Leadership+ Issue 43 February 2008

ISSUE 43 • MARCH 2008 President McAleese addressing the IPPN Conference 2008 in Killarney (see page 14).

FEATURES

SCHOOL GOVERNANCE OR MANAGEMENT? A Phríomhoide agus a Phríomhoide Tháinistigh

President McAleese’s Address To IPPN Conference 2008 Challenges of School Management A Guest’s Perspective of IPPN Conference 2008 Appropriate Responses to Drug Problems Choosing Educational Software For Your School Forbairt 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

There is a lot of talk and a lot of confusion about the issue of School Governance. Since its foundation, the Irish State has depended almost entirely upon the churches to provide land and buildings as well as employment and local management structure. Times have changed and however appropriate this arrangement may have been in the past, the impact of rapid and radical change is now forcing us all to think about how we govern and manage schools in the future.

The present Board of Management structure was put in place in 1975. Aside from all the societal and demographic changes since then, the Education Act (1998) and subsequent legislation, have impacted most significantly on schools. The education landscape is now radically altered and there is no going back. This begs two questions; can a system designed in 1975 deliver the management functions required of a school in 2008? Should the state take responsibility for providing the infrastructure for ‘national schools’?

There is an important distinction to be made also between governance and management. Governance is essentially about doing the right thing. This includes strategic planning and setting direction for the school, developing policy and ensuring legal compliance.

Management on the other hand is about doing things right – putting the plan into action. BoMs as they are currently constituted have neither the core competencies nor the capacity to deliver a true ‘management’ function and probably are best suited to a governance role. Management can not be done by remote control. The reality on the ground is that it is the Principal who ‘manages’ the school on a day to day basis. This is why so many BoMs are not clear as to

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where their role finishes and the Principal’s role begins.

International best practice shows that Principals ‘manage’ schools but do so with the back up and suuport of competent administrative staff.

Changes to school governance structures are inevitable in response to a New Ireland. However, there is a great danger that unless schools are provided with a meaningful management capacity, the language of governance may change but little else. We will be left with the same dysfunctional management system with everything left to Principals.

Meanwhile, if our current BoMs are to play any worthwhile role in supporting the management of the school they must be provided with: • • • •

Absolute clarity about individual and collective roles Meaningful training for each role A centrally employed full time administrator Procedures for addressing internal conflict and underperformance • Payment to Board members for out-of-pocket expenses At present Principals often have to recruit, train, support, advise and enthuse Board members, and paradoxically the Principal is accountable to this same group of people. In too many cases, Principals still end up doing the work of the Board as members are either unavailable, unable or unwilling to deliver essential tasks. Is it any wonder Principals are not able to concentrate on their core role Which must be the leadership and management of teaching and learning?

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

www.ippn.ie Recent additions to the website include the following resources and materials: Events/Principals’ Annual Conference ■ Links to all keynote speeches (where available) and podcasts • Larry Fleming, IPPN President • President Mary McAleese • Minister Mary Hanafin, TD • Seán Cottrell, IPPN Director • Professor Tom Collins, Head of Education, NUIM • Caoimhe Máirtín • David Ruddy BL, IPPN Legal Advisor • Gerry O’Brien and Coilín O Coigligh, IPPN Bursary Awardees • IPPN Prime Time Panel facilitated by Anton Savage ■ Links to all workshop materials and podcasts, where available: • Parents’ Associations – Harnessing goodwill through best practice • Planning for more effective teaching in the multi-grade context • Boards of Management – A Framework for Good Practice • SEN: In class support or withdrawal?

• Becoming a Digital School – the Principal’s perspective • Newly Qualified Teachers – Exploring the role of mentor

LATEST RESOURCES

• Educational Disadvantage – A focus on school leadership • The Principal and the School – Managing the challenging interface • Striving for Work/Life Harmony • Assertive Communication • Retiring from Principalship: Practical Preparations News & Views / Education News (Ireland) This section is updated Monday to Friday each week with excerpts from newspaper and radio articles on school leadership/management issues or primary schools generally.

News & Views / IPPN Press Releases ■ 1 February 2008 - Principals losing confidence in Minister for Education ■ 31 January, 2008 - Seán Cottrell, Director IPPN addresses 800 Principals ■ 31 January, 2008 - Larry Fleming, president IPPN addresses 800 Principals ■ 30 January 2008 - Survey shows how Principals feel about Benchmarking ■ 30 January 2008 - Survey shows new trends among children IPPN Conference ■ 4 January 2008 - New water charges - schools still cash-starved ■ 18 December, 2007 - Principals welcome deferment of water charges ■ 16 December, 2007 - School Principals say No to Water Charges ■ 06 December, 2007 - Capitation increase by 9% for primary schools inadequate against rising costs ■ 04 December, 2007 - Primary schools on the verge of bankruptcy In the Resources/ Management Resources section ■ Airgead Bunscoile 2008 v1.0 – Simple spreadsheet system to manage school finances ■ Airgead Bunscoile Instructions – How to Use guide to Airgead Bunscoile 2008 ■ Standard School Information Form In the Resources/ Organisational Policies section ■ Staff EPV Days Policy ■ Multi-Culturalist Policy ■ English as an Additional Language Policy ■ Anti-Racism Statement and Policy

‘IPPN preferred supplier’

In the Resources/Leadership+ section ■ Issue 41 ■ Issue 42 In the Resources/E-scéals section ■ Professional advice re. water charges – 18th December Please send us any useful templates and exemplars to project@ippn.ie and we’ll make them available on the website, having removed any school-specific information.

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There are currently 3,600 students in training for primary teaching and we are very fortunate in that we are still getting the top quartile of the Leaving Cert cohort who want to be primary teachers. Yesterday, I went to Coláiste Mhuire, Marino to meet the new graduate entry. We have increased the numbers so that there are now nearly 500 graduates in training, people from a wide variety of backgrounds who had decided they wanted to go into teaching, making a mature decision at a much older age. They are very pleased, and obviously excited, by the level of training that they are getting. Perhaps the most valuable new in-service training that has happened where you are playing a major role is the induction of newly qualified teachers - students and teachers everywhere are telling me how important it is. The mentoring and the support that they are getting in schools is so valuable to them, probably even more valuable than the three years they spent in college.

PROFESSIONAL DEVELOPMENT This year, the course for aspiring leaders will start, this will encourage teachers to do the job that you are actually doing and reflects the investment that is going into professional development. I know that you have been particularly enthusiastic about participating in professional development courses such as Misneach, Spreagagh and Comasú– over 8,000 Principals and middle management have participated in these courses and they will benefit everybody.

BOARDS OF MANAGEMENT I think it is worth recognising that at the beginning of December, somewhere between 20,000 and 24,000 people voluntarily participated in Boards of Management. It must be the single greatest voluntary contribution in small communities all over the country. Huge recognition is due to everybody who participates.

EMPOWERING PRINCIPALS Empowering Principals as leaders has been recognised for the very first time in a Programme for Government, recognising the role that you have to play in shaping our children and their futures. It sets out specifically: • Provision of improved training options for you • Increases in the number of release days for teaching Principals • Expansion of the pilot scheme of substitution cover for Principals’ release days • The review of the role of middle management in schools to support the role of Principals • The reduction in the threshold for the appointment of administrative deputy Principals to primary schools • Substantially increasing the ancillary services grant to give you better admin support.

It also sets out the reduction of class size and, as Larry mentioned in his speech last night, the doubling of the capitation. Each of those issues is really in recognition of Principals. But it’s also about what is happening within your schools, the buildings. This year as you know, the economic situation worldwide is just that bit tighter. This year alone, €600 million will be spent on buildings.

The priorities as you know this year have to be the larger projects.

MINISTER HANAFIN ADDRESSES IPPN DELEGATES

SCHOOLS BEING LEAD IN AN INCLUSIVE WAY NEW PATRONAGE MODEL It’s the schools that are leading the way; with integration, with culture, with song, with acceptance, with customs. Where the fresh thinking really comes in is in the development of a new community model. The new community model of VEC patronage will be starting in September, with two new schools in Dublin West. They’ll be traditional primary schools, but the VEC will be the patron, whereby all religions not only will be welcomed but all religions will be taught in accordance with the wishes of the parents. This doesn’t mean that you have to get rid of everything else that is working very well. It will work in parallel with, and side by side, the other patron models.

THE VERY GOOD SCHOOL Principals are about communities and about supporting communities. How often do I hear around the country ‘that’s a very good school’ and without taking a breath they say ‘great Principal’. It runs together because that Principal is the one who is actually creating the very good school. As you know I spend a lot of time visiting schools, and I can see very clearly the level of commitment and the level of work that is there. I recognise in particular the dual role that the teaching Principal is playing with their class and at the same time doing the administrative work. The respect in which you are held in your communities means that the Irish education system will be respected forever.

Whatever about the changes that are happening, the one thing that we haven’t lost is our sense of community and the support for every individual. It struck me very personally recently when my little nephew John ended up with a badly infected, broken thumb and on an IV drip for two weeks and John’s teacher drove to Waterford from Thurles to see the seven year old in hospital.

Isn’t that typical of what our teachers are doing throughout the country?

Our schools led by our Principals are embracing and implementing all this change, but at the same time, are supporting the core values of the individual, of the child and of the community. With all of the fresh thinking in the world, those are the things that we should never forget, and in your hands, I believe we never will. Go n’eirí libh agus go raibh maith agaibh.

There are schools going into towns that I’d never even heard of, places like Tyrellstown, Dibblestown, Diswellstown, which are now very large communities, who have to have schools provided for them. We will be continuing to move the smaller projects along as well because with 4,000 schools across the country, we have to maintain the pace of development.

INCLUSION What is happening within the schools is even more significant. It’s happening because it’s being led in a very conclusive way - socially inclusive, inclusive of newcomers, and inclusive of students with special education needs. Every school in the country these days has a diverse population. Every school is welcoming children with learning difficulties into their schools. It’s not concentrated on just some areas or in some schools. That integration has created great challenges for you but has also been led and supported by you.

Particularly in the social inclusion area where so much progress has been made with the DEIS schools. I know how welcoming and focused you are on the welfare as well as the education of all those children. I want to commend those schools who have integrated children with the more severe and profound special needs into their schools. There are now 277 special classes attached to mainstream schools for children with Autism. There’s great credit due to the Principals who have done that. It is not insignificant that your current President and your incoming President both have Autistic units in their schools, showing real leadership of the IPPN. It’s not just the integration of the unit, it’s the integration at play, the inclusion of children in activities, the ‘buddying’ of sixth class pupils and young children with special needs.

It’s lovely visit the special schools - you have a particular role to play in the way that you continue to support so many of our children with special needs.

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IPPN CONFERENCE 2008

TEACHER TRAINING

Challenges

of School Management Seán Cottrell on the problems facing Principals today It is very significant that half of our 800 colleagues present at the conference were Teaching Principals. This is due in no small measure to the provision, for the first time, of 2 days substitute cover for the IPPN Conference. Minister, I want to thank you for making this happen.

management services are provided on a needs basis, new governance structures will be no more effective than the current Boards.

I'd like to address school governance from the prespective of leadership and management. The current BoM structure was designed back in 1975.

More than a dozen Acts of legislation have impacted on schools since. In addition, School Development Planning, the Revised Curriculum, the inclusion of children with Special Education Needs, newcomer children, DEIS and the Welfare Board, have all added their own incremental changes. My question is… can a management system established in 1975 meet the management needs of schools in 2008?...

(1) absolute clarity about individual and collective roles (2) meaningful training (3) procedures to address internal board conflict (4) department employed full-time administrators (5) payment for out-of-pocket expenses for board members We must insist that our schools are given proper management capacity so we can return to our core responsibility – the leadership of teaching and learning.

It has been said that Governance is about doing the right things and Management is about doing things right. I would argue that the priority of a school board should be governance. I say this also, because it neither has the core competencies nor the capacity to deliver a management function.

Management cannot be delivered by remote control. In reality, it is the Principal who manages the school. Boards, or whatever we choose to call them, should be engaged in strategic planning, policy development and setting goals. Of course, such a model could only work if Principals are provided with skilled administrative support.

Equally, professional services in the key areas of Finance, Human Resources, Health and Safety, Construction and Legal matters must be accessible to Principals and Chairpersons on a needs basis.

For decades, the system has continuously failed Principals when they try to address under-performance.

Our research shows that many Principals have a challenging relationship with their Boards of Management.

It is also fair to say that most Boards do not understand where their role finishes and the Principal’s role begins.

My concern is that, unless professional

In the longer term, for any new structure to be effective, the Department and management bodies must provide Boards with...

Three years ago, with an eye to the future, IPPN made these points as part of our submission to the Oireachtas Committee on Education and Science.

We have also undertaken a significant research project on school governance, lead by Caoimhe Máirtín.

when it comes to the quality of teaching and learning.

We must also acknowledge that a small number of teachers do ‘under-perform’. Those that Can’t do their job – a competence issue; those who Won’t do their job - and those who Won’t let others do which are behavioural matters.

Problems with under-performing teachers impact directly on children, other teachers and on Principals. For decades, the system has continuously failed Principals when they try to address under-performance.

The Department seems to be steadily shifting responsibility from themselves, the Inspectorate and the Board of Management, to Principals. This is despite the fact that, due to outdated thinking…, IPPN has not been professionally consulted in relation to these new procedures - procedures which cannot and will not work unless Principals are on board. It is totally unacceptable… that a Principals’ Professional Body… is not formally consulted… about such a key issue…

Addressing under-performance effectively can only be achieved by putting in place robust and realistic procedures where there are clear agreed roles for the Principal, the Inspector and the BoM. Of course, Performance Management applies to Principals too! But who will monitor and assess Principals?

PERFORMANCE MANAGEMENT In 2005, IPPN publicly stated that the issue of under-performing teachers and Principals needed to be acknowledged and workable procedures put in place.

BENCHMARKING A properly-researched, professional submission was made by IPPN on your behalf to the Benchmarking Body in 2006. While the goal of a separate salary scale for Principals must wait for another day, it must be said that some progress has been made.

I am actually not comfortable with the term ‘performance management’. Teaching and learning is not a ‘performance’, it’s about the relationship of trust and confidence between the teacher, the child and the parent. Every Principal wants the best for every child and undoubtedly has a key role

It was unprecedented that one role – the Primary Principal – was singled out as deserving of a salary increase, albeit a very modest increase of between 1.7 and 3.9%.

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A separate salary scale for Principals is the only viable long-term solution to address recruitment and retention problems as it will encourage teachers to seek promotion through the grades and create a steady stream of future leaders. This is particularly important in the case of Teaching Principals.

The much-promised parity with second-level Principals was not achieved. According to the Benchmarking Body, only secondary schools have more than 36 teachers... and furthermore, the role of the Post-Primary Principal is ‘more demanding’ than ours!...

I wonder how many consultants it took to make such a blatant benchmarking blunder?

The Department has never had greater expectations of schools and school leaders, never had more tools of assessment of teaching and learning, never had greater emphasis on inclusion and integration.

Minister…we need to learn from other high performing education systems worldwide and see how they have successfully used salary structures to incentivise teachers towards school leadership.

INCLUSION The majority of Principals have displayed exemplary commitment towards including the vulnerable, be they children with special needs, Traveller children, the New Irish, or the exceptionally able. Yet when Principals call for greater resourcing for Inclusion, it is disheartening to hear the same mantra over and over again about the number of SNA's and LST's that have been put into schools at great expense. The tone of this message seems to imply that Principals and Teachers should feel guilty for this extra cost burden.

How can such a critical service as NEPS be delivered on a quota basis like war-time rations and, in some cases, withdrawn arbitrarily?....

Few people outside of schools understand the real impact that mainstreaming of children with Special Needs has had on schools during the last 10 years. The level of change introduced to classrooms in terms of children’s’ learning, behavioral and language needs, has been unprecedented. The absence of a meaningful reduction in class numbers to balance the increased need of some children means one thing for certain: the child in the mainstream suffers.

Perhaps this truth will not be recognized until some day the parents of such a child will successfully sue the State for neglect.

Principals want successful Inclusion. To make it happen, we need access to services for all the children in our care, not just those who fit into predefined categories. In addition to the psychological services provided by NEPS, there is a pressing need for clinical psychologists, child psychiatrists, language therapists, counsellors and translators.

Our population is growing rapidly but over 99% of the children who enroll in our primary schools are born in Ireland and are kind enough to give us 4 years to plan for their education.

We have a moral duty to include all children in our schools which is why IPPN congratulates Archbishop Martin and the Boards of Management of St. Patrick’s and St. Mochta’s, and their Principals Padraig Clerken and Terry Allen, for showing leadership in piloting enrolment policies that reflect the diversity of their school communities. All Principals are duty bound to ensure that there are no barriers, real or perceived, that discriminate against any child in any school.

We acknowledge that significant investment has been made but it requires strong moral leadership, with clear vision, planning, resources and especially…, action.

HEALTH AND SAFETY AND SELF-CARE The health and safety of Principals is a matter of growing concern to all of us. Three years ago The Minister told us in Citywest that she was going to prioritise the reduction of Principals’ workload which is the primary source of stress for Principals especially Teaching Principals. Colleagues, have we noticed any difference?...

I strongly advocate that, where feasible, and with the approval of the Board of Management, you should not allocate yourself to a class teaching role but instead to a role of SEN, Learning or Language Support.

In the meantime not a single positive outcome for Principals has been achieved. It now looks as though the North Pole will have melted… before Principals get an ISM circular!

What about the health and safety of Teaching Principals? The 400 among us who have the unenviable task of being both Principal and Class Teacher experience a level of challenge that can only be appreciated by someone who has been in that role ‘Ní féidir leis an gobadán an dá thráigh a fhreastal’…

In 2005, IPPN’s research paper ‘New Horizons for Smaller Schools and Teaching Principals’ broke

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new ground and provided brand new thinking on viable alternative structures for the multitude of small schools.

A recommendation in that report is worth mentioning. In the pupils’ best interests and your own as teaching Principals, I strongly advocate that, where feasible, and with the approval of the Board of Management, you should not allocate yourself to a class teaching role but instead to a role of SEN, Learning or Language Support. But what about the circular that says you can’t? What about it? Maybe it’s not a good circular? Maybe someone should change it. Maybe you shouldn’t wait until its changed! Maybe you should focus instead on the bigger picture… The quality of teacher and learning in your school... And maybe, one day, policy will yet again follow good practice.

Being a Principal is like being on a treadmill. No matter how fast or fit you are, the treadmill can increase its speed to challenge you… up to and beyond the point of total exhaustion.

In my experience, the school leaders who have been most effective and who have gained the most job satisfaction are those who apply fresh thinking to their role and have a very strong instinct and self-confidence about what is the right thing to do for children.

They do not have a habit of seeking permission before making decisions and instead, rely on the chances of forgiveness if they do get it wrong.

It’s time that The Minister and her officials began to realise that their interests and ours coincide...

Your department has worthy ambitions for primary education. All the experts say that Principals are pivotal to successful schools. Why is it that your Department flies in the face of international best practice... by failing to meaningfully consult the Professional Body that represents Principals?

Each school day, 3300 Principals are responsible for the leadership of half a million children… and their 25,000 teachers in communities throughout our country. Colleagues... This operational phenomenon is a reflection of your leadership.

In the words of Martin Luther King, Principals live in ‘the fierce urgency of now’.

We refuse to be trapped by old thinking, patterns of the past and outdated structures.

Let there be no doubt.

• Principals relish change... if it makes things better • Principals see children… not race or religion • Principals are leaders... and will be heard.

Never… has it been so important that the authentic voice of Principals be heard…

IPPN CONFERENCE 2008

The persistent highlighting by IPPN of the recruitment and retention crisis in Principalship proved to be a critical factor as it was one of the key criteria used by the Benchmarking Body in prioritising awards.

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IPPN CONFERENCE 2008

“The needs of society, of preparing for participation in the economy, must not be taken on board at the expense of the human and spiritual needs of the young person” Cardinal Seán Brady's address to the Irish Primary Principals' Network Conference On the Feast of St John Bosco, patron saint of all teachers, Cardinal Seán Brady, Archbishop of Armagh and Primate of all Ireland, addressed the 2008 Conference of the Irish Primary Principals’ Network in Killarney. In paying tribute to the work of generations of teachers, Cardinal Brady reminded delegates that education is about more than communicating information, or preparing children to gain qualifications and contribute to the workforce.

Teaching value-free facts devoid of meaning and skill is an unsustainable and fundamentally flawed approach to education.

Cardinal Brady said, “Catholic education is both a sacred and a secular activity. But the needs of society, of preparing for participation in the economy, must not be taken on board at the expense of the human and spiritual needs of the young person. The aim is to produce people of competence, character and conscience: people who play a full role in society – people who have a Christian vision including a concern, not for themselves alone, but for others; people who have deep desire to put their talents at the service of others.

“Teaching value-free facts devoid of meaning and skill is an unsustainable and fundamentally flawed approach to education. Our goal is formation and development: to promote the formation of the whole person; of young people who are able to live in peace, at peace with themselves, at peace with each other, at peace with God and at peace with the environment.”

Drawing on his own experience of teaching in St. Patrick’s College, Cavan, and, more recently, his experience of visiting schools around Ireland and engaging with those involved in their management, the Cardinal continued in empathy with teachers in what he described as their critical and increasingly challenging role in the formation of the “whole person”: “As Principal teachers you are chosen precisely because you are among the most imaginative and visionary, highly motivated and pupilcentred teachers we have. You are innovators and inspirers, people who have proved yourselves capable and creative in the classroom.

“Yet if my experience of visiting schools is anything to go by, I suspect that many of you are feeling increasingly isolated. You may feel disconnected from that which energises you most. The work of inspiring and forming the mystery of every child: the challenge of creating a warm, effective learning community in the school, while supporting and encouraging parents in their sacred duty to educate their child.

“This should be a matter of concern to us all, especially those with responsibility for resources and policy.

“As Principals you are seen as the vision setters, staff developers, Chief Executives and that is fair enough. You expect all of this in a sense when you apply to become a Principal. But what happens when you are also expected to be the quantity surveyor, the legal consultant, the financial director, the personnel officer, the strategic planner and a wise counsellor and supporter to all of your staff, pupils and even to the local community?”

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The Cardinal acknowledged that the State and all the Churches must also face up to the need for diverse provision in a pluralist society, but he re-iterated that the Catholic Church sees education as central to its mission and will continue to be involved in schools. Continuing on this theme, he added:

As Principal teachers you are chosen precisely because you are among the most imaginative and visionary, highly motivated and pupilcentred teachers we have.

“I admit to no small frustration when I hear the superficial allegation made that faith based schools are of their very nature divisive and inconsistent with a pluralist society. We are seeing here more a rejection of religion, or a caricature of religion than an approach to education per se. When set against the evidence, whether here or in Northern Ireland, the charge that Catholic or other faith based schools are intrinsically divisive and inconsistent with pluralism, is an ill-informed caricature which simply doesn’t stack up. In fact, it is unjust and offensive to the excellent work and commitment of teachers and others who work in Catholic and other Christian schools. No school can ever become complacent about its Christian and civic obligation to promote tolerance, inclusion and understanding as one of its first priorities. We should even be creative in exploring ways in which we can promote greater cooperation and sharing between all our schools, including different denominational, faith or other forms of school.”

“Towards a School Principal’s Contract or a job description at the very least” How many of you can remember signing a contract of employment on your appointment as School Principal? If you can, you would probably have signed a flimsy document with a few rather meaningless paragraphs.

Are you absolutely clear about your role? Who defines your role as School Principal? At one level your role is defined by others based on their expectations of you. This includes teachers and ancillary staff, parents, the Board of Management, Department of Education and Science and external agencies. Children will also have expectations of you.

The following is a piece written by four 6th class pupils from Marymount N.S. The Rower, Thomastown, Co Kilkenny.

“I WANT TO BE A PRINCIPAL BECAUSE” “I want to be a Principal because I am the most marvellous, most magnificent, most multi-talented person on this planet. Added to this I have beauty and brains to burn. As you may have gathered I am not very modest but this is not a quality required of Principals. Principals have to be all things to all people and need all the characteristics listed above.”

Our role is also defined by legislation, The Rules for National Schools and hundreds of Circulars. The following is a synopsis of some of our duties which can be found in the Education Act (1998). Section 22 states that the Principal should: 1. Encourage and foster learning in students.

2. Evaluate students and periodically report the results to the students and their parents.

3. Promote co-operation between the school and the community which it serves.

4. Carry out the duties assigned to them by the Board of Management

1998 EDUCATION ACT SECTION 23, THE FUNCTIONS THAT APPLY TO THE PRINCIPAL INCLUDE: 1. Responsibility for the day to day management of the school.

2. Provision of leadership to teachers, other staff and the students of the school.

3. Responsibility for the creation, together with the Board, parents of students and teachers, of a school environment which is supportive of learning among students and which promotes the professional development of the teachers.

4. Setting, through consultation, objectives for the school and monitoring the achievement of those objectives.

5. Encouraging parental involvement in the children’s education and in the achievement of the school’s objectives including guidance and direction of the teachers and other staff of the school and be accountable to the BOM.

The lack of clarity and role definition has undermined an attractive career opportunity.

Teachers no longer aspire to becoming a school Principal.

Section 15 of the Education Act 1998 makes reference to significant school policies i.e. the Admission / Enrolment Policy and the Code of Discipline/ Anti-Bullying Policy. Section 21 refers to the school plan. At a glance, it is easy to appreciate how this Act defines our role and contract of employment. The Equal Status Act (2000) gives us direction in relation to the prohibition of any possible discrimination regarding minority/ethnic pupils. The Education Welfare Act (2000) demands cooperation in relation to the recording of statistics and other matters relating to school attendance. It also gives direction in relation to suspension/ expulsion matters. Draft Codes of Discipline are about to be circulated to all schools by the National Education Welfare Board.

The Education for Persons with Special Education Needs Act (2004) gives a list of at least 40 duties to Principals. It is hard to imagine the effective implementation of the Health and Safety at Work PAGE 8

Act (2005) without the hands on approach of the School Principal.

A HayGroup Management Survey conducted of behalf of IPPN compared School Principals to senior executives. It stated “the role of a Principal is quite stretching”. This is understandable if you look at a possible request by parents/ outside agencies to files held by the school. There are no fewer than 4 pieces of Access to Information Legislation; 1.

Data Protection Act (1988) 2.

Data Protection Amendment Act (2003) 3.

Freedom of Information Act (1997) 4.

Education Act (1998) A School Principal must navigate through this legislation in order to decide whether the request for information is allowed or not.

THE RULES FOR NATIONAL SCHOOLS Our next job description reference point for National Schools is the Rules for National Schools. I am happy to report that whilst the Rules were out of print for many years, they can be purchased from the Government Publications Office. The Rules were issued on the 22nd January 1965 and signed by the Minister for Education, Mr Paddy Hillery. The Minister thought it worthwhile to update these Rules. While the rules have served their time, many of them are now totally outdated.

CIRCULAR 16/73 Our major source of job description emanates from Circular 16/73. Minister for Education Dick Burke was responsible for this circular. There were no fewer than 29 specific duties attached to the post of School Principal. These were under 9 different headings.

1.

Principal and BOM (3 duties) 2.

Discipline (1) 3.

Principal and Staff (5) 4.

Principal and School organisation (13) 5.

Principal and School records (1) 6.

Principal and External Agencies (1) 7.

Principal and Parents (1) 8.

Principal and Senior Pupils (1) 9.

Miscellaneous (3)

LACK OF CLARITY AND ROLE DEFINITION The lack of clarity and role definition has undermined an attractive career opportunity.

Teachers no longer aspire to becoming a School Principal. Workload and stress are increasingly associated with School Principalship. In his presidential address, Mr Larry Fleming told the IPPN annual conference.

“We continue to be drip fed more duties and responsibilities daily without anyone, anywhere laying these down within a job description or contract. We must have a modern contract. We deserve a modern contract and as employees we are legally entitled to a Principal’s contract and a job description… one that is do-able and that clearly states expectations”.

Mr Fleming called for a seven-year contract for the post of Principal in schools with the option of seeking reappointment. This idea was already mooted in the Green Paper on Education in 1992 and supported by the then Minister for Education Mr Seamus Brennan TD.

There is also the debate as to whether some school Principals want to move away from the more traditional role of “Príomh Oide” i.e. teacher with a few other jobs to do.

OBSTACLES TO A NEW CONTRACT There are a number of road blocks to a new contract for School Principals.

1. Lack of a job description. It is about time the Rules for National Schools and Circular 16/73 were updated. This can be done in consultation with management bodies, IPPN and the INTO. 2. The new circular on In-school management has been under discussion for the last two years.

The circular ought to be published immediately.

3. School governance is in crisis. The system that evolved from 1975 has served its time and must be radically overhauled to meet the needs of a new Ireland.

4. The Department of Education and Science are the real villains. They set the terms and conditions of work, even though they accept no liability for negligence, underperformance or health & safety of School Principals.

5. School Principals are also themselves an obstacle to a new contract. While a significant number support the idea others are afraid it might impinge further on their workload. A revised job description would, I believe, allay such fears.

There is also the debate as to whether some School Principals want to move away from the more traditional role of “Príomh Oide” i.e. teacher with a few other jobs to do. School Principals, in my opinion, are managers first with 70% having to teach classes as an add-on task.

THE FUTURE The role of the Department of Education and Science is virtually indistinguishable from that of an employer. The evidence in favour of this view is overwhelming. In any litigation against Boards of Management in relation to negligence or Health & Safety issues, the Department of Education and Science should be joined as co-defendant. This cruel deception must end now. The lack of a meaningful job description and contract for School Principals is shameful.

DUNGAREE MAN/WOMAN Principals have, in recent times, been obliged to wear dungarees to deal with a range of problems from leaking pipes and broken boilers to rodent infestation. Maybe they can get some consolation from the following extract in a Dáil Eireann debate.

In 1956 the Minister for Education General Richard Mulcahy made the following reply to a Fianna Fáil deputy: “Deputy Moylan has asked me to philosophise, to give my views on educational technique or educational practice. I do not regard that as my function in the Department of Education. You have your teachers, your managers and your churches, and I regard the position as Minister in the Department of Education as that of a kind of dungaree man, the plumber who will make the satisfactory communications and streamline the forces and potentialities of the educational workers and educational management in this country. He will take the knock out of the pipes and link up everything” Over the interviewing years it is obvious that Minister Mulcahy’s dungarees have been handed down to School Principals. I urge Ms Hanafin, our current Minister, to reclaim the dungarees (if only for a short time) and to give School Principals their basic legal entitlements of a contract of employment or, at the very least, a job description.

TEACHERS SETTLE SCHOOL BULLYING CLAIM CASE Six teachers at a Dublin Secondary School who claimed they were bullied and harassed by their School Principal have settled their High Court actions for “substantial damages”.

One of the teachers has claimed the actions of Principal Austin Kearney had made the profession she loved “a working nightmare”. The six teachers at the Presentation Secondary school, Terenure, Dublin, had taken proceedings against the former manager and owners of the school, alleging the defendants had failed to take steps to stop the alleged bullying by Mr Kearney.

As part of the settlement of the cases, the teachersPatricia Langan, Deirdre McEntee, Rosemary McGinley, Nuala Cranley, Lorraine Jones and John Loughman – all received an apology from the defendants former, school manager Michael Ó Lionáin and Sr Claude Meagher in her capacity as nominee of the Presentation Order.

In their apology, the defendants unreservedly acknowledged that the six were all “highly competent” teachers and that their dedication to all aspects of the school was unquestioned.

The defendants said the teachers were fully justified PAGE 9

in taking their claims about the “unacceptable manner” in which they were treated by Mr Kearney, despite management’s best efforts during their terms of office to deal with the matter.

Following discussions between the parties yesterday, Ms Justice Mary Irvine was asked to strike out the proceedings and was told the cases had been settled on terms including the payment of substantial damages to each teacher. In their statements of claim, the teachers said they suffered stress and anxiety as a result of being bullied in the workplace. Lorraine Jones claims she was subject to awful harassment and bullying by Mr Kearney as far back as 1997 as a result she claimed she suffered health problems and hated having to go to work. Ms Jones claimed Mr Kearney had perceived her as disloyal because she voted in favour of a proposal from her union that changes in work practices at the school should not take place without prior consultation with staff. In June 1998, when she met Mr Kearney to discuss her position for the following academic year, he told her there would be no position for her in the coming year and had “cynically” advised her that “a good place” to find a job would be in the recruitment pages of the Irish Independent, she claimed.

Patricia Langan claimed she was repeatedly publicly humiliated by Mr Kearney but, despite raising her concerns with management as far back as 1991, they failed to take any meaningful steps to deal with it. Among the incidents in which she said she suffered humiliation was at the end of year Mass where the Principal had “pointedly” referred to the lack of loyalty by some staff members, she said.

Nuala Cranley claimed that, as a result of an incident on a school trip during 1995 and the “inappropriate if not criminal antics” of some pupils, she suffered personal injury. She claimed Mr Kearney only imposed a minor sanction on the pupils involved and this was “deliberately designed”

In any litigation against Boards of Management in relation to negligence or Health & Safety issues, the Department of Education and Science should be joined as co-defendant. to belittle her in the eyes of the students.

Deirdre McEntee claimed Mr Kearney regularly mistreated her and abused his authority at meetings. Since 2001, he had interfered with the distribution by Ms McEntee of anti-bullying leaflets to parents, she claimed. Rosemary McGuinley claimed Mr Kearney refused to communicate with her on a personal level and communicated only through memos or through the school secretary.

John Loughman claimed Mr Kearney subjected him to a consistent campaign of harassment and had on one occasion reported Mr Loughman as being absent without permission when he was in fact on jury duty.

Due to the fact that the case was settled and that the Board of Management admitted liability, the Principal Mr Kearney did not have an opportunity to give his response to the allegations.

LEGAL DIARY

Rule 28 states that “The Principal should bring to the notice of his pupils the advantages both National and Personal, of the habit of saving!” The circular also contains a list of 14 duties which may be delegated.

CONFERENCE WORKSHOPS

Parents’ Associations harnessing the goodwill through best practice

By Brendan McCabe KEY POINTS The presentation emphasised the need for Parents’ Associations (PAs) to have a written Constitution which clearly lays down the boundaries. Aims and Objectives need to be discussed in detail. It was suggested that the PA should not interfere in classroom issues or issues relating to individual teachers’ professional work.

There is a need for competent P.A. Officers so as to ensure smooth running of meetings. Finance and fundraising were discussed. There is an obligation on PAs to get Board of Management (BoM) approval for projects. All monies raised are under the control of the BoM. DES rules were also discussed. Examples were given of

suitable PA projects other than simply fundraising. The importance of the Principal attending PA meetings was discussed as well as an emphasis on how parents can be a wonderful and powerful force for good in schools. Áine Lynch, CEO of the National Parents’ Council (NPC) outlined the structures of the NPC and explained their availability for P.A. training.

The main points raised by the 50 workshop participants included willingness or otherwise of the NPC to have Principals or teachers attend PA meetings and also what NPC Trainers need to be telling parents at NPC training sessions.

Feedback for IPPN There was a lot of interest among teachers in ensuring IPPN were aware of their concerns regarding Parents’ Associations. Schools are at various stages as regards the establishment and development of their PAs. It would be useful for IPPN to discuss with the NPC their attitude towards teacher involvement in PAs and how to prevent the NPC being perceived by teachers as being adversarial and confrontational.

Relevant Publications/Documentation and how to access Brendan’s Powerpoint presentation used in the workshop is available on IPPN’s website www.ippn.ie.

SEN - Embracing the Challenge of inclusion: In-class support or withdrawal?

By Fiona King Inclusion requires systemic change which involves changing the system i.e. curriculum and teaching methods, to suit the child’s needs instead of trying to change the child to fit into the system.

The Learning Support Guidelines state that shared teaching approaches in the pupil’s classroom must be considered (LSG, 2000 p. 46).

The DES outlined the General Allocation Model in Circular SP ED 02/05 which is to allow for inclass as well as out-of-class teaching support by the learning-support/resource teacher.

The challenges of an exclusive reliance on withdrawal teaching include: ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Two separate programmes Lack of generalisation of skills Lack of teacher collaboration – time Class teacher dealing with 2/3 different support teachers Fragmented instruction with pupil frustration Stigma Missing out on class work Double homework Disruption for class teacher Teachers feeling vulnerable in a one-to-one situation.

The 120 workshop participants agreed with the above challenges and it was noted in many schools that many pupils are withdrawn at any one given time by various support teachers.

The challenges of in-class support were also discussed: ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Space Noise Teacher Personalities / Attitudes Parental involvement Training Needs of Pupils Content Teaching Styles Roles and Responsibilities of each Teacher Time for Planning and collaboration Timetables.

The answer therefore is to move from an exclusive reliance on withdrawal teaching to providing a continuum of provision that will allow for in-class support and withdrawal. The decision to provide in-class support or withdrawal is based on the needs of the pupils.

Whatever type of provision we use requires ongoing monitoring to see if it is effective.

PAGE 10

Schools need to look at the number of pupils in need of support teaching and the number of support teachers in the school. They can then decide on the level of support each pupil needs i.e. In-class support, withdrawal or a combination and divide the caseload: by class, subject, needs….

Workshop participants discussed at length the issue of division of caseloads. Many agreed that it would be easier for class teachers to have only one support teacher to liaise with. This would mean that a support teacher assigned to a class/es would cover the work of a learning support, resource and language support teacher for that class/es.

This is a topic that is hugely relevant for all Principals and schools at the moment. While support teachers have access to postgraduate programmes in SEN where they receive training on various models of support, Principals and class teachers do not have the same opportunity. It is imperative that Principals have access to training in these models of support as they in turn can foster positive attitudes towards in-class support in their schools.

of IPPN

Conference 2008

Kate Griffin, President of the International Confederation of Principals Having attended IPPN conferences in the past I know what very good and enjoyable occasions they are. I was not disappointed. This IPPN Conference was the best yet. The calibre and stature of the speakers speaks volumes about the regard in which IPPN is held. The following comments are a guest’s impressions and they will live with me for a long time.

The first afternoon was amazing and Larry Fleming’s speech and the response to it showed how in tune he was with the mood of his audience. To hear the stark realities of the funding situation in your schools (in that you are having to raise funds to cover 50% of your costs) combined with the OECD comparisons that show Ireland, as he put it, in the “relegation“ zone, doesn’t match the picture described by your politicians. Those of you who have heard my accent, however, will understand my wish that he’d not picked Sunderland as his football comparison! He described a very bleak picture, but in typical IPPN fashion he also described a research project that your association is undertaking to demonstrate just how much it really costs to fund your schools.

Work will start very soon and I’m sure that armed with such robust data you will make progress.

President Mary McAleese’s address was wonderful, not least in her passion for education combined with her obvious appreciation for the work being done by Principals.

Cardinal Seán Brady’s address demonstrated very well his appreciation of all that you as educators do to support the nation’s children. Indeed he accepted the invitation in order to pay tribute to that important work. His experience as a teacher showed through, and he had obviously had a great impact on his students – illustrated by a former pupil who wrote to him saying how much he remembered how the Cardinal had stuck up for him when many others were against him. I know

I would be pleased to receive such a letter. He went on to remark that the correspondent had probably forgotten all the Latin he’d taught him.

It is a salutary fact that our pupils will probably remember 10% of what we teach them but 80% of what they experience during the process.

treasured. The filling in the Saturday morning sandwich was equally enjoyable. IPPN’s commitment to the use of Action Research to help propose solutions to problems was evident in the work on Governance being undertaken and described by Caoimhe Mairtin.

President Mary McAleese’s address was wonderful, not least in her passion for education combined with her obvious appreciation for the work being done by Principals. She is clearly aware of the impact of the vast amount of change that has taken place in Irish society in recent years. She observed that Principals are at the “front line of the absorption of change”.

Particularly memorable was her account of the mistake on her Grandfather’s tombstone. As she so rightly said our eyes are often drawn to the small flaw and we do not see the positives. Even more importantly she was clear that our children only have one chance in life. Any damage done cannot be rectified as easily as the mistake on the tombstone.

The only address I found a little less enjoyable was that of Minister Hanafin. This was the third time I had heard her, and last year I really felt that things were improving and would continue to do so. This year I was not so sure! I sat remembering Harold Macmillan’s 1957 “You’ve never had it so good” speech. If that is truly what she thinks, Sean Cottrell’s speech would have quickly corrected that view. For Seán to say that Principals are losing confidence is a very serious statement and I’m sure his superb marshalling of all the outstanding issues did nothing to cheer the Minister

Her speech characterised a New Ireland full of optimism and she described an “intellectual power house” which was ensuring that children are educated to live and work in Ireland. The indigenous entrepreneurial culture on which Ireland’s continuing prosperity would depend was something she had obviously seen in the schools that she has visited. The President’s understanding and warmth, combined with such a keen intellect, was truly inspirational.

After this incredible start I wondered how the standard could possibly be maintained but it was right to the end. During “Prime Time” Anton Savage’s skills as a facilitator really came into their own. We all enjoyed the cut and thrust of an excellent debate. I must admit that I had wondered whether it would be necessary for me, a visitor, to be there for your legal advisor David Ruddy’s contribution but I’m really glad I did. To be involved in the speed reading of circular 16/73 whilst he jigged about to the music of James Blunt’s ‘1973’ was yet another experience to be PAGE 11

The only address I found a little less enjoyable was that of Minister Hanafin. This was the third time I had heard her, and last year I really felt that things were improving and would continue to do so. This year I was not so sure!

It only remains for me to thank you all for the warmth of my welcome. I feel that I have made friends in IPPN and I never underestimate the value of such professional friendships. I would like to say a particular thank you to the IPPN Support Office staff for ensuring that my visits are handled so efficiently. To Seán and Virginia, not only for their hospitality during your conferences, but also for all they do for the International Confederation of Principals, I offer my sincere thanks. And finally I congratulate Larry who presided over the largest IPPN Conference ever. I believe the correct definition of BIFFO is “A Bright Intelligent Fellow from Offaly”!

IPPN CONFERENCE 2008

A Guest’s Perspective

Appropriate Responses to Drug Problems

By Mark Morgan and Bernie Collins As researchers and educators in the area of substance misuse and prevention education, we read with dismay the article in issue 42 (Dec. 2007) of Leadership+: Detecting Drugs in Schools - A New Approach. We offer the following to support schools in adopting best practice in this important area of the curriculum.

FEAR AND HELPLESSNESS The first reaction on hearing of drug problems, especially messages with the vehemence and consistency of recent media reports, is one of fear - fear for our children and fear of what they might do. A second reaction is a feeling of helplessness. In these circumstances, people are tempted to do anything that seems to offer a promise of tackling the problem.

However, some of the responses are quite counterproductive and can actually aggravate the undoubted drugs problem that is out there. Three examples come to mind that we regard as excessive and inappropriate. The first is a peer nomination technique that has been used in some schools (children name the people in the class that they THINK are using drugs). The second is medical testing for drugs (the subject of a number of advertisements).

The final example (and what prompted this article) is the use of dogs to sniff out drugs that have been stashed in schools.

Our strong misgivings about these measures relate to the message they convey. Overtly they seem to be making the statement that ‘drugs will not be tolerated’. But at another level, they convey the message that ‘drugs are all over the place’…. even hidden in primary schools by dealers or pupils … or worse still by teachers! In addition, strong measures like these violate a fundamental principle of good policing: effective measures (like good

classroom management) are discrete, subtle and proportionate to the problem, rather than heavy-handed and clumsy.

A first and most important consideration is that, whatever has contributed to drug problems in Irish society, schools cannot be blamed!

DEALING WITH THE TRUTH The well-worn cliché that in any war, the first casualty is truth, applies especially to the ‘war against drugs’. We have never seen a study showing that a substantial part of drugdealing involves schools; the claim that ‘70% of drug dealing is done at the school gates’ is amazing and unsubstantiated in the original article. In the ESPAD (2003) study carried out with 80,000 15-16 years olds across Europe (including Ireland), the vast majority of those using illegal substances obtained them through a network of friends; direct involvement with dealers by young people at this age was extremely unusual.

We don’t have ‘A Drug Problem’; rather we have several drug problems. Heroin problems are mainly associated with deprivation; cocaine with affluence. However, the deaths and misery from these substances pale compared to deaths from legal substances.

Cigarettes kill over 5,000 every year and the misery of alcohol problems is certainly greater than this.

PAGE 12

THE ROLE OF EDUCATION A first and most important consideration is that, whatever has contributed to drug problems in Irish society, schools cannot be blamed! In fact, a clue as to how schools can contribute is found in the inverse relationship between educational achievement and involvement with certain kinds of drugs. This is the case with the deadliest substance of all (heroin); a study of a sample of people with very serious problems in the Dublin area showed that 98% had no educational qualifications. Some of the most successful efforts to rehabilitate such people (like the Crinan project in the North Inner City) are based on recreating educational experiences that were missed out. There is a consistent finding on quitting substances and the association with level of education. The strongest example in this regard is in relation to cigarette smoking; while young people of many social backgrounds and with varying parental education take up smoking, quitting in later life is strongly associated with level of education. We are not denying that some educated people try various substances; what is clearly the case is that the experiences of education help students to make healthier choices in relation to the use of drugs.

Beyond this, we have great expectations that programmes like WALK TALL and the strands covering prevention in the SPHE curriculum are likely to prove much more worthwhile than control measures in the ‘war’. The evidence from research shows that mere information is not enough and that scare tactics (efforts to prevent children from using substances by exaggerating the negative outcomes) are quite counter-productive. We know that effective drug prevention education cannot be achieved through ‘one off’ talks or

DRUG AWARENESS

demonstrations in schools. We also know that interactive approaches (where children are actively involved in the learning process including role play, small group and artwork) are more effective than mere passive receipt of facts, however dramatic.

There is also substantial evidence that school policies that are reasonable and give priority to students’ health and well-being are more effective than punitive ‘zerotolerance’ approaches.

We are fortunate that the National Drug Strategy and the existing approaches in schools are based on sound principles. We urge schools to recognise the good work that is already being done and to support the programmes that are currently available in Irish primary schools.

Mark Morgan is Head of Education at St. Patrick’s College of Education and has carried out the ESPAD studies (surveys of substance use among 15-16 year olds carried out every four years since 1995). He is author of ‘Prevention of Drug Use’ published by the National Advisory Committee on Drug Use. Bernie Collins is Lecturer in Education in St. Patrick’s College with responsibility for SPHE. Following her teaching in Clonburris National School, she was the first Project Officer for the WALK TALL programme.

Bernie Collins and Mark Morgan

PAGE 13

“YOU ARE THE FRONT LINE ABSORBERS OF MAJOR CHANGE…” There was a time when the merest movement of one primary school Principal's eyebrow was sufficient to silence me and several hundred others simultaneously. Some might think this is pay back time but you know better than any other audience that all you have to do is fidget, or talk among yourselves, or yawn or fall asleep to drain the speaker of all confidence and all hope. So maybe a truce is in order, particularly since I am so genuinely delighted to be here among those whose work is without a doubt the ‘Tus maith’ that makes for 'leath na hoibre'. I am very grateful to Sean Cottrell, the Director of the Irish Primary Principals' Network and the National Executive for your kind invitation to this important conference.

Few groups in our society play such a critical role as you do as shapers of individual and collective destinies and as frontline absorbers of major change. The theme of your conference last year, 'Changing Ireland' explored the many ways in which you have responded and have had to respond to the rapid shift from a relatively homogeneous bilingual society in long-term population decline to today's rapidly growing multilingual, multi-ethnic phenomenon. Some countries took generations to absorb waves of migrants. Ireland did it in just a few years and all those inevitable issues to do with adjusting to language, culture, loneliness, to do with integrating into a new community, settling down, making friends, all those things landed on your doorsteps and. as I know from my many visits to many schools, they were responded to with great care and commitment. There have been considerable adjustments to school life, preparing children used to homogeneity for heterogeneity, preparing everyone for much more focussed and practical sensitivity around differences of all sorts, preparing Ireland through its children, for a new Ireland. It has been something of a rollercoaster, yet you have been a flagship for our 'failte'. I want to thank each of you for the flexibility and responsiveness which your leadership has brought to bear on these quite remarkable times.

Now this conference focuses on that very issue of leadership. It calls us to cast our minds beyond the absorbing preoccupations of macro and micro management that form such a large part of your daily routines. This conference is about breathing space to contemplate in a wider and deeper way, the journey our nation's children are taking, where

they are being led and by whom. We know that your role in our children's successful navigation of life is of huge importance and that confers on your discussions and deliberations here, a very particular status, urgency und gravity. Where you lead, how you lead, are of seminal importance precisely because of whom you lead. Their context is also crucial, for few generations in Ireland have lived within such a complex broader context and that context has very real consequences which impact in a very emphatic way on ourchildren's school lives and on your professional lives There are aspects of that broader context which are encouraging and reassuring and aspects which are challenging and worrying. Growing up in a prosperous, successful and confident Ireland is quite a recent experience The role played by education in creating these new circumstances was and remains pivotal The simple truth is that until there was widespread access to and take-up of second and third-level education. Ireland remained stuck in generations-old under-achievement. The story changed with the introduction of free second-level education at the end of the 1960s but it was the 1990s before the intellectual traction built up by the surge into second and then third-level created enough momentum to herald a dramatically new era characterised for the first time in a century and a half by enough opportunity to keep people at home. So we no longer educate to emigrate.

Most of us did not grow up in an entrepreneurial Ireland for that too is a very recent arrival among us. But education and opportunity have revealed an indigenous talent for entrepreneurialism and our future prosperity depends on sustaining and developing it. Our young people have today, a much wider platform on which to showcase their talents and imagination.

Few groups in our society play such a critical role as you do as shapers of individual and collective destinies.

Todays Ireland is among the world leaders in modern technology and high-tech industries which feed our ambition to be in the van of the global knowledge economy. We have historically low levels of unemployment, greater social mobility than ever before and much wider career choices and chances.

For children born into continuing cycles of family deprivation, the self- belief and ambition awakened and nurtured in school, now has much more fertile ground in which to plant itself There is light at the end of what were once very long tunnels.

Our children arc growing up in an Ireland which is much wiser about the sheer, gratuitous wastefulness of old and disappearing forms of exclusion which trapped in half-lives, so many groups like women, the disabled, the poor, the travelling community, the mentally ill, the illiterate.

Today, those newly liberated and emerging constituencies are injecting the dynamic of fresh energy into our civic. political and economic life.

Our children are also growing up in an Ireland which has considerable power on the European and world stage and not just as an economic PAGE 14

President McAleese’s Address To IPPN Conference 2008

powerhouse which trades across the globe but also as a friend to the poor, a peacemaker and one of the top benefactors of the developing world, a job we cannot do without the commitment of our children and our children's children This is the first generation with a good news story to tell about peace-making at home. This is the first generation which will grow up with a cross-border, good neighbourliness and structured partnership and a new language for the eradication of sectarianism. It is the first generation to feel the benefit of a historic recalibration of the relationship between Ireland and Great Britain, the first to be able to comfortably call to memory the heroes of 1916 and the heroes of the Somme Your pupils face long commutes, mammy and Daddy both work, Granny and Granda are miles away for many. They have televisions and computers which can entertain, amuse and educate but can also betray their innocence and their vulnerability. They have their role models from sporting legends lo rock stars, some of them hugely inspirational for all the right reasons, with values that a parent or teacher can wholeheartedly endorse. But they are also exposed to others whose human frailty is masked by a fame which children often lack the subtlety to see through. There are things that make kids of them and things that make mere consumers of them. There are things that shield them and things that exploit them. There are predators of all sorts ready to shut down their little lives whether with abuse or drugs or bullying or neglect. Those predators can he in their families, their schools, their streets, their magazines, their computer, their televisions. They can be familiar or strangers. This generation has a freedom like no other but that very freedom places them right in the thick of many forces over which they have little or no control and they are only children.

We all have sacred stewardship of their lives and you exercise that stewardship in the closest of ways. It is your vocation, your mission. In between the school plans, the curriculum implementation, the keeping-up with technology and new ideas on pedagogy, the motivation of staff, the interaction with Civil Service, Boards of Management, parents and community, fixing the leaking taps, organising the raffle for Concern, in the middle of all those things which must be done and done well, your core role is to help lead our children to their very best selves. You introduce them tomusic, to art, to poetry, to literature., to spirituality, to history, to maths, to science, to responsibility for themselves and for the earth, to relationships, to respect for themselves and for others, to languages, to sport, to achievement, to effort, to team spirit, to individuality, to courtesy, to generosity, to saying sorry, to feeling proud. You introduce them to their very uniqueness. Their parents trust them to you and we as a society trust them to you. You have led us safe thus far and now, with the help of this conference and the distilled wisdom it will reveal, you will help lead Ireland through its children to beyond this, the most hope-filled Ireland in our history which you have helped create, to the very best Ireland ever - that place where in the words of the Proclamation, the children of the nation are cherished equally.

Molaim rath Dé ar bhur gcuid oibre anseo agus le linn na bliana.

IPPN President’s Address to conference The President of IPPN, Mr Larry Fleming focussed on the level of under funding of Primary schools in his address to the IPPN Conference in Killarney recently. In particular, he cited recent IPPN survey findings which reveal that 4 out of every 5 schools in the State are fundraising to meeting basic running costs, as overwhelming evidence that immediate action must be taken by Government to redress this situation.

UNDER INVESTMENT IN CHILDREN Presently, Government funding only covers 50% of the actual running costs of schools and Mr Fleming emphasised that fundraising merely perpetuates the scandal of under investment in children, whereby a childs education is funded to the tune of 96c per day…. Half the cost of a loaf of bread. ‘The reality is that Principals and boards of Management cannot property carry out their duties as instructional leaders and managers of schools until the level of funding has been greatly increased’ he said. ‘By calling for an increase we are not looking for a token gesture such as the recent €15 budget increase which as already been gobbled up by increased fuel costs and the new water charges. What we are calling for is a doubling of school funding at Primary level’ he continued.

The President went on to outline the level of government investment in education through comparison with other OECD countries.

Currently we invest just 4.6% of our GDP on education at a time when the OECD average is 6.2% of GDP and some countries such as Finland are investing close to 8% of GDP on education.

Mr Fleming called on school Principals and Boards of Management to stop wasting energy collecting shopping tokens and vouchers to provide a computer or PE equipment that rightfully should be funded from a realistic level of capitation. He challenged the DES to restructure the present system of grant allocation to schools and consider the introduction of a single September payment set at a rate which ensures that all schools can remain solvent for the entire school year.

Mr Fleming acknowledged Minister Hanafins commitment to double the capitation grant over the life time of the present Government.

However, he expressed disappointment with the timeframe for delivery envisaged. He called for an immediate doubling of the capitation grant.

‘We cannot wait until 2012. Neither the children nor the bills won’t wait until then either’ he

added stating that a doubling of present funding would ‘cost the Exchequer in the region of €71 million.

The President went on to outline the initiatives pursued by IPPN in the last year in relation to VAT exemptions, securing charitable status for schools and having secretarial and caretaking services being paid from central funds. Mr Fleming also questioned the basis for the system the State uses to fund schools, and asked did one in fact, exist. He informed Conference attendees that IPPN had already engaged the expertise of a renowned international expert on school finances, Mr Jim Spinks, Research Fellow, Melbourne University, to do an in-depth analysis of funding across the education spectrum. It is hoped that this research will deliver irrefutable evidence on what funding is necessary in order for schools to achieve optimum outcomes. The system must change, because the current level of under funding is doing nothing but fast-tracking hardworking dedicated Principals to burn out and ultimately, premature retirement’ he concluded.

smaller schools and called for the DES pilot programme currently in operation for 20 schools to be radically expanded. He also called Teaching Principals to be in a position to avail of 40 release days per year regardless of school size. In particular, he emphasised the class of the Teaching Principal as being at a particular disadvantage. ‘I say to the DES, when the next opportunity arises to reduce class size, please prioritise the class of the Teaching Principal’ he stressed.

The President also referred to the issue of a Principals contract. He called for a progression of Professor Michael Fullans recommendation of a fixed term Principal’s contract of 7 years, which would enable teachers to opt into a leadership role for a set period of time, allowing Principals step back while retaining relative seniority and a proportion of Principals salary and pension on a pro rata basis. He called on the DES to embrace this idea because ‘if, we always do what we’ve always done then we will always get what we’re getting now, which is zero applications for the post of teaching Principal’.

I say to the DES, when the next opportunity arises to reduce class size, please prioritise the class of the Teaching Principal

CURRICULUM Mr. Fleming also called for a rebalancing of curriculum design and delivery. The curriculum, rather than reflect the needs of yesterday, must prepare children for the challenges of tomorrow, he stated. This is particularly apt in the light of the ‘pervasive presence of drugs and alcohol and the factors encouraging bullying in our society.

TEACHING PRINCIPALS The president went on to focus on the plight of the Teaching Principal and the issues around recruitment and retention. He stressed that zero applications for the post of Teaching Principal in a number of schools over the last few years was due to a combination of inadequate remuneration and work load implications ‘many of you suffer the ignominy of having your role valued at less than that of a Deputy Principal in a larger school This seems to be predicated on the assumption that leading and managing a small school is somehow less onerous than being a Deputy Principal in a larger school – an assumption that just doesn’t hold up’ he stated.

Mr Fleming went on to suggest that the system will never attract Principals from the ranks of Deputies until a proper separate salary scale is put in place.

The President also identified areas for consideration in the implementation of the curriculum. Mr Fleming revealed that an IPPN pre-conference survey had thrown up shocking evidence of an increase in emotional disturbance, violent behaviour and family trauma among our children. He called for an overhaul of curriculum priorities and asked that subjects such as SPHE be given an increased time allocation. He also stressed that Principals should be given more discretion in prioritising subject areas according to the need of their school.

The President went on to outline the value of putting in place clustering arrangement for PAGE 15

‘We must move away from a chalk and talk and books curriculum to a scenario where we provide cildren with technology tools and what we teach them is how to find knowledge and information themselves. We must teach them clever ways to think critically to solve problems and to interact positively with others. In short, we must teach our children how to learn, not what to learn’ he concluded.

IPPN CONFERENCE 2008

Are We There Yet?

Choosing Educational Software For Your School

By Seaghan Moriarty Educational software is essential in any learning environment to enable teachers and students maximise the power and potential that ICT currently offers the teaching – learning process. However with so much educational software on the market today choosing the best games, learning activities and other computer materials for your school can be a daunting task. We hope that this short article will cover the basics in a simple, non-technical way.

“We want our children to enjoy using ICT but the best software should do much more than just entertain.”

“We don't want to waste our money by purchasing something that isn't developmentally appropriate for our children.”

“We know that there are thousands of educational software titles available on the market but not all are suitable for use in schools.”

content. It tends to be dominated by openended software products that support the creativity of the user, such as word processing and graphics programs. In short, these are programs that pupils can create their own content in – and learning happens in the process of gathering, organising and creating this content.

Content-rich software accounts for a large proportion of commercially-produced educational software. It typically contains multimedia content (e.g., graphics, video, sound, animation, etc.), which is presented in a very structured way. There is a wide range of content-rich software available on the market today. In a school setting, this type of software is used by teachers to teach and reinforce key curricular topics and by students to gain a deeper understanding of or to practice key concepts in a particular topic. In short, these programs are pre-defined exercises/activities that the pupils work their way through.

Furthermore, when selecting content free titles it is important to consider the needs of all pupils in the school. For example, if a teacher is selecting a program to support the creative writing process within the school, they should consider that junior primary students may require a word processing program that contains limited menu options, while also supporting a variety of graphic, font and sound file formats. Senior students may require a word processing program that follows more mature/complex functionalities while students with special needs may require a word processing program that includes auditory feedback in order for them to monitor their work.

Key Selection Criteria

Before making any purchasing decisions we need to educate ourselves on two fronts. Firstly we need to be aware of the types or categories of educational software that are currently available; secondly we need to know the key criteria to consider when selecting appropriate software titles for our schools.

Senior students may require a word processing program that follows more mature/complex functionalities while students with special needs may require a word processing program that includes auditory feedback in order for them to monitor their work.

SOFTWARE TYPES. This vast collection of educational software can be divided into two categories: ■ Content-free software ■ Content-rich software

When selecting content rich titles for your school, try to consider the key curricular areas that you wish to cover, as well as class level – i.e. suitable for particular classes and not just for the senior or junior classes.

Content-free software provides teachers and students with the tools to create their own

When selecting software for your school it is important that we strike a balance between

These are some of the typical concerns that Principals and teachers voice when trying to decide how to spend wisely when adding to their school’s software library.

both types. If is easy to neglect content free software as it doesn’t fall under any one curricular area. Yet this type of software is essential for pupils undertaking any type of project based or publishing work.

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Knowing the types of software we should select for your school is one matter but how do we decide on which of the many available titles to choose? Like any decision making process having a set of criteria to guide you is always helpful. Before deciding to buy any software title, consider the following four essentials: 1. Educational Value - Most good software programs explain the skills the program teaches or reinforces. You'll want to make sure a variety of skills are taught with any program you purchase. Also make certain the learning activities are age and developmentally appropriate for your pupils. Look for software packages that contain a user's manual which gives basic information about pupil development as it relates to the software.

2. Design Features - First, you'll want a program that is easy to install and has several playing options. For example, a

know the system requirements of the software and if your hardware can support it before you contact the technicians.

“At the end of the day” - Before purchasing you should also: ■ Talk to colleagues What titles have they selected? Are they happy with their choices? Do their pupils enjoy and learn from them?

Seek assistance online.

Finding software that fits with curriculum requirements is a major challenge facing teachers seeking to use ICT in their teaching.

Software review websites, provide advice and support to teachers on the use of software in their classrooms.

Some websites to check out are: Software Central www.softwarecentral.ie This Irish website contains over 70 evaluated or profiled software titles by practising teachers.

■ Seek advice from your ICT advisor.

What are the popular titles currently in use in other schools? Is it possible to rent/borrow titles from your local Education Centre. This would allow you to try out the software before committing to purchase.

Educational software is essential in any learning environment to enable teachers and students maximise the power and potential that ICT currently offers the teaching – learning process.

TEEM www.teem.org.uk TEEM is a British educational organisation which supplies evaluations by teachers of educational software and curriculum content. The website is organised by Subject and British Key Stage levels Networking Write an email to networking@ippn.ie and ask for example “What’s a good Maths software for 3rd and 4th classes” and benefit from the advice readily available from colleagues.

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 17

FEATURE ARTICLE

SAVE option so the game or activity can be saved each time the pupil plays it (and thus continued the next day), and maybe even a PRINT option so the pupil can print out portions of their work. Next, check to see that the program offers the learner clear directions and on- screen help. If your pupil is a pre-reader you'll want the software to include icons or audio directions, as well. Finally, look for outstanding graphics and a program that offers animation and sound. After all, computer programs are competing with television, Bebo and YouTube for your pupils’ attention and interest every day, so they must look and sound as appealing as possible.

3. Value Vs. Cost - Some programs can seem quite expensive, yet may be excellent value because they can be used over and over again (without the pupil losing interest), plus may teach or reinforce a variety of skills. Also, most high quality games and activities offer a variety of levels appropriate and interesting for pupils of many different ages.

4. Tech Support: The more accessible the company makes itself to you, the more they want and deserve your present and future business. However, it is up to you to

Becoming a Digital School: A Principal’s Perspective

By Seán Ó Láimhín Many Principals at the IPPN Conference were able to attend the workshop entitled ‘Becoming a Digital School: a Principal’s perspective”. It was facilitated by Robbie O’Leary, Principal of Sacred Heart Senior National School in Killinarden, Tallaght. His expertise in this area is widely recognised and the workshop was informative and hugely encouraging for teachers who are using ICT in their teaching.

There was a complete absence of technical jargon. Robbie’s presentation was firmly rooted in the practicalities of teaching the curriculum. This is in keeping with his approach to this subject and his strong belief that technology is a tool to enhance teaching and learning. It is to be used in a cross-curricular way and is completely subject to and dependent on the curricular objectives of the teachers.

webcasts. Children enjoy performing what they have learned and here we had examples of performing an Irish song for the video camera and a Christmas carol for pupils in Sweden through video-conferencing

Robbie showed how ICT can be used in class teaching, group teaching, individual learning and collaborative learning. There were many examples of the children’s work, with illustrations of how technology can be used to present projects which drew on a wide range of curricular areas, e.g.

SPHE, art, music, oral language, and so on.

Robbie referred to the possibilities that are there for teachers to share expertise within schools and between schools. He suggested a variety of ways that Principals can build a culture of e-learning throughout the school. The discussion which followed raised issues such as funding, recommendations for software, the use of Interactive Whiteboards, and whether it was better to have a computer room or computers in the classroom.

It was clear that one of the first benefits of the use of technology was the way the children were engaged with learning, that is, with the subject area, with the teacher, with each other, and indeed with the technology. As a result there are noticeable benefits in regard to attention, behaviour and discipline.

What was particularly appealing was the use of digital media after the teaching and learning to record the children’s work and present it in a way that was ‘cool’ and modern. This in turn provided new learning opportunities for interacting with up-to-date communications methods such as PowerPoint, digital cameras, recorded interviews, and live

It was recommended that all schools should have a wide range of software that is linked to educational targets. A list of recommended software is now available on the IPPN web site. There should be a variety of types, both content-rich and content-free programmes. Schools should have a Children’s Word Processor (e.g. Textease), Drill and Practice (i.e.

Reinforcement) software, Adventure and simulation games, and software for children to present their work e.g. MS Powerpoint, Photostory, and website creation tools.

Funding will be available soon, as promised by the Government under the National Development Plan, and schools should now start to think about what their needs are. It is expected that to access this funding, schools will have to confirm that they have in place a plan for the integration of technology in their teaching objectives over the next three to five years.

The plan would list curriculum objectives for all classes and subject areas, how ICT can help deliver these objectives and what hardware, software, and technical support, the school would like to have to support that development.

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 18

By Robbie O’Leary, facilitator of the IPPN Conference 2008 workshop on ‘The Digital School’.

A school technology plan should emphasise the value of giving pupils access to as wide a variety as possible of educational software applications, such as reinforcement, word processing, publishing, adventure / simulation games and reference in an integrated, cross curricular manner. The following software applications are highly recommended. All have been tried and tested in my own school.

AUTHENTIC WRITING Every child should have regular use of a childrens’ word processor with which to present their work. A program that has been specifically designed for primary school pupils should contain such features as: text-to-speech (i.e. the computer will read out what has been typed in), an appropriate clipart library, the facility to create word banks, and the facility to customise the available word processing features (for children of different ages and ability levels). We find that the pupils’ writing is more meaningful and authentic when there is a personal involvement. If possible, there should be a digital camera always available to class teachers, who should be encouraged to take lots of photographs related to the work of the class, and also to allow the children take them. This type of work when printed out helps to build a colourful and stimulating environment throughout the school, and also facilitates children of all abilities being able to produce a high quality output. I can recommend Textease (www.softease.com) as an example of an excellent childrens’ word processor.

LITERACY ACTIVITY BUILDER www.blackcatsoftware.com Literacy Activity Builder is a wonderful piece of software that enables teachers to produce their own digital activities. There are nine types of games possible, such as matching, ordering, fill the blank, sorting and wordsearch. The games are designed to be completed on-screen, but attractive print-outs are also possible. The games can include graphics if required, and everything is template-driven, so very little expertise is required. Indeed, the program is so user-friendly that pupils often ask can they make some activities themselves. Also available from Blackcat is Numeracy Activity Builder, which is similarly template driven and is every bit as powerful and effective for teachers wishing to create customised interactive exercises in maths.

Both programs enable teachers to quickly create customised activities for children of all ages and abilities.

CHILDREN’S ENCARTA www.microsoft.com/products/encarta/ Encarta for Children can engage learners as young as seven with pictures, games and multimedia information in a colourful and easy-to-navigate environment. With a superb selection of high quality multimedia elements, and full text-tospeech capability, pupils of a broad range of age and ability can easily find information they are

interested in. This application is by far the most comprehensive and attractive reference software designed specifically for children. It is a superb resource for pupils engaged in project work.

MATHS MADE EASY www.prim-ed.com Maths Made Easy is a series of CD ROMs, distributed in Ireland by Prim-Ed, that covers every aspect of the maths curriculum in a well structured, colourful and attractive series of activities. It is equally strong on problem-solving, computation and concepts and contains an excellent recordkeeping facility to allow pupils keep track of their progress. This series originated in Australia, and this is obvious from time to time, but the money activities have been fully altered for the Euro.

READING FOR LITERACY www.prim-ed.com Like Maths Made Easy, this series of CDs comprehensively covers English language development in a well structured and stimulating way, with a similar interface and record-keeping facility. A variety of text genres is presented, with a strong emphasis on comprehension, spelling and punctuation. Pupils can learn individually or in small groups at their own pace, assisted by the fact that every single word used in the program can be spoken by the computer.

MATHS CIRCUS www.4mation.co.uk/ This is a classic program (from the producers of another classic, Granny’s Garden), and has been attractive and beneficial to our pupils for many years. The program presents a series of ingenious puzzles of increasing difficulty, which stimulate pupils’ problem-solving and logical thinking abilities. We encourage pupils to work in pairs using Maths Circus, to foster collaboration and perseverance. At the highest level, some of the activities will challenge adults, and so there is a great sense of achievement on their completion.

PHOTOSTORY A free download from the Microsoft web site, this application is simple and intuitive to use, but is enormously powerful in allowing teachers and children to present information in a vibrant and dynamic way. The “stories” can include images, music, text and even narration, allowing users to present a series of multimedia screens that can be used for presentation purposes in all subject areas.

INTERACTIVE LITERACY www.prim-ed.com This programme is one of the first to have been designed for use primarily on interactive whiteboards. It consists of a structured, development suite of CD ROMs, accompanied by detailed teachers’ handbooks, encompassing all of the components of a literacy programme: speaking, listening, reading and writing. It contains a variety of text genres, interactive tools with which to work and, particularly impressively, in my experience an ideal tool for teachers to model writing in all of the various genres.

PAGE 19

IRISH-PRODUCED SOFTWARE I have been calling for many years for Government to support the development of indigenous software, i.e. software designed to support the teaching and learning of material directly related to Irish culture, language, history and geography. At last, a few titles have appeared that have been designed and produced in Ireland, with the involvement of Irish teachers, and their usage, I suggest makes a powerful statement as to the role of technology in primary schools, particularly for those who have, as yet, failed to understand that technology’s primary role is as a cross-curricular tool for enhancing teaching and learning. eGaeilge www.diskovery.ie Software titles designed specifically for Irish pupils are thin on the ground, but the recently available eGaeilge is a great example of home-produced software. It is bright, colourful, easy to use and very well structured. It presents a broad range of interactive games, exercises and activities based on the content of the curriculum strands in Gaeilge.

This software provides teachers with a means of reinforcing vocabulary, everyday phrases and spellings in a stimulating and fun way, and has been very well received in the classrooms where I have seen it in use.

Who Nabbed Sam www.diskovery.ie An Official GAA product, Who Nabbed Sam is an adventure game that engages pupils in a quest to rescue the Sam Maguire Cup from the hands of a thief. In order to do so, pupils take on the role of virtual detectives and must visit each of Ireland’s 32 counties to solve problems and unravel clues which will lead them to the identity of the villain. We suggest 5th class as an ideal age group to use this activity. All of the content is based on Gaelic Games, and encompasses Irish geography, English, Maths, Gaeilge and History. We find that boys and girls are equally interested in using this program. I wish to state at this point a strong involvement on my part in the evolution and production of this product. It is the third program in a series of three, preceded by Who took the Book? (Irish geography) and Who Stole Mona? (European geography).

Know your Ireland (www.edware.ie) This (newly updated) program is another superb example of home-produced software that attains the highest professional standards. It incorporates a wonderfully attractive and stimulating way for pupils to learn everything there is to know about Irish geography. It is extremely comprehensive and contains great photography, web links to Wikipedia and Google Earth, but in particular, a very well designed series of games and activities to help children explore their own country. I particularly liked the feature whereby pupils are given the precise time it took them to complete an exercise, so that teachers can introduce a competitive element.

FEATURE ARTICLE

Recommended Software

LDS/FORBAIRT

FORBAIRT

Facing important issues for school leaders

By Kevin Hennigan First, a plug for the Forbairt Programme!

Forbairt is a professional development programme for Principals and Deputy Principals organised and run by LDS (Leadership Development for Schools). It consists of six modules. Four of the modules are residential where we try to leave behind the everyday worries and cares of school, step out for a little while and think about school and school leadership and what it is all about. It offers an opportunity to meet other school leaders, enjoy each others’ company in a pleasant social environment and learn together.

Forbairt tries to deal with important school matters: ■ building good relationships ■ how to face the challenges of an ever-

changing society ■ how to empower ourselves and others to

create schools that are good for children, parents and teachers ■ how to promote learning, and ■ how to manage ourselves so that we remain bright and vibrant for as long as we possibly can.

We said that Forbairt deals with important school matters. One such matter that has gained public attention recently is ‘underperformance’. It is of particular concern to school leaders. From my experience of working with Principals and Deputy Principals it is one issue that generates great passion and in some cases deep pain. ‘Underperformance’ by a member of staff has been a life-long plague for some school leaders and has driven others to very early retirement.

It is wrong that children’s learning should suffer because of a small number of teachers who, for various reasons, are incapable of working at an acceptable level. It is a moral imperative that we face the problem openly and honestly with no fudging or clouding of the issue.

It must also be handled with sensitivity and respect. It must not be used as a Trojan horse to introduce agendas such as ‘managerialism’ or performance management systems,

borrowed cheaply from business or industry.

No less authorities on school leadership than Michael Fullan and Andy Hargreaves, (1996), state that “appraisal schemes that implicate 100% of the staff in order to detect a small percentage of incompetents are a gross waste of time”. They go on to ask: “How many teachers do you think are irretrievably incompetent? It is likely no higher than 2% or 3%”. Let’s tackle the real issue and leave it at that!

We may well need ‘performance management’ in schools but it will look utterly different to what the business sector might wish to promote. Businesses simply attempt to produce goods or services at a cost that the market can tolerate. Our ‘product’ as it were, is immeasurably more delicate and sophisticated and our ‘process’ is uniquely complex. The theory is very clear: interventions in any complex systems (such as schools) often have outcomes that are neither predictable nor desirable. That is simply the nature of complex systems. The lesson is equally clear: any intervention must be incredibly clever indeed if it is not to do more harm than good in our schools.

School is unique as a workplace. What applies in industry or business may not work at all in school. To attempt to reward teachers with a grading system related to pay or promotion, based on observations by the Principal or Deputy Principal, simply ignores two fundamental understandings about teachers and school.

Firstly, there are trolley loads of literature by several authors, including Jennifer Nias (1989), that attest to the fact that teachers are not really inspired by schemes like this.

Sure, money matters and so does promotion!

But what really motivates teachers is the kick they get out of actually teaching, what Dan Lortie, (1975), calls the ‘psychic rewards of teaching’. Getting on with the job, getting the kids to do good work, winning a few matches, seeing the fruits of a good Art lesson, enjoying good relations with the children; hundreds of these small things are what make the job interesting and worthwhile for many teachers.

The prospect of promotion is not necessarily a PAGE 20

motivator. Very few teachers are interested in becoming Principals.

Secondly, when I think of performance management I think of Formula 1 racing, where very sophisticated, highly tuned cars use an octane-rich fuel mix to travel at incredible speed. Think of the care which the designers take when changing the setup of the car!

The octane-rich fuel of schools is ‘trust’; trust with accountability. Changing the fuel mix unintelligently, instead of producing better performance, could easily result in a dramatic slow down with ugly noises emerging from under the bonnet!

Improvement in performance can be brought about in schools. It involves creating the right environment in which good people can thrive and become the kind of teachers and leaders they truly want to be.

Bryck & Schneider, (1992), argue that the extent of trust among the adults in schools is a crucial influence on how well schools work for children. Trust is not just desirable, it is absolutely unavoidable. Most of what teachers do in their classroom is not susceptible to ‘external management’. We must trust teachers in their classrooms. As Fullan & Hargreaves, (1992), put it: “they can always shut the door and get on with what they want to do anyway”, when faced with something that does not resonate with them or make sense to them.

Improvement in performance can be brought about in schools. It involves creating the right environment in which good people can thrive and become the kind of teachers and leaders they truly want to be. This is the real challenge of ‘performance management’. Let’s get on with it!

By Carmel Kearns If you have registered with the Teaching Council, you will receive this month (February 2008), an important mailing from the Council regarding your registration. The mailing will include a letter confirming your registration with the Council along with a Registration Renewal Application Form. The deadline for the return of documents for renewal of registration is 3rd March 2008. This deadline is necessary to ensure your registration does not lapse. Your co-operation in bringing this to the attention of your staff would be greatly appreciated. For your convenience, further information on the mailing and the renewal process is set out below.

CONFIRMATION OF REGISTRATION Your Confirmation of Registration letter is an important document which should be retained by you pending receipt of your Certificate of Registration later this year. A Registration Handbook will accompany the letter. The handbook summarises the benefits of registration and the obligations which are associated with being a registered teacher.

REGISTRATION RENEWAL AND PAYMENT OF FEE To retain your registered teacher status, you must renew your registration annually. With effect from 28th March 2008, an annual registration renewal fee of €90 will be payable, at which point the Council will become a self-funding body. The options for paying the fee are: 1. Deduction from salary 2. Cheque, postal order or bank draft 3. Credit card or Laser card.

Deduction from Salary Teachers whose salaries are paid by the Department of Education and Science or a VEC may opt to have the fee deducted from their salaries. Teachers wishing

to avail of this payment option should complete the relevant section of the renewal application form which is attached to the Confirmation of Registration Letter. Substitute or short-term temporary teachers may not avail of this option.

Cheque, Postal Order or Bank Draft Cheques, postal orders or bank drafts in the sum of €90 should be made payable to The Teaching Council (or An Chomhairle Mhúinteoireachta) and must accompany the renewal form.

Credit Card or Laser Card Teachers may pay their registration fee in a single transaction by credit or laser card and should complete the relevant section of the renewal application form.

Renewal Fee Income Tax Relief The renewal fee has been approved by the Revenue Commissioners as a work expense for income tax purposes. The Revenue Commissioners have informed the Council that the income tax relief will be notified to each teacher and their employer as an addition to his or her work expenses tax relief when the Council confirms that payment has been received.

FAILURE TO RENEW REGISTRATION If you do not renew your registration on time, your status as a registered teacher will lapse and this will be noted on the register. This will also mean that, when Section 30 of the Act comes into effect, your salary will no longer be payable from State funds. Should you subsequently wish to renew your registration with the Council, you will be required to re-register under the terms of Section 31(5) of the Teaching Council Act, 2001, i.e. you will be required to undergo the full application process.

www.textagroup.ie www.textagroup.ie is the latest texting service from IPPN that is simple and cost effective to use and the perfect way to send a brief message at short notice to any group or club.

To use this service simply: Log on to www.textagroup.ie and register your contact details Send a cheque to IPPN to purchase “credit” for the cost of the text messages The cost is 6 cent per text message ie €30 = 500 credits, €120 = 2,000 credits. For extra credits multiply in units of 500/€30 When your cheque is received, a text message will be sent to you confirming that your account has been set up and is ready for use

Follow the on-screen instructions at www.textagroup.ie to type your short message and specify the mobile telephone numbers to which the message will be sent. You can set up groups of mobile numbers for reuse e.g. ‘Hurling Under 9s’ or ‘Staff Training’ so there is no need to input the numbers each time you send a message. www.textagroup.ie enables you to communicate with groups of people instantly and at short notice. So whether you want to relate: A victory in the sports final or other achievements A change of date / venue for a meeting or training Or contact a group in an emergency

www.textagroup.ie means that your message is received by everyone no matter where they are.

This service is available to all companies and clubs wishing to avail of a once off or regular texting service.

Visit www.textagroup.ie today or call the IPPN Support Office at 1890 21 22 23 for further details.

Note: Send your message from any PC or PDA, no matter where you are. Far more cost effective than photocopied notes, letters or telephone calls.

Text messages are one way only i.e. Recipients cannot reply PAGE 21

TEACHING COUNCIL

Important Information from the Teaching Council

On behalf of our service partners, IPPN would like to thank the hundreds of you who expressed an interest in subscribing to these cost-saving services at this years conference.

IPPN Exclusive Mobile Phone Offer from 3G Stores Save up to 50% on mobile phone charges Enjoy exceptional call rates

Now available to Deputy Principals Until end of March 2008* For more information call into any 3G Store or phone Maureen O'Flaherty on 1890 501601 www.3g.ie Terms & Conditions: * Only available to Deputy Principals where School Principals are availing of the offer

PAGE 22

MEMBER BENEFITS

PAGE 23

MEMBER BENEFITS

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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

The is available in the following standard colours at the IPPN negotiated cost of €35 including school crest embroidery if desired:

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

Azzurri, Kilcohan, Waterford

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LOOKING AFTER No. 1

By Ruth Handy The main thrust of the workshop was the need to assess the extent to which participants’ values and purposes in life may have been subjugated to pure survival as life becomes busier and more hectic. It is important to stand back and examine where your time and energies are going and decide whether this is appropriate. The dangers of being preoccupied with work to the extent of neglecting both family and self were highlighted. We discussed ways of being more effective time managers and the need to recognise one’s personal time management sins.

Tips to combat some of these were given. The benefits of making the boundary between school and home relatively impermeable were touched on and it was suggested that participants might try having two mobiles, one dedicated to school which can be turned off at appropriate times while

the other is for family, friends, the Chairperson and Deputy only. All agreed on the wisdom of changing ‘uniform’ on arrival home and the need for a space to make the transition from work to family. Finally, we touched on areas of stress management, emphasising the need for exercise on a daily basis, a sensible diet, daily laughter, trying to avoid seeking to be Mr. or Mrs. Superperson in every aspect of life and learning to say ’NO’ so that you gain time for relaxation.

At the outset of each workshop we established that approximately two thirds of the participants were Teaching Principals and about half of them still had family living at home. The issue of balance was very important to them but many felt trapped by the incredible pressure of trying to run a school while also teaching and concentrating on the needs of the

children. Many of them feel guilty when they put their own needs to the forefront and several admitted that they had been suffering from stressinduced illnesses.

One of the best suggestions coming from the floor was the idea of either chopping logs or baking bread on the return home after a particularly difficult day. The individual admitted that sometimes he was chopping heads (metaphorically speaking) rather than wood!

The IPPN might consider doing a total workshop devoted to stress management. There is also a need to continue the fight for greater administrative support for Principals.

Boards of Management A Framework for Good Practice

By Anne McDonagh, Director of Education, Archdiocese of Dublin In seeking to establish a Framework for Good Practice for Boards of Management, the focus of the presentation was on the very practical aspects of planning for and developing effective Board of Management behaviour in the context of the Boards of Management which exist today.

The legal standing of a Board of Management was explored against the backdrop of the Education Act (1998), outlining the purpose of appointing a Board and its composition as a corporate body. The duty of a Board, according to section 15.1 of the Act, is to provide - on behalf of the Patron - or cause to provide an appropriate education for each student at the school. The responsibilities of a Board were outlined under aspects such as: accounts, parents, appointments, building and health and safety. It was noted under section 15.2 of the Act that the business of the Board must be done in accordance with the policies of the Minister, while upholding the characteristic spirit of the school.

Suggestions for good practice around meetings were highlighted, including setting the agenda,

the conduct of meetings, delegation of roles, agreed reports and the imperative of confidentiality. A list of relevant legislation and rules was provided for reference. The attention of Boards was drawn to the importance of following the Complaints’ Procedure correctly, step-by-step when the occasion arises. The importance of participating in training, which will be made available by the Department of Education and Science and Patron Bodies, was stressed.

At the end of the day, ‘best practice’ measures, and indeed ultimately the effectiveness of BOMs, revolve around two major points: i. actions or judgement-calls based on common sense, and ii. a genuine respect for the ethos of the particular school.

Working with a Board of Management should be seen by Principals as a positive opportunity to work in partnership with representatives of a local community with interested public-spirited stakeholders attempting to do what is right for the individual child, at the end of the day.

Working with a Board of Management also represents, potentially, an opportunity for

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Principals to harvest often valuable, helpful support and assistance and to delegate some time-consuming governance tasks to individual Board members.

To be effective, Boards of Management need to understand and appreciate the nuances of the running of a primary school. They need – as with Board members of any corporate body/agency – to be properly inducted, in order to deliver effectively on their mission. Good Boards of Management follow common sense strategies in educating themselves, in setting codes or standards for themselves, in running meetings, in delegating functions and in dealing with sensitive problems or complaints.

Principals, by virtue of their full-time professional school leadership role, are uniquely placed to influence for the better - whether by facilitation or persuasion - the purpose and direction or such a key structure. They have not, in general, failed to exercise that attributed leadership role; and it is to be hoped that this tradition will continue well into the future.

CONFERENCE WORKSHOPS

Striving for Work/Life Harmony

Conference 2008

by Damian White The weekend was about Meeting & greeting, hugging & kissing Heads of State, Cardinals and a planeload missing A Minister happy to tell us we were great Even though she was told we had too much on our plate President BIFFO cut quite a dash Asking the Minister to release the cash The National Director was powerful and clear In GAA’s absence, Cork’s Man of the Year Tom Collins said teachers have been ‘gentlised’ The blunt Mayo lawman our contract analysed Coilín and Gerry brought colour and cheer Was it in Oz they purchased the gear?

Donny Osmond was Savage with his motherly joke As we all watched the Cardinal for fear he would choke Support Office staff and Principals of Kerry Worked to the bone and remained always merry And Angela pulled the strings of it all From the smallest of labels to the great Gala Ball Outstanding Cork children with singers and dancers A superb Prime Time panel gave all the right answers As we head for dinner and the big rugby game We ask you in '09 for more of the same.

2008 is the United Nations International Year of the Potato (IYP). Agri Aware in conjunction with the IYP committee and Department of Agriculture are running a potato growing challenge for primary schools nationwide.

Almost 4000 potato growing kits will be sent to primary schools nationwide. One kit will allow two classes to participate in the challenge. The kits consist of: • A bag of compost • 2 Seed potatoes • 2 Growing bags • A number of A1 classroom wall charts • Growing instructions • Other educational resources The teacher and pupils will be asked to sow the potato in February and monitor the plant's progress in a scrapbook - drawing pictures, taking photographs and writing small accounts of their observations. In June, they will harvest their crop, wash and weigh the potatoes and submit the final weight and a picture of their crop in a scrapbook.

The initiative aims to create awareness of agriculture and the role of the potato in Irish culture and history. Over €10,000 in educational prizes is on offer to eight national winners (schools). Each of the eight winning schools will win a €1000 fund to start or further develop a school garden.

To be in with a chance to win you must complete the challenge registration form available at www.agriaware.ie or www.internationalyearofthepotato.ie. These sites also provide further information and additional classroom activities and interactive lessons to learn more about the potato!

Schools must harvest their potatoes by June 10 and submit their scrapbook by June 13 to be in with a chance to win. The awards ceremony will take place on June 25.

textasub.ie

www.

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

Simply log on and upload the contact details of the school, the nature of the vacant class and the minimum duration for which the sub is required.

This information is then automatically sent by text message to all substitute teachers who have registered their mobile phone numbers with www.textasub.ie Hundreds of teachers, in all counties, registered to receive text-a-sub notifications Only the substitute teachers that are available will receive your text message.

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

This service is totally free!

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IPPN Conference 2008

IPPN would like to thank the following companies for their wonderful support during this year's annual conference:

IPPN's energy Partner Energia sponsors of this year's Conference Gala Dinner.

IPPN Platinum sponsors Prim-Ed Publishing, the leading teacher resource supplier in Ireland and sponsors of the conference bag.

Musgrave SuperValu for kindly providing the wine for our Gala Dinner.

We would also like to thank each of this year's 77 exhibitors for their support in helping to make this year's Conference Expo the biggest and most successful to date. (View a full list of exhibitors on www.ippn.ie under the Annual Principals Conference).

PASSPORT GIVEAWAY WINNERS This year we had some fantastic prizes to give-away:

A collaborative Classroom valued at over â‚Ź10,000 compliments of Prim-Ed Publishing Ltd. The prize included: A new state of the art ACTIVboard+2 Promethean interactive whiteboard, Activoting system, ACTIVslate, ACTIVwand and a laptop compliments of Net Communications in Wexford.

Seamus McGuinness from Prim-Ed Publishing Ltd. presents the winner Ester Lambe, St Kiernan's National School, Broughall, Offaly with her prize of a collaborative classroom valued at over â‚Ź10,000 compliments of Prim-Ed Publishing Ltd.

2 x Apple iPod Touch compliments of Apple:

Anna Lehane from the IPPN Support Office presents Patricia Flately, Balla National School, Balla, Co. Mayo with her prize of an Apple iPod Touch on behalf of Apple.

Anna Lehane from the IPPN Support Office presents John Farrell, Educate Together School, Galway with his prize of an Apple iPod Touch on behalf of Apple.

A 26" LCD TV compliments of Cornmarket

A weekend for two to Dromoland Castle compliments of ScoilTel

Daniel Bohan - financial consultant with Cornmarket and Kerry Football team member presents the winner Gerard Pierce, Scoil Naoimh Erc, Tralee, Co Kerry with his prize of a 26" LCD TV compliments of Cornmarket.

David Sheill and Ed Murphy from ScoilTel present the winner Taghd O'Donoghue, Archbishop Ryan'ss JNR School, Ballygaddy, Lucan, Co. Dublin with his prize of a weekend for two to Dromoland Castle.