Leadership+ Issue 41 November 2007

ISSUE 41 • NOVEMBER 2007

Who Manages

PERFORMANCE? FEATURES Budget cutbacks in Education?

Reclaim the Summer Survey Results Planning for new schools Dealing with Bereavement Regional/County Meetings for Principals Misneach for Beginning Principals Director: Seán Cottrell director@ippn.ie President: Larry Fleming president@ippn.ie Editor: Damien White editor@ippn.ie Assistant Director: Virginia O’Mahony Advertising: marketing@ippn.ie Irish Primary Principals’ Network Glounthaune, Co Cork T: 353 21 452 4925 F: 353 21 435 5648 The opinions expressed in Leadership + do not necessarily reflect the official policy or views of the Irish Primary Principals’ Network ISSN: 1649 -5888 Design and print: Brosna Press 090 6454327 • info@brosnapress.ie

Modernisation, in the context of Towards 2016, equates with accountability, transparency and performance appraisal. Accountability is good for any profession. It is positive for Principals and teachers because it inspires confidence among the people we serve. Lack of accountability suggests there is something to hide and so tarnishes all concerned. For many years, a system has existed for addressing the problem of unsatisfactory Principals and teachers. It involves the Inspectorate attempting to deal with the problem according to Rule 161 of the Rules for National Schools.

This system has been found to be unworkable.

IPPN disagrees fundamentally with the term ‘Performance Management’ as currently being proposed. Teaching and learning is not a ‘Performance’, but rather an ongoing professional activity not easily assessed in a short term context. Teaching is fundamentally about understanding the uniqueness of the child and his/her needs and nurturing the key relationships which must exist between the child, the parents and the teacher. It is especially about developing and sustaining the trust on which the child/teacher/parent/ relationship is built.

It would be inaccurate to say there are no unsatisfactory Principals or teachers in the system.

Unsatisfactory teaching can be categorised as follows: a) Those who are unable to teach to a minimum required standard b) Those who are unwilling to teach to such a standard c) Those who attempt to prevent others from carrying out their professional duties As the leader of learning in the school it is the Principal who first becomes aware of unsatisfactory teaching standards. A new system for addressing such problems is clearly now required.

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Such a system, however, must not simply be a shifting of responsibility on to one individual layer of management. The Principal alone cannot fulfil this function, for many reasons. The nature of the relationship between the Principal and the teachers can involve inducting, mentoring, supporting, coaching and affirming. The positive atmosphere in a school is built on this supportive Principal/Teacher relationship.

Because of this, a Principal must not have the primary and crucial role of teacher appraisal, which could ultimately lead to sanction or dismissal.

In this process, the involvement of the Inspectorate is critical. Not only will the Inspectorate’s role guarantee objectivity and impartiality, but they are the professionals who have received formal training in the evaluation and assessment of teaching. Because the Inspectorate has always worked across the entire school system, Inspectors are uniquely positioned to apply objective criteria nationwide. It is neither wise nor effective to shift the load of responsibility for assessing teaching from Inspectors to Principals. The consequence of so doing will irrevocably erode teamwork and the team leadership of the Principal. Is it possible for the Teaching Council to assume a greater role in this question of accountability and professional standards?

It is erroneous to confuse the issue of accountability of Principals and teachers with the rightful responsibility for the delivery of that accountability. Let Principals’ voices be heard on this issue lest the crucial leadership role of Principal as team leader be lost.

Is muidne le meas Larry Fleming Virginia O’Mahony Seán Cottrell President Assistant Director Director

www.ippn.ie LATEST RESOURCES Recent additions to the website include the following resources and materials: In the Resources/ Management Resources section ■ Criteria and marking scheme for interviews for permanent and temporary teaching posts (spreadsheet) ■ Criteria for appointing to a temporary teaching post (Word doc) In the Resources/ Organisational Policies section ■ Polasaí Oibre – Policy on handling those on work experience/teaching practice in the school In the Resources/Survey Results section ■ Reclaim the Summer Survey - Final Results In the Resources/E-scéals section ■ 4th Oct 2007 - Reclaiming the Summer - Survey Results ■ 4th Oct 2007 - Principals deeply concerned with new Performance Management role ■ 1st Oct 2007 - Letter to INTO re. Principals' working conditions ■ 25th Sep 2007 - Membership renewal and benefits to schools ■ 19th Sep 2007 - Reclaiming the Summer - We need your views ■ 12th Sep 2007 - Acting Principals & Vacant Principal Posts ■ 5th Sep 2007 - Circular 79/07 - The Principal as Secretary to the BoM In the News & Views/Education News (Ireland) section, several new items including: ■ Irish Independent article: Concern over Principals' role in sacking teachers ■ Irish Times article: New plan tabled to deal with problem teachers ■ Irish Independent article: We want to be off all summer say 'overworked' Principals Please send us any useful templates and exemplars to project@ippn.ie and we’ll make them available on the website, having removed any school-specific information.

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IPPN CONFERENCE 2008

Substitute Cover Great News for Teaching Principals!

Make a note in your diary (if you’re not using PIMS) - the IPPN Annual Principals’ Conference will take place from midday Thursday, 31st January to midday Saturday, 2nd February 2008 at the INEC, Killarney.

We are delighted that President Mary McAleese will address IPPN Principals at our Conference for the first time.

Most importantly for our Teaching Principals, the DES has confirmed to IPPN that, following our many verbal and written requests, Teaching Principals will be able to avail of 2 days of substitute cover to travel to and attend their Annual Conference in full. This is a significant achievement and a departure from stated DES policy on professional conferences and we acknowledge and appreciate this decision. We hope this will ensure a higher representation of Teaching Principals at Conference than has been possible in the past.

FUNDING

Budget cutbacks in Education?

The Department of Education has received a 6% rise in funding in the Pre-budget Report of the Minister for Finance, Mr. Brian Cowen.

However, this rise is merely to maintain existing services at 2007 levels and is actually a drop in real terms, as a wide range of educational agencies will see their budgets slashed. The rising costs of frontline services such as salaries for the extra 1,450 teachers and 850 Special Needs Assistants recruited in 2006/2007 and a fall off in tax receipts are the main reasons given for the failure to increase funding to Education in real terms. Incidentally, the estimates figure of 6% does not include provision for any increases in capitation grants.

The provision for funding of running costs will be dealt with in the actual budget itself. The 6% increase in funding will bring the overall education budget up to over €9b per year.

FUNDING FOR SCHOOLS

IPPN also sees the need for serious consideration to be given to removing all schools from having to pay VAT on essential purchases.

Day to day running costs of schools are financed mainly from Capitation grants which are wholly inadequate. In addition to calling for a ban on all fund raising activities by Primary schools at Conference 2006, IPPN will be also seeking an immediate doubling of the Capitation Grant to Primary Schools and the raising of the grant to the level of Post Primary schools in a Pre-Budget submission. IPPN also sees the need for serious consideration to be

given to ensuring schools no longer have to pay VAT on essential purchases. The issue of the Ancillary Services Grant must also be dealt with in the forthcoming Budget, particularly the need for paying Ancillary staff from central funds and providing clusters of smaller schools with less than 60 pupils access to the services of a secretary/caretaker on a shared basis. IPPN will also seek the appointment of a fully qualified teacher to a cluster of 5 small schools to enable the release of Teaching Principals from the classroom one day per week to deal with the build up of administrative duties.

ICT According to the Pre-Budget report, spending on ICT in schools is to be cut 25% from 2007 levels. This is very disappointing as there has been no designated meaningful funding to support ICT in schools since 2004. The reality is that a €100 per pupil funding injection is needed if Irish schools are to catch up with other European Union states, particularly Britain, our nearest neighbour.

NATIONAL EDUCATION PSYCHOLOGICAL SERVICES Whilst it is generally accepted that psychological assessments are an essential prerequisite for drawing up an Individual Education Plan for children with learning disabilities, the reality is there is a projected 6% drop planned for the NEPS budget for 2008. The reasons given by the Department of Finance is that last year’s NEPS budget was not fully utilised because of slow recruitment processes. It is essential that, far from reducing the budget allocation to NEPS, it should be increased to allow each and every school access to an educational psychologist, either

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directly or through the broadening of the scheme for commissioning psychologists. The issue of deferred appointments should also be addressed through the education budget allocation next month. At present, additional teaching posts are allocated to schools on the basis of the enrolment figures on September 30th of the previous year and this places an intolerable strain on class teachers and Teaching Principals. It is especially unfair on children who are forced to spend an unnecessary year in over crowded classrooms.

In the context of the long-overdue and much called-for reductions in the pupil-teacher ratio, IPPN also request that the threshold for a Teaching Principal to qualify for administrative status be lowered.

Most of the Budget allocation to education

According to the Pre-Budget report, spending on ICT in schools is to be cut 25% from the 2007 levels. goes on teachers’ salaries. Because of additional appointments, the pay bill in the Primary Sector is set to increase by 9% but it is the proposed cuts to educational agencies that is most worrying. Research and Development activities are being targeted for stringent cut backs as are projects such as the School Completion Programme, which is aimed at tackling educational disadvantage and has been targeted for cut backs in funding of almost 30%. The budget for in-career development of teachers is down 6% and the allocation to NCCA is also to be trimmed.

Reclaim the Summer Survey Results

Over 1,900 Principals (62%) responded to our Reclaim the Summer survey in October. Your responses paint a very clear picture of the types and levels of activity you are involved in during what is supposed to be official time away from school to relax, reenergize and spend quality time with friends and family.

The complete results are available to download from the Resources/Surveys section of www.ippn.ie.

A disturbing number of Principals told us that they worked most days or every day in July and August – 9% worked 40 days or more, while 60% worked 20 days or more in or for the school and over a quarter spent 30 days or more on school-related activity. On average, Principals worked for 22 days during these two months ‘holidays’.

Fig. 1 In which School Related Issues / Projects were you involved during this Summer?

Uniforms/Book supplies Vandalism

Fig. 2 Were you required to be involved in any managerial capacity?

Yes

13%

No

87%

In less than a quarter of cases did the contracted professionals (architects, engineers) fully manage the building project while over 85% of those Principals involved in building projects were involved in a managerial capacity (Figure 2). 47% of Principals were able to avail of the support of the Chairperson of the Board in managing the work and 14% had the support of the Deputy Principal in a supervisory capacity. In these cases, just 4% of Chairpersons and 1% of Deputy Principals were paid a fee for their involvement.

Cleaning & Maintenance Furniture Summer Work’s Scheme Temporary Accommodation Building Programme Preparation for the new year General Admininstration School Accounts Supervision of Ancillary Staff Enrolments Special Education Needs / SENO Interviewing / Appointments Other 0

500

1000

1500

2000

Almost a quarter of all Principals were involved in Summer Works Schemes, 600 in Temporary Accommodation projects and over 900 in Building Programmes while an incredible 400+ Principals had to deal with Vandalism-related work over the Summer (Figure 1). None of this type of work is mentioned in the Education Act!

Our school buildings are valuable properties located on very expensive tracts of land. The ownership of schools is vested in the Patron and funding comes from the taxpayer. In the interest of public accountability, is it not time that professional Regional Buildings’ Officers were appointed to plan and supervise the construction of schools and to properly maintain school buildings for the future? If this system works extremely well at second and third levels of our education system, why not at primary level? Is the primary sector always to be the Cinderella of our education system?

Our Principals have been too generous with their time for too long.

The high level of administration-related work conducted over the Summer again highlights the absolute urgency of putting in place a properly resourced Secretarial/ Administrative Service in schools. An effective, well-resourced School Administrator could reduce much of the Administrative burden both in large schools and in clusters of

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Fig. 3

If you made appointments during recent summers, who had you most difficulty in contacting?

BoM members to ratify appointments

Given your experience of the above, if further work needs to be carried out in the school, during school vacation, which of the following do you think should happen?

44%

Principal to be paid an appropriate fee Principal to receive time off in lieu

35% 21%

Chairperson carries this responsibility on behalf of the Patron

Given the known weaknesses of the Board of Management system, it is unsurprising that Principals would prefer to get time off in lieu or be paid an appropriate fee to carry out school-related work during July and August than to have the Chairperson do the work.

This in no way reflects badly on the many excellent Chairpersons throughout the country, it is a reflection on the inadequacy and inequity of the system and processes which rely heavily on people who have no specific or pre-defined skill-set and are unpaid for their voluntary work.

No doubt there is a lot Principals can do, individually and collectively, to ensure that they take personal vacation without any interruption from school. However, it is also incumbent on the DES, the Management Bodies and the Trade Unions to take a very close look at how schools are currently managed and funded if they are to truly support Principals in focussing on their true role of Leading the Learning in the school. We will be writing to their representatives with the results of this very comprehensive survey and will report back to you on our findings in future issues of Leadership+.

External Assessors

Candidates

Referees

Chairperson BoM

Patron’s Office

0

500

1000

1500

2000

Over 1,400 Principals were involved in recruitment activity over the Summer. Figure 3 shows the impracticality of having any interview and appointment activity in July and August with a majority of Principals having difficulty in contacting key people, particularly referees and including the candidates themselves in over 1,200 cases.

Although the Principal is only required to be part of the selection board which shortlists and interviews candidates, the reality is that in most cases, the Principal ends up taking on much of the responsibility for the recruitment process as it is they who take the ‘hit’ in the event that a vacancy is not filled by 1st September.

Fig. 4 Would you be in favour of a policy where advertising & recruitment is only carried out during the standarised school term?

YesYes

14%

NoNo

86%

An overwhelming majority of Principals have indicated that they want recruitment to be limited to school term-time only. This is wholly practical for logistical reasons as well as to protect Principals’ own annual leave.

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FEATURE ARTICLE

smaller schools. A prompt and significant investment in school administration IT systems and fully functioning broadband are also essential to alleviating the administrative burden on Principals.

Figure 1 also indicates a need to revitalise In-School Management roles and responsibilities to ensure that those availing of promoted post allowances are taking their fair share of responsibility for managing the school, including activities during the summer holidays. If ordering Uniforms & Book Supplies, managing Cleaning & Maintenance activity, ordering Furniture and handling Special Education Needs cannot be completed during the school term, surely all those receiving promoted post allowances should be expected to work during July and August, not just the Principal, to ensure the work is done before schools reopen. The only activity in which the Principal is required to be involved is in being a member of the Selection Board for appointments, which involves the shortlisting of candidates and the interview process. How many In-School Management teams were working during July and August?

“Can we have faith in schools?”

The Catholic Church and the Church of Ireland have been the subject of much media comment over the last few months. This is in relation to their patronage of primary schools - 98% to be exact. School Patrons dictate enrolment policy.

This is done with the full weight of the Equal Status Act (2000) behind them. Section 7 (3) (c) of the Act allows a restrictive enrolment policy where this is “essential to maintain the ethos of the school”.

However, the Equality Authority has challenged this perceived strength of school Patrons. They take the view that there is no definitive understanding of what is meant by “essential ethos of the school”. Is this 50% + 1 of the school population? Or 99.9% +1?. The Equality Authority takes the view that enrolment policies are open to challenge and could be in breach of the Equal Status Act (2000). This opinion is based on the premise that the vast majority of schools are denominational and allow pupils of other denominations (and none) to attend.

This, it is argued, would make it difficult to prove that it is essential to maintain the ethos of a particular religion to require every school to be of a particular denomination.

Whilst the Equality Authority is entitled to its opinion, I personally feel that any such challenge would be unsuccessful in court. The courts would be reluctant in my view to dictate to school patrons what percentage enrolment of same-faith pupils would be required to maintain the ethos of a school.

Other evidence is simply the fact that there have been no court challenges to date. Given the perceived levels of dissatisfaction which media sources claim to be evident, nobody has bothered to challenge the Act. The reason for this is that legal advice available has suggested that such a challenge would simply fail.

The real villain in all of this is the State. It is highly convenient for the State to have denominational schools. When a school needs a roof, it is the local

parish which makes up the 10% difference between the grant and the full cost of the project. When it comes to hiring staff and any related staff problems, again the State gets a free ride. However, any move to a State-controlled school system would, in my view, not find favour with the public. The Department of Education and Science would have to seek additional funding from the Department of Finance to run a Vocational Educational Committeestyle system. In the present changing economic climate, Mr Cowen would not be reaching for the cheque-book.

The Equality Authority takes the view that enrolment policies are open to challenge and could be in breach of the Equal Status Act 2000.

While some parents and organisations have been objecting to denominational school patronage, the vast majority of parents appear satisfied with their lot. Parents are putting greater value on ethos and tradition now then they did in the past. This may reflect the multicultural society that we now have in 2007. Whilst this has undoubtedly enriched our country, it has led to insecurities.

Educate Together is the patron body for 44 multidenominational schools. Its chief executive Mr Paul Rowe was quoted in a Sunday newspaper recently: ‘It has been an uphill battle in the past to provide an educational alternative in a country controlled by Catholicism and institutional racism. There is profound, embedded and institutional religious discrimination throughout the system, particularly at primary level. This discrimination is the responsibility of the state, not of the schools or religious bodies. It is inevitable that, in a system where 98% of schools are faith-based and permitted to prefer members of their faith in

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enrolments, those not of the majority religions will be disproportionately represented at the bottom of the queue for places.’

Undoubtedly there are cases and clusters of children who, on the basis of having parents with no faith or a different faith, have been declined places in schools. However, Mr Rowe’s reported comments are unhelpful and do not facilitate a rational debate.

Sr Stanislaus Kennedy recently called on the Catholic Church to “plan to withdraw” from running schools. She argues that the diversity of the population should be reflected in the education system, but it is for the state and not the church to plan for these evolving needs.

‘We have changed radically since the Church developed and started to manage our schools. The Church should note that change. It is the State’s responsibility to provide education – to provide the land and the management. The Church’s job is to ensure that the faith is passed on. That should be its primary concern’.

Arguing that the church had been ‘used and abused by the state for years’, she called on the Catholic hierarchy to ‘come out and discuss this openly, and to plan strategically’. There was a need for greater variety in the education system, and a reasoned public debate could produce a “myriad of approaches”.

‘I’m calling for openness from the church. To have all those Catholic schools managed by Catholic priests is not the way forward. I’m not saying there should be a rush out, but there should be a planned approach. It could lead to different forms.’

Last year, the UN called on the government ‘to promote the establishment of non-denominational or multi-denominational schools’ following the discovery by the UN Committee on the Rights of the Child that such schools represent fewer than 2% of the country’s schools.

SCHOOL GOVERNANCE

Now that the debate is taking place we must move to seek solutions to these problems. IPPN has long held the view that Governance of schools as is currently constituted is unsustainable. Now is the time for action. IPPN has conducted a random survey of 500 Boards of Management. This unprecedented survey is forensic in its nature and interviews each member of the 500 Boards. The results which will be published shortly will yield highly significant data in relation to the present crisis in governance. The new Fine Gael spokesperson on Education, Mr Brian Hayes TD, has called for a Forum on Education to discuss the issue of the Governance. This proposal has been welcomed by IPPN/INTO. I have no doubt that all the management bodies would participate if given the opportunity. The Minister for Education and Science Ms Mary Hanafin TD is acutely aware of the shortcomings of our Governance model. There is an unprecedented level of openness by church leaders and other education partners to broker a fair resolution to underpin and support our education system. Over to you Ms Hanafin!

Both the young boy and his father claimed she had tripped and that the boy had gone to her aid and helped her up.

They said her mother, Ms Mulherin got out of her car and immediately chastised and slapped him.

“What did you do to my daughter?” he claimed she asked. “Then she slapped me in the face and was shaking me and banging my head against the railings.

He also claimed that Ms Mulherin had said “I know what you are. I know where you come from and where you are going.”

Sgt Jim O’ Toole said Ms Mulherin had admitted to being “very annoyed” and that she had “pointed her finger in an aggressive manner”.

In her evidence, the 42 year old also claimed she had asked the boy: “What happened to Aoife? Leave Aoife alone. She is much younger than you.” She claimed the boy retorted: “Will you make me?” to which she replied “you little pup”.

She also said her daughter told her that she had been knocked sideways into the puddle as the boy swung around with the schoolbag on his back. She admitted she had gestured at him, “pointed my finger”, and when she inadvertently touched his jumper, had immediately pulled back. She claimed the boy was not upset at all by their interaction.

Having convicted the woman of assault and a public order offence, the judge adjourned sentencing to allow defence counsel time to produce a medical report for Ms Mulherin, and consider the possibility of compensation.

The real villains in all of this is the State. It is highly convenient for the State to have denominational schools.

THE ‘G CASE’ – LANDMARK HIGH COURT DECISION GIVES UNMARRIED FATHER CUSTODY RIGHTS OVER TWINS

SLIGO IT LECTURER CONVICTED OF ASSAULTING SCHOOLBOY (11)

An unmarried father, who has acted reasonably and dutifully towards his children, has rights of custody over them, a High Court judge has decided in this case.

A Sligo IT lecturer has been convicted of assaulting a minor outside a County Mayo primary school. At a sitting of Belmullet District Court, Judge Mary Devins told the defendant, Mary Mulherin, Cooneal, Ballina, Co Mayo, that she “overreacted” to an incident involving her 6 year old daughter and an 11 year old boy.

The judge said the boy’s evidence had been “compelling, credible and consistent” and while he was inadvertently swung by his school bag and knocked into Ms Mulherin’s daughter, she over reacted.

Judge Devins first heard the case in Ballina District Court this summer, when the boy and his father, settled travellers, had given detailed evidence about the incident that took place outside the rural school shortly after 3pm on December 4th last year.

Evidence from all parties had revealed that Ms Mulherin’s daughter had fallen into a pothole outside the school and that one side of her coat and head had become soaked during the incident.

In the last edition of Legal Diary, I flagged the imminent arrival of the Judgement of the ‘G case’.

This was in the context of our discussing the role of unmarried fathers in relation to the question of custody and guardianship.

Mr Justice Liam McKechnie held that the difference in treatment between married and unmarried fathers remained in existence for all purposes, save in respect of an unmarried one whose care for his offspring was indistinguishable from the activities of a married father.

Mr Justice McKechnie was delivering a reserved judgement in the case of Mr G, an unmarried father, who took a High Court action to have his two year old twin boys returned to him from England. The court had heard that the boys’ mother had taken them to England in December of last year and that Mr G was seeking their return under the Hague Convention, which covers child abduction.

The judge said that while the retention of the children by their mother was wrongful under Article 2 of the Brussels Regulation, he was not being asked and could not make any order about the return or otherwise of the children.He said the jurisdiction of the Irish High Court seemed to have been invoked PAGE 7

under Article 15 of the Hague Convention and, accordingly, its function was quite narrow and strict. What was sought was a decision whether or not the removal or retention of the children was wrongful under the convention and Article 2 of the regulation.

Mr Justice McKechnie said the English Court proceedings stood adjourned pending his decision on whether or not their removal from Ireland was wrongful and what rights an unmarried father had in respect of his children in the Irish Jurisdiction.

He said the couple’s relationship was almost entirely spent living like man and wife as part of a de facto family unit. Mr. G was a teacher and the mother, Ms O, had been a civil servant who became a professional singer.

While both parties had made mutually hostile attacks on each other in allegation and counter allegation, the real dispute turned on a claim by Mr G that he was the children’s primary carer.

The judge said that Ms O had fairly conceded that her partner had performed duties and had undertaken parental responsibilities and nurtured them at all times after their birth, which he had attended. It was not disputed that, most frequently, he got the children up in the mornings, washed, dressed and fed them and had taken them to and from school.

Mr G had been very much involved with his children in all aspects of their development and upbringing.

There had been no dispute that Ireland was their place of residence. The retention of the boys in England, following early proceedings over custody in the District Court here, was in breach of the rights of custody vested in the court.

Judge McKechnie said the rights of an unmarried father had been established by the Supreme Court here with near certainty and it would not be possible to reinterpret them under any legal convention or Act. Mr G, through his counsel, had recognized that under the law he had no constitutional rights to his child.

“But what about a person who fathers a child within an established relationship, and who from the moment of birth, nurtures, protects and safeguards his child to a standard which all too frequently married fathers fail to live up to?”

More than 10 years ago, Mr Justice Murphy had noted that long-term relationships, having many of the characteristics of a family based on marriage, had become commonplace and relationships which would have been the cause of grave embarrassment a generation previously were now widely accepted.

He asked if anyone would possibly object to what Chief Justice Thomas Finlay had said about such relationships as “having nearly all of the characteristics of a constitutionally-protected family and where the rights of a father would be very extensive indeed”.

Mr. Justice Mc Kechnie said a father fulfilling a parenting role of the type he had described did have rights referable to his child.

LEGAL DIARY

As primary schools prepare to elect new Boards of Management to take office on December 1st, the challenges they face have never been greater. The reality is that the clergy do not have the time to serve on Boards due to declining vocations and the resulting increase in workload. This means that arm twisting is necessary to appoint Chairpersons. If that is not bad enough, it is increasingly difficult to get parents and community representatives to serve on Boards. The model for Boards that was created in 1975 is incapable of dealing with the complexity of school management as demanded over 30 years later.

PROFESSIONAL GUIDANCE

Dealing with Bereavement Suggested checklist of areas to be considered by the Principal

by Shay Bannon

The list is not written in any order of priority and has been amended and adjusted many times on the on basis of personal experiences.

Such a checklist is essential for a Principal in order to plan what he/she must do and also to decide what is appropriate to say to all concerned when a tragedy happens (may need to check in with or contact a qualified facilitator): ✔ Take time to let the news sink in ✔ Put together as much factual information as possible – This must be accurate! ✔ Inform staff what has happened - hold meeting of available staff, if possible. Offer to cover staff – staff are able to do much more if they do not feel trapped by a timetable or class. ✔ Discuss school routine for the first day (this will have been pre-planned with Care Team where time allows) ✔ Identify particular students who may need to be told individually e.g. close friends, relatives, etc ✔ Inform the pupils that a student has died tragically and explain that this is something everyone will find difficult to cope with.

Explain school routine for the day and the levels of support and back up available to students, particularly the pastoral and emotional support for those most closely affected. ✔ Be aware that a lot of students will have received text messages (now a major issue for schools and parents when a tragedy happens) and as a result may be deeply shocked and upset when they meet you.

Information that has been passed around may be incorrect ✔ Contact Local Health Service/Outside Agencies

Board

✔ Make contact with the family of the deceased – offer suggestions as to how the school can be involved in providing appropriate support to the family. Clarify what happened and get approval as to what the family want known. Be aware of religious rites – particularly in light of changing student profile

✔ Make staff aware of students who are particularly vulnerable and remind them of what supports are available to them ✔ If there is a likelihood of interest from the media discuss a strategy to deal with any such request - prepared strategy essential

✔ Meet the key pastoral staff (Care team) to decide and plan necessary student supports

✔ Have someone available to deal with calls from distressed parents who are worried and concerned about how their sons are reacting.

✔ Decide on any other arrangements which need to be made on the first day e.g. prayers for the student and his/her family, visit to church etc.

LONG TERM ✔ In-service for class teacher(s) and staff to help them explore death, dying and grief with students

✔ Check in with staff in the staff room during the day and keep abreast of what is happening in the school

✔ The healing effects of a later occasion when the School Community can come together to remember, mourn and celebrate the individual(s), so that the tragedy can become incorporated into the life of the school

✔ Be aware of any particular teachers who may be particularly distressed e.g. teachers who are recently bereaved themselves or who have had prior experience of ‘tragic death’ in their family or who may be experiencing bereavement in a school context for the first time or who are worn out from experiencing death in the school context ✔ Encourage staff to come to your during the day and let you know how things are going ✔ Find out details of the funeral etc. and communicate this to staff, students and wider school community ✔ Direct communication by letter with parents informing them of the situation and alerting them to the distress their children may be experiencing ✔ Contact DES if school is closing ✔ At the end of the first day review events with staff and make plans for the following day

Crisis

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✔ The setting up of a permanent memorial such as an award, a tree or special place help acknowledge the event in a forward looking way ✔ Grief caused by death will be very longlasting and schools need to recognise that anniversaries and celebrations will be difficult, especially the first birthday, the anniversary of death, the inquest and Christmas. These key dates and times should be noted and passed on to class teachers or next school (transfer from Primary to Secondary) ✔ Update school records so that no inappropriate communications are sent (in error) to the bereaved family ✔ ‘Grief has no calendar’ – watch for unresolved grief issues arising 7/8 months after death when talk of the loss may have gone underground and bereaved students may be feeling very isolated – this is a particular issue in a boy’s school.

Dealing with Bereavement Useful publications: Guidelines for Schools on How to Respond to the Sudden Unexpected Death of a Student Available from ASTI, Winetavern Street, Dublin 8 (01-6719144) Wise Before the Event – Coping with Crises in Schools William Yule and Anne Gould. Available from major bookshops.

When Someone Close Dies Available from the Medical Social Work Department, Beaumont Hospital, Dublin 9. (01-8093290) In the Event of a Tragedy – A Response Available from the North Western Health Board, Manorhamilton, Co. Leitrim. (071-60222) Death – Helping Children Understand Available from Solas, Bernardos, Christchurch Square, Dublin 8.

(01-4540355)

Suicide, Bereavement and Loss – Perspectives and Responses Luke Monaghan. Available from Irish Association of Pastoral Care in Education, Marino Institute of education, Griffith Avenue, Dublin 9.

The Chaplain: A Faith Presence in the School Community Luke Monaghan and Caroline Renehan.

Published by Columba Press At the Heart of Education – School Chaplaincy and Pastoral Care Edited by James Norman. Published by Veritas Publications, 2004 Suicide Prevention in Schools – Best Practice Guidelines Available from the Irish Association of Suicidology (IAS) Dealing with Tragedy INTO Publications, Parnell Square, Dublin1.

Living After a Death Mary Paula Walsh.

Available from major bookshops.

www.textaparent.ie Would you like to be able to send a brief message to the parents in your school at short notice?

Unpredictable events e.g. enforced school closure, no heating etc

How can I use textaparent to send messages to the parents in our school?

Arrange for the collection of the parents’ mobile telephone numbers Log on to www.textaparent.ie Register your contact details

Last minute timetable change e.g. cancellation of sports day

Send cheque to IPPN to purchase “credit” for the cost of the text messages

Timetable change e.g. a reminder of early closing for staff meeting

When your cheque is received, a text message will be sent to you informing you that your account has been set up and is ready for use

Happy announcement e.g. victory in sports final For large schools – reminding staff about a particular event.

Follow the on-screen instructions which enables you to type your short message and specify the mobile telephone numbers to which the message will be sent PAGE 9

PROFESSIONAL GUIDANCE

Shay Bannon has contributed to a number of articles on the implications of the Safety, Health and Welfare at Work Act 2005 in this, and previous editions, of Leadership+.

He has been Principal of Ardscoil na mBráithre in Clonmel since 1991 and was also the first President of the National Association for Principals and Deputy Principals (NAPD).

Shay has recently completed the 2 year Diploma in Safety, Health and Welfare at Work through University College Dublin and Waterford Institute of Technology thereby fulfilling the academic competency requirements of the Safety, Health and Welfare at Work Act 2005. With his training and experience in school management he is ideally placed to help staff identify and evaluate occupational health and safety hazards and to give practical and relevant information that will allow schools develop appropriate safety procedures. He has been involved in developing health and safety policies and is currently involved in a pilot project to develop a safety management system for schools. Shay is a trainer/ facilitator for the Stress Prevention Project (organised by the DES, ASTI, TUI and JMB) and has given numerous presentations and workshops on bereavement and crisis response in schools. He has presented at a number of IPPN County Network meetings in relation to dealing with tragedy.

Planning for new schools

By John Curran CHRONIC SHORTAGE Recent developments in North County Dublin where there is a chronic shortage of primary school places for children in a rapidly developing urban area has highlighted the issue of who should plan for, build and operate primary schools. While much of the discussion on this topic centres on the place of denominational churches in our education system, there is a fundamental planning question at stake.

When new housing is built or when existing housing areas are expanded or redeveloped, very often there is nobody who gives any thought at the time to the provision of primary school places for the children who will live there. Developers and estate agents often tout ‘proximity to school’ as a selling feature for housing properties but often fail to mention that these same schools will be full to bursting by the time all the houses are sold and large numbers of children arrive on the scene. Young buyers - singletons, couples, parents and parents-to-be - who are preoccupied with the stresses and strains of getting a mortgage together and moving in to their first home may not have schools on the top of their priority list and may assume that a school will be there when needed.

THE PLANNING PROCESS The process of planning and building a school does not just happen as if by magic. Someone has to recognise the need for a school, acquire the land, secure permission to do all this and then go through the building and planning process. Traditionally, this ‘someone’ was the local bishop. In Ireland, schools are not operated directly by the Department of Education and Science but rather through a system of patronage. The DES recognises

various churches, groups and individuals as suitable patrons to own, build and operate schools and provides funding for them to do so. There is no central planning of schools and no overall needs analysis. It is up to individual patrons to put measures in place to plan and build schools.

In Ireland, schools are not operated directly by the Department of Education and Science but rather through a system of patronage.

UNFAIR CRITICISM OF THE CATHOLIC HIERARCHY? Because, historically, most schools are Catholic, it has recently become popular to criticise the local Catholic bishop for a failure to provide enough places for children in the ‘local’ school. The fact is that Catholic schools are provided by the patron for children of Catholic families who want an education with a Catholic ethos and tradition. That is their role and function in the education system we have in Ireland. Why should we insist that the same patron should, somehow, be responsible for children from other faith backgrounds or beliefs? Why should not the Muslim patron, the Gaelscoil patron, the multidenominational patron or the Church of Ireland patron be held to account or criticised for not providing a school?

The Central Statistics Office published information from the last Census in 2005. We know that our population is increasing and we PAGE 10

can predict school needs from this information – even on a broad basis. Local authorities know, from their planning and re-zoning applications, where and when the demand for housing is likely to arise. The DES knows, from the statistical returns provided by school Principals every year, how the enrolment numbers in every school in every area of the country are moving. Why then do we continue to have situations where, suddenly, as if overnight, families and children find themselves without a school place for ‘next September’?

THE PROPOSED PROCESS How should we ensure, as housing is built and families start to grow, that there are enough school places for our children? In order to secure the availability of land for new schools and associated facilities, the Department of the Environment could stipulate a requirement to all local authority planners that any application to build 100 houses or more (or aggregate applications which amount to the same numbers) should only be granted with a condition that one hectare (2.5 acres) of land is provided by the developer for educational use. And this should not be like the requirement for social and affordable housing where developers can swap-out parcels of land in other areas or buy-out of the process. These school sites should be properly located in the heart of the community and should be serviced and prepared ready for the building of the school.

What about situations where there is an existing, perhaps small, school and new housing is proposed? The Department of the Environment could instruct all local authorities to rezone, for ‘educational use’,

The DES could monitor all County Development Plans and all planning applications. The DES is in the unique position of having enrolment trend data from every primary school in the country. If a proposed housing development does not have enough school capacity to service it, then the DES is in the best position to intervene in the planning application process to ensure school site and building provision or move to ensure an existing local school is expanded to cope with demand.

If we are to ensure that new housing developments will have proper school facilities for our growing population, then we must make this part of the planning process.

We must think of the school as part of the infrastructure from the start and not as an afterthought. The government department responsible for Education must get involved at the planning stage to ensure that school places are ready and waiting when the children arrive in September.

Damien White says: The debate on denominational schools and enrolment has unfortunately focused on the few situations where children were denied access to schools of Catholic Patronage where a Baptismal Certificate couldn't be provided.

This issue was to the fore on RTE’s Questions and Answers programme lately where Monsignor Dan O’Connor and Maria Spring both spoke from the audience.

Acknowledgement has to be given to the fact that across the country, thousands of children of all nationalities, backgrounds and religions have been enrolled in schools of Catholic Patronage and that Principals and teachers have worked very hard to ensure that inclusiveness pertains at every level.

The DES planning unit have a simple formula which they apply to planning for school provision. They work on the basis that 100 new housing units bring 300 new people to an area, 11% of whom are primary school children.

Issues such as 'Balbriggan' represent a failure at planning level – I have argued consistently for the onus to be placed on Builders and Developers to have some responsibility for the provision of access to services necessitated by their Developments. The DES Planning Unit have a simple formula which they apply to

planning for school provision. They work on the basis that 100 new housing units bring 300 new people to an area, 11% of whom are primary school children. I believe the formula was worked out by economist Peter Bacon for the 'Bacon Report'. Now housing developments in towns such as Balbriggan should therefore be indicative of impending school place needs.

I believe that if attention were focussed on issues around planning ahead, on the basis of new housing developments, a solution could be reached whereby a place for every child at the school closest to their home would be available, be that denominational, Educate Together School or another patronage.

The modern school Principal, regardless of whether their school is denominational, is flexible and accommodating and will always seek to ensure that children of all cultural and religious backgrounds are catered for.

The current teaching of Religion in schools of Christian Church Patronage differs vastly from the model as remembered by some of its fiercest critics. The Alive O Programme is, I believe, cognisant of change in society and its teaching includes values and morals which are applicable to all children in this state. While I see the value in the provision of more Educate Together and other nondenominational schools by way of providing choice to people, I believe that denominational schools are also schools of choice for hundreds of thousands of people.

This must remain so, as long as people want it.

www.educationposts.ie The simplest way to advertise vacancies in your school Free Unlimited Advertising for Teachers, SNAs, etc.

Adverts uploaded online – no paperwork Adverts automatically removed after closing date Repeat Adverts as required – service totally free!

2,711 teachers currently registered for automatic email alerts PAGE 11

PLANNING

sufficient lands within 500 metres of existing schools and proposed new schools in order to secure future expansion of facilities. This proposal would mean that existing small schools could not be “hemmed-in” by new housing as is happening in many cases at the moment where housing development is taking place in green-field, expansion or redevelopment sites adjacent to existing schools.

SPECIAL EDUCATION

Assessments of Need

By Larry Fleming

The National Disability Strategy includes specific legislation to deal with the special education and health needs of people with a disability. The Disability Act 2005 and the EPSEN Act 2004 will determine how services are delivered from now on. Part Two of the Disability Act, relating to children under 5 years, took effect from June 1st 2007, thus reflecting the importance of early intervention.

Interventions in relation to children aged 5-18 will operate in conjunction with the implementation of the EPSEN Act.

A NEW APPROACH People with a disability/special education needs are now entitled to apply for an Assessment of Needs without regard to cost or service capacity. This will be available to children with special education needs by 2010. Additional specific requirements may apply in relation to resource allocation from the National Council for Special Education.

Standards for the Assessment of Needs are the desired and achievable levels of performance against which actual performance can be measured, and must be conducted in accordance with specific standards, which put the ‘person’ at the centre of the process. The Health Information and Quality Authority (HIQA) is the organisation that will review the standards for Assessment of Need and have responsibility for development and review. The Assessment of Need is person-centred at all stages focussing on outcomes specific to the person in question. The process involves the person at all stages, through being informed and allowed to participate in and contribute

to the process at all stages. The final report contains the following: ■ Health and Special Education Needs ■ Nature and extent of the disability/need ■ Prioritisation of the need ■ Appropriate intervention ■ Timescale for review.

Under Sections 6 and 12 of the EPSEN Act 2004, there is an in-built appeals process. Under Section 12 of the EPSEN Act 2004, parents may, in respect of their child, appeal to the Appeals Board against: ■ the discharge by the Council or a Principal of a school of dutiesin relation to: 1. Any statement or description of their child’s special education needs as set out in the education plan.

2. Any other statement or description appearing in the education plan as initially prepared or as it stands amended for the time being in consequence of review.

3. On the grounds that a statement or description is incorrect or inadequate to meet the child’s special educational needs.

■ the discharge by a school or a Health Service Executive of its duties with respect to an education plan on the grounds that there has been a failure by it to implement any part of the plan.

The Appeals Board hear and determine all appeals under the EPSEN Act within 2 months.

PROGRAMME Thursday 15th November 7.30–9.30pm

AGM and Business Meeting

Friday 16th November

New Boards of Management Challenges and Responsibilities ANNUAL CONFERENCE Professional Development for Boards of Management in Special Education

9.30am

Registration, Tea/Coffee

9.50am

Introduction and Welcome by Chairperson

10.10am

Keynote Address “New Boards of Management – New Opportunities”

10.40am

Questions and Answers Session

11.00am

Tea/Coffee

11.30am

“Whole School Evaluation – A Process of Review and Improvement” Presentation by Dr. Harold Hislop, Assistant Chief Inspector and Head of the Inspectorate’s Evaluation Support and Research Unit and Mr. Don Mahon, Divisional Inspector.

Organised by the

National Association of Boards of Management in Special Education (NABMSE)

12.30pm

Questions and Answers Session

1.00pm

Lunch

2.00pm

“Indemnity for Management” Presentation by Mr. David O’Sullivan, Religious and Education Manager with Allianz Corporate Ireland

Friday 16th November 2007 9.30am – 3.00pm

Tullamore Court Hotel

3.00pm

Tullamore, Co. Offaly PAGE 12

Evaluation and Closing Comments.

DEPUTY PRINCIPALS The vision for Deputy Principalship in our schools offers huge potential for providing a shared leadership dimension. To date, this vision has been relatively untapped. Indeed, Deputy Principals could correctly feel that their roles, duties and opportunities remain unclear and undervalued. The 2006 IPPN publication Giorraíonn Beirt Bóthar has been the first document to attempt to promote a distributed leadership model for schools, through seeking to recognise and affirm Deputy Principals as creative thinkers, and key partners in providing Quality Leadership and Quality Learning in our schools.

Principals felt that their potential role was undermined by the over-vesting of authority in the Principal and the reluctance of some Principals to distribute leadership evenly.

Clearly, a good working relationship based on trust and collegiality is essential between Principal and Deputy for effective team leadership. The role of Deputy Principal is not one of acting as a buffer, broker or mediator between staff and Principal but rather relationship-driven leadership based on consultation, negotiation and team-work.

INSTRUCTIONAL LEADERSHIP / RESOURCE MANAGEMENT

It has been a slow and laborious process. The Green Paper on Education (1992) proposed that Principals be supported by Vice Principals and holders of posts of responsibility, with appointments to the post of Vice Principal based on competition and merit rather than on seniority. Five years later, Circular 6/97 outlined an increase in the number of posts of responsibility in almost every school in the form of an InSchool Management team. The term Vice Principal was altered to Deputy Principal and the criteria for selection of candidates to the post of Deputy Principal was to be based on willingness and capability to undertake the duties attaching, length of service or experience in the school and interest in a particular area within the duties. However, there was no defined role for the Deputy Principal outlined. Circular 7/03 did acknowledge the team leadership dimension of Principal and Deputy Principal without exactly positioning Deputy Principals in the Management structure of the school.

The absence of policy development for distributed leadership is clearly undervaluing the position of Deputy Principal and there is a glaring need to narrow the gap that exists between the management role of Principalship and the leadership potential of Deputy Principalship. One area that is ripe for Deputy Principals to develop and manage is the area of curriculum co-ordinator, or curriculum management in an instructional leadership role. This can be extended to the area of human resource management which is an increasingly complex area within schools. To work effectively in this role, the Deputy Principal requires a good understanding and awareness of school policies, practices and relationships.

ROLE CLARITY

■

So what is the exact role of the Deputy Principal in the absence of a clear job definition? Perhaps the best definition is “partner in leadership” as identified in the research by Terry Allen in 2003/04. This partnership could be demonstrated through supporting and assisting the Principal, consulting with and deputising for the Principal and co-operating with the Principal and staff in carrying out the duties and responsibilities associated with every-day school life. Some interesting feedback from the IPPN Deputy Principals Seminars in 2005 and 2006 suggested that some Deputy

Communication Very few formal structures are in place to ensure effective communication between Principal and Deputy Principal. Building effective communication structures can be achieved through:

■ ■ ■ ■ ■ ■ ■ ■

regular meetings between the Principal and Deputy Principal regular in-school management meetings and staff meetings continuous support from the Principal regular role review release time from class with paid substitute cover opportunities to lead rather that follow clearly defined duties inclusion and consultation in the decision-making process dialogue, discussion, shared planning and regular reviews.

DEFINING DUTIES Apart from the roles of instructional leader and human resource manager, the Deputy Principal can take sole responsibility for some duties listed hereunder: ■ management of roll books, registers and school records ■ Time-tabling of curriculum areas ■ Time-tabling of SNAs ■ drawing up yard rota for supervision ■ management of Special Education Needs ■ organisation of Ancillary Staff ■ medical files ■ dealing with the NEWB ■ health and safety issues ■ communication with Parents Association ■ managing Assessment records.

The above is just a menu of possible roles and responsibilities that can be assumed by the Deputy Principal and is not prescriptive.

See also Giorraíonn Beirt Bóthar - IPPN (2006), sent to all schools in February 2007.

textasub.ie

www.

The fastest way to find a substitute teacher for your school.

Simply log on and upload 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 substitute teachers who have registered their mobile phone numbers with www.textasub.ie Hundreds of teachers, in all counties, registered to receive text-a-sub notifications Only the substitute teachers that are available will receive your text message.

The Principal / DP can offer a school, home or mobile number to receive a call from subs The Principal / DP then chooses from the most suitably experienced / qualified teachers that reply.

This service is totally free!

PAGE 13

DEPUTY PRINCIPALS

Distributed Leadership:

LDS

Misneach for Beginning Principals

By Liam Lawlor

‘Leadership is lifting a person’s vision to higher sights, the raising of a person’s performance to higher standard, the building of a personality beyond its normal limitations.’ (Peter F. Ducker) Leadership in the modern Irish primary school requires continuous and sustained support. The Leadership Development for Schools (LDS) programme was introduced in 2001 to provide such support. Since the LDS programme commenced, over 800 newlyappointed Primary School Principals have availed themselves of this in-service professional development. The LDS programme offers Irish school leaders opportunities to share ideas and good practice, explore creative ways of responding to challenges and possibly even discover new solutions to old problems. For the recentlyappointed Principal, the appropriate LDS programme from its menu of professional development courses is Misneach.

COMPLEX ORGANISATIONS Schools are complex organisations. This complexity is due, in no small way, to the critical place they have in the wider community and the expectations laid upon them. That they succeed at all is a testament to ‘the integrity and capability of those who lead them’ (Handy& Aitken 1990:32). The challenge of responding to the pressures of leading and managing an Irish school has become more difficult especially for recently-appointed Principals. Leading the modern Irish primary school could be likened, at least on occasions, to ‘trying to run in soft sand’ (Sergiovanne 2003:2). He states that from the leadership perspective the problem is that the world of schooling is all so ‘complex, disconnected and even chaotic.’ Yet schools need to be led, problems need to be solved and improvements need to be implemented. Some Principals find it difficult to cope with the complexity involved and struggle in their new leadership role.

CONTEXT COUNTS In recent years, leadership in Irish schools and the Principal’s role in promoting such leadership (distributive or otherwise) has been the focus of considerable attention. One could be forgiven for believing that, with such a wealth of literature in existence on the role of the Principal and through ever-expanding lists on how to become an effective school leader,

Principals would have a blueprint for success.

True, there are many lists. The problem is, as Barth (1999:27) points out ‘the same lists applied to different contexts and to different situations typically produce different results’.

The varied contexts may require a little more than ‘a one size fits all’ template on Irish school leadership. Who could have predicted the diversity that exists in Irish schools today? Just as Principals were coming to terms with the demands of the special educational needs (SEN) pupils who now attend mainstream schools, the phenomenon of catering for the mix of foreign national pupils attending a significant number of Irish primary schools became a reality. Indeed it is now commonplace for many such schools to count languages spoken in the schoolyard in double figures. One cannot but feel, therefore, a little sympathy for the recently-appointed Principal faced with the leadership challenge in an environment of accelerating change cultural, structural, legislative and technological. The feeling of overload due to the myriad of tasks that ‘are nobody’s’ and therefore become the Principal’s, is creating a systems failure leading to the job of Principal being described by some as simply ‘not doable’ and certainly not worth the reward. (Daresh 2006:ix)

Schools are complex organisations. This complexity is due, in no small way, to the critical place they have in the wider community and the expectations laid upon them MAKING A DIFFERENCE The job of Principalship can be fun if one is at ease with ambiguity and complexity, likes a challenge, and is willing to work hard. Principals often relish the challenge of keeping schools moving forward while maintaining stability.

Nothing will make the job easy. Having an easy life is not why individuals take on this role. It is more about making things happen - making a difference. Principalship is about more than surviving; it’s about succeeding. Despite all its PAGE 14

limitations, very many Principals regard their chosen profession as a most rewarding career.

Principals will never get paid enough but if one can live with the daily frustrations then the joy of making good things happen for the pupils and their families is immeasurable. Sure, nobody likes problems but Principals relish the opportunity to help solve them. The joy of working with dedicated, committed and supportive staff together with the wit of the classroom, staffroom and office area (if you have one) is priceless. Being a Principal is a lot of hard work.

And because it is tough work, it is a place where individual disappointments can be quite high.

Most people begin their career with an expectation that they will do as ‘perfect’ a job as is possible. For the recently-appointed School Principals to fulfill that expectation, they will require support. The LDS Misneach programme will provide that support.

MISNEACH The LDS Misneach programme is available for recently-appointed Principals. This programme is supported by the Department of Education and Science and organised through the Clare Education Centre.

The Programme aims to: ■ Prepare and support Irish School Principals in leading and managing their schools during their first two years in the position ■ Develop and enhance skills and competencies relating to leading and managing the school as an organisationDeepen understanding of, and build capacity for, working effectively with people ■ Provide opportunities to share good practice, encourage professional learning communities within the school and create effective networks with other school communities.

Misneach involves four residential meetings over two years including a mentoring support system, group support through networking in addition to an on-line ICT- mediated support through LDS Live.

The LDS team is committed to improving and enriching the professional practice of Irish school leaders through support and professional development. The LDS programme promotes leadership as an inclusive, collaborative process based upon respect and the valuing of collegiality. For further information on the Misneach programme and the complete list of modules on offer please visit our web site at www.lds21.ie The following comments are from participants currently attending the 2007 Misneach programme: ‘Great course, very enjoyable and well organised’ ‘Great to network with others in the same position. Found the experience encouraging and supportive. Even though tiring it was great to get away and speak with others in the ‘same boat’.

Looking forward to next Misneach’ ‘Excellent opportunity for new Principals to meet, discuss and learn from each other and from excellent facilitators’

TEEING OFF! So, as a recently-appointed Principal who seeks to lift the staff’s vision to higher sights, raise their performances to a higher standard and build their personalities beyond their normal limitations, you may find both solace and inspiration in this quote from John Daresh’s book Beginning the Principalship: ‘As you consider how good you want to be and how much you want to be an effective school leader, remember the game of golf. In its entire history, there have been many fantastic and talented golfers, to be sure. But in the millions of games of golf played over the years, I know of no golfer – from Arnold Palmer to Nancy Lopez to Jack Nicklaus to Annika Sorenstam to Tiger Woods -who has ever had a perfect game. And in all probability, there will never be anyone who is ‘perfect’. By the same token, there are many very talented and effective Principals. But each one has had bad days; made mistakes; and gotten frustrated with parents, colleagues and indeed, students themselves.

So the final note is that while you may never be perfect, keep hitting the balls off the tee as hard as you can, and putt with effectiveness and certainty that you will do as good a job as possible.’ (Daresh 2006:175) Best wishes, have a great career and see you at Misneach.

Liam Lawlor Assistant National Co-ordinator Leadership Development for Schools (on secondment from Catherine McAuley, Special School, Limerick.)

Ciall Ceannaithe – Sound Advice & Borrowed Wisdom The points of advice offered here are intended to provoke your thinking as you embark on your new leadership role.

PROFESSIONAL DEVELOPMENT 1 Manage yourself, and not time, by using the Principals’ Information Management System (PIMS).

2 Try to keep up to date with educational developments generally by: i. ensuring that you subscribe to and scan networking@ippn.ie daily ii. reading Leadership+ and other educational magazines iii. regularly visiting educational websites including www.ippn.ie 3 Join a Principals’ Support Group.

4 Become involved with your local County Network. If clusters exist use their support and advice on local issues.

5 Attend the annual IPPN Conference and other professional development events aimed at Principals.

6 Get to know the Principals in your local schools and do not be slow in seeking their advice. It may be possible to visit their schools to share good practice.

Always acknowledge their help and support.

6

7

8

9

10

11 12 13

PERSONAL DEVELOPMENT 1 Separate your personal and professional lives. Professional criticism may sting but will ultimately lead to improved performance and effective self evaluation.

Personal criticism hurts and can destroy self esteem.

2 Have your priorities right with regard to family/ personal life and professional life.

Be aware of your own limitations and needs.

3 Do not set yourself impossible goals and remember nobody can do everything perfectly.

4 Never take personal offence if a decision taken is criticised.

5 Resist an instant reaction when informed of something that might seem to be leading to possible conflict/ confrontation and always play for time so that you can deal with the matter in a more evenhanded manner at a later stage.

PAGE 15

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When trying to resolve a conflict always inform people about each step that you take so that everything is transparent and that nobody has any fears that you may be doing something unwittingly behind their back.

Maintain a positive outlook. Cultivate your sense of humour. Your personality will dictate much of the culture of the school. If you feel tense or angry, talk to a trusted friend.

Build in a time to relax during the school day every day. A few minutes break will help you to operate more effectively.

Remember the time to relax is when you think you don’t have time for it!

Develop friendships and social contacts outside of education so that you have a wider perspective on life generally Develop strategies to help you not to “take your work home with you” all of the time.

Try not to neglect your favourite hobbies.

Try to maintain healthy habits particularly daily exercise.

Keep a healthy balance in your regular day so that everything is in proportion.

Take steps to maintain yourself in the best shape you can mentally, physically and psychologically being mindful of the fact that you can only give of your best when you are at your best.

Try to keep a sense of perspective at all times.

Take time to think through decisions such as: i. Will I stay on in school for a period after school and then take home absolutely no school work of any sort? Or ii. Will I leave school early and put time aside later in the evening for administrative work etc.? iii. Will I put as much as possible of my administration work on my laptop (provided by the school) so that I can work away from the school during summer holiday time?

NEW PRINCIPALS

The Misneach Programme includes modules on: ■ Leading learning ■ Leading people/communication ■ Stress management ■ Managing self/time ■ Conflict management ■ Team building ■ Leading the extended school community

UNION MATTERS

Guiding Principals Resource Pack Launched

By Tom O’Sullivan, INTO Assistant General Secretary A new resource pack for Principal teachers entitled ‘Guiding Principals’ has been developed by the INTO. The pack has a wide variety of resources including advice sheets, contact sheets for various agencies, information on a variety of conditions of employment, a CD containing school policies and other resources, and a range of useful publications.

The new pack is not intended as a prescriptive answer to all the demands but rather as a guide to issues that schools face on a day-to-day basis. With this in mind, an information booklet covering areas such as supervision, the steps for recruiting a teacher, issues in dealing with staff relations, the stages to follow in a complaints procedure and general advice on a wide range of day-to-day school matters is included in the pack.

The pack has been distributed through local INTO Principal and Deputy Principal Forum meetings in September and updates for the pack will be included in the Forum Bulletin over the coming school year.

The Central Executive Committee of the INTO and the INTO Principals’ and Deputy Principals’ Committee have been considering for some time the ever-increasing demands for written policy statements and, in particular, the belief that all schools must develop policies and plans from scratch.

Notwithstanding that each school has a unique set of circumstances, there are many areas of commonality and the INTO takes the view that it is unnecessary for each school to have to start policy development on a blank sheet of paper.

The INTO has also recently raised with the Minister, Department Officials and a range of education agencies the necessity to adequately support school leadership in the context of modernisation and change in primary education. Among the issues being pursued are an expansion of the pilot scheme of clusters for administrative days for Teaching Principals, and an increase of the number of release days available to all Principals with full-time teaching

responsibilities. The INTO has also raised the necessity for Information Technology systems and maintenance support to alleviate some of the ever-growing administrative burden on schools.

The INTO has also raised, in the context of the Online Claims System, returns from the National Education Welfare Board, and proposed administrative issues arising from the implementation of the Education for Persons with Special Education Needs (EPSEN) Act and the absolute necessity to ensure proper administrative and secretarial support in all primary schools, regardless of size.

The INTO has also discussed the necessity to further support professional development opportunities for school leaders. While welcoming the development and expansion of the Leadership Development for Schools programme to include Principals and deputy Principals, the INTO has emphasised the necessity to provide appropriate training opportunities for all members of the inschool management team. This matter will be further discussed in the context of talks under the Towards 2016 National Agreement on future models of in-service provision.

The INTO has also discussed the necessity to further support professional development opportunities for school leaders.

The CEC now awaits the outcome of the second Public Service Benchmarking Body.

The CEC expects that progress will be made as a result of the well-researched, wellpresented and comprehensive case made on behalf of Principals of all Primary Schools.

Notwithstanding recent comments by many analysts and politicians in relation to the general benchmarking process, and the difficulties, perceived or real, for the economy, the INTO is hopeful that progress will be made in addressing the legitimate claims of school leaders.

PAGE 16

INTO Principals Consultative Conference The bi-annual INTO Principals Conference was held recently in Westport where over 300 Principals gathered to discuss issues including Special Education, Principals workload, leadership challenges and Northern Ireland issues. Larry Fleming (President) and John Curran (PRO) attended on behalf of IPPN as invited guests.

Perhaps the two words on everyone’s lips were ‘Performance Management’ as the Conference opening coincided with the leaked Department of Education and Science document which indicated that teacher appraisal would, in future, be the remit of the Principal in each individual school. The INTO General Secretary, Mr John Carr, in his opening address to delegates, stressed that the union had not agreed to individual performance management but rather to self evaluation in the context of the school development plan. The General Secretary further emphasised that the proposals as leaked were unworkable and that no Principal would ever have to act as a line manager as such work has consequent responsibilities.

Mr. Carr also made reference to Board of Management structures and the need to equip Boards so that they can properly carry out their management functions. ‘For too long Principals have been doing the work of Boards’ he said. He emphasised the need for all Board members to be fully briefed on the seriousness of the work they are taking on. In a reference to Benchmarking, Mr Carr stated that if the process fails on this occasion in relation to Principals; confidence in the social partnership will evaporate and participation in any future benchmarking exercises would have to be seriously considered.

A number of discussion groups debated issues of concern for Principals. The plight of the Teaching Principal was highlighted as was the issue of reclaiming the summer holidays for Principal Teachers. Principals were invited to suggest reforms which could make Boards of Management more effective and also submit their views on a salary allowance and/or EPV days as compensation for additional school related work during the summer vacation.

Informational, collegial, entertaining, supportive, simple-to-use!

WHAT? The mailing lists are your solution to common questions and answers Principals and other school leaders have on a day to day basis. You get between 10 and 20 emails per day; some will be immediately relevant, some you might keep for future reference and some you might delete.

WHY? “The wise Principal learns from his/her mistakes. The cute Principal learns from others’ mistakes and thus avoids them”. So with this wealth of information coming into your Inbox, you can: 1. Keep abreast of current developments with information, insights and “ciall ceannaithe” from colleagues

Please note: a) You are not, at any point required to write a reply or a question to the mailing list. You can simply join (a one-click process) and start receiving emails immediately – then leave whenever /if ever you wish. b) There are numerous mailing lists such as: ■ networking@ippn.ie (the general one) ■ advice@ippn.ie (for formal advice from the Advisory Panel), ■ 2007Principals@ippn.ie (for 2007 NAPs) cf www.ippn.ie for the full list.

We advise that you start by joining networking@ippn.ie as well as your county (e.g. mayo@ippn.ie) to get a feel for how the service works for you.

2. Ask queries, posit scenarios etc. to assist your strategic and daily decision-making.

3. Keep in touch with colleagues and play a part in this dynamic and supportive community 4. Save Time! Rather than figuring solutions out for yourself, you can be sure that most answers are just a keystroke away.

c) Emails sent to the lists should be signed with your name, school or location, and county. This engenders professionalism and a sense of community.

Here is a sample list of topics that have been discussed recently: Feedback sought on moving to ScoilTel Must the Principal take minutes at BOM meetings to qualify for allowance ■ Separate Union? – Pros and Cons & need for unity ■ Teacher Absences – what’s allowed, what’s not ■ Comhairle na Seachtaine!

■ Garda Vetting for outside trainers ■ Friendship Week & Bullying ■ ■

HOW? Route A: Visit www.ippn.ie , login, and choose the ‘Mailing Lists’ link (underneath the Network tab). Tick the mailing list(s) you wish to join and click the ‘submit’ button. Sin é!

Route B: Write an email to support@ippn.ie and say which mailing list(s) you wish to join. Sign your name, Roll number, etc. agus fáilte!

Diary of meetings held by IPPN on behalf of Principals ICP Council Meeting IPPN One Teacher School Support Group Meeting, Roscommon IPPN County Network AGMs – all 26 counties The Teaching Council Conference, Galway DES Teacher Education Section meeting LDS Colloquium, Dublin

July/August 2007 Commercialism in schools meeting OLCS Training IPPN Executive Planning Meeting, Wexford Forbairt Training – Newbridge, Waterford, Cavan, Athlone DES Operational Guidelines Group meeting

September 2007

Upcoming Events IPPN National Committee Meeting – Saturday 10th November IPPN Annual Principals’ Conference – Thursday 31st January to Saturday 2nd February 2008 at the INEC Killarney NABMSE Annual Conference, Tullamore Commercialism in Irish Education, Trinity College, Dublin

Launch of 'Beyond Educational Disadvantage' publication - St Patrick’s College Kilkenny Education Support Centre anniversary celebration Forbairt Training – South West Misneach Programme – Ennis, Monaghan, Kilkenny, Portlaoise Tánaiste Programme – Ennis, Enniscorthy

PAGE 17

IPPN SERVICES

The IPPN Mailing Lists

NEW THINKING

New York born Mark Prensky, one of the world’s foremost modern thinkers on educational matters recently addressed the ICP Conference in Auckland. Below is a summary of his keynote addresss.

Don't Bother Me – I'm Learning!

The Maori people have a saying – 'The child is the heart of the matter'. So it should be as we plan for education in the 21st Century. We must involve our students in everything we do. To days children are not the ones the system was designed to teach.

Today’s children may play up to 10,000 hours of video games throughout their childhood. They send thousands of text messages and are downloading games and music in a way previous generations have never done. As educators, we have therefore to know what is going on in a child's 'on line' life.

DIGITAL NATIVES (CHILDREN)/ DIGITAL IMMIGRANTS (US) As Digital Immigrants, we have a digital immigrant accent.

■ We print out our e-mails ■ We know many phone numbers off by heart ■ We are familiar with DOS commands ■ We don't always think of going to the internet for information ■ We still think that real life only happens 'off line'.

■ We consciously or subconsciously think that education happens only in a classroom ■ We think we know what students want/need Children today, as digital natives, have a different approach – Tell me where you want me to go and help me get there.

As digital immigrants, we may not be able to keep pace with the development of new tools for learning. We therefore need to know how to teach, using tools that we have not yet mastered.

If we involve the students in everything we do this becomes easier to achieve. We don't have to make podcasts – the children can do that. Much time would be wasted in upskilling teachers with these technologies when the expertise may already be in the room.

Education in the 21st Century needs a balance between the old 'top down' model and the

'bottom up' situation which threatens to occur if we don't alter our systems.

Children used to grow up in the dark intellectually until they went to school, and we opened the world up to them and showed them the light.

Today's children are connected to the world. They don't need us to see the world. They don't know how to interpret what they see and they don't know how to use the world. We need to start from what they know already, not pull them back into the darkness.

Can we turn on the lights – we must involve the children in everything we do.

Children play games – not because they are games, but because they are the most stimulating thing they have.

Today's schools are bifurcating quickly. We are in an era of instant messaging. Contrary to what teachers sometimes think, this is not ruining spelling and grammar – it is creating another language. Our first instinct is to ban mobile phones – but we should use them for the great variety of capacities they now have. Most phones have calculators, calendars, notebooks, cameras and games loaded. Think of the positives of a child having a camera at his/her disposal, snapping things they find interesting. Allow them to learn using multifunctional tools they have already mastered.

A survey across a number of New York hospitals proves that game players make good doctors. It was found that 37% fewer mistakes were made

by Doctors who play digital games. Some doctors, facing difficult and complex operations, will spend time playing digital games beforehand to prepare themselves mentally for the task ahead.

Game players also make great lawyers. An American lawyer designed the game 'Objection' based on the American Legal System. The game is now used in Law Schools and by lawyers preparing for trials.

Game players make better workers, people who are not afraid of risk or failure. They also develop excellent strategic thinking skills. There are games available to allow children to learn at all subjects and to increase their social development.

Complex games do not 'throw' children. Children like a challenge and may stay with a game for many hours to achieve a solution. The benefits are many.

■ ■ ■ ■ ■ ■ ■ ■ ■

Social co operation - Working in groups Prudent risk taking – developing stress management skills early in life Persistence Ethical and moral decision making Scientific deduction Mastering and applying new skills and information Lateral and strategic thinking Understanding and dealing with Foreign environments and cultures Managing business and people

'ENGAGE ME OR ENRAGE ME' Children play games – not because they are games, but because they are the most stimulating thing they have. We should therefore respect what children find valuable. Games produce learning with engagement.

While classrooms are generally not designed for electronic game playing, we can make a start by discussing with children, what games they have.

Perhaps some of them have games based on the current lesson.

Many Digital natives now in their 20's attribute their success in life directly to game play.

By engaging with children at the level at which they now operate, we are far less likely to 'enrage' them.

PAGE 18

IPPN, in collaboration with PCPS, SESS and SDP, propose to organise full day Regional meetings for Principals. To facilitate such a project, there will be a requirement for a full day’s substitute cover to be available to all Principals participating in the programme.

RATIONALE Currently there is no facility available to school Principals to take a full day with substitute cover to discuss and exchange experiences in relation to curriculum implementation matters. This proposed forum would allow Principals to: ■ access the wealth of expertise currently available from all the Support Services in the one location ■ meet and network with their colleagues on a whole county basis as opposed to a county support group structure where numbers are generally small ■ access a support structure that reduces isolation and promotes collegiality and the learning from each others experiences ■ gain knowledge of all the supports and services being promoted by the various support agencies in a ‘one-stop shop’.

PROPOSED FORMAT It is proposed to organise the day into a series of concurrent workshops facilitated by each of the Support Agencies. Principals would choose from a menu of sessions addressing current relevant issues such as assessment, special needs, self evaluation and school planning. Principals would have an opportunity to access all the different workshops during the course of the day. (9:15am - 3:15pm) with each Support Agency given an allocated time slot in which to present.

CONCLUSION Never before has teaching and educational leadership been so challenging. Schools are now expected to embrace diversity as exemplified in the influx of New Irish children and the multiplicity of other new initiatives such as DEIS, General Allocation, special classes for Autism, assessment, Tús Maith, to name but a few. High quality professional development for Principals helps to counter challenges such as these and strengthens morale through empowerment. The model outlined has the capability to provide a support mechanism that is functional, practical and cost-efficient.

BENEFITS OF THE PROPOSED PROJECT IPPN has already outlined its plans to the various Support Agencies and received very positive feedback in the form of a desire to be involved in the project from the outset. As it would present an opportunity for Principals to access information about curriculum planning, special needs provision and leadership development in the one forum, the Support Agencies feel this is a very worthwhile project deserving of support.

IPPN has requested that the DES evaluate the proposed project on its merits and offer support through the provision of a full day’s substitute cover for all Principals attending the workshops.

We will keep you informed of progres!

The GAA have developed a range of resources specific to Primary School teachers that allows teachers to incorporate the fun and excitement of Gaelic games into the classroom as well as the playing fields. The Céim Ar Aghaidh/Step Ahead and Fun Do Learning Resource Packs empower teachers to create appropriate lessons for all areas of the Primary School Curriculum.

The GAA Fun Do Learning Resource Pack provides teachers with a range of Hurling and Gaelic Football activities that can be incorporated into any physical education class for pupils aged 4 – 12 years.

The Resource Pack incorporates: ■ 2 Interactive DVD-ROMs ■ 3 DVDs ■ 5 Resource books Céim Ar Aghaidh uses the fun of Gaelic Games to deliver an exciting range of learning activities to support the Primary School Curriculum for lrish, English, Maths, History, Geography, Science, Art and more

The Céim Ar Aghaidh Resource Pack can be used to support teaching in a variety of subject areas and the exercises can be adapted to suit children of varying abilities through differentiated tasks. It provides an extremely comprehensive spread of opportunities for children.

The Céim Ar Aghaidh/Step Adead and Fun Do Learning Resource Packs combine Education, Technology, Health and Sport to provide teachers with the first comprehensive learning package to support the Primary School Curriculum. Packs are available from County Games Development Committees. Log onto www.gaa.ie for more information PAGE 19

COUNTY NETWORKS

Regional/County Meetings for Principals

On behalf of IPPN and our partners we would like to thank our members who have subscribed to our dedicated services and affinity schemes to date. Hundreds of IPPN members are now enjoying substantial cost savings for their schools through our affinity partners. We look forward to further developing our relationship with these and additional partners in the future based on the needs of our members.

PAGE 20

MEMBER BENEFITS

IPPN - AZZURRI The jacket, developed by IPPN in association with our sportswear partner Azzurri, is a superior quality jacket that will appeal to children as a piece of clothing whether as part of a uniform or not.

The jacket is of superior quality: ● Lightweight ● Waterproof ● Windproof ● Breathable It includes important safety design features: ● Internal Mobile Pocket (incorporating special radio frequency shielding fabric to block mobile phone radiation offering children significant protection.) ● Concealed Draw Cord in the Waist Along with: ● Reflective Trims ● Fold Away Lined Hood ● Internal Coin Pocket with key loop ● Micro Fibre Fleece Lined Front Pockets ● Elasticated Cuffs The is available in the following standard colours at the IPPN negotiated cost of €35 including school crest embroidery if desired:

Navy

Black

Royal Blue Bottle Green

Red

Contact Rachel Duignan at 051 852688 for further details. www.azzurri.ie/ippn Azzurri, Kilcohan, Waterford Tel: 051 850066 Email: sales@azzurri.ie

PAGE 21

The Long and Short of Leadership and Change We are entering an age of post standardisation. Though targets and testing remain, and failure is even being redefined through new OfSted criteria and the big five GCSEs to ensure there will be more mandates for government intervention, there is also increasing innovation, more emphasis on distributed leadership, and a new mantra of personalisation. What do these new developments mean? Where are the opportunities and where are the threats?

And how will they help us achieve standards that are more solid, sophisticated and sustainable than the ones that characterised the age we are leaving behind?

This paper takes up one challenge of the new age - the relationship between long term and short term educational change.

Through 15 years of standardisation, short term change demands resulting from politically arbitrary achievement targets turned many of our schools and systems into little Enrons of educational change - narrowing the curriculum, teaching to the test, getting stuck on early achievement plateaux, making progress in only the lowest level basics, creating illusions of improvement by making test items progressively easier, concentrating energies mainly on pupils just below the passing mark, weeding out others who threatened to bring down the performance numbers, losing good teachers frustrated with an inflexible system and drying up the pipelines into increasingly overloaded leadership positions.

The last three or four years of emerging post standardisation have not seen these trends disappear, but they have also generated even more pressures and incentives towards short term thinking, though the new forces feel much less oppressive.

■ A policy culture of intiativitis is locking more and more educators into short term funding cycles and short circuited proposal processes.

■ Innovation is still largely directed at raising immediate results, albeit in a more professionally supportive atmosphere - so improvement networks come to resemble speed dating agencies, where schools and leaders excitedly exchange "gimmicky and great" short term strategies that provide pupils with an immediate achievement lift, and give teachers an addictive "rush" of energising change.

■ Personalisation is degenerating into customisation (some even see these as synonymous) where existing teaching and learning are not being transformed but simply accessed more flexibly and individually - faster/slower, online/offline, individually/collectively - like selecting design options for one's car, and where pupils' minds are being treated like supermarket bar codes in which a quick swipe of their learning styles will produce just-in-time. off-the-shelf, curriculum delivery.

■ My own research on school improvement in England, shows that the language of learning is narrowing into a discourse of monitoring, managing and mentoring restricted versions of existing learning, moving pupils through numerical cells and levels of measured achievement by "targeting" the right groups, "pushing" students harder, "moving" them up, "raising aspirations", "getting a grip' on where youngsters are, "buckling people down" or, in Michael Barber's words, moving them "up to the next level".

A policy culture of ‘intiativitis’ is locking more and more educators into short term funding cycles and short circuited proposal processes.

■

The seduction of statistical manipulation and intervention where quarterly achievement returns, as some already plan and imagine, will enable headteachers to compare staff against other teachers across the system, threatens to turn our schools into the anticipatory surveillance systems of communist Berlin, as depicted in von Donnersmarck's brilliant movie, the Lives of Others, where the emotionless technocrat collects endless reams of data and statistics about the state's disturbingly expressive artists and other subjects, to provide warrants for future intervention and control.

This does not mean that the answer to shortsighted, short range strategies should be ineffective long range ones. All that is long term is not also sustainable. Talk that does not turn into action, five year plans that become PAGE 22

outdated after two, regularly departing heads who take their visions with them - these are the legacies of long lost change efforts.

Environmental targets are often disgracefully long term in nature. So too, as Steven Lewis will point out, are UN Millennium goals.

Procrastination, filibustering, indifference and dithering - these are the evasions of moral purpose that find just as easy a refuge in the luxury of the long term as do more honourable intentions to foster deep and lasting improvement.

The challenge of post-standardisation is instead to develop long term strategies for transforming teaching and learning (and not merely making existing teaching and learning more efficient) that are successful and sustainable - and then to connect these to short term strategies that have immediate benefit for today's students, and that give teachers confidence to persevere in the long run. This address sets out three exemplars of how to go about this.

■ Finland is one of the world's leading knowledge economies and also tops most tables of international educational performance, including the narrowness of its achievement gaps. Quality of life, gender equity and corporate transparency are other areas in which it is a world leader. Working with an OECD team this year to examine the relationship between leadership and school improvement in Finland, I learned that this once backward rural economy has become a top educational performer by adopting strategies that are very different from the conventional wisdoms of Anglo Saxon reform.

The Finns have a compelling societal vision that connects their technological future to a creative, craft-like past in a society that integrates economic advancement with a strong welfare state. Student's learning is part of this societal vision (far more than personalisation and customisation) and teachers have high status, being seen as central to developing the country's future generations. Teaching is the most popular career choice of secondary school students, and with a one-in-ten selection rate, highly qualified and trusted teachers write curriculum together at the local authority level within broad guidelines that are STEERED not micromanaged by the state. Headteachers

also teach and they can do this, they say, because they are not inundated with government initiatives and interventions like the Anglo Saxon countries. Performance is raised not by creating geniuses but by quietly and cooperatively lifting every child from the bottom and most accountability occurs through professional and community interaction and responsibility rather than test-driven bureaucracy.

Ideological opponents of the Finnish experience dismiss it through demographic denial, claiming the country is too small, dark, Northern, Lutheran or homogeneous to be relevant. Yet these same critics are more than ready to embrace ideologically more compatible market based and bureaucratic solutions from the internationally imperial, racially divided, low performing and overwhelmingly large United States that might be viewed as even more inapplicable.

■ Some of the best practices in the United States emerge from the bottom rather than being imposed from the top.

Community activism is one such tradition, in which poor parents become empowered by struggling for the rights and opportunities of their children. In a recent UNICEF survey of more than 20 industrialised countries, Britain ranked rock bottom in measures of child well being. The solution of Every Child Matters is to improve child well being through extending school services and indeed school leadership.

But American community activism, and the great British legacy from the 1970s of community activism in places like Liverpool and Coventry shows that poor parents need to be more than recipients of services , targets of ASBOs or even partners in learning, but collectively engaged in and empowered to rebuild their communities. Schools are not the only answer to the UKs appalling record on child wellbeing. Community restoration must be as important a priority as educational reform.

■ In England, one of the most promising clues about the paths to be taken beyond standardsation is the Specialist Schools and Academies Trust's large scale network of school improvement Raising Achievement/Transforming Learning. This project strives for

short/medium and long range improvement that tightens up the existing system while developing a better one. It does this by supporting school networking with schools in high trust processes of improvement and accountability, it connects underperforming schools with demographically comparable peers who are currently performing better, it values both outside expertise and technical support to interpret achievement data more usefully and also practitioner knowledge about existing strategies that work - revealing that the profession, not governments or gurus, already know most of what is needed to improve, but do not have the mechanisms to share it.

Because of the continuing pressure of external targets, the short term is still prevailing too much over the long, but my experience of evaluating the project, working with the schools and drawing on best business practice points to some positive ways forward.

Because of the continuing pressure of external targets, the short term is still prevailing too much over the long, but …working with the schools and drawing on best business practice points to some positive ways forward.

So what are the future directions and possibilities for leadership and change in an era of post standardisation? Learning from the leadership of the world's highest educational performer, drawing on the untapped power of parental and community participation, and picking up some of the best leading edge practice in the UK, the paper closes with ten future directions for sustainable improvement and change that accommodate the long and short of it all.

These are quite different from a policy culture of initiatives and interventions that start with a dominant government coalition and then work their way down to the schools.

Instead they: ■ Start with building then steering a PAGE 23

■ ■

■

■

■

■

■ ■

societal vision that moves beyond today's customised, consumer society where people increasingly seem to know the price of everything but the value of nothing.

Set out learning and teaching priorities that fit this vision, and make those the priority.

Give high status to, recruit and retain very highly qualified teachers who develop curriculum together within the state's steering, to meet the needs of their diverse students in line with this shared vision, as they create the generations of the future.

Focus on improvement within strong professional learning communities in which trust, collaboration and responsibility not merely teamwork, taskwork and data gathering are the cultural priorities.

Attract, retain and develop highly capable leaders who are able and prepared to build and sustain these communities, including beyond their own leadership.

Develop and support professional and school networks to create collective transparency and bring about improvement through responsible knowledge sharing.

Attend to a necessary sense of urgency and connecting short to long term change by developing and communicating shared targets for improvement.

Use data to inform decision making but not to drive or dominate it.

THEN and only then decide how to make all this publicly accountable, taking statistical test samples to monitor practice, rather than undertaking complete censuses that distort the practice.

Educational reform and leadership in England and Wales should not be just or even mainly about narrowing numerical achievement gaps in easily measurable outcomes, nor about customisation of existing learning that treats pupils' brains like supermarket bar codes. But it should be about striving to benefit and enrich the learning of all students and every aspect of each student in an inspired and inclusive social and educational vision of what the country still stands for today and must aspire to become tomorrow.

AROUND THE WORLD

Andy Hargreaves is the Thomas More Brennan Chair in Education in the Lynch School of Education at Boston College. Its mission is to promote social justice and connect theory and practice in education.

IPPN Conference 2008

Thursday January 31st to Saturday February 2nd INEC Centre, Gleneagle Hotel, Killarney, Co. Kerry Please Note: • IPPN Conference 2008 is open to IPPN Members only.

• Please ensure you have renewed membership for 2007/8.

• Two days Sub cover available to Teaching Principals.

• Conference exhibition will be open from early Thursday • Booking your place at Conference will be available at www.ippn.ie in mid-November • Once the on-line booking facility is available, you will be notified by E-scéal & SMS text message. Please make sure we have your current mobile telephone number • Correspondence will only be sent to the email address provided in our membership database.Please ensure your email account is active and up-to-date.