Leadership+ Issue 48 December 2008

ISSUE 48 ● JANUARY 2009

+ Leadership THE PROFESSIONAL VOICE OF PRINCIPALS

Forthcoming National Assessments Codes of Behaviour The New Guidelines 2008 The Primary Professional Development Service (PPDS)

BULLYING… IT COULD BE YOU The IPPN Support Office has noted a disturbing increase in the number of ‘Calls for Help’ from Principals who find themselves the target of bullying. This trend has reached crisis proportions in the last school year in particular.

Blue Box & Creative Therapies helping to Heal Troubled Children Special Education Support Service (SESS) Retirement for School Leaders

Meetings and Resources IPPN EVENTS /MEETINGS ON BEHALF OF PRINCIPALS November In addition to events listed in issue 47: ● IPPN County Network Meetings: Louth, Donegal,Waterford ● Barnardos Conference ● CPSMA Meeting ● Cross-Border Digital Creativity – Education Programmes Launch ● North/South Conference on Numeracy ● Report on Task Force on the Public Service

December ● NEPS Conference ● State of the Nation’s Children Report 2008 ● Teaching Council re. Gárda Vetting ● IPPN Executive Strategy Meeting January ● IPPN Annual Principals’ Conference, 29th – 31st January 2009, INEC Killarney

CORRECTION We included this picture with the article 'Glossing Over' on page 26 of Leadership+ issue 47, without the intended caption. The picture shows Gerry Markham, Carrick NS, Co Roscommon sitting behind his desk which is covered with all the 'glossy' reports recently received in his 4 teacher school.

Gerry's regular comments on networking@ippn.ie are always cogent, entertaining and worth reading.

2009 Events/Dates for your Diaries ● Your School & The Law Seminars: ■ Green Isle Hotel, Dublin 28th February ■ Sligo Park Hotel, Sligo, 21st March ■ Green Isle Hotel, Dublin 28th March ● IPPN Annual Deputy Principals’ Conference, 12th May 2009, venue to be confirmed

WWW.IPPN.IE – RESOURCES By now the updated www.ippn.ie has been live for a few months; hopefully you’ve been able to find the resources in the new structure.

Principal Advice is where you’ll find many of the school management resources you’ll need, including exemplars, policy documents and answers to frequently-asked questions, which are categorised as follows: ● Administration ● Human Resource Management ● School Policies ● School Development & Curriculum Planning ● Board of Management ● Inclusion ● Recruitment ● Parents & Pupils ● Principal’s Role.

The Resources section contains other materials such as E-scéals, Leadership+ and other publications, survey results, Curriculum Plans, DES Circulars (directly downloadable from the website, these are not links to the DES website documents), key legislation and information on IPPN websites such as TextaSub.ie and TextaParent.ie.

There is a Notice Board facility in the Network section which is used to ask for and find information on school procurement issues such as: ● What photocopier should I buy to handle 30,000 black & white copies per month? ● What’s the best vacuum cleaner for a medium size school? ● How can I compare all the different Interactive Whiteboards on the market?

There are 15 categories already set up and, to start it off, the Support Office populated all of the categories with information that was posted by members on the networking@ippn.ie mailing list. By using the Notice Board instead of the mailing list, members can avail of information whenever they might need it instead of having to post a new query on the mailing list or saving every email on the mailing list for later use.

Recent additions to the website include the following resources and materials: ● Managing SNAs – presentation given at IPPN County Network AGMs ● Frequently-asked Questions in many of the Principal Advice categories ● Electrical Equipment - hazard & risk identification ● Sample hazard & risk assessment document ● Leadership+ Issue 47 ● Details about Conference 2009 bookings, speakers, workshops.

All Press Releases are found in the News/Press Releases section and all Escéals are available in the Resources/E-scéals section.

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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Bullying…

It Could Be You

by Seán Cottrell, IPPN Director and Larry Fleming, IPPN President In recent years, the IPPN Support Office has noted a disturbing increase in the number of ‘Calls for Help’ from Principals who find themselves the target of individual and group bullying.

This trend has reached crisis proportions in the last school year in particular.

While it may come as a surprise to some that Principals are being targeted, the reality is that they are no different from other leadership positions in that, because of the isolated nature of the role, they are increasingly likely to suffer hurt, anxiety and desperation as a result of targeted bullying behaviour. The sad reality is that in modern society bullying can take place in a variety of societal situations from community to workplace and right down to family. Newly Appointed Principals in particular have borne the brunt of increased instances of such behaviour, much of it the residue of the appointment process, but they are not alone. Principals of many years experience are also bearing witness to such behaviour too. Of course, on the other side of the coin, it is readily accepted that, in a small number of cases, Principals can and have used and abused their own powers through bullying members of their own school community over the years.

themselves. What is of real concern is that, outside of the IPPN support network, there is a very real lack of advice and support available to Principals who find themselves in such circumstances.

For the first time, significant research is being undertaken to quantify and qualify the extent to which Principals are being bullied in the workplace.

Dr Paul Stevens, Principal of Castletownbere NS, is currently undertaking a Masters in Business Administration and has chosen this topic as his research thesis. Paul worked with IPPN to design an online questionnaire, the findings of which will hopefully be very informative and enable this topic to be better understood. All Principals, not only those who feel they are being bullied, are invited to take part and will be notified when results are available.

In the meantime, the IPPN Principal Advice team will continue to support Principals as best they can, particularly those Principals who are the victims of sustained bullying and harassment.

For the first time, significant research is being undertaken to quantify and qualify the extent to which Principals are being bullied in the workplace.

While the authority of the role of Principal is no insulation against systemic bullying as it is essentially a human trait, nevertheless it is rather surprising that Principals in particular are increasingly finding themselves as targets.

School Leaders consistently report that bullying behaviour can come from any quarter, be it parents, staff, Board of Management or the wider school community. What is really disturbing from IPPN’s perspective is that Principals who are victims tend to be reluctant to come forward and look for help. The reason for this may be that there is an additional embarrassment factor linked to the fact that the Principal is perceived in many quarters as the strong, able leader, the bulwark against challenging and threatening behaviour, and indeed, the protector of others targeted in such a manner.

Statistics from the IPPN Principal Advice line indicate that there has been a significant increase in the number of Grievance Procedures being taken against Principals in the last school year. A discernable increase has also been noted in the number of Principals contacting the Advice line on behalf of Principal colleagues who may be unable or unwilling to seek such help

Director: Seán Cottrell director@ippn.ie President: Larry Fleming president@ippn.ie Editor: Damian White editor@ippn.ie Assistant Editor: Brendan McCabe 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 PAG E 3

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New War on Red Tape

by Brian Hayes, TD, Spokesperson on Education & Science, Fine Gael As opposition spokesperson on Education for the past twelve months, I’ve been given a great chance to see how the modern school system is working. I have been impressed how schools can perform and adapt so well when education in Ireland is still poorly funded by comparison to our EU counterparts. There can be no doubt that good leadership within our schools makes the big difference in terms of transforming the education experience for children.

I believe that a “new liberation” movement needs to be found within primary education that removes red tape and allows schools to get on with the job of education away from the centralising tendency of the Department. Decisions should be taken locally. More power needs to be devolved to schools. School leaders should be given the responsibility to spend funds according to their needs without approval from the centre.

Absolutely central to any discussion on devolving powers to schools must involve the education system declaring war on red tape.

Delays in accessing information and a general lack of transparency relating to special needs resources, grant applications and building applications result in time wasted and unnecessary aggravation.

There is no doubt that schools, and particularly Principals, spend excessive amounts of time dealing with red tape and bureaucracy. Schools are swamped by unnecessary paperwork on a daily and weekly basis. The volume of agencies and sections of the Department seeking identical, repetitive information is a terrible drain on school Principals. Many of these bodies are looking for exactly the same information regarding teacher and classroom numbers, the number of children with special needs and this duplication of information and form-filling is needless and time-consuming.

There are a few specific examples where this red tape burden is particularly evident. Many schools are confused about their obligations surrounding the retention of school records and also have to deal with the related issues of limited storage capacity and poor ICT. The system which determines staffing levels and grant allocation is also outdated, especially considering the changing nature of the school environment with strong levels of migration, a steady movement of traveller children and other fluctuations in school numbers. The number of children attending school can in some cases change dramatically in the space of a year and consequently school staffing levels or grant aid are sometimes disproportionate as a result.

As the National Educational Welfare Board is limited in terms of resources, schools often don’t have the supports required to deal with truancy issues unless they are of a very serious nature, involving children who are absent for sixty days or more. However, schools are still required to report absences over twenty days or more, which leads to frustration in schools forced to report absences that are unlikely to be followed up. This is an example where the system becomes more important then the welfare of the child or the functioning of the school.

Delays in accessing information and a general lack of transparency relating to special needs resources, grant applications and building applications result in time wasted and unnecessary aggravation.

The impact of education, employment, health and safety and equality legislation coupled with the inadequate levels of secretarial support available to schools has also added to the administrative burden. We really need to get back to the core mission statement of the Principal which should be one of school leader, working with teachers to achieve clear educational outcomes. Principals have become administrators because the level of administrative support and back-up is insufficient.

I believe there are a number of measures that could be introduced to alleviate at least some of this burden on schools. The introduction of a centralised database of all schools which could be easily updated would provide a range of benefits.

These would include reducing the amount of paperwork and form-filling, providing up-to-date

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and accurate information on class size and population trends for planning purposes, facilitating agencies’ work while cutting down on reporting for Principals.

Delivery of the long-promised ICT Strategy could bring a number of benefits in terms of cutting down on excessive levels of administration for schools. As well as delivering greater IT resources for the classroom, with the potential for an online grants application system and facilities for storing students records, I have also repeatedly called for an online tracking system for the School Building Programme to allow schools to access information on the building programme schedule and how long their school will have to wait before proceeding to the next stage of the process.

Delivery of the longpromised ICT Strategy could bring a number of benefits in terms of cutting down on excessive levels of administration for schools.

In addition, I believe a survey should be undertaken by the Department in relation to school administration, administrative resources and to examine ways of introducing greater efficiencies within the system. New policy procedures should also undergo ‘principal proofing’ to test the most time-efficient method of implementing changes.

Tackling the regulatory burden on schools would not only relieve the administrative burden but would also help to track pupils more effectively.

This would help to identify risks associated with truancy, improve school completion rates and reduce the amount of day-to-day inquiries to the Department of Education thereby allowing the Department to focus on initiatives that will deliver real and worthwhile change to the education system.

A war on school red tape does not have to cost a great deal. In fact cutting out much of this needless form-filling would be cost and time efficient from the perspective of the school as well as the Department.

Legal Diary

by David Ruddy, B.L.

Codes of Behaviour The New Guidelines 2008 In issue 47, the Legal Diary examined and summarised the New Guidelines on Codes of Behaviour under the following headings: Audit and Review; Sanctions; Applying sanctions in respect of behaviour that takes place outside the school; Implementing and communicating the code of behaviour; Legal and procedural requirements for suspensions and expulsions; Suspension.

Whilst due to the lack of space the sanction of expulsion was not dealt with, I did comment on the overall thrust and worth of the new guidelines. The following section on expulsion should be read in the context of the previous article.

EXPULSION The sanction of expulsion should only be used in exceptional circumstances when all other avenues have been exhausted. However, schools should not lose sight of the fact that they have a duty of care to all their pupils and employees.The Health and Safety at Work Act 2005 requires that Boards of Managements conduct their business, as far as reasonably practicable, in ways that prevent improper conduct or behaviour likely to put the safety, health or welfare at work of employees or the health and safety of pupils, parents or visitors at risk. Provisions relating to expulsion of a student are contained in section 24 of The Educational Welfare Act 2000.

The authority to expel should be reserved for the Board of Management and should not be delegated. This authority must be stated in the Code of Behaviour. Expulsion should be a proportionate response to the student’s behaviour.

The following steps should be undertaken to address misbehaviour and to avoid expulsion: (a) Meeting with parents and pupils to try to help the student change the behaviour (b) Making sure the pupil and parents understand the possible consequences of the behaviour (c) Exhausting all other possible options (d) Seeking the help of support agencies i.e.

National Educational Psychological Service (NEPS), Health Service Executive (HSE),

National Council for Special Education (NCSE), National Behavioural Support Service (NBSS).

GROUNDS FOR EXPULSION (a) The pupil’s behaviour is a persistent cause of significant disruption to the learning of others or to the teaching process (b) The pupil’s continued presence in the school constitutes a real and significant threat to safety (c) The pupil is responsible for serious damage to property.

The Constitution of Ireland gives rights to parents and pupils in the matter of education and these must be respected as fundamental.

DIFFERENCE BETWEEN SUSPENSION/EXPULSION Whilst the grounds may be similar there would be additional factors: (a) The degree, seriousness and persistence of the behaviour (b) Where expulsion is considered a series of interventions should have been tried by the school (c) All possibilities of changing the pupil’s behaviour should have been exhausted.

EXPULSION FOR A FIRST OFFENCE A BOM can impose automatic expulsion for certain prescribed behaviours or in exceptional cases for a first offence .These behaviours may include, according to the National Educational Welfare Board (NEWB): (1) Sexual assault (2) Supplying illegal drugs to other pupils in the school (3) Actual violence or physical assault (4) Serious threat of violence against another pupil or member of staff.

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PROCEDURES IN RESPECT OF EXPULSION (1) Detailed investigation carried out under the direction of the Principal (2) Recommendations by the Principal to the BOM (3) BOM considers Principal’s recommendation and holds hearing (4) BOM deliberates and proposes action following the hearing (5) Consultations arranged by the Educational Welfare Officer (6) Confirmation of the decision to expel.

FAIRNESS OF PROCEDURES The Constitution of Ireland gives rights to parents and pupils in the matter of education and these must be respected as fundamental in the school Code of Behaviour. The requirement of fairness of procedures also derives from the constitution.

There are two basis rules of fairness of procedure: 1. The right to be heard i.e. the right to respond, the right to know what alleged misbehaviour is being investigated, the right to know how the issue is decided. If there is a possibility of a serious sanction, the right to be heard by the Board of Management. If the dispute is about facts, the right to ask questions of the other party or witnesses.

2. The right to impartiality i.e. The right to an absence of bias in the decision- maker.

Generally, impartiality requires that the investigation is separated from the process of making a decision so that the decision-maker comes to the task with an open mind.

WRIGHT V GOREY COMMUNITY SCHOOL (HIGH COURT) 2000 In this case, the court held that fair procedure does not demand the formality of a court room.

The level of formality of a three-day suspension is less than for longer periods of suspension or expulsion. In that particular case a boy was expelled on the grounds that the Board of Management (BoM) found that he had brought drugs to the school for the purpose of supply. In

an ideal situation, if a Principal has been delegated authority by a BoM to suspend, another senior member of staff e.g. the Deputy Principal should organise the investigation.This frees the Principal to make a decision as to whether the misbehaviour occurred and the level of sanction.

M (a minor suing by his mother and next friend am) V Principal and Board of Governors of Good Shepherd Primary school (High Court) Queen’s Bench Division Belfast 2003 The Principal was held to have breached the rules of fairness of procedures in relation to the suspension of an 11 year old boy on suspicion of bringing drugs into the school. The boy in question was eventually found to be innocent.

Appeals from decision of BoMS to expel or to suspend for 20 days or more The remedy open to parents who feel that the decision of a Board of Management to expel or suspend a pupil for more than 20 school days is a Section 29 appeal or judicial review.

APPEALS This mechanism is available under section 29 of the Education Act 1998.The procedure is speedy and inexpensive.The 1998 Act has been amended by the Education (Miscellaneous provisions) Act 2007. It provides for a range of factors which must be considered by an appeals committee in relation to suspensions and expulsions. It is widely viewed as a rebalancing of the rights of the compliant pupil vis a vis the rights of the disruptive pupil. After efforts at facilitation are exhausted, a hearing is held by a committee to adjudicate if the process was fair and in compliance with the relevant Act. All relevant documentation is examined. Representatives of the school and parents are present to give evidence and to be examined.The appeal is then upheld or dismissed. If the appeal is upheld the school must readmit the pupil. Either the pupil’s parents or the school can challenge the decision by way of judicial review.

JUDICIAL REVIEW In the case of the decision of a Board of Management being challenged by way of judicial review, the following factors would be considered:

(A) Was the decision of the BoM fundamentally at variance with reason and common sense?

(B) The decision must be so overwhelmingly unreasonable that no reasonable person could ever have come to it (C) The courts cannot intervene just because it would have come to a different view on the facts (D)BoM has no relevant materials to support its conclusions.

TWO INTO ONE WON’T GO This is a case of judicial review taken by the Board of Management of a primary school.

The Secretary General of the Department of Education and Science made two separate orders compelling the school to accept two special needs children when they only had one place available. Earlier this year, parents of a 10year-old boy, who was fourth on a waiting list for a place at the school, which provides specialist education for autistic children, were informed that there was no place available for him. This decision was the subject of a Section 29 appeal. The appeal committee heard the application and found in favour of the child.

The committee held the view that the positioning of the boy on the waiting list by the school was unreasonable. The school was then ordered to enroll him.

The parents of a 4 year old child who had been top of the waiting list and had been offered a place at the school were then told that their child could not start at the school. They also made a section 29 appeal, which was heard by a committee made up of different people to those who had heard the appeal brought by the 10 year olds family. The action also resulted in the Department making an order compelling the school to enroll the four-year-old boy. In its proceedings, the Board is seeking orders from the court to quash the Department of Education & Science’s decisions ordering the school to enroll the boys. It is further seeking orders that the section 29 appeal’s committee had no jurisdiction to entertain the appeals and had acted in breach of natural and constitutional justice. It claims that the school had not refused to enroll the ten-year-old boy, but had acted within its enrolment policy. Mr Justice Kevin Feeney said this was “a catch 22

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situtation” in light of the “conflicting orders” that the school had received. The case was adjourned pending negotiations between the parties. If additional resources are made available to the school then both parties could be accommodated. When case resumed in the High Court, additional resources had indeed been provided to allow the school to cater for both parties. However, to avoid a recurrence next year, the underlying issue of how the school was directed to take two pupils for one place is still to be clarified by the court through a judicial review.

The remedy open to parents who feel that the decision of a Board of Management to expel or suspend a pupil for more than 20 school days is a Section 29 appeal or judicial review.

WHAT HAS HAPPENED TO THE NATIONAL EDUCATIONAL WELFARE BOARD’S ANNUAL REPORTS? The National Educational Welfare Board (NEWB) has not published an annual report since 2005. Where are the reports for 2006 and 2007? Given that all 4000 primary and post primary schools are required to report statistics on school attendance a few times each year, schools and the public are entitled to have access to these reports. The annual reports indicate national figures for school attendance. They also indicate the level of enforcement. This would include the number of enforcement notices issued by the NEWB against parents who refuse to send their sons/daughters to school consistently. The report would also indicate the number of prosecutions taken in the courts for persistent offenders. I have in the past been unimpressed by the lack of enforcement of the Educational Welfare Act 2000 by the NEWB. Schools must question the worth of all the statistical returns they made if the very body which requires them cannot produce an annual report themselves.

Leadership In Action: Life as a Principal and how I combine it with my love of music

by Gerard Fahy, Principal of Ballinakill NS, Galway

The school bell rings at three. I lock the school, pack the laptop and school copies in the boot and head for home. It’s Wed 6th of November, the day of my latest album launch - Celtic Earth. I arrive home, pack my pipes, whistles and wireless microphones and I change quickly, a bit like superman really, without the costume of course. I make my way into the town hall theatre, Galway and prepare for the night’s show which turns out to be a great success.

The theatre is full, there are twenty musicians on stage and guest vocalists Marc Roberts and Seán Costello. This album, a labour of love, sweat and tears, is finally launched. A great night surely but I can’t forget school at 9.10 the next morning.

Music and education seem to be the eternal dichotomy of my life. With a little effort and organisation a harmonious balance prevails but it’s not for the fainthearted. The music brings the performance, a new audience and new challenges. On the other hand, Teaching brings a new performance, a captive audience of little people and places you in a privileged position by being part of their development.

From an early age I played whistles, pipes and composed many tunes.

I proceeded to win many All Ireland titles for compositions, pipes and whistles from age nine.

I come from Ballinakill, Co. Galway, an area steeped in traditional music. My grandfather Tommy Whyte, was a founder member of the Ballinakill Ceilí Band founded in 1927, and they subsequently went on to achieve many accolades in their time, including the release of many ‘78’ albums. These albums are treasured items today and can be still found in many

corners of the world. My mother Brigid and sister Aggie Whyte Ryan featured in the next generation band. As you can imagine I was born into a very musical household - Maureen, Yvonne and Terry also shared the passion for music with their various instruments.

From an early age I played whistles, pipes and composed many tunes. I proceeded to win many All Ireland titles for compositions, pipes and whistles from age nine. I loved to experiment with many different musical traditions which greatly influenced my present style.

Throughout this musical landscape there was always a strong emphasis on education in the household. My mother was a wonderful musical influence in our lives but was always very balanced when it came to the question of education. My father Máirtín Ó Fathaigh was local Principal of Ballinakill N.S. and in fact all four siblings qualified as teachers. Maureen is an accomplished fiddle player, performing in Riverdance for many years. On many occasions she has guested with the Chieftains and with her husband Chris Kelly, produces a successful summer show “Trad on the Prom”. Terry, Principal of Yeats College Galway is accomplished in drums, banjo and All-Ireland singing champion. Yvonne is well known in musical circles as an accordion player and an All-Ireland bodhrán champion.

The early years brought us to many Fleadhanna, Scor competitions and Seisiún, (a summer show organised by Comhaltas Ceoltóirí na hÉireann) and of course the Mummers féile at Woodford.

I trained at St. Patrick’s College, Drumcondra, Dublin where I graduated in 1988. This was a truly rewarding experience and I made many lifelong friends - Chuck, Gabriel, and Tim. I also learned a lot from Marian Doherty, Head of the Music Dept.

A lifelong ambition of my brother Terry and myself was to produce a Celtic musical - Tara which was first performed in Taibhdearc na

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Gaillimhe in 1989. This evocative score used powerful percussion, haunting chants and strong melody to great effect. Following its success, Tara was staged in Leisureland Galway in association with members of the RTE Concert orchestra under the baton of Marian Doherty.

National acclaim followed in May 1992 with the staging of Tara in the National Concert hall with a powerful narration by Patrick Bergin. In 2004 Tara made its international debut in the Luxor theatre, Rotterdam to rave reviews.

I come from Ballinakill, Co. Galway, an area steeped in traditional music. My grandfather Tommy Whyte, was a founder member of the Ballinakill Ceili Band founded in 1927 In reality, this vast experience in both music and technology over the years helped to lay the foundations for many a Christmas School Concert and most recently our school here in Ballinakill was fortunate to win best original storyline in the recent FÍS film festival at the Helix, Dublin.

In 1994 I formed the celtic fusion band The Furry Village and in 1996 we had a top ten hit with “She moved through the fair”, an eclectic mix of Irish traditional melodies, Eastern influences with a pulsating percussion punctuating. This is a nine piece band with an exciting line up. Melody instruments consist of Uilleann pipes, whistles, fiddles and supported by keyboards, Bass, percussion and electric and acoustic guitars. The Furry Village is still a touring group and our most recent outing was headlining The Milwaukee Music Festival of last Summer where we played to an estimated 50,000 audience.

Since the 1990s, my music has been covered by many world orchestras, Boston Pops Orchestra, RTE Concert Orchestra, Eileen Ivers to name a few. I’m currently in negotiation with

Broadway musical producer, Chris Smith for the use of Magh Seola in his forthcoming musical.

In all of this, I did find time to marry and settle down with my wife Anne and two beautiful children Gearóid and Tara.

I toured with Michael Flatley’s “Lord of the Dance Show”, became MD for the show “Feet of Flames” and wrote the opening sequences for his last “Feet of Flames tour”.

I toured with Michael Flatley’s “Lord of the Dance Show”, became MD for the show “Feet of Flames” and wrote the opening sequences for his last “Feet of Flames” tour. It was indeed another great challenge to compose musical sequences keeping “the dancer” in mind and creating that perfect combination of strong melodic tune punctuated with danceable rhythm.These recordings gave me the scope to experiment with orchestras and other instruments in reaching a wider audience.

Similarly the title track of my new album is a song I wrote but I had it translated into Italian, hence the title “Il mio amore”, the melody and

lyrics suited the Italian style in this case. The lead singer on that track Seán Costello and myself travelled to Bratislava over the Summer period to record and video this track with the Slovak festival orchestra.

I suppose from my first Primary post as Principal of Raheen N.S to my present position as Principal of Ballinakill N.S, I have brought as much personal experiences to the classroom as possible. It is great to be able to integrate music, song and tales of far distant lands into all the curricular areas. Over the past three years I have also taken on the challenge of learning to pilot a helicopter.

I like to set challenges for myself and I thoroughly enjoy this one.

Of course I have always been surrounded by wonderful staff members to support me in the many projects and concerts that we have undertaken together. When I returned to school from my career break I noticed a greater emphasis on individual teaching planning.

Subsequently I designed a computer programme to filter and organise much of the information associated with teacher planning.

It is called GFS Pro and I was delighted to be

able to engage the services of Alan Rooney, a gifted computer programmer from Galway, to work on this project. Hopefully this programme will be of benefit to all teachers and in some way free up some precious time.

The year goes around so fast in the primary school. Tomorrow I begin rehearsing for our annual school concert. This year we will perform “The Rising of the moon”. This is the life!

Mike Rosc ope

le Molly Cu

For the Teacher - A classroom planner is produced for teachers each week.

- This briefly describes what the next issue will be about.

- It gives information about what resources and materials will be needed for the activities.

‘World Young Reader Prize’ 2005 WINNER - The World Association of Newspapers (WAN)

What is Eureka?

• Eureka is a science magazine exclusively for primary schools, published by The Irish Independent and written and produced by Helena Jeffrey, Paula Kilfeather, Cliona Murphy and Janet Varley from The Centre for Science No 16 Pollution Environmental Awareness and Care Describes the different types of pollution that can occur and how pollution can damage our environment. The emphasis was on water and air pollution but other types of pollution that children might not think about, such as light, heat and noise pollution were also discussed.

Activities included making and cleaning up an oil slick, tests for air quality and rain pollution and ideas for carrying out a pollution survey.

Education, based at St. Patrick's College, Drumcondra, Dublin.

• Eureka only costs 25c per copy and includes a compact copy of the Irish Independent.

No 19 It’s Electric - Energy and Forces

Included information about how electricity is generated in Ireland and invited children to think about what it would be like if there was no electricity. Activities on how to build electrical circuits and switches were suggested and design and make activities about building a lighthouse and a torch were included. Children were encouraged to think of ways of saving electricity and safety was emphasised throughout.

• Eureka supports the teaching of science in primary schools and encourages pupils to learn about science through exploration and discovery within the classroom and at home.

No 22. Going to the Zoo Living things Described the role that modern zoos play in our lives. Children were encouraged to think about food chains and the way animals are sorted into different groups. Activities included how to set up a home for a snail and how to design and make zoo animals with moving jaws using lever. Some weird and wonderful facts about animals were also included.

No 9 Living in a material World Materials The different jobs involved in building were described.

Glass as a material was discussed and how concrete is made was also described.

Activities on how to investigate materials for a damp course and also a bathroom window were suggested. Information about some amazing buildings was included.

For further details, contact Debbie Brennan Ph: 01 705 5131 or email eureka@independent.ie

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The Primary Professional Development Service (PPDS) How We Can Help You

by Dr. Mary McAuliffe, Director The Primary Professional Development Service (PPDS), which subsumes the work of the former Primary Curriculum Support Programme and School Development Planning Support, commenced formally on 1 September 2008. Dr Mary McAuliffe was appointed Director, and the former cuiditheoirí and facilitators are now advisors with the PPDS. The overarching aim of the organisation is to support the development of schools as professional learning communities, in which teachers’ professional development is closely linked to school development and improvement and pupil progress. The guiding principles of the service are: ● empowerment of schools ● a focus on improved learning outcomes for pupils ● development of schools as professional learning communities ● emphasis on quality support activities.

It is intended that the service will be flexible in responding to the selfidentified needs of individual schools and teachers, as well as to national system priorities.

SUPPORT OFFERED TO SCHOOLS In the current year, the PPDS offers in-school support in the following: ● curriculum (all subjects) ● methodologies ● organisational development ● combinations of the above, in accordance with the school’s priorities.

The range of support offered includes facilitation of all or part of the school planning day, in-class modelling, meetings with principals and/or post-holders and teachers, school-based workshops, off-site workshops, and phone and email support. In addition, teachers can also avail of a range of customised development opportunities to develop their competence and confidence in Gaeilge as part of the Tús Maith initiative.

GAEILGE/TÚS MAITH Tá foireann na Gaeilge/Tús Maith i mbun oibre go leanúnach le spriocscoileanna i mbliana ar mhaithe le tuiscint, eolas, cumas teanga, scil agus dea-chleachtas i múineadh agus i bhfoghlaim na Gaeilge/trí Ghaeilge a fhorbairt agus a neartú mar phobal foghlama. Chomh le sin, tá clár Tús Maith, clár atá solúbtha le cur chuige leathan, a chur i bhfeidhm chun deiseanna a sholáthar do mhúinteoirí an Ghaeilge a úsáid, a chleachtadh agus a fhorbairt i raon leathan cásanna agus comhthéacsanna, mar shampla, ceardlanna teanga iarscoile, grúpaí comhrá, fóraim thacaíochta.

TAKE UP BY SCHOOLS To date, almost 1,800 schools have applied for service from the PPDS, and the following are the top ten areas prioritised by these schools: ● Differentiated teaching ● Multi-grade planning and organisation ● Active Learning Methodologies ● Maths ● Writing across the curriculum ● English ● Gaeilge ● Arts Education: Drama ● Assessment ● Code of Behaviour.

TRAINING SEMINARS In the current year, the PPDS is also offering two off-site training seminars to address system priorities. Each school was invited to send a second person to training in the Child Protection Guidelines, and these seminars are currently underway in the Education Centres. In addition, two days of training is being offered to all Language Support teachers.

The first round of English as an Additional Language (EAL) seminars is almost complete, and the second round of seminars will commence in February. Following delivery of the seminars, the EAL trainers will offer workshops and in-school support for mainstream class teachers in supporting children with EAL needs.

EAL: TRAINING OF TRAINERS The PPDS, in association with Dublin West Education Centre, is also offering a Training of Trainers programme in EAL.All Education Centres who were invited to nominate a number of Language Support Teachers received intensive training during the first week of December and who will in turn offer workshops and courses in EAL for mainstream class teachers.

ACCESSING THE SERVICE If you wish to access the service of the PPDS, and have not already applied, you can still apply online on www.ppds.ie. Provision of service will be based on the personnel available in your area, and their current caseloads, but the PPDS will endeavour to respond to as many school requests as possible. Alternatively, you may wish to contact your regional co-ordinator directly to discuss your requirements. The contact details of the regional co-ordinators are as follows:

Region (Education Centres)

Regional co-ordinator

Phone

Email

Region 1 (Monaghan, Navan and Drumcondra ) Region 2 (Blackrock, Dublin West, Kildare) Region 3 (Kilkenny, Waterford, Wexford) Region 4 (Cork, West Cork, Limerick, Tralee) Region 5 (Galway, Athlone, Clare, Laois) Region 6 (Donegal, Sligo, Carrick-on-Shannon, Mayo)

Fiona Rushe Mary Manley Christy Carroll Nora Collins Mary MacDonald Michael Tunney

087 1212102 087 6949504 086 8141568 086 8593407 087 2349435 086 8031904

fiona.rushe@ppds.ie mary.manley@ppds.ie christy.carroll@ppds.ie nora.collins@ppds.ie mary.macdonald@ppds.ie michael.tunney@ppds.ie

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Blue Box & Creative Therapies helping to Heal Troubled Children

by Peter Long, Principal of Scoil Íde, Corbally, Limerick A number of years ago some of our teachers had serious concerns about the well-being of a pupil who had undergone a serious trauma. The usual agencies- HSE, NEPS etc. - were of limited use as the behaviour observed was not acute but rather a slow downward spiral.

One of the teachers had heard of some schools in the Limerick area using Blue Box Creative Learning Centre, an organisation with charitable status which provided creative therapy for children. Having discussed the matter with the family we made contact with Blue Box to see if they could be of assistance. They offered us a weekly session of art therapy for the child.

This fitted with their mission of attempting to: ● address the need for one-to-one therapy for young people in adversity ● make this therapy available, affordable, accessible and age-appropriate ● in addressing this need, help young people to realise their potential during their school years ● work through Creative Therapies (Art Therapy, Music Therapy, Play Therapy) ● in partnership with schools, set up on-site therapy space ● work with young people in this safe space, at their pace ● work with young people on the issues that are affecting their lives.

Within a month of one session per week the beginnings of improvement in the child were visible. The following school year, acting on the advice of the therapist in conjunction with the child and family, it was decided that the art therapy offered had addressed the child’s needs.

Ending of therapy is a collective decision guided mainly by the child but with the guidance and advice of therapist and parents.

We then considered the service too valuable to discontinue and began to use it in a more planned way. After this we decided to cast the net wider and eventually settled on booking three sessions per week. The Creative Therapies are of assistance to many children, including those with special education needs.

In the first few instances we offered it to children who, because of frustration born of educational, emotional or language difficulties, either struck out physically or totally withdrew.

Having seen the success of the programme we began to restructure our pastoral care policy around it. While the policy looks to everyone in the school - staff, pupils and parents children with difficulties are assisted through a series of staged interventions: Class Teacher/Special Ed. Team/ Deputy Principal/School Chaplain/NEPS/Rainbows, onto the narrow point of focus on offering creative therapy through Blue Box. This is provided in the school on one afternoon per week both during and immediately after school. One of the infant classrooms is used after the children go home.The Pastoral Care Team, made up of representatives of school staff now meet termly to see if any pupils are in need of intervention through any of the stages of the Pastoral Care Policy.

The Board of Management has dedicated funds on an annual basis to continue the provision of creative therapy and we pay an agreed rate for the therapy. This rate is subsidised by the organisation. Blue Box is supported by the HSE and the DES through the Dormant Funds Project.They also engage in fund-raising to pay for the service.

FREE SCHOOL ART EXHIBITION • Brilliant Art Experience for all your children • Super social event for the whole school community • Fantastic fundraiser • Easy for busy teachers and principals, we look after all the details • Completely free of charge to your school

Blue Box is particularly careful, as are we ourselves, that all therapy offered complies with the “Children First” Child Protection Guidelines and all therapists are fully trained and accredited. Parents are fully informed at all stages and, before ever they agree to the intervention, meet with the therapist. The therapist will decide after this meeting if the therapy will be of value to the child.

When faced with a child in difficulty we felt we had to try to help. Our mental health care system is not able to cope because of its centralised and understaffed nature.

Organisations such as Blue Box working in conjunction with schools and their support services can provide services when and where they are required. Funding will remain problematic particularly when Government strips resources from children and the vulnerable. www.bluebox.ie

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For further information

Freephone 1800 226699 Or contact Justin Gillespie direct on 087 2863078

www.imagesschoolart.com

Cothú: A Professional Development Journey for Special Schools Leaders

by Liam Lawlor, Principal of Catherine Mc Auley Special School and Associate Member of the Leadership Development for Schools (LDS) Team Leadership in the modern Irish Primary, Post Primary and Special school requires continuous and sustained support. The Leadership Development for Schools (LDS) programme was introduced in 2001 to provide such support. In 2005, the Cothú (Nurture) programme was developed to provide specific support for leaders of Special Schools. This programme, similar to other LDS programmes, set about providing Special School leaders with opportunities to share ideas, good practice and creative ways of responding to new challenges. By supporting special school networking, LDS facilitates the probability of discovering ‘new’ solutions to ‘old’ problems and challenges.

Leadership Matters In modern schools it is widely believed that leadership matters a great deal in determining the quality of school life and student achievement. (LDS/OECD, Improving School Leadership 2007). What is also significant for the success of the SEN pupils’ schooling is the manner in which their school is led. Researchers in the area of educational leadership have identified links between educational leadership and school effectiveness: ‘rare is the effective school that does not have an effective head’ (Sergiovanni ix).

Special School - part of the Continuum of Provision In the Irish education context, the term Special Educational Needs (SEN) is relatively recent, largely emanating from the language and philosophy of the Warnock Report 1978 and the SERC report 1993. The concept of SEN is that of an umbrella term describing a wide range of disabilities which impairs a pupil’s ability to achieve similarly to their peers. This umbrella term acknowledges the continuum of need which exists for special needs pupils in special education. The importance of providing a continuum of provision to match the continuum of need is reflected in significant publications in recent years, right up to the Education for Persons with Special Educational Needs (EPSEN) Act 2004. This Act specifically requires the National Council for Special Education (NCSE) to provide a continuum of educational provision.

Consummate Relationship Builders Given the complexity of their roles and responsibilities it is not surprising that most

special school Principals feel the need for continuous professional development.Visitors to special schools are often amazed at the variety and complexity of the work, the age range of the pupils (4-18) and the range of curricular options offered to the pupils depending on their ability (Junior Certificate, Junior Certificate Schools Programme (JCSP), FETAC and Leaving Certificate Applied (LCA). Human Resource issues for Principals involve, on a daily basis, issues concerning Teachers, SNAs, Subject Teachers, Physiotherapists, Psychologists, Social Workers, and Clinicians. Conflicts, frustrations, and inadvertent miscommunications are inevitable. Principals and Deputy Principals require support to develop effective interpersonal skills and a disposition to cope with human resource issues, deal with conflict, solve problems amicably and repair trust through formal and informal processes. According to Fullan (2001:5) ‘effective school leaders must be consummate relationship builders with diverse people and groups’. In addition, many Principals identified the need for upskilling to help them cope with the demands of recent SEN legislation, in particular the Education for Persons with Special Educational Needs (EPSEN) Act. Such identified needs form the basis of the LDS professional development programme – Cothú.

Supporting leadership through professional development The Department of Education and Science (DES), through the LDS team, is to be complimented on supporting the Cothú programme for Special School leaders. From the outset, the (DES) appreciated the complex role of the Special School Principal/Deputy Principal and sought to support them, not alone in their ‘role’ as leader but in the ‘act’ of leadership. Professional Development for Special School leaders must be thought of as a longterm process, which begins prior to appointment and only ends when the leader retires from the profession. It must be systematically planned, supported, funded and researched to guarantee the effectiveness of the process. (UNESCO, international Institute of Educational Planning) Cothú The LDS Cothú programme offers Special School leaders an opportunity to feel supported and valued. It provides an opportunity to engage in long-term professional discussion, placing their own practice under review and learning PAG E 1 2

from each other while promoting reflection through professional dialogue.The content of the Cothú Programme is devised through a series of group focus meetings where participants from the targeted cohorts prioritise lists of topics which they wish the LDS team to address.

Feedback and evaluation instruments are completed at the end of each session and the information is used, together with reflective sessions during the programmes, to inform the next session. For Cothú to be effective it must endeavour to meet the needs of the Special School leaders by focusing on building capacity in the form of professional learning communities in their individual school context, while encouraging network support among the schools within the sectors. The course structure maximises opportunities for interaction and learning through external lectures, small group activities, dialogue, demonstrating good/wise practice through participant presentation and other interactive workshops.

Cothú aims to: ● Provide Special School leaders with opportunities to develop and enhance the ‘act of leadership’ thus effecting positive educational outcomes for students with disabilities. ● Develop and nurture professional learning communities within the school, and a network of practical support among Special School colleagues for continued learning, dialoguing, sharing best/wise practices, and developing future strategies to address the needs of students, their families and the school staff. ● Appreciate the need for Distributive Leadership. ● Support individuals in managing and minding themselves.

The LDS team supports Drucker’s view of leadership and hopes that, on completion of the Cothú programme, the team will have assisted Special School Principals and Deputy Principals to believe that: Leadership is lifting a person’s vision to higher sights, the raising of a person’s performance to a higher standard, and the building of a personality beyond its normal limitations To find out more about Cothú or any of the other LDS programmes visit us at www.lds21.ie or contact Linda Hogan, Clare Education Centre, Kilrush Road, Ennis, Co. Clare on 065 6845505 or by email to lhogan@lds21.ie.

McSweeney SPORTS SURFACES

Suppliers of Synthetic Rugby, GAA, Soccer, Track & Golf Surfaces "Is iontach an áis iad na páirceanna ‘astro-turf’ a cuireadh isteach sa scoil anuraidh. Tá páistí ”This pitch has hugely increased all sporting activity at our school. We now na scoile ag súgradh orthu gach nóimead den lá mar ní bhíonn said riamh fliúch. Is aoibhinn have an ultra-safe year round facility which is suitable for all sports and P.E. leis na páistí na páirceanna. Freisin baineann clubanna áitiúla usáid as na páirceanna gach activities from juniors to sixth class students” oíche. Táimíd lán-sásta leis na páirceanna agus an obair a rinne Mc Sweeney Sports dúinn."

SeamusRoxborough ó Muirithe, Príomhoide Scoil uí Ríada, Cill Choca, Co Chill Dara – Donat Leahy Principal NS Limerick

Tel. 061 395786

info@mcsweeneysportssurfaces.ie www.mcsweeneysportssurfaces.ie

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) simply answer the following question:

Question: What date does the IPPN Annual Principals’ Conference 2009 start?

Answer: A. January 29th B. February 29th C. March 29th 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 January 2008. Winners will be notified by phone and announced in the next issue.

Congratulations to Patricia Sadlier, Principal of Scoil Na Mhaighdine Muire, Co. Wexford winner of the fabulous prize of a two night luxury break to Blarney Golf Resort & Spa in the last issue of Leadership+.

PN RATE: IP E IV S U L C EX Catering r fantastic self

e of thei a 3 Nights in on per lodge (up to €110 per night e ud cl in es dg Lo Golf Lodges at le per Lodge). op pe 4 ng vi of Li e um maxim rviced, Larg ooms, Fully se 2 En-suite Bedr n. he tc ki ed tegrat room and full in g Hotel includin the Golf Resort ge sa as m Ka n 1 night’s B&B in a Yo und of golf - or g. dinner and 1 ro in ar sh €95 per person treatment - for

or

For more information and reservations please contact: George Hook @ +353 21 438 4477 or george.hook@blarneygolfresort.com PLEASE QUOTE IPPN WHEN BOOKING.

Special Education Support Service (SESS)

by Joan Crowley O’Sullivan

Established in 2003 by the Teacher Education Section of the Department of Education and Science, SESS is a nationwide service, serving mainstream primary and post-primary schools, special schools and special classes. Hosted by Cork Education Support Centre, SESS has actively supported schools through the provision of professional development and support for teachers and school personnel working with students with special educational needs. Amongst its range of supports this year SESS is providing a comprehensive programme of continuing professional development for teachers working with students with Autistic Spectrum Disorders. Additional information is available on www.sess.ie.

Aims of SESS

SESS Supporting Schools

● To enhance the quality of teaching and learning for students with special educational needs

● Information - www.sess.ie ● Telephone support - 1850 200884 ● Email support – info@sess.ie

● To design and deliver a range of professional development initiatives and supports for school personnel

● Seminar delivery /School Visits ● Conference

● To consolidate and co-ordinate existing professional development and support

● Supports Scheme - www.sess.ie ● Newsletter – Cabhair ● Publications – Signposts, Science Differentiation in Action

Continuing Professional Development for Teachers working withStudents with Autistic Spectrum Disorders ● During the year 2008 – 2009, SESS, under the auspices of Teacher Education Section, DES, is providing an extensive range of CPD courses in Autistic Spectrum Disorders (ASDs).The courses will be available throughout the country. ● Details / Application Forms are available on SESS website www.sess.ie

CPD for Teachers working with Students with AUTISTIC SPECTRUM DISORDERS The CPD courses are open to: ● teachers working in units/classes for students with ASDs ● teachers in special schools who are currently working with student(s) with ASDs ● Full-time Resource/Learning-Support teachers who are currently working with student(s) with ASDs

ASD Courses

Information

● Lámh

● DIR®/Floortime™

● Intensive Interaction

www.sess.ie

● Sensory Motor and Relationship Perspectives

● Social Stories

● ABBLS

● ASD Course Calendar

● T-TAP

● Contemporary Applied Behaviour Analysis

● ASD & Co-morbidity

● Application Procedures

● Hanen

● 5-Day TEACCH

● PECS

● PEP 3

● 2-Day TEACCH ● Accessing the Curriculum ● Social Skills

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● Application Form

IPPN CONFERENCE 2009 Primary Education – Who Pays?

is around the corner

IPPN’s Annual Principals’ Conference takes place at the INEC, Killarney from Thursday January 29th – Saturday January 31st, with 2 days substitute cover confirmed for Teaching Principals. If you have not yet booked your place for Conference, please contact the IPPN Support Office on 1890 21 22 23 as there may be some available places.

Please Note: ● Registration will take place on Thursday, January 29th from 9am ● Conference Expo will also commence at 9am ● Workshop start time to be confirmed, likely midday ● Conference Opening Session at 5pm SPEAKERS

WORKSHOPS TO INCLUDE:

Our Conference Facilitator is Olivia O’ Leary. Guest Speakers include: ● Sr. Stanislaus Kennedy of Focus Ireland who will speak on the topic of A Vision for Social Justice for Irish Society ● David McWilliams – Economist & author ● Jim Spinks,Virginia O’Mahony & Micheál Rea, Walterstown NS, who will describe the School Resourcing Project and its results ● Áine Lynch, CEO of the NPC ● Andrew Blair, President, ICP ● IPPN Prime Time - panel of guest speakers

Managing SNAs

Marcella O’Conluain

Selecting Staff: Interview Strategies

Jim Hayes

Workplace Bullying

Dr Brendan Byrne

Induction of Newly-qualified Teachers

Mary Burke

CONFERENCE TRADE EXPO

Boards of Management: Managing Relationships

Eileen Flynn

Financial Management of your school

Seán O Láimhín

Managing relationships with challenging adults

Joe O’Connell

We have over 80 school suppliers exhibiting this year, details of which are available on www.ippn.ie within the Events section. This facility will allow you to identify the suppliers you are specifically interested in and also arrange a meeting while attending the conference if you wish. We will also be opening the Conference Trade Expo to teachers and other school staff at dedicated times across the weekend in order to give them an opportunity to view the wide range of products and services on show.

Accommodation is available from the Gleneagle Central Reservations Office on (064) 71550.

Developing a Sustainable Code of Behaviour Clare Ryan Parent Associations: Help or Hindrance

Brendan McCabe

Leading a school with multi-class classrooms PPDS Emotional Intelligence & Leadership in the Schoolhouse

Máire Áine Ní Aodha

Classroom management of In-class Support Fiona King

Preparation for and managing staff meetings PPDS Effective In-school Management

Therese Farrell & Terry Allen

Primary school adminstration systems Managing the paper mountain

Aiden O’Brien

•

2009 ANNUAL CONFERENCE SPONSORS: PAG E 1 5

Conference Gala Dinner & Refreshements

•

Conference Packs

List of Exhibitors Conference 2009 GROUND FLOOR: Stand Exhibitor No. 1 2 3 4 5 6 7 8&9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

World Maps FeePay Allianz p.l.c.

Comhar Linn INTO Credit Union Ltd. Unique Diary Producations Europlan Health & Safety Resources4learning An Gúm LENNOX Laboratory Supplies Ltd. Interactive Classroom Solutions Ltd. Lettertec Irl. Ombudsman for Children’s Office Carambola Kidz Ceol Ireland J D Resources National Educational Welfare Board Covermybooks.ie Azzurri SciChem, Scientific & Chemical Supplies Schoolzone.ie Energia Enable Supplies Ltd. Roadmaster Michael Doherty School Supplies Ltd. Masterkabin Tree of Knowledge WESCO IRELAND Dogs Trust Education Programme Ecoliving Ltd Ideal Tubes PHS Woods Energy Saving Systems Liosdoire Computers Mecon Prim-Ed Publishing Ltd. Promethean Ireland

2. FEEPAY Accept Laser/Credit Card payments online for all school expenses using Feepay. Feepay provides schools with a secure,convenient and efficient means of collecting money. Children will no longer need to take cash/cheques to school. The volume of cash being held on the premises is reduced.

Features: Easy payments process for parents using Laser or Credit Card ● Full Database of all registered students ● All receipts generated automatically ● Account for all cash/cheques received ● Reports available on all payments received ● Group SMS text and e-mail facility ● Simple to use fee definition interface ● All payments securely processed by Realex No setup charges. Available immediately.

Cost €1 per transaction (plus bank charges) Contact: Mary Kelly – 01 2824924 Web: www.feepay.ie.

3. ALLIANZ P.L.C. Allianz as leading school insurer in the country have served the insurance needs of schools throughout Ireland of for many decades. Our Custodian School Protection Policy which is the standard protection package in force for all our school policyholders has been updated consistently to take account of the changing and developing insurance requirements of schools.

Our current school protection policy together with our Pupil Personal Accident policy (20% discount available on-line) ensures that your school have the most comprehensive protection available in the market. We will be delighted to assist with any queries you may have in relation to your school insurance.

Contact: Ciaran Whelan, Education Business Manager – 087 6382526

FIRST FLOOR Stand Exhibitor No. 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77

GOinteractive EDpaX/Matrix Display Vhi Corporate Solutions Screenflex Leadership Development for Schools (LDS) Cornmarket Shaw Scientific Go Play Ltd Link Community Development W3 Insights Ltd. Net Communications CJ Fallon Sweet Counter / Playground Pictures & An Mála Mór Gael Linn Food Dudes DataBiz Solutions Forbes Furniture Group Forbo Ireland Flooring Systems Sammon Group Findel Education Carroll Education Edtech Software Ltd. Food Dudes IPPN K Sport AVEC The Educational Company of Ireland Microsoft Ireland Toomey Audio Visual ScoilTel SOS Group Irish Business Systems Limited Scholastic

12. INTERACTIVE CLASSROOM SOLUTIONS LTD. Interactive Classroom Solutions Ltd provides a range of educational audio visual products and services from the world’s leading manufacturers.

On show will be Hitachi’s FX-Duo interactive whiteboard systems, offering a choice of ‘touch’ or ‘pen’ based data input coupled with integrated short-throw projection to minimise shadows and reduce image glare. See Hitachi’s VerdICT Plus interactive voting system which supports formative and summative assessment plus laptop charging & storage stations which enable all classrooms to have improved access to ICT facilities. To discuss your specific requirements or for further information please contact us: Contact: Tel: 01 801 5482 E-mail: info@interactiveclassroomsolutions.ie Web: www.interactiveclassroomsolutions.ie

16. CARAMBOLA KIDZ The Healthy School Lunch Experts. In addition to supplying in excess of 100 DEIS schools we now offer online sales to parents for direct delivery to their children in primary schools in Ireland.

At the conference we will launch a School Books Online Service with many innovative features. The System includes modules which simplify school administration and replaces the degrading “voucher” with a confidential online code in the School Book Grant Scheme, which is still operable in DEIS schools. A fully interactive Demo CD will be available to every conference attendee.

Contact: Morgan McMahon – 087 2982981

21. COVERMYBOOKS.IE 6. EUROPLAN HEALTH & SAFETY Safety Management and Training Consultants ● Safety Audits ● Safety Statements Hazard Identification, Risk Assessments ● Training Needs Analysis TRAINING FACILITY FETAC APPROVED TRAINING Occupational First Aid ● Manual Handling ● Safety Representative Training ● Caretaker Training ● Stress Management Training ● T.C.I. Training Europlan will provide specialist Consultancy and Training Services specific to your needs Contact: Sean Duggan 052 25646

7. RESOURCES4LEARNING Harness the capability of digital content and the power of software in your classrooms. We are exhibiting products which will make this happen in an affordable way enabling schools to implement a plan for technology in every classroom. ● eBeam: converts any flat surface into an interactive white board up to 107” diagonal. €530* ● TouchIT interactive white board: the world’s first touch based porcelain enamelled steel surfaced interactive white board. A board with a lifetime warranty. €870* ● eduClick student response system: providing feedback and collating responses to questions and tests. €1100* for a 15 handset system *Exhibition price including VAT Contact: John Hughes - 061 398747 PAG E 1 6

Visit our stand to see our innovative book covering system that will weld a tailor fit transparent jacket onto any size book in less than 20 seconds.

Ideal for book rental schemes and instant protection of library books. Visit our web site www.covermybooks.ie Contact: Colm Paul 01 - 460 2200 Fax: 01 460 2422 E-mail: cpaul@dbcgroup.ie

22. AZZURRI SPORT AZZURRI SPORT OF IRELAND, Supplier of performance sports wear since 1984, Introducing our new range of GAA Kit & Leisurewear.

The focus of AZZURRI is to supply top quality, durable and performance-driven products at a competitive price.

We do not compromise on these principles and once an order is placed we apply the same commitment to delivering on time. Our overall aim is to successfully meet all the sporting needs of our customers, be they counties, clubs, schools or individuals Phone: 051 850066 email: sales@azzurri.ie

25. ENERGIA Energia, Irelands leading energy supplier are continuing to partner with the IPPN in delivering a very competitive price offering to our members. Energia are now delivering this competitive product offering through its GREEN RENEWABLE Portfolio, assisting IPPN members in reducing their CO2 emissions and ensuring there are maximising their electricity savings in 2009. If you would like to avail of the savings and green renewable offering, please contact Energia Sales Office at 091-384138.

40. PROMETHEAN IRELAND 27. ROADMASTER Roadmaster understand the need to increase school facilities while minimizing the disruption to existing activities. We manufacture the buildings in our factory and then deliver and commission them quickly, with little or no disruption to you. Whether you require a small resource room, an individual classroom, multiroom complex or even a two storey school, we can manufacture and install the building for you.

We can also organise your planning and fire cert application as part of our service. Our classrooms are in full compliance with Department of Education & Science regulations and we offer a comprehensive after sales service.

Phone: Myles McCabe 056 8831201

29. MASTERKABIN Masterkabin are Munster’s leading provider of Modular, Off-Site and Portable building solutions. Since our establishment in 1991, Masterkabin has grown to become one of the largest providers of accommodation to the Department of Education & Science. In 2007 and 2008 alone we provided over 75,000 square feet of accommodation to the education sector.

We provide a complete turnkey package to schools which includes planning and fire cert applications, site clearance, site preparation, steps, ramps, railings and connections to all services.

Why not give us the opportunity to quote for your accommodation requirements and make you another satisfied customer.

Visit us at stand no: 29 or contact Anthony O’Donovan on 021-4775555

34. IDEAL TUBES Suppliers of the full range of school furniture including whiteboards, noticeboards, art supplies, Cleaning products, Divider screens and office furniture. We are specialists in the design and Production of custom made storage systems Contact: Ideal Tubes Ltd, Unit 1 Hibernian Ind Estate, Greenhills Rd, Tallaght, Dublin 24 Phone: 01-4516596 Fax: 01-4516613 website: www.idealtubes.ie

If you are planning to invest in ICT for your school, consider the option of a Promethean Interactive Whiteboard. The Promethean ACTIVboard+2 is the No. 1 interactive whiteboard for Irish primary schools, supplied by Prim-Ed Publishing.

As a proud Platinum sponsor of the IPPN, Promethean offer fantastic value to IPPN members.

Call to STAND 40 to try out the Promethean board, and to see why the majority of Irish schools have invested in this system.

Prim-Ed Publishing is committed to providing tailor-made educational products by teachers for teachers. With over 800 titles available, Prim-Ed is the one-stop shop for all your teaching resources. From posters to workbooks and software to copymasters, Prim-Ed are always top of the class.

IPPN Conference Offers: As proud Platinum sponsors of the IPPN, we have a range of special offers for the duration of the conference. Call to STAND 39 to view our wide range of new resources in the areas of Maths, Science, Writing, Posters and our exciting new Interactive Literacy Software. Don’t forget to get your passport stamped with us!

Contact: 051 440075 and www.prim-ed.com

Forbo’s collection, presented under its brand names Marmoleum® & Artoleum®, is produced using freely available, renewable natural materials.

Renowned for their high performance, these collections lead the market in colour, design and sustainability for use in schools and colleges. We also manufacture Bullitin Board cork Linoleum for making up notice boards where the cork material will naturally recover from pinholes.

Contact: 051 440075 and www.prometheanireland.com

Contact: Forbo Ireland Limited, 2 Deansgrange Business Park, Deansgrange, Co Dublin Tel: +353 1 289 8898 Fax: +353 1 289 8177 Email: info.Ireland@forbo.com Web: www.forbo-flooring.ie

46. SCREENFLEX

67. IPPN

Screenflex Ireland is a family run business which has been supplying both the corporate and educational markets with furniture since 1998.

Our aim is to offer a ‘classroom of the future’ solution incorporating products from our already established catalogue and those we will be showcasing at this year’s event. These include the Clasus Interactive Whiteboard and the Screenflex Mobile Classroom.

The IPPN stand will be serviced by members of our Executive for the duration of the conference.

Visit us to discuss the wide range of supports and services available to members and/or bring forward any issues that you wish to seek advice on in your capacity as Principal

Call to STAND 40 to get your passport stamped and be in with the chance to win 3 amazing prizes from Promethean – worth over €13,950!

Contact: Hugh Shields - 021 4773982 or 086 8404578

56. GAEL LINN Tacaíonn Gael Linn le múinteoirí ● Practical teaching materials for Gaeilge: designed and produced in consultation with practicing teachers / Full colour laminated Irish posters / Flashcards [days, months, weather] / Flashcards [irregular verbs] / Songs & Music on CD / Definitive manual on ‘listening & responding’ to music / Teaching kits, [posters, worksheets & lesson plans] / CD-Roms with Irish, Maths & Science activities ● Programme of Irish language activities for schools ● Gaeltacht courses for teachers Contact: Gael Linn, 35 Sráid an Dáma, B.Á.C. 2.

T: 01 675120 • F: 01.6704180 E: eolas@gael-linn.ie • www.gael-linn.ie

58. DATABIZ SOLUTIONS

39. PRIM-ED PUBLISHING LTD.

60. FORBO IRELAND FLOORING SYSTEMS

DataBiz Solutions provides a range of computerised systems for primary schools in Ireland. These include: ● DataBiz NS ATTENDANCE – records pupils’ attendance, calculates attendance totals and percentages and generates reports on high absentees as required by the NEWB. ● DataBiz NS ADMIN – stores pupils’ names & addresses and all details required to automatically generate the October returns.

Also generates mailing labels, class lists etc. ● DataBiz LIBRARY – This computerised library system was created specifically for primary schools in Ireland. ● DataBiz BOOK RENTAL – a new system designed to help schools administer book rental schemes.

Contact: Sean Mulkerrins Árd Iosef, Moycullen, Co Galway Tel: 091-556755 / 091-555149 Mob: 087-7761405 Email: info@databizsolutions.ie PAG E 1 7

73. TOOMEY AUDIO VISUAL This year Toomey AV celebrates 40 years as the leading AV supplier to Irish schools. Our products include SMART Board Interactive Whiteboard technologies, Coomber Classroom Audio & CD Recorders, Digital signage Solutions, EPSON, MITSUBISHI & NEC Data / Video projectors, AV Accessories and Large School Hall display & Audio systems.

Visit stand 73 or phone 01-4660515 for further information.

74. SCOILTEL ScoilTel is the IPPN’s landline telephone.

Launched in 2005 ScoilTel offers you: A single bill for your calls and line rental charges. ● Dedicated account management ● By switching your service to ScoilTel you can save up to 30% on your monthly telephone bill.

NEW ScoilTel bundle now available for those schools with high telephone costs. Your ScoilTel bundle will cost €67.95 per month and includes: Line Rental ● 1000 minutes of local and national calls ● 200 minutes to any Irish mobile network Call us today on 1890 701 801 for more information.

76. IRISH BUSINESS SYSTEMS LIMITED Distributor in Ireland for Konica Minolta range of products - printers, faxes, photocopiers and multi-functioning devices. Visit our stand to see these products. Konica Minolta – Number 1 in the Irish MFD market.

Voted "Most reliable colour multi-functional products in the world". IBS Nationwide Dublin, Belfast, Derry, Cork, Sligo, Galway, Portlaoise, Limerick and Waterford. All service and repairs are carried out by our 65 fullyqualified Engineers. Guaranteed 2 hour service response time.

Contact: Freephone: 1800 23 00 00 • Web: www.ibs.ie 2 Little Island Business Park , Co. Cork or 27 Second Avenue, Cookstown Industrial Estate, Dublin 24

The Apodo Learning System

by Gerry Murphy, Principal of St. Joseph’s NS, Dundalk Gerry Murphy, Principal of St Joseph’s National School in Dundalk and his staff have been piloting the Apodo System to determine whether it fits into the school’s individual schemes of work, and how it might develop areas of the curriculum in a fun and unique way. Gerry encountered the Apodo System while attending an NAHT conference in Armagh last year.

This pod-based learning system aims to liberate and stimulate the creativity of pupils from Primary to Further education with a series of prompts, props and creative challenges that get pupils’ entrepreneurial juices flowing.

The Apodo System uses 12 individuallydesigned brightly coloured pods. The interlinking but differently shaped pods are over a foot long and contain a prop accompanied by a series of creative prompts that spark off enterprising ideas for its use. One of the pods contains a manual which describes all the Apodo activities to facilitate learning.The areas that are developed throughout the Apodo are: Developing initiative and responsibility, Team

working, Confidence, esteem and motivation, Decision-making, Creativity and thinking skills, Business Awareness, Planning and organisation & Communication.

I invited Ben Best to the school to present the Apodo to the Senior Management Team. The presentation was of a hands-on, practical nature and there was a unanimous decision to invite Ben to present at a whole-school staff meeting.

The presentation resulted in a professional development session with staff and the feedback was extremely positive.

Apodo. It’s actually Brilliant! The “ropes pod’ was a hit with the pupils, involving co-operation, thinking and problem-solving. Students engaged with enthusiasm and excitement and got a lot from the activities. Learning to follow rules and having a competitive element appealed to many students. I intend to use it twice weekly as part of the Social Personal and Health Education Programme.’

To find out more about how the Apodo System can benefit you and your school please contact the Tree of Knowledge +44 (0)28 7082 1241 or see it at the IPPN Principals’ Conference in January.

Following the Staff Development session, Colette Murphy, 6th class teacher, decided to pilot the Apodo System with her 11- 12 year old students. The staff of the school believes that the Apodo system will feature in many more classrooms in the next few months. Their School Completion Programme co-ordinator has already expressed his interest in using the Apodo in the after-school activities. We can happily recommend this “concept” to all our primary colleagues. My colleague, Colette commented ‘Overall I was delighted with the

Look! I Won a Promethean Interactive Whiteboard

by Esther Lambe, St. Kieran’s NS, Broughall, Offaly Education at the small school of St Kieran’s, Broughall, Offaly rocketed into the 21st century with the arrival of the Promethean Interactive Whiteboard in February of this year. We were the lucky winners of this prize sponsored by Prim-Ed Publishing & Promethean Ireland during the Passport Giveaway at this year’s annual IPPN conference. The children are now the masters of their own destiny. No longer is learning associated with chalk and talk or even the guide on the side, it is now an everyday journey of knowledge and excitement.

Just watch as we immerse ourselves in the sights and sounds of the poissonrouge.com, wander through the woodlands junior school zones or time travel through history with the bbc.co.uk schools site. Learning is not just an interaction with knowledge but has become a social event where skills such as language, teamwork, and mental dexterity are honed in a spirit of co-operation and

fun. Speed and accuracy at Maths games and word challenges are now a matter of honour and presenting your Powerpoint to the junior classes becomes a simple issue using the school network.

For the busy teacher revisiting topics and consolidating concepts are now possible with a click of a mouse and surround sound can enhance any music lesson, particularly as we prepare for the Halleluiah concert at Christmas. The support from Prim-Ed Publishing & Promethean Ireland and the wide variety of resources available ensure a fresh supply of ideas that will enthuse and add a new spice to the most jaded palate. Strict rules however have to be adhered to, in the use of the IWB, as it a matter of health and safety that the children get at least one half hour free each day from learning!

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Our thanks again to IPPN and Prim-Ed for this wonderful gift and if a little hint may be in order, would you know of anyone who would sponsor a caretaker cum secretary. If you do I’ll have my name in the draw in Killarney in Jan ‘09.

ICT Tips Interactive Technologies

by Deirdre Magee There are endless benefits to interactive teaching. Interactive Whiteboards and accompanying software are, I believe, the way forward in teaching, especially today in this audio-visual world.

Interactive teaching is fun and exciting for children of all ages, especially when you have high quality software available to use, like the Interactive Literacy series, which encourages children’s learning development without them being aware of it.There are many ways in which to use interactive technology for cross-curricular teaching as it aids in the children's development of ICT learning, SPHE related topics and also Geography, History, Drama and Art.

Interactive teaching is fun and exciting for children of all ages, especially when you have high quality software available to use like the Interactive Literacy series The Interactive Literacy series itself consists of a CD-ROM, with an accompanying Teacher’s Guide each for 1st to 6th class. Each CDROM provides 18 units of work through three-half term modules, with a balanced range of genres across the 6 classes. The teacher’s guides are in-depth and user friendly as each lesson plan is clearly laid out. It truly is a full and comprehensive literacy resource that covers every single aspect of the English language curriculum as set out by Curaclam na Bunscoile.

Interactive Whiteboards are very easy for any teacher to use, even if you have found using interactive teaching methods daunting before.

They are straightforward and extremely practical to use, even for those of us who are not so computer literate! In terms of the software, once you have inserted and loaded the CD-ROM, all instructions you need appear on the screen in very simple, jargon-free language. I use the software on our Promethean Interactive

Whiteboard but it’s a great resource for any computer.

The whiteboard technology and software grab the children’s attention and encourages participation at every level in every age group. It is suitable for any level of ability and it promotes creativity and develops the imagination of the whole class. Take for example the story of The Enormous Turnip, the following activities are available for first class, covering many strands of the curriculum: The different lessons available to use on this story include: ● seeing the text on screen, with pictures and voice-overs to enhance participation ● talking-about-the-text activities, with prompts for both child and teacher ● creating your own activities to suit each child, such as cloze activities ● comprehension – suitable questions for the teacher to ask are even provided! ● strategies for the teacher to employ and reading skills for the child to develop ● independent work e.g. thinking of good lines of dialogue that could be used in a dramatised version of the story ● drama development e.g. using different characters to remove the turnip ● art work e.g. creating displays that consolidate learning ● differentiated cloze exercises, using pictures and words ● completing the story exercises ● scenes from the story to colour in ● development of use of capital letters for names ● vocabulary development e.g. word boxes are provided ● animation ● questions to help develop sequencing and prediction skills.

Before having the technology and the software, I would have found it a challenge to round up so many resources for my teaching of this story. To have it all in one place, and to have the curriculum links there which I can match to my planning, is extremely helpful and frees up so much of my time as well as being something so wonderful for the children to enjoy. And remember – this is only one example! There is also an emphasis on developing self awareness in learning with interactive technologies. The

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children are encouraged to think for themselves, develop strategies for learning and to talk and discuss themes they come across. One of the main thrusts involved is an emphasis on SPHE, using such topics as bullying, moving house, etc., and in older years, pollution, racism and cultural diversity.

There is also an emphasis on developing self awareness… The children are encouraged to think for themselves, develop strategies for learning and to talk and discuss themes they come across.

Using such technology brings the children into the scene of each and every story, poem, drama and factual piece that it introduces. It makes them feel as if they are the characters in the scripts because they are so engaged by the excellent pictures and funny accents of the readers and narrators. Interactive Literacy encourages the children to develop their drama skills by giving many ideas and stimuli for improvisational drama and role play, as well as actual scripts for them to use. It is a wonderful language aid, especially for any teacher who is also teaching English as a second language in his/her classroom, as well as bringing out more elements of cross-curricular teaching. It works on a multi-faceted level, supporting aural, visual and oral learning as well as textual. This is the best way of learning. It is a wonderful product and a necessity in a modern classroom! The interactive whiteboard technology and the Interactive Literacy series excite me as well as the children, it’s here now and is absolutely the route forward for primary schools today.

You can try out a free demo of the Interactive Literacy series by calling 051-440075 or visit www.prim-ed.com.

Deirdre Magee teaches 5th class in St. Helens SNS in Portmarnock, north Dublin. She has been using an interactive whiteboard for two years.

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FAQs Principals’ Frequently Asked Questions Boards Of Management This column provides answers to questions that are asked frequently in Principals’ calls and emails to IPPN’s Support Office and the Principal Advice team.

In this issue, we focus on questions relating to Board of Management. 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.

FINANCE/FUNDING Question: Should schools have to pay water charges?

Answer: Officially Yes, unless otherwise negotiated with the Local Authority. See also E-scéal 137 on www.ippn.ie Question: Can a Principal claim the allowance for Secretary to the Board of Management if (s)he doesn’t physically take the minutes but does delegate this task to another Board of Management Member?

Answer: Yes. The Board of Management may appoint a recording secretary. The Principal can act as the secretary to the Board.

Answer: Amalgamation has to be agreed among/between Boards of Management, following a consultation process with all stake holders.

ENROLMENT Question: What is the maximum number of children per class?

Answer: There is no maximum number according to the DES. The recommended “maximum average” is 27.See also Leadership+ article by Virginia O’Mahony in issue 45 – June 2008– When is a School Full?

Question: Can a principal say No to enrolling a child who turns 4 on the 31st August when it’s clear their social/physical skills aren’t adequate?

Answer: Officially no. But the Principal should approach the parents to discuss the difficulties the child would encounter in the school. They should advise that certain basic skills are necessary if the child is to benefit from their first year in school.

to be followed? Does the PA have a say as to how the funds are spent?

Answer: It is to the benefit of all that there is a good relationship between the PA and the Board of Management and school. To this end, the Board Of Management should consult with the parents regarding what the fundraising should be used for but ultimately it is at the Board of Management’s discretion.

All such funds should be lodged to the school’s account. Funds raised by the Parents’ Association are the property of the Board of Management. See National Parents Council Primary, Guidelines for Parents Associations, the CPSMA Members Handbook 312, 313 and the workshop on Working with Parents Associations at Conference 08 available on www.ippn.ie under Events – Events Archive.

ROLES & RESPONSIBILITIES Question: Does the principal have a vote when electing members of staff to the Board of Management?

Answer: Yes

RELATIONSHIPS Question: The Principal feels that (s)he is being bullied by the Chairperson of the Board of Management. What should (s)he do?

Answer: In cases like this refer to the CPSMA Members Handbook 2004 Appendix 22 the INTO or a member of the Advice Panel of IPPN (the latter by contacting the IPPN Support Office).

Question: Does a school have to enrol an autistic child if the school has no facilities to cater for the child’s needs?

Answer: Under the Education Act, a parent has the right to enrol their child in the school of their choice. Under the EPSEN Act a child has an entitlement to appropriate resources.

The school can request all assessments/ tests/reports and send an application to the SENO for resource hours and/or SNA assistance. If no reports are provided, the school can get in touch with the SENO. See also NCSE website and documentation.

Question: Can a board member discuss details of a board meeting outside of the board?

Answer: No, matters discussed at Board Meetings are confidential. All board members sign an agreement to that effect upon appointment to the board. The only information that can be provided to stakeholders is the contents of the agreed report. See Constitution of Boards and Rules of Procedures, revised 2007 on the DES website and the Primary Boards of Management Information Manual.

DISCIPLINE Question: What are the procedures in order to expel a child from the school?

Answer: Refer to the school’s own Code of Discipline. Refer to National Education Welfare Board Guidelines 2008.

Question: Does the school have to enrol a child who is not from the catchment area?

Answer: This depends on the school’s enrolment policy. Under the Education Act, the parent has the right to send their child to the school of their choice.

AMALGAMATION Question: Can a school be forced to amalgamate?

FUND RAISING Question: The Parents’ Association are not happy with the handling of funds raised by the PA. What are the procedures/rules/protocols

SECTION 29 APPEALS Question: What is the procedure for a section 29 appeal?

Answer: See Circular P22/02 and the Education Act 1998 When a Section 29 notice is received the procedures are outlined in the correspondence.

If further support is required, contact the IPPN Support Office.

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Forthcoming National Assessments

by Dr. Eemer Eivers Teachers who have used the Drumcondra set of tests will be familiar with the Educational Research Centre (ERC).

As well as developing tests for use by teachers, the ERC manages the periodic National Assessments of English Reading and Mathematics. ERC researcher Eemer Eivers is the project co-ordinator for the forthcoming National Assessments. She gives some background to the assessments and explains why co-operation from schools is so important.

National assessments have taken place in Ireland at regular intervals since 1972, and the ERC has been involved in all but the first. While we manage the assessments, we do so at the request of the Department of Education and Science.

We are supported in our work by an Advisory Committee that includes IPPN representation.

The next assessments take place in May 2009, when approximately 8,000 pupils will complete reading and mathematics tests, and related questionnaires.

However, considerable preparation work has already been carried out, including a pilot study in 2008 during which updated test booklets were developed.

The aims of national assessments are a little different from the aims of a typical standardised test. They are part of a programme of national monitoring of our educational system. A random sample of schools is selected to take part, and results from these schools and pupils are taken as representative of Irish primary school pupils as a whole. Results are only ever published in aggregate form, meaning that how an individual pupil or a particular school fares on the test is not revealed. Schools alone are aware of their own results and confidentiality for individuals and for schools is assured.

The national-level results are used to provide the Department and other key stakeholders with valuable information on standards in the system as a whole. For example, the ERC provides data on trends for national performance on reading and mathematics, identifies some of the factors associated with good or poor performance on the tests, describes current teaching and assessment

practices (as reported by teachers) and offers factually-based advice to parents, teachers and the Department. The national assessments are perhaps the largest and most reliable sources of regular information about performance and attitudes among pupils in Irish primary schools.

We need to analyse just how efficiently we are using the infrastructure, given the massive constraint on financial resources which the government has now announced.

Results from the most recent (2004) assessments were widely disseminated, and all schools received copies of the summary reports – Succeeding in Reading and Counting on Success – which are also available for download from the ERC website - www.erc.ie/na2009. As well as the national-level feedback, we give schools feedback on school- and pupil-level performance on the tests used. Thus, taking part not only provides information on “the big picture”, but it gives schools and teachers customised results for reading and mathematics.

The approach taken with national assessments can be contrasted with national standards-based testing of all pupils, as happens in some countries. National assessments avoid any “teaching for the test”, or distortion of the curriculum by those who want to boost pupil

performance on the test. From both teacher and pupil viewpoints, the tests are not highstakes. They simply provide a snapshot of the present situation. The tests themselves are relatively short – given the extent of their curriculum coverage – and we have tried to make them appealing to pupils.

WHAT HAPPENS NEXT? In December, the ERC contacted a randomly chosen sample of roughly 150 schools. These schools act as representatives of primary schools nationally. If your school is invited to participate, please do so. Large numbers of refusals means that we cannot rely on what the study tells us. It also means wasted effort, not only the ERC, but for all those teachers and pupils who do take part.

Only Second and Sixth class pupils will be assessed, so not all classes in a school will be involved. We will do our best to minimise the amount of work required by teachers, and we are quite happy to answer any questions you might have about the study. Also, each selected school will be assigned a member of the Inspectorate, who will support teachers in implementing the assessments (including allied materials) and offer advice on the administration of the test itself.

Information on the assessments is also available on the ERC website www.erc.ie/na2009.

If you have any queries, please contact Eemer or (from left to right in the photo) Joanne, Rachel, or Aidan on (01) 8373789.

Joanne Kiniry, Rachel Cunningham, Aidan Clerkin, Eemer Eivers

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Planning and Development Regulations 2008 Encouraging the Use of Renewable Energy Technolgies in Schools

by George Burke, Principal Officer of the Planning and Urban Policy Section of the Department of the Environment, Heritage & Local Government The Planning and Development Regulations 2008 amend the exempted development provisions of the 2001 Regulations to encourage the uptake of renewable energy technologies for domestic use, exempt minor school development works, and address European Commission concerns regarding demolition and private roads.

The exemptions to certain minor school development works and temporary school facilities are set in the wider context of the Joint Policy Statement on “The Provision of Schools and the Planning System”, a code of practice for planning authorities, the Department of Education and Science, and the Department of Environment, Heritage and Local Government, published on 1st August 2008 under section 28 of the Planning and Development Act 2000. This document sets out best practice approaches that must be followed by planning authorities so that the planning system plays its full part in facilitating the timely and costeffective roll-out of school facilities by the DES and in line with the principles of proper and sustainable development.

The exemptions from the requirement to obtain planning permission for small extensions to existing schools, similar to the approach taken in relation to small extensions to domestic dwellings, and temporary school facilities subject to certain conditions and time-bound safeguards, will facilitate the timely and cost effective roll-out of school facilities.

Main Changes Class 20B exempts temporary single-storey school buildings for a maximum period of 5 years but only where planning permission or outline planning permission has been granted for a permanent school building by the planning authority and subject to: ● the temporary school development otherwise complying with the site development standards of the extant planning permission e.g. access, drainage, boundary treatments etc. and the Department of Education & Science School Primary and Post Primary Technical Guidance Documents (including the provisions of the recent Joint Policy Statement).

Extensions to Existing Schools Class 57 exempts certain school extensions in a manner similar to domestic extensions. Typical school extensions are around 80 or 160 square metres in area, equal to one or two classrooms.

Therefore, a provision is inserted into the regulations to exempt single-storey extensions, up to 160sqm or 40% of the gross floor area of the school (whichever is the lesser), to the side or rear of the school, where the school has not previously been extended.Any extension shall be a distance of not less than 2 metres from any party boundary, and shall comply with the Department of Education & Science School Primary and Post

www.TextaSub.ie available through

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TextaSub.ie has successfully helped hundreds of Principals to find thousands of substitute teachers in the last three years. It takes three minutes to send out your message, giving you access to the substitute teachers currently available in your county. If you haven’t availed of this service, which is free to IPPN members, please take a look at www.TextaSub.ie to find out more.

It is important to remember that TextaSub.ie is just another means of advertising shortterm teacher vacancies. Whether a Principal / Deputy Principal sources a substitute teacher through a newspaper advert, Education Centre or a website, the responsibility to verify the qualifications and suitability of the individual candidate is the same.

IPPN’s advice is that no matter how you find a substitute teacher (or indeed any staff member), prior to their commencing work you should request: ● a copy of their teaching qualifications ● a passport or driving licence ● details of previous school employment.

It is reasonable to ask a substitute teacher for details of recent employment so that an oral reference can be sought from those schools.

The Board of Management, through the Principal, is responsible for recruitment regardless of the means by which it is carried out. A clear disclaimer to this effect can be seen on www.TextaSub.ie.

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Primary Technical Guidance Documents (including the provisions of the recent Joint Policy Statement).

Temporary Use of Other Buildings Under Class 20C, in certain emergency school accommodation situations, buildings such as former schools, community and sports halls etc. have had to be pressed into service while temporary or permanent school buildings are being provided.

The exempted development regulations now permit the use, in certain circumstances, of existing structures previously utilised for educational, community and or recreational purposes provided that: ● the schools Board of Management provides certification from the Department of Education & Science that an emergency school accommodation issue has arisen and that the process of providing temporary or permanent school accommodation has commenced and ● the temporary use shall cease within two years of commencement ● the existing buildings can comply with the Department of Education & Science School Primary and Post Primary Technical Guidance Documents (including the provisions of the recent Joint Policy Statement).

Retirement for School Leaders A Step Into The Unknown

by Jim Hayes

Bríd began teaching over 33 years ago with no greater thoughts at the time than getting a fairly decent diploma report.

After some years of enthusiastic dedication, she began to scan the education ads in the papers. One such ad caught her eye - a principal was sought for a new school.

Bríd put her hat in the ring and was successful. The school became her life and she left no stone unturned in her endeavours for the children in that school over many years. .

Psychologically, the idea of retirement can take some getting used to. Yesterday you had a responsible position with status in the community. Today or shortly this will change.

As a board of management came into existence, she noticed that her role was changing somewhat. Further changes due to legislation, parental involvement and whole-school planning began to impinge on the life of the school. Words such as leadership, in-school management, professional development, consultation, transparency, accountability, differentiation gradually began to encroach on her daily life with frightening regularity. The tuairisc scoile was replaced by the WSE. Eventually, the pace began to tell and enthusiasm waned. “How long more will I have to spill blood in that school?” she wearily asked her husband one evening. He too had begun to notice that it was taking its toll on Bríd. Being a man blessed all of his life with a large dollop of common sense, he broached the subject of getting out while she still had her health.Taking everything into consideration, they decided they could sensibly think about Bríd retiring within two years. Relief all round! She read a little about retirement and attended a relevant course. The thought of playing some golf and travel kept her going. Following the announcement of her retirement, Bríd herself

couldn’t wait to show her heels. There comes a time in the tide of man ….etc.

The freedom attracted her like a magnet. Very little of the research theories applied to Bríd and she’s having a ball since although she’s still waiting for that hole in one! She most definitely agrees that ‘retirement is when you stop living at work and start working at living!’ Bríd retired from work, but not from life! She found that retirement can be an exciting experience where, for possibly the first time in her life, she has opportunities to choose how she organises her own time and space.

Psychologically, the idea of retirement can take some getting used to. Yesterday you had a responsible position with status in the community. Today or shortly this will change. I think that most people feel that the more positive way to view the retirement process is that retirement is a normal life transition. In the old phase, many of your activities revolve around your principalship and school. In the new phase of life as a retiree, you have increased leisure time.

Retirement for leaders has its own particular nuances. Their standing in the community may change as their influence on people and decision-making passes to their successors – thankfully, some would say! The process of moving from Principal to anonymity can be stressful for some leaders and a great relief for others.

For some, retirement can be a time of emotional adjustment.

Denial - minimising the size and the complexity of decisions during the retirement phase.

Depression - becoming aware that you are reaching a later stage of life – for many a disturbing reality!

Anger - recognising and expressing your pentup feelings of anger as well as moody behaviour.

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Acceptance - Working through that anger and moving into full acceptance of and adjustment to retirement.

It is important to say that some people do not experience any/all of these stages to any significant degree. Bríd certainly didn’t!

There are other aspects of retirement that may be stressful for a minority of people, including a sense of loss: ● Loss of a job – as Principals we make a major investment ● Economic loss – It’s nice to get out of the rat race, but you have to learn to do with less cheese! ● Loss of status - especially true for people who have been at the top of the tree ● Activity loss – most life activity has been absorbed in your school ● Loss of Identity - many people associate who they are with their career.

Retirement for leaders has its own particular nuances.

Their standing in the community may change as their influence on people and decision-making passes to their successors Notwithstanding all of that, I believe that it is true to say that people who are in tune with their inner selves and who plan prudently for retirement find the experience more fulfilling, less daunting and full of opportunities.

So, are YOU thinking about retirement? To prepare adequately for retirement as a school leader, there are some practical school-related issues that may need to be addressed. Deciding when is the right time, examples of good practice and step-by-step guidelines on managing the impact of a Principal’s retirement on a school in addition to the rituals of saying goodbye and letting go will be addressed in future issues of Leadership+.

Ten New Year’s Resolutions for Principals

by Damien White 1. I will carefully select the time to mention the Cúntas Míosúil in the staffroom.

2. I will not bark at Sales People – there is probably a Bill Cullen waiting for them back at the depot.

3. I will arrange to have the Oil checked regularly. 'Our Teacher was wondering is the heating broken' – will no longer be a call to action.

4. I'll check if it’s the Kettle's fault before calling the electrician. The Photocopier guy has had his last little 'chuckle' too – the paper tray will be checked before he gets a call.

5. I'll take my time eating my lunch. Tests prove that eating three ham sandwiches in one handful over a two minute period can lead to indigestion and untimely flatulence.

6. I will turn off lights, keep doors closed, photocopy on both sides, bring home my lunch wrappings, reintroduce egg cartons as paint trays and Dairy Gold cartons as crayon boxes – The power of one can stave off the recession.

7. I'll patrol traffic outside the school mornings and evenings so that no parent has to climb down out of their SUV to drop or collect.

8. I'll be more of a 'Pal' and less of a ‘Prince’ to all my work colleagues.

9. I’ll say ‘Yes’ more often and save 'No' for answering the "Is there any problem if I …….." questions.

10. I'll be Michael O Leary in the Office, Supernanny at the Parents’ Association meeting, Mickey Harte at the school matches, McGuyver in the Boiler house and Yogi Bear in the Infants classroom.

Have an 'only slightly affected by the Recession' New Year.

Are you planning to retire in 2009?

by Virginia O’Mahony

Are you planning to retire in the near future? If you have made the decision to embark on the next phase of your career in the coming weeks or months of 2009 we wish you every happiness and fulfilment in the future.

We all acknowledge the importance of providing every possible support for Newly Appointed Principals from the date of their appointment. IPPN Support Office tries to contact them immediately so that they are aware of the supports and services that

are available from IPPN.They are also provided with the Principal’s Information Management System (PIMS) and Ciall Ceannaithe publications. The greatest challenge is to find out the names of NAPs as early as possible. To assist the work being done in the IPPN Support Office could you please let us know of your impending retirement and also the name of the Newly Appointed Principal as soon as that decision has been made. This would be of enormous help to all concerned and would be much appreciated.

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Leading & Learning

Buying for Schools 3 Toilet Paper, Towels, Soap, Hand Driers…

Who’s Cleaning Up?

by John Curran One ply or two? A big case of skinny rolls or a small pack of fat rolls? Scented or not? Patterns and embossing? How about aloe?

The supermarkets count on you being overwhelmed and confused in the aisles. They bank on the fact that many people will buy their favorite brand, regardless of cost.

Manufacturers and supermarkets will put a specific toilet paper "on sale" ... with a per sheet sale price higher than the competition.

Expert marketers know exactly how to position and price their products.

And that’s just for your own personal shopping…. It’s far more complicated when buying for the school.

If you are purchasing for a small school, consider joining with another school, a group of schools or even a local commercial operation like a hotel or guesthouse for your toiletry purchases.

This mundane item might as well be the best value you can get. Domestic toilet rolls are probably very poor value. “Jumbo” rolls that require big dispensers are probably the best value available. The time between refills for the dispenser is longer and the dispensers are usually lockable so that rolls are not ‘stuffed’ down the toilet.

What about hand drying? If paper is chosen, there are large dispensers similar to jumbo toilet roll available. These usually mount vertically and the roll is pulled from the centre.

Alternatively, there are folded individual sheets available.

Consider electric hand dryers but test them out for noise! If your toilets are situated in or adjacent to the classroom, then the noise could be disturbing.

Consider where you place hand-towel dispensers. If your toilets are in the classroom, then placing the hand-towel dispenser within the classroom and outside the toilet area may be a good choice. The hand towels are then easily available for general cleaning and wiping within the class and the temptation to ‘linger’ while hand-washing is reduced. Similarly, for toilet blocks outside the class opening on to a corridor, placing the hand-towels outside may be a better solution.

For all paper products, keep an eye on quality – single or two ply, recycled, bleached, unbleached… when you compare prices from different suppliers, compare like with like.

Most soap or handwash for commercial or large scale use comes in liquid form and requires a dispenser. Many of these products are sold in individual pouches which only fit a specific dispenser. Some dispensers can accept one of these pouches OR have a small tank which can be refilled from a large 5-litre container. Look for this type.

Do a rough calculation for the entire school for the year for toiletry products and for cleaning products including refuse sacks, bleach, toilet paper, hand towels, soap etc. You might be surprised at just how much your order over the year is worth as a contract for a supplier.

Only use one type of each product i.e. one type of toilet paper, hand towel etc. It does not make sense to have different types of toilet paper in different locations.

When getting prices from suppliers, ask first for the unit price then quote your requirement over the entire year i.e. “What is your price for a case of 2-ply jumbo toilet roll?” and “I will be using 50 cases…. What can you do for me on that?”

If you are switching the type of toilet roll and hand towel you use, the supplier should supply and fit the dispensers free of charge. You should never have to pay for these dispensers and often, the supplier will also fit them for you.

PAG E 2 7

As with any item, it is worth taking the time to review what you need over a full year, and then asking a number of suppliers to quote for supply. Check whether delivery is included; check quality; compare like with like.

If you are purchasing for a small school, consider joining with another school, a group of schools or even a local commercial operation like a hotel or guesthouse for your toiletry purchases. Combining with others to make a larger standard order might make your school more attractive to a supplier. Check your prices with a friendly local hotel or guesthouse.

You might be surprised at the difference.

If you are switching the type of toilet roll and hand towel you use, the supplier should supply and fit the dispensers free of charge.

Consider your supplier. Making one regular – perhaps monthly – order is better for everyone.

It is unreasonable, except in an emergency, to expect a supplier to drop everything and bring you a case of toilet rolls because you have not monitored your stock levels. Keep a reasonable level of stock in the school and make one regular order on a weekly, fortnightly or monthly basis. Being able to guarantee this at the outset will make it easier for the supplier to quote you the best price.

In summary: ● Review your needs ● Use only one type of each product ● Estimate your yearly requirement ● Bundle toiletries, cleaning, refuse sacks etc. ● Get some quotes ● Check quality, delivery – compare like with like ● Get standard dispensers ● Monitor stock levels ● Order regularly.

Education. Covered by Allianz.

When it comes to day-to-day school management, class preparation and extra-curricular activities, www.allianz.ie/schools is always ready to help out. Created by Allianz, Ireland's leading insurer of schools, this unique website provides a wide range of information and assistance for teaching professionals and managers in Ireland. Visit the website and you'll find we've really done our homework, with detailed information on every aspect of school insurance, including teachers liability, pupil personal accident and use of teachers' cars.

Log on to www.allianz.ie/schools to find detailed information on school insurance and see why it is top of the class.

Allianz, Allianz House, Elmpark, Merrion Road, Dublin 4. Ireland. Tel: (01) 613 39 66.

Fax: (01) 613 36 30. Email: education@allianz.ie Website: www.allianz.ie/schools Allianz p.l.c. is regulated by the Financial Regulator.

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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.

PAG E 2 9

Teachers’ Car Insurance Travelling with Pupils – Are You Covered?

by Dónal Ó Ciaráin, Rushbrooke NS, Cobh I was asked by a Teacher yesterday if he was insured to bring children to a Sciath na Scoil match. I had never given the matter any thought but, on being asked, investigated.

Allianz told me that no, teachers are not covered by the BoM or by their own car insurance when taking children in their cars during school hours.

They are not covered by the BoM because, in the event of an accident, claims will be made against the car insurance. Allianz do provide cover to the extent that, if a Teacher does not have Comprehensive Cover, they will cover damage to the Teacher's car up to €25,000.00. They will also "chip in" to alleviate any loss to the Teacher due to increased loading in the premium following an accident occurring during school time.

The person I spoke to stated that any Teacher who used his/her car during working hours for any matter related to school business would be obliged to have a Class 1 cover on their car. The following is an extract from the website of Allianz, which sums up what I have been told. Two of our Teachers asked their Insurance Companies yesterday evening to quote for Class 1 as an extra on their motor policies. Allianz told one that they did not offer such cover and the other Teacher is

waiting for her broker to ring back.

Is the liability of teachers covered when carrying pupils in his/her car?

No. Liability for passengers in a car in any capacity is a matter solely for the teacher's motor insurance.

However, liability which attaches to the Board of Management in the event that the teacher's insurance should prove defective, is covered by the Custodian School Protection Policy.

How should teachers arrange their motor insurance?

Like any individual they are free to arrange their motor insurance with whatever insurer they wish.

Bearing in mind, however, that as teachers may carry pupils to sports matches or to hospital in an emergency, some advice is necessary.

It is quite common for insurers to offer insurance with use of the vehicle on what is known as a Class 1 basis. This provides cover for Social, Domestic and Pleasure usage of the vehicle. To include carrying of pupils, school equipment etc. in their own car, teachers are advised to have the extended Class 1 usage of the vehicle which is Social, Domestic and Pleasure and by the insured in person for his/her business.

These additional words are important and will give the additional cover required only when the

teacher/insured is driving. There may be an additional premium required by insurers.

What if the teacher has an accident whilst using his/her car on school business?

The teacher's motor insurance will cover any liability arising out of the use of the car. If Comprehensive cover has been arranged then it will also cover damage to the teacher's car. But there will be an excess (or amount deducted from the amount of the claim payable by the teacher/insured) and the possible loss of No Claim Bonus/Discount.

Why should the teacher have to suffer loss and lose No Claim Bonus when he/she is using the car on behalf of the school?

This problem has been recognised and we have extended the policy to include such financial loss suffered by a teacher in the event of involvement in an accident whilst using the car on behalf of the school (Subject to limits specified).

What if the teacher's motor insurance is not Comprehensive?

The policy cover has also been extended to include damage to a teacher's car in the event of an accident whilst using the car on behalf of the school for a limit of €25,000.

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Hibernia College Ireland’s Online College

Bite-size Accredited* CPD - At Last!

Hibernia College now offers two new online CPD courses for teachers

Foundations in supporting additional learning needs This programme will empower teachers to maximise their instructional skills so that children with additional learning needs may be given opportunities for success while being part of the regular classroom.

These self contained courses form part of range of new Hibernia College CPD modules that build towards accredited postgraduate awards, each course representing 5 ECTS credits. Courses are completed online with each one consisting of 10 weeks of downloadable multimedia lectures and live online tutorials.

Engaging with i-learning i-Learning sets the individual learner at the heart of the learning process with the ability to access learning resources with the assistance of technology.

This course critically engages with current systems and practice in i-learning and examines how this relates to learning theories and student engagement.

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Assessment by written submitted reports Focus on application in the Irish classroom Delivered by experienced educators Cost per course: â‚Ź490 Duration: Feb - April 2009

* Subject to final accreditation

For more details or to enrol visit

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