroline.quinn@ippn.ie

PRINCIPAL OR DEPUTY PRINCIPAL LEAVING YOUR SCHOOL?

Please notify IPPN by emailing jackie.oreilly@ippn.ie so we can ensure details of the outgoing and incoming school leader are correct. Our very best wishes to anyone leaving school leadership!

As the school leader, there will always be challenges and we may never get everything right, but the key is to reflect on and learn from our mistakes, and also, to have the courage to go forward and inspire courage in others.

Common sense and intuition A hallmark of special school leadership

AISLING POWER PRINCIPAL OF OUR LADY OF GOOD COUNSEL SPECIAL SCHOOL, BALLINCOLLIG, CORK

In 1998, I was offered a teaching post in OLGC School. The school catered for 68 pupils diagnosed with moderate intellectual disabilities who were aged 4 – 18 years. The Principal at that time managed a team of 6 class teachers and 2 permanent SNAs.

We worked in collaboration with an onsite Multi-Disciplinary Team from the Brothers of Charity. Several senior pupils in my class took public transport to and from school using the City Bus. Pupils went on workexperience to training centres, local shops and businesses. Oftentimes, one teacher or an SNA shadowed a few pupils on these social-training outings, connected to the school by only a credit gobbling Nokia!

Challenging incidents and unexpected episodes were managed with common sense, capable, experienced staff and unwavering parental support. We learned how to do better together, and we enjoyed relative freedom to reflect and try out new ideas and practices, or take a different tack.

As to be expected, a lot has changed over 25 years. The designation of the school has remained unaltered, the 68 pupils enrolled today present with moderate intellectual disabilities and dual or multiple diagnosis, often with complex sensory and communication needs. Under the Progressive Disabilities Services, multi-disciplinary supports are now allocated to the child in the community, as opposed to a school-based Multi-Disciplinary Team collaboration.

Nowadays, the challenge is to retain some curiosity and spontaneity as risk assessment has become an integral

part of our daily routine. There is a requirement to ensure staff are certified and trained to safely manage a range of medical conditions and behaviours of concern. Although necessary for accountability, health and safety and for advancing teaching and learning, I feel that right now we are at risk of keeling over from the imbalance of excessive paperwork and ever accumulating responsibilities and duties as School Principals.

The role of Principal of a Special School is getting more difficult to define and quantify. In OLGC School we now have 12 Class Teachers, 5 ETB Teachers, and 27 SNAs allocated to the same pupil number of 68. The ETB teachers were allocated in a historic arrangement in some Special Schools that enrol pupils at second level; we are also allocated some hours in subjects such as Art, Cookery, PE, Horticulture and Dance – subject teachers are appointed accordingly by the ETB.

The staff working in OLGC School are exceptional. It is a privilege to work alongside such supportive, generous, motivated, talented and kind people. It is a busy job, for sure. Managing the workload is getting trickier and more arduous as I gain experience and become more involved in the role, and as I learn from my wonderful Principal colleagues. I didn’t realise how much I had to learn about the job, while on the job, while running up that hill!!

On most days there is occasion in school to share a giggle, or a proper laugh out loud! Every Principal refers to the unwritten ‘Book’ of sayings and happenings in school; the best-seller in the comedy section, if we had time to jot down all the brilliant funny daily things!

I have learned how to be a more intuitive teacher and principal largely from the parents I have encountered down the years. Some of the best initiatives and policy changes that have taken place in school have been parent led, especially in relation to pupil welfare and wellness.

I have learned that change is inevitable, and fundamental to the development of a safe, functional, creative, supportive and nurturing school environment.

The pupils have taught me when to make changes, why changes are important, how to accept changes, and then, to just get on with it!

The terrific pupils of OLGC Special School have shown how resilient, adaptable, capable and optimistic they are, and can be, under the most difficult circumstances. When schools closed

Challenging incidents and unexpected episodes were managed with common sense, capable, experienced staff and unwavering parental support. We learned how to do better together, and we enjoyed relative freedom to reflect and try out new ideas and practices, or take a different tack.

so abruptly during the Pandemic, then opened again in a very different restrictive way, pupils embraced a new way of doing things and got on with school life. Friendships were nurtured and protected in the most creative ways, new memories were made and new skills and opportunities for learning developed.

I enjoy participating in the evolution of OLGC School, the foundations of which were artfully laid down by the courageous, visionary and hardworking Principals that went before me; an education environment that is progressing, developing, adapting and embracing change and transformation. I also enjoy swimming. The sea is ever changing and yet a constant reminder that the tide will come in, and the tide will go out, every day, moon after moon, year after year; the landscape may alter but the tides remain.

The sea also reminds me to keep an eye on the ebb and flow of my own work-life balance. I had no idea how far outside my comfort zone I would be drifting and sharing these cúpla focal. My Dad always encouraged me to have a go at doing anything; he was, of necessity resourceful, masterfully so, born and raised on the wild and beautiful Beara Peninsula. Dad was also wise, and knew when to call it a day and head out in the boat. He didn’t refer to wellness or mindfulness then of course; just ‘let it be for now, there’s no piece gone out of tomorrow yet!’.

If you would like to contact Aisling about her article, you can email her at principal@olgcschool.ie

I have learned how to be a more intuitive teacher and principal largely from the parents I have encountered down the years. Some of the best initiatives and policy changes that have taken place in school have been parent led, especially in relation to pupil welfare and wellness.

Jake, Rónan, Ian and John of Our Lady of Good Counsel Special School, Ballincollig

Rian and Lottie

Ian and Julia

Traveller Culture & History in Ireland A Landmark Report

DR.

The National Council for Curriculum and Assessment (NCCA) has published a landmark report into what is known about Traveller Culture and History in Ireland

In Ireland, while there is almost full participation by Traveller children in primary schools, and a high transfer rate of Travellers to post primary education, attendance, participation and retention rates remain poor. The reasons for these poor attendance, participation and retention rates across the continuum of education are complex. Travellers’ reluctance to participate in education is often perceived as a salient feature of Traveller culture, however, studies have found that Traveller parents, and their children, are very receptive to education, despite their own reported negative experiences of school. The trend of poor participation needs to be understood within the context of the long history of discrimination and racism experienced by the Traveller community.

Historically, Travellers were often educated in segregated settings. The 1963 Report on the Commission of Itinerancy recommended establishing ‘special schools’ and ‘special classes’ for Travellers. By the end of the twentieth century, it was widely accepted that a more inclusive framework was needed. In the 2006 Report and Recommendations for a Traveller Education Strategy, the Department of Education and Science (DES) promoted the integration of Travellers, at all levels, into the mainstream education system.

Research shows that Traveller students attending Delivering Equality of Opportunity in Schools (DEIS) schools have low scores in English, Reading, and Maths standardised tests, in comparison with the general population and ‘other’ minority ethnic groups. While a sizeable proportion of Travellers attend DEIS schools, it is estimated that half attend non-DEIS schools. It is not known if there is a significant difference in achievement for specific groups, such as Travellers attending non-DEIS schools, as this data is not available.

Explanations for poor attendance and participation are usually framed within the context of ‘push’ and ‘pull’ factors. ‘Push’ factors identified in the literature include: education policy; exposure to discrimination and racism; low teacher expectations and internalised low expectations; exclusion and isolation; poor relationships with their teachers and non-Traveller peers; a lack of a sense of belonging; the irrelevance of the curriculum and an overall lack of adequate support. The ‘pull’ factors identified, usually reference ‘cultural norms’, such as, nomadism, the tendency to marry young and the lure of the Traveller economy.

While some Travellers may leave school early because of ‘pull’ factors, research strongly suggests that poor participation is more likely due to ‘push’ factors.

Considering what is known about the significance of ‘push’ factors, there are a number of steps that can be taken to improve Traveller education. For example, building trust is important, as many Traveller parents experienced negativity in their own schooling. Addressing the irrelevance of the curriculum is also important. There has been a lot of work done in this area. In 2019, NCCA published the Traveller Culture and History in the Curriculum: A Curriculum Audit, which identifies curriculum areas, subjects and learning outcomes through which children and young people’s understanding of Traveller culture and history can be advanced in the curriculum across the different sectors. In 2023, NCCA published a research paper to support teaching and learning about Traveller culture and history. The research paper provides an overview of what is currently known, understood and has been recorded regarding the various aspects of Traveller culture and history.

Travellers often report having better experiences in primary school than in post-primary school. There is a need to gather more data on the experiences of Travellers across the continuum of education. Having access to such data would assist with planning and the development of future targeted interventions.

Research references available on request to editor@ippn.ie

The trend of poor participation needs to be understood within the context of the long history of discrimination and racism experienced by the Traveller community.

HANNAGH McGINLEY EDUCATION OFFICER, NCCA

The challenges of addressing needs

Can we overcome it?

RHODRI MEARS

PRINCIPAL OF MIDLETON EDUCATE TOGETHER NS, CORK

As we approach the final few weeks of the term, we most likely are in the throes of finalising our staffing for the new academic year. Many schools will have no changes whilst others would be impacted by staffing appeals, preparing for a change in allocation, and most likely wondering how we will try and meet the needs that are apparent within our classrooms.

We are forced to become increasingly more creative in how we attempt to meet the growing needs, and it is not unreasonable for a school and its staff to feel that they are ‘up against it’ again and again.

The conversation of ‘What can we do?’ takes place more often that we think. We are frequently looking at the list of pupils that may be on School Support documents and School Support Plus. What happens when we have our Standardised Testing results? How will the school’s profile of needs adjust?

Being able to have open conversations with staff is key to meeting the needs within our school. Being honest is half the battle. How many of us do this? What are the actual number of pupils that require support? What are the challenges that take up the staff members’ time?

It is easy enough to get caught up in the fairness or lack of fairness in how we are overloaded, but what can we do? What are the ‘controllables’?

At this stage of the year, an SET and class teacher may know the needs that they may be working with in September, this offers a valuable

opportunity to look for suitable courses to empower and prepare the staff members. These courses may be available through EPV summer courses or the myriad of options available through our wonderful Teacher Support Centres countrywide. Are we promoting these?

Should the SET team and the Leadership and Management team meet to brainstorm how the school’s needs can be met? It should not all fall back on the shoulders of one or two. We approach SET collectively, and should strive to be creative and occasionally need to think outside the box.

NCSE advisors and NEPS can offer invaluable opportunities for schools to reach out for support. When did you as a school involve your NEPS in a systemic piece of work that may support the school’s approach in meeting needs? Now is the time to plan this and make it a focal point for the next academic year.

An NCSE advisor offers invaluable advice on particular needs. A behavioural concern that takes up much time of teachers and principal can be referred through the portal to seek that person who can assist us all in teasing out approaches that should benefit many.

I invite you to think and answer the following few questions in a bid to distribute leadership as well as supporting creativity to address needs:

1. What would your ideal allocation look like and how would you use this allocation? If you were to reduce the allocation, what are your priorities? Are there initiatives you could use to support the needs for September? How would Team Teaching support the needs?

2. What CPD for staff is presenting itself from looking at the needs? There may be a staff member within willing to share knowledge or do you need to look at external support.

3. Are the staff familiar with how pupils are moving between the School Support stages? Are the relevant pupils moving up and down the continuum?

4. Could you sit down with staff and brainstorm approaches to address needs? What could work? Can you collectively stand over the approach?

If you would like to contact Rhodri about this article, you can email him at rhodri.mears@midletonet.com

We are forced to become increasingly more creative in how we attempt to meet the growing needs, and it is not unreasonable for a school and its staff to feel that they are ‘up against it’ again and again.

At this stage of the year, an SET and class teacher may know the needs that they may be working with in September, this offers a valuable opportunity to look for suitable courses to empower and prepare the staff members.

Mentoring Programme for Newly Appointed Principals

Mentoring is available to all newly-appointed principals in their first and second years of leadership.  CSL organises and oversees One-to-One Mentoring during year one of the new principal’s career. IPPN organises and oversees Group Mentoring for all Principals in their second year of leadership.

Group mentoring is a formal mentoring relationship, which commences in September and continues until June of the following year. The focus of Group Mentoring is to provide participants with a support network of principals, at the same stage of leadership, under the direction of a trained Group Mentor.  IPPN recruits and trains the Group Mentors, who are all experienced principals.

Each Group Mentor is assigned a group of 4 to 8 ‘Mentees’, depending on the number of Mentees in a particular locality.  The Groups meet five times per year and provide a safe and confidential space for members to discuss issues of particular concern to them. Additionally, Group members often form a network of contacts to

support them between meetings. Each Group organises their meetings at a time and place to suit the members. Where it may be impractical to organise all meetings as face-to-face meetings, some may be organised on-line via Zoom.

On completion of Group Mentoring, principals are encouraged to join a Local Support Group to continue establishing networks of support throughout their leadership careers.

If you have queries on availing of group mentoring or would be interested in joining the group mentoring team, please email jackie.oreilly@ippn.ie.

Pupil Jenson with Nurture teacher Bairbre, Midleton Educate Together

Proven Technology for Anxious and Neurodivergent Students

Today, there is a Problem for Anxious and Neurodivergent Students

Schools manage the mental health and sensory needs of anxious and neurodivergent students with little support

Your school’s principle focus is teaching and releasing the potential of all students including anxious and neurodivergent. To avoid damaging this effort, it feels like the only way to cope is ever more support staff plus an ineffective sensory room

It can take years for anxious and neurodivegent students to be properly diagnosed and supported. Meanwhile you struggle to do your best with limited resources

Proven Technology and Expertise

Cubbie’s technology and expert team have a proven track record of reducing anxiety and sensory stress for anxious and neurodivergent students

Cubbie are skilled at helping anxious and neurodivergent students manage their sensory needs predictably and reliably in less than 15 minutes

Cubbies’ outcomes are predictable, dependable, and measurable

Cubbie will Transform your School

Anxious and neurodivergent students will spend substantially more time learning and less managing their sensory needs resulting in

Less stress for staff

Less teaching time lost

Better engagement in the classroom

Less school refusals

One member of staff with a Cubbie can support 20-30 students a day

A Sense of Belonging…

TOBIN

DEPUTY PRESIDENT

One of the most challenging but rewarding tasks over the past year has been welcoming and managing newcomer pupils to our schools, namely displaced children from the Ukraine.

We as school Principals are familiar with enrolling and offering education to pupils whose first language is not English. For over two decades, we have enrolled varying numbers of non-Irish national children to our schools, as their parents and families relocated to Ireland. We all recall the influx of Polish in the early 2000s. Beautiful children and families who simply sought work and a better life in Ireland.

Like so many Irish primary schools, we serve a very diverse community. In our school, we now have 42% non-Irish national children from 23 countries. In 2011, we lost our shared permanent EAL teacher and must appeal each year for language support for almost half our pupil cohort. This year we have two EAL teachers, which enables us to offer quality support and English language lessons to these pupils, and indeed assist and settle newcomer pupils who arrive throughout the school year.

We currently have over a dozen Ukrainian pupils, each interestingly enough from a different region of their home country. We also have Olha Hnativ, a 24-year-old Ukrainian graduate teacher with excellent English and, since October, she has been working for 10 hours a week in our school. Olha has helped the girls to settle in, understand the systems in our school, and access their daily education. She is the bridge between them and their new school setting with of course the language barrier and cultural differences.

Olha, who has a Master’s Degree in Interpreting, taught children and adults in Kyiv before the invasion. She reports that the Ukrainian girls love school in Ireland. She says, ‘the school day is shorter in Ireland, with a more varied curriculum, including Music, Drama, PE and Art, whereas back in the Ukraine, school was mainly focussed on Maths and language learning.’

Each week as Principal, I meet the Ukrainian pupils and their teacher Olha. I am learning some Ukrainian phrases and practice them weekly with these fabulous brave young ladies. At our weekly meeting, we discuss customs in both our countries, and I am hugely impressed at their efforts in English language acquisition. They also tell me they love Tipperary School.

I would describe the Ukrainian people in Ireland as ambitious, determined people who want to make the best of a dreadful situation. They are delighted their children are learning English and they are most appreciative of our efforts to include their children.

The view among teachers is that the girls have settled in well and made friends; they seem especially strong at maths and enjoy art and sports.

‘In St. Josephs we don’t delve into children’s histories but allow them to discuss their experiences in their own time. When new girls start, we try not to talk about war and what they’ve been through. It is traumatic for them. We focus on building trust and confidence’, says Olha, our Ukrainian teacher. ‘Over here,’ she says, ‘students feel safe and part of a loving community’.

I applaud our schools for welcoming over 8,800 Ukrainians into our schools and giving them a real sense of belonging.

If you would like to get in touch with Louise in relation to this article, you can send her an email at louisetobin16@gmail.com

LOUISE

PRINCIPAL OF ST. JOSEPH’S PRIMARY, TIPPERARY TOWN & IPPN

Oide is formally launching on 1st September. See your weekly E-scéal for key updates.

AIRGEAD BUNSCOILE

No new versions after 2022/23

IMPORTANT NOTICE to members who have been using the spreadsheet tool ‘Airgead Bunscoile’ to manage school finances. The 2022/23 version is the final update available through IPPN.

Schools are advised to seek advice from FSSU regarding the coming school year

The FSSU is the Financial Support Services Unit – the dedicated financial support service for schools.

The format of the FSSU Monthly Reporting Templates is consistent with the standardised national template for annual school accounts and is fully supported at no cost by their team of Accounting Technicians. Guidance and support is available from the FSSU via remote support by emailing primary@fssu.ie or by phone at 01 910 4020 from 9am to 7pm from Monday to Thursday and from 9am to 5pm on Fridays.

For more information, visit www.fssu.ie and search for ‘Monthly Reporting Template’.

We would like to take the opportunity to sincerely thank retired principal Seán Ó Láimhín, who has single-handedly supported and maintained Airgead Bunscoile for the past several years. We are indebted to him. IPPN also pays tribute to those who have contributed to the development of Airgead Bunscoile over the years, including Seán Cottrell, Damian White and Larry Fleming.

OnYourBehalf

Listed below are some of the projects and advocacy-related engagements that were progressed since the last issue of Leadership+.

MEETINGS/EVENTS

IPPN participated in meetings/events relating to the following:

Small Schools Action Research Project

CSL Professional Learning Day - Middle Leadership

NABMSE - Focus Group on opening a special class

DE/stakeholders - Summer Programme

DE - SNA Workforce Development Teacher Supply Meeting

INTO Congress

NCCA Reimagining Curriculum Seminar

- The areas in focus were Social and Environmental Education (SEE) and Arts Education

IPPN Board of Directors

IPPN National Council.

SUBMISSIONS

IPPN made the following submissions and presentations over the past few months:

Submissions re. Budget 2024, Child Protection and the DE Statement of Strategy for the period 20232025. See www.ippn.ie – Advocacy/ Submissions for all submission documents.

Free School Books SchemeIPPN wrote directly to the Principal Officer in the Social Inclusion Section of the Department on this issue, advocating for a voucher system to be introduced, and for funding for flexible leadership and management days for schools if such a system were not agreed.

Special Schools and Summer ProgrammeThere was a significant amount of engagement between the Department, IPPN, NABMSE and Ray McInerney, the coordinator

HEADSTART LEGAL

Have You Got Your Ducks in A Row?

of the Special Schools Summer Programme, in relation to supporting special schools for this year’s programme. IPPN has developed a new noticeboard on EducationPosts.ie to facilitate this.

POSITION PAPERS

The Advocacy & Communications committee of the National Council is finalising its position paper on SEN Allocations and Resourcing, and reviewing the position paper on Special Schools, initially written in 2017. These will be published on ippn.ie, once finalised.

Stay updated by following us on (@ippn_education) and (@ippn).

You don’t have to be a lawyer to become a successful school leader. However, knowledge of the law is essential to allow you effectively discharge your duties. Adherence to school polices, legislation, Department of Education circulars, and understanding the role of the board of management and patron is an essential part of your tool kit. On occasion, a school leader also needs to share nuggets of legal information with staff.

IPPN, in association with Mason, Hayes & Curran LLP, is providing 6 modules to assist you in navigating your way around legal issues. Topics addressed include duty of care, child safeguarding, code of behaviour, employment of staff, note-taking and data protection.

Engagement with this training will allow you discuss some of the following issues more easily with staff. Why staff need to be punctual for yard duty and class?

What does adequate supervision look like?

Why we need to safeguard the personal information of pupils and parents?

How we need to make reasonable accommodation for pupils with special educational needs?

Your role in the recruitment of staff, and managing underperformance will be addressed, together with administration of the school admissions policy and code of behaviour.

Further details will be provided via E-scéal and ippn.ie.

GERALDINE D’ARCY IPPN ADVOCACY & COMMUNICATIONS MANAGER

DO I STAY OR DO I GO

DAMIAN WHITE PRINCIPAL OF SCOIL SHINCHILL, KILLEIGH, CO. OFFALY AND IPPN BOARD MEMBER

If you strutted around St. Pats, Mary I, or any other training college dressed in old army fatigues, straightleg jeans and incongruous looking cowboy boots, listening to The Clash on your clunky Sony Walkman pounding ‘Should I Stay or Should I Go?’ into your defenceless ears, the chances are that, if you have not done so already, you are considering again the question posed by the screaming Mick Jones and his band of young punks in their 1982 double A-side release.

If you went by the strength of its use in a Levi’s 501 ad. campaign in the early 90s, and loaded your honeymoon suitcase with skinny jeans from an American outlet mall, the song and its question might also be floating in your head as we approach the final stretch of another school year. Mind you, as I discovered, Levi’s 501s weren’t designed for everyone and the other song on the double A-side - ‘Straight to Hell’ probably reflected my efforts to look cool and modern as the shiny new principal in the school where I still work almost 30 years later!

By the way, if you wore white socks, grey shoes, shoulder pads, legwarmers, black leather boots with tucked in jeans and blow-dried hair with a nod to George Michael or Princess Diana, you needn’t deny that the question posed hasn’t at least entered your head.

Retirement is a green hill, initially far away, but the longer we are in the job, the quicker it comes upon us. Hopefully the hill is still green as we approach its base. One college friend, who led his school wonderfully for 33 years, shared a photo of himself at the foot of Mount Errigal on the day

we returned after Easter, his first day of retirement. Errigal isn’t green but it is probably the more beautiful for it.

For some, who have worked through in the teaching profession without career break, job share or other interruption, 35 years’ service arrives in our mid 50s and the option to retire on slightly reduced pension feels like a game of snooker you have won, but there are still balls on the table to be potted. Many people will have paid into an AVC fund, which allows them to make up the difference in their lump sum to what they would have received had they continued to work for 40 years tax free, with an exit tax on the remainder of the fund when cashed in.

For those who have interrupted their career to travel or work abroad, rear their family or whatever, it is a good idea to look in good time with a financial advisor as to what the options are. For most teachers, Cornmarket

By the way, if you wore white socks, grey shoes, shoulder pads, legwarmers, black leather boots with tucked in jeans and blow-dried hair with a nod to George Michael or Princess Diana, you needn’t deny that the question posed hasn’t at least entered your head.

will be a place to turn, though there are an increasing number of advisors for employees in the education sector approaching retirement.

For many principals, the job has been so intense that retirement brings with it both a welcome relief from the daily challenges and a nagging worry as to how to adjust to the new life chapter. Everyone has a different story, and circumstances will direct how time is spent, or what is one’s focus post school. Because my wife and I are at a stage where some of our dearest friends (I deliberately didn’t say oldest!) have silenced the alarm clock

and parked the chalk, conversations often turn to what life is like on the other side. One friend, who was principal for 32 years in a wonderful 4-teacher school, said that the nicest change in life is how he and his wife can take an hour for breakfast, in their case after a brisk morning walk around Lough Boora parklands.

For some, there is the prospect of working as a substitute teacher without all the extra responsibility of leading a school. While there is a teacher shortage, this will be an option. Others may take work in areas where their rich array of communication and HR skills will be valued. Many will be occupied with family issues, babysitting for their own children, or supporting elderly relatives. Some will become enmeshed in the workings of voluntary organisations. There is a danger that some will end up in more stressful work in the voluntary sector due to an incapacity to be a little selfish with the time they have worked so hard for to free up. Personally, I’m not ready to retire just yet, but my alarm clock is looking at redundancy options. When I do eventually go, I might look back

through my record collection again, for quieter, sweeter and calmer music. Perhaps it’s ironic, but 1982 also saw the release of German Eurovision winner Nicole’s A Little Peace. That, at the end of the day, would be nice and it is something I wish for all the wonderful principals and Deputy Principals handing over bunches of keys at this term’s end.

If you would like to get in touch with Damian about this article, you can email him at damian.white@scoilshinchill.com

For those who have interrupted their career to travel or work abroad, rear their family or whatever, it is a good idea to look in good time with a financial advisor as to what the options are.

The latest enhancement to TextaParent.ie facilitates the online completion of Parental Permission Slips. This will allow schools to send out a permission form to the parents. The parent can digitally sign and submit, and the signed form will be instantly stored on the school’s reports page.

Experience

the

This limited time offer provides access to the world’s No.1 interactive panel* and all the training, support, and resources that come with it.

Promethean will subsidise one ActivPanel 9 purchase for all customers in the United Kingdom and Ireland for orders placed between 29 March and 31 July 2023 as follows:

ActivPanel 9 / ActivPanel 9 Premium 65”

– up to 50% off SRP

ActivPanel 9 / ActivPanel 9 Premium 75”

• ActivInspire software supplied as standard with no subscription fees

• Five-year on-site warranty

Unlock

• Virtual ActivPanel orientation session with a Promethean consultant

• Access to a fully funded CPD programme through Learn Promethean

As reported by Futuresource; excludes China. 2023 Experience the ActivPanel Promotion Terms and Conditions: Offer applies to ActivPanel 9 and ActivPanel 9 Premium only. Discounts are as follows: up to 50% off 65” models and up to 60% off 75” models. Offer excludes 86” models. One discounted panel per customer. Orders must be placed by July 31st 2023. Orders must ship by August 31st 2023. For full terms and conditions visit: https://www.prometheanworld.com/gb/experience-the-activpanel/

22

Managing Safety, Health & Welfare in the Primary School

DONAL KERINS IPPN LEADERSHIP SUPPORT TEAM

Ask any group of teachers whether they go to school or to work every day and most of them will say ‘I go to school’. We often fail to recognise that our schools are actually workplaces, just like factories, building sites or farmyards.

Every workplace is a potentially dangerous place where people may suffer minor or even serious injury. While there have been a few instances of accidental deaths, serious injury is uncommon. Most schools, however, can recall instances of minor injury among staff or pupils.

Of growing concern is the growth of psychological harm to workers in schools as a result of concerning behaviour by parents or colleagues. This has a detrimental effect on the physical and mental wellbeing of its victims. Insurance companies now recognise it as the fastest growing area of claims against BoMs.

Ceist: Who is responsible for ensuring a safe working environment for pupils, visitors, SNAs, ancillary staff, teachers and school leaders in our schools?

Freagra: The BoM

Ceist: Isn’t it the Principal’s Responsibility?

Freagra: No. The principal is an employee of the BoM which has a Duty of Care to all its employees, pupils and visitors to the school. The BoM is obliged:

• to ensure a reasonably safe place of work

• to ensure reasonably safe plant and equipment

• to ensure reasonably safe systems of work

• to ensure that staff are reasonably safetyconscious.

LAOS 22 also contains Statements of Practice and Statements of Highly Effective Practice in relation to Safety, Health and Welfare (SHW) in the school.

The Safety, Health and Welfare at Work Act 2005 mandates all employers to produce a Safety Statement for their workplace. Circular 18/2018 reminds BoMs to adhere to the Guidelines on Managing Safety, Health and Welfare at work in the Primary School, which were also issued in 2018.

The Guidelines outline the 5 steps to be included in the Safety Statement:Policy Planning Implementation

Measuring Performance Audit and Review.

The Guidelines also include Risk Assessment Templates. There are 55 templates from which a BoM may choose the ones relevant to its activities. While most schools will not require the template on Tractor Maintenance (No 46) or on Waste Compactor / Baler (No. 51), all schools will require the templates on slips, trips and falls in the classroom (Template 1) and on the playground (Template 6).

Of particular interest are the following templates:

No. 8 Playground Aggressive or Violent Behaviour No. 20 Bullying (Adult)

No. 21 Stress

No. 22 Aggressive Behaviour towards staff member.

School leaders will inevitably be asked (or take upon themselves) the task of preparing the Safety Statement. This should really be a last resort. In relation to this, and many other issues, a school leader should always ask: Am I doing something which

Someone else could be doing?

Someone else should be doing?

Someone else is being paid to do?

Consider, as a School Leader:

Are you sure that there is not someone, or a few people, on the BoM or among the parent body with experience who would gladly help out with the Safety Statement?

If every teacher and SNA filled in the template on their own classroom and the Ancillary Staff filled in templates related to their areas, would the BoM then not just have to collate the information? Does the Safety Statement require the attention of a paid consultant – particularly in large schools?

IPPN has produced a Resource Bundle on Managing a Safe Workplace which further outlines the above topics and guides you through leading (not necessarily doing) the process of developing a Safety Statement.

The resource bundle is available to view and download from www.ippn.ie under Resources/ Resource Bundles. You will need to be logged in to access it.

Donal.Kerins@ippn.ie

Of growing concern is the growth of psychological harm to workers in schools as a result of concerning behaviour by parents or colleagues.

LEADING WITH EMOTIONAL INTELLIGENCE

JACK DURKAN IPPN SUPPORTS & SERVICES MANAGER

Emotional intelligence (EI) is the ability to recognise and understand one’s own emotions and the emotions of others, and to use this knowledge to manage oneself and one’s relationships effectively. Leading with emotional intelligence means using emotional intelligence to guide one’s leadership style and interactions with others. This article will explore why leading with emotional intelligence is important and how it can be applied in the workplace.

effectively with their team members. They are better able to understand their team members’ emotions and adjust their communication style accordingly. This can lead to more effective communication and fewer misunderstandings

4. Enhances decision-making: Leaders who are emotionally intelligent are able to make better decisions. They are able to consider the emotions and perspectives of others when making decisions, which can lead to better outcomes.

How can leaders apply emotional intelligence in the workplace?

use active listening to understand their team members’ perspectives and build stronger relationships

4. Collaboration: Emotionally intelligent leaders are able to collaborate effectively with their team members. They understand that everyone has different strengths and weaknesses, and they work to create an environment where everyone’s contributions are valued. This leads to a more productive and positive work environment

Why is leading with emotional intelligence important?

1. Builds trust: Leaders who are emotionally intelligent are able to build trust with team members. They are able to understand their team members’ perspectives and show empathy, which helps to create a positive work environment

2. Increases engagement: When leaders lead with emotional intelligence, they are better able to connect with their team members on a deeper level. This connection leads to increased engagement, as team members feel more valued and appreciated

3. Improves communication: Emotionally intelligent leaders are able to communicate more

1. Self-awareness: Leaders who are emotionally intelligent are selfaware. They understand their own emotions and how these impact their own behaviour. They are able to regulate their emotions and avoid reacting impulsively. Self-awareness can be developed through practices such as meditation, journaling, or seeking feedback from others

2. Empathy: Empathy is the ability to understand and share the feelings of others. Emotionally intelligent leaders are able to put themselves in their team members’ shoes and understand their perspectives. This helps them to communicate more effectively and build trust with their team members

3. Active listening: Active listening is an important skill for emotionally intelligent leaders. It involves fully focusing on what the other person is saying, without interrupting or thinking about what to say next. Emotionally intelligent leaders

5. Conflict resolution: Conflict is a natural part of any workplace, but emotionally intelligent leaders are able to resolve conflicts effectively. They are able to understand the emotions and perspectives of all parties involved and work towards a mutually beneficial solution.

In conclusion, leading with emotional intelligence is important for building trust, increasing engagement, improving communication, and enhancing decision-making. Emotionally intelligent leaders can develop self-awareness, empathy, active listening, collaboration, and conflict resolution skills, to create a positive work environment and build strong relationships with their team members. By prioritising emotional intelligence, leaders can create a workplace culture that values empathy, communication, and collaboration, which can lead to increased productivity and employee satisfaction.

Leading with emotional intelligence means using emotional intelligence to guide one’s leadership style and interactions with others.

We need to chat about ChatGPT

SANDRA GRENNAN PRINCIPAL OF SCOIL BHRÍDE, CLARA, CO. OFFALY

Artificial intelligence (AI) has exploded on the Internet in recent times. As educators, we tend to lag behind on the digital front and are often slow to catch up. Just before Christmas, I overheard a conversation between my three teenagers discussing the various uses of AI, in particular a site named ChatGPT but I simply deemed it to be ‘the latest fad’ in the digital world and left it on the shelf alongside BeReal, Insta Reels and Discord.

During the Easter break, I delved deeper into the AI world as its popularity has grown substantially. A discussion on the radio regarding the Leaving Cert reform, and the fact that it may need to be revisited in light of AI, made me sit up and listen. The educational world is grappling to come to terms with continuous assessment in light of the capabilities of students to produce highly academic and accurate work, through the simple click of a button.

As a first-year principal, I have tumbled from policy to planning, supervision to staffing, finances to fire drills and much more. Having spent an enormous amount of time on paperwork and managing the organisation in my first year, I feel my true role as a leader, which involves connecting with people, caring, teaching, and learning, has unfortunately taken a back seat.

Armed with an oversized mug of tea and a sneaky Easter egg, I sat on the couch and entered the world of ChatGPT. I didn’t stay long. I didn’t have to. Before I had time to finish my cup of tea, ChatGPT had written the following:

a School Improvement Plan with a focus on spelling

a lesson plan for 2nd class to teach

2D shapes

a three-year Digital Learning Plan

a Student Support File to support a pupil in the area of dyslexia

a DEIS plan to promote attendance and retention an end-of-year farewell speech to the 6th class pupils leaving in June.

Was I happy with the results? Yes. Was it specific to our school or pupils? No. Would I use it again? Absolutely! The layout was excellent, and the ideas generated were very much in line with what we had come up with ourselves (and a few we hadn’t thought of!). Once you edit the document to suit your school context, it is invaluable. Time may then be spent more wisely on gathering evidence, implementing actions, and monitoring and evaluating the effect of the plan on the pupils.

Some Do’s and Don’ts of ChatGPT: As an AI language model, there are some general guidelines to follow when interacting with ChatGPT:

Do’s:

1. Be clear and concise in your questions or prompts

2. Respect ChatGPT’s capabilities and limitations

3. Provide context whenever possible to help ChatGPT understand your question better

4 Experiment with different ways of phrasing your questions if you’re not getting the desired response.

Don’ts:

1. Don’t expect ChatGPT to be perfect or have all the answers

2. Don’t use ChatGPT as a substitute for professional advice or assistance

3. Don’t tell the inspector.

Remember that ChatGPT is a machine learning model and not a human, so its responses may not always be perfect or completely accurate. However, it can be a useful tool for obtaining information and generating ideas.

I feel I have been given the gift of time with this resource. In my 28 years of teaching, I have embraced all types of continuous professional learning and postgraduate courses. I have acquired the relevant skills to write the documents that may now be generated by AI. However, how would my younger self have been affected? Had AI been available at that time, would my skills have developed in the same manner? Will this help or hinder the NQT in the first few years of their professional journey? This resource takes the skill and thinking out of academic writing, educational planning and personal preparation for teaching and learning. It’s a welcome resource at this stage of my journey but one that may, in fact, have hindered my development in the early years of my career.

So, where do we go from here? While ChatGPT has the potential to revolutionise the way we learn, it is important to consider the potential benefits and drawbacks of its use in education. While it can provide personalised learning experiences and be a cost-effective solution, it lacks the human interaction and contextual understanding that are essential to effective learning. Therefore, it is essential to balance the use of ChatGPT with human support and interaction to ensure a well-rounded learning experience.

I would like to thank AI for checking my work for this article and creating some of the material in this article also. Can you tell the difference? AI is here to stay so we must embrace it whilst teaching our pupils how to use it effectively without impairing their own development, potential and learning.

If you would like to contact Sandra about this article, you can email her at sandra.grennan@sbclara.ie.

Are you planning to retire in 2023?

If you have made the decision to retire or step back from leadership in 2023, we wish you every happiness and fulfilment in the future. We would like to give every principal who has retired or planning to retire an opportunity to provide feedback on their decision to move on from their leadership role, via an online survey.

The survey asks about your decision to retire, and your experience as a school leader. It should take no more than 8 minutes to complete. This is

our first year surveying members who are retiring and your feedback would be much appreciated. Please email jackie.oreilly@ippn.ie for a link to the survey.

In order to provide professional support to the new principal on their appointment, we would appreciate if you would please ask the incoming principal to contact IPPN Support Office. This will ensure that they can avail of the various supports and services from IPPN from the very start of their time as a school leader.

Addressing Violence and Behaviours of Concern in Irish Schools

- Gerard O’Dea, Managing Director at Dynamis

The Irish Times recently reported that more than 500 special-needs assistants (SNAs) and teachers took leave due to physical assaults in schools in the last six years. Union representatives believe that incidents are getting more serious and more frequent.

Examples include an SNA who had part of her ear bitten off by a child, and an older worker who suffered a life-changing shoulder injury.

In our experience working with schools all over Ireland in recent years, these stories are not uncommon across the sector, particularly when we talk with staff who work directly with children who have additional needs.

Schools need an approach that is specific to their challenges, is flexible enough to be appropriate for younger children as well as adultsized young people. The approach needs to be safe for the staff to use in tense, uncertain and rapidly-unfolding situations.

Irish schools are benefitting from the lessonslearned and long-term development of guidance in the UK. Specific legislation was enacted there to give schools the legal powers needed to maintain safety. Detailed guidance is available for school leaders and classroom staff, giving teams reassurance that they are managing behaviours of concern and emergency incidents appropriately.

Our role has been to distill the key lessons and approaches which are working well for our clients, and to pass them on to Irish schools from Cork to Donegal.

Classroom teachers and SNAs use our approach, which offers the team ways to recognise behaviour and useful legal principles for making good decisions. A system of verbal and physical interventions which keeps everyone safe at school will uphold both the rights of the children and the rights of staff to stay safe.

There is no published guidance for Irish schools in how the Department wants to address the risks posed by children who express themselves through physically harmful behaviour.

Our initial advice to Irish school principals and their teams is to strengthen their approach to such challenges by starting with the ‘basics’ of Health and Safety management as it applies to violence in the workplace.

Under the Safety, Health and Welfare at Work Act 2005 in Ireland, duties are placed with employers to provide a safe workplace for all those who may be effected by the work undertaken there.

Principals would be well-advised to consider Section 8 and Section 19 of the Act, which outline a duty to protect staff and children and also the means to do so, using a Risk Assessment approach.

“Hazards may be categorized as…human-factor hazards, e.g. stress, bullying, violence.”

— Guidelines on Managing Safety, Health and Welfare in Primary Schools, HSA.ie

As soon as violence has become a forseeable risk at your school, it is your duty to carry out a risk assessment, and it is often very helpful.

Along with the foundation of the Risk Assessment, the school should also consider what training might be required, to what level, and what content would be appropriate for them.

Our approach is to work with school leaders to carry out a Training Needs Analysis at no cost, so that any training provided directly addresses the challenges the staff are facing and makes a difference immediately.

Often, with the enhanced teamwork, better decision-making and coordination that comes after appropriate training, school leaders see increased confidence in their staff and a reduction in the risks posed by behaviours of concern, giving them the breathing space to plan for better outcomes overall.

Help is available!

An accredited provider of prevention and management of workplace violence training, specialising in helping Schools.

Scan the QR code for more information, or visit:

www.positivehandling.co.uk/irish-schools/ E-mail: info@dynamis.training

Summer Programme Portal

The Summer Programme Portal was launched on EducationPosts.ie in March. There are a number of stages to the Summer Programme recruitment process this year. Special Schools are being prioritised initially and will have access to available Job Seekers on the Summer Programme portal first. The Department of Education will inform EducationPosts.ie when the portal can be opened further – to all school-based provision, and the third and final stage will be opening the portal for home provision.

Job Seekers access the portal by creating an account, or logging into their existing EducationPosts.ie account, and selecting ‘Advertise’ and ‘Summer Programme Portal’ on the website toolbar. The portal consists of a form whereby Job Seekers enter their details, indicate their occupation (including Teachers, SNAs, Students, Early

Childhood etc.), and confirm their availability for work in July and August of this year. Schools and employers may contact available Job Seekers directly by phone or email in relation to their availability.

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+:

RESOURCES

BOARD OF MANAGEMENT

n Electronic Banking Policy (March 2023)

n Credit Card Policy

RECRUITMENT Teachers

n 23. FAQs Redeployment Arrangements at Primary Level for Surplus Permanent and CID Holding Teachers

DE CIRCULARS

2023

n 0016/2023 – Scéim Aitheantais

Scoileanna Gaeltachta

Information Notes

n 0016-2023 Scéim Aitheantais

Scoileanna Gaeltachta: Treoir do bhunscoileanna maidir le feidhmiú leanúnach na Scéime Márta 2023

FORMS & TEMPLATES

n Sole Guardian Affidavit (March 2023)

RESOURCE BUNDLES

n Health & Safety Resource Bundle (TBC)s

SCHOOL POLICIES

n Transition Year - Work Experience (February 2023)

STAFF MANAGEMENT

n Job Share, Career Break & Leave Policy (January 2023)

PLANNING PROMPTS

n A new prompt is uploaded each week to this section, and each one is relevant to the time of year.

ADVOCACY

SUBMISSIONS

n Submission to the Ministers for Education, Finance, Public Expenditure & Reform re. Budget 2024

Submissions to the Department of Education re.

• DE Statement of Strategy 20232025

• Child Protection recommendations 1 and 2.

See synopses of these submissions on www.ippn.ie Advocacy -> Submissions.

SUPPORTS

LEADERSHIP+

2022/23

n Leadership+ Issue 127 – April 2023

E-scéalta

n A new E-scéal is uploaded each week to this section.

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

And Finally…

QUOTATIONS ‘

Maya Angelou

FIRE

What makes a fire burn is space between the logs, a breathing space. Too much of a good thing, too many logs packed in too tight can douse the flames almost as surely as a pail of water would. So building fires requires attention to the spaces in between, as much as to the wood.

When we are able to build open spaces in the same way we have learned to pile on the logs, then we can come to see how it is fuel, and absence of the fuel together, that make fire possible.

We only need to lay a log lightly from time to time. A fire grows simply because the space is there, with openings in which the flame that knows just how it wants to burn can find its way.

Judy Sorum Brown from The Sea Accepts All Rivers - courtesy of and with thanks to Rich Burchill

Do the best you can until you know better. Then when you know better, do better.

Autumn County Meetings 2023

Supporting each other at local level

September - October 2023

Incoming IPPN President Louise Tobin, CEO Páiric Clerkin, Sustainable Leadership Manager Brian O’Doherty and Supports & Services Manager Jack Durkan, will be visiting our county networks during the months of September & October, bringing key updates, information on the ‘hot topics’ and offering support to members. Most importantly, it is an opportunity to meet your fellow principals and deputy principals.

There is also an opportunity to become more involved in the work of IPPN by representing your city/county network on the National Council.

Schedule

Week 1

Sept 4th

Leitrim - Carrick on Shannon Ed Centre

Wicklow - Glenview Hotel

Sept 5th Donegal - Clanree Hotel, Letterkenny

Tipperary - Horse & Jockey

Sept 6th Sligo - Sligo Education Centre

Offaly - Tullamore Court Hotel

Week 3

Sept 19th

Kilkenny - Kilkenny Ed Centre

Clare - Clare Ed Centre

Sept 7th

Limerick - Limerick Education Centre

Roscommon - Abbey Hotel

Week 2

Sept 12th Mayo - Mayo Ed Centre

Waterford - Waterford Ed Centre

Sept 20th

Sept 21st

Week 4

Sept 26th

Sept 27th

Sept 28th

Week 5

Carlow - Dolmen Hotel

Meath - Navan Ed Centre

Kildare - Kildare Ed Centre

Dublin (South) - Green Isle Hotel

Monaghan - Monaghan Ed Centre

Louth - Crowne Plaza, Dundalk

Dublin (North) - Dublin Airport Hilton

Sept 13th

Sept 14th

Kerry - Tralee Ed Centre

Cavan - Hotel Kilmore

Wexford - Wexford Ed Centre

Galway - Galway Education Centre

Sponsored by

Oct 3rd

Oct 4th

Westmeath - Athlone Ed Centre

Longford - Longford Arms Hotel

Laois - Laois Ed Centre

Cork - Clayton Silversprings Hotel

Contact More Information: info@ippn.ie | 021 4824070 www.ippn.ie