Leadership+ Issue 135 - December 2024

THE PROFESSIONAL VOICE OF SCHOOL LEADERS

The big wheel keeps on turning

IPPN Deputy Principals Conference 2025

Book your place today!

Who should attend?

This event is for Deputy Principals who are IPPN members. Principals can attend if the Deputy is attending.

Join us for the IPPN Deputy Principals’ Conference 2025 at the Galway Bay Hotel on Thursday, February 13th, and Friday, February 14th, as we mark a special milestone: 25 years of empowering and supporting our members. This conference will not only focus on Empowering Effective Teaching & Learning but will also celebrate the incredible community we’ve built together over the past quarter-century.

Thursday 13th February

14.00-15.00Registration & Expo Viewing

15.00-17.30 Session I – Conference Opening

17.30-18.30Networking & Expo Viewing

19.00 Drinks Reception followed by Conference Dinner

Light entertainment in lobby

Friday 14th February

09.00-09.45Registration & Expo Viewing

09.45-11.00 Session II

11.00-11.30Refreshment Break & Expo Viewing

11.30-12.30 Session III – Seminars

14.00-15.00 Session IV

15.00 Conference Takeaways Conference Close

ACCOMMODATION

€175

PER PERSON

(plus €3.70 Paypal administrative fee)

Fee includes event registration, CPD, refreshments: dinner on Thursday evening and lunch on Friday. Substitute cover is not available for this event. Accommodation is not included in the fee.

EVENT FEE EXPO

An Education Expo will run parallel to the refreshment/dining area for your convenience. This is an excellent opportunity to visit a wide range of school suppliers at the event.

Accommodation is not included in the registration fee. To book your accommodation, contact the Galway Bay Hotel directly by phone 091 520 520 or email: reservations@galwaybayhotel.com.

WHAT IPPN MEMBERSHIP CAN DO FOR YOU

As a member, you will be among more than 6,000+ school leaders across the country who bring power to the profession. Your membership strengthens your voice as part of your professional body.

DEADLINE DEADLINE DEC20TH DEC20TH

Advocacy

Continuous Professional Development

An opportunity for members to voice their opinions for submissions and research so IPPN can advocate to the education partners/stakeholders on your behalf.

Member

Support & Sevices

One-to-one confidential advisory service, providing collegial support and guidance from a team of skilled serving and retired principals. Our website provides a wealth of resources, sample policies, templates, publications, information updates and education news.

National and regional professional development events for school leaders with plenty of networking opportunities with your peers.

Publications & Resources

This includes Leadership+, research publications and Resource Bundles.

What is Reluctant School Attendane & School Avoidance Behaviour and how do we manage it

Adele McConkey Educational Psychologist, NEPS

Making Ripples: Lessons about Neurodiversity to nurture a sense of belonging in school

Success Leaves Clues: Lessons for Educational Leaders 14 20

Leadership in Profile No one is coming to save us

Conor McCarthy Principal of Tallaght CNS, Dublin 24

Coaching and the Lived Experience of New Principals

Feargal Hurley

MSc Personal and Management

Coaching and Principal of Scoil Íosagáin BNS, Farranree, Cork

Dr. Kathryn Corbett Principal of Bishop Galvin NS, Templeogue, Dublin

8 Tips for Primary School Teachers to prepare 6th Class for Post-Primary School

Rachel O’Connor Deputy Director, National Association of Principals and Deputy Principals (NAPD)

Danny Bauer, Chief Rukus Maker at Better Leaders Better Schools

Assessment and Progression in the context of the Primary Curriculum Framework

– Dr Alan Sheehan, Principal of Douglas Rochestown ETNS

Eochair: A Key to Happy, Active and Inclusive Learning in the Primary Classroom

- Diarmaid Moore, Principal of Milford Grange NS, Castletroy, Limerick

Bespoke Mentoring: A Developing Support Provided by Oide Leadership

- Anna Mai Rooney, Leadership Coordinator, Oide Leadership

How Can the Leadership Success Path Help You Secure Your Leadership Role?

- Orla Dempsey, Teacher Leadership and Promotion Mentor, Co. Offaly

A Welcome Project

- Luan O’Malley and Emma Elliott, Parent Association of St Anne’s NS, Ardclough

Editor: Geraldine D’Arcy

Editorial Team: Geraldine D’Arcy, Brian O’Doherty and Louise Tobin Comments

© The Irish Times

Farewell and Welcome to IPPN Staff

Jack Durkan

Jack joined the IPPN Support O ce in 2016 as the Supports & Services Manager, having served as principal of Togher Boys NS for many years. His stewardship of the Leadership Support Team (LST), a core element of IPPN’s supports and services, was exemplary. IPPN members would call the o ce and be helped through some very challenging issues with a supportive, empathetic ear and sound guidance from a team of expert school leaders. Jack and his team’s expertise, kindness and ability to lead the member to draw their own conclusions have ensured that the LST is among the most valued of IPPN’s services. As a colleague, Jack has been caring, fun and a true gentleman. Nothing was a hassle; he would step in at the last minute without hesitation if someone needed him to. His flexibility and calmness, combined with a willingness to share leadership and empower others, have been a hallmark. Jack, we will miss you. There’ll be a cake for you any time you’re passing by!

Susan Forde

We would like to extend our heartfelt gratitude to Susan, who joined IPPN in 2018 and over the past six years, has become the familiar and reassuring voice that our members have come to rely on when seeking support. Susan’s dedication didn’t stop at the phone – she also played a key role in supporting our platforms, TextaParent. ie and EducationPosts.ie, ensuring smooth and e cient service for all. Her unwavering positivity, warmth and professionalism have been a bright light, not just to our members, but within our entire Support O ce.

As Susan embarks on an exciting new chapter in her career, to take up a new role as Volunteer Instructor Trainer, we wish her nothing but success and happiness. She will be greatly missed. Thank you, Susan, for everything!

Donal McCarthy

Donal is IPPN’s Finance Manager, a new role that will enhance IPPN’s sustainability as an organisation. Donal comes to us from Keary’s Motor Group, where he was Financial Controller. He has already settled well into the role and has gelled with the team.

We look forward to working with Donal on our governance best practice projects as well as the day-to-day management of the financial reporting and compliance aspects of our work.

IPPN’s efforts to transform into a sustainable organisation

Over the past five years, IPPN has looked at internal and event-related infrastructure with a view to reducing its carbon footprint, as well as energy and other costs. Below is a brief overview of projects that have been completed, and some that are currently planned.

Events / Meetings

Paperless conferences through the IPPN events app and electronic signage

QR codes for feedback/online surveys

Reusable cups and bottles

Promotion of public transport for sta and members attending events

Board of Directors meet virtually three times a year, and three times face-to-face to coincide with National Council meetings

Reciprocal arrangement with Spinal

Injuries Ireland to provide meeting room space where needed in Dublin

Electric car used by the CEO and other sta to travel to meetings and events.

Support O ce

Solar panels installed in IPPN Support O ce in Cork

Investment in remote meeting technology facilitates virtual meetings, reducing travel costs for those based outside Cork

Hybrid work arrangements reduce commuting and o ce costs

Paper usage reduction

Greater use of email vs letters

Installed electric car charge facility on the o ce grounds.

Communications

Several meetings of the IPPN Board of Directors held virtually each year

Most publications provided in electronic format only

Started using ‘ezine’ format for Leadership+

Publications required to be in hardcopy format posted to schools together to minimise high postage and packaging costs.

2024 / 2025 and Beyond

One of the three National Council meetings each year will be held virtually Online membership renewal forms will reduce paper and postage costs. IPPN will continue to review processes with a view to further enhancing our sustainability.

If any member would like to o er any further thoughts on how we all can work towards being more sustainable in our roles, please contact editor@ippn.ie.

EDITORIAL

THE BIG WHEEL KEEPS ON TURNING…

As we approach the end of Term 1, we reflect on all that has happened since schools reopened in late August. School leaders have welcomed a new cohort of junior infants and their parents, inducted and supported new sta , opened new special classes, completed the annual returns, presented at the Board meetings, dealt with follow-up actions, reviewed new circulars, attended various meetings and case conferences, convened sta meetings – all while ensuring you have a full complement of sta to cover absences, prep for and teach your own classes, review other teachers’ plans… the list goes on. The relentless wheel of activity in our schools keeps on turning.

Teacher supply continues to be a significant challenge for schools in the Dublin region, in special schools, in DEIS schools and in Gaelscoileanna. More than 1,300 members responded to the joint survey issued by IPPN, INTO and CPSMA.

There’s no way to sugar-coat it, Budget 2025 was a huge disappointment for school leadership, and for IPPN. It seems that more populist requests were prioritised close to the general election and more forbearance is expected of us. Allocating an additional 500 leadership and management posts will make little di erence to the leadership reality in schools where the principal is teaching four days a week and the deputy principal has full-time teaching duties. Given the challenges faced and acknowledged, it is hard to understand how no additional time for leadership was allocated to schools.

The Department reassures us that they have listened and do understand the need for concrete action to impact positively on school leadership. We will continue to press for action to be taken on the proposals that IPPN submitted and, where relevant, those submitted by the management bodies, INTO and others in the sector.

Since the last issue, we have progressed the Sustainable Leadership Project and you can see the latest updates in an overview of the Progress Report on page 22, as well as our new Guide to the Leadership of Teaching and Learning, which we hope will assist in empowering school leaders to focus on our core purpose.

More than 1,500 members responded to the IPPN consultation survey on your leadership role, IPPN’s supports and services, and the free schoolbooks scheme. This is among the highest response rates we’ve had to date. Thank you all so much for your engagement with our research, it is invaluable and adds greatly to the credibility of our advocacy work to have such robust data to present.

LEADERSHIP+ EDITORIAL TEAM

The IPPN leadership team met 550 school leaders across the country at the 27 city and county network AGMs, and listened carefully to your feedback on our advocacy and supports and services. This feedback was added to the survey data and is a key input to our internal review. We will share the outcome of that review with members when it has been completed.

As for what’s coming next, in early 2025, Páiric, Louise and past president Damian White will embark on an ‘IPPN Roadshow’ They will visit every county to provide CPD on how to prioritise and communicate the school’s priorities using P-I-E-W, how to run team meetings using Transforming MeetingsTM techniques and to mark the milestone that is IPPN’s 25th anniversary with as many of you as possible. See your weekly E-scéal for more information of how to register.

Last, but not least, the Deputy Principals’ Conference is around the corner. It will be held in Galway on 13th and 14th February 2025. We hope to see more deputy principals at the event than ever, to avail of their annual CPD. Register today on ippn.ie.

We hope you enjoy this issue. Feedback and suggestions, as always, can be emailed to editor@ippn.ie

May we take the opportunity to wish you and your school community a restful and relaxing break in the weeks ahead as we prepare for a new year.

Is sinne le meas, Leadership+ Editorial Team

Louise Tobin Brian O’DohertyGeraldine D’Arcy President Deputy CEOEditor

DAVID RUDDY BL

Essential Law for the School Leader

Given the increasing complexity and legislative demands on school management, knowledge of some aspects of the law is essential. Your initial response to a scenario could be crucial to the outcome.

This year, five Department of Education publications have already, or will soon land on your desks:

1. Parental Complaints Procedures (Revised 2024)

2. Working Together-Sta Relations (Revised 2024)

3. Anti-Bullying Procedures

4. Behaviours of Concern

5. Code of Behaviour.

In a small minority of cases schools, through no fault of their own can, end up in protracted legal disputes. The objective of the procedures is to avoid such a scenario. In my view, approaching tricky situations can be well served by two legal concepts:

1. Duty of Care

2. Fair Procedures, based on the principles of natural justice.

Scenario 1

Hayley is a junior infant and a runner. She runs out of the yard onto a busy road. Mary is on yard duty and has observed the situation. How should Mary respond?

Mary as a teacher has a duty of care towards Hayley. The Latin maxim ‘In loco parentis’ translates into Mary assuming the role of a reasonably careful parent. In my view, Mary would be obliged to prevent Hayley from running onto the road, if necessary by physically restraining her. A casual bystander at first glance may not be very impressed by an adult physical

In my view, approaching tricky situations can be well served by two legal concepts, Duty of Care and Fair Procedures, based on the principles of natural justice.

restraining a child but the alternative would be too horrific to countenance.

Scenario 2

An exchange of words between two 6th class boys on yard results in one attacking the other, despite receiving a warning from the supervising teacher. It is evident that the stronger of the two boys is seriously hurting the other boy of slighter build. The teacher looks at an SNA who arrives on the scene and both intervene, forcibly restraining the perpetrator. The parents of both boys arrive at the school the next day. The victim’s parents are demanding the expulsion of the perpetrator as their son is badly shaken and refuses to come to school. The perpetrator’s parents are threatening to sue the school stating that the sta have no right to put their hands on their son.

Returning to the ‘Duty of Care’ concept, a key question is whether the intervention by the sta members was necessary. If the answer is yes, the sta members would have discharged their duty of care. If the sta had not intervened and the pupil was seriously injured, the school would have serious health and safety, not to mention child protection questions to answer.

In such a situation, the principal would be obliged to conduct an investigation. In spite of the strong evidence provided by the sta , fair procedures based on the principles of natural justice must be employed by the principal. These procedures demand that the perpetrator and his parents are entitled to a fair hearing and the right to impartiality. This translates into the right to know what the alleged misbehaviour being investigated is, the details of the allegations and how the issue will be decided. Any sanction should be proportionate to the o ence.

It is possible that the victim’s parents may allege that there was a history of bullying and the school anti-bullying policy could be scrutinised. Equally, one or other parent could initiate a parental complaint.

Anti-Bullying Procedures, Behaviours of Concern, the Code of Behaviour, Child Safeguarding and Health and Safety are co-related and should be considered as complementary. Our natural default position is not to read our household insurance policy until there is a water leak. School leaders need to be familiar with the above-listed procedures in order to give you the confidence to deal with challenging scenarios.

If you would like to contact David Ruddy in relation to this article, you can email him at druddy@cpsma.ie.

The IPPN Guide to the Leadership of Teaching and Learning

BRIAN O’DOHERTY IPPN DEPUTY CEO

The leadership of teaching and learning is core to the purpose of school leadership. Empowering the provision of high quality learning experiences that allow children to exercise agency with regard to their learning, and better enable them to achieve in accordance with their potential, is at the heart of what we, as school leaders, aspire to do. But, rather than just encouraging you to do so, we undertook to develop a resource that would support and empower your instructional leadership. It is in this context that we have developed the IPPN Guide to the Leadership of Teaching & Learning

The work IPPN has undertaken in recent years, as part of our sustainable leadership project, has clearly established two key factors relating to the workload of school leaders that limit our e ectiveness as leaders of teaching and learning.

Firstly, we have charted the ongoing expansion of the workload in terms of the tasks and responsibilities that are ascribed to school leaders, as each

new circular, each new set of policy guidelines, and each new scheme or initiative is published.

Secondly, those tasks and responsibilities demonstrate a significantly disproportionate focus on managing the organisation with a much lesser focus on the leadership of teaching, learning and school development

In short, we can conclude that school leaders are consistently diverted from our core purpose, which undermines our e ectiveness and the sustainability of our roles. Indeed, in response to a survey of members conducted in 2022, 97% of principals agreed that the factor that most undermines the sustainability of their roles is the number of tasks and responsibilities they have to undertake that have nothing to do with their core purpose of leading teaching and learning.

As the professional body for primary school leaders in Ireland, IPPN seeks to empower the most e ective leadership of our schools in order to ensure better outcomes for children. Over the last 18 months, we have highlighted the importance of reclaiming our core purpose, as school leaders.

The Guide to the Leadership of Teaching & Learning emphasises the fact that the leadership of teaching and learning is a shared responsibility and it explores areas such as school culture organisational routines the learning environment digital resources and infrastructure individual and collaborative planning and preparation for teaching and learning individual and collaborative teacher practice

We also hope that the guidelines may help to bring about a more balanced, distributed practice of leadership in our schools with a greater focus on our core business of teaching and learning.

evaluation of pupil outcomes and experiences inclusive practice school self-evaluation and school improvement planning evidence-informed practice pupil participation in matters relating to their learning, and parent participation in matters relating to their children’s learning.

The Guide endeavours to take account of the relevant, current policy documents and o ers areas for consideration by all who have responsibility for leadership and management in the school.

To be clear, the guide is not o ered as a “to-do-list”, nor does it claim to be definitive or exhaustive. We merely hope that schools will use it to reflect upon and to inform the practice of leadership of teaching and learning in their particular context. We also hope that the guidelines may help to bring about a more balanced, distributed practice of leadership in our schools with a greater focus on our core business of teaching and learning.

Brian.ODoherty@ippn.ie

BESPOKE MENTORING: A Developing Support

Provided by Oide Leadership

ANNA MAI ROONEY COMHORDAITHEOIR CEANNAIREACHTA / LEADERSHIP COORDINATOR, OIDE LEADERSHIP

Bespoke mentoring for primary and post-primary principals is provided by Oide’s Leadership Division. This additional support, which is tailored to the guidance and support of individual principals in their own specific school contexts, is based on their unique needs and goals. The nature of bespoke mentoring is formative and developmental, facilitated in a formal one-to-one mentoring relationship. This free support is aimed at providing time and space to principals to reflect on their role, to address their challenges in absolute confidence, and to provide a listening ear from a colleague experienced in the field.

The Oide Bespoke Mentor is a recentlyretired school principal, previously trained as a one-to-one mentor, who has taken part in an intensive facilitation training programme underpinned by the skills of coaching. This mentoring approach aims at growing the potential and developing the capacity of the principal, providing reassurance and a rmation in times of challenge but most importantly, it works towards the provision of a safe space, empathy, compassion and understanding.

Principals who have engaged in the Oide Leadership bespoke mentoring support have reported on how they enjoyed having somebody to talk to in confidence, particularly somebody who has been a principal and understands the challenges involved. They appreciated a unique sense of a nity with their mentor and experienced the bespoke mentoring relationship as one of care, sensitivity and kindness. Bespoke mentoring o ers emotional support and validation, reassuring principals

REFERENCES

Principals who have engaged in the Oide Leadership bespoke mentoring support have reported on how they enjoyed having somebody to talk to in confidence, particularly somebody who has been a principal and understands the challenges involved

that they are on the right path and leading to both further building of confidence and enhanced ability to deal with the demanding nature of the principal’s role.

As is usual with mentoring, the role is not one of specific knowledge and expertise. Rather, it is one of rapport, fellowship and comfort, away from the hectic nature of the role and the busyness of the school environment. Taking a break from the daily routines of principalship can provide clarity and perspective and the opportunity to pause and reflect on experiences and aspirations. The Looking at our School [LAOS] (2022) Quality Framework for Leadership and Management openly promotes the framework as ‘an enabler of reflection’ (p. 19). The opportunity to reflect is a necessary approach due to the current challenge of sustainability in the role (IPPN, 2022). As far back as 2013, Earley and Bubb argued for time and space for newly-appointed principals to talk and reflect on ‘strategic

goals and processes’ (Earley and Bubb, 2023:793). Such a space provides opportunities for honest conversation and self-discovery.

There are currently fifteen primary and nine post-primary bespoke mentors located around the country. Principals are matched with bespoke mentors according to school context and geography and matches are often revised according to individual needs and experiences.

Three ninety-minute sessions are o ered on a face-to-face basis, but some conversations also take place online or over the phone, depending on the distance between the mentor and the principal. A further three additional sessions can be made available if deemed necessary.

The recording of the process by Oide Leadership is minimal, detailing broad areas of discussion and consistently assuring the confidentiality of the relationship between the principal and the bespoke mentor. Bespoke mentors have periodic online check-ins with Oide Leadership to discuss broad areas of focus but principals accessing the programme, or their schools, are never named. The mentors also have one supervision day a year, professionally facilitated.

If you would like to hear more about bespoke mentoring and/or how to access this bespoke support, you can email geraldine.mcnamara@oide.ie

Earley, P. and Bubb, S. (2013) ‘A Day in the Life of New Headteachers: Learning from Observation’ in Educational Management, Administration and Leadership, vol. 41, no. 6, pp. 782-799. IPPN (2022) ‘Primary School Leadership: The Case for urgent Action. A Roadmap to Sustainability’. https://tinyurl.com/4f9cweed LAOS (2022) A Quality Framework for Primary Schools and Special Schools. Available at: https://www.gov.ie/en/publication/b1bb3-looking-at-our-school-2022/

LEADERSHIP IN PROFILE

NO ONE IS COMING TO SAVE US

CONOR

McCARTHY PRINCIPAL OF TALLAGHT CNS, DUBLIN 24

That’s a good message to internalise early yourself, and then try to spread that message across the wider school. It’s certainly something that has helped me. It’s something that I tell the teachers and the SNAs in my school when we are struggling with a particular challenge. It isn’t intended to exacerbate a feeling of helplessness, or to promote the notion that we are alone. It is meant to empower. Hopefully, it has that e ect. You’d want to be sure that, if you are delivering it, you do it in a really empowering way, otherwise it could be badly misinterpreted! So maybe use a very empowering tone of voice if you try it, just to be sure.

I am principal of Tallaght CNS in Jobstown. Tallaght CNS is a DEIS Band 1 school; we have around 140 children in seven mainstream classes and two ASD classes. I’m going into my fourth year as principal now.

We have received a huge amount of support and advice as a school over the last four years dealing with a range of challenges: COVID-19 reopening, sta shortages, opening two ASD classes, a whole school rewire, a whole school window replacement, two modular building projects, the enrolment of Ukrainian and IPAS children, and all of the other normal fun that comes from working in a DEIS 1 context. That support and that advice all helped, and it was appreciated. It was all stored away and was all drawn upon on many occasions.

Ultimately though, the support can’t write the policy, can’t have the di cult conversation, can’t write the

This allows us to spend less time thinking about a magical cure and more time focusing on what is possible. Less time waiting for the visit from the behaviour support expert and more time using our own years of professional experience and knowledge to devise a solution that we’re somewhat confident in.

new Individual Behaviour Plan. That’s going to have to be us. Making peace with this idea is genuinely freeing. It’s always going to come down to our actions. So, we may as well go ahead, think of the best solution we can and give it a rattle.

This allows us to spend less time thinking about a magical cure and more time focusing on what is possible. Less time waiting for the visit from the behaviour support expert and more time using our own years of professional experience and knowledge to devise a solution that we’re somewhat confident in. When that goes completely wrong, come up with another one. We have to be right eventually!

For ourselves as principals, remember that someone has given us this job because they think that we are in some way competent individuals with the capacity to do it, so trust in your ability and your judgement. Trust in your gut. You are the captain of your soul. Pull yourself together and take action because there is no one coming to save you.

Of course, it’s probably best to take all that action while at the same time seeking out all the help, support and resources that you possibly can. That way you’re hedging your bets slightly in case this was one of the rare occasions when your gut feeling was completely o . More often than not, you’ll find that when the support and best practices arrive, you weren’t too far o .

For me, this idea rests easy but I can understand it’s not always the right way to go about the job. The degree of self-awareness that I have acknowledges that I am an impatient person. I’m happier when something is happening, whatever that something might be. This is probably going to come back to haunt me someday and I’ll have recklessly steam-boated into something when I should have sat on my hands. I’ll work on that. It is one way to go about things though, so maybe you can take something from it.

If you would like to get in touch with Conor about his article, you can email him at ConorMcCarthy@tallaghtcns.ie.

The International Confederation of Principals’ Council Meeting and World Convention

LOUISE TOBIN IPPN PRESIDENT

In this issue, I thought I’d provide a report on the International Confederation of Principals’ Council Meeting and World Convention, which took place from 16th to 23rd August 2024 in Mombasa, Kenya. Pairic Clerkin, CEO, Damian White, former IPPN president and ICP European Executive representative, and myself IPPN President attended the event.

Kenya

The Kenyan economy is made-up of 53% services, 29% agriculture, 18% industry. The average wage per month ranges from €210 to €910. There are 407,609 teachers in Kenya, based in 32,371 public education institutes. There are an average of 30 to 50 pupils in primary classes and 40 to 60 students per secondary school class. The current population of Kenya in 2024 is over 56 million. It is a lower middle-income economy and, although its economy is the largest and most developed in eastern and central Africa, 63% of Kenya’s population lives below the international poverty line. This severe poverty is caused by economic inequality, government corruption and health problems.

The Council Programme was attended by approximately 80 delegates from around the world. There were presentations from the Kenyan Education Ministry and from KESSHA, the ICP member organisation hosting the event. Some takeaways for me were the aspirations to nurture every learner’s potential, that education should tell me what I can do, not what I can’t, and the importance of the three Es in education, namely that children should be engaged, empowered and that education should be ethical.

... aspirations to nurture every learner’s potential, that education should tell me what I can do, not what I can’t, and the importance of the three Es in education, namely that children should be engaged, empowered and that education should be ethical.

The Council also reviewed the work of the ICP Executive over the past year, received updates on well-being and professional development, spoke about the ongoing need for leaders to lead climate action in their schools, and reviewed the ICP Strategic Plan 2024-2026.

Páiric, Damian and I led the Council through a presentation on Moving the Dial on Effective and Sustainable School Leadership using the Transforming MeetingsTM approach, which generated very interesting conversations and ideas. Council members expressed much interest in the work of IPPN on The Roadmap and Progress Report on Sustainable Leadership.

We were introduced to an AI toolkit for school leaders and had a presentation from the Chinese delegation on Future Learning in the Age of Artificial

Intelligence. The Chinese were very strong in their belief in maintaining the current traditional acquisition of information and knowledge and the thinking and logic behind it, but also in using AI in teaching and learning to compliment it.

The Cultural and Educational program for the Council Meeting included a Welcome Event, a visit to the local Akambo Wood Carvers Cooperative, the Aga Khan Academy school, Jesus Fort – a UNESCO heritage site – and Old Town Mombasa.

The International Conference began officially on 20th August. The global issues at the core of the Council and Convention were climate action, school leader wellbeing and AI. The Convention Theme was ‘Future Pathways for Learning and Learners’. An amazing World Convention Flag Ceremony had 26 countries represented by 1,000+ delegates and the national flags of each participating country placed on the stage by pupils from the local Mama Nging Girls Secondary School. The Conference was officially opened by Prime Cabinet Secretary Musalia Mudavadi , who later accompanied delegates to a tree-planting ceremony at the school. Andreas Schleicher of the OECD addressed the Convention on the theme of Pathways for Learning and Leaders and gave an excellent overview of key statistics from various OECD reports.

Kimanzi Muthengi from UNICEF spoke about democratic education and the context of Kenya where there is a lot of student unrest and riots in secondary schools. We also had an excellent panel discussion from our

own past president Maria Doyle, who led the Student Forum. A group of secondary school students offered very honest opinions on their own school lives, including the challenges to their wellbeing and mental health.

Richard Gilbey, Cambridge University spoke on the theme of Future Pathways to Create Change-makers, and gave an excellent overview of climate change and the role of school leaders in shaping future generations. Danny Bauer of Better Leaders, Better Schools gave an excellent input on the topic of Reimagining Education: How Ruckus-makers do School Different and Rukus-makers Reject the Premise. This was a very fresh approach to make us think how we lead our schools. Danny hosts the Better Leaders Better Schools weekly podcast, which ranks in the top 0.5% of 3 million+ shows worldwide, and has contributed an article to this issue of Leadership+ - see page 20.

The concluding ceremony featured the handing-over of the ICP flag by ICP President Leendart-Jan Veldhuyzen to Leanne Otene, President of the New Zealand Principals’ Federation, as the next ICP convention will be held In Auckland in 2026.

What made ICP Convention so special was the sharing of the Kenyan culture, music traditions and languages, and the great warmth of the welcome of the ICP Executive and the home committee KESSHA.

Louise.Tobin@ippn.ie

Practical Tips for Principals: From the Positivity For Principals Sub-Committee

Create a Print Rich Positive School Environment

Pupil Panels to seek Student Voice

e.g. panel of 8 ‘critics’ from a class to discuss a topic

Look after YOUR OWN Health & Well-being

PMA-Positive Mental Attitude

Do a Vision Board!

Find a good ally, work together and share the workload

Join a support group

Enter pupils in external competitions

Try Chess in the Classroom Give Science Blast a Go.

What is Reluctant School Attendance and School Avoidance Behaviour,

and how do we manage it in schools?

ADELE McCONKEY EDUCATIONAL PSYCHOLOGIST, NEPS

Definition and Terminology

Reluctant attendance and school avoidance behaviour describes children and young people’s reluctance to go to school, being late for school, missing specific classes, particular times of the day, or being absent from school regularly or for long periods of time. The description above has been developed with a view to being inclusive of various types of reluctant school attendance. There are many terms in the literature used to describe this experience, including ‘school avoidance’, ‘school refusal’ or ‘emotionallybased school avoidance.’ Language in this area is important and it can help to steer away from locating the problem within the child/young person and lead to more useful ways of intervening.

Why school attendance matters?

Schools should be a happy, safe place for children and young people of all backgrounds and circumstances, where they can engage meaningfully with learning and prepare for adulthood. Frequent non-attendance has been associated with a range of shortterm and long-term adverse outcomes, including poor academic attainment, adult unemployment, anxiety and social and emotional di culties.

However, it is also not unusual for a child/ young person to feel uneasy about going to school every now and then. The onset of reluctant school attendance may be sudden or gradual. Any reluctance about going to school needs to be noticed, addressed early, and supported quickly to prevent it becoming a more significant di culty. By working together as soon as signs of reluctant attendance first emerge, it is

Encourage your child to talk to you about how they feel about school. Let them know you understand

possible for teachers and parents to prevent more significant school avoidance patterns becoming established.

How to Respond to Reluctant Attendance and School Avoidance Behaviour?

The National Educational Psychology Service (NEPS) have developed guidance to provide schools with information on how to support children and young people who display reluctant attendance and school avoidance behaviour. The guidance aims to provide best practice for schools in working with parents and supporting their child to attend and stay in school. (See figure 1 and 2)

The resources o er practical suggestions for information gathering and interventions for teachers including, templates and checklists. In addition, the parent resource o ers practical suggestions for emerging and more entrenched di culties.

The resource emphasises that, as well as working at the whole-school level, schools need to develop a planned process around reluctant school attendance and school avoidance for those who require more targeted and individualised support.

Good practice for schools is covered comprehensively in the documents incorporating the following guiding principles: intervening early before the behaviours become too entrenched use of a collaborative approach which includes the child/young person, parents/ guardian, school sta and professionals and recognising the need for a rapid return to school with good support

Tell them about times when you felt worried but still managed to cope with something di cult without avoiding it.

Give your child some positive statements to repeat to themselves in their own head, such as “I can do this” and “I went to school yesterday, and it was fine.”

and adaptations made to the school environment.

More specifically, the content of the documents includes: what signs to look out for, what causes reluctant attendance and school avoidance behaviour, understanding the stress response and the link between thoughts, feelings and behaviour and the impact this can have on the cycle that reinforces school avoidance. Readers are then guided on how they would apply the problem-solving framework to support pupils with this issue. For example, by identifying a sta member to act as a key school contact, meeting with parents, agreeing support and then reviewing these supports. Teachers are guided to select strategies from handouts such as ‘Reluctant Attendance and School Avoidance Behaviour School Based Strategies’ and ‘Reluctant Attendance and School Avoidance Behaviour Advice for All School Sta ’ and are shown how they might record supportive strategies in a child friendly way within the ‘My Being in School Plan’

Adele is an Educational Psychologist in the Blanchardstown o ce in NEPS. She is a member of the NEPS Wellbeing Working Group. As part of her role, she has been involved in creating resources for schools in the area of reluctant school attendance, on trauma-informed practice and representing NEPS on research advisory committees/ steering groups.

You can contact Adele and the NEPS team about this article by email at Neps@education.gov.ie.

Figure 1 Figure 2

Getting Your School Winter Ready

Storm/flood prevention checklist

1.Are all roof slates/tiles, gutters and aerials secure? An initial ground inspection can be carried out by your caretaker.

2.Has flashing been checked recently? Is there any internal signs of leaks?

3.Are gutters and down pipes clear of leaves and other debris?

4.Are all large trees close to your school maintained –branches trimmed, checked for rot or decay?

5.Are the grounds clear of loose materials, unused or broken equipment, old debris and rubbish?

SUGGESTED ACTIONS

•Clean out gutters and down pipes of leaves, dirt and debris on a regular basis. Repair any broken areas as necessary.

•Keep trees trimmed to prevent from overhanging on buildings. If this cannot be done from ground level, the school should engage a suitable qualified and insured contractor.

•Regularly check trees which are close enough to fall onto buildings or parking areas. Where warranted have trees trimmed or removed by a qualified tree removal service.

•Check for broken, damaged or loose tiles and check the flashing around skylights, vent pipes and any other projections where a roof covering meets an adjoining surface. Arrange repairs as necessary.

•Ensure grounds are kept clear of loose materials and rubbish that may blow and cause damage.

Preventing and mitigating weatherrelated damage to your school property can save your school a lot of time, effort, and money. Extreme weather events over the last number of years have made us all too aware of the potentially devastating damage and disruption to normal life that such events cause.

Frost/freeze damage prevention checklist

1.Are your pipes and tanks properly lagged?

2.Do all your taps close tightly?

3.Do you know where the main water stop valve is? Are your sure they are working?

4.Are frost thermostats installed?

5.Is heating maintained in the premises?

SUGGESTED ACTIONS

•Maintain heat in the building.

›Ensure thermostats are correctly set to activate when temperatures drop. It’s recommended they are set at 2°C if located indoors or 0° if outdoors.

›Are doors left open in poorly heated areas (toilets, storerooms, attic etc.) to allow heat in from corridors and or classrooms? This is always subject to fire safety rules and regulations.

•Remember to protect your oil supply from freezing. The oil supply pipe can be protected with weather-proof insulation and a tarpaulin cover will provide emergency protection to the tank.

•If air vents in the boiler room are closed off, leave sufficient opening to allow an adequate supply of air for combustion.

•If heat is not to be maintained in the building, then the water supply should be isolated and all sanitary and domestic water services drained.

If you need to discuss any of the above in greater detail, please contact Allianz Education team on 01 613 3966 (Mon-Fri, 9am – 5pm) or your local Allianz Rep. If you are insured through an intermediary, then please contact them directly for assistance.

Coaching and the Lived Experience of New Principals

FEARGAL HURLEY MSC PERSONAL & MANAGEMENT COACHING AND PRINCIPAL OF SCOIL ÍOSAGÁIN BNS, FARRANREE, CORK

The Irish primary education system has struggled to attract and retain highquality leaders. Since 2017, one-to-one and team coaching have been available to all principals and school leadership teams in the Republic of Ireland. The Centre for School Leadership (CSL, now Oide) website lists some of the benefits of coaching to include ‘renewed energy for the job, increased capacity to lead in an ever-changing environment and simply enabling time and space for reflection’

IPPN, in its research paper ‘Primary School Leadership: The Case for Urgent Action - A Roadmap to Sustainability’ identifies the extent of the problems faced by school leaders and highlights the disproportionate focus on one of the four domains of Leadership and Management from ‘Looking at Our School 2022: A Quality Framework for Primary Schools and Special Schools’ (LAOS, 2022). Its analysis of circulars and legislation shows that 100% focus on ‘managing the organisation’, 25% on leading teaching and learning’, 18% on ‘leading school development’ and 14% on ‘leading school capacity’. The report states

‘There is a largely unaddressed, if not unspoken, crisis relating to the sustainability of school leadership in Irish primary schools. In order to understand the extent, causes and impact of this crisis, we have endeavoured to explore how leadership is practised and experienced in our primary schools, informed by the data we have garnered.’

My research set out to explore the lived experiences of eight primary principals who have experienced CSL coaching and to see if in any way coaching addresses the problems and challenges they face.

Literature Review

Hierarchical leadership is no longer e ective in achieving successful outcomes. DES Circular 0044/2019 outlines a new model of distributed leadership in Irish schools. Assistant principals occupy positions of strategic importance in leadership, management and administration of the school. Solution-focused coaching models, including reframing, scaling and the ‘what-if question’ are commonly used by Irish coaches. LAOS 2022 outlines ‘Pupils as active agents in their learning who are a orded the opportunity to engage in meaningful discussions with teachers to inform learning and teaching.’

Under Statements of Highly E ective Practice, LAOS 2022, the principal, the deputy principal and other leaders in the school foster a culture in which reflection, learning and creativity flourish.

The ‘learning processes for engaging in professional development’ in the Cosán Framework, Teaching Council, 2016 highlight mentoring and coaching as one of the reflective practices, alongside research, practice and collaboration, among others.

Findings

The group themes identified from the lived experiences of the coaching process were:

Reflection

Distributed Leadership

Emotional experiences (associated with transition) Listening and Questioning Confidence.

Principals strongly agreed that reflection is a critical component of their coaching experience, giving them ‘a di erent way of doing things’ and leading to thinking of ‘team and shared decision-making’.

Others spoke of feeling safe and valued with an outside coach and it being ‘a wonderful time’.

There was consensus among the interviewees on the importance of developing and growing leadership in others. They agreed on the advantages of shared decision-making and that sta members are often best situated to come up with their own solutions. This could lead to a cultural shift away from a ‘dependency culture’.

They consistently emphasised feelings of imposter syndrome, fear of failure and the emotional challenges of the role. At the same time, they highlighted the supportive role of CSL coaching in managing these emotions and maintaining a balanced perspective.

There was convergence on the critical importance of listening skills to improve professional and personal growth and empower others. By demonstrating good questioning and listening techniques, one can have a positive impact on an organisation’s culture and promote a more considerate and accommodating work atmosphere.

The eight participants agreed on the role coaching played in building their confidence and developing skills. Psychometric testing also helped build trust.

Discussion and analysis

While I didn’t set out to champion coaching, the evidence from the coachees appears irrefutable. The limitations of the study suggest that further research on such an important topic is necessary. How e ective is coaching in supporting sustainable leadership? There is a richness and meaning that is ascribed to the

statements ‘coaching gave me a language’, ‘the experience made me fight for what I believed in’ and ‘the best solution will come from the person presenting with the problem’ ‘Coaching made me aware that you can remove emotions while at the same time keeping sensitivity’. Another coachee mentioned ‘developing the leadership capacity of others so that the school would flourish after you’

Recommendations for action

Over the coming year, I am advocating for the setting up of ‘communities of coaching practice’ throughout Scoil Íosagáin. This will involve teachers, SNAs, pupils and parents embracing coaching as a process that optimises the potential to maximise

“There is a largely unaddressed, if not unspoken, crisis relating to the sustainability of school leadership in Irish primary schools. In order to understand the extent, causes and impact of this crisis, we have endeavoured to explore how leadership is practised and experienced in our primary schools, informed by the data we have garnered.”

performance. It remains to be seen whether or not coaching as a tool can add to the value of our organisation.

This article was written based on the research undertaken by Feargal as part of an MSc in Personal and Management Coaching. The title of the dissertation was ‘In the context of CSL coaching: An IPA study exploring the lived experienced of school principals following their transition from mainstream teaching to a leadership role within the Irish school system’.

You can contact Feargal in relation to this article by email at principalfarranree@gmail.com

Family Membership

Did you know a Family member can be a parent, grandparent, father/mother-in-law, husband, wife, civil partner or cohabitant, son, daughter, grandson, granddaughter, brother, sister, half-brother, halfsister, uncle, aunt, nephew, niece, first cousin, son-in-law, daughterin-law, brother-in-law or sister-in-law.

Making Ripples: Lessons about Neurodiversity to nurture a sense of belonging in school

DR KATHRYN CORBETT PRINCIPAL OF BISHOP GALVIN NS, TEMPLEOGUE, DUBLIN

‘Fairness

is equal, sharing and kind’.

‘Fairness is when everyone gets included’.

The above quotes come from two third class pupils in our school, and came about during a series of lessons about neurodiversity, taught in all our classrooms last year. We are a large senior primary school in Dublin and in September 2021, after extensive planning, we opened an autism class. In line with our vision for the process of inclusion, the autism class classroom is located in the centre of the school. It is on the same corridor as other support rooms, and our sensory space (which was cleverly named Cloud 9 by a pupil). We decided that we did not want to have a specific name for our autism class; the room, like all other classrooms, would have the teacher’s name outside. One area that resulted in much sta discussion was in relation to communication to all of our pupils about what an autism class is.

As part of the NCSE Inclusive Education Framework (2011), ‘Whole-school development planning is an ongoing process that enables

‘Neurodiversity

means that we are all di erent in how we think, feel, and learn, because our brains process information di erently. Your whole class is diverse, not just in the way you look or what you enjoy doing, but also in the way your brains work and how you think, feel and learn’.

the school to enhance quality and manage change. It considers the aims and values of the school community, sets out a vision for future development and charts a course of action towards realising that vision. School development planning includes policies, practices and procedures in all areas of school life. It therefore provides a foundation of inclusive principles against which progress towards inclusion for pupils with special educational needs can be measured.’

Dyslexia, dyspraxia, dyscalculia, Down Syndrome, literacy support, numeracy support, emotional, social and behavioural support… and autism; there are a wide range of additional educational needs in schools. Rather than identifying one specific diagnosis (and one specific support room in the school) to discuss with all of our pupils, sta agreed that a more informed conversation could take place if it was within the wider context of neurodiversity, and how school support works for all of our pupils (regardless of a diagnosis).

‘Neurodiversity means that we are all di erent in how we think, feel and learn, because our brains process information di erently. Your whole class is diverse, not just in the way you look or what you enjoy doing, but also in the way your brains work and how you think, feel and learn’. (LEANS, pg.12, 2022).

LEANS (Learning About Neurodiversity at School) is a resource pack developed by The University of Edinburgh, and is available for free on https://salvesenresearch.ed.ac.uk/leans. This was an excellent starting point for our school. The LEANS design team acknowledge that the realities of neurodiversity is ambiguous and messy, whilst also

An important aspect in preparing to teach using LEANS resources, is setting boundaries and expectations around the lessons. Teaching about neurodiversity can be a sensitive topic for some pupils in the class. For some, they may know they are neurodivergent (or someone in their family is), and for others, they see little relevance to themselves and/or they can make fun of the content. We were also particularly mindful of pupils using the subject to classify others in their class.

emphasising that it is about the richness and complexity of human experience. It is an inextricable part of our lives. The pack is thorough, creative and comprehensive.

The teaching team for the neurodiversity lessons in our school consisted of Support Teachers and myself. As it was our first year using the resource pack, we made this decision to ensure that we could trial the lessons in a structured way, and that there was consistency across the school. Ideally, each class teacher can teach the lessons. We met once a week to prepare and review each of the 7 lessons. The topics included: Introduction to neurodiversity Learning and thinking di erently Communication and Understanding Getting along together in school Is that fair?

Di erent ways to make a friendship Neurodiversity in our classroom.

An important aspect in preparing to teach using LEANS resources, is setting boundaries and expectations around the lessons. Teaching about neurodiversity can be a sensitive topic for some pupils in the class. For some, they may know they are neurodivergent (or someone in their family is), and for others, they see little relevance to themselves and/or they can make fun of the content. We were also particularly mindful of pupils using the subject to classify others in their class. Information was sent home to all parents in advance, along with resources to support conversations happening at home. Each lesson began with a discussion about our expectations:

Respect each other, listen without judging

Think about your own experiences, rather than sharing with everyone Do not speak about others.

Confidentiality

You can ask questions in school and at home

Listen, Think and Learn

LEANS resources emphasise that there are no correct answers, as there will be a variety of opinions in the class. This in itself is an example of neurodiversity at work, and the goal for teaching this topic ‘is to recognise that we all have things to contribute, and unique ways of seeing the world’ (p.60). Content in the lessons focus on a fictional class, made up of pupils with a range of abilities and personalities. This is the context for conversations about di erent scenarios in school, including how we communicate, the di erence between needs and wants, the concept of fairness, and what friendships can look and feel like. A woodland metaphor is used to illustrate neurodiversity i.e. the school setting is like a woodland, where lots of di erent types of trees grow. No one type of tree is good or bad, but some trees may have a hard time growing in the woodland. Similarly, some children find school challenging, so they may need di erent supports so they can learn and reach their full potential. Examples from the fictional class are used for lessons.

Key messages include:

We are all di erent in how we think, feel and learn, because our brains are di erent How we choose to treat other people in our school can make a big di erence to how they feel and how their school day goes.

The discussions were interesting and a real eye-opener! From my experience, it was evident that there are lots of aspects of school that the majority of pupils accept as the norm, but don’t really know what or why they happen. Some examples include: whether or not a support teacher is a ‘real teacher’!!! why some classes have an SNA (aka ‘teacher’s helper’) and some don’t what a movement break is, and why some pupils use our sensory area what happens in support rooms (including our autism class).

The lessons opened up many opportunities for rich conversations amongst pupils and sta . To have a wider ripple e ect, we strongly encouraged pupils to talk about neurodiversity at home. As a school leader, I felt that the context of neurodiversity was a really e ective and meaningful way to communicate with our school community, not only about our autism class, but about our support rooms and roles (SET, SNA, Principal) that are so essential for the process of inclusion. It’s only the beginning of the ripple e ect; we have lots more conversations to have about neurodiversity, to continue nurturing a sense of belonging in our school for all.

If you would like to contact Kathryn in relation to this article, you can send her an email at principal@bishopgalvin.ie

Assessment & Progression in the context of the Primary Curriculum Framework

SHEEHAN PHD IN ASSESSMENT IN PRIMARY EDUCATION; PRINCIPAL DOUGLAS ROCHESTOWN ETNS

The Primary Curriculum Framework (PCF) identifies Assessment and Progression as one of its eight principles. Assessment in the PCF: is an integral part of learning and teaching provides information for various stakeholders, most importantly children exists along a continuum.

Assessment is recognised as underdeveloped in Irish primary education. The PCF makes a welcome attempt to address this but it needs to be understood in the context of learning theories.

There are three main theories of learning that have developed over the past 100 years or so:

1. Behaviourist-empiricist: based on the works of Watson and Skinner

2. Cognitive-rationalist: based on the works of Piaget

3. Socio-constructivist: based on the works of Vygotsky.

These theories lead to di erent views on learning, teaching and assessment. See Figure 1.

These theories have not replaced or superseded one another. In fact, they can all be seen in primary schools up and down the country, in how pupils learn and interact and in how teachers teach and assess. The interplay of these theories and the actions of the teachers and learners can at times lead to confusion. This can be seen in conversations that occur in sta rooms: How can I be child-centred in my approach and administer standardised tests? Where do I get the time to involve pupils in the assessment process when there is an overloaded curriculum and so much to do?

Learning is seen as repsonse acquisition; instruction takes the form of drill and practice, with evaluation comprising of checklists. These checklists can be mechanical and include time-based responses

Learning can be seen as knowledge acquisition. Instruction consists of increasing situations in which the student could acquire knowledge. Evaluation involves measuring learning outcomes.

The PCF is firmly placed in the socioconstructivist perspective as it acknowledges that assessment is a social process as well as highlighting learner agency. The PCF o ers a consistent approach to assessment across all curricular areas: intuitive assessment, planned interactions and assessment events. This continuum of assessment attempts to move past the terminology of assessment for learning and assessment of learning. This dichotomous language creates the impression that it is either one or the other when in fact an assessment tool can be used for both. It must be acknowledged that the Department of Education has placed an emphasis on standardised tests for data collection and allocation of resources. This decision is very much based in the cognitiverationalist perspective and is not in line with the view of assessment in the PCF. It places school leaders and teachers in a di cult position as these tests can be viewed as ‘high stakes’. I would encourage schools to administer the tests and report the results to the DE as requested but to also use these test results as part of the learning process as envisioned in the PCF.

Central to this view is the role of feedback to the learner. The quality of feedback is one of the main predictors of improvements in learner outcomes. Feedback that is rooted in the socioconstructivist perspective focuses on having the learner actively involved in

The learner is a constructor of knowledge. Assessment should be done for and with the student, rather than something that is done to them.

the assessment process and using this information to highlight the next steps in learning. In this way, assessment tools that are based in the behaviourist-empiricist or cognitive-rationalist theory can be used for socio-constructivist learning in line with the PCF. In this understanding, assessment is not something that takes place at the end of a course of instruction. It is inseparable from the learning and teaching process and is a part of every school day.

The following are some suggestions for school leaders:

Develop a Learning, Teaching and Assessment policy in line with the PCF

Ensure that there are pupil-teacher conferences – just like parent-teacher meetings

Encourage the use of pupil-led assessment such as portfolios Have professional conversations about learning, teaching and assessment at sta meetings to tease out contradictions. Refer to the language used in the PCF, especially the principles.

Administer standardised tests only in the mandated 2nd, 4th and 6th classes to reduce their high stakes perception.

If you would like to get in touch with Alan in relation to this article, you can send him an email at principal@dretns.ie.

ALAN

Figure 1

FINDING CALM WITHIN THE CHAOS

Managing the load of the day

DONNCHA PHELAN

DO MOCI, REGISTERED OSTEOPATH, ACTIVE BODY CLINIC, PORTLAOISE

Whether you are an administrative principal, teaching principal or a deputy principal, you are the wearer of many hats. Apart from the technical content of your day, you are ultimately a leader, a cultivator of culture, an example setter. Navigating your way through the working day requires a lot of mental acrobatics. Staying in control of it requires mental flexibility.

Looking after your mental flexibility will allow you to not only find greater mental clarity in the midst of what can, at times, seem chaotic, but also set an example to your sta and colleagues as to how they too may manage their day.

I am going to suggest some practices to help achieve this, but firstly, we take a look at how our bodies respond when in stressful or intense situations.

In simple terms, we have two settings in our nervous system – Fight or Flight (Sympathetic) and Calm (Parasympathetic). In essence, when we are in a calm place, our brain is predominately focused on bodily functions such as digestion, etc. Our breathing is calm and our heart rate is low and steady. When we are on a fight or flight setting, our brain turns down its focus on those functions and our heart rate and breathing rise in tempo as we, just like our ancestors, get set to defend ourselves or flee. Of course, in the modern world we are unlikely to be chased by some supposed prehistoric beast.

Looking after your mental flexibility will allow you to not only find greater mental clarity in the midst of what can, at times, seem chaotic, but also set an example to your sta and colleagues as to how they too may manage their day.

You may notice that, when you feel anxious or stressed, you may find it di cult to eat or su er Irritable Bowel (IBS) type symptoms or, indeed, as an athlete, you get a stitch if you ask your body to digest food while also making it perform physically. These things occur because we are asking our body to double-job, e.g. digest food while also asking it to perform at its most intense level.

It’s OK to be busy. It’s good to rev the engine, draw on all your knowledge, experience and wit and solve a crisis or get a project over the line. You can, and most likely do, get a huge sense of accomplishment from these moments. This is your profession, your vocation, a major part of who you are as a person. Like any athlete, however, if you over-train or are asking yourself

to perform more than you recover, then you will soon put yourself at risk of injury or burnout.

To help with this, it is necessary to take time to allow your body to come back down the gears and regulate. Doing this gives more mental space and a greater capacity to deal with the more intense moments of the day. The more stressed we are, the greater the e ect a specific stress has on us. Conversely, the more calm we are the lesser the e ect of that same specific stress and the more scope we have for dealing with it.

Take that time to yourself:

1. Go for a walk, however brief it may be

2. Hang that ‘Do Not Disturb’ sign on your door and eat your lunch

3. Put down the phone, avoid the temptation to scroll and the mental stimulation that goes with it

4. Take o your shoes for 5 minutes at your desk and let your feet contact the floor

5. Take 10 long slow, deep breaths –inhale for a count of 5, pause for 1, exhale for 5, pause for 1

6. Find a practice that allows you to find yourself again, where you actually feel (even for 1, 3 or 5 minutes) relaxed and ready to take on the next challenge.

To contact Donncha about this article, you can email him at info@activebodyclinic.ie

RACHEL O’CONNOR DEPUTY DIRECTOR, NATIONAL ASSOCIATION OF PRINCIPALS AND DEPUTY PRINCIPALS (NAPD)

8 Tips for Primary School Teachers to prepare 6th Class Pupils for the Transition to PostPrimary School

The transition from primary to postprimary school is a significant milestone in a child’s educational journey. It can evoke a mix of excitement and apprehension for pupils as they step into a new environment with di erent expectations, subjects and teachers. At post-primary, our planning is well underway as we have our annual open nights, school visits and lots of queries from parents about subject choice, class groupings, additional needs and so on. As primary school teachers, you play a crucial role in helping 6th class pupils navigate this transition smoothly. Here are eight practical tips to prepare your students for this important change.

1.Foster Open Discussions about Transition

Encourage open conversations about the transition to post-primary school. Create a safe space for students to express their feelings, concerns and questions about the change. Discuss what they are looking forward to and any fears they may have, helping to normalise their emotions. The NCCA passport is crucial for us in capturing a child’s strengths, ambitions and interests! The more we know about these questions and anxieties the more prepared we can be in answering these questions at our open nights etc. so they aren’t weighing on a child’s mind.

The transition from primary to post-primary school is a significant milestone in a child’s educational journey. It can evoke a mix of excitement and apprehension for pupils as they step into a new environment with di erent expectations, subjects, and teachers.

2.Provide Information about PostPrimary Schools and Arrange School Visits

We love to talk about our schools! Invite representatives from local post-primary schools to give presentations about their programmes, extracurricular activities and daily routines. We can bring sample timetables, maps of our schools etc. – just let us know what you need, we are so grateful for the opportunity to visit your school. Providing students with first-hand insights can alleviate their fears, and spark interest in what lies ahead. A lot of the time we will even bring some of your past pupils with us on these

visits and it is always with great pride they go back to their primary school to share their experiences of being a post primary school student. Or why not ask the local post-primary school if your 6th class can have a walk through our school, we will do our best to include opportunities to meet with future teachers and some of our students.

3.Facilitate Peer Connections

Encourage students to connect with friends and peers who will also be attending the same post-primary school. Arrange group activities or outings that allow them to bond and build a support network, which can ease their transition.

4. Teach Organisational Skills

This really is key! We often forget that a child may go from sitting in the same seat all year to moving every 40 minutes to a new room, with a new teacher and a class group. Being in post-primary school often requires more independence and organisation. Teaching students how to manage their time, set priorities and keep track of homework, grouping books and copies together etc. will really help those first few weeks of settling in.

5.Learning How to Learn

Prepare students for the di erences they will encounter in subjects. Discuss

the possibility of having di erent teachers for each subject and how they can approach new learning styles but, most importantly, if a child knows how they learn, they will settle in much faster. This is also key information that can be passed on to the post-primary school. It is essential that we are aware of any additional needs that your pupils may have, we share this information with our SET teams who have systems in our schools to share this with all relevant sta .

6.Encourage Self-Advocacy

Teach students the importance of advocating for themselves in a new environment. Discuss how to ask questions, seek help from teachers and voice concerns about their learning or social experiences. This empowerment can boost their confidence in navigating post-primary school. Also in line with the new Bí Cineálta procedures we encourage a culture of positivity and inclusion that fosters kindness among students. It is

important that students know that they play an important role by supporting their peers, and reporting incidents of bullying behaviour in our schools.

7. Focus on Social and Emotional Learning

Emphasise the development of social and emotional skills. Engage students in activities that build empathy, resilience and teamwork, providing them with tools to navigate new friendships and social dynamics that will arise in postprimary school.

8.Involve Parents and Guardians

Involve parents in the transition process by hosting informational meetings or workshops about what to expect in post-primary school. Provide them with resources on how they can support their child’s transition at home. Encourage them to discuss their own school experiences to normalise any anxieties and concerns their children may have.

The transition from primary to postprimary school is an important step in a child’s educational journey. By implementing these tips, you, their teachers, play an essential role in helping your 6th class pupils with the necessary skills, knowledge and confidence to embrace the new challenges and opportunities that await them in post-primary education. Remember that this transition is not just a change in school; it is the next step in a very exciting educational journey for those in our care.

Please also read Lost in Transition article written by Dr. Kathryn Corbett, principal of Bishop Galvin NS in Leadership+ Issue 103. https://issuu. com/ippn/docs/issue103_mar2018_ epublication_final

If you would like to contact Rachel in relation to this article, you can email her at racheloconnor@napd.ie.

DANNY BAUER of Better Leaders, Better Schools, was a keynote at the recent ICP Conference in Kenya. Danny spoke on the topic of Reimagining Education: How Ruckus Makers do School Different and Rukus Makers Reject the Premise. This was a very fresh approach to make us think how we lead our schools. Danny Bauer also hosts the Better Leaders Better Schools Podcast, which is a weekly conversation with a leadership expert so that might be something some of us might be interested in going forward. It ranks in the top 0.5% of 3 million+ shows worldwide. I really liked some of Danny’s simple messages and so I contacted Danny to ask him to write an article for Leadership+ magazine, I hope you enjoy it! Louise Tobin, Leadership+ Editorial Team

SUCCESS LEAVES CLUES: Lessons for Educational Leaders

There are two kinds of school leaders today: Play-It-Safe-Principals and Ruckus Makers. Play-It-Safe-Principals maintain the status quo and excel at administration. Everything they can do, they learned in a binder. Ruckus Makers are visitors from the future, showing us how education can one day be. They’re playing a di erent game –one of exponential improvement.

Education is slow to change. Ruckus Makers are leading the charge seeking ways to innovate and improve. What if the clues to success are already out there, waiting for us to notice? Let’s explore how three iconic success stories can inspire us to Do School Di erent. Our first lesson comes from a true innovator who turned a failing company into one of the most valuable in the world.

The Jobs’ Approach: Simplify to Amplify Remember when Apple was just two months from bankruptcy? Steve Jobs didn’t panic. He simplified.

He cut the product line, streamlined operations, and yes, made tough decisions about sta ng. But here’s the kicker - after simplifying, Jobs waited. He knew that part of strategy is patience.

As school leaders, we often face overwhelming complexity. What if we took a page from Jobs’ playbook? Simplify your school’s initiatives. Focus on what truly matters. Then, patiently wait for your ‘iPhone moment’that game-changing innovation that transforms your school.

Musk’s Master Plan: Start Small, Think Big Elon Musk’s ‘secret plan’ for Tesla wasn’t so secret:

1. Build a sports car

2. Use that money to build an a ordable car

3. Use that money to build an even more a ordable car

4. While doing above, also provide zero emission electric power generation options.

Musk understood that simplicity is velocity. In education, we can apply this step-by-step approach. Start with a small, achievable goal. Use that success to fuel your next, bigger initiative. Keep building, keep expanding. Before you know it, you’ve transformed your entire school system.

Blakely’s Blueprint: Persevere & Pivot

Sara Blakely, the founder of Spanx, teaches us about resilience and the power of pivoting. After failing the LSAT and being rejected as Disney’s Goofy, Blakely found herself selling fax machines door-to-door. But she didn’t give up. When inspiration struck (in the form of cut-o pantyhose), she pursued it relentlessly.

Her breakthrough came when she boldly demonstrated her product in a Neiman Marcus bathroom, turning skepticism into a life-changing order. This ‘show, don’t just tell’ approach can be powerful in education too.

As Ruckus Makers, we face rejection and setbacks daily. Blakely’s story reminds us to keep pushing, keep innovating. That “crazy” idea you have

for your school? It might just be your Spanx moment. I have a saying, ‘Ideas are great but not the greatest’. Make sure you don’t just talk about your vision for change, but find ways to demonstrate it in action.

Your Turn to Do School Di erent Success leaves clues, but it’s up to us to notice them and apply them creatively to our context. As a Ruckus Maker, you’re not content with the status quo. You’re ready to transform education, one bold step at a time.

As you lead your school:

1. Where can you simplify to amplify your impact, like Jobs did with Apple?

2. What’s your step-by-step plan to achieve your big vision, following Musk’s example?

3. How can you persevere through setbacks and pivot towards success, inspired by Blakely’s resilience?

Remember, if education isn’t a bit disruptive, what are the students really learning? It’s time to move beyond the Play-It-Safe mentality. It’s time to be a Ruckus Maker. It’s time to Do School Di erent. The future of education is calling. Will you answer?

Connect with Danny danny@ruckusmakers.club

@heydannybauer

@heydannybauer

@heydannybauer

@heydannybauer

https://betterleadersbetterschools.com https://ruckusmakers.club

DANNY BAUER IS THE CHIEF RUCKUS MAKER AT BETTER LEADERS BETTER SCHOOLS

Ar scáth a Chéile a mhaireann na daoine: A year in the life of a Student Council

KEN KEOGAN, NOEL O’HORA AND THE SCOIL OILIBHÉIR NAOFA STUDENT COUNCIL

Are we facing into a General Election? By the time this article is published, we may indeed have an answer. One thing is for certain, the Scoil Oilibhéir Naofa Student Council elections will most definitely have taken place. Always held in the week before the Halloween mid-term break, it is an apt time to reflect on our current Student Council’s year in office.

The Education Act 1998 provides for the establishment of Student Councils, intending them to play an integral and important role in the school community, and Scoil Oilibhéir has had a Student Council for the past five years, with dedicated teacher Mr. O’Hora overseeing the Council.

Our reflection is timely, as the Department of Education published their Report of the Expert Group on Student Participation on 10th October 2024.

Four main areas were highlighted for Student Voice to thrive - Space, Voice, Audience and Influence, and we used these as a lens to look at our activities. What better way to reflect than with the direct quotes from our Student Council team:

Space

‘What I enjoyed most about our Student Council is that I got to take good care of the school and help the school through the year. I loved taking good care of Scoil Oilibhéir Naofa and the environment’

‘I liked that I was part of a school team’

Voice

‘Every once in a while, we would have a meeting and we would discuss what’s been going on and if we would like to make changes. Even though it was great, I feel like we didn’t really

get to talk enough about our ideas’.

‘My year on the student Council was full of tasks. Some were hard, some were easy and lots of meetings’.

Influence

‘I loved Student Council meetings, we got to talk about stuff like new things going into the playscape and getting new equipment for the yard’.

‘In one meeting we decided the new equipment for the playscape. We all voted and a few months later it’s in the playscape’.

Audience

‘We helped at special school events like Grandparent’s Day and the Golf Classic, which was great fun’.

‘I love the Student Council and recommend the role to anybody’.

‘It was nice to have extra responsibility’

‘My year as a Student Council member was amazing’

‘I just want to say thank you so much to Mr. Keogan and Mr. O’Hora for giving me the opportunity to be on the Student Council and good luck to everybody next year’.

One of the highlights of the year was the gathering of Student Council and Amber Flag teams from the three schools in the Parish of Kilcloon: Scoil Oilibhéir Naofa Kilcloon, St. Joseph’s NS Mulhussey and Rathregan NS

Batterstown. Kilcloon Student Council hosted the event, which also saw the launch of our Voluntary Smartphone initiative in the Parish of Kilcloon. It was a day of friendship and fun. A high point of the day was the launch of the Parish Flag featuring the crests of all three schools. The idea for this flag came from former 6th class pupil, Ted, who not only designed the flag but secured sponsorship and enabled the creation of the flag. Forget the Olympic Flag. We had great fun delivering the flag to all the schools last June!

Our Student Council are an integral part of school life in Kilcloon and enable us to meet our mission statement ‘A happy school, learning and growing together’ They have a positive influence on so many aspects of school life and really bring out the best in our children.

Final note: Our Councillors’ term of office ceased on Thursday 24th October with a well-deserved pizza party! No fear about re-election campaigns here!

You can contact Ken about this article by email at principal.kilcloon@gmail.com and follow him on X/Twitter @ kilcloonprincip.

Overview of IPPN’s Progress Report on the Sustainable Leadership Project November 2024

BRIAN O’DOHERTY IPPN DEPUTY CEO

IPPN embarked on its Sustainable Leadership project due to the increasing levels of challenge, frustration and disillusionment experienced and articulated by school leaders in response to their experience of the practice of leadership.

The original report of the project - Primary School Leadership: The Case for Urgent Action – A Roadmap to Sustainability, was published in November 2022. A progress report on the project was then published in November 2023.

This month, IPPN published a further progress report which details the required elements for school leadership to be e ective and sustainable analyses the latest data with regard to workload, the sustainability of leadership roles and the impact on the health and wellbeing of school leaders details specific proposals to enhance leadership capacity, e ectiveness and the sustainability of leadership roles draws attention to the resources that IPPN has developed and the steps that it is undertaking to empower e ective and sustainable school leadership.

The progress report o ers the conducive conditions that must exist for school leadership to be both e ective and sustainable. The conditions stipulate that: there is clarity around the role and focus of school leadership the necessary structures and resources are in place to facilitate and support the practice of leadership leaders can focus on their core purpose of leading teaching and learning meaningful capacity exists to share / distribute leadership the practice of leadership does not have a negative impact on the health and wellbeing of school leaders.

Over the lifetime of the project to date, IPPN has monitored key metrics relating to the practice of school leadership. They are the extent of the tasks and responsibilities that fall to school leaders

the nature of those tasks and responsibilities the impact on the e ectiveness and sustainability of school leadership roles the impact on the health and wellbeing of school leaders.

Extent and nature of workload

Analysis of the circulars, policy guidelines and related publications that have issued since the publication of the progress report last November confirms the ongoing expansion of the role and responsibilities that fall to school leaders. The analysis also confirms a disproportionate focus on Managing the Organisation, which undermines the capacity of school leaders to maintain a focus on their core purpose of leading teaching and learning.

Sustainability of leadership roles

More than 1,500 school leaders responded to IPPN’s 2024 member survey. The survey asked school leaders to rate the sustainability of their leadership role. The mean sustainability rating scores for each category of leadership have fallen further in 2024, as detailed in the table below.

Study 2022-2024 has brought into clear focus the extent to which workloads and work environments are impacting negatively on the health and wellbeing of primary school leaders. While marginal improvements are observed in 2024, the data gleaned from this research revealed that the six negative well-being scores of primary school leaders (burnout, stress, sleep disorders, depressive symptoms, somatic stress and cognitive stress) are either nearly double or more than double those of the healthy working population.

While the low sustainability ratings across all of the leadership roles should be of concern to policymakers, education stakeholders and practitioners, of particular concern must be the sustainability rating of 2.88 (out of 10) reported by teaching principals.

Proposals

The progress report also outlines the proposals that IPPN developed and submitted to the DE, detailing specific measures to enhance leadership capacity, e ectiveness and the sustainability of school leadership roles. The proposals detail how the following objectives can be achieved an increased allocation of time for leadership greater role clarity for school leaders greater capacity to share leadership the enhancement of current and future governance practice. The proposals were detailed in the June issue of Leadership+ and formed the basis of IPPN’s budget proposals.

Resources developed and steps undertaken

This progress report details the actions that have been undertaken in respect of the proposals and the next steps required to achieve further progress.

1.IPPN developed a Leadership E ectiveness Reflection Tool in order to facilitate reflection on leadership practice within the school ensure greater clarity around the role and responsibilities of school leaders ensure a more balanced practice of the leadership and management dimensions to the role promote a greater sharing or distribution of leadership.

2.IPPN developed A Guide to the Leadership of Teaching and Learning in order to inform the practice of leadership of teaching and learning relevant to the school’s particular context bring about a more balanced practice of leadership in our schools ensure a greater focus on our core business of teaching and learning.

3.IPPN developed the P-I-E-W Model to control and manage the flow of initiatives into the school empower schools to maintain a focus on their stated priorities manage school improvement planning using the school self-evaluation (SSE), School Improvement (SIP) and DEIS planning processes

4.IPPN developed a comprehensive position paper on School Leaders’ Wellbeing which sets out the issues that contribute to these worrying scores considers their impact on leadership and school e ectiveness

identifies the supports that are currently in place highlights what is being done elsewhere describes what IPPN is doing to improve the sustainability of school leadership makes recommendations and proposals to school leaders, boards of management, IPPN and the Department of Education to improve wellbeing

IPPN will be progressing the recommendations within the report that are within our compass to deliver, including the development of a Be Well, Lead Well campaign.

5.IPPN has written to the Secretary General of the DE to express our concern and dismay that this year’s budget manifestly failed to address the issues that IPPN and other stakeholders have raised stress the importance of the DE’s ambition to impact positively on leadership being translated into meaningful and substantive measures emphasise the need for such measures to be implemented, as a matter of urgency.

IPPN will meet with the Secretary General in due course to further discuss its concerns.

6.In order to ensure a wider understanding of IPPN’s concerns in relation to the extent to which leadership capacity and e ectiveness have been undermined, IPPN has also written to the Chief Inspector the Chief Executive of the NCCA the Chief Executive O cer of the NCSE the General Secretary of the INTO

the Chief Executive O cer of the National Parents’ Council the leadership of the various management bodies.

IPPN will seek to build a coalition of support to implement measures that will impact positively on leadership capacity, e ectiveness and the sustainability of leadership roles.

Conclusion

IPPN’s analysis of the current reality of primary school leadership, as evidenced by the feedback from school leaders and independent research, clearly identifies the extent to which leadership capacity, e ectiveness and the sustainability of school leadership roles have been undermined.

Not only does this have significant implications for school leaders themselves, but it also compromises school e ectiveness, outcomes for children and the e ective implementation of sectoral priorities such as the primary curriculum framework.

Substantive and meaningful action must be taken as a matter of urgency to enhance leadership capacity, e ectiveness and the sustainability of school leadership roles. In this regard, a greater allocation of discrete time for leadership must be prioritised.

IPPN will continue to develop supports and resources to empower e ective, sustainable leadership and remains steadfast in its commitment to the achievement of systemic reform of the practice of school leadership.

Brian.ODoherty@ippn.ie

RIP – IPPN Members

The impact a sudden – or even an expected - death has on a school community is immense and their colleagues are often at a loss to know what to do, both in the immediate aftermath and in the weeks and months thereafter. It can be all the more di cult when it is a school leader, as their leadership and support is so badly missed at such a time.

IPPN is here to support any school leader going through such a di cult time. You can reach out to our Leadership Support Team, who will o er practical guidance.

Please do let IPPN know if a current member passes away. It is important to honour and remember them, to acknowledge their contribution to school leadership and to o er an opportunity to the school to write a tribute to them when the time is right.

WE REMEMBER JAMES DOCHERTY

Principal of Willow Park Junior School, Blackrock, Co. Dublin, who passed away unexpectedly on 5th October 2024.

Ar dheis Dé go raibh a anam uasal.

Any information that you can provide on newly appointed Principals can be emailed to jackie.oreilly@ippn.ie

Eochair:

A Key to Happy, Active and Inclusive Learning in the Primary Classroom

The Eochair programme, launched at the Limerick Education Centre (LEC) earlier this year by Dr. Barrie Bennett, represents a significant evolution in Irish education. Dr. Bennett, a Professor Emeritus from the Ontario Institute for Studies at the University of Toronto, collaborated with the Education and Training Boards Ireland (ETBI) over 16 years, to develop the Instructional Leadership programme for post-primary schools.

What makes Eochair such a special programme for our school is the story behind its evolution. Two of our teachers, Ms. Sandra Larkin and Ms. Linda O’Meara, played a pivotal role in adapting the Instructional Leadership programme specifically for primary education. Their journey began in 2018 with an email from the LEC, inviting applications to become facilitators for the programme. Sandra and Linda embraced this opportunity, training to deliver summer courses and support other schools in implementing the programme. This pioneering spirit brought Eochair to our classrooms.

What is Eochair?

Eochair is a child-centred and teacher-friendly toolkit that equips teachers with innovative and engaging instructional strategies, skills and tactics. It aligns with the Primary Curriculum Framework in Ireland, aiming to integrate learning, teaching and assessment for an enriched classroom experience.

five key elements that work together seamlessly: Instructional tactics: Engaging activities that students complete independently, promoting active participation

Instructional strategies: More complex teacher-led interventions to guide learning

Instructional skills: Techniques like e ective questioning and feedback that enhance learning processes

Instructional organisers: Frameworks for designing inclusive lessons that cater to diverse learning styles

Instructional concepts: ‘Lenses’ that help teachers integrate these elements for optimal impact.

Eochair in Action: A Hive of

Engaged Learning

Teachers in our school who use the Eochair strategies in lessons have witnessed changes in how their lessons are received by the pupils in their class. Here’s what Eochair brings to the classroom:

Increased student engagement: Students become active participants, taking ownership of their learning through group activities

Enhanced communication and critical thinking: Interactive tasks develop problem-solving and communication skills

Collaborative learning culture: Working together fosters teamwork and inclusivity, ensuring all students feel valued

Greater enjoyment for everyone: Learning becomes a fun and rewarding experience for both students and teachers.

These elements collectively foster active, inclusive learning environments where students take responsibility for their progress. Group activities encouraged by Eochair enhance student communication, thinking skills and overall well-being.

Impact of Eochair in Our School

Sandra and Linda introduced the Eochair concepts through sta workshops, collaborative planning meetings and informal ‘drop-in workshops’. These 15-minute sessions on Friday mornings allowed teachers to learn new methodologies in an engaging, pressurefree environment. Teachers found Eochair easy to integrate into their daily lesson plans, reporting increased student engagement and accountability. Pupils appeared more active in their learning, improving their oral language, problem-solving skills and collaboration within the classroom.

Teacher and Pupil Feedback

A 6th class teacher in our school shared that Eochair’s instructional tactics, such as the ‘Ranking Ladder’ and ‘Think Pair Share’, provided quick, impactful interventions. More complex strategies like the ‘Jigsaw’ and ‘Teams Games Tournament’ fostered collaboration and critical thinking. The teacher also highlighted how Eochair’s emphasis on inclusive learning made every student feel valued. Pupils echoed this sentiment, emphasising how teamwork and collaboration made learning more enjoyable and boosted their confidence, particularly in public speaking and group work.

Expanding Eochair’s Reach

Beyond its success in individual schools, Eochair is spreading to a wider audience. Sandra and Linda have run summer courses for primary school teachers in Limerick and conducted a workshop at Féilte, the Teaching Council’s annual Festival of Education in Learning and Teaching Excellence.

For further information, you can view a short movie of Eochair filmed at our school: https://www.instructionalleadership.ie/eochair/ Sandra Larkin and Linda O’Meara may be contacted by email at sandra.larkin@milfordns.ie and linda.omeara@milfordns.ie

DIARMAID MOORE PRINCIPAL OF MILFORD GRANGE NS, CASTLETROY, LIMERICK

The Eochair Toolkit: Building Blocks for Active Learning Eochair provides a comprehensive framework with

OnYourBehalf

GERALDINE D’ARCY IPPN ADVOCACY & COMMUNICATIONS MANAGER

A number of significant projects and advocacy-related engagements have come to fruition since the last issue of Leadership+:

SUSTAINABLE LEADERSHIP PROGRESS REPORT 2024

The article by Brian O’Doherty on page 22 describes the progress made since this time last year and the next steps for the project. The report was launched at the IPPN principals’ conference in Killarney. You will have received the epublication of the report by email.

SCHOOL LEADERS’ WELLBEING

The Deakin report on Irish Primary School Leaders’ Health and Wellbeing: A Three-Year National Study, was recently been published and discussed at length at the IPPN principals’ conference in Killarney.

GUIDE TO LEADERSHIP OF TEACHING AND LEARNING

The leadership of teaching and learning is core to the purpose of school leadership. Empowering the provision of high-quality learning experiences that allow children to exercise agency with regard to their learning, and better

enable them to achieve in accordance with their potential, is at the heart of what we, as school leaders, aspire to do.

Rather than just encouraging you to do so, we undertook to develop a resource that would support and empower your instructional leadership.

It is in this context that we have developed the IPPN Guide to the Leadership of Teaching & Learning, launched in Killarney and issued via email to all members. See more information on page 5.

SUBMISSIONS

IPPN made the following submissions over the past few months:

Letters to the Secretary General and to key stakeholders regarding IPPN’s ongoing concerns about the extent to which leadership capacity, e ectiveness and the sustainability of school leadership are compromised

IPPN Feedback to the DE on the implementation of the Free Schoolbooks Scheme 2024

Revised Working Paper on Teacher Supply

See www.ippn.ie – Advocacy/ Submissions for all submission documents.

MEETINGS/EVENTS

IPPN participated in meetings/events relating to the following:

September

Small Schools Action Research

Project Steering Group

Thinking Partners Programme

Briefing on Research into Role of Deputy Principal - Maynooth University

Commemoration of the Centenary of the Department of Education

Briefing on new Circular to assist with forward planning of special education provision

School-age Childcare Advisory Group

Wellbeing for All Meeting

DEIS Advisory Meeting

October

Primary Education Forum

Update on SNA Workforce Development Plan Webinar

NCSE Consultative Forum

Charities Institute of Ireland

Communications and PR Forum

Oide Leadership Committee

DEIS Advisory OECD Report presentation

Briefing on ‘Strategic Workforce Planning for Teachers in Ireland‘ project

November

DE Inspectorate Consultation on bullying prevention and wellbeing

Primary Education ForumConsultation Subgroup

NCSE Research Conference

ESHA General Assembly

IPPN Board of Directors

IPPN National Council

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. Follow IPPN on social media - X (@ippn_education) and LinkedIn (@ippn)

A Welcome Project

LUAN O’MALLEY AND EMMA ELLIOTT

PARENT ASSOCIATION OF ST ANNE’S NS, ARDCLOUGH

In September 2019, a gardening initiative was set in motion at St. Anne’s NS in Ardclough. It began when the Parents Support Group (PSG) received a request to help the school caretaker with the maintenance and appearance of the planters at the school gate. A small group of keen and enthusiastic gardeners within the PSG volunteered to take on the task.

The 19 large concrete standalone planters were reorganised, prepared and replanted with new plants. Four new trees were planted between them. We collectively felt that the landscaping of the school grounds needed to be reconsidered, for ease of maintenance and to include more colour.

The entrance to the school, a paved pathway, flanked by two large beds, required attention. They needed to be more inviting and welcoming, hence the ‘Welcome Garden’.

We were eager to boost the microecosystem and highlight biodiversity whilst creating a visually beautiful space – add flora, in the hope fauna would follow! We wanted the school community to be proud of St Anne’s and welcome all wildlife and biodiversity back into the grounds!

To oversee a project of this size a subcommittee was formed, budgets carefully planned and a fund designated. Creative methods of fundraising were actioned, not directly burdening parents and included clothing recycling, sponsored walks and the sale of Christmas cards and trees.

What began as a modest request evolved into an enjoyable, social gathering of parents, teachers, children and local community. This collective endeavour was monumental and hugely rewarding.

The Ardclough Community Council provided an annual Tidy Towns grant in recognition of the work involved and the importance of the school within the community.

An architectural plan for the proposed garden was agreed and a landscaper contracted to complete the initial labour-intensive clearing and preparation of the beds. A large amount of unsuitable earth, rubble and poor soil was removed and replaced with good quality topsoil and compost. The landscaper’s expertise and guidance were invaluable.

Careful consideration was given to improved maintenance of the larger bed, so part was grassed and an ‘organic’ weed barrier was laid (newspaper and cardboard collected by pupils and the community) to minimise the need for weeding. This

preparation was done in conjunction with planting. Areas were mapped into stages and plants clustered in threes and fives for visual appeal.

The planting of over 800 plants in a week was a phenomenal e ort. Plants – including Verbena, Nepeta, Lavendar, Stipa gigantea, Agapanthus, Camassia and Persicaria – provided a palette of colour. Two mature silver birch trees were planted to accompany an existing native tree. Box hedging was placed to keep the appearance of the bed neat, structured and to restrict pedestrian access.

What began as a modest request evolved into an enjoyable, social gathering of parents, teachers, children and local community. This collective endeavour was monumental and hugely rewarding.

Volunteering for school activities is normally left to adults, but an important part of this project was children’s participation. They volunteered during their holidays, worked alongside adults as part of the team and took ownership of tasks. Within the community of St Anne’s, we use the tag line ‘There’s no strength without unity’.

Today, the garden continues to serve as a living classroom, o ering students hands-on learning opportunities. It provides a tangible way to teach concepts about the environment, and also an appreciation of the importance of green spaces. There is ongoing maintenance and seasonal preparation, with particular planning

around

but

the

The project embodied communication, volunteering, inclusive decisionmaking,

We hope it will serve as a model for other schools, demonstrating the benefits of integrating gardening, environmental appreciation, education, teamwork and leadership into the school curriculum.

As a community, we will continue our gardening e orts and enjoy the ‘fruits of our labour’.

If you would like to get in touch with Emma and Luan, you can email them at lusmithomalley@gmail.com and emma-elliott@hotmail.com

How Can the Leadership Success Path Help You Secure Your Leadership Role?

ORLA DEMPSEY TEACHER LEADERSHIP AND PROMOTION MENTOR, CO. OFFALY

‘If your actions inspire others to dream more, learn more, do more and become more, you are a leader’.

John Quincy Adams

In my role as leadership interview coach, teachers inspire me with the simple, consistent actions that they take in helping their students, colleagues and wider school community.

When jobs are advertised, however, for many teachers, things become tricky. In some schools, colleagues don’t talk about whether (or not) they are going for the role, and applying for roles is timeconsuming and energy-zapping. And with only one or two leadership roles being advertised, many teachers are left feeling rejected and confused about why they didn’t get the role. That’s why I created ‘The Leadership Success Path’. This path helps teachers see things from a wider lens and understand that the fact that they weren’t selected this time doesn’t mean the end for them.

So, what are the stages on this path?

Stage 1. Curiosity

At the ‘Curiosity’ Stage - teachers are curious to see if leadership is for them. They may be relatively new to teaching - but they may feel like they want more, and they admire others doing tasks outside of their classrooms. They are unsure where to start. A leadership role might be 2+ years away for these teachers.

I created ‘The Leadership Success Path’.This path helps teachers see things from a wider lens and understand that the fact that they weren’t selected this time doesn’t mean the end for them.

Stage 2. Knowledge Development

At this stage, emerging leaders are doing LAOS-focused leadership development courses in Education Centres and Universities etc. These courses are lighting a fire under them and the desire to make a difference is getting stronger. Teachers are gathering information and building relationships with staff. There are lots of soft skills that are being developed at this stage. Their leadership role might be 1+ years away.

Stage 3. Engagement

Teachers at this point are filling in leadership job application forms. They may have been rejected in the past and yet, their desire to continue to secure this new leadership role remains strong.  Teachers recognise that they need interview support - either from trusted colleagues or from professionals. Their leadership role might be 2 weeks to 1+ years away.

Stage 4. Skills Development

These teachers are attracting the attention of interview boards. They like

what they are saying and the candidate’s job application form usually gets them an interview. They are confident that their referees will say that they have developed the necessary leadership qualities. With the help of online webinars and courses, they are applying new skills in everyday teaching and learning. They are hopeful each time they go for interview - knowing that their time will come eventually. For these teachersthey have achieved success and need further support. Leadership might be 2 days to 1+ years away.

Stage 5. Success and Ongoing CPD

Success! The leadership role is secured, and the learning continues. Leaders continue to grow and develop in their leadership journey. Mentoring, coaching, leadership talks, seminars and online courses - play key roles in learning about new developments in education. Great leaders aim to develop their soft skills even more and to get the most from their team. These leaders remain in their roles until they desire a change, and they step onto the ‘Leadership Success Path’ once again.

I have found that knowing which stage they are at helps teachers disassociate from the hurt of rejection and to realise that their time is yet to come– when they persevere!

You can contact Orla at hello@orladempseycoaching.ie with any questions about the Leadership Success Path or her work with teachers and schools.

And Finally…

Lao Tzu QUOTATION

A great man is hard on himself; a small man is hard on others.

Online Recruitment Portal

Have you tried it?

‘I want to extend my thanks to IPPN for the development of the new Recruitment portal through Education Posts. At such a busy time of the year, it seriously reduced the time I spent on the recruitment process.

Everything was already in place for Principals online and with a few clicks, the advert went up and after two weeks the applicants were visible. The interiew panel working with me were also very impressed with the portal.

As a teaching Principal, anything that helps to reduce our workload is very welcome and this came at a perfect time! I strongly advise any Principal, who has not availed of this recruitment portal, to use it going forward.’

Principal, Co. Cork

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