Leadership+ Issue 46 September 2008

ISSUE 46 ● SEPTEMBER 2008

+ Leadership THE PROFESSIONAL VOICE OF PRINCIPALS

Fáilte to all Newly Appointed Principals School Resourcing Project New IPPN Support Offices

KEEPING FAITH IN OUR SCHOOL GOVERNANCE The time has come to engage in real debate on the future of school governance and patronage in the light of rapidly shifting educational trends…

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Keeping Faith in our School Governance

by Seán Cottrell, IPPN Director and Larry Fleming, IPPN President

It is important that we acknowledge the role of the Churches in Irish education provision over the decades and, despite the gradual move towards multi-denominational provision, it is still premature to consign their contribution to the annals of history.

● Who should carry primary responsibility for religious instruction and faith formation and is there a suitable balance within the Curriculum? ● Is there a suitable balance between time given to religion and the 11 prescribed curriculum subjects?

However, societal change now forces us to examine the models of governance and management that will best serve the needs of schools in the future. This debate must not be confined to patronage and religion. Not only is there an imperative to provide appropriate governance structures, the professional management and administrative needs of schools must also be adequately resourced.

Addressing these issues requires open and honest debate. We need to get beyond emotional and defensive positions if we are to find sustainable solutions which are respectful of both minority and majority opinions.The current models of practice have served us well and should not be discarded lightly. At the same time, schools are facing serious challenges arising from the changing nature of the family, the community and society at large. New models of governance and new ways of facilitating religious education in schools must be designed and applicable to all schools, not just in response to specific areas of rapid population growth.

Recently, the Archbishop of Dublin, Dr Diarmuid Martin stated that, while retaining ownership of over 90% of Primary schools, the Catholic Church may decide to relinquish control of some schools to allow for greater choice of school patronage options.This statement was in the context of DES plans to establish two new ’community national schools’ in Dublin, under a new model of VEC patronage.

Positive change is not about winners and losers. New structures, to be effective and sustainable, will need to be fully inclusive in the true sense of the word.

Who should carry primary responsibility for religious instruction and faith formation and is there a suitable balance within the Curriculum?

IPPN was invited by the DES to contribute to a one-day conference on the ‘Future Governance Needs of Schools’ on 27th June. In preparation for this, IPPN decided to survey parents and Principals seeking their views on religious education and the role of the Churches in managing schools. An independent poll of 1,000 parents was conducted by Red C and 750 Principals responded to IPPN’s online survey. Both surveys have yielded fascinating findings and, while generally in line with shifting public attitudes, the results illustrate significant divisions of opinion on many of the core issues.

While there is strong support for the retention of the Churches as the main providers of education, the Red C survey of parents indicates that most parents would prefer the State to take responsibility for the running of schools with equal status for all religions.

Both survey results, which can be found on pages 14-15, bring three key issues into focus: ● Should the ownership and management responsibility for primary schools rest with the Church(es) or the State?

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

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Organised by:

The Substance Misuse Prevention Programme (Walk Tall) and Dublin West Education Centre Location:

The Red Cow Moran Hotel, Naas Road, Dublin 22.

Date:

Saturday, October 18th, 2008

Audience:

Primary School Principals, SPHE Co-ordinators, Teachers and others with an interest in Alcohol and Drugs Prevention Education in the context of the Primary School Curriculum.

Time:

9.15am-4.30pm

Dr. Harry Sumnall

Deborah Trainor BEd, MEd

Reader in Substance Misuse at Liverpool John Moores University.

“Schools Drug Education. What would an evidence-based programme look like?”

Assistant Advisory Officer, South Eastern Education and Library Board, Northern Ireland, and

Dr. Gregor Burkhart MD, MPH

Jayne Simms, PGCE, M.A

Scientific Analyst on Prevention at the European Monitoring Centre for Drugs and Drug Addiction (EMCDDA) Lisbon, Portugal.

“School-Based Prevention: experiences in the EU”

Assistant Advisory Officer, Southern Education and Library Board, Northern Ireland “Walking Tall as we Live and Learn Together”

Dr. Mark Morgan

There is no fee for the Conference.

Head of Education, St. Patrick’s College of Education, Dublin Director, European Schools Survey Project on Alcohol and other Drugs (ESPAD) Evaluator of the Walk Tall Programme (Primary) and the On My Own Two Feet Programme (Second Level) “Facts and Myths about Drug Prevention”

Tea/Coffee and Lunch will be provided.

As places will be limited, early booking is advised.

Registration forms can be downloaded from

www.walktall.ie and are also available from:

The Substance Misuse Prevention Programme (Walk Tall) Office, Dublin West Education Centre, Old Blessington Road,Tallaght, Dublin 24.

Tel: 01 452 8017 Fax: 01 452 8011 email: walktall@eircom.net

Fáilte to all Newly Appointed Principals

by Virginia O’Mahony

Comhghairdeas ó chroí chugat as ucht do phost nua-cheaptha mar Phríomhoide. Tá ré nua tosaithe agat mar cheannire scoile agus déanfaidh IPPN a dhícheall chun tacaíocht, misneach agus spreagadh a thabhairt duit san obair fíor-thábhachtach tairbheach atá tosaithe agat mar Phríomhoide.

IPPN extends a very warm and sincere welcome to all Newly Appointed Principals who, as you read this, are in their first month as leader of a school community. IPPN wishes all Newly Appointed Principals success and happiness in their new role as they strive to lead and influence an effective learning community which caters for the holistic needs of each individual child.

IPPN extends a very warm and sincere welcome to all Newly Appointed Principals who, as you read this, are in their first month as leader of a school community.

At present, Principals are faced with much that is new and challenging. We want to assure you that IPPN is here, as your professional association, to support you in a myriad of ways.

If you are a Newly Appointed Principal and have not contacted the IPPN Support Office, please do so today at 1890 21 22 23. This will ensure that we have your correct contact details and that you will receive the many supports available to NAPs. As soon as you contact the IPPN Support Office, you will be sent a copy of ‘Ciall Ceannaithe - Sound Advice and Borrowed Wisdom for Newly Appointed Principals’. It incorporates the rich wisdom and experience of many longserving and successful Principals who have contributed to this publication. While it is not intended as a blueprint for successful leadership, it is intended to be a Tús Maith to help you to develop an understanding of best practice, gain confidence in your role and prioritise in your first year.

You will also receive IPPN’s Principals’ desk diary known as PIMS (Principal’s Information Management System) which is intended to facilitate increased efficiency in Principals’ work and personal time management. It includes such tools as a Daily Priorities Task List, Weekly Appointments Diary, Monthly Planning Prompts, Grants Information, Timetabling for Teaching Principals, Principal’s Report to BoM and a method of recording staff absences.

IPPN can arrange for you to have an experienced principal as your Mentor for your first year as Principal. The mentor will be able to give you objective professional support on a one-to-one basis. If you opt for this service, the IPPN County Mentor Organiser will contact you very soon.

We have arranged a Mailing List specifically for Principals appointed in 2008, to give you an opportunity to share experiences and ideas with colleagues in a similar situation. Once we have your email address we will subscribe you to it at 2008principals@ippn.ie Your first IPPN County Network Meeting will take place in the month of October. As it will address issues of current interest, and will provide support and information for Principals, it is important to attend. It will also give you an opportunity you meet other Principals in your area.

Principal Advice is a one to one confidential advisory service available from a team of very experienced and caring Principals. This is a non-directive advisory service and one which is highly valued by IPPN members. If you have an issue or a problem you would like to discuss with a member of our Principal Advice Team, you can contact the IPPN Support Office at 1890 21 22 23.

IPPN members rate the IPPN website, www.ippn.ie, as one of their most highly valued supports. It provides publications, information updates, education news and many useful resources such as organisational and curricular policies, templates and recruitmentrelated information. Your IPPN membership provides you with a username and password to access the site.

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Through the website, you can also subscribe to networking@ippn.ie, which is an IPPN ‘Members Only’ mailing list, facilitating professional debate, providing peer support, valuable information and the sharing of good practice.

E-scéal is IPPN’s email service sent regularly to members providing professional guidance on current issues relevant to Principals.

You will also receive IPPN’s Principals’ desk diary known as PIMS (Principal’s Information Management System) which is intended to facilitate increased efficiency in Principals’ work Leadership Development for Schools (LDS) is a National Programme established by the Department of Education and Science (DES) in 2002 to promote professional development for Principals, Deputy Principals and others involved in school management and educational leadership in first and second level schools. Misneach (Primary) is a programme of induction for first-time primary Principals.

The course is designed to prepare and support Principals to effectively lead their schools during their first two years in the position. If you have not already applied for a place on the Misneach programme, you should do so immediately through the LDS website at www.lds21.ie, by email to lhogan@lds.ie or by telephone at (065) 6845505.

As you settle into your new role, we encourage you to engage with all the available supports and services, which will develop the habit of professional and personal development. After all, as Principal you are not just the leader of the school, you are also the leading learner.

Go n-eirí go geal leat.

Before & After School Supervision Rules 121 (4)and 124 (1) of the Rules for National Schools and Section 23 (2) of the Education Act 1998 oblige teachers to take all reasonable precautions to ensure the safety of pupils and to participate in supervising pupils when the pupils are on school premises, during school time and /or on school activities.

Accordingly, the responsibility of all teachers individually and collectively to provide a duty of care at all times towards the pupils in the school in which they teach, including periods of supervision remains.

[Primary Boards of Management Information Manual - DES, Nov 2007] A Primary School is officially open for 5 hours and 40 minutes daily, (4 hours 40 minutes for infant classes) Challenge 1 Many children arrive in school a considerable length of time before school opens. Schools where children avail of bus services experience a situation where children are dropped and collected at staggered times resulting in their being at the school premises for varying lengths of time before and after the official contact time.

2 There is no clear procedure or guidance as to what level of supervision should be in place, if any.

3 The Board of Management (BoM) is responsible for the safety of children in their charge including periods of time where children are on the school premises outside official contact time.

4 While the BoM has responsibility, it does not have the resource capacity to ensure adequate supervision of these pupils.

5 Many children are on the school premises up to an hour before official contact time commences.

6 School staff are not required to provide supervision outside of the official 5 hours and 40 minutes contact time.

Analysis 1 The school is officially open for 5 hours and 40 minutes. This breaks down as: ● 4 hours 10 minutes secular instruction ● 30 minutes religious instruction ● 30 minutes lunch break ● 20 minutes assembly ● 10 minute roll call.

2 One 10 minute or two 5 minute breaks maybe taken from within the overall 5 hours and 40 minutes.

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Depending on the custom and practice of the school, the 20 minutes allocated for assembly time is in many cases integrated into the normal contact day for addressing issues such as homework, parent - teacher communication, pastoral care etc. It is not a period which is considered external to the contact day.

Based on Case Law precedence and the advice of Allianz Insurance, it appears that it can be reasonably expected that children will be on school premises for up to 10 minutes before and after school, allowing for normal access and departure in an orderly fashion.

Once the school allows access to the premises, the School authorities have a duty to supervise.

It is not reasonable to leave children standing on the sides of busy roads in inclement weather where the traffic poses a danger.

The geography of every school is different, but regardless of design, the BoM’s responsibility relates to the entire premises and not just the school building or designated playgrounds The BoM is clearly in a difficult situation. It has been given a legal responsibility for which it has neither the personnel nor the capacity to carry out its responsibility.The various solutions outlined below require compromises and practices that will not be to everyone’s satisfaction.There is no straightforward procedure that can be followed with certainty, leaving each school to negotiate its own best solution.

Possible Solutions the BoM should consider 1 Consider supervision responsibilities towards the children in their care and develop a policy which should address all aspects of supervision including: ● Lunch & Break Time ● Unpredicted Teacher Absences ● Brief Teacher Absences ● Extra Personal Vacation Days (EPV) ● Out of School Activities,Tours, Matches etc ● Before & after official 5 hour 40 minute contact day. ● Defining when the BoM is not responsible for the supervision of Children 2 Display in a public place and send to each parent a copy of the official school PAG E 6

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timetable based on the 5 hours and 40 minutes contact day.

With advice from the Principal, consider factors relating to and causing children to be on the school premises before and after school e.g.Transport, Road Safety, Parental work arrangements, school opening time.

Communicate to parents, in writing, at the beginning of each term that the BoM is not responsible for children’s safety other than the reasonable period of 10 minutes before and after the 5 hours 40 minutes official contact day. Parents should arrange drop off and collection within the prescribed 10 minute period before and after school.

In relation to the two 10 minute periods, the BoM has a number of options: ● Examine the sustainability of the existing custom and practice and consider ’living with the risk’ of making no change. ● Employ and train suitable adults to provide supervision for 10 minutes before and after school. Some schools employ SNAs to fulfill this function. ● In the context of revising In-School Management posts of responsibility, the BoM should designate one or more posts to include Before & After School Supervision as a management duty. ● Engage the Parents’ Association (PA) in discussion re. Before & After School Children’s Safety. Outline the BoM’s difficulty in relation to this matter as outlined above. ● Engage the PA in discussion re. school opening time and children being on school premises for lengthy periods in advance. Having consulted with parents and with staff, the BoM should consider the feasibility of altering the school opening time to minimise the amount of time children spend unsupervised on the school premises. ● Engage the PA in discussion re. providing a rota of parents to supervise children before & after school. ● The BoM and the PA negotiate with transport providers and seek more practical collection and drop-off times for children.Where transport providers are either unwilling or unable to show flexibility, encourage parents to engage in car pooling.

IPPN Membership Renewal This year IPPN is offering members the opportunity to renew your IPPN membership for 2008-09 using our new Direct Debit facility.

By doing so, you will be automatically entered into a draw for a number of fabulous weekend breaks in the Blarney Hotel & Golf Resort (see page 7 for further details).

Remember - DES Circular 14/2002 authorises your BoM to pay your IPPN membership fee, the fee includes both the Principal and Deputy Principal of the school It is due to your strong membership support over the years that IPPN has been able to continuously upgrade and expand its wide range of services to both to you and your school.

IPPN MEMBERSHIP SUPPORTS & SERVICES Principal Advice ● Professional Guidance on current Leadership & Management challenges ● Confidential advisory service for individual members ● Mentoring Programme for Newly Appointed Principals (in partnership with LDS)

Professional Development Events ● Annual Principals’ Conference ● Annual Deputy Principals’ Conference ● Regional Professional Seminars with guest facilitators ● 26 County Networks hosting 3 professional development events per annum ● Principals’ Information Days Publications ● Leadership+ - 6 Newsletters per year ● E-scéal – weekly electronic newsletter On-Line Supports ● www.ippn.ie - the resource and communication website for school leaders ● networking@ippn.ie – secure e-mail discussion list for members ● www.TextaParent.ie – web-based bulk text message facility for home -school communication ● www.EducationPosts.ie – interactive web-based advertising facility for teaching vacancies ● www.TextaSub.ie – on-line facility to recruit substitute teachers by text message ● www.EducationOpinion.ie – research tool enabling members to contribute to IPPN policy

Representation IPPN has delivered on key issues including: ● Benchmarking - submission pivotal in securing increased allowances for Primary Principals ● Performance Management – averted Principals being given sole responsibility ● Water Charges – forced Government to address crisis and establish an equitable system ● Autism – secured improved resources and support for schools providing for ASD ● Capitation Grants – placed funding at the top of education agenda Commercial Services Agreed discounts with carefully chosen sponsors and partners provide significant savings for schools on necessary utilities. (See page 22 for further details) We would ask that you return your membership renewal form to the IPPN Support Office by Tuesday 30th September using the freepost envelope provided with the form.

The Blarney Golf Resort & Spa, Co. Cork is offering IPPN members exclusive rates on breaks and the opportunity to win a two night break in every edition of Leadership+ this year.

The Blarney Golf Resort & Spa facilities include: • 62 Luxurious Hotel Bedrooms 56 Self Catering Lodges which include 2 En-Suite Bedrooms, fully serviced, Large Living room and full integrated kitchen • 18 hole Championship Golf Course Co-designed by Major Winner John Daly • 20 metre swimming pool, steam room, sauna & Jacuzzi • State of the art gymnasium • “Spa” including 5 treatment rooms & Yon Ka Therapies • Inniscarra Restaurant • Cormac’s Bar • Lions Den Bar • Conference Facilities for up to 300 people.

COMPETITION: To be in with a chance to win a fabulous 2 Night break for two people (including one evening meal) in this issue of Leadership+ this year simply answer the following question:

Question: Who is the editor of Leadership+?

Answer: A. Damien Rice B. Damian Dempsey C. Damian White Answers by e-mail to adverts@ippn.ie. Please include your answer (A. B. or C.), your name, contact details and roll number. Competition deadline 30th September 2008. Winners will be notified by phone and announced in the next issue.

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Science Week W eek Ireland Ir eland will i rrun un this from year fr o 9 – 16 November, November r, with over events place 400 even ts taking plac ce nationwide.

The theme for Scie Science ence W Week eek e Ir Ireland eland

To find out what events events are are taking place in your To

World.’

2008 is ‘Science – Shaping Our W orld.’ o

area and how to get involved involved please visit the area

Celebrating the Inte ernational Year Year e of Planet International

Week website websitte www.scienceweek.ie www.scienceweek.ie Science Week

Ear th, Science Week Wee ek Ireland Ireland 2008 will Earth, examine emer ging technologies, the latest emerging movements in scie ence & engineering and science also pr edict how science sccience may influence the predict way we shape the futur ffuture e of our planet.

Making a Dif Difference ferenc ce To T o celebrate the International Interrnational Year Year e of Planet Ear Earth, r th, Week Guide this the Science W eek Gu uide will not be published th his year,, thus rreducing Science Week carbon year educing S cience W eek Ireland’s Ireland eland’s s carb bon footprint and helping to shape our future. future. sure e to log on So make sur o regularly regularly to www.scienceweek.ie www w..scienceweek.iie which will be updated with on a rregular egular basis wit th news, competitions and place new events taking pla ace in your rregion egion.

New IPPN Support Offices

by Pat Goff, IPPN Deputy President Since its launch in Dublin Castle in February 2000, IPPN has gone from strength to strength. This growth has been driven by the innovative and visionary leadership of the Principals who have served on the National Executive as well as the dedicated and highly professional back up from the IPPN Support Office. From humble beginnings in a one-room office in Cork City, the Support Office subsequently moved to Glounthaune, 5 miles East of Cork City.

With the dramatic growth in membership of IPPN, there was an obvious need to employ additional support staff.

With the dramatic growth in membership of IPPN, there was an obvious need to employ additional support staff. As membership reached 6,000, the volume of work expanded dramatically and the additional staff required additional Support Office space. An Executive project to examine the feasibility of securing a new purposebuilt facility was undertaken in 2007 and yielded positive results within a short period.

A suitable site for such a facility was identified in late 2007 and was acquired in Spring 2008.

The site is located in a rural setting in Glounthaune.The Executive and Support Office staff engaged in a process which identified design requirements and appointed Jack Coughlan and Associates as project architect. Design drawings were agreed, submitted for planning and permission was granted by Cork County Council in May. Tender documentation is being finalised and contractors are due to be appointed in October, with construction scheduled to start in November. The development of a permanent Support Office for IPPN is a significant milestone in the timeline of IPPN’s development and shows how quickly and successfully the Network has grown in less than ten years since its establishment in 1999.

The architects have devised a very innovative design which incorporates and facilitates IPPN’s professional support activities which include administration, publishing, research, call centre, meetings, training, library and ICTs. A canteen is also included in the specifications. The façade of the building will be a combination of glazing, cedarwood and aluminium cladding. The design pays great attention to environmental issues in areas such as insulation, natural ventilation and high levels of glazing in the South-facing aspect which will keep running costs to a reasonable level.

The architects have devised a very innovative design which incorporates and facilitates IPPN’s professional support activities When completed, the new Support Office will provide suitable accommodation for current and projected staff levels enabling IPPN to provide optimum service to all our membership. From the outset, IPPN deliberately avoided creating a ‘headquarters’, preferring instead to create a Support Office designed to meet the needs of our members. Due to the nature of Principalship, IPPN members don’t need to physically visit the Support Office as the services and supports required are brought to you through the Network and various communication technologies. Our new Support Office will enable the support staff to further improve the quality of these supports and services having the advantage of modern, professional facilities.

Realising this plan would have been impossible without the support and goodwill of our committed sponsors. In this regard, IPPN would like to sincerely thank Allianz, our long-term sponsors, recent sponsors Prim-Ed Publishing and IBS as well as our service partners – Energia, Mobile+, Scoiltel and Azzurri.

Legal Diary

by David Ruddy, B.L.

Litigation In Relation To Stress Claims by Staff in Schools A new emerging area of litigation in Primary schools relates to the consequences of stress in the workplace.

This is in light of litigation in other areas of employment. Studies conducted by the Economic and Social Research Institute (ESRI) indicate that persons employed in education are significantly more likely to be bullied than those in other sectors.

In a recent case (January 2008), a number of secondary teachers settled a case of alleged bullying against the Principal of the school.

Whilst bullying is a key form of stress, other issues also form the basis of successful claims.

It is now well established that Boards of Management owe a duty of care to their employees to guard against the potential danger of stress-related illness at work.The fundamental question is whether the Board of Management fell below the standard of care to be properly expected of a reasonable and prudent employer.

It should be noted that there is no liability for general stress and anxiety unless these aggregate to a recognized psychiatric disorder established by expert evidence.

It is now well established that Boards of Management owe a duty of care to their employees to guard against the potential danger of stress-related illness at work.

Boards of Management would have to identify what steps they took in order to prevent the situation now being complained of. Evidence would need to be produced to identify what steps had been taken which would probably

have prevented (or at the very least have lessened) the harm that is ultimately complained of. However, the teacher/ancillary staff member claiming damages will have to prove that they raised the matters concerned or had given warnings about the condition of which they complain. It would be significant that when grievance procedures were in place they were not availed of by that same staff member. It would also be significant to ascertain whether the plaintiff had a prior history of psychiatric illness or any stressrelated conditions or whether factors in the staff member’s private life may have contributed to the illness which is the subject of the complaint. The following landmark case is worth consideration.

BARBER V SOMERSET COUNTY COUNCIL 2004 (House of Lords) Facts A teacher claimed he was overworked having undertaken to perform an onerous post of responsibility in addition to his teaching duties.

He complained of work overload to the Deputy Principal and also made enquiries to the Deputy Principal about early retirement.

Whilst on sick leave for three weeks, his GP wrote a medical certificate stating that he was suffering from stress and depression. When he returned to work he had discussions with the Principal and other senior staff expressing his fears that he was unable to cope with the increased workload and told them it was detrimental to his health. He did not receive a very sympathetic response and the school did nothing to assist him. One day five months later he lost control in the classroom, shook a pupil and then left the school permanently. Since then he did not work and was diagnosed by two psychiatrists as suffering from moderate to severe depression.

High Court Decision The trial judge held that there was a breach of the duty of care owed by the school PAG E 1 0

management team to the teacher. They should have enquired about the teacher’s health and made an effort to ease his problems.

Court of appeal The School Board successfully appealed the High Court ruling to the Court of Appeal. This Court found that the injuries sustained by the teacher were not reasonably foreseeable and that it was ‘expecting far too much’ to expect school management to pick up the fact that problems of which they had been made aware previously were continuing without some such indication being made by the employee.

House of Lords In a majority decision the Court allowed the teacher’s appeal and as a result the original High Court decision stood.The Court stated that the management team had manifestly failed to put in place a plan of action which would assist the teacher with his health problems. Simply because other staff faced severe problems, as everyone was stressed and overworked, it did not mean that nothing could have been done to assist the claimant. However, one of the House Of Lords Judges disagreed and gave a dissenting judgment in which he stated that the teacher’s claim should fail. The following paragraph from his judgment illustrates his point of view: ‘Schools operate under considerable difficulties. I do not suppose that there are many, if any, teachers whose workload does not place them under considerable continuous pressure apt to cause stress and sometimes depression. Much the same I suspect would apply to many professionals.

Nurses and doctors working for the HSE are an obvious example. Lawyers working in busy city firms are probably another. Pressure and stress are part of the system of work under which they carry out their daily duties.

But they are all adults. They choose their professions. They can and sometimes do complain about it to their employers. In under-funded institutions providing vital

social services there is often very little that the employers can do about these stress problems. Colleagues in the school or hospital are likely to be carrying an equally heavy workload. Is it fair to ask them to assume a greater burden in order to relieve the stress on a particular teacher? Can the school afford to ask for a supply teacher? And as a last resort the school may have to do so.

However, the school is entitled to expect first to be kept fully informed by the teacher of his or her problems.’

Please note in Ireland we have a High Court and a Supreme Court. In the UK there is a High Court, Court of Appeal, and the House of Lords which is the equivalent of the Supreme Court.

Whilst only one judge sits in the High Court, three judges sit in the Court of Appeal and at least three judges in the House of Lords.

Sometimes there is a majority judgment (as there was in this case) and a dissenting judgment.

Happily, from a Board of Management’s point of view the Irish Courts seem to be happier with the dissenting judgment quoted in the above case. In a number of non-School cases Irish judges have put the onus on the staff members to make reference to their difficulties on a regular basis: ‘The employee who stoically battles on, or who makes some sort of reference to his or her workload but is hesitant to disclose personal medical details, will be in a poorer position than someone who pours out a litany of problems at the earliest possible opportunity.’’

Observation The above case highlights the complexity of litigation in relation to stress-related illnesses.

The first two courts made different findings and the House of Lords ended up with a majority judgment. Whilst the Board of Management is indeed the employer and has the responsibility for any potential legal liability, it is the Principal who has to initially deal with issues as an agent and member of the Board.

I would suggest that, in the case of a member of staff being on sick leave who returns with a medical certificate stating that it was stressrelated sick leave, a policy be put in place to deal

with such an eventuality i.e. ‘how a teacher’s return to work ought to be managed’.

SEX ABUSE RULING ‘COULD OPEN FLOOD GATES ON SCHOOL CLAIMS’

The Court stated that the management team had manifestly failed to put in place a plan of action which would assist the teacher with his health problems.

O’ Keeffe V Minister for Education and Science June 2008

In summary, the policy should include some of the following points; a. Arrange to meet the staff member with a member of the senior management team (preferably the Deputy Principal) b. Enquire in a compassionate manner as to how the staff member is feeling c. Try to establish whether the stress-related illness is work-related or personal d. Highlight the grievance procedures that are available e. Highlight the employee assistance scheme which is operated on behalf of the DES by the VHI f. Try to put in place a plan which would assist the staff member in their return to work.

This process should help to minimise the danger of stress-related illnesses being exacerbated at work. It would demonstrate a duty of care towards the staff member and should reduce the potential for litigation.

Finally, ensure that there is provision in the policy for dealing with yourself (school Principal/ Deputy Principal) should you have to be absent due to work-related stress.

Your line manager should ideally be the Chairperson of the Board of Management or a nominated Board member. IPPN provides members with a confidential support service and advice which you should avail of in times of need.

Reference (Des Ryan B.L. and Ray Ryan B.L. in ‘Stress claims – new approaches in the courts’).

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The case was heard before the Supreme Court for three days before five judges including chief justice Mr. John Murray. Judgment was reserved.

A woman who was sexually assaulted 20 times by a national school Principal at the age of eight has asked the Supreme Court, in a test case, to rule that the Minister for Education and the State are vicariously liable for the assaults.

More than 200 cases are awaiting the outcome of the action by Louise O’Keeffe which, the State says, could lead to it being held liable, not just for abuse in the past, but for “a whole host” of events occurring daily in more than 3,000 national schools.

The five-judge court heard the appeal by Ms O’Keeffe, a separated mother of two from Dunmanway, Co Cork, against a High Court decision that the State is not vicariously liable for the assaults inflicted on her by Leo Hickey at Dunderrow National School, Kinsale, Co Cork, from January to September 1973.

A woman who was sexually assaulted 20 times by a national school Principal at the age of eight has asked the Supreme Court, in a test case, to rule that the Minister for Education and the State are vicariously liable for the assaults.

A complaint was made in 1971 by another parent about Hickey to the acting school manager and curate, Fr Ó Ceallaigh, but Hickey remained in his post, the court heard. Fr Ó Ceallaigh had allegedly said girls should wear trousers. After parents withdrew girl children from the school in protest later in 1973, Hickey went on sick leave in September 1973 until

January 1974, when he resigned. He took up another post in February 1974 at a boys’ school in Ballincollig, Cork, and his recognition as a teacher was only withdrawn in the late 1990s after criminal proceedings.

In 1998, Hickey was jailed for three years after pleading guilty to 21 charges of indecent assault from a sample 386 counts relating to 21 girls. Ms O’Keeffe was later awarded €54,000 compensation by the Criminal Injuries Compensation Tribunal on condition she repay it out of any damages secured in the High Court.

She is disputing liability to repay, arguing the award was inadequate and accepted under duress.

The judge dismissed her claim that the State was vicariously liable for the assaults and awarded costs of about €500,000 against Ms O’Keeffe.

Had the proceedings been brought against the Catholic Diocese of Cork and Ross, as the Dunderrow school was under the patronage of the Bishop, the action may have had a more favourable outcome, he indicated.

Her High Court proceedings against Hickey and the State were heard by Mr Justice de Valera in 2004. At the outset, judgment was obtained in default against Hickey, who did not appear, and damages against him were later assessed at €300,000, with the judge noting the assaults had a “catastrophic effect” on Ms O’Keeffe.

When asked about that issue, which had been raised by the State in its defence, Frank Callanan SC, for Ms O’Keeffe, said the then Bishop and two other clerics who were acting school managers at the time were all deceased and there was an issue whether a Catholic bishop was “corporation sole” for the purpose of legal proceedings. Ms O’Keeffe contends the trial judge failed to properly consider all of the evidence and law in the action, delayed almost two years before delivering judgment, repeatedly failed until ordered by the High Court president to list the matter to say when judgment would be delivered, and unfairly awarded costs against her.

The assaults affected her ability to have normal physical and sexual intimacies, to socialise, caused her to be overprotective of her children and played a major role in destroying her marriage, the court heard.

She wants the Supreme Court to set aside the High Court decision, find vicarious liability against the State and award damages to her.

Alternatively, she says the case should be reheard by the High Court.

Mr. Callanan argued the State is vicariously liable for Hickey’s assaults because, although Hickey was appointed by the school manager, a cleric, his appointment had to be recognised by the Minister for Education and he could not have taken up the position without that recognition.

The State was also vicariously liable for the alleged negligence of Fr Ó Ceallaigh in relation to the 1971 complaint about Hickey.

The State has denied all liability on the grounds that national schools are not state schools but are controlled and run on a daily basis by church appointees.

Any principle of law under which the Minister of Education & Science would be held vicariously liable for the actions of teacher without the Minister having control over those teachers would be ‘illogical and unworkable’, the State submits.To give the Minister such control would involve rewriting the Education Act 1998.

I will return to this case when the Supreme Court Judgment is delivered.

Call for Workshops IPPN Conference 2009

IPPN Bursaries 2008/2009 – Proposals Invited

By Angela Lynch, Conference Co-ordinator

By Virginia O’Mahony, Assistant Director

Every year, feedback received from attendees at our annual Principals’ Conference suggests that there is great value placed on workshops presented by serving Principals on current issues with a focus on good practice and useful resources.

With a view to expanding the range of workshops for Conference 2009, you are invited to put forward a workshop proposal based on some aspect of good practice in your school or within your own research.This may refer to a curriculum subject, an aspect of school organisation / policy or a dimension of your leadership role.

You may not feel enthusiastic about putting yourself forward to deliver a workshop.

Please remember that this does not necessarily require ‘expert’ knowledge but is more a practical sharing of something worthwhile within your experience that other Principals would benefit from.Workshops are normally 1 to 1½ hours duration, with 25% presentation, 25% small group discussion and 50% feedback and general discussion.

We are delighted to announce details of the IPPN Research Bursaries for 2008/2009. This is our 5th Annual Research Bursary for school leaders and, as last year, peer nominations are allowed. This means that if you are not eager to put yourself forward for a Bursary, you have the opportunity to nominate another IPPN member whom you believe to be worthy of the opportunity.

This year’s Bursary competition has a new dimension whereby we are inviting proposals to focus on one of two predefined topics. These are: The design and development of a practical software application which would be of benefit to all schools.

Alternatively, if you have attended a workshop delivered by a Principal that particularly inspired you, please provide details.

The compilation of a comprehensive set of school policies which will meet the needs of all schools.

If you are interested in facilitating a workshop or would like to recommend another Principal, please contact Geraldine at the Support Office at project@ippn.ie by Friday, 26th September. Please note, Conference 2009 will be at the INEC, Killarney from Thursday 29th to Saturday 31st January.

The two bursaries, which will be awarded following independent adjudication, are sponsored by Allianz and the Department of Education & Science. In addition to the €5,000 bursary, each awardee is given 15 days substitute cover to complete the project. Depending on the nature of the successful proposals, an overseas study visit may be required.

The two bursaries, which will be awarded following independent adjudication, are sponsored by Allianz and the Department of Education & Science. In addition to the €5,000 bursary, each awardee is given 15 days substitute cover to complete the project. Depending on the nature of the successful proposals, an overseas study visit may be required.

For further information, terms & conditions and to download an application form, please log on to www.ippn.ie. Completed forms must be received by email to info@ippn.ie not later than Friday 26th September.

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For further information, terms & conditions and to download an application form, please log on to www.ippn.ie. Completed forms must be received by email to info@ippn.ie not later than Friday 26th September.

FAQs This new column will provide answers to questions that are asked frequently in Principals’ calls and emails to IPPN’s Support Office and the Principal Advice team.

The nine categories of Principal Advice queries are: ● HR Management ● Recruitment ● Administration ● Board of Management ● Parents & Pupils ● Principal’s Role ● Inclusion ● School Policies ● School Development & Curriculum Planning.

In this issue, we focus on Human Resource Management questions. These and many other ‘FAQs’ were compiled over the summer by a panel comprising IPPN’s Executive Committee members and are also available on www.ippn.ie under the Principal Advice tab.

HUMAN RESOURCE MANAGEMENT CAREER BREAKS Question: Teacher returning from career break. Does she have to notify anyone? Whom?

When? How? Answer: Consult the DES booklet on Career Breaks which details these procedures.

The teacher and the Board of Management inform the DES upon approval of the Career Break (by 1st April of the year preceding the Career Break). One of the conditions on resumption, the teacher has to produce a medical certificate declaring them fit for work.

If the teacher wishes to extend the Career Break, the same temporary teacher may be offered the post (i.e. continue on in place of the teacher on career break). It is good practice to re-advertise the post although this is not essential.

Resources: DES booklet on Career Breaks.

Circular 30/03 – Closing Dates for applications for Career Breaks, Job Sharing and Teacher Exchange

Principals’ Frequently Asked Questions MATERNITY LEAVE Question: If Principal is on maternity leave or any other leave of absence, how much influence/control do they have over events in school? BoM? Answer: If a Principal is on leave, there is someone else acting up in their role and managing the responsibilities for the duration of the leave. There is no automatic 'right' to consultation by the Principal on leave.

However, good practice would dictate that, as there is a shared leadership responsibility between Principal and Deputy Principal, consultation should be made on certain key matters if requested by the Principal on leave.

Resources: Giorraíonn Beirt Bóthar – Distributed Leadership – Empowering the Deputy Principal In-School Management Circular 07/03 Appointments to Posts of Responsibility

UNDER-PERFORMANCE Question: How to handle an underperforming teacher?

Answer: If a Principal is concerned about the under-performance of an individual teacher, he will typically have approached the teacher to offer what advice and support s/he can and given the teacher an opportunity to improve performance. If the under-performance continues, the Principal should advise the Chairperson of the Board of his/her concerns and agree the steps to be taken. All such actions should be recorded. After that, you need to refer to statutory law in terms of the procedures to be followed.

SENIORITY Question: How do temporary teachers affect seniority?

Answer: Seniority in the school relates to permanent posts and is not affected by teachers on fixed-term contracts. Temporary teachers can apply for Posts of Responsibility based on length of service in the school. Teachers on fixed-term contracts for 4 years or more have entitlement to a permanent post that comes up in the school. This employment law supercedes the Panel procedures.

Resources: Circular 07/03 Appointments to Posts of Responsibility; Circular 15/96 Panel Rights for Temporary Teachers; Circular 02/04 Seniority of Primary School Teachers PAG E 1 3

SENIORITY Question: How to determine Special Needs Assistant Seniority?

Answer: As for classroom teachers, seniority for SNAs is determined on the basis of 'last-in, first-out'. If the SNA signed a contract which links their role to a specific child, their role becomes redundant when the child leaves the school. Most SNAs however, have opted for the new form of contract which establishes seniority on the basis of length of service in the school.

Resources: Look at DES website re. Special Needs Assistants; see also Circular 02/04 Seniority of Primary School Teachers IN-SERVICE Question: What is the number of in-service days in 2008/2009 and what are they for?

Answer: There is one day allocated for Inservice in 2008/2009 for general school planning. The DES recommends that schools do not take these planning days at the beginning or end of term. All school closures/ planning days must be sanctioned by the Board of Management.

COMPLAINTS AGAINST STAFF Question: Should complaints against teachers (by Parents) be brought to Principal first?

Answer: See INTO/ Management Complaints Procedure (Appendix A) also Section 28 of the Education Act. The issue should be discussed with the relevant teacher first. If the matter is not resolved, then the parent discusses it with the Principal. There are five stages involved in the Complaints Procedure.

Resources: Refer to Primary Boards of Management Information Manual Nov 2007 re. Complaints Procedures p35. Section 28 of the Education Act (1998).

We will be reviewing networking@ippn.ie and advice@ippn.ie mailing lists and will endeavour to respond to the most frequently-asked questions in this column. To subscribe to these mailing lists, see the ICT Tips article on IPPN Mailing Lists by Seaghan Moriarty in this issue.

Religion in Schools…

What Parents and Principals Say

by Larry Fleming, IPPN President Since 1831, the majority of Primary schools have been owned and managed by the main churches with financial assistance from the State – each school effectively being a private institution.

Because of the major changes in the religious and ethnic composition of our population in recent years, a need has emerged for Primary schools to cater for other religions. Meanwhile, Principals have been challenged for many years with the difficulty of accommodating the needs of children of other faiths in what are predominantly Catholic schools. Indeed, the trend of providing some level of choice has

drafted an on-line survey which sought Principals’ opinions on this topic. Over 750 Principals completed this survey at one of the busiest times of the school year. Simultaneously, IPPN commissioned an independent market research company, Red C, to conduct a national survey of 1,000 parents. IPPN felt that it was important to gauge the divergence / commonality in opinions between parents as the primary educators and Principals as school leaders. A summary of the research findings of both surveys follows.

PARENTS’ SURVEY ● Two in five (43%) of all those with children under the age of 15 in Ireland

6. The actual preparation of children for sacraments and religious ceremonies in our school is: Response Percent Mainly carried out by teacher(s) with parents attending ceremonies only

75.2%

Shared equally between teacher(s), parents and parish clergy

17.1%

Mainly carried out by parents and parish clergy

5.2%

Mainly carried out by parish clergy.

2.5%

already commenced with the establishment of a significant number of multi-denominational and schools of other denominations in the last 20 years. This has resulted in increased fragmentation of the ‘national school’ system along religious lines and, while it does provide greater choice for parents, such choice is mainly available in large urban areas. Our school-going population, by international standards, is spread quite thinly across the country resulting in a large number of very small schools. With these demographics, rapid growth in population, increasing religious and cultural diversity and the implications of a fully-inclusive education policy, it is questionable whether the current governance model is sustainable.

In June, IPPN was invited by the Department of Education & Science to contribute to a oneday conference in the Royal Hospital, Kilmainham on the future governance needs of schools. In order to accurately represent the views of Principals at this conference, IPPN

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would like to see the two and half hours spent on teaching religion each week retained.

However, this means that over half of all adults in Ireland with children under the age of 15 would like to see some of this time reallocated to other activities.

The main activity that parents appear to want to see more time spent on is physical education, with 1 in 4 (26%) stating they would like to see some of the time spent on religion re-allocated to this activity.

Mothers (32%) and those in younger under 25 year old age groups (45%) are behind the drive for more time spent on physical and health education.

In contrast with this apparent move away from religious education in schools, over half of all parents (56%) do believe that religious instruction and the preparation for Sacraments should be taught by the class teacher during school hours.

Those more likely to feel that it should be

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the responsibility of parents, appear to also come from younger under 25 year age groups, who are likely to also have much younger and fewer children. ● When given the choice the great majority of parents (72%) would prefer to see schools run by the State with equal status and opportunity for all religions.

PRINCIPALS’ SURVEY – CONDUCTED ONLINE BY IPPN ● Over 750 Principals responded, representing 23% of all primary schools. ● 76% say that preparation for sacraments is currently done almost entirely by the school with parents attending on the day ● Nearly one-quarter (23%) say that the enthusiasm, willingness, competency and suitability of teachers to undertake faith formation and religious instruction is decreasing ● 50% say that the involvement of parents is decreasing ● 40% say the involvement of clergy is decreasing ● Almost 9 out of 10 say that the preparation for sacraments and other religious ceremonies takes some or a lot more additional time from other curriculum areas. (note: This refers mainly to 2nd and 6th classes and seasonally throughout the year in other classes) Principals are evenly divided in their views as to where and when religious instruction and faith formation should take place. Some see it as an integral part of the school day as at present and others say it should be separate from the primary school completely or offered as an option at the end of the school day.

80% of Principals believe it will be difficult or impossible to provide religious instruction for all faith groups (as suggested) in the new VEC multi-faith community national schools.

RELIGION AND THE CURRICULUM Some of the practical issues that arise out of religious difference include enrolment, withdrawal from classes and preparation for religious events.When asked if the 2½ hours per week spent teaching religion should be retained,

13. A new pilot project set up by the DES will for the first time have 2 primary schools under the patronage of the VEC. The proposal that these 2 schools will be multi-faith and the school will be responsible for religious instruction/faith formation for each faith group. In your opinion, how feasible would it be to organise and facilitate religious instruction/faith formation for children of minority religions within your school.

Response Percent Very feasible

2.6%

Feasible

14.2%

Difficult

56.3%

Impossible

26.9%

many parents agreed that this situation should remain unchanged. However, 57% of those with children under 15 years of age would like to see some of this time allocated to other activities, with more than one in four parents selecting Physical Education as an area that would benefit from an additional time allocation.

Over half of all Principals who responded to the survey indicated that they would like to see religious instruction and faith formation remain as an integral part of the school day. A majority of parents agree with Principals on this issue with 56% believing that religious instruction and the preparation for sacraments should be taught by the class teacher during school hours.

A significant number of Principals (45%) did indicate, however, that some of the time spent teaching religion should be reallocated to subjects such as SPHE, computer technology, PE or an additional European language. Some Principals suggested that religious instruction should be offered as an extra class during the school day or become the total responsibility of clergy or parents. A significant percentage of Principals (45%) admitted that their schools teach less than the prescribed time for religion each week. This indicates that some schools are prioritising other elements of the curriculum in the interests of children’s needs.

LITURGICAL PREPARATION Nine out of every ten schools who responded to the survey are under Catholic Patronage. Of these, three quarters of the Principals said that sacramental preparation is done almost entirely by the school with parents attending on the day.

Almost 90% of school leaders believe that the preparation for sacraments and religious ceremonies takes some or a lot more additional

time than the recommended 2 ½ hours per week, with Second and Sixth classes being particularly affected. Much of this time is taken up by choir preparation and teaching particular drills such as where to kneel and stand. A quarter of Principals noted that the enthusiasm, willingness, competency and suitability of teachers to undertake faith formation and religious instruction have decreased significantly and almost half reported that the involvement of parents and clergy is decreasing. Principals were evenly divided in their views as to where and when religious instruction and faith formation should take place.

A significant percentage of Principals (45%) admitted that their schools teach less than the prescribed time for religion each week.

SCHOOL GOVERNANCE What is clear from both surveys is that a clear delineation is required between establishing governance structures, clarifying statements on ethos and finding a supportive and practical approach to teaching religion, be it in school or elsewhere. Responses from parents and Principals seem to suggest that schools cannot be ‘religion free’, with a small majority of parents and Principals believing that instruction and liturgical preparation should be the remit of the class teacher during school hours. However, there is broad agreement that an effective governance model must provide a management capacity capable of running a successful school.

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Focussing exclusively on the place of religion in schools without addressing the issues of management capacity and declining volunteerism is clearly a problem for a majority of Principals. Parents and Principals seem to agree that governance structures need to be reviewed. When given the choice, the great majority of parents (72%) would prefer to see schools run by the State with equal status and opportunity for all religions as opposed to a school promoting one particular faith. This was the clear preference of 80% of older females and 60% of older males. Almost 7 out of every 10 Principals who responded to the survey felt that schools should be under the authority of the State. More significant was the widely-held belief amongst 84% of Principals that the proposed new VEC model of multi-faith Community National School, where the school is responsible for the religious instruction and faith formation of each faith group, would be difficult if not impossible to implement.

As we reflect on the past and make plans for the future based on information gleaned from both surveys, there are two overriding principles that must take precedence.The first is that we design a governance system which reflects and provides for the diversity and needs of all children.

Difference must be respected and facilitated but differences must not be allowed to dictate how schools are organised. The second is that the management needs of a school must be supported with the appropriate skills and resources.The leadership and management role of the Principal needs to be clearly defined and differentiated from that of the Board of Management.

The child is central to the design and governance of the school of the future. The primary function of any school is to provide the best possible learning opportunities for the children. When a child walks into a school for the first time, he or she is not thinking about difference. Instead, the child is thinking about making friends, learning new things and fitting into a big new world. It is our responsibility to put their needs first.

For the full survey results, please visit www.ippn.ie.

School Resourcing Project

by Caoimhe Máirtín IPPN is currently undertaking a significant research project to determine the real costs of Primary Education. This Resourcing Schools Project (RSP) - is providing a detailed analysis of up to 50 schools in 7 categories as follows: ● Schools with 80 pupils or less [8 schools] ● Schools with 81 to 178 pupils [8 schools] ● Schools with 178 to 450 pupils [8 schools] ● Schools with over 450 pupils [8 schools] ● Schools with designated disadvantaged status [8 schools] ● Post-primary schools [4 schools] ● Other ‘special interest’ schools [6 schools] To date, Principals in 22 of these schools have been interviewed and draft school profiles as well as financial analysis of the resourcing of these schools are being returned to Principals for validation. By the end of October the remaining 28 schools will have been interviewed. Casestudy school profiles will then be compiled for all schools and financial analysis will be conducted on each of the seven selected

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categories. The key questions that the research outcomes will be focused on are as follows: ● What is the actual total cost of running a school? ● To what extent can schools operate within the resources currently provided by DES? ● How do schools provide for current shortfalls in funding? How difficult is it to secure additional funding, loans/overdrafts etc.? When schools are faced with an income deficit, what areas do they target for cut-backs? ● To what extent does the financial management of the school depend on the Principal? ● What percentage of the Principal’s time is spent on financial matters including financial management, fundraising etc. Do Principals in schools experiencing financial difficulties spend more time on financial issues? What is the real cost of this? How does this impact on teaching and learning? ● What comparisons can be made e.g.

Smaller vs. Larger schools DEIS schools vs. ‘Ordinary’ schools Primary schools vs. Post-Primary schools ■ Funding deficits in 2008 vs. Deficits in 1998, 1988?

■ What professional costs per child are allocated to schools (salary costs on a per-child basis)? Does this differ within the identified school categories?

This project should provide interesting individual school profiles that extend beyond the financial framework as it involves research on resourcing that has never been carried out in the Irish context before. However, the overall picture of resourcing schools will emerge from the groupings identified in categories 1 – 7 above.

The comparative analysis, outcomes and recommendations should be in place by midDecember. It is anticipated that this should allow for presentation and/or publication in time for the IPPN 2009 Conference.

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Meetings and Resources IPPN EVENTS /MEETINGS ON BEHALF OF PRINCIPALS July/August ● IPPN Executive Strategic Planning ● ICP Conference ● Conference 2009 detailed planning September ● 9th – 11th Sep – Mayo Principals’ Information Days ● 15th – 17th Sep – Donegal Principals’ Information Days ● 18th Sep – Regional Meeting for Mentors, Kilkenny ● 18th – 19th Sep - Misneach 3, Ennis & Monaghan ● 23rd Sep - Regional Meeting for Mentors, Ennis ● 25th – 26th Sep – Misneach 3, Kilkenny, Portlaoise ● 29th Sep – IPPN AGM, Meath & Wicklow ● 30th Sep - IPPN AGM, Carlow & Leitrim October ● 1st Oct - IPPN AGM, Cork & Longford ● 2nd Oct – IPPN AGM, Clare & Westmeath ● 1st – 3rd Oct – Misneach 1, Ennis ● 6th Oct – IPPN AGM, Dublin & Kildare ● 7th Oct – IPPN AGM, Offaly & Wexford ● 8th Oct – IPPN AGM, Louth & Tipperary ● 9th oct – IPPN AGM, Monaghan & Laois ● 8th – 10th Oct – Misneach 1, Monaghan ● 13th Oct – IPPN AGM, Galway & Roscommon ● 14th – IPPN AGM, Limerick & Waterford ● 15th – IPPN AGM, Kerry & Sligo ● 16th – IPPN AGM, Cavan & Kilkenny ● 15th - 17th Oct - Misneach 1, Kilkenny & Portlaoise Upcoming Events/Dates for your Diaries ● IPPN Annual Principals’ Conference, 29th – 31st January 2009, INEC Killarney ● IPPN Annual Deputy Principals’ Conference, 12th May 2009, venue to be confirmed

www.ippn.ie – NEW LOOK, NEW STRUCTURE You may have already noticed that www.ippn.ie has been completely revamped in line with our new branding and restructured to make it easier for you to find what you need. From the homepage, you can now find the Principal Advice resources you need, including exemplars, policy documents and answers to frequently-asked questions, in the following categories: ● Administration ● Human Resource Management ● School Policies ● School Development & Curriculum Planning ● Board of Management ● Inclusion ● Recruitment ● Parents & Pupils ● Principal’s Role You can also find information on all IPPN’s sponsors (Prim-Ed, Allianz, IBS) and affinity schemes (Energia, Mobile+, Scoiltel and Azzurri) by clicking through from the links on the HomePage. The new Search function can find text within documents placed on the website, which makes it far easier to find what you are looking for. Survey results can now be found under News & Views.

Recent additions to the website include the following resources and materials: ● Exceptionally able/ Giftedness Policy ● Safety Statement ● Leadership+ Issue 45 ● Leadership+ Issue 46 In the News/Press Releases section ● 28 June, 2008 - Religion in Schools - what 750 Principals Say ● 28 June, 2008 – Parents want reduced role for Church in Primary Schools?

In the Resources/E-scéals section ● Religion - Who should teach it, when and where? ● DES provides new email address for Principals' SEN queries We would love to hear your feedback on IPPN’s websites and ideas for resources and features – please email project@ippn.ie. Send any useful templates and exemplars to us and we’ll make them available on the website, having removed any school-specific information.

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Challenges facing the Newly-Qualified Teacher

by Dr Kevin Haugh, Assistant National Coordinator, LDS The challenges presented to practitioners in education in the current climate of social and political change are unprecedented. The role of the teacher changed dramatically over the last quarter of the twentieth century from "King/Queen of the Chalkface" to facilitator and designer of learning situations.

While the transition has liberated teachers from the straitjacket of convention in the classroom and ushered in heuristic teaching methods there is substantial evidence to suggest that the predicament of the beginning teacher has remained a “minefield” in the formal education system.

There are no formal structures in place to facilitate induction into the teaching profession other than the practical teaching diploma, which is usually taken during the first year in teaching at primary level, and the Higher Diploma in Education (H. Dip. in Ed.), at secondary level, which is done at pre-service prior to entering the teaching profession.

Consequently the skills, understandings and attitudes that a beginning teacher brings with him/her into a classroom as well as the work context itself determine the nature of his/her experiences in their role as teacher.

Many teachers have noted the problems they experienced in making the transition from pre-service to in-service in their chosen profession. Among them were: ● The 2020 Challenge ● Lack of structure ● Classroom discipline ● Relationships with parents ● Insufficient materials and supplies ● Motivating students ● Organising class work Most teachers suggest that there are no formal supports or structures in place to help cope with these problems bar the support of a sympathetic colleague.

staff choose to avoid. This is a situation that could well turn them off teaching altogether when faced with the prospect of trying to make up the deficit accrued in the absence of unqualified teachers. The current situation of having untrained personnel teaching in the primary sector will diminish the status of the profession. It will cause young people to ask "Why should I study and train for a profession that will have unqualified people doing the exact same work as I am doing?

LACK OF A MANAGEMENT STRUCTURE Teaching is a demanding job with immense responsibility. Why, then are young teachers employed on graduating, given responsibility for a group of pupils, expected to teach, guide, counsel, motivate, inspire, enthuse, assess, discipline, and encourage without the requisite resources? Usually a teacher's first meeting with the staff and pupils is on the morning they take up their teaching duties in the school. The moment the bell rings they are expected to take responsibility for the pupils assigned to them without any relevant background information on either the pupils or the school and how it operates. This type of situation causes a teacher to resort to crisis management strategies.

Many Newly Qualified Teachers (NQTs) might well find themselves faced with the prospect of taking the classes which the more senior members of staff choose to avoid.

While altruism and volunteerism are virtues in any profession they should not be confused with the type of exploitation that many teachers have been subjected to in the past.There is still widespread belief in communities that the teacher, especially NQTs, should be involved in recreation activities for the pupils in the community after school. Some parents even believe that involvement in after school activities is part of every teacher's job.

CLASSROOM DISCIPLINE THE 2020 CHALLENGE The education system in Ireland will be convulsed in the years ahead as it endeavours to make the transition from accommodating a homogenous society to a multicultural society.This is one of the many challenges which will face Newly Qualified Teachers (NQTs) together with facilitating the changing fibre of a rapidly native society. NQTs will not be alone as the "winds of change" challenge the long accepted norms in the schooling system in Ireland.

The problems will continue to grow, as fewer people are willing to stay in a profession because of the stresses involved in coping with the change, this will be compounded further with the residual effects of having pupils taught by untrained teachers.

Many Newly Qualified Teachers (NQTs) might well find themselves faced with the prospect of taking the classes which the more senior members of

One of the recurrent problems of teachers is that of classroom discipline.

It can be linked to the social background, attitudinal background and cultural values of the teacher or the pupils. When a clash of values or attitudes arises it lends itself to serious conflict between the relevant parties.

Therefore it is vitally important that the every teacher has the skills to empathise with and respect the pupils entrusted to them. In order to achieve this standard of practice it is most important that the school has a code of conduct that is agreeable and applicable to the needs of the school.

Each beginning teacher needs to be inducted to the teaching profession in such a manner that they are equipped with the skills to put the school's code of conduct into effect without undue stress or difficulty.To attain this goal it behoves each school to have a code of practice enshrined in the school’s plan, which facilitates the equitable implementation of a code of conduct that is transparent and accountable to all of the partners in the school. Failure to meet such a basic standard of practice leads to "ad hoc"

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modes and a lack of due procedure which culminates in confusion, controversy and conflict for all concerned especially the beginning teacher.

RELATIONSHIPS WITH PARENTS Teachers, especially Newly Qualified Teachers, have no training in handling relationships with parents. The beginning teachers' preconceptions of parents can be guided or even misguided by views expressed by the more experienced teachers on the staff. Newly Qualified Teachers may also find cultivating relationships with parents intimidating because of age difference, socio-economic background or because some parents tend to be intrusive or even over familiar while the teacher would prefer to retain their own professional anonymity.

INSUFFICIENT MATERIALS AND SUPPLIES Many teachers especially those teaching in schools located in socioeconomically disadvantaged communities are faced with the problem of insufficient materials and supplies in the schools in which they are expected to deliver a top quality service This is a most frustrating and unprofessional situation in which one is expected to carry out their teaching duties.

Consequently teachers are sometimes left to either do without the educational resources or purchase them out of their own money.

service to their captive audience, i.e. the pupils. Frustration and desperation become occupational hazards as the unfortunate teacher is left to ponder their lack of options. They are left to struggle in the “rapids” and turmoil of insecurity, which their chosen profession now offers them.

THE WAY FORWARD The past thirty-five years have witnessed far-reaching changes in curriculum, methodology, pedagogy, school organisation, administration and management. In more recent years there has been unprecedented emphasis on accountability, behaviour and expectations of students, community involvement, access to tertiary institutions, the use of technology and public attitude to teachers. Costello, R. (1991) suggests that the success of an education system, in part, relates to the ability of teachers to meet the challenge of the job they are employed to do. Based on this interpretation, we accept the role of professional development as fundamental to the continued learning of teachers as a profession, enabling them to keep pace with the changing demands of education and society.

Therefore we need to identify and implement effective practices to meet the professional demands of teachers in the course of their work, right from the very beginning of their careers.

MOTIVATING STUDENTS The beginning teacher has to deal with the challenge of motivating their pupils to participate in the formal education process.This is not as simple as it might seem to the uninformed. Motivating pupils is a complex process insofar as what one pupil finds motivating another might find quite the opposite.

The task of preparing and delivering class work to pupils/students of different academic abilities is a formidable one and it is far removed from the pre-service “staged” teaching practice.

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“T OMORROW ’ S M APS T ODAY ” The beginning teacher needs to be aware that any child who is not intrinsically motivated is highly unlikely to perform well academically in school. Children who are not motivated to participate become bored and disruptive. This leads to “extrinsic regulation” which is a process whereby pupils are forced into performing tasks as opposed to developing an appreciation within them of inherent satisfaction that is associated with success.

ORGANISING CLASSWORK The challenge of organising class work cannot be overstated for teachers.

The task of preparing and delivering class work to pupils of different academic abilities is a formidable one and it is far removed from the preservice “staged” teaching practice. The situation is exacerbated for practitioners as one often begins to doubt their own ability to deliver the

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Mailing Lists Made Easy

by Seaghan Moriarty One of the most supportive and immediate forms of support available to members are the “mailing lists”. If you are a new member (fáilte!), you will no doubt soon hear about this wonderful support facility from the IPPN Support Office or perhaps from local colleagues. Joining a mailing list is simply the easiest, fastest way to get support for your day to day queries.

When you join a mailing list, you have access to hundreds of queries that are asked by colleagues (cf examples below).You can also write an email to one of the mailing lists – anything from where can I get someone to paint games on the yard, to recommending equipment for a hearing-impaired pupil, to whether to facilitate a meeting with a ‘stepfather’ without the mother being present.

These are the day to day queries that arise for which you can get almost instant support, whether it is the definitive Professional Advice from the principal advice panel (via the mailing list advice@ippn.ie) or from colleagues who may have dealt with similar situations in the past (via networking@ippn.ie).

telling staff in writing that specific duties per 3 posts would be assigned after the interview.

By next morning, the Principal had her answer and some extra advice to boot!

Networking: This is where you send your email to networking@ippn.ie for collegial advice – or just to bounce a query, or make a comment, or add an insight to a previous comment.

Example Emails: (summarised) Query 1: What's the latest on keeping standardised tests? Do we retain the results in the school or the actual booklets also? I heard or read recently that we are supposed to retain the booklets so please tell me it's not true!

If you need fast information, need to bounce an idea off others who may be in the same boat then using the mailing lists is certainly one of the routes that you should consider.

Let’s take a look at some examples: Principal Advice Query: This is where you send your email to advice@ippn.ie for formal advice from the panel.

The panel is made up of experienced principals and each has strengths in one or more particular fields (e.g. administration, SEN, employment procedures, etc.)

Example Emails: (summarised) Query 1: Part 1: Can a parent who is employed as part-time school secretary be eligible for appointment to the BOM? Part 2: Does the gender balance require 4 male and 4 female members or can there be a 5/3 split?

Within a few hours (although this was 10pm on a Friday night!), this Principal had his answers.

Query 2: 3 posts of responsibility coming up. Would it suffice to put up one advertisement encompassing all the duties,

This email started a discussion not only on the above question but it also took on a life of its own and people asked/commented on the types of tests they found most useful in their schools.

Query 2: We are due a WSE at the end of April. It is a "modified" one so we will be doing "core" plus one other area. Our inspector says that the Dept hasn't told him yet what the "other" will be. Has anyone had any hint about what they are looking at in the last terms group of schools. Our cigire is grand but it would be great to get a heads up This resulted in the generous reply from a number of colleagues, some of whom even included their contact number, as well as some useful ‘insider’ information on recent DES WSE trends!

Query 3: Have a parent of a 4 year old autistic child who wishes to enrol asap.

Any advice? She tells me he will soon

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have a Guide dog with them and the dog will come to school too!?? Does anyone have experience of same?

This resulted in a number of replies – all offering experienced help and advice. Here’s an excerpt from one of them: “We have three autistic children in the school and also had the experience of the dog scenario - if you want you can give me a call at school - after 2.15 and I'll gladly fill you in on how we handled it”. This is what Networking is all about!

So you can see from the above examples that this service is not only about IPPN ‘providing a service’. It is also about IPPN facilitating the ‘ciall ceannaithe’, mutual support and goodwill amongst members. If you need fast information, need to bounce an idea off others who may be in the same boat, or need Professional Principal Advice, then using the mailing lists is certainly one of the routes that you should consider.

Managing a high volume of emails from mailing lists You may wish to create ‘folders’ within your email’s Inbox to manage your emails. For example, you could create one called ‘Networking’ and another called ‘Principal Advice’ and thus move all the relevant emails that you wish to keep to these folders from the mailing lists you subscribe to.This will stop your Inbox from being full of IPPN emails (there might be up to 15 to 20 emails per day at busy times during the year).

So how do I add my email to these mailing lists?

This will take you less than a minute! To join, visit the website www.ippn.ie and under the menu item “Network” choose “Mailing Lists”.

Simply tick the one(s) you wish to join. Please note that there are at present 10 mailing lists to choose from, as well as a mailing list for your County. You will start to receive emails almost immediately (i.e. copies of email queries that others are asking, so you can benefit from this knowledge and perhaps archive those you may need at a later date).

If you have any difficulties with the above process, please contact the Support Office on 1890 21 22 23

Buying for Schools

by John Curran

We are all aware of the funding difficulties for primary schools.

Capitation grants are simply not enough to pay for all the costs associated with keeping the school running. Heating, lighting, insurance, oil, stationery, equipment, software, cleaning supplies and even toilet rolls are all increasing in cost and all have to be purchased and used to keep the doors open and the lights on in the classrooms.

IPPN regularly lobbies on the issue of running costs and capitation. But are there ways in which you can make the money you do get go further? Are there ways to get ‘more bang for your buck’?

Every business – from the biggest corporate to the small local business – has operational running costs the same as a school. So how do you make sure you are getting value for money when you buy something for your school?

Over the next few issues of Leadership+, we will be looking at some typical items that schools spend money on and asking this question: “What is the best way to buy this to reduce our costs and to get the best quality and value?”

The areas we will look at are: ● Energy – electricity, heating oil ● Stationery – photocopying paper, class consumables, art supplies

● Toilet paper, towels, hand driers, sanitary services ● Drain clearing services ● Photocopiers ● PC’s and IT equipment, software and services.

If you have other items you would like us to look at, just drop us a line and ask us to feature a particular item. More importantly, if you have any experience or expertise in a particular area which others might find useful, please let us know and share your knowledge with others.

Email: editor@ippn.ie

● Cleaning materials and equipment

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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 lower costs 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.

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

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

In addition to our service partners, IPPN also has a number of sponsors who provide quality services within the schools market. 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.

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

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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.

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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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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

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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Many Principals will have noted Anna’s cheerful yet gentle phone manner and her willingness to go the extra mile to help members with their queries. Anna is moving to Israel later this month and will teach English as a Foreign Language. No doubt she’ll be able to put all the advice she has picked up at IPPN to good use with her colleagues and pupils in Tel Aviv. Anna will be sorely missed by all in the Support Office. We thank her for everything she has brought to IPPN and wish her all the very best for the future

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Leading & Learning

The feminisation of our schools

by Brendan Mc Cabe

Male teachers in primary schools are becoming as scarce as hens’ teeth.

Does this have implications for the nation’s schoolchildren? Does it really matter that many primary school children will never encounter a male teacher?

Teachers at primary school level have a huge influence on children and, thankfully, usually a very positive one. They each bring to the classroom their own story and life experiences and they do, in a very real sense, give of themselves. There are few people who, looking back on their own schooldays, would not recall being profoundly influenced by particular teachers they met along the way. The fact is that male and female perspectives can be, and often are, quite different. Surely it is to the child’s educational benefit that he or she be exposed to both.

The fact is that male and female perspectives can be, and often are, quite different.

Surely it is to the child’s educational benefit that he or she be exposed to both.

If we look at Irish social trends at the moment we see some very interesting statistics.

According to the Birth, Death and Marriage statistics published by the CSO in 2005 (www.cso.ie) one in three births in Ireland is currently outside of marriage. In some cases a couple will have decided to set up home together and have children without going through the process of a formal marriage. Sadly, in many cases the male has quickly left the scene and mum is left holding the baby alone.

Add to this the number of separations where, almost invariably, the mother ends up with custody of the children and you find that there are a very substantial number of Irish children being reared in fatherless homes. A Garda friend in a large city station told me recently of dealing with an errant teenage girl who was

living with her single mother whose own mother was in turn single. Nowhere among the family relations was there a trace of a man to be found. He told me that such families are quite commonplace. He believed that the absence of a father-figure left children at a real disadvantage. A friend who works as a home/school liaison teacher tells me that she regularly finds in young boys a lot of repressed anger because of the absence of their father.

Could male teachers in any small way help fill this vacuum?

Will team sports over time be pushed out of the schools and more into the underage clubs and, if they do, will there be sufficient voluntary coaches in the clubs to cater for the children’s training?

Much as we enjoy giving out about them, one of the great institutions in Irish life is the G.A.A. We Irish love our sport and it plays a very important part in the social fabric of the country. Its cradle is our primary schools.

There is hardly a county footballer or hurler in the country who did not begin his or her career in their local primary school. Was their coach a male or a female teacher? As male teachers head rapidly towards extinction, will sufficient female counterparts jump in to fill the breach?

I know that some female teachers already do, and their commitment is admirable but, in truth, they are very much the exception.

(Interestingly, where they are active in coaching the female tends to put an emphasis on participation rather than necessarily winning; male coaches, though they might not admit it, tend to see things the other way.) Will team sports over time be pushed out of the schools and more into the underage clubs and, if they do, will there be sufficient voluntary coaches in the clubs to cater for the children’s training?

Perhaps most importantly of all from a school perspective is the effect of gender balance in the staffroom. An all-male or all-female staffroom

PAG E 2 6

is a very different place to a mixed staffroom.

Many women on such staffs would admit that the men tend to calm things down within the staff while the men would admit that the women tend to foster more sensitivity towards the children. The synergy which emanates from a mixed staffroom tends to be very positive.

All primary schools nowadays are required to have policies and plans to cover all curricular provision and organisational aspects of the school. The staff is asked to jointly examine and review its current provision and then to plan and implement policies for the whole school which again will be reviewed further down the road. The process, particularly with larger staffs, is painstaking and arduous and involves a lot of discussion and consideration. I would feel that a staff which has both male and female members is likely to come up with more rounded and well-grounded policies.

Perhaps most importantly of all from a school perspective is the effect of gender balance in the staffroom.

An all-male or all-female staffroom is a very different place to a mixed staffroom.

Gender balance is recognised as an essential requirement of interview boards. Obviously the male and female perspectives are both important and are to be valued in their own right. Why then should our children not be entitled to the same gender balance among their teachers? Surely it is not beyond the imagination of the Department of Education mandarins to come up with strategies and policies which will ensure that young males are enticed into the teaching profession. If they fail to do so, male teachers will go the road of the dodo and the nation’s children will be the poorer for it.

Monsignor Dan O’Connor It was recently announced that Monsignor Dan O’Connor will step down from his position as General Secretary of the Catholic Primary School Management Association (CPSMA).

A priest of the Dublin Archdiocese, Monsignor Dan succeeded Sr. Eileen Randles as General Secretary in 2003. He has served as a member of the Teaching Council of Ireland, various Department of Education and Science committees, the Education Commission of the Irish Episcopal Conference and on the Board of Management of St. Clare’s National School, Harold’s Cross, Dublin. He was elevated to Monsignor by Pope Benedict XVI in January 2007.

Dan is originally from Millstreet in County Cork and is a graduate of Holy Cross College, Clonliffe, Dublin 9 and of University College Dublin. He taught at Post-Primary level for eight years in St. Finian’s Community College in Swords, Co. Dublin.

In addition to working tirelessly to support Primary School Boards of Management as head of an under-resourced Association, Monsignor Dan has supported many of IPPN’s initiatives and policies over the years, particularly those involving Special Education and the teaching of Irish. He participated actively in IPPN’s Annual Conferences as speaker and as panel member and was always available to discuss matters of interest to Primary Principals.

Monsignor Dan has been appointed Parish Priest of Dun Laoghaire and the combined Parishes of Dun Laoghaire and Glasthule by Archbishop Diarmuid Martin and he will take up his appointment on the 1st October 2008.We wish him well and thank him for his support of IPPN over the years. IPPN congratulates Ms Eileen Flynn, formerly National Co-ordinator of SDPS, who has been appointed to as General Secretary of CPSMA from October 2nd.The next issue of Leadership+ will contain an interview with Eileen.

Director of the Primary Professional Development Service Dr Mary McAuliffe was appointed Director of the new Primary Professional Development Service (PPDS) in July 2008.

PPDS was formed under the aegis of the DES and merges the responsibilities of the former Primary Curriculum Support Programme (PCSP) and School Development Planning Support (SDPS). Mary was Deputy National Co-ordinator of PCSP until her appointment to PPDS and is on secondment from Glounthaune National School, County Cork. She joined PCSP as a Music Trainer Designate in 2002, became Assistant National Co-ordinator in 2004 and was appointed Deputy National Co-ordinator in 2007. She was a member of the NCCA Arts Education Committee from 1992, which had responsibility for the Music,Visual Arts and Drama curriculum.

Mary has been involved in the delivery of music in-service education to teachers for a number of years and her PhD thesis was on the subject of professional development for teachers in music. As well as writing extensively on the subject of music in the primary school, Mary has also written widely and given many presentations on continuing professional development for primary teachers. IPPN wishes Mary all the very best in her new role and look forward to working closely with her.

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