Leadership+ Issue 99 June 2017

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ISSUE 99 / JUNE 2017

+ Leadership THE PROFESSIONAL VOICE OF SCHOOL LEADERS

FARE THEE WELL

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IPPN Summer Courses 2017 IPPN are offering three Summer Courses in July 2017. All three course offerings are EPV approved summer courses and qualify for 3 EPV days.

Ciall Ceannaithe - Online Ciall Ceannaithe is an online summer course specifically designed to professionally support Newly Appointed Principals. It is also suitable for teachers and deputy principals who wish to one day undertake the role of principal. The course is run throughout the month of July and requires 20 hours of online learning.

Who should participate?

I Newly appointed principals I Aspiring school leaders I Experienced principals who wish to reflect on their current practice When and where?

I Online from July 1st to July 31st. Course must be graded and approved by July 31st.

Blended Summer Course – Principals IPPN are now offering a one week blended summer course to take place during the first week of July, commencing on Monday, 3rd July. The first 2 days will require viewing online from your home or school. For the remaining three days – Wednesday 5th, Thursday 6th and Friday 7th – you will be required to attend one of two venues for the face to face element. The two locations that you can choose from are: Donegal Education Centre, Donegal Town or Sheraton Athlone Hotel, Co. Westmeath.

Who should participate?

I Current and acting Teaching Principals I Current and acting Administrative Principals When and where?

I Monday 3rd and Tuesday 4th July – Online learning I Wednesday 5th, Thursday 6th and Friday 7th – 9.30am to 3pm in one of the following venues: G Donegal Education Centre, Donegal Town or G Sheraton Athlone Hotel, Co. Westmeath

Blended Summer Course – Deputy Principals This summer will see the introduction of the first tailored IPPN summer course specifically for Deputy Principals. This will also be offered as a blended summer course with a requirement to complete 2 days online and the remaining 3 days will take place in the Sheraton Athlone Hotel, Co. Westmeath. This course will commence on Monday 3rd.

Monday and Tuesday will be used to view the content online. You will then be required to attend face to face training in the Sheraton Athlone Hotel on Wednesday 5th, Thursday 6th and Friday 7th July.

Who should participate?

I Current and acting Teaching Deputy Principals I Current and acting Administrative Deputy Principals When and where?

Monday 3rd and Tuesday 4th July – Online learning Wednesday 5th, Thursday 6th and Friday 7th – 9.30am to 3pm in the Sheraton Athlone Hotel, Co. Westmeath

Book your place now on www.ippn.ie

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+ Leadership 8

Go dté sibh slán

Farewell to Seán

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IPPN members, colleagues and friends come together to reminisce and congratulate Seán Cottrell on his tireless work for IPPN.

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Principal in Profile

Our amazing adventure began with a trip to the Oz Expo at the RDS in 2007, where I was offered a sponsored visa by the Department of Education Western Australia (DEWA)…

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The NSCE

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Seán Cottrell looks back on his 17 years working with IPPN.

Legal Diary

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THE PROFESSIONAL VOICE OF SCHOOL LEADERS

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David Ruddy looks at the case of an unfair dismissal of a caretaker from a National School

Mind the Gap!

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There is significant work being done around the country in county-based Children and Young People’s Services Committees (CYPSCs). In this issue, we look at the work being undertaken in County Meath.

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

In 2013, the NCSE was engaged in the first major review of special education in over 20 years.

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Editor-in-chief: Seán Cottrell Editor: Geraldine D’Arcy Assistant Editor: Maria Doyle Comments to: editor@ippn.ie Advertising: sinead.omahony@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 99 / JUNE 2017

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LEADERSHIP+ The Professional Voice of Principals

GO DTÉ SIBH SLÁN For the last seventeen years, I‘ve been the luckiest man in Ireland, having a job which has never felt like ‘work’. You often hear principals describing the challenge of taking on a school which is on its knees. It will be hard work, but you cannot go wrong because anything is better than the status quo.

It was a bit like that with IPPN. Principals were on their knees with absolutely no supports, or even a means to talk to each other, so the only way was up.

One of the big challenges I faced as the Director of a newly-fledged ‘primary principals’ network’ was credibility in the role. Principals were simply too busy to get involved with something that wasn’t practical and of a high standard. IPPN was positioning itself as a leader of leaders and had to be able to ‘walk the talk’, if we were to get principals on board - not just any principals, but those of high standing and respect in their own school communities.

A break-through moment came in 2001 when we realised that IPPN had 1,000 members. Cracking 2,000 members in January 2003 was a greater feeling yet. You can imagine how we felt in February 2015 when we reached the magic 3,000 - we must be doing something right! The key to these successes was constant communication and consultation with members, finding out what they wanted us to do for them. The opening of our dedicated national support offices in 2010 was another major highlight. These bespoke offices have enabled us to build a team of professionals from various disciplines who together make everything that the dreamer dreams come true.

They say that necessity is the mother of invention. After meeting with and listening to principals from all types of school around the country, it became 2

obvious that IPPN was faced with a very complex set of needs. With very limited resources, we needed to focus on practical and time-saving supports and services that would really help. A battery of approaches was needed, and speed was of the essence. In the first year, I spent a lot of time seeking advice from fellow principals within IPPN as well as leaders of other organisations outside of the education world, who could see what we were trying to achieve. I also spent a lot of time thinking and strategising about what was possible, and how to go about achieving it. A confidential telephone helpline was, and continues to be, one of the most appreciated and badly-needed supports. The challenge of informing parents about a lastminute match cancellation was the motivation behind TextaParent.ie.

Communicating with Irish teachers while travelling, the motivation for EducationPosts.ie.

One of the big challenges I faced as the Director of a newly-fledged ‘primary principals’ network’ was credibility in the role.

Principals were simply too busy to get involved with something that wasn’t practical and of a high standard.

Historically, ambition was not a word often used in a positive sense in staff rooms here in Ireland. The culture of ‘waiting your turn’ prevailed. Among the greatest changes that IPPN has brought about is the recognition of school leadership as a career step for teachers who are passionate about

teaching and learning and want to make a difference beyond the realm of their own classrooms. Another was the breaking down of barriers and the beginning of a new culture of dialogue between principals in their local communities. Given the competition between schools, it was initially a huge leap of faith for principals to start sharing experience and information within local support groups. However, it didn’t take long for principals to realise this was the way of the future. Together, these two changes have had a profound impact in shifting the focus of the role of principal teacher to that of leader of learning across the whole school. I would go so far as to say that no initiative or policy change from the DES or elsewhere has had a greater effect.

One early memory sticks in my mind.

On 18th September 2000, I left Glounthaune NS at about 2pm to go to speak with a group of principals in Monaghan. I drove to Killeigh, near Tullamore, where I had a bite to eat with Damian White, a young local principal. He drove us to Monaghan and, with all of us having strong accents, it became clear that we couldn’t understand a word being said!

Damian wound up translating simultaneously between Monaghan and West Cork. This was our first formal county network meeting, and one of the warmest groups of people I have encountered. Headed for home at 10pm, a few hours’ sleep in Killeigh and back to Glounthaune ready for the morning. This scenario was not unusual for the dozens of IPPN stalwarts who have traversed the country setting up and nurturing county networks in the months and years that followed. Current members owe them a debt of gratitude. School leaders know all too well that little can be achieved by one person. Were it not for their passion, commitment and belief in our cause, IPPN would not be where it is today.

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June 2017

I am a firm believer in simplicity and I am utterly convinced that if an organisation of any kind knows what it wants to achieve, and has a passionate group of people involved then the rest is simply hard work. It became clear that principals needed to learn from the experts as well as from each other about leadership, management and governance, so we set about creating opportunities for professional learning.

Several different CPD models were tried over the years and I am delighted that, all these years later, we now have a dedicated Centre for School Leadership in addition to the various CPD events organised by IPPN that punctuate the school calendar. If I was told back then that we would have been in a position to drive the creation of CSL, I would have thought I was dreaming. Who knows, maybe it was those dreams that have led to some of these sizable changes. Being at the table with education partners, as we now are, was something we fought hard for initially. Not that it’s without its challenges, but at least now principals, through IPPN, are consulted about matters that affect them. They don’t always listen, but they can’t say they haven’t heard!

a turning point came when IPPN conducted our own internal ‘WSE’ last summer. Our Board of Directors, National Council, IPPN staff, and ‘critical friends’ from across the education sector came together to do some deep thinking and brainstorm all aspects of IPPN’s future direction and strategy. Throughout the process, it became more obvious to me that the time had come to consider stepping aside myself and pass on the baton to a new leader with fresh ideas to bring this new strategy to fruition.

along with him. I have worked with Páiric over the last eight years in his role on the Board. In my view, he brings the best qualities of Jim Gavin and Joe Schmidt in his repertoire of leadership skills. IPPN is very lucky to have someone of his calibre at the helm in the years ahead.

Our newly-appointed CEO Páiric Clerkin has a reputation for getting things done and for bringing people

Le mór mór-mheas,

Thank you sincerely one and all for your tremendous support, both personal and professional, over the last two decades. It has been entirely my privilege.

It became clear that principals needed to learn from the experts as well as from each other about leadership, management and governance, so we set about creating opportunities for professional learning.

Looking back, the weeks and days leading into the last Friday morning in January when I would speak to members at our annual conference were always a time of self-doubt, a fear of ‘being found out’. I always got a tremendous buzz from the support and encouragement of the hundreds of principals who were present, willing me on. It’s a strange feeling, but that self-doubt seemed to grow from year to year. I think this anxiety grew as I became aware of the importance of IPPN, and of my role in leading it forward from year to year. Change comes to all things eventually. For me,

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LEGAL DIARY

Caretaker Unfairly Dismissed

DAVID RUDDY BL PRINCIPAL OF TALBOT SNS AND IPPN PRESIDENT-ELECT

A CARETAKER VS A NATIONAL SCHOOL EMPLOYMENT APPEALS TRIBUNAL 2016 The caretaker gave evidence that he was employed at the school. His first contract was for 30 hours per week at a rate of €12.50 per hour. He claimed that the school was in poor repair and that the school won awards in subsequent years as a result of his work. A new contract saw his hours reduced to 20 per week. The school offered to make up the additional 10 hours by offering him 10 cleaning hours, as one of the school’s two cleaners had left. He declined on the basis that he preferred maintenance and did not like cleaning. He also claimed that the school proposed to cut his rate of pay to €10 per hour. The school brought in a cleaner under the community employment (CE) scheme to do some cleaning. However, the caretaker was of the opinion that this worker was encroaching on some of his duties. He wrote to the manager of the CE scheme and objected to the arrangement.

Consequently, the community employment scheme withdrew their worker from the school.

This had the impact that the school needed to hire a cleaner.

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The caretaker’s contract expired in early July. The school informed him that he would be offered a new contract in mid-September. The caretaker was upset that he was not reemployed from the start of the academic year. He was told that the ancillary services grant from the Department of Education and Skills (DES) had to cover secretarial, caretaking and cleaning activities. The Board of Management (BoM) of the school informed him that, due to the financial position of the school, it was necessary to cut a further 5 hours to 15 and that his role would be that of caretaker/cleaner. An unsigned cotract was allegedly produced and the caretaker claimed he was asked to agree to the new terms and conditions by letter. He refused to comply with this request. A further letter stated that, in the absence of a letter confirming acceptance of the revised terms and conditions, it would be assumed that he would be rejecting the offer. The caretaker responded that he wished to stick with the original contract or be advised of his redundancy. He sought other work and was offered a caretaker position in another school, pending a reference from the chairperson of the BoM. The chairperson sent a statement of his employment, which confirmed that he worked for the school and the dates involved. On foot of this, the offer was rescinded. The caretaker was upset that no reference was made to all the improvements made to the school.

This situation led him to submit his claim for unfair dismissal.

The school gave evidence that its finances were in a perilous position and that it had unpaid liabilities. Other employees also had their hours cut. The school denied that it proposed to cut his pay to €10 per hour. The principal claimed that the caretaker stated that he would work the contract under protest. He was asked to clarify this to the BoM. The chairperson stated that, whilst the caretaker requested a reference, she declined on the basis that

the principal was in a better position to deal with such a request; the chairperson could only state that he worked at the school. The principal of another school phoned the chairperson to say he was withdrawing the job offer as he discovered the caretaker was untruthful about how his employment with the current school had ended. The caretaker previously had told some staff that he was leaving and the teachers started a collection for him.

DETERMINATION The Tribunal were critical that the chairperson of the BoM did not clarify by letter that the caretaker’s pay would not be cut. It also accepted that the caretaker had not received an unsigned contract of employment which the BoM produced at the hearing. It was determined that the caretaker was unfairly dismissed and made an award of €1,000, cognisant of the fact that the individual became self-employed after the dismissal, and was not actively seeking work.

It was determined that the caretaker was unfairly dismissed and made an award of €1,000.

OBSERVATION The school authorities in question found themselves in a difficult financial position that they had to manage.

Ultimately, the caretaker was not willing to undertake a new contract with reduced hours and cleaning responsibilities. It was not disputed that the BoM was entitled to cut hours and to offer a new contract in this particular situation. Ultimately, a lack of clarity regarding the status of the caretaker allowed him, in the opinion of the Employment Appeal Tribunal, to be successful. The school was under no legal obligation to furnish a reference but were obliged to furnish a statement of employment. The €1,000 award against the school may have been value for money given the fraught relationship that existed.

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OnYourBehalf Highlighted below are a few examples of IPPN’s advocacy and representative work on behalf of principals and deputy principals, through meetings, events and submissions, since the last issue of Leadership+:

CHILDREN FIRST WORKING GROUP The DES Working Group revising the child protection procedures for primary and post-primary schools met in April and May in Maynooth, and IPPN attended.

Tusla and the Department of Children and Youth Affairs provided input regarding the changes proposed. The key issues discussed were: 1. Aligning the child protection procedures with the Children First guidelines 2. Understanding the safeguarding statement 3. The threshold for mandatory referrals 4. Whole-staff training.

CENTRE FOR SCHOOL LEADERSHIP As joint partners of CSL with the DES, IPPN and NAPD have continued to work closely with the Centre for School Leadership (CSL) and to support its work in the following areas.

I In May, IPPN attended a Shared Learning Day for Cohort One mentors, a group of 180 trained mentors - 93 of whom mentor at primary level and 46 at post-primary.

18 of this cohort are CSL ‘Cairde’.

IPPN also attended the final training day for 210 Cohort Two mentors who will begin formal one-to-one mentoring relationships in September.

IPPN took part in a panel discussion at this event, with the management bodies and the INTO. I A Group Mentoring service has been developed for principals in the Leinster area in the second year of their role. 20 primary principals who have trained as CSL mentors and completed a year’s mentoring will begin training for this role in June, along with 11 post-primary principals.

It is envisaged that there will be 15 such groups at primary level in Leinster and that this service will be extended nationwide by IPPN from September 2018.

I IPPN were guests of honour at the launch of the Post Graduate Diploma in School Leadership (PDSL) in UL on May 5th. PDSL is a part-time blended learning professional diploma, delivered locally over 18 months in six regional locations, with provision in Irish in NUIG. Fees support for PDSL will be provided by the DES and the cost to participants will be €2,000.

The course will be open to approximately 200 participants annually.

I IPPN Deputy CEO Pat Goff accompanied the CSL team to Glasgow in mid-May to further the partnership with the Scottish College of Educational Leadership (SCEL).

The shared learning aims to develop a continuum of leadership provision for

school leaders in Ireland, from aspiring through induction to experienced, and to explore teacher leadership and middle leadership.

Another priority was to examine exchange opportunities for small primary schools in Scotland and Ireland as part of the SCEL Excellence in Headship International programme.

DES FORUM ON ‘THE SCHOOL OF THE FUTURE’ – THE ROLE OF ICT IN EDUCATION The Minister started a consultation process with key stakeholders in early May regarding the role of ICT in education. IPPN attended the initial consultation in Limerick, along with some local principals. Among the issues discussed, including resourcing and multiannual funding, was the composition of the review panel itself, as there is no representation from primary level, on which it all depends.

All the research shows that if children, particularly girls, are not interested in ICT/STEM by age 12 then they avoid those subjects in second and third level.

We will continue to press for representation from primary level.

WELLBEING FOR TEACHERS AND LEARNERS (WTL) The WTL Group met on 12th May, at which arrangements for a one-day seminar on the 18th November were finalised. This shared learning day will invite representatives from the DES, parents, children, management bodies, principals and teachers across primary and postprimary sectors to showcase good practice and to promote a culture of wellbeing at the centre of school communities.

Cf Leadership+ Issue 93 page 14 for the terms of reference for the WTL group.

NAHT-NI CONFERENCE IPPN attended the conference of the National Association of Head Teachers – Northern Ireland (NAHT-NI) in Newcastle, Co. Down on 11th and 12th May. The key issues highlighted were: 1. No government in Stormont causing significant disruption and concern for school leaders 2. Funding shortfalls 3. Wellbeing for school leaders 4. Education needs to be given high priority within the political agenda 5. Schools now far more open to sharing resources and expertise 6. Networks and connections between school leaders are proving to be very successful 7. The development of the Centre for School Leadership.

DES On 17th May, IPPN met Martin Hanevy, Assistant Secretary General of the DES, Eddie Ward and Marguerite Boyle of the Teacher Education Section of the DES, along with NAPD, to discuss the vision for CSL as the pilot continues. The evaluation currently in train will help to inform future direction and policy. There was also discussion about Group Mentoring - to be delivered by IPPN and NAPD, as well as the need to include Deputy Principals in any future plans for CSL. There were a number of other matters discussed relevant to both IPPN and NAPD and plenty of scope and goodwill for future discussion and development.

OMBUDSMAN FOR CHILDREN’S OFFICE ANNUAL REPORT IPPN attended this event on 23rd May. 2016 was a very busy year for the OCO with another increase in the number of complaints received, and many key issues affecting children’s rights arising. The Ombudsman for Children, Dr Niall Muldoon outlined the work of the OCO during 2016 in dealing with complaints made by, or on behalf of children. He also detailed work carried out by the OCO in promoting the rights and welfare of children and young people in Ireland throughout 2016. The three key objectives of the OCO Strategic Plan 2016 – 2018 are: I To increase awareness of children and young people’s rights, the UN Convention on the Rights of the Child and the role of OCO I To help public organisations to develop and implement a child rightsbased approach to their practice I To influence positive change for and with children and young people in Ireland, with a particular focus on children experiencing mental health issues, children who are homeless and children with disabilities.

FORTHCOMING EVENTS I Meetings with INTO and the CPSMA I IPPN Board of Directors meeting, Citywest, Dublin - 16th June I IPPN National Council meeting, Citywest, Dublin, at which the next Deputy President/President Elect will be elected – 17th June I Deputy Principals’ Summer School – 3rd - 7th July, Athlone I Principals’ Summer School – 3rd - 7th July, Donegal and Athlone I Ciall Ceannaithe online summer course – July I Headstart one day training for newlyappointed principals – 16th August I IPPN Professional Briefing Day – 6th September.

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REFLECTIONS LEADERSHIP+ The Professional Voice of Principals

IPPN’s Leadership Support Team This Leadership Support Service is designed to make sure that any IPPN member going through a stressful or worrying time will receive appropriate personal as well as professional support.

In the event of a crisis situation, critical incident or school tragedy, members of our Professional Guidance Panel are available to provide 1 to 1 confidential advice and support over the telephone.

You can access Leadership Support Service by contacting IPPN on 021 482 40 70 or emailing advice@ippn.ie or angela.lynch@ippn.ie.

Leadership Support Team The team comprises five dedicated members of staff, four of whom are retired principals, and they focus on a range of supports and services to principals as follows: I Confidential phone support for challenging issues I Development of content for online and face-to-face courses I Facilitation of seminars and master classes at conferences I Development of group mentoring training to aspiring mentors I Resources for www.ippn.ie I Content for Leadership+ and E-scéalta.

The confidential phone support service is provided with support from the Professional Guidance Panel, who are all current serving principals with significant leadership experience.

RACHEL HALLAHAN Rachel is the IPPN Principal Information Officer and is responsible for managing the professional, factual queries received at the IPPN Support Office, working closely with the Leadership Support Manager to coordinate and respond to all queries received. She develops Resource Bundles on specific topics of key relevance to school leaders and content for CPD modules as well as for www.ippn.ie and the IPPN Dashboard.

She also moderates the dedicated mailing list for IPPN’s 6,000+ members and manages the weekly members’ email bulletin – IPPN’s E-scéal.

Rachel holds a B.Sc. Degree in Government and Public Policy from UCC, a Masters in Planning and Sustainable Development, also from UCC and a Postgraduate Diploma in Public Relations accredited by the Fitzwilliam Institute and the Public Relations Institute of Ireland. In addition, she has a Diploma in Social Media from the Digital Marketing Institute. Prior to working with IPPN, Rachel worked in a variety of roles in PR and marketing as well as an internship with the Revenue Commissioners.

DONAL KERINS Donal taught in Midleton CBS for 21 years and was Principal of Bunscoil Rinn an Chabhlaighin Cobh, Co. Cork for 19 years. Donal has been trained as a Mentor with NIPT and has a passionate interest in the development of capacity in teaching staff as the prime means to improve the quality of teaching and learning in schools.

Donal joined IPPN’s Leadership Support Team last September and has contributed to Leadership+ and E-scéal.

Donal is an avid cyclist and walker and has completed the Tour de Munster and Camino trails.

This Leadership Support Service is designed to make sure that any IPPN member going through a stressful or worrying time.

JACK DURKAN

Rachel is currently on maternity leave.

Sarah McNamara is fulfilling the role during this time.

ANGELA LYNCH

ANN RYAN

Team Manager Angela Lynch is the Leadership Support Manager for IPPN. Prior to taking up this role in 2011, Angela taught in Glasheen Girls Schools, Cork, for over 36 years, 20 of these were in a Teaching and Administrative principal role. She is a trained mediator with a particular interest in the area of conflict resolution.

From being a founder member of Cork Primary Principals’ Network (CPPN), Angela went on to serve on the IPPN Board of Directors for over 10 years. She is also a regular contributor to Leadership+.

Ann has spent her teaching career in areas of social disadvantage, as a mainstream teacher for 17 years and for 3 years as a teacher counsellor. She was Principal of St. Mark’s JNS, Tallaght for 17 years. Ann has worked with the IPPN Leadership Support Team since September 2016.

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and Practices in schools and delivers workshops to school staffs on getting started in restorative practices. She is a qualified Life Coach and also works as a mentor with CSL.

Ann is passionately committed to a positive school experience for all. She considers Emotional Literacy as the bedrock on which to build the best possible outcomes and believes relational trust can never be overstated.

She is an advocate of Restorative Values

Jack was Principal in Togher Boys’ School until his retirement in November 2016, when he took up a position with IPPN’s Leadership Support Team.

Jack completed his B.Ed. degree in Mary Immaculate College and holds a Master’s Degree in School Leadership and School Management from the University of Hull.

He has been a member of the Leadership Development Team (LDS), now the PDST Leadership Team, since 2002, where he also works as an Associate on the Misneach and Toraíocht programmes as both a Lecturer and a Tutor. He is a trained Relationship Counsellor and is a qualified Executive Coach and Mentor.

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June 2017

Supporting

TEACHER LEADERSHIP in Schools

FIONA KING SCHOOL OF INCLUSIVE & SPECIAL EDUCATION, INSTITUTE OF EDUCATION, DCU, ST. PATRICK’S CAMPUS

DEBUNKING SOME MYTHS The concept of teacher leadership has been around since the 1980s and is often aligned within the idea of ‘distributed leadership’ based on a general acceptance that leadership is best when it is shared. In reality this is often: I little more than a form of ‘licensed leadership’ I linked to the school improvement agenda I where teachers are encouraged to exercise leadership within prescribed parameters.

While principals may believe that they are distributing leadership, teachers on the other hand may experience little autonomy. The strongest predictor of leadership behaviour is based on teachers seeing themselves as a professional with a sense of professional agency; where they can exercise autonomy and take risks to better meet the needs of their pupils.

Reconceptualising leadership as a capacity that exists within all teachers promotes a more organic form of leadership that is more fluid and allows for teachers to be more creative and take risks; essential ingredients for school improvement.

SUPPORTING TEACHER LEADERSHIP Principals have a key role here in supporting teachers interested in exercising leadership, either within or beyond the walls of the classroom/ school. This may involve: I I

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Principals have a key role here in supporting teachers interested in exercising leadership either within or beyond the walls of the classroom/school.

TEACHER LEADERS Teacher leaders are often regarded as those with formal leadership roles, many of whom in the past would have received additional remuneration as part of middle management or posts of responsibility. Increasingly there is a view of teacher leaders as those who, regardless of formal roles or titles, lead within and beyond their classrooms.

Benjamin Zander famously said ‘Every time we open our mouths, it’s leadership’, thus situating leadership within influence and values where every teacher can exercise leadership as part of being a professional.

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Investing in teachers’ professional learning and development Allowing teachers to identify their own professional development needs Encouraging and facilitating collaboration and collaborative practices Hiring staff open to collaborative practices Empowering teachers to engage in professional learning communities and inquiry-based learning Modelling and facilitating courageous conversations around teaching and learning Having procedural and conceptual knowledge of new practices Facilitating diffusion of effective practices - providing time and resources Providing top-down support for bottom-up initiatives; time, trust and encouragement Practices not being mandated Allowing teachers to volunteer No micromanagement Trust and let go.

Affording teachers such autonomy may help a more organic form of leadership to develop where teachers feel empowered to take both individual and collective responsibility for all pupils’ learning.

OPPORTUNITIES FOR SUPPORTING TEACHER LEADERSHIP As part of our work in the School of Inclusive and Special Education, we have been supporting both pre-service teachers and in-service teachers in their professional learning journeys around leadership for inclusion. This is timely given the new model from September 2017, where it has been noted that schools have some concerns about how best to support all pupils.

Our first cohort of undergraduates in the new four-year degree undertaking a major specialism in special and inclusive education are now working as NQTs. Similarly, teachers undertaking the Graduate Diploma in Inclusive, Learning Support and Special Education undertake a collaborative initiative in their schools and exercise leadership by moving this beyond the classroom, for example, sharing new inclusive practices through peer observation, TeachMeets etc.

While these teacher leaders are initiating change from below they need support from above in a bid to meet the needs of all students and to enhance capacity within the school. If you or your school would be interested in a school university partnership around supporting your teachers to become teacher leaders for inclusion or you have teachers interested in teacher leadership for inclusion, please contact Fiona by email to fiona.king@dcu.ie. A workshop to explore what this might look like for you, your teacher(s) and/or school will be organised early in the new school year.

For further information on more formal courses offered by the School, please refer to the website : http://www.dcu.ie/inclusive_and_speci al_education/index.shtml.

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FA R E WELL TO O U R CE O

A Farewell from our

MEMBERS Seán Cottrell is one of a kind; a man of flair and a steely determination, a man possessed of an unmoveable will to stand up for the school leaders of this country - often in the face of an entrenched determination to retain a status quo that simply kept people in their place... and “lucky they should be to have such a place!” Yes, fearing no one or no thing, Seán Cottrell changed all that and a terrible beauty was embodied in him, infecting and inspiring all those he touched. Ár gcéad míle buíochas duit a Sheaín.

Frank Kelly, Durrow NS, Tullamore

Ceannródaí ab ea Seán a chuir a chroí agus a dhúthracht isteach ina chuid oibre le blianta fada. D’oibrigh sé, sheas sé agus throid sé ar ár son i rith na mblianta san agus ní raibh eagla air riamh labhairt amach. Ba dhuine ar leith Seán agus a lucht tacaíochta. Léiriíodar ár ndeacrachtaí i bhfóram poiblí agus táim cinnte muna mbeadh go raibh a leithéidí againn bheadh ár scéal i bhfad níos measa ná mar atá. Anois a Sheáin tóg sos brea duit féin agus glac leis na focail molta go léir atá tuillte go maith agat. Ag guí gach rath ort féin agus do chlann sna blianta fada atá romhat amach.

Seán Mac Gearailt, Gaelscoil de hÍde, Mainistir Fhearmaí, Co. Chorcaí

Seán, you were and are a beacon of light and hope for all of the principals in our country. Your support to all of us was without compare. Hope you enjoy a long and fulfilling retirement. It is well deserved. Warmest regards,

Thank you for being so inspirational in your efforts to improve our working lives over the last 17 years. Go n-eirí go geal leat amach anseo.

Eibhlin McGarry, St. Mary’s NS, Windsor Ave, Fairview, Dublin 3

Peter Mc Crodden, St Andrew’s NS, Bray, Co Wicklow

As a pre-IPPN Principal who was fortunate enough to work with Seán and many other excellent people on the National Interim Committee in those early IPPN stages, I want to thank Seán for the wonderful legacy that he has left the primary school principals’ profession. Seán, I have always admired your insightful vision and your relentless courage. Enjoy your retirement. Go dté tú slán.

Seán Holian, Scoil Mhuire, Clarinbridge

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I would like to take this opportunity to thank Seán most sincerely for all his hard work, dedication, advice and the energy which he has given to education and the principals of Ireland. Seán has truly been an inspiration to us all and has fought over the years for us as an organisation and for the rights and concerns of principals. He is a man of the people, a hero in our eyes. I wish him all the best in whatever avenue he now wishes to take.

Beir bua Seán. Thanks so much for everything you have done for us!

John Williams, Divine Word NS, Rathfarnham, Dublin 16

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Jim Hayes A Tribute from IPPN’s Founding President Seán, your appointment as National Director of IPPN on 3rd of July 2000 was crucial to its growth and development. It helped to successfully integrate a new professional association for primary school leaders into the psyche and fabric of the education landscape, both in Ireland and internationally.

Your ability to ‘think outside of the box’ has been largely responsible for the many membership supports and services provided for IPPN members nationwide. While many of these supports are commonplace and taken for granted now in other organisations, they were ground-breaking in many ways when you were appointed. Your drive, initiative and vision in those early years shaped IPPN.

Charisma is a sparkle in people that money can’t buy. It’s an invisible energy with visible effects and those of us involved with you in those early years would have recognised the importance of that quality in abundance. This was also noticed by many outside of IPPN. Indeed, I often noticed that representatives of other organisations so enjoyed your contributions to meetings that they would quietly tell me they were already looking forward to our next meeting with them.

In many respects your annual speech at conference was the pièce de résistance for those many members who attended each year. In the presence of various ministers, you always dealt with the issues of the day and outlined the items of importance for school leaders. I will never forget

Seán, a chara My heartfelt thanks to you for all you have done in providing me and my fellow principals with a fantastic support network. I appreciate all your hard work and I can only imagine the sacrifices, both professional and personal, that have been involved in your outstanding commitment to primary education. I have looked forward so much to your speeches at Citywest - each one has been the highlight of the conferences for me. I felt I was the only one in the hall and that you understood clearly the demands, challenges and the rewards of being a principal.

the comforting embrace from all present that your 2008 speech evoked when you informed us about your Parkinson’s. Since that time, many have admired your indomitable courage, unyielding resolve, and unquenchable willpower.

Since you first became involved with IPPN in those early years, your work was what defined you in many respects. Walter Lippmann once said “The final test of a leader is that he leaves behind him in other people, the conviction and the will to carry on.”

Seán, you have passed this final test of a leader. You have done education in this country a great service, and we are all most grateful to you.

Beimídne in IPPN i gcónaí buíoch as ucht an éacht a dheinis. Go néirí ádh leat, a chara.

Your family’s sacrifice of you for our benefit cannot be underestimated. I will never forget your dedication, honesty and brilliant sense of humour. You taught me to love my job as it is, both the good and the occasional bad, to look after myself and my loved ones in the process and to offer as much support to my colleagues as I can. Guím achan rath ort don todhchaí agus mo bhuíochas ó chroí leat i dtólamh.

Le ard-meas Pól Ó Ruiséil, School Oilibhéir Pluinceid Naofa, Rann na Feirsde, Anagaire, Co. Dhún na nGall

Mile buiochas Seán do gach rud. Go n-eiri go geal leat i gcónaí. Bain taitneamh as an sos.

Dermot O’Driscoll, Scoil an Athar Tadhg, Carraig na bhFear, Co. Cork

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Seán Cottrell Extraordinary Impact on the Educational Landscape for School Leaders A TRIBUTE BY

Innovative leaders lead by example, think globally, build networks and create structures that promote positive values.

Looking at the extraordinary impact that Seán Cottrell has had on the education landscape for Irish school leaders over a 17 year period, the words of Sharratt & Harild in their book ‘Good to Great to Innovate’ could be attributed to him in his unique journey as a founding member of IPPN. Seán’s vision for IPPN was always presented as a shared vision, not simply ‘my vision’ as can happen in so many corporations and contexts. From the beginning, he was deeply committed to helping people to help themselves and this is the message he brought to school leaders the length and breadth of Ireland when he set off on his journey to

MARIA DOYLE, ON BEHALF OF IPPN’S BOARD OF DIRECTORS

establish a professional support network, which he passionately believed in.

Seán always believed that you cannot make demands on people you do not know and his commitment to membership engagement as a tool to harness and represent the views of school leaders at the coal face brought a credibility to IPPN that was unique and most welcome.

His tenacity and capacity to reach beyond his comfort zone challenged the Board of Directors of IPPN to look at how IPPN makes a real difference in terms of harnessing the thinking and perceptions of school leaders while providing a personal support, which is a unique feature of our organisation.

Dear Seán, It was with a deep sense of regret that I learned of your intention to stand down from your position as CEO of IPPN. Your dedication and input went far beyond the call of duty. Under your wise stewardship, the organisation developed and expanded to meet the ever changing needs of principals. Your clear thinking and deep understanding of the issues was remarkable. You had the goodwill of Principals, especially Teaching Principals, who were struggling to survive and remain relevant in their roles.

In the pre-IPPN days, principalship was a lonely, poorly understood and unsupported position. During your time, the partners in education were made aware that principals had to be considered when addressing issues related to primary education. You brought dignity to the role of principal and you made us feel a sense of pride in the work we were doing.

Like all great leaders, Seán Cottrell recognises that it is now time for him to step back to allow for the next generation to bring forward the vision and mission of IPPN that he so passionately believes in. This is of course a daunting time for IPPN when the security and familiarity of an inspirational leader like Seán is removed, but IPPN is in a very healthy and positive space and the appointment of a strong and innovative successor in Páiric Clerkin ensures the sustainability and progress of IPPN into a bright and very positive future.

Seán, your legacy is in safe hands. IPPN owes you a deep and profound debt of gratitude. Enjoy a well-earned and enjoyable retirement with your loving family.

I benefitted from your wisdom on many occasions throughout my career. You brought out the best in principals to share their knowledge and to support each other.

You provided the scaffolding and the stage for the sharing of talents and demonstration of abilities to help and enrich each other.

You gave your life to the cause, like the patriots of old, and in that same spirit you leave the Network in a very healthy state.

Primary education in Ireland owes you a huge debt of gratitude… an instrument has yet to be invented to measure the added value you brought to the field of education.

You will be very much missed. We all benefitted from what you achieved.

Personally, I will miss you but I am so grateful that you were so generous with your time and talents. Most of all I wish you good health and the years to enjoy your family and look back with pride on a lifetime of high achievement. Thank you Seán and God bless you and yours.

Noel Friel, retired principal

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Reflections Two for the Road DAMIAN WHITE PRINCIPAL OF SCOIL SHINCHILL, KILLEIGH, CO. OFFALY AND A MEMBER OF THE IPPN BOARD OF DIRECTORS

Colleagues Last November, you all received an email from our CEO Seán Cottrell announcing that he was to step down from the position after 17 years at the helm. For those of you who are new to the job, you could be forgiven for not knowing the significance of this. For those of us who’ve been around that bit longer, it was a significant and momentous day; the day when the most significant ‘mover and shaker’ in my 30 years in education decided to restore his sword to its scabbard, his steed to its stable. Knowing that Seán has set a departure date brings mixed emotions. I’m sad that Seán is leaving IPPN, the organisation he has hauled and driven to the forefront of Irish education advocacy with the strength of his insatiable energy, his unbending resolve and his searing intellect. But I’m happy for Seán that after 17 years of high-order leadership, innovation and incalculable overtime, he will now get to rest a little.

Knowing Seán, it will only be a little!

I had the great privilege of sharing a table with Seán on the first day a small group of school principals met and decided to do something for ourselves. As the organisation grew and the need for a National Director became obvious, one person stood out from the crowd as the one to lead us and lead for us.

Seán was a revelation in the role. His mind simply never stopped working, as idea after idea grew from embryonic notion to working model in jig time. Text-a-Sub and Text-a-Parent are just two of the many innovations we now take for granted, but 17 years ago, these were a revelation. Every challenge faced by principals the length and breadth of the country was met headon by a man determined to make the work life of a school leader more bearable and manageable.

What IPPN changed most under Seán was the mind-set of principals, who had previously kept their cards close to their chest when it came to their schools, their plans, policies and resources. It wasn’t unknown for a principal who knew that another principal would be voting in his or her classroom, to remove all projects and resources, lest his neighbour get any ideas to bring back to his own place. Now principals were encouraged to pool their resources, share their plans and ideas and consult about enrolments. A principal with a good plan for English would share it through the IPPN website, and borrow from the same site the work of other schools on other subjects and policy areas. The website became the digital embodiment of the ‘stone soup’ fairy-tale, where each principal added their own ingredient and was rewarded with the tasty dish of readymade school plans, ripe for minor modifications to make them fit for purpose in any school.

This change in work practice has done more than anything else to move education into the 21st Century. Schools could now make massive strides by working together as the density of the workload forest was diluted by the ‘meitheal’ approach. This was Seán Cottrell’s work and one of his landmark achievements.

Seán was never afraid to rattle cages, to speak on taboo issues, to challenge the status quo. When he spoke of underperforming teachers, he was castigated. Soon afterwards, legislation was in place to deal with the issue and our profession was enhanced by the resultant process. Same when he questioned our union’s commitment to principals’ issues.

When he drew down the patronage issue, the backlash was predictable, as was the stoicism of the determined Corkonian.

Ministers sat nervously when he took to the stage at conference. Department officials knew they were dealing with a force of nature, brimful of ideas and costed solutions.

When Seán spoke of his condition from the platform in the INEC Killarney, at Conference 2008, his mantra ‘I’ve got Parkinson’s but Parkinson’s hasn’t got me’ was akin to a declaration of war. He never let it hold him back in his work - in fact it made him even more determined. His idea for professional mentoring through NCLI was lauded by Minister Ruairi Quinn, who then ‘borrowed’ his idea to establish CSL. Internationally, Seán is known across the world as an extraordinary visionary for primary education. He was a driving force with the International Confederation of Principals (ICP) and his pragmatic approach helped to make the organisation a more useful forum for shared good practice. He also grew IPPN’s capacity to deal with the ever-increasing requests and demands for support through the assembly of a talented and devoted support office staff and he was actively involved in the building of IPPN’s impressive new Support Office.

For those of us involved closely with Seán at Board level, he is the very best of company, and a dear friend with a wicked sense of humour. It has been simply a pleasure and a profound learning experience to have travelled so far, physically and emotionally, with Seán Cottrell.

I hope Seán and his wonderful wife Brid, as well as their children Roisin, Deirdre and Gearóid enjoy the fruits of our founding National Director’s gargantuan labours when he finally has more time on his hands. Thank you very much, Seán.

Míle buiochas Seán as ucht an tacaíocht agus an dea-chomhairle..

Best wishes on your retirement. You have been an inspiration to a generation of principals. Ní bheidh do leithéid arís ann!!

Feargal Hurley, Scoil Íosagáin, Farranree, Corcaigh

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Farewells from around the world…

Rich Burchill

MESPA (MASSACHUSETTS ELEMENTARY SCHOOL PRINCIPALS’ ASSOCIATION)

My first introduction to Seán was reading his keynote address at the IPPN Conference six years ago. I noted that we shared an Innishannon connection and I was moved by his bold challenges to the then Minister and to his comments like, “Principals are eternal optimists.” So I e-mailed him and introduced myself. I met him at the next IPPN Conference and invited him out here to our state conference. We had some great late into the night conversations about “the job”, the work and the skills necessary

to do it well. We talked a lot about the “soft skills”, the ones that actually matter, and Seán shared his vision for support for school leaders.

always had the courage not to get discouraged. The fact that he chose our noble profession as his career is our great, good fortune.

I quickly learned that he is a person who truly cares more about others than himself. He has always been someone who is unafraid to speak truth to power, unafraid to “push the envelope”, unafraid to embrace all that life has to offer, and unafraid to stand for the deserving. And in the words of prosecutor Ben Ferencz, he has

At the two MESPA conferences he attended, he also showed he could bust some massive dance moves and demonstrated a robust singing voice and charming wit. Seán Cottrell has enriched my life beyond measure. I feel blessed to call him a friend and so admire his uncompromising idealism and integrity.

Ian McFarlane EXECUTIVE DIRECTOR, ONTARIO PRINCIPALS’ COUNCIL

On behalf of the 5,500 members of the Ontario Principals’ Council, I bring warm regards and congratulations to Seán Cottrell, a great leader and a greater man. The OPC and IPPN came into existence at roughly the same time and, with Seán’s leadership, we learned together how to build great organizations for principals. Seán ultimately become IPPN’s CEO, its face and voice. We watched and listened as we built our own organization and we were much the better for his example.

Over the years the bonds have

remained strong and we continue to find commonalities that have led to many strategic conversations.

It would be quite reasonable for IPPN’s members to fear the future - I certainly do not relish his absence! But Seán is a great leader and great leaders prepare, over many years, for change and new leadership. He has shepherded growth and change for IPPN for almost two decades and he has managed brilliantly.

But as much as I revere Seán as a leader, I reserve my greatest esteem for Seán’s personal attributes, and they are many. I learned long ago of his warmth, generosity and good humour - he has always been a gracious host and a much-loved guest - but I will always think of Seán when I consider the nature of service, resolve, and most of all, fortitude.

To you, Seán, our very best wishes for a long and happy retirement with your brilliant family.

Fiona Forbes PRESIDENT, ICP

It has been the pleasure of the current and previous Executive Councils of the International Confederations of Principals (ICP) to have worked with Seán to further our association and, in turn, global education. Seán is one for telling it as it is, and there were times 12

when that is just what we all needed to hear and other times when he put the cat amongst the pigeons! Whatever his message, it always brought about the desired effect – growth.

There is many a story colleagues could

tell about Seán and he could fill a book with his very quick one-liners, always delivered with wit and intelligence. We at ICP wish Seán and his family all the best in his retirement. We know it is not goodbye, just till the next time.

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Champion for School Leaders VIRGINIA O’MAHONY IPPN PAST PRESIDENT AND RETIRED ASSISTANT DIRECTOR For seventeen years as CEO of IPPN, Seán Cottrell’s abiding passion has been to provide support for school leaders every day, to help reduce their crippling workload and to raise awareness of the centrality of their role in their schools and in the wider Irish education system. Any objective appraisal of Seán’s contribution will show that he has succeeded in raising the profile of primary principals and has ensured that the power of positive leadership in schools is now firmly acknowledged as the key ingredient in securing high quality learning for children.

the international stage through membership of the International Confederation of Principals (ICP). He realised that the newly-established IPPN could learn much from best international practice and, in particular, from longer-established principals’ associations. The opportunity to encounter high calibre international speakers, and invite them to speak at IPPN conferences, would benefit principals directly. But Seán was keen to contribute too and it was obvious from the start that international colleagues recognised his creativity

and strong leadership qualities. In 2006, when it was time for IPPN to raise its profile internationally and take on an ICP Executive role, it was Seán who encouraged me to step up to the challenge. Over the following seven years, Seán’s loyal support for my work with ICP was steadfast and unwavering.

Seán’s contribution to school leadership both in Ireland and internationally has been highly effective and his legacy is assured.

Go mba fada buan thú, a Sheáin!

As IPPN Deputy CEO for eight years (2007-2015), I experienced at first hand the courage, energy, drive, creativity and hard work that Seán brought to his role. With his passionate belief in the cause of primary principals, he led the IPPN Support Office team to provide the many crucial supports and services that members now find indispensible.

From his appointment as Director in 2000 Seán saw the importance of IPPN assuming an active role on

Above: Virginia, Minister Jan O’Sullivan and Seán at Conference 2015

Clive Byrne DIRECTOR, NATIONAL ASSOCIATION OF PRINCIPALS AND DEPUTY PRINCIPALS

I first met Seán formally in our respective roles shortly after I was appointed Director of NAPD in 2008.

Seán was gracious and supportive and, once the Cork accent was penetrated, we had plenty to discuss in relation to education matters. The structures and organisation of IPPN are much different to those of NAPD. The challenges of catering for over 3,000 schools, each with particular issues - whether it be those of a one teacher school, a small school with a teaching principal or a large school with a walking principal was one he relished and he set up local, county and national structures to cater for the needs of members. The close

links he developed with the Ontario Principals Council and the International Confederation of Principals influenced the evolution of IPPN but it was by no means one-way traffic – Seán and his IPPN colleagues contributed in equal measure to the evolution of other organisations with good ideas and solid advice.

I have so many reasons to be grateful to Seán - for his support, his common sense, his advice, his insights into Irish education politics and the breadth of his knowledge of the makers and shapers of education policy. In recent years, there has been much closer

cooperation between NAPD and IPPN, particularly in the areas of principals’ welfare, wellbeing and the Centre for School Leadership. A model for future cooperation is emerging which will be developed and will probably come to fruition by our respective successors but it is clear that school leadership at primary and post-primary level has more in common than may have been understood and future synergies should be explored.

Seán’s time at the helm of the IPPN has been characterised by his vision, his drive and his leadership. He’ll be missed!

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Harold Hislop PRÍOMH-CHIGIRE, AN ROINN OIDEACHAIS AGUS SCILEANNA

Tá áthas orm go bhfuil an deis seo agam ómós a thabhairt do Sheán Cottrell mar stiúrthóir is bunaitheoir Líonra Phríomhoidí Bunscoile Éireann (IPPN) agus mar cheannaire inár gcóras oideachais. Ba mhaith liom traoslú le Seán as an tseirbhís den scoth a thug sé don IPPN le seacht mbliana déag anuas. Ó bhí mé i mo bhall de réamhtheachtaí an IPPN, chonaic mé an chaoi ina raibh díograis agus dílseacht Sheáin i leith na tacaíochta do cheannairí scoile ríthábhachtach do bhunú an IPPN sa bhliain 1999.

that many schools throughout the country have experience of partnership with other schools, and primary school principals and schools are now benefitting from local network arrangements by sharing good practice in relation to leadership and management and teaching and learning in schools. During Sean’s term as Director of IPPN, the sense of isolation, which had been for some, associated with the role of the primary principal was replaced with a sense of collegiality among principals.

Seán has led the organisation with great distinction, enthusiasm and vigour, and principals have been encouraged, enriched and empowered through his work in IPPN. One of Seán’s legacies is

Seán’s own experience of principalship ensured that the work of IPPN remained focussed on the professional needs of the primary principal and on improving the quality of education for all children.

Under his leadership, IPPN has consistently provided a range of practical supports and services and dedicated professional representation for school leaders. Seán was an advocate for principals and school leaders and ensured the voice of the primary principal was at the policy making table. I am grateful to Seán for the cooperation he fostered with the Inspectorate and his insightful contributions to our various consultations.

Tá a fhios agam go bhfuil an córas oideachais go mór faoi chomaoin ag Seán agus guím gach rath ar Sheán agus a theaghlach sna chéad chéimeanna eile san obair agus sa saol.

Looking Back, Looking Forward PAT KAVANAGH, RETIRED PRINCIPAL AND FORMER MEMBER OF IPPN’S BOARD OF DIRECTORS Many people will have memories of Seán from differing events and experiences. I first met Seán at the first Irish Principals’ Conference in Cork in 1994, entitled ‘Talking Heads’ and was one of two Wexford Principals who attended.

Fast forward to the first conference outside of Cork in Malahide 1999. Jim Hayes and Seán had realised the need to move to the next phase - formation of a National Network. They organised a strategy meeting and asked some non-Cork principals, including Tomás Ó Slatara, Colm Cregan and myself, at the closing session to individually raise the need for principals to develop a National Network.

This bore fruit at the 2000 Conference, also in Malahide, from which an Interim National Committee of IPPN was eventually formed.

On 5th May 2000 The Irish Times carried an ad for a Director of the Irish Primary Principals’ Network. The Ad listed the responsibilities of the role and also the personal qualities required. Among those were ‘A record of motivating and leading others through periods of innovation’. Seán has more than lived up to that quality through his years as

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Director and CEO. Seán himself recently quoted [in IPPN 2020]: ‘Vision with action can change the world.’

Seán’s vision, dynamism, enthusiasm and leadership, and his ability to motivate others to share his leadership goals, has seen IPPN membership grow from an initial 650 to over 3,000 today, with multiple supports which have positively influenced the lives of principals, deputy principals, staffs and pupils.

Many of those principals and others who shared the journey with Seán have retired. Jim Hayes in his recent article on Retirement wrote: ‘Like all major decisions in life, there is a great sense of relief - a burden has been lifted, as it were’.

Oscar Romero wrote this Reflection, which I feel is very appropriate on this occasion: We cannot do everything, And there is a sense of liberation in realising that.

This enables us to do something, and do it very well.

It may be incomplete, but it is a beginning, A step along the way, an opportunity for The Lord’s grace to enter and do the rest.

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Seán Ó Foghlú SECRETARY GENERAL, DEPARTMENT OF EDUCATION AND SKILLS

Seán Cottrell has made an immense contribution to Irish education in his role as the first CEO of IPPN. Seán was to the fore in the establishment of the network in the first instance. His vision for the role of IPPN has been vital to the success of IPPN as an independent and professional body to bring primary school leaders together.

Seán has showed huge commitment in ensuring that IPPN met the need that he identified. He invested a huge amount of enthusiasm and energy in pulling together IPPN, spreading the word about its benefits and building a

national network from the ground up.

In all of this work, Seán’s incessant hard work and open engagement with his colleagues has been very evident.

Seán has always been very open to engaging with the Department of Education and Skills. He has sought to engage with the Department across the range of strategic priorities that IPPN has identified and he has always led the engagement of IPPN in a committed and ambitious way.

In looking at Seán’s priorities over the seventeen years of his leadership, it is

particularly fitting that he is completing his time as CEO following the successful establishment of the Centre for School Leadership. The Centre reflects Seán’s partnership approach with IPPN, NAPD and the Department. We all share in Seán’s confidence that the Centre will make a huge impact on the future of school leadership in Ireland.

Seán has had a huge impact across primary education in Ireland and we will all see the fruit of his work for many years to come. Go n-éirí leat, a Sheáin.

Above: Seán with his family: wife Bríd, Gearóid, Deirdre and Róisín Left: Seán with the Cork Organising Committee, 1994 Below: The launch of IPPN, 10th February, 2000 Above: Letter of congratulations from Taoiseach Enda Kenny.

I’m really sorry to hear you’re stepping down, and I hope the future is good for you. Of all the people I’ve worked with in the education sector over the years, you will always stand out as a brilliant advocate for what education means and ought to mean. I wish you nothing but the best.

Fergus Finlay, CEO, Barnardos

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FA RE W ELL TO O U R CE O Your announcement has made me reflect on your enormous presence on the landscape of Irish education of the past decades. It is hard to believe that seventeen years have passed since your appointment to what was then a truly fledgling organisation. For modern day CEOs the median length of tenure is 4 years which means that you have successfully led IPPN through four epochs. During this time you have ensured that IPPN has grown to become the envy of many other organisations both home and abroad. I have no doubt that this has occurred because of your leadership style and the credibility you

enjoy across the educational and political landscapes.

On a personal note I am full of admiration for your achievements and extremely grateful that you also have provided me with many opportunities over the years to grow professionally with the IPPN family. Retirement will never be your way forward.

The words of Dr. Seuss come to mind: “Don’t cry because it’s over, smile because it happened”.

Gene Mehigan PhD, Principal Lecturer, Marino Institute of Education

Left: Seán and the CPPN anniversary, 2016

Below: IPPN Executive Committee, 2009

Above: Seán (right) with Gene Mehigan at their graduation in 1979

Above: Seán with Minister Bruton

Above: Seán with past presidents Jim, Virginia, Tomás, Larry and Pat at the sod-turning for the new Support Offices in 2009

Left: Seán with the pupils of his former school Glounthaune NS, in 2012

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June 2017

The transition from

PRE-SCHOOL to PRIMARY SCHOOL NCCA EARLY YEARS AND PRIMARY PROJECT TEAM Starting junior infants is an important milestone in every child’s life. This September marks the first time when children may begin school, having completed two years in the Early Childhood Care and Education Programme (free pre-school years).

As part of the National Strategy to Improve Literacy and Numeracy among Children and Young People 2011 – 2020 (DES, 2011), the National Council for Curriculum and Assessment (NCCA) was asked to develop suitable reporting templates to improve the transfer of information about children’s progress and achievements as they move from preschool to primary school, and to make the templates available online.

Drawing on the research reports and with assistance from Comhar Naíonraí na Gaeltachta, the NCCA is currently working with ten preschools and nine primary schools to design and participate in shared transition activities and experiences.

2. Certain dispositions, skills and knowledge are important for children as they move from preschool to primary school 3. Greater alignment in curriculum and pedagogy across pre-schools and primary schools is critical.

Many schools are using ideas from Aistear in their work in infant classes which is helping to create greater alignment 4. Supporting transitions is a shared responsibility between children, families, communities, preschools and primary schools 5. The transfer of information on children’s learning and development between preschools and primary schools is an important part of the transition process.

TRANSITION INITIATIVE

na Gaeltachta, the NCCA is currently working with ten pre-schools and nine primary schools to design and participate in shared transition activities and experiences. Crosssectoral dialogue and discussion, and sharing practice are hallmarks of the initiative. Practitioners, teachers, parents and children are also piloting two draft reporting templates to share information about children’s learning between the pre-school and primary school. The draft reporting templates are linked to Aistear and the Primary School Curriculum, and focus on providing a rich picture of each child as a learner in a way that is useful.

The reporting templates, along with suggested activities and experiences for the months before and after the transition, will be available at www.ncca.ie from Autumn 2018.

Drawing on the research reports and with assistance from Comhar Naíonraí

WORK TO DATE Recent years have seen considerable activity at this transition point, with pre-schools and primary schools working collaboratively to organise transition activities, trips and resources to share information as children move to primary school. The NCCA is building on this work, as well as learning from research, and policy and practice internationally. Three research reports summarising this work are available at www.ncca.ie and include the following key messages: 1. A positive experience for children during the transition to primary school is important

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PRINCIPAL IN PROFILE

LEADERSHIP+ The Professional Voice of Principals

An Odyssey

DOWN UNDER MARIA WHITE PRINCIPAL OF SCOIL OILIBHEIR NAOFA, BETTYSTOWN, CO MEATH

Our amazing adventure began with a trip to the Oz Expo at the RDS in 2007, where I was offered a sponsored visa by the Department of Education Western Australia (DEWA). On 1st September 2009 my husband and I boarded a flight to Bangkok with our two children, then aged 8 and 3. We spent the next four months in Ao Nang, Thailand, interspersed with trips to Malaysia, Vietnam and Singapore.

Whilst in Ao Nang, I approached a nearby local public school, rebuilt following the tsunami of 2004, requesting permission to teach a couple of hours each week. I have very fond memories of singing ‘Head, Shoulders, Knees and Toes’ with these friendly, smiley children.

Our adventure continued when we arrived in Adelaide on New Year’s Eve 2009, hired a campervan and travelled 4,000 kilometres to Perth, taking the scenic route through the Nullabor Plain and the coastal route along the Great Australian Bight. The breathtaking image of the night sky at Eucla population 50 - bejewelled with the Milky Way, will be engrained in my memory forever. Ironically, we spotted our first live kangaroo nearly 3,000 km into our journey at Shannon National Park, where my brave husband climbed the tallest lookout tree in the world.

IPPN Headstart 2017

An Induction Day for Newly Appointed Principals 18

Following a ‘Welcome to Country’ by a local Aboriginal group, work began in earnest in Perth with intense training delivered by the DEWA. I was placed in a high school (‘kindy’ to Year 12), 97% Aboriginal, in a very small town 500km north of Perth, on the edge of the Gibson Desert. Quite a big change for a girl born and raised in Dublin’s north inner city. It was always my dream to teach and learn from indigenous children and so I grabbed the opportunity with both hands.

In Western Australia, a state-wide literacy and numeracy strategy had been developed and implemented to ensure continuity for the nomadic Aboriginal children. All teachers receive excellent CPD on a regular basis. While I was very lucky to receive the much sought-after First Steps training, the CPD on the history of Aboriginal culture, the Stolen Generation, and the truly negative impact it has had on the wellbeing of Aboriginal people was the most memorable.

At times I questioned my being there at all and the further impact that might have on the dilution of Aboriginal culture. I decided that I would endeavour to teach my year 1/2 pupils literacy and numeracy skills through their culture and stories. I invited ‘aunties’ (Aboriginal elders) the children

respected to read aloud in class so they could hear their Aboriginal English dialect valued within education. We collaboratively wrote dreamtime stories they shared with me and in return I shared some Irish legends with them. In attempting to make school learning more meaningful for them, I incorporated events in their daily lives as much as possible. The town became our outdoor classroom as we regularly visited the shop, the post office, the pool, the church and the Shire Council.

We even visited the local mine.

My most treasured memory is of celebrating National Aboriginal and Islander Day Observance Committee as a school in the bush. On this day, we celebrated the history, culture and achievements of Aboriginal and Torres Strait Islander people. My pupils taught me how to identify different bush animals by their tracks, how to cook kangaroo, how to make damper bread and how to sing ‘Head, Shoulders, Knees and Toes’ in Wadjarri, their Aboriginal language.

I will forever treasure the unique memories I have of my time teaching Down Under.

This induction day takes place on Wednesday 16th August in Citywest Hotel in Saggart, Co. Dublin. It is designed to prepare new principals for the first week, month and year of their appointments and is open to those appointed from 1st January 2017 onwards.

This event is facilitated as part of your school’s membership of IPPN and does not present any additional charge for attendance to either your school or to yourself.

If you have plans to move school or retire this year, we would appreciate if you would you please ensure that the new Principal is made aware of this event.

For further information please contact jackie.oreilly@ippn.ie.

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June 2017

Children and Young People Services Committees

MIND THE GAP! The transition to Post-Primary

LEONARD CALLAGHAN MEATH CYPSC COORDINATOR AND PADRAIG McCABE IPPN NATIONAL CYPSC COORDINATOR AND PRINCIPAL OF ST MARY’S JNS, CLONDALKIN There is significant work being done around the country in county-based Children and Young People’s Services Committees (CYPSCs). Below is an example of the work being undertaken, in this case in County Meath.

On 16th January, 2017 the Minister for Mental Health and Older People, Helen McEntee, TD, launched new resources designed in Meath to support young people’s transition from primary to post-primary school. One of the transformational goals of the National Policy Framework ‘Better Outcomes Brighter Futures - The National Policy Framework for Children and Young People 2014-2020’, is to support effective transition. Children and young people experience a number of key transitions in their journey from childhood to adulthood, including from primary school to post-primary school.

The Navan School Completion Programme (NSCP) team developed a booklet called ‘Transition Programme’, which is delivered to 6th class students in the spring of each year. Its main aim is to assist young people to successfully transfer from primary to secondary school. It encompasses exercises to help them negotiate teacher expectations, new environments and the journey from

established social groups into new social relations. When evaluated, the programme showed positive outcomes for the young people involved. NSCP worked with Navan Springboard Family Support Services, Louth Meath Education and Training Board (LMETB) and the Meath CYPSC, with generous funding from the Department of Children and Youth Affairs (DCYA), to redevelop and produce the booklet, as well as the video, for use by all 5th and 6th class students in Meath.

Those who attended the event included young people who participated in the production of the video, parents/ guardians, principals and deputy principals, Padraig McCabe, IPPN National CYPSC Co-ordinator, Aine O’Keefe, Sirena Campbell and Tony Walsh, Tusla Educational Welfare Service, Navan School Completion Programme staff, Navan School Completion Programme committee members, and Meath CYPSC members.

one can be very unsettling and so it’s important to support that transition in whatever way we can. As Minister for Mental Health, I believe we must educate our young people and teach them the skills to cope with the stresses and pressures they will face. We can only do that by working together and ‘Mind the Gap’ is a perfect example of that”. Meath CYPSC Coordinator, Leonard Callaghan echoed the Minister’s comments and commended the young people for their participation in the design and production of the booklet and video.

The Mind the Gap Workbooks can be ordered by email to valerie@springboardnavan.ie.

There is an online DVD resource available on www.cypsc.ie.

Offering a Legal Seminar in

Minister McEntee, TD, noted at the launch that “Any kind of transitional period in someone’s life can be difficult.

This is especially the case for young people. Moving from one school environment into a completely different

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From Left to Right: Elma McMahon, Senior Training Advisor, LMETB; Christina Nestor, Co-ordinator, NSCP; Minister for Mental Health and Older People, Helen McEntee, TD, Se Fulham, Manager, Navan Springboard Family Support Services and Leonard Callaghan, Co-ordinator, Meath CYPSC.

Price: €950 + Travel Expenses T: (087)3526168 info@caratrainingconsultancy.ie W: www.caratrainingconsultancy.ie

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LEADERSHIP+ The The Professional Professional Voice Voice of of Principals Principals LEADERSHIP+

THE NCSE One Unified Support Service for Students and Schools TERESA GRIFFIN In 2013, the NCSE was engaged in the first major review of special education in over 20 years. As part of this review, we spoke widely to principals, teachers and school management bodies. One consistent message coming through from all parties is that the different roles of the various support services weren’t fully clear and that fragmentation and inconsistent messages existed across existing service delivery. NCSE advised that existing support services for students with special educational needs (SEN) should be combined into one unified support service to improve the capacity of schools to include and meet the needs of these students.

The then Minister for Education and Skills, Jan O’Sullivan, TD agreed with this proposal and agreed that the Special Education Support Service (SESS), the National Behaviour Support Service (NBSS) and the Visiting Teacher Service for children who are deaf/hard of hearing and blind/visually impaired (VTSVHI) should join with the NCSE to form one support service for special education.

On March 20th 2017, the NCSE assumed management of these services and we are currently transitioning the services and starting the process of building one unified regional support service. It will take time to get full cohesion – change management is never easy; change management with three services joining the fourth, while ensuring ongoing delivery of service, is challenging for all concerned. Our vision is to have one NCSE that encompasses specialist support delivery alongside our statutory functions in resource allocation, research, policy advice, and corporate responsibilities, supported by an expanded NCSE administrative structure.

Our ambition is to have NCSE regional specialist support teams focussed on

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CEO OF THE NATIONAL COUNCIL FOR SPECIAL EDUCATION

the needs of children, their parents, teachers and schools. These teams will offer support, advice and information in areas including: I Implementing the new teacher allocation model I Continuing professional development for teachers and school staff I Sensory and behaviour interventions.

The intent is that our regional teams will work closely with other relevant services, including the National Education Psychological Service, HSE and Better Start early education inclusion specialists, to improve educational outcomes for students with special educational needs.

The NCSE will consult with educational partners over the coming weeks, to ascertain their views on how the service should develop and we look forward to a constructive engagement about these matters.

While support will be available to schools from September 2017, clearly, the full realisation of NCSE’s ambition will take some time and the extent of services will depend on resources available to us.

The NCSE will consult with educational partners over the coming weeks, to ascertain their views on how the service should develop and we look forward to a constructive engagement about these matters.

COMPREHENSIVE REVIEW OF THE SNA SCHEME The NCSE is currently carrying out a comprehensive review of the SNA

scheme, on foot of a request in September 2016 from the Minister for Education and Skills, Richard Bruton, TD. We were asked to identify and recommend the most appropriate forms of support to provide better outcomes for students with special educational needs who have care needs. The terms of reference for this review are available at: http://ncse.ie/policy-advice.

To date, we have: consulted over 35 groups of stakeholders I visited 10 schools to observe the operation of the scheme I invited presentations to Council from education partners and other experts I analysed 330 responses from partners and stakeholders to an electronic survey.

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In order to ensure the review has a robust evidence base, we have undertaken: I a focussed review of research literature and an international country review for evidence of what works I initial analysis of the distribution of SNA support across different care needs I initial evaluation of the operation of the scheme in 25 schools I examination of professional reports as the basis of allocation I a study on how prepared students with disabilities are for life after school (National Disability Authority).

The NCSE reported to the Minister on our progress to date at the end of May 2017. The comprehensive review will be completed and a report published in the first quarter of 2018.

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NEW DRUMCONDRA TESTS coming soon

DR EEMER EIVERS RESEARCH FELLOW AT THE EDUCATIONAL RESEARCH CENTRE Most readers are familiar with ‘The Drumcondras’, the Educational Research Centre’s range of standardised tests. What you may not know is that the Centre is currently engaged in a very large test development programme. In December 2016, new sets of tests were made available for post-primary schools, and we are now working on primary level tests. In March, a sample of schools piloted new reading and mathematics tests for Second through to Sixth class.

These tests will be standardised next year, after which they will be available for all primary schools.

The primary school test development programme is unlike any done before as it involves the parallel development of tests in paper and in digital form. To support the digital tests, we have a new test delivery system called the Drumcondra Online Testing System (DOTS), which was formally launched

by Minister Bruton in March.

The primary school test development programme is unlike any done before as it involves the parallel development of tests in paper and in digital form.

The DOTS is a cloud-based, fully integrated, secure system for the delivery of standardised tests. It was developed in Ireland, for use in Irish schools. The pupil interface is designed to maximise the quality of test data collected. It uses a simple but visuallyappealing design that maintains pupil interest, but, importantly, does not let technology overshadow what is being assessed. From a teacher’s perspective, the DOTS significantly reduces administrative work, freeing up time for using test results to inform teaching and learning. After tests have been standardised, reports can be instantly produced at the press of a button – no manual scoring needed.

Each primary reading and mathematics test will be available on paper and online, and there will be multiple “Forms” at each class level. This facilitates curriculum coverage and minimises opportunity to copy – particularly with the DOTS, where only one question at a time is visible onscreen. The tests have entirely new content, and take less time to administer than their current equivalents. While much attention has been directed to the design of online tests, the paper versions have not been forgotten. They have been redesigned to make them more appealing to children, and to maximise pupil engagement with test content. This in turn improves the quality of the assessment.

You can keep track of progress by checking the related website, trythetests.erc.ie (no www), which outlines the features of any tests for sale, and gives updates on tests in development.

Death of Professor Michael A Hayes President of Mary Immaculate College of Education Rev. Professor Michael A Hayes, President of Mary Immaculate College of Education (MICE), passed away, at 59, on Saturday April 15th 2017 following an illness. Michael assumed the Presidency at MICE in October 2011. He was nominated by CHoICE to the Teaching Council of Ireland in April 2012.

Michael led MICE through a very difficult era for Higher Education and was deeply committed to the importance of student wellbeing.

A well-respected academic, Michael was also committed to world class provision of initial teacher education and CPD. His untimely death leaves a significant void in the lives of his devoted family and the college community at MICE. Ar dheis Dé go raibh sé.

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LEADERSHIP+ The Professional Voice of Principals

IPPN Key Priorities The following is an outline of IPPN’s stated priorities as put forward in our submission to the DES in October 2015 – Principals’ Priorities for Education Budget 2016 and reiterated in our Nov 2016 submission regarding the DES Action Plan 2016-2019.

Minimum of one administration day per week for Teaching Principals* 60% of primary principals are currently teaching full-time in addition to their leadership role. Depending on school size, they have between 15 and 25 days per school year of ‘administration’ time to work on all of the tasks and responsibilities of school leadership. In simple terms, a principal with 178 pupils teaches a class 168 days a year (183 days minus 15 ‘administration’ days) whereas a principal with 179 pupils does not teach at all. IPPN proposes that a ‘stepped’ approach is followed for administration days whereby every principal has at least one day per week ‘administration time’ and, depending on the size of the school, further days are added as ‘administrative’ up to the threshold for administrative principalship, which is effectively 5 days per week ‘administrative’.

The current situation is unsustainable.

Numerous IPPN studies (and the DES’ own reports) confirm this. Teaching Principals are far more likely to feel stressed, require medical intervention and take early retirement. They have the poorest infrastructure (45% have no personal office space or dedicated storage) and the least ancillary staff support despite the fact that they are teaching full time and desperately need full-time secretarial support.

Teaching Principals across the border in Northern Ireland have a substitute teacher available two days per week (used flexibly to meet the needs of the school). Principals in the Republic need a similar level of substitute cover/administration time to address the anomalies in their working conditions compared with non-teaching principals. The level of release time for teaching principals needs to be increased to ensure that all principals have adequate support to carry out their role as leaders of learning. The current situation is educationally inequitable and professionally unsustainable.

Improve the pupil/teacher ratio Given the diversity of needs present in classrooms today, teachers are

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increasingly challenged to ensure that every child in their care has equal and appropriate access to a differentiated curriculum. This is why principals have asked for the maximum class size to be prioritised ahead of most other aspects of primary education. Where the class size is manageable, children have more equitable access to education and teachers can lead learning in their classrooms more effectively.

Increase the Capitation Grant Schools have been significantly challenged by the cuts to all grants over the past several years, particularly the capitation grant. This has forced schools to fundraise to pay for basic running costs, to curtail support to disadvantaged pupils and to cease maintaining vital infrastructure, such as IT facilities. Restoring the capitation grant to pre-2008 levels would enable schools to start replacing or repairing school facilities and refocus their energies on teaching and learning. It is hoped that the current proposals will achieve this restoration in the short term.

SEN Resourcing 900 new posts were introduced this year to facilitate the implementation of the new SEN resource allocation model.

These were provided to ensure that no school would lose resources during the initial phase of its introduction. Further resourcing will be necessary to ensure that children with SEN do not lose the vital supports when schools are reprofiled in two years. In-service and support for principals and SEN teams will be crucial to implement the new guidelines.

Restore middle leadership posts* Principals’ work overload is a welldocumented issue at this stage, with numerous surveys confirming that the role is unsustainable without an appropriate middle leadership structure.

The moratorium on posts of responsibility has disproportionately affected those schools with senior staff members who retired and were not replaced. Many schools have had their entire management team wiped out, with the exception of the Deputy

Principal post. Middle leadership could have a significant role in school selfevaluation, management of SEN, mentoring of new staff and, in larger schools, managing communications for subsets of the student population.

IPPN is calling for an urgent review of middle leadership capacity. This is an opportune time to commence the rebuilding of leadership and management teams in schools.

Reduce the threshold for administrative principalship* Principals with 178 pupils are managing a staff of approximately 7 teachers, often with an additional complement of resource/learning support teachers, special needs assistants, bus escorts, a part-time secretary, a part-time caretaker and other staff. They are expected to lead the school and its staff while teaching full-time, while a principal with one more pupil (and one more teacher) has none of the teaching responsibilities.

IPPN is calling for the threshold for administrative principalship, where the principal does not have a full-time teaching responsibility, to be reduced considerably to reflect the workload of a school principal. IPPN proposes to reduce the threshold to 145 pupils and/or to include all adults managed by the principal in the calculation, rather than including only class teachers. This will also allow for the increased complexity of special schools.

Revise the staffing schedule for special schools* The Special Schools’ Staffing Schedule was last updated in 1993 (the SERC report) and urgently requires attention.

It would appear that there is no account taken of the complexity of need of individuals attending special schools in determining pupil/teacher ratios, including maximum class averages/ sizes. Every class in a special school is a multi-disability class. In the severe/ profound category of pupils with ASD, the optimum number of pupils per class has been proved from experience to be 4 pupils. These pupils need a calm, quiet environment where staff can implement

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techniques to manage behaviours. At present the ratio of 6 pupils to one teacher including up to 3 SNAs in the room does not allow for this type of environment. As a result, anxiety levels increase to the point where pupils become so upset/challenging that they cannot access the extent of the educational programmes on offer.

IPPN is calling for a revision of the staffing schedule for special schools and that additional factors specific to special schools are taken in to consideration to optimize class averages/ sizes.

Dignified step-down facility for principals without loss of seniority/pension* Currently, the only option for principals who feel that they can no longer give of their best in a leadership role, but who wish to remain in the teaching profession, is to resign and start back at the level of a newly-qualified teacher. In many cases this involves them having to apply for substitute work, maternity leave posts and fixed-term posts. Due to the scarcity of permanent posts and the operation of the redeployment panel, principals who step down often have very little chance of securing a permanent position. Principals should have access to a scheme to allow them the option to step down with dignity and to continue in their chosen

profession without the pressures and responsibilities of school leadership.

Children’s Emotional Wellbeing* A succession of IPPN surveys has uncovered continuing disturbing increases in the levels of depression, anxiety, emotional trauma and neglect amongst primary school-going children.

Allied to the increasingly strong influence of social media and cyberbullying, children are being exposed to levels of pressure that they may not have experienced before. Health effects, such as childhood obesity, have associated self-esteem implications and can become very real issues in our schools today.

IPPN is calling for the provision of resources to establish and embed a culture in all schools whereby all children feel safe to express their anxieties and develop emotional resilience to meet the challenges they face as they go through life. The appointment of additional NEPS psychologists to support schools needs to be expedited in an urgent manner.

Early detection and prevention of issues affecting emotional wellbeing at primary school age is much more effective and inexpensive than seeking to provide a cure or attempting to address the same issues further down the track.

Information Technology and Digital Learning in Primary Schools Multi-national and Irish employers are consistently alerting government to the impact on our economy arising from the shortage of science and technology skills. Irish primary education is at least a decade behind virtually all other OECD countries in relation to ICT provision and usage.

IPPN strongly recommends that the provision of a multi-annual budget for ICT in schools is put in place. An integrated ICT-supported curriculum must be put in place to enable Ireland to keep pace with our OECD neighbours and competitors. A decision needs to be taken to teach a number of subjects e.g. science or maths, through the medium of technology from Junior Infants to Leaving Certificate level. For this to become a reality, government must ensure that all schools have access to high speed broadband and technical support. * There are specific and more detailed position papers for these priority areas.

See www.ippn.ie – Advocacy – Position Papers, and recent issues of Leadership+ which also have synopses of these.

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 sarah.mcnamara@ippn.ie.

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

RESOURCES RECRUITMENT Ancillary Staff I Secretary - Interview Questions (2) FORMS & TEMPLATES Junior Infants Open Day Power Point

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DES CIRCULARS 0030/2017 - Parental Leave Entitlements for all eligible staff other than persons employed as teachers/special needs assistants (SNAs) employed in Education and Training Boards

0032_2017-Measures to be adopted by schools to reduce the cost of school uniforms and other costs 0033_2017 - Policy on Gaeltacht Education 2017-2022 038/2017 - Information in relation to Standardised Testing and Other Matters – 2016/2017 and subsequent year

SCHOOL POLICIES New SEN Model I DES Guidelines for Primary Schools Supporting Pupils with Special Educational Needs in Mainstream Schools Mandatory Policies Protected Disclosures Policy I Draft Whistleblowing (Protected Disclosures) Policy I

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Resource Bundles Parental Separation – New and Improved!

I Absences and Leave – Revised and Updated!

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Child Protection Reporting Procedures for DLP

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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 Escéal.

SUPPORTS LEADERSHIP+ I Leadership+ Issue 98 – May 2017.

I Legal Diary Topics I Class Allocation Articles 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.

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LEADERSHIP+ The Professional Voice of Principals

IPPN Position Papers QUALIFICATIONS FOR PRINCIPALSHIP Recruiting the most effective School Leaders The role of Principal in a rapidlyevolving educational landscape requires knowledge, key competencies and specific skills. There is no longer any professional argument to support the notion that a leadership role should be earned on the basis of seniority alone.

A membership consultation survey of 880 Principals carried out by IPPN in 2014 revealed that I many teachers do not consider applying for the role of principal due to disruption to work-life balance, unrealistic expectations and workload implications I seven out of ten principals did not hold the post of Deputy Principal before assuming the role of Principal I the primary motivation in applying for the position of Principal was a belief that they were ready for a leadership role or that certain aspects of the role appealed to them I only one third of Principals reported holding a post-graduate qualification relevant to the role I the majority of Principals (80%) consider they are in need of further professional development and are willing to undertake same I significantly, 15% of respondents are considering ‘stepping down’ from the post due to role fatigue.

Qualifications and ability to do the job are central to recruiting the best people for the post of Principal. In Ireland, a minimum of 5 years teaching experience is a pre-requisite for accession to the role.

INTERNATIONAL NORMS Qualifications and ability to do the job are central to recruiting the best people for the post of Principal. In

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Ireland, a minimum of 5 years teaching experience is a pre-requisite for accession to the role. This differs substantially from requirements in other countries.

In Finland, entry to school leadership requires a Master’s in Education as well as a National Qualification for Principalship. In Japan, aspiring Principals must have a Masters qualification. In Korea, promotion is based on a Master’s Degree, among other criteria. In Canada and Australia, aspiring Principals are required to hold a Master’s Degree in addition to two specialist qualifications. In Singapore, a teacher’s performance on the Educational Performance Management System (EPMS) determines whether he/she can apply for the post of Principal. In the USA, a Principal must hold a Master’s Degree or a Doctorate in Educational Administration and must complete an internship.

Any national strategy for leadership must focus on raising the profile and prestige level of school leadership in the eyes of the community

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RECOMMENDATIONS Based on international best practice, it appears that recruitment practices and levels of qualifications and expertise in Ireland require some adjustment.

IPPN’s recommendations are as follows: I Any national strategy for leadership must focus on raising the profile and prestige level of school leadership in the eyes of the community I The Department of Education and Skills establish a clear role definition for Principal teachers, including an unambiguous Principal’s Contract of 5-7 years for new entrants to the role and a ‘step down’ facility for existing principals I Pre- and post-appointment training should be central to the recruitment process I A period of ‘job shadowing’ for aspiring principals is desirable I Candidates for school leadership should have a proven track record of capacity for leadership I A Master’s Degree, or at least a Post-graduate Diploma in Educational Management/

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Leadership is desirable. The development of a specific postgraduate qualification (PDSL) by the Centre for School Leadership is welcomed and should be further enhanced to Master’s level.

Seniority and/or the culture of self-selection should be eliminated as the primary criterion for selecting new school leaders.

Recruitment practices require enhanced professionalism A separate salary scale should be considered as the means of remunerating school leaders. Such a salary scale should eliminate the current anomaly of a deputy principal in a medium-sized school receiving a greater allowance than the majority, if not all, of teaching principals.

Following appointment, on-going, accredited professional development should be mandatory for all school Principals. The CSL’s Mentoring and Coaching programmes are very welcome.

Serving Principals should be encouraged to identify and groom future leaders.

CONCLUSION Schools are complex organisations and the quality of the Principal is of crucial importance. Principals need to be resilient, have stamina and endurance as well as practical nous. This tacit knowledge can only be acquired through experience, acquiring appropriate knowledge in specific areas, listening to others and developing professionally. Absolute priority should be focused on the professional wellbeing of each and every school leader.

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And Finally…

QUOTATIONS

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Tell me and I forget.

Teach me and I remember.

Involve me and I learn Benjamin Franklin

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FELLOW PRINCIPALS! I have noticed that school leaders who thrive and not just survive in their role have certain qualities that set them apart: I I

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They have courage, confidence and resilience They don't always ask for permission – like me, they prefer to rely on forgiveness They embrace change and new ideas, provided they are of benefit to the children They look after their staff and pupils They model hope rather than despair, positivity instead of negativity They root out cynicism which... if not checked... has the capacity to undermine any school and they don’t dwell on the 'what ifs' or the 'if onlys'.

Fellow principals, education is a fascinating business. We don’t make anything. We don’t sell anything, yet the children that we teach go on to become the leaders of our communities, schools, organisations, businesses and governments. There is nothing of greater importance than making sure that you, the leaders of primary schools are simply the best. Go raibh maith agaibh.

Seán Cottrell, IPPN Principals’ Conference, 27th January 2017

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QUOTATIONS

Make your ‘yes’ more valuable by exercising your ‘no’ a little more often Lisa Nichols, CEO and author

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