Leadership
THE PROFESSIONAL VOICE OF SCHOOL LEADERS
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.
Seminars include:
• Trauma-informed schools
• Implementing the revised Maths curriculum
• Leading the team to lead teaching and learning
• Deputy PrincipalMeet
• Dignity & Respect at Work
EVENT FEE
€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.
EXPO
Speakers include
• Dr Harry Barry - Health
• Karen Belshaw - Wellbeing
• Dr Patrick Sullivan, NCCA - Curriculum
• Marie Gleeson - Leadership
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
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.
136 | FEBRUARY 2025
The ‘Big Picture’ of the Redeveloped Primary School Curriculum
Dr Patrick Sullivan Deputy-CEO, NCCA
Findings from a survey of principals in new DEIS schools
Breathwork: A Transformational Journey in Leadership 15
Lorraine Gilleece and Sharon M. Nelis Educational Research Centre
Professor Bronagh Byrne Queen’s University Belfast
Leading Playful Learning in Schools
Lisha O’Sullivan Associate Professor of Early Childhood Education, MIC
IPPN’s 25th Anniversary
Keith Ó Brolacháin Principal of St. Francis Special School, Beaufort, Co. Kerry
Internalised Leadership
Damian White IPPN Past President and ICP European Representative
- Dr Carmel McCarroll, Principal, St. Louis Infant School, Monaghan Town Seanie our Therapy Dog: A New Friend and Supporter in Our School
- Marge O’Brien, Principal, Scoil Barra Naofa Cailíní, Beaumont, Cork
A 30th Anniversary Celebration of the Inaugural Conference for Irish Primary Principals
- Diarmuid Hennessy, Principal of Scoil Mhuire na nGrást, Belgooly, Co. Cork
AI For Dummies: Part 1
- Karin Wouters, Marieke Van Tienhoven, Louise Tobin
Editor: Geraldine D’Arcy
Editorial Team: Geraldine D’Arcy, Brian O’Doherty and Louise Tobin Comments
A RIGHTS-BASED APPROACH TO SENSE OF BELONGING IN SCHOOL FOR CHILDREN WITH SEN
PROFESSOR BRONAGH BYRNE
QUEEN’S UNIVERSITY BELFAST, CO-DIRECTOR OF THE CENTRE FOR CHILDREN’S RIGHTS
Children with special educational needs (SEN) have traditionally been viewed across the globe as individuals in need of protection, care or cure. Rights play a key role in disrupting these predominant narratives, shining the spotlight on systemic and structural inequalities and inaccessibility in all its forms. Both the United Nations Convention on the Rights of the Child (UNCRC), and the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), ratified by Ireland in 1992 and 2018 respectively, offer critical frameworks in this regard.
The concept of belonging – and where children with SEN ‘should’ belong - has been a source of persistent debate. While there is no specific or direct ‘right’ of belonging, it is an implicit part of a rights framework. In short, effective implementation of rights can create conditions through which children with SEN can feel a sense of meaningful belonging. This can be linked to rightsbased principles of fairness, respect, equality, dignity and autonomy.
Belonging is crucial for our self-identity and sense of well-being. A research study by Byrne and McNamee (2022) highlights the negative impacts that can arise when deaf children do not feel a sense of belonging. The study found that 20.9% of deaf children in Northern Ireland have at least one psychological condition compared to 12.3% of hearing children. Deaf young people in the study also reported a lower quality of life than hearing young people. Interviews with deaf young people found that a key factor in lower emotional well-being was that
Inclusive education is ‘a principle that values the wellbeing of all students, respects their inherent dignity and autonomy, and acknowledges individuals’ requirements and their ability to effectively be included in and contribute to society’
they did not feel a sense of belonging in mainstream education where, for the most part, they were the only deaf child in the school. Not all had contact with deaf peers and many experienced bullying.
Article 24 of the UNCRPD establishes, for the first time in international law, a right to inclusive education. Inclusive education is ‘a principle that values the well-being of all students, respects their inherent dignity and autonomy, and acknowledges individuals’ requirements and their ability to effectively be included in and contribute to society’ (UNCRPD General Comment, 2016, para 10(b)). There is a clear presumption in favour of mainstream educational placement and that ‘belonging’ for children with SEN is in the mainstream environment.
It is important to acknowledge, however, that placement in mainstream does
not automatically lead to ‘belonging’. Extensive evidence tells us that some children with SEN continue to experience exclusion, bullying and discrimination in mainstream environments. Thus, we cannot say that mainstream is meaningfully inclusive at the moment for all children, or that they experience a genuine sense of belonging there. Belonging is associated, not with educational placement per se, but the quality of that placement, and one wherein children with SEN feel valued, respected, listened to and treated with dignity. Both the UNCRC and UNCRPD affirm the rights of children with SEN to express their views on all matters affecting them, and for those views to be given due weight in accordance with their age and maturity. Yet we have a lack of evidence globally about what belonging means in practice for them. Some children with SEN will prefer a special school environment and experience a greater sense of belonging there. We need to understand better how we can replicate some of those provisions in a mainstream environment. Perhaps most importantly, we need to disrupt what we understand to be a so-called majority ‘mainstream’ environment designed by non-disabled adults for a normative child population, in favour of a universal education system with rights at its core.
If you would like to get in touch with Bronagh in relation to this article, you can email her at b.byrne@qub.ac.uk
EDITORIAL
2025 heralds the silver jubilee of the Irish Primary Principals’ Network. We are immensely proud of what our members and our staff have achieved over the past 25 years, and will mark the milestone throughout the year – here in each issue of Leadership+, at our official launch at the Deputy Principals’ Conference in Galway on 13th and 14th February, at the IPPN roadshow workshops and at every available opportunity until the end of December! Damian White kicks things off on page 16 with his piece ‘Following the footsteps of the old Band’
As Term 2 unfolds, IPPN is detailing and implementing our priorities for 2025 across our team, and setting the scene for how we will approach the strategic plan for the period 2026-2030. It is likely that many schools are undertaking similar planning and prioritising work at this time. Therefore, it is timely to highlight the IPPN workshop series coming to your county this year – ‘Making your leadership role more doable’. The article on page 19 tells you more.
The new term began in a challenging way for many schools with the advent of severe snow and ice – hardly a shocking development in January – and the tough decisions that arise in these circumstances. We echo the calls from members for a better and more centralised approach to decisionmaking, and indeed to the preparation for and response to such weather conditions in each local authority area, so that fewer schools are left to make decisions to close or to open later on the day.
IPPN’s advocacy work in relation to our concerns for school leadership continues, with important meetings with the Department, management bodies and education agencies taking place from December to date. It seems the UNESCO Global Education Monitoring (GEM) Report 2024 ‘Leadership in Education’ is having an impact. What IPPN has been saying about school leadership for the past several years is echoed in the GEM Report, and this global focus on the issue has added considerable weight to the arguments put forward for adequate supports, resources, structures
YEARS OF IPPN
LEADERSHIP+
EDITORIAL TEAM
and time for leadership. IPPN will continue to seek progress in relation to the numerous proposals we have put forward, all of which have been positively received by stakeholders in our deliberations with them.
We hope that you enjoy this issue – the 25th anniversary segment, the overview of the Principals’ Conference and the many contributions by school leaders and others from across the sector. We thank each contributor, and our advertisers, as well as the dedicated team that puts together this and every issue of Leadership+. Suggestions and feedback are welcome to editor@ippn.ie
2025 promises to be another energising and important year for us all. We look forward to working with you and on your behalf, and to meeting as many of you as possible at the county-based workshops and national conferences.
Is sinne le meas, Leadership+ Editorial Team
Louise Tobin Brian O’Doherty Geraldine D’Arcy President Deputy CEO Editor
Working Together
DAVID RUDDY BL
Primary schools employ more than 42,000 teachers. Approximately 16,000 special needs assistants are employed in primary/ special schools, alongside ancillary staff including secretaries, caretakers and bus escorts. It’s inevitable that staff, from time to time, working in stressful environments, can have differences of opinion, both of a professional and a personal nature. When a staff member is upset by such an event, the default position ought to be that the solution is often within their own gift by having a discussion with the other person/ persons. If the issue cannot be resolved informally and the principal is put on notice, what can the principal do?
The ethos and culture of a school can play a significant role in mitigating the risk of the likelihood of such events occurring, and also in the way that we respond. Promoting a positive and collaborative workplace based on professional respect is for the most part dependent on the consistent application of best practice by all.
When a principal is approached by an upset staff member the most valuable support can be that of a listening ear. If the staff member has not done so, they should be encouraged to discuss the issue informally with their counterpart. If informal discussions are not successful then the staff member ought to be directed towards the ‘Working Together’ booklet. It also may be prudent to inform the staff member of the employee assistance service.
The ‘Working Together’ document is an agreed suite of procedures that seeks to facilitate the resolution of internal staff disputes. It divides into 3 separate and distinct procedures,
1. Staff Relations
2. Adult Bullying/Harassment
3. Grievance.
These procedures are not interchangeable. They all have a staged approach. Often what are initially staff relations issues can if unchecked develop into bullying, harassment or grievances.
Staff
Relations Procedure – 4 Stages
1. Formal meeting between the parties
-If unsuccessful escalate to stage 2
2. Role of Principal/Chairperson BOM
– Hear the parties and try to resolve
3. Mediation – INTO/Management body agree a mediator
4. BOM investigation/hearing/review.
Bullying/Harassment Procedure
The terms Bullying and Harassment can often be used interchangeably by a staff member. However, it is important to note that these are two legally distinct concepts, therefore, a behaviour can be categorised as either bullying or harassment ,not both. These Bullying/ Harassment Procedures reflect the Code of Practice for Employers and Employees on the Prevention and Resolution of Bullying at Work, 2021.
Adult bullying in the workplace is defined as;
‘Workplace Bullying is repeated inappropriate behaviour, direct or indirect, whether verbal, physical or otherwise, conducted by one or more persons against another or others, at the place of work and/ or in the course of employment, which could reasonably be regarded as undermining the individual’s right to dignity at work’. It goes on to state that, ‘An isolated incident of the behaviour may be an affront to dignity at work, but, as a once-off incident, is not considered to be bullying’.
Harassment
The Employment Equality Acts provide that sexual harassment and other harassment on legally defined discriminatory grounds, is unlawful and constitutes discrimination. These grounds may arise from an employee’s marital status, family status, sexual orientation, religious beliefs, age disability, race or membership of the travelling community.
This code of practice is further underpinned by statutory instrument 674/2020, in addition to the Code of Practice on Sexual Harassment and Harassment at Work, 2022.
‘An ounce of prevention is worth a pound of cure’.
Benjamin Franklin
Bullying/Harassment Procedure – 5 Stages
1. Meeting of both parties –Party A seeks meeting with Party B to outline their complaint
2. Meeting with the principal/ chairperson to seek to mediate a resolution between the parties
3. Mediation – INTO/Management body agree a mediator
4. Investigation by BOM – Can be by sub-committee of the BOM or by independent investigator (cost borne solely by BOM)
5. Decision following Investigation. It is a matter for the BOM as an employer to make a final decision in relation to the upholding, partial upholding, or refusal of the complaint.
Grievance Procedure – 4 Stages
A grievance is defined as a complaint which a staff member has in relation to breaches of school rules, policies, practices, procedures etc. It’s an upwards-only procedure, which often involves a complaint against the principal. The procedure involves 4 stages:
1. Meet with the principal
2. Meet with the chairperson
3. Meet with BOM
4. Independent Tribunal.
Take-aways
1. Have you discussed your school ethos and mission statement with staff?
2. Has your BOM reviewed and ratified the ‘Working Together’ document?
3. Has your staff discussed ‘Working Together ‘?
4. Exhaust informal procedures before adopting the formal approach
5. Before proceeding to any of the formal stages, you should seek advice from your management body.
If you would like to get in touch with David in relation to this article, you can send him an email at druddy@cpsma.ie.
Review of IPPN’s Supports & Services
BRIAN O’DOHERTY IPPN DEPUTY CEO
As you know, IPPN provides a suite of supports and services to members in order to enhance leadership capacity and effectiveness and to better ensure the sustainability of school leadership roles. It is essential that those supports and services are in keeping with and informed by the needs of members.
Accordingly, as we are about to embark on the development of our next strategic plan, and mindful of the evolving landscape of support for leadership with the establishment of Oide, it is opportune to review the supports and services that IPPN provides and that ensure that such a review would be informed by data/ evidence directly sourced from members. This collated data/evidence could then be used to assess: the value that members attribute to individual supports and services the impact of those supports and services the levels of member engagement with those supports and services whether existing supports and services could be enhanced and whether other supports and services need to be developed and made available to members.
We started the process of sourcing data/evidence directly from members back in September. Through small group, or open, discussion at each of the 27 city/county network autumn meetings, school leaders had an opportunity to share perspectives in relation to IPPN’s supports and services. These meetings were attended by 540 school leaders who shared their thoughts on what was working well and what could be done differently to enhance existing supports and services.
When those meetings concluded in early October, we issued a survey in which we asked members to consider each individual support or service with reference to three metrics:
1. the value you attribute to the support or service
2. how helpful you found the support or service (if you had availed of it)
3. the frequency of engagement you have had with the support or service.
The list of supports or services about which we sought your feedback was as follows:
Leadership Support Local Support Groups
E-scéal
Networking
Resource Bundles
Sample Policies & Plans
Leadership+
Website
EducationPosts
SubSeeker
Group Mentoring
Headstart
Ciall Ceannaithe Conferences.
There were over 1,500 responses to the member survey, which has provided us with incredibly rich quantitative and qualitative data. The quantitative data has enabled us to, in the first instance, analyse each support or service individually with reference to the three metrics. It has also been possible to undertake comparative analysis with regard to value, impact and engagement.
In terms of quantitative data, there were over 700 freeform responses to survey questions. Account has been taken of each of those responses
Through small group, or open, discussion at each of the 27 city/ county network autumn meetings, school leaders had an opportunity to share perspectives in relation to IPPN’s supports and services.
with the key themes emerging from them being identified. While data was not sought in relation to Advocacy, account has also been taken of the responses of members that relate to IPPN’s advocacy work.
All of this evidence and analysis is detailed within a report on the review of supports and services. That report is currently being considered by the IPPN staff directly involved in the delivery of each of the individual supports and services in order to inform and shape the way those supports and services are provided into the future. The report will be made available to members through the website with a link to same being provided through an upcoming E-scéal.
We deeply appreciate the level of engagement we have experienced in this process of review. We fully recognise the competing demands for your time. The perspectives you have shared with us are invaluable and will help to ensure that the most appropriate supports are available to you, as a school leader, when or if you choose to avail of them.
Brian.ODoherty@ippn.ie
The BIG PICTURE
of the redeveloped Primary School Curriculum
DR PATRICK SULLIVAN DEPUTY-CEO, NCCA
‘If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.’
These words, penned by John Dewey over a century ago, remain relevant for school leaders and in the work of the National Council for Curriculum and Assessment (NCCA) today. As you read these words, you might consider the lives of children today and the world they will help shape in the decades ahead. Dewey’s quote reminds us to keep the ‘big picture’ in mind and this formed the central message of my presentation to the IPPN Annual Principals’ Conference 2024 - Responding to the future needs of children and society: the big picture.
In terms of the Primary School Curriculum, the ‘big picture’ refers to the curriculum’s Vision, Principles, Key Competencies and statements on Learning, Teaching and Assessment. These are contained in the Primary Curriculum Framework, which was published in March 2023. The Framework is the foundation upon which the entire redeveloped Primary School Curriculum is being progressed.
The Framework reflects our shared understanding of, and trust in, the many positive features of education in our primary and special schools. The current Primary School Curriculum (1999)
PARTNERSHIPS
Partnerships and colaboration between schools, families and communities enrich and extend children’s learning by acknowledging and supporting their lives in and out of school.
PEDAGOGY
Teachers use appropriate and evidence-based pedagogical approaches and strategies to foster children’s engagement, ownership and challenge. Such pedagogical approaches and strategies connect with children’s life experience, circumstances, strengths and interests.
RELATIONSHIPS
Caring relationships within the school community support and impact positively on children’s engagement, motivation and learning.
has many successes, not least Ireland’s relatively high scores internationally in mathematics, science and, in particular, reading. However, we also know there are many aspects of our curriculum that require attention, including extending the learning of our most able children, addressing curriculum overload, and ensuring children experience choice and flexibility in their learning. The Framework provides the blueprint for the enhancement of these aspects of primary and special education for the coming years.
School leaders play a critical role in leading learning, teaching and assessment in our primary and special schools. The literature is resounding, indicating that when school leaders are actively involved in supporting curriculum change, teachers feel supported, cultivating a sense of collective efficacy – a ‘we can do this’ mindset, which can make all the difference.
Formalised in policy, the Framework is now central to all decision-making within the school community. School leaders will find the eight Principles of Learning, Teaching and Assessment as the bedrock upon which they can discuss the workings of the school with teachers, members of the Board of Management, colleagues in support and administration roles, parents and those in the wider school community.
LEARNING ENVIRONMENTS
Children’s learning is shaped and nurtured by the physical environment, indoors and outdoors. These diverse environments encourage children’s independence and stimulate and support their learning across the curriculum.
PRINCIPLES OF LEARNING, TEACHING AND ASSESSMENT
TRANSITION & CONTINUITY
Children’s prior learning, self-worth and identity are built upon as they move from home to preschool and on to junior infants, and as they progress through primary school. This provides important foundations for learning as they move to post-primary school.
INCLUSIVE EDUCATION & DIVERSITY
Inclusive education provides for equity of opportunity and participation in children’s learning. Inclusive education celebrates diversity and responds to the uniqueness of every child.
ENGAGEMENT & PARTICIPATION
Children are active and demonstrate agency as the capacity to act independently and to make choices about and in their learning. Curriculum experiences provide them with opportunities for decisionmaking, creativity and collaboration.
ASSESSMENT & PROGRESSION
Meaningful assessment is collaborative and integral to high-quality learning and teaching. Involving children, teachers, parents and others, it provides information which enhances teaching and informs and supports progression in children’s learning across the curriculum.
They convey what is valued in primary and special education and what lies at the heart of high-quality learning, teaching, and assessment in the primary curriculum. The seven Key Competencies are also important for school leaders. They clearly identify the capacities and capabilities children will develop in your school. They are an essential reference point as they have relevance across the curriculum and provide continuity and connectivity in children’s learning as they move through primary school.
In the coming months, as the redeveloped Primary School Curriculum is prepared for publication, it will be imperative for school leaders to understand the ‘big picture’ presented in the Primary Curriculum Framework. Without this understanding, the detail that will be presented in the specifications for the five curriculum areas could prove challenging. This can lead to a sense of overwhelm, a misinterpretation of the intentions of the curriculum, and a diminished sense of collective efficacy. Now is the time to get to know the ‘big picture’ of the redeveloped curriculum. Becoming familiar with the Primary Curriculum Framework, discussing it with colleagues, and considering how it relates to the positive features of your school will be time well invested.
Primary | Curriculum Online
If you would like to contact Patrick and the NCCA in relation to the PCF, you can email info@ncca.ie
Being an active citizen Being a digital learner Being Mathematical
Being a communicator and using language Being Creative
Being an active learner
LEADERSHIP IN PROFILE WORKING WITH CHANGE
RACHEL DOLAN PRINCIPAL OF ST. LASERIAN’S SCHOOL, CARLOW & A MEMBER OF IPPN
NATIONAL COUNCIL
Are you the same person you were a year ago? 5 years? 10 years? 20 years? These questions opened an inschool development meeting where I shared with staff my vision for the school’s future, and plans for its implementation. With them answering ‘no’, the follow-up question ‘do you think the same of our learners?’ brought the same response. Yet, despite change being a standard part of life, it can meet resistance when introduced into the school setting through justifications like; ‘this is the way we’ve always done it’, ‘I have more experience’, ‘I don’t agree’.
Professional development is a key provision in supporting staff through change, but it must be appropriate, meaningful, and for everyone, regardless of their qualifications or responsibilities, to support learners with additional needs across a broad age range. Finding the right provider is a challenge for all schools but is especially pertinent for the team of 24 teachers, 50 ANAs (SNAs), 2 nurses and fleet of 30+ bus escorts, along with the panel of 20+ substitute teachers whom I lead. St. Laserian’s School (SLS) caters for students aged 4-18 with mild, moderate and severe to profound ID. One third of the school are autistic learners. There are 142 pupils on roll. The tailored professional development required here costs the BOM thousands per year.
Recently, the publication of Understanding Behaviours of Concern and Responding to Crisis Situations guidelines for response to, and support for, students with behaviours that challenge has major implications for schools supporting these students;
Yet, schools are finely tuned, moving machines – the cogs need to move at the same time; therefore, a fresh take is a necessary strategy. In this dynamic environment, principals need support and encouragement to develop and implement necessary changes.
requiring changes to policy and procedures, as well as whole school level approaches and personal pedagogy to suit the needs of those learners.
The need for consistency is key, the need to be ‘at one’ as a professional body of staff in expectations, approaches and standards that are essential, should be written and agreed by us, the staff. A successful example developed in SLS is The Charter for Dignity and Respect at Work (DRaW), also SLS agreed and preferred professional language (for use with and for students) and agreed professional attire. While agreement is vital, so too is the reinforcement and repetition of expectations.
Yet, schools are finely tuned, moving machines – the cogs need to move at the same time; therefore, a fresh take is a necessary strategy. In this dynamic environment, principals need support
and encouragement to develop and implement necessary changes. In short, find your people and your own professional development. For me, the group of special school principals that I meet and converse with regularly have been my rocks, as has the school’s NEPS psychologist, along with attendance at IPPN and NAMBSE conferences (non-negotiable). One seminar at the annual IPPN Conference led by Donal Kerins and Ruairi Kelleher, assisted in and inspired SLS DRaW policy; conference networking often helps to identify external professionals who can bring a fresh voice to staff. Equally, build your internal team while avoiding stagnating consensus. Thankfully, I have a yin/ yang relationship with a trusted and supportive DP that allows us to test out ideas from varying perspectives. The value of a dynamic, hardworking ISLT cannot be overstated. Fortunately, our school has appointed three new APIIs in the last two years though Post COVID, other ‘non-paid’ leadership opportunities are difficult to fill, with the car park empty at 3:15pm.
Experience and research say to ‘give it time’, that any culture takes five years to shift, so I am proud of the changes made by SLS in fewer than three. My final word is inspired by Dr. Michael Shevlin, who spoke at a recent NAMBSE conference:
‘At the heart of all decisions we make, are the learners’.
If you would like to get in touch with Rachel in relation to this article, you can email her at principal@stlaserians.ie.
The Gleneagle Hotel, Killarney, 13th to 15th November EMPOWERING EFFECTIVE TEACHING
& LEARNING
Louise Tobin
IPPN President
A colleague often said to me, ‘every time you step away from school you give the opportunity to others to step up’. By you being here at your conference, you are developing leadership capacity in your school, empowering others, and giving yourself a well-deserved opportunity to engage in Professional CPD at the highest level.
IPPN Conferences have become a focal point of IPPNs engagement with its members. Our Conferences bring us together from our various school backgrounds and gives us a platform to expand and grow our network. The value and power of gathering as a network is immense. I see Conference as the pinnacle of networking. This event provides a setting for informal chats during breaks or meals and these networking opportunities can spark meaningful interactions and help us build stronger professional circles. Establishing relationships with others in school leadership roles is one of the most rewarding aspects of being here.
Professional networking is not just about meeting new people. It’s also about maintaining existing relationships. Staying in touch with your peers, sharing updates on your work, and offering support and assistance when needed, all support our own career growth and development, and also boosts our professional confidence. Many of us are in Local Support Groups which represent networking in a group setting and can offer much needed supports to new principals and deputies and also, collegial support to all those in school leadership. We are working to expand the Local Support Group project across the country, to include both Principals and Deputies. We are piloting online support groups for Admin DPs, and DPs in Special Schools. Networking is also so good for our well-being.
I would now like to focus on the practice of leadership amongst Primary School Leaders. You are all aware that our work on Sustainable Leadership is ongoing, led by our Deputy CEO Brian O’Doherty. We know the continuing levels of challenge, frustration and disillusionment you experience in your practice of leadership. The latest data tells us what you know and experience every day – the extent, and nature of the roles and responsibilities that fall to school leaders are increasing, with more
of managing the organisation and less time to lead teaching and learning.
We continue to see the effects of the top 6 negative symptoms experienced by school leaders are just about double the amount of that of the healthy working population. This is not sustainable. This has serious implications for school effectiveness, outcomes for children, and the implementation of sectoral priorities and initiatives. We need urgent action to address leadership capacity, effectiveness and sustainability.
It is no surprise that the well-being of our school leaders was identified as one of the top two priorities by our advocacy and communications committee as part of their work on our National Council. This committee produced a position paper on the well-being of school leaders earlier this year. This paper makes practical recommendations to impact positively on school leaders’ well-being, and endeavours to communicate a message of hope about the importance of our own well-being and what we can do to promote it.
Who is responsible for our well-being as school leaders? First and foremost, we all have a personal responsibility for our own well-being. While this is very challenging, we need to manage our self-care and stress, and to reflect on our leadership practice to prioritise actions that will impact upon us positively.
The board of management, as our employer, have a responsibility to meet their duty of care to employees. They are in an almost impossible situation, as they have little control or influence over the extent of school leaders’ workloads. The Department has a fundamental influence on the workload and work demands of all school personnel, especially school leaders. It also bears responsibility for addressing the impact that that has on the well-being of those school personnel especially school leaders.
As leaders, let’s look for opportunities to support others in our schools and networks, and build a community of Well-being. Be Well-Lead Well is a new initiative in IPPN. We want our members to be well - and to set doable goals for your well-being. We believe that if you are feeling well, you will be in a good position to lead well.
IPPN President, Louise Tobin
Páiric Clerkin
IPPN CEO
Primary schools are unique. Not many other work environments experience that intimacy. Maybe that’s why the job of leading a school can be so stressful. We care so much, and we find it difficult to walk away. I think many of us never really leave the school – even when we are away from the building.
We need to find better ways to manage the many unreasonable expectations that are being placed upon our shoulders. We must embrace the tools that empower us and that can help us to focus on leading effective teaching and learning.
The development of such supports has been a priority for IPPN in response to the Sustainable Leadership Report and to the findings of the Principals’ and Deputy Principals’ hHealth and Wellbeing study. We cannot lead teaching and learning effectively without sufficient leadership time or without sharing the leadership with our team, and giving others every opportunity to develop as leaders in their own right.
I passionately believe in the concept of empowering yourself by empowering those around you. In doing that in our schools, we are Empowering Effective Teaching and Learning. There’s no greater legacy for a leader than to inspire others to lead.
IPPN’s mission is to enhance your leadership capacity, your leadership effectiveness and the sustainability of your leadership role. Why? Because your leadership matters. Because it makes a difference in the lives of children. It would seem that UNESCO agrees. In its recently published Global Education Monitoring Report for 2024/25, quoting IPPN’s research, it identifies: an acute need for strong education leadership that strong, empowered leaders are essential to transforming education outcomes and that Irish principals do not have enough time to lead teaching and learning and feel burdened by increasing administrative demands.
IPPN has been saying this for years, and leading the conversation around a shared understanding of what exactly effective, sustainable school leadership is. Through this work, we have identified the challenges around the practice of school leadership. Our approach has been very
much solution-focused – we identified actions for IPPN, as the professional body supporting school leaders, and for policymakers.
We school leaders need to take control of our own destiny as much as we can and consider what actions we can take ourselves. We are the experts on the practice of school leadership. We have a responsibility to identify what we can do to move the dial towards effective sustainable leadership that will allow us to focus on our core purpose of leading teaching and learning.
IPPN has developed a number of resources to support you with that objective. We were not waiting for others within the education system to define our core purpose because that is IPPN’s area of expertise.
What the system must do is to support school leaders by building the appropriate infrastructure so that we can focus our attention on our core purpose rather than on the constant distraction of tasks that ultimately should be the responsibility of others. Until now, it has been almost impossible for most of us to resist the pressure to take on those responsibilities for matters that could and should be actioned by others. It is something that most of us have found very challenging. I certainly did.
The new IPPN resources that focus on leading teaching and learning will help every school leader to set out the parameters of their professional responsibility to their board and to their wider school community. If we are to succeed in moving the dial towards effective, sustainable leadership with that focus on core purpose, we will need our boards of management to demand the types of support that they require to fulfil their onerous responsibilities.
The second Progress Report on the Sustainable Leadership project details all of the work that is being done to achieve the goals of the project:
Greater role clarity for school leaders
An increased allocation of leadership time
Greater capacity to share leadership and Enhanced governance infrastructure.
IPPN CEO, Páiric Clerkin
IPPN Board of Directors
Marguerite and Damian White with Seamus Conboy ETBI
In terms of role clarity, IPPN has developed a Leadership Effectiveness Reflection Tool, based on the domains and standards of the LAOS Quality Framework, which IPPN believes to be the clearest and most concise expression of the school leadership role. The reflection tool details the tasks associated with the achievement of those standards, and asks who in the school is best placed to undertake such actions.
Over the last 18 months, we have highlighted the importance of reclaiming our core purpose, as school leaders, and developed a resource that would support and empower your instructional leadership – the IPPN Guide to the Leadership of Teaching & Learning
The Guide emphasises the fact that the leadership of teaching and learning is a shared responsibility and offers areas for consideration by everyone in the school who has responsibility for leadership and management explores areas such as school culture, organisational routines, the learning environment, digital resources and infrastructure, individual & collaborative planning and preparation for teaching and learning, as well as teacher practice looks at evaluation of pupil outcomes and experiences, inclusive practice, School Self Evaluation and School Improvement Planning, evidence-informed practice, and pupil and parent participation in matters relating to learning.
We hope that school leadership teams will use it to reflect on and to inform the practice of leadership of teaching and learning in your school context. Ultimately, we hope that the guidelines will 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.
Another tool that IPPN has developed to help you maintain your focus on your
school’s priorities is the P-I-E-W Capacity Analysis Framework. These resources fully complement the School Self Evaluation and School Improvement or DEIS planning processes.
Your feedback in the recent IPPN survey confirms that additional time is the single most important intervention to improve the sustainability of your role. IPPN is proposing that discrete leadership time to be made available to both principals and deputy principals based on the size of the school and in line with the time provided to our post-primary colleagues. We’re proposing a minimum of 40% noncontact time for teaching principals and a minimum non-contact time of 40% for deputy principals in schools with administrative principals. This additional capacity would have a profound impact on leadership and school effectiveness, and would improve school leaders’ wellbeing significantly.
Regarding the enhancing of current and future governance practice, we have made a number of proposals, some of which are progressing as part of the Small Schools cluster research project. Two significant developments include the ongoing piloting of a shared administrator role in the Galway cluster and a proposal to pilot a shared Compliance Officer role in the Donegal cluster. This compliance officer role is the type of reform that would provide an appropriate support structure for boards of management to ensure they can succeed in fulfilling their responsibilities. It would also allow principals greater capacity to focus on leadership of Teaching and Learning and less on the tasks that should be the responsibility of others.
IPPN has also proposed the piloting of clustered access to shared services to provide financial, HR, legal and capital project expertise. We have also lobbied for the Primary Education Forum to establish a working group to review governance structures. Progressing systemic reform can be frustratingly slow but we must stick to our priorities if we want to be successful in the longer term.
To say that Budget 2025 was disappointing would be a gross understatement. We were dismayed that all the Department could provide for leadership was 500 new posts of responsibility. The Budget was an abject failure to support leadership, with not a single additional minute provided for school leadership to attend to the evergrowing list of tasks and responsibilities expected of them. School Leadership is being undermined. You currently rate the sustainability of your role at a worryingly low 3.21 out of 10, with the rating for teaching principals falling to 2.88. How unsustainable must things get before substantive and meaningful action is taken?
It is disingenuous to provide no additional support for leadership when two significant, complex policy directives are about to land in the system – The Primary Curriculum Framework and the SNA Workforce Development Plan. Who is going to lead the implementation of these reform measures in schools? Given the data in the progress report and the health and wellbeing research findings, it would be irresponsible for IPPN to ask school leaders to engage with significant systemic reform without a significant increase in leadership and management time being provided. We have requested a meeting with the Secretary General and her senior officials to discuss Budget 2025 and our growing concerns for school leadership.
So, what about our next steps? In 2025, IPPN will be developing a new Strategic Plan for the period 2026 to 2030. The next set of strategic priorities will build on the current ones and we will of course be asking for your input in relation to those priorities.
NOTE: Videos of all speeches are available on www.ippn.ie – CPD & Events / Principals’ Conference / Conference 2024/Keynotes. Presentations and other materials relating to conference seminars are also under Conference 2024, in the Seminars section.
Conference attendees setting out on a guided walk of the Muckross Forest Trail IPPN Staff
IPPN would like to thank all of our exhibiting companies that went to great effort in presenting their products and services at the Education Expo 2024. Their support helps IPPN to deliver our Annual Principals’ Conference. Please consider these companies when making purchases for your school over the coming year. THANK YOU TO OUR CONFERENCE SPONSORS
Leading in Schools PLAyFuL LEArNiNG
LISHA O’SULLIVAN ASSOCIATE PROFESSOR OF EARLY CHILDHOOD EDUCATION, MARY IMMACULATE COLLEGE
Playful learning is joyful, meaningful, active, iterative, and social.
While the 1999 Primary School Curriculum recognises the importance of playful and integrated learning in the infant classroom, implementing a playful approach in the context of a subject-based curriculum has proved challenging, in practice. The Primary Curriculum Framework for Primary and Special Schools, now identifies play as a core pedagogical approach at all stages in primary education. The framework provides an impetus to continue to forge connections between learning in preschool and in school, while chiming with the research on effective learning in school.
What is Playful Learning?
With playful learning now a core feature of the curriculum, it is important to have a definition that is compatible with learning in school. According to Zosh and colleagues (2018), playful learning is joyful, meaningful, active, iterative, and social. Joy is all about the satisfaction experienced when deeply engaged in learning. Meaningful learning is rooted in children’s genuine interests as evidenced in thematic and integrated pedagogical approaches. Active learning is ‘minds-on’ with children deeply invested in learning tasks. Iterative learning involves children constructing their own understanding as they solve meaningful problems. Playful learning becomes social when children work together to accomplish collaborative goals. This definition of playful learning is compatible with a co-constructed curriculum which balances child and teacher agency and
affords a mechanism through which all classroom learning experiences can be made playful.
A Continuum of Playful Learning in School
Play, in school, can be conceived along a continuum involving free play, teacherguided play, and playful instruction. During free play, children have agency to choose the direction of their play, such as during school break times. Guided play provides a middle ground between play and direct instruction. It allays concerns that, through free play, children might not achieve the targeted curriculum learning outcomes and that more traditional direct instruction can ignore children’s agency as learners. Guided play involves teachers subtly scaffolding integrated learning and creating learning environments which encourage engagement across all areas of the curriculum. Playful instruction acknowledges the value of teacher-led pedagogy but makes it more engaging through leveraging the five characteristics of playful learning.
A whole school approach can foster such innovation through establishing a shared understanding, by all in the school community, of the role of play in learning and the relationship between play and the curriculum.
The Current State of Play
I was recently involved in a study which surveyed some teachers working in junior and senior infants and in first and second class, around their perspectives on playful pedagogies. We found that, while a playful approach is valued, teachers face obstacles in embedding play in practice. These obstacles could be understood as occurring at the level of the child (i.e. learner diversity), teacher (i.e. teacher confidence), school (i.e. leadership for playful learning), and education system (i.e. the formal curriculum).
Leading
Playful Learning in School
Teachers are already using a range of strategies to make learning playful and are open to continuing to innovate. A whole school approach can foster such innovation through establishing a shared understanding, by all in the school community, of the role of play in learning and the relationship between play and the curriculum. It can also encourage the identification of supports such as continuing professional learning, opportunities for team teaching and peer mentoring, which are identified as important enablers of playful practice. While the research tells us that playful pedagogies bring their own challenges, a playful approach to leadership can support this type of innovation through inviting, like play itself, co-construction, creativity, risk-taking, tolerance of uncertainty, and mutual support (Biddulph and Gibrid 2024). In turn, playfulness can extend beyond the classroom and become incorporated into the broader school culture.
Other sources were used in this article and a full reference list can be obtained by emailing Lisha.osullivan@mic.ul.ie
The DEIS programme was significantly expanded in 2022. In May 2023, the Educational Research Centre (ERC), on behalf of the Department of Education, conducted an online survey of principals in new DEIS schools. The survey focused on DEIS action planning and principals’ views of DEIS. Survey findings have been published in a report titled Principals’ initial perspectives of action planning in new DEIS primary and post-primary schools. In this article, we outline some key findings from primary principals.
Getting started with DEIS action planning
The majority of primary principals indicated that work had commenced on the school’s DEIS action plan at the time of the survey. At least 70% of Urban DEIS principals and nearly 60% of Rural DEIS principals reported that a DEIS action planning team was in place in their school. Very high percentages of principals reported some involvement in DEIS action planning of Deputy Principals, Assistant Principals, Subject/ mainstream teachers, Special Education teachers and Home-School Community Liaison (HSCL) Coordinators (where applicable). Lower percentages of principals indicated that action planning involved Special Needs Assistants, members of the Board of Management, School Completion Programme Coordinators, parents or students. Over 90% of principals indicated that prior experience with School Self-Evaluation supported DEIS action planning.
Support for DEIS action planning Principals were asked to indicate the extent to which various supports for
Findings from a survey of principals in New DEIS Schools
LORRAINE GILLEECE AND SHARON M. NELIS
action planning were useful to them since entering DEIS. High percentages of primary principals across DEIS bands reported receiving support through informal contact with other DEIS schools or from the Professional Development Service for Teachers (PDST, incorporated into OIDE since September 2023). Almost all principals indicated that these supports were ‘very useful’ or ‘somewhat useful’. Urban DEIS principals were more likely than their Rural counterparts to report having received support through a regional network or DEIS community of practice.
Priority areas for DEIS grant expenditure Key priority areas, according to principals, for DEIS grant spending were:
Activities for parents or guardians organised by the HSCL coordinator (Urban DEIS schools)
Wellbeing-related activities Improvements to resources for learning and teaching.
Very low percentages of primary principals intended to spend their DEIS grant on homework clubs, breakfast clubs or other after-school activities.
Principals’ views on inclusion in DEIS Principals were asked to indicate the three DEIS supports they considered most likely to have the greatest impact. Urban DEIS principals were most likely to identify as key supports access to the HSCL service (Bands 1 and 2) or reduced class sizes (Band 1). Focusing on DEIS Rural schools, principals in this context identified the additional DEIS grant aid and access to the School Meals Programme as among those most likely to have the greatest impact.
Principals recognised the benefits of DEIS such as increased resources, support for pupils and their families and professional development opportunities. Principals noted that entrance to DEIS also presented challenges, including increased administration and principal workload and the need for staff adaptation.
Conclusions
Findings suggest a need to consider how: To reduce the administrative burden of DEIS planning, particularly for teaching principals in DEIS Rural schools DEIS planning can better incorporate an active review of teachers’ professional learning needs – a finding echoed in the OECD’s (2024) Review of Resourcing Schools to Address Educational Disadvantage in Ireland To ensure highly effective homeschool communication and best practice regarding involvement of parents or guardians in DEIS planning To further support principals in DEIS action planning through informal (e.g., contact with other DEIS schools) or formal (e.g., Oide or the Inspectorate) approaches.
The ERC sincerely thanks all principals in new DEIS schools who responded to this survey. Your very high response rate was much appreciated
Access the report: http://www.erc.ie/ ActionPlanningNewDEISschoolsReport2024
If you would like to get in touch with Lorraine or Sharon in relation to this article, you can send an email to Lorraine.Gilleece@erc.ie and Sharon.Nelis@erc.ie
IPPN on a Nationwide Tour following
the footsteps of the old
Band
DAMIAN WHITE IPPN PAST PRESIDENT 2019-2021 AND ICP EUROPEAN REPRESENTATIVE
The In the mid 1970’s, a very famous politician, whose reputation had been tarnished by events to which he was allegedly central, decided to set off on a countrywide tour to restore his reputation and rally the party aficionados ahead of his plans for acquiring power at a future date. He and his almost equally famous sidekick attended Cumann meetings in every county in what was soon labelled the ‘Chicken and Chips Tour’ reflecting the savoury fare they dined on at ungodly hours as they made their way in the pre-motorway days back to North Dublin. The future Taoiseach however, occasionally liked the finer things and never passed a particular restaurant in the West without calling and ordering without fail, one of their finest steaks. Unknown to him however, the chef despised his famous customer and upon hearing the order each time, removed a large sirloin from the freezer and with the kitchen staff watching, did some unmentionable things to the prime cut. The coup-de grace came with the chef and his staff lining up at the conclusion of the meal to receive compliments for the unique taste of the devoured meal from the grateful customers.
The politician went on to survive the meal and several other traps and pitfalls in an eventful and sometimes controversial career. Like a lot of subsequent politicians, those who were more successful were those who came out of their offices and met people they represented in their own neighbourhoods, leading to a greater and more empathetic appreciation of the issues faced daily in their constituencies.
IPPN was officially founded in 2000, and it is hardly stretching our mathematical capabilities to the limit
The message in 2000 was simple – let’s support each other, pool our resources, share our ideas. Seek practical solutions so that we can all be the best school leaders for our schools.
to figure out that the organisation is in its silver jubilee year. I had the good fortune to be in the room when history was made in Dublin Castle back then as newly appointed Education Minister Dr. Michael Woods formally acknowledged and welcomed the new organisation supporting school leaders. The impressive event was the culmination of several months of hard work and meticulous planning, building on the work of Cork Primary Principal’s Network who had been an impressive forerunner from 5 years previously. The idea of school leaders supporting each other wasn’t entirely new – Kilkenny city have a group which has been meeting regularly for over 40 years –but now it was becoming a national movement, highlighting the challenges, and more importantly, the solutions to the myriad of issues facing principals and deputy principals on a daily basis.
The IPPN executive committee at the time was a small but incredibly dedicated group, who realised that grand launches were one thing, but for the rubber to hit the road for IPPN, they had to hit the road to make it happen. Meetings were arranged for every county in the Republic, and while many of us were at a number of these gatherings, Jim Hayes and Seán Cottrell were at most of them together, and every meeting had at least one of them in attendance. Bearing in mind
that both were at the time, principals of large schools in Cork, they regularly travelled several hundred miles to and from meetings the length and breath of the country to launch the IPPN organisation in each county, arriving home early in the morning before facing their own school’s workload a few hours later. Now, with 6,000 members comprising the vast majority of Principals and Deputy Principals in Ireland, it was work well rewarded.
The message in 2000 was simple – let’s support each other, pool our resources, share our ideas. Seek practical solutions so that we can all be the best school leaders for our schools. Those leaving those meetings in 2000 had helped to identify the issues, but also a clearer path for solving them.
IPPN are on the road again in 2025 and the formula and ambitions for the countrywide tour are similar to those of the trailblazers a quarter century ago. Every Monday evening IPPN President Louise Tobin, CEO Páiric Clerkin and myself will be in a different county to meet school leaders, share a number of key solutions to problems associated with school leadership regardless of school size. We began in County Louth on January 13th, followed by Limerick on 20th, and so on.
We hope to meet every school leader, and in the process ensure that each person is in contact with a local support group and knows whom to turn to when they need help or can offer solutions to their peers.
We hope that after 25 years, IPPN has many friends and very few enemies across the country. But just in case, we will avoid steak on Mondays and stick to the chicken and chips!
30th ANNIVERSARY CELEBRATION of the Inaugural Conference for Irish Primary Principals
DIARMUID HENNESSY
PRINCIPAL OF SCOIL MHUIRE NA NGRÁST, BELGOOLY, CO. CORK, IPPN BOARD MEMBER AND IPPN CORK COMMITTEE MEMBER
In December, IPPN Cork, in association with the Cork Education Support Centre, and with the support of the IPPN Support Office, played host to a special 30th Anniversary Celebration in honour of the original organising committee of the first Irish National Principals’ Conference. The Changing Role of the Primary Principal provided the theme for this inaugural event, which was held on the 14th and 15th October 1994 at the Imperial Hotel, Cork. Prompted by the Government publication in 1992 of The Green Paper in Education, Education for a Changing World, which signalled shifting responsibilities for principals and a changing educational landscape, this visionary group recognised the acute need for advocacy to ensure that effective practical supports and continuous professional development opportunities were made available for their professional peers. Named after the first conference, ‘Talking Heads’, this group were equally committed to prioritising the cultivation of networking
Named after the first conference, ‘Talking Heads’, this group were equally committed to prioritising the cultivation of networking opportunities for a professional leadership position that, at the time, could be quite a solitary role.
opportunities for a professional leadership position that, at the time, could be quite a solitary role. By contrast, there was no shortage of goodhumoured banter and camaraderie among the assembled group as they gathered once again to celebrate this achievement.
The stories and tales shared on the day also served as a reminder of the vision, dedication and collaboration of the original organising committee. Given that mobile devices, internet and social media were not available, communication presented some organisational challenges. In terms of achievements, building a space for mutual engagement, establishing links with fellow educational partners and exploring and considering the leading of teaching and learning at home and abroad became distinguishable hallmarks for this fledgling group in their efforts to support principals. Of particular note, networking, as is the case today, has over the course of time, fostered highly-valued, warm friendships which have endured and extended well beyond people’s professional lives.
‘Talking Heads’ went on to organise two further National Conferences in 1995 and 1996 in Cork. Subsequent National
“Talking Heads” (Original Organising Committee Members 1994) & IPPN Leadership Team Back row left to right: Brian O’Doherty (Deputy CEO, IPPN), Don McAleese, Pat Delea, Brendan McCormack, Patricia O’Hare, Seán Horgan (Director, CESC), Angela Lynch, Michael Farrell, Michelle Cashman, Anne O’Connell, Máire Roycroft, Dan Leo, Catríona O’Reilly (Chair, IPPN), Páiric Clerkin (CEO, IPPN) Front row left to right: Gus Murray, Mary McAleese, Eilís O’Sullivan, Seán Cottrell (Former CEO, IPPN 2000-2017), Jim Hayes (Founding President, IPPN 1999-2003), Maureen Peters, Íde Ní Dhubháin (Chair, IPPN Cork)
“Talking Heads” (1994) & IPPN Cork Committee 2024/2025
LINK
Of particular note, networking, as is the case today, has over the course of time, fostered highly-valued, warm friendships which have endured and extended well beyond people’s professional lives.
Conferences were held in Malahide, Dublin in 1998, 1999 and 2000. As momentum grew, and following consultation with representatives of
the organisers of the Cork Conferences and the Conferences held in Dublin, it was decided to set about forming a National Professional Network for Primary Principals. This eventually culminated in the IPPN being formally launched as a national organisation for Primary Principals at Dublin Castle on 10th February 2000.
In marking the 30th Anniversary of the inaugural National Principals’ Conference, we celebrate the legacy of these pioneering advocates for school leadership. Owing to the equally impressive and formidable developments overseen by the dedicated efforts of so many others in
the intervening years, IPPN continues to remain a pivotal and welcome cornerstone for countless principals and deputy principals during the course of their daily work in schools.
We look forward to the IPPN’s 25th anniversary in 2025, providing further opportunities to celebrate its successful and ever evolving mission of Tacaíocht, Spreagadh agus Misneach in the Irish school leadership journey. Ar scáth a chéile a mhaireann na daoine.
If you would like to contact Diarmuid about this article, you can email him at principalbelgoolyns@gmail.com
IPPN Cork Committee 2024/2025
Back row left to right: Anne Marie Moylan, Máire Uí Shé, Marge O’Brien, Olwen Anderson, Liz Scanlon, Annmarie O’Rourke, Terry McCarthy. Alan Sheehan, Will Casey. Front row left to right: Anne O’Connell, Diarmuid Hennessy (Board of Directors, IPPN), Íde Ní Dhúbháin (Chair, IPPN Cork), Mags Moore (Deputy Chair, IPPN Cork), Fiona Meehan, Sheila O’Connor (Secretary, IPPN Cork).
“Talking Heads” (1994) & Seán Cottrell (Former CEO, IPPN 2000-2017)
Back row left to right: Dan Leo, Pat Delea, Michael Farrell, Jim Hayes (Founding President, IPPN 1999-2003), Máire Roycroft. Front row left to right: Anne O’Connell, Seán Cottrell (Former CEO, IPPN 2000-2017), Maureen Peters, Eilís O’Sullivan, Patricia O’Hare.
Jim Hayes (Founding President, IPPN 1999-2003) Íde Ní Dhubháin (Chair, IPPN Cork)
Presentation to West Cork Education Centre
Back row left to right: Mags Moore (Deputy Chair, IPPN Cork), Alan Sheehan, Liz Scanlon, Fiona Meehan, Will Casey. Front row left to right: Íde Ní Dhubháin (Chair, IPPN Cork), Dr Dympna Daly (Director, West Cork Education Centre), Diarmuid Hennessy (Board of Directors, IPPN), Angela Lynch, Anne O’Connell, Terry McCarthy.
Eilís O’Sullivan
PÁIRIC CLERKIN IPPN CEO
P.I.E.W. Capacity Planning Framework and the IPPN Roadshow
Alongside the Guide to the leadership of teaching and learning and the Leadership Reflection Log, which were both launched at the IPPN Principals’ Conference in November, another tool that IPPN has developed to help you maintain your focus on your school’s priorities is the P-I-E-W – Capacity Planning Framework –Empowering School Leaders through Prioritising. All of these resources fully complement the School Self Evaluation and School Improvement or DEIS planning processes.
Starting in January 2025, I will be on the road visiting every county with our president Louise and our past president Damian White, to help set up new support groups for the 700 principals and deputy principals who have indicated an interest in joining one. We will also present on the P-IE-W Capacity Analysis Framework. We believe that P-I-E-W can help move the dial on the sustainability of school leadership.
The aim is that every school leader who attends one of these workshops will take away the knowledge and tools to run your own PIEW planning session with your staff, which will enable you to create your own P-IE-W plan, to populate your five-year progression chart and to consider how to approach the discussion around next year’s priorities.
The reality is that every organisation every CEO every Manager (whether in the Public or the Private Sector) is expected to do more than can
The aim is that every school leader who attends one of these workshops will take away the knowledge and tools to run your own PIEW planning session with your staff, which will enable you to create your own P-I-E-W plan, to populate your five-year progression chart and to consider how to approach the discussion around next year’s priorities.
realistically be achieved or should be expected of them. That is why successful organisations invest so much time and effort in strategic planning, because that is the most effective way to achieve some sort of balance. The alternative is ongoing stress, overwhelmed staff and, in our case, less impactful teaching and learning.
We believe that the P I E W Capacity analysis Planning Framework can support and empower you to better manage the pace of change and help make your leadership more effective and sustainable. It’s an internal strategic approach to managing change, using
the school self-evaluation, School Improvement Planning, and DEIS planning processes. It is a powerful communication tool that helps you to manage expectations without damaging relationships. I look forward to telling you more about P-I-E-W, about the IPPN Guide to Leading Teaching and Learning, and about our Leadership Effectiveness Reflection Tool at those visits.
And of course the visits around the country will also give us a little time to acknowledge a key milestone for IPPN – the 25th anniversary of its founding in 2000. So many leaders – and staff – have been involved in IPPN over the years, and have collectively made it what it is today, an organisation I am very proud to lead.
I want to take the opportunity to acknowledge Jim Hayes – IPPN’s founding father and our former CEO Seán Cottrell. Thank you Jim and Seán for having the vision to do what you did 25 years ago. Irish primary school leaders will always be indebted to you for what you achieved.
School leadership is a challenging and sometimes lonely job. Having a supportive network has helped so many of us over that 25-year period. I look forward to meeting as many of you as possible in your counties to mark the occasion throughout the year.
A Tale of 12 Presidents
DAMIAN WHITE
With 82 year-old Joe Biden stepping aside, making way for 78 year-old Donald Trump, one could be forgiven for thinking that a prerequisite for the role of President of any organisation – let alone the most powerful and influential democracy on Earth –involved being male, having thinning grey or glued-on hair, navy suits, and a predisposition for making crazy statements and apocalyptically misnaming fellow world leaders. Those who achieve office have done so on the back of wild and costly campaigns, funded by super rich and influential donors and the backing of an assemblage of TV personalities, artists, musicians, sportspeople and innovators.
Presidency in Ireland has a slightly different role. For many years, the head of state was an experienced male politician, seeking to slip out of the maelstrom of regular politics into what appeared to be a somewhat charmed existence in the bucolic surrounds of Áras an Uachtaráin. There, bills would be signed into law, government ministers would be sealed into office and foreign dignitaries and diplomats would visit to pay respects to the host nation. Two powerful and influential ladies and an outspoken and articulate older man have altered that perception forever and while, constitutionally, the role is the same as always, and the president as an independent voice ensures proper separation of powers within the state, words spoken by the office holder are seen as significant and influential.
Presidency of a national organisation carries some ceremonial aspects, but the person chosen is usually selected on the back of several years of sincere
Presidency of a national organisation carries some ceremonial aspects, but the person chosen is usually selected on the back of several years of sincere devotion to the work and ideals of the organisation, and is seen in a positive light by members, confident that when they speak, they will do so on their behalf.
devotion to the work and ideals of the organisation, and is seen in a positive light by members, confident that when they speak, they will do so on their behalf. Experience is essential, a
Over 25 years, IPPN has been excellently served by 12 Presidents, each for two years, with our Founding President Jim Hayes serving a third year as a fledgling organisation left port and faced into the uncertain winds of the high seas. Each President came into the role having served IPPN and school leadership well, and embraced whatever challenges came their way during their term. Each brought expertise in different areas and generously shared the benefits of their knowledge with the executive and members.
Jim Hayes was an oasis of calm in the early days. He was a visionary who foresaw what the organisation could achieve and was instrumental in laying the foundations for what has become such a successful and influential voice in Irish education. His successor, Virginia O’Mahony was a calm and reassuring presence and highly capable negotiator whose capacity
at the helm saw her rise afterwards to the Presidency of the International Confederation of Principals (ICP).
Tipperary’s Tomás Ó Slatara became the organisations third president and the first teaching principal to serve in the role. He was meticulous in the development of IPPN’s constitution and like both Virginia and his Offalyborn successor, Larry Fleming served time as editor of Leadership+. Larry led the development of several policy papers and IPPN press releases always had the mark of hand. He was one of the first Principals in Ireland to oversee the opening of an ASD Unit in his school and along with fifth President Pat Goff, who took his Wexford school on a similar trajectory, led IPPN’s input in all fora where special needs education was an area of increasing and necessary focus. His Presidency began as the Celtic Tiger economy collapsed and his calm and positive leadership saw IPPN through the dark days of the IMF and austerity. Pat would go on to serve as IPPN Deputy Director and has, for many years, served on the board of NCSE.
Louth’s Gerry Murphy, principal of a large Dundalk school was IPPN’s sixth president. He had a passion for equality of access for the underprivileged child and brought great focus onto DEIS supports for schools. He also developed very significant links with the National Association of Head Teachers (NAHT) in Northern Ireland through which several inter-school
visits were facilitated, with great success. His successor was Meath principal Brendan McCabe, whose presidency saw IPPN grow very strong links with the National Parents Council (NPC) and the development of a significant shared policy document.
Waterford’s Maria Doyle became President in 2015 and was a highlyskilled negotiator on IPPN’s behalf at Department level. She also brought great expertise to the development of proper Child Protection policy and procedures and led many principals in the necessary training as they oversaw the development of policies relevant to their own school’s needs.
In addition, as President, she oversaw the transition from hugely influential IPPN CEO Seán Cottrell to his excellent successor Páiric Clerkin.
David Ruddy was next in the president’s chair. The Mayo-born Barrister and Clondalkin-based principal was, and still is, amongst the most sought-after voices on school-related legal issues, with his regular columns in Leadership+ a mustread every time for school leaders.
I’ll leave others to judge the merits of his successor, other than to say that, for more than three quarters of the two-year period, Ireland and the world faced the new reality of a global pandemic, so the moniker ‘Pandemic President’ has stuck! It was a time where everyone simply pulled together and supported schools and school leaders in the very best way we could.
My successor Brian O’Doherty will forever be associated with leading the way on the Sustainable Leadership Project, which has gained international attention for the detailed research and findings which raise genuine concerns for the future of school leadership. Brian has since gone on to become IPPN’s Deputy CEO.
Tipperary Principal Louise Tobin leads the organisation into its 25th year. Her passion has always been for equality of opportunity for all children and the proper designation of DEIS status for schools who need it. When Louise hands over the reins in September, it will be to Sligo teaching principal Deirdre Kelly who has been, for many years, a constant voice for small schools and the wellbeing of school leaders.
As President, each has contributed enormously to IPPN and the wellbeing and support of school leaders. Nobody has mixed up Putin with Zelensky or threatened to take over Greenland from the Danes. Each has, however, agreed to an interview on their time in office, audio of which will be available through the IPPN website and E-scéal. I would encourage all school leaders to listen in.
Wisdom might never again be shared so freely.
Damian.White@ippn.ie
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+:
SUBMISSIONS
Draft Repurposing Guidelines for SEN Accommodation
IPPN feedback to the Teaching Council on its Céim 2 Review of the ITE accreditation process
See www.ippn.ie Advocacy/ Submissions.
SET ALLOCATIONSDATA-GATHERING
IPPN reached out to a number of schools in November requesting their participation in a DE initiative seeking information on the data schools have available relation to SET allocation. At the time of writing, 20 school leaders confirmed they would participate.
Following IPPN’s advocacy around the SET allocation model, and the need to engage with schools to ensure that the model is based on information captured in schools, the Department asked IPPN to provide a list of schools that would be willing to help its review of how data is captured for the purposes of developing a long-term roadmap for a more robust SET model.
They were looking for a mix of urban and rural, and of large, medium and small schools, as well as schools with and without SEN classes. We were assured that the DE would not be looking at individual pupil data or doing any form of assessment. The visit does not relate to the schools’ SET allocations. The visits will be undertaken by a DE staff member along with a representative from the Educational Research Centre (ERC).
The purpose of the visits is to get an understanding of the data held in schools that could be used in the
future in relation to a SET allocation model, including: what data is held by the school whether and how it is linked to the Continuum of Support how is it stored (Word, Excel, database etc.) how frequently it is updated. We are grateful to the 20 schools for agreeing to participate in this research project.
IMPLEMENTATION OF BÍ CINEÁLTA
Kathryn Corbett Principal of Bishop
Galvin NS, Dublin 6
Four online information seminars were delivered to school leaders during October. They focused on Cineáltas, the Bí Cineálta procedures and the Promotion of Wellbeing Inspection model. 3,290 school leaders registered in advance to attend the events with 2,342 individuals from 2,112 schools attending.
A recording of the seminars, along with a copy of the slides used has been uploaded to the Bí Cineálta page of the gov.ie website at the following link: gov.ie – Information Seminar for School Leaders
Attendees submitted a number of questions across the different seminars, which have been used to inform an additional guidance document.
Oide began its rollout of professional learning events in November. DES are
also working on an information seminar for boards of management. It will be broadly similar to the information seminar that was delivered to school leaders with an additional section focused on the oversight role of boards of management in developing, implementing and reviewing the Bí Cineálta policy.
Supports for half-day school closure: A range of resources to support school leaders for the half-day school closure has been developed. There is an overall guidance document which outlines the four “modules”, which include:
Part A – Cineáltas: Action Plan on Bullying
Part B – What is bullying behaviour?
Part C – Preventing and addressing bullying behaviour
Part D – Consultations with your school community.
The half-day school closure guidance makes clear that schools have discretion as to how they structure their day and that they may choose to use some, all, or none of these supports. These supports are being translated and will be available as Gaeilge too.
TESS CODE OF BEHAVIOUR
Kathryn Corbett
Principal of Bishop Galvin NS, Dublin 6
Consultation meetings were held in October and December. In October,
there were presentations from representatives of the Special Education Forum and Traveller and Roma organisations. The final meeting of the Steering Committee was held online in December to agree the timeline for publication, professional development, and any final pieces for the Code of Behaviour Guidelines and a range of supporting documentation (Behaviour Hub).
BARNARDOS
Regina Halpin Principal of Divine Mercy SNS, Lucan, Co. Dublin
The Empower Kids Project (EKP), has been and still is the main focus of work with primary school children. Barnados’ representative acknowledged and was very grateful to have had two articles published in Leadership+. Primary schools are seen as the front line for a lot of children who are living with domestic violence, and how to support principals, school leaders and teachers in this is seen as a
STAY UPDATED
priority area. I had a long Zoom meeting with Áine Costello, the National Co-ordinator for the childhood abuse project. Through discussion on the best way to advance learning and understanding of this very sensitive issue, CPD was identified as a possibility. The testimonies received from children who have engaged with EKP challenge any concerns that children who have experienced DVA (Domestic Violence and Abuse). Rather the children felt part of a movement that was influencing and creating change. Importantly, the project has provided an otherwise silent and marginalised group with a platform to share their experiences of living with such abuse. Teachers are seen as possible heroic bystanders, who when they see, notice or ask about a child, begin the process of a very important ‘journey’. Giving the support and confidence to teachers to persist in this is seen as imperative. The negative influences that young boys are exposed to on line and society are concerning. There is a programme in 50 secondary schools aimed at working with young men, and there is talk of extending that, appropriately tailored, to primary schools.
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)
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.’
accessed either by contacting the IPPN Support Office on 021 482 40 70 or emailing advice@ippn.ie.
Principal, Co. Cork
Breathwork: A Transformational Journey in Leadership
KEITH Ó BROLACHÁIN PRINCIPAL OF ST. FRANCIS SPECIAL SCHOOL, BEAUFORT, CO. KERRY
In my 14 years as a principal, spanning three schools, I’ve learned many things about leadership, education, and the profound impact schools have on their communities. At the heart of every school is a dedicated team striving to deliver the highest standards of teaching and learning, paired with exceptional care and support for pupils.
Over the years, I’ve had the privilege of working with the CSL, IPPN, NIPT and, more recently, I was involved in establishing the National Association of Special School Principals. Each of these organisations is rooted in collegiality, collaboration and a commitment to sharing best practices. However, one theme has been consistently echoed in these spaces – the relentless demands placed on school leaders.
IPPN’s research on sustainable school leadership highlights the stark reality: burnout, stress, sleep disorders, and cognitive stress among principals are more than double that of the healthy working population.
A Turning Point
Last year, a visit to the school from Dr. Joe O’Connell offered a pivotal moment of clarity. His words – the willingness to change starts with the person – resonated deeply. I decided to act, enrolling in the Certified Journey the Breath Facilitator course with Pat Divilly. This decision transformed my life, both personally and professionally.
What Is Conscious Connected Breathwork?
Conscious Connected Breathwork is a simple yet powerful practice of breathing in a connected rhythm – without pausing between the inhale and exhale. This
As a school leader, breathwork has helped me navigate the complexities of my role with a new sense of calm and clarity. I’m more aware of my own emotional triggers and better equipped to manage tense situations with composure.
intentional practice helps regulate the nervous system, release stored tension, and process unresolved emotions. It helps with better sleep, clarity of thought, increased energy levels and lots more.
Breathwork and Leadership
As a school leader, breathwork has helped me navigate the complexities of my role with a new sense of calm and clarity. I’m more aware of my own emotional triggers and better equipped to manage tense situations with composure. Through breathwork, I’ve developed a greater capacity to hold space for others, whether it’s staff, students, or parents.
Breathwork Techniques for Principals
Here are a few simple techniques that any principal can integrate into their daily routine:
1. Box Breathing
Inhale for 4 seconds, hold for 4 seconds, exhale for 4 seconds, hold for 4 seconds
Repeat this cycle for 2-3 minutes to reduce stress and enhance focus
2. 4-7-8 Breathing
Inhale for 4 seconds, hold for 7 seconds, and exhale for 8 seconds
This technique is excellent for calming the mind and preparing for difficult conversations
The Role of Self-Work in Sustainable Leadership
Over the past 14 years, I’ve seen little change in the demands placed on principals. If anything, the role has only become more demanding. While external changes are necessary, I’ve come to realise that true transformation starts from within. The best thing I can do for my school community is to work on myself, especially when it comes to situations that may trigger me the most.
Breathwork has given me a deeper connection to myself, allowing me to approach challenges with greater calm and clarity. It has helped me recognise and address trauma triggers, not by resisting them, but by shining a light on them. This self-awareness has profoundly improved my ability to lead with compassion and authenticity.
A Renewed Sense of Gratitude
Breathwork has been a gift, helping me navigate the complexities of leadership while maintaining my own well-being. It has taught me that change begins with a commitment to ourselves. For my colleagues in leadership, I urge you to consider this practice. As we strive to create sustainable school environments, let us remember that our well-being is the foundation upon which everything else is built.
If you would like to contact Keith about this article, please email him at principal@sfss.ie
Nurturing Schools and Nurture Rooms
MARGARET TWOMEY MOORE
DEPUTY PRINCIPAL, BEAUMONT BOYS SCHOOL, CORK
In the past few years, nurture rooms have become more common in Irish primary schools in response to increasing challenges in social and emotional wellbeing for our children. Our school decided to open a nurture room in September 2023. Before we did, I found it hard to imagine what a nurture room was and how it worked. Therefore, I hope that by sharing our experience, it might help others to figure out if this is the right decision for your setting.
Our School
We are a medium-sized all boys school in Cork city with approximately 300 pupils. We have 12 mainstream classes and two autism classes. Our decision to set up a nurture room came from our attempts to meet the social and emotional needs of some of our pupils. These needs were posing a barrier to their learning and proved to be the catalyst for us to think outside the box! At the time, I was doing the Post Graduate Diploma in School Leadership and a random chat, or rather ‘professional conversation’, with another teacher set the ball rolling.
Why Nurture?
Nurturing schools prioritise the social and emotional wellbeing of their pupils. When these needs are met, the benefits can be felt in school attendance, engagement in learning and behavioural issues. So, how does this work? Our school allocated one support teacher and one additional needs assistant to the nurture room. With generous and vital support from a local charity, we were able to revamp an existing support room and kit it out in a cosy and inviting way during the Summer holidays. Our courageous
Tailored learning strategies and an individualised learning environment as well as resilience training and self-regulation skills are just some of the benefits associated with the nurturing approach.
teacher contacted Nurturing Schools Ireland and attended training in preparation for the new school year. Boxall Profiles were used as an assessment tool to identify and prioritise those children who would most need the nurture room. Many people gasp at the thought of devoting two staff members for the nurture room, but it aligns totally with the continuum of support model of allocating the greatest resources to the greatest needs. Other options which may suit other schools include nurture groups, nurture spaces and nurturing practices. One size does not fit all and each school must carefully consider what is best for them.
The Benefits
Nurture rooms provide a safe space where children can learn how to manage emotions, build self-esteem and develop social skills. This is particularly beneficial for children who may struggle in the mainstream classroom due to anxiety, trauma or other adverse childhood experiences. Tailored learning strategies and an individualised learning environment as well as resilience training and
self-regulation skills are just some of the benefits associated with the nurturing approach. Parent/teacher relationships can be strengthened and the nurture room can be a tremendous source of relief for parents who may have struggled to access supports for themselves or their children. The dedication, commitment and upskilling of staff has been notable. The nurturing approach can also provide teachers with valuable insights and strategies to manage behaviours of concern or learning difficulties in the mainstream classroom.
For our pupils, it has simply been life changing!
The introduction of a Nurture Room reflects a school’s commitment to inclusivity, care and holistic development. This can foster a positive school culture where all children are supported in their emotional, social and academic growth.
If you would like to contact Margaret in relation to this article, you can send an email to mmoore@beaumontboys.ie.
twomeymoore @MooreTwomey
Nurture rooms provide a safe space where children can learn how to manage emotions, build self-esteem and develop social skills.
MARGE O’BRIEN
SEANIE our therapy dog:
A new friend and supporter in our school
PRINCIPAL, SCOIL BARRA NAOFA CAILÍNÍ, BEAUMONT, CORK
Schools are more than places of learning—they are communities where emotional growth, connection, and well-being are just as important as academic achievement. Recognising this, our school is thrilled to introduce our VIP (Very Important Puppy): Seanie, our School Therapy Dog.
Seanie, an adorable mix of Irish Setter and Poodle (Irish Doodle), joined us as a puppy in September 2023 through My Canine Companion (MCC), a reputable charity specialising in service and assistance dogs. Bred for his intelligence, temperament, and hypoallergenic curly coat, Seanie is uniquely suited to support children with diverse needs.
From offering comfort to students experiencing anxiety to providing companionship during tough days, Seanie’s presence enriches the lives of everyone in our school.
PREPARING FOR SEANIE’S IMPACT
To ensure Seanie’s welfare and success in his role, we developed a comprehensive policy covering his care, training, and interactions with students. Parents and guardians are invited to provide consent for their children to engage with Seanie.
Bred for his intelligence, temperament, and hypoallergenic curly coat, Seanie is uniquely suited to support children with diverse needs. From offering comfort to students experiencing anxiety to providing companionship during tough days, Seanie’s presence enriches the lives of everyone in our school
Seanie has a regular training schedule and we have enjoyed witnessing him
thrive in his new environment. From greeting students at the gate in the mornings, his daily presence in the yard at playtime to visiting classrooms, Seanie is a constant source of joy and comfort.
WHY SEANIE IS HERE:
THE ROLE OF THERAPY DOGS
Therapy dogs like Seanie have become a cornerstone of emotional and educational support in many schools. The benefits of their presence are profound and wide-ranging:
Emotional Support and Stress Relief
For children dealing with worries or overwhelming emotions, a therapy dog can be a calming presence. Studies show that petting a dog releases oxytocin, a hormone linked to feelings of happiness and relaxation. Seanie’s gentle demeanour can help students regulate their emotions and navigate the ups and downs of school life.
Building Social Connections
Seanie is more than just a furry friend - he’s a bridge builder. During his daily yard duty, he acts as a magnet for children who may struggle to find friends or feel isolated. His friendly
nature encourages social interaction, helping students forge connections with peers.
Support for Children with Additional Needs
For autistic students or those with sensory challenges, Seanie offers consistent and predictable comfort. His calm presence in our special classes eases transitions, provides sensory relief, and creates a reassuring environment for learning.
STRATEGIC TIME FOR STUDENTS AND STAFF
In addition to emotional benefits, therapy dogs like Seanie contribute to academic and behavioural improvements:
Focus and Engagement:
Short interactions with a dog can help students reset mentally, enhancing concentration and productivity.
Literacy Programmes:
Many schools use therapy dogs for reading initiatives, where students practice reading aloud to a non-
judgmental audience – like Seanie. This helps build confidence and fluency, especially for reluctant readers.
Staff Morale:
Let’s not forget the staff! Seanie attends morning coffee in the staffroom and our staff meetings. Therapy dogs provide stress relief for teachers and SNAs too, boosting overall positivity and fostering a more supportive school environment.
A NEW ERA OF CARE AND CONNECTION
Seanie represents more than a new addition to our school – he embodies our commitment to fostering a supportive, inclusive, and compassionate learning environment. For the child facing anxiety, Seanie is a calming friend. For the student struggling to connect, Seanie is a welcoming presence. For the teacher managing daily challenges, Seanie offers a moment of relief.
With our VIP Seanie by our side, we have a daily reminder that learning
LEADING IRELAND’S
extends beyond textbooks. It’s about creating a space where everyone feels valued, supported, and inspired to thrive.
If you would like to get in touch with Marge to learn more about Seanie and My Canine Companion, you can contact her at principal@beaumontgns.com
For the child facing anxiety, Seanie is a calming friend. For the student struggling to connect, Seanie is a welcoming presence. For the teacher managing daily challenges, Seanie offers a moment of relief.
In August 2024, I attended the ICP (International Confederation for Principals) Council Meeting and International Conference in Kenya. I often speak about the value of Networking, (the N in IPPN), and this extends to our membership of ICP and ESHA, (The European School Heads Association) and attendance at their European and International Conferences and Events. Through my attendance at these events, I have made good contacts with attendees from the Netherlands, namely KARIN WOUTERS and MARIEKE VAN TIENHOVEN Louise Tobin, Leadership+ Editorial Team
Karin is an experienced school leader who has worked in Australia, England, and the Netherlands for over twenty years. She recently served as chair of Schoolleiders VO, the professional association for secondary school leaders in the Netherlands. Currently, she contributes to ESHA’s research on digital literacy, disinformation and the role of AI, offering insights that are both practical and inspiring (www.mydroneproject.eu). In January 2025, Karin will start as the principal of the International School Budapest.
Marieke is an experienced school leader with expertise in several different school systems and curricula in the Netherlands, France and Egypt. She currently works independently as a consultant and temporary school leader. In her capacity as a consultant, she works as programme manager at Schoolleiders VO, as a project leader, educational quality auditor and has experience as a quality management advisor. She has always been interested in finding ways to get IT to support the work, as part of her own work and for organisations.
One of the many topics discussed at the Kenyan Conference was AI and how it could help us in our schools. So, we 3 decided to put our heads together and write an article for school leaders new to AI.
Here are some examples we believe you could trial in exploring possible uses of AI in your work as school leaders.
A. Record & Transcribe: When we’re having discussion groups at ICP we record the conversations and email them to a moderator who puts them through AI to transcribe the content. This is a very quick, helpful time saver for making a record of minutes, and could be used at the many meetings we have in school.
B Content Checks: Let AI work for you in finding overlap, inconsistencies and potential omissions in policies. For example, in the Netherlands,
AI FOR DUMMIES Part 1
KARIN WOUTERS, MARIEKE VAN TIENHOVEN AND LOUISE TOBIN
schools must publish their 4-year school plans on their website, as well as a school prospectus for students and parents each year. These documents have specific criteria that need to be addressed. AI can be used to find inconsistencies in these criteria and can even generate suggestions on how to formulate and add elements that are not there yet.
C. Workshop Design: With an AI engine like ChatGPT, it is possible to create your own AI for a specific purpose. One of its uses for example is to create a workshop design where AI will come up with suggestions for specific elements of the workshop and activities to align with it, based on the criteria you present it, in combination with content, duration, and desired outcomes. As always, giving the right prompts, and defining the need-to-know-basis for your AI are key. The latter still requires the application of your human brain, and skills, of course.
D. Comparing Contexts: AI can be used to compare national context with international context. The AI engine could be asked to analyse the latest GEM report (UNESCO) on leadership in education in the world, and have it identify good practices that would align well with your national context. If you’d like to know what good practices are used globally with regards to retaining school leaders once they have assumed this role, you’d be surprised and inspired by the examples AI will identify for you. Again, the more specific your prompt, the better the result will be.
Recommendations/benefits/risks
As an AI engine learns from everything it’s ‘fed’, it is worth carefully considering what you feed it. Sensitive strategic data, personal data, student results for analysis etc. might not be what you want to include.
Let’s look at how we might design policy regarding the use of AI for students. As with the arrival of the internet and Google decades ago now, rethinking the process of acquiring information, the processing of it and making sure students are still building critical thinking skills are essential. Think of supportive uses of AI, for example an AI teaching assistant hologram! Have a look at Lexie a.i.
Moving forward
AI represents both a challenge and an opportunity for education. While fears about misuse and ethical concerns are valid, the potential benefits— personalised learning, reduced workload, and enhanced educational outcomes—are immense. By addressing these challenges through training, infrastructure, and policy, schools can create an environment where AI serves as a tool to empower students and educators alike.
Disclaimer: Any websites or engines mentioned in this article are to be used at your own risk.
If you would like to contact Karin or Marieke, you can email them at karin@wouters-education.com and marieke.van.tienhoven@gmail.com
And Finally…
Internalised Leadership
Dr Carmel McCarroll, Principal, St. Louis Infant School, Monaghan Town
The following poem was written for the dissemination of my professional doctorate research study on the lived experiences of primary school principals.
My research unpicks the lived experiences of primary school principals, How they experience leadership and the relational side of it. How they navigate and negotiate the joy and ache, Exploring ways they build relationships that don’t break.
Chapter One’s dilemma and rationale were the motivations to start, Gathering new knowledge using an interpretivist paradigm pulls data apart. Examining the real lives of principals was going to be informative, Versus the theory and DE policy-driven agenda ... the normative.
The contextual chapter explores personal leadership and contextual factors, It interrogates the role of policy stakeholders, leaders and actors.
In 2008, the OECD cautioned! Ireland’s leadership needed to be sorted out, With evidence of the psychological impact, workload demands, stress and burnout.
The literature review, continues for quite a while, Exploring components of Bass’s Transformational Leadership 4 ‘I’s. Idealised influence, inspirational motivation, Individual consideration and intellectual stimulation.
Chapter Four explains the qualitative research design, And describes the researcher’s ontological and epistemological paradigms. The sampling approach, participants, and chosen methodology, Called for the lived experience approach of phenomenology.
The bricolage of multimodal data collection techniques, As the three-year-long process evolved, involving some tweaks! COVID-19 meant reflective diaries and semi-structured interviews via Zoom, But the multimodal images provided insights from leaders in other rooms.
The reflective analysis continued while writing Chapter Six, As initial codes emerged to themes, when using induction ... there was no quick fix.
Analysing interview transcripts, photo-elicitation and memoing took time, All of which provided data on what it is like to be a principal, the defined.
The emerging findings illuminated the impact of relational leadership, Revelations on the personal and professional side of principalship. Principals describe how they lead and manage workload and stress, While keeping the staff and children in mind and trying to find time to rest.
The eyes of the principal, are the lens from which the research sees, Reporting how they learn to cope, lead, manage and be. They recount what it’s like, to be busy and never blow, However, sometimes, the best advice in times of stress is to ... let it go!
Concealing how they are, embodying the tension, Were a few of the themes most principals mentioned.
Feelings in the head, stomach, the neck, as well as a rash, Were parts of the body that recounts, unconsciously, re-flashed.
Recounting isolation, tears flow from their eyes, It was difficult to hear, help is needed from their cries.
But who wants to see a principal in distress
So alone in the office is a time to be away ... from the rest.
Being true to themselves, authentic, principals say! So, remove the false faces, and is there a need to hide away?
But being themselves and showing me, Was the elephant in the room? It’s not easy to be!
The balancing act of leadership is like an idiom, Continuous acting and balancing to reach equilibrium.
Distributed leadership encourages principals to empower others, start sharing, Building leadership capacity in others can be helpful as well as caring.
Some conclusions are; be truly authentic, be you!
All principals experience days of sunshine, while some blow blue.
Care for the leader, safe spaces and professional development are obvious ones, So too is protecting and sustaining yourself, a considerable challenge for some.
But build trusting relationships, help balance the joy and ache, Remember your wellbeing, for goodness’ sake!
(McCarroll, 2024)
If you would like to contact Carmel in relation to this piece, you can email her at principal@stlouisinfants.ie
