Leadership+ Issue 14 November 2002

IPPN’s 26 County Networks are busily preparing their own plans for the year ahead.

These include a series of professional development events for Principals and Deputies, co-ordination of support groups in liaison with local Education Centres and a variety of other local supports and services. Your contacts are the County representatives on IPPN National Committee.

National Committee Meeting for Term One - October 12th.

Suggestions, issues, etc. should be forwarded to your two County Network Representatives. Their contact details are in the last issue of the Newsletter.

Deputy Principals: Following the successful seminar for Deputy Principals in Galway on May 30th, an IPPN Executive Sub-Committee has been established to facilitate appropriate follow-up action.

A report will be published for all Deputy Principals and a process begun which will lead to the definition of the role of the Deputy Principal.

Also, from now on all Deputy Principal members will receive a copy of this Newsletter.

The opinions expressed in the articles contained in this newsletter do not necessarily reflect official policy or views of the Irish Primary Principals’ Network.

Editor: Tom·s Ó Slatara S.N. na Gr·insí, Cluain Meala email: pro@ippn.ie Assistant Editors: Larry Fleming, Maria Spring Printed by Lion Print Cashel, Co. Tipperary Telephone: 062 61258

A Phríomhoide agus a Phríomhoide Th·naistigh, Three unconnected events during the summer of 2002 have impacted on the minds of school leaders in a way which few would ever have previously considered.

The tragic death of two young girls in Soham, England and the subsequent charges against the school caretaker for their deaths will cause every Principal and Deputy Principal to consider the profound responsibility associated with recruiting and managing their school staff.

The dismissal of Tom·s Ó Dúlaing from his post as Principal in Dunboyne was a sharp reminder of the complex relationship between Principals/Deputy Principals and their Boards of Management.

The third event, the publication of the BENCHMARKING REPORT, was a vivid reminder of the lack of value placed on our role by all those involved in the benchmarking process. In the coming years, one should fear for the impact this report will have on the recruitment and retention of Principals in primary schools. Hard statistics, already well documented and published by IPPN, have shown a steady decline in aspiration towards principalship by teachers.

I believe that we will experience closure of smaller schools because of the failure to find teachers willing to undertake principalship.

IPPN’s publication this year ‘The Value of Leadership?’ was prophetic about the fate that could await Principals in this benchmarking process unless their case was clearly and strongly presented. IPPN’s worst fears have been realised. Our recent ‘Tacaíocht 2’ outlined the key issues for IPPN members emerging from the benchmarking report. IPPN has received some criticism from members for not submitting ‘The Value of Leadership?’ document to the benchmarking body on behalf of Principals. IPPN is a professional body with no remit for industrial relations. Principals, as members of the INTO, expect their legitimate claims to be pursued with vigour. IPPN has always sought to work with the INTO in this regard and will continue to do so in the future.

Is mise le meas, Sean Cottrell, Stiúrthóir N·isiúnta.

Conference 2003 on 6th, 7th & 8th February in The Corrib Great Southern Hotel, Galway. The theme of Conference will be “Professionalism - Putting Policy into Practice”.

IPPN PRESS RELEASE 31/08/02 SCHOOLS CLOSURES THREAT The issue of supervision and the threat of closures in primary schools highlighted in the recent media coverage was discussed by the executive of the Irish Primary Principals Network at a meeting in Galway on Saturday August 31st.

I.P.P.N wishes to state that the duty of care in relation to children held by all teachers by virtue of their contract remains unchanged.

Supervision IPPN has had several consultations with the DES, CPSMA and the INTO regarding the impending changes to supervision structures in schools. In all these discussions we have emphasised the huge significance associated with duty of care in a primary school, given the young age of the children in our care. There has been a long tradition of collective responsibility for supervision which is inextricably linked with behaviour management right throughout the school day including break time and lunch time. Any school staff/BoM should carefully consider the wisdom of changing systems which could dilute the quality of supervision and behaviour management which currently exists or creates a two tier structure of responsibility for children which may result from some members of staff opting out. Each school situation is unique and this must be recognised at all times.

The payment for supervision, which was heretofore an accepted responsibility, is indeed to be welcomed. It would however be a great pity if such an achievement were to lead to additional problems for any school and/or result in increased responsibility for Principals.

Accordingly, the I.P.P.N executive recommends that until revised arrangements are put in place by an official Department of Education and Science circular the existing supervision arrangements in each primary school should remain. This will eliminate the current threat of any possible disruption to primary schools as a new school year begins.

In the interest of good school organisation and pupil safety I.P.P.N urges the DES, I.N.T.O and management bodies to bring about a speedy and effective resolution to this impending problem that is a particular concern to Principals and Deputy Principals of 3,300 primary schools nation-wide.

page 2

Are Principals and Deputy Principals Entitled to Expenses?

It is truly ironic that a situation exists where the Principal or Deputy Principal tasked with authenticating expense claim forms for the resource teacher, home school liaison co-ordinator, etc. cannot process his or her own expenses by any agreed means.

For many years Principals have expressed dismay at the lack of an agreed structure through which a Principal, Deputy Principal or member of staff can reclaim legitimately incurred work-related expenses.

There are few if any other workplaces where a member of staff would be expected to use his/her own car, telephone, postage, etc. without an agreed method by which these expenses could be recouped.

Recognising that this is an area of industrial relations the situation was brought to the attention of the INTO last spring. The validity of the issue was acknowledged by the INTO and IPPN was assured that it would be dealt with in the context of benchmarking.

As an interim measure, the IPPN Executive has placed a sample claim form on www.ippn.ie which may be adapted and used in your school to claim professional expenses pending agreement on this matter between INTO and management bodies.

IPPN has also devised a sample policy on professional development expenses, also available on the website.

Both of these initiatives are very much in keeping with one of the functions of a school as stated in Part 2, Section 9(j) of the Education Act - “To use its available resources to ensure that the needs of personnel involved in management functions, and staff development needs generally, are identified and provided for.”

Sadly, there is no reference to it whatsoever within the benchmarking report.

Since then official circulars have arrived in schools directing Principals to manage a process and authenticate the travel expense forms of shared/visiting teachers.

There is no question about the entitlement of these teachers to process such claims. But the absence of an appropriate scheme to recompense primary Principals and Deputies for such work-related expenses smacks of discrimination.

The situation at post-primary level is quite different. For many years Principals and Deputies have agreed processes in place between unions and management bodies.

Considering the disappointingly low value placed on leadership in schools by the recent benchmarking report, IPPN calls on the INTO to negotiate on its members’ behalf appropriate rates of expenses and an agreed procedure for claiming them. At a Health Board case conference, for example, the Primary Principal or Deputy is most likely to be the only professional at the table who will not get travelling expenses. This anomaly must end - and sooner rather than later. Travel and other expenses for meetings, interviews, conferences, seminars, courses as well as telephone calls from home, postage, etc. must be recognised as recoupable expenses as is the case in most other professions. page 3

When can a parent appeal a decision to refuse to enrol a pupil in a particular school?

If a decision is communicated by a school Principal to a parent indicating that the school is unable to accept a pupil, that parent can request a copy of the enrolment policy and enquire as to what section/sections of the policy justify the refusal. If unhappy with the explanation the parent can appeal the decision directly to the B.O.M. The B.O.M. then considers the appeal and advises the parent of its decision.

Legal Diary by David Ruddy, B. Ed., Dip. Law. B. L.

The following persons are members of the Appeals Panel: Mr. Seamus Kelly (Dept. Inspector), Ms. Mary Gilbride (Dept. Inspector), Mr. Jack O’Brien (Retired Assistant Secretary), Mr. Denis Healy (Retired Assistant Secretary), Mr. John Slattery (Retired C.E.O. South Tipp.

V.E.C.), Mr. Kevin McCarthy (Retired 2nd Level Principal), Mr. Albert O Ceallaigh (ex C.E.O. N.C.C.A.), Mr. Kevin Meehan (Retired 2nd Level Principal), Ms. Ann Lodge (Lecturer in student rights, Maynooth), Ms. Kathleen Lynch (Professor Equality Studies), Dr. Maeve Martin (Trinity), Mr. Bertie Kellagher (Retired 2nd Level Principal).

It would be desirable if there was representation from the primary sector on the panel in the near future. There is an Appeals Administration Unit based in Athlone. Mr. Frank Fox heads the primary section of the unit. Ms. Ann Neylon provides administrative support to the Appeals Committee.

‘Section 29 bites’ In the last few weeks you will have received a copy of Circular 22/2002. It deals with the appeals procedures under section 29 of the 1998 Act. The following decisions of a Board of Management may be appealed to the Secretary General of the Department: (a) Expulsion (b) Suspension for 20 school days or longer (c) Refusal to enrol.

This process is open to the parents of pupils at primary level. The vast majority of appeals in the secondary sector are concerned with expulsion and supervision. At primary level there have been 7 appeals, all of them concerning a refusal to enrol pupils. The determination of the 7 appeals has resulted in Boards of Managements being successful in 3 and parents in 3 others (i.e. a 50 / 50 breakdown).

One further appeal has yet to be decided.

When can a parent appeal a decision to refuse to enrol a pupil in a particular school?

If a decision is communicated by a school Principal to a parent indicating that the school is unable to accept a pupil, that parent can request a copy of the enrolment policy and enquire as to what section/sections of the policy justify the refusal. If unhappy with the explanation the parent can appeal the decision directly to the B.O.M. The B.O.M. then considers the appeal and advises the parent of its decision.

Composition of Appeals Committee It will consist of 3 people appointed by the Minister, one of whom will be a Department Inspector. There are two Senior Inspectors on this panel both of whom are from the secondary sector. However there are moves to appoint an Inspector from the primary sector shortly. The two other members of the Appeals Committee are people with expertise, experience and independence, one of whom will act as a chairperson. page 4

Circular 22/2002 states that a school in informing a parent of its decision should advise parents of this right of appeal and the associated time frame i.e. appeals under Section 29 must be made within 42 calendar days from the date that the decision was notified to the parent. All schools were supplied with Appeals Application forms (these accompanied circular 22/2002). This application form should be completed in full by the parent and specify: The appellant/student’s full name, address and where relevant, telephone number The decision being appealed The grounds on which the decision is being appealed The full name and address of the school concerned The date that the parent or student was informed of the decision The outcome of any relevant appeal proceedings at school level

If agreement between the parties is not possible at this stage the facilitator will report to the Appeals Committee and the case will be referred for hearing by the Appeals Committee.

The Appeals Hearing (1) Steps to be taken by Appeals Administration Unit prior to the hearing:Seek report from Facilitator Arrange date, time and venue for Appeals Hearing in consultation with school, parents and committee members Furnish available documentation to Appeals Committee Members Parties will be advised to submit additional documentation to the Unit within sufficient time to allow it to be passed to other side, no later than three days before hearing Notify National Educational Welfare Board of appeal to see if it wishes to make a submission Parties to advise the Unit of representation at hearing Check with Appeals Committee to see if they wish to invite any people to attend the hearing Unit will advise both parties and Committee members of representation, including people specifically invited by Committee, and furnish with complete set of documentation no later than three days before hearing Rearrange hearing in the event of cancellation by any party.

Processing an Appeal Appeals Administration Unit Prior to consideration of an appeal the Appeals Administration Unit will ask both parties to resolve and consider the matter at local level to see if accommodation can be achieved. Two cases were resolved in this manner in the last few weeks.

Where a local accommodation is not achieved the Appeals Administration Unit will acknowledge the parent’s application form. The parent may be required to furnish additional information such as psychological or medical reports in respect of the pupil.

Simultaneously a Board of Management receives a letter informing it about the appeal and the grounds for taking the appeal. The Board of Management will be asked to submit all relevant documentation including the enrolment policy to the Appeals Administration Unit. A statement outlining the reasons for the decision of the Board of Management will also be required.

(2) Steps to be taken by the Appeals Committee prior to hearing:On foot of initial documentation decide whether to invite persons with relevant expertise to attend Decide whether to agree to any request for additional representation by either party (3) Representation at hearing Parents National Education Welfare Board if Section 26 of Ed Welfare Act (2000) applies (Education Welfare Officer) Two members of the Board of Management or one member and school Principal

The Facilitation Process If the Appeals Committee considers that agreement is still possible despite the failure to reach agreement at local level a facilitator will be appointed. This person will not be an inspector or a member of an appeals committee, which ultimately might have to hear an appeal. The facilitator will try to broker an agreement between parties. A period of one week will generally be allowed for the facilitation process. This may be extended in exceptional circumstances. If agreement is reached, the facilitator will provide the parties to the appeal with a copy of the agreement. page 5

(6) Outcome of Appeal The Appeals Committee shall, in writing, notify the Secretary General of its determination, the reasons therefor and its recommendations as to the action to be taken.

The Secretary General in turn shall notify both parties of determination of the appeal, the reasons therefor and, where necessary, will issue such directions to the school’s Board of Management, as s/he considers necessary for the purpose of remedying the matter.

The Board of Management will be bound by such directions.

With the prior consent of the Appeals Committee - no more than two other persons nominated by them for this purpose - not permitted to make statements at the hearing, save in exceptional circumstances with the consent of the Appeals Committee. In one case a parent brought a solicitor and barrister to a hearing.

Both took notes but had no right of audience.

(4) Conduct of the Hearing Chairperson of the Appeals Committee will begin by introducing the membership of the Committee and other parties present S/he will indicate if the committee proposes to call any people, other than the parties to the appeal (could be Education Welfare Officer) S/he will then outline the procedures to be followed during hearing and reiterate that additional reps. with either party may not contribute to the hearing, save with express permission of the committee (a) Both parties will be given an opportunity to present their case - parents first, and then the school (b) Both will then be given the right to reply - again parents first, followed by the school (c) Appeals committee will then ask questions, seek clarification as required (d) Both parties will have the right to question each other through the chair

Comment The Education Act has impacted on the way we manage our schools, particularly in relation to Special Needs Education. Section 29 of the Act is now a reality. Prior to the enactment of Section 29 the only remedy for a parent whose child was refused admission was to seek redress in the courts. This option is still open to a parent who loses a Section 29 appeal. Equally a Board of Management which loses an appeal can seek redress in the courts.

A number of years ago a Board of Management in Co. Kildare successfully injuncted parents and pupils from entering a school premises. However, it would be interesting to see how the High Court would interpret an appeal of a determination by the Appeals Committee.

Once the introduction has been made the Chairperson will then:Detail the appeal as outlined in the Appeal application form Outline the grounds from that form Ask the parents to present their case Then the school, etc.

Enrolment policies should be reviewed on a regular basis. They should reflect the spirit of the Education Act 1998, Equal Status Act 2000 and Education and Welfare Act 2000. An enrolment policy which refers to rented accommodation as being of a lower priority than permanent accommodation in determining eligibility runs contrary to Equality Legislation.

(5) Determination of Appeals Appeals will be determined by the Committee in the light of all the facts presented to it and having regard to: Established practice within the school for dealing with issues/grievances which are the subject matter of the appeal, including, where relevant and available, any statutory or non-statutory procedures, guidelines, regulations or other provisions in operation Educational interests of the student who is the subject of the appeal Educational interests of all other students in the school Effective operation and management of the school and any resource implications arising from the issues under appeal Where relevant, the policy of the patrons and the Board of Management in respect of the characteristic spirit/ethos of the school Such other matters as the committee considers necessary

The question of maximum class size has been the subject of prolonged debate amongst Principals and Boards of Management. The Appeals Committee appears to be directed by the Average Maximum class size i.e. the total enrolment divided by the total number of mainstream class teachers. A school having 160 pupils and 6 mainstream teachers has an average class size of 26.6. This would suggest it has capacity for more enrolments even if the infants’ class has already 30 pupils and the school maximum class size is 30.

page 6

[Legal Diary continued] Concluding Snippets

as they claim they cannot fully discharge their functions under the Act as staff members. Hopefully, the issue will be resolved as soon as possible as the Gardaí are no longer involved in matters of school attendance.

For Your Information: As you are aware the Education Welfare Act commenced in July of 2002.

The new Acting Chief Executive of the Education Welfare Board is Mr. Eddie Ward a senior Department of Education Official. He is in the process of recruiting staff and is based at THE PREMIER BUSINESS CENTRE, 11/15 TARA STREET, DUBLIN 2.

Quote: Taking children out of school is ‘Organized Truancy’ - An article in the Sunday Independent of September 15th by Sinead Grennan quotes a spokeswoman for the Dept. of Education and Science as saying that “Part of the remit of the Act is to cut down on people taking their children away on holidays [during school term]*, which is organized truancy”.

Conversion difficulties: There are ongoing industrial relations discussions between the National Educational Welfare Board and the outgoing School Attendances Officers. The School Attendances Officers have converted to staff members of the National Educational Welfare Board. However, they are anxious to become Educational Welfare Officers

* Editor’s clarification

REGIONAL MEETINGS I.P.P.N. (Roscommon)

County Network and the services it will provide. The benefits of local support groups were discussed, as well as how I.P.P.N. can work in partnership with the I.N.T.O. An informative question-and-answer session ensued and the approach of I.P.P.N. was warmly received. The teachers present expressed their determination to set up Principal Support Groups in their areas. The election of officers for I.P.P.N. (Mayo) then took place and the results were: Chairperson: Padraic McKeon (Newport N.S.), Secretary: Sean Lavin (Foxford N.S.), Treasurer: Caitriona Bn. Uí Rathallaigh (Carrowkennedy N.S.).

Mayo delegates to National Committee: Padraic McKeon and Sean Lavin.

I.P.P.N. (Mayo) wish to express their appreciation of the tremendous work and dedication of the staff in Mayo Education Centre in organising meetings and talks for Mayo Primary Principals Support Groups, by circularising the schools and arranging the venues.

We look forward to their continuing co-operation and support.

Among the speakers we have arranged for our Autumn meetings are Maria Spring and David Ruddy. Maria, who is an I.P.P.N. executive member, will speak on ‘Interviewing in the Primary School’. David, who is Legal Advisor to I.P.P.N., will deliver a talk on ‘The Impact of Recent Legislation on Primary School Principals’. More details from Mayo Education Centre (Ph. 094-20700).

The inaugural A.G.M. of I.P.P.N. (Roscommon) took place in Roscommon town on Monday May 27th 2002.

Outgoing member of the interim National Committee, Padraic McKeon, addressed the meeting. There was a large attendance representing many areas of the county.

How I.P.P.N. can meet the professional needs of Principals and Deputy Principals, the functions of the County Network and the services it will provide, and the benefits of local support groups were among the topics discussed.

The need for a professional organisation such as I.P.P.N. was widely expressed and welcomed by the teachers present. Principal Support Groups in four geographical areas of the county were immediately organized.

The election of officers took place and the results were: Chairperson: Teresa Hand-Campbell (Abbey N.S., Roscommon Town), Treasurer: Julie Breathnach (Whitehall N.S., Tarmonbarry), Assistant Treasurer: Fionnuala Hussey (Clooncagh N.S., Strokestown).

Delegates to I.P.P.N. A.G.M. in Galway on Friday 31st May 2002: Ethna Drudy (Frenchpark N.S.), Caroline Madigan (Ballinagare N.S.). Thus ended a most successful meeting.

I.P.P.N. (Mayo) The inaugural A.G.M. of I.P.P.N. (Mayo) took place in Mayo Education Centre, Castlebar, on Tuesday April 30th 2002. Following on from his role as organiser of Primary Principal Support Group in the Education Centre, Padraic McKeon (Principal, Newport N.S.) was the agreed Chairperson for the meeting. Sean Lavin (Principal, Foxford N.S.) was the agreed Recording Secretary. There was a very good attendance from many parts of the county. Padraic explained to the teachers how I.P.P.N. can meet the professional needs of Principals and Deputy Principals. He outlined the functions of the

Editor’s Note: Short articles and photos from the County Networks should be submitted in writing or by e-mail for newsletter publication to pro@ippn.ie

page 7

A Profile and Analysis of the Role of Primary Principal Within the next few weeks Hay Management Consultants will publish the findings of their analysis of the Role of Primary Principal. This report written by independent management consultants will identify: a The priority areas for which principals are accountable b The competencies required for effective leadership c The key challenges & impediments which prevent Principals from fulfilling their roles effectively and d Key recommendations to be made vis-a-vis aspects of school organisation and leadership which require urgent attention.

IPPN congratulates Minister Dempsey on his new appointment and looks forward to working with him and his Department for the betterment of education in Ireland

For the first time ever the reality of life as experienced by Principals will be independently adjudicated and analysed by independent management consultants with an international reputation in this area. IPPN has every confidence that this process will be the beginning of significant changes to everyone’s understanding of the nature of school leadership.

Conference 2003 on 6th, 7th & 8th February in The Corrib Great Southern Hotel, Galway.

The theme of Conference will be “Professionalism - Putting Policy into Practice”.

Leadership Development for Schools As documented in previous editions, the Leadership Development for Schools (LDS) team was established in January of this year to develop a comprehensive programme of professional development for school leaders in Ireland. Extensive examination has been undertaken on international models for professional development of Principals and Deputies; a comprehensive consultation process was undertaken to research the needs of Irish school leaders. The team has also investigated current provision of professional development for school leaders in Ireland.

The publication of the team’s first document profiling school leadership in Ireland today ‘School Leadership a Profile’ is now imminent and draft documents on progressing a framework of professional development for all current and aspiring school leaders, and the induction of first time Principals are currently with the DES and relevant stakeholders for discussion and comment.

LDS has prioritised newly appointed Principals as the target group for an initial induction programme which will commence in the current school year. This programme will harness aspects of current support and will take a multidimensional approach to the personal and professional development of newly appointed Principals.

IPPN is working closely with the LDS team regarding our Mentoring Programme to ensure maximum synchronisation of resources and personnel. Please note that the LDS team are currently recruiting a fourth team member to replace Mr. Colm Cregan who recently joined the inspectorate. The current LDS team is comprised of Mr. Paddy Flood, Mr. Shay Bannon and Ms. Eileen O’Connor.

The vacant LDS position is currently being advertised in the national newspapers.

For further details contact: Dr. Kyran Kennedy, Director, Clare Education Centre, Ennis.

Phone: 065 6845500 • Fax: 065 6842930 • email: kennedyk@eircom.net page 8

Top left: Sean Cottrell, IPPN National Director, Jim Hayes, President, Virginia O’Mahony Deputy President and an Taoiseach Mr. Bertie Ahern at the launch of educationposts. com. Top right: Jim Hayes speaking on the same occasion.

Second row above: The organising committee of the reunion of the B.Ed graduate class of 1977 in St. Patrick’s College, Drumcondra. Group photo second row on right was taken on the same occasion.

Above: Chairperson of the Organising Committee Patsy Mohan of Dublin (left) with Dr. P·draig Travers President of St. Patrick’s College (centre) and Mr. John Carr General Secretary of the INTO (right).

Photo on the right shows Tom Mullins of St. Michael’s CBS Inchicore (centre) with a group of visiting teachers from Telford. page 9

TEXT-A-SUB, FIND SUBSTITUTE TEACHERS BY TEXT MESSAGE The perennial challenge for Principals of finding substitute teachers in primary schools has prompted the introduction of a whole new approach involving a direct text messaging service.

to which the text has been sent.

Sometimes a Principal discovers the need for a substitute teacher outside school hours - text messages work 24 hours a day!

The Principal controls the times and the telephone numbers at which (s)he can be contacted be substitute teachers.

The Principal can choose the most suitable teacher from the range of subs that reply.

The service is entirely FREE to IPPN member schools and to all substitute teachers.

There should be less time spent by Principals on the telephone and fewer children waiting for a substitute teacher to arrive.

IPPN has just recently developed a system whereby: The principal uploads the contact details of the school, the nature of the vacant class and the minimum duration for which the sub is required.

This information is then automatically sent by text message to all the substitute teachers who have registered their mobile phone numbers with www.educationposts.com - substitute teachers re-register their mobile phone numbers and choice of county every week.

The Principal can offer a school, home or mobile number to receive calls from interested subs or allow the calls go to voice mail.

The Principal then chooses from the most suitably experienced/qualified teachers who have replied.

The main advantages of this service are: Only teachers who are actively looking for work in your county will receive the texts.

The text messages are sent within seconds.

When a principal uploads a substitute vacancy, (s)he is informed of the number of substitute teachers

TO SEE HOW TEXT-A-SUB WORKS ..... CHECK OUT WWW.EDUCATIONPOSTS.COM

page 10

TO: IPPN NETWORKING MAILING LIST SUBJECT: [IPPN NETWORKING] - IMMUNISATION AND SCREENING PROGRAMMES The South Western Area Health Board has asked me to forward the name, address, date of birth and home telephone number for pupils in Senior Infants, Third Class and Sixth Classes. Their secretary will be in touch soon to make arrangements for the immunisation programme. As you all know this involves giving out forms, collecting them in, chasing up the missing ones and having them ready for collection. Then on the appointed day the team arrive at my classroom door to know where is their allocated and prepared space.

Our Classroom assistant who doubles as Secretary and general “go-for” is on maternity leave and I have my class to teach. Is it unreasonable for me to feel that this whole medical area interest is an intrusion on the child’s school day, which is disrupted by children and their parents coming and going on the day of the immunisation use of space which has to be vacated by the usual users for the duration and on my professional time as I operate as a clerk for the Health board? Any suggestions?

Health Board people used to come in and get access to the registers and roll books and then administer the form filling etc. themselves. Perhaps a reasonable approach for us to adopt would be to suggest just that? In the context of highlighting the increased and increasing workload of the Principal and the failure of benchmarking to address this, we should be looking for ways to demonstrate that we are at the point where “enough is enough”. . . . Let’s see what would happen if we all said to the Health Board that we are not in a position to undertake this work . . . . or, alternatively, propose a fee for the provision of such information and services?

John Curran, Good Shepherd NS, Churchtown, Dublin 14

Eilís McDonald Eilís, I agree that it is unreasonable to expect a school Principal to act as an unpaid clerk for the Health Board and I too find the situations you describe intrusive and unreasonable at times. I remember at one stage that the

DAMIAN WHITE OF KILLEIGH NATIONAL SCHOOL, CO. OFFALY HAS BEEN TRANSFORMED Whenever progress is slow, regardless of the task at hand, rest assured that some helpful soul will remind you that you must walk before you can run. As somebody who has been running for eight years and now finds himself walking I do not claim to buck the laws of physics. But the change has, nonetheless, been cataclysmic.

For eight years, like 78% of the country’s Principals, I’ve been teaching and administering in equal measure without ever once lifting my head to look towards 180 children on a far-away hill, carrying with me wherever I went the guilt that stalks all teaching Principals over what just hasn’t been attended to in class. Now, thanks to election promises, increased enrolment, bad weather in 1997, the Dalai Lama, the Celtic Tiger and a small sixth class leaving, I find I’m in a ‘Developing School’. The fact that the school is on a site used almost continuously for educational purposes since 1821 classifies us as ‘Late Developers’ I suppose!

As a developing school we were given the go-ahead to appoint two extra teachers, one of whom has ‘released’ me to my office.

The location of executive’s offices in glass blocks that have sprung from town-centre real estate is indicative of the occupant’s importance. Judging by this, most Principals fit in between janitor’s assistant, clerk and dogsbody’s right-hand man.

My office is a classic of the genre. How many of the nation’s movers and shakers can boast of an office decked out with footballs, hurleys, tools and a confiscated Uzi to be collected by a red faced Mammy! Having consulted a Feng Shui manual and discovered that my aura has very little room to manoeuvre I’ve decided to get rid of a filing cabinet. My wife said that if I’d consulted a dietician I’d be told to get rid of two stone, hence creating more space!

However, the lack of space and propensity to clutter did not prevent me from striding purposefully through the office door on September 2nd and calling it home. I surveyed my surroundings ‘Mr. Bean like’ with a giddy enthusiasm for my new role - pressing buttons and perusing files with an air of importance. The phone rang. “Good”, I thought. “Down to serious business.” “Hello, this is the Joker here. I’m looking for the usual gig.” Slightly deflated and after hearing how much more fire he can eat this year, I booked him.

I spent most of the first day in the office, finding I actually had time to read the summer post, with only the distant hum of re-energised children recounting their summer exploits to re-energised colleagues to remind me of what my job had entailed pre-summer.

Since day one I’ve been very busy. Myths about crossword puzzles have been quickly dispelled. However, work now stays at work and the creeping paralysis of corrections and classroom planning which had ravenously gorged on personal and family time has been curtailed.

Now I know how to do a hard day’s work - not an impossible one. page 11

Don’t Miss the Technology Colleges Trust (UK) Online Conference 2002 “What Future - What Learning - What Teachers - What Schools?”

There is no cost involved in ‘virtually’‚ attending this internet-based conference. School leaders and interested educators are invited to register online at: www.cybertext.net.au/tct_registration. The Online Conference will commence on Sunday 13th October 2002. The website address of the Online Conference will be emailed to those who have registered, early on the day of 13th October.

Education leaders from around the world have contributed more than 97 Keynote and Discussion Papers on the conference themes. Some of the Keynote and Discussion Paper titles include: Teaching in the Knowledge Society Preparing Educators for the Future Lessons in Learning to Learn The Future Learner Effective Schools for the Future It’s Almost Too Late to Start Thinking About 2050!

Time for a Rethink We have selected 20 papers, known as Focus Papers which will feature their own 24-hour Online Discussion, where you will be able to discuss issues raised by the papers with colleagues from around the world. Also featured will be an Online Debate, on the topic: ‘Schools have made little progress towards being learning networks at the heart of the community’. Please contact the Online Conference Manager if you’d like to join the debating team or the team of Discussion Leaders.

For further information about the Online Conference, please email the Online Conference Manager, Ms. Debra Brydon at: brydon@bigpond.net.au

www.ippn.ie and networking@ippn.ie If you haven’t sampled the good things available on our website the time is right now. Policy documents, schemes of work, timetables, ideas, discussions and much, much more are available to make your life a little easier. And, of course, if you have something you think might make life easier for others you are invited to submit to director@ippn.ie to be considered for inclusion (without identifying details).

The website is at the very heart of what IPPN is all about Principals and Deputies pulling together to encourage, enthuse and make everyone more effective.

Ní neart go cur le chéile.

Educationposts.com Educationposts.com was formally launched by An Taoiseach, Mr. Bertie Ahern T.D. on July 1st 2002. At the launch the Taoiseach said . . .‘Clearly this new website will bring tremendous cost savings for schools and BoMs in the years ahead . . . It is a step forward in bringing vital information to young teachers using cutting edge technology . . . This should make the job of finding vacancies and suitable candidates much more convenient for everyone concerned . . . I know that in recent times this task has become particularly difficult for BoMs and Principals alike. This recruitment service is timely and has immense potential to address that problem in a way that helps both schools and job applicants . . . .’

At the time of writing IPPN has held discussions with the DES, CPSMA and the INTO requesting that the rules governing recruitment of teachers and principals be amended so as to recognise the status of educationposts.com as an equally valid way of advertising vacancies. All three groups have indicated their commitment in this regard. We eagerly await this change which will bring savings of hundreds and, in some cases, thousands of euros to Boards of Management. educationposts.com is provided by Irish Primary Principals’ Network.

Enquiries re web site to: webmaster@educationposts.com Telephone: 021 464 2073.

page 12

Sr. Eileen Randles - an appreciation on her retirement from CPSMA by Jim Hayes Sr. Eileen Randles has enriched the fabric of education in Ireland through a lifetime of generous service. In primary education in particular she has been a person of immense stature over the past decade. Her intimate knowledge of how the education system works led to her being regarded as a font of information and wisdom for many Principals. I experienced at first hand the high regard in which she was held by all the partners when working with her as a member of the Working Group on the Role of the Primary Principal. When the idea of a professional association for Principals – now known as IPPN – was first mooted, those of us involved found Sr. Eileen’s enthusiastic goodwill particularly supportive – we will always remember her for that.

We wish her all the best as she takes a well-deserved break.

New CPSMA General Secretary IPPN offers its warmest congratulations to Fr. Dan O’Connor, recently appointed General Secretary of CPSMA. Fr. O’Connor has served for many years in the support and leadership of Boards of Management in the Archdiocese of Dublin.

IPPN has already met with Fr. O’Connor since he took up his position on September 1st and we look forward to working closely with him in the interests of school leadership and of Principal teachers.

Replies are invited from Principals who wish to register an interest in attending the International Confederation of Principals Conference in Edinburgh Castle in mid July 2003. The stunning setting for the Conference is matched by the most distinguished panel of contributors while there will be a wide range of workshops led by educationalists from 30 participating countries. There are optional pre and post Conference tours and activities for those anxious to combine business with pleasure.

Contact: The Conference Office at 130 Regent Road, Leicester, LE1 7PG or telephone 0044 116 299 1122, email: conferences@sha.org.uk

page 13

THE TEACHERS’ EMPLOYEE ASSISTANCE SERVICE

HOW COULD EDU-CARE SUPPORT YOU AND YOUR STAFF IN A POSITIVE START TO THE NEW SCHOOL YEAR? THE EDU-CARE TEAM OFFERS SUPPORT TO PRINCIPALS AND WHOLE SCHOOL STAFFS ON COMMUNICATION/INTERPERSONAL ISSUES, STRESS MANAGEMENT, PERSONAL AWARENESS AND SELF-CARE.

National Co-Ordinator: Ms. Carmel O’Connor, Phone (021) 4315670 Email: coconnor@edu-care.ie Employee Assistance Officers: Cork City & County: Mr. Paddy O’Connor, Phone (027) 53933 Email: poconnor@edu-care.ie Dublin South & West: Ms. Therese Kelly, Phone (01) 2897039 Email: tkelly@edu-care.ie Dublin North: Ms Maura McGinley & Ms. Lisa Burke Phone (01) 8570209 Email: mmcginley@edu-care.ie lburke@edu-care.ie Galway City & County: Ms. Niamh Murphy Phone (091) 773242 Email: nmurphy@edu-care.ie Counties Longford, Roscommon, Westmeath & Ballinasloe Town: Mr. Patrick O’Doherty Phone (0902) 79473 Email: podoherty@edu-care.ie County Mayo: Mr. Tony Hegarty Phone (094) 24615 Email: thegarty@edu-care.ie

WHAT IS EDU-CARE? EDU-CARE, The Teachers’ Employee Assistance Service provides a free confidential support, information, counselling and referral service to primary, post-primary & retired teaching staff/management on a wide range of issues arising both within and outside the workplace.

Offers short-term counselling, facilitating the evaluation and assessment of personal issues, helping to resolve concerns, offering ongoing follow-up contact and support.

Provides referral to external support services where appropriate.

Provides support to groups of teachers, offering proactive workshops in areas such as Stress Management, Coping with Bereavement and Loss, Preparing for Retirement and Critical Incident Stress Debriefing.

Focusing on early identification of personal and professional issues, EDU-CARE can facilitate sensitive and timely interventions, promoting the resolution of problems and the restoration of acceptable work performances, working relationships and quality of life.

EDU-CARE encourages active utilisation of resources available including our employee assistance website www.edu-care.ie So remember, EDU-CARE is there for you - go ahead and get to know it - and spread the word!!

The service, headquartered in Cork City and provided

by Employee Assistance Officers, is available in the pilot areas listed.

School Development Planning Support (Primary)

by Eileen Flynn, National Co-Ordinator SDPS (Primary) was launched in 1999 under the school development planning initiative to promote the practice of planning in Primary schools. It aims to support collaborative planning as a means of promoting school effectiveness and renewal, with a focus on teaching and learning.

From 1 September 2002 support is being extended to all primary schools nationwide. A team of 29 full-time facilitators, supported by a panel of part-time personnel will be working with 3,288 primary schools throughout Ireland. Regional seminars for schools in their first and second year in the initiative are being held during September and October 2002. All other schools will be contacted by their planning facilitator early in the current term.

SDPS (Primary) can be contacted by phone at (01) 8576427 or by email at info@sdps.ie. The website is at www.sdps.ie. page 14

2003 Special Olympics World Summer Games School Enrichment Programme, Primary Schools In June 2003, the Special Olympics World Summer Games are coming to Ireland. This will be the largest sporting event ever to take place in this country and the largest sporting event in the world that year.

A total of 10,000 Special Olympics athletes, coaches and official delegates from 160 countries will arrive to take part in this unique celebration of sporting achievement. Special Olympics offers year-round sports training and competition to athletes with a learning disability.

The 2003 Special Olympics World Summer Games (SOWSG) Organising Committee is responsible for organising a number of educational and cultural programmes surrounding the Games, and one of those is the School Enrichment Programme. In association with the 2003 SOWSG, An Post will issue a comprehensive Education Pack and a World Games video to all primary and secondary schools throughout the island of Ireland in the third week of September 2002.

At primary level, the education pack will contain four booklets covering three modules: Learning Disability, Special Olympics, and the 2003 Special Olympics World Summer Games including lesson plans and resource materials for all classes. The 30-minute video has been produced specifically for primary schools and will cover the same three modules.

You can make it happen!

Help is needed to deliver this unique programme in your school. It is hoped that all teachers and pupils will get involved in the School Enrichment Programme and ‘Share the

Special Olympian Aoife O’Sullivan and her sister Ciara, from Cork city, at the closing ceremony of the 2002 Special Olympics Ireland National Games at the RDS, Dublin. Photograph: Ray McManus.

Feeling’ that the 2003 Special Olympics World Summer Games inspire. Look out for the resources when they arrive in your school. This is a great opportunity to create awareness. Don’t miss it.

If you require further information please contact Paul Brown, Educational Manager, 2003 Special Olympics World Summer Games, at 01-8691662.

TRAINING FOR SPECIAL NEEDS ASSISTANTS With the integration of children who have special needs into mainstream schools, the specialised role of the Special Needs Assistant has been recognised as essential. They are needed to support these children, who, without help, may not cope with the demands of ordinary schools.

Special Needs Assistants should have received appropriate training so that they can contribute to the educational programmes by working towards the same goals as the teachers and by sharing expertise and techniques with them.

The School of Practical Child Care has been delivering courses for classroom assistants for approximately eight years. In 2001 the School, in partnership with Froebel College of Education, designed a specialised training course for Special

Needs Assistants. This course was remarkably successful in it’s first year with two hundred learners reaching diploma level.

The SPECIAL NEEDS ASSISTANT Certificate/ Diploma courses from the School of Practical Child Care are available in twenty-five counties nationwide as well as through correspondence.

The School can also deliver ON-SITE training to groups by arrangement. For full details contact The Principal, School of Practical Child Care, Blackrock, Co. Dublin. Tel: 01 288 6994 or email: info@practicalchildcare.com

page 15

POSITIVE ACTION FOR THE IMPROVEMENT OF THE STATUS OF PRINCIPALS AND DEPUTIES DEPENDS ON OUR SUCCESS IN ENROLLING ALL PRINCIPALS AND DEPUTIES AS MEMBERS The growth and success of IPPN has largely been due to the support which we have received from members throughout the country from Malin to Mizen, from Dublin to Galway. Our 2,800 members have recognised the value of a professional body which is dedicated to their professional development and to their representation as school leaders.

We would dearly love to mobilise the energy and wisdom of our retired Principal and Deputy Principal colleagues for the benefit of their present-day successors. We invite them, then, to please respond by joining our recently established Retired Principals/Deputies Group. This group consists of Principals and Deputies who were involved in the early stages of developing the concept of a professional body. Given that it is difficult to make contact with our retired colleagues directly IPPN would appreciate it if serving members would pass on an invitation to any whom they know. If she/he wishes to participate, contact should be made with our office.

Membership application/renewal forms were sent to all Principals and Deputies in mid-September. Please return them as soon as possible. Your membership of IPPN is a vital vote of confidence in ensuring that IPPN continues to work with you and for you.

A copy of Airgead Bunscoile, IPPN’s school accounts package, will be sent to all members with their receipt for membership.We would appreciate your patience in this matter given the huge administrative task involved.

RELATIONSHIPS AND SEXUALITY EDUCATION SUPPORT SERVICE The RSE Support Service liaises closely with the Primary and Post Primary (Junior Cycle) SPHE Support Services to help schools in their implementation of RSE. We provide advice and information for Principals and teachers by phone and e-mail - see contact details below. A number of part-time trainers are available to schools to facilitate parent information sessions and policy seminars. If a group of Principals in a particular area would like to meet to discuss any aspect of RSE the service will provide a facilitator for such a meeting. All the RSE resource materials, including parent booklets and teacher manuals, are available in Irish and English either through your local Education Centre or from Drumcondra Education Centre. Evening courses for primary teachers in RSE will take place over six weeks this autumn in Drumcondra, West Dublin, Athlone, Limerick, Blackrock and Donegal Education Centres.

The Support Service has also developed a training programme designed to help parents discuss relationships and sexuality with their children.

Finally, we would like to thank the large numbers of Principals who returned the RSE implementation survey in May. The figures from the survey show that there has been a significant increase in the number of schools teaching RSE in all classes - just under 50% as opposed to just under 20% at the time of the last survey in 2000. This indicates that RSE programmes are becoming established in schools; the process will be further consolidated when the implementation of SPHE begins in September 2003. We look forward to working with you in the coming year. Frances Shearer (RSE Co-ordinator) Drumcondra Education Centre. Tel: 01-8576432. E-mail: francesshearer@eircom.net COUNTY NETWORKS UPDATE As IPPN County Networks are gearing up for their October/November meetings the Professional Development Sub-committee has begun to establish a database of speakers who can be called on to provide a worthwhile session of professional development for Principals and Deputies. The database, still in its infancy, can be accessed on the IPPN website and any suggestions or amendments will be gratefully received by members of the sub-committee. An effort has been made to list at least one speaker in each region and to cover the basic issues of interest and relevance to to Principals. IPPN county network meetings will be funded by IPPN through the ICDU of the DES. It is a requisite of such funding that an assessment form be filled on the proceedings. County Network Steering Comittee members are urged to file a brief report on each professional development session and forward it to either of the newly appointed Professional Development Co-ordinators, Dolores Corcoran and Sean Hanley, at dolores.corcoran@spd.dcu.ie or to shanley.ias@eircom.net.

This sharing of experience will serve the dual purpose of helping to update the database and deciding what is most relevant to our professional needs as school leaders.

page 16