Leadership+ Issue 96 January 2017

ISSUE 96 / JANUARY 2017

+ Leadership THE PROFESSIONAL VOICE OF SCHOOL LEADERS

Looking Back and

LOOKING FORWARD

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Legal Diary

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Powerful Beyond Measure

As the Centre for School Leadership progresses through the second year of the pilot phase, we look at the Centre’s current work.

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David discusses Complaints against Schools to the Ombudsman for Children’s Office (OCO)

Fitness to Teach

Tomás Ó Ruairc explains the significance of Part 5 of the Teaching Council Acts 2001-2015.

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Looking Back Looking Forward As we start 2017, it seems an appropriate time to review what has happened in the recent past and to plan for the time ahead.

Community National Schools

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THE PROFESSIONAL VOICE OF SCHOOL LEADERS

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CNS are state-operated, multi-denominational, inclusive schools that welcome all children from the local communities they serve.

Aspiring Leaders’ Programme

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+ Leadership

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As the Centre for School Leadership progresses through the second year of the pilot phase, we look at the Centre’s current work.

Irish Primary Principals’ Network, Glounthaune, Co. Cork • 1890 21 22 23 • www.ippn.ie I I I I I I I

Editor-in-chief: Seán Cottrell Editor: Geraldine D’Arcy Assistant Editor: Maria Doyle Comments to: editor@ippn.ie Advertising: sinead.coakley@ippn.ie ISSN: 1649-5888 Design: Brosna Press

The opinions expressed in Leadership+ do not necessarily reflect the official policy or views of IPPN

Signposts ISSUE 96 / JANUARY 2017

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IPPN Annual Principals’

CONFERENCE

2017

THE POWER OF ONE Citywest Hotel & Convention Centre Thursday 26th and Friday 27th January 2017 If you haven’t already booked your place for conference, it is advisable to do so now as places are booking out fast, particularly for master classes and seminars.

MASTER CLASSES AND SEMINARS See conference.ippn.ie for details. Book now to ensure you can avail of your preferred choices…

KEYNOTE SPEAKERS Paul O’Connell - Ireland and Munster Rugby Legend!

Paul O’Connell is an iconic figure, respected in and beyond the rugby world and widely regarded as one of sport’s finest ambassadors. Renowned as one of the best second rows and among the finest captains in world rugby, Paul’s inspirational leadership on the pitch has been mirrored by his dedication to public causes. His is an authentic and authoritative voice that engenders respect and genuine engagement across many audiences. Paul will address IPPN Conference on Friday afternoon - an opportunity not to be missed.

I I I I I I

Anton Savage (Conference Facilitator) – broadcaster, journalist, communications expert Rabia Siddique – humanitarian, author, lawyer, speaker Clive Byrne – Director, National Association of Principals and Deputy Principals (NAPD) Mary Nihill – Director, Centre for School Leadership Maria Doyle – IPPN President Seán Cottrell – IPPN CEO.

and would like to talk to us about room space/capacity on Thursday morning, please e-mail info@ippn.ie. Note: These discussions are not facilitated by IPPN and all participants must be registered for conference to attend.

I Centre for School Leadership – Anna Mai Rooney – amrooney@cslireland.ie I Gaelscoileanna- Clare Spáinneach clare@gaelscoileanna.ie I One-teacher schools – Claire O’Donovan – Claire.odonovan@ippn.ie

EDUCATION EXPO 130 companies will be exhibiting at the Education Expo over the 2 days of conference, enabling you to research and conduct school purchases for a broad range of learning products and school services in a convenient way. The list of exhibiting companies can be viewed on conference.ippn.ie.

LEADER ZONE Sponsored by Educational Company of Ireland Leaders Zone will be a dedicated space at our Education Expo for un-facilitated informal networking during Expo times. At 1.15 pm on Thursday and at 1.45pm on Friday Edco will demo a number of interactive math resources from their suite of classroom offerings to primary schools. No booking is required to attend these events, but the space will have limited capacity.

SPECIAL INTEREST GROUPS

WELLNESS AND SELF-CARE

Principals interested in the following topics will be meeting on Thursday morning at 9am at conference. If you would like to participate, please contact the relevant organiser listed below. If you have a special interest group

Spinning, Yoga, Aquafit and Pilates will be available again this year - important self-care! Classes book out quickly as capacity is very limited – book early to avoid disappointment! (Note: Yoga is already booked out)

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January 2017

Looking Back and

LOOKING

FORWARD As we start 2017, it seems an appropriate time to review what has happened in the recent past and to plan for the time ahead. IPPN has recently done just that. In recent months, we gathered principals on the Board of Directors and National Council, as well as critical friends – our fellow professional associations; the DES, the Inspectorate and education agencies; management bodies; and the colleges of education. We gathered them together to get their views on how IPPN has shaped up in the past and where we should be going as an organisation in the coming years. This was a fascinating exercise. The feedback and discussion was honest, critical, encouraging and enlightening. We heard some things that gave us pause for thought and some things that also made us think ‘we’re too hard on ourselves!’ A key outcome was a set of priorities which was taken forward by the Board of Directors and IPPN staff into what is now our Strategic Plan for the period 2016-2020.

The plan aims to improve the supports and services we offer to school leaders, in every cohort from aspiring, newly-appointed, those in years 2-5 and the more experienced, as well as deputy principals, principals of special schools and of very small schools. We will deliver this by more focused consultation with these cohorts, in-depth research, upskilling our staff and developing our capacity to deliver CPD. The document which describes this plan at a high level - ‘IPPN 2020’ - has been distributed with this issue of Leadership+ to every member, to those who contributed to the process as well as to a wider group of ‘influencers’ in the education community and beyond. We believe, indeed we were told, that it is paramount to communicate what we plan to do and why. We have also been told that we don’t share enough information about what we are doing

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SEÁN COTTRELL AND MARIA DOYLE

Leadership+ is a key communication tool that we will use to let you know what we are doing. right now for school leaders. Many people commented that they had no idea IPPN was involved in so many projects, initiatives and reviews; that we provide so many supports and services to so many people with so few staff. We aim to do better on that front.

Leadership+ is a key communication tool that we will use to let you know what we are doing. Escéal and the IPPN Dashboard are also a vital tools and we hope that you are reading those weekly email bulletins and keeping an eye on the Dashboard as well. It is how we share more immediate information such as deadlines, events and education news from across the sector.

As well as the overarching organisational goals set out in IPPN 2020 that don’t tend to change much over time, our strategic goals for the next 4 years are also described. In summary, these goals are: I To strengthen our network by harnessing the capacity and capability of school leaders I To maximise IPPN’s impact and ensure that school leaders’ experience is central to education policy I To ensure IPPN’s supports and services are enhanced to reflect

the needs of today’s school leaders To continue the ongoing work in achieving our primary organisational goals.

Specific actions underpinning each of these goals are provided on page 9 of IPPN 2020. We encourage each of you to read the plan and will endeavour to keep you informed of progress on the key projects that will drive achieve-ment of the plan. We would like to thank everyone who contributed in various ways to the development of IPPN 2020 and the detailed plans that support it.

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Complaints against Schools to the Ombudsman for Children’s Office (OCO) handled 3,148 complaints about schools. In a number of these cases, schools were found to have dealt with the complaints appropriately. In other situations, improvements were needed.

Examples of these improvements include where schools needed to be more transparent about how they came to decisions, or improve how they communicated with parents and children about their complaint. The following sample cases are worth considering.

DAVID RUDDY BL PRINCIPAL OF TALBOT SNS

The OCO was established under legislation in 2012. One of the roles of the Ombudsman is to promote and protect children’s right to an education.

There were 931,383 learners in 3,997 primary and post primary schools supported by the Department of Education and Skills (DES) as of June 2016. Part of the remit of the OCO is to deal with complaints from parents and pupils. Since 2010, the Office has

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CASE 1 - SPECIAL EDUCATION PROVISION FOR A CHILD IN A MAINSTREAM SETTING Issue - School management of special education needs of child OCO Action - Interacted with school and advised on new policy Outcome - Improved communication with parents and new assistive technology policy This case involved a boy with special needs. His parents made a complaint in relation to his educational experience at

Since 2010, the Office has handled 3,148 complaints about schools. In a number of these cases, schools were found to have dealt with the complaints appropriately. school. The parents were particularly unhappy about the following: I Comments made by a teacher in the end of year report, which indicated a lack of awareness that he had been diagnosed with dyslexia and dyscalculia, in addition to an exemption in Irish I The boy’s assistive technology, granted by the DES, not being used in the classroom I The Board of Management’s (BOM) response to the family’s detailed complaint I The school’s policy on special education, which the parents contended was out of date and had not been reviewed in over a decade.

LEGAL DIARY

The boy’s parents stated that they had provided the school with all the professional reports identifying the specific learning disabilities and that they had met with the school to discuss the recommendations contained in these reports.

At the time the complaint was received by the OCO, the boy had completed his primary school education, which affected the redress available.

ACTIONS TAKEN BY THE OCO The OCO wrote to the BOM seeking a response to the issues raised by the family. The BOM stated that it was very anxious to resolve this matter at a local level and was open to any assistance which the OCO could provide to reach this.

The school explained that it did not have a specific policy in relation to assistive technology but that every effort was made to incorporate the technology in the boy’s education. The OCO encouraged the BOM to consider additional support services available to staff where Assistive Technology has been sanctioned for a pupil, including the National Centre for Technology in Education, the National Education Psychological Service, the Special Education Support Service, and the National Council for Special Education.

In relation to the family’s complaint, the school advised that it followed the Catholic Primary School Management Association/Irish National Teachers Organisation agreed Parental Complaints Procedures in dealing with the matter. While the Chairperson had compiled a detailed report on the issues and the response of the teachers and principal, only a brief letter of response issued from the Board to the family.

THE OUTCOME The BOM undertook a review of its policy on special education that took into account the specific concerns raised by the family. The school also consulted parents and invited their input into a policy review through the schools blog. The school invested in screening software for learning disabilities and put detailed tracking systems in place. The BOM informed the OCO that it had taken its recommendations on board and planned to implement these where the school had not already fully done so.

It was recommended that the Board write further to the family to provide a

more detailed explanation of the consideration given to their concerns at the time of their complaint, the steps taken while their child was attending the school and the measures that have since been put in place to improve practice. The family received a letter from the BOM to confirm the detailed investigation of their complaint, explaining that the concerns expressed by the family were incorporated into the new policy on special education and that the recommendations by the OCO would be put into practice going forward.

complaints procedures in advance of making an application.

CASE 2 - MANAGEMENT OF BULLYING OF A CHILD IN SCHOOL

The office of the OCO is increasingly becoming involved in the investigation and resolution of issues regarding complaints taken by parents on behalf of their children in school.

Issue - Handling of bullying complaint by a school OCO Action - Recommendations to update bullying policy Outcome - Comprehensive response from school and special arrangements for student involved The OCO received a complaint on behalf of a boy about how his school handled his reports of bullying. The boy felt intimidated by a group of peers, which resulted in his irregular school attendance.

ACTIONS TAKEN BY THE OCO The OCO contacted the school about its response to the allegations of bullying and the handling of the subsequent complaints made by the parents. It became apparent that this situation had the potential to negatively affect the boy and the OCO highlighted this with the school.

OUTCOME The school provided the OCO with a comprehensive response. This detailed the immediate investigation of the allegations of bullying and interviews with the relevant students. Teachers provided supports including counselling to the young people affected and sought to address the situation using restorative practices. The school demonstrated a proactive approach to counteract bullying in the school.

However, the OCO encouraged the school to make the procedure that follows an allegation of bullying clearer in their Anti-Bullying Policy.

MAKING COMPLAINTS TO THE OCO Parents

are

obliged

to

Other examples of the type of complaints taken against schools include: I application for assistive technology I reduction of special needs assistants in a particular school I schools complaints process I July provision for children with autism, and I difficulties encountered in the formulation of individual education plans.

WHAT TYPE OF COMPLAINT CAN THE OCO INVESTIGATE? Essentially the OCO can investigate complaints about whether school policies have been correctly followed or if the policies are fair in relation to a perceived negative or adverse effect that this has on a pupil.

Examples of complaints which cannot be examined: 1. The substance of a bullying complaint. However, the policy and response can be examined.

2. Professional or competence issues regarding teachers 3. Enrolment, suspension or expulsion.

Observation The office of the OCO is increasingly becoming involved in the investigation and resolution of issues regarding complaints taken by parents on behalf of their children in school. This can also involve investigations regarding decisions made by the DES. The role of the OCO is most helpful in that it seeks solutions rather than apportioning blame or fault. If your school is the subject of such an investigation, the best course of action is to fully cooperate and seek to find solutions to the issues at hand.

exhaust

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REFLECTIONS LEADERSHIP+ The Professional Voice of Principals

Connecting with my inner

Rubber Duck DAMIAN WHITE PRINCIPAL, SCOIL SHINCHILL, KILLEIGH, CO. OFFALY

A regular refrain from teachers involves speculation on what we might be diagnosed with were the same tests applied years ago as are in use today. I can’t look at the NCSE list of conditions without wondering if my capacity to name All Ireland-winning teams from the 1970s or FA Cup goal scorers from the 1980s wouldn’t at least put me on the shortlist for a visit from the kind lady with the box of toys.

One condition I’m certainly not affected by is OCD. To be honest though, a little bit of it wouldn’t go astray. God forbid, if I was ever murdered in my office, forensics would gather the strangest bags of evidence. Piecing together a story based on the contents would be a challenge for Roald Dahl. A colleague entered my office recently on a serious errand but took a fit of giggles before blurting out ‘You know your window display represents you in a peculiar way!’

In the window were four randomly-placed items - a wooden apple, courtesy of an appreciative pupil several Christmases ago, a hurling trophy which I didn’t win, a plunger, which along with a Hoover strapped to my back over a painting suit had me kitted out as the oddest-looking Halloween ghostbuster, and a rubber duck. Now I got the ‘apple for teacher’, the trophy linked to my sporting interests and the plunger as a nod to the bit of caretaking I indulge in occasionally.

The rubber duck, a gift from a child whose mother felt guilty at withdrawing them in mid-May for a trip to EuroDisney, remained in my window,…

But the duck? What did that represent? What was my colleague, at this stage having too much fun for a cold Tuesday getting at? ‘Lovely!’ I snapped. ‘Which class were you looking for next year again? Remind me not to give it to you!’

The rubber duck, a gift from a child whose mother felt guilty at withdrawing them in mid-May for a trip to EuroDisney, remained in my window, wearing a quiff eerily similar to the Trump thatch. I’m not sure Trump covered rubber ducks in his many attention seeking tweets. Gerry Adams tweeted about his ‘Ducky ár lá‘ (his words!) and received several rubber ducks in the post! My guy just sits there, only proving useful to entertain three year olds while their parents enquire about enrolment. Perhaps the duck is why a fraction of them don’t return. Perhaps he has a function after all.

I recently attended a CSL event where us newlycommissioned mentors gathered after road testing our methodologies to compare war wounds. We also had the pleasure of listening to internationally renowned 6

motivational speaker and proud Cavan man Declan Coyle enunciate on his ground breaking book ‘The Green Platform’, which is the name he gives to the state of mind each individual can achieve to take control of their own lives and be their own game changer. This farmers son and former Columban priest, who has worked with everyone from Steve Jobs to several successful sports teams to major banks, blue chip companies and government departments worldwide began with a simple story about training a hen to swim. Management first tried to strengthen up her swimming muscles. No success. Then they spent time on getting the hen to have greater self belief in its ability to swim, but the hen was still a lousy swimmer. Then they tried 360 degree feedback, but the poor hen just became more miserable and the boss more frustrated because the hen still didn’t improve enough.

One day, in waddles a duck and swims straight away. When leaders help people to be more and more of who they really are, playing to their strengths, the result is engaged, creative and empowered, productive employees enjoying their workthe very basis of Green Platform principles.

I looked at the duck the following morning. She may have winked at me but perhaps I just blinked. Either way, reflecting on the school, the general happiness of the children and motivation of wonderful colleagues , I feel the Green Platform is mostly for real.

All my other window ornaments may come and go but I’d be quacked to move my duck!

January 2017

Thoughts from Across the Pond

On Being the New Boss RICH BURCHILL At the risk of acknowledging my age, one of my favourite bands has always been The Who. In their song, “Won’t Get Fooled Again,” they sang the lyrics, “Meet the new boss, same as the old boss.”

So, as you enter a new principalship, are you going to be the new boss or the old boss?

Early in my career there were professional tomes written about what was called, at the time, “entry” of new bosses. They opined on how to enter a school administrative position and how to best position yourself for success.

Ideas included developing lists of constituents to interview and asking folks key questions about what they wanted to see in a new leader. I always said that in spite of all of what was written at the time, that the best entry advice I ever heard was in the original Godfather movie in which Don Corleone played by Marlon Brando tells his son Al Pacino to… “beware of those who come to you first.”

career. I think a big key to success is the ability to enter listening. Don’t make immediate judgements about policies, individuals or history. Let them unfold. They always do. Seek out the positive, happy people in your new school community. Connect with them. Listen to what they say or sometimes more importantly, what they don’t say. Don’t take everything said to you as fact.

This was borne true in my second principalship of a 500 pupil elementary school with no deputy.

The first faculty member who approached me said, “We are so glad to have you take over and hope that you can help us with a big ongoing problem.” New and idealistic and assuming she was going to bring up a curriculum issue, school safety or needed resources I responded, “Of course, what is it?” She replied, “It is the Teacher’s Lunch Room. Nobody ever cleans up after themselves.”

Blessedly, I had been a principal for a few years before and knew enough to respond, “Sorry, I don’t eat in the Teachers Lunch Room.” Were it my first principal position, I probably would have said, “I will be happy to resolve it.”

Good luck with that!

Picking your fights as a principal new to a school or just as a new principal can be seismic.

You may be more or less than the old boss, but you are the new boss. And I use that term with feelings about not wanting to be “bossy,” yet instilling confidence that in the event of a “situation” you will be the person to take charge. As a teacher, I worked for

some not so stellar principals. In many ways I think I became a better principal by learning from them what not to do.

In some ways it helped me become a different boss in my career.

So, as you enter a new principalship, are you going to be the new boss or the old boss? Are you going to turn everything on its head, or are you going to spend time listening to the pulse of the school that you enter?

Listening and reflecting can be hard when entering a new setting, but they are critical to calming uncertainty and concern. Be the leader, not the boss.

Whether it is new, old, or somewhere in between, being the leader is far more important than being the boss.

Many of us remember principals who knew more about bossiness than leadership. Probably, not our best school memories… As a new leader, make your own.

www.angum.ie www .ang gum.ie

Illustrated readers for the senior classes Tá cóip mhúi mhúinteora inteorra de na leabhair seo s ar fáil angum@forasnagaeilge.ie angum@forasnagaeilge.ie 01-8892800 01-8892 2800

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I share the story because entering a school as the new principal can be daunting. I did it three times in my

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LEADERSHIP+ The Professional Voice of Principals

CURRICULUM EVALUATION INSPECTION MODEL SURVEY RESULTS GERALDINE D’ARCY IPPN RESEARCH & PUBLICATIONS MANAGER Earlier this year, IPPN was asked to contribute to an evaluation of the model used to inspect schools in relation to the curriculum. A pilot project was conducted by the Inspectorate, involving 24 schools across the country.

After the pilot completed, IPPN surveyed the principals of those schools in relation to the inspection process modelled - before, during and after the inspection visit as well as general observations. The following are the survey results.

BEFORE INSPECTION VISIT This involved the notice given to schools, documentation and parental permission. There was a favourable reaction in general. Over 70% of pilot principals said the notice period was ‘just right’, although 28% said it was ‘too short’. All said the information form was helpful and easy to complete. In terms of the perceived administration burden relating to the evaluation, almost 30% said it was ‘high’, 57% said it was ‘medium’ and 14% said it was ‘low’ burden.

DURING THE INSPECTION VISIT This element involved meetings and interviews, classroom visits, documentation and feedback meetings.

There was a very favourable reaction

from principals regarding the focus on teaching and learning – teachers’ practice, learner outcomes and pupils’ experience as well as the involvement of pupils in the evaluation. Good practice was affirmed. Principals emphasized the manner in which the inspectors engaged with them and how crucial this was to the success of the evaluation, and the pilot.

FOLLOWING THE INSPECTION VISIT This involved the evaluation report, factual verification, school response and acting on the report.

Principals were happy with how their schools’ work on assessment, SSE, SIP and other aspects such as the school context were reflected in the report.

Most felt that the recommendations fit with their SIP. GENERAL OBSERVATIONS The general sense is that the pilot was successful and worthwhile and that the Inspectors engaged very positively in the process.

All principals who responded agreed that: I the information form was helpful and easy to complete, pupils had an opportunity to interact positively

I I I I I I I

with the evaluation of this curricular area the document review sufficiently matched the evaluation focus the school context adequately reflected in the evaluation the school’s work on assessment reflected in the evaluation Pupils’ Learning Experiences were focused on adequately the school happy with the recommendations for improvement the report was clearly written and easily understood, sufficient time was given to teaching and learning during the evaluation.

The majority agreed that: I the school’s work on SSE and the School’s Improvement Plan sufficiently reflected in the evaluation I learner outcomes and teachers’ practice were focused on adequately I the recommendations fit with the School’s Improvement Plan for the next three years I good practice was affirmed.

IPPN Deputy Principals’ Conference 2017 A DATE FOR THE DIARY As part of the IPPN Membership Engagement project, we engaged with our Deputy Principal members during the 2015/16 school year. We invited all Deputy Principals to complete an online survey and we invited a number of DPs to the IPPN Support Office to partake in a focus group. One of the major outcomes of this research was 8

that the month of May is not a suitable month to host the IPPN Deputy Principals’ Conference when it is so close to the end of the school year.

You spoke – we have listened! The dates for the IPPN Deputy Principals’ Conference 2017 have now been confirmed - Thursday and Friday, 23rd

and 24th March 2017. We will continue to engage with the DPs’ focus group in relation to the planning and the requirements of the event. We hope that 2017 will be the best and biggest Deputy Principals’ Conference yet.

More information will follow over the next few months.

January 2017

What are Community National Schools Anyway?

SÉAMUS CONBOY ETBI PRIMARY SUPPORT OFFICER What is a Community National School?

Community National Schools (CNS) are state-operated, multi-denominational, inclusive schools that welcome all children from the local communities they serve .

CNS schools are progressive schools rooted in the best of tradition.

Who is the patron of these schools?

The patron of CNS schools is Education and Training Boards (ETBs). ETBs, which were formerly known as VECs, are statutory authorities which have responsibility for education and youth work. ETBs manage and operate CNS schools, second-level schools such as Community Colleges and a range of adult and further education centres.

Are there any similarities between CNS schools and other school types?

CNS schools follow the same national curriculum as all other primary schools in Ireland. Many parents describe a CNS school as somewhere between the traditional denominational school and a secular school.

CNS schools are similar to traditional schools in that the children wear a school uniform and the teacher is referred to formally e.g. Mr. Murphy, Múinteoir Orla.

Unlike single-denominational schools, CNS schools have a multi-belief and values education programme that caters for children of all faiths and secular beliefs. The programme is called Goodness Me, Goodness You! (GMGY) which is being developed by the National Council for Curriculum and Assessment (NCCA).

GMGY is a belief-nurturing programme where children, with the help of their teacher, parents and belief communities, learn more about their own beliefs and those of their friends.

Children learn together about the same theme – the schools communicate with parents about the theme and they then talk about it at home from their own faith/belief perspective. Children then share their perspective or experience of the same theme with their class and therefore learn more about themselves and each other.

Does the school support children preparing for special rites of passage e.g. The Sacraments?

CNS schools also offer Belief-Specific Teaching (BST) where parents can request additional supports around specific rites of passage. For example, many Catholic parents want some support from the school around the sacraments. The schools work with the parents and parish to determine how

they can support them, bearing in mind the limitations they have as multidenominational schools. This is open to all families from all religions and beliefs.

This support is different in every CNS school, depending on the needs of the school community and the practices of local belief communities.

Does the GMGY Programme deal with topics other than religions and beliefs?

The GMGY programme is also a values education programme. Children learn all about ethics and the common values of the school such as equality and justice. They also do what is called ‘Thinking Time’ where the children learn to think critically and philosophically about different issues. A very nice part of the programme is what is known as ‘Quiet Time’ where children are encouraged to fall still and think about all that they have learnt that day in GMGY and to consider how that relates to their lives as individuals.

For more information about Community National Schools, see www.cns.ie. For more information on Goodness Me! Goodness You! visit www.gmgy.ie.

Contact the ETBI directly by emailing seamus.conboy@etbi.ie or calling 087 7114415.

CNS schools are similar to Educate Together Schools in that they have fully inclusive enrolment policies which do not prioritise any one group over another, are multi-denominational and have equality central to their ethos.

So what makes them different?

The vast majority of Irish primary schools are managed by private patrons i.e. Church bodies or Educate Together. CNS schools, on the other hand, are State-operated schools.

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PRINCIPAL IN PROFILE

LEADERSHIP+ The Professional Voice of Principals

School on a Dow Reflections from Doha, Qatar DENISE KELLEHER

PRINCIPAL OF AL BATEEL INTERNATIONAL SCHOOL, DOHA

Would I ever have thought that I would spend the last years of my teaching career working in a city preparing to host the 2022 World Cup? My husband John and I bade farewell to our administrative principalships and returned to the Middle East in September 2015 to progress a school from Junior to Senior primary under the stewardship of Specialist Schools and Academies Trust (SSAT) Middle East with David Allison as CEO. As a young family, we had spent ten years teaching in the British International School in Jeddah and returned home in 2003. Ireland is home, but living and working abroad has provided us with experiences and opportunities and given us huge insight into other cultures. Our son is a lawyer in Bahrain and our daughter works with an international start–up company and is currently in Phnom Penh.

I often consult the excellent IPPN document – ‘Priorities for Principal Teachers: In Clear Focus’. Having a Business Manager ensures that I as Principal can get on with the task of delivering quality teaching and learning. Specialist teachers for Music, I.T., Drama, and Arabic are in place, as well as a school nurse (legal requirement). Class sizes of 20 and

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provision of an assistant for each class helps. A car/driver provided helps to reduce stress in the famous Doha traffic.

Most schools in Doha are private feepaying schools. All are licensed by the Ministry of Education - this is a lengthy process, as we know – and requires education, business, premises and organizational plans, as well as curriculum policies. The Ministry is fair, firm and encouraging once everything is done correctly. A central database monitors all students’ placements, progress, attendance and enrolments.

Regular visits by members of the Ministry keep us on our toes!

While still one of the wealthiest countries, Qatar is adapting to falling oil prices across the Gulf. Education, however, is at the heart of the country’s national development strategy, as it moves from a hydrocarbon to a knowledge-based economy. With Qatar’s growing population, new schools are required yearly. With the construction of eight amazing stadia for the World Cup, the completion of the rail and metro projects, Doha’s sky-line changes weekly.

Qatar is keen to host international sporting events and the organization is excellent. This year we have attended international swimming, showjumping, golf, tennis and cycling events. A great opportunity to meet sporting heroes one of mine being a chat with Paul McGinley at the Qatar Masters dinner.

The recent Cycling World Championship was held on the island where we live and necessitated our having to get a dhow (a boat) to take us home for the week. A memorable experience!

What a thrill to be helping out at the recent Bahrain Irish festival in November, where 1,104 (mostly Irish) teachers represented all the Gulf countries in Gaelic football, hurling and camogie. Great ambassadors for their country and their professions! John refereed the social matches - fond memories of Erin’s Hope-1978!

Our new primary school, scheduled to open in September 2017, will be called SSAT International, Doha.

You can get in touch with Denise by email to ssatdk@gmail.com.

LEADERSHIP SUPPORT

Powerful BEYOND MEASURE ANGELA LYNCH LEADERSHIP SUPPORT PROGRAMME MANAGER ‘Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure.’

Marianne Williamson.

I sometimes think of the image that person sees when they look in the mirror. Do you see a lion or a kitten reflected back to you? I must admit that more often than not I see the kitten. Lately however, my focus has been on finding my inner lion and connecting with the power of me, one individual to make a difference. I cannot do everything, but there are things that I can do and do well. Of course there are other things that I cannot do well and this is where I look to the power of others to create positive action.

Leadership in the context of our schools is the power of one individual harnessing the power of many. Your voice, your mind, your vision and your story are the things that no one else has. Never underestimate the power of a kind word, a smile, a listening ear or

On Your Behalf Since the last issue of Leadership+, IPPN has continued our advocacy and representative role on behalf of principals, through meetings, events and submissions in relation to the following: NOVEMBER I OPC Symposium on Principals’ Wellbeing I Maynooth University Awards Event - IPPN sponsored the Toraíocht prize (winner Jennifer Buggie) I Wellbeing for Teachers & Learners Group meeting, Ombudsman for Children’s Office – included a presentation from Lust for Life I CSL Mentor Training, Portlaoise I NCSE Research Conference, including the topics of placement

a small act of caring to make a difference to someone’s life. People may not remember all that you have taught them but they will always remember how you treated them. You have the power to influence the culture in your school. Powerful movements begin with the actions of individuals striving for change. There is no force so powerful as an idea whose time has come. Your actions count and you can become that change.

In order to become that change, it means that you have to look to your own health and wellbeing. Taking good care of you means that the people in your life, family, colleagues, pupils and friends, will receive the best of you, not just what’s left. Have you sometimes felt guilty because you have taken some time for yourself, to meet with a friend perhaps, go to a match or pay a visit to the hairdresser? Do you feel guilty because there are so many things to do in school and here you are, ‘being selfish’? I know that I have.

Remember that if you keep pouring

from the jug it will soon be empty. In order to keep pouring, we must pay many visits to the tap. Getting to know yourself and focusing on your needs are indeed selfless acts. The wellknown author Paulo Coelho quotes “When you say “yes” to others, make sure you are not saying “no” to yourself.”

I finish today with a quote I saw recently: If you planted Hope today in one Hopeless heart If someone’s burden was lighter because you did your part If you caused a laugh that chased some tears away If tonight your Name is taken when someone kneels to pray Then your day has been well spent.

THOUGHT FOR THE DAY This morning on my way in to work, I passed by a local school. The notice board outside the school contained the following message: Bí buíoch.

Déanfaidh mé iarracht!

in schools and special classes, Croke Park I IPPN Board of Directors Meeting, Citywest, Dublin I IPPN National Council Meeting, Citywest, Dublin I Teaching Council - Briefing Session on Retrospective Vetting I DES Update on the Primary Online Database, Dublin I NCSE/DES - Inclusion Meeting, Marlborough St. DECEMBER I Ontario Principals’ Council visit to the IPPN Support Office – see page ?? for more information I Centre for School Leadership Shared Learning Day, Athlone I Cork – A Learning City I DES - Children First meeting to update the guidelines for primary

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and post-primary schools, Marlborough St NAPD Underperforming Teachers Seminar, Dublin Teaching Council – to discuss Cosán and Droichead IPPN Board of Directors Meeting, Portlaoise Induction of new members of IPPN’s Board of Directors in the IPPN Support Office – see page ?? for more information Centre for School Leadership Implementation Group meeting.

JANUARY I Centre for School Leadership meeting I DES - Children First meeting, Marlborough St I IPPN Annual Principals’ Conference – Citywest – 26th and 27th January – see page 2 for more information.

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LEADERSHIP+ The Professional Voice of Principals

Coaching, Mentoring and the new Aspiring Leaders’ Programme ANNA MAI ROONEY DEPUTY DIRECTOR PRIMARY, CENTRE FOR SCHOOL LEADERSHIP As the Centre for School Leadership progresses through the second year of the pilot phase, the following is an overview of the Centre’s current work.

COACHING The CSL Coaching Service will be available shortly for principals who have completed year one in their role. There will be 400 places available on a pro rata basis for the primary and post primary sectors. Each person who accesses the service will be entitled to 4-6 sessions free of charge with the guarantee of complete confidentiality.

Information about the coaching programme and biopics of participating professional coaches will be provided by the coaching company and made available on the CSL website. Bookings will be made directly with the individual coach. The CSL team will have access to be provided with anonymised quantitative data regarding sector, school context, age profile etc. The service will be officially launched this month and will be advertised on the website and through direct communication with schools. This initiative is aimed directly at the wellbeing of school leaders, is fully funded by the DES and is very worth accessing as early as possible due to predicted demand.

Early feedback indicates that Mentors are very much enjoying the process.

ASPIRING LEADERS’ PROGRAMME The CSL Aspiring Leaders’ Post Graduate level 9 course will begin in September 2017. The tendering process was completed in October and the successful tenderer is a consortium led

by UL in association with UCD and NUIG. The course will be widely advertised in the spring. Places will be limited to 200 in the first year, be available regionally, and the course will be run over 18 months until December 2018. This new course will be subsidised by the DES and will involve a short period of work placement in a school 12

other than the participant’s own, and in a sector outside of the education field.

MENTORING Last year, 124 primary principals and 61 post primary principals completed the Mentor Training Programme in Athlone.

This has resulted in 93 primary mentoring relationships in Leinster and 43 post primary relationships countrywide.

Early feedback indicates that Mentors are very much enjoying the process.

They speak about the relationship being mutually beneficial, about how much they appreciate the opportunity of a glimpse into another school and the enjoyment of sharing acquired knowledge while helping newlyappointed colleagues. Early feedback also highlights an appreciation of the formality of the relationship, the structure involved and the resource documents which support it. Of course, no pilot is without challenges and again from feedback, they include the time demands on both the Mentor and the Mentee, the tension between empowering rather than taking on responsibility and dealing with the myriad of issues which arise.

Currently, a further 176 primary principals are participating in training in Monaghan, Portlaoise, Kilkenny and Ennis, while there are 43 post primary colleagues involved. Whilst presenting on the programme, the generosity of the participants, their genuine concern for colleagues beginning in the role, and their responsibility for system leadership very much impressed me.

The opportunity for participants to reflect on their practice and to take well-earned time to network with others while enhancing their own practice through professional dialogue and collaborative learning was a pleasure to facilitate.

The team is also working on the development of a formal Quality Assurance Process for professional development in leadership and is looking forward to the publication of the first CSL Annual Report in early February.

January 2017

Tom

HallahanRIP

THE STAFF OF ST PATRICK’S N.S., WHITECHURCH, CORK Tom Hallahan was born, raised and educated in Youghal, Co. Cork. He attended St. Patrick’s College of Education from 1974-1977.

Tom’s first appointment was in Crab Lane N.S., Cork City. Tall, slender and good-humoured, Tom possessed a strong voice, which could be heard across the schoolyard addressing students or fellow teachers, always cheerful and encouraging. In 1986 Tom moved to Blarney Boys N.S. He was enthusiastically involved in all aspects of school life. The young hurlers and footballers in the school fed off his zest for participation and winning through honest endeavour.

Unfortunately for Blarney Boys School, Tom moved to Clontead National School as príomhoide in 1988. He encouraged his staff to be innovative and fully supported new initiatives. The school was old and had been condemned in 1954. He spearheaded a campaign to get a new school built and worked tirelessly towards this end.

The new school was blessed in 1996 and though Tom left later that year his legacy has remained.

In 1996 Tom was appointed Principal of Saint Patrick’s N.S., Whitechurch. He supported, empowered and inspired his staff and valued every child in his care. His love for sport contributed hugely to the many sporting successes. He undertook his second building project. In 2012 Saint Patrick’s N.S. opened the doors of a new state 16-teacher school with immense pride and jubilation.

Sadly, soon afterwards Tom became ill.

He lived each day to the full.

Regardless of how he was feeling physically, he embraced every day with joy and boundless energy. He will be remembered for recognising the uniqueness of every member of the school family. His positive impact is still strongly enriching our whole community.

Tom was a truly special person. The large turnout at Tom’s funeral, including pupils past and present, parents, colleagues, relations and friends, bore testament to his reputation as a teacher and a person.

We sorely miss Tom’s cheerful presence, his words of wisdom, his insight, leadership and direction. His beautiful spirit lives on in our school and will guide and console those mourning his loss.

In his own words, it will keep us ‘Up and Running’.

Tom passed away peacefully in June 2016. Our sincere sympathy goes to his beloved wife Carol and sons Eoin, Brendan and Cian. These were the relationships he cherished and relied on, the people of whom he was most proud and loved so dearly. Tom was always a genuine, caring and sincere person to all who came to know him on his journey through life, a true treasure in his family and in his extended school family.

In Iothlann Dé go gcastar sinn.

DIGITAL MARKETING AWARDS 2016 IPPN is delighted to have recently been the recipient of two Digital Marketing Awards. The awards are run

by Cork Chamber of Commerce and they were presented on Thursday, 27th October 2016.

We are thrilled to have won Best Zero Budget Digital Marketing Campaign and Best Digital Marketing by an NGO / Charity / Community Organisation.

You can follow us on twitter on @IPPN_Education.

Left to right: Jennifer McCarthy, IPPN; Aoife Dunne, Cork Chamber Business School Manager; Claire O’Donovan, Lee Flood and Sinéad O’Mahony - IPPN

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LEADERSHIP+ The Professional Voice of Principals

DIGITAL STRATEGY

FOR SCHOOLS The DES has published a very optimistic Digital Strategy for Schools.

Spanning 5 years, with 5 guiding principles, 4 themes but 3 major problems, the Digital Strategy is a promising and positive aspiration. It leaves few stones unturned and deals with all aspects of ICT - from the Educational Cradle to the Grave, so to speak. Perhaps it is too far-reaching in its promise but there would be detractors were it not to aim high and at least endeavour to boldly go... There is a sense of purpose and commitment about this plan and we should look forward to its implementation.

The aim is to integrate, link, embed and fuse ICT into our education system for the full cycle - from initial teacher training to supporting and offering direction to current teachers in primary and secondary. The use of pupil e-portfolios, teaching, learning and assessment all using ICT constructively, deserves attention.

Guidance, logistical support and training all form part of the strategy.

The DES has grasped the nettle by putting actions, responsibilities and timelines in place. ‘Brave decision, Minister’ to quote Humphreys (Yes Minister).

Cooperation and support has been assured by other relevant departments. The DES and its support agencies promise to be with us most steps of the way. It is expected that

whiteboard and a few reconditioned laptops. Priorities and decisions will have to be made. One hope is for a scheduled and predictable grant system to be put in place.

BRENDAN KELLEHER PRINCIPAL OF SCOIL BHRÍDE, KILL, CO. KILDARE

AND PÁIRIC CLERKIN PRINCIPAL OF ST. PATRICK’S NS, CASTLEKNOCK, DUBLIN 15

over the next few years, less ICTconfident practitioners will explore the advantages of appropriate ICT use.

Making our pupils digitally competent will enable those pupils engage more fully with society and the digital economy.

The ideal is to have this strategy embraced by all and not driven by the perceived ‘ICT expert’ on school staff.

However, with the lack of sufficient inschool management, questionable internet speeds and irregular/ insufficient funding, it may remain a positive but aspirational document.

While €30 million has been earmarked for the current academic year, no strategy has yet been put forward for allocation of funds and each school may end up with an interactive

The Digital Strategy, updates and a summary are available on the DES website https://www.education.ie/en/Publicati ons/Policy-Reports/Digital-Strategyfor-Schools-2015-2020.pdf Five Guiding Principles 1. Learners actively involved in a process of determining meaning and knowledge for themselves 2. The use of ICT in teaching, learning and assessment can enhance the learning experiences of all learners in also supporting inclusion and diversity 3. The use of ICT to be embedded in school curricula, Department policies and teacher education, with the Department and its agencies playing a proactive role in implementation 4. Schools and the Department to use ICT in an ethical and responsible way 5. ICT Planning is required to ensure ICT integration in teaching, learning and assessment. All levels of the education system are engaged in inclusive planning for the effective integration of ICT.

The Digital Strategy describes four themes, as follows Theme 1 – Teaching, Learning and Assessment using ICT I To embed digital learning objectives with future education policy and curriculum reform initiatives I

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To adapt the UNESCO ICT competency Framework for Teachers for the Irish Context

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To aid the integration of ICT into teaching, learning and assessment in schools

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To provide opportunities for students to pursue in-depth ICT study in the senior cycle

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To ensure that schools can engage effectively in whole-school planning and self evaluation to support provision for ICT learning

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To promote technology-supported assessment

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To promote and use of digital portfolios (ePortfolios) for primary and post primary students

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To ensure schools can use ICT as a tool for inclusive learning

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To support personalisation and differentiation through the use of ICT

January 2017

To support schools in their engagement with parents/ guardians with regard to the use of ICT to support teaching

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Extend the scope and reach of students’ learning beyond the walls of the classroom

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To resource digital content

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To provide access to Open Educational Resources.

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Theme 2: Teacher Professional Learning I To embed digital technology across the continuum of teacher education and other Departmentsupported teacher education programmes I

To embed ICT in Initial Teacher Education Programmes

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To embed the use of ICT in all induction programmes for teachers

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To align teachers’ professional learning in ICT to the Teaching Council’s National Framework for CPD

To provide information to teachers on innovative ways to use digital technology more actively in their own teaching To develop and promote examples of effective integration of ICT in teaching, learning and assessment To provide continued support to schools on the use of ICT for students with special educational needs

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To encourage a culture of innovation

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To promote responsible and ethical use of the internet and related technologies

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To evaluate ICT integration at school level.

Theme 4: ICT Infrastructure To provide funding for school ICT infrastructure

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To encourage and support the use of ePortfolios for teachers

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To improve internet connectivity for schools

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To promote Professional Communities of Practice.

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To support the creation of school networks including Wi-Fi

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To provide advice on ICT equipment and ‘Bring Your Own Device’ - BYOD

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To provide advice and support to schools on cloud services for education

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To explore and recommend technical support solutions for schools

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Ensure clear and concise advice is available to schools in relation to procurement.

Theme 3: Leadership, Research and Policy I To provide strong leadership within the Department to oversee and regularly review the Strategy I

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To provide a flexible, differentiated model of CPD to support embedding of ICT in teaching, learning and assessment

To ensure coherence and continuity between digital strategies for the school sector and the higher and further education sectors To enhance ICT capacity and awareness in the education system in partnership with industry

www.ippn.ie Latest resources If your school has a policy or plan that is not available on ippn.ie, or which would supplement available resources, we would appreciate if you would submit it for review by email to geraldine.darcy@ippn.ie.

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Planning Prompts.

DES CIRCULARS I 0074/2016 - Panel access to the Supplementary Redeployment Panel for the 2017/18 school year.

The following are the new resources available in the different sections of the website:

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RESOURCES

PLAYS, PRAYERS, SONGS, HYMNS ETC. I Christmas Story

SCHOOL POLICIES I SNA Job Sharing Policy I Statement of Strategy for Pupil Attendance I Safety Statement 2016_2 I Safety Statement 2016_1.

MANDATORY POLICIES Health & Safety Statement 2016.

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SPECIAL EDUCATIONAL NEEDS Policy re Home Use of School Owned Assistive Technology

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CURRICULUM & SCHOOL PLANNING 3 Year Policy Plan.

Forms & Templates I Job Sharing Plan Power Point I Swimming Survey for Parents.

PLANNING PROMPTS A new prompt is uploaded each week to this section, outlining activities that schools may wish to consider at that particular time of year. This section will act as an online archive of planning prompts, which are also issued via E-scéal.

SUPPORTS Leadership+ I Leadership+ Issue 95 – November 2016.

E-SCÉALS A new E-scéal is uploaded each week to this section, outlining key information that is relevant to school leaders – deadlines, decisions, planning prompts, research etc. This section will act as an online archive of E-scéals.

ADVOCACY Submissions I Submission to the DES re. Action Plan for Education 2016-2019 -> 2017 Priorities (Nov 2016).

An archive of submissions is also available on this webpage.

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LEADERSHIP+ The Professional Voice of Principals

Fitness to Teach A SIGNIFICANT DEVELOPMENT FOR TEACHING IN IRELAND TOMÁS Ó RUAIRC

DIRECTOR OF THE TEACHING COUNCIL

The 25th July 2016 was a significant day for Irish teachers, primary principals and deputy principals and the wider public, when Education and Skills Minister Richard Bruton formally commenced Part 5 of the Teaching Council Acts 2001-2015.

This allows for the Teaching Council to commence accepting and investigating complaints relating to registered teachers and aligns teaching with other regulated professions within the State including doctors, solicitors, accountants and nurses. Teacher professional standards bodies in the UK, Canada, Australia and New Zealand have had fitness to teach functions for a number of years.

While the Council is obliged to consider complaints received, ultimately only the more serious cases will be referred onward to an inquiry, and the relevant legislation envisages that schools/employers will continue to deal with issues as they arise at local level, where the greatest prospect of early resolution lies.

Who can make a complaint?

Any person, including a principal/ deputy principal, can make a complaint and the Council can look into complaints on a number of grounds, including professional misconduct, poor professional performance, engaging in conduct contrary to the Code of Professional Conduct for Teachers, being medically unfit to teach, and a court conviction for certain offences. While it is anticipated that the majority of complaints will relate to conduct within schools, complaints can relate to conduct outside the school, while in the course of the teacher’s profession, or outside Ireland, on grounds such as convictions for certain offences, and where the conduct is of such a serious nature as to bring the profession into disrepute.

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Complaints relating to matters that pre-date commencement on 25th July 2016 may only be investigated in very limited circumstances.

Emergency Suspensions from the Register In exceptional situations, the Council may consider it necessary to make what is known as a Section 47 application to the High Court for an immediate suspension of a registered teacher’s registration, where it is in the public interest, and while the Council conducts an investigation. In such cases, the High Court will direct if the teacher concerned should continue to be in receipt of salary.

The role of the principal/deputy principal in the Fitness to Teach process While a principal/deputy principal and others can make a complaint, an employer can also make what is known as a discretionary referral, if they have concerns about a teacher’s suitability to teach. They can make a referral at any time, even if the teacher remains in employment, but the Teaching Council cannot normally look into a complaint unless the school’s disciplinary procedures have been exhausted. The exception to this is where there are good and sufficient reasons, which may include where children or vulnerable persons are, or may be, at risk of harm.

Further Information To coincide with the commencement of the fitness to teach provisions of the legislation, the Code of Professional Conduct for Teachers has been updated and can be found in the dedicated ‘Fitness to Teach Section’ of www.teachingcouncil.ie.

Here, principals and deputies, teachers and members of the public can find more details about the background to the legislation and gain an under-

standing of how complaints will be dealt with. The complaint and inquiry process is broken down into three distinct stages - an initial Director Review stage, an Investigating (screening) stage and a final stage, where cases meeting the threshold will be referred forward to formal Inquiry stage. Following an Inquiry, the inquiry panel may impose sanctions; the more serious of these sanctions must be approved by the High Court.

While you yourself may never be the subject of a complaint, you may have friends or colleagues who find themselves in this situation or you may have to engage in the process as part of your professional school leadership responsibilities.

Therefore, IPPN members are encouraged to visit the ‘Fitness to Teach’ section of the Council website, where they will find four information booklets outlining the process - from the perspective of a teacher who might be the subject of a complaint, a school employer, a member of the public and finally, a potential witness at an inquiry.

E-mail queries can be forwarded to professionalstandards@teachingcouncil.ie .

January 2017

Visit of Ontario Principals Council to IPPN Support Office In early December, Joanne Robinson and Ian McFarlane of Ontario Principals’ Council (OPC) spent two days working with IPPN on areas of mutual interest. Ian is Executive Director of OPC while Joanne heads up Professional Learning and OPC’s International School Leadership company. In addition to time spent discussing leadership transition, most of the focus was on member services and supports, as well as comparing professional development strategies for current and aspiring leaders in both jurisdictions.

Mary Nihill, Director of the Centre for School Leadership, Cathnia Ó Muircheartaigh and Mary Keane, President and Vice President of NAPD, participated in key aspects of the discussions over the two days.

There are many similarities between the two organisations and it is very useful to be in a position to openly discuss the opportunities and challenges facing principals’ associations that are thousands of miles apart, yet so close in many ways.

FEBRUARY MID-TERM I All primary schools will close on Thursday 23rd and Friday 24th February 2017. Primary schools may use 3 discretionary days to extend this break to an alternative option of a 5-day break for the period from Monday 20th to Friday 24th February 2017 inclusive, unless changes are required as part of contingency arrangements to make up for time lost due to unforeseen school closures. See DES Circular 16/2014 for more information.

DES GRANTS January The first moiety of the Capitation Grant will be issued to schools I March The Ancillary Grant will be issued to schools I April The Standardised Testing Grant and the School Book Grant will be issued.

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Left to right: Joanne Robinson and Ian McFarlane accepting the IPPN plaque ‘Tacaíocht, Spreagadh agus Misneach’ presented by Seán Cottrell

Left to right: IPPN Leadership Support Manager Angela Lynch, Joanne Robinson and Ian McFarlane of OPC, IPPN CEO Seán Cottrell, CSL Director Mary Nihill, IPPN President Maria Doyle and NAPD President Cathnia Ó Muircheartaigh

DEADLINES Teacher Career Break Applications (DES Circular 10/2011) must be submitted to the Board of Management for consideration no later than 1st February 2017 I Job-Sharing Applications (DES Circular 75/2015) must be submitted to the Board of Management for consideration no later than 1st February 2017 I SNA Career Break Applications (DES Circular 22/2012) and JobSharing Applications (DES Circular 41/2014) must be submitted to the Board of Management for consideration no later than 1st February 2017.

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NCSE APPLICATIONS Note: NCSE had not issued application deadline dates for the 2016/2017 school year at the time of going to print. Dates provided are a guide based on the 2016/2017 school year. Further updates will be issued

by E-scéal.

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January 2017: It is expected that schools will be requested to submit Confirmation of Leavers Form. Form will be available to download from www.ncse.ie January/February 2017: New Staffing Schedule including proposed new Resource Model Allocations March 2017: It is expected that schools will be requested to submit applications for LITH and SNA support to their local SENO. Application forms will be available to download from www.ncse.ie.

PANEL UPDATE Note: The DES had not issued dates at time of print. Further updates will be issued by E-scéal.

DES CIRCULARS I 0074/2016 - Panel access to the Supplementary Redeployment Panel for the 2017/18 school year.

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LEADERSHIP+ The Professional Voice of Principals

School Climate and Leadership Style CIARAN MCMAHON PRINCIPAL OF SCOIL BHRIDE, TULLAMORE, CO. OFFALY There are many types of leaders in our schools and each has his or her own style of leadership. The evolutionary nature of school leadership and the subsequent styles that develop are fashioned and influenced by many factors, but mainly they emanate from work context and the people with whom we work. Principals and Deputy Principals in our schools are the group most closely associated with leadership responsibilty, even though there are also teacher, parent, and studentleaders in the school community.Why then, one might ask, are the principal and deputy principal most often spoken about in terms of leadership responsibility in schools ?

The answer is that it is to these people that others look for inspiration and direction amidst constantly changing educational demands and challenges.

School climate is everything that happens in a school. It can be as simple as how routines are organised or as complex as the planning for teaching and learning. It’s the way people interact and communicate with each other. It’s that feeling one gets when first entering a school. How visitors to a school are greeted and what they perceive when the enter can

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tell a lot about the climate that prevails in a particular school. Schools succeed or fail as social or learning institutions depending on the climate that prevails.

Leadership style can impact directly on school climate. Principals are responsible for the creation of that climate and their style of leadership will directly affect the school community.

Just as the weather of a region is affected by prevailing climate, school climate affects the lives of school constituents.

Their experiences, positive or negative, reflect the prevailing ‘weather conditions’ in their schools. We as principals and leaders have the opportunity and ability to influence that weather chart. It is this capacity to create a positive school climate that will lead to greater school effectiveness. In essence, it is the way we go about our work that will make our school a place that can nourish us all.

Similar to geographical characteristics that affect climate, certain characteristics also underpin leadership styles. These include an ability to connect with the people we work with, and build and maintain trusting relationships. Create an environment where colleagues’ efforts

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are not only valued but also acknowledged. Know when to lead and when to encourage others to lead.

Deal with conflict professionally, and at times recognise our own contribution to it. Cede our place to those better equipped amongst our staffs to fulfil certain tasks. Listen to others and don’t expect others to listen all the time. We must trust the people we work with. They must trust the leaders they look to, not alone to do right, but to do things right.

To be trusted is a far better compliment than to be loved.

George MacDonald School leaders need to examine our own leadership style from time to time and ensure it meets the changing needs of the school, whether there are changes in staffing, pupil profile or other contextual changes such as the appointment of new senior management staff. It is incumbent on us as leaders to ensure that our leadership style not only evolves but that it is always accommodating.

Change is inevitable and a style of leadership that is constant and enduring may not be the best influence for climate in our schools.

NEW FOR 2017 PARENT TO SCHOOL PAYMENTS IPPN has developed a new payment facility for schools. Schools can now collect payments directly from parents – no more cash on site. Through IPPN’s TextaParent.ie service, primary schools can request payments from parents via Stripe or PayPal. The purpose of this payment system is to facilitate the easier collection of school money from parent/ guardians and to reduce the amount of cash and cheques being sent into your school.

If you have any queries, or would like to try TextaParent.ie for yourself, please contact info@textaparent.ie.

January 2017

New IPPN Board Members The following new members were elected to the IPPN Board of Directors at the National Council AGM in November in Citywest.

BRIAN O’DOHERTY

ÍDE NÍ DHUBHÁIN

MAIRÉAD O’FLYNN

Brian is principal of St Patricks Loreto PS, Bray, Co. Wicklow. He has been a member of IPPN Wicklow Committee IPPN for the last 4 years, and of the IPPN National Council of IPPN for two years. He has an M. Ed in educational administration and psychology, and recently completed an online eTutoring course with a view to being an online facilitator of IPPN’s Ciall Ceannaithe course. Brian undertook CSL Mentoring training and has been invited to act as a Cara to mentor colleagues. He is an active participant in his local support group.

Íde is principal of Gaelscoil Mhachan, in Blackrock, Cork.

She is a founding member of Cork Primary Principals’ Network (now IPPN Cork) and also of IPPN. She served as Chairperson and Treasurer CPPN and as Treasurer of IPPN. She has served as County Representative on IPPN National Council for a number of years. A passionate believer in principals’ support groups, Íde set up support groups in Cork and Kerry with Micheál Rea. Íde has also helped organise CPD for principals in Cork.

Mairéad is principal of Scoil Mhuire NS, Ballymore Eustace, Co. Kildare. She is a member of the IPPN Kildare County Committee and has assisted with CPD IPPN Kildare cluster meetings. She is a committee member of the Athy Branch of INTO. She has a degree in Law and her special area of interest is child law advocacy and education law. Mairéad recently qualified as a Barrister at King’s Inns, specialising in Family Law and Alternative Dispute Resolution.

FAREWELL TO OUTGOING BOARD MEMBERS We would like to say a very sincere Go raibh mile maith agat to Pat Gately and Micheál Rea, who have contributed hugely to the governance work of the Board of Directors over the past several years. IPPN is in better shape than ever, in no small part thanks to their stewardship.

Retrospective Vetting Statutory vetting requirement for un-vetted registered teachers BRENDAN O’DEA DEPUTY DIRECTOR OF THE TEACHING COUNCIL The National Vetting Bureau Act 20122016 requires that employers ensure that all members of their teaching staff are vetted by 31 December, 2017.

To support this process, over the next year the Teaching Council intends to facilitate the retrospective vetting of all registered teachers who have not been vetted to date. The retrospective vetting process only applies to teachers who have never applied for vetting via the Council. Teachers who hold a vetting letter from the Council (pre-29 April 2016), or have completed the on-line vetting offered by the Council (since 29 April 2016), are deemed vetted, and are thereby excluded from this process.

Under Section 33 (Registration Renewal) of the Teaching Council Act 2001-2015,

the Council will notify, on a phased basis, the cohort of 33,000 un-vetted teachers on its register and invite them to commence the vetting process. The number of registered teachers that have been vetted continues to steadily increase, with almost 65% of the circa 94,000 teachers on the Teaching Council register now vetted. The Council is anxious to ensure that retrospective vetting will roll out in a controlled and sequential manner and, for this reason, would ask that schools respect the sequencing prescribed by the Council.

Schools may also assist the Council’s vetting process by ensuring that any unvetted teacher has complied with the Council’s vetting notice within the timeframe prescribed. Schools will be informed via the Council website as to overall progress with the vetting roll-out.

Once the vetting process is complete, the school may request the vetting disclosure from the teacher. Only in cases where that disclosure reveals an offence which constitutes a child protection risk will a disclosure be provided to the school by the Teaching Council.

The requirements for vetting under Circular 0031/2016 will continue to apply for all teachers who are changing employment. Teachers applying for new posts requiring vetting should apply directly to the Council as part of the ongoing vetting process. Schools advertising new posts, which may require the teacher to be vetted, should ensure that this is made known as early as possible in the recruitment process.

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LEADERSHIP+ The Professional Voice of Principals

IPPN Position Papers

Small Schools There are presently over 3,200 primary schools throughout the country, including a large number (approximately 1,300) with less than 100 pupils. There are few other countries in the world, and certainly none in Europe, with as high a proportion of small schools.

Local communities are very attached to their small schools and are convinced of their value, both academically and socially. In 2015, then Minister for Education and Skills, Jan O’Sullivan TD, rejected the DES’ own Value for Money Review of Small Primary Schools report, and committed to preserving parental choice, putting in place a voluntary amalgamation protocol for the very smallest schools.

IPPN RECOMMENDATIONS IPPN believes that there is a need to differentiate between small schools which are developing and whose enrolment is on the increase and those whose enrolment is in decline.

For those small schools with declining enrolments, IPPN endorses the position of the Minister and commends the protocols proposed.

However, IPPN is concerned about the stressful situations principals of these schools find themselves in, and recommends that the DES be more proactive in managing these situations to assist the principal who is often placed under severe pressure from the local community.

IPPN further suggests that, in examining options, consideration should be given to the following three possible levels of engagement between small schools.

LEVEL 1 – COOPERATIVE LEADERSHIP This level is a partnership approach which affords small schools an

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opportunity to experience some of the benefits of a larger school, while retaining complete independence.

Schools would, for example, share teaching and learning resources, staff development and may also share administration and caretaking resources. Each school retains its own principal and Board of Management.

LEVEL 2 – CLUSTERED LEADERSHIP This level is a clustered approach whereby two or more small schools cluster together to obtain the benefits of ‘Cooperative Leadership’ and, in addition, share certain leadership, management and teaching and learning functions, while retaining their autonomy and independence. Each school retains its own principal and Board of Management.

This clustered model would involve: a. Shared, full-time secretary and caretaker b. Shared school policy and curriculum planning c. Some joint staff meetings d. Some shared professional development events e. Shared procurement f. At least one joint Board of Management meeting per annum g. Possible joint preparation for community/liturgical/school sports events h. Shared extracurricular / extramural activities i. Teacher exchanges j. Team teaching – sharing expertise.

LEVEL 3 – FEDERATED LEADERSHIP This federated approach would involve two or more small schools merging into one school for leadership, management and administrative

purposes, while retaining existing school infrastructure. There would be one (administrative) principal and one Board of Management across multiple campuses. In this way, parents and children retain their school building in their own local community. A key advantage of federation over traditional amalgamation is that there is no additional accommodation or school transport required in most cases.

This federated model would involve: a. One budget to service multiple campuses b. One staffing schedule c. One (distributed) ISM team d. A Deputy Principal in each school in the federation e. One general allocation for SEN. Federations in the Irish context would offer some advantages. Besides the major advantage of avoiding the closure of small schools, federation offers a structure that allows the principal to engage more fully in leading learning as well as facilitating staff mobility. By reducing the number of Boards of Management, federations increase the possibility of finding the right skill-sets among members.

CONCLUSIONS There is no empirical evidence to prove that pupils fare either better or worse academically in small schools. There are, however, social implications for children in the very smallest schools.

Health and safety as well as child protection considerations need also to be examined.

It is for these reasons that IPPN believes that the three models mentioned above are worthy of close examination.

And Finally…

ANCHORS AWEIGH!

QUOTATIONS

‘

Educating the mind without educating the heart is no education at all.

Aristotle

’

(A sonnet for Seán Cottrel)

It's been an epic Seán, an odyssey since setting sail from Glounthaune, your home shore.

We, who have crewed under your captaincy, have brimming holds of memories in store to ease this parting. As teacher; where it all starts, then years as principal, you crafted traits that were destined to rise (right off the charts).

A hurling net minder your CV states; that shirt fits you well always number one!

IPPN was launched, your own flag ship; great conferences, regattas of work and fun, making us captains too in leadership.

Safe passage and fair winds ahead; let's pay due tribute as you leave.

Anchors aweigh!

John Chambers Principal, Howth Primary School.

‘

QUOTATIONS

Compromise is usually bad. It should be a last resort. If two e departments or divisions hav d it a problem they can’t solve an th sides comes up to you, listen to bo k one or and then, unlike Solomon, pic the other. This places solid to accountability on the winner make it work.

Robert Townsend

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BOOK YOUR SEAT! IPPN Annual Principals’

CONFERENCE

2017

THE POWER OF ONE Citywest Hotel & Convention Centre Thursday 26th and Friday 27th January 2017