Leadership+ Issue 133 - June 2024

THE PROFESSIONAL VOICE OF SCHOOL LEADERS

Shared Learning

Signposts

Reflections:

Damian White Principal of Scoil Shinchill and former IPPN President

Sharon Healy Specialist Lead for Behaviour for Learning and Wellbeing with the NCSE, former deputy principal

Paula O’Connor Principal of Merlin Woods NS, Galway

Marc de Grás Príomhoide, Gaelscoil na nDéise, Port Láirge

Finn Ó Murchú MIC and Tom O’Donoghue University of Western Australia

Dara Glynn Principal of CBS Primary, Ennis (an ERST school)

Legal Diary: It’s Recruitment Season – David Ruddy BL Leadership Support: What you appreciate, appreciates – Angela Lynch, IPPN Leadership Support Team What do the Inspectorate and the Teaching Council expect from primary school teachers? - Dr Brian Barron, Principal, Portlaw NS, Co. Waterford

An Inclusive Education for an Inclusive Society – John Kearney, CEO, National Council for Special Education Contextual Leadership – Teresa Hand-Campbell, Director of Total Human Capital Consultancy Ltd. Culture Week at Rush and Lusk Educate Together National School – Rush & Lusk Educate Together National School (RaLET), Lusk, North County Dublin

The editorial team contributed the following: The President’s Pen – From Hero Head to Dynamic Duo… Editorial: Shared Learning – Shared Leading On Your Behalf

IPPN Conferences I Ciall Ceannaithe online summer course I City/County Meetings And Finally

Editor: Geraldine D’Arcy

Editorial Team: Geraldine D’Arcy, Páiric Clerkin and Louise Tobin

Comments

Shared Learning Shared Leading

As we approach the end of another year of hard work, challenges, and frustrations, as well as achievements and the normal joys and celebrations of school and home life, we reflect on a few recent events, which will set the scene for the school year ahead.

IPPN listened intently to member feedback throughout the year – from individual members, Council members and Board members, as well as external stakeholders – and sought to take specific action, particularly where the feedback aligned with our strategic priorities. An example of this was the piloting of a Shared Learning Day, which brought together pairs of principals and deputy principals to consider co-leadership, including the ‘brutal facts of leadership’ explored by Oide Cross-sectoral Leadership Coordinator Anna Mai Rooney in her keynote address. Other contributors included Ann Lynskey and Aoife O’Connor of Tierneevin NS in Gort on their approach to co-leadership, and insights from deputy principal and Board member Selina Carmody and rapporteur John Walshe.

At the event, IPPN president Louise Tobin stated that sharing leadership is a necessity. ‘We need co-leadership to build capacity, to make our roles more sustainable and be effective in our work for the benefit of children. Co-leadership means two or more people sharing their responsibilities related to leading and managing the school and involving others in a spirit of partnership, trust and respect’. See also Louise’s President’s Pen article, Hero Heads to Dynamic Duos.

At the Shared Learning Day participants came up with ideas and suggestions regarding what leaders can do for themselves, including how to develop a shared leadership approach. Creating space and time featured prominently, as did strong communications, with calls for substitute cover to give adequate time for genuine co-leadership. We will review the feedback from the pilot event in planning our CPD for the coming year.

Another example of deep listening led to the setting up of focus groups of deputy principals in special schools, and of administrative deputy principals. As well as providing mutual support to leaders in similar school contexts, these groups are an excellent sounding board from which IPPN can draw ideas for targeted CPD to meet the specific needs of members. We are very serious about ensuring that we provide the same level of support and engagement with deputy principals as we do with principals. Empowering both principals and deputy principals to be as effective as they can be is a key element of our mission to ensure leadership effectiveness, capacity and sustainability.

There has been some progress this school year relating to IPPN’s ongoing advocacy work, including: allowing schools to create full-time posts from SET and principal release hours, reducing the need for clustering and part-time posts admin status for deputy principals in special schools additional supports for schools running the summer programme allowing special schools running the summer programme to recruit new teachers from May improved capitation funding additional posts of responsibility to increase leadership capacity, and funding to continue the pilot mental health in schools projects.

We will continue to advocate on your behalf for more supports for school leadership and will update members via E-scéal of progress in that regard.

As always, we sincerely thank all contributors to Leadership+, both for this issue and those since last September. The editorial team is always keen to hear suggestions for content, as well as feedback, by email to editor@ippn.ie

Beir bua and best wishes for an enjoyable and restorative break over the summer.

Is sinne le meas, Leadership+ Editorial Team

Louise Tobin Páiric Clerkin Geraldine D’Arcy President CEO Editor

LEADERSHIP+ EDITORIAL TEAM

DAVID RUDDY BL

‘It’s Recruitment Season’

As the academic year draws to a close, school leaders are beginning to focus on the recruitment of staff. The recruitment process involves a web of relationships. The triangular relationship between the Board of Management (BoM), the Patron and the Department of Education (DE) is the starting point. The most important question is, has the post has been sanctioned? The fact that a teacher may have resigned or retired does not automatically mean that the recruitment of a new teacher, or indeed special needs assistant (SNA), is warranted. Sanction should always be sought in writing from the DE, who, of course, are the paymasters. Equally, sanction from the Patron is a prerequisite. The Patron has the responsibility for the administration of panels and, until the relevant panels are cleared, you may not be in a position to recruit. Occasionally schools have found themselves in breach of contract situations in offering a post to a teacher/SNA which was not sanctioned.

The shortlisting and interview process should accord with Patron guidelines and be based on the assumption that interview notes/marks may be sought by an applicant, and an unsuccessful applicant in particular. Care should be taken that no questions infringe on equality legislation. Care should also be taken to avoid a conflict-of-interest situation at either interview or BoM level. Any job offer sanctioned by the BoM should be subject to Patron and DE approval.

Sanction should always be sought in writing from the DE, who, of course, are the paymasters. Equally, sanction from the Patron is a prerequisite. The Patron has the responsibility for the administration of panels and, until the relevant panels are cleared, you may not be in a position to recruit.

What’s in a contract?

When a staff member accepts a job offer, a contract needs to be provided and exchanged, ideally before commencement of employment. In its simplest of terms, a contract is a bargain struck between two entities, namely the BoM and the employee. It’s the reference document and of particular significance when something goes wrong. One must be familiar with the different types of contract, which include permanent, contracts of indefinite duration (CIDs), specific purpose, fixed term etc. Seniority may have to be established in relation to some positions. The Patron bodies have template contracts for different positions that you will find helpful. In recruiting SNAs, the job description as highlighted in Circular 30/2014 should be provided to applicants and

referenced in job offers and contracts of employment. It’s essential that a prospective SNA fully understands what may constitute part of their duties in supporting students who often present with complex needs.

Vetting

It’s a statutory requirement for schools to ensure that all adults who may have unsupervised access to pupils be vetted. This effectively means all staff are vetted. The Teaching Council provides vetting for registered teachers and the Patron for other staff, including SNAs and ancillary staff. There is a requirement for a new staff member to provide a statutory declaration to indicate that, since they were vetted, there have been no child protection concerns. A statutory declaration is signed by the staff member in the presence of a peace commissioner or solicitor. The statutory declaration is valid for 12 months. A letter of undertaking is also provided to indicate that, since the statutory declaration, there have been no child protection concerns.

Recruitment of staff in the present climate is most challenging for schools. However, schools owe it to both pupils and fellow staff not to compromise on standards or procedures.

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

Anois ar theacht an tSamhraidh…

MARC DE GRÁS PRÍOMHOIDE, GAELSCOIL NA NDÉISE, PORT LÁIRGE

Nach bhfuil an t-ádh linn a bheith ag obair leis na páistí lá i ndiaidh lae ag cur teanga, cultúr agus oidhreacht na tíre chun cinn? In ainneoin na dúshláin, bíonn sé de phribhléid againn ardchaighdeán tumoideachais a chur ar fáil i suíomh taitneamhach, nádúrtha agus spreagúil freisin.

Ag an tráth seo den bhliain, bímid ag féachaint ar aghaidh ar laethanta fada an tSamhraidh le dóchas, ag smaoineamh ar imeachtaí an tSamhraidh mar aon leis an scoilbhliain atá le teacht! Cad atá romhainn? Cén ábhar dóchais atá againn?

Dar liomsa, is ábhar dóchais, dearfach é an Polasaí don Oideachas lánGhaeilge lasmuigh den Ghaeltacht (POLG) atá le teacht.

Ach cad atá ag teastáil sa POLG le cinntiú go mbainfear amach ionchais arda a chothóidh eispéiris foghlama den scoth dár bpáistí ag an mbunleibhéal? Seo iad na mianta a bheadh agamsa a chabhródh le mo scoil:

Na Naíonraí

Is dóigh liom go bhfuil sé in am na naíonraí a chur faoi bhráid na Roinne Oideachais mar a tharlaíonn go forleathan i ndlínsí eile. Is dóigh liom go gcabhródh sé seo leis na deacrachtaí atá ann cosúil le maoiniú, earcaíocht inbhuanaithe agus buncháilíochtaí teanga na múinteoirí a fheabhsú. Leagfadh sé seo bunchloch níos láidre sa luaththumoideachas.

Leanúnachas

Tá sé criticiúil go ndéanfar freastal fiúntach ar an leanúnachas idir an naíonra, an gaelscoil agus an gaelcholáiste. Tá sé riachtanach go mbeadh plean cuimsitheach sa POLG do fhorbairt na naíonraí agus na gaelcholáistí ionas go mbeadh an tsoláthar ar chomhchéim leis na gaelscoileanna.

Earcaíocht & Forbairt Proifisiúnta Braitheann na gaelscoileanna ar soláthar foirne le hardchumas teanga agus atá inniúil ar an tumoideachas. Ba cheart go gcuirfeadh an POLG deiseanna in-seirbhíse ar fáil do na baill foirne reatha a scileanna teanga agus teagaisc a fheabhsú. Chun dul i ngleic le deacrachtaí soláthair, is gá líon na mic léinn ar an gcúrsa B (Oid) Trí Mheán na Gaeilge a mhéadú. Braithfidh an POLG go mór ar cheannaireacht éifeachtach, inbhuanaithe agus is gá forbairt a dhéanamh ar na deiseanna forbartha proifisiúnta atá ann do cheannairí na ngaelscolaíochta.

Clár Teanga Iomlánaíoch

Tá clár cuimsitheach, spreagúil, ábhartha ag teastáil a fhreastlódh ar chéimeanna forbartha teanga na bpáistí sa suíomh tumoideachais lasmuigh den Ghaeltacht.

Páistí le Riachtanais Breise

Is céim dearfach, ionchuimsitheach é go bhfuil níos mó páistí le riachtanais breise ag freastal ar ghaelscoileanna. Ba bhreá liom go dtabharfaidh an POLG deiseanna oiliúna do na múinteoirí ar conas is fearr freastal ar riachtanais leathan na bpáistí seo sa dara teanga.

Múinteoireacht Bhreise

Táthar ag súil go dtugtar tacaíocht litearthachta breise sa Ghaeilge agus sa Bhéarla cé nach bhfuil sé seo aitheanta go cuí sa chóras atá ann chun na huaireanta teagaisc breise seo a ríomh. Ba cheart go mbeidh aitheantas sa POLG ar na hionchais breise seo agus go mbeidh uaireanta teagaisc breise curtha ar fáil chun freastal orthu sna gaelscoileanna.

An Ghaeilge sa Phobal

Bíonn tionchar teoranta againn ar an nGaeilge inár scoileanna mura mbíonn deiseanna ag na páistí í a úsáid mar teanga cumarsáide lasmuigh den scoil. Tá sé rí-thábhachtach go mbeadh teacht ag tuismitheoirí ar scéimeanna cosúil le ‘Teanga Tí’ i ngach gaelscoil.

Mar fhocal scoir, tá obair na gcapall déanta san earnáil le fada an lá chun í a neartú ach tá go leor fós le déanamh. Ceapaim go dtabharfaidh an POLG deis dúinn ár n-éachtaí a chéiliúradh agus ár réimsí forbartha a aithint. Faraor, beidh tacaíochtaí córasach uainn tríd an POLG chun an fhorbairt seo a dhéanamh agus bheinn dóchasach go dtiocfaidh siad anois ar theacht an tSamhraidh!

Más mian leat teagmháil a dhéanamh le Marc maidir leis an bpíosa seo, is féidir leat ríomhphost a sheoladh chuige ag marcdegras2016@gmail.com

An Inclusive Education for an Inclusive Society

JOHN KEARNEY CEO, NATIONAL COUNCIL FOR SPECIAL EDUCATION

Earlier this year, in January 2024, the National Council for Special Education (NCSE) published its policy advice paper on special schools and classes entitled ‘An Inclusive education for an Inclusive society’. This follows a request in October 2018, by the then Minister for Education and Skills, to advise on the educational provision for students in special schools and classes and to make recommendations on the future provision required to enable them to achieve better outcomes. The NCSE policy advice was premised on the importance of special schools and classes in educating and caring for their students. Consideration was given to how existing good practices could be incorporated and further developed in the design of an inclusive education system whereby children have the opportunity to learn in their local school with their siblings and peers. Other considerations included key enhancements to progress an inclusive education system and the provision of services required to meet the needs of students in multiple settings. Pathways to post school life options for students with special education needs were also analysed.

Consideration was given to how existing good practices could be incorporated and further developed in the design of an inclusive education system whereby children have the opportunity to learn in their local school with their siblings and peers.

The policy advice is informed by extensive research, consultation and an examination of similar international education systems. The policy advice has seven core recommendations:

The progressive realisation of an Inclusive Education System

The rollout of Psychological, Therapeutic and Behaviour Supports for Schools

An integrated professional development plan for teacher education

The development of a structured framework for student placement, provision and review

The provision of guidance and advice for school communities

Access to appropriate curriculum and assessment programmes

Implementation of an inclusive education reform programme with assistance through the European Commission’s Technical Support Instrument.

The policy advice recommends the phased development of the progressive realisation of an inclusive education system for Ireland. It is envisaged that this system will be informed by, and aligned to, the relevant articles of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), which Ireland ratified in 2018. The NCSE duly welcomes that the Department of Education has already successfully applied to the European Commission’s DG Reform Office Technical Support Instrument (TSI). The assistance of the TSI will ensure that the range of reforms required to design and develop a model of Inclusion for the Irish education system will be informed by international best practice and the experience of other jurisdictions.

The NCSE will work with all agencies to resolve issues where students have to travel long distances to be educated outside of their local community.

The NCSE recognises the aim of this policy advice is to improve the educational and lifetime outcomes for all students. Student outcomes are enabled with a greater availability of therapeutic and psychological supports within schools. Student learning experiences are enriched with enhanced teacher professional learning and improvements to school buildings. Nevertheless, NCSE recognises that there will be significant challenges in achieving the ambitious goals of this policy advice in enhancing outcomes for students and believes genuine and authentic consultation and collaboration are fundamental in navigating the various challenges. The NCSE will work with all agencies to resolve issues where students have to travel long distances to be educated outside of their local community. The NCSE will support school leaders and staff with the guidance they require to embed inclusive practices for all their students.

A copy of the full report, supporting material and recommendations can be accessed at https://ncse.ie/policy-advice.

If you would like to contact John in relation to this article, you can email him at John.Kearney@ncse.ie.

FROM HERO HEAD TO DYNAMIC DUO…

LOUISE TOBIN IPPN PRESIDENT

In this article, I’d like to look at our Core Purpose of teaching and learning through the lens of a Co-Leadership approach. As the professional body for principals and deputy principals, the enhancement of leadership capacity, leadership effectiveness and leadership sustainability is central to our mission. We see Co-Leadership as key to achieving this.

Core Purpose

Let’s start by agreeing what is our Core Purpose. On this perhaps let us firstly consider the Quality Framework document LAOS as a focus, outlining the standards we promote in teaching and learning and leadership and management.

We recognise that the sharing of leadership is a necessity, not a luxury, and further, that leadership of teaching and learning is a shared responsibility, a shared core purpose of all the school staff. No man/woman or person is an island and no teacher is an island. Ordinary teachers become extraordinary teachers when they learn from their peers and enrich other teachers by sharing their knowledge and experience. The same applies to the ISM team. No matter your experience level, you can learn from and help others. The whole school benefits and becomes more effective.

The world is complex. Schools are complex. Many of the problems we face in schools have no precedence. We need to work as a team in our schools to unravel the complexities, find new ways of doing things and get complicated things over the line.

Many of the problems we face in schools have no precedence. We need to work as a team in our schools to unravel the complexities, find new ways of doing things and get complicated things over the line.

In summary, we need co-leadership: To build capacity To make our roles more sustainable And to be effective in our work for the benefit of the children.

Co-leadership means two or more people sharing the responsibilities related to leading and managing the school, and involving others in a spirit of partnership, trust, and respect. They sort out differences with people who may be very different to them, but who are still rooted in a deep common ground of values, vision and what they believe is possible through working together.

While there are many examples of shared leadership, that doesn’t mean they necessarily deliver on the promise of co-leadership. As a famous CEO once pointed out, ‘Dynamic Duos’ are everywhere you look. In pop culture, history and on the big screen, Tom and Jerry, Sonny and Cher, Thelma and Louise, Joey and Chandler, to name but a few. Some of them like

Batman and Robin, have the potential to change the world for the better. Others, like Jekyll and Hyde, are a recipe for disaster.

So many of our schools have Dynamic Duos. I’m thinking here of our own Ann Lynskey, Teaching Principal and Aoife O’Connor, Deputy Principal of Tierneevin NS, Gort, Co. Galway, who have shared with us their coleadership journey at our Principals’ and Deputy Principals’ conferences over the years, and in our Leadership+ magazine. Their PowerPoint, which outlines their amazing and inspiring co-leadership journey, is on ippn.ie.

In fairness, I must mention my own deputy principal, Stephen Walsh, now the Acting Principal in our school, St. Josephs Primary, Tipperary Town. Although I only had the privilege of working with him for one year before I left on secondment, we did co-lead together. I focused on leadership and management and Stephen led on teaching and learning. We were, I believe, a dynamic duo. We both felt our roles were sustainable, and we felt we were effective in what we were doing working alongside a newly appointed ISM team.

We may not all have the dynamic duo in our schools at any given time, but perhaps if the team is widened across the ISM to the ‘Terrific Trio’ or the ‘Quintessential Quartet’, an effective co-leadership formation may be achieved.

Co-leadership cannot happen without TIME. In our research outlined in

We may not all have the dynamic duo in our schools at any given time, but perhaps if the team is widened across the ISM to the ‘Terrific Trio’ or the ‘Quintessential Quartet’, an effective co-leadership formation may be achieved.

the Sustainable Leadership report, approx. 80% of Principals and Deputy Principals said the lack of time was the greatest impediment to the development of a partnership approach and to leadership being seen as a shared responsibility.

We in IPPN are prioritising shared leadership this year, making this our focus at our recent pilot shared learning day, which brought pairs of principals and deputy principals together for shared CPD. We will be sharing the learnings from the event with our members and the DE, and we will continue to advocate strongly for more time and space for school leaders to plan, prioritise, organise, delegate, communicate and all the other aspects of co-leadership.

We know the importance of school leadership as an influence on educational outcomes in terms of classroom, school and system improvement. We believe a coleadership model as a system priority will promote leadership capacity, effectiveness and sustainability.

Louise.Tobin@ippn.ie

Progressing Climate Action for school Leaders – ESCI, ISSN and IPPN

Louise with Ann Lynskey and Aoife O’Connor, Tierneevin NS, Gort, Co. Galway

END GAME

DAMIAN WHITE PRINCIPAL OF SCOIL SHINCHILL, KILLEIGH, CO. OFFALY AND IPPN PRESIDENT 2019-2021

Jürgen Klopp and I both recently announced the impending end of our tenures. In one case, schoolchildren and their families were devastated at the news. How could we possibly replace the ever smiling, highly intelligent and universally popular leader to whom we have become so accustomed over his highly successful career? But then, the happy German manager has had that effect on people. Retirement for me will hopefully play out a little more quietly, but with no less satisfaction.

Every day for several years, his concern is with having 11 players on the field, in the right positions, who perform consistently between late August and mid-May. A school season is a little longer, and when you have 11 mainstream classes, the similarities in our basic needs are uncanny. However, and it’s probably the reason he still has a noble head of hair and a startlingly fine set of teeth, when he needs a sub, he needs only nod at the bench behind him where there is an ample supply of talented and available replacements. When his pupils need psychological support, occupational therapy or scientific analysis of their performance, it is available to them readily. They have their own team bus and playing equipment is constantly refreshed. On the flip side, his Board were far more likely to sack him had his tenure been less successful. Some of his peers didn’t last long when results were poor, though the severance packages would have eased the pain.

There are no trophies at the end of our season as school leaders, except the occasional sweet success of a Cumann na mBunscol victory, Credit Union Quiz or STEM Award for our students. We do not sell those who don’t make the first team. Indeed our success can most accurately be measured in

There are no trophies at the end of our season as school leaders, except the occasional sweet success of a Cumann na mBunscol victory, Credit Union Quiz or STEM Award for our students. We do not sell those who don’t make the first team. Indeed our success can most accurately be measured in how we help those who might never be first team contenders along their learning path.

how we help those who might never be first team contenders along their learning path.

If I’ve over-egged the football analogies about the impending end of my career as a school principal, I apologise, but my 30 years in the same school is bookended by another football event. The World Cup was in full swing in the USA in 1994 and Ireland had famously beaten Italy and lost to Mexico to leave themselves needing only a point from their remaining fixture with Norway to advance to the next round. A phenomenally dreadful 0-0 draw is only remembered by me for one reason – the phone call at the final whistle telling me I was the new teaching principal in Killeigh. Two months on, and 4 days after our honeymoon, I began a professional journey which ends officially at the

end of August. Jack Charlton’s famous mantra ‘Put ‘em under pressure’ was apt – only I was after doing it to myself!

Three decades later, one remaining paragraph is insufficient to list the changes I’ve seen and worked through in the school, but I can say quite clearly that I’ve never regretted answering the call to lead the school and can look back on a most rewarding career as a school leader, working with fabulous colleagues and wonderful children. We are living in more uncertain times now, with world events frighteningly prescient. Leadership in every form is challenging. But my advice to the 28 year old newly married me would be to take it on, work hard, give it your best and treat everyone you meet with respect.

I would also say to the young me that you will not last the pace on your own. Six years into my career as a principal, I had the great fortune to have my face in the frame at IPPN’s founding meeting, which led to the most profound change in how school leaders

We are living in more uncertain times now, with world events frighteningly prescient. Leadership in every form is challenging. But my advice to the 28 year old newly married me would be to take it on, work hard, give it your best and treat everyone you meet with respect.

The Kop might not sing your name as you give them a final triumphant fist bump, but I’m sure the smiles of happy children in the school hall as you say your farewells will be all the affirmation you need for a job well done.

operated and supported each other. A rising tide may lift all boats, but an isolated craft might be in danger without the support of the fleet. My fortune was compounded when my wife Marguerite was appointed principal herself, spending 18 years in the role before her retirement last year. Problems shared are problems halved, and solutions shared raise the satisfaction index for everyone.

Leadership is now the work of a team at school. The deputy and assistant principals are your inner sanctum. I also had the support of a wonderful Board and the same exceptional chairperson for the last 23 years.

To all those who are leaving the stage this year, may your retirement, or the next stage of your life bring you happiness and fulfilment. Some of you might even be on the subs bench when some new school leader turns around. The Kop might not sing your name as you give them a final triumphant fist bump, but I’m sure the smiles of happy children in the school hall as you say your farewells will be all the affirmation you need for a job well done.

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

IPPN is so grateful to Damian for sharing his Reflections in Leadership+ over so many years, a lived example of Ciall Ceannaithe. In fact, he has contributed to every issue since it first launched. Go raibh míle maith agat, Damian!

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FINN Ó MURCHÚ HEAD OF SCHOOL, MIC AND

TOM O’DONOGHUE

Words of Wisdom:

EMERITUS PROFESSOR AT THE UNIVERSITY OF WESTERN AUSTRALIA

What follows is based, for the most part, on a recently published coauthored paper with my colleague Tom O’Donoghue, which focused on the advice offered by a small selection of retired post-primary principals to a fictitious newly appointed principal. While aware of the contextual differences, including all post-primary principals not having to teach classes, we hope that what follows is of interest and value to IPPN members. Eight male and seven female retired post-primary principals partook in our study. These principals represented all post-primary sector schools and had service that stretched from 1982 to 2018. Here we focus on three main areas emerging from our study, namely supporting principal well-being, nurturing professional relationships and the interrelated role of middle leadership and pupil learning.

As with IPPN’s Progress Report on Sustainable Leadership Project (2023) our findings indicate, not surprisingly, that maintaining a balanced lifestyle was very much to the fore. Having clear lines of demarcation between work and home is advised, including not bringing material home and by engaging in as simple an act as changing from your work clothes on arrival home. In a similar vein, having an outside hobby or interest was encouraged as was the notion of having a friend with whom to talk. The latter point included a view among all that it was important to avail of all professional networks and coaching opportunities where feasible but that it is also wise to have a nonjudgmental confidante who does not necessarily have an educational background. Some were of the view that not having an educational background was seen as a distinct advantage.

Having clear lines of demarcation between work and home is advised, including not bringing material home and by engaging in as simple an act as changing from your work clothes on arrival home. In a similar vein, having an outside hobby or interest was encouraged as was the notion of having a friend with whom to talk... a nonjudgmental confidante who does not necessarily have an educational background. Some were of the view that not having an educational background was seen as a distinct advantage.

That said, the nuances of minding yourself and ‘being true to yourself’ were set against advice on being available to your colleagues and having an ‘open-door policy’. Easier said than done! The shades of engagement and balancing acts are captured succinctly by one participant who said:

‘It’s vital that one seeks to build an institutional identity and culture that has the capacity to build and adapt to challenges and uncertainty. Thus, the principal has to try to provide direction and clarity on the one hand, while at the same time seeking to encourage the school individuals and teams to be creative and developmental. It requires that one works to balance the demands of metrics, examinations, and internal and external evaluations with trying to be inspirational.’

Concepts like being accessible, approachable, discrete, trustworthy and trusting in others were frequently mentioned, as was an understanding of the twin goals of sustaining leaders and sustaining leadership being closely interconnected. For example, how middle leaders engaged and were allowed to engage with their newly appointed principal impacted, as with the principal, on their sense of self and on their professional identity.

Some advised that the newly appointed principal should intentionally seek to meet each staff member and begin to forge professional relationships, where in short, a quasi-individual plan for each staff member (and not just teachers) could be co-designed and framed in the context of the vision and goals of the newly appointed principal. Communication was seen as key, with those with whom it was deemed most difficult to communicate with requiring the most skilled communication, however one might otherwise feel at the time. Context is deemed key here also, especially where an external appointment may have understandably

Advice from retired post-primary principals to those newly appointed to the role

caused some internal upset. In this regard, it was advised to hasten slowly, build relationships of trust and never compare the current school with a previous posting.

Potential toxic dimensions to the work were also raised where the ideal of contingent distributed leadership was compared with the notion of ‘vision destroyers’ who may seek to undermine the new principal’s position and vision. Being brave and being able to anticipate such activities is not always easy but having a range of internal and external supports is seen as vital in overcoming such challenges. A proactive action advised in such a scenario is to repeatedly take every opportunity (at staff meetings, parent/guardian evenings, board of management meetings, pupil assemblies…) to remind all of the core values, vision and mission of the school.

The final words of wisdom upon which a lot of the advice rests is ‘stay close to the pupils’. Post-primary principals have the choice to teach should they wish, the majority don’t. Retired principals encouraged engagement wherever possible in pupil activities to remind one of the key purposes of the role, and plain ‘knock a bit of fun out of the day’. The potential instructional leadership offered by principals did not come to the fore in our study and more research is required in this regard. There is some evidence emerging from our work to suggest creating a culture of instructional leadership rather than being the sole leader of learning was advised. In short, greater exploration of the interplay between postprimary principals’ well-being, job

satisfaction and pupil learning merits consideration. We note, our primary principals and those primary teachers in positions of (middle/deputy), or dispositions towards, leadership can offer plenty of insights and advice in that regard.

In conclusion, we appreciate primary and post-primary contexts are different and indeed we are well aware that our foregrounding of certain themes here may not be anything new to many of you and indeed may not be met with full agreement by other retired post-primary principals. That said, we believe all principals have more in common than have differences and we trust what we have shared is

The final words of wisdom upon which a lot of the advice rests is ‘stay close to the pupils’. Retired principals encouraged engagement wherever possible in pupil activities to remind one of the key purposes of the role, and plain ‘knock a bit of fun out of the day’.

of interest to all involved in preparing, supporting and being a school leader. In time, we hope to undertake a similar research exercise with retired primary colleagues. Should you wish to know more about our current published paper, the paper and our details are freely available at https://bit.ly/Finn-Tom

If you would like to contact Finn and Tom about the article, you can send an email to Finn.OMurchu@mic.ul.ie or Tom.PDonoghue@uwa.edu.au

Inclusive Approaches for a Harmonious Classroom

SHARON HEALY SPECIALIST LEAD FOR BEHAVIOUR FOR LEARNING AND WELLBEING WITH THE NCSE

I have had the pleasure of presenting at the last Principals’ Conference and also at the last two Deputy Principals’ Conferences. The themes were broadly around inclusion and behaviour but our main focus was creating classrooms where students are participating and engaged. For brevity, I’m going to zone in on the small changes that can be applied universally.

The bedrock of supporting students when they are communicating to us through behaviour is to seek to understand what they are telling us. Less focus on ‘what’ and more focus on ‘why’ will lead to more positive and solution-focused outcomes for everyone. We delve into this extensively in our three day seminar ‘Pathways to Prevention’, available to book on our website www.ncse.ie for virtual and face-to-face sessions.

So, ‘understanding’ is very important when we see a behaviour and want to support a student displaying this behaviour. However, there is another U word that is of paramount importance for the classroom. This word will keep you in the preventative and proactive space, will recognise the variability of the learners in your classroom and will help you as an educator to remain consistent in your approaches. The word is, of course, universal. This is what the principals and deputy principals who I met at the last three conferences were the most interested in, and when I was a deputy principal and coordinated SEN provision, it was my go-to as well.

Universal or ‘Tier 1’ approaches are the foundation of inclusion in every school. They are the approaches that support

Universal or ‘Tier 1’ approaches are the foundation of inclusion in every school. They are the approaches that support students in their everyday school lives.

students in their everyday school lives. They support students who have identified needs and they also support students who may not have an identified need. CAST, who produce the Universal Design for Learning (UDL) Guidelines, put it simply as ‘what is essential for some, may be beneficial for all’ and this has been my guiding mantra as I recognise how students communicate their needs in different ways.

At the conference, we used the free resource from ‘Autism Level Up’ to check our energy levels against where we needed to be to engage with the presentation. This is a simple and free resource that can be displayed in different spaces in the school. I asked you all to check your level and gave you the autonomy to do what you needed to engage with the session: you could stand up to listen, use a fidget, even take a bathroom break to stretch your legs. I did this because I have a ‘regulation first mindset’. In order to participate and engage, you need to be regulated, so that is my first priority. It is something that can be done with the whole class and inserting moments through the day to check in on ourselves (staff too, you are important and are a co-regulator to many students!) and then taking a small action to get ourselves ready for

the next task can make a big difference. We also used The Blob Tree to identify how we were feeling about the session, and what our learning intentions were. Remember that you, as the adult, will be one of the most regulating factors in the classroom, so knowing and understanding your students, as well as working on building good relationships, is important and is worth the time.

Another universal approach to consider is using a ‘Total Communication Approach’ (TCA). Again, by recognising the variability of the students in our classes, we see many different means of communication throughout the day. A TCA involves modelling, accepting and validating all means of communication. This includes manual sign, objects, gestures, symbols and devices. A TCA is considered to be neuro-affirmative

and aligns with the social model of disability. It promotes inclusivity, is person-centred and builds on existing strengths. It means that we can all benefit from the multiple means of communication offered through the day. Taking visuals as just one part of the TCA, the predictability and ease of interpretation that visuals in the environment offer will again be ‘essential for some, but beneficial to all’ and this will be another small change that can make a big difference in the classroom. As adults, we all use signs when we go to the airport, or apps like Google Maps to get to different destinations – we never grow out of using visuals!

If you would like to get in touch with Sharon in relation to this article, you can send her an email at Sharon.Healy@ncse.ie

All resources mentioned, along with videos and other information, is available at the padlet using this QR code.

A new behaviour resource from NCSE, with many practical tools and resources, will be released later in 2024.

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Solar Panels

DARA GLYNN PRINCIPAL OF CBS PRIMARY, ENNIS (AN ERST SCHOOL)

Solar power technology is so good now that any investment in it will be recouped, and it will then go on to make money for another couple of decades.

It’s not often that ethics and finances align. Terms such as ‘organic’, ‘fair trade’, ‘local’ and ‘green’ have become synonymous with the term ’more expensive’. Ten to twenty years ago, you could certainly have lumped ‘microgeneration’ in with the others. This is no longer the case. Solar power technology is so good now that any investment in it will be recouped, and

it will then go on to make money for another couple of decades. It is ideally suited for schools because:

It generates electricity during the day which is when schools use it the most.

It also generates electricity during holidays and weekends, making money.

It reduces the school’s carbon footprint.

It gets people to think about and normalise microgeneration.

Our school achieved some notoriety a couple of months ago (‘Ireland’s first solar-powered school’) for our 40-kilowatt solar power plant which produced more electricity than we used during 2023. Since we installed it in November 2022, it has generated 44.71 Megawatt hours of electricity.

That’s the equivalent of 2,436 trees planted, 13.63 tonnes of coal saved, or 3,979,190 slices of bread toasted.

Our system consists of 87 panels installed onto our roof. Depending on how bright it is (clear sunlight is not needed), they generate direct current (DC) electricity which is either used to charge our 50-kilowatt hours of batteries or it passes through an inverter to make alternating current (AC). This is then used to power the school or, if not needed, it will be sent to the grid to power other nearby businesses and homes. At night, if our batteries are not yet full, then we draw night-rate electricity from the grid to fully charge them. The batteries give us an hour or two of night-rate or free electricity every morning.

Panels on the roof

Inverters

The system cost us €67,000 to install. It’s a lot of loose change but the lifespan of such a plant is 30+ years and, even by then, it should be operating at 80% of its current efficiency. It has already saved us a lot of money:

The savings specific to the cost of units were just under €8,000. We were also paid €2,000 for the electricity we sent to grid. However, our total electricity bill savings were much higher. Although not entirely attributable to the batteries, the total bill per annum was reduced by just under €14,000. All this points towards the recouping of the investment by 5-7

years. The original €67,000 could have been used to pay our electricity bill for just over 2½ years (and be gone forever). Instead, at the current rate of return (i.e. if electricity prices never rise again!), our current plant will generate a total profit of between €250k-€350k within 30 years.

Our school qualifies for the new Solar Panels Programme, as our current system was not grant-aided. We will be availing of it. If you had any doubts about proceeding with it yourself then please ignore them. The paperwork is a pain in the ass but it gets you a starter system (no batteries though) worth €812k and it will knock about €1,500 off your annual bill for the next 30 years. Your grant is, in practice, worth well over €50k. Why would anyone turn that down for their school?

If you would like to get in touch with Dara in relation to this project, you can get in touch with him at priomhoide@gmail.com

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Updating and implementing your ICT strategy

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What you Appreciate Appreciates

ANGELA LYNCH IPPN LEADERSHIP SUPPORT TEAM

A person’s greatest emotional need is to feel appreciated, and a person who is appreciated will always do more than what is expected. However, it is often easy to overlook the importance of appreciation and take it for granted. When you take it for granted, it depreciates. By taking time to appreciate the good things in life, you create more of it and it becomes the filter through which you experience life. In the Harvard Business School’s review of 1,000 American workers, the greatest complaint they had about their leaders was that they did not recognise employee achievements. 63% made this issue the top complaint.

By taking time to appreciate the good things in life, you create more of it and it becomes the filter through which you experience life

It has been proven that recognition is one of the best methods of improving work motivation and staff engagement. Another study stated that 1 minute spent on recognising behaviour = 100 minutes of initiative return. Yet 2 out of 3 people receive no workplace recognition in a given year.

I have been thinking how this affects schools. We have gone through difficult times over the last number of years – the reduction in salaries, disparity in pay, work and initiative overload, moratorium on promoted posts and

Another study stated that 1 minute spent on recognising behaviour = 100 minutes of initiative return. Yet 2 out of 3 people receive no workplace recognition in a given year

the pandemic, to name but some of the issues. We are yet to understand the consequences of that pandemic on our emotional and physical health. Yet we are not powerless in making our school communities places of positivity, creating a climate where staff are valued for their contributions, and where the desire to continue contributing and striving for success is maintained.

How might you, as a school leader, hope to influence this culture?

Effective recognition needs to be appropriate to the magnitude of the achievement. It needs to be relevant and sincere. It also needs to be timely. If it is done months afterwards, it will not be any good and will feel like a token gesture. Effective recognition is an essential and often overlooked part of management, but can make a huge difference to your staff’s motivation. It should also be delivered regularly to be effective. Some simple yet powerful actions like a hand-written note, some words of public praise, a pat on the shoulder and a thank you for a good effort or achievement, can make a whole world of difference to a person’s day. Do this for every member of your

staff at some point. Make it specific to them. ‘I appreciate the way you got people involved in that project. You really got them to work well together’. Let them know that, without them, the school and actually you would be worse off. A big part of feeling valued occurs when your staff are aware that they add something to the school that no one else can. Share good news with them. Perhaps a parent has paid a compliment, you received a thank you letter for an achievement, or the Board has expressed its appreciation in some way. Share it.

As well as recognising individuals, you can also recognise the entire team. A treat in the staffroom – a mini celebration - lifts the spirits. Look for opportunities to reward endeavour.

It could be said that I have left you, as the school leader, out of all this appreciation. You need it every bit as much as everyone else does. Make appreciation part and parcel of everything the school does. Speak about the importance of it at your Board meetings, at staff meetings and with your parents. What you focus on grows and what you put out into the universe comes back to you. Every successful school has a set of values. Talk about them. Reinforce them as much as possible.

‘Appreciation can make a day, even change a life. Your willingness to put it into words is all that is necessary.’

Margaret Cousins

Angela.Lynch@ippn.ie

Online Permission Slips

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

For more information please email info@textaparent.ie

Thoughts from the balcony A school’s experience of ISLT development

DIARMUID HENNESSY

PRINCIPAL OF SCOIL MHUIRE NA NGRAST, BELGOOLY, CO. CORK AND A MEMBER OF THE IPPN BOARD OF DIRECTORS

Spinning plates and juggling both featured during a circus performer’s recent visit to the school. Amidst the happy and purposeful din in the halla, the pupils were enjoying the opportunity to master some new skills. For school leaders, managing change is a significant feature in our daily work. It can often seem as if we are spinning many plates and juggling many tasks simultaneously. The retirement of senior post-holders creates new opportunities for aspiring school leaders. The publication of the Primary Curriculum Framework for Primary and Special Schools in 2022 and the introduction of the Primary Mathematics Curriculum in 2023/2024, together with a School Self-Evaluation process, can sometimes take a school leader and their support team to a place where they may lose sight of the wood for the trees.

Having realised that the guidance was key to initiating and progressing these

many new developments, last June we requested that Oide provide support to the school’s very capable In-School Leadership Team (ISLT), which has varying degrees of experience. From November to April, the school availed of sustained support, over three wellspaced sessions, from a Professional Learning Leader (PLL) from Oide’s Leadership team.

In the first instance, the team shared our honest and frank insights with our guiding Oide Leadership PLL, as we appreciated that we were embedded in the school’s context. We were prompted and challenged to critically reflect how the ISLT works, interacts and engages with others on staff. We were prompted to explore former ‘lost’ strategies, and to imagine new ways of working for the ISLT with the staff, pupils and parents. The process led to the unfolding of deep, clever and novel approaches as

Scoil Mhuire na nGrást 5th Class pupils engaging in a collaborative maths activity, working with izak9 blocks

to how we may work more effectively as an ISLT with each other and the wider school community. To cultivate greater ownership of the work of the ISLT and to develop a sense of empowerment in terms of its future direction, I intentionally added very little by way of input, adopting a ‘balcony person role’, a practice suggested by Heifetz, Grashow & Linsky in The Practice of Adaptive Leadership

Key lessons

A return to the pre-COVID practice of curricular and organisational ‘working groups’ - unexpected events may require a change of practice and leadership style, however, it is important to ensure that it does not become the new default option, particularly when no longer required.

The importance of staff/pupil/ parent voice when deciding on

areas requiring curricular and school development - focus groups, menti-meter, surveys, incidental conversations and observations were noted as key areas of potential support.

For more recently appointed ISLT members, the space to form a selfrealisation that this is a different role to class or SET teacher, one that requires the development of other approaches and new skills - managing change, time management, the importance of effective communication, managing professional learning conversations and developing a repertoire of leadership styles were noted as key areas for development in subsequent sessions.

An appreciation that the seven key competencies, as presented in the Primary Curriculum Framework for Primary & Special Schools, serve as a cohesive basis for exploring and developing ‘different’ areas for school development - being a communicator and using language resonated with the ISLT as a central starting point for progressing areas of development within the school: ‘Maths Talk’ featured prominently during a recent In-Service Day; Effective communication through listening, collaborating, expressing thoughts and feelings, and advocacy featured as an area for development in the school’s Well-Being Framework, as part of School SelfEvaluation.

Being mindful of the school’s Wellbeing Framework – the building of leadership capacity paves the way for sustainable leadership, Primary School Leadership: The Case for Urgent Action – A Road to Sustainability (IPPN, 2022).

In a sense, the ‘wood’ has become more apparent once again and, as an ISLT, we have achieved a new-found confidence in our ability to juggle the many developments at play.

In supporting the growth of the school’s ISLT and, as a result, the progression of leading with purpose in terms of teaching and learning in Scoil Mhuire na nGrást, we are most grateful to our designated Oide Leadership PLL.

Family Matters

PAULA O’CONNOR

PRINCIPAL OF MERLIN WOODS PRIMARY SCHOOL, DOUGHISKA, GALWAY

When I was appointed principal of a brandnew school almost fourteen years ago, little did I anticipate the immense impact the school would have on me, my own personal life and on our local community in general.

Merlin Woods Primary School is at the heart of a vibrant, diverse community on the east side of Galway City. We opened with 16 children in temporary accommodation in September 2010. We have grown to sixteen mainstream classes, two special classes for children with Autism, and over forty staff in a beautiful permanent building on a shared campus with our neighbouring secondary school, Merlin College.

Being part of this community from the beginning is a unique and wonderful experience. Most of the parents who come to our school initially are new to Galway and to Ireland. Although many of our pupils have been born in Ireland, they usually do not learn any English until they start preschool or school. Over 85% of our pupils come from international backgrounds. We are often the first place families feel included and part of the community.  Parents sometimes need advice in sourcing local support, such as English language lessons or health care. We are fortunate to have a very strong relationship with our local Family Resource Centre – ARD FRC – which provides many different classes, groups and services to help people integrate, upskill and expand their support network.

Our school is a special place of connection and belonging. As a staff, we are very conscious of supporting the parents who don’t have strong family ties nearby. We often find ourselves being the first port of call for parents to turn to for all sorts of advice. Parents have sometimes said we are their family here in Ireland.

about our ‘Merlin Woods Family’. We are there for each other through all the milestones that families go through, the ups and downs, and in particular the ‘births, deaths and marriages’ of our whole school community.

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

As a new school community growing with each other over the years, there is a huge amount of trust needed. It is given and received here in abundance. We rely on each other through the celebrations and the challenges, both personally and professionally. We talk a lot in our school

This past year or so has been one of the most challenging to date, certainly for me personally. In a very short period of time, we have suffered the sudden bereavement of three lovely parents and our beloved school secretary, through unexpected illness and accident. Difficult times bring out the best in people and when each of these heart-breaking events occurred, our staff, parents and pupils have rallied together to give strength and hope to those who have needed it the most, including myself. When you add some unexpected visits into the mix, such as EAL and Health & Safety Authority (HSA) inspections as we have had this year, along with the relentless pace of the job, it can sometimes feel overwhelming.  In times of need, family buoys you.  However, the saying ‘this too shall pass’ is a gentle reminder to get through the tough times and savour the good times. And the good times come in abundance too. This year alone, we have had four staff weddings and several joyous small arrivals into our Merlin Woods Family. The school has changed the course of life for many of us in different ways. In my own situation, it was through Merlin Woods that I initially met my husband when he was a GAA coach coming in to teach hurling to the children. Now married with two small children of my own, I get great joy from meeting my first babies – our past pupils who stop by to say hello and visit us in the primary school.  I feel great pride in being part of our Merlin Woods Family and I hope that our pupils, families and staff continue to grow in our connections for many years to come.

If you would like to get in touch with Paula in relation to this article, you can send her an email at info@merlinwoods.com.

What do the Inspectorate Teaching Council expect Primary School Teache

DR BRIAN BARRON PRINCIPAL, PORTLAW NS, CO. WATERFORD

I recently had an article published in Irish Educational Studies. My research focused on how the Inspectorate and Teaching Council describe teachers and their work in Looking at our Schools 2016 (LAOS), Whole School Evaluation reports (WSE) and the Cosán Framework for Teachers’ Learning. The research found that, while the organisations complement each other at times, they also have very different views on teachers and what they expect of them.

Who are teachers accountable to?

In LAOS, the Inspectorate and parents are positioned as external bodies who should hold teachers to account, but this is not followed through to the WSE process where parents are not described as holding teachers or schools to account. Cosán repeatedly states that teachers are accountable to the Teaching Council, the public and the profession.

Continuing Professional Development

CPD and teacher research are very interesting examples of the tension between what LAOS promotes and what the Inspectorate focuses on in schools during a WSE. LAOS describes

a school-specific, action researchoriented teacher, engaged in reflective and collaborative CPD. During the WSE process, however, the focus is not on teacher CPD, which gets a passing mention, and teachers engaged in and with research is not mentioned at all.

Teacher Collaboration

Teachers collaborating with each other is encouraged in all three texts and they state it leads to improvement. Communities of Practice (CoP) and Professional Learning Communities (PLC) get mixed reviews in the research literature as they are no guarantee of democratic schools or engaged teachers. Cosán however, is enthusiastic about them and describes them as occurring in schools as a result of teachers’ CPD. LAOS only mentions CoPs once, for principals networking with other principals, and the WSE reports make no mention of CoPs or PLCs. This again shows a disconnect between what the Teaching Council see as important in schools and what the Inspectorate see as important.

Collaboration with stakeholders outside the school is described as important for different reasons across the three

texts. The WSE focuses on external collaboration to enhance pupil wellbeing, while Cosán sees it as an important form of teacher CPD. LAOS states that teachers should use its framework to collaborate with external stakeholders but also emphasises how teachers are accountable to external stakeholders.

School Self Evaluation

SSE is not mentioned in Cosán even though it is a central part of LAOS, and the Inspectorate’s view of how schools should document constant improvement.

Wellbeing

The area of pupil wellbeing is important in LAOS, where it is described as enabling pupil learning, but also being an outcome of learning. LAOS states that pupil wellbeing is the responsibility of the teacher. The WSE process reinforces the importance of pupil wellbeing, making it a central focus for evaluation. Cosán links pupil wellbeing to teacher wellbeing and sees it as vital to learning. Interestingly, teacher wellbeing is only mentioned once in LAOS, Cosán and the WSE reports and is not a priority in any of the texts.

and the from rs?

The research found that, while the organisations complement each other at times, they also have very different views on teachers and what they expect of them

Are you planning to retire in 2024

If you have made the decision to retire or step back from leadership in 2024, we wish you every happiness and fulfilment in the future.

Autonomy

Teacher autonomy is not mentioned in LAOS or the WSE reports, but it is central to Cosán and how the Teaching Council describes teachers as ‘autonomous professionals identifying their own, context specific CPD’. In the summer of 2022, the Department of Education limited all new summer CPD courses to numeracy, literacy and special education. There appears to be a struggle ongoing between the Inspectorate and the Teaching Council when it comes to who they expect teachers to be.

If you would like to get in touch with Brian in relation to this article, you may get in touch with him by email at brianobarron@gmail.com, or via X/ Twitter @brianwaterford.

We would like to thank you sincerely for your professional contribution to colleagues and to the IPPN network of school leaders.

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

(Copies (All Types), Folders, Dictionaries, Paper, Pens/Pencils)

(Laptops, PCs, IT Setup & Support)

(Desks, Chairs, Lockers, Canteen Furniture Filing Cabinets)

For a more in-depth analysis of the policy documents the full article can be read here:

Doctoral Thesis https:

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+

STAY UPDATED

See www.ippn.ie Advocacy/On Your Behalf for up-to-date information about IPPN’s advocacy and communication on behalf of members, including media interviews.

SUSTAINABLE LEADERSHIP PROJECT – HEALTH & WELLBEING RESEARCH

In March/April, Deakin University launched an online survey, commissioned by IPPN and NAPD, to gather the third, and final, year of data in a longitudinal study of principals’ and deputy principals’ health and wellbeing. More than 500 school leaders completed the survey, for which we are very appreciative. We will share the findings later in the year in a project progress report.

WORKING PAPER ON TEACHER SUPPLY

Submissions by members have been reviewed and relevant proposals included in a revised Working Paper, which has been uploaded to the Submissions section of www.ippn.ie.

SNA WORKFORCE DEVELOPMENT GROUP - ROLE OF SNA

IPPN is represented on this working group by Caroline Quinn, who is on

Barnardos

IPPN’s Leadership Support Team.

Work underway includes:

Review of vision statement

Review of relevant research

Survey of SNAs – 35% of whom responded

Focus group of principals and deputy principals

Discussion on SNA interaction within the school community

Examination of SNA training needs

NCCA

EARLY CHILDHOOD

AND PRIMARY BOARD

Review of proposals regarding Assessment in the Redeveloped Primary School Curriculum, including a focus on effectiveness and efficacy in assessment.

MEETINGS/EVENTS

IPPN participated in meetings/events relating to the following: March

ESB Science Blast Showcase Tour – RDS

Follow IPPN on social media X/Twitter (@ippn_education) and LinkedIn (@ippn)

NCSE Consultative Forum - online

Ukraine Stakeholder Briefing – online

Department Data Strategy

Consultation – online

NTRIS oversight Committee Meeting – online

DE DEIS Advisory Group – online

Oide Collaborative Stakeholder

Event – The Clock Tower

Primary Education Forum –Marlborough Street

ESCI, Climate Action Group Meeting

– Education Centre Kilkenny April

Inspectorate Consultation on wellbeing and bullying, Tullamore

SOCIAL MEDIA

IPPN’s X/Twitter account now has almost 10,270 followers, and LinkedIn has almost 1,500 followers. The posts with the highest level of engagement in recent weeks were Deakin Leadership Wellbeing research, Leadership+, Women’s Day, Shared Learning Day.

Childhood Domestic Violence and Abuse Group

Dept. of Children, Equality, Advisory Group School Age Childcare Qualifications and Training

Regina Halpin

Louise Tobin Disability, Integration and Youth

Dept. of Education

Primary Education Forum

Dept. of Education DEIS Advisory Group

Dept. of Education

Dept. of Education

Dept. of Education

Dept. of Education

Dept. of Education

Dept. of Education

Working Group 1 - Review and Development of the SNA Role

Working Group 4 - Supporting SNA Recruitment, Retention and Diversity

Working Group 5 - Development of a Communications Strategy

Cineáltas Steering Committee

Anti-Bullying Forum

Advisory Committee for the Gaeltact Education Policy

NTRIS Pilot Oversight meeting

Digital Strategy for Schools

European School Heads Association Board of Directors

Brian O’Doherty

Louise Tobin

Páiric Clerkin, Caroline Quinn, Brian O’Doherty

Páiric Clerkin

Brian O’Doherty

Kathryn Corbett

Kathryn Corbett

Anna Marie Nic Giolla Easpaig

Jack Durkan

Peter Coakley

Jack Durkan (ESHA)

Education Centres/ESCI

International Confederation of Principals

Irish Aid @Department of Foreign Affairs

IPPN Local Support Group Project

European Repesentative

Global Village

National Assoc.s of Boards of Management Executive Committee

Louise Tobin

Damian White

Damian White

Caroline Quinn in Special Education (NABMSE)

National Council for Curriculum and Early Childhood and Primary Board

Catríona O’Reilly Assessment (NCCA)

Oide

Oide

Oide

Tusla – Child and Family Agency

Leadership Committee

Small School Action Research Project

PDSL Group

Code of Behaviour Steering Group

Sustainable Energy Authority of Ireland Energy in Education

Páiric Clerkin & Brian O’Doherty

Finbarr Hurley

Brian O’Doherty

Kathryn Corbett

Brendan Kelleher (SEAI) & Dept. of Education

Contextual Leadership

TERESA HAND-CAMPBELL DIRECTOR OF TOTAL HUMAN CAPITAL CONSULTANCY LTD

We live and lead in a moment of disruption, at the nexus of transition from one world to another which is, as yet, in a state of emerging.

Conceptualising leadership in education has a long history in research literature, offering views, theoretical conceptions and conceptual models and frameworks with three main views (transformational, instructional and distributive) retaining dominance in leadership research endeavours. Contextualised leadership, however, I contend, has never been more relevant than now, in a globalised, demographically-shifting, AI and technologically advancing world which challenges leaders to pivot, adapt, improvise, advance and foresee, yet retain ‘standards’, the meaning of which, in reality, has also lost definition. We live and lead in a moment of disruption, at the nexus of transition from one world to another which is, as yet, in a state of emerging.

What does it take to cross the abyss?

When we contextualise leadership, it involves understanding and adapting to the specific circumstances, challenges and opportunities present in a given context. It requires leaders to be aware of the environment in which they operate, including cultural, social, economic and political factors, to tailor their leadership approach accordingly.

When viewed through the lens of strategic foresight in the education sector, contextual leadership involves anticipating future trends, challenges and developments in education and adapting leadership strategies to address them effectively. Awarenessbased systems strive to capture the essence of this shift, which is multifaceted and spans the following:

Understanding Stakeholder Needs:

Recognising the diverse needs and aspirations of students, teachers, parents, policymakers and other stakeholders. By leveraging strategic foresight, contextual leaders anticipate how these needs may evolve over time and adjust educational strategies, policies and programmes accordingly. The frustration lies in balancing the constraints of the system, its agencies and frameworks with shifting, local needs encountered.

Adapting to Technological Advances:

Technology is rapidly transforming the landscape of education, demanding that contextual leaders stay abreast of emerging technologies and their potential impact on teaching and learning. Contextual leaders strive to provide quality, appropriate and holistic education whilst integrating technological innovations into educational practices in ways that enhance student engagement, facilitate personalised learning experiences and prepare students for an unknown future, both personally and vocationally.

Navigating Socioeconomic Changes:

Socioeconomic factors such as demographic shifts, economic fluctuations, and societal changes significantly influence the education sector. Contextual leaders work within their zone of control when using strategic foresight to anticipate such changes and develop proactive measures to address challenges such as widening achievement gaps, shifting workforce demands and evolving student demographics.

Viewed through the lens of strategic foresight as we cross the threshold of change

Promoting Innovation & Creativity:

Contextual leadership encourages a culture of innovation and creativity by fostering an environment where educators feel empowered to experiment with new teaching methods, curriculum designs and assessment practices, thereby cultivating a culture of continuous improvement and adaptability. Fitting policy-driven interventions to reality at the coalface ranks highly among challenges encountered by leaders.

Building Collaborative Networks:

Effective, future-oriented, contextual leaders recognise the importance of collaboration and partnership across various stakeholders, including other educational institutions, community organisations, businesses and government agencies. By building strong networks and

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alliances and handing on valued expertise intergenerationally, leaders can leverage collective expertise and resources to address complex challenges and seize opportunities for educational advancement.

Cultivating Future-Oriented Mindsets:

Strategic foresight encourages leaders to adopt a future-oriented mindset, focusing not only on short-term goals but also on long-term vision and sustainability. Contextual leaders inspire a sense of purpose and vision within their educational communities, fostering a shared commitment to continuous learning, adaptation and innovation in preparation for an uncertain future.

Scharmer (2024), in explaining ‘Theory U’, summarises the essence of awareness-

based systems in four simple principles i.e. Symptoms (the global meta-problems across ecological, social and spiritual divides) and Structures, Thought and Source, which reside below the water mark in the iceberg analogy. Contextual leadership and Scharmer’s Theory U resonate in several distinct ways, particularly in their emphasis on deep listening, systems thinking, transformative change and embracing emergence, which create an environment conductive to learning, collaboration and innovation as the catalyst for positive change and more inclusive and impactful educational experiences for all.

The author may be contacted on handcamt@tcd.ie to answer any questions arising from this article.

Culture Week at Rush and Lusk Educate Together National School

PARENTS/GUARDIANS AND TEACHERS ASSOCIATION (PGTA)

RUSH & LUSK EDUCATE TOGETHER NATIONAL SCHOOL (RALET), LUSK, NORTH COUNTY DUBLIN

In March 2022, Noel Reilly (Principal) and Helen O’Reilly (Deputy Principal) and their team oversaw ‘Culture Week’ in Rush and Lusk Educate Together (RaLET) National School. ‘Culture Week’ is an exploration of identities and traditions, and a celebration of diversity within the school community. The children learned about their classmates’ national dress, sports, languages and food. They were encouraged to dress in their national costume or wear the colours of their flag. Furthermore, each class learned about a specific country, studying it in greater detail.

During this time, RaLET Parents/ Guardians and Teachers Association (PGTA) also encouraged parents/ guardians to engage with culture week. We did this by focusing on the universal language of food; inviting families to share their favourite recipes from home. We encouraged parents/guardians to send photos of their families preparing or eating their meal together and sharing the story behind the dish, including why it is so important to them. The response was overwhelmingly positive and seemed to capture the imagination of many parents/guardians from all walks of life. We are so grateful to all the families who shared their favourite recipes with us.

‘Culture Week’ is an exploration of identities and traditions, and a celebration of diversity within the school community. The children learned about their classmates’ national dress, sports, languages and food.

The PGTA collated all the contributions into a recipe book showcasing food from China, Germany, Greece, Hungary, Ireland, Lebanon, Mexico, New Zealand, Spain, Sweden, USA and West Africa.

The recipe book was published on the school website as a free, downloadable resource for all members of our school community to access and share. This is in keeping with the school’s values of both inclusivity and sustainability.

In February 2024, RaLET moved into a brand-new school building and in June RaLET will also celebrate its 21st anniversary. Consequently, the

PGTA, with support from the school leadership team, has decided to revisit the recipe book, updating it with recipes provided by new members of the school community. The revised recipe book will be available to purchase, in hardcopy format. It will serve as a keepsake of the 21st anniversary celebrations. The sale of copies of the recipe book will also raise funds to equip the new school building.

Overall, creating the ‘Culture Week’ recipe book was a low-cost project (the investment of time to collate the recipes into an electronic book was all that was required), while also providing high impact (engaging parents/guardians not usually involved with the PGTA, in a very positive and creative way).

We believe that this simple project has great potential to be replicated by other schools around the country and we hope we have inspired you and your school community to create your own recipe book.

Click here to see more about the Ralet Recipe Book.

And Finally…

QUOTATION

‘ ’

The beautiful thing about learning is that no one can take it away from you.

BB King

QUOTATION

‘ ’

When we take the time to listen to true self and give it the care it requires, we do it not only for ourselves, but for the many others whose lives we touch.

Parker J. Palmer

QUOTATION

The great pleasure in life is doing what people say you cannot do.

‘ ’

Walter Bagehot