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 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