Leadership+ Issue 45 June 2008

ISSUE 45 ● MAY 2008

+ Leadership THE PROFESSIONAL VOICE OF PRINCIPALS

Improving School Leadership Why the Principal should have the option of being a Support Teacher

ADVERTISING TEACHING JOBS FREE AT LAST? Other than booking cheap flights, there are few better examples of where the internet offers so much efficiency as on-line job advertising.…

Positive Behaviour Discipline Policy When Is A School Full?

Deputy Principals’ Conference 2008 An Interview with Joan Crowley O’Sullivan

ON S U LI N E CO M M E UR R S ES IPPN's most comprehensive Summer Programme of Professional Development to date. Providing a greater understanding of the role and innovative solutions to the many challenges facing Principals.

1. Bullying – Prevention & Counteraction Aims: 1. To assist Principals and staffs to foster an open and respectful school culture preventing bullying behaviour 2. To assist Principals and staffs to counteract the negative effects of any bullying and to restore staff relations Modules include: ● Introduction & Mission Statement ● Incidence & Dynamics of Bullying ● Documenting & Reporting

● Building a bully-free environment ● Bullying Intervention Strategies ● Cyber-bullying

2. Challenging Behaviour Aims: 1. To enable Principals to deal with all types of Challenging behaviour regardless of the source 2. To equip Principals with the skills to foster a positive and respectful atmosphere between Principal, Teachers, Staff, Parents and Pupils Modules include: ● ● ● ● ● ●

Reflection on Leadership Challenging Behaviour Challenging situations Indicators of growing challenge Team Building Listening skills

● ● ● ● ● ●

Personal Reactions to Challenge Influencing Style Mediation Life Skills for Leaders Goals and goal setting Time Management

Each course includes:

Registration:

• Fully interactive on-line lessons with audio • Discussion forum moderated by expert facilitator • Online reflective learning log to record progress • Dedicated support team contactable by phone & email • Innovative, quality, technology-enhanced learning

• • • •

3. Ciall Ceannaithe for Newly Appointed Principals 2008 Aims: To enable Newly Appointed Principal to deal with the following areas effectively in their new role: ● Personal ● Relationship with Development and Staff, Children, Self Care Parents, Board of Management, DES ● Professional ● Decision making Development ● Staff Communications Modules include: ● General Advice on ● Professional getting started Supports available ● Scheduling to Principals Priorities for Year 1 ● In addition Newly ● Good Practice for Appointed Teaching Principals Principals will be ● Timetabling for furnished with Teaching Principals access to a number ● Factual Information of key resources about your school

To enrol visit the www.ippn.ie.

Each course fee is €95.

Early booking is advised Courses have been approved by the DES for three ‘Extra Personal Vacation’ days • Courses can be completed within an 8 week period (1st July to 22nd August 2008) • Last date for Course Commencement is August 15th

Advertising Teaching Jobs Free at last?

by Seán Cottrell, IPPN Director and Larry Fleming, IPPN President DES Circular 62/2008 brings great news to schools.

Advertising teaching jobs is no longer confined to national newspapers – a practice which has unnecessarily cost schools countless millions of euros since on-line advertising became the norm in most other professions.

Other than booking cheap flights, there are few better examples of where the internet offers so much efficiency as on-line job advertising. In 2002, IPPN pioneered a website specifically for education posts. Doing ‘exactly what it says on the tin’, educationposts.ie has become a magnet website for any teacher looking for a job in Ireland. Perhaps its greatest attraction is that there is no longer a need to buy three daily newspapers to comprehensively monitor teaching vacancies. As well as the thousands of teachers who visit educationposts.ie daily, currently over 5,000 teachers are registered free with the site. This means that teachers can select exactly the kind of teaching roles in which they are interested, as well as the counties in which they are seeking work. Then, the moment a vacancy matching the selected criteria is advertised on the website, a text message and an e-mail about the advert are immediately sent to the teacher, who could be anywhere in the world – from Dingle to Darwin.

Doing ‘exactly what it says on the tin’, educationposts.ie has become a magnet website for any teacher looking for a job in Ireland.

In spite of the revolutionary advantages of this service, which is not only free to job-seekers but is also completely free to schools, it appears that the Management Bodies, representing Boards of Management, have insisted that schools must continue to place short, one-line adverts in a national daily newspaper, pointing the job-seeker towards the online advert. This practice brings to mind the story of when motor cars were first invented; drivers would employ men to walk in front of the car waving a flag as a signal of its arrival.The requirement of the short newspaper ad applies only as an interim measure until 31st December 2008. Hopefully, the powers that be will realise that ‘advertising advertisements’ serves no purpose and that the rest of the world has moved into the age of technology. educationposts.ie was launched in 2002 by the then Taoiseach, Bertie Ahern TD. Since then, countless Principals have asked why this on-line facility was not being officially endorsed. At every meeting between IPPN, the DES and the Management Bodies, IPPN lobbied for the necessary change of advertising rules. educationposts.ie was demonstrated and offered to all as a real solution not only to cutting costs but also to making the advertising process vastly more efficient. It must be said that the DES has been favourably disposed to educationposts.ie for several years. However, they have stated that, Director: Seán Cottrell director@ippn.ie President: Larry Fleming president@ippn.ie Editor: Damian 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

given the ‘employer’ role of Boards of Management, any change to the rules was a matter for the Management Bodies. Determined to progress the issue, IPPN went so far as to offer the Management Bodies a ‘governance’ remit which would guarantee that educationposts.ie operated to their satisfaction.

Inexplicably, it has taken six years to achieve this small system change, which brings universal benefit.

Leaving that aside, there is no alternative to technology as a means of reducing repetitive administration for Principals. Textaparent.ie and Textasub.ie have both revolutionised how schools communicate with parents and find substitute teachers at short notice. Airgead Bunscoile is another example of a solution designed by Principals for Principals and is proving to be the most efficient financial software package available to meet the specific needs of schools. In addition, our ability to survey and consult with all Principals through educationopinion.ie greatly enhances IPPN’s credibility as the professional voice for school leaders. The changing needs of your role have been, and will continue to be, the driver of IPPN’s innovation. Mar a deireann an sean-fhocal, múineann gá seift.

Music completes the child What does Ceol offer?

<In-depth and ongoing teacher training and support, with flexible delivery options of the revised music curriculum. <Week by week, scripted comprehensive lesson plans.

Stage One programme specifically designed for Junior Infant level.

Stage Two – Stage Eight programmes available from 2009 onwards, ensuring sustainability.

Contact: carmel@ceolireland.ie PAG E 3

Welcome to Batt O’Keeffe Minister for Education and Science On May 7th Bartholomew (Batt) O’Keeffe became Minister for Education and Science in Taoiseach Brian Cowens new cabinet,replacing Ms. Mary Hanafin TD who has moved to the Social and Family Affairs portfolio. For 63 year old Mr. O’Keeffe, it is his first senior Ministry having served previously as a Junior Minister at the Department of the Environment where he had responsibility for Housing. He is a TD for the Cork South Central Constituency having been first elected in 1997 for the Constituency of Cork South.

Mr. O’Keeffe received his education in Cullen NS, Co. Cork, St. Brendan's College Killarney, Co. Kerry and UCC where he graducated with a Bachelor of Arts and a Higher Diploma in Education. He lectured in Communications and General Studies in Cork Institute of Technology before being elected to Dáil Eireann. He has served on a variety of Dáil committees and was Chairperson of the Joint Oireachtas Committee on Health and Children, the Oireachtas Working Group and the Sustainable Development Committee.

Mr. O’Keeffe is looking forward to working in the Department of Education and Science which he feels will be challenging and stimulating. His interests outside of politics range from all types of sporting activities to reading and he enjoys nothing better than a quiet evening in with family and friends as his preferred mode of relaxation. Politically he has been most influenced and inspired by former Taoiseach Seán Lemass and present Taoiseach Brian Cowen.

IPPN sends Mr. O’Keeffe its warmest regards and looks forward to working with him and his Department in the challenging months ahead. IPPN also extends its thanks and good wishes to Ms. Hanafin in her new role.

Resourcing Schools IPPN Research Project

by Caoimhe Máirtín

The issue of school resourcing is one that continues to engage a significant amount of the time and energy of schools. The default line for most schools is a strong feeling that insufficient resources are provided for effective management of the school. One of the difficulties in progressing this matter, however, is a need to establish a clear pattern of the resource issues in schools. The surface approach to such an issue would probably involve a request from schools to supply income and expenditure accounts. This would quickly provide a financial overview, but would leave questions hanging on what resourcing really means, how resourcing impacts on different school types or sizes, what is the impact for schools that are underresourced, and at what point would a small increase in resources provide a significant increase in quality for learners.

IPPN has embarked on a research project on school resourcing with the help of a specialist educational consultant and former Principal, Jim Spinks, who is based in Melbourne but has been supporting and advising governments, educational bodies and schools in many parts of the world on this matter. Jim has developed an expertise in this area, and comes at the issue by asking the fundamental question ’How does learning take place?’. That question, when teased out with schools, can very quickly describe the teaching and learning pattern in the school, and the resource issues that impact on the quality of educational provision in the school. Jim has just returned home after spending ten days in Ireland and during this time he met with cluster groups of Principals in Cork, Galway, Dublin and Portlaoise.

The next phase of this work now involves action research based on interviews with Principals in

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approximately forty schools, representative of schools throughout the country (special schools and a sample of post-primary schools will also be included). This work is already underway, with interviews taking place during May and June. Jim Spinks has already noted the particular resourcing difficulties of small schools here and this is likely to be a significant thread in the research outcomes.

Education places great value on the principle of equality, whether in access to education, opportunities within education, or developing pupils’ awareness of equality issues as determined in the curriculum. The outcome of the Resourcing Schools Project should offer a further dimension to the equality issues for schools.

If you would like to be involved in this work, please contact project@ippn.ie for further information, and if possible your school will be included in the research.

Improving School Leadership An OECD study of school leadership policies and practice

by Seán Cottrell, IPPN Director and Clive Byrne, Director, NAPD The recommendations of the OECD Report - Improving School Leadership find great resonance with all who have been working with IPPN on behalf of Principals for many years. At the early stages of this project, when the Country Background Report was in preparation, IPPN was invited to make a submission outlining the current situation for Principals in the Irish context. It is reassuring that the research carried out by IPPN in 2006, ‘The Challenge of Recruiting and Retaining School Leaders’ and the paper written by Professor Michael Fullan for IPPN ‘Quality Leadership <=> Quality Learning’ have both been used and referenced in the OECD report.

As the project progressed, Virginia O’Mahony, IPPN Assistant Director and Executive Member of ICP, was invited to take an active role representing the issues of Principals at OECD Workshops both in Dublin and in Copenhagen.

The OECD report concludes that Principals in many countries are 'overburdened, underpaid and opting for early retirement'. Crucially, fewer applicants are coming forward to fill vacancies caused by early retirements.

IPPN and the National Association of Principals and Deputy Principals (NAPD), representing school leaders at Post-Primary and Primary level in Ireland, welcome the content of and issues highlighted in this important report. The report underlines the evidence already available to both

associations concerning the current crisis in Ireland in relation to recruiting and retaining effective school leaders.

The OECD report concludes that Principals in many countries are 'overburdened, underpaid and opting for early retirement'.

It also reinforces the belief that school leadership is seen by potential applicants as financially unrewarding. A separate salary scale for Principals may be necessary to attract the highest calibre leaders in all schools.

This report is based on a study of school leadership policies and practices throughout the OECD countries. Offering a valuable transnational perspective, it identifies a range of policy options designed to help member governments improve school leadership now and provide for sustainable leadership into the future.

In particular, policy-makers and practitioners need to ensure that the roles and responsibilities associated with improved learning outcomes are at the core of school leadership practice.

The four main policy levers which, taken together, can improve school leadership practice are as follows: 1. (Re)define school leadership responsibilities: a) Provide a higher degree of autonomy with appropriate support b) Redefine school leadership responsibilities for improved learning PAG E 5

c) Develop school leadership frameworks for improved policy and practice.

2. Distribute school leadership: a) Encourage leadership distribution b) Support leadership distribution c) Support School Boards in their tasks.

3. Develop skills for effective school leadership a) Leadership development must be seen as a continuum b) Ensure consistency of provision by different institutions c) Ensure appropriate variety for effective training.

4. Make school leadership an attractive profession: a) Professionalise recruitment b) Focus on the relative attractiveness of school leaders' salaries c) Acknowledge the supportive role of Professional Associations in developing effective leaders d) Provide options and support for career development.

The challenge now is for the Irish Government to recognize the importance of this report to the future of educational leadership, which is crucial to the improvement of teaching and learning.The Department of Education and Science must ensure that the school Principal, at Primary and Post-Primary level, is a leader of learning in a way that will really make a difference to children's education. It will be difficult for the members of our Government and the Department of Education & Science to ignore the essentials of this report. If they really want to progress to having an education system in Ireland that can compare with the best within the OECD, they will ignore this report at their peril.

Legal Diary

by David Ruddy, B.L. As schools enter the final furlong of the academic year, I will review a number of recent cases.

“Discrimination, always a fertile ground for litigation” The Equal Status Acts of 2000-4 and recent European directives robustly prohibit discrimination by schools in relation to admission policies, codes of discipline and general treatment of pupils and parents. The following are the 9 grounds of discrimination:

where the cost of providing such special treatment is more than nominal. Another exception is where differences in treatment on the grounds of disability where compliance with the Act would make impossible, or have a seriously detrimental effect on, the provision of educational services to other students.

(1) Gender (2) Marital Status (3) Sexual Orientation (4) Religion (5) Age (6) Disability (7) Race (8) Membership of the travelling community (9) Family Status.

The effect of this last provision is to create a presumption in favour of the mainstreaming of children with a disability that can only be rebutted if the school can establish that mainstreaming would render impossible, or seriously affect, the provision of education to the other children in the class. In Clare V Minister for Education and Science (High Court, 30 July 2004), Smyth J. held that a school did not discriminate within the meaning of the Act when it expelled a student suffering from ADHD whose behaviour interfered with the right of his fellow students to learn in an atmosphere conductive to learning.

Discrimination can occur in the following ways; (a) Any of the discriminatory grounds listed above (b) When a person who is associated with another person is treated, by virtue of that association, less favourably than another person.

The Act additionally provides that discrimination includes a failure to do all that is reasonable to accommodate the needs of a person with a disability “DISABILITY” In relation to disability, the Act additionally provides that discrimination includes a failure to do all that is reasonable to accommodate the needs of a person with a disability by providing special treatment or facilities if, without such treatment or facilities, it would be impossible or unduly difficult for the person to avail himself/herself of the service. However, the Act absolves the service provider from this obligation

In addition to these specific derogations from the principle of equal treatment in the context of education, regard should also be had to the more general terms of the Act which permit preferential treatment or the taking of positive measures bona fide intended to a) promote equality of opportunity for persons who are, in relation to other persons, disadvantaged or who have been or are likely to be unable to avail themselves of the same opportunities as those other persons or b) cater for the special needs of persons who, because of their circumstances, may require facilities, arrangements, services or assistance not required by persons who do not have those special needs. The DEIS (Delivering Equality in Schools) initiative is an example of preferential treatment of some schools based on the promotion of Equality in Education.

The following case which was referred to the Director of the Equality Tribunal is a good example of an allegation of discrimination on the grounds of Disability and membership of the travelling community.

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A vs. A Primary School 2006 DEC – S2006-028 Case Summary Dispute: A mother Mrs.A. and her son M alleged that they were discriminated against by a Primary School on the disability and Traveller community ground in terms of the Equal Status Act, 2000. They also maintained that they were harassed contrary to the Act.They said that they were members of the Traveller Community and that they both had a disability. The mother claimed she had literacy problems and her son had Attention Deficit Disorder (ADD).

The complainant, Mrs A. submitted that her son M was bullied and was called names at school, and that school management failed to deal with the problems he encountered there. He was constantly blamed for anything that happened and suspended from school. She was regularly called to meetings with the school to discuss M’s behavioural problems. She requested that he be taught by the Resource Teacher for Travellers but he was transferred back to his mainstream class where he was unhappy. Mrs A. stated that during one parent/teacher meeting, a Garda entered the meeting room with the intention of attending the meeting without prior knowledge or consent and she left the meeting. It was also submitted that M was refused Confirmation because he had lodged a complaint of discrimination under the Equal Status Act. The school denied that the complainants were discriminated against or harassed on either the Traveller community or disability ground. They submitted that while they knew that the complainants were Travellers, they were not aware of their disability.The school welcomed Travellers and had appointed a Resource Teacher for Travellers. They stated that M misbehaved in school and was subject to the normal disciplinary procedures of the school and his parents were consulted about his behaviour.A Garda did attend a meeting scheduled with Mrs A but only to offer friendly advice in relation to M’s behaviour. The respondent stated that M was not confirmed because he was not attending school nor all the preparation classes for the Confirmation.

Conclusions of the Equality Officer The Equality Officer concluded that Mrs. A’s literacy difficulties were not a disability as defined by the Act. She found that Mrs. A was treated less favourably on the Traveller community ground than a non-Traveller would have been treated in similar circumstances, in that it was not the practice of the school to invite a Garda to a parent/teacher meeting. She also concluded that Mrs. A was harassed on the Traveller community ground in relation to this incident in that she was subjected to an unwelcome act and it was reasonable for her to have found the situation intimidating and for her to feel humiliated.

In M’s case, the Equality Officer concluded that he failed to establish a prima facie on the Traveller Ground. She was satisfied that M had a disability in accordance with the Act. She concluded that the school failed to provide reasonable accommodation for him in that he was not prioritised to see the educational psychologist so that educational supports could be put in place to meet his needs, and without special educational facilities it was unduly difficult for him to avail of education in the school. The Equality Officer also concluded that the complainant was victimised in that he was refused Confirmation because he was pursuing a complaint against the school under the Equal Status Act. Decision The Equality Officer found that the respondent unlawfully discriminated against and harassed Mrs. A on the Traveller community ground contrary to the Equal Status Act, 2000 and awarded her €850 compensation as redress for the effects of the discrimination. In the case of M, the Equality Officer found that the respondent failed to provide him with reasonable accommodation in accordance with the Act and awarded him €3,000 compensation in that he was victimised in terms of the Act and awarded him €2,000 compensation as redress for the effects of the discriminatory treatment.

The Equality Officer also ordered the school to put in place a system facilitating early identification of students who have disabilities or learning difficulties with the aim of directing these students to the appropriate educational services quickly in order to ensure that they

maximise the benefit of their participation in formal education.

The DEIS (Delivering Equality in Schools) initiative is an example of preferential treatment of some schools based on the promotion of Equality in Education.

“RECENT HIGH COURT & CIRCUIT COURT CASE SUMMARIES” (1) Teacher weighed down by money.

A teacher who, as part of her duties was required to bring heavy bags of coins to the bank for lodgement, suffered a back injury.The plaintiff did complain about the weight of the bags and was given assistance to carry the bags out to her car but was left on her own to carry the bags into the bank.The case proceeded to a full hearing before Ms Justice Deirdre Flanagan in the Circuit Court.

Engineering evidence was given in relation to the weight of the bags which, on some occasions, reached 15kg. The plaintiff had not been trained in manual handling and the Engineer gave evidence that, had a risk assessment of the job been carried out, this would have been a requirement. In the school’s view, there were certainly some inconsistencies in the evidence given by the plaintiff. The judge in her ruling expressed the view that the Board of Management owed a duty of care to the plaintiff and found that a risk assessment of the job should have been carried out and the evidence was clear that on some occasions the plaintiff was required to lift bags which exceeded the maximum weight allowed by the Health & Safety Authority for a woman to lift. Judge Flanagan found for the plaintiff and made an award in her favour.

(2) Slipping / tripping on yard – No Liability for school This case involved a claim for a trip/slip and fall in the school yard. In this particular case, the pupil concerned slipped and fell fracturing his arm which he had injured in a previous accident.The case occurred in January 2002 and was only eventually listed for hearing in November 2007, PAG E 7

some 5 years later. During that time the version of events changed from a slip and fall to a trip and fall over the leg of another pupil, to the version of events given on the morning of the trial that the plaintiff was playing in a sliding game on the flagstones when he was injured.This was not the case and the school witnesses were present in court to give their evidence of the accident and recollection of same. Judge Esmonde Smyth ruled that young children, by their nature, are going to run/play and sometimes be boisterous and the law should not impose a law tantamount to restricting such activities of young children at school. He dismissed the plaintiff ’s claim.

(3) Bell Strikes a pupil This case arose out of an accident in a school yard. At the end of lunch break, the teacher went out into the yard to ring a hand bell to indicate the end of lunchtime and for the children to line up to go back into class.The plaintiff in this case, being anxious to be first in line, ran up behind the teacher and struck his face off the bell being held in the teachers hand and injured his lip.

There was a deep laceration over the lip which required sutures and follow-up plastic surgery.

The matter proceeded to a full hearing before Judge Esmonde Smyth who found that this was nothing more than a simple accident and there was no negligence attaching to the school. He dismissed the plaintiff ’s claim with no order to the costs i.e. each side had to pay their own costs.

Source: Gerry O’Toole, Allianz Claims Relations Manager

“INJUNCTION GRANTED BY HIGH COURT AGAINST SCHOOL PRINCIPAL WHO HIRED PRIVATE EYE IN A SURVEILLENCE ACTION AGAINST A TEACHER” A teacher was followed by a private investigator hired by her school Principal during the course of her work. Ms Bridget Sweeney, a resource and home schooling teacher at Ballinteer Community School, was granted a temporary injunction by the High Court preventing the school Principal Austin Corcoran or anyone on his behalf from following her. The injunction, granted by Ms Justice Mary Laffoy, was made on an ex-parte (one side only) basis.

Counsel for Ms Sweeney, Conor Bowman, said that his client, whose job involves travelling outside the school and liaising with parents,

claims she has been “subject to surveillance” by both private investigators and by the school Principal himself. As a result, Ms Sweeney has “enormous concerns” about her safety and wellbeing at work. Ms Sweeney said that she has instigated separate High Court proceedings against the school for personal injuries she claims she suffered as a result of the alleged bullying for a period of years by Mr Corcoran.

She said that around 9.15am on February 7th last, after leaving her home to begin her day’s work, a silver-coloured car containing two people pulled out after her. After making a number of turns, she realised that the car was following her, and she became alarmed. She asked her brother to call the Gardaí. When they arrived the car that was following her took off. Gardaí later discovered it was registered to a private investigator called Tim Doyle, a former Garda.

Ms Sweeney said that in January 2008 she noticed Mr Corcoran waiting in his car outside a number of premises she was visiting as part of her job. On one occasion she said that a parent of one of the students she was visiting expressed surprise at seeing Mr Corcoran. She became “greatly alarmed” by this. She said another employee told her she was to report her whereabouts to the Principal any time she was going out.

Ms Sweeney said in her affidavit that, in a statement to the Gardaí made on March 14th last

by Mr Corcoran, he admitted that he hired a detective, on a private basis, to follow Ms Sweeney outside the school. Ms Sweeney said Mr Corcoran made allegations that she was leaving the school without notice and not going about her duties properly. Ms Sweeney also admitted that she has enormous difficulties with Mr Corcoran, who has not spoken to her for years. She added that, while she does not know the motivation for Mr Corcoran’s action, she believes they are connected to the fact that she

had taken action over his alleged treatment of her over the last few years.

“VEC IN HIGH COURT CHALLENGE OVER ‘PROBLEM PUPIL ADMISSION CASE” A Vocational Education Committee (VEC) has brought a High Court challenge to the Department of Education and Science (DES) in an attempt to thwart a plan by the DES to force one of its Community Colleges to enrol a problem pupil. The pupil was allegedly expelled by another local Secondary School.The action is the first of its type brought since the introduction of a provision, under the Education Act 1998, allowing for appeals to the DES against refusals by schools to enrol pupils.

Westmeath VEC is seeking to quash the decision of an appeals committee requiring that the school - which cannot be identified to protect the pupil involved – should enrol the pupil. The DES is contesting the claims.

The boy, who was doing his Junior Certificate at the time the problems arose, is now at fifth year level and receiving an education under a special system for pupils not in formal schooling, the High Court heard. Counsel for the VEC told the court that the boy had been a pupil of a local religious order-owned school when, in May 2007, issues arose over his behaviour. He was not formally expelled but asked to stay at home and his parents were given the clear impression that he would be better off leaving the school. There were conflicting indications coming from the school that if he went to another school he would get “glowing” references, counsel said.

Exceptional The parents then applied to enrol him in the local VEC run community college, whose Board of Management decided in August that he could not be admitted because of its enrolment policy

not to accept transfers for pupils already enrolled in another local school, except in exceptional circumstances.

It is also claimed in the proceedings that the appeal system allows certain schools to “cherry pick” their students, while VEC schools are being asked to take an unequal burden of students with behavioural problems.

The Board was aware of the “conflicting signals” about the boy’s behaviour but had not taken these into account when refusing to admit him, counsel said. There were not exceptional circumstances because the child had not even been the subject of disciplinary proceedings in his old school, although, perhaps he should have been, counsel said. An Appeals Committee found the VEC School should enrol the boy because it was a school of choice for his parents and it had capacity to take him. Counsel said the process under which the case was dealt with by the appeals committee was flawed. This is not the first time this has happened and it is part of a pattern, counsel added.

It is argued by the VEC that the Department, aided by the National Education Welfare Board, is effectively assisting the local secondary school in shifting its problems on to the local VEC School.

It is also claimed in the proceedings that the appeal system allows certain schools to “cherry pick” their students, while VEC schools are being asked to take an unequal burden of students with behavioural problems. The proceedings are continuing.

The Principal and the Law IPPN is also delighted to recommend to you David Ruddy's on-line programme, which is being offered this year by Coláiste Mhuire, Marino. This programme is designed to improve your knowledge and competency in respect of your school’s legal obligations to children, parents, staff etc. David is one of Ireland’s leading experts in education law. His expertise derives from his specialist knowledge of education and other related law, coupled with his experience and knowledge as a serving Principal Teacher.

This On-line Summer Programme offers an innovative solution to professional development for busy school Principals and their staffs. These courses are open to all Principals, Deputy Principals and other staff. An application form is included with this issue of Leadership+ and can also be downloaded from the IPPN website at www.ippn.ie.

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Why the Principal should have the option of being a Support Teacher DES regulations currently dictate that the Principal Teacher should not assume the role of Learning Support/Resource Teacher in his or her school. IPPN considers that this ruling, particularly in the light of recent legislation such as the EPSEN Act 2005, is no longer appropriate or necessary, both from an educational and from an equity perspective.

The Principal Teacher is professionally the most suitable teacher for the role of Support Teacher for the following reasons: ● The Principal is a fully qualified Primary teacher with a wide range of teaching experience in a variety of classes. Many children with SEN are currently being taught by personnel who are much less qualified than the Principal Teacher and are frequently very inexperienced in the classroom. Indeed, there are many Resource positions up and down the country presently filled by teachers with restricted recognition. ● The EPSEN Act puts the Principal Teacher at the centre of the entire process of resource provision for all the children with SEN in the school. Because of this role, he/she must be fully au fait with each child’s case in order to be central to communications between parents, teachers and all other external professionals involved.

It would therefore add to the holistic quality of the support service if the Principal were also to be the child’s Support Teacher either in a withdrawal or an in-class support capacity. ● Circular 02/05 and the Learning Support Guidelines introduced the idea of In-Class Support. Most schools are now using this approach, increasingly as a more integrated way of supporting the child within the context of the classroom. While there will always be a place for withdrawing children from mainstream classes, there is growing recognition of the many disadvantages of removing children regularly from class for support. By allowing the Principal to engage in the delivery of in-class support, it not only delivers optimum support to the children with SEN, but would also have the following positive effects for the entire school community: a) It would allow the Teaching Principal to fulfil one of his/her core duties under the Education Act by enabling him/her to observe practice in other classrooms b) It would enable the Principal to support Newly Qualified Teachers c) It would encourage the practice of Team Teaching in smaller schools d) It would add to the Principal’s knowledge of all the children in their classroom setting.

● Many Principals have come from a background of experience in Special Education and have a particular interest in the area. They are now being denied the professional opportunity of continuing to work in their chosen area simply because they have also chosen to be school leaders. If we accept that in the allocation of classes we must afford all teachers the opportunity to teach a wide variety of classes, are we not justified in expecting that this same opportunity be available to our Principal Teachers?

The rationale often put forward to support this regulation is that having the Principal Teacher as a Support Teacher could be disruptive for children with SEN, given the nature of the demands on the Principal’s time during the school day. This is an unsafe rationale as it endorses the acknowledgement that it is acceptable to allow disruption in a mainstream class of up to 27 pupils, which already has a number of children with a range of SEN. The educational arguments in favour of allowing Principals to take up the role of Support Teacher in their own schools are compelling. IPPN therefore calls on the DES to immediately revoke this regulation in time for the new school year 2008/2009.

Bill Gates Gives Principal Advice Love him or hate him, he sure hits the nail on the head with this! To anyone with kids of any age, here's some advice. Bill Gates recently gave a speech at a High School about 11 things they did not and will not learn in school. He talks about how feelgood, politically correct teachings created a generation of kids with no concept of reality and how this concept set them up for failure in the real world.

Rule 4: If you think your teacher is tough, wait till you get a boss.

Rule 5: Flipping burgers is not beneath your dignity.Your Grandparents had a different word for burger flipping: they called it opportunity.

Rule 6: If you mess up, it's not your parents' fault, so don't whine about your mistakes, learn from them.

Rule 2 : The world won't care about your selfesteem. The world will expect you to accomplish something BEFORE you feel good about yourself.

Rule 7: Before you were born, your parents weren't as boring as they are now. They got that way from paying your bills, cleaning your clothes and listening to you talk about how cool you thought you were. So before you save the rain forest from the parasites of your parent's generation, try delousing the closet in your own room.

Rule 3 : You will NOT make $60,000 a year right out of high school. You won't be a VicePresident with a car phone until you earn both.

Rule 8: Your school may have done away with winners and losers, but life HAS NOT. In some schools, they have abolished failing grades and

Rule 1: Life is not fair - get used to it!

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they'll give you as MANY TIMES as you want to get the right answer. This doesn't bear the slightest resemblance to ANYTHING in real life.

Rule 9: Life is not divided into semesters. You don't get summers off and very few employers are interested in helping you FIND YOURSELF. Do that on your own time.

Rule: 10: Television is NOT real life. In real life people actually have to leave the coffee shop and go to jobs.

Rule 11: Be nice to nerds. Chances are you'll end up working for one.

If you are reading this in English - Thank a soldier.

If you are able to read it at all - Thank a teacher!

On-Line Claims System (OLCS) training for schools concludes

by Gerry Murphy, IPPN OLCS National Coordinator Training Phases 3, 4 and 5 for the Department of Education and Science’s OLCS was successfully concluded in Carrick-on-Shannon Education Centre on 29th February 2008. Training in OLCS at Post-Primary level was delivered by The Joint Managerial Body (JMB) and the INTO delivered Phases 1 and 2 training for Primary schools.

Following IPPN’s selection for OLCS delivery, Gerry Murphy, Principal of St Joseph’s NS, Dundalk was seconded to IPPN to co-ordinate the final three phases of training. Up on 2200 schools from Malin Head to Mizen Head had to receive training in this new on-line facility. Below are Gerry’s thoughts on the journey from Mizen to Malin and from Mullinavat to Erris and all points in between.

We were very lucky, in many respects, with regard to the success of this project. To begin with, the platform designed by Baring Point was robust and represented a huge step forward for education. A real-time ICT application was being made available to schools that had the potential to reduce workload on school secretaries and Principals, albeit following a somewhat steep learning curve. My own school had received training in OLCS under INTO delivery and we were very pleased with the short-term outcome.

I had no reservations about the product, however, I was also aware that up to 80% of software implementations fail because they are not successfully embedded to end-user satisfaction.

The DES approach in involving JMB, INTO and IPPN in training delivery was tactically very astute and created the correct infrastructure for a successful implementation.Within the context of the counties to be trained under IPPN Phases 3, 4 and 5 we were very conscious of the nature of the task facing us.The further away from the east coast you move, the higher the proportion of small schools and consequently schools where the Principal has full-time teaching duties. Having experience of seeing my own school grow from a two-teacher school to a 36+ teacher school, I am very conscious of the added pressures on the Teaching Principal – more of that anon…. This meant that we had to be highly sensitive to these

additional needs and the associated consequences.

We were fortunate in having Tomás Ó Slatara, Past-President IPPN, John Curran, PRO IPPN and more recently Larry Fleming, President IPPN who all served on the OLCS Steering Committee for the DES. Their advice and direction was invaluable in setting up the bus.

What bus?, you might ask. Why, Seán Cottrell’s bus. Seán has instilled the philosophy of “getting the right people on the bus, and the right people in the right seats on the bus” as a mantra for IPPN success. (Good to Great – Jim Collins ISBN 07126-7609-0). Michael Mangan who coordinated the INTO delivery of OLCS was extremely helpful in providing practical information and encouraging experienced trainers to come on board the IPPN bus. There were 28 trainers on our bus, 14 of whom had been involved with JMB and/ or INTO delivery and 14 from IPPN recruitment. The success for the project is largely down to the quality and professionalism of this group. The trainers all come from an educational background – the majority are recently retired Principals and teachers and serving school secretaries. Their experience as crisis managers and consummate professionals made my job a most enjoyable one.

The DES approach in involving JMB, INTO and IPPN in training delivery was tactically very astute and created the correct infrastructure for a successful implementation.

A hugely significant factor in our successful delivery can also be attributed to Jimmy McGeough and his team in Monaghan Education Centre, who provided the administrative support for the project roll-out.

Many participants will have encountered either David McCague or Claire McMeel who were the voices of IPPN OLCS delivery in Monaghan Education Centre. Together, David and Claire liaised daily with the network of Education Centres, IPPN Trainers and school personnel around individualised training needs. New models evolved. As an example, many twoPAG E 1 0

teacher schools were trained on different days – to facilitate continuity, safety and educational demands. It was not always possible to facilitate all these demands but great flexibility was practiced by these two wonderful and capable young people. Jimmy McGeough, Director Monaghan Education Centre, had a hands-on role in OLCS delivery and was pivotal to the overall success. Teachers in the Monaghan Education Centre catchment area are very fortunate to have such a visionary and committed leader. The network of Education Centres provided a seamless delivery of service from a technological and nutritional viewpoint. I wish to complement and congratulate directors and staff of the following Education Centres – Athlone, Carrick-on-Shannon, Clare, Cork, Donegal, Galway, Kilkenny, Laois, Limerick, Mayo, Monaghan, Sligo, Tralee, Waterford and West Cork. A special word of thanks to Margaret Farren, Scoil Cholmchille, Malin and her staff for accommodating training in her school.

The roll-out was not without its stress points. Our initial training platform was not functioning at the level of the full blown ESInet platform. It is fair to say that trainers and participants had many frustrating sessions during Phases 3 and 4 in particular.This experience could have resulted in disaster were it not for four elements. Firstly, the coping skills of our trainers who were unflappable during technical breakdown episodes, resulting in continuity of service. Secondly the support received from Jack Hogan and his team in DES OLCS HQ in Athlone, whose quick intervention and response times made difficult situations manageable and kept the bus on the road.Thirdly, the wizardry of Seaghan Moriarty – IPPN Technical Support – who had designed an OLCS training module – which was called into action when the real-time training version presented trainers with anxious moments.This facility is still available at the IPPN website www.ippn.ie. This material is video-based, can be accessed by broadband and is available to all users – that is, you do not require password access to the site.

The link is available under OLCS Training under the “Learn” tab on the IPPN homepage. Those in need of a refresher training course, NewlyAppointed Principals and/or school secretaries are invited to make use of this excellent facility.

Fourthly and most importantly, participants,

whose support for their trainer colleagues went that extra mile to allow some time for the training system to kick back into action.The trainers and I would agree that Phase 5 was a much better experience for participants as another training platform came back on stream.

The further away from the east coast you move, the higher the proportion of small schools and consequently schools where the Principal has full-time teaching duties.

Some of the issues that presented during our bus journey include: ■ The schools’ survey prior to IPPN Conference highlighted some of the issues that were brought up by participants and trainers during OLCS delivery. ● 60% satisfaction across phases 1-5 inclusive ● 38% believe OLCS represents reduction in workload ● 38% believe OLCS does not represent reduction in workload ◆ Comment on workload response: ◗ Size of school very significant – suggest larger schools are better catered for (access to expertise) ◗ Skill set of Principals is an issue ◗ Skill set of many secretaries (small

schools in particular) – also an issue (some do not have keyboard or basic PC skills) ▲Training required for Principals and secretaries in basic skills ◗ Little or no access to clerical/secretarial support for small schools ◗ Where schools pooled funds (on a cluster basis) for shared secretaries (e.g. parts of Co. Sligo ) – highly successful ◗ Minister for Education and Science needs to prioritise Secretarial and Clerical support for all schools as a top priority – training provision for Principals and secretaries ■ Serious issues around Broadband provision – particularly Satellite Service ● We are not convinced that anyone or any group is dealing with this issue – industry would not accept this standard.

Proper provision and support is essential for our most isolated schools and communities ● Some schools had a better service prior to National Rollout of Broadband service ● Broadband watchdog needed ● Suggest laptop for Input person should be made available by BOM (Grant aided

by DES) – to make up for short-term difficulty ■ Ongoing need for response team for OLCS training – change of Principal/secretary etc.

■ IPPN – first to deliver training through Gaeilge – to Gaeltacht and Gaelscoileanna in counties Donegal, Galway, Mayo and Kerry. ● Training manual translated by DES and Training materials and programme developed over one day by team of trainers interested in Gaeilge. ● Very positive response from Gaeltacht Schools ● Possible – further development in this area for future consultation on Teacherfriendly “Gaeilge” as opposed to “Artificial Attempt at translation” ● Buíochas ó chroí do na daoine a chuir an traenáil seo ar fáil ■ DES Helpline has been very successful and is needed as an ongoing resource for schools.

In conclusion, IPPN OLCS delivery has been successful to date. However the issues raised around the difficulties experienced in small and isolated schools must be addressed. Hopefully, OLCS hails the re-emergence of the benefits of ICT in education. Having visited schools in the Dungannon area last year with other IPPN colleagues, we were astonished with the presence of Interactive White Boards in the majority of classrooms, signs of education embracing tools of the 21st century.“Tús maith, leath na h-oibre”. It has been my pleasure to drive this IPPN bus from Malin to Mizen, that pleasure has been enhanced by all those on the bus. Undoubtedly we had all the right people in all the right seats.

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When Is A School Full?

by Virginia O’Mahony, IPPN Assistant Director It is estimated that that the student population of the country’s 3,255 Primary schools will rise from the current 455,000 pupils to close to 600,000 by the year 2020.

To meet this considerable rise in pupil numbers, additional capital expenditure on school buildings will be required over the next decade. As it is, many schools are coming under increased pressure as demand for places continues to intensify while space and facilities remains constant.

Appeals under Section 29 of the Education Act are increasing at an alarming rate and the enrolment policies of many schools are coming under intense scrutiny. In this era of unprecedented demand for school places, due to changing demographics and migration, Principals and Boards of Management are becoming increasingly confused and agitated at the lack of specific guidelines concerning the actual pupil numbers that constitute a school being legitimately full.

In this context, it is becoming increasingly important that each school ensures that its enrolment policy is fully inclusive, that it protects the rights of the whole school community and upholds the rights of those who seek to secure a place for their children in the school. To successfully defend a Section 29 Appeal, a school must adhere rigidly to its enrolment policy, which should be unambiguous in stating the point at which the Board determines the school to be full.

That enrolment policy must clearly outline the maximum capacity of the school and the rationale behind such a determination. This rationale should concentrate on issues such as available space, area of individual classrooms, compliance with the provisions of the Health and Safety Act, Special Needs provision and school ethos.

Without such a statement on maximum school capacity from each individual Board of

Management’s Enrolment Policy, there is no absolute figure which will determine when a school is full. Consequently, the school’s ability to facilitate additional enrolments will be open to a myriad of different interpretations and appeals.

Principals and Boards of Management are becoming increasingly confused and agitated at the lack of specific guidelines concerning the actual pupil numbers that constitute a school being legitimately full.

Many schools have adopted the simple formula for maximum capacity when they have reached an enrolment figure of 27 x the number of mainstream class teachers. This definition of maximum capacity has already been found to be flawed by some Appeals Boards in the absence of this being clearly stated in the school’s Enrolment Policy. Appeals Boards have found in favour of parents’ appeals if some classes are below the maximum class average of 27, even if other classes have up to 30 pupils. In fact, it could be argued that a school is technically never full if there is a willingness on the part of the Board of Management to accommodate additional pupils on receipt of additional acceptable accommodation and additional staffing. Some Boards operate on the premise that they have capacity until they reach a figure one short of the next teacher appointment figure.

To formulate a watertight enrolment policy that conforms to legislation and meets the needs of the school, a Board must take a number of issues into consideration and avoid a number of pitfalls. At no stage should a school give parents a reasonable expectation that their child will secure a place in PAG E 1 2

a particular class unless it is sure it can deliver.

Many appeals are won on the strength of parents having been given a reasonable expectation and schools being subsequently unable to offer a place because siblings or children in close proximity to the school are presented for enrolment. A school must also ensure that parents are informed of their right to appeal under Section 29 if they are unable to offer a place.

When a school is full hinges on the following variables which must form the basis of a BoM’s determination of when their school has/will have reached its full capacity: 1. The policy of the Patron in relation to the school 2. The attitude of the BoM to the expansion of the school 3. Local demographic trends 4. Demand for school places within the school’s catchment area 5. Availability of present accommodation within the school 6. Availability of present accommodation within other local schools 7. Availability of land for temporary accommodation 8. Financial viability of the school.

The final arbiter as to when a school is full will be when an appeal under the Section 29 process finds in favour of the school.This is unlikely to happen in the absence of a clear BoM Enrolment Policy which is unambiguous on the school’s capacity.

Footnote: A facilitation process is built into every Section 29 Appeal.This is proving to be extremely successful in securing resolutions in many cases before a full hearing is required. However, some Principals have expressed disappointment at the manner in which a tiny minority of facilitators have misrepresented Principals and School Boards in their facilitation reports and this has caused difficulties at a later stage.

Positive Behaviour Discipline Policy

by Pat Goff, IPPN Deputy President and Principal of Scoil Mhuire, Coolcotts, Co. Wexford Schools are a microcosm of society. Our society has changed immeasurably over the past decade. The family unit in many cases no longer provides the stability it once did for our children. We have also become a multi-cultural society. All of this has impacted on schools and in particular on our pupils where there is not the same level of self discipline. Many schools now find that the old tools, in operation since the first national schools were founded in the 1820s – tools that society typically uses, which is to reprimand, punish and exclude – no longer have the same effects.

Discipline is one of the key policies in every school. However, the sanctions are now at the end of this policy. The main focus is prevention by encouraging positive behaviour. Schools have adapted the policy of positive behaviour to suit their own needs. Our school is a Band 1, large, urban school and the policy we use has three major elements that are based on (1) School (2) Classroom (3) Yard.

(1) School It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all.

We aim to create an atmosphere of respect, tolerance and consideration for others.The school behaviour policy is therefore designed to support the way in which all members of the school can live and work in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure and the school can function in an orderly and harmonious way. Rules are kept to a minimum but the primary aim of the behaviour policy is not a system to enforce rules.

It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn.The policy is designed to promote good behaviour rather than merely deter anti-social behaviour.

All of our school is divided into four teams which are colour coded and also have names such as Na Fianna, etc. Infants are assigned a team when they first come to our school and that is the team that they stay on during their time in school. Each team has pupils from every class group. Team captains and vice captains are elected each year from the sixth classes. It is the responsibility of the captains to report to assembly each week on the number of points their team has been awarded that week. A post-holder is responsible for overseeing the scheme. Points can be awarded by

any adult in the school – teacher, SNA, secretary, caretaker. The points are awarded to pupils for a variety of reasons, basically anything to do with good behaviour, good manners, and good work.

The idea is to reward anything positive that the pupil does.The pupil themselves record the points in their own classroom. The scheme is selfpolicing – no better gamekeepers than the pupils themselves. The team captains collect the points before assembly. There is always great excitement for this part of the assembly in anticipation of who has won that week. At regular intervals there is a treat for the winning team. This varies according to the time of the year.The favourite treat is a BarB-Q in school. The teacher in charge gets a number of disposable Bar-B-Qs in Aldi, tons of sausages and burgers, rails off a corner in the yard with a few desks, gets help from parents and SNAs and is the most popular person in school that week. Believe me, everyone wants to be on the winning team that month, especially when the smell of cooking wafts around the school. The teacher in charge is very innovative in picking treats – I will be honest and say that when the teacher came to me a number of years ago and suggested the Bar-B-Q, it was with some trepidation that I agreed – it has worked brilliantly.

A good deal of effort went into ‘picking’ the teams originally to get an ‘even’ spread. The points scheme might seem like a lot of work, but once it is up and running, it pretty much runs itself.

Teachers have no problem buying into anything that makes their lives easier. No points can be deducted for misbehaviour by the usual suspects.

Like most areas of life, rules and sanctions are made for the minority. Most people, and pupils, will try and do the right thing anyway – we just try and accentuate this by rewarding positive behaviour. We still have the usual sanctions to show disapproval of unacceptable behaviour.

Again, like all of you, the sanctions are for the unacceptable behaviour, not for the individual.

Does the positive behaviour points scheme work for the school in general? Using a basic criterion of referrals to the Principal (one of our sanctions) – these are down by 80%. A positive behaviour ethos sets the culture for the yard and classroom.

(2) School Yard

consequences, apologise when necessary 4. Line up properly 5. Stay in your play area 6. Ask for help when needed – try and solve a problem yourself, ask an adult for help if necessary.

Points are awarded if pupils handle a situation well themselves.There is a supervised time-out area in the yard for dealing with unacceptable behaviour.

The SNAs, who are on the yard everyday, have the authority to send the pupil to time out. This has helped enormously in building respect for the SNAs from the pupils. There is a need to do preparatory work before introducing this. If a pupil is in time out five times, there is a standard letter, with tickboxes, that is sent home by the class teacher to be signed.This usually works; if not, an appointment is made with the parent.

(3) Classroom The classroom is the bedrock of all that is good that happens in the school. It is stating the obvious that a busy classroom where there is good teaching and learning going on, based on good preparation, has far less behavioural problems.

Many teachers have their own systems, star charts, certificates, extra computer time, homework passes etc. which feed into the positive behaviour policy. In promoting positive behaviour in the classroom, the aim is to establish a climate where praise and encouragement far outweigh the frequency of criticism and sanctions. In nearly every class in the country there is probably one challenging pupil. A letter that we like to use is the following:

____, Dear ________ that to let you know en I am delighted be s ha r ___’s behaviou e w ____________ ire hu M l In Scoi od excellent lately. go and reward always notice work!. ep up the hard behaviour, so ke Yours sincerely, Class Teacher

The school yard is where most ‘incidents’ happen, especially at line-up time.

Yard Rules 1. Respect everyone – speak politely, no rudeness, eye contact, listen without interrupting, wait your turn, treat others as you would like to be treated 2. Play fairly – take turns, include everyone, avoid play fighting 3. Stay calm – control temper, accept blame and PAG E 1 3

We find the parent(s) more supportive when we have to send the ‘other’ letter, almost as if they see the balance we are trying to achieve.

Most policies are work in progress, and are necessary to have, but they are just that, policies – the good teacher brings them to life.

Cumasú Leadership support from reality to the ideal

by Dr. Kevin Haugh (PhD.) - Assistant National Co-ordinator, LDS “Schools need to draw on the funds of knowledge which exist in all communities, even the most impoverished” Moll, L. and Grenberg, J (1992).

Thrupp, M. (1999) observed that the “challenge,” if that is the right word, faced by many schools serving in very disadvantaged populations is that they are simply overwhelmed by the depth of problems surrounding them!

Disadvantage and social exclusion in educational terms are almost inextricably linked to failure in the formal education system and the perpetuation of the poverty cycle. Poverty, dysfunction, lack of familiarity with the dominant language and ethnicity and special educational needs are amongst those factors used most frequently in the debate around educational disadvantage and social inclusion in Ireland at the present time.The DEIS. (Delivering Equality of Opportunity in Schools) Initiative launched earlier lasty year by the Minister for Education and Science Ms. Mary Hanafin focuses on addressing educational needs of children and young people from disadvantaged communities, from pre-school through second level education (3 to 18 years). Its frame of reference is based on the definition of “educational disadvantage” in the Education Act (1998) as: “the impediments to education arising from social and economic disadvantage, which prevent students from deriving appropriate benefit from education in schools.”

Evidence from international literature suggests that effective leaders exercise an indirect but powerful influence on the effectiveness of the school as a centre of learning. There is considerable evidence in the research literature that suggests that there is no single form of leadership that lends itself to improving schools.

However, it is agreed that shared decision-making and collegiality are key factors to improving schools in areas of socio-economic disadvantage.

The role of the leader is indisputable.“Leadership is a critical component of all school improvement efforts” (Alger, 2005). A fundamental aspect of DEIS is the integration of services and partnership working in a coherent School Support Programme. LDS strongly affirms and supports the powerful role of school leaders in ensuring the success of DEIS. The impact at

school level of every strand of the DEIS Support Programme depends to a large extent on the value placed on it and the support and direction provided for it by school leadership, in particular by the Principal.

Evidence from international literature suggests that effective leaders exercise an indirect but powerful influence on the effectiveness of the school as a centre of learning Cognisant of the complexities of leading in schools located in areas of socio-economic disadvantage in urban and rural settings Leadership Development for Schools (LDS) engaged in a needs analysis with the designated schools. The focus of this was to assist us in designing a comprehensive, relevant programme which would respond to the needs of school leaders in the DEIS initiative.

This needs analysis comprised consultation with the partners, colloquia, school visits, pilot residentials and data gleaned from questionnaires.

In the awareness that context does matter, LDS offers context-relevant support to school leaders.

Like Leithwood we believe that ‘outstanding leadership is exquisitively sensitive to the context in which it is exercised’ (Leithwood, Jantzi, & Steinbach, 1999). LDS works with and supports school leaders to build and develop a contextual wisdom and expertise believing that the solutions must come from within each unique context.

Ten years ago very few could have envisaged the manner in which our schools have been convulsed by the socio-economic and demographic revolution that has taken place in Ireland particularly since we entered the twentyfirst century. Immigration has transformed schools from monocultural setting to a multicultural one.

Accommodating such a seismic change in schools across the country has placed an unprecedented burden on school leaders particularly in areas of socio-economic disadvantage. Additional PAG E 1 4

demands include the amplification of SEN provision, legal requirements and the proliferation of initiatives. The Department of Education and Science DEIS initiative affords the diverse partners in education provision a unique opportunity to deliver the programme in a cohesive manner.

The LDS Cumasú Programme endeavours to empower school leaders to meet the challenges of social inclusion in a rapidly changing Ireland.

LDS leadership support for school leaders aims to play a vital role in enabling school leaders meet the challenges of the DEIS Programme as its action plan focuses on addressing the educational needs of young people (3 years old to 18 years of age) from disadvantaged communities from preschool through to second level education. DEIS does not aspire to “re-inventing the wheel” rather it aims to bring together and build upon the best experience and practice around existing interventions for schools and school clusters/communities with a concentrated level of educational disadvantage.

The Cumasú Programme has developed a blend of modules that enable school communities to respond to the challenges of a rapidly changing school-scape in Ireland of the 21st century.

Its programmes provide professional development in which there is dynamic interaction between the school leader, LDS and the school, which potentially leads to change in all three elements.

Cumasú, like all LDS Programmes has a vision that is shared by all three (the professional development programme, the school leaders and the school). The route to goal is designed and developed along the way, in response to the strengths and needs of the participating school leaders.

Critical reflection is central to this model as individuals and the group examines its own practice. Participants glean insights into their own professional needs, inform theory, increase their own knowledge base and improve their learning in a reflexive self-monitored development process.

The Cumasú model of professional development is similar to the Mackenzie “Turbine Approach” (Mackenzie, N.M., 1997). In this model of professional development, i.e. the “Turbine

Approach,â&#x20AC;? providers are flexible and are therefore able to follow different routes to shared goals.This model is a facilitative process through which learning is generated from a constant stream of input, that may come from any or all of the elements and can cause a revolution of the elements of which it is composed. The ultimate aim of this approach is to lead teachers to become reflective practitioners and enable them to work in a culture of positive interdependence, shared leadership, shared role and task allocation, group goal setting, group action and celebrating group success.

Critical reflection is central to this model as individuals and the group examines its own practice.

Aims: â&#x2014;? To provide leadership support in DEIS Schools â&#x2014;? To support the challenge of leadership in schools in areas of socio-economic disadvantage â&#x2014;? To support the personal and professional needs of school leaders in challenging environments.

There are: â&#x2014;? 198 Urban Band-1 Primary schools â&#x2014;? 141 Urban Band-2 Schools â&#x2014;? 333 Rural Schools â&#x2014;? 204 Post Primary Schools in the D.E.I.S. Programme Theme of the 2007-2008 Programme: â&#x20AC;&#x153;Is faoi scĂĄth a chĂŠile a mhairimidâ&#x20AC;?

The CumasĂş Programme: CumasĂş provides leadership support for school leaders at Primary and Post-Primary level in the DEIS Programme. It endeavours to support school leaders to respond to the challenge of educational disadvantage and creates an opportunity to share models of successful practice through networking.This cross-sectoral approach both validates the concept of the continuum of educational provision beginning at birth and extending in to the area of life-long learning as well as seeking to broaden the definition of teaching and learning.

The following areas were covered in partnership with other service providers to date in Urban Band 1, Urban Band 2, Rural Schools and Post-Primary schools in the DEIS Initiative. â&#x2014;? Leading the Challenge in a DEIS School (LDS) â&#x2014;? Leading Planning with SDPS. â&#x2014;? Leading Curriculum and Methodology with PCSP â&#x2014;? Locating the Leader: what makes schools successful? â&#x2014;? Newcomer Children â&#x20AC;&#x153;A Whole School Approachâ&#x20AC;? â&#x2014;? Current Professional Issues with the INTO

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â&#x2014;? Consolidating the Legal Framework: Ian O Herlihy Leadership in Action with Models of Good Practice from identified school leaders in DEIS Schools at Primary & PostPrimary â&#x2014;? Internal Research and Development â&#x2014;? Transfer from Primary to Post-Primary â&#x2014;? Positive School Culture â&#x2014;? Identification of Emerging Needs â&#x2014;? Keynote Addresses on â&#x20AC;&#x153;Leading the Challenge in a DEIS Schoolâ&#x20AC;?: Professor Tom Collins, Peter Kierans CEO, John Allen, Professor Kieran Byrne, Director of Waterford Institute of Technology, Dame Geraldine Keegan â&#x2014;? Working on the Frontline: A Principalâ&#x20AC;&#x2122;s Experience â&#x2014;? Supports for Newcomer Children with Integrate Ireland Learning & Training â&#x2014;? Towards a Work/Life Balance with the IPPN â&#x2014;? Exemplars of Good Practice from School Leaders and LDS â&#x2014;? Exemplars of Good Practice through the Home School Community Liaison scheme â&#x2014;? Middle Leadership in a DEIS school â&#x2014;? Parental & Family Involvement: Parent perspectives â&#x2014;? Leading The Special Educational Needs Process Ms. Fiona King, Author of â&#x20AC;&#x153;Special Education in Irish Classrooms: A Practical Guideâ&#x20AC;? â&#x2014;? Leading the SEN Team at second-level â&#x2014;? Raising Expectation â&#x2014;? Sustaining the Leader.

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Deputy Principals’ Conference 2008

by Padraic McKeon, Deputy Principals Subcommittee The 2008 Deputy Principals’ Conference, organised and facilitated by IPPN, was held on May 19th and 20th in the Carlton Shearwater Hotel, Ballinasloe, Co. Galway.

Its theme was ‘Two Heads are Better than One—Sharing the Leadership Role’.

Virginia O’Mahony opened the Conference by tracing its development since it started in 2002. Its aim then was to set about defining the role of the Deputy Principal in Irish Primary Schools, a project which no other organisation had undertaken.Virginia explained how this work had culminated in the publication in 2006 of ‘Giorraíonn Beirt Bóthar—Distributing Leadership: Deputy Principals’. The purpose of this ‘Green Paper’ was to focus on the potential leadership role of the Deputy Principal, and to provide for a shared, co-leadership position for both Principal and Deputy Principal. This working document was intended to facilitate reaction, response and recommendations from all interested in, or responsible for, ensuring that the leadership potential in schools is realised; that would be a major part of the work of this Conference.

Virginia also commented on the recent OECD Report which agrees very much with what IPPN has been saying with regard to redefining school leadership, distributing school leadership, developing skills of leadership, and making school leadership a more attractive profession.

The first workshop was presented by Fiona King, a Special Education Teacher in Co. Mayo. Fiona’s topic was ‘SEN—Pupil Withdrawal vs. In-Class Support’. She spoke of the Inclusive Model of Education, which is providing a new challenge for schools, and of the challenges and advantages of both methodologies described in her workshop title. She presented a video which she had made of ‘Peer-Tutoring’, a methodology she utilises in her own school to great success, and which elicits data from many other schools also to show great improvement in reading, having used this system.

It was very enlightening to observe pupils tutoring their peers (budding teachers?) in action in Fiona’s school, which is situated in a most scenic setting, with a backdrop of the majestic Croagh Patrick. (Let’s hope that it’s not too obvious that this writer is a Mayo person!)

Angela described how she and her staff had developed a professional code of conduct for their school: how they had explored their own expectations of their colleagues and their colleagues’ expectations of them. A questionnaire on the topic was distributed to the attendees.

The second workshop, entitled ‘Inclusion—Policy and Practice’, was presented by Larry Fleming and Pat Goff, President and Deputy President respectively of IPPN. This had many links with the first workshop, and was very relevant to the Deputy Principals in attendance, as the majority of them had responsibility for Special Educational Needs and Assessment.

Virginia commented on the recent OECD Report which agrees very much with what IPPN has been saying with regard to redefining school leadership, distributing school leadership, developing skills of leadership, and making school leadership a more attractive profession.

Questionnaires on both workshop topics were distributed to the attendees to ascertain the key questions, queries or concerns they had, and they were given an opportunity to reflect on the possibility of an in-class support model for their school. A Question and Answer session was held to clarify points made in the presentations.

Gretta O’Shea of Leadership Development for Schools (LDS) spoke to the attendees about the Tánaiste Programme, which organises professional development for Deputy Principals.

Damian White of the IPPN Executive described the supports and services available to Deputy Principals and schools. Damian, a proud Offalyman, also gave the most up-to-date translation, after recent political events, of BIFFO—i.e. Big Increase in Funds For Offaly!

Angela Lynch (IPPN Executive) and Jim Hayes (ex-President of IPPN) gave a practical and most interesting presentation on ‘Building Professional Relationships in Schools’.

Jim spoke of the importance of having respect for everybody, building trusting relationships, and having meaningful and effective communication in schools.

A general Questions and Answers session with the IPPN Panel followed.

Feedback on the questionnaires was summarised briefly at each of the tables.

All feedback forms were collected and will be used to inform the further development of the Deputy Principal’s role, based as they are on real school situations.

The whole Conference was conducted in a business-like atmosphere with a generous measure of good humour. The workshops were very successful, and many opportunities for valuable networking, formally and informally, were available to the attendees, which they really appreciated. Evaluation forms also showed a deep acknowledgement by the participants of the great work being done by IPPN at this Conference and elsewhere to develop the potential of the role of Deputy Principal, and a recognition that the work of Deputy Principals is highly valued by IPPN. Roll on next year’s gathering!

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On Becoming a Digital School

by Peter Coakley, Principal, St. Mary’s BNS, Maynooth When I first heard the term ‘Digital School’, what went through my mind was “Is this another gadget, like a digital clock or a digital camera?” However, when I was told to “Think Green School, and then swap being environmentally friendly with being ICT friendly,” I got the picture.

And it is as simple as that!

Several years ago, I saw a magazine from the County Council and it had an article encouraging schools to become a Green School. When a colleague explained that you have to do some environmental ‘stuff ’, my first reaction was that we’re busy enough at the moment – we don’t have the time or the energy to take on new ‘stuff ’!

But then he explained that we were already doing much of what was required of a Green School and that we were already aspiring to achieve some of the other targets, I began to take notice. We are now heading for our third Green Flag.

To me, the Digital School Award follows the exact same concept. It recognises the efforts schools are making in integrating the use of ICTs and learning. It is open to all schools and, more importantly, is achievable by all schools.

In many schools, ICT is used every day to support teaching and learning. These schools are already part of the way to becoming a Digital School.

In many schools, ICT is used every day to support teaching and learning. These schools are already part of the way to becoming a Digital School. My own school falls within this category. Like others, we have spent a good deal of time and money putting the infrastructure in place. The mistake now would be to sit back and think we now have computers in use in our school.

(This reminds me of the late 80’s, when we got our first computer. We spent all our money on buying the computer and had no funds left to buy any software – so it was a bit of a white elephant for a while.)

The object now is to get the best possible return from our investment. This is where I think the Digital School Award comes in. To achieve DS status, schools have to meet certain criteria. The good news is that it is not like a WSE, where you don’t get to see the checklist. The checklist is readily available for anyone to look at on www.digitalschools.ie.

Schools are assessed under five headings: ● Leadership and Vision ● ICT and the Curriculum ● School ICT Culture ● Professional Development ● Resources and Infrastructure.

Some headings may look a bit daunting, but if you look through the list of criteria under each, it becomes clear that they are all quite achievable, without huge effort.

What I particularly like about this list of criteria is that it is a huge help to me in assessing our ICT usage at the moment. Firstly, it reaffirms that we are actually using ICT very well in our school.

More importantly, it helps to identify how we might strengthen our usage by focusing on a few areas where we have room for improvement.

When we have done this, we will be ready to apply for Digital School status.

Where to next? I’d recommend a visit to the Digital Schools website to try out the SelfEvaluation Tool which you will find on the homepage.This will give you a clear view of how your school ranks.The next step is to contact your local ICT Advisor, through your Education Centre. He/she will be able to assist/advise you and, if ready, submit your school for validation as a Digital School.

PAG E 1 7

NDP - €252 million By now we have all heard the promise of €252 million from the National Development Plan. In fact, it has been announced on a number of occasions over the past couple of years – and no doubt it will be announced again! The following is an extract from the plan in relation to the ICT money for schools:

The object now is to get the best possible return from our investment. This is where I think the Digital School Award comes in.

“In order to benefit from the investment, individual schools will be required to prepare and implement an eLearning strategy for the school as an integral part of the whole school planning and development. Resource allocation will be directly related to, and contingent on, the degree to which the school is able to demonstrate concrete actions and strategies for utilizing and embedding ICT in teaching and learning practice in the school.The school's e-Learning plan must be persuasive as regards the potential usage levels arising as a result of the investment….”

I think that the Digital Schools programme is absolutely tailor-made to provide schools with the necessary focus on planning and ICT integration, which will allow them to seamlessly integrate with this e-Learning requirement for accessing the proposed NDP funding. Schools that follow the good practice indicators as outlined in the DS criteria, will find themselves ideally placed to qualify for funding.

The timing has never been better. Have a look at www.digitalschools.ie. At worst, it will help you realise how ICT should be used in your school.At best …… the sky’s the limit!

The Digital Schools Award is led by the NCTE but has the full support of IPPN, INTO, NCCA and CESI.

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Critical Incidents in Schools

by Larry Fleming, IPPN President Schools are very vulnerable places when an unexpected tragic event occurs that has an immediate and profound impact on the student body. All children react differently to trauma and the normal coping mechanisms of the school may be stretched to breaking point if procedures are not in place to limit the impact. The National Educational Psychological Services (NEPS) issued guidelines to schools in 2004 in the form of an Advice and Information Pack on how to deal with critical incidents.

The types of critical incident which required a professional support service ranged from suicide and violent death to accidental death, sudden death and death by drowning.

The service has also been very active on the ground and this was particularly evident in the immediate aftermath of the Kentstown and Clara school bus tragedies in 2005 and 2006. NEPS psychologists were immediately available to support traumatised students and offer much needed guidance to the teaching staff. A revised Advice and Information Pack will be made available to schools in 2008. This revised publication will draw on the experiences of psychologists and schools in dealing with tragedy over the last 6 years.

The number of critical incidents, which have a significant impact on schools, continues to rise.

There was a need to engage the services of NEPS in over 100 schools in the last year alone. The types of critical incident which required a professional support service ranged from suicide and violent death to accidental death, sudden death and death by drowning.There has been very positive feedback from schools in relation to the quality of service provided and it must by hoped that the NEPS allocation for this particular area of activity is increased in the forthcoming budget.

The School Response It is becoming increasingly important that every school should consider putting a Critical Incident Policy in place. A sample policy is available on the resources section of www.ippn.ie under Organisational Polices. A Critical Incident Policy should address areas such as pupil welfare, dissemination of information, dealing with the media, organisation of memorial services, staff welfare, interventions for the most vulnerable pupils and the provision of a ‘critical incident room’. An effective Critical Incident Policy will clearly outline in detail every individual’s duty when an incident occurs so it is important that a critical incident team be put in place to ensure all policy areas are implemented. This team can be made up of staff members who know the school, the students, the community and each other well enough to make the necessary decisions when an incident occurs. Ideally, this team should have individual liaison persons who deal with staff, students, parents, community and media.

The NEPS Response When an event occurs that impacts greatly on a school, NEPS is available to immediately support staff, students and parents alike.The interventions provided may range from helping the school to PAG E 1 9

mobilise its response via the Critical Incident Team to helping the school identify ‘at risk’ students and to access supports for them. A team of NEPS psychologists will visit the school on request and meet with the Principal and Critical Incident Team as well as with the staff to advise and inform. This advice and information will focus how teachers can support students, support one another, deal with cultural sensitivities, cope with the aftermath of tragedy and interact with the media. The service may also offer support as the school prepares for any ceremonies related to the incident in question. The service has been expanded in recent years to provide planning, risk assessment of students and information meetings with parents. The very fact that NEPS supports have been used on a more frequent basis by schools recently is testament to the importance of this area of NEPS provision. Unfortunately, it is likely that the service will become indispensable into the future.

An effective Critical Incident Policy will clearly outline in detail every individual’s duty when an incident occurs so it is important that a critical incident team be put in place Responding To Critical Incidents: Advice and Information Pack For Schools is available on the Department of Education and Science website at www.education.ie Thanks to Shay Bannon, former President of NAPD, whose research informed this article.

Report on Patron’s Day for Principals and Chairpersons

by Hilary McBain, Principal, Kill-o-the Grange NS, Deansgrange, Co. Dublin On Thursday 17th April 2008, seventy-four Principals and chairpersons from the united diocese of Dublin and Glendalough attended an inspiring and progressive day in the Clarion Hotel, Liffey Valley. We were delighted to invite the chairpersons this year and it was very worthwhile particularly for those who could attend together. The Patron, the Most Rev. Dr. John Neil opened the conference with an affirmative and positive speech on the difficulties facing school leaders today.

Colm Cregan, Inspector, and former Teaching and Administrative Principal led the first presentation with a wonderful talk about his work which also brought us back to the real reason, that is often over-looked, as to why were are in school each day. It is for the children and everything we do is for them. He acknowledged that we are in the midst of change and focussed on what changes can be made in the time of a child’s life in school.

He outlined the requirements of a Whole School Evaluation and took us through slides of WSE reports. Colm provided us with an insightful account of the reality and the challenges facing Principals and chairpersons. He encouraged Boards of Management to always take the option to comment on a WSE report as part of the school’s ongoing internal evaluation. What a delight to listen and engage with such an innovative and inspiring educationalist.

Our next two guests were Seán Cottrell, Director, and Larry Fleming, President of the Irish Primary Principals’ Network who have a true understanding of the difficulties facing our leaders in education today. Seán and Larry gave excellent advice and information to the delegates on how to manage in our role. The emphasis was on communication, Principals as leaders, empowering others and delegation. Definitions on how to manage were given under the headings of what you “must do, can delegate and should avoid” in the categories of teachers, parents, Board of Management, children and outside agencies.

We were delighted to have Seán and Larry present on the day with straight-forward, good advice.

How appreciative Principals are to have such a needs-driven organisation such as IPPN working on behalf of Principals. Seán Cottrell congratulated our group for the progressive thinking in having the Principals and chairpersons coming together for the day.

After lunch we welcomed Governor John Lonergan of Mountjoy Prison who made a memorable and fascinating speech on the impact that school leaders and teachers make on every child in their care. He told many stories of troubled people he had met during his work and how their lives could have turned out under different circumstances.

The day was a wonderful opportunity for Principals and chairpersons to meet informally and we are fortunate to have such a forwardthinking Patron. Our thanks to the Archbishop for hosting the day and for the financial support from the Diocesan Board of Education.

A Life in the Day of a Principal

by Fiachra Ó Mordha, Principal, Redhills NS, Co. Cavan To write about one day or a number of days incorporated as a unit was a choice I had when thinking about what to describe when putting down on paper what daily life was like for a Teaching Principal. The task was in a way daunting like the job itself. Would an article be accurate if it was an amalgam of days and would the aim of showing people the complexity of the job come through? If one day was selected, would it turn out to be one of the quieter days of the year!

We (teaching Principals) all know about planning and the importance of time management in implementing what we see or do each day.We are advised as what we have to do, do now, because if we don't our work will pile up. A character in Jerome K Jerome's book 'Three Men in a Boat' said '"I like work, it fascinates me, I can sit and look at it for hours. I love to keep it by me; the idea of getting rid of it nearly breaks my heart".

We need to jobs we have to do today.We need to delegate as much as we can. To deal with paperwork a system is needed and there needs to be good order in the office.

Organising and running meetings takes time and involves others in the process.The purpose of the meeting needs to be very clear and what decisions

need to be taken. Time limits are an important factor and will lead to time being used constructively. It is always important to be clear about the aims, purposes and objectives of work.

As these are implemented, flexibility is vital as the unexpected can occur.

but my planned rest was gone at lunchtime as an important phone call had to be dealt with. The secretary who works a 12 hr week deals with phone call but due to a medical appointment one days work was cut short and phone calls were dealt with in the evening time.

Victor Hugo stated the following: "He who every morning plans the transactions of the day and follows that plan carries a thread that will guide him through the labyrinth of a most busy life.The orderly arrangement of his time is like a ray of light which darts itself through all his occupations.

But when no plan is laid, where the disposal of time is surrendered, merely by the chance of incidents, chaos will soon reign".

A bus drivers retirement took place mid-week and even though an after school presentation went smoothly, a lot of co-ordinating had to be done so all non class content time was spent finalising the event. On the Thursday of that week, a day course had to attended, so a day's work for the substitute had to be planned. A challenging situation arose on the last day of the week so a lot of thought had to be spent on how best to sort it out.

In one week in February many events occurred as planned and many issues landed in the jobs to be done section. Despite arriving early to work, even before official opening time, it is difficult to achieve everything on time.The boiler decided to be 'Awkward' one morning and 10 minutes were spent dealing with a switch problem A phone call from a family explaining an absence meant another 5 minutes gone from the previous night's plan. It was planned to have a quick discussion with the staff but now as I had to prepare for classwork this was postponed till breaktime (what breaktime?). Classes on the first day went smoothly. The item was dealt with at breaktime

Two jobs had to be implemented that week, the work of teaching the senior classes and the role of leading the school community on a daily basis. It was a position that led to a lot of multi tasking, flexibility, time planning, organising, saying NO to a number of requests, leaving work till the next admin day which was planned for the end of the following week. Looking back, I could see many lines through planned items but a few were left to be transferred to the following week!

PAG E 2 0

A final thought: "It is not enough to be busy. The question is; What are you busy about?"

Cóiríocht Chóir Fair Accommodation le Mícheál Ó Broin, Príomhoide, Gaelscoil Chnoc na Ré, Sligeach & Uachtarán, Gaelscoileanna Teo. Tá fás ollmhór ar an éileamh ar áiteanna scoile le blianta beaga anuas in earnáil an oideachais ina iomláine. Le tamall anuas, tá fás mór tagtha ar líon na scoileanna lán-Ghaeilge (gaelscoileanna) agus léiríonn na liostaí feithimh sna Gaelscoileanna agus an ró-shuibscríobh gur mó an t-éileamh ná an soláthar.Tá fás agus forbairt ag teacht freisin ar an éileamh ar scoileanna in earnálacha eile oideachais, a dhéanann, mar shampla Educate Together i measc eile freastal orthu. Aithnímid ar fad gur iontach an fhorbairt í seo, ach is é fírinne an scéil, afách, ná nach bhfuil an soláthar do chóiríocht bhuan ag coinneáil suas leis an bhfás seo. An toradh atá air seo ná go bhfuil an costas do chóiríocht shealadach, ach go háirithe do sheomraí réamhdhéanta ag méadú thar cuimse bliain i ndiaidh bliana, mar a léiríonn an tábla thíos: 2007

€35.5m

2006

€24.5m

2005

€15.7m

2004

€11.3m

2003

€9.4m

2002

€8.4m

Caiteachas ar chóiríocht sealadach 2002 - 2007 Níl aon dabht ann ach gur scannal agus cur amú airgid an cháiníocóra é seo. Is léir go bhfuil an Roinn Oideachais agus Eolaíochta ciontach as easpa pleanála straitéisí. Níl an t-easpa pleanála seo inghlactha i gcás ceantracha atá ag fás ‘thar oíche’, agus ‘a tháinig aniar aduaidh’ ar na húdaráis - agus is cinnte nach nglacfar leis i dtaobh soláthar scoileanna nua atá á mbunú bliain i ndiaidh bliana go leanúnach. Glactar leis go mbeidh gá ó am go chéile ar feadh gearrthréimhse aitheanta, le cóiríocht shealadach chun riachtanais scoileanna a shásamh go háirithe agus scoil ag tosú ach is gá teorann ama soiléir a bheith leis an gcóiríocht shealadach seo. Áit amháin go bhfuil géarchéim chóiríochta le sonrú ach go háirithe ná in earnáil na gaelscolaíochta, géarchéim atá leanúnach le blianta anuas. Tá líon na ngaelscoileanna atá fós ag feitheamh ar chóiríocht oiriúnach ag méadú seachas ag ísliú. Níl sé inghlactha go bhfuil sé de chúram ar thuismitheoirí dul i mbun tiomsaithe airgid chun cur le ranníocaíochtaí na Roinne Oideachais agus Eolaíochta i dtreo cíosa.Tugadh aitheantas don ghéarchéim seo i gClár an Rialtais, 2002 : “Beifear ag glacadh le hathbhreithniú cuimsitheach ar riachtanais na ngaelscoileanna agus na scoileanna go léir sa Ghaeltacht. Mar chuid d’obair na Roinne Oideachais agus Eolaíochta, beifear ag déanamh

athbhreithniú ar staid na bhfoirgneamh go léir atá na scoileanna seo ag úsáid agus beimid ag cur clár i gcrích chun a bheith cinnte go bhfuil siad oiriúnach de réir an chaighdeán”.

Faraor, is beag an dul chun cinn atá déanta ar an gceist phráinneach seo. Ón méid atá bainte amach, ní leor é in aon chor. Is léir go bhfuil ag teip ar an gcóras chun tabhairt faoin bhfadhb.

Rinne Gaelscoileanna Teo. suirbhé ar chóiríocht a gcuid scoileanna i 2007. Is iad na príomhphointí a d’eascair ón taighde seo ná (i) go bhfuil os cionn 50% de ghaelscoileanna gan cóiríocht bhuan, ag braith go hiomlán ar chóiríocht shealadach, seomraí réamhdhéanta don chuid is mó, (ii) go bhfuil an-chuid de na seomraí seo i ndrochstaid agus/nó róbheag, agus (iii) go bhfuil cuid mhór scoileanna i gcóiríocht dá leithéid ar feadh achar fada gan mórán dóchais go dtiocfaidh aon athrú ar an scéal go luath.

Tá 136 bunscoil lán-Ghaeilge sa tír; i measc an 33 scoil a bunaíodh ó 1998 i leith níl aon cheann acu i gcóiríocht bhuan go fóill. I measc an 62 scoil a bunaíodh ó 1994 tá 56 acu sin fós gan cóiríocht bhuan, a chuimsíonn 90% den iomlán sa tréimhse seo.

Bunaíodh 108 scoil idir 1983 agus 2007. Tá 72 scoil, sin 67%, gan cóiríocht bhuan. As seo: ● 34 scoil bunaithe idir 1983 agus 1989 - 9 scoil gan cóiríocht bhuan - 26%. ● 51 scoil bunaithe idir 1990 agus 1999 - 40 scoil gan cóiríocht bhuan - 78%. ● 23 scoil bunaithe idir 2000 agus 2007 - 23 scoil gan cóiríocht bhuan - 100% Tá 39 scoil ag fanacht 10 mbliain ar a laghad ar chóiríocht bhuan agus 8 gcinn astu sin ag fanacht 20 bliain nó níos mó.

Cén réiteach atá ar na fadhbanna seo?

Ar an gcéad dul síos, is gá go dtabharfaí an tosaíocht chéanna do ghéarchéim staid na cóiríochta i scoileanna le haitheantas buan atá i gcóiríocht shealadach is a thugtar do cheantair atá ag forbairt go mear. Cinnte, is gá tosaíocht a thabhairt do cheantar ina bhfuil éileamh práinneach ar áiteanna scoile ach an bhfuil sé cóir nó cothrom go bhfágfar na scoileanna atá bunaithe le fada ar leataobh dá bharr?

Is gá freisin go mbeidh pleanáil réamhghníomhach ann do sholáthar suíomhanna trí struchtúr comhaontaithe idir an Roinn Oideachais agus Eolaíochta agus na húdaráis

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áitiúla. Tá tús curtha lena leithéid ar mhaithe le scoileanna a bhunófar amach anseo ach níl i gcás scoileanna atá bunaithe cheana féin. Ba chóir go mbeadh an chumhacht agus an dualgas reachtúil ar lucht pleanála sna comhairlí áitiúla suíomhanna cuí a aimsiú agus a chur ar leataobh do scoil a luaithe is a bhíonn an t-aitheantas buan bronnta orthu, móide cead Ordú Ceannaigh Éigeantach (C.P.O.) a bheith acu chun é seo a chur i bhfeidhm, más gá.

Faoi láthair, titeann sé ar Oifig na nOibreacha Poiblí (O.P.W.) suíomhanna a cheannach do scoileanna nua, ar son na Roinne. Ba chóir go mbeidh dualgas reachtúil ar Oifig na nOibreacha Poiblí suíomh a cheannach laistigh de thréimhse 3 bliana ó bhronntar an t-aitheantas buan ar an scoil. Nó an bhfuil sé in am smaoineamh ar chóras nua ar fad a bhunú chun tabhairt faoin obair seo?

Mar a léirigh mé cheana, glactar leis go mbeidh gá ó am go chéile, le cóiríocht shealadach chun riachtanais scoileanna a shásamh. Ach más gá do scoileanna a bheith ag braith ar chóiríocht shealadach is gá freisin go mbeidh íoschaighdeán de chóiríocht shealadach do scoileanna, idir spás agus caighdeán fisiciúil, móide scála ama an tréimhse sealadaigh do gach scoil a bheith chomhaontaithe. Níl sé sásúil go mbeidh scoileanna ag feidhmiú le fada i seomraí réamhdhéanta atá ag titim as a chéile gan fios a bheith acu cathain a bheidh teacht acu ar chóiríocht bhuan.

Ní chóir go mbeadh aon scoil faoi mhíbhuntáiste ná i ngátar airgid de bharr go bhfuil orthu a bheith ag braith ar chóiríocht shealadach. Faoi láthair, bíonn ar scoileanna le haitheantas buan i gcóiríocht shealadach 5% den chíos a ardú iad féin, le huasmhéid de €3,175 le n-íoc in aon bhliain scoile amháin. Is mór an ‘pionós’ é sin ar scoil ar bith atá ag íoc as easpa pleanála na Roinne! I gcás scoileanna gan aitheantas buan, go hiondúil scoileanna nuabhunaithe, bíonn 25% den chíos le n-íoc acu. Ba chóir go mbeidh cúram cíosa 100% ar an Roinn Oideachais agus Eolaíochta do gach scoil le haitheantas buan, agus i gcás scoileanna gan aitheantas buan, aisíoc iomlán ar an difir idir 75% agus 100% tar éis don scoil aitheantas buan a bhaint amach.

Is gá go ndéanfaí príoracht den cheist. Caithfear deireadh a chur leis na socraithe sealadacha míoiriúnacha seo agus gníomhú a éileamh ón Roinn ar thimpeallacht sláintiúil foghlama a bheith ar fáil dár ndaltaí. Níl uainn ach cóiríocht chóir dár scoileanna, tá sé thar am gur chiallaigh an focal sealadach ‘sealadach’.

IPPN Conference 2008 – Workshop Educational Disadvantage - A focus on school leadership

by Pat Goff, IPPN Deputy President and Principal of Scoil Mhuire, Coolcotts, Co. Wexford The workshop examined the role of the leader in developing and maintaining a positive school culture in the face of adversity. In doing that, it is necessary to examine the negative cultures and our obligation to challenge.

What is culture – “A pattern of basic assumptions – invented, discovered, or developed by a given group as it learns to cope with problems... that has worked well enough to be considered valid and, therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems” (Schein 1985). The notion of learning to cope with problems is particularly relevant in a DEIS school. All schools deal with problems, but the school serving a DEIS area is often a barren landscape where there can be a sense of isolation. It is particularly important in these schools to involve all in building a positive culture. For many of the pupils, and parents, the school might be the most positive aspect of their lives.

In order to build this positive culture there must be a sense of belonging to the school.There has to be a sense of empowerment. For the Principal, in particular, this has to mean empowerment, which is the reverse of power-wielding. This empowerment also has to allow expressions to the creative and service aspect of leadership. If we are going to have leaders throughout the school, there must be a sharing of power. Commitment comes naturally to those who belong. The reverse happens when people feel excluded and it often has the effect of undermining authority. There is huge value in working as a group. Members of this group need to: ● Feel important ● Feel valued and appreciated ● Know that they matter ● Know that they make a difference ● Have a sense of significance.

There is a huge need to recognise effort and commitment. This applies for the teacher with pupils and parents, with the Principal and staff – the personal word offered on work well done - with the chairperson and Board of management in acknowledging the work of the Principal and staff.

All communication has the power to foster positive ties with the school. The ties are already there, they just need to be copper-fastened. Once people feel included – respectfully – they will not merely support the school but will connect emotionally and intellectually with its purpose and aim. “If we follow principles (symbolised by a compass) that always point north, we gradually develop moral authority; people trust us, and if we truly respect them, see their worth and potential, and involve them, we can come to share a common vision” (Stephen Covey:The 8th Habit).

In a positive culture:

All communication has the power to foster positive ties with the school. Once people feel included – respectfully – they will not merely support the school but will connect emotionally and intellectually with its purpose and aim. ● Leadership permeates – delegate what should be shared, not what you would like to delegate, especially with a view to offering leadership opportunities to others ● Success is celebrated and recognised ● Honesty and openness are evident ● External involvement is welcomed ● Participation is encouraged ● The school, and the whole community, is open to change ● Risks are taken – willingness to learn from mistakes ● Members socialise during and outside of the organisation.

On many staffs, there are people who contribute to a negative culture. Hopefully you won’t recognise one of the following on your staff: ● Negaholic – their whole life seems to be one of negativity - only comes alive at funerals ● Saboteur – they actively work against you, in some ways far worse than the negaholic ● Prima Donnas – very good workers, but must be the centre of attention ● Martyr – will get the job done, but in reality PAG E 2 2

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it is easier to do it yourself than listen to them “Keepers of the nightmare” – just when new ideas are agreed, this person will always recollect something that happened in the school years ago that went wrong or didn’t work Hero is antiheroic – perhaps a person who was once excellent but may have missed out on a post, etc. and is now anti everything Space cadets – they are not on this planet Deadwood – these never move even in a flood.

Remember even Noah had to deal with the woodpeckers! Occasionally, it is necessary to confront someone.The aims of confrontation are primarily to support the positive members and limit the influence of, rather than convert, the chronically negative people. For most people, confrontation is an unpleasant experience. In schools there is a powerful cultural prohibition against open friction. Could it be that the culture of our schools is focused too much on ‘being nice’ and, in order to preserve ‘good relations’, we avoid saying what sometimes needs to be said? Naming the elephant in the room is not easy! However, even if confrontation does not turn around a chronic resister it sends a powerful message to the other staff.

Leadership is about giving direction, offering inspiration, building teamwork. It is derived from one’s fundamental values and personal style. It is about finding and deciding which path to take, about building and maintaining an organisational culture. It involves the wise use of power, influencing others’ actions to achieve desirable goals. This comes from having a clear, personal vision – it comes from within.Whether we like it or not, our schools, and our school cultures, reflect what we are. If we get the culture of the school ‘right’, lots of things fall into place easily.... If we do not.... progress is very slow and painful. Many of you are familiar with the following:

Grant me the serenity To accept the things I cannot change Courage to change the things I can And the wisdom to know the difference.

An Interview with Joan Crowley O’Sullivan National Co-ordinator, Special Education Support Service (SESS)

by Damien White, Editor of Leadership+ Joan, what is the Special Education Support Service (SESS)?

SESS is a support service, established in 2003 by the Teacher Education Section of the Department of Education and Science. SESS aims to enhance the quality of learning and teaching for students with special educational needs through the provision of continuing professional development for teachers working with students with special educational needs in a variety of settings. These settings include mainstream primary and postprimary schools, special schools and special classes.

Where is the SESS located?

SESS is hosted by the Cork Education Support Centre.The SESS office is administered by Maura Buckley and a supportive team. SESS is supported in its work by the Director, James Mulcahy, and the staff of the centre.

How does the SESS carry out its work?

The SESS comprises a team of Assistant National Co-ordinators and Associates.The main strands of our work are the SESS Support Scheme, the SESS Core Strategy, liaison and contact with third-level institutions and the Special Educational Needs Cross-Border Parent Community and School Partnership Programme (2006-2008).

What is the SESS Support Scheme?

Schools and/or individual teachers identify their own professional development needs in relation to special education and apply to SESS for support. Support sought may be financial, professional and / or advisory in nature. For example, a teacher may wish to attend a Picture Exchange Communication System (PECS) course. He/She can apply to SESS for payment of the fees prior to attending the course. A teacher may require support by way of telephone support or a school visit in a specialised area such as hearing impairment, dyslexia etc. Application forms are available on the website www.sess.ie.

Can you outline the range of courses provided through the SESS Core Strategy?

Through the SESS Core Strategy, continuing professional development and support is provided through the development of expert teams of selected teachers, known as SESS Associates.

Associates provide support for teachers if required

through the Support Scheme. They also provide in-school seminars in dyslexia, autistic spectrum disorders and the management of special educational needs and challenging behaviour.

SESS provides specialised continuing professional development opportunities. For teachers teaching classes for students with autistic spectrum disorders (ASDs), SESS facilitates access to places across a range of courses including Lámh, PECS, ABA and TEACCH in order to assist teachers in employing a child-centred approach in meeting students’ needs. Teachers of students who are deaf/hard of hearing have been offered a 5-day intensive course. Opportunities to undertake relevant post-graduate diplomas are also available to teachers of the deaf.

SESS aims to enhance the quality of learning and teaching for students with special educational needs through the provision of continuing professional development for teachers When do the courses take place?

Many courses take place during the school year.

Courses are advertised through direct contact with schools, on the SESS website (www.sess.ie) or in collaboration with the local education centre. Some courses are undertaken during the Department of Education and Science July summer school programme, with teachers availing of EPV days.

What other types of supports does SESS provide?

SESS is continuing its programme of accessing international speakers. Developing teachers’ skills through SESS Training of Trainers programme is taking place in Dyslexia, Managing Transition, Special Educational Needs and Second-Level and Pivotal Response Training. SESS has undertaken a number of local projects that are providing invaluable insights into learning and teaching in specialised areas. These include the Eagle Eyes project (School of the Divine Child, Cork), PAG E 2 3

Special School as a Resource (Scoil Bernadette, Cork), Kids on the Block Inclusion Awareness Programme (Mercy Convent Sligo) and the establishment of local support groups for teachers working with students with ASDs. Support is also provided through the SESS website (www.sess.ie) and ‘Cabhair’, the SESS newsletter. SESS also makes provision for on-line training for teachers across a range of areas. SESS provides for a summer course programme, primarily in the area of the management of severe challenging behaviour.

Can you outline the nature of the collaboration between SESS and Thirdlevel Institutions?

The Colleges and Third-level Institutions have been very supportive of the work of SESS through the provision of personnel for programme development. Under the direction of Dr. Patricia Daly, Director of Special Education at Mary Immaculate College of Education, Limerick, SESS is providing a 10-week course on Contemporary Applied Behaviour Analysis. In collaboration with SESS, St Angela’s College, Sligo, is offering an accredited course for teachers of pupils with Autistic Spectrum Disorders. This programme will be accredited by NUIG and will lead to an award of a Post-Graduate Certificate/Diploma in Special Educational Needs (ASD).

Can you tell us more about the SEN Cross-Border Parent, Community and School Partnership Programme?

The core aim of this programme is to bring parents, their communities and schools into closer working harmony by establishing effective local networks, placing schools at the heart of a structured training programme designed to engage all parents, under the three themes of Autistic Spectrum Disorders, Language & Communication, and ‘Hard to Help’Youngsters.A publication will issue shortly from the project.

Have you any final words for Principals?

If you or any of your teaching staff require support in relation to learning and teaching of students with special educational needs, contact SESS on Call Save 1890 200884, (021) 4254241 or through the website www.sess.ie.

Hibernia College Ireland’s Online College

Online Summer Courses Hibernia College is pleased to announce its 2008 Department of Education and Science approved online Summer Courses for primary school teachers. This user-friendly system allows you to study from your own home, at times convenient to you while qualifying for extra personal vacation days.

19 Courses Available

Course Structure

x Awareness and Prevention of Bullying among Adults & Children in Schools NEW!

x Creating a School Culture of Support for Special Educational Needs NEW!

x x x x x x x x x x x x x x x x x

Integrating SESE in the Classroom NEW! Leadership for the Primary School Principal NEW! Realistic Differentiation in the Curriculum NEW! Development Education English Teaching Methodologies

Each course includes:

x x x x x x x

5 modules (20 hours of study) Fully interactive online lessons with audio Discussion forum moderated by expert facilitator Online reflective learning log to record progress Dedicated support team contactable by phone & email Innovative, quality, technology-enhanced learning 3 EPV Days (approved by the DES)

Health, Stress & Coping ICT in Education Infant Education Irish Visual Environments Maths Teaching Methodologies Psychology of Education Social, Personal and Health Education Visual Arts and Music Teaching Methodologies Filíocht agus Gearrscéalaíocht na Gaeilge Athghabháil na Gaeilge agus Stair na Teanga Modhanna Múinte na Gaeilge Úrscéalaíocht na Gaeilge

To enrol visit

http://summercourses.hiberniacollege.net Fees €99 per course

Technical Requirements A standard PC with Internet access and audio

Hibernia College is a HETAC accredited online college offering quality assured blended and online education programmes Hibernia College, 2 Clare Street, Dublin 2 www.hiberniacollege.net summercourses@hiberniacollege.net (01) 661 0168

The What, Why and How of children’s learning in Primary School DVD for parents now available online As the summer term draws to a close you may already be busy preparing for the start of the next school year. If you are looking for ways to share information about children’s learning with ‘new’ parents or indeed parents of children already in school, have you considered using The What,Why and How of children’s learning in primary school, a DVD for parents developed by the National Council for Curriculum and Assessment (NCCA)?

The DVD can be found in the parents’ section of

the NCCA website at www.ncca.ie by clicking on a banner on the homepage; The DVD can be viewed in five languages— English, Gaeilge, French, Lithuanian and Polish.

As a Principal you might find the DVD useful for sharing information with parents about how the curriculum is organised in your school and also for prompting discussion about how they can support the learning that is going on in the school.

In addition to the DVD, the NCCA website

contains other resources which as Principal, you might find useful with parents: • an e-booklet on the curriculum at the four class levels • a literacy tip sheet, Infant classes: helping your young child to get ready to read and write • leaflets on understanding standardised test scores • a leaflet which gives information on the NCCA report card templates (also available on www.ncca.ie).

Meetings and Resources IPPN EVENTS /MEETINGS ON BEHALF OF PRINCIPALS

WWW.IPPN.IE – LATEST RESOURCES

January 2008 ● IPPN Executive Planning Meeting, Moate, Co. Westmeath ● IPPN County Network Meeting - Cork ● National Parents’ Council ● Minister Mary Hanafin ● Tánaiste Brian Cowen ● DEIS Galway, Limerick ● Spreagadh - Monaghan, Tralee ● IPPN Annual Principals’ Conference – INEC, Killarney

Recent additions to the website include the following resources and materials: In the Resources/ Management Resources section ● Airgead Bunscoile v1.3 – fixes bug with missing formulae in the April segment

February 2008 ● IPPN County Network Meetings – Mayo, Donegal ● Spreagadh, Carrick-on-Shannon, Monaghan, ● Misneach – Ennis, Monaghan ● Tánaiste 2 - Monaghan ● NCCA • Continuous Professional Development Meeting ● DES – Pat Burke (ASG) ● NEWB Conference ● NAPD Symposium – ‘Embracing Pluralism & Diversity’ ● ICP Executive Committee Meeting ● One Teacher Schools Support Group March 2008 ● IPPN County Network Meetings – Meath, Westmeath, Carlow, Waterford ● Spreagadh - Carrick-on-Shannon ● Misneach 4 – Kildare, Kilkenny ● Tánaiste 2 - Ennis ● IPPN Executive Committee Meeting ● IPPN National Committee Meeting ● OLCS Training Review ● LDS

April 2008 ● ICP Council Meeting ● Church of Ireland Patrons Day ● Jim Spinks –School Resourcing Project ● IPPN County Network Meetings – Louth, Meath, Waterford, Cavan, Westmeath, Galway, Roscommon ● Workshop on Traveller Issues in Education ● Forbairt 3 – Waterford, Newbridge, South West, Athlone, Cavan ● Spreagadh – Tralee, Carrick-on-Shannon ● Misneach – Ennis, Monaghan, Kildare, Kilkenny ● ATECI - Whole School Communitites Supporting Lifelong Learning ● DES SEN Conference - Education Through the Spectrum ● Padraig Duffy, GAA ● Conference: North/South Co-operation in Education May / June 2008 ● Deputy Principals’ Conference - Ballinasloe ● Teaching Council meeting ● NCSE meeting ● Meeting with DES ● Allianz Bursary Presentation ● IPPN County Network Meetings – Dublin, Mayo, Clare, Monaghan, Wicklow, Kerry, Leitrim, Louth ● NAHT Northern Ireland Conference Armagh ● One teacher school Support Group ● Executive Committee Meeting - Galway ● National Committee Meeting - Galway Upcoming Events –July/August ● IPPN Executive Strategic Planning ● ICP Conference ● Conference 2009 detailed planning PAG E 2 5

In the News/Press Releases section ● 28th April - Improving School Leadership in Ireland - Recommendations from OECD ● 31st March - Autism Provision - Not so Special In the Resources/Publications section ● Leadership+ Issue 44 In the Resources/E-scéals section ● 22nd May - 2008/09 Planning Day & Mental Health Survey ● 14th May - FREE advertising on educationposts.ie - New DES Circular 62/2008 ● 13th May - SEN Resources - Apply Now & Deputy Principals' Conference 2008 ● 1st May - IPPN On-line CPD 2008 ● 28th April - Improving School Leadership in Ireland - Recommendations from OECD ● 28th April – Advertising vacancies in 2008 ● 17th April - Deputy Principals Conference 2008 ● 11th April - Conference 2009 - Diary Dates ● 8th April - IBS - IPPN Preferred Supplier ● 8th April - Summer Works Scheme Survey ● 2nd April - DES consults Principals on Curriculum and SEN ● 31st March - IPPN Press Release: Autism Provision - not so special ● 10th March - Dáil to Debate the crisis of Primary School Funding 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.

Therapy Services Referral Pocedures and Service Delivery Guidelines

by Michelle Conway, Occupational Therapist, HSE and Pat O’ Doherty, Speech and Language Therapist (MIASLT) The following article aims to explain the role of the paediatric occupational therapist, the speech and language therapist and the physiotherapist. It will provide teachers and schools with information on the referral procedure, service delivery and guidelines regarding when it may be relevant to refer to each of the services. The article will inform the reader regarding the types of children who may receive physiotherapy, occupational therapy and speech and language therapy intervention and what they may expect from these services.

Paediatric Occupational Therapists (OT) work with children to assist them in achieving their potential and optimising their independence in activities of daily living at home, at school and in their recreational time. Paediatric OTs work with children who have a range of difficulties and disabilities, which include but are not restricted to the following: Autistic Spectrum Disorder (ASD), Attention Deficit Disorder (ADD), Attention Deficit and Hyperactivity Disorder (ADHD), developmental delay, Dyspraxia or Developmental Co-ordination Disorder (DCD), Cerebral Palsy (CP), Spina Bifida, specific learning difficulties and intellectual learning disabilities.

Paediatric Occupational Therapists (OT) work with children to assist them in achieving their potential and optimising their independence in activities of daily living at home, at school and in their recreational time.

Paediatric OTs work in a range of different settings, these include Early Intervention teams, Primary Care teams and Community services. Therapy intervention can be provided in the home, the school and/or in the clinic.

Intervention can be direct therapy or it can be on a consultative basis. In relation to the school setting, the OT can be involved in observing the child and treating the child in the school, giving advice to teachers and support staff and contributing to the child’s IEP (individual education plan).

Referral into the Paediatric OT service and service delivery will vary depending on your locality. It is advised to contact your local OT department regarding further information around this.

Assessment Once a referral has been accepted by an occupational therapist, an assessment is carried out in relation to the areas of concern. The OT most frequently addresses the following areas: ● Visual Perceptual functioning ● Sensory Functioning ● Self Care ● Fine Motor Skills ● Gross Motor Skills.

Treatment Following assessment, the OT may see the child for individual treatment sessions or in group sessions. The OT may also devise a programme of exercises and activities to be carried out regularly at home and at school.

When to refer The following are some guidelines for your information around when to refer to an OT for assessment. It is important to remember that, where any of the following can be successfully addressed without OT intervention, referral is evidently not necessary. Difficulties should be significant and should impact on the child’s academic and home life to warrant a referral.

Furthermore, the OT will not be able to address issues that exist as a result of a lack of motivation or wilful behaviour.

Visual Perceptual Functioning ● Difficulty in letter recognition and letter reproduction ● Letter reversals such as b for d or p for q ● Difficulty copying from the blackboard ● Poor orientation with puzzle pieces ● Poor at following instructions.

Sensory Functioning ● Activity levels are too high or too low ● Adverse reactions to light, sounds or touch ● Difficulties making transitions from one situation to another ● Difficulties sitting in chair in class ● Difficulties standing in the line ● Poor concentration/attention ● Difficulty with organisational skills, appears disorganised.

Self Care ● Dressing: clothes and shoes on backwards ● Difficulty with toileting and general self care due to a physical disability ● Difficulty with buttons, zips and laces ● Difficulty grooming (hair and teeth brushing) ● Messy eater ● Unable to use eating utensils adequately.

Fine Motor ● Poor pencil skills ● Poor scissor skills ● Clumsy grasp and release of objects ● Difficulty holding and manipulating tools ● Hands tire easily ● Notably slow at writing ● Difficulty with letter formation ● Unable to open containers.

Gross Motor ● Difficulty with hopping, skipping, jumping and running

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● Fearful of gross motor activities ● Poor ball skills which includes throwing, catching and kicking ● Difficulty co-ordinating both sides of the body.

treat children and adults with communication and swallowing disorders.This article is primarily concerned with disorders of communication in the school-going child.

If you have any further queries or concerns regarding occupational therapy, please contact your local OT department in your local health office or contact the Association of Occupational Therapists of Ireland (AOTI).

Communication is a most complex aspect of human behaviour through which we form relationships and maintain contact at every level of community and society. Our progress through life, from forming our earliest family relationships, through receiving an education and developing our vocational and social lives, is underpinned by our ability to communicate.

Consequently, a communication difficulty, depending on its severity, may have a very significant impact on the quality of our lives.

Paediatric Physiotherapy Service in Co. Offaly Paediatric physiotherapy is ‘the treatment of any childhood condition whether acute or chronic which threatens physical development and, therefore, may handicap potential for adult independence.’

Paediatric physiotherapists are primarily members of the child health multidisciplinary team which includes occupational therapists, speech and language therapists, paediatricians and public health nurses who have specialised in assessing and managing conditions in children.

The paediatric physiotherapist also plays a central role in the management and treatment of children with cerebral palsy, downs syndrome and other special needs conditions.

Very young babies, children and adolescents are seen by the paediatric physiotherapist who can help with many childhood conditions. In young babies the physiotherapist may help with musculoskeletal conditions such as talipes (which used to be called club feet), torticollis (stiffening of the neck muscles) or developmental delay which is manifested by poor head control or being late sitting up or walking. As children mature, foot problems, clumsiness, poor posture, balance or co-ordination, gross motor problems, frequent falls, back pain and arthritis may also warrant a referral. The paediatric physiotherapist also plays a central role in the management and treatment of children with cerebral palsy, downs syndrome and other special needs conditions.

In Offaly, a physiotherapy service is offered to children of all ages. Children under the age of 5 years will be seen by the physiotherapist on the Early Intervention Team if they require two or more disciplines. If not, children of this age will be seen by the physiotherapists who also treat children aged between 6 and 18 years.

Common conditions to Paediatric Physiotherapy practice include: ● Torticollis ● Developmental Delay ● Respiratory Care ● Cerebral Palsy ● Spina Bifida ● Hydrocephalus ● Progressive Neuromotor Disorders ● Gross Motor Dysfunction ● Learning Difficulties ● Congenital Syndromes ● Talipes Equinovarus ● Arthrogryposis ● Postural problems ● Osteochondritis ● Congenital absence/shortening of limbs ● Injury/trauma ● Erbs Palsy ● Orthopaedics ● Cystic fibrosis ● Burns & Plastics.

Communication disorders affect all age groups but are much more common in children than adults. They range in degree from mild to severe. These disorders can affect a specific area of communication: ● Disorders of Pronunciation/ Speech- these affect the ability to produce speech sounds and words accurately. This can result in indistinct speech and in some cases, unintelligible speech. ● Disorders of Comprehension- this is an inability to understand the meaning of words and sentences and can range from mild to severe. ● Disorders of Expression- resulting in a difficulty using language.This may affect the ability to use appropriate vocabulary or grammar structure. ● Disorders of Pragmatics- affect the interactive aspect of language and often result in poor conversational ability. ● Disorders of Voice- these affect the production of voice and may involve problems with vocal quality, pitch, intonation, resonance and volume. ● Disorders of fluency- disrupt the normal rhythm, pace and flow of speech e.g. stuttering.

Communication disorders affect all age groups but are much more common in children than adults. They range in degree from mild to severe.

Signs of a Comprehension Difficulty A child may: ● have problems following instructions ● repeat back what has been said ● ‘appear’ to change the subject ● Give an inappropriate answer.

Signs of Difficulty with Verbal Expression: A child may: ● be difficult to understand ● use short sentences relative their peers ● have delayed/ disordered grammatical structures ● pause or delay in responding ● use expressive language that appears vague e.g. overuse of the words ‘thingy’ or ‘yoke’.

Methods of Intervention The Speech and Language Therapy service provides both direct and indirect intervention. Direct Intervention is usually provided in the form of one-toone intervention or group therapy. Indirect Intervention can include training and also liaison with the child’s family and other relevant professionals as appropriate. Liaison with schools may be in the form of a school programme (i.e. a speech and/or language programme that can be carried out in school) or perhaps involvement in an IEP for particular children.

Referring to the Speech and Language Service Please contact your local physiotherapy department in relation to a referral to the service.

Speech and Language Therapy The role of the Speech and Language Therapist is to assess, diagnose and

Referral procedures may vary slightly across the country. For further information regarding this, contact: ● Your Local Health Office and/or ● Irish Association of Speech and Language Therapists (www.iaslt.com tel no:085 7068707)

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IPPN Supporting Your School Your School Supporting IPPN Over the past few years, IPPN has negotiated quality and reliable services at significantly lowercosts with partners on necessary school utilities.These service partners are currently delivering remarkable savings to the hundreds of schools subscribing to their services. Using the collective bargaining power of 3,300 schools, IPPN has a strong position when negotiating additional cost saving services for schools. However, it is vital that more schools subscribe to the current offerings.

The reasons for this are as follows: 1. These offers have been negotiated on the

strength of IPPN’s total membership and their long-term sustainability depends on the majority of members subscribing to them.

2. These services deliver proven cost savings to schools - See below for details.

3. The success of these existing services is the leverage with which IPPN can negotiate even better deals with new partners.

4. Each of these service partners, in addition to providing cost savings to schools, also contributes towards IPPN’s capacity to support you professionally.

IPPN Partners:

Energia Exclusive to IPPN member schools: General Purpose tariff schools - save 10% on electricity costs*.

No minimum consumption required.

Low Voltage Maximum Demand schools – save 3% on the total monthly bill including standing charges (ex VAT).

Enquire about our green energy offering * Discount based on ESB prices.

Enquiries: 1890 401 501 / 1890 501 601

In addition to our service partners, IPPN also has a number of sponsors who provide quality services within the schools market. While some of these sponsors do not directly provide discounts on their products and services to members, they significantly support and strengthen IPPN’s capacity to support and represent our members professionally.

As IPPN sponsors and preferred suppliers, we would ask you to include these companies in the tender process when you are considering your next purchase in these areas

IPPN Sponsors and preferred suppliers:

Allianz - Providers of Pupil Personal Accident insurance 20% Discount on all Pupil Personal Accident Insurance Policies with Allianz when arranged on-line at www.allianz.ie/schools.

Enquiries: 01 613 3900

Prim-Ed Publishing Ltd.

Mobile+ - 25% Exclusive to IPPN Principals and Deputy Principals; savings of at least 25% a month* when compared to the best value competitor offers on the market. *1) Meteor Talk 300: Free weekend calls to any network 2) Vodafone Perfect Choice 200: Free Vodafone to Vodafone Weekend Calls 3) Three Talk 200 Anytime: no offer Enquiries: 1890 401 501 / 1890 501 601

ScoilTel Exclusive to IPPN members this landline telephone offer provides packages to suit your requirements: ‘Pay as you Go’ customers: 23% savings on all calls at peak times from your landline* *When compared to Eircom standard rates 01/02/08 Bundle package customers: €67.95 (ex VAT) including Line Rental** / 1,000 local and national minutes / 200 mobile minutes (calls to any Irish Network) **One PSTN line rental included in bundle Enquiries: 1890 401 501 / 1890 501 601

Get your school interactive today with Promethean the number 1 Interactive Whiteboard.

Call us and get the special offers exclusive tothe IPPN. Enquiries: 051 44 00 87 / sales@prometheanireland.ie

The Zuri jacket by Azzurri - superior quality for €35

The Zuri school jacket by Azzurri – superior quality for €35.

Researched and designed by parents and children, the Zuri is a high quality, fashionable and affordable jacket with subtle safety features.

Available in a range of colours with school crest added free of charge.

Enquiries: 051 850066 / www.azzurri.ie/ippn

Digital Print Providers

IBS IBS is the sole distributor in Ireland for the Konica Minolta range of products including: ● Photocopiers and Multi-functional products ● Fax machines, Micrographic Reader Printers ● Konica Minolta range of Colour and Mono Laser Printers Enquiries: Aileen Browne 01 4622646

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IPPN - AZZURRI Along with: ● Reflective Trims ● Fold Away Lined Hood ● Internal Coin Pocket with key loop ● Micro Fibre Fleece Lined Front Pockets ● Elasticated Cuffs

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

Navy

Black

Royal Blue Bottle Green

Red

Contact Caron Duffy at 051 852688 for further details. www.azzurri.ie/ippn

Tel: 051 850066

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* 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

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Email: sales@azzurri.ie

Principals let ScoilTel – IPPN’s landline telephone service

Lead you to better savings and service ScoilTel delivers: - Unrivalled call costs providing overall average monthly Savings of 30% - A single bill covering your line rental and call costs - A ScoilTel service team dedicated to IPPN members Simply call the ScoilTel service team on 1890 701 801 to make the switch by phone. All you need is a copy of your current provider’s bill in front of you and the school's bank account details to set up the direct debit. The switch is seamless and will take approximately 14 days.

Testimonial: I can't believe how easy it was to switch to ScoilTel. It's great to see the end of a monopoly and the beginning of lower charges for hard pressed school budgets'. - Gerry Murphy, Principal, St. Josephs NS, Dundalk, Co. Louth.

ScoilTel, a quality service from IPPN. *ScoilTel is a landline telephone service negotiated and developed by IPPN on behalf of its members and facilitated by Pure Telecom. ScoilTel's purpose is to provide IPPN’s members, and Primary schools across Ireland, with a low cost quality telephony service which is regularly monitored to ensure its ongoing competitiveness and efficiency.

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IBS – Sole Distributor in Ireland for the Konica Minolta range of products & the IPPN's preferred supplier for your photocopier, printers & MFP requirements

Bizhub C253

PagePro 4650EN

GUARANTEED 2-HOUR SERVICE RESPONSE TIME “Wherever you are in Ireland, IBS is only 30 minutes away” CONTACT:

IBS - Proud sponsor of

Dublin

Aileen Browne

01 4622646

Cork

Ger O’Mahony

021 4517000

Limerick

Noel Ryan

061 314962

Galway

Geraldine Collins

091 755130

Laois

Tiernan Burke

057 8620651

Sligo

Noel Ruane

087 2417103

Waterford

Fergus Coomey

087 6865217

Wexford

John Jones

087 2750871

www.ibs.ie