Leadership+ Issue 116 December 2020

ISSUE 116 / DECEMBER 2020

+ Leadership THE PROFESSIONAL VOICE OF SCHOOL LEADERS

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Lessons from 100 years ago

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Learning through studying the lives and actions of local people in times past is the very best way to learn history.

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The Dilemma of the Teaching Principal

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The age old dilemma for the teaching principal of teacher-first or principal-first still remains, except that the demands of both are greater now.

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School Leadership during COVID-19

School closures in March of 2020 led to a significant change for principals, as they were faced with needing to quickly adapt to shifting job demands and several new ways of working.

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Shoulder to Shoulder

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William Casey on setting up a Deputy Principal Support Network.

Tapping into our ‘Decency Quotient’

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THE PROFESSIONAL VOICE OF SCHOOL LEADERS

Another crucial quotient is now emerging in relation to how we approach our lives and work – DQ, or the Decency Quotient.

Supporting Staff Wellbeing

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+ Leadership

As school leaders grapple with the challenges generated by Covid-19, it is essential that teachers and staff are afforded appropriate emotional and practical assistance to support their wellbeing so that they can, in turn, support their pupils.

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

n n n n

Editor: Geraldine D’Arcy Editorial Team: Geraldine D’Arcy, Páiric Clerkin and Damian White Comments to: editor@ippn.ie Advertising: adverts@ippn.ie ISSN: 1649-5888 Design: Brosna Press

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

Signposts ISSUE 116 / DECEMBER 2020

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LEADERSHIP+ The Professional Voice of Principals

Supporting ‘NAPs’

IPPN Group Mentoring JACKIE O’REILLY IPPN MEMBER SUPPORTS & SERVICES Until relatively recently, it was not uncommon to be congratulated by the Chairperson of the BoM on being appointed Principal; handed a bunch of keys and wished good luck!

Today, as a Newly Appointed Principal (NAP), each Principal is provided with guidance and help from the outset.

IPPN supports NAPs in their first year, through the Leadership Support Team (LST), who are on call to talk about and advise on any school-related issue and also through its suite of online resources. PDST provides places on its Misneach course for NAPs, and CSL provides each NAP with a one-to-one mentor.

IPPN continues to support NAPs in their second year of leadership through the LST and online resources.

IPPN organises and delivers the Group Mentoring Programme, which it views as a key component in the induction of NAPs.

IPPN continues to support NAPs in their second year of leadership through the LST and online resources.

The Group Mentoring Programme is designed with four main objectives in mind: ■ To design and deliver quality training for existing one-to-one mentors in group mentoring and facilitation ■ To base the training on the Quality Framework for Schools, ensuring that teaching & learning and leadership & management standards are core to the programme ■ To support and roll out the group mentoring programme ■ To feed into existing networks for leaders in their third year 2

of leadership, and support the setting up of new learning communities of practice, where there are none.

Group mentoring is grounded in the belief that the reasoning, knowledge and insight of the group can be brought to bear on the issues of its members. The group mentor’s role is to facilitate the group, rather than to act as a coach or a mentor. Facilitation involves working with several people simultaneously and thus harnessing the power of the group to help one another. ‘Our natural successes come from groups and seeing differences as strengths instead of weaknesses’ (Facilitating Groups, 2010, Jenny Rodgers).

For the 2020/2021 school year, IPPN has organised 38 groups throughout the country. 243 NAPs (Year 2) will be facilitated by experienced school leaders who give of their time and expertise to support their newly appointed colleagues. Each group will conduct five online group meetings during the school year.

One of the goals for this school year will be mastering and adopting best practices in relation to online facilitation.

At the heart of group mentoring is confidentiality. Every group discusses the concept of confidentiality as it applies to them at their first meeting, and each member is required to commit to upholding the agreed terms of group confidentiality.

Quality leadership support and participation in professional learning communities (Networks) are essential to the development and continued effectiveness of school leaders.

Group mentoring initiates NAPs into networking. This is the basis on which the Irish Primary Principals’ Network is founded. Local networks of principals and deputy principals are designed to provide collegiate support to

all school leaders throughout their professional careers. The model of the facilitated group meeting is already beginning to influence the conduct of many network meetings, enabling more enjoyable and productive meetings for members.

Quality leadership support and participation in professional learning communities (Networks) are essential to the development and continued effectiveness of school leaders.

If you would like to consider booking a place in the next round of training to become a mentor, you can contact office@cslireland.ie for one-to-one mentoring or jackie.orielly@ippn.ie for group mentoring. We are looking for school leaders with five years or more experience, a ‘common sense’ approach, and time to commit to mentoring a NAP. The potential mentor should be a good listener, professionally approachable while being discreet and confidential, and be competent and conversant in the areas of HR and conflict resolution.

Applicants for group mentor training with IPPN must have completed oneto-one training.

Jackie.OReilly@ippn.ie.

NOTE: Need help with EducationPosts.ie? Email info@educationposts.ie

December 2020

Do the

EDITORIAL

Right Thing A young Premiership manager slumped into the plush visitor’s chair in Sir Alex Ferguson’s Manchester United gilded office for the customary post-match glass of claret; his newly-promoted team having been beaten 9-0 by the Red Devils. ‘What would you do in my shoes?’ He enquired of his highly successful and experienced companion.

‘Buy yourself a goalkeeper’ was the unembellished reply. He followed the advice of his wise counsel, and his team not only survived, but enjoyed several good seasons in the Premiership.

Seeking advice is a sign of strength.

In uncertain times, such as we are experiencing now and like never before, nobody has all the answers. Even those charged with making key decisions of national and international significance, have had to admit errors in relation to Coronavirus. Yet, we should avail of supports around us and provide the same for those with whom we live, work and serve every day.

At the recent International Confederation of Principals’ (ICP) online conference, world-renowned educational consultant and systems reformer, Steve Munby, spoke on the topic of ‘Imperfect Leadership in times of Crisis and Uncertainty’.

With such a downbeat, pessimistic sounding title, you might be forgiven for tuning out, if you didn’t have an inkling of Munby’s thoughts on the leadership capacities of ‘Imperfect Leaders’, whom he regards as infinitely more successful than their ‘perfect’ peers.

He has developed six principles for leadership by which we can measure how we’ve reacted, reassure ourselves, or refocus on where we think we may have steered off course.

1. Focus on Leadership as Service Servant leaders don’t ask themselves, ‘What kind of leader do I want to be?’, they ask themselves ‘What kind of leadership is wanted of me?’

Our new context has forced us to consider if the leadership we have offered heretofore is suitable to the needs of our schools now. Those

PÁIRIC CLERKIN AND DAMIAN WHITE who have led and sometimes have driven their schools towards academic excellence had to adapt a more pastoral approach, placing the emotional and physical wellbeing of staff and students, and the safety of their schools, above all other considerations.

2. Show up and walk into the wind Our empathy for pupils and colleagues, the example we give by our own actions, has a powerful effect on those who depend on us for guidance. When President Bush was photographed looking down on the stricken city of New Orleans post-Hurricane Katrina, through the window of Airforce One as he passed over without stopping, regard for his leadership suffered a mortal blow. A school leader wearing a mask, encouraging staff and students, asking how they and their families are getting on, and maintaining a positive but realistic outlook day-to-day, is doing a great job.

3. Ask for help - Internally and Externally Be an invitational leader. It leads to better and more clever approaches to problems. It builds collective ownership and is more likely to change behaviours.

It builds trust amongst teams and encourages others to ask for help too.

Our young football manager asked for help and prospered.

5. Deal with the urgent, but build in some space for the strategic and for the future.

To quote Leonard Cohen ‘There’s a crack in everything - that’s how the light gets in’. Take stock of the learnings from the current situation and how they can be positively applied to the future. During the pandemic, a clearer appreciation has grown of the social and human importance for children, of interaction with peers and staff.

Stronger links and mutual empathy have developed between schools and parents. There has been a greater focus on working together. There is now an emphasis on collective responsibility in society, rather than top-down accountability.

6. Lead with Empathy and Authenticity - Do the right thing If you want to have an impact as a leader, do the fair and the right thing.

When New Zealand Prime Minister Jacinta Arden was recently re-elected, she stated ‘We will govern for all our citizens. We are too small not to listen to the views of others’. Effective leaders use their knowledge, build relational trust, deal with complex problems and demonstrate virtues.

During a crisis, leadership is a challenge, but also a privilege. To be at our most effective, we could do worse than keep Steve Munby’s six principles in mind. There is no such thing as the perfect leader, but our primary school leaders have walked into the wind, sought advice, reviewed, amended and served with empathy and authenticity.

In doing so, we have collectively and individually, done the state, our schools and our pupils a great service. We have done the right thing.

4. Be decisive but be quick to review, and if necessary, amend.

If we make a bad call, change course fast and don’t make ‘sorry’ the hardest word. If we make a mistake, admit it.

People reward humility with trust.

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LEADERSHIP+ The Professional Voice of Principals

DAVID RUDDY BL

The Custody and Guardianship Headache for Schools Primary schools accommodate approximately 560,000 pupils.

Family units can be diverse and often fragmented. The 2016 census recorded over 400,000 separated, divorced, and lone persons. Custody and guardianship issues, in particular, can present school leaders with dilemmas that demand timely responses. Case law and legislation does help clarify scenarios but doesn’t give all the answers.

The Children and Family Relationships Act 2015 amended the seminal Guardianship and Custody Act 1964, in recognition of the changing nature of the family unit. It now allows a nonmarital father and persons other than a parent, in certain circumstances, to C qualify for guardianship and custody M rights.

Y

Guardianship is a matter determined by CM reference to a child’s birth. Decisions MY reserved for guardians are decisions on a child’s place of residence, CY religious, spiritual, educational and CMY medical matters, and on the issue K of a passport. Prior to the 2015 Act, unmarried fathers were excluded from constitutional protection. Now, a range of persons actively supporting and rearing children may seek guardianship in certain situations.

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for over three years and has shared EXAMPLES responsibility for the child’s day-to-day Non-marital fathers will automatically care for more than two years. Equally, become a guardian if they live with the courts can appoint a grandparent if the child’s mother for at least 12 they have been responsible for the dayconsecutive months, including three to-day care for more than a year and if months after the child’s birth. A no parent/guardian is willing to assume person other than a parent may apply the responsibilities of guardianship. to the court to become a guardian if married to the child’s parent or in a civil partnership with the child’s 1parent, iCard_Leadership_Advert.pdf 12/12/2019or 15:15:28Custody essentially means physical care and control. Likewise, the rights has cohabited with the child’s parent

LEGAL DIARY September 2020

of groups like grandparents and persons other than parents have been accommodated, and they too can apply for custody.

Unfortunately, disputes between parents can result in litigation. One such case concerned whether a child would be schooled in a fee-paying or non-fee-paying institution, on which the parents could not agree.

The Circuit Court ruled in favour of the non-fee-paying school and, while on appeal, the High Court ruled in favour of the fee-paying school, with caveats.

Equally, schools are increasingly being dragged into proceedings.

A separated parent unsuccessfully argued that he was discriminated against by a school in relation to parent-teacher meetings. Another successfully argued that his child

was enrolled in a school against his wishes, however this is currently under appeal by the school.

When a student is registered for a place, you should establish the legal status of the parents. Always try to forward communications to both guardians. Engage promptly with parents when difficulties arise. If there is a breach of an order by one parent, inform the other parent.

Can a partner who is not a parent or a guardian attend a parent-teacher or disciplinary meeting? No, the consent of the guardian is required.

Can a partner who is not a parent or a guardian access personal data of a student? No, the consent of the guardian is required.

may claim that the other parent can no longer collect his/her children. In situations like this, it is advisable to seek sight of a copy of the court order giving this new power to the particular parent. Court orders can be temporary.

If you are not clear about the order, or think it has expired, seek a solicitor’s letter confirming the arrangements. A solicitor is an officer of the courts.

The student’s best interests will be the paramount consideration for the courts in any proceedings on guardianship, custody and access. If you find yourself under pressure to make a judgement call, defer your decision in order to seek appropriate advice.

If you have any queries about the content of this article you can contact David Ruddy at druddy@mhc.ie.

It is inevitable that parental disputes spill into school. One day, a parent

Sub Seeker

System Updates

MAEVE O’MAHONY EDUCATION POSTS.IE AND SUB SEEKER

LOCATION SLIDER A geolocation slider bar has been added to the Sub Seeker platform.

This optional slider function at the top of the Sub Seeker search results, allows schools to filter the substitute teacher results based on distance from the school. The distances options include; 5km, 15km, 25km, 50km and 100km.

If you choose not to use the location filter, all available substitute teachers in your county will be listed in the results.

EDITING SUBSTITUTE JOB OFFERS We have reviewed feedback received from school staff and teachers, and have developed Sub Seeker to allow schools to edit or delete accepted offers from teachers. This tool is recommended only in exceptional circumstances, such as when a

substitute teacher is no longer required to cover for a teacher who is awaiting COVID-19 test results etc.

The system now allows schools to reduce the number of days of substitute work required, or to remove

EMAIL ALERTS Sub Seeker will now issue an automated email alert to substitute teachers once their availability expires.

We hope this will encourage teachers to update their availability regularly on Sub Seeker.

the accepted offer completely. For example, if a teacher accepts three days of substitute work, the school can edit this to two days, one day, or cancel the substitute work if required.

Once a change has been made to the booking, the substitute teacher will receive an email notification and a text message advising them of the date change. The teacher will be advised to contact the school directly if they have queries relating to the substitute work.

To protect the accuracy and integrity of Sub Seeker information, it is essential that schools send offer-emails, and teachers accept or decline job offers through Sub Seeker. This also ensures that the job advertiser’s search history is accurate and the job seeker’s experience on their Sub Seeker profile is updated with completed substitute work gained through Sub Seeker. info@educationposts.ie.

LINK

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LEADERSHIP+ The Professional Voice of Principals

Direct Provision and Inclusiveness in Education DR. NIALL MULDOON OMBUDSMAN FOR CHILDREN

The Covid crisis illuminated the importance of education in the lives of our children and young people like never before. Not just from an ‘education’ standpoint, but for the whole, well-rounded experience that school life gives to our students. That is true of all of our students, and as Ireland continues to become a more diverse and culturally enriched place, it is vital that our schools lead the way in not only demonstrating inclusiveness, but in celebrating the differences their students bring. It is also incumbent on schools to recognise that with these differences come challenges for the students themselves, and they may need support in facing those. This was highlighted in the findings of a recent report (‘Direct Division’) carried out by my office on the views and experiences of children living in Direct Provision accommodation, many of whom have come from traumatic situations in countries across the globe.

TALKING TO CHILDREN LIVING IN DIRECT PROVISION This report was based on a consultation with children living within that system and focused on their views of their rights, and their experiences of inclusion and exclusion in their accommodation, school and local community. It also asked about any changes that would help them to feel more accepted. The consultation was carried out with 73 children (12 to 17 years) in nine Direct Provision centres around Ireland. While the majority were post-primary students, many of their experiences were related to their time in primary education as well.

WHAT THEY SAID A number of the children told us they felt judged by the colour of their skin and their religion by many Irish people, including their fellow students and teachers.

The children also commonly reported the use of racist slurs by their school peers, including the ‘N Word’ and 6

taunts of being terrorists if they identified as being of the Muslim faith.

‘People in school use the ‘N’ word...I saw kids laugh at refugees’ ‘We have a say, but we are not taken seriously [in school] because of our skin colour, no other reason’ There were also reports of bullying and cyberbullying related to race, religion and nationality at school. Teachers were often seen by the children as not standing up for them when instances of racism or sectarianism took place.

They also reported that some teachers expressed racist or discriminatory sentiments themselves, or were covertly racist. The teachers were reported as knowing little about what it meant to be an asylum seeker or what living in Direct Provision accommodation meant and the restrictions it placed on the children.

When this report was presented to Minister Roderic O’Gorman (Department of Children, Disability, Equality, Inclusion & Youth) he stated that ‘the findings of racism in some schools and the wider community [are] deeply concerning and highlight the need for a national anti-racism strategy’.

Our report also highlighted a number of very positive actions which the children were very happy about within their schools. Some children identified a range of activities that helped them to feel included and a part of their schools, communities and wider society.

Examples of these include playing sports for their school teams or representing their school in events like fashion shows, musicals and debating teams.

The children very much appreciated when schools took steps to respect their religion and culture, such as permitting the wearing of the hijab, providing prayer rooms and Halal food, and holding international and multi-cultural days.

‘In our school there is a chapel hall and a room for prayer. Our principal, because we have more Muslims, she decided to set up a room where we could go and pray in the lunchtime.’

‘They have […] Halal chicken and everything in the canteen’ In the wider community, a small number of the children reported playing for local sports teams and being part of local youth groups with the support of community organisations. When I met with the Minister for Education and Skills about the report, she said she would look at the possibility of a Best Practice Framework for Inclusion in schools. I can imagine that many of the examples in our report will inform such a framework.

INCLUSIVE EDUCATION The importance of inclusion within education for this cohort of children has also been highlighted recently in the Catherine Day Report on the reform of the Direct Provision system (published in Oct 2020). This report recognises that ‘the Department of Education has introduced programmes for… CPD for teachers based on the concept of inclusive education.

These include the concept of racism, identity-based bullying and cultural awareness. The area of inclusive education, including multi-culturalism,

December 2020

disadvantage and special education, are mandatory study areas for all student teachers undertaking initial teacher education at primary and post-primary level.’ (pg. 78).

Thus, it would appear that Direct Provision represents just one cohort of children who rely on the understanding and humanity of our teachers to help them integrate in our society. If our primary schools can lead the way, and I have visited many that do, in recognising, accepting and celebrating the differences their students bring, we can feel more secure about the future of those children. One of the suggestions my Office has made to the Department of Education and Skills is the need to review and update the Anti-bullying Procedures for Primary and Post-Primary Schools Policy to include identity-based bullying. We believe that racism is often reported as ‘bullying’ and therefore the core issue may never be dealt with. We are also concerned that, while many of the other factors mentioned in our Equality legislation can form the basis for mistreatment in school, they are never highlighted as they’re recorded under a catch-all of ‘bullying’. That is, children can be picked on for their gender, sexuality, ethnicity, religion,

disability and socio-economic status, but if these issues aren’t recorded in school bullying reports, it is impossible to know where inclusive education is succeeding, or indeed failing.

If our primary schools can lead the way, and I have visited many that do, in recognising, accepting and celebrating the differences their students bring, we can feel more secure about the future of those children.

I have seen first-hand the wonderful work being done by so many of the primary schools around the country to welcome and include children from Direct Provision and the wider Black, Asian, Minority Ethnic (BAME) population. It is a joy to behold a primary school with 300 students of 11 different nationalities celebrating Culture Week, for example, or a postprimary school with 47 different nationalities teaching ‘Hello’, over the speaker system, in a different

language each month. However, we are all now being challenged to be more than just ‘non racist’ – we must all strive to be proactively ‘anti-racist’.

This means we must look at our role in challenging our colleagues who ignore a racist joke or perpetuate racial stereotypes, whether through malice or ignorance. Do we challenge them enough? Have we offered them a chance to understand the different cultures coming into our schools?

Ireland has shown itself to be radically inclusive in the past few years when voting for equality and individual rights. We now need to do the hard work of making those rights real, on the ground, so they are felt by the children who really need them.

Inclusive education will be shown to be a success not when a school has no complaints about racism, but rather when such complaints are rare, identified as what they are and dealt with quickly and fairly.

If you would like to contact Niall in relation to this article, you can email him to Niall_Muldoon@oco.ie.

Click here to access the Direct Division report: LINK

www.ippn.ie Latest resources If your school has a policy or plan that is not available on ippn.ie, or which would supplement available resources, we would appreciate if you would submit it for review by email to rachel. hallahan@ippn.ie The following are the new resources available in the different sections of the website:

REOPENING SCHOOLS

This new section was added to the website as a temporary holding place for all of the information and materials relating to the transition back to school.

Individual items will not be listed here due to their temporary nature.

REOPENING SCHOOLS RESOURCES Back to School - Resources ■ Approved Product list ■ Approved Product list - October 29th ■ Remove Product List ■ HPSC Guidelines for SNAs

REMOTE LEARNING/ SCHOOL POLICIES ■ Guidance on Remote Learning in a COVID-19 Context: September – December 2020 ■ IPPN Remote Teaching & Learning Plan

E-SCÉALS A new E-scéal is uploaded each week to this section. In recent weeks, E-scéalta have been issued more often than once a week to ensure that key information is shared quickly.

RESOURCES

RESOURCE BUNDLES ■ Recruitment and appointment of Posts of Responsibilities (PORs) DP, API and APII PLANNING PROMPTS A new prompt is uploaded each week to this section, and each one is relevant to the time of year.

SUPPORTS

LEADERSHIP+ 2019/2020 ■ Issue 115 – October 2020

Use the Sub Seeker location slider to find available sub teachers near your school! Read more about the new features on the Sub Seeker Job Advertiser FAQ

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LEADERSHIP+ The Professional Voice of Principals

Educational Inequality:

Insights from the Growing Up in Ireland Study

PROFESSOR SELINA MCCOY ECONOMIC AND SOCIAL RESEARCH INSTITUTE

The Growing Up in Ireland (GUI) study has been ground-breaking in the insights provided on the lives of children and their families. However, the evidence shines a critical light on differences between social groups, in how they fare in the Irish primary school system.

Overall, the evidence shows generally high levels of engagement with school among Irish nine-year-olds. For the most part, children like school, look forward to coming to school and like their teachers. However, it is of concern that, even at this early stage, boys are more likely to be disengaged from school and to be more negative about literacy-based subjects than girls.

But the evidence is more complex, with boys more likely than girls to score significantly lower levels on measures of ‘good’ behaviour and intellectual school status, while girls score significantly lower on freedom from anxiety than boys. The findings also point to the emergence of more negative attitudes to Irish than to reading and mathematics among children, even at this early stage.

Overall, the evidence shows generally high levels of engagement with school among Irish nine-year-olds. For the most part, children like school, look forward to coming to school and like their teachers.

GUI data also provide systematic evidence that whole-class teaching continues to be the dominant approach used in primary education, with much less use of active learning methods (such as group-work) than had been envisaged in policy. However, variations are apparent across classroom settings with more active methods much less prevalent in larger classes, 8

indicating the constraints of class size on the effective implementation of the primary curriculum. However, some groups of children have greater access than other groups to the kinds of active methods which may engage them in learning. Thus, girls, those attending fee-paying schools, those attending gaelscoileanna and those in non-disadvantaged schools, are more likely to experience active learning in their classroom than boys, those in English-medium schools and those in disadvantaged (DEIS) schools. The reasons for such differences are unclear but may reflect group-work and pairwork being seen as ‘easier’ to manage with more engaged groups of students.

Research based on GUI has also been central in highlighting that inclusive policies and programmes don’t always mean true inclusion for these students.

In mainstream settings, students with additional needs like school less than their peers and have lower academic self-concept, and these gaps widen between primary and second level.

Parents of students with additional needs are typically highly engaged in their children’s education, in terms of attending school meetings/events or supporting homework completion.

However, they are also found to hold lower academic expectations of their children, and these expectations are important in shaping academic skills at age thirteen and changes in academic skills between nine and thirteen years.

The role of parental expectations in inhibiting students from maximising their potential is likely to stem from how parents view the opportunities their children have for further and higher education.

Finally, whether school composition makes a difference for student outcomes has been the subject of much controversy. In using of a range of child and family characteristics, we have been able to provide estimates of differences in academic performance between schools designated as

In mainstream settings, students with additional needs like school less than their peers and have lower academic self-concept, and these gaps widen between primary and second level. disadvantaged and other schools. Only the most disadvantaged schools, those in Urban Band 1, are found to have a contextual effect for both reading and mathematics. This achievement gap is found to reflect differences in teacher experience and turnover, the concentration of additional learning needs, absenteeism levels and children’s engagement in school.

Given the levels of disadvantage and complexity of need in Urban Band 1 DEIS schools, the evidence is crucial as a new DEIS identification system is being finalised. Evidence on the negative implications of COVID-19 school closures for students in DEIS schools and students with additional needs, highlights that short-term measures are vital to support the immediate needs of children, but these must be underpinned by policies addressing wider structural inequalities.

If you would like to contact Selina in relation to this article, you can email her at Selina.McCoy@esri.ie.

NOTE: Don’t forget – members receive three free EducationPosts.ie credits for advertising!

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LEADERSHIP+ The Professional Voice of Principals

Deputy Principals

Standing Shoulder to Shoulder WILLIAM CASEY DEPUTY PRINCIPAL, SCOIL EOIN, BALLINCOLLIG, CORK I completed my Masters in Leadership with CLEO / University of Hull in 2017.

Shortly afterwards, I was appointed Deputy Principal of Scoil Eoin. Being new to the role, I attended a meeting in 2018 in the Cork Education Support Centre (CESC) for Deputy Principals.

It was at this meeting that the former director Niamh Ní Mhaoláin, asked three of us present to become convenors for a Deputy Principal Support Network in Cork. We each took an area of the city/county, and since then, our Deputy Principal Support Network has grown from strength to strength, and the rest as they say, is history. Subsequently, the baton has been passed on to me, to be the point of contact between the three deputy support groups, the CESC and IPPN.

While we always appreciated the benefits of the support network in the past, it definitely proved its worth during lockdown.

Initially, we set up three WhatsApp groups and organised face-to-face meetings (remember those?!). I held the meetings for Ballincollig and the surrounding area, in Scoil Eoin. The meetings were held after school and were always informative and worthwhile, and brought to reality two of my favourite quotes: ‘I’m still learning’ (Michelangelo, aged 87) and ‘No man [woman] is wise enough by himself’ (Plautus). When the schools closed in March, we took our support group online via Zoom.

While we always appreciated the benefits of the support network in the past, it definitely proved its worth during lockdown. We supported each other through distance learning platforms, book distributions, infant induction days, sixth class graduations and even virtual school 10

tours. In August, we once again took to Zoom, where we had weekly meetings supporting each other through the reopening process.

Our meetings during these unprecedented times took a positive problem-solving approach with, as Jacinta Kitt refers to in her book ‘Positive Behaviours, Relationships and Emotions – The Heart of Leadership in a School’ the question ‘what’s good about it?’ reminding us to look for the positives in these challenging times.

Taking this positive ‘in it together approach’, we shared information on circulars and pertinent documents, suppliers of hygiene products, signage makers, staggered entry and exit plans, zoned yards, and Covid-19 health and safety protocols such as sanitising and social distancing. We broke down this daunting, uncharted task of reopening our schools safely and together we navigated our way, with the support of IPPN who kindly sat in on one of our Zoom meetings.

By the end of August, our Zoom meetings comprised of weary faces but we were confident that we had done all we could do as Deputies of our schools. When the schools reopened on various dates, we once again took to our WhatsApp group to inform each other of how the reopening went and to share some do’s and don’ts.

Since reopening, our WhatsApp group has reverted back to sharing knowledge primarily on the day-today issues of leading and managing the school and teaching and learning.

However, some Covid-19 related issues still arise. Since September, we have covered topics such as Covid-19 leave, EAL assessment, distance learning platforms, standardised testing, homework, assessments used for an Irish exemption, referrals, visual schedules, and parent-teacher meetings, just to name a few. This content is of course mingled at times

with lively Cork banter to keep the mood light, which is so important for our well-being.

I am sure Deputy Principal Support Networks around the country would concur with me in strongly encouraging all Deputies to join their local support network and, if one does not exist in your area, put your leadership skills into action and start one!

From a personal experience, it is a privilege to be the point of contact between the three Deputy Support Groups, the CESC and IPPN. The Deputies, having varying years of experience, are dedicated, generous, and insightful practitioners. I am sure Deputy Principal Support Networks around the country would concur with me in strongly encouraging all Deputies to join their local support network and, if one does not exist in your area, put your leadership skills into action and start one! I would like to thank Damian White and Pat Goff (IPPN), Patrice Broderick in the CESC, my two colleagues Clair O’Driscoll (Cork City) and Sarah Fitzgerald (East Cork) and all my esteemed colleagues in the Ballincollig and surrounding area support group who all play their part in keeping the network the vibrant support group that it is. Ní neart le cur le chéile.

If any Deputy in Cork would like to join, or if you would like to discuss how to start up a support network in your area, please do not hesitate to contact me on williamjohnc@gmail.com.

THE PRESIDENT’S PEN September 2020

Bloody Sunday in Croke Park

Lessons from 100 years ago DAMIAN WHITE IPPN PRESIDENT On 21st November 1921, at 3.15pm in the streets surrounding a full Croke Park, a selection of Crossley Tenders and armoured cars carried RIC, Black and Tans and Auxiliaries to various points, their stated intent being to search every supporter. This followed attacks that morning by Michael Collins’ Squad, causing several fatalities amongst Dublin Castle’s Intelligence-gathering service, the infamous ‘Cairo Gang’.

Inside Croke Park, a huge crowd of supporters, starved of much sporting action due the ongoing War of Independence, had just witnessed the start of a much-anticipated challenge match between Dublin and Tipperary, two of Ireland’s best football teams.

Earlier, in the curtain-raiser, Dunleary Commercials and Erin’s Hope, the St. Patrick’s College club team, had met in the Dublin Intermediate final.

Croke Park in 1920 looked very different to the world-class stadium it is today. Every vantage point was occupied by eager supporters seeking some cheer, and desperate to assuage some of the crippling depression and fear prevalent at the time.

Croke Park in 1920 looked very different to the world-class stadium it is today.

Every vantage point was occupied by eager supporters seeking some cheer, and desperate to assuage some of the crippling depression and fear prevalent at the time.

Ten minutes into the game, shots rang out and people panicked, scrambling to get away from the point of attack.

For less than 90 seconds, the gunfire continued in bursts, resulting in 14 fatalities. Many more were injured by

flying bullets or the stampede they caused.

A Tipperary player, Michael Hogan from Grangemockler, was one of the victims.

Jane Boyle, who was to be married five days later, was another. Three of the victims were children, including 11 yearold William Robinson, the first victim, who was shot as he watched the match from the branch of a tree. Ten year-old Jerome O’ Leary and 14 year-old John William Scott also died.

This year, the GAA are highlighting the 14 victims who never came home from a football match.

I have the honour of chairing the GAA’s History and Commemorations Committee, which allows me to combine my two great interests. Our committee had formulated mighty plans to commemorate the 14 victims on the 100th Anniversary of their deaths.

We had planned to finish the match. We had plans for a grand ceremony. The GAA Museum had a host of wonderful plans. However, 2020 has mirrored its century-old ancestor; when the prevailing conditions saw travel, work, socialising and attendance at sports events curtailed by different but no less deadly enemies.

Plans had to change or be modified to more subtle and low-key versions.

It was always our intention to remember the victims; ordinary people caught up in extraordinary events. For schools in Tipperary and Dublin, there are stories of local interest concerning players and spectators from different clubs, parishes and streets. There is a wealth of history to be learned through simply viewing the recentlyproduced short videos on each one of the 14 victims, and the interviews with survivors. For schools everywhere, there is the chance to consider the consequences when freedoms we take for granted, like attending a football match, are curtailed.

The War of Independence and the Civil War that followed are difficult subjects on which to teach in primary school, due to the gruesome and controversial nature of some of the more celebrated characters and events.

The War of Independence and the Civil War that followed are difficult subjects on which to teach in primary school, due to the gruesome and controversial nature of some of the more celebrated characters and events.

However, the story of Bloody Sunday in Croke Park, the victims, their circumstances and their stories, present a window on a day 100 years ago, when life was very different, and in some regards eerily similar to today.

Sports news today is dominated by stories of cancelled games and bigname players testing positive for COVID-19. In 1920, Tipperary were only getting over the death of Davy Tobin, their star player, from their Munster final win the previous year, a victim of the Spanish Flu Pandemic.

Learning through studying the lives and actions of local people in times past is the very best way to learn history.

Bloody Sunday 1920 is one of those events through which so much can be learned, not all of it in relation to history. In the current world of 3 Rs and PE, the children will love you for teaching something different and entirely relatable.

Damian.White@ippn.ie.

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LEADERSHIP SUPPORT

Tapping into our

‘Decency Quotient’ JACK DURKAN IPPN LEADERSHIP SUPPORT MANAGER ‘No longer only IQ and EQ - we need to be tapping into our DQ – Decency Quotient’ Everyone is aware of the importance of IQ, especially in the world of education.

IQ, that baseline intelligence with which people absorb and understand things. Then along came EQ or EI or a variant of both: the ability to handle oneself, situations and others with emotional maturity. This is the ‘new’, indeed ‘key’ intelligence, welldocumented in the leadership and management literature globally.

Possessing a high EQ means a leader or manager can understand how someone is feeling and can ‘read a room’ and act on that information.

However, EQ doesn’t mean a person’s actions take into account what is best for others. Emotional awareness and empathy don’t inevitably equate to compassion and integrity.

People can have EQ yet use it to manipulate people for self-interest.

EQ doesn’t always mean doing the right thing. Another crucial quotient is now emerging in relation to how we approach our lives and work – DQ, or the Decency Quotient.

A decency quotient goes a step further than EQ. DQ implies a person not only has empathy for employees and colleagues, but also the genuine desire to care for them. DQ means wanting something positive for everyone in the workplace and ensuring everyone feels respected and valued. DQ is evident in daily interactions with others. DQ implies a focus on doing right by others.

In a recent piece by Ajay Banga, Chief Executive Officer of Mastercard, he speaks of decency as ‘the principle that helps organise us as a civilization.’

The idea that, ‘in order for any one person or any collective of people to succeed, they need a hand at their back, not in their face’. It’s also the idea that helping individuals succeed often leads to better outcomes for 1212

everyone around them; families and communities, without a doubt, but also companies and economies too.

‘In order for any one person or any collective of people to succeed, they need a hand at their back, not in their face’.

So, here we are, in the middle of what is probably one of the most challenging times most of us have experienced in our lives. We are completely renegotiating the ways we work, live, and sustain ourselves.

Each day brings new concerns to the table, from loneliness and general health stresses to worries about how our children will continue to learn and develop, and deep concerns about how our societies are contending with issues of equality and respect — to name a few.

Human resilience, according to Banga, ‘has never been more important’.

And, he says, DQ is ‘the guiding principle that supports that resilience.’

Organisational leaders make decisions each day; big and small, positive and negative. All of them affect employees, customers, shareholders, communities, and even society as

a whole. To make these decisions in moral and ethical ways, we must adapt the essential qualities of a leader. Successful leaders today and in the decades to come must possess triple-threat leadership capability; IQ+EQ+DQ. In other words, they must possess a combination of two familiar attributes - intellect and emotional intelligence - and one that I believe must be recognised and elevated decency.

If leaders in organisations, Banga argues, can become more intentional about decency, they can become ‘a healing force our world so badly needs.’ It can begin to rebuild the trust that corporations and organisations have lost with employees and customers. It can be the model for how people who are very different come together to work with common purpose. It can help solve some of the world’s toughest problems by uniting people to find solutions.

But, for decency to win the day, DQ must be recognised as an essential quality in leadership. Intellect and emotional intelligence are vital, but it is decency that ensures IQ and EQ are used to benefit society, not tear it down.

Jack.Durkan@ippn.ie.

SEAI BRINGS YOU

E T M I L A C ture A children’s adven story book on climate change

Get your copy at

sea i . i e Class sets available at local libraries

13

LEADERSHIP+ The Professional Voice of Principals

Resource Bundle Recruitment and Appointment of Posts of Responsibilities (PORs) DONAL KERINS IPPN LEADERSHIP SUPPORT TEAM IPPN has recently updated its Resource Bundles on the recruitment and appointment of PORs in the light of Circular 44/2019, and recent Information Notes on the circular which will apply for the duration of the COVID pandemic.

The Resource Bundles highlight the concept of the POR-holder as being a member of the In-school Management Team (ISM). This elevates the role of POR-holder from a teacher with a specific list of jobs to a functioning member of the ISM, tasked with providing leadership and management for the school community.

Appointments to PORs are among the most contentious issues in schools. They have the potential to cause immense harm to interpersonal relationships and to staff morale. The Resource Bundles address this by providing guidance on how to prepare staff for acceptance of the outcome of the recruitment process, in addition to suggesting items for the Schedule of Duties. It is imperative that all staff who are eligible be encouraged to apply for PORs as they arise, but also that they are prepared to acknowledge and support a colleague who is chosen for the post. Discussing these issues prior to the recruitment process allows all staff members to realise that there is not ‘one for everyone in the audience’ and that they should be prepared for disappointment as well as for success when applying for the post.

Adherence to the terms of the circulars is of absolute importance for the BoM and the interview panel. Any deviation from the prescribed procedures can and may well be seized on by a disappointed candidate to seek a rerun of the entire process. It behoves a BoM to ensure that the Chairperson, Principal and Independent Assessor, at least, are thoroughly familiar with the contents of the Resource Bundles, Circular 44/2019, and any COVID Information Notes which apply to the particular POR they are recruiting for.

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Appointments to PORs are among the most contentious issues in schools. They have the potential to cause immense harm to interpersonal relationships and to staff morale.

The timing of the POR recruitment process is also important. It helps if the announcement of the successful candidate can be done immediately prior to a break in the school year – holiday period, mid-term or long weekend. This gives all staff, particularly unsuccessful applicants, time to come to terms with their disappointment and to prepare themselves to congratulate their colleague who was appointed, and to offer their support. Having read the Resource Bundle, the principal

and chairperson should make out a timetable for the process, ending on a suitable date.

The criteria used for selection for interview of PORs are now based on the four domains of the leadership and management dimension of the Quality Framework for Primary Schools. These also form the marking scheme for the interviews. They are: ■ Leading learning and teaching ■ Managing the organisation ■ Leading school development ■ Developing leadership capacity.

The Resource Bundles are: POR Recruitment – Deputy Principal (Open Competition) ■ POR Recruitment – Assistant Principal (Including DP - Internal Competition) ■

They can be accessed on www.ippn.ie under the Resources Tab. LINK Donal.Kerins@ippn.ie.

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SMALL SCHOOLS SPECIAL ISSUE

Climbing with Teaching Principals Experienced mountaineers will tell you that regardless of what kind of slope you face, you take just one step at a time. They will also warn against looking down at how far you’ve climbed as it can cause a loss of perspective for the climber.

For the teaching principal, any mention of a mountain will draw metaphors relating to the height of the pile of forms and tasks to be completed, the slippery slope towards unsustainable working conditions and possibly the struggle of leading a team to the top of the hill.

In this issue of Leadership+, we are looking back to gain perspective, to take account of what has been achieved in support of teaching principals at various points on the climb. We are seeking to ensure that the much sought-after administration day per week, recently granted in the wake of the Coronavirus pandemic, is secure before we face up the slope again.

continue to listen to teaching principals, to highlight the issues which make their daily work more and more challenging and seek solutions to the problems identified.

We are committed to supporting the wellbeing of every principal. Do not be afraid to reach out and seek help in conquering the slope.

There are many more challenges, some of them unforeseen as yet. We are, however, fully committed to doing everything we can to make the teaching principal’s job more sustainable. We will

Small schools

Value for Learning REV. PROF. ANNE LODGE

DIRECTOR OF THE CHURCH OF IRELAND CENTRE, DCU INSTITUTE OF EDUCATION

Just over a decade ago, Ireland hit a very serious financial ‘bump in the road’ which gave rise to significant cuts in public spending. The cuts outlined first in the McCarthy Report (July 2009) gave a clear indication of what was seen as an easy target: Irish education, including small primary schools.

The Inspectorate was tasked with undertaking a Value for Money review of small schools in 2011. The report defined small schools as those with up to four class teachers. It focused on the costs per pupil associated with various sizes of school. It argued that there was no international evidence that small schools were measurably better places of learning than their larger counterparts. However, neither did the report present any evidence that small schools were less effective.

The VFM report was published in 2013, with promises that its recommendations would not be implemented. However, it undermined morale and future sustainability. The feeling in small schools was that the Inspectorate’s focus on the cost of schools had highlighted misunderstanding of, and disregard for the culture and value of small schools.

But times change and policy evolves. In 2019, the Ministers for Education & Skills and Rural & Community Development held a one-day symposium on small

schools, emphasising the role small schools play in rural and environmental sustainability, by keeping education provision local. While the change in policy represented a more positive view of the small school as a phenomenon, it did not focus particularly on the voices of all those who make up the community of a typical small school.

Our study, Value for Learning, was carried out in 2015 and 2016 by the late David Tuohy and myself. It focused on one small school sector, namely the Protestant minority sector, 79% of which are small schools located across the State, in both rural and urban areas.

The study invited principals, teachers, parents of second class children, and chairs of Boards of Management of primary schools with between one and four class teachers, to respond to surveys. It also invited a sample of 11 schools to take part in a further qualitative study involving classroom, assembly and playground observation, interviews of school personnel, Board members and parents, plus focus groups with children. It followed up by holding discussions about its findings with policy, patron and management bodies.

Key findings emphasised the positive contribution that small schools make to the children and to the communities they serve. Respondents also regarded the educational, cultural and social

contributions of their schools as being of far greater consequence than economic considerations. They believed that small schools have the potential to make a contribution to the education system as a whole because they have expertise to share with larger schools.

What was especially striking was the sense of the small school as a happy place, with a strong sense of community reported by children, parents, teachers and principals. Teaching principals reported their sense of satisfaction with the positive relationships between colleagues, with children and parents, as well as expressing pride in their work despite their very heavy workload. Both the INTO and IPPN have undertaken reports on small schools that emphasise workload and stress for teaching principals in small schools, but underplay the sense of pride in principals’ own schools and their own role as reported in our study.

The picture that emerged from our study was of busy places of learning that tended to be rooted in positive relationships and wellbeing.

You can read the summary report and a full paper about this research on https://www.dcu.ie/church-of-irelandcentre or contact anne.lodge@dcu.ie to explore further.

REPORT

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SMALL SCHOOLS

SPECIAL ISSUE

Small Schools

What IPPN is doing PRIORITIES The top eight priorities identified by IPPN members back in 2015 were: 1. Minimum of one leadership and management day per week for Teaching Principals 2. Improve the pupil/teacher ratio 3. Increase the capitation grant 4. Restore full resource hours 5. Restore middle leadership posts 6. Reduce the threshold for administrative principalship 7. Revise the staffing schedule for special schools 8. Dignified step-down facility for principals without loss of seniority/pension.

It is remarkable that all school leaders, including the 44% of leaders who are administrative, prioritised leadership and management days for teaching principals as the top priority for IPPN. Indeed, most of these priorities have a proportionally bigger impact in smaller schools, as lack of time for leadership and management, and a chronic lack of resources and supports are two of the most critical issues that all small schools have in common.

Since its founding in 1999, when eight out of ten school leaders were teaching principals, IPPN has highlighted and prioritised supports for teaching principals as its top priority. The priorities highlighted above have driven our advocacy since early 2016, when we called also for a ‘Calendar of Reform’, now being progressed through the Primary Education Forum involving all key stakeholders, and as

Since its founding in 1999, when eight out of ten school leaders were teaching principals, IPPN has highlighted and prioritised supports for teaching principals as its top priority.

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articulated in each budget submission since 2016, where one leadership and management day per week for teaching principals has been the top priority. Indeed, the past three budget submissions have been even more focused, and one day per week for teaching principals has been the first of only two or three priorities put forward each year.

ACHIEVEMENTS IPPN’s relentless advocacy on behalf of and with school leaders over the past 20 years has had an impact. This work includes research, lobbying, the development of position papers, budget and other submissions, and publications, but the main focus has been on the development of strong relationships with key stakeholders and prevailing upon them the importance of improving the supports available to school leaders, particularly teaching principals.

Among the achievements we can cite to date in relation to small schools are: ■ Additional leadership and management days for teaching principals – which have increased from 20/16/12 days (depending on school size) in 2001 to 31/25/19 days announced in March 2020 – an increase of well over 50%, and to 37 days in September 2020 as part of the Roadmap to Reopening Schools ■ Teaching Principals permitted to take on the support/resource teacher role ■ Extra cluster posts for teaching principals’ days ■ Advancement of middle leadership as a means to build leadership capacity within schools – as part of the DES InSchool Management Working Group dating back to 2006 ■ External recruitment of deputy principals ■ Championed minority schools – one-teacher schools, special schools, and island schools. In 2018, funding was secured to

ensure there is a second adult in the school at all times in oneteacher schools.

While significant issues remain, we acknowledge the progress made so far and the tremendous amount of work it has taken to achieve it – by a voluntary Board of Directors and National Council, by individual members who participated in research, reviewed draft documents and provided key insights into the specific issues, and by the ongoing engagement with external stakeholders by IPPN’s leadership team over the years.

IPPN’s relentless advocacy on behalf of and with school leaders over the past 20 years has had an impact.

WHAT NEXT? An action research project on small schools is being designed and will lead to deep learning on potential solutions to alleviate the key issues arising in these schools, which will be from the ‘bottom up’. This will be part of a new focus on sustainable leadership which is at the heart of our next strategic plan – currently being finalised – and which will give impetus to many of the proposals put forward over the years.

Starting back in July 2019, IPPN has been working with stakeholders to develop a vision of sustainable leadership, which includes governance, the development of school leaders, and the structures around school leadership. We look forward to progressing this with you, along with the other priorities highlighted in our recent consultation with members, in the next few years.

Geraldine.Darcy@ippn.ie.

SMALL SCHOOLS

SPECIAL ISSUE

The Dilemma of the

Teaching Principal SHANE O’DONNELLTEACHING PRINCIPAL, SCOIL BHRÍDE, FOURMILEHOUSE, ROSCOMMON, AND A MEMBER OF THE IPPN BOARD OF DIRECTORS

The age old dilemma for the teaching principal of teacher-first or principalfirst still remains, except that the demands of both are greater now. In the life of a teaching principal, there are huge differences between the ideal world and the real world.

IDEAL WORLD ■ You are a shining light for the other teachers with a beautifully laid-out classroom and constantly changing displays ■ You regularly come up with new and innovative teaching ideas, and are a source of inspiration to those in the staffroom who marvel at your creativity ■ Corrections are no problem, always up-to-date and easily slotting into the work schedule ■ Your planning documents are easily the most comprehensive in the school ■ When teaching, no one ever interrupts you, or comes with a problem that has to be solved immediately ■ Curricular and organisational policies are regularly reviewed and developed as required ■ You work closely with the In School Management Team and Board of Management (BoM) in sharing the workload ■ After a fulfilling day in the classroom, you move smoothly on to the administration work once the pupils have left the school.

While the teaching principal role has many challenges, it can also be a very rewarding job. However, for this to happen, you need a number of things to go your way. In particular, you need an agreeable class and a supportive staff.

REAL WORLD Classroom displays tend to remain the same with the autumn themes lingering well into the New Year ■ You are still using the triedand-trusted lessons that you used before you became a principal. Remote teaching is proving problematic and you are depending on someone else to drag you up to speed on Google Classroom ■ Thank God for the new normal… fewer copies to correct ■ You have the shortest plans in the school, and just about get them completed every year ■ Interruptions are a regular aspect of the teaching day ■ You lag behind other schools with paperwork as secretarial support isn’t adequate ■ You are the ISM Team and BoM ■ At 3 o’clock, it’s a shot of caffeine you need, not a shot of School Self-Evaluation.

■

Am I a principal first or a teacher first?

Who knows? What I do know is that all the stakeholders must continue working together to reduce the burden on all principals.

■

■

■

While the teaching principal role has many challenges, it can also be a very rewarding job. However, for this to happen, you need a number of things to go your way. In particular, you need an agreeable class and a supportive staff. When this happens, the role is doable and enjoyable. You are leading a school which is at the heart of the community. There is a great feeling of belonging and sense of place.

Everybody knows everybody and the older pupils look out for and mentor the younger ones. Smaller rural schools can operate in a more relaxed and easy-going manner than their larger urban counterparts, thereby creating a sense of informality which brings about a happy learning atmosphere.

How the workload can be reduced: Use IPPN’s PIEW Model or have a four-year strategic plan (you may not get everything done but at least you are scheduling your priorities) ■ Pick certain key priorities for the year and tie them to some of ■

■

■

your admin days e.g. use two of your November admin days to review the Code of Behaviour or a Curricular Area. This is key as otherwise you will never get to deal with the important issues as you become swamped with dayto-day trivial issues Be ruthless with your time - admin days are yours Accept that September, May and June are about surviving. It’s very difficult to get much else done during these months Say No (but say it nicely) Set boundaries. There are only 24 hours in a day and they are not all for work… you might receive a circular at six o’clock on a Friday, but who says you have to read it then?

Have outside interests.

Am I a principal first or a teacher first?

Who knows? What I do know is that all the stakeholders must continue working together to reduce the burden on all principals. If the workload isn’t reduced, the teaching principal’s job will become totally unsustainable. One leadership day per week has been a huge help. It must be the start of the change, not the end.

If you would like to contact Shane in relation to this article, you can email him at scoilbhridefmh@gmail.com.

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SMALL SCHOOLS

SPECIAL ISSUE

Leading a small, growing school SARAH RICHARDS PRINCIPAL OF WHITECHURCH NS, RATHFARNHAM, DUBLIN 16 In 2012, I was appointed as teaching principal of Whitechurch National School; a small school in Rathfarnham nestled between the suburbs and the foot of the Dublin Mountains.

Previously, I had taught in both a fourteacher school and a single-stream eight-teacher school. My new school was right in the middle of those, with six mainstream class teachers. I had just about found my feet juggling between teaching and the everexpanding leadership and admin side of the school, when the Board of Management decided to expand, and apply for additional classrooms to be built at the school to meet the everincreasing demand for places.

What followed was an extremely busy period of four years going through ‘developing school status’ - waiting on tenterhooks each time a circular on threshold numbers came out. Then we would be hoping that we would have the required number each year to get the extra teacher; based on the current year’s numbers, rather than having to wait the extra year based on the previous year’s numbers.

After much back and forth negotiating with the DES Building Unit, and thanks to the support of a persistent and seasoned chairperson, and an expert architect, we were approved for two extra classrooms, two offices, a reception area, two additional SET rooms, an extended parking

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area, upgraded heating/plumbing system, and a septic treatment plant.

Thankfully, the year the building work started, I was made an admin principal.

What followed was an exciting year for our whole school community. The staff were amazing and put up with all of the temporary disruption and noise that the building work brought. The Student Council regularly inspected progress in the new part of the school on visits with me; all of us wearing hard hats and looking very official!

We had a page on our website with regular photos of progress to keep the whole community up-to-date. And as every principal who has ever gone through a building project knows, you become an overnight repository of knowledge on all things schoolbuilding related, with building issues competing strongly with time spent leading teaching and learning!

One reoccurring concern that had emerged from discussions with parents and staff at the school about our expansion plan was, how would we keep our small-school feeling, which we treasured so much and thought of as one of our defining features. I began to try to tease out what exactly was it that made our school feel ‘small’ and how could we protect that sense of community?

We had a close working relationship with parents; developed through lots of volunteering at the school for

activities such as ‘helping to hear’ reading in the mornings in classrooms, helping at book fairs, with the school garden, the library etc. The PTA were a very active partner in the school. All of the pupils knew each other, with older pupils taking on roles such as Games Squad, helping to organise activities for the younger classes in the yard. I realised that it was vital to actively protect those things and to seek out more ways we could develop our school community as our school grew.

Did we lose our small school feel? No, our school is as community-centred and as welcoming as it ever was - the only difference now is that we are a bit bigger. We’ve moved from 10 to 24 staff. Some things have changed, but we’ve managed to keep that sense of ‘small school community’ going! The moral of the story, in our case anyway, is that it really doesn’t matter what size school you are; if you keep a clear goal of maintaining and developing a strong sense of community, and you make a deliberate attempt to encourage and foster activities that align with that goal, you can grow but still be a ‘small school’ in the most positive sense of the meaning!

If you would like to get in touch with Sarah in relation to this article, you can email her at office@whitechurchns.biz.

SMALL SCHOOLS

SPECIAL ISSUE

Governance

in Small Primary Schools DR KEN FENNELLY GENERAL SYNOD BOARD OF EDUCATION (RI) Given that new Boards of Management were elected into office one year ago in November 2019, it is timely to reflect on the role of the Board of Management and the challenges faced by a new Board and their role of providing management and governance to the school. While most Boards will have some level of continuity of membership, each newly-elected Board will also have new members.

It can also take time for a new Board to take psychological ownership of their new role in being the governance entity of the school. It is no easy task for the new Board to adapt to their new role and to become familiar with the myriad of Departmental Circulars and other regulations.

THE ROLE OF THE BOARD OF MANAGEMENT The role of the Board for the overall governance and strategic development of the school has come to be embedded in our system of educational provision.

Given its key role in the life of the school, one hopes that school staff and parents would have an awareness of the responsibilities which sit upon the collective shoulders of the Board of Management. The Board is accountable to both the patron of the school and to the State. It can also be responsible for managing building projects involving substantial public funds, and it must ensure that the school is a safe place and has a duty to ensure that children never have a sense of fear or threat.

At its core, the Board has the duty to ensure that the school is a ‘good’

school and should strive for educational excellence, to ensure that each child receives the best possible education.

GOVERNANCE IN A ‘SMALL’ PRIMARY SCHOOL In June of 2019, the then Minister for Education and Skills convened a symposium on ‘small schools’ – with a small school being understood as four (MCT) teachers or less (P+3). Over 60% of primary schools under Church of Ireland and Protestant management are four-teacher schools or less, so this symposium was especially important for schools in our sector.

One of the challenges highlighted to the symposium was the demand on teaching principals in small schools and, allied to this, the increasing role and responsibility on Boards of Management in small schools. The nature of a small school means that it not a ‘vertical’ school. It will have multigrade classes and a teaching principal.

At the same time, the requirements and obligations of governance apply no less to a small school than they do a big school. In a small school, it can be a challenge to encourage people to put themselves forward to serve on a Board.

By virtue of the smaller size of the school, the pool of available volunteers will be smaller. The pressure on time and commitment that modern working life brings means that sourcing professional and/or experienced people is not as easy as it was before. In a small school, difficult power dynamics

can come into play on the Board of Management in a way that might not otherwise arise in a large school.

Dealing with a parental complaint may prove more difficult in a small school due to the close connections between people and families associated with the school. In a small school, the parental nominee on the Board may feel under pressure to bring forward issues to the Board on behalf of other parents.

A decision by a Board in relation to a fellow staff member might create a very awkward working situation for the teacher members of that Board.

These are the kinds of issues which we, as advisors, try to work through with Boards of Management and indeed, school patrons. The dynamics of a small school in a small community can bring a range of challenges that test the obligation for good governance!

The converse however, is that being a member of a Board of Management in a small school can be a joy, as one has a familiarity with the life of the school that may be harder to develop in a large school. C’est la vie!

Dr Ken Fennelly is the secretary of the General Synod Board of Education (Republic of Ireland) which is the recognised management body for primary schools under Church of Ireland and Protestant patronage/ management.

If you would like to contact Ken in relation to this article, you can email him to Ken.Fennelly@rcbdub.org.

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SMALL SCHOOLS

SPECIAL ISSUE

Balancing the discourse around small schools ANNA MAI ROONEY

DEPUTY DIRECTOR PRIMARY AT THE CENTRE FOR SCHOOL LEADERSHIP

On a cold and dreary November day in the year 2000, I became the teaching principal of a ‘large’ two-teacher school.

Large in the sense that the deputy and I had four classes each, and a total of 53 students in the school. Was I fearful, apprehensive? Not really. I was a teacher first and foremost, I loved my job, and my understanding of leadership theory and practice did not seem very relevant to the more immediate task of meeting the teaching and learning needs in my classroom. There was a certain amount of paperwork for sure, but the school year moved from term to term in a whirlwind of sporting activities, seasonal celebrations and special projects. I led the school through my class. My success as a newly-appointed school leader was about how effective my teaching was, my personal and interpersonal skills, my relationship with an incredible deputy, my focus on ensuring the contentment and happiness of our little school community and the proficiency of my management skills to oversee financial, structural, resourcing and basic governance concerns. Life as a teaching principal was busy and demanding but entirely doable. How things have changed since!

It’s difficult to link our current educational landscape with my experience of two decades ago.

Today’s teaching principal is immersed in a world of compliance, accountability and the growing pressure of attending to the needs of an increasingly complex social paradigm. Mix in a global pandemic and questions about leadership sustainability and well-being remain largely unanswered. Small schools are officially defined as those with four mainstream classrooms or less and this comprised 43.8% of all schools in Ireland last year, catering for 14.2% of enrolled pupils (DES, 2020). Small schools are seen as the heart of their local community and the evidence suggests that they are on a par with larger schools regarding successful teaching, learning and assessment practices, and outcomes for pupils (DES, 2013). They are subject to universally high levels of satisfaction in relation to ethos, student, teacher 20

Today’s teaching principal is immersed in a world of compliance, accountability and the growing pressure of attending to the needs of an increasingly complex social paradigm. and parental experience, and multigrade classrooms. However, external demands and social issues increase workload, challenge resources and place unprecedented demands on teachers and school leaders (Lodge and Tuohy, 2016).

The Irish education system has a responsibility, first and foremost, to support and scaffold the work of school leaders who take on leadership roles in small schools. Much is being done by IPPN, trust and management bodies and the INTO, all of whom provide a myriad of resources, networking opportunities, professional learning and helpline services. The PDST Misneach Programme provides a high-quality, comprehensive induction programme spanning the first two years of the role, and focusing on both the personal and professional development of the newly-appointed principal. Through this programme, there is access to a formal CSL mentoring programme, which facilitates a one-to-one mentor for all newly-appointed principals.

IPPN Group Mentoring is available for those in their second year of the role.

Eight sessions of CSL coaching can be accessed free of charge to further enhance principals’ practice in addition to four sessions of team coaching. But, is all of this enough to sustain our newlyappointed colleagues in small schools and what about our more established leaders who struggle to ‘keep oil in their lamp’ as their career progresses?

Newly-appointed principals believe that there is a ‘thick and fast’ approach to their professional learning and question duplication and the generic nature of this support, which does

not always translate to individual school contexts. They are calling for more cumulative supports prior to appointment, more encouragement to engage in professional learning from their Board of Management and more individualised help in relation to school context and culture (Murphy, 2020: 2).

System providers are listening carefully to these changing needs, and building opportunities based on them, and on direct feedback. Now, more than ever, we must keep both newly-appointed and more established principals of small schools in mind. We need to showcase their incredible work and allow space for a realistic sense of positivity. This is essential because those working in schools need resilience and self-efficacy to deal with their demanding role and to avoid becoming overwhelmed by negativity and ‘self-helplessness’ (Kitt, 2017:15).

The role of the Irish teaching principal has to be perceived as being sustainable in some ways. As a nation, we owe their achievements a lot more than writing it off as undoable. Many people in the role are managing quite well, despite the demands of the role and the pressures of the current pandemic. Yet, I fear they are hesitant in articulating their success. We must be realistic; this is one tough position to be in, but we must also support successes, continue to listen to changing professional learning needs and drive innovation and change to assist from the sidelines. Positivity must be encouraged and success celebrated, but it must also be understood that such achievement comes at great cost to the health and wellbeing of small school leaders and their families. Essentially, we have a responsibility to achieve a balance in the discourse around small schools.

We can do this using Iseult Mangan’s words as she reflected on the closure of her one-teacher school in 2019: ‘I think a small school like this is the best thing ever’ (Irish Times, 2019). Once upon a time, as a new school leader, I thought the same of mine!

If you would like to contact Anna Mai in relation to this article, you can email her to amrooney@cslireland.ie.

Ireland’s most widely used website dedicated to EDUCATION RECRUITMENT Visit EducationPosts.ie for all your education-related advertising requirements: l Approved by the DES – Circular 0062/2008 (Primary) and Circular 0020/2012 (Post Primary), compliant with DES circular 44/2019 l 17,000 education related job posts advertised annually l Over 3,000 registered Job Advertisers l Up to 120,000 email alerts issued daily to Job Seekers l All Education related job posts - teacher, SNA, school leader, secretary, caretaker, chaplain, guidance counsellor, learning support / resource teacher, substitute / panel of substitute teachers and tutor posts l Adverts across all levels - Pre-school, primary, post-primary, higher & further education, other education and international job posts l Save a copy of your adverts Visit www.educationposts.ie now Contact us on info@educationposts.ie Follow us on social media for regular updates

SMALL SCHOOLS

SPECIAL ISSUE

FROM THE ARCHIVES

Time Management for Principals The Principal’s Plight

TOM FEELEY RETIRED PRINCIPAL OF FOURMASTERS NS, KINLOUGH, LEITRIM Yes, I’m tired. For several years I’ve been blaming it on middle age, poor blood, lack of vitamins, air pollution, saccharin, obesity, dieting, underarm odour, yellow wax build up and other maladies that make you wonder if life is really worth living. But I’ve found it ain’t that. I’m tired because I’m overworked.

The population of this country is 4 million. 1 million are retired. That leaves 3 million to do the work. There are 1

million in school and college. That leaves 2 million to do the work. 740,000 are unemployed and 260,000 are employed by the Government. That leaves 1 million to do the work.

200,000 are armed forces, which leaves 800,000 to do the work. 200,000 are employed by the County Council leaving 600,000 to do the work. There are 420,000 people in hospital and 179,998 in prison. That leaves 2 people to do the work. You and me. And you’re sitting on your *%*@, reading this.

To My Grown-Up Son My hands were busy through the day I didn’t have much time to play The little games you asked me to, I didn’t have much time for you.

I’d wash your clothes; I’d sew and cook, But when you’d bring me your picture book And ask me please to share your fun, I’d say “a little later son.”

I’d tuck you in all safe at night And hear your prayers, turn out the light, Then tiptoe, softly, to the door, I wish I’d stayed a minute more.

For life is short and years rush past, A little boy grows up so fast, No longer is he at your side, His precious secrets to confide.

The picture books are put away.

There are no children’s games to play, No good night kiss, no prayers to hear, That all belongs to yesteryear.

My hands, once busy, now lie still, The days are long, and hard to fill, I wish I might go back and do The little things you’d asked me to.

22 22

FROM THE ARCHIVES

SMALL SCHOOLS

SPECIAL ISSUE

MULTIGRADE CLASSES: Challenges for Schools and Teachers Multigrade classes, where two or more year groups (for example, second and third class) are taught together by one teacher in the same classroom, are very common in Irish primary schools, with a third of primary school children taught in these settings. It is surprising, therefore, that there has been little research or policy discussion on how children get on in multigrade classes.

A recent study by Amanda Quail and Emer Smyth uses data on 8,568 nineyear-old children from the ‘Growing Up in Ireland’ study, a major longitudinal study of infants and children in Ireland.

The data is a rich source of information on the situation of nine-year-old children in Ireland and draw on the perspectives of the child’s teacher, principal, parents and the children themselves. Over one third (35%) of these children were taught in a multigrade setting. Among this group, 47% were taught with older children, 42% with younger children and 11% with both older and younger children. Not surprisingly, children attending small, rural schools were more likely to be taught in a multigrade class setting.

The research looked at children’s academic and social outcomes.

Children’s academic outcomes were assessed by their scores on the Drumcondra Reading and Maths tests.

Their social outcomes were measured using the internationally renowned Pier-Harris self-concept questionnaire, which assessed how they saw their behaviour, intellectual/school status (that is, how they rated their own academic abilities) and their popularity

However, the effects of being in a multigrade class were different for girls and boys and also depended on the age mix of the class as a whole.

AMANDA QUAIL AND EMER SMYTH ECONOMIC AND SOCIAL RESEARCH INSTITUTE

with peers. The analyses took account of a range of background variables, including social background, the social and gender mix of the school, class size and teacher experience, so that we could compare ‘like with like’ in assessing the effects of being in a multigrade class.

Girls taught in a class with older children had lower reading and maths test scores, poorer behaviour, felt they were less popular and were less confident as learners Overall, no significant differences were found between children in single-grade and multigrade classes in terms of their reading and maths achievement.

Being in a class with older children was linked to more negative outcomes for girls but not for boys. Girls taught in a class with older children had lower reading and maths test scores, poorer behaviour, felt they were less popular and were less confident as learners than similar girls in single-grade classes.

Girls taught with younger children also had a more negative view of their abilities and popularity. In contrast, there are few differences in outcomes for boys, with the exception that boys taught in classes with younger peers tend to have poorer behaviour. Girls seem to be making more comparisons with their peers than boys; as a result, they feel more negative about their abilities, especially in the presence of older, more academically advanced learners. The fact that children tend to socialise with peers of the same age may also limit the extent to which girls see themselves as popular with classmates of different ages.

The research highlights challenges for teachers in dealing with the gender dynamics of multigrade classes. The findings point to the need to develop innovative ways to engage students, manage classroom interaction and discipline, and provide feedback to children in such a way as to prevent potentially negative effects on girls’ self-image and achievement.

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SMALL SCHOOLS

SPECIAL ISSUE

FROM THE ARCHIVES

Teaching Principals A Possible Approach to Timetabling The following is not a blueprint, it is an example to encourage creative thinking on Successful Time Management...

1. Proactive communication, collective prioritising and delegation of tasks to others are all essential for effective leadership.

2. Blocking time for specific functions eliminates much of the continuous flow of low order issues. Ensure everyone knows where and when you are available.

3. The simultaneous demands of Teaching Principalship make it an extremely challenging role. Invite all your colleagues to assist in designing and reviewing your timetable. This may help them to appreciate the demands on your time and gain a greater understanding of the need to share the workload.

4. Send routine information and updates to all colleagues by memo. This will leave formal staff meeting time free for meaningful discussion of more important issues.

5. Develop a policy of meetings by appointment.

Communicate this policy clearly to parents, salespersons etc.

Am

Luan

6. Delegate the function of answering telephone, opening e-mail/post and receiving visitors to the school secretary. Where secretary is unavailable, delegate the function to other staff members and/or senior pupils, provide training as required.

7. Install an answering machine where the caller’s voice is audible (to you/staff) while he/she is leaving the message.

8. Use a digital Dictaphone system to record memos, letters, reports etc. which can be word processed by the secretary at a later stage.

9. Book a substitute teacher early in the year and preplan your administration days for tasks requiring your undivided attention. Advise colleagues of these days in advance and make yourself scarce!

Máirt

Céadaoin Déardaoin Aoine

Before School Meet Deputy Meet Deputy Meet Deputy Meet Deputy Meet Deputy

Principal Principal Principal Principal Principal

& Secretary & Secretary & Caretaker & Secretary & Secretary

Prioritise & Delegate Prioritise & Delegate Prioritise & Delegate Prioritise & Delegate Prioritise & Delegate Block 1 Morning Break

Block 2

Lunch

Teaching: Teaching: Teaching: Teaching: Teaching: Delegate Yard Supervision Available for meeting individual Teachers

Delegate Yard Supervision Available for meeting individual SEN Teacher

Delegate Yard Supervision Available for meeting individual SNAs

Delegate Yard Supervision Available for meeting individual Teachers

Delegate Yard Supervision Available for meeting individual Teachers

Teaching: Teaching: Teaching: Teaching: Teaching: Lunch Break No Interruptions No Meetings

Lunch Break No Interruptions No Meetings

Lunch Break No Interruptions No Meetings

Lunch Break Lunch Break No Interruptions Yard Supervision No Meetings

Block 3 Teaching: Allocate Children to Teaching:

other teacher(s)

e.g.: Music, PE, etc

Principal’s time to visit

other classrooms

Allocate Children Team Teaching to other teacher(s) Principal’s opportunity e.g.: Music, PE, etc to work with Teachers Principal’s time to visit and get to know other other classrooms children.

After School

Parent Appointments

24 24

Meet Deputy Principal Parent Appointments & ISM Team Discuss, Prioritise Delegate as appropriate & Delegate

Meet Chairperson & BoM Treasurer (every other week)

Delegate as appropriate

FROM THE ARCHIVES

SMALL SCHOOLS

SPECIAL ISSUE

The Teaching Principal:

‘Working Smarter, Not Harder’

PAT MOORE RETIRED PRINCIPAL OF ST VINCENT’S NS, COOLARNE, TURLOUGHMORE, CO. GALWAY

HISTORICAL EVOLUTION: Pre-1971, learning in our Primary Schools was mainly subject centred.

The learning emphasis was on the 3Rs and the educational focus was the Primary Cert. Learning was by rote and failure to grasp a concept often resulted in physical punishment.

The main administrative duties of the Principal involved keeping the school register and rolls up to date, sending back the monthly returns and administering discipline.

The introduction of the new curriculum in 1971 heralded change, with new subjects such a P.E., Art and Craft, Nature Study and Drama added to the curriculum. Staff meetings exposed the Principal to the staff in a new way and the creation of Boards of Management in 1975-76 introduced the Principal to the role of management. Circular 16/73 introduced a whole new raft of responsibilities that Principals were required to take on. In the mid-eighties the National Parents Council was set up. Parent-Teacher meetings were a natural consequence of this decision.

Communion and Confirmation meetings followed. The paucity of professional help and training added to the Principal’s workload.

From the 1990s onwards, ‘Leadership’ became the buzzword. New responsibilites were delivered by the postman daily. The school was expected to have numerous curricular and organisational policies.

Compliance legislation such as the Education Act, Welfare Act, Health and Safety etc. was introduced. School planning accelerated.

COPING STRATEGIES: Waiting all these years for the D.E.S. to furnish a policy on discipline to replace corporal punishment should have taught Principals that if they don’t do something to help themselves, nobody else will. The Principal’s best source of advice is his/her colleagues. The establishment of I.P.P.N. has been the single most important development in enabling many teaching Principals to

share good practice ideas, worries and policies.

PRACTICAL TIPS: ■ Separate your personal life from your professional life.

■ Respect others and apologise if you’re wrong.

■ Support your staff personally and professionally.

■ Prioritise.

■ Share effectively.

■ Cut the job down to size.

■ Employ a secretary and a caretaker. This will allow more class contact time.

■ Place a managerial onus on the Board of Management.

■ Train children to do specific tasks such as tidying classroom, putting out bins etc.

■ Lead rather than drive.

■ Always be in direct contact with staff and children.

■ Cultivate a pleasant school atmosphere.

■ Delegate register and roll books to Deputy Principal.

COMMON PROBLEMS FACED BY THE TEACHING PRINCIPAL: A brainstorming session amongst teaching Principals at Conference came up with a long list of problems.

A small sample is listed below: Interruptions - the suggested solutions were to get school secretaries to screen calls and fix appointment times.

■ Special Needs - dealing with psychologists, resource teachers (sometimes untrained), D.E.S., Health Board personnel.

■ Ineffective Board of Management.

■ Fundraising, Supervision in small schools, lack of space.

■ Underperforming staff.

■ Work overload, record keeping.

■ Writing up policies.

■

following is a small sample of the answers ■ Appointed a caretaker/secretary.

■ Joined an I.P.P.N. support group.

■ Held regular staff meetings.

■ Delegated to post holders.

■ Bought a cordless phone/laptop.

■ Binned all company promotions.

■ Devised action plan in the event of an absent teacher - emergency pack in each room for a sub.

■ Clustered for release days.

■ New communications system so all staff saw correspondence.

■ Handed over fundraising to Parents’ Association.

HARNESSING THE SCHOOLS HUMAN RESOURCES: How can the Principal make best use of staff, Board of Management, parents, ancillary staff and children to ease overload and improve the quality of service being delivered?

Some suggestions from practising Principals included: ■ Securing annual professional development for all staff members.

■ Harnessing the specific expertise of parents or S.N.A.s in areas such as Visual Arts, Drama, Dance, I.T. or fundraising.

■ Creating a positive climate between all school partners.

■ Providing proper training for all Board members through the local diocesan secretary.

■ Allowing greater flexibility in the contract (duties) of the S.N.A. ■ Structuring staff meetings efficiently with the agenda circulated beforehand.

■ Transferring school finances to a Finance Committee/Treasurer.

■ Learning to sometimes say ‘No’!

MAKING LIFE EASIER: At the same session, Teaching Principals were asked to highlight a change made in their school recently which made life a little easier. The 25

SMALL SCHOOLS

SPECIAL ISSUE

FROM THE ARCHIVES

Steps for Sleeping Better at Night

As the school year draws to a close, perhaps now is the time to evaluate the year with a view towards making life easier for yourself next September in your role as Teaching Principal.

The following strategies may be useful in enabling a meaningful evaluation and help lay the basis for a redefinition of your approach in the 2007/2008 school year.

1 Separate your personal and professional lives.

Professional criticism stings but this can ultimately lead to improved performance and effective self evaluation.

Personal criticism hurts and can destroy one’s selfesteem.

2 Use the Principals Information Management System (P.I.M.S) devised and distributed by IPPN and which will arrive on your desk in early September. In the meantime, if you are not already a member of a Support Group, join one now (see P.I.M.S. article on page 2).

3 Have important documentation close to hand at all times. In addition to P.I.M.S which has a section recording teacher absences / course days etc., other publications which provide quick referencing include the Primary Education Management Manual (Roundhall Press) which is updated on a yearly basis. The C.P.S.M.A, Board of Management Handbook, the INTO Members Handbook and relevant DES circulars.

4 Every Principal should have a laptop/computer/ printer for administrative use. It is the responsiblity of the B.O.M. to provide these essential administrative tools. Use call answering where there is not a full-time secretary. Train children to answer the door and phone when appropriate in the absence of a secretary. Every school needs at least a part-time secretary to enable the Teaching Principal remain in the classroom. Remember, 15 minutes of teaching time lost per day equates to 9 full days over the course of the academic year.

5 List the oldest in each family when sending home circulars etc. to each family. Have each class teacher draw up a list of children in their classes who do not have an older brother or sister in the school. This list should always be close to hand.

6 Have all new pupil details by Easter at the latest. A standard form of entry can be devised including P.P.S. numbers, parents’ names, emergency phone numbers, allergies etc. Devising and ensuring a readily available

supply of these forms can become part of a post of responsibility.

7 It is always useful to have a ready supply of stamps, school headed paper and envelopes available in the school.

8 Retain copies of standard letters for future use. Such letters could include parental appointments, confirmation of places for junior infants, notification of parent/teacher meetings, closure notifications, etc.

9 Look at your perceived list of duties and responsibilities.

Do you have to do them all? Now is the time to prioritise.

Attendance registers (leabhar tinreamh) and registers are important official school records but making data entries can be delegated as a post of responsibility.

Collection of monies and receipting should not be a duty of the Principal. Should the Principal feel it necessary to be responsible for photocopying the Solas magazine and D.E.S. circulars for distribution to the Staff and Board of Management members? Should the Principal feel personally responsibility for picking up litter in the yard?

The fact is that if you attempt to deal with all activities as they arise, the vital ones are neglected.

10 Share your Principalship with others. Delegate effectively but remember that while you can delegate responsibility, you cannot delegate accountability. Where possible, give back the managerial role to the B.O.M. Have designated people agreed by the Board if things go wrong or need to be attended to.

11 Support your staff. An effective Principal will prioritise the personal and professional well-being of staff, because it is only with the goodwill and support of staff that a Principal can lead effectively. Lead rather than drive and attempt to cultivate a pleasant atmosphere in the school.

12 Harness the talents in your school. Respect others – children, staff, parents and visitors. All will play a role in making your job that little bit easier if they feel they are being valued.

Finally don’t look for perfection. The best regarded Principals have made many mistakes and learned from them. That’s why they are held in such high regard.

10 Self-care Commandments While these ‘commandments’ were originally written as a guide to plan for the summer holidays, it is equally valid as you prepare for the Christmas break!

1. Before the end of term, arrange a meeting with your BoM Chairperson and Deputy Principal to make a collective list of the main outstanding tasks for the months ahead.

3. Examine each of the prioritised tasks and decide who should take responsibility for them.

2. Collectively prioritise key tasks and decide which items can wait until September. Just because the school has been given a deadline, plan your response based on what you consider to be a reasonable time frame.

5. Where certain key functions such as recruitment must be scheduled, make a plan which facilitates the Chairperson, a Deputy Chairperson, Principal and

26 26

4. Delegate as much as possible to individual BoM members and the In-School Management team.

SMALL SCHOOLS

SPECIAL ISSUE

FROM THE ARCHIVES

The Evolution of Multi-Tasking It is readily acknowledged by all that properly trained and paid ancillary staff in a school would greatly reduce the administrative burden placed on the shoulders of the Teaching Principal. Unfortunately, this is a scenario that does not exist in the vast majority of smaller schools throughout the country i.e. the school of the Teaching Principal. A massive increase in paperwork, school returns, ancillary staff, etc. threatens to overwhelm the Teaching Principal in almost all small schools. We have gone from an average of one circular per month at the beginning of the new millennium to more than one per week in 2006, with no resourcing put in place to enable the Principal cope with this additional workload.

Meanwhile the children in the class of the Teaching Principal continue to have their learning disrupted and are becoming the most disadvantaged children in the entire school community.

EVOLUTION OF THE ROLE Once upon a time, the main duties of the Principal were to open and close the school, send monthly returns, keep the rolls and registers in order and to administer discipline. The curriculum was subject-centred and learning was largely by rote. In many ways, the Principal was distanced from staff and worked in isolation as did many of the class teachers.

The introduction of the ‘new curriculum’ in the early 70’s saw a significant increase in the scope of the Principals responsibilities. Circular 16/73 radically changed the role and responsibilities. The Principal was now expected to consult with staff on issues such as textbooks, resources, etc. New subject areas such as Art and Crafts, Nature study and P.E widened the scope of the curriculum being taught. This new curriculum demanded planning for which neither training, money nor time was provided. When the National Parents Council was established in the late 80’s, parent / teacher meetings became a natural consequence.

Soon communion and confirmation meetings followed, many outside school hours. Principals were expected to be present at these ‘school activities’ without professional training or remuneration.

LEADERSHIP The focus on leadership in education became more pronounced in the late 80’s. The Principal was central to this new thinking although in retrospect, the lack of resourcing to support the elevation of the role was lamentable. The 1991 OECD report identified the need for ongoing training and management supports for Principals.

Sixteen years later, many of these initiatives have yet to be put in place. From a curricular and organisational point of

view, the preparation of a School Plan became a priority for the Principal with over 90 listed policies eligible for inclusion. Redrafted and new compliance legislation such as the Education Act, Health and Safety, Equal Status and Welfare Acts opened the floodgates with the postman delivering new responsibilities almost daily. The newly ‘revised curriculum’ and in-service modules has added to the complexity of the role, particularly that of the Teaching Principal.

CONCLUSIONS 1. If Principals don’t do something to help themselves, nobody else will. IPPN is harnessing this desire to be proactive within the profession and the expertise to make things better for all Principals, whether Administrative or Teaching.

2. The problems of Principalship are primarily of concern to Principals only. Other members of the school community may be blissfully unaware or in many cases, indifferent to the isolation of the Teaching Principal.

3. The vast majority of Teaching Principals love their job and feel privileged to be in a position to shape the lives of future generations, but they want to be able to do the job without feeling guilty about their classroom duties.

Feelings of guilt about what has been neglected add to the stress of the job.

4. Networks and Support groups which IPPN offer, are the way forward. The greatest reservoir of knowledge, advice and support lies within our own network of colleagues where good practice and worries can be shared. Your county network and your local support group can become your professional family.

for School Leaders Deputy Principal, to provide cover for each other whilst also being able to plan a family holiday etc.

6. Arrange that the school secretary handles all mail during school closure. If you do not have a school secretary, delegate it as a task to some member of the ISM or BoM. 7. Organise a telephone answering machine. The voice message should advise parents why the telephone is not answered, where books and uniforms can be purchased, the date of school re-opening, how to apply for late enrolments etc.

8. Delegate the responsibility to manage keys and alarm codes for maintenance work, staff access and other unplanned events, e.g. burglary, vandalism etc.

9. Take a complete break from school by organizing a holiday which physically prevents you from being available.

10. Remember that although you are the principal you are not indispensable. Turn off your mobile phone and take a decent holiday.

Originally published in Leadership+ Issue 39, June 2007 27

LEADERSHIP+ The Professional Voice of Principals

Advocacy & Submissions

GERALDINE D’ARCY ADVOCACY & COMMUNICATIONS MANAGER

Advocacy and representation is a core part of IPPN’s work. We advocate for improved policy and funding for primary education, as well as leadership development and supports for school leaders, and we do this in a number of ways.

Collaboration and relationshipbuilding is at the heart of our approach to advocacy. For example, IPPN has worked closely with INTO, CPSMA (on behalf of management bodies), NABMSE and NPC in seeking support in areas of shared priority, particularly since the outbreak of the Coronavirus Pandemic in March. IPPN advocated for school leaders with education partners and the Department of Education (DE) in almost daily briefings and working group meetings during this period, and provided continuous bulletins and updates to members, all of this done while working remotely and in addition to all of the other services and supports provided.

IPPN has worked closely with INTO, CPSMA (on behalf of management bodies), NABMSE and NPC in seeking support in areas of shared priority, particularly since the outbreak of the Coronavirus Pandemic in March.

Close collaboration with our postprimary counterpart NAPD and international school leadership associations has also reaped rewards, in deepening our understanding of alternative approaches and policy developments.

Over the past year, our advocacy work has focused on the following aspects of school leadership and management, in line with our strategic priorities: 28

■

■

■

■

■

Small schools – presentation at DES symposium, establishment of working group on small schools chaired by Prof. Anne Looney, Executive Dean of DCU Teaching Principalship presentation to Joint Oireachtas Committee, top priority in our Budget 2021 submission and engagement with stakeholders Administrative principalship – the second of two key priorities in our Budget 2021 submission was to reinstate the middle leadership posts that were rescinded during the recession 2008-2018 Sustainable leadership – IPPN started a discussion in mid-2019 with stakeholders to look at the sustainability of primary school leadership, which will lead to a number of strands of work in the coming years Special Education – IPPN has worked with the DE, NCSE and NABMSE to progress and address issues relating to SEN, including the designation of schools for new special classes, the new SNA allocation model, and the serious issues specific to the special schools’ sector

Other issues discussed with key stakeholders included homelessness, the proposed Student & Parent Charter, School Completion Planning and anti-racism in collaboration with Cork CPYSC. SUBMISSIONS Where possible, our advocacy work is underpinned by research, whether we do it ourselves or it is available externally, as this bolsters the case we put forward to officials and other stakeholders.

Submissions set out IPPN’s views on a particular issue. They are generally in response to an invitation to contribute a viewpoint or suggestion, for example to the Department of Education, the Inspectorate or the Joint Oireachtas Committee. There have been issues

around the consultation processes with the Department and other agencies, with very limited time provided to review and provide feedback. We have sought a better approach which allows time for IPPN to consult with our members - to give school leaders a stronger voice in the development of education policy.

Other issues discussed with key stakeholders included homelessness, the proposed Student & Parent Charter, School Completion Planning and anti-racism in collaboration with Cork CPYSC. Over the past year or so, IPPN has prepared submissions on a wide variety of topics, including: ■ Ensuring that schools are open in a manner which is both safe and sustainable ■ Guidance for Continuity of Schooling ■ Full Reopening of Schools after COVID-19 Closures ■ Budget 2021 ■ Draft national standards for children’s social services ■ Oireachtas Procedures ■ DES Statement of Strategy 20212023 ■ Revised procedures relating to Section 29 appeals ■ Reduced timetable.

In addition, small cohorts of school leaders were asked to provide input on a range of topics sought by external organisations such as HIQA, Tusla, Inclusion Ireland and others.

All submissions are available in the Advocacy section of www.ippn.ie.

LINK

Geraldine.Darcy@ippn.ie.

December 2020

Supporting staff wellbeing

in extraordinary times

NOREEN COLL DEPUTY PRINCIPAL, ST. KILIAN’S JNS, CASTLEVIEW, DUBLIN 24 Wellbeing is the experience of health, happiness, being socially connected and purposeful. It includes having good mental health, high life-satisfaction, a sense of meaning and the ability to manage stress. When we nurture our wellbeing, we feel that life is in balance and that we can generally cope well.

We feel motivated and engaged, we’re resilient and able to deal effectively with life’s challenges.

As school leaders grapple with the challenges generated by Covid-19, it is essential that teachers and staff are afforded appropriate emotional and practical assistance to support their wellbeing so that they can, in turn, support their pupils.

A school’s ethos, culture and environment will have a major impact on the wellbeing of its staff and pupils.

It is important for leaders to define that culture and vision and the behaviours, values and beliefs that support it. It is important that the school leadership team works to build a culture of trust where school staff feel valued, where they can be open about their health and wellbeing and know how to access support if they need it. For all of this to happen, it is essential that the principal and leadership team model good mental health and wellbeing practice.

It is also important that school leaders remember to look after their own mental health and wellbeing, alongside that of their staff.

STRATEGIES FOR WELLBEING DURING THE PANDEMIC A wellbeing coordinator should be appointed in schools to liaise with the

management team and the staff, and to help implement strategies.

The wellbeing coordinator should source staff mindfulness resources.

Mindfulness, the ability to be fully present in the moment, can have numerous benefits. It can help to reduce stress, enhance performance and lead to increased levels of focus and happiness.

Currently, mindfulness sessions can be facilitated online through the wealth of material available. Staff should be encouraged to share online videos and sessions that are particularly helpful.

School leaders should provide positive feedback to staff, to encourage, motivate and inspire. They should notice good practice around the school and provide constructive appraisal more frequently than in ‘normal’ times. As well as developing confidence, teacher feedback creates a positive impact on individual and team performance.

The wellbeing coordinator should encourage staff to link with colleagues remotely, to support each other in providing opportunities for reflective practice and in problem-solving schoolbased challenges.

This year, it is more difficult to create a sense of belonging in the school as face-to-face peer teamwork is not feasible. However, team interaction should continue whenever possible and using online platforms to connect should be encouraged.

The wellbeing coordinator should encourage staff to practice gratitude on a daily basis. Gratitude is an

affirmation of all that is good in our lives. Grateful people are more resistant to stress because gratitude generates a perspective from which they can interpret negative life events and it also guards against stress and anxiety. Gratitude helps us to pay less attention to negative emotions that can compromise our wellbeing and happiness. Some schools are providing gratitude journals for staff to encourage positive practices that enrich their personal and professional lives.

School leaders should ensure that there is a culture of clear communication about workplace wellbeing, where staff feel comfortable talking about their concerns and where principals have an open-door policy to listen to them.

Staff should be consulted about change and also be involved in developing problem-solving strategies. If school leaders have concerns, a staff wellbeing survey could be useful and this could help generate feedback and ideas.

Finally, we should not underestimate the small gestures that help to create a positive culture in the school, occasionally providing fruit, cake or chocolate in the staffroom, and encouraging random acts of kindness between staff members. Good staff wellbeing is essential for cultivating a mentally healthy school, for motivating staff in challenging times and for promoting pupil wellbeing and attainment.

If you would like to contact Noreen in relation to this article, you can do so by email to NColl@stkiliansjns.ie

29

LEADERSHIP+ The Professional Voice of Principals

Irish Primary School Leadership during COVID-19: Principals’ Report

AMY FAHY DOCTORAL SCHOLAR, SCHOOL OF EDUCATION, TRINITY COLLEGE DUBLIN As a result of the COVID-19 pandemic, school closures were implemented by the National Public Health Emergency Team (NPHET) in March of 2020.

Consequently, this led to a significant change for principals, as they were faced with needing to quickly adapt to shifting job demands and several new ways of working, including teaching remotely, communicating with staff via online platforms, and planning for a safe return to school. As a result, principals, who already face significant levels of stress daily, have seen their levels of stress amplified by the pandemic.

In response to the concerns from teaching management professionals, the national School Leadership During COVID-19 study was carried out by several academics at Trinity College Dublin, including doctoral student and lead author Amy Fahy, associate professors Dr. Collette Murphy and Dr. Na Fu, along with research assistant Tam Nguyen. The national study aimed to explore leadership experiences in response to the COVID-19 pandemic, as well as offering critical insight to further inform supports that school management teams may benefit from.

The study included input from over 600 principals.

FINDINGS The findings of the report offer a clear picture of how principals have navigated the initial stages of the pandemic, as well as how being leaders during times of crisis has affected their personal wellbeing.

For example, the study found that 78 percent of primary school principals

30

have felt overwhelmed by the scale of extra tasks and challenges linked to the COVID-19 pandemic. Likewise, 82 per cent of principals feel drained at the end of the workday due to the increase in daily challenges. Despite principals feeling overwhelmed and drained, 92% of principals feel that their schools have performed well, with teachers effectively solving problems, and quickly adapting to the new working conditions. Similarly, 95% of principals felt their schools have carried out and completed core tasks well. One area where principals are divided however, is their attitude towards online learning, with only 33% of primary school principals having a positive attitude toward online learning.

The findings of the study also explore several key themes which outline principals’ current feelings regarding their role and demands. For instance, the most significant theme discussed by principals was surrounding

guidance, support, and communication with one principal stating that ‘Education Centres and the PDST were a shining light in providing support and information during the crisis.’

Similarly, another principal stated that ‘IPPN provided great leadership, during this crisis, to principals.’ Worklife balance was another theme which was discussed by principals, given the changing demands and their responsibilities during COVID-19. One principal claimed that ‘Principals were left in a very vulnerable position, left to run the school without any additional resources at home, any preparation or training and indeed any warning.’

Additional key themes mentioned by principals included digital learning, students and families with additional needs, and teaching principals. Further comments concerning these themes can be found in the report.

RECOMMENDATIONS Overall, the research findings highlight that, although facing unprecedented levels of stress, principals are doing well to effectively navigate the current challenges resulting from COVID-19.

Additionally, the research suggests that principals are confident in their abilities, and trust that their staff are able to deal with challenges as they arise. To aid in the successful transition to living with and beyond COVID-19,

December 2020

to focus their efforts on managerial duties.

the report proposes the three following recommendations.

1. Improved communications and greater involvement of principals First, the report recommends revitalising the DES communication and consultation system, thus making more use of the expertise of principals to enhance the effectiveness of this process. It is recommended that important information/circulars be communicated to principals during the school day, in advance of release to the general public, to ensure that principals have sufficient time outside of school hours to manage their personal wellbeing and maintain a healthy worklife balance.

Increased DES involvement with principal networks is strongly encouraged, as they offer a platform

It is recommended that important information/circulars be communicated to principals during the school day, in advance of release to the general public for principals to share and exchange knowledge and information, as well as for staff members in schools. A regional HSE/DES COVID-19 helpline would be beneficial for principals to ensure that prompt, school-specific advice can be accessed by principals when required. Furthermore, more explicit use of knowledge-sharing and knowledge dissemination such as online conferences, seminars and workshops as a central activity, should be put in place to facilitate ongoing conversations among principals. This will not only offer support in times of crisis, but will also act as a medium for principals to interact and share insight and personal experience when dealing with other school-related challenges.

Similarly, to enhance the collective ability to adapt to changes, regular principal and staff surveys, and focus groups alongside the community, are necessary.

2. Providing professional development opportunities Second, it is recommended that leadership crisis management training be provided for principals and their management teams. By implementing this training, principals will enhance their ability to cope during this pandemic and any future potential crises that may arise. Additionally, increased attention should be placed on shared/distributed leadership, particularly during times of crisis. This would help to alleviate the increase in workload placed on principals. Further, team-building training should also be accessible to school management teams for those interested. The postponement of new initiatives and inspections is also recommended to allow principals to focus their full attention on keeping their schools functioning during this crisis.

3. Offering additional support Lastly, it is recommended that adequate IT infrastructure and digital supports be put in place allowing principals to meet their school responsibilities and deliverables. Proper IT infrastructure includes: ensuring that adequate WIFI is available, equipping principals with devices, and providing IT professional development in the areas of digital learning and communication.

Additionally, it is recommended that supplemental and individualised support (e.g. SNA/learning support teacher) be available for students with economic and/or special education needs so as to further allow principals

Investing in online learning platforms and supports is also highly recommended.

One way in which principals can avail of this is through the PDST’s responsive supports for Digital Technologies. Ciara O’ Donnell, National Director PDST, has described how PDST has adapted its direct leadership CPD provision, with a focus on crisis management and leadership sustainability as of March 12th.

CONCLUSION COVID-19 has presented several challenges to schools, requiring principals to rapidly adapt to changing work demands. Despite these trying times, principals have continuously demonstrated resilience and have done extraordinarily well in navigating and in leading their management teams.

As stated by Ciara O’ Donnell, ‘In dealing with the immediate so bravely and creatively, our school leaders developed ways of working not just for survival during COVID but ones that will endure as innovative practice into the future – this baptism of fire has yielded sparks that have become perpetual flames and it is school leaders and teachers that have lit them’.

If you would like to contact Amy in relation to this article, you can email her at fahyam@tcd.ie A recording of the report launch and discussion with the research team and guest speakers PDST Director, Ciara O’Donnell and INTO President, Mary Magner is available here: LINK

The full report can be downloaded here: LINK

31

LEADERSHIP+ The Professional Voice of Principals

COVID-19 and Irish primary schools DR. MERIKE DARMODY RESEARCH OFFICER AT THE ECONOMIC

AND SOCIAL RESEARCH INSTITUTE (ESRI) AND AN ADJUNCT ASSISTANT PROFESSOR AT TRINITY COLLEGE DUBLIN (TCD)

Countries around the world have undergone an unprecedented change in recent months due to the pandemic; a change that is likely to have a potentially far-reaching, long-term negative impact on children around the world. The situation is all the more serious as the recent school closures to curb the spread of the virus may not have been temporary but may occur again as we see new spikes in case numbers. International and Irish research reviewed in the ESRI report Implications of the Covid-19 Pandemic for Policy in Relation to Children and Young People: A Research Review, published in July this year, shows that for many young people, learning and social lives have been severely disrupted, while schools have had to provide distance-learning in order to provide continuity to pupils a short notice.

COVID-19 AND THE WIDENING INEQUALITIES IN IRISH PRIMARY SCHOOLS Home as a site of schooling Virtually all students in Ireland missed face-to-face instruction due to COVID-19 for many months. While schools have made valiant efforts to continue the provision of learning for students, the success of those efforts has varied, and has often been hindered by limited access to technologies and high-speed broadband available in the homes of teachers and students.

The changes have enforced existing social inequalities as not all families have had sufficient skills, resources, time or health to assist children with remote learning. Data from the Central Statistics Office gathered in August 2020, shows that more than four in ten (41%) respondents with children in primary school reported that enforced school closures had a ‘major’ or ‘moderate’ negative impact on their child’s learning, while 42 per cent reported a ‘major’ or ‘moderate’ negative impact on their child’s social development. There has been considerable concern about the 32

learning loss for some children. Data on the time primary school students spent on learning activities provided by their schools (CSO interactive tables) highlights considerable differences in learning time, compared to learning time during an ordinary school day. A quarter of parents of primary school students reported their child undertook learning activities, provided by their school, for one hour or less per day, on average, during the period of school closure, with a further 42 per cent reporting their child spent two hours per day on learning activities. Compared to second-level schools, digital platforms are not as common in primary schools, leaving parents, many of whom worked from home or were engaged in frontline duties, with the task of providing learning opportunities for their children. The COVID-19 crisis has also disrupted their everyday activities, including sport, leading to being physically distanced from friends and extended family members, and issues with mental health.

Vulnerable groups Closing schools disrupted the education of all children, but some will have coped better than others.

Children are differentially advantaged, reflecting their background and circumstances. In line with international evidence, Irish children from disadvantaged families, and those with SEN, have been most vulnerable and will have the greatest challenges in re-engaging with school and learning. There is a higher concentration of these students in DEIS schools. The curtailment of support services during the restrictions has represented an additional challenge to many vulnerable families. Very little information exists to date on how ethnic minority and minority language students have weathered the storm.

Future challenges When students, educators, and administrators returned to school

after the COVID-19 closures, classrooms had become a changed landscape, one marked by larger equity gaps, substantial learning loss for many children, continued rules and regulations regarding social distancing, and an ongoing economic struggle for the most disadvantaged families, while we are learning to live with COVID. Many principals and teachers (often home-schooling their own children) have continued supporting online learning for their students, which is likely to have added substantially to their workload as many have needed to adopt a different skillset needed in utilising the technology.

The COVID-19 pandemic has brought into focus what evidence is used to guide our responses to the current challenge. Now, more than ever, valid empirical evidence based on representative survey data is needed to guide curriculum and instruction to support students and to determine where to focus resources. The available evidence indicates that policy interventions need to address the growing inequality evident over the period of restrictions. Additional resources need to be put in place for vulnerable groups, some of whom had struggled in school before the closure, and may not have re-engaged in fulltime education after the long period of school closures. Individual and small group tuition is likely to be most efficient in supporting these students.

However, it is unclear whether schools have had the resources to provide such supports to help students catch up with learning. Increased expenditure should be set against the societal costs of early school-leaving and academic underperformance and the resulting impact on the future lifechances of children.

If you would like to contact Merike in relation to this article, you can email her at merike.darmody@esri.ie LINK

December 2020

The Draft Primary Curriculum Framework

An Update on the Consultation Process NCCA EARLY CHILDHOOD AND PRIMARY TEAM

The impact of the pandemic on all our lives has been fundamental and far-reaching. Living and working with COVID-19 is challenging, and the reopening of schools this autumn necessitated significant rethinking and reorganisation of the physical environment, as well as the teaching and learning experience for children.

This was made possible through the significant work and commitment of school leaders and management teams. Even with these efforts and progress, schools continue to face considerable challenges in the weeks and months ahead.

The National Council for Curriculum and Assessment (NCCA), published the Draft Primary Curriculum Framework for consultation just three weeks before the closure of schools was announced last March. While some strands of the consultation are ongoing, this is in the full acknowledgement

that many education stakeholders, including school leaders and teachers, may not be in a position to participate during this school year. Including these voices in the consultation is a priority for NCCA. The Council is continuing to monitor the situation as impacted by COVID-19, and in which schools are working. Arising from this, it is likely that we will complete the current phase of consultation at the end of the calendar year and reengage with school leaders, teachers, children and parents on the draft framework in the 2021/2022 school year. In the meantime, we will continue to gather responses from education stakeholders, interest groups and others wishing to share their thoughts on the proposals for redeveloping the primary curriculum.

sharing their views on the proposals in the draft framework. All feedback to date, and that gathered in any subsequent phase of the consultation, will inform the finalisation of the framework. Further details on the consultation are available at www. ncca.ie/primary along with the draft framework, FAQs and information videos. Updates on the consultation will be made available on the website and in regular e-bulletins.

NCCA sincerely acknowledges and thanks all those who have already participated in the consultation,

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Irish Primary Principals’ Network Líonra Phríomhoidí Bunscoile Éireann

33

OnYourBehalf

Listed below are some of the projects and advocacy-related engagement that were progressed in the past few months, almost all of it virtually.

SEPTEMBER, OCTOBER, NOVEMBER Virtual meetings attended/hosted: ■ IPPN Board of Directors meeting took place virtually on 22nd October, and another is scheduled to take place on 26th November.

■ IPPN National Council meeting is scheduled to take place virtually on 26th November.

■ DES COVID-19 Briefings and Working Group meetings - IPPN is involved in all of the DES briefings and Working Group meetings to progress all of the issues that required answers and funding since schools reopened.

We will continue to engage with the stakeholders to ensure that the issues and challenges that present in schools are dealt with as efficiently and as effectively as possible.

■ Junior Achievement Ireland Strategy Workshop - two workshops have taken place to define JAI’s Mission, Vision, Charter and Priorities through to 2025.

■ International Confederation of Principals Council Meeting - All members from across the globe were invited to attend the 2020 Council. The program began with the AGM. The ICP Executive explored the theme of Adaptive Leadership.

■ Meeting with DES & Inspectorate Officials from the Department and the Inspectorate have engaged with IPPN in relation to workload and the development of highly effective leadership practices in the primary sector. The focus is on long-term policy development.

This work will include discussions C in relation to the challenges facing principals in the primary sector M and to seek solutions to these Y challenges.

CM ■ Charities Regulator Governance Code Training.

MY ■ DES Meeting - consultation on CY refined DEIS Identification model CMY – IPPN, along with other education stakeholders, attended the PhaseK 2 Consultation on the application of the refined DEIS identification model.

■ Cork Autism Online Conference 2020 - Through this conference they aimed to reach parents, families, individuals on the autism spectrum and professionals by 34

■ ■

One, The Examiner, Raidió na Gaeltachta, Nuacht TG4, Midwest FM, Clare FM and C103.

bringing together leading voices and experts in autism to offer more understanding into autism as well as offer practical strategies to support autistic individuals.

NCCA Leading Out Seminar.

European School Heads Association (ESHA) Webinar.

AUTUMN COUNTY NETWORK MEETINGS All member engagement has happened remotely this school year, including the annual Autumn county network meetings. IPPN President Damian White presided over the 26 network meetings, supported by CEO Páiric Clerkin who presented on IPPN’s Annual Report as well as key updates from the DES in relation to keeping schools open and safe, as well as members of IPPN’s Leadership Support team who presented on wellbeing and communication, and Board members who are linked to specific counties.

It was really heartening to see so many members engaging at these meetings around the country, and to have so many questions answered by the team.

Well over 600 members attended the meetings.

It was really heartening to see so many members engaging at these meetings around the country, and to have so many questions answered by the team. Well over 600 members attended the meetings.

PUBLIC RELATIONS IPPN CEO Páiric Clerkin, President Damian White and Board member Íde Ní Dhúbháin participated in a significant number of media interviews for both radio and newspapers in recent months, in relation to pilot inspections, HSE response time, a dedicated helpline for principals and COVID-19IPPN testing.

These interviews AD.pdf 1 04/11/2020 20:31 were conducted with RTÉ Radio

Virtual meetings have their challenges, but being able to assemble a wider group to support members has been one of the key benefits, and without the need for anyone to make long journeys.

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December 2020

IPPN Deputy Principals’ Conference 2020 A virtual, one-day event on Thursday 12th November More than 500 deputy principals participated in our first virtual conference on Thursday 12th November. The aim was to make the event as interactive as possible, including through the Q&A sessions with each of the speakers, which were hosted by facilitator IPPN Deputy President Brian O’Doherty. There was also plenty of engagement among deputy principals in a dedicated networking session, which was organised by geographical area.

The speakers brought a wealth of knowledge and thoughtprovoking ideas and challenges to the event: ■ Prof Finn Ó Murchú, Mary Immaculate College – Conversations on middle leadership in primary schools ■ Ombudsman for Children, Dr Niall Muldoon and Dr Naomi Masheti, Co-ordinator of the Cork Migrant Centre Inclusion & diversity in Irish primary schools

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■

Prof Pádraig Ó Duibhir, DCU Institute of Education - Irish language education & exemptions Mary McGrath, Head of Operations, NCSE - The SEN allocation model and practical guidance for school leaders on managing SEN and behaviours of concern.

Materials and recordings will be made available to members via ippn.ie.

Initial feedback received was very positive. We will review the participant feedback in detail to ensure that we learn all we can to make any future virtual events even better.

A thank you to all our sponsors:

Changes at the helm IPPN Board Members Pádraig McCabe recently retired as principal of St. Mary’s Junior NS, Clondalkin, Dublin and thus has stepped down from his role on the IPPN Board of Directors. His article in the last issue of Leadership+ on The Moral Purpose of School Leaders shows the leadership skills and qualities that we in IPPN have seen in abundance for many years. He epitomises the ‘Network’ in IPPN - his work on the Dublin county network committee over many years, and his work with the Board of Directors over the past few years are just two examples of his willingness to give of himself to serve others. In recent years, Pádraig has played a huge role in the development of the Children and Young Persons Services Committee (CYPSC) at national level, including ensuring that the school leaders in every county have an elected CYPSC rep in place. Those members who have attended the annual principals’

conference will know Pádraig as a long-standing member of the ‘Venue Committee’ at Citywest, along with Ann McQuillan, John Williams and Carol Burke-Heneghan, who always make sure that members have a warm Dublin welcome, that all queries are answered and that the Gala Dinner and other aspects of conference run smoothly.

to his election to the Board, Simon was a long-serving member of the National Council, representing Carlow, and always brought forward the key issues of his fellow school leaders to the table for frank and robust discussion. He has also contributed on many occasions to Leadership+ and has facilitated several seminars at conferences over the years.

We thank Pádraig and Simon sincerely for everything they have done for and with school leaders, and wish them the very best.

Pádraig McCabe

Simon Lewis

At the time of going to print, their successors had not yet been elected at the National Council AGM, which took place on Friday 20th November. We will profile the new Board members in the next issue.

Simon Lewis stepped down from his role on the Board in June 2020. Prior

35

LEADERSHIP+ The Professional Voice of Principals

Keep smiling modelling resilience

ROBBIE O’ CONNELL PRINCIPAL OF ST BRENDAN’S NS, BLENNERVILLE, CO. KERRY

Creating a positive school climate and culture which enhances teaching and learning, along with ensuring that both children and staff are content in school, is paramount, and one of my main motivations as a school principal.

In Blennerville NS, we have introduced various initiatives such as pupil suggestion boxes, birthday certificates & lollipops, wellness walls and hot chocolate Fridays for the students of the week in each class (this year a sachet of hot chocolate is sent home!).

As everybody knows, this academic year has been, and continues to be, challenging for all and in particular for those working within schools and education.

I began working on making the return to school memorable and positive for our students last March by approaching a local artist to paint colourful and meaningful murals on our dull playground walls, and this was a very well received by all, and in particular the children, and it set the tone for the year ahead.

As everybody knows, this academic year has been, and continues to be, challenging for all and in particular for those working within schools and education. Teachers and school staff nationwide have, as always, been proactive, and have adapted their teaching methods, all the while being ultra-professional with the shared objective being; the education and welfare of the children in our care.

Children however, are the real heroes and have really shown their resilience.

Children have embraced the myriad of changes to their routines with ease, from being limited to pods and class bubbles, scheduled sanitisation, split yard schedules, lack of extra-curricular 36

activities, inter alia. They have been truly inspirational and they have been the inspiration behind our latest wellbeing initiative.

Observing the children arriving at the school gate each and every morning, with broad smiles on their faces as they sanitise prior to entering, brightens my day and it puts everything in perspective in these trying times. It highlights to me and our school staff, the important role school plays in the lives of children, and just how happy the children are to be back in school after the enforced closures on the 12th of March.

I wanted to both recognise the efforts of the students of Blennerville NS and to motivate them going forward, so in consultation with the staff, we thought of gifting each student with a school crested ‘Keep Smiling’ badge. This is a specially commissioned badge and will be a badge of honour for our pupils.

Observing the children arriving at the school gate each and every morning, with broad smiles on their faces as they sanitise prior to entering, brightens my day and it puts everything in perspective in these trying times.

This initiative was explained to both parents and pupils, and after the midterm break each student was presented with and encouraged to wear this badge as part of their school uniform, in order to maintain and supplement the positive climate we already have here in Blennerville NS. It will also reinforce positivity in these challenging times for all. Staff will also be given a badge to

wear with the overall intention being, to model and teach resilience to all within our school community.

We as a staff want to let our pupils know that we appreciate everything that they are doing, but most of all, that they continue to come to school every day with smiles on their faces and more importantly, that if they see somebody without a smile to give them one of theirs!

If you would like to contact Robbie in relation to this article, you can email him to info@blennervillens.ie or call 066 7120207.

And Finally…

Podcast If you’re looking for podcasts relevant to Irish education and which often feature items on primary school leadership (with the odd interview with IPPN for good measure!), look no further than Dr Seán Delaney’s Inside Education podcast, featured on Dublin City FM and hosted at http://insideeducation. podbean.com. An article by the Irish Times earlier this year it was referred to it as ‘the crème de la casts when it comes to education’. Seán is registrar at Marino Institute of Education.

Among the many topics featured are: ■ Psychology of education ■ Leadership ■ Disadvantage ■ Administration ■ Special Ed

‘

QUOTATIONS

Adolescence is about digging out the iron inside irony.

’

Professor Andy Hargreaves

‘

NS

QUOTATIO

rt of the a e m e r p u It is the s n joy in e k a w a o t teacher sion and s e r p x e e creativ e knowleding ste

Albert Ein

’

THANK YOU!

December 2020

To A Sch l Lead s, We ha a faced chaeng in our li s, that s part and parcel of life. H e r, in the majority of cas when we are t d of a chaenge we get the t ms of ref ence, we are t d what we are facing. We can r earch what oth s ha faced before, take encouragement om what they achie d, and inspira о om h they ba led it.

Closing sch ls, oviding оline l sоs and tui о, na оal exams, managing and caring for staff, re-opening sch ls, social distancing, Covid-19 ocedur , close cоtacts, cоtact §acing, is a о, unlicensed sani¨z s, the list go о. Not оe sch l lead could turn to anoth and ask h they dealt with this eviously. No оe had.

We saw at first hand, when what should ha been a we-earned break for sch l lead s om July 2020, was in fact the ba le field for the chaenge ahead. Sch l lead s acro² the coun§y w e planning, for what was and s  is an un ecedented me in the Irish educa о sector. We saw great calmn s, belief, organisa о, hard work and abo a commitment and lead ship. µe sch l lead s of Ireland d ve great credit for a you ha dоe and cо¨nue to do to get sch ls opened and running again. As parents, as memb s of the community, as iends, as Aianz, we thank you and cоgratulate you a о what you ha

achie d to date and cо¨nue to do for the students of Ireland.

Aianz WE HAVE A LOCAL PERSONAL SERVICE FOR ALL SCHOOLS INSURED DIRECTLY WITH ALLIANZ. YOUR LOCAL ALLIANZ REPRESENTATIVE IS ALWAYS AVAILABLE AND READY TO ASSIST YOU. Shane Mooney ACII – West 087 – 9190428 Shane.Mooney@allianz.ie

Martin Sinnott ACII – South East 087 – 6862329 Martin.Sinnott@allianz.ie

Mairead Mullins ACII – North West 087 – 2485065 Mairead.Mullins@allianz.ie

Martin McKeogh, ACII, BBS (Hon) – South 087 9203992 Martin.McKeogh@allianz.ie

Noel O’Loughlin ACII – South West 087 – 2588943 Noel.O’Loughlin@allianz.ie

Alan Carroll CIP – North East 087 – 9566721 Alan.Carroll@allianz.ie

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