Leadership+ Issue 60 January 2011

ISSUE 60 ● JANUARY 2011

+ Leadership THE PROFESSIONAL VOICE OF PRINCIPALS

An Act of Educational Sabotage The Value of Drama What do we know about the design of our primary schools?

New IPPN Support Office now officially open Recently IPPN’s Support Office staff moved into a new building custom-designed for our needs.

With thanks to

Sponsor of IPPN Publications

Leading 24/7 Learning IPPN Conference 2011 Deich mBliana ag Fás…

Reeling in the Years Parent Teacher Meetings – Choppy Waters or Calm Seas?

An Act of Educational Sabotage

by Seán Cottrell and Pat Goff

Whatever happened to free primary education? Last year, parents provided 20% to 40% of their schools’ operational costs. Not only does this highlight the fallacy of ‘free education’, but when you consider that fundraised money is from income that has already been taxed, it means that parents are subsidising the State’s 3,400 schools’ day-to-day running costs by up to 50%! If that wasn’t enough, the Department of Education’s annual grant for schools, which is meant to fully fund operational costs, is being cut by 5%. The time has come to stop using the term ‘free education’. Every school has parents losing jobs, taking pay cuts or reduced hours. ‘Voluntary contributions’ are radically reduced, leaving a hole in schools’ budgets. Regardless of the economy, some parents cannot or will not contribute towards operating costs. A key value in every primary school is equity - equal and fair access by all children to all learning opportunities.This means that the voluntary contribution has to cover these children’s swimming lessons, school tours, visiting theatre groups etc. A major worry now for teachers and Principals is where to find money to ensure ‘equity’.

Having listened to numerous Principals describing the challenges their schools are facing, in my opinion, the quality of primary education will be negatively affected and ultimately, standards of literacy and numeracy will suffer.

The picture we are painting is not pretty and it doesn’t take into account the financial impact of the four-year plan on Principals and teachers.

Whatever the implications of reduced funding, and they will be severe, the real damage is going to be felt by the most vulnerable children – those with special educational needs, with disabilities, those without English, children Traveller and, of course, children from disadvantaged backgrounds.

Having listened to numerous Principals describing the challenges their schools are facing, in our opinion the quality of primary education will be negatively affected and ultimately, standards of literacy and numeracy will suffer. It goes against the nature of every Principal and teacher to even consider this possibility. However, if we believe that investing in education leads to improved learning outcomes, and it has, then the converse is also true. There is only so much ‘compensating’ and ‘making do’ that can be sustained long-term. Whether the Irish government, the EU or the IMF is responsible for what is happening to our education system, we have no doubt that the history books will record it as an act of educational sabotage.

This financial reality for schools must be considered against a backdrop of other severe cuts. The average class size has risen from 27 to 28. As this is an ‘average’, in reality it means there are classrooms with as few as 23/24 and as many as 32/33 pupils. The number of Special Needs Assistants has been reduced and capped.The Government’s four-year plan brings an end to the School Completion Programme, Resource teachers for Traveller children, Visiting teachers for children with vision and hearing disabilities and Teachers of English as a second language, among other programmes. Boards of Management will soon be directed to reduce the salaries paid to secretaries and caretakers in line with the salary cuts in the Public Service. This is incredible considering that these staff are not public servants and, in almost all cases, they are just about paid the minimum wage, unless they are lucky enough that the Board of Management can fundraise to ‘top up’ the inadequate grant that is meant to cover these essential roles.

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

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My Viewpoint:

The Value of Drama

By Ger O Sé, Principal, St Catherine’s NS, Rush, Co. Dublin The nature and substance of our education system is under scrutiny. On the one hand the Department of Education and Skills publishes a draft document on literacy and numeracy and advocates that three hours extra a week be spent on these areas. To accomodate this time the discretionary time allowed presently would be given over to literacy and numeracy and drama would be subsumed into the English curriculum. On the other hand, business people and others decry the lack of creativity and imaginative expression in our curriculum.

If the draft document is anything to go by, we appear to be advocating a ‘Mr Gradgrind’ school of education. All very well but is this in keeping with the principles of the Primary School Curriculum? The need for creativity is becoming more and more evident yet the draft document suggests subsuming drama into English where it will be little more than a methodology designed to teach another subject.

What is drama? What is its value? Why do we need it as a stand alone subject?

Drama is the means by which we investigate ourselves. Through drama we explore ourselves as individuals and then as individuals in community. It enables us to become aware of, and understand ourselves, in space. It allows us to examine in detail how we interact with the world around us and the people we encounter.

It is, in essence, the core subject, in that it incorporates all that we know of ourselves physically, spiritually and intellectually. Its purpose is the elucidation of truth, the creation of meaning; thoughts and ideas are clarified, concepts developed and understanding formed.

Drama is a social artform.This is the source of its power. It is a collaborative artform in which the

smallest contribution is as valid and essential as the largest. It allows each of us to contribute what we can and to feel a part of the whole.

If we limit drama to a methodology or to a set of strategies or techniques, we severely limit such understanding. Suddenly drama becomes a tool. We strip it of its essence and it becomes a utilitarian methodology to teach specific content. If we understand educational drama to be a box of tricks and tips we will certainly have an effective means to teach a wide variety of facts and figures but we will deprive our children of the means to discover themselves, to shape themselves, to invent themselves and the world around them.

To dismiss drama is to dismiss and misunderstand the purpose of the arts as a whole.

In essence drama is education as it involves and promotes questing and questioning, thinking and postulating, acting and being. It is imperative that such opportunities be provided for children in discrete drama time.When we employ drama as a methodology our focus, by necessity, is on the learning outcomes of the subject being taught not on drama. If we use drama to teach the child how to cross the road our attention is on that fact. If the focus were on drama we would concern ourselves with who was crossing the road and how they felt, where they had come from, where they were going and why they were going there. Drama provides a much broader learning palette.

To dismiss drama is to dismiss and misunderstand the purpose of the arts as a whole. The purpose of the arts is to give voice to the children. Drama, Music, Dance and Visual Arts enable us to furnish the child with a new and different imaginative vocabulary that enables the child to speak through these art forms. We can and need to be literate in ways other than that conceived by the document referred to at the beginning of this piece. We need to provide authentic opportunities in all art forms in order that children may discover where their voice for imaginative expression lies.

A curriculum that deprives its children of a full and true education in the arts stifles children and has a widespread and significant impact on society as a whole.

If we believe in the arts, if we believe that there is a place for creativity in our educational system, we cannot allow ourselves to be so shortsighted as to deny our children the opportunity to engage meaningfully with drama. To engage in a dialogue with themselves and others that has the power to cast light on how we think and behave that has the power to shape our selves and our world. As Leigh Hunt said: There are two worlds, the world that we can measure with line and rule, and the world that we feel with our hearts and imaginations.

Drama explores the second world. Our children need and deserve to have this world opened to them.

www.ippn.ie Resources - Principal Advice The following resources have recently been added to the website and can be found under the relevant web pages listed in bold font below:

RECRUITMENT Teachers ● New Circular – Recruitment of Teachers (0067/2010)

PRINCIPAL ADVICE SCHOOL POLICIES ● Work Experience Policy ● Parent/Teacher Communication

In-School Management Team ● Suggested Duties for Deputy Principal Post II PAG E 4

Board of Management ● Weather Warning – Protect your School PUBLICATIONS ● Deich mBliana ag Fás – December 2010 ● Leadership+ Issue 59 – November 2010.

Deich mBliana ag Fás…

Reeling in the Years

By Virginia O’Mahony To capture in a publication the birth, infancy and the first ten years in the life of IPPN was always going to be a challenge.

Seán Cottrell as editor and the team who undertook this important project marking the 10th birthday of IPPN were keenly aware of the importance of reflecting accurately the story so far of a vibrant Principals’ professional association.To adequately describe the journey, from the germ of an idea among a small group of professionally committed Principals, to a national network of over six thousand school leaders, required much deliberation and planning. Finally, the popular RTÉ series ‘Reeling in the Years’ provided the key. Rather than an historical textbook, describing every detail and nuance of the ten year development of IPPN, this publication would be presented in the style of ‘Reeling in the Years’. It would aim to give the reader an account of the important milestones, events and dates certainly, but in addition it would capture the dynamism, colour, flavour and complexity of IPPN ten years on.

IPPN has been served by five presidents over ten years. With the help of well-maintained archives, each of the five presidents reflects on their term of office, describing the main professional development events, challenges, research projects and publications.These articles are brought to life with photographs connected with the people and the events. Jim Hayes, IPPN’s first president, recalls the context in which IPPN began and traces its historical development in an article entitled ‘Great Oaks from Tiny Acorns Grow’. We are indebted to Jim’s meticulous record-keeping in the early

‘pre–technology’ days for first-hand information about the people, places and events that shaped IPPN. Tá tabhacht ar leith freisin ag baint leis an méid a scríobh Jim faoi ‘Tús IPPN…..Bóithrín na Smaointe’, mar léiríonn sé go soiléir an meoin agus an dearcadh profisiúnta a bhí ag na príomhoidí sin a d’oibrigh ón tús chun ceannasaíocht caoi a fhorbairt i mbunscoileanna na tíre.

IPPN, as the first professional body representing primary Principals, has achieved many other ‘firsts’ along the way, as outlined in an interesting summary of some thirty-one ‘Firsts’.

Brendan McCabe, a member of the IPPN Executive, takes a humorous look at the historical context of the world into which IPPN was born and grew up. As IPPN developed, so did the iPod, hybrid cars, interactive white boards and the birth control patch! Brendan also takes a more serious look at the issues which continue to face smaller schools and Teaching Principals in particular.

The pages which show IPPN’s many research projects, together with thirteen separate publications, speak of an association with a strong work ethic, policy development based on research and a willingness to push the boat out on behalf of Principals.With its aspiration to be outward-looking, IPPN’s connections and strategic alliances with international organisations such as the OECD, the International Confederation of Principals (ICP), the Ontario Principals’ Council, the New Zealand Principals’ Federation (NZPF) and NAHT Northern Ireland are outlined.

Seaghan Moriarty traces the development of IPPN’s use of ICT through the years and provides some amazing statistics. Who would

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ever have dreamed that networking@ippn.ie would now distribute 1,000,000 emails each week, enabling Principals to communicate with and provide collegial support to each other?

Deich mBliana is interspersed with photo montages which bring to life the conviviality, good humour and positivity of Principals when they meet in a myriad of contexts.

Tributes are paid to a founding member of IPPN and visionary school leader, the late Moira Lynch, who died in 2005. Two special friends of IPPN, Brian Tobin of Allianz and Teri Garvey, educationalist and broadcaster, who have also gone to their reward, are warmly remembered.

The ten year celebrations are also marked by the opening of IPPN’s new purpose-built offices in Glounthaune, Co. Cork. Seán traces the rather vagrant lifestyle of the Support Office up to now, from one rented premises to another, and the great sense of satisfaction of now having ‘a place of our own’. He reflects that this new building ‘is really significant in that it provides a sense of permanence having finally put down roots.’

And so the first decade of IPPN comes to an end and a new one begins. This second decade will bring challenges of a different kind for schools, for Principals and for the children in our care. The final picture in this book is of the children from Little Island National School happily at play, with the caption ‘The reason IPPN exists’. It is my favourite picture. Perhaps the next ten-year publication may well be entitled ‘Deich mBliana faoi Bhláth’.

What do we know about the design of our primary schools?

By Merike Darmody, Emer Smyth and Cliona Doherty of the Economic and Social Research Institute (ESRI) The increasing numbers of primary school pupils in the years to come will require an on-going programme of new school building.

Furthermore, new developments in teaching and learning approaches advocated by the Primary Curriculum (1999) have brought the significance of the quality of the physical school environment to centre stage, recognising its impact on pupils’ experiences. Existing international research has highlighted the importance of school design for teaching and learning but there is little empirical research on how the current primary school environment in Ireland is perceived by pupils, teachers and policy stakeholders.

A recent report by Merike Darmody, Emer Smyth and Cliona Doherty - Designing Primary Schools for the Future (available for download at www.esri.ie) - is therefore extremely timely in providing an evidence base for the design of existing and future school buildings.The authors suggest that future school design needs to be informed by the experiences of people who use the facilities the most – principals, teachers and pupils. To gain a better understanding of how different design factors impact on teaching and learning, the study draws on multiple perspectives: those of education stakeholders, principals, teachers and pupils.

The results of the study show that, in particular, school size and class size were matters of concern for teachers and pupils alike. Smaller schools were seen as less impersonal, enabling more attention to be given to each individual pupil. In addition, class size emerged as an important factor as the number of pupils in the class is likely to set limits to the kinds of teaching approaches which can be used. In general, approaches to teaching and learning were seen by teachers as having become more child-centred in recent years, thanks to the revised primary curriculum. However, lack of space was seen as having significant implications for teaching and learning within the classroom and putting the child-centred curriculum approach fully into practice. In particular, it was seen as difficult to fully utilise active learning methodologies - such as group work and play-

based learning - within cramped classroom conditions. Staff in older school buildings were particularly critical of space constraints. In addition, the physical size of the classroom also mattered, with teachers and pupils in a school with more generous classroom size feeling more satisfied with the space available.

The results of the study show that, in particular, school size and class size were matters of concern for teachers and pupils alike.

Fluctuating temperatures and excessive internal or external noise were identified as barriers to teaching and learning in the ESRI study, whereas natural lighting and ventilation, flexibility in temperature control and lack of noise travelling between rooms were seen to enhance teaching and learning activities. In addition, stakeholders, teachers and pupils were critical of available ICT/computer facilities and modern technology in primary schools. It was

generally felt that there is considerable potential to integrate ICT more fully into day-to-day teaching and learning.

The ESRI study yields new insights into the central importance of outdoor space to children’s experience of school. However, outdoor spaces in current primary schools attracted the most criticism, in terms of lack of space, poor surfaces and lack of play equipment.

As a result, the considerable potential for using outdoor spaces for relaxation between classes, as well as for learning, is not fully exploited.

Overall, the researchers found that schools built according to the current design guidelines were seen more positively by teachers and pupils than older school types in terms of classroom size, accessibility, lighting, heating, ventilation and storage, while incorporating principles of environmental sustainability. However, there is still much scope for improvement, particularly in areas such as site size and location, outdoor space, the use of ICT, and adequate and appropriate space for supplementary teaching, storage and pupil lunches.

‘I Drew This Picture Because I Love School and I Love Doing Work in My Classroom’ (Pear Tree Row School, large school, newer building).

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Latest News NEWS/PROJECTS UNDERWAY ● Retiring/ Newly-appointed Principals - 261 vacancies for the post of Principal have been advertised since 1st January 2010. Of these, 74 are still awaiting appointment. 103 mentoring partnerships between new and experienced Principals have been arranged so far. 15 schools have advertised more than twice for principalships. Please notify Jackie on support3@ippn.ie if you have been newly-appointed and have not yet made contact with IPPN. Similarly, if you are aware of a school seeking to appoint a Principal, please let us know so we can follow up to ensure all the appropriate supports are put in place for the new Principal. ● Principals’ Consultation Survey – If you have not already done so, please take the opportunity to complete the online survey which is designed to

inform IPPN's Executive on key policy issues that pertain to your leadership role and to your school. It includes sections on: ■ Probation of NQTs ■ School governance and management ■ ICT ■ Curriculum ■ Principals’ Health & Welfare ■ Child Protection ■ Secretarial and Administration ■ Budget cuts and readjustment ■ Membership services ■ Your role as principal ■ FÁS work placement scheme ■ Numeracy and literacy.

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MEETINGS/TRAINING HELD OR ATTENDED BY IPPN ● NCSE Conference ● Presentation to final year B. Ed students, Mary Immaculate College ● DES – OECD PISA Results ● OPC Conference ● INTO Education Conference, Cork ● IPPN/INTO Meeting ● Growing up in Ireland Research Conference, Dublin ● IPPN/Department of An Taoiseach.

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ICT Tips Leading 24/7 Learning

by Seaghan Moriarty, IPPN Technical Advisor "If we teach today's students as we taught yesterday’s, we rob them of tomorrow" John Dewey One of the key ‘change agents’ in exploiting the use of ICT is the Principal – whose role is not only to ‘extend’ learning but to fundamentally change the nature of learning in the school. This article examines the idea that learning happens 24/7 and often more learning takes place outside the classroom than within. It asks questions such as: ● How can school leaders exploit 24/7 learning? ● How can Principals engage pupils in a meaningful way outside the walls of the school? ● Is this even the responsibility of the school / principal?

Phrases such as “powering down to come to school” are often cited in relation to pupils’ ability to multi-task using different senses and media.This is in contrast to traditional characterisations of pupils as passive, with far more ‘teaching’ than ‘learning’ happening in the classroom. Is there a way to exploit technology to engage pupils outside of the classroom and tip that balance?

LEARNING ONLINE WITH A VIRTUAL LEARNING ENVIRONMENT Many schools are exploring this potential by taking their first steps using a Virtual Learning Environment (VLE). Many of you will have used Moodle (or similar) during online summer courses. This is one approach – basically having a space online for learning content.

So for example, schools might have: ● Resource links: These are usually categorised by subject or topic, where pupils can explore links in their own time, out of school. These might be documents, links to youtube videos, teacher powerpoints, links to relevant informational websites etc. ● Activities and exercises: These might be multichoice questions, quizzes (for example created with Hot Potatoes), pupil-created powerpoints, Web 2.0 services, and other media ● Groupings of pupils (e.g. by class). The VLE is aware of which group a pupil belongs to, and offers links to specific areas/resources the teacher has dictated for that pupil/group.

Schools don’t absolutely need a VLE to do most of the above. Schools with a modern website can enable teachers/pupils to create pages on the school website, and on these pages list links, upload

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resources and share group/class projects which can be viewed anytime anywhere.

USING EXISTING ONLINE FACILITIES/SERVICES Schools are also experimenting with the potential of facilities such as Facebook, Scoilnet Blogs, Google Docs, Edvance, Second Life – the important point to remember is that implementing an online system is not the end point; rather, it is the expansion of learning and engagement of pupils inside and outside school.This may initially just be a couple of your teachers uploading content/links to an ordinary school website page – and over time you will find that pupils’ hunger for learning is even more keen if you vary the ingredients!

Legal Diary

by David Ruddy, B.L.

Vetting The process of vetting forms an integral part of any child protection system. A key issue for the school is to determine whether any disclosure as a result of the vetting application could render a person unsuitable for employment by the school.

The Department of Health and Children have in 2010 published a revised version of the Children First Guidelines.The Department of Education and Skills (DES) will shortly publish revised Child Protection Guidelines for Schools which will reflect the revised Children First Guidelines. The publication of Circular 0063/2010 in relation to the requirements for Garda Vetting as part of the recruitment procedures for all teaching and nonteaching posts is timely, and has immediate effect.

This circular introduces for the first time the concept of a ‘Statutory Declaration’ and a ‘Form of Undertaking’. I propose to examine some background issues before examining the circular in detail.

HARD AND SOFT INFORMATION Hard information is at present the mainstay of the Irish vetting system.This relates to criminal activity and the successful prosecution of persons for such behaviour. This information is held by the Garda Síochána, and the Garda Central Vetting Unit (GCVU). Soft information includes information which has come to the attention of the Gardaí, the Health Service Executive (HSE) and Boards of Management (BoMs) that falls short of a conviction. Soft information could include an allegation of abuse or conduct warranting the placing of a child of the vetted person into care.

Such information, whilst highly relevant to people working within child protection, could lead to the rights of the vetted person being infringed.There is a clear distinction between those convicted of a crime and those who have not been convicted.

There are duties owed to the vetted person, the young people cared for and supervised by the vetted person, and the community at large. The legal rights of the person being vetted include: a. the right to equal treatment before the law b. the right to a good name c. the right to privacy and d. the right to earn a livelihood.

It should be borne in mind by schools that the fact that a person has a conviction does not automatically render that person unsuitable to

work with children or vulnerable adults. The primary criterion in assessing the significance of the conviction or other aspect of the disclosure is its relevance to child protection. An objective and balanced approach is critical in this regard. It is for the school to make a judgement as to the person’s suitability.

It is important to note that facts or information may come to the attention of a school through the vetting process, as part of recruitment procedures or at a later stage, which calls into question a person's suitability, from a child protection perspective, to work with children. It will be a matter for the school to consider all the circumstances of the case, give due weight to all relevant factors and afford fair procedures to the individual concerned before making a decision.

This will naturally have to be assessed on a case by case basis.

The Teaching Council, in the context of registration, has guidelines for assessing vetting disclosures that have convictions and/or prosecutions pending.This guidance is available on the Teaching Council website through the ‘Garda Vetting’ link and is an important source of reference for schools.

The National Vetting Bureau Bill 2011 (yet to be published) will allow for changes in Irish Law relating to the use of soft information. It will attempt to balance the law between the rights of children and the rights of those being vetted.The use of soft information will have to comply with due process. The procedures for its use must be designed with great care. The Joint Oireachtas Committee on the Constitution supports legislation in relation to the collection and storage of soft information.

In the USA, legislation in relation to hard and soft information is known as ‘Megan’s Law’. Megan Kanka, a 7 year-old girl, was raped and murdered by a known sex offender. In the US, there is a liberal approach to the access of information on the whereabouts of known sex offenders. The procedures vary State By State, and cover a range of offences. In some States, photographs and details of the offender, including his/her name and address, are posted on the internet. In other States, details are posted at police stations. In the UK, a PAG E 1 0

version of Megan’s Law known as ‘Sarah’s Law’ has been called for by a range of groups. Sarah Payne, an 8 year-old girl, suffered a similar fate to that of Megan.The UK has not introduced a full version of Megan’s Law. Procedures were piloted in 2007 whereby parents were able to ask if sex offenders lived on their child’s school route, and single parents were able to ask whether potential partners or people who cared for their children were convicted sex offenders.

VETTING & CIRCULAR 0063/2010 Circular 0063/2010 came into effect on 1st January 2011. The purpose of the Circular is to update and clarify the requirements for Garda vetting as part of recruitment procedures for all teaching and non-teaching positions.This circular replaces Circular 0094/2006. Confidentiality is absolutely essential in the processing of vetting applications. Any person who refuses to be vetted cannot be appointed or engaged by the school in any capacity, including in a voluntary role.

What is the role of school authorities in the vetting process?

It is the responsibility of the relevant school authority to have in place the necessary policy and procedures to ensure compliance with the requirements set out in this circular. The school authority must designate one person as a contact person for the purpose of liaising with the authorised signatory in relation to the vetting of applications on behalf of the school BoM. The school contact person will usually be the chairperson of the BoM or the school Principal.

The school authority should also designate a person to deputise for the contact person during his/her absence.

It is the responsibility of each BoM to have in place the necessary policy and procedures to ensure compliance with this circular. A copy of this circular should be provided to members of the BoM and the staff of each school. A copy should also be provided to the parents’ association.

HOW DO VETTING PROCEDURES OPERATE? Teachers All teachers being appointed to teaching positions of any duration must be vetted prior to

commencing employment unless they have already been vetted during the same or previous calendar year. This requirement to be vetted now includes teachers who are changing employment to other schools and teachers who are seeking short-term employment (including substitute work).

Non Teachers All special needs assistants and ancillary staff being appointed to non-teaching positions of any duration must be vetted prior to commencing employment unless they have already been vetted through the same registered organisation during the same or previous calendar year. In such cases, the relevant registered organisation (e.g. diocesan office, management body etc.) will provide the school authority with either the original vetting outcome or a certified copy of same.

What happens if the vetting process is not completed in advance of commencement?

Every effort must be made to complete the vetting process in advance of appointments being made.

However, if this is not possible then the prospective employee must confirm acceptance in writing that his/her appointment is subject to the satisfactory outcome of the vetting process.

Statutory Declarations As an additional safeguard, a child protection related ‘Statutory Declaration’ must be provided by all persons being appointed to teaching and non-teaching positions of any duration.

What is a Statutory Declaration? A Statutory Declaration is a statement signed by the person seeking employment in the school stating that there is no impediment from a child protection point of view in that person taking up a teaching/non teaching position in a school. The declaration must be attested by one of the following: a. b. c. d.

Notary Public Commissioner for Oaths Peace Commissioner or Practising Solicitor.

It is a matter for the person seeking employment to have this Statutory Declaration in order. A Statutory Declaration is regarded as valid if made in the same or previous calendar year.

Forms of Undertaking In addition, an associated ‘undertaking’ (which is

specific to the school) must be signed by all persons prior to commencing employment of any duration. This Form of Undertaking confirms what was stated in the Statutory Declaration and that nothing in the interim would adversely affect the position of trust in relation to children. For administrative ease, the Department’s payroll appointment forms will incorporate this undertaking. However, for any appointment (teaching or non-teaching) that does not require completion of a payroll appointment form, (i.e. substitute work) a separate Form of Undertaking must be completed.

Vetting of these persons should, where possible, be done by the relevant sporting, voluntary or community organisation Non-employees Any other persons (non-employees) such as volunteers, sports coaches, external tutors or those involved in extracurricular activities who have, or may have, unsupervised access to children must be vetted unless they have already been vetted within the previous 5 year period.The 5 year period will be kept under review having regard to the capacity of the GCVU. School authorities will be notified of any changes in this timeframe.

Vetting of these persons should, where possible, be done by the relevant sporting, voluntary or community organisation In introducing vetting requirements, the DES recognises that many sports coaches etc. have recently been vetted by their respective sporting organisations e.g. GAA, IRFU, FAI etc. The approach taken is that such persons are vetted via their relevant sporting/voluntary organisation rather than having replication of the vetting process across many schools.

Where the person comes within the ambit of a sporting or voluntary organisation and where vetting has been carried out via the organisation concerned, the school authority must obtain confirmation of same. National organisations such as the GAA, FAI and IRFU will be providing their sports coaches etc. with a letter confirming that s/he has been vetted by the organisation and that it is satisfied that the vetting outcome does not preclude the person concerned from working with children or vulnerable adults. In such cases, PAG E 1 1

the school authority must view and record that it has viewed this letter. It must also, separately, obtain proof of identity of the individual concerned. If the school authority has any queries it must contact the headquarters of the relevant sporting or voluntary organisation.

In cases where the above documentation is not available, the vetting must be arranged by the school authority via its relevant registered organisation (e.g. relevant diocesan office, management body or VEC etc.). If a school authority has any doubts about the suitability, from a child protection perspective, of any such persons to work with children or vulnerable adults then they should not be engaged in any capacity. The final decision on the suitability of such persons rests with each school authority.

Existing teachers and non-teaching staff It is envisaged at this stage that the vetting of existing members of teaching staff will commence, on a phased basis, in early 2011 as the expansion of service by the GCVU is rolled out. It is intended that the vetting of existing non-teaching staff will follow a similar timeline.

Recruitment procedures Thorough recruitment procedures are an essential element of child protection practice and should include seeking and following up of references and ensuring that any unexplained gaps in employment records/curriculum vitae are satisfactorily accounted for. Vetting should not take the place of recruitment procedures but must be used as part of those procedures.The Teaching Council processes the vetting applications of final year student teachers. On completion of the vetting process, the Teaching Council issues a Vetting Letter to the applicant teacher giving the outcome of the vetting as received from the GCVU. The school authority must obtain the original of this letter from the prospective employee and retain a copy for its records. Schools should note that registration with the Teaching Council does not obviate the need to obtain and view the original vetting letter.

In exceptional circumstances, where it is not possible to recruit a suitably qualified teacher, it may be necessary for the school authority to employ an unqualified person as an interim measure. In cases where the person concerned is not eligible to apply to be registered with the Teaching Council, vetting will be processed via the other registered organisations e.g. relevant

diocesan office or management body. In such cases, the school authority must obtain the original vetting outcome or a certified copy of same from the authorised signatory in the relevant registered organisation.

Appendix 3 produces an indicative guide to the respective roles of the school contact person and the authorised signatory in the diocesan office/management body and charts the steps to be taken by both in relation to the vetting process.

seeking to enter the school other than new entrants in 3rd class. In practice it appears that the school has decided to accept all entrants from 2nd class in St. Peter and St Paul's School, and appears to have decided to take no other entrants.

It is estimated that Garda Vetting currently takes 6/8 weeks to process.

Board of Management of St. Mologa’s National School v Department of Education & Science and Section 29 Appeals Committee Supreme Court November 2010 The facts of this case are that, in February 2008, parents applied for places in St. Molaga's National School for their two children who were 10 and 9 years of age at that time.The parents had recently moved to Balbriggan. In response to the application the parents were told verbally that the school was full and that no more pupils were being accepted.The refusal was confirmed in writing on the 6th February, 2008. In that written confirmation it was stated that the school was full.

St. Molaga's National School is a senior primary school with 3rd to 6th classes only. It has a longstanding relationship with St. Peter and St. Paul's School which caters for children to 2nd class only. The published enrolment policy of St. Molaga's National School is to give priority to pupils entering 3rd class having completed 2nd class in St. Peter and St. Paul's School, then to siblings of children already in the school, then to Catholic children of the parish, then to Catholic children outside the parish, then to non-Catholic children of the parish, and finally to non-Catholic children from outside the parish. There is no formal "transfer" policy to cater for children

The parents appealed those decisions to the Appeals Committee. The Appeals Committee allowed the appeal. The Board of Management brought judicial review proceedings of the decisions of the Appeals Committee. The High Court (Irvine J.) on the 17th February, 2009 allowed the appeal and quashed the decision of the Appeals Committee.The Appeals Committee appealed to the Supreme Court against the judgment and order of the High Court quashing the decisions of the Appeals Committee.

Schools should always be cognisant that the responsibility to provide a duty of care towards the pupils in the school remains that of the school authority.

Do student teachers need to be vetted?

If a student teacher has or may have unsupervised access to children or vulnerable adults then he/she must be vetted. Where vetting is arranged for student teachers through the relevant Training College/University, the school authority must obtain the original vetting letter outlining the outcome of vetting which the student teacher has received from the Training College/University.

Observation Circular 0063/2010 provides for a more robust recruitment mechanism for schools employing teachers, special needs assistants and ancillary staff.

It also provides for the vetting of instructors, coaches, part-time tutors and volunteers involved in In-school and extracurricular activities. It is essential that this Circular is read in full. The question and answer section is helpful in developing an understanding of the content of the circular.Appendix 2 provides a copy of a Statutory Declaration, and a Form of Undertaking.

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The Supreme Court held that the High Court erred in finding that a Section 29 Appeals Committee was limited in its scope of enquiry only to review the lawfulness and or reasonableness of a decision of a Board of Management in relation to its decision to refuse to enrol pupils. This means that the limitations which the High Court placed on the scope of the Section 29 committee’s enquiry have now been lifted.

The Court did not examine the actual facts of the case as to whether the school was full or not as had been done in the High Court. I suspect that the DES will be happy with the clarification of the role of the Section 29 Committee rather than revisit a decision on the facts which went against the committee.

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primary

Gala Dinner and Refreshements

President’s Reception

IPPN Annual Principals’

CONFERENCE

Publications

Conference Bags

2011

OUR CHILDREN – OU R FUTU RE

Thursday 27th – Saturday 29th January 2011 IPPN’s Annual Principals' Conference 2011 will be facilitated by Olivia O’Leary.

Conference Keynote Speakers include: ● Professor Andrew Hargreaves ● Dr. Pasi Sahlberg ● Prof. Niamh Brennan ● Pat Goff ● Seán Cottrell

This year’s Seminars include : ● ● ● ● ● ● ● ● ● ● ●

Manage your stress – improve your performance - Karen Belshaw Child Protection - Doing what's right for the child - Maria Doyle Literacy - 'What are we doing?’, Martin Gleeson - Gene Mehigan Leading teacher planning in your school - Noel Loftus, Marie Rainey Incredible years Programme- How we make it work - Ena Morley WSE - Quality assurance and school improvement - Gary O Donnchadh,Yvonne Keating Time Management for Administrative Principals - Aiden O'Brien Managing relationships with challenging adults in the school community, - Joe O'Connell Time Management for Teaching Principals - Micheál Rea The Inclusive School - myth or reality? - Eithne Roycroft, Cathy Sands DEIS- Joining the Dots - Claire Ryan

For full details log onto www.ippn.ie PAG E 1 3

Gala Dinner Wine

List of Conference 2011 Exhibitors Stand No.

Exhibitor

A1 A2 A3 A4 A5 A6 A7 A8 & A9 A10, B11 & B12 A11 A12 A13 A14 A15 A16 A17 A18 B1 B2 B3 B4 B7 B8 B9 B10 B13 B14 B15 B16 B17 B18 C1 C2 C3 C4 C5 C6 C7&8 C8 & F10 C9 C10 C11 C12 C13 & D12 C14 C15 C16 C17 C18 D1 D2 D4 D5 D6&D7 D9 D10 D11 D13 D14 Demo Area 1 Demo Area 2 Demo Area 3 E1 E2 E3 E4&F4 E5 E6 E7&8 E9 E10 E11 E12 E13 E14 E15&E16 E17 E18 F2 F3 F5 F6 F7 F8 F9 F11&F12 F13 F14&F16 F15 F17 F18

Schools Websites Allianz Resources4Learning Ltd. 3M Ireland EMS Copiers (services) Ltd Don Keating Wholesale Ceol Ireland Images Ltd CJ Fallon Limited Lennox TRACE Board Living Shamrock Hitachi Interactive Solutions European Commission Dogs Trust Cahertec Ltd. Spectrum Educational JD Resources Epson Ireland The Garden Escape Ltd Topline Marking Ltd. National Centre for Technology in Education - NCTE The Primary Planet VSO Ireland Sord Data Systems Spraoi!

Ille Paper Services Schoolware schoolzone.ie The Magic of Music SDG Acoustic & Vibration Control Microsoft Ireland Edtech Software Gill & Macmillan Publishers Innovative Modular Buildings ABC School Supply Centre Select Blinds National Dairy Council An Gúm / Foras na Gaeilge Carambola Kidz Aladdin Schools Edware Energia Databiz Solutions Glanmore Foods Dynamic Office Ltd Food Dudes Healthy Eating Programme Big Red Book Irish Play Centre Association Energy Saving Systems Scoiltel Rainbow Education Irish Aid O’Mahony’s Book Sellers Edco An Mála Mór Findel Education Pure Skill Bonavox Limited Cornmarket Toomey Audio Visual Liosdoire Computers Go Interactive Public Sector Retirement Advisors Dancin' Time Learning Horizons SOS Group Lets Go Summer Schools ComputerXplorers WESCO Mecon Water Management Ltd. Edvance Software Asset Management Ireland Unique Diary Productions Comhar Linn INTO Credit Union Ltd School Services IMEX Interactive Quill Ireland Direct Ltd County Photos Memory Lane Photography Forbo Ireland Scholastic Ireland DEB Supplies MCR Group IBS - Irish Business Systems About Computers Prim-Ed Publishing Ltd Net Communications Ltd Folens Publishers VHI Healthcare VHI Employee Assistance Outside the Box Learning Resources

A2 ALLIANZ Allianz are the leading provider of school Insurance in Ireland and Platinum Sponsor of IPPN. Our School Protection Policy together with our Pupil Personal Accident Policy (30% discount available on-line) ensures that your school has the most comprehensive protection available. In addition, our local Representitives, based in your area, are happy to provide any assistance your school requires: Contact: Alan Black - North East, 087 9938227 Shane Mooney – West, 087 9190428 Martin Sinnott - South East, 087 6862329 Neil Tobin – South, 087 2528018 Noel O'Loughlin - South West, 087 2588943 Mairead Mullins - North West, 087 2485065

A10, B11 & B12

CJ FALLON

IPPN’s official conference publications sponsor.

CJ Fallon has been setting the standards for Primary school textbooks in Ireland for more than 80 years. Our emphasis on quality over quantity has stood to us…every title that we publish has been thoroughly planned, researched and designed.

Our English, Irish and Mathematics textbooks are the most widely used in Irish Primary Schools and our ‘Quest’ series is also popular.

The assessment tools, Sigma-T and Micra-T have been upgraded for 2011. We are also leading the development of interactive learning resources with Destination Maths, Mathletics, interactive exercises for Bun go Barr, web links for Quest and online interactive versions of our texts.

A3 RESOURCES4LEARNING

C11 ENERGIA

Specialists in supplying and supporting ICT equipment to Irish Primary schools for teaching and learning. ● Products for the main teaching areas include: interactive white boards, interactive projectors, sound systems, visualisers, wireless keyboards and mice, tablets, student response systems, microphones (MP3 recorder ), headsets and microphones, flip videos, attention tracker, talk tracker ● Products for special needs: Large Lower Case Keyboard & Multi-Coloured Mice, HeadMouse® Extreme (Head-Controlled Wireless Computer Access), Dragger software, attention tracker, Talk Tracker

Energia, a member of the Viridian group, is the largest independent energy supplier in Ireland. As an integrated energy business we have access to one of the largest and most comprehensive portfolios of conventional and renewable power in Ireland. Over the past 10 years, this generation capability and market expertise has enabled us to provide competitive electricity and gas to over 25% of the Irish business sector.

Your school too can avail of our special affinity deal on electricity and/or gas for IPPN members.

Just call 1850 719 376

Contact: Sylvia Hughes Telephone: 061 398 747 Email: info@resources4learning.ie Web: www.resources4learning.ie

C12 DATABIZ SOLUTIONS

A4 3M IRELAND See the SCP716 Super Close Projection System with the option of Simply Interactive! ● Framework Approved ● Up to 91” image ● Includes built-in 2 x 20W speakers ● Convenient control box for easy access to inputs/outputs and controls.

Plus! Looking for an interactive system? The SCP716 can be purchased to include Simply Interactive. ● Converts any dry-erase board into a fully interactive board. ● No need for pre-installed software or drivers ● Your pen simply becomes your computer mouse! ● No licence fees, no learning curve and complete freedom to choose and use any software / apps.

Founded by a teacher, DataBiz Solutions provides a range of user-friendly computerised systems for primary schools, including: DATABIZ NS ADMIN and ATTENDANCE * DATABIZ SCHOOL LIBRARY DATABIZ BOOK RENTAL (* ar fáil as Gaeilge) ● User-friendly systems specifically designed for primary schools in Ireland ● Data is stored IN your school ● Flexible payment options ● Visit www.databizsolutions.ie for screenshots and more detail For more information or to arrange a free demonstration, please visit our exhibition stand (C12) or contact us as follows: Email: info@databizsolutions.ie Phone: 091-556755 / 091-555149 / 087-7761405 Web Site: www.databizsolutions.ie

VISIT @ STAND A4 Contact Lorna Mould (01) 2711600 lmould@mmm.com • www.3m.co.uk/meetings

D1 SCOILTEL A5 EMS COPIERS (SERVICES) LTD EMS Copiers was established in 1970 and has a reputation for quality of service and excellent products that are second to none. The vast majority of our clients are in the education segment and we have a unique insight into the needs of a busy school like yours.With nationwide service and a sophisticated management system we can guarantee the highest level of service. EMS has recently launched a Stationery Division, check out our pricing and products, the value and quality on offer will surprise you.

Please visit our stand at area A5 Phone: 01 6205501 Email: sales@emscopiers.ie Web: www.emscopiers.ie

ScoilTel is IPPN’s landline telephone service to members. In operation since 2005 the service offers savings of up to 40% [to more than 500 school’s] when compared to eircom. ScoilTel is powered by Pure Telecom who are 100% Irish owned & operated and provide services to thousands of residential customers across Ireland and businesses such as Smyths Toys, Pfizer and Setanta Sports Scoiltel Unit 3018 Lake Drive Citywest Business Campus Dublin 24 Phone: 1890 701 801 Email: scoiltel@puretelecom.ie Fax: 01 4663893

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D5 O'MAHONY'S BOOKSELLERS O’Mahony’s Booksellers are one of the largest schoolbook suppliers in the country employing over 100 people and have been in business since 1902.

O’Mahony’s stock every schoolbook title year round, as well as novels, dictionaries, DVDs, general books, educational resource material and stationery. Services include book covering, pricing school lists, special and online ordering, school partnership schemes and discounts on bulk purchases.

We are also one of the largest public and school library suppliers in the country. Personal service guaranteed.

Contact: Pam Bardini & Colette Cotter Head office: 120 O’Connell Street, Limerick.

Telephone 1890 686868.

Website: www.omahonys.ie Email: schoolbooks@omahonys.ie.

SMARTBOARD SMART Technologies introduced the world’s first interactive whiteboard in 1991 and is the global interactive whiteboard category leader, providing easyto-use, integrated hardware, software and services that improve the way the world collaborates and learns.

For more than 20 years, innovation and commitment to excellence have been at the core of its business.

SMART revolutionised the education market with products that empower educators to improve student outcomes by effectively implementing technology products that support all learning styles and environments.

Please visit our reseller’s stands to see the latest SMART products Cahertec (A16) Go Interactive (demo area 3) Lisodaire Computers (demo area 2) Toomeys AV (demo area 1)

E10 EDVANCE

primary

At SAMI, we believe that technology has the ability to enrich and enhance learning. That’s the reason we have developed Edvance, the leading ICT solution for Irish primary schools.

With Edvance, teachers can redefine the ‘traditional’ classroom by inspiring their pupils and bringing imagination to their work. Edvance provides the tools that allow teachers and principals spend less time on administration and more time on introducing new ways of learning. All provided in one easy to use and secure environment.

Enquiries: (01) 8973116 Email: sales@edvance.ie Website: www.edvance.ie

F3 FORBO IRELAND D6 & D7 THE EDUCATIONAL COMPANY OF IRELAND The Educational Company of Ireland is Ireland’s leading publisher and distributor of school textbooks and resources for the Irish Curriculum.

Edco have recently launched a selection of new primary titles including, Exercise Your English, Sin é!, Window on the World Geography and Window on the World Science plus some brand new digital products Spellcheck and Pace Yourself! www.edcoDigital.ie –offers teachers access to our textbooks in an e-book format, allowing you to project the textbook onto a screen or IWB, facilitating ICT integration and active learning in your classroom.

Register Now at www.edcoDigital.ie

DEMO A3 GO INTERACTIVE GOinteractive have been involved with Irish schools since the introduction of technology into the Irish Primary School classroom. As a SMART specialist we deliver on our promise of providing you, the Principal, with the reassurance that you need when investing in Interactive Whiteboard technology. All our installations are carried out by SMART Factory trained installers and all our SMART Board training is delivered by SMART Certified trainers. Please come and visit our “Classroom of the Future” in Demonstration Area 3 at this years conference to see how you can improve the learning environment for both your staff and pupils. www.gointeractive.ie Ph: 01 4704028

Forbo Flooring Ltd. is a leading producer in project vinyl and linoleum floor coverings. In addition we offer a comprehensive collection of flocked floor coverings, carpet tiles and entrance flooring systems.

Our high-quality products combine functionality and design boasting long life and consistency.

We are committed to environmentally responsible production and to far-reaching customer service. With a range of subfloor systems, adhesives and floor care products to complete our extensive and versatile product portfolio, Forbo Flooring Systems can deliver ‘total solutions’ for every project.

For more information please contact our sales office on 01 2898 898.

C8 & F10 CARAMBOLA KIDZ Carambola (www.carambola.ie) is back to basics for 2011. We established ourselves in 2003 and very quickly became the premier company providing healthy school lunches to children under the DEIS and SCP lunch programmes in much of Ireland.

Our mission became ‘To Promote Healthy Lifestyle Awareness in All Children…beginning with Nutrition.’

We are reaffirming that mission for 2011.

We are proud of the fact that since our entry into the market the standard of food presented to children has risen significantly; that’s because we will only ever feed children in school stuff we would be happy feed our own kids at home. Visit us at stands C8 and F10

FA F8 IRISH BUSINESS E2 DANCIN' TIME ‘Dancin’ Time’ is a delightful, innovative resource pack that will help all teachers (regardless of dance experience), to teach Irish and folk dance in a simple and fun way. ‘Dancin’ Time’ which is currently being used in over 1000 primary schools, includes 19 dances demonstrated on DVD. The dances, taken from the PE curriculum, are suitable for Infants to 6th class and come with music accompaniment on 4 CDs and an instruction booklet. An Irish version ‘Am Damhsa’ includes an additional demonstration of sean-nós dancing. “A fantastic resource” - ‘In Touch’ review (October 2009). Special Conference price €65.

See www.schooldance.ie

If you have any products with Cornmarket or simply need financial advice after the budget they will be at the conference to answer your questions.

(01) 408 4025, www.cornmarket.ie Cornmarket Group Financial Services Ltd. is regulated by the Central Bank of Ireland. A member of the Irish Life & Permanent Group.

Irish Life & Permanent plc is regulated by the Central Bank of Ireland. Telephone calls may be recorded for quality control and training purposes.

Dublin/Cork/Belfast/Galway/Limerick/Laois/Derry IBS, is the largest distributor of Photocopiers, Printers, MF Ds and Document Management Solutions in Ireland. We provide a First-Class Service and guaranteed 2-hour response time - with 65 Service Engineers strategically located throughout the island of Ireland. IBS is an ISO quality assured company. We offer a wide range of supplies for Xerox and Konica Minolta products – cartridges, toner, imaging units, paper, etc. IBS is proud sponsor of IPPN and offer fantastic discounts to members.

Phone: 1800 23 00 00 Email: sales @dublin.ibs.ie Website: www.ibs.ie

D14 CORNMARKET GROUP FINANCIAL SERVICES LTD Cornmarket has provided independent financial advice to Primary School Teachers & Principals for nearly 40 years. Using the bulk buying power of Teachers & Principals, Cornmarket has been successful in negotiating a wide range of preferential services tailored to Primary School Teachers and Principals needs.

SYSTEMS LIMITED

E6 COMPUTERXPLORERS Visit ComputerXplorers (E6) to make your opinion known in the ICT strategy debate and, have the chance to win a fantastic Flip camera.

ComputerXplorers works in partnership with schools to deliver innovative technology-based activities for children and is collating evidence from your experiences to provide a consensus view on the role of ICT in our schools. A concise, realistic and achievable strategy is imperative to actively engage children’s interest in ICT from an early age. Complete the survey, meet the ComputerXplorers team and take the opportunity to find out how ComputerXplorers can help put your school ahead in ICT provision.

Visit our website for further information: www.computerxplorers.ie

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F1 & F12 PRIM-ED PUBLISHING LTD Prim-Ed Publishing have been serving the schools in Ireland for over 16 years. We are your one stop shop for all your Teacher resource needs. Come visit us on stands F11 & F12 to view our range of Interactive Whiteboards, Visualisers, Projectors and more!

You can also get a demo of our NEW Digital books. All of our copymasters are now available in digital format and are fully interactive for use with your computers or Interactive Whiteboards.

There will be great show offers for all visitors!

Prim-Ed Publishing www.prim-ed.com 1890 92 99 59

Above: IPPN Presidents to date – Tomás Ó Slatara, Pat Goff,Virginia O’Mahony and Jim Hayes. Missing is Larry Fleming who served from 2007-2009.

Left: Founding President, Jim Hayes and Director Seán Cottrell plant a black birch tree at the official opening of IPPN’s new Support Office

PAG E 1 6

New IPPN Support Office now officially open

By Seán Cottrell Recently IPPN’s Support Office staff moved into a new building custom-designed for our needs.

This was the sixth premises used since IPPN was founded. When I was appointed Director in 2000, the ‘Support Office’ was a spare bedroom in my home. In 2001, Sue Cowburn was employed to provide administrative assistance to IPPN and consequently an office was rented in Penrose Wharf in Cork City.This was a single room office with no daylight. It served its purpose for a year and a half until more suitable premises were found. Our next move was to Glounthaune to a more spacious single-room office ‘over the auctioneers’. This had two windows so we were really on the way up! At the end of 2002, Caroline O’Dea joined the Support Office staff and shortly afterwards, Sue, Caroline and I moved to Rose Cottage, a 4-room country cottage, also in Glounthaune. No change of address was required and this was no harm, considering mail sent to Penrose Wharf continued to be redirected to Glounthaune for almost 3 years!

Rose Cottage was a very pleasant working environment with many of the comforts of home.

The offices were in fact originally bedrooms (and decorated in lovely 1980s floral and stripy wallpaper!) and a large country kitchen provided a staff room better than most schools.

By 2007, it became clear that, as the organisation grew from strength to strength and with the addition of new staff to the Support Office team, a permanent ‘home’ with more space was needed.

After much searching for a site, the Executive backed a proposal to purchase a 1-acre site which contained a small cottage of less than 1,000 sq feet of space. In July 2008, 8 staff moved from Rose Cottage to this ‘new’ cottage. This was going to be the second last move, as planning permission had been granted in February of that year to construct a purpose-built office on the same site. This was after an open competition among architects to design the new IPPN offices.Tenders were invited and John Sisk & Son Ltd won this competition.

Even then there was a process of ‘value engineering’, or in our language, looking at each large cost item and ensuring the best value for each.

On 26th June 2009, the first sod was officially turned by founding President Jim Hayes.

Construction began in July 2009 and was completed by January 2010. Once the office fit-out was completed, staff moved in during the mid-term break in February 2010. Everyone is aware of the collapse of the building industry since 2008. So it was not surprising that the construction of new

offices was the subject of much curiosity in the local area. Rumours spread that it was everything from a luxury cowshed, a centre for asylum seekers to a mosque to a regional office for NAMA! The Support Office is located 10 kms east of Cork City, close to the junction of the N8 to Dublin, the Jack Lynch Tunnel and the N25 to Waterford. From the early days in converted bedrooms and cottages, IPPN has gradually built a highly-skilled team with a wide variety of qualifications and backgrounds who live locally. The actual location of the office matters little in real terms as Principals don’t physically visit IPPN. Instead, IPPN reaches Principals through the internet, telephone, email, publications and conferences. Every Principal knows the long haul and the hard work associated with a building a new school. Equally, you know the tremendous sense of satisfaction and the joy of moving into a new building with all the mod cons.

Thankfully, the Support Office staff can finally enjoy the benefits of central heating, daylight, storage space, meeting rooms, separate male and female toilets, car parking space and a canteen. They even have enough room to swivel their chairs without hitting someone in the shins!

Simple, clever way to save energy Until it was pointed out to me I never realised how much heat is lost from a radiator into the wall on which it is mounted. Energy Saving Systems Ltd. kindly sponsored the installation of their innovative product throughout our new support office. No mess, no hassle, this process involves placing a self adhesive reflective panel onto the wall behind each radiator. The silver-coloured panel reflects the heat away from the wall ensuring that the maximum heat benefit remains in the room. IPPN appreciates Energy Saving Systems’ sponsorship of their product in our new Support Office.

PAG E 1 7

As well as the achievement of acquiring decent office space, what is really significant is that it provides a sense of permanence having finally put down roots, putting an end to the uncertainty of rental premises. Economically, it also makes sense not to continuously pay rent.

It is hard to believe that in ten years from the one bedroom to the purpose built offices we are now facilitating: ● 30,000 teachers registered on EducationPosts.ie ● 2,500 teaching vacancies advertised on EducationPosts in one year ● 13,700 teachers registered for TextaSub text message alerts ● 1,000,000 networking@ippn.ie emails per week distributed ● 1,800 schools using TextaParent ● 1,700 Principals participating in online surveys on EducationOpinion.ie ● 200 newly-appointed/aspiring Principals studying courses through Learningplus.ippn.ie ● Several hundred Principals and Deputy Principals contributing their policies, plans, templates etc. to ippn.ie ● In 2010 alone, 2,000 professional queries handled through Principal Advice.

On Friday, 10th December, the new Support Office was officially opened. Professor John Coolahan, Founding President Jim Hayes, current President Pat Goff, Director Seán Cottrell and Assistant Director Virginia O’Mahony spoke about the genesis of the first Irish professional body for school leaders, the educational landscape over the past 20 or so years and IPPN’s impact on the role of the primary Principal. Jim Hayes and Seán Cottrell planted a black birch tree to commemorate the occasion.The new office is just the beginning…

IMAGES SCHOOL ART EXHIBITION

A TEACHER’S PERSPECTIVE “The childr children en n wer were e full of excitement in n the lead up to the exhibition n & the teachers felt motivated it rreally eally motiv vated them to use creativity their cr eativitty in their artistic endeavours. We We rreceived eceived many positive com comments ments from from par parents ents on the day its itself self and on the days f ll i the following he event. I would ld have h no hesitation n in recommending recommending Images to ot other her schools.

Thank professionalism T hank yyou ou ffor or yyour our p rofessionalism & patience.”

Trinity N.S. Mervue, Galway.

Holy T rinity r N Galway.

“The par parents entss & children children said the exhibition n was the most event enjoyable ev ent ever run in the Images school. Imag es organised organised everything superbly. su uperbly. If we run the exhibition ag again gain I would want it same. exactly the sa ame. Many thanks.”

Committee, Mount Fundraising C Anville N.S. K Kilmacud, Dublin “The exhibiti exhibition ion was a very equal project that pr p oject j in tha at children children of all abilities academic ab ilities participated and academi academicc ability did not matter.. Imag matter Images es were were certainly the organised most or ganissed and cooperative school agency the sc chool has ever dealt with.”

Ultáin, Gaelscoil Ultá áin, Monaghan overburdened “For the ove rburdened principal the h efficiency ffi y and d attention were to detail wer e a marvel.”

Glenties N.S. Donegal exhibition “The exhibiti ion was clean, simple wonderful and a wonde erful fundraiser plus project for art pr oject fo or the school.”

Mara Realt na Mar ra N.S. Mornington, Co Meath

“Nothing but positive “ Nothing b ut p ositive ccomments. omments.

T he p ride & jjoy oy the the p arents ffelt elt The pride parents w overwhelming at time was es. times.

T Thanks so much for this e experience.”

O Lady of Mercy N.S. Sl Our ligo Sligo “A huge success and well “ w h the worth h ef fffort.” ” effort.”

M Moneenroe N.S. Castlecome er, Castlecomer, C Kilkenny Co. “The whole pr “ procedure ocedure fr from o om finish sstart tart to to fi nish rran an very very smoothly smoothly free.

Well a was pain fr and ee. W ell done!!” do one!!”

Redeemer R edeemer B Boys oys N.S. N.S. Dundalk, Dundalk, C Louth Co. “Parents “Par “ ents to whom I spoke e it was a lovely idea t thought ide ea were what a wer and e very proud proud of w hat children produced.” t their childr en had pr oduce ed.”

S Felim’ St Felim’s ’s N.S. Baileboro, C Cavan Co. “I couldn’ “ couldn’tt rreally eally see anyth anything hing t that could be impr improved. oved oved.

Itt was our first exhibition and a were w wer we e delighted with it it.” .”

S Scoil Mhuire, Oranmore, C Galway Co. “Parents were “Parents “ were thrilled with h the e evening exhibition and ma many any c called later to say thanks.” ” N Newmarket-on-Fergus N.S..

C Clare Co. “T “Teacher “ Teacher e feedback was ve very ery pride p positive.

The looks of prid de o he childr on children’s en’s faces wass e evidence of how successfu successful ul t exhibition was.” the B Ballyraine N.S. Letterkenny Letterkenny, y, C Donegal Co.

For mor more e information information ring uss on 1800 22-66-9 22-66-99 99 and come e and meet us at the e I.P.P.N. I.P P.P .P.N. . confer conference re encce

Parent Teacher Meetings – Choppy Waters or Calm Seas?

By Damian White, Editor, Leadership+ and Principal, Scoil Shinchill, Killeigh, Co. Offaly

Teacher meetings over two evenings, one of which clashed with those of the secondary school where our eldest child is now in first year. It wasn't deliberate really – Jack Frost and Bob Snow combined to push us back a week, causing the clash. It meant that my wife, after a full day at the IWB face (The chalk face being redundant) and all that goes with being a Teaching Principal, had to spend her evening meeting 10 new teachers. Recession or no recession, it was an evening for the gluttonous wonders of Chinese cooking. Once eye watering and joint stiffening amounts of black bean sauce with a light sprinkling of beef were squeezed from foil tubs, shop talk broke out and we considered the various participants in the annual November ritual and what it means to Mum.

On a human level, teachers will stress more about certain parents due to previous experience, horror stories from other teachers, anecdotal evidence or the message about to be delivered.

As Teachers, our first objective in meeting the parents is to convey to them how children are getting on at the various subjects, what standardised tests are telling us, how they are behaving and performing socially. We discuss their homework, their needs, concentration levels and hobbies. With the majority of parents, the meeting is a pleasant occasion with both parties knowing the subject (i.e. the child) well enough that there is a confidence and trust shared that is mutually recognised as being of benefit to the child.

On a human level, teachers will stress more about certain parents due to previous experience, horror stories from other teachers, anecdotal evidence or the message about to be delivered. As Professor Todd Whittaker

pointed out, it is important that we recognise that these parents have sent us the very best children they have, not a selection from a box of goodies. How we deliver the 'less than good' verdict on a child may be devastating for parents who, for one reason or another, were expecting better news. My own simple formula could be applied to the set list of a rock band – start with the familiar, the good, safe pleasant information, fit in the areas of concern in the middle and finish strong, with more good news or suggested solutions to difficulties discussed.

For parents coming to the school, emotions can range from fear due to unpleasant memories of Parent Teacher meetings in their youth, to concern for a child's progress, to anger over one or more issues, to appreciation of all the school or particular teacher is doing for the child. The teacher may have no way of knowing who is in what emotional state until they are in the room together.

For the pupil, there are usually no surprising consequences of a Parent Teacher meeting.

They generally know what their teacher is likely to say, based on how they have been relating to each other in class.

Affirmation from a teacher to the parents can have a very positive effect on the child's confidence and trust in the teacher increases.

If gentle reminders regarding giddiness, concentration or untidiness are given, parents and children will, in all likelihood, have been expecting it. A colleague recently recounted the experience of telling a mother that her son was chatty in class, the same description used by the mother when the teacher was a child in her class years earlier. Both parties enjoyed the irony of the situation.

A female colleague recently remarked that PTMs can become PMT with the stroke of a pen! To prevent tension and ensure that the experience is a pleasant one for all concerned, some useful steps can be taken:

PAG E 1 9

1. Teachers spend 20 minutes with the class teacher from the previous year (where possible) discussing areas they may expressed concern about in relation to children. Retention of notes from year to year from PTMs is important as it allows the teacher to assess where progress has been made in the non-academic areas, before meeting the parents.

2. Timetabling appointments – yes, it takes time which is a precious commodity for all Principals. However, less queuing means happier parents coming face to face with teachers, who know exactly whom they meet next. A parent who must meet 4 teachers can be in and out in 40 minutes with a little planning.

3. Refuelling the troops – A PTM evening can be long and tiring. Arranging for tea/coffee to be delivered to each teacher is important. An Administrative Principal or Deputy Principal could do worse than circulate with the tea tray to staff. It sends out a collegial message and gives the queuing parents a glimpse of the human side of proceedings. Where possible, it is a good idea to offer waiting parents a cup of tea. While they rarely accept, the offer is noted. If parents have rushed from work to be at the PTM, they may even take up the offer. Magazines or newspapers for the waiting parents to peruse might also be provided.

4. Remember to leave the heat on – it’s a long time from 2pm to 6pm if you’re sitting in a room with no heat!

The Chinese food, while instantly gratifying, sat as a reminder for the remainder of the evening that Parent Teacher meetings, regardless of their success, can be heavy going.

At least I didn't add to the heartburn by eating the fortune cookie – that went to my daughter for what her 10 teachers said!

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Looking to the future

By Paul Rowe, CEO Educate Together

During the boom years, Irish society was changing at a rapid rate but its education system was falling further and further behind. Now in the depths of a crisis of State finances, one of the great challenges for Irish civil society is to ensure that our schools are given the strategic importance that they merit and to insist that long discussed and overdue reforms actually take place.

A rapidly increasing proportion of families using our primary school system would prefer schools that allow children to learn in schools that treat them equally irrespective of their social, cultural or religious backgrounds.This growing minority of families must be provided for by the State and should not be forced to send their children to religious schools against their wishes. To address this need, an increase in the numbers of schools operated along the lines of the Educate Together model will be necessary and a mechanism will have to be found to allow schools to change and transform their ethos to suit changing community needs.

A rapidly increasing proportion of families using our primary school system would prefer schools that allow children to learn in schools that treat them equally irrespective of their social, cultural or religious backgrounds.

The role of the State in supporting schools will have to be re-cast. With the overhaul of the VECs announced by the current Minister, there is an opportunity for a deeper examination of their role. This examination will have to take place in any case, as the spotlight is shone on these institutions. They duplicate local party political and administrative structures at a time of huge pressure on front-line services. There would appear to be an overwhelming case for transforming VECs into local or regional

educational support structures that could provide administrative, HR and facilities support for schools of all patronage types on an equal basis.This move alone could take a huge burden off school leaders in primary schools and allow them to concentrate more time on leading learning.

The role of the State in supporting schools will have to be re-cast. With the overhaul of the VECs announced by the current Minister, there is an opportunity for a deeper examination of their role.

The central grant allocation role of the Department needs urgent overhaul. Providing a single on-line form to be filled out once a year for all grants and entitlements would do away with a swathe of school admin paperwork and ensure that all schools knew their entitlements.

Putting all school and classroom records (and roll books) and other Departmental returns ‘on the cloud’ would assist. This would simplify staff allocation. It would also have the added benefit of encouraging far greater uptake of IT by classroom teachers.

During the years I have spent supporting principals and school managers in Educate Together, I have repeatedly been struck by the way that the current system of promotion creates a ‘hot-house’ environment in which senior staff cannot move schools unless they take a significant drop in their income. I cannot see why Deputy and Assistant Principal posts should not be filled through open competition in the same way as Principal posts are filled. This step alone would encourage higher standards, allow senior staff to change jobs at the same grade and prevent the long-term build up of HR issues that could otherwise be avoided. This, together with an overhaul of the recruitment process and the drawing up of formal job descriptions for

teachers, is an example of a reform that would bring great benefits to school leaders at little or no cost to the State.

Above all, we all need to step out of the fog of political spin that constantly called our education system “excellent”. Our primary education system continues to perform reasonably well despite long-term lack of investment. With a methodology and curriculum that has been learner centred since 1971, it is well-placed to address the needs of pupils into the future. It remains an unanswered contradiction, that the pupils leaving our primary schools move into a secondary environment dominated by rote learning and teaching to the test. The reform of second-level curriculum, methodology and assessment is now urgent and overdue. The recent PISA results have at last shattered the institutional complacency that has been resisting change.The main reason why Educate Together is seeking to open its first second-level schools is to pioneer and prove reform in this area.

Above all, we all need to step out of the fog of political spin that constantly called our education system “excellent”.

I would like to look back on 2011 as the year that genuinely open, inclusive discussion was held on these type of critical issues. I would like to see new joint policies developed that place the parent and child as the primary driver in school choice. I would like to see new processes and supports from the Department of Education and Skills that enshrine this principle. It should be properly protected and not left open to abuse or influence by powerful lobby groups. Educate Together is proposing to hold two major conferences on patronage and curriculum respectively in 2011. Could they be the starting point of consensual rather than adversarial approaches to educational change? I sincerely hope so.

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In Profile: Frank Kelly, Principal, Scoil Naomh Colmcille, Durrow, Tullamore, Co. Offaly Following Leaving Cert. with the Carmelites in Castlemartyr, Co Cork and subsequently joining their ranks as a Novice, I found all the silence and contemplation more than a little daunting! I repeated my Leaving Cert. with that famous Corkonian, Brother Denis in Birr in 1979. It was here I developed a grá for the Gaeilge, finding the Irish teacher, Mick Queally very helpful and between him and the Principal of my native Lusmagh School, Mr. Denis Lynch, I gravitated towards Primary Teaching.

Coláiste Phádraig was a wonderful place to be in the early eighties where my hurling and music skills made me scores of friends. For a young lad from Offaly who had just turned down the path of theology, chastity and poverty, the sight of those beautiful, friendly girls going to their lectures and sipping coffees at the elevenses made me think that I had found my true vocation after all! By 1980, when I started in St. Pats, I had played hurling with every age group for Offaly up to U21 level and fitted right into the hurling scene in the college.

The club under Stiofán Ó hAnraháin, the College Registrar, was manned by a great bunch of natural, young lads of my own ilk. It was great to have a skill that earned you immediate acceptance. It was very sad to leave Coláiste Phádraig in 1983 and head into the real world of teaching children.

My father, a great positive influence in my life, told me to “apply for everything”. Not knowing any different, I sent off a letter and C.V. to the Parish Priest of Tarmanbarry applying for the Principalship of his little school in County Roscommon. One thing they taught me in Castlemartyr, and that I have always applied since was;“Mura bhfuil ach meannán ghabhar agat, bí í lár an aonaigh leis”. Putting my best foot forward, I was given the job only to be told by the old Parish Priest on day two that my appointment “didn’t comply with the rules” and I would be relieved of the post! The years of standing up for myself on the hurling fields stood to me and I plucked up the courage to let him know the procedure he was welcome to follow if he wished to relieve me of my post. So sixteen years later bhí mé fós ann le mo chúntóir agus cara dhíl Julie Breathnach. Julie and I soldiered in the lovely, happy, family-like environment among the friendly folk of Tarmanbarry. That time the only paperwork was the quarterly returns, the statistic form (which always came back for some reason or other), the clár leabhar and the tinrimh. When we eventually had to produce a Plean Scoile in the late eighties our Cigire wanted to know why we had a section on supervision of bus lines and children at the stairs.A fair question when all the children walked to school and the school was a bungalow!

I continued the hurling and although I graduated to the Senior ranks of Offaly for the league in 1985, I was faced with the prospect of training two nights a week in Birr or Tullamore, a 110-150 mile round trip, and as I had planned to get married to my wife-to-be, Brenda in 1986, I decided to throw in my lot with the Longford Slashers and County Longford and make the psychological journey from Division 1 to Division 4 (an easy enough transition for one who was never too fond of training).

I attended a residential Principals’ forum in UCG in the summer of 1998 and it was like a “coming out” professionally speaking. My mind was broadened by the commitment these teachers had to their schools. There I met Tom Daly from Kilcormac and over a game of golf he somehow sowed a ‘return to Offaly’ seed somewhere in my mind. Another colleague, Liam Broderick tipped me off that a job was advertised in Rath, Birr and I was off. I learned a lot from the man I replaced there, Michael Donegan, his colleagues and their efficient BoM headed by Fr. Moorhead.

After 4 energetic years there, I was happy to hand over the reins to my DP Maria Davis and make my way to Durrow N.S. where I’ve been in harness for the past 7 years. Having sailed through and enjoyed our WSE of a few weeks ago in our 11 teacher school, I have seen the full turn of the wheel from a professional development point of view. From a teaching point of view I believe that a large mound of objective-based notes are only useful if they are owned by an energetic, enthusiastic teacher who has the confidence, kindness and commitment to enable learning within a happy classroom setting.

Another useful skill which any teacher or Principal needs is that of being able to switch off completely after your day’s work. The game of Bridge which I play at a serious level (partnered by my wife for the last 20+ years) enables this total switch off. I have represented my country once at the game as well as Leinster in the Inter-Provinces. Currently I am Chairman of the National Executive of the CBAI (Congress Bridge Association of Ireland) and chair the meetings...now that can be fun!

Music has been another great diversion. It has brought me around the world and again it is the most useful for the lovely people it introduces you to. As a teacher I was always passionate about creative writing and poetry in particular.

I recall getting the children to write an essay about a fire and being unhappy with the final products (the process wasn’t as important back then), I took all the efforts, led by my own dire epistle and put them in a steel bin in the classroom and set them on fire... inviting the children to inhale the fumes of poor writing and imagine what it would be like to experience a real fire! That got results! (Please don’t write to me about Health and Safety etc). I believe that the ability to create something that wasn’t there before, whether it’s a poem, a story, a piece of art or a tune and have the confidence to exhibit it, is the most important skill we can teach in this country. It is what will rescue our present generation of children from the burden of debt that has been foisted on them.

This creativity is innate in the Irish psyche and can set us apart from the rest of the world.

My present school Scoil Naomh Colmcille ticks all the boxes for me and I love coming in each and every day. We have a great Board of Management, a creative Parents’ Association, lovely children, a fantastic deputy Principal (our Girl Principal), a very active and positive ISM team and brilliant teachers.

Having developed from a 5-teacher school to an 11-teacher academy since I’ve been here, we’ve been lucky to have great people join the staff including our SNAs and our non-teaching staff.

Of greatest benefit to me in later years has been the great network of Principals we have in Offaly. There is a generous sharing of expertise and this has been greatly facilitated by both the INTO and IPPN. At a time when some incoming parties want to cut 20-30 thousand people out of the public service, our present Government is depleting our stack of teachers in resource and learning, support rooms and our Minister is sending unemployed teachers into schools to work alongside fully paid colleagues, we have a huge job ahead of us as Principals to maintain morale and make good choices for the care of our colleagues. Like my fellow Principals, I will endeavour to do my level best for every child who comes in the door of my school and each and every one of my colleagues.

It is a privilege to lead my school, Scoil Naomh Colmcille and it has been an honour to have been part of this noble profession.

PAG E 2 3

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