Leadership+ Issue 137 - April 2025

THE PROFESSIONAL VOICE OF SCHOOL LEADERS

Moving the LEADERSHIP on dial

CATRÍONA O’REILLY IPPN CHAIRPERSON

New IPPN Logo –Renewed commitment to all our members

2025 is a very special year for the organisation as we are celebrating 25 years since the Irish Primary Principals’ Network was formally launched at an event in Dublin Castle by the then Minister for Education, Michael Woods.

We are marking this anniversary in several ways. Some examples of how we are celebrating include video recordings of interviews with all 12 IPPN presidents, which will be shared with you through e-scéal, the 2025 IPPN Roadshow which is already underway and an e-Publication to follow later in the year.

IPPN has always promoted collaborative leadership between the Principal and the Deputy Principal because we know that it results in better, more sustainable leadership of our schools. From the very beginning, when a school became a member of IPPN, both the Principal and the Deputy Principal could avail of all of IPPN’s supports and services.

Giorraíonn Beirt Bóthar, published by IPPN in 2007, set out a pathway for shared leadership. Our annual Deputy Principals’ Conference continues to go from strength to strength.

IPPN’s 25th Anniversary is an opportunity to make explicit what has always been understood and with that in mind we have launched a new IPPN logo and strapline.

As we plan and prepare for the next 25 years, we renew our commitment as a professional network of Principals and Deputy Principals to continue doing our best for the children in our schools, and we do so because leadership matters.

Go n-éirí leis an mbeirt agaibh ar an aistear.

Chair@ippn.ie

Ensuring up-to-date contact details for all Principals and Deputy Principals

IPPN is anxious to ensure that every principal and deputy principal in our member schools, whether in a permanent or acting capacity, has access to key information and all our supports and services.

The school is the member, so whoever is currently in the role of principal and deputy principal in the school is entitled to access our supports and services. To that end, it is vital that we have up-todate contact information for all principals and deputy principals in our member schools.

If you are about to retire, move to another school or have changed role within your own school, we would be very grateful if you would notify the IPPN Support Office by emailing jackie.oreilly@ippn.ie and provide the contact details of the person appointed to the role, where known. If not yet known, please ask the secretary to notify IPPN once the person has been appointed.

We very much appreciate your assistance with this.

Helena Trench Principal, Powerstown ETNS, Tyrrelstown, Dublin 15

From Ferrets to Form Filling: A Principal’s Journey to Predictability What is IPPN? Reflections on Experience 10 18

Paul O’Donnell Principal of St. Patrick’s NS, Slane, Co. Meath

Caidrimh: Strengthening Co-Leadership in Special Schools

Finbarr Hurley Primary Coordinator, Oide Leadership

How Padlets save me time and help manage processes

Trina Golden Principal, Owenabue Educate Together National School

Do you want to survive in the jungle or exist in the zoo?! The Dublin 15 Autism Class Application Trial 2 7 11 5

Gerard Ruane Principal, Barefield National School. Former IPPN Director and Treasurer

Robbie O’Connell Principal of St. Brendan’s NS, Blennerville, Tralee, Co. Kerry

A Covid Presidency 2029-2021 – Damian White

Editorial – Moving the Dial on Leadership Also

New IPPN Logo – Renewed commitment to all our members – Catríona O’Reilly, IPPN Chairperson

Review of IPPN’s Supports & Services – Brian O’Doherty, IPPN Deputy CEO Changes at the Helm – IPPN Board of Directors & National Council

Editor: Geraldine D’Arcy

Editorial Team: Geraldine D’Arcy, Brian O’Doherty and Louise Tobin

CAIDRIMH: Strengthening Co-Leadership in Special Schools

FINBARR HURLEY PRIMARY COORDINATOR, OIDE LEADERSHIP

The Caidrimh PLE (Professional Learning Experience), designed and facilitated by the Oide Primary Leadership team, has provided invaluable professional learning for administrative principals and deputy principals in special schools. Running between September and March, the programme took place in four locations: Dublin West Education Centre, Carrickon-Shannon Education Support Centre, Waterford Teachers’ Centre, and Cork Education Support Centre. Designed to foster effective co-leadership, Caidrimh offered participants time and space to strengthen their partnership, develop a shared vision, and enhance their leadership practices within their unique school contexts.

STRUCTURE

AND THEMES

The programme comprised three face-to-face PLEs, each with a distinct thematic focus, ensuring a structured yet evolving approach to leadership development.

Day 1: Ourselves

This day centred on self-reflection and leadership identity. Participants explored their roles through the lens of inclusive leadership, developing a vision for their school and refining collaborative ways of working. This foundation set the stage for deeper discussions on shared responsibility and co-leadership models.

Day 2: Our School

Building on the insights from Day 1, focus shifted to the school environment. Modules included co-leading teams, managing change and responding to critical incidents, the latter facilitated by the National Educational Psychological Service (NEPS). This day provided practical strategies and frameworks to enhance collaboration between principals and deputy principals,

Caidrimh offered participants time and space to strengthen their partnership, develop a shared vision, and enhance their leadership practices within their unique school contexts

ensuring a cohesive and responsive leadership approach.

Day 3: The System and Us

The final day addressed the broader educational landscape and its impact on special schools. Representatives from the National Association of Boards of Management in Special Education (NABMSE) guided discussions on coleading in a special school context, while the National Council for Special Education (NCSE) facilitated a module on co-leading curricular change. The programme concluded with a module entitled time and space to lead where participants had the opportunity to reflect on their own school contexts in the light of everything they had experienced over the duration of the PLE.

ONLINE COMMUNITIES OF PRACTICE

To further support continuous professional learning, two online communities of practice were held in November and January between the face-to-face engagements. These facilitated sessions allowed participants to engage with peers, reflect on their leadership journey, and exchange best practices. The November session focused on refining approaches to ways of working within individual school contexts, while the January session explored strategies for managing conflict to foster more effective team collaboration.

CONTRIBUTIONS FROM KEY PARTNERS

The success of Caidrimh was greatly enhanced by the contributions of colleagues from NEPS, NCSE and NABMSE. Their expertise provided practical insights into leadership challenges and solutions specific to special schools. The collaboration of these organisations ensured a well-rounded and relevant learning experience for all participants.

IMPACT AND FEEDBACK

Feedback has been overwhelmingly positive. Principals and deputy principals valued the structured time together to develop their co-leadership model, particularly given the unique demands of leading a special school. Many highlighted the benefits of networking with peers, gaining fresh perspectives, and engaging in professional discussions that directly impacted upon their practice.

TO CONCLUDE

Caidrimh aligns with the principles outlined in Circular 44/2019 and Looking at Our Schools 2022, A Quality Framework for Primary Schools and Special Schools, ensuring that leadership practices in special schools remain inclusive, responsive and sustainable. The PLE not only met the immediate professional learning needs of school leaders in special schools but also fostered long-term networks and communities of practice. By strengthening co-leadership, Caidrimh ultimately contributes to a school culture that prioritises high expectations, inclusivity and the diverse needs of pupils by equipping the school leaders with the skills, strategies and professional networks necessary to navigate the complexities of their roles effectively.

For more information, see https://oide.ie/leadership/ home/primary/.

MOVING THE DIAL ON LEADERSHIP

As you know, the primary focus of IPPN’s work is the empowerment of effective school leadership, whether that is through the supports and services we offer, or the advocacy work we undertake. We do so because we know that leadership matters.

It’s reassuring to note that we are not the only ones highlighting the impact of school leadership. In the Global Education Monitoring report that it released last October, UNESCO clearly identifies that an inordinate focus on administrative and bureaucratic tasks is limiting capacity to focus on teaching and learning, which is impacting negatively on student outcomes.

To ensure greater leadership capacity in our schools and the effectiveness of that leadership, IPPN has developed proposals that would secure a greater allocation of discrete time for leadership to schools enable school leaders to maintain their focus on their core purpose of leading teaching and learning afford greater capacity to share leadership effectively and enhance governance practice, both current and future.

Since the failure of last year’s budget to target meaningful action to support school leadership, we have met with DE officials, with the management bodies, with the INTO and with relevant agencies such as NCSE and NCCA. Those meetings have been constructive, and we are encouraged by the coalition of support that is forming for our proposals. Our ongoing advocacy will focus on ensuring that the value and importance of school leadership is recognised and supported by substantive measures. Progress is being made in this regard.

IPPN also seeks to empower your leadership through the provision of supports and services. Rather than just talking about the importance of maintaining a focus on your core purpose and on the school’s stated priorities, we have developed tools and resources that will assist you to do just that:

LEADERSHIP+ EDITORIAL

TEAM

a Leadership Effectiveness Reflection tool the Guide to the Leadership of Teaching and Learning and a Resource Bundle for the P-I-E-W Capacity Analysis Framework.

Practical tips and guidance on how to use the tools are being shared at the Making Your Leadership Role more Doable workshops, being convened in every county. The feedback has been really positive so far.

IPPN will continue to advocate on your behalf and to provide you with supports to enhance your leadership capacity, your leadership effectiveness and the sustainability of your leadership role.

In this issue, we draw your attention to the 25 Years of IPPN section, for another small trip down memory lane. We hope you enjoy the issue. Sincere thanks to all our contributors. Feedback and suggestions can be emailed to editor@ippn.ie

Is sinne le meas,

Leadership+ Editorial Team

Louise Tobin Brian O’Doherty Geraldine D’Arcy President Deputy CEO Editor

Data Protection Toolkit for Schools

DAVID RUDDY BL

The Data Protection Commission (DPC) has had follow-up consultations with schools and has also just published a Toolkit for Schools. This Toolkit is influenced by the DPC interactions with schools since the advent of GDPR. Apart from general guidance, it has some interesting schoolbased scenarios, FAQs and resources. In this article, I will attempt to give you a flavour of some of its content.

Scenario 1

The school is closed for holidays and we cannot respond to Subject Access Requests during this time – is this ok?

No. As specified in Article 12(3) of the GDPR, the maximum time limit to provide information on the action taken on an access request is one calendar month from receipt of the access request from data subjects. This applies even if the request was received on a weekday or holiday. This time limit can be extended by up to two further months; however, the data subject must be notified of such extension within one month of receipt of the request, along with the valid reasons for the delay. For this reason, and to ensure a school does not fail to fulfil its obligations under Article 12(3) of the GDPR during school holidays, it is best practice that the school’s inbox/post is checked regularly, even during school holidays.

Scenario 2

The Gardaí have contacted our school requesting a child’s personal data, are we obliged to provide this information?

Schools have a mandatory obligation under certain legislation to share personal data with third parties under specific circumstances. Section 41 of the 2018 Act provides for processing for a purpose other than the purpose for which data has been collected. Section 41(b) permits a data controller to disclose personal data

The Data Protection Commission (DPC) has had follow-up consultations with schools and has also just published a Toolkit for Schools. This Toolkit is influenced by the DPC interactions with schools since the advent of GDPR.

to a third party for a purpose other than the purpose for which it was collected ‘where necessary and proportionate for the purposes of preventing, detecting, investigating or prosecuting criminal offences’. In line with DPC guidance, in order for a school to determine what is necessary and proportionate to provide the requested data, it is likely that the school will need to know the legal basis being relied upon and the purpose for which the data is being requested in the first instance. Additionally, in order to ensure compliance with Section 41 of the 2018 Act, it is best practice for the school to seek the Gardaí’s request in writing. The school must be satisfied that the personal data being requested is covered by the relevant provisions being quoted by the Gardaí and that the information being provided by the school is necessary and proportionate for the stated purposes of processing.

Scenario 3

Data Breach - ‘We’ve accidentally sent the school report of a child to another child’s parents’

The school must assess the risk associated with a personal data breach and consider whether the personal data breach is likely to result in a risk to the rights and freedoms of

individuals. If the school establishes that a breach may result in a risk to the rights and freedoms of data subjects, the school must notify the DPC without undue delay, not later than 72 hours from when it became aware of the breach. It is important to note that once a risk is identified, whether high or low, the school must notify the DPC without undue delay.

What should we do?

In assessing the risk associated, a school should consider factors such as: When did the school become aware that a personal data breach occurred? What information was shared with the incorrect recipient i.e. did it contain any sensitive data relating to a child (like a psychological report)?

Has the school contacted the incorrect recipient about the personal data breach and requested deletion?

Has the school followed up with the incorrect recipient to confirm deletion of the email?

Has a risk to the rights and freedoms of the affected individual been identified? If yes, the DPC must be notified

If such risk was identified as a high risk to the rights and freedoms of the individual whose personal data was breached, the individual must be notified by the school.

The Toolkit can be accessed at http://www.dataprotection.ie/en/dpcguidance/data-protection-toolkit-schools

If you would like to get in touch with David in relation to this article, you can contact him at druddy@cpsma.ie.

Improving Access to Autism Classes

The Dublin 15 Autism Class Application Trial

Over the last decade, Dublin 15 has been at the centre of national discussions on the shortage of autism class places for children. School principals, working alongside parents have played a crucial role in advocating for increased provision. Their efforts have resulted in a 336% rise in autism classes, bringing the total to 47 and the opening of a special school.

Despite this progress, parents still struggle with the complex admissions process. They must check the NCSE website for schools with autism classes, track admission windows on individual school websites, complete application forms and submit hefty reports. This prompted the D15 primary principals’ group to develop a more streamlined, transparent system— the Dublin 15 Autism Class Application Trial (D15ACAT).

The D15ACAT initiative aimed to: maintain each school’s autonomy over their own admission policy establish a shared application window and standard application form

implement an extensive communication strategy to inform parents (see graphic) provide multiple avenues of support for parents submitting applications (fortnightly clinics, and NCSE-run support desk)

reduce the administrative burden on parents

enable the NCSE to collect more accurate data on demand for autism class places.

Consultations were held with key education stakeholders during summer of 2024. A significant challenge emerged: appointing a designated Data Controller who would assume financial liability for data breaches, which could result in penalties of up to €50,000. Given its role in sanctioning autism classes, enrolment criteria and transport arrangements, the NCSE was well-positioned to assume this responsibility and ensure GDPR compliance.

A standardised application form, a common Admission Notice and Terms of

Reference were developed in collaboration with schools, the NCSE, the Department of Education and patrons. The proposal was then presented to Boards of Management for approval. For the 2024/2025 school year, 13 schools participated in D15ACAT, collectively offering 24 autism class places.

During the Common Application Window, D15ACAT received 105 applications:

85 applicants resided in Dublin 15 7 applicants did not meet Department of Education criteria (Circular 80/2024)

Applicants ranged in age from 4–12 years.

The review of D15ACAT concluded that the trial significantly simplified the process for parents. Instead of submitting multiple applications, they applied once to 13 schools. However, it also emphasised the urgent need for autism placements across D15 and the shortage of available options for parents for 2025/26 school year.

Schools reported positive parental feedback on this school driven initiative and an improved working relationship with the NCSE. Each school’s Board of Management retained full control over their admissions criteria, offering places, and the waitlisting of unsuccessful applicants.

The trial provided the NCSE with insights into schools’ data needs, leading to improved protocols for data integrity

and standardisation in future cycles. One major limitation of D15ACAT was that it was entirely manual. Stakeholders –including NCSE, principals, and parents –strongly support transitioning to an online application portal.

Additionally, due to the Admissions Act, D15ACAT could not function as a preference-based common application process. This enables the possibility of some children receiving multiple offers while others receive none, highlighting an equity issue that must be addressed in future iterations.

The D15 Autism Class Application Trial has demonstrated the power of collaborative leadership in creating a more transparent and accessible admissions system. By fostering partnerships, D15 principals have shown that schools can work together with the NCSE while maintaining their autonomy over their admissions criteria.

D15ACAT initiative is not just a conversation starter. It is a catalyst for meaningful change, proving that when schools and NCSE unite with a shared purpose and a strong communication strategy, they can drive systemic improvements that benefit entire communities.

If you would like to contact Helena in relation to this piece, you can send an email to principal@powerstownet.com

HELENA TRENCH PRINCIPAL, POWERSTOWN ETNS, TYRRELSTOWN, DUBLIN 15

COURT REPORT - CLAIMS INSIGHTS: WHY SCHOOLS MIGHT

WIN OR LOSE A PERSONAL

INJURY CLAIM

In this article, we delve into the outcomes of notable school-related personal injury claims and the factors influencing their resolution. Through these cases, we aim to provide schools with insights into effective risk management and the importance of adhering to protocols.

A Good Court Win – COVID Break Incident

In November 2020, a teacher brought students outside for a ‘COVID break’ during class time. The break involved walking around the school and returning to the classroom. All students left the classroom and the teacher was last to leave. The teacher walked behind the students around the school. Three students left the classroom but took off running, with one student unable to stop running on time and ran into a school wall. The teacher came upon the incident as he walked around the school and promptly administered first aid. He then informed the student’s mother, who took him to A&E, where he was diagnosed with a broken wrist. The mother subsequently sued the Board of Management, alleging inadequate supervision. Allianz appointed their legal team and vigorously defended the claim; no offers were made.

On the morning of the hearing, Allianz was present in court with our legal team and witnesses ready to run the case; the injured party and his mother were also present. We were approached by the injured party’s legal team to make offers and we refused to make any. As we entered the courtroom, the injured party withdrew his claim.

Key Defence Factors:

The teacher’s detailed incident report and proactive measures, such as immediate first aid and parental communication, demonstrated a high level of care and responsibility

The teacher kept a detailed written account of the incident and was willing to appear in court as a witness

Adhering to COVID protocols highlighted the school’s commitment to student safety.

Difficult Loss – Employee injured during course of employment

The Board of Management hired a cleaning contractor to carry out cleaning duties in the school. The cleaners came into school every day at 3pm to carry out their duties. The cleaning company had been working in the school for over fifteen years. One afternoon an employee (teacher) fell in the corridor, sustaining injuries. The employee sued the cleaning company and the Board of Management for the injuries sustained. Allianz investigated the claim and identified that the fall did happen, and it was evident from CCTV footage that water was spilled on the floor by the cleaner and not cleaned up properly. The employee did sustain serious injuries as per medical reports. During our investigations, we identified that the Board of Management had no contract in place with the cleaning company and the cleaning company had no insurance policy in place. The Board of Management failed to put in place an adequate contract with the cleaning company and failed to request the certificate of insurance from the cleaning company. The cleaning company was clearly liable for this incident. When the claim entered litigation the cleaning company was in liquidation. This left the Board of Management completely exposed in

relation to the claim, which ran in the High Court. The cleaning company was unrepresented on the day, which left the Board of Management to foot the claim under the Occupiers’ Liability Act.

Lesson Learned:

This case serves as a critical reminder for Boards of Management to establish formal contracts with all contractors and to verify their insurance coverage annually to ensure there is an insurance policy in place. Such diligence is essential to protect against liability risks and ensure the Board of Management is adequately covered when entering contracts.

In conclusion, these cases illustrate the complexities of personal injury claims in schools and the importance of proactive risk management. By adhering to protocols, maintaining detailed records, and ensuring that proper contracts and insurance are in place, schools can better protect themselves from potential liabilities and provide a safer environment for both students and staff.

If you are insured with Allianz directly and would like to discuss any potential liability issues in your school, then please contact your local Allianz CRE. If you are otherwise insured, then you should contact your intermediary.

EMMA COUGHLAN ALLIANZ CLAIMS RELATIONSHIP MANAGER

How Padlets save me time and help manage processes

TRINA GOLDEN PRINCIPAL, OWENABUE EDUCATE TOGETHER NATIONAL SCHOOL

It’s always struck me that in education we love to reinvent the wheel. Thousands of teachers planning lessons on the same topic, thousands of principals trying to read and understand the latest, far too lengthy circular, or write a letter to parents on attendance or admissions or... the list goes on. Personally, I seemed to be reinventing the wheel in my own role annually. I’d get admissions sorted one year, or recruitment, and the process would end and I’d promptly forget all about it with the time and effort fading into mist as I mislaid the letters and the templates. Enter Padlet.

Padlet

Padlet isn’t magic, and how I use it can be replicated in many different platforms, but I’m going to share how Padlet worked for me to save me from writing the same email from scratch annually. The attraction of Padlet as a platform for me is that it’s visual, userfriendly and easy to share. Shareability was one of the primary aims of Padlet. Sustainability in our roles as school leaders is something that is only possible now by leaning on each other and having clear boundaries. Leaning on each other means willingness to share the load, and when we have the work done, not waiting for the other 3,500 principals to have to reinvent the wheel. Padlet provided a platform to streamline processes for myself and our own school, as well as being able to share the content with anyone else it could be useful for.

A Padlet of Padlets

The easiest way to understand how I use Padlet is to go have a look at my ‘A Padlet of Padlets’ on www. fromtinyacorns.ie/padlet. It is all free to take, ‘remake’ and use. You can copy entire Padlets by clicking ‘remake’ or click individual links to documents and making a copy of the documents to edit in Google Drive. ‘A Padlet of Padlets’ is my repository which hosts all of the current Padlet templates I use.

It currently includes: Admin

• Office Admin

• Leave for Teachers and SNAsPrintable flow charts and all forms

• Checklists. Recruitment

• Recruitment Template - including all communication templates

• Recruitment Steps and Paperwork

• Induction for new staff

• Recruitment information for staff

• AP recruitment

• Substitute information – Sent to all new subs. Admissions

• Admissions process

• Information for Parents - Sent to all parents annually. School Planning

• Plean Scoile - in progress

• SSE – in progress

• WSE – all information kept together.

Other

• AEN for staff

• Parent explainers

• Staff Padlet. Events

• Examples of Padlets for events in the school, including World Book Day and Health and Wellbeing week.

These Padlets have stopped me from repeating the same work, but more importantly from forgetting important steps in repeated but complicated processes like admissions and recruitment. The communication templates in particular save me hours of work. I hope they can also save some others the same work.

Process, not product

Each Padlet is a work in progress, my best effort right now in a way that works for me, in my school and context. I update them as regularly as I get time to (not regularly enough). They are not an example of a perfect product, a how-to or an example of what someone should be doing. They are just my best efforts at this moment in time, to try to help my disorganised brain drop fewer of the balls we’re juggling. I hope they can help others to do the same.

Padlet has a free sign-up account (www.padlet.com) which will allow you to remake any of these and use them. I use a paid account which costs about €130 a year, which allows me to make as many Padlets as I’d like.

Take them, use them, share them. Email me with any questions you might have to info@fromtinyacorns.ie or send me a message @fromtinyacorns on Instagram.

The Role of the Deputy Principal

LOUISE TOBIN IPPN PRESIDENT

The role of the deputy principal in Irish primary schools, as viewed by the Department of Education, has evolved and changed over recent years. This was a gradual change that started about 10 years ago. Circular 63/2017 was timely and welcome, and it changed the playing field in primary school leadership as it clearly positioned the role of deputy principal as ‘of vital importance within the senior leadership team of a primary school’.

Subsequently, I recall a significant move in the language we used in IPPN, from principals and deputy principals to ‘school leaders’, the latter acknowledging principals and deputy principals working together, leading their schools as the senior management team.

I was struck by the recent research conducted by Maynooth University on deputy principalship, described as a ‘hidden asset in our schools’. The research echoes IPPN’s calls for systemic change to fully support the ‘pivotal leadership role’ of deputy principals where it states: ‘Deputy Principals are much more than operational managers – they are pivotal leaders in shaping the culture, curriculum and wellbeing of schools. Yet, the reality is that their contributions are often undervalued. We see this report as a call to action for systemic change.’

So, what are the current issues for Deputy Principals? I’ve reached out to DP colleagues to ascertain the top challenges of the role. It is no surprise that lack of time to do the work and lack of time to consult with others are

the top two issues. The challenges of leading SEN with no discrete time is hugely concerning for many. This leads to a lot of juggling to maintain work/ life balance, manage relationships and deal with conflict. I know at first hand from my own many years as a deputy principal that the role is extremely busy, with full-time teaching duties in most cases, plus a long list of responsibilities that go with the post. IPPN has repeatedly raised the urgent need for discrete leadership time in our schools. An allocation of discrete leadership time must be factored into the programme for government.

One of the biggest changes in IPPN over recent years is the acknowledgement and inclusion of deputy principals as equal members. We now have deputy principals on the IPPN Board of Directors and National Council. We support and advocate for both roles, to empower school leaders to provide effective leadership of their school communities, because we know that this leads to better outcomes for children. We do so through the provision of supports and services and through our advocacy, all aimed at the enhancement of leadership capacity, effectiveness and sustainability.

Participants in the Maynooth research identified significant job satisfaction but also that juggling full-time teaching responsibilities with leadership tasks can be very challenging. The research also raises the question of the sustainability of the deputy principal as SEN Coordinator with the current policy of increasing the enrolment of children with AEN in mainstream schools. The

deputy is described in the report as having a key role in shaping school culture with a preference for more participative communication, planning and implementation of policies, moving away from a traditional topdown model of decision making. It notes a shift to more shared models of leadership where deputy principals play a pivotal role in the day-to-day management of the school.

The research concludes that the time is right to look further at the position of deputy principals. It seeks to address the void in this area of leadership research and to better inform policy and practice. I agree that further work is needed to highlight the strengths, satisfactions and challenges of the position, and a more nuanced appreciation of the possibilities of deputy principalship to enhance student learning and the sustainability of schools.

A ‘hidden asset’ is described as an item of value that is understated, not easy to notice or kept secret. Deputy Principals are very much recognised, valued and central to IPPN, the Network for Principals and Deputy Principals. Primary school leadership matters greatly to the outcomes in our schools. The system still has some work to do in this regard. We will continue to advocate for discrete time and CPD for the leadership role of the deputy principal, as valued school leaders.

Louise.Tobin@ippn.ie

Carlow

Louth

Meath

Meath

Waterford

Louth

From Ferrets to Form Filling:

A Principal’s Journey to Predictability

PAUL O’DONNELL PRINCIPAL OF ST. PATRICK’S NS, SLANE, CO. MEATH

As I write this, it’s the New Year and I have come to a new new realisation as a principal. I’m now known as being ‘responsible’. The craic has ebbed from me completely.

Every school day is the same. Arrive at the same time. Park in the same place. Heating on first, kettle second, followed by emails, hellos and yard duty. The bell goes and the madness begins again. The same as the day before. Routine, routine, routine. My best friend, routine. I cling to it like a limpet. Where did it all go wrong?

As a young teacher, spontaneity, mischief and organised chaos were my bedfellows, often in the same day. I’d skate in five minutes before the bell, grab a coffee and wing a day’s teaching, while bleeding radiators and coordinating a school fundraiser. P.E. was a staple of every day and the television trolley made regular visits to my classroom.

On one occasion, a student in 5th class suggested a pet day. Without thinking of any of the possible consequences, I immediately agreed that it was a great idea and sent a note home to parents for pets to come to the classroom. The following day, my poor principal, Maurice Kearney, heard noise coming from my room, knocked gently and opened the door.

In one corner, two cats were hissing on a shelf at three barking dogs on the floor. In another corner, were an assortment of rabbits, hamsters and

As a young teacher, spontaneity, mischief and organised chaos were my bedfellows, often in the same day... Many years later, I’m as predictable as time itself. It’s online calendars, spreadsheets, timetables,

policies, phone calls and meetings.

guinea pigs. Some were in cages, and some were not. He turned to me at the desk, just as a ferret ran down my jumper. I’m no mind reader but I had a fair idea what was coming. However, just as he was about to speak, we all heard a beeping noise in the school yard. I couldn’t see clearly with all the heads in front of me, but I was pretty sure that it was the sound of a horse box reversing towards the front door of the school.

How I laugh at it all now, but those days are now a distant memory. Why did the joie de vivre die? One word. Six syllables. RES-PON-SI-BIL-I-TY. You only learn when handed the wheel that there are few ships as hard to keep afloat as a principalship.

After being appointed, I changed little about how I went about things. This attitude was considered ‘refreshing’

until I forgot to arrange subs for staff absences. But when the school calendar went home and there were three weeks off for Christmas and only one for Easter, there was pandemonium. When I locked the school that Friday and headed home, only to get a frantic call that a teacher was still in the school with the burglar alarm going off, things had to change.

Many years later, I’m as predictable as time itself. It’s online calendars, spreadsheets, timetables, policies, phone calls and meetings. Sometimes I set reminders to remind me that I have reminders for Department of Education returns, energy usage compliance and relevant contract tax. Tick, tick and tick. Life couldn’t be more certain.

Until last week that is, when a teacher asked me to cover her infant class while she phoned a parent. What would I do with them? Extra P.E. outside of course, followed by a leaf fight. As I lay on the ground covered in leaves, I had a thought. Isn’t this what school should be about? Spontaneity, mischief and organised chaos?

I might just lie in tomorrow morning, leave the computer turned off when I get to the school and see where the day takes me. On second thoughts, maybe not…

If you would like to get in touch with Paul about this article, you can email him at donegalpaul@hotmail.com

Paul, as drawn by his nephew

ROBBIE O’CONNELL

Do you want to survive in the jungle or exist in the zoo?!

PRINCIPAL OF ST. BRENDAN’S NS, BLENNERVILLE, TRALEE, CO. KERRY

As a primary school principal, I have experienced the pressures of school leadership, and the increasing demands placed on those in the role. I decided to undertake research as part of the Masters in the Leadership of Wellbeing in Education in Mary Immaculate College as I wanted to shift the narrative from complaining about the unsustainability of principalship to a more proactive, selfdriven approach to wellbeing. Leaders often prioritise the needs of our staff and pupils over our own but how can we sustain others if we do not sustain ourselves? I believe that leadership is not about being in charge, but about taking care of those in our charge, yet this research has made me reflect on the importance of taking care of ourselves as leaders.

My dissertation explored the role of Positive Psychology Interventions (PPIs) in educational leadership, particularly in enhancing the wellbeing of school principals. With high levels of occupational stress and reports of burnout among school principals, this research investigates whether PPIs could serve as practical tools to support principal wellbeing.

Research Focus & Methodology

I chose three specific interventions due to their established psychological benefits in promoting emotional resilience, selfawareness and stress reduction:

1. Reflective PPI Booklets –Participants documented their weekly experiences engaging with the PPIs

2. Character Strengths Survey –Participants completed the VIA Character Strengths survey to identify their signature strengths.

3. Focus Group Discussion – A semi-structured focus group provided qualitative insights into participants’ experiences.

Key Findings

The research found that PPIs positively impacted the wellbeing of school principals, allowing them to develop greater resilience, improved emotional regulation, and a more positive professional outlook. I categorised the findings into three key areas:

1. Self-Compassion: Participants who engaged in self-compassion practices, such as positive affirmations, reported a stronger sense of self-awareness and emotional control. The research highlights that self-compassion helped reduce self-criticism and increase resilience in the face of daily leadership challenges.

2. Three Good Things: Reflecting on three positive experiences each day contributed to a shift in focus from negative stressors to professional and personal achievements. Participants reported increased job satisfaction and emotional balance.

3. Character Strengths: Recognising and actively applying personal strengths validated participants’ leadership styles and enhanced their ability to navigate stressful situations. The VIA Character Strengths framework was particularly effective in helping principals identify and leverage their strengths for improved decisionmaking and team leadership.

Participants also noted that engaging in these PPIs strengthened their leadership confidence and allowed them to model positive mental health practices for their staff. Some participants continued using the reflective booklet beyond the study period, indicating a lasting impact on their wellbeing.

Conclusion & Recommendations

1. Prioritising wellbeing in school leadership is essential for sustainable and effective leadership.

2. School leaders must engage in intentional wellbeing practices to manage stress and maintain job satisfaction.

3. Positive psychology interventions and structured wellbeing training should be integrated into professional development programmes for school leaders.

4. A shift in policy is required to formally recognise principal wellbeing as a key factor in school leadership effectiveness.

5. Further research should be undertaken with a larger participant group to assess the long-term impact of PPIs in educational leadership.

This research was not just an academic exercise; it is a practical roadmap for school leaders who want to take control of their own wellbeing. We cannot wait for external support or policy change before taking action. By consciously adopting self-compassion, gratitude practices and recognising character strengths, school leaders can enhance their resilience, reduce burnout and create a more positive and sustainable leadership experience.

Leadership is about service, but it is also about sustainability. If we continue to operate in a state of perpetual motion, prioritising the needs of others without nurturing our own wellbeing, then the role will remain unsustainable.

As I reflect on my own leadership practice, I now recognise that wellbeing is not an optional extra - it is a leadership imperative. If we are to survive in the jungle rather than merely exist in the zoo, we must take control of our own wellbeing and lead by example.

Research references available on request to editor@ippn.ie. Should you like to contact Robbie in relation to this piece, you can get in touch with him at robbieoconnell@live.ie

Deputy Principals’ Conference 2025

Keynote Speakers and Seminar Facilitators

Speech texts and presentations are available for many of the sessions View https://bit.ly/DP25Materials

Education Expo

IPPN would like to thank our 42 exhibiting companies that went to great effort in presenting their products and services at the Deputy Principals’ Conference 2025. A special thank you to the three sponsor companies, Sherpa Kids, CPI and

The Lunch Bag. The support of exhibiting companies helps IPPN to deliver our Annual Conference – please consider these companies when making purchases for your school over the coming year.

Behaviours of Concern Responding to Crisis Situations: A Summary of the Guidelines

CAROLINE QUINN IPPN LEADERSHIP SUPPORT TEAM

The long-awaited Guidelines were published in December 2024 and aim to guide all staff in our schools in dealing with crisis situations. As professionals, we aim to try to understand the underlying causes or triggers of behaviours of concern, in order to develop wholeschool strategies to prevent, manage and modify those behaviours. It is crucial for all staff working with students to understand and consult in developing strategies to manage behaviour in a positive and supportive way that protects both students and staff.

The Guidelines are designed for use in all schools and have been developed following extensive engagement with education stakeholders, advocacy groups for children and parents, and the wider school community. They focus on efforts to create safe, supportive and inclusive learning environments for all students and are centred on the rights and wellbeing of the child, emphasising strategies that support their growth, safety, and inclusion within the school environment. Central to this document is a deep acknowledgement of the impact that distress or trauma can have on children and young people’s behaviour and wellbeing. Behaviours of concern are often rooted in complex personal experiences, and it is essential that our responses are compassionate, informed and child focused.

The Guidelines have been developed to address uncertainty for staff on how to respond when facing crisis situations where there are concerns regarding physical safety. They focus on creating inclusive environments which can respond to need, and build on good practice, including prevention, early intervention and de-escalation. Physical

The guidelines... focus on efforts to create safe, supportive, and inclusive learning environments for all students, and are centred on the rights and wellbeing of the child, emphasising strategies that support their growth, safety, and inclusion within the school environment.

intervention may be employed only as the last part of a comprehensive, positive and planned behavioural approach by the school.

The Guidelines are underpinned by the principles that such intervention is never used for the purposes of discipline; that it should be applied proportionately and should last only as long as is necessary to de-escalate the situation. The Guidelines underline the importance of continued supervision of children during a crisis period, including matters related to behaviour and the need for such incidents to be recorded. They also make clear that seclusion of children is inappropriate.

In developing the Guidelines, the Department aims to ensure that all schools are supported and have the knowledge and understanding of a whole-school support culture for the development of effective school policy and practice. The Guidelines have been informed by evidence showing that the whole-school community,

including parents and guardians, need to be involved for the development of effective school policy and practice regarding the support of a student in a crisis situation.

Several special schools participated in the trial phases, which formed an essential part of the development process, as well as the provision of a suite of complementary resources. Tusla’s Education Support Service (TESS) will soon release updated guidelines on codes of behaviour, and the National Council for Special Education (NCSE) has developed a framework - ‘Relate’to enhance student engagement and participation. Relate is a comprehensive resource to support school staff to understand and reframe behaviour. These resources and the Guidelines are designed to work together, providing schools with a comprehensive toolkit for supporting students.

The Guidelines provide clear and actionable strategies for understanding and responding to the needs of children and behaviours of concern, with an emphasis on fostering a positive school climate and culture. These approaches are critical in ensuring that schools remain focused on the wellbeing and needs of every child, particularly those who may be dealing with complex challenges. The Guidelines address the use of seclusion and restraint in schools. It is clearly stated that seclusion is inappropriate in the school context and should not be used. Restraint is recognised as strictly a measure of last resort, one to be employed only when all other approaches have not worked, and, importantly, where there is an imminent risk to the physical safety of a child or others.

Section 1 sets out the Background, Core Values, and The Legal and Education Context.

Key Messages:

Human rights principles, education legislation, school governance structures and duty of care considerations inform all areas relevant to physical interventions

Physical contact by teachers to support students is an everyday occurrence in schools and should not be avoided where it is appropriate to the adult’s professional role

The DE has provided a range of guidelines and frameworks which outline how schools can develop wholeschool and individual approaches to support student wellbeing

The principle of ‘least intrusive intervention’ applies when supporting students with behaviours of concern - ‘Crisis situations will continue to occur if crisis responses are the only interventions used’ (p. 37, BESD, 2010)

Core values underpin good practice in supporting students who present with behaviours of concern: Child focus, Wellbeing; Respect; Collaboration, Whole school, Safe environment and Legal.

Section 2 deals with Understanding Behaviours of Concern, how to Promote Inclusive and Effective Learning Environments. It sets out the Multi-Tiered Responses familiar under the Continuum of Support with support for all, for some and for a few, The Assessment of Student Needs in Partnership, The Communicative Intent and The Systematic Data Gathering, in order to Identify the Student Need.

Key Messages:

Students who have a sense of belonging, feel connected, feel listened to, and are actively engaged in their social, emotional, academic and physical learning

are less likely to present with behaviours of concern

The implementation of least restrictive and evidence informed support practices should be delivered on a continuum

The involvement of the student and strong homeschool collaboration in the planning process are important in assessing the causes of, and responses to, behaviours of concern

Behaviour is communication and often reflects an unmet need. It is important to establish the most likely unmet need being communicated through a behaviour of concern

Biological, psychological and social factors can affect a student’s behaviour

Self-regulation spaces and activities can be used to support a student in having their needs met, thus preventing behaviours of concern

Appropriate support strategies are based on evidence-informed decision-making.

Section 3 deals with Crisis Situations – Prevention and Response including the areas of Seclusion and Physical Restraint. It sets out the actions to be taken in the immediate aftermath of the incident. The Guidelines also make reference to the Recording and Reporting of Physical Restraint Use incidents which happen in school. The importance of school leadership is emphasised in this section.

Key Messages

De-escalation strategies should be engaged in at an early point to avoid behaviours of concern posing a safety risk

Seclusion, as defined in these guidelines, should not be used under any circumstances in any school

Physical restraint, as defined in these guidelines, is not permitted within any recognised school, except in a crisis situation where there is an imminent physical risk

to a student’s safety and/or to the safety of others

Where physical restraint is used in a crisis situation, it must be timely, measured and carried out by appropriately trained persons

If physical restraint has been used in a crisis situation, it must be documented, reported and reviewed with a view to reducing and eliminating the need for physical restraint

Schools with a demonstrable need for specialised training in the use of physical restraint should access approved training for minimising the use of restrictive physical intervention

Leaders play a pivotal role in prevention of and response to crisis situations.

A set of Resources is included to assist schools in understanding the Guidelines and in recording and reporting incidents:

Sample Record of Incident involving physical restraint

Sample staff reflection form following an incident of physical restraint

Guidance on engaging with parents following an incident of physical restraint

NCSE Record of Incident involving Physical Restraint Form

Sample Scenarios

• Behaviour as Communication

• Verbal de-escalation

• A teacher in loco parentis

• Use of a self-regulating space

An example of a Student Support Plan developed with parents to identify and address the communicative needs of a student

Sample Transition Plan.

Caroline.Quinn@ippn.ie

A Covid Presidency 2019-2021

DAMIAN WHITE IPPN PAST PRESIDENT 2019-2021 AND ICP EUROPEAN REPRESENTATIVE

On Saturday evening in early June 2017, a combination of sunshine and emotion saw me pull over outside the cemetery on the outskirts of Clonaslee, a picture postcard village at the gateway to the Slieve Bloom Mountains, about 5 miles from my home across the border in Offaly. I was coming from Portlaoise, where 2 hours earlier, I had been elected as IPPN’s Deputy President. My hastily arranged mission was to call to a grave I had not seen since I had attended the funeral of Maura Carr, my class teacher for 4 years, and Principal of Gortnamona NS almost 40 years previously. I’m not sure what I wanted to find, say or feel, and I can’t remember saying anything more eloquent than ‘Thank you Mrs Carr’ And a plea which sounded something like ‘Help me not to mess up’

Being Deputy President of IPPN meant working to support my great friend David Ruddy who at the time occupied the big chair and watching him leading the organisation in his own style. We have been exceptionally good at electing presidents, or possibly very lucky in the people we’ve had to choose from. I had the great fortune to be involved with IPPN from the very beginning, and had the opportunity to see, at close quarters, each president in turn deal with the pertinent issues, and relate to members in their own particular way. Nobody had a better apprenticeship for any role than I had for the IPPN Presidency, and now that I had enlisted, I committed to putting my shoulder to the wheel as had all of my predecessors in the role. I had also worked closely with 2 hugely influential directors, Seán Cottrell and Páiric Clerkin, and a host of fabulous colleagues who had served in various roles on the IPPN Board and various committees.

From the outset, I intended to spend my time supporting members throughout the country, getting them involved in support groups in their own areas, with a commitment to support each other, share resources, advice and good practice. I had intended to travel to all counties and help to put new groups in place where needed. All started well. Early on, I met with a very active support group in Kilkenny city who had been meeting once a month for almost 40 years. They took it in turns each month to circulate an agenda to members and compile a list of issues which formed the agenda. You addressed the point you raised, and others all responded with their views on the subject. This was all done while scones and tea were consumed in a city centre hotel and lasted about an hour. Further trips were made to Sligo where incoming President Deirdre Kelly brought me to a selection of schools to hear and discuss the issues facing teaching principals, and to Mayo where further visits included a day spent in a Gaelscoil in Castlebar. Attendance at a meeting of principals of Special Schools in Cork was followed up by a day in one of their schools in Montenotte and led to me having a much greater understanding of the issues dealt with on a daily basis by school leaders and staff in these settings. For example, two special schools operating side by side, were served by a total of 80 bus escorts between them. Invariably, such numbers meant organising replacement escorts almost every morning.

A variety of schools in Clare, Cork, Tipperary, Donegal, Cavan, Meath, Dublin, Offaly, Kilkenny and Westmeath were all visited, issues noted and representations made where possible. A visit to a Tipperary

We have been exceptionally good at electing presidents, or possibly very lucky in the people we’ve had to choose from. I had the great fortune to be involved with IPPN from the very beginning, and had the opportunity to see, at close quarters, each president in turn deal with the pertinent issues, and relate to members in their own particular way.

school convinced me of the need for schools with two special classes to be led by an administrative principal, regardless of school size. As a result, a letter received from two principals at opposite ends of the country, seeking the same, emboldened me to pursue the issue where possible. One of IPPN’s greatest strengths has always been finding a costed solution to issues raised, and when we costed the granting of administrative status for teaching principals with two special classes, the issue was raised regularly with senior officials and the Minister for Education. When the provision was announced in the 2021 Budget, I startled my poor Father with a big ‘Yahoo!’ as we sat watching the announcement together. A very gracious letter from the two principals who led the campaign was all the reassurance I needed that the campaign was worthwhile.

Of course, the elephant in the room, when it came to my presidency, had to stay at least two metres from other elephants and remain masked at all times. Six months into my twoyear term, Covid struck. On March 12th 2020, the news that schools must close was initially something of a novelty as everyone expected to return to school, work and normal life, within a week or two.

As every evening bulletin brought updates on the numbers of people who had fallen victim of the deadly virus, and health authorities scrambled to establish mass testing sites and the issues facing schools were stark. When schools originally were forced to close, IPPN reacted by offering Texta-Parent credits and advice as it came available from the HSE, developing framework policies for schools to adapt to their own circumstances and sharing advice on best practice. Mercifully, Zoom and other such apps had become available, and for the next year and a half, I attended up to 6-7 meetings per day with HSE advisors, IPPN Helpline staff, IPPN Board, local support groups and several different agencies as everyone worked together to support each other as the pandemic initially worsened but began to turn a corner as vaccines were developed and distributed.

For school leaders, it was an incredibly anxious time initially. One issue I noticed from talking with people was that if you heard of a positive case involving a pupil or staff member after 8pm, there was nowhere to turn for advice. After discussing this with Páiric Clerkin, we both decided to share our numbers with all school principals, making ourselves available 24/7 for anyone dealing with cases or seeking advice. For us, it meant simply having the latest guidance from the HSE on our phones which we’d share, along with relevant phone numbers and key contacts. We quickly discovered that most people had a reasonable idea what to do but really appreciated having the facility to reassure themselves by talking to us.

Distribution of school meals in DEIS schools was going to be essential after all schools closed, and IPPN worked incredibly hard at the time, supporting local principals in organising the

delivery and sharing of food. An Post had generously offered to help with distribution but the morning when 60,000 meals were dropped at their Tallaght Depot, where they had a

For school leaders, it was an incredibly anxious time initially. One issue I noticed from talking with people was that if you heard of a positive case involving a pupil or staff member after 8pm, there was nowhere to turn for advice. After discussing this with Páiric Clerkin, we both decided to share our numbers with all school principals, making ourselves available 24/7 for anyone dealing with cases or seeking advice

capacity for 250 parcels, will live in the memory bank forever!

By the time my Presidency was at an end, the worst effects of Covid were over. I returned to school as Principal where the Deputy Principal and Assistant Principal had stepped up for two years and led the school incredibly well throughout my absence. Indeed, since my retirement in August 2024, both have been promoted to the roles they played throughout the pandemic, having passed the mother of all apprenticeships with flying colours! May they never face another issue of that magnitude again!

I pass the cemetery regularly now, where Maura Carr lies. Illness truncated her wonderful life and beautiful spirit at the young age of 46. She was always proud of her pupils, and I hope she was happy that I did my best as IPPN President during difficult times.

Damian.White@ippn.ie

WHAT IS IPPN? Reflections on Experience

GERARD RUANE PRINCIPAL, BAREFIELD NATIONAL SCHOOL. FORMER IPPN DIRECTOR AND TREASURER

I became a school principal in 2007, at the age of 27, so I thankfully never experienced life as a school leader without the supports of IPPN.

At the start I didn’t really know what IPPN was. My first experience was the ‘networking emails’. I asked plenty of questions and answered others when I could. I found myself dealing with challenges that were beyond me, and I began to use the support phone line. This may seem very much the norm to the reader, but in 2007, it was a novel support to this bright eyed and bushy tailed principal. I got to speak privately to principals who were calm and not at all shocked by any challenges I was facing and told me how they weathered similar problems. When appointed to the job so young, and given that I looked about 16 years old, I know I felt I had to prove myself. Support from IPPN enabled me to grow as a leader.

In my first year on the job, a highly respected and experienced principal colleague that I got to know through IPPN told me about a significant challenge they were facing in their school. I can’t describe the relief I felt upon hearing that. No, I was not happy to see a colleague in difficulty, but relieved to hear I was not the only one who found the job challenging. I was amazed at his honesty and delighted that he was normalising the challenges of the job. IPPN has without doubt created a culture of sharing not just good ideas, but challenges and solutions. I hope that no school leader ever feels their problem is too big or too small to share.

In 2009, I joined the National Council, now known as the National Committee, and from there was elected onto the ‘executive’, now

IPPN has without doubt created a culture of sharing not just good ideas, but challenges and solutions. I hope that no school leader ever feels their problem is too big or too small to share.

known as the Board of Directors, and served three terms. I have had various roles locally and nationally and taken on different projects for IPPN over the years. I served with amazing principals and IPPN staff who gave up so much personal time to make IPPN a success. I spent nine years on the other end of the principal advice line and had the pleasure to speak with principals from all over the country and help them deal with problems big and small. I know however that no matter how small the problem may appear to be, it may be a big one to the caller. Every principal I spoke to had one thing in common–they were doing their best and knew the importance of reaching out for help. Nobody knows it all. We must always support each other in a non-judgemental manner.

During the Christmas of 2018, one of our children became seriously ill. At a very low point, to say the least, IPPN supported me in ways I am still grateful for. Páiric Clerkin drove to meet with me, help me and give me bags of toys for our three children from my Board of Director colleagues and IPPN Support Office staff. Local principals and our support groups rallied around my wife and me. Since then, at IPPN Conference, principals that I don’t even know have come up and gently noted they know

who I am and hoped my daughter was doing well. That is IPPN. After a tough few years with many, many bumps in the road, my daughter is in full health and today I have the pleasure of being her principal.

Sometimes we may get caught up too much in the job and cannot see the wood from the trees, and an experience like that, although a living nightmare, teaches you how important your relationships are. In Clare, our IPPN County Committee works with the Education Centre Director in setting up and maintaining support groups. One trend emerging is that some groups do not get to meet too often and are very happy with asking and answering questions on their WhatsApp group. This has huge value, but I would encourage people to try and meet up to get to know each other and build relationships. You never know when you will face a problem that can’t be sorted via WhatsApp. You also don’t know who is facing real difficulties and they may not know you well enough to feel they can confide in you online.

Presidents and CEOs changed over my time, some amazing principal friends have unfortunately gone, too early, to their eternal reward, colleagues came on and off the Board of Directors, COVID came and went, but IPPN remains strong. What is IPPN? IPPN is you. It is a network of school leaders who give and receive. You will get out what you put in. It is up to us all to make IPPN grow for the next 25 years. Thank you IPPN for the support you have given me.

Gerard can be contacted at gerruane@gmail.com should you want to get in touch with him in relation to this article.

IPPN ROADSHOW

Limerick

Cork

Louth

Waterford

Cavan

Changes at the helm

IPPN Board Members

Board of Directors

IPPN offers sincere thanks to Finbarr Hurley, who was a member of the Board of Directors for six years, and to Linda Dennehy, who was a member of the Board for three years, serving as Treasurer during that time. We deeply appreciate the significant contribution they have made to the work of IPPN. Both Finbarr and Linda have stepped down from the Board and work for Oide Leadership.

Arising from these vacancies, two new Directors were elected at the National Council meeting on Saturday, 30th November.

We congratulate and welcome Aoife O’Connor, deputy principal of Tierneevin NS, Gort in Galway, and Regina Halpin, principal of Divine Mercy SNS, Dublin to the Board of Directors. Aoife is the first elected deputy principal to the Board. Congratulations also to Bryan Lynch, who was re-elected to serve a second term on the Board. We wish them all every success in their role as Board members over the coming three-year period.

National Council 2024-2025

IPPN very sincerely thanks those who served on the Council in the school year 2023-2024, including those who have stepped down from their role, for their work and commitment to their city/county networks and to IPPN.

The new Council for the 2024/25 school year is as follows:

Carlow St. Laserians SS

Carlow Kiltegan NS

Carlow SN Phadraig Naofa

Cavan Dromaili NS

Cavan Scoil Bhride

Cavan Killygarry NS

Clare Parteen NS

Clare Ennis ETNS

Clare Parteen NS

Cork City Douglas Rochestown ETNS

Cork City Cara Junior School

Cork City Scoil Eoin

Cork County Holy Well NS

Cork County Scoil an Chlochair

Cork County SN Fionan na Reanna

Donegal SN na Carraige

Donegal Scoil Naomh Fiachra

Donegal Cloontagh NS

Dublin City Griffith Barracks

Multi Denominational School

Dublin City St. Francis of Assisi PS

Dublin City St. Fergal’s BNS

Rachel Dolan Admin Principal Advocacy

Helen Oxley Teaching Principal E Services

Rory Healy Admin Principal Prof. Dev

Geraldine Dolan Admin. Principal Advocacy

Ailish Fay Admin. Principal E Services

Serena Prior Admin. Principal Prof. Dev

Miriam Smyth Admin Principal Advocacy

David Quinn Admin Principal E Services

Siobhán Barry Teaching Dep. Principal Prof. Dev

Alan Sheehan Admin. Principal Advocacy

Colette Butler Admin. Principal E Services

William Casey Admin. Principal Prof. Dev

Aidan Crowley Admin. Principal Advocacy

Sheila O’Connor Admin. Principal E Services

Elizabeth Scanlon Admin. Principal Prof. Dev

Anne Marie Teaching Principal Advocacy

Nic Giolla Easpaig

Luke Kilcoyne Admin. Principal E Services

Grace McCarron

Teaching Principal Prof. Dev

Eddie Fox Admin. Principal Advocacy

Helen Fields

Teaching Dep. Principal E Services

Mary Flynn Admin. Principal Prof. Dev

Dublin DLR Scoil Cholmcille Junior Irene Connor Admin. Principal E Services

Dublin DLR Harold School

Dublin Fingal St. Michael’s Special NS

Dublin Fingal St. Colmcille’s BNS

Dervla Nic Mhathúna Admin. Principal Prof. Dev

Karen Byrne Admin. Principal Advocacy

Ciara Brangan Admin. Principal E Services

Dublin Fingal Scoil an Chroí Ró Naofa Íosa Kieran Lyons Admin. Principal Prof. Dev

Dublin South St. Declan’s Special NS Niamh Thompson Admin. Principal Advocacy

Dublin South Scoil Aonghusa Senior

Dublin South Divine Mercy SNS

Galway City Scoil Bhríde

Galway City St. Joseph’s SS

Galway City Scoil Chaitriona Jnr

Galway Co. Scoil Naomh

Colman MacDuaigh

Galway Co. Lisheenkyle NS

Galway Co. Scoil Naomh

Colman MacDuaigh

Kerry Scoil Lios Teilic

Kerry Gaelscoil Lios Tuathail

Kerry SN Breandan Naofa

Kildare Kildare Town ETNS

Kildare Newbridge ETNS

Kildare Scoil Bhride

Kilkenny St. Patrick’s NS

Kilkenny St. Patrick’s NS

Kilkenny St. Colmcille’s NS

Laois Castletown PS

Laois St. Paul’s NS

Laois Cosby NS

Leitrim Scoil Mhuire

Leitrim Leitrim Mixed NS

Leitrim Ardvarney NS

Limerick Scoil Chuimhneachain

Michele Hamilton Admin. Principal E Services

Regina Halpin Admin. Principal Prof. Dev

Máire De Brún Admin. Principal Advocacy

Siobhan Butler Teaching Dep. Principal E Services

Caitríona Daly Admin. Principal Prof. Dev

Aoife O’Connor Teaching Dep. Principal Advocacy

Jennifer McDonnell Admin. Principal E Services

Ann Lynskey Teaching Principal Prof. Dev

Rosemarie Lawlor Admin. Principal Advocacy

Séana Ni Chuain Teaching Principal E Services

Robbie O’Connell Admin. Principal Prof. Dev

Rachel Burke Teaching Dep. Principal Advocacy

Eimear Carey Admin. Principal E Services

Eimear Hennessy Admin. Principal Prof. Dev

Margaret Keane Teaching Principal Advocacy

Elizabeth Fitzgerald Admin. Dep. Principal E Services

Anita Foley Teaching Principal Prof. Dev

Jemma Lynch Admin. Principal Advocacy

Denise Talbot Teaching Principal E Services

Jackie Cooper Teaching Principal Prof. Dev

Caroline Healy Admin. Principal Advocacy

Richella Kelly Admin. Principal E Services

Paula Loughlin

Teaching Principal Prof. Dev

James O’Donoghue Admin. Principal Advocacy u Chinneide

Limerick Killinure NS

Limerick Church Street NS

Liam Guiney Admin Principal E Services

Niall West

Longford St. Columbas NS Frances McDonnell

Teaching Principal Prof. Dev

Teaching Principal Advocacy

Longford St. Mels NS Teresa Kearney Admin. Principal E Services

Longford St. Teresa’s NS

Louth St. Brigid’s & St. Patrick’s NS

Louth Scoil Phádraig Naofa

Louth SN Bhride

Kevin Mollaghan Admin. Principal Prof. Dev

David O’Callaghan Admin. Principal Advocacy

Tom O’Connor Admin. Principal E Services

Regina O’Malley Teaching Principal Prof. Dev

COMMITTEE

Mayo St. Attracta’s NS Noel Loftus Admin. Principal Advocacy

Mayo Scoil Eoin Seoirse Ó Moráin Admin. Principal E Services

Mayo SN An Teallaigh Regina Corrigan Teaching Principal Prof. Dev

Meath Scoil Oilibhéir Naofa Ken Keogan Admin. Principal Advocacy

Meath St. Paul’s NS Eileen McCaughey Admin. Principal E Services

Meath Scoil Oilibhéir Naofa Amy Boylan Teaching Dep. Principal Prof. Dev

Monaghan Scoil Mhuire Joanne Gormley Admin. Principal Advocacy McKenna

Monaghan St Louis Infant School Carmel McCarroll Admin. Principal E Services

Monaghan SN Iorball Sionnaigh Nuala Mhic Gabhann Admin. Principal Prof. Dev

Offaly St. Ciarans NS Brian McArdle Teaching Principal Advocacy

Offaly Daingean NS Michael McConigley Admin. Principal E Services

Offaly SN Naomh Seosamh Bridget Clear Admin. Principal Prof. Dev

Roscommon Scoil Muire & Treasa Adrian Cregg Teaching Principal Advocacy

Roscommon St Anne’s NS Jacinta Ní Chonghaile Admin Principal E Services

Roscommon Ballybay NS Arthur Geraghty Admin Principal Prof. Dev

Sligo SN Ronáin Naofa Maria Goretti Surlis Teaching Principal Advocacy

Sligo Carraroe NS Roy Mitchell Admin. Principal E Services

Sligo Scoil Ursula Tony Gallagher Admin. Principal Prof. Dev

We wish the new Council well with its work. We look forward to working with the new members of the committees that have been formed to inform the supports and services that IPPN provides (professional development and e-services) and the advocacy work that we undertake. COUNTY

Tipperary St John The Baptist Will Ryan Admin. Principal Advocacy Boys NS

Tipperary St Michael’s NS Louise Delaney Admin. Principal E Services

Tipperary St Michael’s Junior BNS Siobhan Verdon Admin. Principal Prof. Dev

Waterford Glór na Mara Pat O’Mahoney Admin. Principal Advocacy

Waterford SN Baile an Maria O’Connor Admin. Principal E Services Bhuitléaraigh

Waterford Portlaw NS Brian Barron Admin. Principal Prof. Dev

Westmeath Kilcrumreragh NS Karena Kavanagh Teaching Principal Advocacy

Westmeath Naomh Iosef NS Sé McCarthy Admin. Principal E Services

Westmeath St. Patrick’s NS Kevin Maguire Teaching Principal Prof. Dev

Wexford CBS PS Vicky Barron Admin. Principal Advocacy

Wexford Scoil Mhuire Bobby Kenny Admin. Principal E Services

Wexford Bunscoil Ris Gerry Moran Admin. Principal Prof. Dev

Wicklow Scoil Naomh Peadar Scott Vance Admin. Principal Advocacy

Wicklow Scoil Naomh Peadar Emer Whyte Teaching Dep. Principal E Services

Wicklow St Laurence’s NS Kim Kelly Teaching Dep. Principal Prof. Dev

Date for your diary IPPN Principals’ Conference 2025 12-14th November at the Gleneagle Hotel and INEC

1 05/03/2025 14:35

Review of IPPN’s Supports & Services

BRIAN O’DOHERTY IPPN DEPUTY CEO

In the previous issue of Leadership+, I detailed the process that we undertook to review the suite of supports and services that IPPN provides to members. The rationale for undertaking the review was to better ensure that those supports and services are in keeping with and informed by the needs of members.

To that end, we sourced data/ evidence directly from members which is detailed within the report on the Review of Supports & Services. That report was shared with members via the E-scéal that issued on 27th February and can also be accessed on the website https://bit.ly/IPPN-SSReview.

In the report, you will note that each individual support is analysed with reference to 4 metrics:

1. the value members attribute to the support or service

2. how helpful they found the support or service (if they have availed of it)

3. the frequency of engagement they have had with the support and service

4. levels of engagement by specific cohorts of members – teaching deputy principals, administrative deputy principals, teaching principals and administrative deputy principals

In an article, such as this, it is impossible to look at the data in relation to each individual support & service, however, the comparative data will give you a flavour of the member feedback contained in the report.

In the following table, a weighting is given to the value members attach to each support/service based on the totality of the responses. To calculate the weighting, a score of 1 is given for each ‘extremely valuable’ response, 2 is given for each ‘very valuable’ response, and so on to 5 for each ‘not at all valuable’ response. The scores are totalled and divided by the number of respondents, giving a mean score between 1 and 5. The lower the score, the more value is attached by members to the support/ service. Scores up to 3 have a positive favourability rating, with 1 being the most positive rating and 5 the lowest.

The table below details the weightings given to each support/service based on the experience of members who availed of those supports/services. The scale ranged from ‘extremely helpful’ to ‘not at all helpful’. Again, 1 means the service has the highest impact, 5 means it has very little impact. Scores up to 3 have a positive favourability rating.

The final table details the weightings calculated by the frequency with which members engage with each individual support/service. The scale ranged from ‘never’ to ‘frequently’ In this instance, the higher the score, the more frequently members avail of a support/service.

In terms of qualitative data, the report details the issues identified and the suggestions for improvement received from 700+ members, in relation to the following supports and services -

Website Sample Policies Resource Bundles Networking Local Support Groups Conferences

E-Scéal Headstart

Following consideration of the report by the Board of Directors and the Support Office staff, work has already begun to address the issues that were raised by members and to take account of the suggestions that were made. This work includes, but is not limited to the redevelopment of the website (due to be finished by the summer) the reinvigoration of the local support group project the use of different channels, other than the written word, to

communicate updates and key information in E-scéal the reimagining of Headstart as a service to all newly appointed school leaders.

We will keep you informed of all developments to our supports and services through the usual channels and we welcome your ongoing feedback to assist us in better meeting your needs as school leaders.

Brian.ODoherty@ippn.ie

New Principals

If you were appointed to the role since Summer 2024 and haven’t heard from IPPN about Group Mentoring for the 2025/26 school year, please email jackie.oreilly@ippn.ie with your name and roll number

E-Scéal

Need to find content in an E-scéal and have deleted the email? Log in to www.ippn.ie and click on Supports – E-scéals. They most recent E-scéal is at the top.

Caring for the Ea its People... and a p ot to schools for doing th

PADDY MADDEN HERITAGE IN SCHOOL SPECIALIST

Since September 2022 the DE has given out grants totalling €450,000 to 190 schools, both primary and post primary, that applied for the grants. These grants were made available for projects which promoted school vegetable and fruit gardening, waste recycling, energy efficient lighting and insulation, biodiversity, water recycling, workshops for inclusion and sustainability, sensory gardens, polytunnel and greenhouse gardening, egg production etc.

What is the Second National Strategy for Education For Sustainable Development (ESD)?

The Second National Strategy for Education for Sustainable Development (ESD) to 2030 was published by the Department of Education (DE) in 2020. Its stated aim is ‘to provide a framework to support the contribution that the education sector is making and will continue to make towards a more sustainable future over a number of levels: individual, community, local, national and international’

The strategy emphasis action to create a more sustainable future and it envisages that schools should be at the heart of this action.

ESD Pillars

This action is underpinned by three pillars: the economic pillar, the social pillar and the environmental pillar. This article concentrates on the environmental pillar which advocates for quality education to promote healthy ecosystems, biodiversity and conservation to ensure security for humanity in a sustainable world.

Are the admirable ESD goals backed up by finances to implement them in schools?

Yes, they are. Since September 2022 the DE has given out grants totalling €450,000 to 190 schools, both primary and post primary, that applied for the grants. These grants were made available for projects which promoted school vegetable and fruit gardening, waste recycling, energy efficient lighting and insulation, biodiversity, water recycling, workshops for inclusion and sustainability, sensory gardens, polytunnel and greenhouse gardening, egg production etc.

In September 2022 the DE granted up to €5,000 per school to 26 primary schools in 11 counties. In 2023 grants of up to €5,000 per school were issued to 61 primary schools in 18 counties. In September 2024, funding of up to €2,500 per school was issued to 105 schools in 22 counties.

Importance of subscribing to the DoE’s ESD newsletter

It is worth noting here that schools who have appointed a member or members of staff to subscribe to the DE’s ESD newsletter will be au fait with the grants being provided. They will also

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be aware of school vouchers for €500 for short article submissions on the activities being carried on in schools to promote ESD. The newsletter also provides information on sustainability toolkits, sustainability policy statements and competitions and awards relating to ESD. To date 17 newsletters have been published on https://www.gov. ie/en/collection/a1d6e-education-forsustainable-development-newsletter/

Analysis of Table

A quick analysis of Table 1 demonstrates that 37 grants were issued to Dublin schools which was by far the largest number issued. Dublin was followed by Kildare with 19 grants, Tipperary 15, Wicklow 14, Cork 13, Westmeath 10, Sligo 9, Galway and Kerry with 8 each, and Mayo with 7 grants. These were the top ten counties which received grants to schools within them. Schools in only two counties, Leitrim and Longford, received no grants.

Dúlra Éireann

Many environmental organisations have been funded as well to further their work on creating a more sustainable world. My own organisation, Dúlra Éireann, has received grants to promote sustainable practices in schools and biodiversity projects through the production of educational videos. These videos can be viewed on www.engagewithnature.ie and www.scoilnet.ie

Conclusion

A glance at the grantees in primary and post primary schools and environmental organisations demonstrates clearly that the multifaceted projects funded were worthy ones. They will surely increase biodiversity in schools and promote sustainable practices. Watch out for the ESD newsletters because there is largesse on the way to fund more projects!

If you would like to get in touch with Patrick in relation to this article, you can email him at maddenpac@gmail.com.

Privilege and Perspective My Journey to Special School Leadership

KEITH Ó BROLACHÁIN PRINCIPAL OF ST FRANCIS SS, BEAUFORT, KILLARNEY, CO. KERRY

For the past 14 years, I’ve had the privilege of leading three very different schools, each shaping my perspective and approach to leadership. From my early years in the wonderful Walterstown N.S., where I was the second-youngest staff member when I started, to being one of the oldest when I left, to the of ever impressive Gaelscoil Mhainistir na Corann, where I led a school of nearly 600 pupils, every experience prepared me for my current role as principal of St. Francis Special School.

Transitioning from mainstream education to a special school was not something I had originally envisioned for myself. In fact, I was hesitant to apply, as I was feeling unqualified. It was my wife, Aisling, who pointed out that I might be more suited than I realised. Our daughter Aoife, now 13, has 1Q43-44 Microdeletion Syndrome. She is non-verbal, a wheelchair user, has epilepsy, and a severe to profound intellectual disability. Being Aoife’s father has given me a deep understanding of the struggles many of our school’s parents face— the endless battles for appropriate therapies, the exhaustion of hospital visits, and the loneliness of navigating a system that often makes simple things feel like an uphill battle. I’ve lived through the acronyms—CDNTs, CAMHS, HSE, NCSE—and the waiting lists that come with them.

The role of a principal is demanding, but in a special school, it can take on an entirely different level of responsibility. In my previous role, in the Gaelscoil, I led a school with 39 staff members,

In special schools, the victories may seem small on the surface, but they carry immense significance. A goal in a child’s IEP may be as simple as transitioning from the bus to their chair independently by the end of the first term. But that achievement can represent months of dedication, patience, and care from a whole team of educators and SNAs

yet my salary was calculated based on a staff of 31 teachers. Now, my salary is based on 13 teachers, but I oversee a total staff of 91, including 38 SNAs, 25 bus escorts, and a school nurse. This disparity in leadership structures for special schools needs to be addressed.

Special school leadership also brings unique emotional demands. In just three years, I’ve attended the funerals of three pupils, supporting devastated staff and families, all while ensuring the other children receive the same love and care as before. There is nowhere near adequate formal support system for schools dealing with these profound losses – we rely on each other. I’ve witnessed families pleading for help in Meitheal meetings, and I’ve also seen families remain silent because they don’t know how to ask for help. Staff

members have gone on assault leave, only to face bureaucratic obstacles in getting the support they need.

And yet, the privilege and perspective gained from this role are unparalleled. I have experienced moments of love and happiness that I never encountered in mainstream settings. I remember sitting by the bedside of beautiful Jack Leane after he passed, thinking I should step away when the priest arrived to plan the funeral. Instead, I was asked to stay— because in a special school, we are like family, and we are the friends. That moment redefined for me what it means to be a principal in a special school.

In special schools, the victories may seem small on the surface, but they carry immense significance. A goal in a child’s IEP may be as simple as transitioning from the bus to their chair independently by the end of the first term. But that achievement can represent months of dedication, patience, and care from a whole team of educators and SNAs. It’s a different measure of progress, but it is no less valuable.

The challenges of special school leadership are some of the greatest I’ve faced in my career, but so too are the rewards. The connections, the moments of pure joy, and the deep sense of purpose make every difficult day worth it. Not everyone is suited to this environment, but for those who are, it changes you in ways you never expected. And for that, I am incredibly grateful.

Keith can be contacted at principal@sfss.ie should you like to get in touch with him in relation to this article.

TextaParent.ie facilitates the online completion of Parental Permission Slips. This will allow schools to send out a premission form to parents. The parent can digitally sign and submit, and the signed form will be instantly stored on the school’s reports page.

For more information, please email info@textaparent.ie

Workshop

Making Your Leadership Role More Doable

Join us for an exciting NEW workshop delivered at local level throughout 2025. The event will provide you with the opportunity to engage with our latest resources, which have been designed and developed to support and enhance your leadership effectiveness.

As promised in Autumn 2024, Páiric Clerkin, IPPN CEO and Louise Tobin, IPPN President will visit each county to deliver this session. This session will be an opportunity to network with peers, engage in hands-on learning and gain valuable insights. It’s also an opportunity for your county to come together as a network to celebrate the 25 Years of IPPN. We look forward to seeing you there!

Workshop Highlights

• Guide to the Leadership of Teaching and Learning

• Leadership Effectiveness Reflection Tool

• P-I-E-W Capacity Planning Framework

• Expanding the Support Group Network Who should participate?

• Newly appointed school leaders (Principal & Deputy)

• Principals

• Deputy Principals

Book a place now: https://bit.ly/Roadshow25-Register

Schedule

In counties Louth, Limerick, Meath, Cavan, Cork, Carlow, Wexford, Waterford, Leitrim and Mayo workshops were held between January and March.

April 1

DONEGAL Clanree Hotel, Letterkenny

April 7 SLIGO Sligo Education Centre

May 12 ROSCOMMON Abbey Hotel

May 19 GALWAY Education Centre

May 26 KILDARE Education Centre

June 9 WICKLOW Glenview Hotel

June 16 TIPPERARY Horse & Jockey

In Conjunction with our City/County Meetings

September 8 OFFALY Tullamore Court Hotel

September 10 WESTMEATH Athlone Education Centre

September 15 LAOIS Education Centre

September 17 KILKENNY Education Centre

September 22 CLARE Education Centre

September 24 MONAGHAN Education Centre

October 6 LONGFORD Longford Arms Hotel

October 8 KERRY Tralee Education Centre

October 13 DUBLIN Green Isle Hotel

OnYourBehalf

GERALDINE

D’ARCY IPPN ADVOCACY & COMMUNICATIONS MANAGER

A number of significant projects and advocacy-related engagements have come to fruition since the last issue of Leadership+:

MEETINGS AND EVENTS

Unless otherwise stated, these meetings/events were attended by a member(s) of IPPN’s senior leadership team.

Meeting with the Primary Management Bodies

NCSE Consultative Forum

Meeting with ICP Executive Meeting with Oide Technology in Education

NAPD Education Symposium –Equity in Education

NCCA Early Childhood and Primary Board on Primary Curriculum Developments and cross-sectoral developments –represented by Catríona O’Reilly

BeLongTo Forum – represented by Rory Healy

SNA Workforce Development Group – represented by Caroline Quinn, Páiric Clerkin & Brian O’Doherty

• Role of SNA

• Recruitment, Retention & Diversity

• Communications Strategy NABMSE Research Conference on Voice Matters – a collaborative representation of unique perspectives – represented by Caroline Quinn

Department of Education Inspectorate Report (2021-2023) and Thematic Review

Working Group meeting –‘Strategic Workforce Planning for Teachers’ in Ireland

DE Secretary General visit to IPPN Support Office

SET Allocations 2025/2026

Briefing

ETBI Strategy Consultation with IPPN

STAY UPDATED

TESS Code of Behaviour Development

Oide Leadership

NCSE Relate – represented by Caroline Quinn

Barnardos Empower Kids Event of Influence programme –represented by Regina Halpin

DE Gaeilge Action Plan in English Medium Schools – represented by Bryan Lynch.

ADVOCACY-RELATED EMAILS

Since this facility was set up a year ago (mid-February 2024), more than 100 members have engaged with advocacy@ippn.ie, either directly or cc’d by members or forwarded to it from networking moderators or Support Office staff redirecting from info@ippn.ie. As time goes on, more emails are coming in directly as members become more aware of that channel.

Each week, the topics that have arisen are discussed at the Advocacy & Communications team meeting and decisions taken regarding follow-up actions where needed. Topics have included:

Compliance responsibilities and workload of the principal (Free books scheme, hot school meals, AON)

BOM-related matters including school funding, solar panels, applying for competitive funding, ICT-related issues, school furniture)

IPPN’s advocacy on making the role more doable

Suspension of Oide coaching

SET and clustering

Storm warnings/school closures

Leading a multi-campus school.

REBRANDING OF IPPN

As part of the ‘25 Years of IPPN’ milestone, the Board of Directors has refreshed the IPPN logo and strapline ‘leading learning’ to the more inclusive ‘IPPN: The Network for Principals and Deputy Principals – Because leadership matters’ – This was launched at the DPs’ Conference in February 2025.

See Catríona O’Reilly letter on the inside cover.

OTHER PROJECTS

Ongoing work in each county to ensure that the 700 principals and deputy principals who wish to be part of a local support group have access to one, including by establishing new support groups. This is part of the IPPN Roadshow project.

Assisted in the establishment of a Focus Group of School Leaders regarding the Gaeilge Action Plan.

See www.ippn.ie Advocacy/On Your Behalf for up-to-date information about IPPN’s advocacy and communication on behalf of members, including media interviews. Follow IPPN on social media - X (@ippn_education) and LinkedIn (@ippn)

And Finally…

I’ve learned that no matter what happens, or how bad it seems today, life does go on, and it will be better tomorrow.

I’ve learned that you can tell a lot about a person by the way he/she handles these three things: a rainy day, lost luggage and tangled Christmas tree lights.

I’ve learned that regardless of your relationship with your parents, you’ll miss them when they’re gone from your life.

I’ve learned that making a “living” is not the same thing as making a “life.”

I’ve learned that life sometimes gives you a second chance.

I’ve learned that you shouldn’t go through life with a catcher’s mitt on both hands; you need to be able to throw something back.

I’ve learned that whenever I decide something with an open heart, I usually make the right decision.

I’ve learned that even when I have pains, I don’t have to be one.

I’ve learned that every day you should reach out and touch someone. People love a warm hug, or just a friendly pat on the back.

I’ve learned that I still have a lot to learn.

I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”

The quality of everything we do depends on the quality of the thinking we do first. The quality of our thinking depends on the way we treat each other while we are thinking.

Nancy Kline, founder of the Time to Think Foundation

Maya Angelou