Leadership+ Issue 40 September 2007

ISSUE 40 • SEPTEMBER 2007

Reclaiming the

SUMMER

FEATURES New Boards of Management Ciall Ceannaithe Fire Safety in Schools IPPN: Quality Services < > Quality Savings The School and Guardianship Rights LDS and SDPS Director: Seán Cottrell director@ippn.ie President: Larry Fleming president@ippn.ie Editor: Damien White editor@ippn.ie Assistant Director: Virginia O’Mahony Advertising: marketing@ippn.ie Irish Primary Principals’ Network Glounthaune, Co Cork T: 353 21 452 4925 F: 353 21 435 5648 The opinions expressed in Leadership + do not necessarily reflect the official policy or views of the Irish Primary Principals’ Network ISSN: 1649 -5888 Design and print: Brosna Press 090 6454327 • info@brosnapress.ie

Principals are dismayed and disillusioned with the increasing erosion of their summer holidays. Now that schools have reopened, Principals find that they have not had an adequate break from the responsibilities of school-related work and have returned feeling unrefreshed and tired. The holiday months of July and August have been seriously eroded due to responsibility reverting to Principals for the following important issues: ■ ■ ■ ■ ■ ■ ■ ■ ■

Staff Recruitment Summer Works Schemes School Building Temporary Accommodation Furniture Enrolment / Section 29 SEN Repairs, Maintenance & Cleaning Ever-increasing Administration

This is an obvious worsening of Principals’ working conditions. This is not a new phenomenon and indeed has grown incrementally over many years. This would not be tolerated in any other profession. This unacceptable situation must become an immediate priority for our Union. It is not the first time IPPN has raised this issue with our Union but to no avail. Progress can be made on several other issues concerning working conditions. Why not this issue? Does the standardised school year only apply to certain members of staff?

It is patently obvious that most of the above-mentioned areas are rightly the responsibility of the Patron and the Board of Management. The various Patron Bodies have significant rights and influence as owners and managers of schools. Such rights carry consequent responsibilities and it cannot be assumed that the Principal will automatically ‘step into the breach’ and carry out tasks that rightfully belong to others.

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The VECs and Third level institutions have access to the services of Project Managers and Buildings Officers for all building construction and maintenance. Why not Primary schools? The rhetoric ‘Principals as leaders of learning’ rings hollow as long as the DES and Patrons rely on us to do the work of architects, building officers, surveyors, and engineers on a no fee basis.

We still have the old chestnut of staff recruitment, a process which amazingly takes place in July and August just as everyone else is on holidays! Does this happen in any other profession? The integrity of the selection process is severely compromised due to the lack of availability of external assessors, referees and BoM members during the holiday period.

The concept of In-School Management delivering Distributed Leadership is still but a pipe dream in the absence of a willingness to ‘grasp the nettle’ of ISM reform. Meanwhile our teaching colleagues are becoming increasingly reluctant to take on the role of Principal Teacher as they see the impact of burgeoning holiday-time responsibilities on the Principal and their families.

Have we played a part in bringing this upon ourselves through our over-compliance? Do we carry sole responsibility for the work of the BoM? Are we entitled to a summer holiday? Maybe the solution lies partly in our own hands so please take 3 minutes to complete the on-line survey on ‘Reclaiming the Summer’ which is available on-line at the moment.

Is muidne le meas Larry Fleming President

Virginia O’Mahony Seán Cottrell Assistant Director Director

www.textaparent.ie Our New President Would you like to be able to send a brief message to the parents in your school at short notice?

How can I use textaparent to send messages to the parents in our school?

Arrange for the collection of the parents’ mobile telephone numbers

Unpredictable events e.g. enforced school closure, no heating etc

Log on to www.textaparent.ie

Last minute timetable change e.g. cancellation of sports day

Send cheque to IPPN to purchase “credit” for the cost of the text messages

Timetable change e.g. a reminder of early closing for staff meeting Happy announcement e.g. victory in sports final For large schools – reminding staff about a particular event.

Register your contact details

When your cheque is received, a text message will be sent to you informing you that your account has been set up and is ready for use Follow the on-screen instructions which enables you to type your short message and specify the mobile telephone numbers to which the message will be sent

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Mr Larry Fleming (Offaly) Mr Larry Fleming, Principal of Ballinamere National School, Co. Offaly is the new President of IPPN. He succeeds Mr Tomás Ó Slatara, Scoil na nGráinsí, Co. Tipperary who held the position for the past two years.

Larry’s is the 4th appointment to the role of IPPN President. Others to hold to office previously include Founding President Mr Jim Hayes (Cork) and Ms. Virginia O’Mahony (Galway).

Larry received his Primary education in Boher National School and completed his second level studies in Carmelite College, Moate. He graduated from St Patrick's College, Drumcondra in 1980. He began his teaching career in Ballinamere National School and has taught there ever since. In 1986 he was appointed Teaching Principal of the school. In 2000, Larry's role changed to that of Administrative Principal.

Ballinamere National School is now a 15-teacher school with 240 pupils. In 2005, a beautiful new modern school was opened in Ballinamere including a state-of-the-art Autism Unit.

Larry was a founder member of IPPN and has worked in many and various roles within the organisation since 1999, including his most recent roles as Deputy President and Editor of Leadership +.

A native of Ballycumber Co. Offaly, Larry is a man of many talents. He has written and produced many plays, sketches and pantomimes for children. Larry's term as President will run until August 31st 2009.

1st December 2007 to 30th November 2011 Very shortly, the revised Rules and Constitution for Boards of Management will issue to all schools. This will be in time for the process of forming new Boards which will operate for the next four years.

The Rules set out the procedures to be followed for the selection, appointment and election of members of the Board. The purpose of this article is to discuss a number of issues and help you, as Principal, to understand the process and assist and inform wherever possible.

The responsibility for the formation of a new Board of Management in a school rests with the Patron of the school. All the processes for appointing, selecting, electing and approving members will be initiated by the Patron or the Patron’s representative. It is not up to the Principal to organise or initiate any of these.

The election of a Teacher Representative should take place at a special meeting convened for that purpose. This meeting should be facilitated in the school. In practice, many schools use the opportunity of a scheduled, regular staff meeting and conduct the business of nominations and election as a separate meeting immediately after the normal staff-meeting has concluded. This process obviously has to be organised, chaired and conducted fairly and efficiently and the results recorded. The Principal may be asked to do this or the Patron’s representative may choose to do it in a different way. In any event, the Principal – as the only ex-officio member of the Board should advise that fair and transparent processes are followed. One common question that may arise is whether the Principal has a vote in this election; the answer is Yes. When it comes to the election of Parent Representatives to the Board, the Rules give clear procedures to be followed. There are two options given. The first is to call a meeting at which nominations are taken and an election held. The other option involves a postal notification and ballot. A word of caution to Principals where the second option is chosen by the Patron’s representative. The operation of a postal system for receiving nominations and conducting an election has to be conducted within the constraints of the Data Protection

legislation and regulations. Using and circulating personal information can only be done where permission has been given by the individuals involved for that specific purpose.

When personal information (such as name, address etc.) is collected for one purpose, it cannot be passed on or given to another person for another purpose. So, for example, if the school collects personal information about parents on a child’s enrolment form, unless it is stated on the form that this information will be used for the purposes of holding BoM elections, the school cannot pass this information on to a third party. If this personal information is collected by the school, then the Principal is considered to be a Data Controller with consequent responsibilities.

IPPN’s advice is as follows: If you are sure that the personal information to be circulated about individuals has been collected properly for the purpose of the BoM nomination and election, then you can advise the Patron’s representative that either option can be chosen. If you are not sure, then advise that the meeting option should be chosen.

The responsibility for the formation of a new Board of Management in a school rests with the Patron of the school.

Following these two election procedures, the two Patron’s nominees, the two elected parents’ representatives, the elected teachers’ representative and the Principal Teacher, who is an ex-officio member of the BoM, meet to agree and select a further two members from the wider community. The Chairperson, who is appointed by the Patron, then forwards the names of the complete Board for approval and for appointment by the Patron.

The Rules set out clear procedures for all these steps and while the Principal should be familiar with the process and be available to advise, there is no particular part of the process that calls upon the Principal to undertake any additional responsibilities or workload.

John Curran, IPPN PRO

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TIMELINE Existing Boards term of office ends 30th November 2007

Process starts Not before 30th September 2007

10 days notice Election of teacher representative

10 days notice Election of Parent representatives

Within 7 days Meeting to nominate 2 further members

Within 14 days Names submitted to Patron (up to 21 days if needed)

Within 10 days Approval and appointment of new Board

BoM

New Boards of Management

NEWS

Principal’s Information Management System

(PIMS) Making the most of your desk diary The PIMS folder has 20 sections.

Each section provides an easily accessible area in which you can make notes in preparation for meetings etc. Ideally there should only be one page in each section which is updated periodically.

PIMS is designed as a desk diary to be shared between the Principal, the Deputy Principal and the School Secretary and as such is not intended to be removed from the school.

additional events / key dates added to the monthly calendar will also need to be added here.

TODAY’S PRIORITIES

MONTHLY PLANNING PROMPTS

Prepare a Today’s Priorities list by identifying the key tasks resulting from any key dates, events, deadlines and appointments and prioritising the most important tasks.

This is a pre-populated monthly overview of activities relating to specific school work in the particular month: planning, administration, events, teaching and learning, Board of Management and In-School Management.

There is space to add your own planned activities.

A 'Priorities' list is an aide-memoire; it can be rewritten daily if tasks are completed quickly, or it can be something that is much more long-term and is worked through gradually.

APPOINTMENTS DIARY The Nótaí section acts as a reflection of the monthly overview on that day. Any

The diary is broken into time bands allowing for the scheduling of appointments, meetings, correspondence and uninterrupted preparation time for meetings etc. Teaching Principals should also refer to Teaching Principals: a possible approach to Timetabling in Section 2.

MONTHLY CALENDAR Use the monthly calendar to plan for key dates and events. Events and key dates noted in your Appointments Diary should also be referred to in the Monthly and Annual Calendars.

Diary of meetings held by IPPN on behalf of Principals July/August 2007

www.ippn.ie LATEST RESOURCES Recent additions to the website include the following resources and materials: In the Resources/ Management Resources section ■ Board of Management Minutes template/exemplar ■ Staff Welcome Pack ■ Accident Report Form ■ Grants Information ■ NEWB Pupil Absence Reporting Dates 2007/2008 ■ Official School Closures 2007/2008 ■ Principal’s Information Management System inserts ● Monthly Planning Prompts ● Task Prioritisation Sheet ● Today’s Priorities Sheet ● Pupil Information Form ● Notepaper ● Absences – Staff and SNAs ● Weekly Calendar ● Principal’s Report to the BoM ● Monthly Calendar ● Annual Overview Note there are several sample contracts in this section, including: ● Fixed term contract for Temporary teachers ● SNA ● Part-time cleaner ● School Secretary ● Caretaker In the Resources/Publications section ■ Ciall Ceannaithe report ■ IPPN position paper on In-School Management In the Resources/E-scéals section ■ Appointments Procedures and related templates

IBM meeting re. school-related software CPSMA meeting DES meeting with Martin Hanevy

Please send us any useful templates and exemplars to project@ippn.ie and we’ll make them available on the website, having removed any schoolspecific information.

September 2007 Commercialism in Schools conference OLCS Training IPPN Executive Planning Meeting, Wexford DES Operational Guidelines Group meeting

Upcoming Events National Committee Meeting – Saturday 10th November IPPN Annual Principals’ Conference – Thursday 31st January to Saturday 2nd February 2008 at the INEC Killarney PAGE 4

"If you think education is expensive, try ignorance!"

ANDY MCINTYRE

“Are Principals and teachers fulfilling their obligations in relation to the rights of all parents irrespective of their martial status?”

In a recent paper delivered by Professor William Binchy, “New Family Structures: the school’s relations with unmarried, separated or divorced parents of pupils”. he raises a number of very important issues which I propose to examine.

natural educator of the child is the family and guarantees to respect the right and duty of parents to provide, according to their means, for the religious and moral, intellectual physical and social education of their children.

THE BACKGROUND

(2) Parents shall be free to provide this education in their homes or in private schools or in schools recognized or established by the state.

In 2006 59,500 people described themselves as divorced, 107,000 described themselves as separated or divorced, 190,000 families are lone parent families and 121,800 couples live as a cohabiting unit. There were 2090 same sex couples in 2006. Two thirds of these were male couples.

(3) (1) The state shall not oblige parents in violation of their lawful preference to send their children to schools established by the state or to any particular type of school designated by the state.

THE CONSTITUTION The constitutional dimension regarding the family is chiefly provided for in Article 41 and Article 42 of the constitution. The following are some of the key extracts from the relevant articles.

THE FAMILY Article 41 Section (1) Sub Section (1) “The state recognizes the family as the natural primary and fundamental unit group of society and as a moral institution possessing imprescriptibly rights, antecedent and superior to all positive law”.

Subsection (2) the state, therefore, guarantees to protect the family in its constitution and authority, as the necessary basis of social order as indispensable to the welfare of the nation and the state.

Section 3 Subsection (1) the state pledges itself to guard with special care the institution of marriage, on which the family is founded, and to protect it against attack.

Subsection (2) inserts the constitutional amendment of 1996 which provides for divorce in certain limited circumstances.

“The state recognizes the family as the natural primary and fundamental unit group of society and as a moral institution possessing imprescriptibly rights, antecedent and superior to all positive law”.

The fact is that the unmarried father has persistently been excluded from constitutional protection. This is no great surprise, since the constitution was enacted in 1937 and probably reflected the social attitude of the time. However the Supreme Court has continued to interpretate the constitution in this restrictive manner in spite of changing social practices and attitudes towards families where the parents have not married. As Supreme Court Judge Susan Denham observed; “The effect of the constitution grounding the family for the purposes of Article 41 on marriage was to exclude natural fathers from the institution” The unmarried mother of the child is also excluded from the protection of Article 41 but does get constitutional entitlements through Article 40.3 of the constitution which invokes “personal rights” of the citizen.

EUROPEAN LAW In respect of both Articles 41 & 42 Professor Binchy makes the following observations; “It is clear from these provisions that parents – at all events where they are part of a family based on marriage – have formidable entitlements in relation to the education of their children to which the state must defer. The word “education” should be understood very broadly as covering the entire spectrum of the child rearing process.

When article 41 refers to the family, it does so in the narrow sense of the family based on marriage. Other families do not fall within its protection.

EDUCATION Article 42 Section (1) The state acknowledges that the primary and

married one another. This is mitigated some what by the fact that most of the individual members of such a family, the mother and the children, though not, as we shall see, the father - have been conceded constitutional rights under a different provision of the constitution, Article 40.3 which protects the unspecified personal rights of the citizen”

Thus there is no constitutional protection under Article 41 for a family where the parents have not PAGE 6

The European Convention on Human Rights Act 2003 incorporated the provisions of European Convention on Human Rights into Irish Law. The Act requires our courts to interprete legislation in a manner compatible with Ireland’s obligations under the convention, albeit subject to the constitution.

Article 8 of the European Convention requires States to respect everyone’s “Family Life”. The European Court of Human Rights has consistently interpreted Article 8 as being capable of affording protection to some families not based on marriage.

In a recent case, the court discussed the notion of family as; “not confined solely to marriage based relationships

Professor Binchy states; “The constitution in Articles 41 and 42 may well be hostile to recognizing the rights of unmarried fathers but the Convention is not. I do not believe that the Constitution compels the courts or the legislature to maintain such a hostile attitude. There is nothing inconsistent with giving full effect to Articles 41 and 42 and at the same time conceding to unmarried fathers respect for “family life” under Article 8 of the Convention. In cases where there has been a strong tie between the father and the child, this is capable of translating in practice into entitlement under Article 8 to play a parenting role in respect of the child’s education. How strong that role should be , or the extent to which it is capable of impacting upon the undoubted entitlements of the mother, as guardian, to make educational decisions in relation to the child, are questions to which there are as yet no clear answers”

“GUARDIANSHIP RIGHTS” Guardianship is a matter determined by reference to the circumstances of a child’s birth i.e. whether its parents were, or were not married to each other at the time of birth. If the parents are married both father and mother have joint and equal rights of guardianship .If parents are unmarried at the time of birth only the natural mother will be deemed to be a guardian. However if the parents marry subsequently they become joint guardians on marrying. However the unmarried father can also apply to be made a joint guardian under section 12 if the Status of Children Act 1987.

The court will make such an order where it deems the welfare of the child to be of importance. In a situation where both parents cohabit and do not wish to marry the unmarried father can apply under section 4 of the Children’s Act 1997 to become joint guardian. Unlike the previous application this is granted where the mother makes a statutory declaration to the court declaring (a) both parents are parents of the child (b) they agree to appoint the father as a guardian.

Married parents who divorce remain as joint guardians. If one of the divorced parents remarries the new spouse does not become the child’s guardian. This is still the case even if the original parent disappeared from the child’s life many years ago and exercised no parenting function.

“THE RELATIONSHIP BETWEEN GUARDIANSHIP AND CUSTODY” Alan Shatter TD in his book “Family Law” gives the following definitions; “Guardianship describes the group of rights and responsibilities automatically vested in the parents of a child born within marriage and within the mother of a child born outside marriage in relation to the upbringing of a child …. Guardianship encompasses the duty to maintain and properly care for a child and the right to make decisions about a child’s religious and secular education, health requirements and general welfare. The right

to custody of a child is one of the rights that arises under the guardianship relationship…

Custody essentially means the right to physical care and control. Married parents residing together are the joint guardians and custodians of their children.

Custody vests with the parent with whom the child primarily resides. The parent deprived of custody as a result of martial breakdown still remains a guardian and is entitled to be involved in making decisions about upbringing, welfare and development of the child.”

“Testamentary Guardianship” means any parent who is also the guardian of a child may or will appoint any person to take their place as guardian in the case of the death of a parent.

“Access” means where a parent who is a guardian does not obtain custody, he or she may apply for access to the child. Access is a right and duty of visitation, allowing the person with access to visit and communicate with a child on a temporary basis.

The fact is that the unmarried father has persistently been excluded from constitutional protection. There is no great surprise, since the constitution was enacted in 1937 and probably reflected the social attitude of the time.

In the Supreme Court in 1975 Mr. Justice Brian Walsh made the following observations; In the Supreme Court decision B. v B. (1975) IR 54, Walsh J considered it to be: “Quite clear … that if one parent is given custody of an infant to the exclusion, whether total or partial, of the other parent, that does not mean that the parent who loses the custody is deprived of the other rights which accrue to him (or her) as guardian of the infant. A parent so deprived of custody can continue to exercise the rights of guardian and, in my view, must be consulted on all matters affecting the “welfare of the child which, by the definition of that word contained in s.2 of the (Guardianship of infants) Act (1964) and taken verbatim from Constitution, comprises the religious, moral, intellectual, physical and social welfare of the infant.

“WHEN DO YOU CONSULT THE NON CUSTODIAL PARENT?” This begs the question does the non-custodial parent need to be consulted on absolutely every matter affecting the welfare of the child? Professor Binchy states that such a requirement would be completely unworkable and would drive the custodial parent to distraction (as well as making the work of schools impossible). The courts have modified it, therefore, by making a distinction between “matters of importance” on which the non–custodial parent’s views should be given due weight and “day to day matters” which do not require the participation of the non custodial parent.

He gives examples of the distinction between

“matters of importance’ and the “day to day” matters i.e. the decision to send a child to school with a religious ethos or to send a child to a school abroad would be serious matters. Whether a child is to have a lunch provided by the school or to bring their own packed lunch could be referred as a day to day matter. However a decision on whether a child is to participate in a school play might be seen as a day to day decision but again there are underlying issues of importance, since it is through the multiplicity of small decisions regarding the rearing of a child that the deeper parental philosophy emerges. He states that all minor decisions, if contested, can genuinely reveal major disagreements going to the root of parental issues.

“Is a child’s hair to be short or long? Is the child to take a mobile phone to school? Will the child play hurling or rugby?

Professor Binchy states that the courts have so far given little guidance on the line drawn between “important” and “day to day” decisions regarding a child’s education.

It would seem prudent for School Principals to take a cautious approach and not assume unquestioningly that the spouse who had custody is solely entitled to make decisions as to particular educational matters affecting the child even where these decisions are mundane.

This does not for a moment mean that schools fall under an inevitable obligation to contact the non custodial parent where the lunch menu is changing or the resource teacher will be out for a week. School Principals should use their common sense here as in so many other areas. Even in cases where a non custodial parent has made it clear that he (or she) wishes to be consulted in all matters, big and small, there is no obligation to do so; but it would be sensible, with such a demanding parent, to construe “day to day” matters restrictively and to involve the parent in a wide range of matters affecting the child.

“BOYFRIENDS / GIRLFRIENDS PLAYING A QUASI PARENTING ROLE” How do we treat a boyfriend of a single/separated/ divorced mother who is playing a quasi parenting role. He is faithfully taking children to school, and collecting them at the end of the school day. Such a person has no legal entitlement to play a role in the upbringing of the children. Is the School Management to treat him as a non person?

Professor Binchy offers the opinion that the boyfriend in this case may well be considered to be working in “loco parentis”. A parent may delegate authority to another to exercise, some of the parent’s legal entitlements. The boyfriend, if he has the mothers approval for acting as he does, is entitled to be heeded, not in his own right, but as the agent of the mother. This is a situation calling for discretion by the School Management. The school has a right to deal exclusively with the parents if it chooses. It can, in sensitive cases, work out a system of communication with the mother which removes any ambiguity about the boyfriends role. The approach should be one of humanity, common sense and diplomacy rather than some formalistic rule expressly excluding all boyfriends / girlfriends from the consultative process.

School Principals can approach the area of dealing with different family units by always keeping the welfare of the particular child at the heart of their considerations.

Continued on page 8

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LEGAL DIARY

and may encompass other de facto “family” ties where the parties are living together outside of marriage… a child born out of such a relationship is ipso jure of that family unit from the moment of his birth and by the very fact of it. There thus exists between child and his parents a bond amounting to family life even if at the time of his / her birth the parents are no longer cohabiting or if their relationship has been ended…”

Continued from page 7

THE ROLE OF NON CUSTODIAL FATHERS IN THEIR CHILDREN’S EDUCATION Non custodial fathers around the world consistently complain that they are largely ignored by schools and that they desire to participate actively in their children’s education and are frustrated through neglect.

A study conducted recently in Australia (Australian men’s experience of the nonresident fathering, Bruce Hawthorne Australian Institute of Family Studies Conference Melbourne 9 - 11 February 2006), reveals some views that merit consideration: “In decrying the loss of day to day contact with children and involvement in the ordinary aspects of their lives, some (non custodial fathers) specifically mentioned children’s education and schooling. Their comments reflected the widespread tendency for schools to marginalize non resident parents by neglecting or even refusing to communicate with them about their children. One father accurately summed up this issue: “Schools are funny like this. Parents separate and the custodial parent has to give permission for the other to be involved. They don’t realize there are two parents”.

Although several fathers were content not to be involved in children’s schools and to receive information about children’s progress from resident mothers, many were unhappy at missing out on helping children with school work and with being denied information about important school events.

This unskilled father perhaps wanting better educational opportunities for his son than he had enjoyed, seemed sad that he was unable to help his children with school work: “I am not there on a daily basis to help him with his school work. That is very important for me to help him through his schooling. I wish too that I could hear more about what’s going on at school” Another voiced his utter frustration in his efforts to gain some recognition by the school. Although separated from his child’s mother, he does not cease to be a parent to his child: “I said I wanted to receive all the information like another parent and time and again I find out things that I haven’t received information on like parent teacher nights. I jumped up and down and got angry and the nun said we can’t be sending out all the notices and I said yes, I want to know all the information. I said to her I noticed you never fail to send the school fees to me. Her attitude was that we (he and former partner) should be together discussing these things. I told her we chose to be apart. It is none of your business that we are apart.

You can’t tell us how to live our lives”.

A few fathers had taken the initiative to ensure that they received information from schools and were involved in their children’s schooling. The father had arranged with the school to send him notification of parent teacher meetings and copies of school reports: “I have been proactive about it. I could sit back and be a victim but I have gone out and made these arrangements”.

Another, despite working 60 hours per week in his own business still found time to be involved in the child’s school: “I am the only dad at my daughters that does tuck shop. Everyone at the school knows we are separated.

SUMMARY (1) Schools ought to adapt a policy of communication with both parents in cases of separation or divorce. It is probably better to lean on the side of more rather than less communication.

(2) School reports should be sent to both parents.

The school is not entitled to proceed on the basis that a united family is the only model with which it is reasonably expected to deal.

(3) The phenomenon of joint custody in the context of separation agreements should be noted.

Parents separating amicably sometimes prefer the separation agreement to provide for joint custody even though in practice the children spend most of their time with the mother.

the spouses: what is important is that all should know (and be able to check easily) that, in relation to particular children, only their custodial parent is entitled to collect (or otherwise remove) them from the school. Of course, if the custodial parent tells the school on a particular occasion that the non custodial parent is permitted to take the children that should be acted on by the school.

(6) Married parents have guardianship rights which give them a say in educational matters relating to their children. Principals would be well advised to proceed on the basis that even parents who do not have the custody of their children are entitled to know about important matters affecting the children as well as seemingly unimportant matters.

(7) If the father of a child in an unmarried situation has guardianship rights, he has the same rights as a married father. If the father has no guardianship he has no such rights. However his position is improved somewhat if he has been awarded custody.

OBSERVATION (4) If the non custodial parent has been ordered by the courts to make no contact with his children, it would be a prudent for the school to take a much more cautious approach towards communicating with the parent and limit the communications to matters that are unarguably “important” such as some significant disciplinary issue.

It would seem prudent for School Principals to take a cautious approach and not assume unquestioningly that the spouse who had custody is solely entitled to make decisions (5) What happens when the non-custodial parents turn up at school wishing to take the child with them. This could occur during the course of the school day or after classes are over. What should we do?

Perhaps the best answer is that the school should have anticipated this situation earlier by addressing with both parents the question of who is entitled to take the child from school and in what circumstances. The matter may be the subject of an informal agreement or formal separation agreement between the spouses. Alternatively, there may be a court order prescribing terms of access (which can be expressed both specifically - e.g. “on Mondays and Thursdays from 4 to 6pm” - or more generally - e.g “reasonable access”). If it is clear from this communication with the parents that a non custodial parent is not entitled to take the child from the school, this fact should be noted and a system put in place to ensure that all members of staff are aware of it. That does not require full disclosure to everyone of the details of the matrimonial difficulties between

PAGE 8

Professor Binchy’s paper provides a timely insight into the legal complexities of family law that school Principals and teachers have to contend with often on a daily basis. He acknowledges the challenges which this area of law provides. However he feels the solution is to have systems and policies in place based on common sense, empathy and discretion.

I cannot emphasise enough the importance of the enrollment procedure where a Principal has the opportunity to seek the relevant information in relation to Family Status, Court Orders and other relevant information. Parents are only too willing to provide this information. Parents should be encouraged to communicate with the class teacher and Principal when there is a change in the Family Status i.e. Separation. Apart from the legalities this can have a profound effect on the children’s self esteem and performance in school. Any attempt by one spouse to prevent another from having contact with a school going child should be entertained on the foot of the relevant court order. In exceptional court cases where parents are in conflict and Principals find themselves in a tug of war situation you should seek appropriate professional advice.

SOURCE: “New Family Structures: The Schools Relationship with unmarried, separated or Divorced Parents of Pupils” by Professor Binchy, Reguis Professor of Laws at Trinity College Dublin and a member of the Irish Human Rights Commission.

POST SCRIPT At the time of going to press, the High Court on the 31st of August 2007 has reserved judgement in relation to an action by an unmarried father of twin boys who were removed from the state by their natural mother. The state was a notice party in this case. During the four day hearing, the state acknowledged the dilemma of unmarried fathers and that they had personal rights in relation to their children. The state it appears has conceded that it can no longer ignore the rights of unmarried fathers. I will report on the full judgement in the next edition, or whenever it becomes available.

Ciall Ceannaithe Essential Guidance for Newly Appointed Principals As the old saying goes – ‘a good start is half the battle’. In recognition of this well-worn cliché, IPPN recently decided to provide all Newly Appointed Principals with a dedicated publication aimed at helping them confront the significant challenge that is leading a school. The resultant document Ciall Ceannaithe – Sound Advice and Borrowed Wisdom for Newly Appointed Principals arrived on the desks of all Newly Appointed and Acting Principals earlier this month. It contains a myriad of tips, management strategies and borrowed wisdom gleaned from a wide circle of experienced contributors. We hope and expect that Ciall Ceannaithe will become an essential reference guide for all Newly Appointed Principals and indeed experienced Principals as well.

Experience shows that it is the ability to gain and use factual knowledge that contributes most to positive outcomes in your new role as Principal.

Ciall Ceannaithe certainly enables Principals to acquire practical advice, useful tips, commonsense strategies and provides guidance on management issues in a short, concise and userfriendly format. Ciall Ceannaithe is not meant to be a blueprint for successful school leadership but rather a ‘tús maith’ to enable you to gain an understanding of your role and an ability to prioritise in your first year. Practical advice is offered on a range of issues such as dealing with staff and children, professional development, self-care, time-tabling, appointing in-school management teams, monthly planning prompts and professional supports.

to be explored. Never underestimate the value of staff consultation and avoid imposing our will, particularly in the early months of your Principalship. Building staff confidence is crucial if you are to enjoy the early stages of school leadership.

Staff Relations Ciall Ceannaithe pays particular attention to building positive staff relationships. Newly Appointed Principals are advised on the value of involving the Deputy Principal in all aspects of consultation and affirming the role of the ISM team both individually and collectively. It may take time but there is immeasurable value in getting to know your staff on an individual basis, particularly when necessary changes have to be made and you can count on the support of staff in implementing these changes. Strategies for facilitating the gradual and successful implementation of change are clearly outlined as are procedures for ensuring your first staff meeting is positive, non-confrontational and short!

Experience shows that it is the ability to gain and use factual knowledge that contributes most to positive outcomes in your new role as Principal.

CIALL CEANNAITHE

Borrowed Wisdom Much of the information contained in Ciall Ceannaithe is the result of a collaborative process involving IPPN, LDS and SDPS and has been tried and tested in the most demanding of school leadership roles. It is not by accident that the welfare and personal well-being of the Principal is given due consideration in the first chapter. These are outlined opposite in the excerpt entitled ‘Start with Yourself’.

Practical strategies such as class visitations, the provision of resources and services to teachers and the fostering of the social side of staff relations are highlighted as being most influential in the promotion of positive staff relations.

Relating to children is most important as parents perceptions of the new Principal are often shaped from feed back from their children. Be as visible as possible around the school, listen to the children and affirm their work, but don’t become the disciple enforcer for the class teacher.

As Principal, you will be faced with numerous decisions on a daily basis. The more important the decision, the more time should be given to consultation, not only with those directly involved but also with those who may be involved indirectly. As such, all options may have

Administration – Some useful hints ■ If you are a Teaching Principal use all your release days. This enables efficient prioritisation of issues such as planning meetings, appointments, deadlines, events, etc. Use your P.I.M.S manual as the PAGE 10

reference. It is an ideal resource in helping you schedule and manage your release days.

■ Ensure a good internal communications system. A good system includes telephone, answering machine, e-mail facility, fax and dictaphone. Avoid answering the telephone yourself. By far the most important resource a school can have is the service of a good secretary who has key computer skills. In addition, an efficient secretary can file documents for instant access, format letters, retain copies of letters for future reference, document and file enrolment applications, file invoices and arrange appointments etc.

■ A newly appointed Principal should make himself / herself familiar with the IPPN / CPSMA document, A Framework for Good Practice, which outlines strategies whereby the Principal can start a process of giving back managerial responsibility for certain aspects of school management to individual Board of Management members. Be familiar with the appointments procedure. All aspects of the appointments procedure are dealt with in Appendix D of Ciall Ceannaithe. Newly appointed Principals should also be aware of the 5 essential steps involved in the complaints procedure for parents which are listed on page 8. Helpful hints are also listed on page 8 for meeting with parents. Handy hints on personal and professional development are listed on page 9 of Ciall Ceannaithe. Self care has always been at the core of IPPN philosophy. To serve others adequately, you must first ensure your own well being is adequately catered for.

■ Ciall Ceannaithe is designed to provide easy access to essential information. Nuggets of

4

As Principal, you will be faced with numerous decisions on a daily basis. The more important the decision, the more time should be given to consultation, 5

START WITH YOURSELF 1 The secret to effective personal organisation and managing vast amounts of information is to access a copy of the Principals’ Information Management System (PIMS) from IPPN and use all of its functions.

2 Contact IPPN’s Support Office (support@ippn.ie) or 1890 21 22 23 very early to acquire a full list of all professional supports and services available to Principals. Make sure that you have proper email access to the various services provided by IPPN. 3 Request the assignment of a Mentor by making contact with IPPN as above. You may have friends and neighbouring Principals who will help, but it is essential to have a mentor whom you have not known previously for objective and constructive advice. With the permission of your Board of Management, consider

spending a day ‘job-shadowing’ your mentor.

If you are a Teaching Principal, make sure you are well prepared for your teaching day. Your reputation will be communicated daily by the children and by their parents.

6

7

8

If you are an Administrative Principal, make sure that you set up a system whereby you are not regularly expected to act as a substitute teacher Arrange a meeting with the former Principal prior to the start of the school year. This should be an invaluable source of direct, open, honest information concerning the entire school community.

If at all possible, avoid changing anything in your first year. While it may be very obvious that certain procedures / structures are crying out for change, experience shows that if the ‘new broom’ begins to ‘sweep clean’, even those who want change become fearful and resistant. Make it clear that before anything changes, you intend to observe, consult and listen a lot.

Build staff confidence in you by showing strong listening skills.

Be generous in your comments about your predecessor and acknowledge your awareness of the successes and high points

achieved by your predecessor, colleagues, Board of Management, Parents’ Association and everybody who has contributed to the development of the school to date.

9 Set aside a particular time block each day or each week for (a) administration and (b) meetings. Administration time should be free from interruptions as far as possible, and meetings should be scheduled and by appointment. When people get used to this system they will see the benefits for the school and they will respect your ability to manage your time.

10 The Suggested Timetable for Teaching Principals in the Principals’ Information Management System (PIMS) will put you, and not others, in control of your precious time. Being proactive about timetabling will prevent you being in reactive mode to others’ needs.

11 In order to separate your personal life from your role as Principal, set down a number of markers from the beginning regarding your contactability. Have your telephone number made ex-directory by Eircom or Scoiltel. Do not give your mobile telephone number to parents under any circumstances. Make sure the chairperson, secretary, and staff have a clear understanding about the nature of business that you would / would not want them to contact you about outside of normal work hours.

Excerpt from Ciall Ceannaithe – Sound Advice & Borrowed Wisdom for Newly Appointed Principals (IPPN, 2007)

IPPN - AZZURRI Along with: ● Reflective Trims ● Fold Away Lined Hood ● Internal Coin Pocket with key loop ● Micro Fibre Fleece Lined Front Pockets ● Elasticated Cuffs

The jacket, developed by IPPN in association with our sportswear partner Azzurri, is a superior quality jacket that will appeal to children as a piece of clothing whether as part of a uniform or not.

The jacket is of superior quality: ● Lightweight ● Waterproof ● Windproof ● Breathable

The is available in the following standard colours at the IPPN negotiated cost of €35 including school crest embroidery if desired:

It includes important safety design features: ● Internal Mobile Pocket (incorporating special radio frequency shielding fabric to block mobile phone radiation offering children significant protection.) ● Concealed Draw Cord in the Waist

Azzurri, Kilcohan, Waterford

Navy

Black

Royal Blue Bottle Green

Red

Contact Rachel Duignan at 051 852688 for further details. www.azzurri.ie/ippn

Tel: 051 850066 PAGE 11

Email: sales@azzurri.ie

NEW PRINCIPALS

information are laid out in easy to read short paragraphs. Chapter 3; Good Practice for Teaching Principals, is a classic example of how practical information can be easily accessed. Newly appointed Principals will also find appendix C of the publication most useful. Appendix C gives a full year’s overview of all key takes that must be planned for and dealt with within a specific timeframe.

■ Because of the very positive feedback from newly appointed Principals, it is proposed to make Ciall Ceannaithe available to all Principals in the first term. A new updated version will be available to all Principals in 2008.

IPPN< > Quality Services

Quality Savings

Did you know that your membership of IPPN can save your school hundreds of euro over the course of the school year? Are you aware that availing of just one of the excellent services offered by IPPN in conjunction with our chosen business partners can more than cover your IPPN membership fee for the entire school year?

As your professional body, IPPN has spent the past several years researching and developing tailor-made services with suitable commercial partners in areas where they feel greater savings are achievable for Primary schools. These services are not to be mistaken with the current wave of ‘Commercialism in Schools’ which is not supported by IPPN. Instead our aim is to provide quality services tailored to the specific needs of Primary schools, thereby generating regular savings enabling you as Principal to invest in areas which currently have little or no allocated budget.

members’ needs and have ensured that our partners have dedicated customer service teams in place with a real understanding of their customers – you the Principals!

IPPN is not a commercial entity and you would be forgiven for asking why we are attempting to create such services! The answer is this: IPPN’s goal is to promote initial and continuing professional and personal development of Primary School Principals. Our service partners’ collective aim is to support IPPN and our key objectives, by guaranteeing a monetary contribution to IPPN to help us achieve our goals. Every school that signs up to one of these services, results in a contribution being made to IPPN by the service provider. The more schools that sign up, the better it is for the school and for IPPN, and therefore, for Primary School Principals across Ireland.

THE CURRENT SERVICES AVAILABLE ARE: Service

Average % Saving

Energia

15%

ScoilTel

30%

Mobile+

50%

Allianz Pupil Personal Accident Insurance

20% (online)

Textaparent.ie

20% (on photocopying and administration)

educationposts.ie

FREE

Textasub.ie

FREE

PIMS desk diary

FREE

Energia – average 15% savings on your current energy bills We have successfully negotiated a 15% saving for our members on your schools electricity costs when you switch to Energia. The costs are fixed for an initial term of 2 years from September 2007, giving you peace of mind that you're budgeting is correct and the savings are real.

Energia also take care of the changeover from your current supplier saving you the time and will also supply you with one monthly bill.

Change over today and you will have made significant savings by Christmas.

Energia is one of Ireland’s longest established independent energy supply companies with a current all Ireland market share of 25%. Email marketing@ippn.ie for information quoting your name, school and roll number.

Average savings for the available services: To date we have numerous tailor-made services in our growing portfolio of benefits to members. Each of these services has endured rigorous testing to ensure their long term viability, overall competitiveness and ability to deliver a quality service to our members.

A number of these services have been available to members for over two years now and the response has been very positive with members indicating exceptional value and service when compared to their old providers. We attribute this success to the fact that we know our

ScoilTel – average 30% savings on your current landline costs IPPN’s landline telephone service whose advantages are: ■ Single billing for line rental and call costs ■ A service team dedicated to IPPN members ■ Unrivalled call costs providing savings as follows for your school: 30% on local calls, 50% on national calls and 8% on mobile calls Call 1890 701 801 to speak to a member of the ScoilTel service team.

PAGE 12

Simply call the Mobile+ account manager Maureen O’Flaherty on 1890 501 601 for further information or call into any one of the 3G stores nationwide.

Allianz – 20% savings on Pupil Personal Accident Insurance for online purchases Allianz, long standing supporters of IPPNs programme, have put together the complete Pupil Personal Accident policy. At premium prices ranging from only €4 to €8 it is excellent value for money. Simply log onto www.allianz.ie/schools, proceed to the Pupil Personal Accident section of the website and purchase your policy. There is no need to contact Allianz for usernames or passwords and there is a 20% discount for applying online.

Simply call Allianz’s dedicated team at 01-6133900 with any queries on this policy.

Azzurri – The ‘Zuri’ jacket, specially designed with children in mind IPPN identified the need for a school jacket which would be accepted and worn by students as a piece of clothing as opposed to a uniform, while still fulfilling the requirements of a school jacket. We approached our sportswear partners Azzurri to develop a new jacket which specifically fulfilled these requirements and with the help of a number of focus groups including teachers, parents and children the ‘Zuri’ jacket was developed. Priced at €35 to our members, this cost includes crest embroidery and a unique internal mobile phone pocket which incorporates special radio frequency shielding fabric to block mobile phone radiation offering children significant protection.

Simply call the ‘Zuri’ account manager Rachel Duignan on 051 852688 for further information or log on to www.azzurri.ie/ippn to view the jackets design features.

Prim-Ed Publishing - Promethean Interactive Whiteboards If you are planning to invest in ICT for your school, consider the option of Promethean interactive whiteboards as demonstrated at IPPN’s 2007 annual Conference. The Promethean ACTIVboard+2 is the number one integrated interactive whiteboard solution for Irish Primary schools supplied by Prim-Ed Publishing. As a proud sponsor of IPPN, Prim-Ed Publishing is also offering

specific tailor-made benefits to IPPN members when you purchase their interactive whiteboards.

E-Scéal Regular electronic professional guidance on current leadership and management issues.

Simply call their dedicated service team on 051 440087 or e-mail info@prometheanireland.ie.

Primary Education Management Manual (PEMM) A one-stop shop with all the factual information you need to know about school management. This manual is a unique resource bringing together all the relevant legalisation DES circulars, policies and initiatives in a single publication and is published by Thompson Roundhall. Contact 01 662 5301 to renew your subscription.

Principal Advice A confidential advisory service to all Principals and Deputy Principals who are members of IPPN from a team of experienced serving and retired Principals. To avail of this service, call 1890 21 22 23.

Principals Information Management Systems (PIMS) Supplied free of charge to all IPPN members at the beginning of each school year, this desk top diary facilitates efficient workload and personal time management. Among other tools, PIMS offers Principals monthly planning prompts, an appointments diary and a monthly calendar which enables planning for key dates and events. www.ippn.ie IPPN members can also avail of the main membership website www.ippn.ie which provides updated information, education news, and many resources such as organisational and curricular policies.

It is in your professional interest and that of your school, to avail of as many of the services available as possible so that there is a direct financial and professional benefit to your school.

If you would like further information on any of the above services simply: call the numbers listed within each service above to speak with a member of the customer service team or e-mail support@ippn.ie including your name and school roll number and identify the service you would like further information on or contact the IPPN Support Office on 1890 21 22 23.

www.TextaParent.ie This website provides a highly efficient means of communicating with the parent body reducing your schools photocopying bills by 20% on average and eliminating the risks associated with photocopied notes.

textasub.ie

www.educationposts.ie Free on-line advertising for all teacher vacancies

www.

www.textasub.ie This is an ultra efficient no cost means of accessing all available substitute teachers in your area.

The fastest way to find a substitute teacher for your school.

Networking@ippn.ie A members-only mailing list which facilitates professional debate, peer support and the sharing of good practice.

To subscribe to this mailing list log on to the IPPN website click on the ‘Network’ tab on the main page and then ‘Mailing Lists' to see the number of mailing lists available to you.

Subscribe to as many of these mailing lists as you wish by clicking on the white dot to the right of the word subscribe beside the name of the mailing list then proceed to the bottom of the page and click the SUBMIT button to confirm your request. You will then start to receive emails from this mailing list, and should you wish to respond to any of those emails, all you have to do is click 'Reply' and send your email in the normal fashion.

Simply log on and upload the contact details of the school, the nature of the vacant class and the minimum duration for which the sub is required.

This information is then automatically sent by text message to all substitute teachers who have registered their mobile phone numbers with www.textasub.ie Hundreds of teachers, in all counties, registered to receive text-a-sub notifications Only the substitute teachers that are available will receive your text message.

The Principal / DP can offer a school, home or mobile number to receive a call from subs The Principal / DP then chooses from the most suitably experienced / qualified teachers that reply.

This service is totally free!

PAGE 13

IPPN SERVICES

Mobile+ - average 50% savings on your mobile calls IPPN’s amazing mobile phone offer for Principals allows you to: - Make average savings of 50% on your existing mobile phone - Keep your existing number - Avail of a service team dedicated to IPPN members

NEW PRINCIPALS

Newly Appointed/ Acting Principals Congratulations to all Newly Appointed and Acting Principals who have taken up their new positions this school term.

Principals Advice confidential advice from a team of experienced Principals on a range of difficult issues which may arise.

Key support and services are readily available to all newly appointed personnel from IPPN Support office. Simply contact lo-call 1890 21 22 23 to hear about our full range of services or refer to your Principals Information Management System (PIMS), a copy of which you should have received during the summer.

2007principals@ippn.ie a group e-mail for discussion, questions, answers and collegiality.

IPPN offer all new members essential support such as:

Mentoring the support and advice of an experienced Principal for the first year(s).

Ciall Ceannaithe Resource pack containing sound advice and borrowed wisdom specifically for Newly Appointed Principals.

Reminder for Newly Appointed Primary Principals Misneach 1 begins at four locations during October. As arrangements for the courses are presently being finalised by LDS, any Newly Appointed Principal who has not yet applied for a place on Misneach should do so immediately by contacting: Linda Hogan, Clare Education Centre, Government Offices, Kilrush Road, Ennis, Co. Clare by phone (065) 6845505 or e-mail lhogan@lds21.ie Find out more and download an application form at www.lds21.ie by selecting Misneach Primary on the home page.

Newly-appointed Principals IPPN offers its congratulations to the following Newly-Appointed Principals and Acting Principals.

Please contact us at the IPPN office if there are names missing from this list.

John Kelly, Tinryland NS, Co Carlow Paul Murphy, Scoil Mhuire, Co Carlow Margaret Keegan, Scoil Mhuire gan Smal Presentation Primary, Co Carlow Mary Murphy, Scoil Naisuinta Nmh Padraig, Co Carlow Aingeal Uí Dhálaigh, Gaelscoil Eoghain Ui Thuairisc, Co Carlow Gwenda, Hobson, Killeshandra No. 2 NS, Co Cavan Emma Dancey, Cavan No. 1 NS, Co Cavan Serena Smith, Killygarry N S, Co Cavan Frances Reilly, Knocknagilla, Co Cavan Alan Hawe, Castlerahan Central NS, Co Cavan Majella Mc Carthy, St Michaels NS, Co Cavan Kathleen Ryan, Kildysart NS, Co Clare Máire Sheehy, Convent Primary School, Co Clare Aidan Looney, St Josephs NS, Co Clare Tina Noone, St Johns School, Co Clare Sarah Barnes, St Annes School, Co Clare Fionnuala Murnane, Scoil Realt Na Mara, Co Clare Adrienne Downes, St Josephs NS, Co Cork Síle Collins, Mallow No. 1 NS, Co Cork Ken Foley, SN Dairbhre, Co Cork Margaret Dullea, Scoil Bhride, Co Cork Lorraine Houlihan, Scoil Mhuire Lourdes, Co Cork Margaret Hennessy, St Marys SGS, Co Cork Fiona Giles, St Multose NS, Co Cork Mary O' Brien, St Marys Convent NS, Co Cork Padraig Ó Clumhain, Scoil Fhiachna Naofa, Co Cork Mairéad Ní Mhurchú, Scoil Mhuire, Co Cork Liam Beausang, Scoil Iosagain, Co Cork Kenneth McCarthy, Kilmeen NS, Co Cork Julie O' Driscoll, Caheragh NS, Co Cork John Herlihy, Ringaskiddy Lower Harbour NS, Co Cork Caroline Carey, Gartan NS, Co Donegal Rory O' Donnell, St Nauls NS, Co Donegal Martina Mulligan, Glencovitt NS, Co Donegal Catherine, McClafferty, St Finians NS, Co Donegal Kevin Caldwell, SN Talamh na Coille, Co Donegal Emer McLaughlin, Scoil Mhuire, Co Donegal Padraic Cannon, Scoil Cholmcille, Co Donegal Teresa Ward,Scoil Naomh Brid, Co Donegal Eibhlín Ní Bhaoighill, Gaelscoil Cois Feabhail, Co Donegal Sharon Dunne, St Sylvester NS, Co Dublin Paul Comiskey, SN Lusca, Co Dublin Mary McColgan, Glenasmole NS, Co Dublin Colette Kavanagh, Esker Educate Together NS, Co Dublin Claire Burke Heneghan, Scoil Mhuire, Clondalkin, Co. Dublin Nichola Spokes, SN Eanna, Co Galway Mark Hannon, Carnan NS, Co Galway Róisín Ryan, St Gabriels, Co Galway Elizabeth Mulry, SN na hEaglaise, Co Galway Ann Geraghty, SN Bhaile A Mhoinin, Co Galway Michael Gallagher, SN Colmcille Naofa, Co Galway John Reilly, SN Cearn Mor, Co Galway Michael McAuliffe, Lissivigeen MNS, Co Kerry Julienne, Donegan, Knockanure NS, Co Kerry

Norah Golden, SN an Fhaill-Mhor, Co Kerry Kieran O'Toole, Scoil Eoin, Co Kerry Paula Ní Bhriain, Kiltallagh NS, Co Kerry Aisling O'Sullivan, St Brendans NS, Co Kerry Elizabeth Bayley, Primrose Hill NS, Co Kildare Sheila O’Neill, St Clonleth and Marys, Co Kildare Caitlin O'Connor, Ursaille Naofa, Co Kildare Mary Dillon, Robertstown NS, Co Kildare Clare Brittonn, St Michaels NS, Co Kilkenny Máire Ní Mhóráin, SN Chiarain Naofa,Co Kilkenny Jane Dowling, St Patricks, Co Kilkenny Alice O'Connor, SN Naomh Eoin, Co Laois Richella Kelly, Leitrim mixed NS, Co Leitrim Zara Leslie, Masterson NS, Co Leitrim Ríona Lynch, Cloonfour NS, Co Leitrim Geraldine Cullen, SN Mhic Dhiarmada,Co Leitrim Úna Regan, Fourmasters NS, Co Leitrim Sinéad Ní Thorsnaigh, Gealscoil Chluainin, Co Leitrim Johnanna O'Reilly, Caherline NS, Co Limerick Caitríona de Barra, Scoil Mhuire, Co Limerick Rebecca Cleary, Scoil Chriost an Slanaitheoir, Co Limerick Adelle Salmon, St Marys NS, Co Longford Eddie Rocks, Scoil Naomh Feichin, Co Louth Fiona Rock, Le Cheile ETNS, Co Louth Oreena Lawless, Saint Francis National School, Co Louth Brendan, Tunney, SN Naomh Iosef, Co Mayo Clair Cooke, Cullens NS, Co Mayo Vincent Duffy, St Colmcilles, Co Mayo Nora Leonard, Rathkell NS, Co Mayo Sheila Jennings Walsh, Crimlin NS, Co Mayo Máire Ruane, SN an Chorrain, o Mayo Anna Togher, Croi Muire Gan Smal Senior, Co Mayo Marian Murphy Kitson, St Patricks Central NS, Co Mayo Amanda Davey, Scoil na gCeithre Maoil, Co Mayo Gerard Ruane, Kilskyre NS, Co Meath Sinéad Canon, Our Lady of Mercy Primary School, Co Meath Mary Walsh, St Joseph Convent of Mercy PS, Co Meath Ann Marie, McKenna, Scoil Nais an Obair, Co Meath Rose Cullen, Scoil Muire Naofa, Co Meath Tim Tuckey, Gaelscoil Thulach na n-Og, Co Meath Siobhán Ní Dhúill, Gaelscoil an Bhradáin Feasa, Co Meath Donal Quigley, Scoil Mhuire, Co Monaghan Margaret Walsh, Presentation Convent PS, Co Offaly Declan Downey, St Marys Girls NS, Co Offaly Carmel Fallon, Scoil Phroinsias Naofa, Co Offaly Margaret Brady, Ballinamere NS, Tullamore, Co Offaly Joan Conway, Cornafulla NS, Co Roscommon Pat Bolton, Cloonbonnif NS, Co Roscommon Maria Mulligan, The Don NS, Co Roscommon Caitriona McDonald SN Bhaile Ui Fhidhne, Co Roscommon Michelle Bonner, Stokane NS, Co Sligo Mary Curley, St Lassaras NS, Co Sligo Siobhán Clarke, Ransboro New Central, Co Sligo Mary O'Donnell, St Isidores, Co Tipperary Carmel Butler, Ballydrehid NS, Co Tipperary

PAGE 14

Tríona Geary, Scoil Mhuire na nAingeal, Co Tipperary Ann Powell, St Cronans NS, Co Tipperary Elaine Foley O'Dwyer, SN Iosef Naofa, Co Tipperary Elma Cooke, Deanery School, Co Tipperary Pádraig De Búrca, Our Lady of Mercy NS, Co Waterford Pauline, Coughlin St Marys NS, Co Westmeath Donna Dalton, Naomh Muire NS, Co Westmeath Paula O’Connor, Scoil Dhiarmada, Co Westmeath Laobhaoise Nic Aogáin, Scoil na gCeithre Maistri, Co Westmeath Ann O'Neill, Loreto PS, Co Wexford Sinéad Mc Donald, SN Chaomhain Torrchoill, Co Wexford Deirdre O’Donnell, SN Treasa Naofa, Co Wexford Pádraig Cronin, St Josephs NS, Co Wexford Michael Dunbar, St Patricks Sp, Co Wexford Colette Kavanagh, Scoil Eoin Boys NS, Co Wicklow Eimear McMahon, Lacken NS, Co Wicklow Sadie Biddulph, St Michaels GNS, Co Wicklow Jane O'Brien, St Laurences NS, Co Wicklow Eoghan O'Muirgheasa, St Kevins NS, Co Wicklow Seamas O’Briain, Scoil Chaoimhín Naofa, Co Wicklow Scott Vance, Scoil Naomh Peadar, Co Wicklow Bríd Kennedy, Sacred Heart NS, Co Wicklow Rosemary Lynch, Blessington Educate Together NS, Co Wicklow Joseph McCarthy, St Patricks BNS, Cork City Shireen Rountree, Ballymoney NS, Cork City Aileen Fitzgerald, SN Fionan na Reanna, Cork City Darina Burke, Ruthland Street NS, Dublin 1 Loretta Dunphy, St Gabriels, Dublin 10 Vivienne Bryan, Holy Spirit BNS, Dublin 11 Maura Doyle, St Josephs Snr NS, Dublin 11 Cepta Ball, St Brigids INS, Dublin 11 Anne Mc Cluskey, Our Lady of the Wayside NS, Dublin 12 Aíne Dillon, Scoil Bhride, Dublin 13 Sr Carmel Ní Allumhnáin, Mulhudart NS, Dublin 15 TP Parker, St Francis Xavier SNS, Dublin 15 Sinéad, Armstrong, Scoil Mhuire SEN NS, Dublin 15 Caroline Senior, Rathmichael NS, Dublin 18 Joan Casey, St Patricks GNS, Dublin 18 Caoimhe, De Burca, Gaelscoil na Camoige, Dublin 22 Cormac O’Farrell, St Martins NS, Dublin 24 Gerard O'Mearn, Scoil Treasa, Dublin 24 Theresa Clarke, Scoil Aonghusa Senior, Dublin 24 Kieran Creaner, St Fiachras Senior NS, Dublin 5 Breda Carroll, St Vincents Special School, Dublin 7 Mary Mulherin, Mater SS, Dublin 7 Pádraig Ó Néill, Bunscoil Sancta Maria, Dublin 8 Brendan Taaffe, Virgin Mary BNS, Dublin 9 Imelda McMahon, Scoil Mobhi, Dublin 9 Noreen Hoare, Knocknacarra NS, Galway Bernadette O'Grady, Scoil Chaitriona Senior, Galway City Betty Baker, Maria Auxiliatrix Salesian PS, Limerick City Margaret Wadding, Quaker National School, Waterford Teresa O' Donovan, Presentation PS, Waterford City

OLCS TRAINING

Gerry Murphy, OLCS Coordinator

From Malin to Mizen and then more…

OLCS - ESI Net Training - Phase 3 begins The remaining Primary Schools not using the Department of Education and Science (DES) OLCS (On-line Claim System) will receive their training before the end of March 2008. The delivery of this training in OLCS for the remaining Phases 3, 4 and 5 began for some Cork schools on the 17th September 2007.

IPPN has responsibility for the co-ordination of these final phases of training and Gerry Murphy, on secondment from his post as Principal of St Joseph’s NS, Dundalk, is the co-ordinator. Gerry will be ably assisted by administrative staff in Monaghan Education Centre with the strong support of Centre Director Jimmy McGeough. The DES – Payroll Section in Athlone also operate an OLCS Helpline to provide ongoing support.

ESI Net is currently being used by all PostPrimary schools and also those schools trained under Phases 1 and 2 by the INTO. At a meeting held in Wynn’s Hotel, Dublin for the personnel who will be delivering training in the remaining phases, a number of comments and suggestions were made by way of preparation for the OLCS training. A number of trainers have delivered training at Post-Pimary and Primary

level to date and these points are made in the interest of all the participants gaining maximum input from the one day’s training.

Recommendations: (Not necessarily in order of priority) 1. Each school to send two representatives to training day. The data entry person and the data approver are considered the key people. School secretary (where secretary exists) and School Principal are key to early success.

2. Using the system was compared with booking a holiday on-line. High level computer skills are not necessary. A computer will be provided for each participant and this is the preferred option., However, two school personnel may support each other working on one machine.

3. The training is very structured and mechanical and has proven to be very successful. However, when schools ‘go live’ the Department of Education and Science have a very supportive Helpline which gets the ‘Gold Star’ from trainers and end users alike.

4. It is hoped to facilitate training ‘as Gaeilge’, mar go bhfuil Leagan Gaeilge agus Béarla ar ESI Net, ach braitheann sin ar líon na

PAGE 15

scoileanna a bhéas á iarraidh. Caithfear suas le deich scoil a bheith ar fáil i gceantar ar bith. Beidh traenáil ar fail ‘sna ceantair Gaeltachta tríd meán na Gaeilge don chuid is mó.

5. School personnel are requested to arrive on time at training venues to avoid trainers having to duplicate presentation and avoid unnecessary delays. A 9 o’clock start is necessary and all participants are asked to make arrangements accordingly.

6. Lunch will be provided.

The following gives a rough guide as to the schedule of delivery for the remaining schools to be trained in OLCS Phase 3: Sept to Mid-term 2007 – Counties Cork, Limerick, Monaghan, Laois, Kilkenny, West Meath, Longford and Sligo Phase 4: November and December 2007 – Counties Tipperary, Donegal, Cavan and Galway Phase 5: January – March 2008 – Counties Kerry, Clare, Leitrim, Mayo and Roscommon The message from the training team is one of making the experience as friendly and practical as possible for all concerned.

Ní neart go cur le chéile

Fire Safety in Schools Following recent Primary School fires in County Cork and enquiries related to fire safety issues in schools, I would like to provide some guidance for the coming year.

Historically schools in Ireland have not succumbed to the same level of fire damage as our neighbours in the U.K., where the annual cost is in the region of 150 million Euro. Statistics indicate that some degree of fire damage is caused to twenty schools each week in the U.K. Therefore, I would recommend that school management continue to be vigilant from a fire safety point of view.

LEGISLATIVE RESPONSIBILITY Section 18(2) of the Fire Services Acts 1981-2003 places responsibility for fire safety on the person in control of premises. As the person who oversees the day to day running of the school, responsibility under the Fire Services Acts may rest with Principal. However, depending on the size of a school the appointment of a Fire and Safety Officer can be required. It is hoped that this article will provide some clarification on fire safety issues related to Primary schools.

building. Reduce and remove these hazards where possible. Take precautions to limit the consequential damage of an arson attack by removing or reducing to a minimum, the amount of combustible material within the school. External refuse containers should be securely stored away from the school building or in metal containers that have been padlocked. As most fires take place after school hours securing the building is very important. Ensure that all doors and windows are securely fastened. It is important to close all internal doors including subdividing corridor doors to limit fire damage should a fire occur.

It is important to be aware of the risk that fire hazards may pose to staff and students in remote areas of the building. Occupants located on upper floors may be at greater risk due to the passage of smoke through service openings and the smoke logging of stair enclosures during a fire.

The risk posed to those occupants who are restricted by a disability or compromised by language difficulties should also be evaluated

FIRE PRECAUTIONS

Adequate warning system Having undertaken a risk assessment of the school and established While school buildings may vary in size and layout, the basic fire hazards preventative measures it is unlikely that all fire risks will have been and fire risks are common. A hazard can be the source of ignition which eliminated. Other precautions in the form of an adequate fire warning initially causes the fire or a source of fuel which system and the provision of a safe means of While school buildings allows the fire to spread. Ignition can be caused escape are necessary. A warning system, which by central heating boiler units, discarded will detect a fire and will immediately notify all may vary in size and layout cigarettes, overloaded sockets, poorly the occupants of the building, is required. This the basic fire hazards and maintained electrical appliances, deliberately is to allow sufficient time for the evacuation of set fires, construction and maintenance work, the school. fire risks are common. faulty electrical wiring, portable heaters, cooking equipment and obstruction of the ventilation of equipment. On Emergency escape routes the latter item, discolouration of surrounding furniture or fittings is a If the number of occupants within the building is less than 60 and the good indicator of a potential problem. travel distance to an emergency exit is less than 18 metres a single means of escape may be sufficient to evacuate the building. Otherwise The presence of combustible material in the form of flammable liquids, alternative escape routes are required. Stairways and dead end plastics, clothing materials or curtain drapes, paper, refuse storage both corridors which provide a single means of escape should be enclosed in internally and externally or upholstered furniture should be evaluated a fire resisting enclosure, protected by fire doors and without openings from a fire safety perspective. Though the source of the fire may be which may allow smoke encroachment in a fire situation. If in doubt initially small, the presence of displays or notice boards along contact an engineer/architect to inspect the building. Doors along circulation routes can assist in the rapid spread of a fire through the circulation routes should open in the direction of escape and should be

RISK ASSESSMENT

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FIRE SAFETY

free from any locking mechanism which would impede the occupants while escaping. Escape routes are to be kept clear of obstructions during the time that the building is occupied. The storage of combustible material within corridors and stairway enclosures is potentially dangerous and can assist in the spread of fire and reduce the effective width of the escape route.

Directional signage and Emergency Lighting Upon activation of the fire alarm system adequate signage is required to clearly identify all the appropriate escape routes and the final exits.

Directional signage should be in accordance with BS 5499 Part 4-5.

Directional and final exit signage is required to be illuminated in accordance with I.S 3217 1989: Code of Practice for Emergency Lighting. If the building/part of the building is occupied during the hours of darkness then an emergency lighting system will be required in accordance with I.S. 3217 1989. It is important to consult a competent person to establish your requirements under this code of practice.

the occupants of the school. The area chosen should be remote from the building. All staff and students should be made aware of this assembly area and its function.

■ The class roll book is should brought to the assembly area and should be suitable to facilitate a quick head count in an emergency.

■ Fire drills should be varied to take into account the non availability of various escape routes.

■ Special provision should be made for the evacuation of very young students, students who have disabilities or students who may not be very familiar with either the English/Irish language.

Firefighting Procedures As part of the schools emergency procedures, staff members should be trained in the basic use of fire extinguishers. As types of extinguishers vary, the training should clarify the suitability of use of these extinguishers. It is important to locate fire extinguishers along emergency escape routes and in hazardous areas. Staff are to be familiar with these locations. If a teacher is in doubt with regard to firefighting procedures they should confine the fire by closing the door to the room of origin and concentrate on evacuating the building. Evacuation of the building should be the priority in a fire situation in lieu of firefighting.

The importance of self-closing fire doors As previously noted the requirement for functioning self closing fire doors is essential in a fire situation. The primary function of selfclosing fire doors is to limit the spread of fire and to protect the occupants during evacuation. Self-closing fire As part of the schools MAINTENANCE AND INSPECTION doors are required to protect all stair enclosures which provide a means of escape. Where emergency procedures, staff PROGRAMME Fire safety equipment such as a detection and alternative means of escape are available at either end of a corridor self-closing fire doors may members should be trained in alarm system, illuminated directional signage and emergency lighting, fire extinguishers etc be required to subdivide the corridor to ensure the basic use of fire should be inspected regularly during the that not more than one emergency exit could school year by a designated staff member. A be compromised in a fire. The maintenance of extinguishers. record of these inspections should be kept as fire doors is an essential part of fire safety part of a fire safety register. Annual maintenance inspections should management. Fire doors should never be wedged in the open position. be undertaken by competent person/persons on the fire safety EMERGENCY PLAN equipment. Certification should be provided to confirm that the fire Evacuation procedures/Fire Drills equipment/systems are in good working order and are in compliance Upgraded fire precautions are not sufficient without a proper with current required standards. Cork County Fire Dept. make emergency evacuation plan. The plan should be drafted by a available for downloading from their website a fire safety register. competent person who is familiar with the building’s layout and fire CONCLUSION safety systems. The implementation of the plan is highly dependent on Fire damage to school property is a major concern. The financial cost staff co-operation. It is important that individual staff members are of rebuilding/repair and the disruptive effects on children’s aware of their role under the emergency plan and that new staff development is a major burden on the educational system. Therefore, members are made familiar with the plan upon taking up their it is incumbent on all stakeholders to become more fire safety aware position at the school. Appropriate information should be provided to in order to prevent the advent of similar circumstances. This article all staff members and students which can be clearly understood. The will provide some guidance on fire safety measures in schools. following items should be incorporated as part of the emergency Additional information is also available in documents listed below. We evacuation plan: ■ Designated staff should immediately contact the fire service upon cannot say we have not been warned! discovery of a fire.

■ Staff should be nominated for each part of the building, ■ Fire Safety Risk Assessment Educational Premises responsilbe for organising and implementing the evacuation of Department of Communities and Local Government (UK) ■ Code of Practice for Fire Safety of Furnishing and Fittings in Paces their area. Where possible separate areas should have separate of Assembly (Government Publications Sales Office. escape routes to avoid congestion.

■ An assembly area should be selected which can accommodate all Kieran O’Donovan, Fire Safety Officer, Cork County Council PAGE 17

COUNTY NETWORKS

County Network AGM’s Later this month or early October, your IPPN county committee will facilitate your IPPN County Network AGM. These meetings will take place at either 4.00pm in the afternoon or 7.30 in the evening.

IPPN COUNTY NETWORK GUIDELINES A County Network is constituted from the Principals and Deputy Principals of all recognised primary schools located within the said county.

Each IPPN County Network is known as "IPPN" followed by the name of its county e.g. "IPPN Wexford". Whilst some degree of official procedures and structures are necessary to maintain shape and consistency throughout IPPN, the culture of IPPN is one of informality and collegiality.

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To communicate the key professional issues and concerns of the County Network to the National Committee ■ To report the decisions, policies and activities of the National Committee to each County Network ■ To assist the Executive through participating in focus groups established to research and develop IPPN policy, good practice and professional guidelines.

ROLE OF THE COUNTY NETWORK STEERING COMMITTEE ■

COUNTY NETWORK STRUCTURE & FORMATION

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A County Network is formed by inviting all Principals and Deputy Principals of the schools within a given county to an Annual General Meeting. The AGM of each County Network should take place in September / October but not later than the date for the National Committee AGM.

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At the AGM of the County Network, two members (Principal / Deputy Principal) must be elected to represent the County Network on the National Committee. These two representatives, by necessity, are automatically members of the County Network Steering Committee - See next paragraph. Ideally the two representatives will serve a minimum term of office of two years with staggered replacement to ensure continuity of experience.

The Chairperson or an agreed member of the outgoing County Network Steering Committee invites nominations/volunteers to form a Steering Committee for the County Network. At the first meeting of the steering committee a chairperson, secretary and treasurer are elected from within the committee. Additional officers may also be elected if deemed necessary e.g. Deputy Chairperson, Assistant Secretary, Assistant Treasurer and PRO. Ideally the Steering Committee of each county network should not be less than 5 people and not greater than 10.

ROLE OF THE 2 COUNTY NETWORK REPRESENTATIVES ON THE NATIONAL COMMITTEE ■ To ensure effective two-way communication between the National Committee and the County Network

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To nurture a sense of professional collegiality amongst Principals and Deputy Principals of primary schools in a given region through a combination of professional and personal networking To co-ordinate Mentoring arrangements for newly appointed Principal teachers.

To liaise with Education Support Centres in facilitating Principals who wish to join Support Groups or establish a new Support Group if / when required.

To ensure that there is effective communication between Support Groups and the County Network Steering Committee. Ideally there will be one person from each Support Group, either on the County Network Steering Committee or responsible for liaising with it.

To plan and organise a series of professional development events for Principals and Deputies during the course of the school year.

Such professional development events may be organised termly or as frequently as required To periodically carry out a "needs identification" process to help determine the following years Professional Development programme.

To cultivate membership of and participation in IPPN through the course of normal contact with Principals and DPs. To harness the experience and resources of Retired Members through their involvement in the various activities of the County Network.

To organise periodic social / sporting events for members.

IPPN - FROM THE BOTTOM UP! IPPN Structure consists of 3 different layers of organisation 1. Support Groups 2. 26 County Networks 3. A National Committee with Executive Officers

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SUPPORT GROUPS Support Groups form the main cell structure of IPPN. Principal Support Groups have been in existence and sustained with the aid of the Local Education Centre. Every Support Group has its own dynamic. The most commonly shared characteristics of successful support groups are: ■ one member co-ordinates the date and venue of the next meeting ■ one main topic selected by consensus as the focus of the next meeting - each meeting used to discuss a variety of current issues ■ regular monthly meetings e.g. second Thursday of the month ■ meetings immediately after school or by night - some groups meet in the afternoons of administration days ■ small groups - normally 8 to 12 ■ a high degree of confidentiality and discretion ■ a regular social dimension ■ frequent sharing of resources, ideas and strategies ■ no formal agenda ■ no minutes or reports ■ no external speakers By definition, a Principals' Support Group does not include Deputy Principals as the main motivation of the group is to support those who are in the role of Principal. As in the case of resource teachers, learning support teachers etc. if and when DPS wish to avail of support groups, the establishment of such groups should be negotiated with the local Education Centre.

COUNTY NETWORKS (See IPPN County Network Guidelines) When a member joins IPPN, his or her school determines the county network to which she/he belongs. Each County Network will typically organise one Professional Development Event per term, i.e. 3 per annum. These Professional Development Events are funded through IPPN nationally and are open to all Principals and Deputy Principals of member schools National Committee (See IPPN Constitution) Each September a given County Network will elect / nominate two members to act as its representatives to the National Committee. Two Representatives from each of the 26 County Networks form a 52 person National Committee.

The IPPN National Committee elects 16 Executive officers at its AGM in October to manage the affairs of the organisation.

future

Supporting a programme of professional development for Aspiring School Leaders What are the implications of such a programme? There are, for example, issues of curriculum, access and certification but, for the purposes of this short paper, I will raise the issue of support for the potential school leader.

What is happening in the Irish education system to prepare future Quite apart from formal programmes for leadership it is widely recognised school leaders? While Education Departments in universities and that the Principal can play, and ought to play, a key role in encouraging colleges have for some decades provided for post graduate diploma and teacher leadership and the development of future school leaders for the degree courses in educational leadership, we are far short of systemschool and the wider education system (Fullan, 2003; Fink, 2005; Starratt, wide provision for the professional development of future school 2004). Hargreaves and Fink (2006) write about sustainable leadership as leaders, as highlighted in the Irish Country Background Report of the ‘develop[ing] aspiring leadership from the first few months of a teacher’s OECD activity Improving School Leadership. career and build[ing] a culture of leadership, of veterans and novices working and learning together’, highlighting the role of current serving Internationally, the rationale for the development of programmes of Principals as key partners in any programme for the development and preparation for school leadership emerges from the acknowledgement of preparation of future school leaders. The absence, in the impact of leadership on school outcomes “it is widely recognised that the Irish education, of a system-wide programme of (Fullan, 2006; Leithwood et al, 2004; Silins and Mulford, 2002). Within this acknowledgement Principal can play, and ought preparation for school leaders or access to leadership development programmes for potential school is recognition of the indirect positive influence to play, a key role in leaders means that the job of encouraging and of leadership on pupil learning through the developing potential future leaders is more difficult direct influence on school organisation, encouraging teacher for the Principal to realise. That many of our Primary culture and climate. Thus a key aspect of leadership and the Principals do succeed in growing future leaders successful programmes focuses on supporting school Principals and other leaders in development of future school within their schools is testament to the commitment of Principals and teachers in our system. This developing their knowledge and understanding leaders for the school and the phenomenon deserves to be encouraged and of their role in leading learning and teaching, supported across all schools in the system. together with support in the development of wider education system” key organisational and management skills.

What might a programme of preparation mean to school and the Principal? Participants in such a programme, potentially any teacher with The conclusion in the Country Background Report is not the first time that an expressed interest in school leadership, will engage with both the needs of those who might aspire to the position of school Principal have knowledge content and reflection on practice. Some practice may be been highlighted. Morgan and Sugrue (2005), in their evaluation of the simulated but the value of real experience in leadership cannot be Misneach Programme for newly appointed school Principals, highlight a underestimated (Crow, 2005). School-based leadership projects, sense of unpreparedness among newly appointed Primary Principals that mentoring and school partnerships are approaches that will be considered. echoes the concerns expressed by Coolahan (1994) in the Report of the With the support of the Principal and Deputy Principal, such approaches National Education Convention. Again, while the needs of aspiring Principals will afford valuable experience, particularly for the teacher who has not were outside the terms of reference of the Working Group on the Role of the yet had the opportunity to assume a formal responsibility in the school.

Primary School Principal, the Report (DES, 1999) nevertheless recommends The school staff and community will also gain with the exposure of that “aspiring Principals be facilitated to acquire qualifications relevant to another member to leadership development opportunities. Such a the management of schools”. Michael Fullan (2006), in his paper prepared programme has the potential to ensure that teachers in our system can for IPPN, recommends ‘a system for cultivating and supporting the look forward to a career development track that supports their development of future school leaders’. It is in this context that LDS have professional learning from aspiring school leaders through middle undertaken to investigate system provision for developing future school leadership, Deputy Principalship, Principalship and beyond (LDS, 2002). leaders and to propose a programme for the preparation of future school leaders for pilot phase before the end of 2008.

By Marie Dunphy, Assistant National Coordinator, LDS

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LDS

shaping the

ICT Tips Internet safety

By Seaghan Moriarty, IPPN Technology Manager

ICT

INTERNET SAFETY We have often heard that the window is the best resource we can have in our classroom.

Now, with the internet, the ‘window’ is truly expanded. Pupils can find out about any information under the sun, visit faraway lands and learn how people live, visit interesting websites to find out more in science, geography, history - every subject.

Text, images, resources, games, educational activities and opportunities for professional development are at our fingertips.

However, many of us have heard stories of the internet being abused. We have heard of children or staff inadvertently accessing inappropriate material. This is a prime concern for any Principal. The safety of the child must be paramount. In other words, unless and until you have appropriate safeguards in place, open access to the Internet is not appropriate.

In this short walk-through, we will look at the main safeguards you as a Principal can put in place to ensure that use of the internet is a positive and educational experience for all.

1. BE AWARE It is incumbent on every teacher to be up to speed with the internet, e-mail, and how pupils can and do use these facilities. Despite the gross inadequacy of DES funding during the past five years, computers and the Internet are an increasingly larger part of our pupils’ lives, both inside and outside of school.

2. ACCEPTABLE USE POLICY An acceptable use policy should be included in your school plan outling safeguards that you

have in place for the use of technology, including the Internet. You can view sample AUP documents on the IPPN website (www.ippn.ie), as well as on the NCTE website (www.ncte.ie/InternetSafety/Advice/AUP/).

This policy covers areas such as general use of technology, how the internet is used in school, a permission slip for parents to sign, and issues concerning staff use of the Internet. It is essential to keep this policy to date. For example, can you answer these questions taken from the NCTE website?

Given that an AUP is in place, can the school confidently address the following scenarios?

■ A child is found using a chat room to arrange a face-to-face meeting with a friend.

■ The school uses filtering software but a child accidentally accesses a pornographic website while in your care.

■ A child publishes defamatory information on a personal website about a peer.

In addition, as a Principal, can you answer these questions confidently?

■ Are we happy that the NCTE filtering system blocks all inappropriate websites?

■ When pupils are online, are they focused on one or two specific teacher-led tasks, or are they browsing the Internet indiscriminately?

■ Does the school allow e-mail for pupils?

■ Are pupils aware of, and able to deal with, the dangers of bullying online?

■ Are there sanctions in place in the case of pupils accessing inappropriate websites?

3. WORK WITH PARENTS Many schools incorporate information on ICT and Internet usage into an information night for parents. You might consider outlining the ICT facilities in the school as well as safeguards in place to ensure safe use of the Internet. You might also mention useful websites such as www.webwise.ie & www.safekids.com and perhaps include tips for parents such as: ■ Internet access should be an open experience, not hidden away in a child's bedroom.

■ Parents of young children should know their children’s e-mail username and password so that they can access their children's e-mail, if necessary. Similarly, parents should keep an eye on their child’s web page (e.g. on Bebo).

■ Parents should talk to their children about the types of activities that are available online, such as chat rooms, uploading photos to Bebo, running polls and other interactive facilities. Using these facilities, children might inadvertently be causing offence to or bullying other children.

■ Most importantly, teachers and parents should impress on children that they should never, ever give their e-mail address, or personal details (e.g. last names, mobile number etc.) to strangers.

The internet can be an enriching, challenging and highly educational resource. Once you, as Principal, are aware of the challenges and dangers, and once you have an acceptable use policy in place, then you can confidently explore this brave new world.

www.educationposts.ie The simplest way to advertise vacancies in your school Free Unlimited Advertising for Teachers, SNAs, etc.

Adverts uploaded online – no paperwork Adverts automatically removed after closing date Repeat Adverts as required – service totally free!

2,711 teachers currently registered for automatic email alerts PAGE 20

School Development Planning Support Services to Schools Through SDPS, schools may avail of the services of a Facilitator to assist with planning activities. The role of these facilitators is to work with and assist members of a school community as they reach and record decisions about how to improve the education provided to their pupils. The range of services available from SDPS Facilitators includes the following: ■ Facilitation on a School Development Planning day ■ Facilitation for staff meetings ■ Facilitation for In-School Management Teams ■ Assistance with preparation for schools' own planning sessions ■ Ongoing support for planning coordinators or planning teams ■ Facilitation for Principals’ cluster groups ■ Planning advice and materials by phone/e-mail/post ■ Training and advice re planning for Boards of Management ■ Facilitating the involvement of parents in planning activities ■ Presentations to Parent Associations ■ Access to helpline and resources via website All of the above supports can be customised to suit individual school needs and contexts.

The full range of SDPS services and supports can be accessed by contacting the facilitator assigned to your school or by logging on to www.sdps.ie.

SCHOOL DEVELOPMENT PLANNING DAY: As in previous years, schools may, as part of the School Development Planning Initiative, close (with Board of Management approval) for one day during the 2007/08 school year. The facilitator assigned to each school makes contact during September and schools are advised not to make any arrangements with regard to closure for their school development planning day in advance of that contact.

An appropriate starting point for each school’s planning this year might be to assess, with the SDPS Facilitator, progress made on planning matters addressed in previous year(s) and identify any matters outstanding, or new issues which may have emerged since the last planning occasion.

Topics available for Whole-school Staffs as part of the SDP Day: Schools may also wish to consider one or more of the topics outlined below as part of their planning agenda for the coming year.

Included in the list of presentations available to whole school staffs will be a new presentation on the use of the NEWB publication, Guidelines for Developing School Codes of Behaviour. This presentation will be available to schools following publication of the guidelines (scheduled for Spring 2008).

The agenda for a school’s SDP planning day will emerge from the above and / or from other priorities the school has identified.

The following is a list of the presentational topics available to whole-school staffs during 2007/08:

1. Assessment: Whole school planning to enhance the use of informal and formal assessment at classroom and whole school level.

2. Literacy: Whole school planning to address literacy issues in your school, including an examination of the factors affecting literacy levels and the selection of key areas for action.

A wide range of planning resources has been developed by SDPS in recent years and have been made available to schools.

3. Individual Teacher Preparation & Reporting: Looking at a whole school approach to individual teacher preparation and reporting as a way of transferring whole-school planning decisions into classroom practice, by way of ■ Scéim Bliana ■ Scéim Coicíse ■ Cuntas Míosúil ■ Planning for SEN. 4. Three-year Development Plan: Drafting and implementing a three-year school development plan with a focus on educational disadvantage. This may be of specific interest to schools included under DEIS. 5. Numeracy: Whole school planning for the improvement of pupils’ numeracy levels, including a review of the factors affecting numeracy within the school and identification of key areas for action.

PAGE 21

6. Code of Behaviour: Auditing a school’s code of behaviour in the context of the NEWB publication, “Guidelines for Developing School Codes of Behaviour”. It is expected that these guidelines will be available in Spring 2008. Schools are advised to consult the guidelines if addressing a general review of this topic.

PLANNING RESOURCES: A wide range of planning resources has been developed by SDPS in recent years and have been made available to schools on the SDPS website: www.sdps.ie. These resources relate to different aspects of whole school planning: 1. Planning Process: Suggestions and downloadable resources for organising and facilitating planning within your own school. These materials may be of particular benefit in advance of staff meetings, middle management meetings etc.

2. School Curriculum: Downloadable planning templates and guidelines for all subject areas (developed in conjunction with PCSP).

3. School Organisation: Comprehensive downloadable guidelines and prompts, arranged alphabetically, on a wide range of organisational areas.

4. Teacher Preparation: Approaches and downloadable templates for long- and short-term teacher planning, cuntas míosúil and planning for special educational needs. Also available are samples of teacher preparation made available by a wide range of schools.

5. DES Circulars: A full range of circulars from DES, arranged by topic, is available on the website.

6. DEIS Development Plan: Background materials on the DEIS initiative, together with a range of school review instruments and resources for developing a three-year plan, are available for download.

These planning materials are regularly reviewed in response to current developments as well as feedback from schools, partners and others. You are invited to share your comments and/or offer suggestions for additions/improvements by e-mailing info@sdps.ie Eileen Flynn, National Co-ordinator, SDPS (Primary)

SDPS

FACILITATION:

07/08

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I am the Principal of a small city school on Auckland’s North Shore. I have a teaching staff of 12, as well as six attached staff working in special needs units, three administration and two property staff. The Deputy Principal, Assistant Principal & Senior Teacher are team leaders as well as classroom teachers and they receive approximately one day’s classroom release a week to undertake administration duties and supervision of their respective syndicates.

NZ schools are self-managing. Briefly this means that every publicly funded school in the country every three years elects its own Board of Trustees. This Board is made up of parent or community representatives, the School Principal and a staff representative. (In secondary schools the students have the opportunity to elect a student representative.) Based on each school’s roll, it receives funding which the Board is responsible for, allocating the funding to meet all the costs of running a school except for teacher salaries which are centrally funded by the Ministry of Education. This means schools have to use the ‘operations grant’ very carefully to remain within budget, and many schools have to fundraise from the community to cover budget requirements. Boards schedule meetings, usually in the evening and may have approximately eight to ten meetings a year. They may operate a sub-committee system too, eg Finance, Property or Personnel sub-committees, so one is never short of meetings to attend!

Boards have responsibility for appointing staff, including and most importantly the Principal.

The Principal then has delegated responsibility for ensuring all the school operations are well run, including curriculum implementation, school review, supervision and performance of the staff, finance, property, health and safety and the myriad of compliance requirements. It is an exciting job! The Principal is answerable to the Board of Trustees.

In NZ it is a mandatory requirement for all teachers to be appraised annually against a set of professional standards. What does this mean?

Because NZ schools are self-managing it is possible that each school’s performance management system will be different in some way from the school down the road. The Ministry of Education has published a set of performance dimensions which outlines the key requirements for good teaching under the following headings: ■ ■ ■ ■ ■ ■

Professional knowledge Teaching techniques Motivation of students Classroom management Communication Support for and Co-operation with colleagues ■ Contribution to wider school activities

At Takapuna Primary each teacher meets with her/his team leader, and based on the previous year’s review sets personal goals for improvement during the upcoming cycle. All teachers are also required to have a shared team goal and a school wide professional development goal. Syndicates or teams are based on year level groupings. Here at Takapuna Primary we have three teams – Years 1 and 2: Years 3 and 4: Years 5 and 6: These teams plan collaboratively, willingly sharing and discussing ideas for the classroom and are now expected to jointly set the team goal which all will develop and monitor to improve student learning. Self assessment as well as formal and informal feedback from the team leader, are all part of the performance appraisal system. Team leaders are expected to visit classrooms and observe lessons, these observations are planned and agreed on in advance, feedback is given verbally as soon as possible after the observation and then a written review is shared. Release is provided so that these observations and reflections can occur.

At the end of each year all the teaching staff meet and workshop together the overview curriculum plan for the following year, including key objectives, curriculum coverage, skills and key competencies to ensure everyone is clear about the direction and expectations for the next year. It also provides time to reflect on the current year that has ‘just flown by’. This way of ‘working from the same page’ provides everyone with the same message and the opportunity to be involved in important teaching and learning decisions.I am pleased to say that the teachers on my staff have found this a supportive way to work.

We also have lots of data on student achievement which is collected electronically.

This data is analysed and selected aspects shared with the Board and school community. If we have a school wide focus on improving delivery of reading programmes for example, then the team goal may develop from the school goal.

Each teacher also has a school-wide goal. An example of a school-wide goal? Our school is involved in a national curriculum ICT initiative, the prime focus being to provide professional development for teachers to grow in confidence when using IT in a meaningful way in classrooms. There is a clear expectation that, with the appropriate support during this contract, all teachers will be up skilled in using ICT meaningfully in the classroom. This will be measured in some way and must be observable.

Even our most technically reluctant teachers have made measurable gains.

Teachers having a positive attitude to change makes a big difference when moving forward and undertaking staff development, so creating a safe environment for change to take place is essential. However, there is a clear expectation PAGE 23

that with professional development there will be improvement and it is difficult for those teachers who don’t or won’t take part in the change process, once support has been given.

We are blessed with teachers who are willing to have a go, be risk takers, admit when something hasn’t worked and they work very hard, some arriving at school shortly after 7am to prepare for the day. School starts here at 9am – and finishes at 3pm for the students. Staff then have team or staff meetings on a weekly rotation and all teachers are expected to attend. These meetings are focussed in the main on professional and teacher development rather than administrative matters, although I always schedule a couple of meetings per term for admin details. Many teachers do not leave school until nearly 5pm, often taking work home with them.

Via a Ministry of Education leasing scheme all teachers in NZ can be supplied with a laptop.

This is a wonderful way to encourage teachers to become IT literate. Teachers can take their laptops home with them and link to the school server if they want to enter or analyse data from home. Many teachers pick up extra curricula responsibilities such as sports and cultural activities. At last, all class room teachers in our country, now receive an hour a week ‘release time’ – (non contact time), this is highly valued and our teachers are allocated their release in useful blocks of time, so they can carry out testing, undertake observations, plan together, or any number of other aspects which impact on their work.

The majority of teachers belong to the Primary Teacher’s Union, the NZEI – New Zealand Educational Institute. We have just the one Primary Teachers Union, which makes for a powerful lobby when negotiating on behalf of the profession for pay and conditions. Pay on entry to the profession with an education degree starts at around $39000.00 NZ (about €20,000) through to approximately $59,000.00 NZ (about €30,000). If a teacher accepts extra responsibilities, they may attract extra remuneration by way of ‘fixed term’ allowances.

Many of our Primary Schools have fantastic resources and facilities; - school halls, libraries, music & art rooms, physical education gear, school swimming pools, IT equipment, outdoor adventure playgrounds, and wonderful curriculum teaching resources. Schools should be proud of what they can offer their students, however no amount of resourcing can replace that special person, who is inspirational, enthusiastic and committed – the classroom teacher.

Margaret Harris Principal of Takapuna Primary School, Auckland, New Zealand

AROUND THE WORLD

From the Land of the Long White Cloud…