Leadership+ Issue 57 June 2010 by Irish Primary Principals’ Network

ISSUE 57 ● JUNE 2010

+ Leadership THE PROFESSIONAL VOICE OF PRINCIPALS

IPPN Deputy Principals’ Conference Summer Holidays Avoiding the School’s Magnetic Field The work of the Ombudsman for Children’s Office

Stepping up to Leadership Great teachers do not always make great Principals but a poor teacher will never be a good Principal. Everyone knows the critical link between the quality of school leadership and the quality of learning in the school.

With thanks to

Sponsor of IPPN Publications

Leadership in Action: School Principal and ICT Tutor In Profile: Sheila Nunan General Secretary of the INTO

Hibernia College Online Summer Course Hibernia College is pleased to announce its 2010 online Summer Courses for primary school teachers. This user-friendly system allows you to study from your own home, at times convenient to you while qualifying for extra personal vacation days

26 Courses Available

in the Classroom

Drama

English 2 World Religions of the

Music and Drama

The Visual Arts Curriculum in Action

EW N

Visual Arts

ICT

EW N

in the School

Teaching

Child Protection

‘Cumarsáid, Cluichí agus Strateisí .don Mhúinteoir’

EW N

Gaeilge

in a Multicultural Society

in the Primary School

and Inclusion of Pupils with Special Educational Needs (SEN)

English 2 Educational Technology

English 2 Autism

English 2 English

English 2 Maths

Practical Applications in the Classroom

Promoting the Social Communication Skills of Students with ASDs

Practical Strategies for Listening, Early Reading and Spelling

Strategies for Teaching Mathematics in the Primary School

English Education 2 Infant

English 2a School Culture Creating

EnglishDifferentiation 2 Realistic

English 2 Leadership

Literacy Across the Curriculum in Infants

of Support for Special Educational Needs (SEN)

in the Curriculum

for the Primary School Principal

English 2 & Prevention Awareness

English 2 SESE Intergrating

English 2 English

English 2 & Coping Health, Stress

of Bullying among Adults and Children in Schools

in the Classroom

Teaching Methodologies

English Education 2 Infant

English 2 Environments Irish Visual

English 2 Maths

English 2of Education Psychology

Teaching Methodologies

English 2 SPHE

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English 2Múinte Módhanna na Gaeilge

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Stepping up to Leadership by Seán Cottrell and Pat Goff Great teachers do not always make great Principals, but a poor teacher will never be a good Principal. Everyone knows the critical link between the quality of school leadership and the quality of learning in the school. For this reason, it is crucial that every encouragement is given to those who have shown excellence both as teachers and as leaders to compete for the role of Principal. This has never been more important than at present. Between 2009 and 2010, almost a quarter of all Principals will have retired. This ‘leadership drain’ results in a huge loss of tacit knowledge and experience. If a similar exodus of senior leadership were to take place in a private sector company, it would be considered a serious threat to its future. While the reasons for the high volume of retirements are many, our focus in highlighting this issue now is to make sure that there is a sufficient number of applicants to create meaningful competition for these vacancies. More importantly, it is vital that applicants of the right calibre are stepping up to leadership. It is extremely disappointing to hear of the number of Principalship posts that attract no applications on first advertising and where, even after further rounds of advertising, only a single application is received. In all walks of life, competition for promotion is an important feature of the recruitment process, giving choice to the employer and ultimately maximising the chances of getting a high quality candidate.

become Principals, but it does ensure that the best possible pool of candidates is formed and prepared for leadership on an ongoing basis. It was heartening to see the interest and enthusiasm of over 400 Deputy Principals who attended their 2010 Conference at Citywest last month. This was the largest-ever gathering of Deputy Principals and, based on their conference evaluations, the enthusiasm and appetite for further professional development as school leaders is steadily increasing. Up to a few short years ago, the role of Deputy Principal was not defined and, in many cases, was semi invisible and offered little job satisfaction. Beginning in 2003 with the inclusion of Deputy Principals as full members of IPPN, there has been a steady rise in the professional self-esteem of those in the role. Again referring to international best practice, the concept of Principal and Deputy Principal as ‘co-leaders’ has been around for a number of years. However, this idea of a Principal sharing leadership with his/her Deputy was quite uncommon in Ireland. Following three Deputy Principals’ Conferences in 2004, 2006 and 2007, Giorraíonn Beirt Bóthar: Distributing Leadership - Deputy Principals was published. This document broke new ground in being the first rigorous research and interpretation of the role of Deputy Principal in this country.

happen. Best practice is found where both Principal and Deputy have an open and trusting relationship and where they specifically plan regular communication and sharing of responsibility. The transformation that has taken place in primary schools in the last decade points clearly towards the legal, practical and strategic importance of the Principal’s role. So much so that no one person can carry out this function single-handedly. Regrettably, the education system has neglected and virtually abandoned the role of Deputy Principal. Circular 16/’73 only gives slight reference to the duties of the ‘Vice Principal’. As in the case of many other aspects of the Irish education system, good practice shows the way and policy follows. Perhaps the good thing about this is that Deputy Principals can claim a genuine ownership of their role as profiled in Giorraíonn Beirt Bóthar as it is based on their own practice.

These initiatives don’t guarantee that all will

A key finding of this report was the eagerness and desire of Deputy Principals to work closely with and share the leadership and management role of Principals. It also emerged that the sharing of leadership doesn’t automatically

Promotion through the ranks is an important feature of preparation for leadership. For this reason, we strongly encourage Deputy Principals to use their leadership experience and teaching expertise to put themselves forward for the role of Principal in their own or in other schools. The step-up to leadership is far less daunting now to those taking on the role of Principal. IPPN’s mentoring programme, local Principals’ support groups, on-line courses and a confidential help-line are among the services we have developed to support those taking that step. The strange thing about leadership is that sometimes those most suited to it don’t necessarily see it in themselves. This is why it is so important for Principals to affirm and encourage younger teachers and to open their minds to such possibilities. One of the hardest things a Principal has to do is to give that encouragement to a valued staff member who, as a consequence, will leave the school to lead another. Perhaps the greatest accolade that can be given to a Principal is the number of teachers from within their school that took that step up to leadership. As Bill Gates says, ‘Leaders will be those who empower others’.

Director: Seán Cottrell director@ippn.ie President: Pat Goff president@ippn.ie Editor: Damian White editor@ippn.ie Assistant Editor: Brendan McCabe

Assistant Director:Virginia O’Mahony Advertising: adverts@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: Brosna Press • 090 6454327 • info@brosnapress.ie

In other countries, succession planning for school leadership is an integral part of the process. This involves, among other aspects: ● providing leadership opportunities to young teachers in various aspects of school life ● identifying potential school leaders based on a range of criteria ● coaching those with leadership potential ● facilitating those potential leaders to participate in professional development programmes specifically designed for emerging leaders.

It is extremely disappointing to hear of the number of Principalship posts that attract no applications on first advertising and where, even after further rounds of advertising, only a single application is received.

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IPPN Deputy Principals’ Conference Stepping up to Leadership 13th – 14th May, 2010, Citywest Hotel IPPN Deputy Principals’ Conference 2010 was very similar in structure and content to the annual Principals’ Conference, offering the 400+ attendees a combination of keynote speakers, a choice of 2 among 8 workshops and access to an Education Expo with 22 exhibitors. Virginia O’Mahony, IPPN Assistant Director, acted throughout as Conference Facilitator and on Thursday evening opened proceedings by introducing PROFESSOR JOHN COOLAHAN, formerly Professor of Education at NIU Maynooth and expert on all aspects of Irish Education, who addressed the audience on the theme of Stepping up to Leadership. Professor Coolahan spoke about the role of Deputy Principal as having been ‘marginalised and not clearly enough defined or affirmed’ and requiring ‘space to discuss, reflect on and exchange ideas pertinent to their concerns’. Having been involved in the development of education policy for 4 decades, including school leadership policy, he commented that ‘if we had retained the percentage of GDP devoted to education at the level is was at in 1987 at 6.2%, then the system would be in a much stronger position today to cope with recessionary cutbacks. Instead we reduced it to 4.5% by 2007, although the system’s needs had greatly expanded in the meantime’. In relation to the OECD study Improving School Leadership, Policy & Practice, he stated ‘allowing structured opportunities for the exercise of leadership is crucially important in succession planning… There needs to be much greater encouragement for aspiring teachers to exercise leadership responsibilities and build up skills and confidence in relation to leadership’. Referring to the central relationship between the Principal and the Deputy Principal he stated, ‘Good quality relationships have a huge bearing on the quality of life of the whole school community and… on how long certain categories of pupil will stay affiliated to the school’. With regard to the role of the Deputy Principal, he ‘thinks it would be best if schools themselves designed the most appropriate roles, in line with particular needs, which change over time.’ Considering the impact of the current recession and educational cutbacks on the mindset of Irish school leaders Professor Coolahan hopes that Principals and Deputy Principals will ‘provide an uplifting leadership to raise the spirits of their school communities’. He outlined the high regard and the levels of trust and appreciation of the public

towards the teaching profession and stated that ‘it is important that unattractive aspects of the role are balanced with the sense of satisfaction… being experienced by Principals’. On the improving structures for school leadership ‘the significance of school leadership for the quality of the schooling system is now accepted by policy makers.There are more supports, training opportunities and representative bodies focused on school leadership than there were a short time ago. Yet there is more focused work to be done.’ ‘At a time when public service has been under sustained attack, it is important for the public service to show its metal, and its moral fibre. For many reasons it is an opportune time for stepping up to school leadership by this talented generation of teachers’, he concluded.

Professor Coolahan spoke about the role of Deputy Principal as having been ‘marginalised and not clearly enough defined or affirmed’ and requiring ‘space to discuss, reflect on and exchange ideas pertinent to their concerns’. IPPN President PAT GOFF in his opening address stated that the ‘greatest challenge for this school year is to be leaders when morale might be low so that we can ensure that our pupils do not pay for this recession, and that our schools will provide quality learning, even with fewer resources. How we react to this challenge may be our defining moment as school leaders.’ Having outlined the numerous negative effects of educational cutbacks in the past year alone, Mr Goff went on to discuss the role of the Deputy Principal whose ‘duties may range from routine and lower order that does little to enhance leadership status, to true shared leadership where rotation of duties is normal practice. Irrespective of the ‘list of duties’ what is far more important is the ethos of the school….. the style of leadership of both the Principal and the Deputy Principal and the bedrock of trust on which it is built.’ On the subject of trust and quoting John WestBurnham, he commented, ‘Trust works to free PAG E 4

people to be their best, to give others of their best, and to take risks. The most important type of trust is relational, rather than just contractual. This type of trust is based on respect, competence, personal regard for one another, and integrity.Trust and support for one another does not solve everything, but it helps overcome many workload issues, and it definitely makes our schools a more pleasant working environment.’ Having touched on the issue of leadership succession and the importance of preparing Deputy Principals for Principalship, he told the audience that ‘The Tánaiste programme will no longer be available but IPPN over the coming year will be attempting to fill this void with a comprehensive new programme of Continuous Professional Development.’ In relation to Child Protection Guidelines, Mr Goff demanded that they be ‘immediately put on a statutory footing. We owe this to our current pupils and to future generations of Irish children as it is a basic human right.’ Describing the first ten years of IPPN, he said ‘It is hard to remember a time when there was no IPPN Support Office, no Leadership+, no website, no e-scéals or texts, no networking mailing list… no Text a Parent, no Text a Sub, no Education Posts.ie saving schools millions of euro – a decade of changes for the better, an example of real leadership in action by Principals and Deputy Principals for Principals and Deputy Principals.’ Attendees enjoyed a convivial Conference Dinner on Thursday evening, which was followed by very entertaining observational anecdotes by various ‘politicians’ and other ‘celebrities’ as interpreted by OLIVER CALLAN of Nob Nation. The keynote sessions restarted on Friday morning with DR. ANNE LOONEY, CEO of the NCCA, who outlined the need for our primary education system to equip children with a far deeper and broader range of inter, and intra-personal skills that will be so vital for the lives they will live and reiterated her commitment to holding a ‘serious conversations to determine new curriculum priorities’. The Managing Director of Microsoft Ireland, MR PAUL RELLIS painted a clear picture of the

implications of the new global economy and how Ireland’s education system must keep apace or get left behind, particularly in relation to the emerging economies of the Far East. Effectively, we need to find a way to adequately ‘educate the children of today for careers and technologies that have not yet been invented.’ Two workshop sessions followed, each of which offered eight workshops including ‘Current Legal Issues’, presented by David Ruddy, BL, ‘Special Education Needs – Implementing Best Practice’ by Anita Prunty and a brand new workshop on ‘Using Restorative Practices to enhance the code of behaviour’ - Marcella O Conluain. Feedback on these sessions is overwhelmingly positive with those surveyed wanting more of the same! The final plenary session started off with a presentation by MS BRIGID SCULLY, Acting Principal (formerly Deputy Principal) of Scoil Mhuire, Coolcotts, who outlined the nature of the role of Deputy Principal in 2010 and reiterated the need for further professional development for those in the deputy leadership role as well as those acting up in principalship roles. Ms Gretta O’Shea of LDS provided an overview of the summer Tánaiste programme on offer. The session concluded with a keynote address by IPPN Director, MR SEÁN COTTRELL. Beginning his input with a strong statement on the ‘extraordinary absence of leadership at national level’, Mr Cottrell went on to describe school leaders as having ‘led by example, managing vast amounts of change in education with which you are all familiar. The quality of

leadership evident in primary schools has been truly remarkable. If it were Principals and DPs who were leading our banks, churches and state agencies, somehow I doubt we would be in the mess that we are in now.’

Anne Looney, CEO of the NCCA outlined the need for our primary education system to equip children with a far deeper and broader range of inter, and intra-personal skills… In relation to staff morale, he commented ‘Perhaps the greatest challenge for school leaders in 2010 will be to provide positive leadership to your teachers and staff and to inspire them to be the best that they can be for every single child in your school.’ and asked the audience to ‘model hope rather than despair, positivity rather than cynicism. A single, credible, positive voice can outweigh a dozen whingers. To make that difference, it is critical that you focus all of your time and energy on things that you can influence or control.’ In relation to school leadership, he stated that ‘There are few roles with such a high concentration of committed, caring and passionate professionals. You show entrepreneurship, innovation and ingenuity in the way you lead, manage and achieve so much progress in schools that are so under-funded and under-resourced. Your leadership has inspired others. You have sacrificed your private and family time.’

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Having described the challenges of the primary curriculum in meeting the changing needs of pupils and the economy, he went on to describe leadership and its response to crisis situations. He commented that ‘The influence of leadership is never greater than in a time of crisis. And for this reason, we have to be very aware of our own ‘leadership attitude’ as it has such an important bearing on how we are perceived by others.’ In relation to Deputy Principals, he pointed out that there is a growing number of Deputy Principals who have been appointed to the role of Principal within and beyond their own schools. ‘This is a much healthier career path and is also in line with International best practice.’ Mr Cottrell stated that one of IPPN’s goals is to see the role of Deputy Principal as a vital step on the career path towards Principalship. Between 2009 and 2010, almost one quarter of all Principals will have retired. ‘This is a colossal loss of tacit knowledge and experience. With this in mind and given your leadership experience, I urge you to seriously consider taking that further step up to the role of Principal. It is vital that the best teachers in our schools who have already shown their leadership ability compete for the role of Principal.’ Ms O’Mahony opened up Q&A session to the audience and, following a lively discussion, brought the conference to a close, confirming that Deputies could look forward to another conference at the same time next year. Presentations and speech text are available to view on www.ippn.ie under Events/Deputy Principals Conference 2010.

Summer Holidays Avoiding the Schoolâ&#x20AC;&#x2122;s Magnetic Field By Damian White, Editor of Leadership+ and Principal of Scoil Shinchill, Killeigh, Co. Offaly Jack Charlton once remarked that a true fisherman never crosses the bridge without looking at the water, just in case! For many Principals who have occasion to drive close to or past their schools during the summer holidays, the same often applies. In spite of our best efforts, the building can have magnetic qualities, even when the forces against â&#x20AC;&#x2DC;just dropping inâ&#x20AC;&#x2122; are mighty. What can we do, therefore, to stop ourselves succumbing to this prevalent short-coming? While there may not be a cure, we can help ourselves to live with the condition with some lifestyle changes. Here we look at the common symptoms of â&#x20AC;&#x2DC;Principallus Refluxâ&#x20AC;&#x2122; and ways to combat its most telling effects. Booklists Make sure the local school bookshop has the booklist for each teacher in your school. All enquires related to missing booklists, late enrolments, and their requirements etc. can be directed to the shop, avoiding a trip back to the school. A file with variations from the standard class booklist can be compiled before the summer holidays and the Principal will know changes to be suggested if necessary. Where a book rental scheme is in place, late-comers can be dealt with on the first day back at school.

Summer Works is potentially the main reason we end up spending a lot of time in school during the summer. We sometimes forget that we employ an engineer to oversee the work for us. TextaParent On the application for enrolment form, ask the parents who should receive school text messages. Where parents are separated, offer to text both. The school secretary can remove the pupils leaving and add those coming in before the summer holidays. If a message needs to be sent urgently during the summer for any reason, the Principal or appointed person can send it from their own computer without visiting the school, simply by accessing TextaParent.ie and inputting

the school roll number and password. This is useful for any time of year when the school is closed. Summer Works This is potentially the main reason we end up spending a lot of time in school during the summer. We sometimes forget that we employ an engineer to oversee the work for us. For the Principal, visiting the school to check on the job is akin to owning a dog but barking yourself. A meeting with the engineer and a BoM member with expertise should limit the need for the Principalâ&#x20AC;&#x2122;s involvement. Extra keys can be cut and each person who needs one should have one for the duration of the job. In many alarm systems, a code can be inputted for use in such circumstances which doesnâ&#x20AC;&#x2122;t affect the alarmâ&#x20AC;&#x2122;s normal use or users.

Make sure that all art, projects, copies etc. go home with the children before the summer holidays. Tidying up â&#x20AC;&#x201C; Preparing for the next school year Make sure that all art, projects, copies etc. go home with the children before the summer holidays. Teachers moving classes can move their presses on wheels where possible without emptying them (though there are advantages to emptying them too!). Have the caretaker or the children in senior classes help to move desks and chairs where carpets or other flooring coverings are to be rebuffed, cleaned or replaced. Interviews Fix a time and date to meet the Chairperson of the BoM and the Independent Interviewer to read CVs and select candidates for interview. With the expected deluge of applications for all vacant posts this year, this can be a time consuming job. If last year is anything to go by, jobs this year will again attract hundreds, if not thousands, of applications. The numbers in recent years have swelled in part due to Hiberniaâ&#x20AC;&#x2122;s online programme and the large number of young Irish teachers gaining their training in British Colleges. It is important, at PAG E 6

the outset of the meeting, to outline the needs of the school in terms of the personnel you are seeking to hire, the strengths of the current staff and areas where some extra strength could be added (diplomatic language for getting a sports or musical person!). When hundreds of CVs sit in front of the selection panel, it may require the quick growth of tough skin on their behalf. A badly presented CV, poor spelling or grammar, late applications, unsigned CVs are all justifiable reasons for adding to the â&#x20AC;&#x2DC;sorry butâ&#x20AC;&#x2122; pile. It is surprising how many CVs fall short when tight scrutiny is applied. Insisting on the teacher being probated is not a fair criterion as it rules out all new graduates. The marking system at interview will give the necessary credit to candidates with extra educational achievements

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should they get through to that stage. While selecting the candidates, it may save some time to have a discussion on the questions to be asked at interview, perhaps having a selection available from previous interviews.

A badly presented CV, poor spelling or grammar, late applications, unsigned CVs are all justifiable reasons for adding to the ‘sorry but’ pile. It is surprising how many CVs fall short when tight scrutiny is applied. On the day of interview, especially if interviews are held in the school, it is important to have the school secretary or other reliable person available to meet and greet candidates and put them at their ease. The Principal needs to concentrate solely on getting the right person for the job. Post Most Post Offices will redirect your school mail to your home during the summer holidays, sometimes bundling it together and delivering it once per week. Being married to another

Principal, that’s two bundles per week in our house all summer. Anything with a harp on the front is usually opened straight away, followed by hand-written envelopes. Other than those, the rest, comprising of catalogues, charities, magazines and advertising flyers are of no interest before school reopens. A4 size photocopy paper boxes hold a lot of post and fit neatly under the stairs! Caretaker Before the summer holidays, send a sheet around to teachers asking them to list repairs to be carried out in their classrooms. Better still, this chore could be part of someone’s post. Discuss the list with the caretaker and ensure he/she has enough information and supplies to get these jobs done during the holidays without having to call the Principal. Inform him/her of rooms where carpets are to be shampooed so that furniture can be moved in good time. Secretary With a good school database, lists of pupils, phone numbers, Irish exemptions etc. can be gathered by the Secretary to have them ready for the next year in the final days of this school year. Letters which issue at the start of each year e.g. personal accident insurance, school rules, lunch and other school policies can be repeated from year to year by simply amending last year’s copy

to suit. The holiday list for the new school year should be circulated as soon as possible, ideally before the old year’s end, to help parents plan ahead and, just as importantly, cut down on the number of incoming calls on such matters. In many areas served by Bus Eireann transport, the agreed local schedule can be sent directly to parents.

With a good school database, lists of pupils, phone numbers, Irish exemptions etc. can be gathered by the Secretary to have them ready for the next year in the final days of this school year. The intensity of demands, the multiplicity of roles and the sheer test of stamina that is a Principal’s lot for the school year makes it imperative that a proper and complete break is taken for as long as possible during the summer. P.S. If you are driving by Killeigh National School, Co Offaly during the summer and spot a silver Peugeot outside, e-mail your thoughts to hypocrite@ippn.ie!

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Are you planning to retire in 2010? If you have made the decision to retire in the coming weeks or months of 2010 we wish you every happiness and fulfilment in the future.

IPPN acknowledges the importance of providing every possible support for Newly Appointed Principals and aims to contact them as soon as they are appointed. However, the greatest challenge we face is to find out the names of these Newly Appointed Principals 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 us and I know would be very much appreciated by the Newly Appointed Principal.

Any information that you can provide can be emailed or mailed to Jackie at the IPPN Support Office

support3@ippn.ie

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Google Apps Free applications ‘in the cloud’ for your school! by Seaghan Moriarty There has been a huge interest in ‘cloud computing’ over the past few months. Simply put, instead of installing/running software applications on your computer, you access applications from any device (school PC, home PC, smartphone) which are installed/running on the internet. Probably the most obvious example is Google Apps which we explore in this article. Happily, there is a free-of-charge education version which you can sign up to for your school. Think of Google Apps for Education as having your own customized applications (email, shared calendar, MS Word, Excel, website, etc.) – all pre-installed and ready for you to use, on the internet – ‘in the cloud’. What’s On Offer? 1 Email: Free, easy to use, spam free, for all your staff 2 Calendar: public calendar, staff calendar, calendars for any group of people 3 Google Docs: free, online word processor, spreadsheet, presentations, forms, and more 4 Google Sites: create simple websites with a few clicks – templates, preinstalled with ‘widgets’ 5 Even more: Customised ‘Dashboard’ start page, with all apps in one place, Google Groups, Google Video, Google Talk. New services are added all the time. Tell me a little bit more about each? Email: Get a Gmail-type system for your school, where you visit: http://mail.myschool.ie from any computer, home, school or holidays -

and access your regular inbox. ● Have emails like principal@myschool.ie, teachername@myschool.ie – all free with huge capacity ● Access emails from school, from home, from different computers ● Excellent Spam and messaging tagging – similar to Gmail, but on your own domain name Calendar: An online calendar that you can share with various groups at various levels. ● Have one ‘public’ calendar which parents, BoM and teachers can view to show school events ● In the same calendar, have teacher-related events/reminders which only your teachers will see. Also, enable various people to either view or view and edit events in your online calendar ● Set up reminders in your calendars which send email or even free SMS to your phone. Google Docs: Free alternatives to Word, Excel, Powerpoint etc. ● Create documents much like Microsoft Office, but instead of saving them onto your computer, save them online – and open/work on them from any PC or smartphone ● Share these documents – e.g. create a draft policy, and ‘share’ with staff. They login and can make changes, add/edit text etc – you are all working on the same online document! ● Create a form online – and send the web address to 100 people for them to fill in.

You then download the results in one summary spreadsheet – no paper, no hassle. Google Sites: Free websites ● Get your website started by choosing a ready-made ‘template’ and adding from a number of ‘widgets’ which can handle videos, calendars, presentations, attachments, and text ● Use pages on your ‘Google Site’ to house school projects, build an unlimited number of pages, edit your site from any PC with internet connection with the same ease as editing a Microsoft word document. So where can I sign up? Go to http://www.google.com/a/help/intl/en/edu/get_app s.html or type ‘Google apps for education’ into the search bar of www.google.com. But before I sign up – what should I know? A clear idea of what you want to achieve – and what ‘Google apps for education’ has to offer. Start with something easy such as Google email and in a few weeks try Google Sites, and after this, a teacher might want to publish class projects to the school Google Sites website. Get Help to set up some of the minor technical elements. For example, to set up your email addresses and domain (e.g. if you have scoilmhuire.ie, to have your email addresses principal@scoilmhuire.ie etc.), you have to add MX records.You can research this BUT you should instead ask someone technical to do this for you, as it will take them only a few minutes!

www.ippn.ie Resources - Principal Advice The following resources have recently been added to the website and can be found under Principal Advice and the category which is listed in bold font below: SCHOOL POLICIES ● Art Therapy ● ICT Policy ● Reconstitution of Classes ● Critical Incident Policy ● When Disaster Hits the School ● Child Protection for non-teaching staff

BOARD OF MANAGEMENT/HEALTH & SAFETY ● Health and Safety Legislation – Employees HUMAN RESOURCE MANAGEMENT ● Disciplinary Procedures for non-teaching staff ● Stress Management Policy ● Stress Risk Assessment TEACHERS ● Contract – Temporary Teacher ● Contract – Permanent Teacher

RECRUITMENT ● Staffing Schedule 2010/2011 PAG E 9

ANCILLARY STAFF ● Secretary Duties & Tasks II PUBLICATIONS ● ‘Supporting Each Other, a guide to best practice for the effective partnership between Principals and Parents’ Associations’. This is a joint publication from IPPN and the National Parents’ Council – Primary. ● Ciall Ceannaithe 2010 – Sound Advice & Borrowed Wisdom for Newly Appointed Principals ● Leadership+ Issue 56 – April 2010 ● Leadership+ Issue 55 – March 2010.

Latest News NEWS/PROJECTS UNDERWAY ● IPPN Fundraiser for Haiti Children & Schools – The total raised since January is €49,055. See letter from Trócaire, one of the beneficiary organisations, on page 14. ● TextaParent.ie is currently being redeveloped to incorporate online payment and more information on contacts/groups and activity logs, among other features. If you would like to get involved in this project, please email Geraldine on project@ippn.ie.

been advertised since 1st January 2010. Of these, 99 are still awaiting appointment. MEETINGS/TRAINING HELD OR ATTENDED BY IPPN ● Deputy Principals’ Conference 2010 at Citywest 13-14th May

● Spreagadh 3 in Galway, Cavan, Longford, Laois, Offaly

● IPPN Executive Committee Meeting 13th May

● Cumasú Band 2 and Rural DEIS

● Presentation to final year students at Froebel College, Blackrock

● Cost of Textparent units has been reduced from 6 cent to 4 cent. See www.textaparent.ie for further details

● Special Education Section of the DES

● Professional Queries from Principals – Frequently-asked Questions can be found in the Principal Advice section. These ‘FAQs’ provide answers to many of your queries to the Support Office in recent months and are always a useful first port of call if you have a query.

● National Parents’ Council

● Retiring/Newly-appointed Principals 131 vacancies for the post of Principal have

● Spreagadh 2 in Laois, Offaly

● NCCA

● NAHT Annual Conference ● Church of Ireland Board of Education Patrons’ Day ● Project IRIS in TCD

● Misneach 4 in Portlaoise

FORTHCOMING MEETINGS/TRAINING ● IPPN Executive Committee Meeting, 2nd June ● IPPN National Committee Meeting, 12th June ● ICP Council Meeting – Fife, Scotland – June 22nd - 25th ● Ciall Ceannaithe – Online course running in July aimed at both aspiring and Newly Appointed Principals. EPV days are allowable on completion of course, subject to DES Terms & Conditions.

● Educate Together AGM

Ground Floor – Block B Liffey Valley Office Campus Dublin 22 Tel 01 616 6490

www.cjfallon.ie PAG E 1 0

Open Letter from Dublin 15 Principals to all Members of the Oireachtas and local representatives We, the undersigned, believe there is an urgent need to evaluate education in Ireland. At a time when the economy seems to take precedence over everything it is imperative that we create a clear vision for education. The quality of the society we develop is more important than the economy in which we live. A sustainable and vibrant economy is important. However, the society we build must be one where the individual is valued, the old are cared for and our children are cherished.

countries. It attracts Ireland’s best students every year. Our children deserve the best teachers. As a profession we should demand the highest standards from our teachers. Reforms must take place. Colleges of Education must reflect the ever changing challenges of teacher training in conjunction with the Teaching Council. Post graduates must continue to reflect on their practice through on-going professional development. As a society we must encourage our brightest and best to join the profession.

Our education system is crucial to the delivery of a caring society and a successful economy. The teaching profession is key to the delivery of both. At this time of critical choice, we need leadership from government and support from the people for education. We do not need the threat of depletion by government of resources or uninformed populist attacks on the profession by elements of the media.

The rate of attrition from the teaching profession worldwide is very high. We are fortunate in Ireland that teachers regard their profession as a life-long commitment rather than a short-term career. It is important that we nurture this dedication. Considerable effort is being made in other countries to reverse the worrying trend of teacher attrition which has a detrimental effect on their education systems and is costly to remediate. In countries where teacher attrition is high achievement standards are falling and there is little sense of the school as an integral part of the communities they serve.

Our education system is crucial to the delivery of a caring society and a successful economy. The teaching profession is key to the delivery of both. The gains made in education provision over the last ten years have greatly benefitted children. Special needs children have received enhanced support through supplementary teaching. Children with autism have been integrated into mainstream classes, children with physical disabilities have been accommodated in classrooms and resource teaching and learning support has been delivered more effectively. Teachers have met the challenge of integrating and supporting newcomer children with professionalism and care. Children in mainstream classes have also benefitted and child protection procedures have been improved. This progress is now threatened, through no fault of children, who are the most vulnerable in our society and the most important for the future of the country. They should be protected not targeted. The teaching profession is not a perfect one. It has never claimed to be. Like any profession it has its shortcomings, its weak links and imperfections. It is however made up of men and women of a high academic calibre and the envy of many

Populist comments in sections of the media on teachers’ pay and conditions do not contribute in any positive way to a vision for society or for the future we want for our children. The profession must ensure that it continues to attract the calibre of people whom parents want teaching their children. Teachers are not averse to making a contribution to rebuilding society. We are however absolutely and resolutely opposed to the dismantling of the provisions which have created a platform for the delivery of a modern system of education which will contribute to re-building community. Public comment on education should be mindful of all our vision for the future. Begrudgery benefits nobody. Who is served by media campaigns that are more about fostering division and negativity rather than seeking effective solutions? The recent apparent attempt to cause division between public and private service workers is a case in point. By all means let us question constructively how we can improve, but let us do so with vision, leadership and honesty. The Celtic Tiger era was built on shifting sands, fuelled by greed and an overwhelming and blinding awe of the power of wealth. By contrast, the fundamentals of our education system are PAG E 1 1

sound and built on the commitment of the teaching profession and the value placed on education by parents.

Populist comments in sections of the media on teachers’ pay and conditions do not contribute in any positive way to a vision for society or for the future we want for our children. Those we trusted in the past have let us down. Let us now put our trust in those who care about the kind of society we want for our children and who continue to show commitment to it. We need government to give leadership by focussing on the intrinsic value of education rather than on its monetary cost and by providing the resources to support the most precious and the most vulnerable in society, our future, our children. Signed by: Michael Downes Chairperson, Dublin 15 Primary Principals Support Group, c/o St Phillips Senior N.S. Mountview, Dublin 15. On behalf of Dublin 15 Principals Seán Ó Díomasaigh Dr Deirdre Kirwan Pairic Clerkin Michael Downes Ignatius Byrne John Kearns Sandra Moloney Aedín Ní Thuathail Marian Sheehan Seán Sheehan Denis Courtney Treasa Lowe Maurice Hurley Sr. Carmel O’Halloran Alma Moran Michael Shanley Frances Cooke Mary Healy Dr. Daithí Ó Murchú Denis Courtney T.P. Parker Enda McGorman Noreen Behan Gráinne Ní Chaomhánaigh

Legal Diary by David Ruddy, B.L.

DES CIRCULAR 60/2009 – Professional Competence Issues As the current academic year draws to a close it may be timely to reflect on a circular which was issued by the DES at the start of the academic year, namely circular 60/2009. This circular provides new procedures for the Suspension/ Dismissal of teachers and school Principal s.There is a separate section for both teachers and Principals.This circular does not apply to probationary teachers, Special Needs Assistants (SNAs), or ancillary staff. SNAs and ancillary staff are covered by statutory instrument No 146 of 2000. WHY HAVE DISCIPLINARY PROCEDURES?

Disciplinary procedures are necessary to ensure that discipline is maintained in the workplace and equally that disciplinary measures can be applied in a fair and consistent manner. Every teacher is

personally accountable for his/her own behaviour and work performance. This circular is based on Section 24/(3) of the Education Act 1998. Under the terms of “Towards 2016”, the social partners undertook to review and revise existing procedures and to agree new procedures. GENERAL PRINCIPALS

Fair procedures are at the heart of the circular. Any allegations against a teacher/ Principal must be provided in advance and in writing. The source of the allegations must be made clear, with full access to documentation and records. The teacher / Principal must be allowed representation and the opportunity to examine and challenge evidence and the calling of witnesses. There must be an avoidance of bias and an impartial examination of the issues. Any sanction imposed will be in

Professional Competence Issues

Other Disciplinary Issues

SCHOOL PRINCIPALS

Professional Competence Issues

THE EDUCATION ACT 1998 SECTIONS 22 & 23

Sections 22 & 23 of the above Act outline how the Principal, as part of his/ her day-today responsibilities for the management of the school,has responsibility for the guidance and direction of teachers, the provision of leadership to teachers and students and, together with the Board of Management (BoM), an environment which is supportive of learning for the students and which promotes the professional development of teachers. The Act also provides that the “Principal shall have all and such powers as are necessary or expedient in that regard”. PROFESSIONAL COMPETENCE ISSUES FOR TEACHERS (i.e. teaching

SECTION 23 EDUCATION ACT 1998 DES CIRCULAR 60/2009

TEACHERS

proportion to the nature of the conduct/ behaviour performance.Any participation in these procedures is without prejudice to the right of a Principal to have recource to the law to protect his/her employment.

Other Disciplinary Issues

issues) The Principal is, therefore, the best person to identify when professional competence issues arise in a teacher’s work.The following stages can be utilised: a Informal b Formal c External Review e Hearing f Appeal. It is essential that before the procedure is embarked on that the problem is categorised as a competency issue or another disciplinary issue. It would be wise for the teacher to agree to the categorisation also. STAGE 1 - INFORMAL

i.e. not teaching the curriculum to appropriate standard

i.e Conduct Issues Punctuality & Attendance Threat to Health & Safety of Students/Staff

Applies to Teaching Principals

Only this section applies to administrative Principals only

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Principal initiates the procedure orally, providing copies of all documentation b Teacher given a copy of agreed procedures c Principal & teacher attempt to identify underlying cause and agree steps to be taken to address the matter. Internal and external supports offered to teacher. An attempt is made to resolve the matter

within a three-month period. If unresolved, the Principal notifies the teacher of an intention to move to Stage 2. STAGE 2 - FORMAL

The Chairperson of the BoM is advised of the concerns. A written report is provided to the BoM. A copy is provided to the teacher who may provide a written response.The BoM considers the report and any possible response. The teacher has the option of addressing the BoM. If the BoM hold that there are sufficient grounds as to warrant the initiation of the formal process, it will charge the Principal with defining the required improvement plan for the teacher in question over a threemonth school period. If the required improvement has not been brought about, Stage 3 is invoked. The improvement plan would address the perceived deficiencies, the supports available, the required improvement and the timeframe. The teacher concerned can by-pass Stage 2 if he/she chooses and move to Stage 3 immediately. STAGE 3 - EXTERNAL REVIEW

The BoM requests for an Inspector to review the teacher’s work. The Inspector, before conducting the review, must satisfy himself/herself that appropriate support was offered to the teacher. The teacher must cooperate fully with the review.Any failure, e.g. going sick, will be taken into account and may be a disciplinary manner. The inspector’s report is sent to the teacher and the BoM.The teacher has the right to reply within 15 school days. The BoM considers the report and any written response and will decide either to take no further action or to proceed to disciplinary hearing. STAGE 4 - DISCIPLINARY HEARING BY BOM

The teacher is given 7 days notice. The teacher makes a case and can challenge evidence. Afterwards the BoM shall consider all the evidence including the inspector’s report. If disciplinary action is warranted, the following range of sanctions may be utilised: a Final written censure b Deferral of an increment

c Withdrawal of an increment or increments d Suspension with pay for a limited period and/or specific purpose e Suspension without pay for a limited period and/or specific purpose f Dismissal. A Board’s response must be proportionate to the nature of the issue of professional competence.The BoM must notify the DES and the Teaching Council of the disciplinary action as required under Section 37 of the Act. STAGE 5 - APPEALS

The Teachers’ Disciplinary Appeal Panel (TDAP) hears appeals from teachers unhappy with BoM’s decisions. It is open to a teacher to appeal against the decision of the BoM within 10 days. Such an appeal will be heard by this independent Appeal Panel appointed by the BoM. The Chairperson is appointed from a panel nominated by the Minister for Education and Skills, a representative of a recognised management body, and a nominee of the INTO.A teacher can invoke the appeal process on one or more of the following grounds: a Procedures not adhered to b Relevant facts not ascertained or considered in a reasonable manner c Teacher not offered a reasonable opportunity to answer the allegation or did not anticipate his/her acting would attract disciplinary sanctions d Sanction disproportionate to underperformance/action behaviour. In order to process an application, the TDAP will request written submissions from both sides within certain time limits. The panel may reject a request for a review of disciplinary proceedings where: 1 The teacher fails to make written submissions 2 Having considered the teacher’s submissions, the panel is of the view that the case made by the teacher is frivolous, vexatious or without substance or foundation. If the TDAP rejects the teacher’s request for a review of the disciplinary hearing, the

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BoM can proceed with their plans as though the teacher’s request was not made. If the hearing goes ahead, oral evidence and oral submissions can be taken. All relevant persons may be present subject to the approval of the panel. Proceedings will be informal.The TDAP can make the following recommendations: a Reject the teacher’s appeal – which in effect allows the BoM to proceed on the basis of the original decision b No further action should be taken against the teacher c Action should be amended in a specific manner d Case should be reconsidered. Where the person who is the subject of professional competence issues is the Principal (Teaching Principal), there are procedural differences. The Chairperson of the BoM initiates and administers the procedure. The information in this article applies to teachers and Teaching Principals. It does not apply to Administrative Principals. All Principals and teachers are covered under the “Other Disciplinary Issues” section. CONCLUSION

Professional competence issues concern a relatively small number of teachers. The reality is that the concerns can be of a transient nature and may have their origins in issues of a personal or professional nature which are of relatively short time duration. These procedures outlined in Circular 60/09 are to be welcomed.They are specific and must be followed by the book by any Principal and Board of Management. Lawyers will have a field day if the process is not followed and there is bias or lack of fairness and due process. The Minister for Education and Skills must now appoint members to the TDAP immediately so as to facilitate the implementation of the relevant circular. I will examine circular 60/2009 in relation to “Other Disciplinary Issues”, i.e. conduct other than teaching issues, in the next edition of “Leadership+”.

TextaParent Record level of usage drives price down Last month we announced a new lower price of just 4 cent per unit for TextaParent. Because IPPN members have significantly increased their usage of the service in recent months, we have been able to negotiate a high volume discount from our telecom provider. This allows us to reduce the cost of each unit from 6 cent to 4 cent. The loyalty of IPPN members who continue to use TextaParent.ie in spite of several 'for profit' companies canvassing schools, has paid off. This is a superb example of when we stick together to maximise the collective purchasing power of Principals, we can deliver incredible value for money. TextaParent.ie is a not-for-profit service which has been designed, developed and managed by IPPN for the benefit of members – in other words you, as a

member of IPPN are a part owner of Textaparent.ie. Aside from the benefit of reducing the cost to 4 cent, TextaParent.ie subsidises the running costs of TextaSub.ie and Educationposts.ie, both of which are free services to all member schools.

If you have any queries about TextaParent.ie please email info@textaparent.ie or log onto www.TextaParent.ie

Over the last seven years IPPN has funded the development of TextaParent. Since the beginning of May work has been ongoing on the third upgrade of TextaParent.ie. We will launch the upgraded site over the forthcoming summer holiday in time for the new school year. New features will include full reports of messages sent and simplified system for updating contacts as well as a host of other functions. If you would like to submit suggestions for consideration as part of the redesign please feel free to email Geraldine D’Arcy on project@ippn.ie

Trócaire thanks Primary Schools for your support of Haiti Earthquake Appeal Through the IPPN, many primary schools throughout the country have supported Trocaire's Haiti Earthquake Emergency Appeal and raised a staggering €17,000 for our work with the victims of this disaster.

access to clean water or have been provided with hygiene kits 5. 13,000 children, elderly, or disabled have received specific support in terms of places to play or meet, learn or feel protected.

Following my recent conversation with Seán Cottrell, I agreed to send the following information to you on how we are spending the money we receive.

All of this work is carried out in conjunction with our partners on the ground, CRS (Catholic Relief Services) and Caritas Haiti.

Below is a summary of the work we have carried out in Haiti since the 12th January: 1. Shelter kits and tents have been given to 900,000 people 2. Health care in the form of kits, health posts, and primary care at hospitals has been provide to 1,160,000 people 3. Regular food supplies or hot meals have been given to 1,551,599 people 4. Over 200,000 people have been given

Thank you, once again to you and your members for your very generous support of our emergency and long-term work in Haiti. Janet Twomey Regional Development Officer Trócaire 9 Cook Street, Cork T: 021-4275622 E: jtwomey@trocaire.ie www.trocaire.org/lent

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Tóraíocht By Carmel Lillis Tóraíocht is a Post-Graduate Diploma in Educational Leadership (PGDEL). The National University of Ireland Maynooth (NUIM) and Leadership Development for Schools (LDS) have joined in partnership to design and deliver this course, which is accredited by NUIM. The programme is delivered nationally in Education Centres and in the Education Department, NUIM. The programme is offered to the following Centres for the coming year, subject to sufficient numbers having applied: ● Blackrock ● Roscrea (Portlaoise Education Centre) ● Longford (Carrick-on-Shannon Education Centre) ● Cork ● NUIM. The programme aims to enhance the capabilities of teachers in their current work and to support their preparation for future senior leadership positions. Primary and post-primary colleagues engage together and build a powerful overview of the education system and their unique contribution to the lives of the students whose lives they can positively influence. Set-up in response to OECD recommendations for formal

training for future school leaders, Toraíocht is now entering its third year. The programme explores the challenges and opportunities involved in school leadership. The modules revolve around leadership of learning, of people and of the organisation. Time is spent considering the capabilities, both personal and professional, that contribute to successful, life-enhancing school communities. Candidates have an opportunity to practice leadership skills through completion of a school-related action research project. Primary school principals play a crucial role in identifying and encouraging the next generation of school leaders.The course design team is most grateful to principals who publicise this course in their schools. The course will be going ahead in the 2010/2011 school year and there are already a number of participants listed for enrolment. Application must be made online through the postgraduate application centre (PAC) system accessible through the websites below. For further information, please contact: Leadership Development for Schools W. www.lds21.ie E. lhogan@lds21.ie

T. 065 6845505 Education Department NUI Maynooth W. www.nuim.ie E. Marie.Hanley@nuim.ie T. 01 708 3471 FEEDBACK FROM TEACHERS The first cohort of students graduated on February 26th. Prior to the ceremony, the education partners gathered to hear the views of participants on their experiences throughout the year. The following are quotes from primary and post-primary teachers: “It was wonderful to be in a space with people who work to make the education system better for all the children. It woke within me the passion I had to change the world when I first started teaching” “I wanted to find out what leadership was about, what a good principal should look like” “I know that the situation is such that teachers are parachuted into positions of authority with no experience of what it means to be a leader. I wanted particularly to gain an insight on how to lead a team, to be able to apply my learning in a practical way”

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The work of the Ombudsman for Children’s Office Set up in 2004, the Ombudsman for Children’s Office (OCO) was established under primary legislation: the Ombudsman for Children Act, 2002. Emily Logan was appointed as Ireland’s first Ombudsman for Children in December 2003. The post was filled through open competition, with the interview process involving fifteen children and young people and three adults. Following a resolution passed by both Houses of the Oireachtas, Emily was appointed to this position by Her Excellency, President Mary McAleese. On 18 December 2009, Emily was reappointed for a second term of six years. The Ombudsman for Children is an independent, statutory office and accounts directly to the Oireachtas. The primary aim of the Ombudsman for Children is to safeguard and promote the rights and interests of children and young people up to the age of eighteen.

The Ombudsman for Children is an independent, statutory office and accounts directly to the Oireachtas. The three core statutory functions of the Ombudsman for Children are to: ● provide an independent complaints and investigation handling service regarding actions by public bodies affecting children up to the age of eighteen ● actively promote children’s rights, including through national participation, communication and education activities and ● conduct research, monitor law, policy, and practice, and provide advice to any Minister of the Government on any matter relating to the rights and welfare of children. OCO’S COMPLAINTS AND INVESTIGATION FUNCTION The complaints and investigations service is a core function of the Office. The 2002 Act

provides for an independent, impartial complaint handling service. Under the Act, the OCO can look into complaints about public organisations, schools or hospitals providing services to children under 18 years. The OCO investigates complaints about the administrative actions of a public body which appear to the Office to have adversely affected the child in question. In handling complaints, the OCO recognises and respects local complaint procedures. We also aim to support the public bodies in understanding the issues and advising on changes to systems and processes where necessary. In this respect, the complaints and investigations function is used as a means to promote the implementation of models of good practice beyond the individual case under investigation. As part of its investigative remit, the Office may also examine and subsequently investigate complaints received on behalf of children in relation to the administrative actions of a school itself. In communicating with schools in this regard, the Office is conscious of the fact that such an occasion may indeed be the first time that the school is in contact with the Office. In that regard, we generally try to be as informative as possible and invite the school to raise any questions or queries that they may have with respect to the examination and investigative process. Our experience is that this approach helps clarify the role of the Office and promotes effective communication on the issues which are raised. If this Office receives a complaint and it is considered that it requires further examination, it will write to the school in the first instance in order to gain a better understanding of any issues that may have been raised. At this stage, the Office is simply examining the matter to determine if there is a further role required. While such a letter may enquire into specific elements of the complaint, it should also be treated by the school as an opportunity to provide any other relevant information which would be helpful for our understanding of the matter.

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It is important to note that the school is not being investigated at this stage. This preliminary examination will only progress to an investigation if the Office is of the view that it is required, having considered the information received and having regard to the circumstances of the complaint. This initial contact may also provide an opportunity for the school and the complainant involved to possibly resolve the matter without the need for any further intervention by this Office. The emphasis that this Office places on the local resolution of a complaint is consistent with good ombudsman practice which allows the complainant and those who have been complained about an opportunity to address the matters raised in a manner which is constructive, fair and beneficial to all involved.

If this Office receives a complaint and it is considered that it requires further examination, it will write to the school in the first instance in order to gain a better understanding of any issues that may have been raised. In making recommendations the Ombudsman aims to find solutions that are fair, constructive and empowering for all parties. The Office is neither an advocate for the child nor an adversary to the public body. PEOPLE COMPLAINING TO THE OCO Since the OCO was established in 2004, we have dealt with over 3000 complaints to the Office. In 2009 we dealt with a total of 912 complaints. To date, approximately 4% of concerns expressed to our Office have come directly from young people. Of note also is the fact that there has been an increase in the number of professionals, including school principals, contacting the Office on behalf of children. In general, they are either supporting children to bring their own complaint, or

submitting complaints on behalf of children that are often the most vulnerable - those without parental care or an adult to advocate on their behalf - as they are often best placed to support and assist families in bringing a complaint. Without these professionals’ involvement, such children may have remained voiceless. The information provided by professionals is of great value and assistance to the Office in understanding the difficulties facing children and families. Thus the importance of professionals as advocates for children cannot be underestimated.

In 2009 38% of complaints received related to education issues. This represented a decrease over previous years. In 2009 38% of complaints received related to education issues.This represented a decrease over previous years. The categories included in education issues are: ● Special needs allocation ● Actions of staff ● School transport ● Handling of allegations of bullying. Last year there was an increase in the area of health around the child protection category.The actual number of education-related complaints is up on previous years, but as a proportion of overall complaints, it’s no longer the predominant one.

INFORMATION ON COMPLAINTS PROCEDURES The Office is aware of the straitened circumstances, as well as the often difficult or complex issues education providers are dealing with. In the past we have highlighted the need for Boards of Management to receive appropriate support and training in order to facilitate them in carrying out their role. In light of this, the OCO has published the first two instalments in a series of booklets aimed at those working with children. ● The aim of the first, A Guide to Complaint Handling by the Ombudsman for Children’s Office, is to inform public bodies about the complaints function of the Office and the expectations the OCO has of them when exercising this function. It is also to raise awareness and understanding of the OCO’s complaints handling role as well as helping professionals to support a child with a complaint. ● The aim of the second, A Guide to Investigations by the Ombudsman for Children’s Office, is to assist public bodies within the remit of the OCO to understand the process we follow when looking into complaints. It seeks to explain more fully the OCO’s remit and mandate as a complaint-handling body, and provide information on the processes of, and criteria used in the course of investigations.

how to make a complaint and the complaints process itself was also produced which is aimed at children and young people themselves.

The Office is aware of the straitened circumstances, as well as the often difficult or complex issues education providers are dealing with. VISITS TO THE OCO The OCO also has a positive obligation to encourage awareness of and respect for children’s rights, to provide for children’s participation in its own work and to promote children’s right to be heard in matters that affect and concern them. We continue to welcome children and young people to the Office through our visits programme. Open to school groups, children’s projects and youth services nationwide, this programme facilitates face-to-face work with children and young people at the Office. It involves taking an activity-oriented approach to developing children’s understanding of the OCO’s work and children’s rights, and also helps in building our awareness of children’s concerns and perspectives. Copies of all OCO publications are available on our website, www.oco.ie or by contacting the Office on 01 8656800 or emailing oco@oco.ie. Please contact the Office if you are interested in OCO’s visits programme.

Complementing the material aimed at public bodies, a set of information materials explaining

OCO Education Room

OCO Office

Emily Logan Emily’s entire career has been dedicated to promoting children’s rights and welfare, through her work as a children’s nurse, the various Director of Nursing positions she held and most recently as Ombudsman for Children. She commenced her work with children at Temple Street hospital in the early 1980s. Emily then spent 10 years working in the UK at Guy’s Hospital and Great Ormond Street Hospital. Emily returned to Ireland to become Director of Nursing at Our Lady’s Hospital for Sick Children, Crumlin and later became Director of Nursing at Tallaght Hospital. Emily holds an MBA, an MSc in Psychology and a Diploma in Mediation. Emily Logan’s first six-year term as Ombudsman for Children expired in December 2009. Emily was subsequently reappointed to this post for a further six years following resolutions passed by both Houses of the Oireachtas.The Ombudsman for Children is a presidential appointment and reports directly to the Oireachtas.

PAG E 1 7

Principal’s Information Management System (Desk Diary) The third edition of IPPN’s Principals’ Information Management System (Desk Diary) is being offered to all Principals at no additional cost to IPPN’s annual membership fee. IPPN would like to acknowledge CJ Fallon Ltd whose sponsorship of IPPN publications makes this possible. Your PIMS will be delivered to you at school by the end of June either by a CJ Fallon representative or through the post. If you have any queries please contact the IPPN Support Office on

1890 21 22 23

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Patrons’ Day for Chairpersons and Principals in Dublin and Glendalough By Joyce Perdue, Principal of Rathfarnham Parish NS, Dublin 14 On the 11th May, The Archbishop of Dublin and Glendalough, THE MOST REVD. DR. JOHN NEILL hosted a meeting for Principals and Chairpersons of Church of Ireland schools under his patronage. The title for the day was ‘Church of Ireland schools in the 21st Century’. Welcoming everyone to the conference, the Archbishop noted that “Traditionally we have not seen our schools as being for Christian formation, but rather for basic Christian education, whilst formation belongs to the Sunday School, the Confirmation class, and in the Church rather than the school context.”While noting that “The future of the Church of Ireland community does not depend on schools remaining forever under our patronage” he emphasised the value of a parish as a ‘sponsoring community’ for the school. He said, “In many places it [the parish] has a sense of belonging to the school even if the school doesn’t technically belong to it. It responds to the needs of the school, it provides support far beyond the overlap with the parent body – it gives the school a real place in the community which extends beyond those who avail of its services. So therefore the school belongs in the community, not just the community of parents and children.” Emphasising that he didn’t want to see the point as “in any way anti-ecumenical”, the Archbishop went on to say that “however diverse we think Ireland has become and however secular we think our society is, the fact of the matter is that the presence of the majority Church is still all pervasive.” He went on to cite the example of schools under the management of VECs where “the particular religious symbols of the Roman Catholic tradition of the Christian faith still loom largely...by virtue of numbers.” The experience of many nondenominationalVECs becoming de facto Roman Catholic in their ethos he said, “Does not encourage us to let go of our schools.” Concluding, the Archbishop said, “perhaps in all of this you will see that I am cautious about change but not fearing change but we have a long way to go before it can take place fairly and in a truly open manner.” RUAIRI QUINN, Labour Spokesperson on Education and the REV. CANON PETER CAMPION, Chaplain of the King’s Hospital School both spoke on the topic ‘Why Church of Ireland schools?’ Mr. Quinn highlighted the historical context of the Irish educational system and its uniqueness in Europe due to religious involvement in education. This system has,he said,

worked remarkably well considering we spend less than 5% of GDP on education. This is because of “great teachers and a commitment of parents to education”. However, he suggested that “a landscape where 92% of schools are under Roman Catholic patronage no longer fits the contours of modern Ireland”. Mr. Quinn holds the view that parental choice is essential and parents should be able to enrol their children in their local school of choice. He explained that difficulty in gaining access to schools has encouraged people to become ‘Compulsory Catholics’ – people who are members of the Roman Catholic Church for reasons of “ritual rather than belief ”. In a country where the population is increasing and where there are not enough school places for children, schools are now full, “not because of discrimination but because of size”. His view is that “faith formation belongs to church – religious education belongs to schools. He is in favour of establishing a forum to discuss the issue of patronage and access. This forum should have a time limit of 12 months and should focus on facilitating change and respecting and extending parental choice. Rev Peter Campion spoke about multiculturalism in his local school and the changing face of Irish society. He noted how the recent scandals in the Roman Catholic Church have led to a negative attitude to religion in schools. However, his view is that schools need spiritual leadership to support students fully, especially at difficult times and that school and church should not be separate. Noting that parents moving to Ireland are looking at what’s on offer in Church of Ireland schools, he talked about Church of Ireland schools needing to define themselves. Listing some of the differences between Church of Ireland and Roman Catholic schools, he went on to point out that Religious Education was not about faith formation exclusively and is common to all faiths. He asked “Are we succeeding in standing for a liberal yet Christian ethos?” While noting that Church of Ireland schools have “a pluralist ethos which should make us proud” he suggested that they need to be “introspective” and selfexamining. His view is that prayer, religious education and spirituality should be part of a child’s upbringing. In conclusion he noted that religious teaching “doesn’t do harm, but it probably does some good”. MARY BURKE, Co-ordinator of the Pilot Project on Teacher Induction outlined the PAG E 1 9

importance of the “transitional phase” from when a teacher leaves college to becoming fully probated. Most schools now appoint a mentor to support newly- qualified teachers (NQTs), many of whom find the “reality check” of their first year in the classroom daunting. The mentor supports the NQT during that time.The project on teacher induction allows the “NQT access to mentors, release time to observe colleagues, professional development, a website, a guide to induction and mentoring, a support team and a DVD”. Mary explained many of the difficulties facing NQTs while also noting that mentors themselves found the experience very rejuvenating. DR. KEN FENNELLY, the newly-appointed Secretary to the Diocesan Board of Education, spoke to delegates about the importance of the parish in the school community. In outlining the similarities between schools he noted that “lived experiences characterise each school”. Schools do not “exist in a vacuum but are a continuation of the community and parish”. Noting that “schools have existed within the religious community from early days in both the Christian and Islamic tradition” he went on to say that “education is bound up with faith life”. This differs from other models which “put religion outside the school gates”. He suggested that C of I schools have dimensions of faith as well as other relationships “what happens in church is not independent of what happens in school”. DR. ANNE LODGE has just come to the end of her first year as Principal of the Church of Ireland College of Education (CICE). In addressing the delegates she explained the current context of teacher education in relation to the Teaching Council and international best practice. The Teaching Council is focusing on “the integration of theory and practice” and teacher education “must match standards of educational best practice”. Emphasising that teachers should become “reflective practitioners” she said that the college aims to “embed research into teacher training from the outset.” The partnership with schools is essential to allow teachers to observe and learn necessary skills. While emphasising that CICE graduates will still be TCD graduates, she outlined the changes that are to take place in the B.Ed. In conclusion, she explained that the challenge is to try to “adapt the B.Ed to encompass the legal and policy context”.

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â&#x20AC;&#x201C; Gerry Murphy, Principal, St Josephs NS, Dundalk, Co Louth.

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PAG E 2 0

In Profile: Sheila Nunan General Secretary of the INTO What are the main objectives of INTO? The first is to unite and organise the teachers of Ireland. This aim refers specifically to providing a means for expressing the collective opinion of members on education matters and issues that affect the teaching profession. The second one is to safeguard and improve the salaries, conditions of employment and pension rights of members and retired members, and to promote their interests.The third one is to regulate the relations between members and their fellow members and between members and their employers. There are many others including providing advice and assistance to individual members on professional matters, promoting the interests of education, supporting equal access to full education for all children and striving for the raising of educational standards. The coming years will be tough. Making progress will be difficult but possible with a determined and united teaching force. What do you hope to achieve as General Secretary during your term of office? Obviously the key issues for all of us in the coming years will be salaries, pensions and conditions of employment and the protection of the educational service. We are living through extraordinary times and if we are to rebuild our shattered economy then we need to make sure that education, particularly primary, which is the foundation stone of the system, is not cutback any further. Our system prospers because of quality teaching, parental support and community involvement. Central to that educational triumvirate is the principal teacher, a role that must be recognised and rewarded. To whom are you answerable as General Secretary? The General Secretary is the full time Chief Executive Officer of the INTO and is elected by the members and is ultimately answerable to the members. In practice, this means to the CEC on a monthly basis and to Congress on an annual basis. Both the CEC and Congress are elected annually by the membership so it is highly democratic.

How many staff, both full-time and part-time, are employed by INTO? At present the INTO employs 45 hardworking, dedicated people. If Principals need support or guidance from INTO, how can they most easily and reliably access that support? Believe it or not, most queries and requests for support or guidance come from Principals. This is done in a variety of ways ranging from contacting branch or district representatives, CEC representatives or Head Office or through the union’s website. The INTO also has a national Principals and Deputy Principals Committee to advise the Executive on matters that affect Principals and deputy Principals. Through local fora the members of this committee can also provide the sort of supports that Principals and deputy Principals need. Who monitors the effectiveness of the programmes/services offered by INTO and how is this done? The executive receives regular reports, usually monthly, on all aspects of the INTO’s work and those with responsibility in particular areas are answerable to the executive for their work. Each year, congress receives reports on all INTO activities and services. How can INTO genuinely support both teachers and Principal teachers who are in dispute against each other? It’s very straightforward really. One member of the INTO will offer support and guidance to each member. This happens regularly and where Head Office is concerned different officials will assist each member. What is INTO doing to minimise the administrative burden on schools and Principals? School Principals could easily spend their day reading and deciphering reports and circulars, processing data requests and writing reports.A key objective of mine in the coming years will be to reduce this through intelligent use of information technology and the integration and sharing of data.

PAG E 2 1

In what ways does INTO seek to inform its members about such plans as work-to-rule directives, strike action etc.? While moving increasingly towards electronic communication using the web, email and text, the INTO continues to use snail mail, regular publications and meetings for members. What is your advice to Principals facing the issue of unfilled posts of responsibility in the light of the directive of INTO on the reassignment of duties? A key part of the INTO directive was to ensure that the duties attaching to suppressed posts did not fall back on principal teachers. That was one of the reasons why we did not, like second level unions, escalate our action to ban duties being reassigned. It is obvious that some schools are more affected than others so we will continue to pursue an interim solution which sees some row back on the moratorium in the worst affected schools. In what ways does INTO specifically support the role of Teaching Principal? Release days were introduced through INTO protest, industrial action and negotiation. Teaching Principals need more release time because it is impossible to do two jobs at the one time.We will continue to pursue this aim. If you were Minister for Education, what single change would you most like to bring about in the Irish education system? Equality between primary and second level, especially in the area of school funding and the payment of principal teachers. Name the three people you would most like to invite to dinner. How about Ruairi Quinn, Brian Hayes and Mary Coughlan? Would we make it to dessert? How do you relax? In a phone-free zone! What is your favourite holiday destination? West Kerry.

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Leadership in Action: My experiences as a School Principal and ICT Tutor By Aidan Barry, Principal, Cornamaddy N.S., Athlone My journey home from Athlone to Tullamore takes me by Athlone Education Centre, a welcoming oasis after the hustle and bustle of a busy school day. Our school, Cornamaddy NS, Athlone, has always had close links with the centre since it opened in 1997 and it is wonderful to have it literally on our doorstep. I have been a tutor for the centre for almost 15 years and have really enjoyed delivering ICT and guitar courses where the facilities are second to none and where the participants are assured of a warm welcome and great support from director, Frank Walsh, and his team. I have worked in Cornamaddy NS since I graduated from St. Patrick’s College, Drumcondra, in 1985. From the moment I walked in the door on my first day, I knew I was part of a dedicated and hard-working staff who always had the interests of the children at heart and were always willing to try out new ideas in education. The teachers were ‘lifelong learners’ long before the term was invented and I quickly realised that college graduation was not the final frontier, and that I would have to embrace innovative new technologies and teaching methods. I grew up in Ennistymon, County Clare and was surrounded by music from an early age. Both my father and older brother played guitar and it wasn’t long before I got the bug. I have played the guitar since and have always found it a great way to unwind at the end of the day. I had used the guitar regularly in school throughout my first 10 years teaching. In the mid 1990s, Mick McLoughlin, then director of a part-time education centre in Athlone, asked me to deliver my first music course to teachers. I went on to give further summer and winter refresher courses. Tuning over twenty guitars at the beginning of a session was a nightmare, especially where some of the instruments, and worse still, the strings belonged to Old God’s Time. Preparation for the classes was very time consuming. Notes were all handwritten and the only weapon in my armour was the humble photocopier. Today I still give guitar courses in Athlone and Portlaoise but now have access to countless resources courtesy of ‘You Tube’ and ‘Google’.

oversee the development of a new school plan incorporating curricular and organisational planning. It is true to say that if I hadn’t developed my IT skills when I did, I would have struggled to come to terms with the huge administrative demands of my job. In the years since, I have delivered a wide variety of IT courses as diverse as Web Design, PC Maintenance, Microsoft Office, Digital Cameras and Video and more recently Pod casting. I became so interested in computers that in 2005 I signed up for a Masters in Education course “Digital Media in Education” in the University of Limerick. This course provided me with the skills to prepare multimedia content for school use. It also was a great boost to my own self-confidence when delivering courses to teachers. I continue to give computer and guitar courses today. This summer I will work with five Midland schools dedicating a week to improving their ICT skills. I am always amazed by the generosity of teachers who place the good of their pupils ahead of their own reservations and apprehensions in the face of rapidly changing technologies. At a time when teachers are coming in for so much criticism about what the public often perceives as a safe job with short hours and an inflexible work ethic, I console myself with the evidence of what I have witnessed during 25 years as a teacher, principal and ICT tutor in what I still hold to be a very noble profession.

In 1998 I was asked to assist in the first computer courses for primary teachers and this was the start of what has now become 12 years of ICT tutoring with Athlone Education Centre. Schools IT 2000 had arrived and thousands of primary teachers were about to engage in a major technology drive that coincided with the arrival of the first PCs in our schools. Una Feeley, then a colleague of mine in Cornamaddy, asked me to be an assistant tutor in the delivery of the first of these summer courses for teachers. My computer skills were very rudimentary and I had never used a PC in my class. I received a crash course in computers from Una in our school on a Saturday and was helping to guide teachers through Phase 1 on Monday morning. One of the most gratifying parts of being involved in the training of teachers in the use of technology was that it became apparent very early on that the participants were not there to learn computing skills to take home, but once they knew how to operate the equipment intelligently they wanted to investigate how to use it to the benefit of their students. I am delighted that finally, after nearly 12 years of computers in our schools, teachers are getting ‘teaching computers’as part of the latest grants to primary schools. Most of these computers are probably portable and will afford teachers further opportunities to explore their true potential in the classroom. Not long after my immersion into ICT tutoring, two events were to put my own IT skills into practise. The Revised Curriculum was introduced to schools in 1999. Two years later, in 2001, I was appointed Principal of Cornamaddy NS. As a result, and like all Principals in the country, I had to PAG E 2 3

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