Leadership+ Issue 131 - February 2024 by Irish Primary Principals’ Network

ISSUE 131 / FEBRUARY 2024

+ Leadership THE PROFESSIONAL VOICE OF SCHOOL LEADERS

Small Schools Action Research Clustering Project

IPPN EVENTS 2024 The IPPN Deputy Principals’ Conference will take place on Thursday 8 and Friday 9 February 2024 in Galmont Hotel, Galway. The theme of the event is ‘Leading together with purpose’.

DEPUTY PRINCIPALS’ CONFERENCE 2024 ‘Leading together with purpose’

February 8th & 9th GALMONT HOTEL, GALWAY WHO SHOULD ATTEND? Deputy Principals Principals (if the Deputy is also attending) PLEASE NOTE SUBSTITUTE COVER IS NOT PROVIDED FOR THIS EVENT

SPEAKERS Rachel Doogue Leadership Connections Professor Patricia Mannix McNamara Head of School of Education, UL Inputs from IPPN CEO Páiric Clerkin and President Louise Tobin Facilitated by IPPN President-elect Deirdre Kelly Conference Takeaways Selina Carmody Deputy Principal of Wexford Educate Together

FEE €175 per person (plus €3.70 PayPal administrative fee if applicable). The fee includes event registration, CPD, refreshments: dinner on Thursday evening and lunch on Friday. Note: Substitute cover is not available for this event. Accommodation is not included in the fee. EDUCATION EXPO Education Expo will run parallel to the event for your convenience. This is an excellent opportunity to visit a wide range of school suppliers.

SEMINARS • Planning for and responding to behaviours of concern (Sharon Healy) • From the Boiler House to Curriculum Leadership (Séamie O’Neill) • Wellbeing of pupils and staff – Áine Fitzpatrick • Wellbeing of self and wider leadership team – Lorraine Dempsey • Others to be confirmed

PRINCIPALS’ CONFERENCE A date for your diary

13th to 15th November 2024

Gleneagle Hotel and INEC, Killarney See E-scéal and ippn.ie for details in the coming months.

Pathways to Sustainable Leadership – How Leaders can help themselves

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Primary School Principals

WICKLOW SMALL SCHOOLS CLUSTER

Perspectives from Three School Leaders

Small Schools Clustering Project – Important Learnings

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Louise Tobin President Páiric Clerkin CEO Geraldine D’Arcy Editor

Riachtanais speisialta oideachais i scoileanna Gaeltachta agus lán-Ghaeilge

Dr Sinéad Nic Aindriú & an tollamh Pádraig Ó Duibhir

Linda Greene, Elaine Byrne & Deirdre Walsh

Sustainable Leadership – What you told us

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EDITORIAL

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ISSUE 131 / FEBRUARY 2024

Building Middle Leadership in Primary Schools

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Signposts

Prof. Christine Forde

Brian O’Doherty

Also in this issue:

The President’s Pen – Schools Excellence Fund – Louise Tobin, IPPN President Reflections – The Staffroom Table - Damian White, Principal of Scoil Shinchill, Killeigh, Co. Offaly Legal Diary – Risk Assessment – David Ruddy BL Principal ResearchMeet 2023 – Linda Dennedy, IPPN Treasurer and Oide team member The editorial team contributed the following: • Changes at the helm • IPPN mailing lists review • On Your Behalf • IPPN Events • And Finally

+ Leadership THE PROFESSIONAL VOICE OF SCHOOL LEADERS

Irish Primary Principals’ Network, Glounthaune, Co. Cork • 1800 21 22 23 • www.ippn.ie Editor: Geraldine D’Arcy Editorial Team: Geraldine D’Arcy, Páiric Clerkin and Louise Tobin Comments to: editor@ippn.ie n Advertising: Sinead O’Mahony adverts@ippn.ie ISSN: 1649-5888 n Design: Brosna Press The opinions expressed in Leadership+ do not necessarily reflect the official policy or views of IPPN

LEGAL DIARY LEADERSHIP+ The Professional Voice of School Leaders

RISK ASSESSMENT DAVID RUDDY BL You might be forgiven for thinking that risk assessment is an issue that mostly concerns insurers and lawyers. The truth is that teachers, SNAs, school leaders and Boards of Management are becoming increasingly conscious of risk. Subconsciously, all school staff are in constant risk assessment mode. If the weather forecast is predicting icy conditions in the morning, we must allow extra time for travel to school. There may be delays resulting in staff arriving late and the necessity to roster staff to provide adequate interim supervision. In advance of opening the school, the caretaker may need to salt/ de-ice the pathways on the yard to ensure safe access for pupils, staff and parents alike. Yard play breaks may need to be suspended for the day. These are all control measures put in place to mitigate risk. A teacher’s class management is also informed by risk assessment. If pupils are not entering and exiting the classroom in an orderly manner, the risk of an accident is elevated. Activities off the school premises, including school tours, tend to result in extra supervision being provided to mitigate against risk. Several school policies address the issue of risk assessment in schools. The Safeguarding Statement includes a Risk Register. Section 8.8.3 of the Child Protection Procedures for Schools 2023 (revised) outlines a risk assessment process that enables schools to: Identify potential risks of harm Ensure that appropriate procedures are in place to minimise risk of harm by responding in a timely manner to potential risks Review whether adequate precautions have been taken to eliminate or reduce these risks of harm. Data protection/GDPR is another area that is increasingly concentrating the minds of school management. Staff 2

If the weather forecast is predicting icy conditions in the morning, we must allow extra time for travel to school. There may be delays resulting in staff arriving late and the necessity to roster staff to provide adequate interim supervision. should be familiar with the school policy. Does the school have safeguards in place to protect the enormous volumes of data that are held concerning pupils and parents? Do staff use dedicated school email addresses etc. in their communications with pupils and parents? Do staff understand what a data breach is and how to report the same? Do staff understand that, under a data access request, that staff and the school are obliged to share information recorded concerning pupils and parents? Student behaviours, including behaviours of concern, are increasingly becoming a bigger issue for schools. Behaviour management plans outline risks and the resultant control measures that are in place, including regular reviews. Parents and the relevant agencies can give invaluable advice and support to mitigate against risk to the pupil themselves, their peers and staff. Equally, the school has protections in the guise of the Code of Behaviour and Health & Safety Statements. Pupils with special needs are subject to the Code of Behaviour, notwithstanding the necessity of schools to make allowances as appropriate in the administration of sanctions. Ultimately, all pupils and staff are entitled to a safe place of work.

The Health & Safety Statement contains a risk assessment, control measures and review dates. It is a living document like the Safeguarding Statement, where new risks can be identified over the course of a school year. Where there are steps and stairs, there is unavoidable risk. However, control measures can mitigate the risk. If a pupil is injured in school and the parents decide to initiate a claim, one of the first documents sought from the school by lawyers is a copy of the Health & Safety Statement, along with an accident report. An up-to-date Safety Statement is much more impressive than one that is 10 years old. Risk Mitigation Prompts: Staff are in their classrooms and present for yard duty in a timely manner Staff understand the concept of duty of care Staff understand the requirements of confidentiality and of the requirements regarding data protection and GDPR Teachers are clear about their responsibilities as mandated persons Teachers are conscious of their obligations as provided for in the Teaching Council Code of Professional Conduct (2016) Regularly review your compliance policies and procedures and communicate same to staff. Schools can never fully eliminate risk, but they can and must take all reasonable steps to mitigate it. Risk is part of everyday life. A risk mitigation culture supported by robust policies can ensure a more enjoyable and safer workplace experience for everyone.

If you would like to get in touch with David in relation to this article, you can email him at druddy@mhc.ie.

February 2024

EDITORIAL

Small Schools Action Research Clustering Project – important learnings This action research project has established six clusters of small schools – each of which is supported by a cluster co-ordinator who is sponsored by one of the management bodies, IPPN or INTO. The clusters have tested some very interesting initiatives that are yielding important findings. Many common themes and initiatives are emerging from the clusters. Among them are the following: The power of the collective All groups have emphasised the importance of the cluster coordinator in developing the collaborative group culture Transitions between primary and post-primary sectors Student clustering for certain activities Clustered Digital Technologies Support Clustered Secretarial Training Clustered in-school management team training The need for structured ‘Compliance and Governance’ supports. Access to a digital administrative management system, through the availability of Aladdin to all clusters, was mentioned by many as a significant support in terms of managing school administration. Populating Boards of Management in small schools can be challenging. One cluster has the same chairperson in all schools. That’s a significant commitment to a local community and perhaps presents an opportunity to examine potential administrative supports for boards, especially in the area of compliance. A number of the clusters expressed an interest in examining the development of such compliance and financial supports through the expansion of the cluster administrative officer role currently in operation in the Gort cluster. However, there are barriers in terms of the Education Act - Section - 14.2. The Small School Cluster Action Research Project must provide opportunities to examine and pilot innovative ideas that may contribute to designing the types of support that schools, school leaders, and boards of management will require in the future. The system must examine how we can overcome any such barrier to potential compliance and governance supports. Combining part-time hours to create a fixed-term position Some of the clusters have made great progress in creating fulltime posts by combining Principal Leadership and Management days with SEN, EAL, and other part-time hours. They have identified several positive outcomes to this arrangement: Fewer part-time teachers to manage Greater efficiency - instead of two or three teachers coming into each school, there is only one teacher, which reduces time lost traveling between schools. Greater continuity for pupils Cost-neutral to the Department Positive impact on the wellbeing of all involved. Cluster Administrative Officer Perhaps the most innovative development is the Cluster Administrative Officer Role developed by the Gort Cluster.

LEADERSHIP+ EDITORIAL TEAM The positive impact on the schools and leadership of the schools seems to be very significant. The schools are receiving support in areas such as: Recruitment of substitute teachers and SNAs Centralised vetting of all substitute SNAs for all of the schools in the cluster Organisation of staff CPD, parent talks, shared sports days, shared flag initiatives across the cluster Supporting the management of the Exceptional Review Process across the cluster Policy development across the cluster, including areas such as health and safety & First Aid Co-ordination of the free book scheme across the cluster Audit and management of shared resources Development of a common approach to SSE Procurement of IT equipment, cleaning supplies, photocopier contracts etc. Droichead training Clustered leadership coaching. The project sponsors have an opportunity to determine how such innovative practice can be supported beyond the small school cluster project, to ensure learning is garnered in terms of potential supports that may be required by schools into the long-term future. The research aspect of the project has yet to be progressed. In the interim, the clusters are show-casing a more sustainable model for the schools and for the school leaders within the clusters – a model that can ensure effective leadership focusing on core purpose that will lead to effective schools and will result in better outcomes for the children attending those schools. The next stage is crucial – to build on the learning in the clusters and ensure that the initiatives that have been proven to work are implemented nationally, to benefit all small schools. Is sinne le meas, Leadership+ Editorial Team

Louise Tobin President

Páiric Clerkin CEO

Geraldine D’Arcy Editor 3

LEADERSHIP+ The Professional Voice of School Leaders

LEARNINGS FROM

THE PATHWAYS TO

SUSTAINABLE LEADERSHIP In preparation for the publication of the progress report on the Sustainable Leadership project, we issued a member survey to which over 1,500 school leaders responded. Your responses to that survey indicated that you are doing some very positive things in your schools with regard to the maintenance of a focus on core purpose and the effective sharing of leadership. The Pathways to Sustainable Leadership session at the IPPN Principals’ conference in November, was an opportunity for attendees to talk and hear about the things that are working for others so that the wisdom of the collective can shape and enhance our own individual leadership practice. Attendees were divided into three groups and each of the three groups reflected on and discussed one of the following: How can I focus more on my core purpose? How can I share leadership more effectively with my deputy? How can I share leadership more effectively with the wider team? Having considered these questions, each attendee was asked to identify something valuable that they had learned or heard. The following is a synopsis of those learnings. Some of the reflections may resonate with you and others may not. At the very least, they may remind us of some important messages that we already know but that we may occasionally lose sight of in the busyness of the daily routine. We are sincerely grateful to the hundreds of school leaders who participated in the sessions and who

so generously shared their wisdom and insights. What might assist me to better maintain a focus on my core purpose? being clear about what that core purpose is reframing ‘leading of teaching and learning’ as ‘enabling teaching and learning’ recognising the agency we create in our schools by managing all the non-curricular issues that enable the high quality leadership and delivery of teaching and learning by all staff valuing the impact of our emotional intelligence in cultivating the environment in our schools that promotes teacher and student agency recognising the importance of the quality of relationships that exist in the school remembering that we have agency as leaders to ensure a focus on the schools’ stated priorities and to have the courage and confidence to do so setting ambitious but reasonable goals for ourselves as leaders and also for our school communities (including having realistic ‘to do’ lists!) challenging our assumptions about what constitutes instructional leadership and who might be involved in it remembering that the principal does not have to be the one providing the instructional leadership; they can promote and facilitate it recognising the expertise and wisdom of others remembering that it is ok to say that I don’t know remembering that it is ok to say no remembering to trust your own

understanding of your school context and the decisions you make in the best interests of that school community remembering that leadership of teaching and learning is a shared responsibility planning staff meetings to ensure that there is time for informed discussion and professional conversations about teaching and learning ensuring such discussions and conversations are time bound and lead to decision making valuing the opinions and suggestions of others while being true to your own focus/vision availing of the professional coaching opportunity now provided through Oide remembering to recognise, enjoy and celebrate progress/success prioritising the maintenance of connections with teachers and children remembering to be fully present in such situations creating good habits around having time to think, reflect and focus on teaching and learning ensuring that boundaries are created and respected acknowledging that there are things you cannot control remembering that whatever the current “crisis” is, this too will pass and there will be something valuable to be learned from it recognising that being good enough is good enough prioritising our self-care: making sure that we are on the list of people that we are worried about feeling less guilty about things we do for ourselves

February 2024

putting on our own oxygen masks first honouring our own needs recognising the value of collaborating and consulting with other school leaders asking ourselves the question – ‘how do the children benefit from this?’ remembering that some things don’t need an immediate response and sometimes they don’t need any response remembering that a resistance to change is natural and that sometimes people just need time to adjust avoiding using the phrase ‘leave it with me’ when someone comes with a problem – ask questions about what they have tried, as opposed to trying to offer a solution. What might assist me to better ensure a partnership/co-leadership approach to the leadership of the school with my deputy? remembering that it is ok to relinquish control remembering to proactively foster and cultivate the relationship finding creative ways to ‘release’ the deputy principal so that we can have structured time to work and plan together ensuring that we are on the same page in relation to our vision and ambitions for the school challenging each other’s thinking privately before presenting a unified face publicly challenging our own assumptions about the deputy’s willingness and capacity to co-lead being mindful of how our actions as principals may limit or undermine our deputies capacity to co-lead recognising the value of having complimentary skillsets prioritising the facilitation of the deputy’s professional development encouraging the Board of Management to invest in the deputy’s professional development encouraging the deputy to collaborate with other deputies and to participate in local support groups encouraging the deputy to avail of

professional coaching availing of opportunities to learn together – Forbairt, team coaching recognising the potential of the relationship between principal and deputy principal to model a culture of effective shared leadership. What might assist me to better share leadership effectively with the wider team? recognising that the sharing of leadership is a necessity and not a luxury – failing to share leadership limits our own leadership effectiveness and also school effectiveness. recognising the central importance of trust: • building an environment that is open, inclusive and respectful of differing opinions • trusting the capacity of others to lead and manage with responsibility • creating a culture of shared responsibility and accountability. respecting the competence and expertise of others ensuring meetings are planned and structured to facilitate engagement and participation engaging in active listening recognising that there may be other and better ways of doing things

recognising a diversity of skillsets maintaining a state of ‘relaxed vigilance’ avoiding the temptation to micromanage availing of professional opportunities for the leadership and management team – team coaching, Comhar investing in the professional development of emerging/aspiring leaders avoiding assumptions about a lack of willingness on the part of teachers without promoted posts to become involved in the leadership and management of the school remembering that empowering others builds not only capacity but also confidence remembering to acknowledge and celebrate achievement/progress/ success adopting the ‘apple tart’ approach – cut the apple tart into slices and allow people to take their slice as opposed to serving it to them using the PIEW model to agree and ensure the focus of the leadership and management team is on shared priorities remembering that what works in another school may not suit your context – there is no one-size-fitsall approach.

THE PRESIDENT’S PEN

SCHOOLS EXCELLENCE FUND:

Creating Innovative Schools - A case to keep it! LOUISE TOBIN IPPN PRESIDENT The School’s Excellence Fund (SEF) was an initiative of Minister for Education 2016-2018, Richard Bruton TD, whose background in economics influenced his thinking here. The Fund was set up as part of the Programme for Government to encourage and recognise excellence and innovation in our schools. The Schools Excellence Fund is operating in a range of areas: Creative, DEIS, Digital, Gaeltacht, STEM and Step Up. To date, numerous very worthwhile projects have been grant aided through this fund. Let’s look at some of the areas at primary level. School Excellence Fund DEIS SEF DEIS was designed to ensure that innovative approaches and proposals to tackle educational disadvantage, are supported and rewarded. The overarching aim of the initiative was to improve learning outcomes for young people. To achieve improved outcomes, schools in the SEF-DEIS were challenged with promoting innovation by adopting new evidence-based approaches to tackling under-performance in literacy, STEM or in the Arts, and were funded accordingly. Advisory visits from the Inspectorate were designed to assist schools with target setting, planning and identifying actions to be taken and monitoring progress. The intention being that the learning from successful approaches would be shared across the school sector.

approximately 150 schools were engaged. This provided a wonderful opportunity for schools to work together on a project of their choice. Under this scheme to support schools to build capacity in creativity, schools have access to a specialist facilitator, artist or creative expertise in whatever their chosen area of interest or theme might be. These resources will help the schools to build a project of learning and activities, tailormade for their students. As part of this funding allocation, a cluster may receive up to €15,000 to help bring their plans and ideas to fruition in 2022-2024. In this way, Creative Clusters seek to promote new ways of collaboration between schools, and between schools and the arts and cultural sectors. These collaborations are designed to improve teaching and learning, and to enable learners and teachers to develop their creativity by providing opportunities for clusters of schools to experiment, innovate and collaborate on the design, implementation and evaluation of bespoke arts and creative learning projects. On a broader level, other benefits of this initiative are that these projects contribute to national wellbeing and investment in young people’s creativity, and of course teacher and pupil agency.

SEF Digital and SEF STEM were administered together and were established to promote the innovative uses of digital technologies and STEM in teaching, learning and assessment, through clusters of schools collaborating on specific projects.

Any initiative to support and reward innovative practice in schools is surely worthwhile and should be continued. Furthermore, the intention that the learning from successful approaches and projects will be shared across the school sector has the possibility to have a significant impact on teaching and shared learning from innovative schooldeveloped projects.

The SEF – Creative Clusters initiative launched in 2018, as part of Creative Ireland under the Schools Excellence Fund. In this project, 44 clusters comprising of

The range of projects outlined in the categories above, sit very well in a school’s Self Evaluation and School Improvement Plan. In our school St.

Joseph’s Primary, Tipperary Town, we did an incredible project on Growth Mindset under the SEF DEIS. To share this project across the sector, three members from our school and a teacher from a nearby school delivered a seminar on our work on Growth Mindset at the recent IPPN Conference in Killarney. Devising, developing and leading an innovative project offers great opportunities for emerging leaders and distributing leadership in schools. As school principal, I was overloaded already with work and did not have the capacity to lead another new initiative. A colleague stepped up and led a super team to deliver on this Growth Mindset project to the highest level, resulting in improvements in teaching, learning and teacher and pupil confidence going forward. Minister Bruton set the ambition of making Ireland’s education and training system the best in Europe by 2026. Breaking down cycles of disadvantage, ensuring that every child can reach their full potential within our education and training system, along with proper funding and resourcing, are key to delivering on this ambition. Our primary educators are clever, creative, visionary problem-solvers. In my opinion, the Schools Excellence Project and related funding should be continued. It gives schools agency to identify an innovative project relevant to their context, opportunities to engage with other schools and an end project to share across the sector. ‘My contention is that creativity is as important in education as literacy, and we should treat it with the same status’. Sir Ken Robertson Louise.Tobin@ippn.ie

February 2024

Riachtanais Speisialta Oideachais i Scoileanna Gaeltachta agus lán-Ghaeilge

DR. SINÉAD NIC AINDRIÚ AGUS AN TOLLAMH PÁDRAIG Ó DUIBHIR, SCOIL NA TEANGA, NA LITEARTHACHTA AGUS AN OIDEACHAIS LUATH-ÓIGE, OLLSCOIL CHATHAIR BHAILE ÁTHA CLIATH

Meastar go bhfuil diagnóis oifigiúil de riachtanais speisialta oideachais (RSO) ag 9.4% de dhaltaí bunscoile a fhreastalaíonn ar bhunscoileanna lánGhaeilge lasmuigh den Ghaeltacht . Mar chuid den taighde atá déanta againn, rinneamar imscrúdú ar na tacaíochtaí breise a theastaíonn ó dhaltaí a bhfuil RSO acu i mbunscoileanna agus iarbhunscoileanna Gaeltachta agus lán-Ghaeilge. Mar chuid de shonraí an tsuirbhé agus na n-agallamh, ba léir go bhfuil go leor cleachtais dhearfacha agus chuimsitheacha i bhfeidhm chun freastal ar riachtanais na daltaí i scoileanna lán-Ghaeilge agus Gaeltachta, mar shampla, teagasc foirne, foghlaim chomhoibritheach, agus úsáid theicneolaíocht na faisnéise agus na cumarsáide (TFC). Mar sin féin, ba léir freisin go bhfuil réimsí dúshlánacha ann do mhúinteoirí agus do dhaltaí, mar shampla, rochtain a fháil ar mheasúnuithe, acmhainní, agus seirbhísí gairmiúla oideachais trí Ghaeilge (m.sh., teiripeoirí urlabhra

agus teanga/síceolaithe oideachais). De bharr seo, thosaíomar ag fiosrú na slite ina bhféadfadh múinteoirí na dúshláin atá rompu a shárú agus conas cuidiú leo freastal ar riachtanais na ndaltaí ar fad sa rang. Ó thorthaí an taighde, ba léir gurb é cultúr scoile dearfach agus ionchuimsitheach an fachtóir is mó a raibh tionchar aige ar chuimsiú na ndaltaí uile. Nuair a chuirtear fáilte roimh gach scoláire sa scoil agus nuair a chuirtear san áireamh iad i ngníomhaíochtaí uile na scoile bíonn rath orthu. Tá sé tábhachtach do scoileanna machnamh a dhéanamh ar riachtanais gach dalta agus iad ag eagrú gníomhaíochtaí agus imeachtaí. Sa suíomh tumoideachais, is minic nach n-aithnítear daltaí a bhfuil deacrachtaí litearthachta acu go dtí go mbíonn tús curtha acu le litearthacht an Bhéarla. Sin ceann de na ndúshlán a d’aithin múinteoirí de bharr easpa trialacha luathlitearthachta i nGaeilge. Mar sin, chun léargas cruinn a fháil ar chumas

na ndaltaí sna luathbhlianta, moltar go n-úsáidfeadh múinteoirí measúnú foirmiúil agus neamhfhoirmiúil chun próifíl iomlánaíoch na daltaí a chruthú. Mar chuid den phróifíl seo, moltar go ndéanfadh múinteoirí measúnú ar úsáid agus ar inniúlacht teanga an dalta ag baint úsáide as samplaí teanga/urlabhra agus scéalaíocht. Ní mór do mhúinteoirí obair i gcomhpháirt le tuismitheoirí chun forbairt teanga agus litearthacht na daltaí a mheas, trí chomhrá, plé agus seicliostaí. Ní mór do mhúinteoirí measúnú a dhéanamh sna teangacha ar fad atá ag an dalta, ach go háirithe an Ghaeilge agus an Béarla. Is fiú dóibh inniúlacht an dalta i ngnéithe urlabhra agus litearthachta sa chéad agus dara teanga a chlárú i scríbhinn. Is fiú chomh maith dhá mheasúnú a dhéanamh den ghné chéanna (m.sh., teanga ó bhéal, léitheoireacht, scríbhneoireacht) más féidir agus iad a chur i gcomparáid lena chéile. Sampla de seo is ea measúnú a dhéanamh ag baint úsáide as scrúdú litrithe caighdeánach agus sampla saorscríbhneoireachta na ndaltaí a mheas. Taispeánfaidh sé seo duit cad iad na focail atá an dalta in ann a litriú (scrúdú) agus cad iad na scileanna díchódaithe agus litrithe atá acu (sampla scríbhneoireachta). Tá go leor gníomhaíochtaí eile ann freisin gur féidir le múinteoirí i scoileanna Gaeltachta agus lán-Ghaeilge tabhairt fúthu chun tacú le daltaí a bhfuil RSO acu. Tá níos mó eolais, straitéisí measúnuithe agus teagaisc ar fáil sa lámhleabhar, ‘Ag tacú le daltaí a bhfuil riachtanais speisialta oideachas acu is scoileanna lán-Ghaeilge’ (www.cogg. ie). Táimid go mór faoi chomaoin ag An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta, a mhaoinigh an taighde reatha. LINK

sinead.andrews@dcu.ie Más mian leat teagmháil a dhéanamh le Sinéad maidir leis an bpíosa seo, is féidir leat ríomhphost a sheoladh chuici ag sinead.andrews@dcu.ie. 7

LEADERSHIP+ The Professional Voice of School Leaders

WICKLOW SMALL SCHOOLS CLUSTER

PERSPECTIVES FROM THE THREE SCHOOL LEADERS LINDA GREENE

SCOIL SAN EOIN, REDCROSS

Going into the small schools’ cluster knowing very little, if anything, about the existing clusters, I was interested in the aspects of working alongside others who knew the issues that come with working in a small school, the highs and lows that only working in that type of environment could bring. I was told it was to look at the sustainability of small schools and the sharing of knowledge and possibly, the trialling of new ideas and initiatives. I was all on for being a ‘guinea pig’ in order to gain from the knowledge of my peers and to help others with the knowledge gained. There is a circle of people I can meet with and contact, to ‘pick their brains’, so to speak. There are certain things that simply do not work in a small school setting, yet we are all given the same directives regardless of school size, so that support is crucial. In a small school setting you are all things, to all people, all of the time. Set roles and responsibilities are non-existent and setting aside time for CPD or involvement in new initiatives as teacher or principal can be difficult, no matter what the level of interest or intent may be. The small schools project has proven to be a space for this to happen. The recent Kinia training has been so positive for me and for the whole school. I would not have had access to or knowledge of this had it not been for the cluster. The sharing of knowledge between the clusters, or even hearing about ideas they have had, has been very beneficial. During a Zoom session with a principal from the Gort cluster, I learned how to use Google Docs and Google Suite more effectively. This has helped me save time and to communicate more effectively with staff and others. The cluster has enabled us to upgrade to 8

Aladdin Connect, which has equally been a more efficient use of everyone’s time. The area of ISM and ownership of that role has been another positive development because of the cluster. Our ISM team has availed of coaching to better understand their role in the small school dynamic. They have created a support system between the schools and are looking after the creation and implementation of our Wellbeing policy. There have been a few mishaps along the way, with Zoom language classes not hitting the mark, mainly due to broadband issues within the school. However, this was not a waste of time as it was a learning experience and highlighted the daily issues that we are up against operating in rural areas but still being expected to ‘move with the times’, in the sense of the new curriculum and digital learning.

being recognised by the government. We have a huge role to play in small communities. In some cases, we are the beating heart of those communities. Our main purpose is to educate our children, but we want them to have a wellrounded education where their place in their community is important to them and they have a sense of belonging. I think this is so important for the future, as the size of our schools mean there is a better chance that our children won’t slip through the cracks. This means that the government will not have to plough money into schemes in the future where they are trying to get adults to come back to education or are trying to rectify problems that could possibly have been prevented earlier on.

CROSSBRIDGE NS

I agree with Linda that you need to work in a small school to fully understand how it works. Everybody needs to get on board with everything and you don’t really get to hand things over too much. This project with our Middle Management teams was a huge plus. They have been able to work together with like-minded people who share the same concerns and problems as they do. The Kinia session was excellent; it was testament to all of our staff that they gave up a day of their summer holidays to take part and to get resources for our schools. I was absolutely delighted when Kinia contacted me about the STEM grant application and were able to help me to fill this out. The introduction of Aladdin into our school and the fact that this is being paid for by the Department this year has been another big plus. Aladdin has lessened the workload in relation to attendance records in particular.

I had reservations about going into the project but I am very glad to say that it has been a hugely beneficial experience. I think the greatest positive of the whole project is the feeling that small schools are being listened to and their value is

Meeting with the other Principals in the cluster has been another big plus for me. I am looking forward to the ‘Coaching’ and I am hoping that this will be a positive experience as well. The sharing of policies and templates is something

Finding a substitute teacher to cover classes to enable meetings has been an issue, but we have learned to plan ahead. If the small schools project, as proposed by our cluster, enables for the further establishment of support systems within all levels and aspects of the school community – BOM, admin staff etc. – and for people to upskill and train alongside others in similar roles and in a more local and appropriate setting, I think that real progress and change will be made and all aspects of the school community will better understand their roles and increase confidence.

ELAINE BYRNE

February 2024

of this project. This support network is invaluable to me as a teaching principal in a small school. One thing that really surprised me was that the meetings were a cluster-led approach. Our opinions mattered and we got to choose areas that we felt were a priority and what would work well for us. This has definitely led to greater ownership of the project. An area that the Wicklow Cluster identified was exploring the role of middle management. The aim of bringing members of the middle management team together was to share experiences and expertise as well as build relationships across schools. The cluster schools middle management DEIRDRE WALSH teams came together and looked at SCOIL MHUIRE NA NÁIRD, SHILLELAGH wellbeing in our schools. They looked at wellbeing from three different I joined our cluster just recently as there perspectives: the pupils, the staff and was a change of principal in Scoil Mhuire the parents/school community. The na nÁird. I was worried about entering team worked collaboratively to create into the cluster at a late stage. My surveys appropriate for each group. fears were quickly allayed after the first They have set up a WhatsApp group meeting with the other two principals in to support each other in their posts of our cluster. Elaine and Linda made me responsibility. A huge bonus of joining feel very welcome and brought me up to the Small Schools’ Project was being able date with the project. Having come from to keep our 4th mainstream teacher for a teaching principal position in another the duration of the project despite being small school in County Carlow, I could ai170419332521_SC IPPN Advert Jan_Feb Final for Print.pdf 1 02/01/2024 11:02:05 below the threshold. In August, as part quickly see the advantages of being part that I think will be very beneficial into the future. I would love to see each small school getting a full time SET. I think this would be the single biggest help to every small school and would also take away that stress and worry associated with the hours being assigned every couple of years and the scramble to find a school to cluster with. Overall, I am finding the Small Schools Cluster project to be a positive one and I would like to say thank you for listening to us!

of Croke Park hours, the staff of all three schools engaged with STEM training through an educational charity, Kinia. The training helped in the development of Robotics, Renewable Energy and Podcasting. All the schools received a fantastic bundle of resources and science kits to help implement the teaching of the programme. The funding towards our administration system Aladdin is a huge plus. I am looking forward to starting our next initiative - Coaching. The aim of the Coaching sessions is to engage in selfreflection and examine our strengths, weaknesses, values, and leadership beliefs. An important part of the project is making sure that any projects or trials benefit the whole school community. To ensure everyone is benefitting from the project, some other suggestions made by our cluster include establishing support for our school secretaries and local training for our new Board of Management. Since joining the project, I have definitely experienced improved support and that we as principals of small schools are being listened to. I am enjoying being part of a wonderful cluster and support network.

CMY

CONFERENCE

LEADERSHIP+ The Professional Voice of School Leaders

Building Middle Leadership LINK

FIRST THINGS FIRST: LESSONS FROM THE CSL MIDDLE LEADERSHIP ACTION RESEARCH PROJECT CHRISTINE FORDE PROFESSOR EMERITUS, UNIVERSITY OF GLASGOW The purpose of the Middle Leadership Action Research (MLAR) project established by the Centre for School Leadership, was to build middle leadership capacity in Irish schools through a programme of collaborative professional learning. Recognition of the contribution of primary middle leadership is growing and its strength is the dual role, with teaching and leading equally important. Through this dual role, middle leaders build connections across a school. However, this dual role is also a challenge. Middle leaders in Irish schools and internationally, report that the intensive demands of having responsibility for a class can leave limited opportunities for leading. Sergiovanni (1998) introduced the idea of ‘leadership density’ as a way of building a vibrant learning community. Establishing strong middle leadership within the school leadership team builds collaboration and a common sense of purpose. In these contexts, leadership is not solely invested in the principal but leadership is exercised by different people, in different ways across a school to build and sustain the conditions for effective learning. The MLAR project was based on a programme of collaborative practicebased learning to build the skills, understandings and confidence of middle leaders. This programme has substantial benefits for all the participants: principal, deputy principals, middle leaders and, in some cases, teachers. There were many areas of professional growth for middle leaders and for other leaders in school. The professional learning programme enabled participants to deepen their understandings of leadership. Perhaps one of the most

Establishing strong middle leadership within the school leadership team builds collaboration and a common sense of purpose. In these contexts, leadership is not solely invested in the principal but leadership is exercised by different people, in different ways across a school to build and sustain the conditions for effective learning. important outcomes were middle leaders seeing themselves as leaders, with working collaboratively with fellow leaders and teachers central to their role. As primary principals reported, this project was a way of building the processes for change and improvement in their school. In the MLAR, school leadership teams shaped a year-long development programme within a broad framework. Activities included working with a facilitator, school cluster meetings, competency workshops and schoolbased developments. This opportunity to shape the programme to the needs of the leadership team and school was critical in its success. The MLAR project created a space for those rich and searching conversations about effective teaching and learning and exploring the LAOS standards. These discussions

laid the foundations for strengthening collaboration and for looking hard at quality issues around teaching and learning. But how does a leadership team move from such discussions into leadership practice in school? In primary schools, middle leadership is a more recent development and so it was important to attend to first things first: the structures and processes through which middle leaders can be effective leaders in practice. The evaluation of the MLAR project demonstrated the way in which primary leadership teams began to see themselves as a team. Instead of being teachers with an individual out-of-class task to be fulfilled, their individual remit contributed to the team’s work to improve teaching and learning. Supported by senior leaders, middle leaders took responsibility for leading school developments: planning meetings, agreeing agenda items, taking minutes, identifying action points and reviewing progress. Simple steps, but a powerful vehicle for developing effective middle leadership practice. Through these activities the team began to make decisions and act together to achieve a common purpose. In parallel with the school-based developments, there were discussions the facilitator and the school cluster using the lens of the competency workshops to explore some of those knotty issues found in the leading and working with others. The MLAR highlighted the central role of the principal in building middle leadership. Many principals recorded a renewed sense of purpose and change in their own leadership practice. To provide meaningful leadership opportunities, principals had to build and strengthen genuine distributed leadership. Principals talked about

February 2024

critical moments when they realised that sometimes, simple but profound steps could bring about substantial change in the work of the school leadership team: recognising the importance of standing back at times to create space not providing the ready solution but allowing other leaders to think out loud continuing to build trust across the members of the team listening to the different voices and views encouraging participation through questions creating time and space for meetings and keeping strictly to the time providing opportunities for middle leaders to lead meetings and developments across the school. In the MLAR project the facilitator provided a safe space for principals to explore their role - the importance of principals supporting one another. The principals appreciated time to reflect on their own role, discussing the challenges of school leadership including competing expectations of staff and parents. Sometimes the changes felt risky, principals talked about the lack of control and a sense of vulnerability as they built distributed leadership. However, it was the principals’ commitment that created the context, culture and attitudes for genuine middle leadership development. These principals enabled middle leaders to strengthen their dual role and build the connections between the teaching and leadership. Learning about and doing leadership is an important combination for individual middle leaders. However, the MLAR highlighted that learning and doing leadership together is the means to establish and strengthen effective leadership teams in the primary sector. The MLAR Project was funded by the Department of Education and facilitated by Clare and Kildare Education Support Centres. If you would like to contact Christine in relation to this article, you can email her at Christine.Forde@glasgow.ac.uk. Sergiovanni, T.J. (1998) Leadership as pedagogy, capital development and school effectiveness. International Journal of Leadership in Education Theory and Practice, 1(1), 37-46

Changes at the helm

Bryan Collins and Kathryn Corbett have stepped down from the IPPN Board of Directors, thus there were two vacant positions on the Board to be filled. As there were two nominees for these vacancies, Eileen Pike and Catriona Donohue, both nominees were deemed elected. IPPN is appreciative of Catriona and Eileen stepping forward for election and wishes them both the very best in the role of Director of IPPN. Our most sincere thanks also to Bryan and Kathryn who served IPPN and the Board with distinction over the past three years. Catriona has served on the Board since 2020 and sought re-election. You can see her biography in Issue 118 of Leadership+.

Eileen Pike

Eileen is Administrative Principal of Tullyallen NS, Drogheda. She has an MEd and a Higher Diploma (Education and Law). The following are excerpts from her nomination form: IPPN membership has been pivotal to my growth and development towards becoming a school leader and mentor. My investment in IPPN at local and National Council level is founded on the belief that school leaders are best placed to support each other daily. I am a true advocate of empowering others and developing leadership capacity. Relationships with my colleagues are ones of mutual respect and trust, highlighted by the high level of professionalism and staff engagement in school life. My particular interests as a school leader are:

IPPN Deputy CEO Appointment

IPPN is delighted to confirm that the position of Deputy CEO has been filled through an external recruitment process. Brian O’Doherty, who currently serves as Sustainable Leadership Project Coordinator, has been appointed to the role. Brian will work closely with the CEO, the President and the senior management team on IPPN’s Advocacy & Communications and Supports & Services outputs in line with IPPN’s strategic plan.

• Special Education • Collaborative Leadership & Communities of Practice • Sustainable School Leadership through Distributed & Transformative Models • Creativity in Curriculum Development • Promotion of Pupil Participation and Voice • CPD. 11

SUSTAINABLE LEADERSHIP

LEADERSHIP+ The Professional Voice of School Leaders

Sustainable Leadership – What you told us BRIAN O’DOHERTY IPPN DEPUTY CEO

More than 1,500 school leaders responded to [our] surveys, which was a phenomenal level of engagement... The primary objective of our Sustainable Leadership project, and the focus of our advocacy work, is the enhancement of leadership capacity, effectiveness and sustainability. This is central to the mission of IPPN. A key element of the project, which underpins the associated advocacy work, has been the rich data you provided through your engagement with our member surveys and your participation in the Health & Wellbeing research. This has allowed us to analyse the current reality of both the practice and experience of primary school leadership. Last November, we published a progress report on the Sustainable Leadership project, which detailed the engagement we have had and mapped the progress that has been made in relation to the recommendations in the original report. In preparation for the publication of the progress report, we issued separate member surveys to principals and to deputy principals to ensure that we had an up-to-date evidence base to strengthen the case for progressing the recommendations. More than 1,500 school leaders responded to those surveys, which was a phenomenal level of engagement, and while some of the data gleaned from your responses was included in Section 3 of the progress report, we thought there would be a value in sharing with you a more comprehensive look at the data you shared with us.

Perspectives on leadership capacity, effectiveness & sustainability Principals

Deputy Principals

In the last 12 months, my leadership capacity has

In the last 12 months, my leadership effectiveness has

37.5

12.5

Increased Decreased

Stayed the same

Increased

Decreased Stayed the same

In the last 12 months, the sustainability of my leadership has 80 60 40 20 0

Increased

Decreased

We asked school leaders to indicate whether their leadership capacity effectiveness and sustainability had increased, decreased or stayed the same over the last 12 months. 75% of deputy principals reported an increase in their leadership capacity and 46% reported an increase in their effectiveness as leaders. 43%

Stayed the same

of principals reported an increase in their leadership capacity but only 18% reported an increase in their effectiveness as leaders, with 47% reporting a decrease in their effectiveness. Significant numbers of principals (74%) and deputy principals (53%) reported a decrease in the sustainability of their leadership roles.

How school leaders rate the sustainability of their leadership role All Principals Teaching Principals Deputy Principals Principals of Special Schools Principal of DEIS Schools

3.61 3.18 5.34

Figure 6 Sustainability ratings of Principals and Deputy Principals 2023

3.54 3.62 0

February 2024

An increased capacity to share leadership would enhance my own leadership capacity, effectiveness and sustainability.

52.5

17.5

Strongly Disagree

Disagree

Neither Agree nor Disagree

Agree

Strongly Agree

Strongly Disagree

Disagree

Neither Agree nor Disagree

The Principal/Deputy Principal and I embrace a partnership approach to the leadership of our school.

The members of the leadership and management (ISM) team see the leadership of the school as a shared responsibility.

37.5

12.5

Strongly Disagree

Disagree

Neither Agree nor Disagree

Agree

Strongly Agree

Strongly Disagree

Disagree

Neither Agree nor Disagree

Agree

However, 84% of deputy principals and 78% of principals cite lack of time as the greatest impediment to the development of a partnership approach, while 81% of deputy principals and 76% of principals identify the same lack of time, due to teaching commitments, as the greatest impediment to the leadership and management team seeing the leadership of the school as a shared responsibility.

An ability to focus on my core purpose would enhance my leadership capacity, effectiveness and sustainability.

Strongly Agree

Shared leadership – the lived experience Broad consensus also exists with regard to the sharing of leadership in our schools. 74% of principals and 81% of deputy principals report the existence of a partnership or coleadership approach between principal and deputy principal in their schools. Furthermore, 62% of principals and 70% of deputy principals believe that the members of their leadership and management teams see leadership as a shared responsibility, which is both encouraging and indicative of the proactive work happening in schools around the development of a culture of shared leadership.

Deputy Principals

Agree

There is broad consensus among principals and deputy principals with regard to what would enhance their leadership capacity, effectiveness and sustainability, with 95% of principals and 94% of deputy principals agreeing that an ability to focus on their core purpose would have a positive impact. Similarly, 95% of principals and 93% of deputy principals agreed that an increased capacity to share leadership would enhance their own leadership capacity, effectiveness and sustainability.

Principals

Strongly Agree

This is borne out in the responses to the question asking school leaders to rate (with a score out of 10) the sustainability of their leadership role. The leadership sustainability mean score for all principals dropped to 3.61 from 3.96 in 2022. Principals of Special Schools rated the sustainability of their roles at just 3.54 out of 10. Principals of DEIS Schools rated their sustainability at 3.62, down from 3.76 in 2022. Of particular concern is the mean score reported by teaching principals, which has dropped from 3.53 to 3.18 in the last 12 months. Deputy principals rated the sustainability of their roles at 5.34 out of 10. There is no comparable figure for 2022.

Preparation for Leadership The following table details some of the experience of school leaders prior to their appointment to their current roles. Deputy Principals

Principals

Before I decided to become a school leader, a senior school leader encouraged me to consider leadership

76%

56%

Prior to my appointment, I was afforded an opportunity to develop my leadership skills either as a member of the leadership and management (ISM) team or as curriculum/ teacher leader in my school

67%

44%

Prior to my appointment, I had undertaken professional learning for leadership course

44%

52%*

*Figure taken from Misneach data.

LEADERSHIP+ The Professional Voice of School Leaders

Recruitment & Retention Trends The table opposite details how long the school leaders who responded to the surveys have been in their current roles. In processes to appoint a deputy principal via open competition, the successful applicant in 90% of cases was an internal candidate. There would appear to be greater balance between the number of internal (49%) v external (51%) appointees to principalship. However, these percentages should be considered against the backdrop of the average number of applicants for principal posts being 5.5 with the average number of internal applicants being just less than 1 (0.96). The average number of applicants for deputy principal posts was 3.1. In terms of retention, there is greater certainty among principals about their current roles with 46% indicating that they would likely be in their current role in 5 years’ time and 49% indicating that they would not. In the case of deputy principals, 50% indicate a likelihood that they will be in their current role in 5 years’ time with 25% indicating that they would not and a further 25% reporting being unsure. It would be erroneous to assume that the 50% of deputy principals who indicated that it was unlikely or who were unsure if they would be in their current role in 5 years’ time, did so because they were considering a move into principalship. In response to a question seeking to ascertain whether they would apply for the role of principal in their school, if it became available, 81% of deputy principals indicated that they would not apply. The top 5 reasons that deputy principals identified for not applying for the role of principal were as follows: • 74% said that taking on the role of principal would likely have an adverse impact on their work/life balance • 70% said that taking on the role of principal would likely have an adverse impact on their health and wellbeing. • 59% said that they did not want the additional workload and responsibility • 57% said that the increased allowance payable to principals is not sufficient compensation for the additional workload and responsibility • 41% said that they did not wish to be a principal. 14

Principals

Deputy Principals

Length of time in current leadership role 70 52.5 35 17.5 0

Less than 12 months

1-2 years

2-5 years

More than 5 years

Appointment to principalship / deputy principalship via open competition 90 67.5 45 22.5 0

Internal Appointee

External Appointee

How likely are you to be still in your current role in 5 years’ time? Highly Likely

Likely

Unsure

Unlikely

Highly Unlikely

As 81% of deputy principals said they would not apply for the role of principal, but only 41% said they did not wish to be a principal, we can conclude that there is a cohort of deputy principals who would apply for the role of principal, but are deterred

by the manner in which primary school principalship is currently practised and experienced.

Brian.ODoherty@ippn.ie

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IPPN Annual Principals’

CONFERENCE

2023

IPPN Principals’ CONFERENCE 2023 The Gleneagle Hotel, Killarney, 15th to 17th November

Páiric Clerkin IPPN CEO

The theme of our conference this year is Leading with Purpose. It is a chance for us all to reflect on our own leadership role, and on what our core purpose is as a school leader. The Leadership Pathways session will focus on what we as leaders can do for ourselves. It will be an opportunity to do what our network set out to achieve when it was set up over 20 years ago – to facilitate peer-to-peer support and the sharing of effective practices. You will also hear an outline of some of the progress achieved since our Sustainable Leadership report was launched this time last year. Our research confirms that there is a reluctance among potential and emerging leaders to step into formal leadership roles. This is a real concern and a challenge that IPPN will address in the coming years as part of our Emerging Leaders Project. That project will have a significant impact in terms of fully and actively embracing and supporting our emerging leaders. We are also in the process of developing our ‘Leadership Portfolio’ to support those Emerging Leaders when it comes to the recruitment process. We believe that both of those initiatives are important actions on the part of IPPN to support sustainable leadership. They will help build leadership capacity in our schools and in so doing provide extra support to school leadership teams. The 2023 research by our colleagues in Deakin University tells us that things are getting even more challenging in terms of the sustainability of your role. I restate our objective – it is to enhance leadership capacity, effectiveness and sustainability. Whatever undermines this objective must be adequately addressed so that school leaders can focus on leading teaching and learning, which is ultimately our core purpose. A key part of progressing that work is to build support amongst stakeholders for the key recommendations within the report to be actioned. Collaboration is critical in order to succeed in addressing some of the more complex challenges that we face in meeting the needs of our schools – such as teacher supply, SEN resourcing and developing appropriate supports for those responsible for school governance.

The theme of our conference this year is Leading with Purpose. It is a chance for us all to reflect on our own leadership role, and on what our core purpose is as a school leader.

IPPN CEO, Páiric Clerkin

In Budget 2024, IPPN strongly advocated for four key improvements: enhancing leadership capacity in schools the resourcing of schools to meet SEN needs the need for a review of the current governance structure and the provision of adequate funding to schools. There has been some progress but there is significant scope for further progress. The announcement that deputy principals in Special Schools will have administrative status is a welcome but overdue recognition of the acute challenges in such settings. The failure to restore and expand the provision for ‘release’ time for deputy principals in all schools undermines leadership capacity and compromises their effectiveness and sustainability. IPPN’s position paper on SEN Allocations, Resources & Appeals emphasises the crucial importance of the accurate and adequate allocation of resources to schools to meet additional needs and the key role that SENOs have to play in such a process. IPPN welcomes the announcements regarding additional teaching and SNA posts and the national recruitment campaign for SENOs. I acknowledge the positive engagement IPPN has had with the Department’s Special Education Section and also with John Kearney from NCSE. Central to IPPN’s submission on the issue of school governance was a call for a review of the existing Board of Management governance structure. The Minister’s foreword in the Governance Manual for Primary Schools 2023-27 referred to such

IPPN President, Louise Tobin

Rachel Doogue facilitating Leadership Pathways

IPPN Annual Principals’

CONFERENCE

2023

a process of review. IPPN looks forward to working with the other members of the PEF to progress this important work. Budget measures restored the primary capitation grant to the pre-Austerity level of €200 with a cost-of-living measure provided on a once-off basis. IPPN shares the calls for all increases to capitation funding to be placed on a permanent footing, and for the basic capitation rate to be increased to €275 per pupil. IPPN is one of a number of stakeholders who lobbied for extra supports for schools and those involved in organising the summer programme. We want to see those supports extended to ensure that schools running programmes have adequate resourcing to do so. As with other years, there have been many challenges over this past year. In relation to Teacher supply, reducing the pupil teacher ratio closer to the OECD average of 20:1 was long overdue, and will especially benefit children in younger classes and those with additional needs. Many schools, particularly in urban areas, in special schools and DEIS schools, have had to deal with a shortage of teachers to fill vacant permanent and fixed-term posts, as well as difficulties in sourcing substitute teachers. This has a significant impact on pupils, staff and school leaders. IPPN made a number of proposals to the Department in our Submission on Teacher Supply in August. We continue to engage with the DE to alleviate the pressures on schools, including proposals IPPN has put forward: 1. Allowing schools to create full-time posts from DE-sanctioned part-time hours 2. Greater flexibility in terms of offering year-long, fixed-term posts for vacancies such as maternity leave positions. This can be achieved with no additional cost when combined with the local supply panel. 3. A ‘budgeted substitute hours’ system to facilitate schools to avail of unused teaching hours due to the unavailability of a substitute teacher, so that the most vulnerable children can be prioritised. 4. Enhanced support to foreignqualified teachers wishing to teach in Ireland.

Effective schools need effective leaders, and effective leaders need to be allowed to focus on their core purpose oversight work is essential. It must be done, and must be done correctly, but it cannot continue to be done by school principals. We are looking forward to engaging with the PEF regarding school governance and also to reflecting on the learnings from the small school cluster project. It is great to see some of those clusters piloting new approaches such as shared services. I believe that school leaders should make full use of the autonomy we are afforded, to ensure we focus on our core purpose and make our leadership sustainable. To prioritise effectively requires an understanding of capacity. SSE and SIP are effective ways to identify priorities. IPPN has developed a framework to empower school leaders and their leadership teams to manage their capacity, the pace of change and the communication process around school improvement planning. It is called the ‘PIEW Framework’ and it is designed to support and enhance the SSE and SIP process. It ensures that any initiative goes through a Piloting phase, an Implementation phase and most importantly an Embedding phase. The ‘w’ refers to Wait which allows for suggestions and ideas to be captured and discussed at a later stage, where there is capacity to pilot another initiative. Everyone wants school leaders to be able to focus on core purpose and to thrive in the role. Effective schools need effective leaders, and effective leaders need to be allowed to focus on their core purpose. The sustainable leadership progress report shows how much has been done over the past year. We will continue to deliver as much as possible by this time next year.

Brian O’Doherty with Dr Lynn Ramsey, Teaching Council Director and Michelle Keane

Board members Diarmaid Moore, Finbarr Hurley, Diarmuid Hennessy, Kathryn Corbett and Bryan Collins

Rachel Harper, Lorraine Dempsey, Enda McGorman and Deirdre Kelly

Guests from NAPD and Oide

The compliance landscape of the 1970s is very different to that of 2023. Boards of Management in 2023 do not have the required supports to fulfil their compliance responsibilities. The reality is that our boards are reliant upon school leaders filling the compliance void rather than the board being granted direct access to the relevant expertise. All of the compliance and IPPN past presidents and their spouses

IPPN Annual Principals’

CONFERENCE

2023

PRINCIPAL RESEARCHMEET 2023 LINDA DENNEHY PROFESSIONAL LEARNING LEADER (PLL), OIDE, LEADERSHIP DIVISION, IPPN TREASURER As a school principal who has engaged in postgraduate study, I am deeply convinced of the significant impact that principals can make in bringing about positive change in their professional lives through research. Who better to build on current best practice of principals than those who serve in the position. As the ‘príomhoide’ or leader of learning in the school, I personally felt a calling towards undertaking a PhD in education to model the lifelong learning aspect of our role. In 2019, I enrolled in the Cohort PhD in University College Cork guided by advice from colleagues who had treaded that path before me. Over the past four years, I have led a school through the Covid era and beyond while pursuing my studies. Though there were many challenges along the way, completing a PhD has been an extraordinary learning journey. I consider myself fortunate to have had the opportunity to glean insights from the collective wisdom of my peers as an integral part of my research. IPPN Conference 2023 was particularly timely for me as I had just undergone my PhD Viva the previous week and I had the privilege of leading the ‘IPPN Researchmeet’ as Dr. Linda Dennehy! It was a privilege to present my work entitled ‘Inclusionary Leadership: A Qualitative Study of Principals’ Experiences, Practices and Perceptions of Leading Autism classes in Irish Primary Schools’ to a group of my peers. My goal for the session was to create a safe space for principals who may wish to pursue a research area, or indeed present on their own research

The positive atmosphere created by attendees fostered rich discussion on research ideas and indeed, the potential barriers that can exist for principals who may wish to undertake further study. to a supportive group of colleagues. As principals researching in our own field, we have the opportunity to affect positive and proactive change in the profession. Conference never fails to bring out the best in principals and such was the case during the session. The positive atmosphere created by attendees fostered rich discussion on research ideas and indeed, the potential barriers that can exist for principals who may wish to undertake further study. Several principals expressed their desire to pursue research. For instance, a principal who has a background in IT spoke about their interest in AI in the classroom and their intent to develop some research on its impacts. Another courageous principal spoke about their own personal journey, expressing a desire to ‘highlight their story about overcoming infertility to help others’. These noble pursuits reflect the unwavering dedication of principals to supporting others, building on best practice and sharing personal stories.

There are various avenues for pursuing postgraduate study in an area of interest. I encourage anyone considering further study to seek advice from others who have completed such studies. I would be delighted to discuss postgraduate study further with anyone who might have any questions. I would like to thank all those who attended the Researchmeet for sharing their perspective and allowing space for those to discuss their research. I was very ably supported by my Board of Director colleague Diarmuid Hennessy who co-facilitated the session on the day. Here’s to Researchmeet 2024! Linda is on secondment as Principal from Scoil Íosagáin Infant School, Mallow. If you would like to contact her regarding this article, you can email her at linda.dennehy@oide.ie.

2023

IPPN Annual Principals’ LEADERSHIP+ The Professional Voice ofMarch 2015 Principals

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FORGING A FUTURE

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REFLECTIONS February 2024

THE STAFFROOM TABLE

The emotional nerve centre of the school DAMIAN WHITE PRINCIPAL OF SCOIL SHINCHILL, KILLEIGH, CO. OFFALY AND IPPN PRESIDENT 2019-2021 Recently, as a mark of respect to ourselves and our years of lugging an awkward old Hoover up and down the stairs, we splashed out and bought a Dyson, which comes without wires, stays charged for about 25 minutes on low suction before it is restored to its charging port for its next assignment. My wife looked on in astonishment as I drove it around on the first evening with all the abandon of a child manoeuvring a fairground dodgem. The astonishment came from the fact that I hadn’t to be asked or reminded to do it. Finally, with the drum as full as could be with carpet detritus, I sat down to figure out how to open it, pulled an irresistible lever, and the contents emptied on my lap, leaving my new trousers looking like I worked in a bakery! In the staffroom the following day, discussing my foibles with technology, I discovered that my fancy vac had the same effect as if I arrived at a bike rally with a Raleigh Chopper, so far behind was I in the household appliance scheme of things as the conversation switched to the merits of the various robots now available to carry out such chores. I was well educated listening to my younger colleagues at our staffroom table! I sat down to scribble a few harmless thoughts about the staffroom table when a WhatsApp popped in from a colleague. Her friend is doing presentation boxes of delicious treats and in a brilliant marketing ploy decided to send in some of her wares for sampling by the staff. ‘Throwing in a pinkeen to catch a shark’, if you will. A promise made to my overburdened bathroom scales was postponed for another 24 hours, at least. The staffroom table is, by some distance, the most important piece of furniture in your school, whether you have 2 or 82 in staff. It is the platform from which so many initiatives are launched, so many problems are discussed and ironed out, and most importantly, it is the centre of

As a principal, I love the staffroom table, and any day I don’t get to break bread with at least some of my colleagues is a long and less productive use of my time. It is also important to move around where you sit, to ensure you have a sociable conversation with everyone during the week. the earth for those seeking temporary refuge from the madding crowds, twice and occasionally, 3 times a day. It is a place where school leaders should find themselves as often as humanly possible at appointed times. Conversations over the staffroom table can lead anywhere. A recent admiration for the fragrance of someone’s soup led to a discussion on the merits of homemade broth, the value of a soup maker, and ultimately, a run on those kettle-shaped wonders of the modern kitchen in the local D.I.D. store. Another discussion amongst our SNAs about the quality of fleece jackets available in a major chain store, saw another boost for commerce in Tullamore. It is only when something is gone that you miss it most. During what has come to be known as the Covid Years, what school staff missed most, apart from the face-to-face contact with children, was the noisy sanctuary that is the staffroom, and the chance to unwind for short periods with empathetic colleagues and friends during busy school days. Split breaks, divided yards, and social

distancing, which in the average staffroom meant there was room for only a small fraction of the workforce at any one time, was the biggest challenge for most people. Since the pandemic receded into the dim and not-so-distant past, many schools have decided to remain with split breaks, two 20-minute periods as opposed to the previous 10 and 30-minute periods of downtime. The split breaks allow for fewer children in the yard, and consequently, fewer opportunities for accidents to occur, more room for games and more relaxed yard duty for teachers. Many teachers contend that when break time was longer, there was most likely to be a disagreement during the last 10 minutes as the schoolyard cup finals reached an emotional crescendo. The downside now is that apart from during Croke Park meetings, the full teaching staff is never in the same room together, leaning on the same staffroom table, sharing the goodies that some generous staff member or pupil has donated. As a principal, I love the staffroom table, and any day I don’t get to break bread with at least some of my colleagues is a long and less productive use of my time. It is also important to move around where you sit, to ensure you have a sociable conversation with everyone during the week. I often recall meeting a friend many years ago who when I asked him how he was getting on in his new school replied ‘Four teachers, four kettles - work to do!’ The staffroom table remains key to any successful, happy, and productive school. It is also important I have somewhere to turn to for advice should something go wrong with my shiny new soup-maker. If you would like to contact Damian in relation to this article, you can send an email to damian.white@scoilshinchill.com. 21

OnYourBehalf GERALDINE D’ARCY IPPN ADVOCACY & COMMUNICATIONS MANAGER Listed below are some of the projects and advocacy-related engagements that were progressed since the last issue of Leadership+.

SUSTAINABLE LEADERSHIP PROJECT – PROGRESS REPORT In November 2022, IPPN published the Sustainable Leadership report - Primary School Leadership: The Case for Urgent Action – A Roadmap to Sustainable Leadership. The first part of that report was an evidenceinformed analysis of the current reality of primary school leadership focusing on the extent of the work you have to do, the nature of that work, how it is impacting on the sustainability of your leadership role and how it is impacting on your health and wellbeing.

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The second part of the report explored key issues and made specific recommendations in each of its sections - all targeted at enhancing the practice and experience of school leadership. This has been the focus of our advocacy work since the publication of the report. In order to keep you up to speed with what actions have been undertaken, as part of that advocacy work, we’ve collated a progress report on the project which can be accessed on www.ippn.ie under Advocacy/ Sustainable Leadership. LINK The aims of the progress report are to: reaffirm the rationale underpinning the project

highlight what actions have been undertaken and what progress has been made since the publication of the original report provide an up-to-date evidence base which demonstrates an ongoing need for urgent action. We are indebted to everyone who took the time to provide us with that evidence, through your participation in our member surveys and the health and wellbeing research. It is crucial that school leaders are facilitated to focus on the job you signed up to do, which is to lead teaching and learning in your schools. This will be a key focus of IPPN’s ongoing advocacy work on Sustainable Leadership. IPPN NATIONAL COUNCIL Advocacy and Communications Committee The first meeting of the 2023-2024 school year of the A&C Committee took place on Saturday 2nd December as part of the National Council meeting. An update was provided on consultation with the Department of Education in relation to SEN Allocations. Further engagement is expected to take place early in the New Year. The Committee agreed to focus on the area of Wellbeing of School Leaders for this year. A Working Group is being established to progress the topic. advocacy@ippn.ie Feedback Topics See IPPN Mailing Lists Review on page opposite. Inadequate school funding and grant scheduling Teacher supply and impact on SEN pupils IPPN communication with members on advocacy matters Anomaly with EAL process for new entrant children Concern about usefulness of the networking mailing list

Concern that information submitted to advocacy mailing list is not visible to members. Leadership Development Committee The Shared Learning Day subcommittee met in October to agree on the structure of the pilot Shared Learning Day, which will take place in March, as part of the National Council meeting. E-services Committee With regard to the redevelopment of the IPPN website, website developers Fusio are working on the integration of Salesforce (member data management system) with WordPress (web content management system). Testing is currently underway. SUBMISSIONS IPPN made submissions to the Department of Education on the following topics over the past few months. Implementation of the Free Schoolbooks Scheme Draft Child Protection Procedures. See www.ippn.ie – Advocacy/ Submissions for all submission documents. NCCA - Early Childhood and Primary Education Board Primary Developments • Curriculum specification development and consultation processes – an overview • Workshop on the Draft Specifications for Review Cross-Sectoral Developments • Review of the Intercultural Education Guidelines for Primary and Post-Primary Schools and Proposal for Updating • Curriculum and Assessment in Children’s School Lives: Experiences from Primary Schools in Ireland 2019-2023: Report 6.

MEETINGS/EVENTS Meeting with Oide/ESCI to develop a shared partnership approach to the Local Support Group Project NEPS briefing on Mental Health Pilot Phases 1 and 2 Summer Programme Meeting DEIS Advisory Group Meetings - Intention to set up a DEIS advisory group at Primary level; terms of reference to follow IPPN Board of Directors IPPN National Council (see updates above) Primary Education Forum Review of Redeployment Arrangements NAPD IPPN Symposium facilitated by John Walshe; Prof. Pasi Sahlberg keynote speaker ESHA General Assembly PDSL Monitoring Group Meeting IPPN Deputy Principals’ Conference, Galway. PUBLIC RELATIONS During and after the IPPN Principals’ Conference in November, national and regional newspapers published several articles, and interviews were conducted with IPPN President Louise Tobin and President-elect Deirdre Kelly on a number of radio programmes. The main topic was school leader wellbeing, burnout and the key actions required towards a more sustainable role. IPPN President Louise Tobin was featured in the Irish Times Education Supplement on Tuesday 5th December 2023 in an article titled ‘Stress, burnout, initiative overload. Who would be a school principal?’ and in a number of related articles in the same publication.

IPPN Mailing Lists Review A full review of IPPN mailing lists was initiated as a consequence of recommendations and inputs from: 1. The annual audit undertaken by Mazars 2. The 18-month GDPR review undertaken by Privacy Engine 3. The Wheel 4. The Charity Regulator 5. Governance consultant Senan Turnbull.

that networking is used for requests and offers of support and information.

The outcome of these reviews identified a need to redevelop the mailing lists. An interim plan was put in place to adopt best governance practice in relation to communications around advocacy and member feedback – primarily to manage organisational risk.

An overview of issues/suggestions/ feedback is provided in the On Your Behalf section of Leadership+, at Autumn City and County Network meetings and in the Annual Members’ Report. Where relevant, suggestions are included in working papers and submissions, such as the working paper on Teacher Supply. Relevant content will also be included in the IPPN Company reports to the Auditor, the Charities Regulator and the Companies Registration Office.

A new email address - advocacy@ippn. ie – was thus established in October 2023 to capture advocacy-related comments, feedback and issues, and to move such content from the peerto-peer mailing lists. This would ensure

The advocacy@ippn.ie email address is managed by the Advocacy and Communications Manager, who escalates any items deemed urgent to the Management Advisory Group and presents a report at the Advocacy & Communications Committee meeting at each National Council event.

STAY UPDATED While E-scéal is the one-stop-shop for all sectoral information, critical updates are also shared via text message and your TextaParent account. Make sure you have subscribed to receive these updates. If you are unsure, contact the Support Office by emailing info@ippn.ie to request that your contact details be updated if required. Social Media Follow IPPN on social media X/Twitter (@ippn_education), where we now have more than 10,200 followers and LinkedIn (@ippn), which has almost 1,400.

Supporting and assisting schools and principals is what our Local Allianz Reps do. It helps to know yours. Ronan Cassidy – North West Ronan.Cassidy@allianz.ie 087 430 2246

Sean Doolin – North East Sean.Doolin@allianz.ie 087 366 7425

Ronan Cassidy North West

Noel O’Loughlin – West

Sean Doolin North East

Noel.O’Loughlin@allianz.ie 087 258 8943 Noel O’Loughlin West

Martin Sinnott – South East Martin.Sinnott@allianz.ie 087 686 2329

Martin McKeogh – South

Martin Sinnott South East

Martin McKeogh South

Martin.McKeogh@allianz.ie 087 920 3992

Here are a few of the common topics your Local Allianz Rep can assist your school with*

*If your school is insured through an insurance intermediary, please contact them for assistance. Allianz p.l.c. is regulated by the Central Bank of Ireland. Standard acceptance criteria apply

And Finally…

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QUOTATION

Education is not the filling of a pail, but the lighting of a fire.

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William Butler Yeats

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QUOTAT

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ees The eye s t the only wha red a p e r p s i mind end. h e r p m o to c

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son Henri Berg hilosopher p 1) French (1859-194