Mr. Jim Hayes, President, IPPN, Scoil Oilibhéir, Ballyvolane, Cork. Tel: 086 856 1466 Tomás Ó Slatara, P.R.O. IPPN, S.N. na Gráinsí, Cluain Meala. Tel: 086 648 6801 Seán Cottrell, National Director, IPPN, Glounthaune, Cork. Tel: 1890 21 22 23 email: director@ippn.ie
Irish Primary Principals’ Network June 2002
Líonra Príomhoidí Bunscoile Éireann Issue 12
A Phríomhoide agus a Phríomoide Tánaisteach, By the time you receive this Newsletter you and your colleagues will be reaching the end of another school year. It has been, without doubt, a very demanding year for Principals and Deputy Principals - what with increased in-service training to absorb, curriculum change to implement and the incessant stream of requests and responsibilities adding to your workload. Many of you may feel as drained as Mick McCarthy at the end of your annual World Cup! It was noticeable that there were few, if any, ‘Player-Managers’ in Korea and Japan, yet 75% of Principals try as best they can to fulfil their own role of ‘Principal-Teacher’ day in day out in our smaller primary schools throughout the country. Hopefully, the benchmarking report due at the end of June will acknowledge this unique dual role as well as the phenomenal growth in responsibility, change in work practices and significant increase in workload experienced by all Principal Teachers over the course of the last decade. Enjoying the summer holidays for the last few years has been a bit of a misnomer for most Principal Teachers given the work and stress attached to filling vacancies at times of great teacher shortages. Unfortunately there isn’t much short-term cause for optimism in the recruitment of part-time resource teachers, temporary teachers or indeed permanent teachers for small rural and designated disadvantaged schools. There is an urgent need for more creative thinking and incentives to attract teachers back to schools, with particular focus on teachers who have emigrated, graduated overseas or taken early retirement. No other professional sector is expected to deliver a service which is being propped up by a significant minority of unqualified personnel. This is an area of great urgency, which IPPN has already highlighted to the new Minister for Education & Science. I am pleased to be able to report that IPPN held the first Annual General Meeting of it’s recently elected National Committee on 31st May in Galway. Two elected representatives from each of the 26 counties attended this AGM at which an executive of 14 officers was elected. This is another milestone for IPPN and I wish to take this opportunity to express deep appreciation to all the Principals who gave generously of their time and energy over the past three years as we established IPPN throughout the four provinces. The new National Committee ratified the full Constitution of IPPN, developed by a sub-committee under the stewardship of Dave Ruddy, our legal advisor. The Constitution is available on www.ippn.ie. Another recent first for IPPN was the convening of a seminar specifically for Deputy Principals. This event generated great enthusiasm and an ambition towards exploring and profiling the role of Deputy Principal in primary schools. Finally, I wish you an enjoyable summer with some opportunity for rest, renewal, time to reflect on the year gone by, recharge your energies and indulge in plenty of self-care. I also wish to thank you for your continued generosity and support throughout this very successful year for IPPN. Is mise, le mór-bhuíochas, Seán Cottrell. Cómhgháirdeas don Aire Nua: IPPN sends its warmest congratulations and best wishes to the newly appointed Minister for Education and Science, Mr. Noel Dempsey, T.D. IPPN looks forward to working with the new Minister and wishes him every success with his new portfolio.
I.P.P.N. FIRST ANNUAL GENERAL MEETING Corrib Great Southern Hotel, Friday, May 31st, 2002. Report by Larry Fleming. I.P.P.N. have finally come of age with the smooth transition from ‘interim’ to full National Committee stage at their first A.G.M. in the Corrib Great Southern on Friday, May 31st. Following the completion of all County Network meetings, there is now full representation on the National Committee for all counties in Ireland. This was reflected in the large turnout of enthusiastic county representatives at the A.G.M. Initiatives Many areas of concern were covered in wide-ranging discussions, and some initiatives were progressed, such as the forwarding of the newsletter to Deputy Principals as well as Principals, and the provision of a manual for all Primary Principals and Deputy Principals, which will act as an invaluable resource document on school management. National Director, Seán Cottrell outlined the initial findings of Hay Consultants in their profiling of the role of the Principal. The main finding is that the Principal’s role is now primarily a management and leadership one, but with key differences. There is no definition of the role and no formal training. At the same time, Principals are being forced to operate in fluid situations, with unreasonable expectations and inadequate financial, physical and personnel resources. County Networks The Director stressed that informality and collegiality were keystones to an effective County Network, with the aim being to inspire and empower people. The two county representatives on the National Committee would be in a position to relay individual county concerns to the National Committee for consideration. Delegates were urged to carry the I.P.P.N. national vision back to their own counties. Things can only happen for Principals and Deputy Principals if they involve themselves. The primary route to this involvement will be the payment of membership fees through the B.O.M. in September and encouraging other Principals and Deputy Principals to do likewise. Constitution and Elections I.P.P.N. Legal Advisor, David Ruddy outlined progress to date on the Constitution. Finishing touches are now being applied by barristers Ian O’Herlihy and David. The Constitution was ratified by the National Committee at the AGM and will be put before the members at a General Meeting of the Networks in the Autumn. Elections to the Executive Committee for the coming year were then held. Director Legal Advisor President Deputy President Treasurer Deputy Treasurer P.R.O. Assistant P.R.O.
Seán Cottrell, Ex Officio David Ruddy, Ex Officio Jim Hayes, Cork Virginia O’Mahony, Galway Íde Ní Dhubháin, Cork John Curran, Dublin Tomás Ó Slatara, Tipperary Maria Spring, Dublin
Minutes Sec. Nora Keenaghan-Kavanagh, Offaly Membership Co-ordinators Pádraig McKeon and Joe Diver, Donegal I.C.T. Co-ordinator Peter Long, Limerick Prof. Dev. Co-ordinator Seán Hanly, Cavan and Dolores Corcoran, Westmeath Research Co-ordinators Pat Meagher, Tipperary and Pat Kavanagh, Wexford
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Annual General Meeting - Studies in Concentration
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EDUCATION WELFARE ACT Legal Diary by David Ruddy In just a few short weeks the above act will be in force. This new act replaces the Schools Attendance Act 1926. A new high-powered Education Welfare Board has been appointed by the Minister for Education and Science. The Board appointed a Chief Executive but, unfortunately, the successful candidate resigned. I understand that the position of Acting Chief Executive has been advertised internally within the public service because of time constraints rather than by open competition as previously. The new Education Welfare Board has a huge task ahead of it. This can be illustrated if you look at the question of school attendance. This is only part of the remit of the new board. Firstly the school leaving age has increased from 15 yrs to 16 yrs. The Board is responsible for the appointment of Education Welfare Officers who will take over the role of the School Attendance Officers in the cities and that of the Gardai in all other areas. It is envisaged that the present complement of School Attendance Officers will convert to Education Welfare Officers. However there are approximately 30 such people, and it is estimated that at least 300 more will be required in order to provide a nationwide service. The Gardai will no longer involve themselves in school attendance matters from next month. It appears that it will be very difficult to enforce school attendance over the next year given the Garda withdrawal from the service and the time it will take to recruit such a large number of staff. However the new Board will probably write to schools early in the new school year outlining contingency plans in the case of emergencies relating to school attendance. It is anticipated that the submission of reports on school attendance in summer 2003 by Boards of Management will be I.T. friendly. Inservice /briefing on the implementation of the Act is essential for all Principals and Boards of Management. CHILD PROTECTION By now all Principals/designated liaison persons will have received inservice from the Primary Curriculum Support Service and the Health Boards. Last year you all received the blue ‘Children First’ pack which contains the Dept. of Health and Children book and the ‘Child Protection Guidelines and Procedures’ of the Dept. of Education and Science. The guidelines highlight the importance of S.P.H.E in the prevention of child abuse. Inservice in S.P.H.E has been provided to all teaching staff this year. It would be very foolish, in light of this inservice and the guidelines issued, for any school not to provide S.P.H.E for children. Under the new Child Protection Guidelines all Health Board areas are obliged to have child protection committees. These committees consist of Primary/Secondary Principals, child psychologists, medical officers, principal social workers, Garda inspectors and school attendance officers. I represent Principals on the Dublin West area Child Protection Committee. Over the last year we have held four meetings. We are reviewing how reported cases of child abuse by schools are dealt with by the different agencies in order to identify how the service can be improved. EDUCATION ACT SECTION 29 APPEALS/ENROLMENT POLICIES Parents of pupils who are refused admission to a school can appeal a Principal’s decision to the Board of Management and, if still unhappy, to the appeals unit in Primary Administration section in Dept. of Education and Science. The information pack on the procedure is given to the complainant. An application form must be completed and the Department undertakes to process the appeal in 30 days. These S.29 Guidelines have been issued to secondary schools but as of yet have not been issued to primary schools. You can request a copy directly if necessary. I understand that there have been a total of 65 appeals to date. All but two of these are from the secondary sector and deal with refusal of admission, suspension and expulsion. The only decided case in the primary sector deals with the refusal to enrol a pupil. The appeal committee in this case held in favour of the school but in doing so made recommendations regarding enrolment policy to the school’s Board Of Management. I strongly recommend that, if not already done, Boards of Management should revise their enrolment policies in regard to the enrolment of children with special needs. In particular the document ‘Guidelines towards Drafts on Enrolment/Admission Policy’ as published by C.P.S.M.A./C.O.I./I.N.T.O should be examined. These guidelines indicate that a Board of Management can request the parents of a child with special needs to have a child assessed immediately if there is no assessment available prior to admission to the school. The school is a service provider and the report/assessment establishes the educational and training needs of the pupil. The Board of Management can make an assessment of how the school meets the needs specified in the report. If extra resources are required these should be requested, and in place prior to enrolment.
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The Board of Management may deem it necessary to defer enrolment of a particular child pending reciept of the assessment. Enrolment of children used to be informal with few questions asked of parents. However schools are strongly advised to take the issue very seriously. Time should be taken to interview parents and to complete a detailed application form. Under the Education Act we are required to publish an enrolment policy and any refusal of admission must be in accordance with the stated enrolment policy. It makes good sense to attach a copy of the code of discipline to the enrolment policy. Schools may ask parents to sign the Code of Discipline (this is provided for under the Education Welfare Act 2000).
ation Crisis School Accommod ths about said in recent mon d an n te rit w en Much has be hools throughout facing primary sc is at th s isi cr e th d suitability of g the shortage an in rd ga re try un rce rooms, the co ng support/resou ni ar le s, om ro ss tly space for cla . IPPN is curren Principals’ offices d an s of t om ro en f tm af st Depar n paper for the tio si po a y g ke in e ar of th prep to address some e nc ie Sc d an n ed Educatio t will be the ne to our argumen issues. Central sion making to r amount of deci te ea gr a e lv vo to de to its school ent with regard em ag an M of ntralised Boards model of heavily ce nt rre cu r Ou . re infrastructu proval of prefab right down to ap g in ak m n io cis de in paper work a complete log jam ed us ca s ha s om has to be classro e role of the DES Th g. in ak m n io and decis eater emphasis on whole area with gr examined in this decisions made at ality assurance of qu d an g rin ito mon each specific micro managing an th er th ra l ve ntinue to school le s and Boards will co al cip in Pr le hi nw project. Mea gust to try to have e wire again this Au th to n w do ht rig go September. ation in place for od m m co ac y ar ss the nece Making Ends Meet Recently economists and business correspondents have emphasised rising inflation as a serious threat to our international competitiveness. However, while our schools operate in a business environment, we cannot pass on rising costs to ‘customers’ as a means of countering inflation. The conversion to euro has resulted in price rises right across the board and schools are not immune. Capitation and individual grants have increased in recent years but the spiralling costs of running a primary school have exceeded these increases. In particular the costs associated with secretaries, caretakers, cleaners, heat, electricity, telephone, cleaning materials, repairs, maintenance, computer supplies are far outstripping any increases in income. The ‘summer holiday’ period is the time of year when Principals and Boards of Management review and try to cope with the headache of trying to make ends meet and face another financial year with books that simply won’t balance.
Manual IPPN began working with Roundhall Publishing last April with a view to producing a Manual for Primary School Principals and Deputy Principals. This Manual will bring together all of the relevant circulars, guidelines and legislation relating to primary education. It will be presented in a user-friendly layout and written in lay persons’ language. Available as a loose-leaf folder, the Manual will be updated with replacement/additional sections as appropriate. In order to complete certain sections of this Manual assistance is required with various elements of research. Much of the information required will be sourced from legislation, DES circulars, Solas magazines, etc. If you would like to contribute to a specific section of the project or if you feel well versed in a certain aspect of school management, please contact IPPN Head Office, Glountaune, Cork. 1890 21 22 23. School Acco unts Softwa The IPPN de re veloped sch o o l accounts so is reaching ftware pack completion age stage shortly has been a . An early v vailable on e rs ion the IPPN w download si ebsite as a nce last East fr ee e r. account pro The new CD gram will b Rom based e delivered fr schools wit ee of charg h their m e to embership September. re ce ipts in earl Meanwhile y entries are competition invited for to find a su a it able name package. Th for this acco e name can unts be as Gaeilg should be se e nó as Béarla nt by post, fa and x or e-mail b to: School A y July 15th 2 ccounts Soft 0 02 w a re , IPPN, Glou Fax: 1890 21 nthaune, Co 22 24, or e-m rk , ail to info@ip pn.ie
ts ent Consultan Hay Managem profiling the ts onsultan in C t en em ag t will be ay Man ted. The repor le The work of H p m co is s al school y Princip ng of the new ni in role of Primar eg b e th it circulated at ion policy as published and future educat ng ci en ill w flu t in or ion to achers, this rep year. In addit ary Principal te im Pr ing the of le ro e ork for upgrad ew pertains to th am fr l na io ss strong profe teachers. It will also provide a ss of Principal ce ro p n io ct le t for Schools d se ip Developmen recruitment an sh er ad Le e th eds of tly inform opment and ne el also significan ev d l na io ss t the profe initiative abou als. Deputy Princip Principals and Page 5
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Members of the Newly Elected National Committee at the Recent AGM of IPPN
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LEGAL ADVISOR NATIONAL DIRECTOR
RESEARCH & DEV. CO-ORDINATOR
PROF. DEV. CO-ORDINATOR
P.R.O. RESEARCH & DEV. CO-ORDINATOR
RECORDING SECRETARY
MEMBERSHIP CO-ORDINATOR
ICT CO-ORDINATOR
ASSISTANT TREASURER ASSISTANT PRO DEPUTY PRESIDENT
TREASURER PRESIDENT MEMBERSHIP CO-ORDINATOR
SCOIL MOLAISE MYSHALL N.S. TUNNYDUFF N.S. ST. ANNE’S N.S. BRIDGETOWN N.S. HOLY FAMILY SENIOR GAELSCOIL MHACHAN SCOIL OILIBHÉIR SCOIL MHUIRE ST. PATRICK’S N.S. GOOD SHEPHERD N.S. ST. CLARE’S P.S. SCOIL CAITRIONA SNR ST. VINCENT’S N.S. SCOIL EOIN SCOIL BHRÉANÁINN ST. JOSEPH’S B.N.S. CLOCHA RINCE N.S. ST. JOHN OF GOD N.S. BENNETTSBRIDGE N.S. SCOIL MHUIRE SCOIL PHÁDRAIG NAOFA SCOIL NA MAIGHDINE MUIRE ST. JOSEPH’S N.S. SCOIL IDE ST. GABRIEL’S SACRED HEART N.S. ST. BRIGID’S N.S. ST. FURSEY’S N.S. REDEEMER BOYS SCOIL NA CHROÍ NAOFA HOLY FAMILY N.S. ST. MARY’S N.S. ST. FINIAN’S N.S. RACKWALLACE N.S. L.D.S. KILLEIGH NS SCOIL BHRÍDE FRENCHPARK N.S. BALLINAGARE N.S. OWENBEG N.S. ST. EDWARDS S.N. NA GRÁINSÍ YOUGHALARRA N.S. OUR LADY OF MERCY P.S. KILL N.S. CONVENT N.S. ST. BRIDGET’S BOYS N.S. SCOIL MHUIRE OUR LADY OF FATIMA N.S. SCOIL NA CORÓINE MHUIRE ST. PATRICK’S BOYS N.S. TALBOT S.N.S. GLOUNTHAUNE N.S.
MANDY NOEL M. ROSEMARY SEAN MICHAEL MARGARET IDE JIM JOE OLIVER JOHN MARIA VIRGINIA PAT MARIA KATHLEEN ANN FRANK RITA BRENDAN AIDAN JOHN CAROLINE BRID PETER KATHRYN MARETT KATHERINE OWEN JOHN SEAN PADRAIC COÍLIN JOHN JIMMY PADDY DAMIEN NORA ETHNA CAROLINE AILEEN JEAN TOMÁS PAT MARIA GARRETT DOLORES EILEEN PAT PAT TOM MARTIN DAVID SEAN
McDONNELL RYAN GARVEY O’REILLY HANLEY DREW COONEY NÍ DHUBHÁIN HAYES DIVER GILMORE CURRAN SPRING O’MAHONY MOORE McSWINEY LYNCH McQUILLAN O’MEARA HOLOHAN SMYTH McEVOY MURRELL HEALY CAHILL MAHON LONG O’CONNOR SMITH WHITE DARCY MOLONEY O’LÁIMHÍN McKEON O’COIGLIGH WHITE McGEOUGH FLOOD WHITE KAVANAGH DRUDY MADDIGAN DONAGHER McGOWAN McGOWAN Ó SLATARA MEAGHER DOYLE O’HANLON CORCORAN BURNS GOFF KAVANAGH McGANN MURPHY RUDDY COTTRELL
SCHOOL NAME
FIRST NAME LAST NAME OLD LEIGHLIN MYSHALL BAILIEBOROUGH BAILIEBOROUGH O’BRIEN’S BRIDGE ENNIS AN CHARRAIG DHUBH BALLYVOLANE DOIRE BEAGA CLONMANY CHURCHTOWN HAROLD’S CROSS RENMORE TURLOUGHMORE TRALEE PORTMAGEE KILCOCK MOYVALLEY UPPER NEW STREET BENNETTS BRIDGE ABBEYLEIX MOUNTMELLICK CARRICK-ON-SHANNON MOHILL CORBALLY DOORADOYLE GRANARD EDGEWORTHSTOWN DUNDALK DUNDALK FOXFORD NEWPORT TRIM ARDCATH CASTLESHANE EMYVALE TULLAMORE CLARA FRENCHPARK CASTLEREA CULLEN BALLYTIVNAL CLONMEL NENAGH MILITARY ROAD KILL KILBEGGAN ROCHFORT BRIDGE WEXFORD TOWN BARNTOWN ASHFORD WICKLOW CLONDALKIN GLOUNTHAUNE
ADDRESS 1 CARLOW CARLOW CAVAN CAVAN CLARE CLARE CORK CORK DONEGAL DONEGAL DUBLIN DUBLIN GALWAY GALWAY KERRY KERRY KILDARE KILDARE KILKENNY KILKENNY LAOIS LAOIS LEITRIM LEITRIM LIMERICK LIMERICK LONGFORD LONGFORD LOUTH LOUTH MAYO MAYO MEATH MEATH MONAGHAN MONAGHAN OFFALY OFFALY ROSCOMMON ROSCOMMON SLIGO SLIGO TIPPERARY TIPPERARY WATERFORD WATERFORD WESTMEATH WESTMEATH WEXFORD WEXFORD WICKLOW WICKLOW DUBLIN CORK
COUNTY 0503 22166 0503 57750 042 9660368 042 9665242 061 377836 065 6828893 021 4357688 021 4309171 075 31557 077 76310 01 2989475 01 4963237 091 753613 091 797617 066 7121375 066 9477211 01 6287628 0405 53428 056 21290 056 27553 0502 31051 0502 24760 078 20285 078 31774 061 345495 061 302733 043 86894 043 71778 042 9321214 042 9332053 094 56391 098 41442 046 31919 01 8354828 047 85282 047 97618 0506 44349 0506 31483 0907 70337 0907 70564 096 49253 071 43480 052 38252 067 23611 051 875993 051 292349 0506 32338 044 22711 053 44761 053 20376 0404 40424 0404 67415 --1890 212223
WORK NO.
--myshallns.ias@eircom.net tunnyduffns@eircom.net shanley.ias@eircom.net btown.ias@eircom.net margaret.cooney@hfs.ennis.eircom.net info@gsmhachan.com jimacol@eircom.net joediver6@hotmail.com --curran.john@oceanfree.net sspring@indigo.ie viromahony@eircom.net --magmcswiney@eircom.net scoilbhreanainn.ias@eircom.net annemcq@eircom.net clocharincens.ias@eircom.net stjohnofgod.ias@eircom.net beejay.ias@eircom.net scoilmhuire.ias@eircom.net jackmurr1@eircom.net jchealy@eircom.net cahillb@oceanfree.net headcorbally@eircom.net kmoconnor@eircom.net granardns.ias@eircom.net jtwhite@eircom.net furseys.ias@eircom.net jbmol@gofree.indigo.ie slavin@eircom.net newportmayo.ias@eircom.net colin@eircom.net clonalvyns.ias@eircom.net ejmcgeough3@eircom.net paddyflood@eircom.net blacklion@oceanfree.net stbrigidsschool.ias@eircom.net frenchpark.ias@eircom.net --owenbegns.ias@eircom.net sandjmcgowan@eircom.net pro@ippn.ie yewwood@hotmail.com mariadoyle56@hotmail.com tramorepond@eircom.net liamcorcoran@eircom.net scoilbhrideb.ias@eircom.net scoilmhuire2@oceanfree.net patmkavanagh@hotmail.com coroinemhuirens.ias@eircom.net murphymartin1@muinteoiri.com legal@ippn.ie director@ippn.ie
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MEMBERS OF THE NATIONAL COMMITTEE OF IPPN. MEMBERS OF THE EXECUTIVE ARE IDENTIFED BY THEIR TITLES IN THE FIRST COLUMN.
PROF. DEV. CO-ORDINATOR
OFFICERSHIP
21ST CENTURY SKILLS FOR 21ST CENTURY PRINCIPALS - REPORT BY LARRY FLEMING
“Expectations are high, but skills development, preparation, training, and, of course, pay and conditions are low.” Michael Farrell focussed the minds of delegates on the complexities of the role of the Principal and the skills required to meet new demands in a stimulating and informative presentation at Conference. A Changing Role The administrataive and leadership skills, which are today, required of Principals bear little resemblance to the Principal of the 1960s and 70s. Consequently, problems such as inadequate training and lack of role definition have surfaced. However, a key factor is the lack of recognition of the requirements and complexities of the role. Expectations are high, but skills development, preparation, training, and, of course, pay and conditions are low. Once a upon a time, a 30-minute interview sufficed, and the keys of the school kingdom were yours as you set out to plough a lone furrow in the school community. However, society has changed. One in three is born outside marriage. The esteem in which the teacher was once held has all but evaporated. There is increased onus on the role of the Board of Management, and a huge raft of legislative change has been enacted such as the 1998 Education Act, the Education Welfare Act 2001 and the Freedom of Information Act, to name but a few. Leadership Skills So, in this climate of change, what really is required of the Principal? In the Primary School of 2002 a whole plethora of management skills are required - skills such as personnel management communication team and time management decision-making, etc.
Michael Farrell, currently Administrative Secretary of UCC, taught for 23 years, co-ordinated one of the first Principal Support Groups in the Cork area and was Secretary to three Principals’ Conferences held in Cork in the mid 90s.
Middle management must be properly structured to be effective. However, the reality is that while duties can be delegated, responsibility cannot - shared responsibility is no responsibility. As school leader, the Principal must ensure the school has a mission and a vision, and simultaneously nurture trust and unity within the staff. In conclusion, Mr. Farrell noted that if the changed expectations of the Principal’s position are to be matched by impact, a total revamp of the portrayal and importance of the Principal’s role should be undertaken. This should include a minimum one year’s notice of the position of Principal becoming available, structured pre-service training of at least six months, in-service training including management and leadership. The role I.P.P.N. could play in this scenario would be considerable. Page 8
TEACHING AND LEADING IN THE KNOWLEDGE SOCIETY - REPORT BY DR. CIARÁN SUGRUE Would you take a day out of your hectic schedule to attend a professional development workshop with the above title? On May 17th (2002) a little less than two hundred Primary Principals and Deputy Principals did just that at the Grand Hotel in Malahide where an interactive workshop was facilitated by the acclaimed international educationalist, thinker and researcher, Andy Hargreaves. The title of the day’s workshop was ‘borrowed’ from one of his latest books of the same title - hot off the presses, and he was looking forward to ‘teaching’ its content for the first time. Dressed in his new Debenham’s suit, (one of the many influences of globalisation alluded to during the day!) he launched into a stimulating account of the impact of market forces and technology on society and on the realities of teaching, learning and leading as we have come to know them, but not before proceedings were ‘kicked off’ by Fergal Quinn, whose comments and impressive account of his own approach to staff development within his organization ‘foreshadowed’ some of the challenges subsequently spelled out in more detail by the day’s facilitator. One of the key messages from this early part of the day is that ‘business as usual’ is no longer either appropriate or adequate if we are to compete successfully in the knowledge society; whether we like it or not the realities of globalisation and the pervasiveness of ‘new technologies’ are evident everywhere. Consequently, ingenuity in a context of lifelong learning is called for and the most successful economies manifest a skill set that includes—creativity, rapid innovation, flexibility, teamwork, networks, social capital etc. However, it is necessary, he says, to pay attention to the social as well as to compete in global markets—to invest in the public sector, otherwise a much more unequal society is likely to emerge, some would say is already emerging, where approximately one fifth of the workforce can and will generate and accumulate extraordinary wealth while the other four-fifths will languish in poorly paid ‘service’ support work—the ‘drones’ of the knowledge society. Principals and teachers, even at primary level, have a crucial role to play in fostering an appropriate attitude to learning in this ‘brave new world’ and traditional orthodoxies of teaching and learning need to be seriously questioned, and, in many instances, re-imagined. So, where do we go from here? Having painted the ‘big picture’ Hargreaves moved to address the consequences of this emerging educational landscape for teachers and principals. The range of challenges is daunting, but it becomes very clear that in re-inventing primary education, we must begin with ourselves. This agenda includes the necessity to:Learn to teach in ways we were not taught ourselves Promote deep cognitive learning Commit to continuous learning Work and learn in collegial teams Monitor and self direct our own learning Develop a capacity for change, risk and inquiry However, Hargreaves is quick to point out that the above agenda is set primarily out of concern for economic competitiveness, and there is almost a ‘knee-jerk’ reaction on the part of teachers to resist an economic (rather than an educational) agenda being foisted on schools to provide ‘fodder’ for global competition. Consequently, while the above agenda cannot be ignored, there is need also to— Promote social and emotional learning and commitment Strive to preserve continuity and basic trust Part of this agenda for change and school reform is to recognize the emotional nature of teaching, learning and leading, to seek emotional support through collegial friendships with colleagues, both within and without the school, and to cultivate a professional ethic of care that embraces colleagues as well as the pupils in our schools. This is no easy task given the pervasive individualism and isolation that have tended to characterize many Irish primary schools in the past. Part of the process of creating learning communities for ourselves is to learn new ways and means of embracing difference and disagreement, to learn to agree to disagree, of recognizing that shared common understandings of educational dilemmas needs to be constructed in dialogue so that some ‘situated certainty’ can be created amid growing turbulence and confusion. It is difficult to convey to a non-participant the sense of occasion, the capacity of the facilitator to articulate big ideas and to bring them down to earth by providing concrete examples from the ‘real’ lives and work of principals and teachers, and to draw out potential lessons for his audience. He ‘worked the room’ throughout the day, not like a politician ‘pressing the flesh’, but by dint of his presence, his capacity to communicate, to engage his audience, his language, humour, emotion, the power of his ideas, and the nature of the interactive exchanges with individuals and groups, the tasks he set for groups to complete, all created a positive buzz that kept the audience going despite the length of the day. In fact, only a few who had trains to catch departed before the very end at almost 4.00 p.m. At the end, the audience was drained but exhilarated, challenged but renewed, re-energised to re-enter the fray with new enthusiasm and commitment and, it is hoped, to begin to engage differently with colleagues, pupils and parents, to begin to build learning capacity in school communities and beyond. This is the message and the challenge that lies ahead: ní neart go cur le céile. IPPN has potential to play a crucial leadership role in building this professional capacity within the primary education sector. Page 10
SEMINAR FOR DEPUTY PRINCIPALS IN GALWAY Report by Ms. Sheelagh O’Leary, Deputy Principal, Scoil Niocláis, Frankfield, Cork. On May 30th IPPN organised a seminar for Deputy Principals in the Corrib Hotel, Galway. Mr. Jim Hayes, President of IPPN, welcomed the participants and both he and Mr. Sean Cottrell gave the backround to the development of IPPN. Two workshops were then organised. The participants discussed and examined the following during the first workshop: The existing practice of the Deputy Principal Future best practice It soon became obvious that the roles and responsibilities of the Deputy Principal varied greatly from school to school. Delegates felt that future best practice depended on the formulation of a definition of the role of Deputy Principal. The second workshop examined the role of the Deputy Principal in the future. The need for training and a mentoring system was identified. Administration time was also deemed vital, as at present, Deputy Principals are expected to teach full-time and are not given any release time to carry out their duties. Good communication between the Principal, Deputy Principal and the staff was identified as essential to the effective running of schools. This requires regular staff meetings thus making further time demands on an already very full school timetable. A perspective on Deputy Principalship was given by Micheál Ó Conghaile, an inspector with responsibility for school development, on behalf of the DES. This was followed by an open forum where participants were given an opportunity to ask questions and to comment on the seminar. The day was deemed a great success, not just from the point of view of the formal sessions but also the informal contacts that were made. The danger with such a day is, that while it is deemed successful at the time, it requires follow up. This we must do for ourselves. I would like to thank Mr. Jim Hayes, Mr. Sean Cottrell and Ms. Sue Cowburn for organising this event which has given all of us who attended much food for thought and hope that it will become an annual event. Page 11
Above Left to right: Dr. Dessie Hamilton, National Council N.A.H.T., Damien White and Larry Fleming of I.P.P.N. and Mr. Arthur Greenwood, Secretary N.A.H.T. (N.I.) Right: Left to right: Larry Fleming, I.P.P.N. Mr. Kenny Wright, President N.A.H.T. (N.I.) and Damien White, I.P.P.N.