Leadership+ Issue 42 December 2007

ISSUE 42 • DECEMBER 2007

Commercialism in Schools Saying No to ‘Free’ Computers

FEATURES New Boards of Management The Tánaiste Programme for Newly Appointed Deputy Principals Exceptionally Able Students Detecting Drugs in Schools Devolved Grants Performance Management In Schools: A New Zealand Principal’s Perspective 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

The promotion of commercial products, aimed at a captive audience of children in schools, contravenes and undermines many of the core values of education.

With children influencing up to 80% of household purchases, corporations are more than anxious to get into our classrooms to influence future consumers from an early age. Principals and teachers, by their influence and example, promote values of integrity, dignity, honesty and respect. Materialism drives marketing which exploits children by using them as consumers. This seriously undermines the value system of the school. The dignity of the child is demeaned as he/she is conditioned towards a culture of materialism at a vulnerable age. It also undermines our ability to teach children the essential skills of critical thinking and discernment, enabling them to make wise choices in life.

Many ethical questions arise from marketing directed at children in school. The child is exposed to advertising in the classroom, a setting that should be exclusively educational. Parents and teachers may be unaware of the impact of subliminal messaging. The emotional and spiritual development of the child may be put at risk through the portrayal of instant gratification as a definition of happiness.

So why do schools co-operate with such activities? An IPPN survey of 320 schools carried out in October and November gives a clear answer. Lack of funding is the reason why schools ask children to collect vouchers and tokens to acquire computers and sports equipment. These schemes mislead schools into believing the marketing myth that supermarkets are giving ‘free’ equipment to schools –a basic PC is only ‘free’ where a school produces evidence of €215,000 worth of shopping.

IPPN acknowledges that many businesses, large and small, are benevolently supporting schools without using children for marketing purposes.

Notwithstanding such genuine philanthropy, the IPPN Executive strongly recommends that Principals and Deputy Principals no longer participate in voucher redemption schemes which use children as marketing agents. The reasons for this recommendation are • The more we continue to collect vouchers and tokens, the more we perpetuate the under funding of primary schools • The facts show that massive increase in sales volume is the main motivation behind all such schemes.

• Principals and teachers should never try to influence what parents buy or where they shop.

• Small, Special and Disadvantaged Schools cannot compete in these inequitable schemes.

• Voucher collection boxes and target charts have no place in primary schools.

• Collecting and counting vouchers and tokens demean the role of Principal.

Principals are now asking for a National Code of Practice to protect children in school from the dangers of product marketing. Such a Code of Practice would also suggest good practice for businesses and commercial enterprises who wish to support schools locally or nationally and to "give something back". Education is about enabling children to be critical and discerning thinkers. Business is about making money. There are ways in which business can support schools and children but not in by using cynical, market driven, brand building promotions.

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

Guímid Nollaig faoi mhaise ar mhúinteoirí uile na h-Éireann agus ar gach duine a shaothraíonn chun tairbhe an oideachais in Éirinn.

Beannachtaí ar leith dhaoibh a Phríomhoidí agus Phríomhoidí Thánaisteacha Bunscoile na tíre.

Rath Dé ar an obair tábhachtach atá idir láimhibh agaibh.

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Website advertising for teachers valid from January 1st

Booklets of Doubtful Value

You will be delighted to hear that from January 1st 2008 the rules for advertising teaching posts have been changed. The use of www.educationposts.ie will, from January 1st be a valid form of advertising in its own right.

Consequently, there will no longer be a need to place adverts in newspapers.

teaching posts becomes an option for the first time, as an alternative to traditional newspaper advertising. A DES circular will issue, outlining the range of websites (including educationposts.ie) that will be valid for this purpose.

A number of schools in the Cork area have recently reported on the delivery of boxes of SPHE booklets to the school, sponsored by a local company or business.

A school may continue if they wish to advertise in newspapers, however, aside from the obvious cost savings, the service provided by www.educationposts.ie has proven to be far more efficient in reaching a much larger number of potential candidates.

Also, new graduates from the colleges of Education – B.Ed.s and Post Grads, all register with www.educationposts.ie for automatic e-mail and text message notifications for vacancies in their counties of choice.

These companies or business people have been approached to sponsor these booklets at a substantial cost in the belief that they are doing something positive for, and at the request of, their local school.

They are told how valuable and necessary these resources are to teachers working on the SPHE programme. According to the Principals who have reported this issue – the booklets are quite useless. The sponsoring Businesses feel duped also, thinking they were acting in the schools best interest.

The regulation up to now required all permanent and some temporary vacancies to be advertised at least once in a ‘National daily newspaper’. Needless to say this was a huge expense on schools, particularly in recent years where there has been increased turnover of teachers arising from SEN and rising enrolments.

Referring to pages 35 – 39 of the Constitution of Boards and Rules of Procedure (DES) and pages 65 & 66 of the Board of Management Handbook (CPSMA 2007); web based advertising for

This rule change will reduce a lot of administration and eliminate the financial costs of advertising.

NCCA and Assessment The NCCA recently launched guidelines and templates for assessment. The booklet, "Assessment in the Primary School Curriculum", will be available to schools and teachers in January 2008 although it is available for download at www.ncca.ie.

IPPN has not had an opportunity to look at this in detail at time of going to press but we notice one of the Appendices which will be of interest deals with Legislative requirements of schools in relation to assessment policy. To be looked at....

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IPPN have contacted the Fraud Squad, who are investigating the matter. In the meantime, perhaps a warning though school Newsletters, a note to local newspapers or radio stations or by word of mouth to businesses or companies in your area will help ensure that they are not similarly caught out. Similar situations have also arisen recently in Co Mayo and in the Midlands.

Pat Goff – IPPN Deputy President 2007- 2009 Pat is a Wexford man who started his teaching career in C.B.S. Enniscorthy, before moving to Kennedy Park N.S. in Wexford town. He was appointed Deputy Principal in Scoil Mhuire, Coolcotts, Wexford in 1983. Scoil Mhuire, then a new school, opened with eight teachers. Pat became Principal in 1997 and the school has continued to grow and expand to its current size, 38 teachers & 29 SNA’s. Sanction has been received to go to tender and construction for a major extension.

IPPN

Pat is Chairperson of the Wexford School Completion Programme, which involves six primary schools and one postprimary school in Wexford town. He is also Chairperson of the Wexford Education Network, a multi-agency group, designed to target early school leaving. Pat has been the SEN liaison on IPPN’s Executive for the past number of years, while also being hugely involved in IPPN’s Policy Development. Pat was elected to the Role of Deputy President at IPPN’s AGM on November 10th 2007.

IPPN Executive and National Committee 2007/2008 IPPN’s AGM was held at the Ardilaun Hotel, Galway on November 10th 2007. Representatives from each of the 26 counties in attendance elected the following Principals to IPPN’s National Executive.

Larry Pat Pat Seán Virginia Damian Angela Eileen Kevin Nora Margaret Tom Tomás David

Fleming Goff Kavanagh Cottrell O'Mahony White Lynch Burns O'Meara Kavanagh Cooney McGann O Slatara Ruddy

Offaly Wexford Wexford Cork Galway Offaly Cork Westmeath Dublin Offaly Clare Wicklow Tipperary Dublin

President*** Deputy President Treasurer Director* Assistant Director* Leadership+ Editor Events Co-ordinator Teaching Principals Governance & Management Staff & Pupil Welfare Principal Advice Continuous Professional Development Past President** Legal Advisor*

* Ex- Officio members of the Executive ** Automatic appointment to Executive Committee as Immediate Past President *** President Elect 2005 – 2007 – no nomination or election required

The following are the elected National Committee Representatives from each of the 26 County Network AGMs held Nationwide in October First Name

Surname

County

First Name

Surname

County

First Name

Surname

County

Tony Noel Colette Fiachra Rose Marie Anne Donal Angela Eugene Máire Henry Kevin Mary John Denis Kathleen Carol Frank

Crowe McGarvey Campbell Ó Mórdha Corry Fitzpatrick O'Sullivan Lynch Sharkey Rodgers Coyle Thynne O'Meara Smith Reilly Courtney Lynch O' Sullivan O'Meara

Carlow Carlow Cavan Cavan Clare Clare Cork Cork Donegal Donegal Dublin Dublin 17 Galway Galway Kerry Kerry Kildare Kildare

James Padraig David Niamh Martina Donat Marie Herbert Marett Owen Joanne Padraic Sean Brendan Cóilín Elizabeth Anna Mai

Fennelly O' Neill O'Brien Campion Williams Leahy Griffin Farrell Smith D'Arcy Moore McKeon Ó Laimhin McCabe Ó Coigligh Moorehead Rooney

Killkenny Killkenny Laois Laois Leitrim Limerick Limerick Longford Longford Louth Louth Mayo Mayo Meath Meath Monaghan Monaghan

Emmett Esther Anna Michael Bernard Joseph Ann Norberta Fionnuala Maria Sé Kathryn Eileen Con Caitlín Emer Tom

Breathnach Lambe Feely Cleary Mulherin Fogarty Powell O' Gorman Power Doyle McCatrthy Keenan Burns Brosnan Ní Shéaghdha Breen McGann

Offaly Offaly Roscommon Roscommon Sligo Sligo Tipperary Tipperary Waterford Waterford Westmeath Westmeath Westmeath Wexford Wexford Wicklow Wicklow

Substitute Representatives in attendance on November 10th included Maura Mandy Thomas Margaret John Padraig

Horan Ryan Doheny O'Sullivan Devitt Meagher

Laois Carlow Killkenny Tipperary Tipperary Tipperary

At the AGM on November 10th anumber of sub committees were elected.

A complete list of these subcommittees can be accessed on www.ippn.ie. *

A number of Counties selected a group of Principals and Deputy Principals from which any two people may represent their Network at National Committee meetings.'

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BoM

NEW BOARDS OF MANAGEMENT Now that most schools will have completed the process of appointing a new BOM, it is worth giving some thought to the way the new board will operate. In this respect, the Framework for Good Practice agreed in recent years between CPSMA and IPPN is a very important resource. If all new boards operated in line with this framework and shared roles and responsibilities accordingly, this would greatly ease the administrative burden for Principals.

Science, the INTO, NPC-P, IPPN and the Managerial Bodies who represent the Patron: Jewish Schools, Jewish Education Board; Educate Together Schools, Educate Together Patron Company; Church of Ireland Schools, Church of Ireland Education Board; Catholic Schools, Gaelscoileanna, CPSMA and Muslim Schools, Muslim Education Board.

It is also important to note that Board members are not delegates of their electorates. They have no obligation to either report back to their electors or to take instruction from them on how to vote at Board meetings. Such reporting may be a breach of the confidentiality requirement 8(a) of the Constitution. It is a matter for each Board to decide what may be reported, and, in this respect, it is advisable that personnel, financial and personal matters should be treated as strictly confidential unless otherwise decided by the Board. (Primary Boards Information Manual, DES, 2007)

The decisions reached at each board meeting should be recorded in the minute book.

IPPN has proposed a small number of minor changes to this framework which, we hope, will be considered by the Management partners. We consider it important that the implications of moves to online systems like OLCS and electronic banking be recognised in outlining the roles of Chairperson and Treasurer.

The existing framework document is reproduced here and is also available in the CPSMA Handbook.

BOARDS OF MANAGEMENT - A FRAMEWORK FOR GOOD PRACTICE Agreed between CPSMA and IPPN Bearing in mind the challenges when it comes to the election and appointment of new boards it is timely to draw attention to a framework of good practice for Boards of Management. IPPN and CPSMA offer some suggestions to achieve this.

It is important to outline the functions and responsibilities of a Board of Management, and that each board member has an active part in the management of the school.

Board members must know the school, study the schedule for the school as outlined in the Deed of Variation (c.f. CPSMA Handbook p. 11).

Board members must be willing to uphold and support the ethos, culture and traditions of the school.

The workload should be shared fairly between all board members. New board members should be invited to participate in all discussions and work. The new board members should be helped by the more experienced board members in learning about board functions and the relationship between the board with the pupils, teachers, staff, patron, Minister for Education & Science, the Department of Education &

The agenda for each board meeting is centred on the issues affecting the school.

At the end of each meeting the Board of Management should issue an agreed report to the parents, teachers and the school community.

The Chairperson’s role is one of facilitating the Board of Management through an agenda of business with a view to achieving responsible collective decisions which, once agreed on, are upheld by all board members as part of collective responsibility. These decisions are recorded in the Board of Management minute book.

Decision making is achieved by consensus — voting is used only as a last resort. The Chairperson has a casting vote.

Between meetings the Chairperson, the Principal, and the Treasurer should communicate frequently.

The Chairperson reports back to the next meeting on issues and any decisions taken in between meetings by the officers of the board and the Principal teacher.

The Board of Management is required under the Education Act to assist the parents in the formation of a Parents’ Association. The NPC-P Head Office will assist boards in this. Information can be obtained from NPCP Head Office, 12 Marlborough Court, Dublin 1. Telephone (01) 8874034.

The board members should have a good working relationship between the Parents’ Association, the teaching staff, the school staff, the Patron and the School Trustees.

The board should arrange from time to time, meetings with (1) the school staff, (2) the parents’ association (3) the School Trustees.

Boards should be fair and consistent in making decisions on issues that affect the school staff, the pupils, parents and school trustees.

Boards should host an annual celebration of the schools’ success with the staff and Parents’ Association.

Boards, under the Education Act, are required to prepare an annual financial report which is made available to Parents’ Association, the

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patron, the School Trustees, the Minister for Education & Science and the officials of the DES. The Board of Management manages the school as ‘a body corporate’ on behalf of the patron in accordance with the regulations of the Minister for Education and Science.

CHAIRPERSON Responsibilities include: Chairing Board of Management meetings Official correspondence on behalf of school Liaising with the Principal Teacher between meetings Recruitment & employment related issues for all school staff All capital projects — with trustees’ approval Signatures for cheques with Treasurer or other member nominated by BoM PRINCIPAL TEACHER Responsibilities include: The day-to-day management of the school, staff & pupils All professional educational (teaching & learning) issues Providing leadership to the overall school community Preparing & monitoring annual budget with Treasurer and Chairperson

TREASURER Responsibilities include: Reporting to each Board of Management meeting on school finances preparing an annual budget in consultation with the Principal Teacher & Chairperson Liaising with Principal and school secretary re: bill payments and lodgements Liaising with book-keeper/accountant re the preparation of accounts for annual returns Liaising with the bank re school account MAINTENANCE OFFICER Responsibilities include: Managing the cleaning staff cleaning contractors and caretaking staff Organising the cleaning, maintenance, equipment and supplies SAFETY OFFICER Responsibilities include: The Board of Management’s health and safety statement Provision of keys and alarm codes to staff of the school and other agreed users of the building The maintenance of an appropriate security & fire alarm system Co-ordinating a list of out-of-hours key holders for the school in the event of alarm activation or access requirement for repairs & maintenance Hire of school premises to outside groups — security, arranging keys etc.

The Teaching Council: Promoting Professionalism

By Larry Fleming The Teaching Council is now well-established, having been set up under the Teaching Council Act 2001. The Council oversees the registration of teachers, vetting procedures and the recognition of qualifications, in addition to having statutory committees dealing with investigating and disciplinary procedures. The primary aim of the Council under the 2001 Act is to promote teaching as a profession through enhanced professional standards and competence. Central to this is the establishment of defined standards and procedures aimed at maintaining and further developing the overall quality of teaching nationally. The Council will also represent the teaching profession on educational issues and establish procedures for the exchange of information with teachers, professional organisations involved in education, and the public.

THE REAL CHALLENGE The Council has a brief covering a wide number of areas of responsibility. In addition to compiling and maintaining a register of teachers, the Council promotes continuous professional development through teacher education programmes, ongoing research and the accreditation of training programmes.

The Council also defines the standards of entry to teacher education, monitors induction, probation and the recognition of qualifications and adjudicates in situations where fitness to teach is an issue. The Council also has an important role to play in attracting quality candidates into the profession. It is reassuring that a large number of high-achieving students with over 500 Leaving Certificate points are continuing to opt for teaching as their preferred career choice. This augers well for the future but the real challenge lies in the need to attract the highest quality experienced teachers into leadership roles, particularly Principalship. Clearly the workload implications and the lack of adequate remuneration are the primary reasons why applications for the role of Principal in our schools has dropped by almost 70% in recent years.

Registration and Qualifications A register of all teachers has now been developed and a verification process is currently underway with almost 50,000 teachers records verified, half of that number being Primary teachers. A registration fee of €90 is applicable.

Section 30 of the Teaching Council Act stipulates a requirement for all teachers to be registered. The Act also determines the training and qualifications required for a person to be registered. The Council also acts as the competent authority for the recognition of qualifications obtained in a non-European Union state. Recognised teachers from outside the state are entitled to provisional registration and awarded a Conditional Registration contingent on securing all the outstanding qualifications required in the future. Research is also an intrinsic part of the culture of the Teaching Council and a budget has been set aside for this purpose. Research priority areas are currently being identified and some will be addressed by means of bursary.

Working as Partners in the future The Teaching Council will continue to build links with colleges, universities, other councils and with teachers, through research, input at conferences, meetings with professional bodies and support services. Criteria for induction and probation of teachers will be developed and a priority will be a review of the standards of knowledge, skills and competence required for the practice of teaching. A further priority will be the promotion of continuous professional development for teachers. With performance management being mooted at the moment, it is likely that the Teaching Council may also play a significant role in this area over the coming years.

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BoM

A FRAMEWORK OF ROLES WITHIN AN EFFECTIVE & EFFICIENT BOARD OF MANAGEMENT Below is a suggested ‘menu’ of delegated duties to share the workload of the Board of Management between all members.

Overall responsibility still rests collectively with the Board of Management as a ‘corporate unit’.

Specific school circumstances will dictate the exact nature of duties.

RECORDING SECRETARY Responsibilities include: Recording the decisions of each meeting Setting the agenda for meetings in consultation with the Chairperson and the Principal.

New Board of Management/ New Priorities As new Boards of Management have just been elected, it is timely for school Principals to seek priority for a number of policies which are crucial to the smooth running of a school.

HEALTH & SAFETY STATEMENT The most important policy is undoubtedly the Health & Safety statement. In some recent issues of Leadership+, Shay Bannon examined the Safety, Health and Welfare Act 2005 in some detail. I now will examine the practical implications of the Act and on how it should shape a safety statement.

• •

Arrangements for managing safety Consultation and communication with staff

Under the old 1989 Act, identification of Safety Hazards was a priority. Under the new Act, these hazards must be the subject of risk assessment and a control measure. The safety statement based on

hazard identification and risk assessment sets out how safety, health and welfare is being managed and secured.

RISK ASSESSMENT AND THE SAFETY STATEMENT There are four steps to a safety statement

See list of concerns

• The poor physical condition of some schools • Traffic movement at the start and at the end of the school day • General housekeeping and arrangements in the school • Playground arrangements • Use of work equipment, including VDUs • Violence, challenging behaviour • Students with special needs • Manual handling • School security • School trips • First Aid • Accident reporting • Contractors in the school • Letting school premises to outside bodies

When bringing the Safety Statement to the attention of employees, it must be in a form and, if necessary, in a language that can be understood by employees. It should be done annually and on recruitment.

(4) Write the Safety Statement

AREAS OF CONCERN

(1) Identify The Risks

Safety Statement

(3) Select the Control Measures Select appropriate measures to eliminate the hazards and where that cannot be done reduce the risks.

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(2) Assess the Risks

If the Board of Management has not revised the Health & Safety Statement since the new Act of 2005, it should do so immediately. All reference to the 1989 Act is no longer valid. Schools that don’t have up-to-date Health & Safety Statements are leaving themselves wide open to compensation claims in the event of accidents. One of the first acts of a solicitor representing an injured pupil is to seek a copy of the school Health & Safety Statement. A weak or outdated safety statement will give encouragement to injured parties to seek compensation. A report by the Health and Safety Authority highlights the following specific risks in the education sector.

Whenlikelihood bringing the The Safety of theStatement harm to the attention occurring of employees, it and mustthe be inseverity a form of and,the if nconseecessary, if it quences in a language that does arise from can be understood those hazards by employees. It should be done annually and on recruitment.

The following is an example of how the safety statement might be structured.

Safety Hazards

Control Measures

Review

Tree roots through tarmac

X

Remove Roots and patch surface with tarmac

Objective achieved in August 2007

Torn and curly edge carpet

X

Caretaker to fix and glue carpet

If problem persists replace carpet

Spillages – slips and trips

X

Areas to be sealed off and ‘wet’ cones/ signs put in place

Working satisfactorily once caretaker is informed of spillage

Running in corridor

X

‘No running’ rule to be strictly enforced. Teacher always leads the class out of the room

Need for signs on corridor Principal to carry out spot checks

Wet floor inside main door when raining

X

Install heavy duty mats

Working well

Admission requests from pupils with a history of violence in other schools towards pupils and staff

X

Refuse/ defer admission pending No such application to date safety audit & professional advice

Children outside the office

X

Must have a written note to be kept out of yard

How effective at lunchtime was the written note?

Children being collected early from school

X

All children must be signed for in advance

Working well

Fire windows in classrooms must be signposted

X

Get labels from APEX Fire

To be done

All staff informed in writing of prohibition of parking on exits

Problem with volume of cars in car park

Caretaker to check yard in advance each day

Working well

Parking cars on fire exits

X

Broken bottles on yard

X

Ice / Snow

X

Caretaker to come to school early and salt / clear areas

No snow for last few years

Hot water / Drinks on corridor

X

Written memo prohibiting carrying of drinks in corridors

No problems

AV Equipment is subject to regular maintenance checks

X

Annual electrical inspection

Not done

Accidents on yard

X

Appoint First Aider

Need for more First Aiders

Traffic at the beginning and end of each school day

X

Double yellow lines, traffic cones, lollipop service

Works well most of the time

Unauthorised access during school day

X

Coded access, intercom, closed circuit cameras

Working well

Closed circuit cameras, adequate fencing, alarm light sensors

Damage to windows over the holiday periods

Unauthorised access after school day when school building is at risk

The 2005 Act places strenuous responsibility on the Board of Management and its employees. The Board has a duty to show that it has discharged its obligations. However, the Act limits the responsibilities of the Board to do what is required to do as is “reasonably practicable”. So the duties placed on the Boards of Managements are qualified by the term “reasonably practicable”. This means that it is a matter of balancing the degree of risk against the time, trouble, cost and physical difficulty of the measures necessary to avoid it. This is similar to the concept of reasonable “Duty of Care” which exists in compensation cases.

X

SAFETY OFFICER Boards of Management are obliged to appoint a competent person to play a key role in the management of Safety and Health in a school. A competent person means someone who is able to give informed and appropriate advice on Safety & Health to management (rather than a person with technical knowledge).

CROSS-REFERENCING OF SAFETY STATEMENT WITH ADMISSION POLICY AND CODE OF DISCIPLINE It is highly desirable that schools should cross refer PAGE 7

the Safety Statement with other legal policies like the Code of Discipline and Admissions Policy.

If a school had to suspend / expel a pupil on the grounds of Health & Safety, both the Code of Discipline and the Health and Safety Statement would need to cross reference each other in relation to the proposed action. If the school were to refuse admission to an applicant on the grounds of Health & Safety, both the Safety Statement and the Admissions Policy would need to be crossreferenced with each other. Relevant professional advice should be sought in such circumstances.

LEGAL DIARY

Risk Assessment Low Medium High

HEALTH & SAFETY EXECUTIVE ADVICE ON PREVENTING SLIPS, TRIPS AND FALLS IN THE EDUCATION SECTOR (Note: this is intended to cover first-level and second-level schools) AREA

PRACTICAL MEASURES FOR SLIPS - RISK CONTROL

AREA

External steps, paths

Suitable lighting – replace, repair or clean lights before levels become too low to be safe. Ensure steps and parking areas and paths are suitable for the volume of pedestrian traffic. Ensure paving slabs are secure and tarmac paths are in good condition to give a flat even surface.

Maintain parking area so that it is free of potholes.

Mark the nosing of steps using anti- slip coating, as smooth, gloss paint will make the surface slippery under wet conditions.

Provide handrails where appropriate and maintain in good condition.

Discourage short cuts across grass/ muddy areas.

Clean leaves, mud etc from surfaces.

Remove algal growth.

Put in place effective procedures to deal with snow or ice.

Playgrounds and all– weather sports surfaces

Ensure surface is flat and wellmaintained to avoid surface water.

Remove accumulations of mud/water. Remove algal growth.

Ensure users wear appropriate footwear for the surface.

Ensure adequate supervision at all times.

Building entrances

Provide suitable non-slip, water and exits absorbing mats at entrances.

Maintain mats in good condition and change when saturated.

Ensure that temporary matting does not pose a trip risk.

Display signs warning of hidden steps/ changes of level.

Display signs warning of risk of slipping when appropriate.

Site door catches and door-stops safely.

Sports halls

Avoid over polishing of floor surface.

Ensure suitable footwear is worn.

Maintain floor mats in good condition and ensure they remain flat.

Keep smooth floors clean and completely free of wet or dusty contamination.

Internal stairs corridors

Ensure a staggered release of students and onto heavily used traffic routes.

Put in place measures for traffic streaming and flow management up and down stairs and along corridors.

Mark nosing of steps using anti slip coating, as smooth, gloss paint will make the surface slippery under wet conditions.

Provide handrails.

Lighting – replace, repair or clean lights before levels become too low to be safe.

Apply appropriate anti-slip coatings of areas of smooth flooring which may become wet.

Classroom areas

Provide specialist anti-slip flooring in potentially wet areas.

Do not store materials or equipment below tables / benches.

Avoid over-crowding of rooms.

Control the entry and the exit of people from classes.

Display art work, practical work etc. safely.

Clear away toys in early years’ classes.

Preparation rooms, technician areas

Provide suitable storage for goods and equipment. and storage areas. Keep containers of bulk liquids in secure areas.

Clear area around machines, kilns and other equipment.

Use slip-resistant flooring around machines.

Remove floor contamination e.g. sawdust , clay, oils.

Kitchens

Provide suitable equipment to avoid spillages (from cooking washing etc.).

Provide work surfaces edges to contain spillages.

Ensure good ventilation to avoid smoke / steam condensation.

Ensure staff wear suitable footwear.

Clean spillages and pick up food waste immediately.

Dry floors effectively after cleaning.

Ensure good housekeeping around the bins.

Provide suitable floor surface.

Clean floors with appropriate products for surface after work has finished.

Display suitable warning signs re. wet floors/stairs while cleaning is in progress.

Remove warning signs when cleaning / drying is complete.

Canteen areas

Ensure staff wear suitable footwear.

Clean spillages immediately.

Use safe cleaning methods.

Provide suitable floor surface.

Clean floors when pupils / students have left.

Display suitable warning signs re. wet floors/ stairs while cleaning is in progress.

Remove warning signs when cleaning / drying is complete.

Offices

Avoid trailing cables/ use cable covers.

Provide adequate storage.

Avoid storage of materials on floors.

Ensure good house-keeping around photocopiers, printers etc.

Replace worn or damaged carpets/tiles.

Provide secure storage for bags etc.

Events

Ensure temporary cabling is routed safely and protected from damage.

Provide sufficient lighting during setup / dismantling.

Use temporary matting / straw coverings on grassed areas.

Educational visits

Review access to the location and anticipated weather.

Modify visit depending on local conditions when on site.

Wear suitable footwear.

Ensure effective management of the visit (see DfES website: www.dfes.gov.uk) Health and Safety of pupils on educational visits: a good practice guide.

Avoid trailing cables from equipment and tools.

Provide storage racks for pupils’ bags.

Provide coat hooks/racks for drying wet clothing – consider siting on specialist antislip flooring as even drips of rain water on smooth surfaces can be enough to result in slips.

CONCLUSION School Principals should insist that their Boards of Management have robust Safety Statements, Codes of Discipline and Admission Policies. These documents should not be drafted in isolation of each other. Failure to have these policies exposes

PRACTICAL MEASURES FOR SLIPS - RISK CONTROL

schools to litigation and possible prosecution. If you have concerns about any of these policies not being in place or if you feel they are inadequate, these concerns must be notified to your Board of Management. The Health & Safety authority and Allianz have some excellent publications. They also PAGE 8

are very helpful if you wish to seek advice. The Boards that are pro-active (even if they make some mistakes) tend not to get into trouble. It is the Boards that do nothing that can have the real difficulties. Boards should seek relevant professional advice if they feel it is necessary.

Education-Whose Business Is It? Is there any relationship between business and education in Ireland?

Should there be? Is there any truth in the perception that business takes too narrow an economic view of education.

If there is to be a working partnership between business and education, recognition must be given to the hugely important role education plays in nurturing workplace skills and developing areas of specific competence. Is it correct to continue to view education as merely a process that satisfies the voracious appetite of multinationals for new skills and aptitudes? Thankfully, Irish business is becoming increasingly conscious of, and concerned about, the rights of people to a proper education, opportunities to develop potential, a good standard of living and an acceptable quality of life. Social and business issues are both intertwined and independent and recognition of this interdependence is essential if Ireland is to continue to enjoy sustained economic growth into the future. Satisfying the needs of enterprise by producing confident, literate citizens is a complementary process. Wellrounded, creative individuals with the skills that industry requires will ensure a fulfilling career and a good quality of life.

considered the most important factor in attracting top quality recruits, the high-performing countries do tend to frontload compensation and pay good - but not the best - salaries. Instead, the common thread seems to be the limiting of the supply of teacher-training places to demand and encouraging group teaching where expertise is shared and spread around. Underperformance is also addressed with poorly-achieving teachers often removed from the classroom. In addition, it is hardly a coincidence that Finland has more Special Education teachers than anyone else with one third of the pupils getting one-on-one tuition in any given year. Singapore also provides extra classes for the bottom 20% of students.

Certainly the importance of a high-performing school system to business cannot be under-estimated. With high quality teachers now identified as crucial to improved student performance, perhaps it is now time to ensure that the recruitment and retention of the most important cohort of all, school leaders, is addressed in a meaningful way so as to ensure that business can avail of the highest quality supply of graduates for many years to come.

Any ‘business’ person would immediately suggest that the first thing you do is to ensure that the best person is leading and is properly rewarded for doing so.

Educationalists continually talk about the need to address multiple intelligences. So does business through the nurturing of generic competences such as communication & interpersonal, IT, customer service, conceptual and creative skills. The education system, as it currently operates, places too much emphasis on rote learning to the detriment of the social, emotional, physical and cognitive development of the child, and this suppresses the appetite for learning. The education system must foster an openness to change among young people if it is to continue to provide the huge contribution to economic activity that it provided when fuelling the Celtic Tiger boom of the 1990s. Education must respond to the rate of world change and IT skills. Changes are needed in the system to address current disappointing performance levels in these areas. The NCCA recognises the need to find ways of connecting mathematics with the broader culture so as to engage children, thus eliminating the reality that only 15% of students go on to take the higher level Leaving Certificate mathematics paper.

Based on international research, which clearly suggests that throwing money at literacy and numeracy in schools achieves no apparent return in improved standards, perhaps it is time to look at alternative avenues to address this problem. Any ‘business’ person would immediately suggest that the first thing you do is to ensure that the best person is leading and is properly rewarded for doing so. Show me the good school that does not have a good Principal. The reality is it rarely exists. Similarly, in the cut-throat world of business, liquidation beckons for the industry that carries an incompetent CEO or under-performing Managing Director.

According to the most recent report from international consultants McKinsey, the quality of teaching affects students’ performance more then any other factor. Therefore, you must endeavour to attract the best into the profession, as the Finns invariably do. In South Korea, primary school recruits come from the top 5% of graduates and South Korea boasts an education system which ranks among the top 5 in the world. While remuneration is not PAGE 9

IBEC

'IPPN attended the recent IBEC Conference in Dublin. Director General Turlough O'Sullivan's keynote address gives food for thought'

Jimmy O’Sullivan and John Walsh, K9 Ireland

DETECTING DRUGS IN SCHOOLS A New Approach The escalating problem of drugs in society is permeating school communities at an alarming rate. Neutral observers may consider this to be a problem associated with a small number of disadvantaged, second-level urban schools. The reality, however, is quite different.

Over recent years, Principals of primary schools in both urban and rural areas and serving the whole socio-economic spectrum are becoming increasing alarmed that a drug culture is infiltrating their schools. This is happening despite their efforts to educate both children and parents on the consequences for both the school and the local community.

Indeed, many community organisations and businesses are recognising that possession and use of drugs in schools is as much a community issue as a school issue.

What can Principals and Boards of Management do to combat this escalating problem? A head teacher in Stockport, England, was so worried about the evidence of drugs in his school that he hired a ‘sniffer dog’ to go through pupils’ belongings. ‘The dog checked out the possessions of 260 pupils in 12 classrooms because of rumours that some pupils were smoking cannabis on the way to school. Pupils found in possession of drugs are suspended for the first offence and expelled for a second’. While many parents and Boards might consider this course of action rather extreme, these actions have been supported by Stockport Council as part of a wider programme on Health Education and substance misuse. Six other schools have followed suit in recent months and pilot schemes using ‘sniffer dogs’ could be extended across the country after these initial trials were given a glowing report. The John Grieve Centre for Policing and Community Safety has recommended that the programme be extended to other parts of the UK, with checks being carried out on a random basis. It has been found that random checks act as both a deterrent and a detection strategy.

Some Principals in Ireland are now availing of a free demonstration service being provided to schools on a trial basis by K9 Ireland, a division of Security and Electrical Solutions, the country’s first independent ‘sniffer dog’ service. The team recently visited a number of schools along the west coast, in North Kerry and in Dublin on the invitation of their Boards of

Management. Jimmy O’Sullivan and John Walsh, who operate the service, visited schools, provided demonstrations of the work of their 10 speciallytrained dogs and delivered talks on drug detection to Principals, teachers, students and parents, covering areas such as recognition of illegal substances and awareness of behaviour associated with drug-taking. Some of the checks have been carried out at weekends or during mid-term break when no pupils were on the premises but the highly trained dogs are still able to detect the exact location in whichdrugs had been stored. The covert and confidential operations allow school authorities to evaluate the scale of any drug problem they might have. Other schools allow the dogs to be highly visibile around the school to deter traffickers and users. This method had been found to be highly successful when piloted on a trail basis in Liverpool in 2006, where canine visibility was a reminder to students of the school authorities’ ability to locate drugs. While some might argue that this move is a step too far,it has been given the green light by EURAD (Europe Against Drugs) which hails it as a necessary action.

EU research concluded that over 70% of drug dealing is done at the school gates so particular emphasis is placed on this area by the K9 team.

The dogs and handlers are trained to British Home Office standards and are used specifically for the location of drugs on the person without the need for bodily contact. Working within a zone, the dog will indicate the presence of drugs by sitting passively in front of the person in possession.

The dog handler can then notify the relevant personnel responsible for drug enforcement. These dogs are known as ‘Passive Drug Dogs’. The ‘Proactive Drug Dog’, similar to those used by Customs and the Gardaí, is most often used in airports and by the Drugs Squad. This dog is more animated and identifies drugs with an appropriate response such as barking. These dogs are also used for locating explosives.

Such a school visit provides education to the student body, the school authorities and the community representatives by demonstrating the abilities of these passive’ and ‘proactive’ drug-detection dogs. The demonstration is designed to challenge young people to make good decisions about drugs, through a combination of information, discussion and a practical demonstration of the dogs’ ability to find carefully-

PAGE 10

The students are given the opportunity to view the dogs up close to reduce the fear factor. The school yard is checked by the dogs, with special attention given to the bicycle shed and also to the bicycles, as drugs are regularly concealed in the hollow compartments. School buses can also be screened with the consent of the owners.

Once inside the school, the dogs trawl the toilets, the locker rooms and finally the classrooms. The children do not have to be present as the dogs can easily detect drugs hidden in schoolbags or in library areas. The demonstration team operates a highly confidential service and does not involve itself in prosecution of any sort. If drugs are located, the school authorities are informed and presented with the relevant evidence. It is then up to school management to deal with the matter as it sees fit.

K9 Ireland will be holding a demonstration at a central location in Spring 2008. Staff from the DES, school boards and all other interested parties will be welcome to attend.

By Jimmy O’Sullivan, K9 Ireland and John Walsh

PAGE 11

FEATURE ARTICLE

concealed drugs. Students are given the opportunity to ask questions and give feedback. The primary objective is to raise awareness of the developing drug culture where students congregate and to initiate the development of prevention programmes. The demonstration includes a slide show on the effects of drugs on the human body - the difference between a brain cell exposed to cannabis and a clear cell, the effects drugs have on brain retention with consequent implications for student performance and the length of time it takes drugs to clear the system. The slide show also examines how drugs affect boys and girls differently with particular emphasis on the different rate of absorption and organ breakdown.

LDS

The Tánaiste Programme for Newly Appointed Deputy Principals

By Gretta O’Shea, Assistant National Co-Coordinator, Leadership Development for Schools. Email: goshea@lds21.ie A distributed or shared form of leadership suggests an emergent leadership role for the Deputy Principal, where Principal and Deputy are centrally involved in building culture and managing change. In this emergent role, Deputy Principals share responsibility for leadership with the Principal and other teachers. (Muijs and Harris, 2003; Allen, 2004; IPPN, 2006).

This perspective on leadership implies that leadership does not reside in the Principal’s office. Throughout history, those at the helm relied on partnership with a trusted other to execute leadership (Hennan and Bennis, 1999).

Leadership practice typically involves more than one person. Expecting one person to singlehandedly lead efforts to improve learning in a complex organisation such as a school is impractical (Harris, 2006).

This dispersal of leadership which connotes initiative and responsibility will only occur when the Principal actively involves the Deputy in responsible delegation. (Block, 1996 p.36) With this in mind, Leadership Development for Schools (LDS) offers the Tánaiste programme of professional development to newly-appointed Deputy Principals over a two-year period. Three two-day residentials are provided together with ongoing group support through our online facility LDS LIVE: Learning in a Virtual Environment. There is substitute cover provided for the days out of school and accommodation and travel expenses are included.

This programme is part of the Leadership Development for Schools initiative supported by the DES and administered through Clare Education Centre.

■ Very little formal structure is in place to ensure effective communication between Principal and Deputy ■ ‘Deputising’ assumes Deputy has not only the obligation and responsibility but also the competence and the confidence to assume all duties and responsibilities ■ Exercising a leadership role by the Deputy is dependant on a good working relationship with all members of staff but especially with the Principal.

Participants on the Tánaiste programme have acknowledged these issues and also have expressed concern about: ■ Lack of clarity in role definition ■ Time for the performance of their responsibilities ■ Expectations of Principal and staff ■ Significant variations in duties ■ The dependence of the role on the leadership style of the Principal ■ Combining class responsibility with exercising the role.

There is acknowledgement from Principals and Deputies alike that a ‘one size fits all’ definition of the role will not work and that the role reflects the needs of the school and the nature of the school context. Flexibility is also required in dealing with the day-to-day running of the school. The Principal has ultimate responsibility for the running of the school so the partnership may be more: like finger and thumb, similar but different, capable of independent operation but adapted to co-ordination, functional when alone but additionally powerful when acting together.

(Nias, 1987 p.4)

The Nature of the Deputy Principal’s Role

For the Deputy Principal to take ownership of this emerging and evolving leadership role, professional development is needed.

The main issues concerning the exercise of the role of Deputy Principal as stated in the latest research (IPPN, 2006; Allen 2004) include the following: ■ Deputy Principals are clear in their willingness to take ownership of their role

Against this background, the Tánaiste programme was designed to support Deputy Principals in developing the competencies and skills necessary to carry out the role by engaging in a programme that includes dialogue with PAGE 12

colleagues and sharing good practice. The programme endeavours to develop in Deputy Principals the necessary skills to help equip them to approach their role with confidence and work effectively with the Principal and other school leaders to ensure high quality teaching and learning in the school.

Tánaiste aims to: 1. Assist participants in gaining an understanding of school leadership in schools today 2. Enhance their interpersonal skills in working collaboratively as part of the leadership team 3. Develop the skills necessary to access and use LDS LIVE. Programme Contents include: ■ Models of good practice from different school contexts ■ Relationship building within the school ■ Developing communication skills ■ Managing Conflict ■ Understanding School Culture ■ Primary School Administration ■ Team building and In school leadership ■ Curricular Leadership ■ Motivation / Managing Self.

The first cohort of Deputy Principals will complete the Tánaiste programme in November 2007. Their expressed needs have informed the Programme.

Some comments from these participants about Tánaiste: “Really useful, feel much more confident about the role. Know there’s more to learn but it doesn’t seem so overwhelming anymore.”

“This course has been extremely informative, practical and encouraging and has given me great support and helped me to develop confidence in my role.”

Ciall Ceannaithe – The points of advice offered here are intended to provoke your thinking as you embark on your leadership role.

ADMINISTRATION 1 Teaching Principals account for 75% of all school leaders. In recent years the DES has recognized the need for Teaching Principals to have some non class contact time for ‘administration’. In practice this non contact time is as essential for visiting other class rooms, communication with staff and parents and fulfilling the instructional leadership role. It is essential that you take all your release days. Some Principals pursue different strategies e.g. One day per week - spread throughout the year, blocks of one full week taken at key times during the year or the last 2 weeks in December and June. Availability of a regular substitute teacher will often determine this. If your school is in a good financial position, you may get your Board to supplement these days by ‘buying in’ additional non contact time. DES Circular 25/02 refers to the number of release days for Teaching Principals in Primary Schools.

The size of school* refers to the Principal and Mainstream Class teachers only and excludes ex-quota posts e.g. learning support, resource, disadvantage posts etc.

Size of School

No. of Release Days

Principal + 5 / 6

22

Principal + 3 / 4

18

Principal + 0 / 1 / 2

14

precious time. The school secretary should screen your calls. In the absence of a secretary, install a good quality answering machine with a recorded message giving clear information which provides answers to the most predictable questions current to the time of year.

6

The use of a dictation machine will simplify the writing of letters and reports. A digital Dictaphone will enable transfer of a letter to a computer for emailing to the person contracted to do the typing.

7

Even if you have an internal email system, ask your caretaker to make a set of mini box shelves also known as ‘Pigeon Holes’. The shelves should be labelled with each staff member’s name and placed in the staffroom. Rather than delivering memos, copies of DES circulars and mail to teachers’ classrooms, place these in the relevant pigeon hole. You then have the advantage of seeing which items have not been collected.

8

Follow the Guidelines for Class Allocation [www.ippn.ie Resources/ ManagementResources]. The allocation of teachers and children to classes is your responsibility and your prerogative. Begin the consultation process in February/ March. Demonstrate fairness and due process at all times. When you finally make your decision do not allow anybody to persuade you to change it.

Teaching Principals should refer to Guidelines for Multi-grade Teaching downloadable from [www.ippn.ie Resources/ Management Resources]. Teaching Principals should try to allocate yourselves to a class other than Junior Infants, Second or Sixth Class [Sacramental preparation in Catholic schools]. It is important to communicate the rationale behind this decision to both colleagues and parents.

2

The Principals’ Information Management System (PIMS) is designed

by IPPN to provide you with a system of managing appointments, meetings, planning, memos, events, contracts, etc. Train your Deputy Principal and your secretary to work with you in using PIMS as the key reference point for all school information management.

Remember it is a desk diary and should remain in school.

9

3

Download and complete the Standard School Information Form from the Resources/ Management Resources Section of www.ippn.ie. You will find that you will be repeatedly asked for the same basic school data from different sources. Make no excuses, simply send them your own form.

10 Retain copies of all letters on your computer for future use. They may need little change from year to year and will serve as a record of school communication.

4

5

A good communications system helps enormously in the smooth running of a school. A good quality telephone system, with extensions in every room, is a great help with internal and external communications. An intercom system assists clear communications with the children and promotes the sense of belonging in larger schools. Where computer networks have been established, internal email can be a fast and efficient way of sending memos, attendance figures, agendas and notices. It also promotes good teacher -to teacher communication and is a great way of encouraging the sharing of teaching resources, e.g. templates, sample letters, questionnaires and pictures by placing them on the server for access by everybody.

11

When sending home letters and circulars to parents, distribute them only to the eldest child in each family. Teachers will help in drawing up this list.

12 Details of all new enrolments for September should be in by Easter.

See www.ippn.ie (Resources/ Management Resources) for a comprehensive Enrolment Form template.

13 Refer to Appendix A – Essential References for a list of key reference documents, websites and Acts of Legislation you will need to be familiar with.

14 Even with the best possible administration system, forms etc can go missing. Copies of most relevant forms are available from www.education.ie.

Avoid answering the telephone yourself as it forces you to respond to another person’s agenda and is the single greatest waste of your PAGE 13

NEW PRINCIPALS

Sound Advice & Borrowed Wisdom

AROUND THE WORLD

PERFORMANCE MANAGEMENT IN SCHOOLS A NEW ZEALAND PRINCIPAL’S PERSPECTIVE

By Madeleine East, Principal,Farm Cove Intermediate School In 1989 the education system in New Zealand changed from a very centralised model to a self-managing model. With this devolution came responsibility for boards of trustees to ensure an appropriate staff performance appraisal system was in place.

In 1997 Guidelines for Performance Management in Schools was published to reinforce this legislative requirement for boards. In 1998 there were nationally prescribed professional standards for measuring educator performance.

While many educational organisations found the management of performance unproblematic, for some it was fraught with anxiety. Part of the anxiety arose out of the term “performance management”. This terminology had, for many, a negative connotation, and added to this misinterpretation were concerns about perceived links to salary, perceptions of “inspection” type visits and processes, and a process that would be time-consuming for already overworked people. A further concern that needed to be addressed was the lack of expertise in developing policies and procedures for performance appraisal that were both accountability focussed and developmental. The introduction of the term “appraisal” helped adjust the focus to meet both these issues.

There was a genuine concern that a business or corporate model was being imposed on schools by bureaucrats to make sure schools were being managed well, and it would be fair to say that if this was the thinking behind imposing performance management/appraisal systems in schools, then it would be a compliance imposition with no real purpose or value to the school.

However, many schools quickly established appropriate processes recognising the appraisal process as an evaluative activity which had the potential to benefit the individual and indeed the whole school. What needed to be established quickly was that appraisal is not assessment.

Performance appraisal is an evaluative process which involves dialogue and observations focussed on performance data which provides positive and constructive feedback, which in turn allows for ongoing professional growth and development.

What is also important to note is that for the appraisal process to be effective it must be robust. Appraisal should be focussed on what needs to be developed and support actions required to make it all happen. While a major focus is on development, accountability must sit squarely in the frame as well.

With appropriate professional development, a commitment to improve teaching and learning and a greater understanding of how performance appraisal supports this, many schools were able to develop systems and processes that were not corporate models but rather processes that reflect the school’s needs and environment and provide a useful tool in the whole development process of the school.

Performance appraisal is about improving capability, therefore making school a better and more effective environment for student learning and wellbeing. It is then not a matter of compliance but rather a vehicle for providing feedback through rigorous professional conversations for individuals to grow.

Any appraisal or performance management system needs to reflect the uniqueness of the school. While a process can be developed based on a generic model, it must still fit within the ethos of the specific school.

Another point of note is that the appraisal process is for all staff. It shouldn’t focus on a specific group e.g. poor performers, it should be to lift goals and performance of all staff therefore impacting on the whole school.

To make it work, however, it is important for key personnel in the school to “buy in”. It is this key group that will lead any changes and be the group that others look to for guidance and support.

Conducting the appraisal itself needs to be managed with care. The success of the process will only be as great as the people charged with implementing and managing it. It is really important to have a system that is clearly understood by all involved, that the rationale for the process is understood and accepted by all concerned and, above all, the people conducting the appraisal and the interviews have appropriate training and therefore make it a meaningful and dynamic process that can be linked to teaching and learning and focussed professional development.

Any successful system of appraisal and performance management has the potential to be a powerful and positive tool for those managing schools.

But the key to this successful process for school leaders is ensuring the process reflects the ethos and needs of the school and the people in it, using the strengths, skill and expertise of others in the school in implementing the process, and ensuring there is a climate of trust and appreciation of what it is all about, and a willingness to be part of any change that may grow out of this appraisal or performance management process.

Can it work? Yes. Does it work? Yes, but it does take training, understanding, commitment and a process that is all about improvement not compliance!

PAGE 14

By Susan Dennison, NCCA Myth: Exceptionally able students are so clever they do well with or without special provision.

Reality: They may appear to do well on their own but, without focused challenge, they can become bored and sometimes disruptive.

Exceptionally Able Students: Draft Guidelines for Teachers is now available in schools and is available to download from the NCCA website at www.ncca.ie.

The Exceptionally Able Students: Draft Guidelines for Teachers is a result of collaboration between the National Council for Curriculum and Assessment and the Council for Curriculum Examination and Assessment, Northern Ireland. It aims to support the teaching and learning of exceptionally able students, in both jurisdictions. Students who are classified as exceptionally able belong on a continuum of students with specific educational requirements. In every school there will be a group of students who require greater breath and depth of learning activities than is normally provided for the main cohort of learners. The draft guidelines are designed to raise awareness of the needs of exceptionally able students and to assist teachers in planning their teaching and learning.

The typical picture of the exceptionally able student is often one of a hard-working student who diligently completes work, and is perceived by peers as the best in the class.

However, in reality the picture is much more complex than that. Exceptional ability in a student may also be unnoticed because he/she may have a physical, intellectual or learning disability. Within the cohort of

exceptionally able students are those who, despite their exceptionality, may persistently under-achieve due to boredom, lack of interest, or crippling perfectionism. Given such diversity, it is not uncommon for exceptionally able students to go unrecognised in school. To facilitate schools in identifying these students, the guidelines provide a variety of checklists; a checklist for identification across the curriculum, specificsubject checklists and whole-school identification checklist. (These checklists are available to download in PDF form on the NCCA website at www.ncca.ie).

There is growing recognition that, for some students, exceptionality can bring with it challenges in social and emotional development, and that students with exceptional ability are just as much in need of support as their peers in dealing with emotions, self-perception, behaviour and in looking to the future. The ‘use profile’ is one way of getting a better understanding of exceptionally able students, by looking closely at their feelings, behaviour, and needs. In this instance, six ‘types’ of exceptionally able student are suggested as a framework for achieving greater understanding of the needs of such students. The six ‘types’ are: 1. ‘The Successfuls’ 2. ‘The Challengings’ 3. ‘The Undergrounds’ 4. ‘The Drop-outs’ 5. ‘The Double-Labelled’ 6. ‘The Autonomous Learner’ The needs of exceptionally able students should be considered as an integral part of all whole-school, subject policies and development plans. The guidelines look at various organisational strategies which may

PAGE 15

be used by schools. In most cases, the needs of exceptionally able students are best delivered as part of the normal differentiated classroom provision. There are a number of ways that work can be differentiated. The guidelines describe various ways that differentiation can be planned for and organised in the classroom. In order for teachers to meet the diversity of learning needs of exceptionally able students, a flexible approach to thinking about teaching and learning is desirable. For example, the guidelines explore how learning skills can be embedded in increasingly complex content.

The guidelines also present case studies which consider the issues around exceptionality through the eyes of teachers, parents and students providing a rich real-life context.

The NCCA would welcome any feedback and suggestions for further support you might have on the draft guidelines and invites you to complete an online questionnaire at www.ncca.ie.

NCCA

NCCA launches Exceptionally Able Students: Draft Guidelines for Teachers - November 2007

ICP

Historic International Conference on School Leadership

By Virginia O’Mahony, IPPN Assistant Director and ICP Executive Committee member

Minister for Education and Science, Mary Hanafin, T.D., and Minister for Education, Caitríona Ruane, M.L.A, recently addressed an international OECD conference in Dublin on School Leadership Development Strategies. This conference was the first OECD Conference to be jointly hosted by the Departments of Education, North and South.

Over the two days over 130 policy-makers, scholars, educational administrators and partners attended the conference from Ireland, North and South, along with 22 participating OECD countries. It explored different approaches to school leadership and built on OECD analyses across the 22 countries.

During the conference, Ministers Hanafin and Ruane announced a significant cross-border development with the establishment of a joint research project, to be funded by both Departments, aimed at attracting and developing school leaders.

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 The research will look at ways to encourage the most effective members of the teaching profession to take leadership roles along with exploring the barriers that might deter them from doing so. It will also examine the potential for developing joint provision in leadership training for small rural schools, special schools and schools in challenging urban environments.

Addressing the opening session, Minister Hanafin said, "The critical role of school leaders in our education system is highlighted by the OECD Activity on school leadership. This conference will provide opportunities to look at different approaches, to share knowledge and expertise and to build important links that will continue the process. To support school leaders, it is vital that we develop leadership strategies that will assist them in their roles and help to attract those most suited to lead teaching and learning in our schools."

Minister Hanafin welcomed the co-operation

with the Department of Education and said both Departments would continue to work jointly to build on the work of the conference.

Highlighting the critical role of school leadership, Minister Ruane said, "This is an historic time on this Island where true leadership has been shown in the political world. In education, we need dynamic leaders at every level who can prepare our young people to confidently take their place in our global community. These leaders will inspire our young people to reach their fullest potential and contribute positively to their community."

Both Ministers along with OECD Director of Education, Dr. Barbara Ischinger wished the conference success in developing leadership strategies and looked forward to the outcome next year when the OECD publishes its findings.

The conference was facilitated by Tony Mackay, Director of the Centre for Strategic Educational Thinking in Melbourne, Australia. The main discussion focussed on how school leadership strategies can respond to the greater set of responsibilities facing school leaders today.

Effective preparation and development of school leaders is more and more viewed as key to overall schooling success. While there is increasing research on how Principals influence school effectiveness, less is known about how to help Principals develop the capacities that make a difference to how schools function and what students learn. The workshop sessions of the conference encouraged participants to discuss the merits of different strategies for leadership development, including different pre-service, induction or in-service development strategies.

Austria and Australia, two countries which had hosted an OECD country visit, made a more general presentation while a number of other countries described their experiences and outcomes.

Perspectives on Leadership Development from the Social Partners’ perspective were presented

by Attilio Oliva, Chairman of the Education Committee of the OECD Business and Advisory Committee and Roar Grottvik, OECD Trade Union Advisory Committee. Concern was expressed that the status of the teaching profession is in decline and schools are not always seen as learning organisations. To redress this trend, what function should a Principal have? As the school leaders impact on PAGE 16

education is mediated by others, the following suggestions were proposed: • The Principal should have the right to

Skills and knowledge can be delivered at one level but to focus on the fundamentals of what education should deliver we must develop the person.

• •

•

• • •

propose to the Board of Management the qualities of the team required by the school and the right to choose that team The Principal should have full responsibility for both human and financial resources The responsibility to prepare a Development Plan for 3/4 years with the right to readjust the plan regularly The Principal must know the craft of teaching and lead the team with good inservice training The Principal must lead the evaluation of a school’s learning outcomes.

Managerial tasks should be delegated to others The total salary of a Principal should be twice that of a teacher.

Professor John West-Burnham, from the University of Hull, in his captivating keynote address grappled with the question: ‘Is the professional development of school leaders influencing the learning in our schools?’ Skills and knowledge can be delivered at one level but to focus on the fundamentals of what education should deliver we must develop the person. He quoted Professor Warren Bennis, U.S. expert on contemporary leadership studies, who claims ‘To become a leader is to become a person’.

Therefore, personal development is key to good leadership. This is borne out by current Australian Leadership Development policy, which is now placing greater emphasis on personal development. John West Burnham also pointed to mentoring and coaching as methodologies which impact most on improving school leadership.

The comparative report of the OECD Improving School Leadership Activity will be published at a conference in Denmark in April 2008

PAGE 17

Email Tips & Handling Spam ICT

By Seaghan Moriarty Email is now a tool in most Principals’ arsenal. It enables you to quickly send messages, images and documents to people or groups of people in a fast, efficient and environmentally-friendly way. However, email can, like other modes of communication, put you under pressure to work faster, respond instantly and it can quickly become a mounting heap of ‘todo’s. Here are a few tips which I hope will help you manage your email more effectively!

1. SPAM: Spam is an unrelenting waste of time.

Apart from those useful links for Viagra, investment opportunities in Nigeria and ‘friends’ trying to give you money, Spam is distracting, irritating and time-consuming.

There are no complete solutions, but there are a number of pretty effective countermeasures. Don’t put up with Spam – your time and energy are too valuable to be wasted.

Suggestions (+ and –): a) Get a www.gmail.com account + Free, easy, massive storage and excellent Spam filtering - You need to tell contacts that you have changed your email = If you can move email without much hassle, Gmail is yer man. b) Get a Spam filtering product like Cloudmark Desktop + removes 97%-99% Spam - Costs around €30, works only with

Microsoft Outlook / Outlook Express = If you want an easy to install and seamless solution.

■ c) Get one of a number of free antispam software products (cf. http://email.about.com/od/windowsspa mfightingtools/tp/free_spam.htm). For example, SpamBayes is very good + Free, work pretty well - They can be technically challenging to install / setup = If you are technically willing to muck about, this will work.

2. EMAIL PHILOSOPHY:

■ ■ ■

explanations that you find yourself sending multiple times. Then Copy & Paste these when needed.

Set up a ‘signature’ so that your emails are signed fully – automatically End messages with ‘No Reply Needed’ when appropriate Send/Reply one email per issue/topic to keep things simple.

Speech recognition has now become a very effective tool. With a few hours training, accuracy can get up to 98%.

For ‘2-finger tappers’ it is worth investigating – although expensive.

Software such as Dragon Naturally Speaking is one of the top products.

The best advice is to keep your Inbox empty! When you check your Inbox, decide: ■ Which should be acted on or replied to immediately. [Reply and store elsewhere] ■ Which should be followed up later.

[Move to a ‘To-Do’ box] ■ Which will probably never get answered. [Move to a ‘StJude’ box] ■ Delete the rest.

Don’t procrastinate. There’s nothing more demoralising that to see an Inbox full of emails which make you feel guilty or inadequate. Be ruthless and stick to the plan!

3. OTHER EMAIL TIPS: ■ Route all your mailing list emails to a special folder and read when it suits ■ Leave any mailing lists you don’t read ■ Save any introductions / thank yous /

Diary of meetings attended or held by IPPN on behalf of Principals November 2007 IPPN National Committee Annual General Meeting, Galway OECD Conference – Improving School Leadership Teaching Council Conference Commercialism in Irish Education Conference OLCS Training NABMSE Annual Conference IPPN Executive Meeting, Galway Cumasú Training - Portlaoise DEIS Training – Portlaoise, Donegal National Parents’ Council meeting County Network Meeting – Cavan

December 2007 Tánaiste Training – Monaghan, Ennis School Governance Symposium

Upcoming Events IPPN Executive Planning meeting IPPN Annual Principals’ Conference – Thursday 31st January to Saturday 2nd February 2008 at the INEC Killarney

PAGE 18

By Dónal Ó hAiniféin, Príomhoide, Gaelscoil Mhíchíl Cíosóg, Inis, Co. an Chláir D’eisigh an tAire Oideachas imlitir conspóideach 0044/2007 faoin tumoideachas i lár an tSamhraidh. Iarracht deireadh a chur le polasaithe fad bhunaithe luath thumadh iomlán (L.T.I.) nó early total immersion i nGaelscoileanna na tíre atá ann. Sa chóras seo atá roghnach do thuismitheoirí na tíre faoi láthair, tumtar na daltaí go hiomlán i dteanga na scoile (Gaeilge) ar feadh tréimhse ag tús a scolaíochta. Tosaíonn múineadh foirmiúil sa mhórtheanga (Béarla) ábhairín níos déanaí i saol an dalta ag brath ar an múnla tumoideachais atá i bhfeidhm sa ghaelscoil. Is dátheangachas suimíoch (Additive bilingualism) an comhthéacs atá i bhfeidhm sna scoileanna seo agus tá sé mar aidhm ag na gaelscoileanna ardchumas sa dá theanga a fhorbairt sna daltaí a fhreastalaíonn orthu. Tá múnlaí éagsúla den L.T.I. i bhfeidhm sa tír seo le cuimhne na ndaoine. Is dhá bhliain a chaitear le luath thumadh iomlán de ghnáth i dtuaisceart na hÉireann, san Albain, sa Bhreatain Bheag, i dTír na mBascach agus i gCeanada.

Tá laigeacht sa churaclam reatha ar cheist na délitearthachta (Dual Literacy) sa suíomh gaeltachta/gaelscoile. Bhí míshuaimhneas san earnáil ón gcéad lá riamh. Tá sé sin luaite i Nuachtlitir 5 Feabhra 2002 atá ar fáil ag www.pcsp.ie. Bhí súil le treoirlínte do Meán Fomhair 2002, rud nár tharla. Toisc ár gcuraclam a bheith doiléir ar na bealaí is fearr tabhairt faoi fhorbairt na délitearthachta i suíomhanna ina bhfuil an Ghaeilge mar mheán teagaisc d’iarr an tAire Hanafin ar an NCCA treoirlínte a fhorbairt don litearthacht agus tús na léitheoireachta don earnáil sin. Rinne an NCCA obair den chéad scoth i gcomhar leis na páirtnéirí oideachais go léir.

After a long period of consultation with the sector, including parents, students, teachers and Boards of Management, they proposed four immersion models as an interim solution and recommended further research into these models so “that any changes in policy will be informed by and firmly based on evidence gathered from such research”.

Unfortunately, this advice was rejected, stating “the Curriculum Council said just do more research. Research just means holding on, looking, delaying, seeing what the various options are.” Minister Martin, when in the DES, said that the NCCA “has a vital role to play in ensuring that appropriate expertise and objectivity is brought to bear in matters relating to the curriculum in schools”. D’aithin an NCCA go bunúsach go dtosaíonn an tríú cuid nó mar sin de ghaelscoileanna le múineadh an Bhéarla ón gcéad lá agus tumann an chuid eile na daltaí ar feadh tréimhsí éagsúla suas go dhá bhliain sula dtosaíonn siad le Béarla foirimiúil. This most successful internationally-recognised teaching method was recently described by Minister Hanafin as an “a la carte approach … I don’t think I can stand over”. Is léir go bhfuil easpa tuisceanna le brath i gcaint dá leithéid.

Bíonn tionchar ag an múnla tumoideachais go príomha ar an teanga ina sealbhaítear na scileanna litearthachta. Fágann an churaclam reatha an rogha sin faoin scoil. Cur chuige ciallmhar dar liom féin mar is ag leibhéal na scoile aonair is fearr na cinní seo a dhéanamh má’s bunaithe ar na cuinsí go léir agus ar an saineolas is fearr atá siad. Sealbhaíonn na daltaí atá tumtha ar feadh bliana ar a laghad a scileanna litearthactha i nGaeilge ar dtús de ghnáth. The excellent “Séideán Sí” programme which was specifically developed by experienced teachers as an integrated language teaching programme for gaelscoileanna/gaeltacht schools is utilised by nearly all of those gaelscoileanna. These children are enabled to fully access all other curricular areas through the medium of Irish as early as possible. I ngaelscoileanna a mhúineann Béarla ón gcéad lá scoile

is é an chleachtas coitianta iontu ná go dtosaítear le múineadh na léitheoireachta sa Bhéarla. Léiríonn an taighde is déanaí ag an údar seo go dtosaíonn 70.2% de ghaelscoileanna le léitheoireacht na Gaeilge. Is cinnte go dtrasnaíonn mórchuid scileanna léitheoireachta ó theanga go teanga leis an trasnú níos fearr ó mhionteanga go mórtheanga (Gaeilge go Béarla) dar leis an Dr. Jim Cummins.

Is léir afách, go bhfuil saineolas ar leith ag an Aire reatha í féin agus oifigigh sinsearacha áirithe ar an ceisteanna seo agus nach gá dóibh éisteacht le comhairle ó áit ar bith. Níor ghlac an tAire le comhairle COGG a bunaíodh faoi Alt 31 den Acht Oideachais le comhairle a chur uirthi faoi mhúineadh na Gaeilge/múineadh tré Ghaeilge. The INTO supported the NCCA position and have since called on the Minister to withdraw the circular. The High Court recently granted Gaelscoil Mhic Easmuinn, Trá Lí, Gaelscoil Nás na Rí and An Foras Pátrúnachta a temporary injunction preventing the Minister from implementing the circular pending a full judicial review of the decision. There may well be some very serious legal issues surrounding the Curriculum itself as it was never laid before the houses of the Oireachtas as required by the Education Act. The minimum weekly time framework which suggests a 2.5 hour weekly allocation for English in gaelscoileanna infant classes had been altered in the controversial circular (0044/2007). Is ordú a bhí san imlitir i gcomparáid leis an moladh a bhí sa churaclam féin. Eisíodh an imlitir gan bunús eolaíoch nó oideachasúil ar bith a bheith leis an méid atá ann. Seo na cúiseannna a thug an tAire: “because I firmly believe it won’t in any way damage the Irish language” and more seriously “there is some evidence from inspectors’ visits that would show that students in some situations would be falling behind in English” and incredibly “I think it is important … that the children in Gaelscoileanna would be at the same reading level as their friends are in other schools”. (News at One, RTÉ, 27 July 2007) The fact is that DES research conducted in 1998 (National Survey of English Reading in Primary Schools) and published in 1991 showed that gaelscoileanna children “scored significantly better on the D88 test than their counterparts in ordinary schools”. Recent research carried out by the author as part of an M.A. degree in Acadamh na hOllscolaíochta Gaeilge, OÉG confirms that children in Gaelscoileanna continue to be well ahead of the national average. Standardised reading scores obtained from 3,298 children in second and fifth class in gaelscoileanna prove this. As far as English reading is concerned, children in gaelscoileanna with at least one full year of early total immersion education (Múnlaí 1 & 2) outperform their counterparts in gaelscoileanna in Múnlaí 3 & 4 in Rang 2 agus 5.

As regards gaelscoileanna with Deis 1 and Deis 2 disadvantaged status the evidence from the research is encouraging. These students outperform their friends who learn through the medium of English based on comparisons with published results from the DES Inspectorate “LANDS Survey 2005 and the ERC research “Literacy in Disadvantaged Primary Schools 2005” (Eivers, Shiel & Shortt) Is léir do chách ó foilsíodh taighde Harris faoin nGaeilge go bhfuil sé in am anois deireadh a chur le bunú polasaithe náisiúnta ar thuairimíocht agus taighde dúchasach a choimisiúnú ar mhúineadh teangacha sa chóras bunscolaíochta i gcoitinne. Tá moladh amháin áfach ag éirí as an gceist ar fad don Aire maidir le córas na gaelscolaíochta: “An rud nach bhfuil briste, ní gá é a dheisiú”. Leadership+ understanding is now required.

PAGE 19

GAELSCOILEANNA

Minister totally immersed in luath thumadh iomlán controversy

Catering for Children with learning difficulties

By Pat Keogh, Principal, Ard Mhuire NS, Belgard, Tallaght, Co. Dublin Many children need special help with learning and schooling. Awareness ultimate responsibility for prescribing the curriculum and approving staff of that and the subsequent intervention to address their specific needs appointments to cater for pupils’ special needs. must be the greatest advancement in education in the last fifty years.

Pressure from the teaching profession as well as action taken by individual There are thousands of children in ordinary classrooms throughout the parents alerted the Department of Education and Science and school country with speech and language disorders. Those children are not authorities to the fact that appropriate intervention at an early age could receiving adequate speech and language therapy. This is unacceptable in improve the quality of life, as well as the standard of education, for the twenty first century. The problem, apparently, is the shortage of a hundreds of thousands of primary school children every year. Relevant supply of senior speech and language therapists. Why not employ junior supportive intervention helps children in second level education too. It speech and language therapists for this work? Can junior therapists not do raises self-esteem in shy, under-achieving teenagers probationary work and learn while at work? For the There are thousands of Department of Health and Social Welfare to continue during their adolescent years. Society benefits as a consequence of early support for children to hold responsibility for the appointment of speech children in ordinary experiencing learning difficulties, since this and language therapists to schools can no longer be classrooms throughout sustained. This is primarily an educational matter. intervention produces a better-educated, more responsible and confident adult population. the country with speech Language and thinking, if not identical, are as close to and language disorders. being identical as does not matter in the child’s The introduction of Learning Support, Resource, Special category teaching, counselling services and development. Ludwig Wittgenstein, the most notable Special Needs Assistants to help the child with learning and schooling and respected philosopher of language of the past century, devoted most difficulties is a natural off-shoot of child-centred education. The child is of his works and time aiming to prove the truth of this theory. Clarity of more important than the curriculum. While pupils may not unilaterally speech, punctuation, language comprehension, communication through choose what to learn, we must be cognisant of their present needs as well speech and language, fall directly under the domain of education. as their future requirements, spiritually, mentally and physically.

Separating speech and language from thinking and knowledge acquisition, in the primary school, is absurd. If a child with a speech and language Who should have the right to choose what children learn? Parents must disorder is not receiving help pertinent and specific to his/her needs in the have a major input. Citizens of a state ought to have a say in the type of primary school, that child is being neglected and no rhetoric or bucksociety they want. Educators and spiritual leaders are entitled to a voice passing is acceptable in attempting to explain away that neglect. The fact too. In the final analysis parents, educators, political and spiritual leaders that the buck is being passed just adds to the neglect. We should have must see the educational needs of each individual child as the guiding educational as well as clinical speech and language therapists. principle in drawing up the curriculum. We do not educate the child in order to fulfil the needs of society only but also that the child may enjoy The constitution guarantees equal rights to all citizens. The ‘Free Primary self fulfilment, self reliance, inner peace and happiness.

Schools Bill’ gives an entitlement to a basic primary education to all children. Attendance at school is not an education and is not sufficient to The teacher is more important than the curriculum. How the teacher fulfil the state’s obligation to its citizens. School attendance may, in fact, adapts the curriculum and avails of equipment to help each individual be little more than detention - a jail sentence to some. The education each child, particularly the child with specific educational needs, is of child is entitled to must be commensurate with, and structured to, his/her paramount importance. The child that does not fit neatly into the same ability. The social dimension and an emphasis on independence must not box as the majority - the child with a language disorder, a mental or be lost either in specialised child-centred education. Special educational physical disability or the child with a social, behavioural or identity needs may extend well beyond the categories and boundaries already problem - requires individual care and attention. The teacher and school established. We are constantly discovering and becoming aware of new authorities bear a responsibility to cater for the child’s individual needs. categories of special needs as we come to accept that each person is as However, it is the Department of Education and Science that has the unique in thinking ability as is his/her finger prints or DNA. A person’s PAGE 20

The child with a learning or schooling difficulty often projects his/her problems through anxiety or unacceptable disruptive behaviour. It must be accepted that children will behave differently depending on their upbringing, social environment and how they can cope in a given situation. Some children have major problems with school; compliance with rules, doing homework, even sitting in a classroom is challenging and may cause anxiety and distress. Some have an ‘Attention Deficit’ problem or a ‘Hyper Active’ disorder. The system is not catering adequately for those children.

quotient deficits. Schools may need behavioural therapists as well as counsellors and educational psychologists. The Department of Education and Science ought to put more resources into the area of diagnosis. The most important first step in solving any problem is to recognise it as a problem and then to define it. We must recognise and establish the exact nature of the child’s difficulties. We need educational psychologists for this task. Clearly-defined difficulties can be addressed and solved by trained counsellors, educators and therapists.

The letter of the law is one thing, but it is the spirit of the law that really matters. One might be forgiven for thinking that getting a child to attend school is more important than what s/he does there. A child with a speech and language disorder who is placed in a special class in order to cater for his/her specific problem will fall short of the success sought if that child does not receive speech therapy along with language teaching.

One reason for a teacher’s failure in dealing with The child with a learning Both speech therapy and specialised language ‘behaviour problem children’ is the child may have to teaching are necessary for children with a speech or schooling difficulty and language disorder to learn and progress. admit to having a disciplinary problem. In such cases, the teacher’s feeling of inadequacy is as great as the Training colleges ought to have a module in the often projects his/her pupil’s lack of self-esteem. We do not want to admit teacher training course to equip teachers in some problems through to an inability to cope in disciplinary matters. We way to cater for the needs of those children. There attend seminars on discipline, there are departmental anxiety or unacceptable ought to be educational speech therapists available guidelines on discipline, we have many different codes to schools too. disruptive behaviour. of discipline, discipline for learning, co-operative discipline etc., all in the interest of good schooling. We It is not accommodation; it is education that distinguish clearly between schooling and curricular education. Both matters. Accommodation may fulfil the letter of the law and relieve the schooling and subject-specific learning are important if a school is to authorities of their duty to help children with special needs. It is catering function effectively. Should a child have a difficulty with either schooling appropriately for the specific needs of each child with a particular or classroom subject learning, that child falls into the special learning problem that we, as educators, pursue. Education and emancipation not needs category. accommodation or detention, ought to be the primary focus in the primary school.

Behavioural or anti-school problems are often more difficult to define, quantify or categorise than other learning problems and intelligence Pat Keogh has recently completed his PhD on Critical Thinking.

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 21

SPECIAL EDUCATION

ability to learn language, to think and to communicate is central to his/her existence in the world. A speech and language disorder leaves a child with a serious educational disadvantage. Many of these disorders and, particularly, speech impediments can be rectified or vastly improved with specialised teaching and speech therapy.

IN-CLASS MODELLING

by the Regional Curriculum Support Service Dr. Mary McAuliffe, Deputy National Co-ordinator, Primary Curriculum Support Programme.

THE REGIONAL CURRICULUM SUPPORT SERVICE (RCSS) The Regional Curriculum Support Service (RCSS) is part of the Primary Curriculum Support Programme (PCSP) for schools.

Cuiditheoirí operate at local and regional level in co-operation with the Education Centre Network. In its first year of operation, the RCSS offered support to schools and teachers in Visual Arts, English and Gaeilge, but it has expanded to include all subjects in the Primary School Curriculum as they were introduced and implemented in schools. Since September 2006, support has been provided in five main curriculum bands, as follows: ■ English, Mathematics and Learning Support ■ The Arts (Music, Visual Arts and Drama) ■ SESE (History, Geography and Science) ■ PE and SPHE ■ Gaeilge agus Tús Maith.

In addition to the above, a team of DEIS Cuiditheoirí provide support in numeracy and literacy to DEIS schools.

STAGE 1: PREPARATION In preparation for the modelling lesson, prior consultation between the cuiditheoir and the school staff is essential to clarify both the purpose and focus of the visit. Areas for collaborative discussion could include: ■ the particular strand/strand unit to be modelled ■ the specific methodologies to be demonstrated within the lesson ■ the availability of any resources which may be necessary for the lesson ■ preparation of work and/or supervision for the children so that the cuiditheoir and class teacher can spend some time in discussion both before and after the lesson.

The benefit to the school can be maximised by having a small group of teachers observing the lesson, thus facilitating valuable discussion and reflection among the school staff. The cuiditheoirí also find it very useful when the children’s names are clearly displayed, so arrangement for this may be discussed.

IN-CLASS MODELLING It is generally recognised that teachers are more likely to adopt new pedagogies and methodologies through in-class support and coaching. The RCSS, therefore, has adopted the technique as an integral part of its in-school support. Modelling contributes to the acquisition of new skills and practices and so impacts positively on student learning. As well as demonstrating practical approaches and methodologies, it provides teachers with opportunities for professional growth and leadership.

STAGE 2: PRE-MODELLING Just before the lesson commences, the cuiditheoir and the teacher should have the opportunity to discuss what the teacher may expect to gain from the experience. The cuiditheoir will outline the learning objective/s, skills and content to be covered in the lesson, and will indicate how the class teacher may help in the lesson, for example, by working with a particular group of children.

CYCLE OF IN-CLASS MODELLING In-class modelling ideally follows a cyclical process, as shown on the following diagram:

STAGE 3: THE MODELLED LESSON Throughout the demonstration part of the lesson, the cuiditheoir will engage regularly with teacher(s) to answer questions or reinforce particular messages, such as the use of resources or assessment opportunities that may arise. The cuiditheoir will also

a

CYCLE OF IN-CLASS MODELLING

MODELLING PAGE 22

PRE-MODELLING

a

POST-MODELLING

REFLECTION AND DIALOGUE

a

a

PREPARATION

refer frequently to the relevant areas in the curriculum documents. This stage constitutes only part of the modelling process, and strong emphasis is placed on the professional dialogue at the pre-modelling and post-modelling stages.

Teachers are encouraged to play a specific part in this stage, either by co-teaching, and/or by noting aspects and questions for the post-modelling dialogue.

At this stage, the cuiditheoir and the teacher(s) will discuss aspects of the modelling lesson in terms of its objective(s), the skills and content covered, the methodologies employed, and the possibilities for further development. The cuiditheoir will answer any questions that the teacher may ask, and offer further advice on issues such as classroom organisation, potential for integration, managing the subject in a multi-class setting, or the use of ICT. If the cuiditheoir is working with the teacher in a Sustained Support capacity, the teacher will be asked to try out similar approaches before the next visit.

CONCLUSION Research carried out in Ireland and abroad indicates that inservice education that provides follow-up ongoing support in the classroom can be a constructive agent of change. Since the PCSP adopted this technique, feedback from teachers and cuiditheoirí alike confirms that this approach is extremely useful and beneficial in encouraging and facilitating teachers to embrace the methodologies of the curriculum.

How the Principal can ensure maximum benefit for the school There are a number of ways in which the Principal can ensure maximum benefit of the modelled lesson for the school. These may include:

PAGE 23

PCSP

STAGE 4: POST MODELLING DIALOGUE AND REFLECTION Following the lesson, the cuiditheoir will engage in discussion with the teacher/s. Ideally, this should take place where the professionals involved are not likely to be distracted. In the absence of appropriate supervision arrangements for the children, this may take place in the classroom, while the children undertake some work which has been prepared in advance by the class teacher.

■ ensuring that the school’s particular needs and/or focus for development are communicated to the cuiditheoir in advance of the visit ■ ensuring that all the teachers are reminded of the cuiditheoir’s visit a few days in advance, so that they can identify areas that they may wish to clarify ■ ensuring that any materials which may be necessary for the modelled lessons are in place ■ ensuring that any necessary supervision arrangements are in place ■ allocating some time at staff meeting(s) to discuss the implementation and development of the ideas that were explored with the cuiditheoir.

MEMBER BENEFITS

IPPN MEMBER BENEFITS: Hundreds of schools are enjoying the savings generated by subscribing to services developed in association with IPPN. There are several reasons why your school should sign-up to these offers: Energia – Introduced in October this year, subscribing to Energia will save your school an average 17% over the ESB’s electricity rates and that includes the ESB’s recent rate reduction. An Energia rep can take the final meter reading and organise the necessary paperwork for the changeover. The whole process takes about two weeks and offers single billing with no break in service.

Mobile+ - This tariff is now being offered to Deputy Principals of schools whose Principal is already participating. The tariff will save you up to 50% on your

current mobile costs and outperforms any other offer available to you as an individual on the market.

ScoilTel – Will save you an average 30% on your current landline phone bills and is constantly being evaluated in order to maintain savings to participating schools. Again ScoilTel take care of the changeover from you current provider and you will receive one single bill for your line rental and calls.

We understand that the merits of these services must be evaluated by your Boards of Management and as such we would ask you to bring these services to their attention for serious consideration when you meet over the coming weeks.

PAGE 24

MEMBER BENEFITS

PAGE 25

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 26

Devolved Grants:

■ Seeking of tenders and criteria for selecting contractor ■ Timetable of Grant Payments.

Technical Guidance Documents (TGD'S) are available to the Principal and the Board on the Departments website www.education.ie as follows:Home > Information by Topic > School Planning/Building > Technical Guideline Documents.

Guidelines on these and other technical issues are also contained in the Departments Maintenance Matters Manual – Chapter 9 "Getting Work Done".

APPLYING FOR A DEVOLVED GRANT Information on every step of the process can be obtained from the Department of Education and Science website as follows:■ Click on School Planning/Building (LHS screen) ■ Click on Devolved Initiatives (2004) ■ Information on projects approved for the year are listed by clicking on 2007 school building programme The grant payable by the Department (inclusive of VAT and fees) is €120,000 per classroom required. The grant is intended to cover the capital cost of the project including associated furniture and equipment, planning charges and all consultants fees incurred in the design and construction of the project. It is expected to cover all fees to the Project Supervisor Design stage and the Project Supervisor Construction stage. No local contribution is required from the Board of Management. However the Board will be responsible for all costs incurred in excess of the approved grant amount.

The Circular provides useful information in a questions and answers format covering such topics as: ■ How the Grant should be used and what it may not be used for ■ How to determine the appropriate size of proposed classrooms ■ The Grant amount (changed from €100,000 to €120,000 per standard classroom and changed from €50,000 to €60,000 per resource room since the circular was issued ■ Withdrawal of Grant Aid offer in certain circumstances ■ Consultants fees and planning charges ■ Circumstances where school site is leased ■ Responsibility for the Building Project ■ Records to keep ■ Minimum requirements regarding the qualification of consultants ■ Responsibility of compliance with statutory regulations, Health & Safety issues etc.

SOME TIPS Extra grant aid may be sanctioned in circumstances such as the following: ■ School Boiler needs upgrading to cater for extra demand ■ Corridor necessary to attach new classrooms to existing building ■ Difficulties when preparing foundations i.e. hitting 'Rock' Avoid 'Add Ons' during building agree on all work to be done prior to pricing ■ A classroom for Senior classes (3rd – 6th requires 2M2 per child. Junior classes (Junior Infants to 2nd class requires a minimum of 1.8M2 per child). A two classroom extension should amount therefore, to 80Mz or in imperial terms 1600ft2 – approximately the size of a modern bungalow, but without as many internal walls. A figure of €240,000 would, certainly in the prevailing building climate, secure the building of a house this size on ones own site, even allowing for professional fees.

■ Fair faced blocks can be used to avoid the necessity or expense of plastering ■ However many builders dislike building with fair faced blocks and pricing reflects this.

CONCERNS ■ Many developers see a school project as 'A Licence to Print Money'.

Pricing for a straight forward school extension may reflect such thinking.

However, builders are becoming more attuned to the financial limitations of the Devolved Grant Scheme which is in operation since 2003.

■ Schools seeking a major extension/renovation of their current school building would be advised to seek assistance under the School Building Programme, following all the steps in doing so. The Devolved Grant is a means of providing quick and necessary extra accommodation ■ The Principal will have a central role in the process, adding considerably to his/her already overburdened workload.

by Damien White

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 27

PLANNING

If your school is in need of extra classroom accommodation,The Permanent Accomodation Scheme is a viable option. Under the devolved scheme schools manage their own projects in delivering accommodation they themselves have identified as being required. During 2007, a total of over €87million was made available to a total 141 primary schools and 21 secondary schools throughout the Country. The funding allows for the provision of additional capacity in both mainstream classrooms and special education rooms. The initiative is focused on schools which are not in need of an immediate major extension or building project but which may require additional accommodation.

A Quicker Soluion to Permanent Accommodation Issues.

IPPN Conference 2008 Primary Schools - A Time for Fresh Thinking...

Thursday January 31st to Saturday February 2nd 2008 INEC, Gleneagle Hotel, Killarney, Co. Kerry Conference Address by: Mary McAleese, President of Ireland Speakers

Mary Hanafin T.D. Minister for Education & Science andProf. Tom Collins, Head of Education, NUI Maynooth

Facilitator Mr. Anton Savage, Communications Consultant,Journalist and Broadcaster

Key Events Include: Thursday 31st January

Friday 1st February

Saturday 2nd February

Conference Expo Opens

Conference Expo

Personal Time

Workshops - Session 1

Plenary Session

Plenary Session

Conference Opening

Workshops - Sessions 2 and 3

IPPN Prime Time

President Mary McAleese

Conference Expo Closing

Conference closing

Special Interest Groups

Gala Dinner

President's Reception

Workshops Include: Planning for more effective teaching and learning in the multi-grade context SEN: Embracing the challenge of inclusion-In-class support or withdrawal?'

Induction of Newly Qualified Teachers DEIS: A focus on School Leadership in disadvantaged schools Boards of Management: A framework for good practice The Principal and the School: Managing the Challenging Interface Retiring from Principalship: Practical Preparations Assertive Communication Application forms available on-line at: www.ippn.ie