Sustainable Leadership Project
November 2024 Progress
Report
Executive Summary
The original report of the IPPN’s Sustainable Leadership project - Primary School Leadership: The Case for Urgent Action –A Roadmap to Sustainability, was published in November 2022. A progress report on the project was then published in November 2023.
This further progress report
l details the required elements for school leadership to be effective and sustainable
l analyses the latest data with regard to workload, the sustainability of leadership roles and the impact on the health and wellbeing of school leaders
l details specific proposals to enhance leadership capacity, effectiveness and the sustainability of leadership roles
l draws attention to the resources that IPPN has developed and the steps that it is undertaking to empower effective and sustainable school leadership.
Effective and sustainable school leadership
It is IPPN’s view that the following conditions must be met for school leadership to be both effective and sustainable:
l There is clarity around the role and focus of school leadership
l The necessary structures and resources are in place to facilitate and support the practice of leadership
l Leaders can focus on their core purpose of leading teaching and learning
l Meaningful capacity exists to share / distribute leadership
l The practice of leadership does not have a negative impact on the health and wellbeing of school leaders.
Analysis of 2024 data
Extent of Workload/Work Demands
Circulars, policy guidelines and related publications that have issued since the publication of the progress report in November 2023 have been analysed to ascertain what additional tasks and responsibilities have been ascribed to school leaders and what impact, if any, they have
had on work demands/workload. The analysis confirms the ongoing expansion of the role and responsibilities that fall to school leaders.
Nature of Workload/Work Demands
Further analysis was undertaken on the additional tasks and responsibilities that have been ascribed to school leaders with reference to the domains from the Quality Framework for Leadership and Management. This analysis confirms an ongoing disproportionate focus on Managing the Organisation, which undermines the capacity of school leaders to maintain a focus on their core purpose of leading teaching and learning.
Impact on the Sustainability of Leadership Roles
More than 1,500 school leaders responded to IPPN’s 2024 member survey. The survey asked school leaders to rate the sustainability of their leadership role. The mean sustainability rating scores for each category of leadership have fallen further in 2024. While the low sustainability ratings across all of the leadership roles should be of concern to policymakers, education stakeholders and practitioners, of particular concern must be the sustainability rating of 2.88 (out of 10) reported by teaching principals.
Impact on the Health and Wellbeing of School Leaders
The longitudinal Irish Principal and Deputy Principal Health and Wellbeing Surveys 2022-2024 have brought into clear focus the extent to which workloads and work environments are impacting negatively on the health and wellbeing of primary school leaders. While marginal improvements are observed in 2024, the data gleaned from this research revealed that the six negative well-being scores of primary school leaders (burnout, stress, sleep disorders, depressive symptoms, somatic stress and cognitive stress) are either nearly double or more than double those of the healthy working population.
Proposals to enhance leadership capacity, effectiveness and sustainability
An increased allocation of leadership time
School leaders have clearly identified an insufficient allocation of leadership time to their school as the greatest impediment to the effective leadership of their schools. The independent research team from Deakin University conclude in their recommendations, in their 2024 report on Irish Primary Principals’ and Deputy Principals’ Health and Wellbeing, that ‘There is a chronic need for additional discrete time for leadership to be allocated to schools to ensure school leaders, particularly teaching principals and deputy principals, have the capacity to meet the significant work demands placed upon them.’
Accordingly, IPPN developed proposals and costed models for an increased allocation of leadership time to primary schools based on the more nuanced and graduated approach already in existence in post-primary schools.
Greater role clarity for school leaders
A lack of leadership capacity within our schools has significant implications for the effective implementation of any new initiative and policy directive. To achieve greater role clarity, IPPN has developed a Leadership Effectiveness Reflection Tool, based on the domains and standards of the Quality Framework. It is envisaged that the tool would be used by school leaders and those involved in the leadership and management of a school, in order to reflect on current leadership practice. The leadership effectiveness reflection tool can be accessed here and is also included as Appendix 2 to this progress report.
Greater capacity to share leadership
A distributed or shared leadership approach will enhance the sustainability of senior leadership roles within our schools, while also developing the capacity of those who may be appointed to those roles in the future. Key to the fostering, developing and embedding of a culture of shared leadership in the school is access to the structured support of team coaching. IPPN has proposed the removal of all barriers to accessing team coaching, a greater number of sessions with the team coach and the inclusion of all members of the school’s leadership and management team.
Enhancing current and future governance practice
IPPN proposes that the lifetime of the current Boards of Management be used
l to explore how current governance practice can be enhanced (through the Small Schools Action Research Project)
l to determine what governance structure would best meet the needs of schools into the future (through the Primary Education Forum).
IPPN’s proposals are underpinned by the underlying principles that any proposed model of school governance must
l respect and protect the ethos of schools, whatever that ethos may be
l retain the element of local stakeholder involvement
l be buttressed by ready access to relevant expertise and services
l uphold the principles of good governance and the standards of the Charities Regulator.
Resources developed and steps undertaken
Promoting the use of the Leadership Effectiveness Reflection Tool
IPPN developed the Leadership Effectiveness Reflection Tool in order to
l facilitate reflection on leadership practice within the school
l ensure greater clarity around the role and responsibilities of school leaders
l ensure a more balanced practice of the leadership and management dimensions to the role
l promote a greater sharing or distribution of leadership.
IPPN encourages school leaders and school leadership teams to engage with the tool, either individually or collectively, with a view to reflecting on and enhancing the practice of leadership in the school. The reflection tool can be accessed here
Promoting the use of the Guide to Leadership of Teaching and Learning
The leadership of teaching and learning is core to the purpose of school leadership. It is in this context that we have developed A Guide to the Leadership of Teaching and Learning. IPPN encourages schools to use the guide to reflect upon and to inform the practice of leadership of teaching and learning in their particular context.
It is also hoped that the guide may help to bring about a more balanced practice of leadership in our schools with a greater focus on our core business of teaching and learning.
Promoting the use of the P-I-E-W Model
IPPN developed the P-I-E-W model to empower schools to maintain a focus on their stated priorities. It is a strategic approach to managing school improvement planning using the school self-evaluation (SSE), School Improvement (SIP), and DEIS planning processes.
P-I-E-W supports school leaders to control and manage the flow of initiatives into the school. For further information on how the model can be used by schools to manage their priorities, IPPN’s P-I-E-W Resource Bundle can be accessed here
Promoting the Wellbeing of School Leaders
Independent research has detailed the extent to which workloads and work environments are impacting negatively on the health and wellbeing outcome of primary school leaders. In response, IPPN has developed a position paper on School Leaders’ Wellbeing, which can be accessed here IPPN will be progressing the recommendations within the report that are within our compass to deliver including the development of a Be Well, Lead Well campaign.
Progressing Budget Proposals
This year’s budget manifestly failed to address the issues that IPPN and other stakeholders have raised that are impacting on leadership capacity, leadership effectiveness and the sustainability of leadership roles in our schools. IPPN has articulated our concern directly to the Secretary General who has indicated that she will meet IPPN to discuss these concerns.
Wider Highlighting of Leadership Capacity Concerns
In order to ensure that a wider understanding of IPPN’s concerns in relation to the extent to which leadership capacity and effectiveness have been undermined, IPPN has written to all the relevant education stakeholders. IPPN has sought the opportunity to meet with each of these stakeholders to discuss the concerns that have been raised and to build a coalition of support to implement measures that will impact positively on leadership capacity and effectiveness and the sustainability of leadership roles.
Conclusion
IPPN’s analysis of the current reality of primary school leadership, as evidenced by the feedback from school leaders and independent research, clearly identifies the extent to which leadership capacity, effectiveness and the sustainability of school leadership roles have been undermined.
Not only does this have significant implications for school leaders themselves but it also compromises school effectiveness, outcomes for children and the effective implementation of sectoral priorities such as the primary curriculum framework.
Substantive and meaningful action must be taken as a matter of urgency to enhance leadership capacity, effectiveness and the sustainability of school leadership roles. In this regard, a greater allocation of discrete time for leadership must be prioritised.
IPPN will continue to develop supports and resources to empower effective, sustainable leadership and remains steadfast in its commitment to the achievement of systemic reform of the practice of school leadership.
Section 1 Overview of project
An overview of the project to date is outlined in this section, from the publication of the original report in November 2022 to this second progress report.
Rationale underpinning the project
It has been clearly established that effective school leadership leads to school effectiveness, which in turn leads to better outcomes for children.
IPPN’s mission is to enhance leadership capacity, leadership effectiveness and sustainability of school leadership roles in order to better ensure effective schools that deliver those better outcomes for children.
IPPN’s direct engagement with school leaders has highlighted the increasing levels of challenge,
frustration and disillusionment experienced and articulated by school leaders in response to their experience of the practice of leadership. Leadership capacity and effectiveness have been undermined and the tenability of school leadership roles has been compromised. It is in this context that IPPN continues to prioritise this Sustainable Leadership project.
What constitutes effective, sustainable school leadership?
It is important that there is a shared understanding of what we mean when we refer to effective, sustainable leadership. It is IPPN’s view that the following conditions must be met for school leadership to be both effective and sustainable:
l There is clarity around the role and focus of school leadership
l The necessary structures and resources are in place to facilitate and support the practice of leadership
l Leaders can focus on their core purpose of leading teaching and learning
l Meaningful capacity exists to share / distribute leadership
l The practice of leadership does not have a negative impact on the health and wellbeing of school leaders.
Evidence Gathering
The original report – Primary School Leadership: The Case for Urgent Action – A Roadmap to Sustainability, published in November 2022, sought to establish why so many of those who are tasked with one of the most strategically important roles in education, and a key determinant of a school’s effectiveness, are struggling to sustain themselves in those roles.
There were four elements to the evidence base established in the report
l the extent of the tasks and responsibilities that fall to school leaders
l the nature of those tasks and responsibilities
l the impact on the effectiveness and sustainability of school leadership roles
l the impact on the health and wellbeing of school leaders.
Progress Reports
In November 2023, IPPN published a progress report on the Sustainable Leadership project, which can be accessed by clicking here The progress report sought to
l reaffirm the rationale underpinning the project.
l highlight the actions undertaken and the progress made since the publication of the original report.
l provide an up-to-date evidence base, addressing each of the four elements included in the original report.
This further progress report seeks to do similarly, while also detailing specific proposals in respect of the four key themes that emerged from the project:
l the need for a greater allocation to schools of discrete time for leadership
l the need for school leaders to maintain their focus on their core purpose of leading teaching and learning
l the need for greater capacity to share leadership effectively and
l the need for a governance structure that has the capacity to meet its onerous statutory and legislative responsibilities.
Section 2 Latest research data and changes from 2022 to 2024
This section considers the latest research data and the trends that have emerged in that data since the publication of the original report in November 2023.
Extent and nature of workload
Since the role of the principal was last defined in 1973, successive pieces of legislation, circulars, policies, guidelines and new initiatives have identified and leveraged the strategic importance of the role in terms of effecting reform and improvement. Each identifies the particular responsibilities that fall to school leadership.
In order to ascertain the exact breadth of these responsibilities, the original report analysed all active circulars for the period 2016 to 2022, as well
as all of the key policy initiatives and guidance documents arising from education legislation, and logged the duties and responsibilities that are ascribed to school leadership. Our analysis detailed the year-on-year expansion of the role of school leadership (included as Appendix 1 in that original report).
In addition to an analysis of role and responsibilities, we also reviewed the documents to identify into which of the domains from the Quality Framework for Leadership and Management the responsibilities fell.
In the progress report published in November 2023, we detailed the analysis undertaken of circulars, policy guidelines and related publications that
Leadership and Management Domain
documents/ circulars
Table 1 – Analysis of work tasks identified within circulars, policy guidelines, etc.
had issued since the publication of the original report (in 2022), to ascertain what tasks and responsibilities are ascribed to school leaders and what impact, if any, they have had on work demands/workload. The tasks and responsibilities were further analysed with reference to the Quality Framework.
For this progress report, the same process was undertaken in respect of the circulars, policy guidelines and related publications that have issued since the publication of the progress report in November 2023 – see Appendix 1.
The comparative data from those analyses is detailed in the table above.
The review clearly identifies the ongoing expansion of the workload and responsibilities that are ascribed to school leaders. This is corroborated by the findings of the Irish Principal and Deputy Principal Health and Wellbeing study conducted by an independent research team from Deakin University in Melbourne, Australia. In the 2024 report, at the conclusion of the three-year longitudinal study, the researchers observe that “During 2022 to 2024, Irish primary school leaders experienced increased job demands surpassing those typically observed in a ‘healthy working population’…, characterised by accelerated work pace, heightened emotional demands, and greater workload intensity.’
The review also identifies an ongoing disproportionate focus on Managing the Organisation in terms of the responsibilities ascribed to school leaders. This disproportionate focus on management undermines the capacity of school leaders to maintain their focus on their core purpose of leading teaching and learning. This is again corroborated by the findings of the team from Deakin University when they report that ‘Across the three years, the sheer volume of work remained the most prominent stressor, exacerbated by increased work pace and workload demands. Following closely is the heightened stress from a lack of time to focus on core leadership tasks like teaching and learning’.
The research team strongly recommends that the DE ‘Implement reforms to alleviate workload demands, particularly administrative and compliance requirements, and provide the necessary resources/capacity to enable school leaders to focus more on leading teaching and learning within their schools’.
Impact on sustainability of leadership roles
In order to ascertain the extent to which the sustainability of school leadership roles is compromised by this expanded workload, and disproportionate focus on management tasks, we issued a survey to principals in October 2002, separate surveys to principals and deputy principals in October 2023 and a joint survey to
principals and deputy principals in October 2024. Over the course of the three years, more than 4,000 primary school leaders have responded.
We asked those school leaders to rate the sustainability of their leadership role (0 being completely unsustainable and 10 being fully sustainable). The comparative data gleaned from those responses is detailed in the table above.
The table highlights two key issues: l the worryingly low levels of the sustainability ratings across all roles and l the inexorable decline, year-on-year, in the sustainability of primary school leadership roles.
While the low sustainability ratings across all of the leadership roles should be of concern to policymakers, education stakeholders and practitioners, of particular concern must be the
sustainability rating of 2.88 reported by teaching principals.
It is noteworthy that when the same question was asked of the school leaders gathered from jurisdictions all around the world at the recent gathering of the International Confederation of Principals, the mean score for the sustainability of their leadership roles was 5.6. The mean score of our international colleagues is 73% higher than that of Irish principals and 94% higher than the mean score for teaching principals.
It was also noteworthy that in the survey data from 2022, 97% of respondents either strongly agreed (78%) or agreed (19%) that the key issue that undermines the sustainability of their leadership role is the number of tasks and responsibilities that divert their attention away from their core purpose as a school leader – leading teaching and learning.
Table 2 – The sustainability rating of school leaders in 2022, 2023 and 2024
Impact on health and wellbeing of school leaders
In response to concerns that the increasing complexity and workload demands of school leadership roles are impacting on the health and well-being of Irish school leaders, IPPN commissioned a specific piece of research in partnership with our sister organisation at postprimary level – the National Association of Principals and Deputies (NAPD).
The focus of the research project was on the occupational health, safety and well-being of
school leaders in Ireland, and was conducted by a team from Deakin University, Melbourne, over the three-year period from 2022 to 2024, as outlined earlier in this report. While marginal improvements are observed in 2024, the data gleaned from this research revealed that the six negative well-being scores of primary school leaders (burnout, stress, sleep disorders, depressive symptoms, somatic stress and cognitive stress) are either nearly double or more than double those of the healthy working population.
Table 3 – Comparison of the Health and Wellbeing Outcomes of Irish Primary School Leaders with those of the Healthy Working Population
Figure 2 – Perspectives of deputy principals as to whether they would apply for the role of principal in their school (2023 v 2024)
Consistently, the most elevated score, and the one of most concern, is burnout, with 54% of primary school leaders being identified as being within the severe or high categories of burnout in 2023.
The extent to which health and wellbeing outcomes have deteriorated over time, since the study was last undertaken in 2015, is detailed in the table above
The research team conclude that ‘The three years of results demonstrate that Irish primary school leaders face numerous work-related challenges that impact their health and wellbeing. While they report experiencing meaningful work and community trust within their schools, they navigate a range of stressors, including high workloads and roles that are cognitively and emotionally demanding. The diverse responsibilities school leaders manage often prevent them from dedicating sufficient time to key leadership tasks. Furthermore, the evidence in this report shows that many leaders work in environments and roles that put their health and wellbeing at risk. This is evidenced by the significant reports of burnout and health issues, which highlight the urgent need for interventions to create healthier and more sustainable work conditions for school leaders.’
Summary findings from analysis of evidence
The summary and key takeaway findings from the evidence detailed above is as follows:
1. The work demands of Irish primary school leaders have consistently increased, year on year
2. The majority of tasks and responsibilities that constitute this workload have little to do with the core purpose of school leaders, which is leading teaching and learning
3. Not being able to do the job they signed up to do, despite their increased workload, is undermining:
the effectiveness and sustainability of their leadership a. their health and wellbeing.
Progressing IPPN Priorities
Following the publication of the progress report in November 2023, IPPN, in partnership with the NAPD, convened a symposium on education and leadership in January 2024. The symposium served to cast a fresh light on the critical challenges faced by school leaders and their efforts to ensure a balanced practice of leadership and management in schools.
In its response to the issues raised at the symposium, the DE acknowledged that it accepted the data and analysis with regard to the unsustainability of school leadership roles and that the focus now needed to move to actions and solutions.
To that end, IPPN proposed specific actions in the following areas:
l achieving greater role clarity
l ensuring increased time for leadership
l ensuring greater capacity to share leadership l enhancing school governance structures.
IPPN met with DE officials in March, April, May and September 2024 to progress these proposals, which also formed the basis of our Budget 2025 submission.
IPPN also had a number of bilateral meetings with stakeholders to align agendas and to build a coalition of support for our proposals.
Table 4 – Comparison of Health and Wellbeing Outcomes (2015 v 2022 v 2023 v 2024
Section 3 Proposals to Enhance Leadership Capacity, Effectiveness and Sustainability
This section outlines the proposals that IPPN developed and submitted to the DE, detailing specific measures to enhance leadership capacity, effectiveness and the sustainability of school leadership roles.
An increased allocation of leadership time
School leaders have clearly identified an insufficient allocation of leadership time to their school as the greatest impediment to the effective leadership of their schools.
In response to our 2024 member survey, 93% of school leaders agreed (79% strongly agreed, 14% agreed) that an increased allocation of leadership time to the school would have a significant positive
impact on school effectiveness. This is wholly understandable given that 54% of principals are teaching principals and 93% of deputy principals have full-time teaching duties.
The independent research team from Deakin University conclude in their recommendations, in their 2024 report on Irish Primary Principals’ and Deputy Principals’ Health and Wellbeing, that ‘There is a chronic need for additional discrete time for leadership to be allocated to schools to ensure school leaders, particularly teaching principals and deputy principals, have the capacity to the meet significant work demands placed upon them.’
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
The current model by which leadership time is allocated to primary schools
The current model by which leadership time is allocated to primary schools is unnecessarily rigid and lacks nuance. The number of leadership and management days that are allocated to primary schools is based on the number of pupils in the school, which then determines the statusteaching or administrative - of the principal and deputy principal.
Schools with fewer than 168 pupils have teaching principals who can avail of one leadership day a week (or 37 leadership days in the school year). The deputy principals in such schools have no allocated leadership time. Schools that have between 169 and 572 pupils enrolled have fulltime administrative principals (182 leadership days). Again, deputy principals in such schools have no allocated leadership time. Schools with 573 pupils or more have full-time administrative
Figure 3 – An increased allocation of leadership time and school effectiveness
Figure 4 – Leadership and management days allocated to primary schools
The number of leadership and management days allocated to primary schools
principals and deputy principals (364 leadership days).
If a school with 169 pupils loses one pupil, they go from having a full-time administrative principal to a teaching principal, with a consequent loss of 145 leadership days - 80% of their leadership capacity. Similarly, if a school with 573 pupils loses one pupil, they go from having a full-time administrative deputy principal to a deputy principal with no allocated leadership time and a consequential loss of 182 leadership days or 50% of the school’s leadership capacity.
The enormous disparity in leadership capacity between a school with 168 pupils and 169 pupils, as well a similarly large disparity between schools with 572 pupils and 573 pupils, does not stand up to any kind of scrutiny and highlights the need for a more nuanced and graduated approach to the
allocation of leadership time to primary schools.
A different model in post-primary schools
A graduated approach is taken to increasing the leadership time allocated to post-primary schools as pupil numbers increase. Increments are in 0.25 of a full-time post until such time as a full-time administrative post for the deputy principal is achieved. Given that such an approach is adopted in post-primary schools, it seems reasonable to argue that an equivalent approach should be used in primary schools to allocate administrative time to teaching principals and teaching deputy principals.
An alternative model for primary schools
It is in this context that IPPN formed our proposals with regard to an increased allocation of leadership time to primary schools. Three costed models were developed and shared with the DE. IPPN’s preferred model is detailed in Table 5 below.
Figure 5 - Graduated administrative deputy principal allocation to post-primary schools based on pupil numbers
The model works back from the existing thresholds of 169 and 573 pupils for administrative principal and deputy principal status respectively and it mirrors the approach taken to the allocation of leadership time to deputy principals in postprimary schools.
Two important points must be made:
1. The additional leadership and management days that the above model details could be used to free up the person best placed to avail of that release time in terms of leading specific initiatives in the school at any given time, whether that is the principal, the deputy principal, an assistant principal or another member of the teaching staff.
2. The use of enrolment numbers as the metric for determining the status of principals and deputy principals is flawed. A metric that would be far more reflective of the leadership and management workload in a school is the number of staff members (teachers, SNAs and ancillary).
Greater role clarity for school leaders
A lack of leadership capacity within our schools has significant implications for the effective implementation of any new initiative and policy directive. It also has clear implications for aspiring and emerging leadership. But, most importantly, it has implications for school effectiveness and, ultimately, outcomes for children.
It is imperative that we create the ‘conducive conditions’ that will empower the leadership agency required to deliver the most effective schools. Central to that process is reaching consensus on what it is that we want our school leaders to be doing in their role.
The independent research team from Deakin University conclude in their recommendations, in their 2024 report on Irish Primary Principals’ and Deputy Principals’ Health and Wellbeing, that ‘To ensure leadership roles that are both effective and sustainable, the responsibilities of school leaders must be clearly defined, aligned with realistic expectations and achievable within standard working hours. The current scope of leadership roles places an unrealistic and unsustainable burden on school leaders.’
IPPN believes that the Quality Framework for leadership and management can be used, not just as a rubric for evaluating leadership practice, but
as a basis for establishing a shared understanding of what constitutes effective school leadership and where school leaders should be spending their time. It can also serve to ensure a more balanced practice of the twin dimensions of leadership and management, as both are required to ensure school effectiveness.
IPPN’s Leadership Effectiveness Reflection Tool
Accordingly, IPPN has developed a Leadership Effectiveness Reflection tool, based on the domains and standards of the Quality Framework, which details the tasks/actions associated with the achievement of those standards with a view to establishing who is best placed to undertake such actions.
IPPN fully accepts that there are leadership and management dimensions to all school leadership roles and that there needs to be a balanced focus on both dimensions. The reflection tool seeks to assist the exploration of the practice of school leadership. It is envisaged that the tool would be used by school leaders and those involved in the leadership and management of a school in order to reflect on current leadership practice.
When engaging with the tool, it is important to bear in mind that there may be tasks currently being undertaken by someone or some structure/ body other than the principal, the deputy principal and those involved in the leadership and management of the school. It is also important to bear in mind that there may be tasks currently being undertaken by the principal, the deputy principal or those involved in the leadership and management of the school that could or should be undertaken by someone else or some other structure/body.
The leadership effectiveness reflection tool can be accessed here
Greater capacity to share leadership
It is generally accepted that a shared or distributed model of leadership is the most appropriate way of ensuring that our schools are led and managed effectively. It is also recognised that this distributed leadership approach has the potential to enhance the sustainability of senior leadership roles within our schools, while also developing the capacity of those who may be appointed to those roles in the future.
It is clear that school leaders also hold this view as, in their responses to our 2024 member survey, 95% of school leaders agreed (73% strongly agreed, 22% agreed) that an increased capacity to share leadership would enhance their own leadership capacity, effectiveness and sustainability.
Key to the fostering, developing and embedding of a culture of shared leadership in the school is access to structured supports, such as team coaching. However, certain impediments exist to schools accessing the team coaching facility offered now through the Oide Leadership section. As it stands, only schools where the principal has availed of four one-to-one coaching sessions are able to apply for access to team coaching. This disadvantages schools where the principal, for whatever reason, does not wish to engage with one-to-one coaching. The impact is clear, with fewer than 5% of schools (primary and postprimary) having completed team coaching as of the end of 2023.
Achieving greater access to team coaching
IPPN proposes that this barrier to accessing team coaching be removed, and that the following modifications be made:
l Allow all schools to apply for access to team coaching regardless of whether the principal has engaged with one-to-one coaching.
l Increase the number of team coaching sessions from four to eight.
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
l Use the first two sessions for the principal, deputy principal and coach to establish an understanding of the needs of the school and what they wish to achieve.
l Allow all members of the leadership and management team to attend (restricting it to six people will be exclusive and less effective in schools where there are more than six members of the leadership management team).
Enhancing current and future governance practice
Over the last 13 years, IPPN has consistently highlighted our concerns about the appropriateness of the current Board of Management governance structure in our schools. Society is indebted to the volunteers who serve, or have served, on our boards, and the selfless community service they have provided over the last 50 years. However, it is unreasonable and unfair to expect volunteers to continue to discharge the increasingly complex and onerous statutory and legislative responsibilities that fall to Boards of Management.
In the absence of appropriate support and direct access to relevant expertise, the lack of capacity of Boards to adequately discharge their governance function has been identified as a significant contributory factor to the increased workload of school leaders and the diminishing sustainability of their roles. Furthermore, standards of governance
Figure 6 – Capacity to share leadership
are compromised, which has significant implications for schools, their patrons, the education system and wider society, not to mention children.
It is in this context that IPPN advocates for review/ reform of the governance of our schools.
Underlying Principles
In order to ensure that there are no misconceptions in relation to IPPN’s vision for the governance of our schools, the following underlying principles are offered:
Any proposed model of school governance must l respect and protect the ethos of schools, whatever that ethos may be l retain the element of local stakeholder involvement
l be buttressed by ready access to relevant expertise and services
l uphold the principles of good governance and the standards of the Charities Regulator.
Twin Challenges/Opportunities
Given that new Boards of Management in primary schools were constituted in November 2023, and will complete a four-year term of office running to November 2027, two challenges or opportunities arise. How can we use the lifetime of the current Boards of Management:
1. to explore how current governance practice can be enhanced?
2. to determine what governance structure would best meet the needs of schools into the future? The solutions that are found to address the first of these challenges/opportunities will likely inform the conversation relating to the second.
Enhancing Current Governance Practice
Mindful of the issues previously detailed with regard to the capacity of the current Board of Management structure to meet the governance demands of our schools, it is imperative that ways to enhance current governance practice are explored. IPPN proposes two ways of doing this:
1. Piloting the role of an Administrative/ Compliance Officer within the confines of the Small Schools Action Research Project
2. Piloting clustered access to shared services (HR, Finance, Legal, etc.).
Piloting the role of an Administrative/Compliance Officer within the confines of the Small Schools Action Research Project
The large number of primary schools in Ireland,
particularly smaller schools in rural areas, and the voluntary nature of boards, leaves many schools struggling to establish a properly constituted Board. This has implications for any decision such a Board might make. Allied to the challenge of trying to secure sufficient numbers of Board members to ensure the Board is properly constituted, there is the additional challenge of securing Board members with specific and relevant expertise. This combination of these factors compromises the capacity of those schools to deliver good governance and undermines their effectiveness.
Unsurprisingly, therefore, the issue of Boards of Management and governance was identified as a priority area of focus by the clusters of schools involved in the Small Schools Action Research Project. In keeping with the Minister’s reference to the potential of the Small Schools project to offer some insight and ideas for how Boards may be supported, it was agreed that it might be possible to use the project to explore different supports for governance, as long as they were in compliance with the provisions of the governance manual.
Noting that an Administrative Officer role had already been established to support the schools in the area of administration, it was suggested that this role could be expanded to include a focus on supporting some compliance elements of the Board’s work. Analysis of the original role specification highlighted the fact that there were elements of compliance already included in the role specification.
Accordingly, IPPN proposed the following:
l that a second phase or iteration of the research project be sanctioned to run until June 2026
l that a role specification for an Administrative/ Compliance Officer, designed to support school leadership and enhance governance, would be agreed
l that each cluster participating in the second phase of the research project would be given the opportunity to avail of the support of an Administrative/Compliance Officer, should they wish to do so
l that an independent evaluation of the impact of the role be undertaken in quarter 2 of 2026.
The sanctioning of a two-year extension to the Small Schools Action Research Project to run until June 2026 is a welcome development which will allow for the piloting of further measures to enhance leadership and governance.
Piloting clustered access to shared services (HR, Finance, Legal, etc.)
As previously stated, Boards of Management are operating in a complex regulatory environment where the levels of oversight and compliance demanded of them are significant. When one further considers that these Board members are volunteers with no specific, relevant expertise guaranteed and no requirement to engage with training, the inadequate and haphazard nature of the school governance structure becomes apparent.
The legal, financial, human resource, health and safety, child protection and data protection
compliance responsibilities of Boards are both significant and onerous. Such compliance can only be assured when specific and relevant expertise is readily available to schools. The involvement in the governance structure of local stakeholders who are invested in the school community needs to be buttressed by access to professional expertise/ services.
The availability of such expertise/services, provided on a clustered basis to schools, would enhance current governance practice while also protecting the autonomy of individual Boards. Such a model already exists within the post-primary sector.
Accordingly, IPPN proposes the following
l that a provider be approached to ascertain their willingness to consider the provision of services to clusters of primary school Boards of Management on a pilot basis
l that a cohort of schools be identified who would be willing to participate in a cluster that had access to such services on a pilot basis
l that the cohort of schools identified includes schools of varying size, context, etc., to ensure that it is a representative sample
l that an independent evaluation of the impact of clustered access to professional services be undertaken in quarter 2 of 2026.
Determining what governance structure would best meet the needs of schools into the future
IPPN maintains an open mind as to what the most appropriate governance structure for Irish schools would look like. We also anticipate that the rich learnings that would emanate from the proposals made previously, if enacted, would help to shape and inform the system’s consideration of alternative governance structures.
However, in keeping with our underlying principles, it is IPPN’s belief that the governance of Irish primary schools needs to be l robust
l distinct from the day-to-day leadership and management of the school and l informed by professional expertise.
The function of school governance needs to be clearly defined and distinct from the day-today leadership and management of the school. Governance is about vision, mission, goals, strategic direction, policy, values and compliance. Effective governance supports and enables effective school leadership and management.
The leadership and management of the school, as exercised by the school leaders and the wider leadership team, should focus on:
l Leading teaching and learning
l Leading school development
l Developing leadership capacity and
l Managing the organisation.
This will ensure that school leaders can maintain their focus on their core purpose and should lead to better delineation between those responsibilities that are within the remit of the leadership of the school and those that more appropriately locate themselves within the area of governance, which
is the remit of the body corporate that is the Board of Management.
The Primary Education Forum has been identified by the Minister as ‘a platform for discussion…. as to what the future governance arrangements for schools might look like.’ Given that all of the primary education partners are represented around the Forum table, it makes sense for it to be used to ensure progress on this issue.
However, as the Forum meets only three times a year, meaningful momentum and progress would be difficult to achieve. Accordingly, IPPN proposes the following:
l that a working group be established from the membership of the Forum
l that the working group should be tasked with facilitating collaborative engagement with a view to the development of discussion papers for the consideration of the wider membership of the Forum
l that progress reports delivered by the working group at each meeting of the Forum
l that a target date of June 2026 be agreed for the finalisation of proposals for governance reform.
Section 4 Resources developed and steps undertaken
This section details the actions that have been undertaken in respect of the proposals outlined in Section 3 and the next steps required to achieve further progress.
Promoting the use of the Leadership Effectiveness Reflection Tool
IPPN developed the Leadership Effectiveness Reflection Tool in order to
l facilitate reflection on leadership practice within the school
l ensure greater clarity around the role and responsibilities of school leaders
l ensure a more balanced practice of the leadership and management dimensions to the role
l promote a greater sharing or distribution of leadership.
As previously stated, the tool is based on the domains and standards of the Quality Framework for leadership and management and details the tasks/actions associated with the achievement of those standards, with a view to establishing who is best placed to undertake such actions.
IPPN encourages school leaders and school leadership teams to engage with the tool, either individually or collectively, with a view to reflecting on and enhancing the practice of leadership in the school.
The leadership effectiveness reflection tool can be accessed here and is also included as Appendix 2 to this progress report.
Promoting the use of the Guide to Leadership of Teaching and Learning
The leadership of teaching and learning is core to the purpose of school leadership. Empowering the provision of high-quality learning experiences that allow children to exercise agency with regard to their learning, and better enable them to achieve in accordance with their potential, is at the heart of what those with leadership and management roles aspire to do.
IPPN’s research has highlighted the disproportionate focus on managing the organisation in the tasks and responsibilities ascribed to school leaders. Indeed, in response to a survey of members conducted in 2022, 97% of principals agreed that the factor that most undermines the sustainability of their roles is the number of tasks and responsibilities they have to undertake that have nothing to do with their core purpose of leading teaching and learning.
The Irish Principal and Deputy Principal Health and Wellbeing survey conducted by an independent research team from Deakin University in Melbourne, Australia, identified the sheer quantity of work and the lack of time to focus on teaching and learning as being consistently the top two stressors for school leaders.
As the professional body for primary school leaders in Ireland, IPPN seeks to empower the most effective leadership of our schools in order to ensure better outcomes for children. It is in this context that we have developed A Guide to the Leadership of Teaching and Learning
To be clear, the guide is not offered as a ‘todo-list’, nor does it claim to be definitive or exhaustive. IPPN merely encourages schools to use the guidelines to reflect upon and to inform the practice of leadership of teaching and learning in their particular context. It is also hoped that the guide may help to bring about a more balanced practice of leadership in our schools with a greater focus on our core business of teaching and learning.
Promoting
the use of the P-I-E-W Model
IPPN developed the P-I-E-W model to empower schools to maintain a focus on their stated priorities. It is a strategic approach to managing school improvement planning using the school self-evaluation (SSE), School Improvement (SIP), and DEIS planning processes.
P-I-E-W empowers school leaders by providing them with a means of managing expectations. It is a structured framework that facilitates collaborative discussion using the SSE process to identify the priorities that will significantly impact teaching and learning while also managing staff capacity for further change.
P-I-E-W supports school leaders to control and manage the flow of initiatives into the school by: l restricting the number of initiatives/priorities established by the school l ensuring the phased implementation of those initiatives/priorities (ideally over five years) through the completion of the Prioritisation, Implementation, and Embedding phases l ensuring a focus on the embedding phase which is crucial in terms of achieving longterm impact but is often omitted by schools.
P-I-E-W can also be used as a positive communication tool to promote an understanding amongst parents and staff of the SSE, SIP, and DEIS planning processes and the requirement for effective schools to prioritise/deprioritise. Once the strategic priorities have been agreed upon, all other suggestions are recorded in the W column (The W in P-I-E-W i.e. ‘Not Yet - Wait). All suggestions are shown respect but must ‘Wait’ to be considered as part of the SSE process. The plan is visual, simple to explain, and easily understood by all school community members.
This positive communication tool empowers the leader to hold respectful and positive conversations regarding change with staff and parents. Those making the suggestion(s) concerning school improvement feel listened to and respected. Every reasonable suggestion is considered a good idea when using the P-I-E-W framework. However, all suggestions are recorded in the W column for consideration at a later stage as part of the SSE process.
For further information on how the model can be used by schools to manage their priorities, IPPN’s P-I-E-W Resource Bundle can be accessed here
Promoting the Wellbeing of School Leaders
As previously highlighted, the longitudinal Irish Principal and Deputy Principal Health and Wellbeing Surveys 2022-2024 have brought into clear focus the extent to which workloads and work environments are impacting negatively on the health and wellbeing outcome of primary school leaders.
In response, the Advocacy and Communications committee of IPPN’s National Council developed a comprehensive position paper on School Leaders’ Wellbeing, which
l sets out the issues that contribute to these worrying scores
l considers their impact on leadership and school effectiveness
l identifies the supports that are currently in place
l highlights what is being done elsewhere
l describes what IPPN is doing to improve the sustainability of school leadership
l makes recommendations and proposals to school leaders, boards of management, IPPN and the Department of Education to improve wellbeing.
The position paper can be accessed here
IPPN will be progressing the recommendations within the report that are within our compass to deliver, including the development of a Be Well, Lead Well campaign.
Progressing Budget Proposals
Through the Sustainable Leadership project, IPPN has consistently highlighted the issues that are impacting on leadership capacity, leadership effectiveness and the sustainability of leadership roles in our schools. All of the data and evidence highlights the extent to which that leadership capacity and effectiveness are undermined. A lack of leadership capacity within our schools has significant implications for the effective implementation of any new initiative and policy directive but, most importantly, it has implications for day-to-day school effectiveness and, ultimately, outcomes for children.
The DE challenged IPPN, and other education stakeholders, to propose solutions to enhance leadership capacity and effectiveness. In response to that challenge, IPPN developed and shared the specific proposals that have been detailed in this progress report.
It is, therefore, a cause of significant concern and dismay that this year’s budget manifestly failed to address the issues that IPPN and other stakeholders have raised. Allocating an additional 500 leadership and management posts will make little difference to the leadership reality in schools where the principal is teaching four days a week and the deputy principal has full-time teaching duties. Given the challenges faced and acknowledged, it is hard to understand how no additional time for leadership was allocated to schools.
IPPN has articulated our concern directly to the Secretary General. IPPN has also stressed the importance of the DE’s ambition to impact positively on leadership being translated into meaningful and substantive measures and that those measures would be implemented, as a matter of urgency.
It is IPPN’s view that, if the issue of leadership capacity is not addressed, then the effective implementation of sectoral priorities such as the Primary Curriculum Framework and the SNA Workforce Development plan will be fundamentally compromised.
The Secretary General has indicated that she will meet IPPN to discuss our concerns.
Wider Highlighting of Leadership Capacity Concerns
In order to ensure that a wider understanding of IPPN’s concerns in relation to the extent to which leadership capacity and effectiveness have been undermined and the implications both day-to-day school effectiveness and outcomes for children, as well as the implementation of sectoral priorities, IPPN has written to
l the Secretary General of the DE
l the Chief Inspector
l the Chief Executive of the NCCA
l the Chief Executive Officer of the NCSE
l the General Secretary of the INTO
l the Chief Executive Officer of the National Parents’ Council
l the leadership of the various management bodies.
Attached to this correspondence was a copy of this progress report and a copy of the 2024 report of the Irish Principal and Deputy Principal Health and Wellbeing research. IPPN has sought the opportunity to meet with each of the stakeholders
with whom we corresponded in order to discuss the concerns that have been raised and to build a coalition of support to implement measures that will impact positively on leadership capacity, effectiveness and the sustainability of leadership roles.
Conclusion
IPPN’s analysis of the current reality of primary school leadership, as evidenced by the feedback from school leaders and independent research, clearly identifies the extent to which leadership capacity, effectiveness and the sustainability of school leadership roles have been undermined.
Not only does this have significant implications for school leaders themselves but it also compromises school effectiveness, outcomes for children and the effective implementation of sectoral priorities such as the primary curriculum framework.
Substantive and meaningful action must be taken as a matter of urgency to enhance leadership capacity, effectiveness and the sustainability of school leadership roles. In this regard, a greater allocation of discrete time for leadership must be prioritised.
IPPN will continue to develop supports and resources to empower effective, sustainable leadership and remains steadfast in its commitment to the achievement of systemic reform of the practice of school leadership.
“
If you’re walking down the right path and you’re willing to keep walking, eventually you’ll make progress.
BARACK OBAMA ”
Appendix One Analysis of Work Demands / Workload
Analysis of Circulars
The following table details the new circulars, relevant to primary schools, that have issued since November 2023. Circulars that issue annually have been omitted from the list.
Circular LAOS Domains Principal’s Responsibility
0046/2023
Revision of Salaries of for school secretaries previously funded under Ancillary grant funding
0059/2023
Domestic Violence Leave for Registered Teachers employed in Recognised Primary and Post Primary Schools
0060/2023
Domestic Violence Leave for Special Needs Assistants employed in Recognised Primary and Post Primary Schools
0063/2023
Domestic Violence Leave for staff other than persons employed as Teachers and Special Needs Assistants employed in Education and Training Boards
0002/2024
(Primary) Special Education Teacher (SET) allocation model and the calculation of the SET allocation for each school from the 2024/25 school year
0015/2024
Domestic Violence Leave for School Secretaries covered by the terms of the 2022 Workplace Relation Commission (WRC) Agreement, employed in Recognised Primary and Voluntary Secondary and Community and Comprehensive Schools
l Managing the Organisation l Communicate details of circular to staff and BOM
l Managing the Organisation l Communicate details of circular to staff and BOM
l Process leave
l Secure substitute cover
l Managing the Organisation l Communicate details of circular to staff and BOM
l Process leave
l Secure substitute cover
l Organise Garda Vetting
l Managing the Organisation l Communicate details of circular to staff and BOM
l Process leave
l Managing the Organisation
l Leading Teaching and Learning
l Communicate details of circular to staff and BOM
l Recruit in accordance with allocation (if applicable)
l Appeal allocation (where relevant)
l Managing the Organisation l Communicate details of circular to staff and BOM
l Process leave
Circular
0016/2024
Unpaid Leave for Medical Care Purposes for School Secretaries covered by the terms of the 2022 Workplace Relation (WRC) Agreement, employed in Recognised Primary and Voluntary Secondary and Community and Comprehensive Schools
0023/2024
The Education Sponsor Referral Agreement and Responsibilities of Data Controllers
0025/2024
Report of Education Need for the Purpose of the Assessment of Need Disability Act 2005.
LAOS Domains
Principal’s Responsibility
l Managing the Organisation l Communicate details of circular to staff and BOM
l Process leave
l Managing the Organisation l Communicate details of circular to staff and BOM
l Managing the Organisation l Communicate details of circular to staff and BOM
l School to complete Report of Education Needs for the purpose of Assessments of Needs
0028/2024
Appointment of Administrative Deputy Principals and Staffing Arrangements in Special Schools to take effect from the 2024/2025 school year
0038/2024
Revision of Salaries for School Secretaries Previously Grant Funded Effective from 01 January 2024
0042/2024
Say Yes to Languages –primary languages sampler module
0054/2024
Primary Mathematics Curriculum for primary and special schools
0055/2024
Publication of Bí Cineálta Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools
l Managing the Organisation
l Developing Leadership Capacity
l Communicate details of circular to staff and BOM
l Recruit additional staff member
l Consult re role and responsibilities of Admin DP
l Managing the Organisation l Communicate details of circular to staff and BOM
l Leading Teaching and Learning
l Communicate details of circular to staff and BOM
l Engage with module
l Managing the Organisation l Communicate details of circular to staff and BOM
l Act in accordance with guidance
l Managing the Organisation
l Leading Teaching and Learning
l Leading School Development
l Communicate details of circular to staff and BOM
l Initiate process of policy development
l Attend webinars
l Discuss procedures with staff
Analysis of Policy Guidelines and other related documents
The following table details the new policy guidelines, schemes and other related documents (not covered by circulars) that have issued since November 2023.
Document
STEM Learning Grant
Keeping Childhood Smartphone Free
Schools Photovoltaic Programme
Education for Sustainable Development Funding
Physical Activity in Teaching and Learning - Pilot Programme
Music Education Grants
Literacy, Numeracy and Digital Literacy Strategy 2024 – 2033
LAOS Domains
Principal’s Responsibility
l Managing the Organisation l Apply for grant
l Managing the Organisation l Bring to the attention of parents, staff and BOM
l Managing the Organisation l Bring to the attention of BOM
l Apply for participation in the scheme (where relevant)
l Managing the Organisation l Apply for grant
l Managing the Organisation
l Leading Teaching and Learning
l Apply for funding
l Managing the Organisation l Apply for funding
l Managing the Organisation
l Leading Teaching and Learning
l Leading School Development
l Bring to the attention of parents, staff and BOM
Procedures on use of School Buildings and Sports Facilities outside of School Hours
l Managing the Organisation l IBring to the attention of BOM
l Adhere to procedures
Appendix Two Leadership Effectiveness Reflection Tool
n This reflection tool seeks to assist the exploration of the practice of school leadership with reference to the Quality Framework for Leadership & Management (LAOS 2022). It is envisaged that the tool would be used by school leaders and those involved in the leadership and management of a school in order to reflect on current leadership practice
n IPPN fully accepts that there are leadership and management dimensions to all school leadership roles and that their needs to be a balanced focus on both dimensions.
n In the tables below,
l the first column details the standards within each domain of the quality framework
l the second column details how that standard might be achieved and
l the third column details the tasks/actions that are undertaken in schools relating to those domains and standards
l the fourth column can be used to identify who, if anyone, is currently undertaking the task/ actions detailed in column 3.
l the fifth column can be used to identify who might be better placed and/or capable of undertaking the task/actions detailed in column 3
n When engaging with the tool, it is important to bear in mind that there may be tasks currently being undertaken by someone or some structure/body other than the principal, the deputy principal and those involved in the leadership & management of the school. It is also important to bear in mind that there may be tasks currently being undertaken by the principal, the deputy principal or those involved in the leadership & management of the school that could or should be undertaken by someone else or some other structure/body.
n The list of tasks/actions in column 3 is not exhaustive. There is a range of other tasks/actions that take place on a daily basis in schools including the management of communications, interactions with parent/guardians, etc. It is impossible to capture the totality of school life and the multiplicity of school contexts, so schools should feel free to add to the tool to take account of their specific context.
Standards
Promote a culture of reflection, improvement, collaboration, innovation and creativity in learning, teaching and assessment
n Create an environment that empowers teacher agency
n Promote a culture of reflective practice
n Promote collaborative practice
n Strive to achieve improved outcomes
n Promote the use of digital technologies to enhance teaching and learning
n Promote and celebrate innovative and creative practice
Curriculum
n Ensure the development of a school plan
n Ensure that it is regularly reviewed and updated.
n Monitor planning and preparation for teaching and learning
n Ensure varied, differentiated and ageappropriate teaching approaches are used
n Ensure a systematic approach to the assessment of pupil learning and that modes of assessment are varied and age-appropriate
Foster a commitment to inclusion, equality of opportunity and the holistic development of each pupil
Manage the planning and implementation of the school curriculum
n Ensure that a broad curriculum and varied learning opportunities are provided
n Promote a culture of inclusion that is reflected in all school policies
n Ensure all staff support an ethos of equality of opportunity
n Ensure a consultative and sensitive approach to the provision of additional support for pupils
n Ensure pupil progress is monitored
n Ensure that preparation for teaching and learning reflects a broad curriculum
n Ensure that preparation for teaching and learning is systematic
n Ensure that valuable learning experiences are planned and delivered
Foster teacher professional learning that enriches teachers’ and pupils’ learning
n Promote the importance of relevant continuous professional
n Identify and facilitate participation in relevant professional development opportunities
n Promote and facilitate teachers’ participation in communities of practice
n Ensure assessment information is used to inform learning experiences and teaching approaches
n Facilitate collaborative planning meetings
n Ensure professional conversations about teaching and learning feature on the agendas of staff meetings
n Ensure ongoing review of curriculum policy statements
n Plan and provide targeted professional development
n Avail of external supports through Oide
n Ensure staff remain informed of developments in the area of curriculum and assessment
Inclusion
n Allocate caseloads to SETs
n Review timetabling of SETs
n Ensure maintenance of student support files
n Ensure logging of frequency and intensity of behaviours of concern
n Ensure school meets its obligations in relation to the Assessment of Need process
n Meet with parents
n Meet with SENO
n Meet with NEPS Psychologist
n Liaise with NCSE advisors
n Liaise with Visiting Teacher service
n Ensure systematic approach to internal diagnostic assessment
n Facilitate external assessment
n Review and disseminate professional reports
Standards
DOMAIN 1 – LEADERSHIP OF TEACHING AND LEARNING
n Deploy SNAs to meet care needs of children
n Provide confirmation of attendance to SENO
n Provide confirmation of Leavers to SENO
n Make applications for assistive technology
n Make applications for specialist furniture
n Manage applications for exemption from Gaeilge
l Process application forms
l Determine whether child meets the criteria
l Communicate outcome of application to parent
l Issue certificate of exemption to parent
l Record exemption details on POD and on school’s information management system
n Monitor programme implementation
n Ensure identification and procurement of appropriate resources
n Keep abreast of new approaches & strategies
Standardised Testing
n Ensure literacy and numeracy tests are administered annually
n Collate scores from class groups
n Return scores for the relevant class groups via ESINET to DE
n Analyse test scores and monitor trends from year to year
n Include key information on pupils annual reports
n Use information to inform teaching and learning plans
Professional Development
n Promote an engagement with ongoing professional development among all staff
n Facilitate the sharing of learnings from engagement with professional development among all staff
Create and maintain a positive school culture and a safe, healthy and purposeful learning environment, and sustain it through effective communication
n Ensure all required policies are in place and reviewed systematically
n Seek to maintain a safe and secure environment underpinned by respect for all
n Ensure child protection procedures are followed
n Ensure health & safety obligations are met
n Establish effective ways of communicating with all members of the school community
School Culture
n Ensure the existence and maintenance of a culture that encourages respect, trust, care, consideration and support for others
n Ensure the existence and maintenance of a culture that is welcoming of difference and diversity and fosters inclusivity
n Recognise the importance of respectful relationships across the school community
n Ensure that a child-centred approach is adopted to all of the work of the school
n Ensure the characteristic spirit (ethos) of the school is upheld
Manage the school’s human, physical and financial resources so as to create and maintain a learning organisation
Manage challenging and complex situations in a manner that demonstrates equality, fairness and justice
n Establish and maintain effective organizational routines
n Ensure that resources are used efficiently and in an accountable manner
n Ensure the strategic deployment of school staff in the best interests of pupils
n Ensure the building and grounds are kept in good order
n Ensure equitable availability of teaching aids and resources.
n Ensure meaningful consultation with stakeholders
n Ensure a shared understanding of the need for positive, productive and professional relationships
n Challenge behaviours that undermine such relationships and seek solutions where interpersonal conflicts arise
n Ensure appropriate procedures are in place that offer due process to all
n Ensure the development and implementation of a Code of Behaviour that has been drawn up and published in accordance with current guidelines.
n Ensure the development and implementation of a Dignity at Work policy
n Ensure the development and implementation of protected disclosures procedures
n Ensure fidelity to the agreed procedures for managing complaints, grievances, etc.
Child Protection
n Ensure Child Protection safeguarding statement is updated, disseminated and displayed
n Ensure Child Protection risk assessment is updated, disseminated and displayed
n Ensure vetting is in place for all adults who interact with the children
n Process vetting applications
n Organise child protection training for staff
n Ensure that the school’s reporting procedure is followed, so that child protection and welfare concerns are referred promptly to Tusla.
n Receive child protection and welfare concerns and consider if reasonable grounds for reporting to Tusla exist.
Standards
Develop and implement a system to promote professional responsibility and accountability
n Promote individual reflection on practice
n Promote and facilitate collaborative reflection on practice
n Support staff who are experiencing challenge
n Consult informally with a Tusla Duty Social Worker through the Dedicated Contact Point, if necessary.
n Where appropriate, make a formal report of a child protection or welfare concern to Tusla using the Tusla Web Portal.
n Inform the child’s parents/ guardians that a report is to be submitted to Tusla or the Garda Síochána
n Liaise with social workers working with children and families in the school
n Participate in case conferences
n Ensure proper maintenance of all files
n Comply with DE inspections
Anti-Bullying
n Ensure that the school has an appropriate AntiBullying Policy in place
n Ensure that the procedures outlined in the Anti-Bullying Procedures for Primary and Post-Primary Schools and associated Circular 0045/2013 are adhered to when dealing with allegations and incidents of bullying
n Ensure that the school’s anti-bullying policy is available to the school community
n Ensure that an annual review of the school’s Anti-Bullying Policy and its implementation by the school is undertaken
n Ensure that, at least once in every school term, the BOM is provided with a report in relation to bullying
n Ensure that written confirmation that the annual review has been carried out is communicated to the school community
n Promote tolerance and understanding amongst all members of the school community both in school and out of school
n Raise awareness amongst the entire school community that bullying is unacceptable behaviour
n Ensure pupils are encouraged to disclose and discuss bullying behaviour in a non-threatening environment
DOMAIN 2 – MANAGING THE ORGANISATION
n Ensure the implementation of a range of education and prevention strategies to raise awareness of and address bullying
n Ensure comprehensive supervision and monitoring of all aspects of school activity
n Ensure a range of education and prevention strategies are in place to explicitly deal with the issue of cyber-bullying and identitybased bullying
Health & Safety
n Ensure the school has a safety statement in place to ensure, as far as is reasonably practicable, the safety, health and welfare at work of its employees and those who are in anyway affected by the work activities of the school
n Conduct risk assessments
n Ensure regular fire drills
n Ensure safety checks on equipment
n Issue permits to work
n Maintain register of concerns
n Provide training for Staff
n Cater for children with medical conditions
n Establish First Aid Protocols and ensure they are observed and regularly reviewed
n Complete and file incident reports
n Notify illness/injury to parents
n Ensure infection control procedures are followed for notifiable conditions
n Maintain records
Finance
n Ensure that funding provided for specific purposes must be used only for the purpose for which it is granted
n Ensure appropriate inperson and online banking procedures are followed
n Facilitate payment of relevant employees through a payroll system
n Prepare annual budget
n Make Revenue returns
n Ensure accounts are maintained
n Complete monthly bank reconciliation
Standards
DOMAIN 2 – MANAGING THE ORGANISATION
n Prepare finance reports for BOM
n Prepare finance report AGM of PA
n Liaise with auditors / accountants
n Take account of FSSU advisories
n Make VAT returns
n Notify contracts for RCT to Revenue
n Notification of payments to contractors for RCT
n Make payments of RCT to revenue
n Submit accounts to FSSU
n Submission accounts to Patron
n Identify potential need for fundraising
HR
& Staffing
n Recruit staff in accordance with agreed procedures and schedules
n Allocate teaching roles to staff in accordance with agreed policy
n Complete and return the Change of Staff form annually
n Process Career Break applications
n Process Job-sharing applications
n Process CID applications
n Ensure consultation re the needs of the school for Leadership & Management posts
n Ensure Leadership & Management appointments are made in accordance with agreed procedures
n Deal with interpersonal conflict between staff members
n Ensure adherence to professional standards of conduct
n Manage staff absence
n Liaise with other schools to facilitate the operation of the supply panel
Buildings
& Grounds
n Ensure systematic cleaning arrangements are in place
n Procure consumables
n Ensure disposal of waste
n Ensure general maintenance of buildings
n Ensure upkeep of grounds (grass cutting, tree surgery, etc)
Standards
DOMAIN 2 – MANAGING THE ORGANISATION
n Ensure appropriate works are planned, applied for (where relevant) and completed (Minor, Summer & Emergency – see Building Works)
n Address issues related to the grounds (yard surfaces)
n Ensure the school is winter ready
n Treat surfaces as required
Digital Learning
n Invest in development of infrastructure
n Arrange for maintenance of hardware and networks
n Follow procurement procedures for hardware
n Implement the Digital Learning strategy
n Meet staff CPD needs
n Timetable access to laptops / tablets, shared resources
n Ensure availability of printer cartridges/toner
n Renew/review leasing agreements for photocopiers / printers
n Maintain the security of the school’s database
n Renew/review volume licensing agreements
n Ensure procurement of relevant software
n Ensure the development and review of the school’s Acceptable Use Policy
Completion of Works / Building Projects
n Procure consultant to complete the report required to accompany the application for works
n Facilitate site visit for reporting consultant
n Liaise with consultant re completion of report
n Complete application to DE for devolved works
n Initiate tendering process for consultant to design/ oversee the devolved works
n Facilitate site visits from prospective tenderers
n Analyse and evaluate submitted tenders
n Communicate the outcome to preferred consultant and unsuccessful tenderers
n Respond to feedback requests
n Return completed Form of Agreement to DE
n Liaise with consultant re design or spec for works
Standards
DOMAIN 2 – MANAGING THE ORGANISATION
n Liaise with consultant with regard to applications for planning permission, should such planning permission be required
n Liaise with consultant re tendering process for contractor
n Consider the Tender Report compiled by the consultant
n Liaise with consultant on communication to preferred contractor and unsuccessful tenderer
n Revert to DE if lowest tender is in excess of the amount sanctioned for the project/works
n Register contract with Revenue
n Inform insurer of planned works
n Liaise with consultant and contractor re schedule of works
n Draw down first instalment of grant from DE after works have commenced
n Complete reportage to DE as required
n Ensure that the works undertaken are in keeping with the scope of the works that was sanctioned
n Respond to queries and requests from contractor and consultant
n Notify payments to Revenue
n Deduct RCT as directed
n Make payments to contractor
n Make VAT and RCT returns to Revenue
n Liaise with consultant re Certificate of Substantial Completion
n Liaise with consultant re Certificate of Compliance on Completion
n Ensure Safety File has been prepared and received
n Provide written confirmation that appropriate retention amount has been withheld
n Ensure all documentation relating to the project is filed and retained for possible future audit.
DOMAIN 2 – MANAGING THE ORGANISATION
OTHER AREAS THAT LOCATE THEMSELVES WITHIN THE DOMAIN OF MANAGING THE ORGANISATION BUT ARE NOT REPRESENTED WITHIN THE STANDARDS
Admissions
n Ensure Admissions policy is on school website
n Ensure annual admissions notice is published
n Oversee enrolment process annually
n Apply criteria stipulated in policy
n Communicate outcome of applications
Pupil Online Database
n Ensure pupil data is entered and updated
n Facilitate transfers of pupils to and from other schools
n Do end-of-year progressions
n Record details of all exemptions granted
Esinet / OLCS
n Ensure that all of the following are entered on the system and approved as appropriate:
l School closure dates
l Staff details
l Staff leave
l All claims for substitute cover
l All claims for substitution are approved
l Statements of absence printed and given to staff
l Referrals to Medmark
n Ensure that medical certificates and forms relating to approved leave are retained
Pupil Files
n Ensure the appropriate maintenance and retention of
l Enrolment forms
l School reports
l Professional reports (where relevant)
l IEPs/IPLPs (where relevant)
l Pupil personal plans (where relevant)
l Correspondence relating to the child
Standards
DOMAIN 2 – MANAGING THE ORGANISATION
Data Protection
n Ensure the school has a Data Protection policy
n Ensure that the policy and procedures are communicated to staff
n Obtain and process personal data lawfully, fairly and in a transparent manner
n Ensure it is used only for one or more specified and explicit lawful purpose(s)
n Ensure it is processed only in ways compatible with the purpose for which it was given initially
n Keep data accurate and relevant
n Ensure that the data is retained no longer than is necessary for the specified purpose or purposes
n Keep personal data safe and secure
n Respond to data access requests within specified timeframes
Annual Census Return
n Ensure that POD is up to date before completing the annual census
n Input all required information on pupil numbers, classes, those availing of support teaching, complex needs, etc.
n Submit census figures
n Complete declaration form
n Arrange for signature of Chairperson and post to DE Information Management Systems
n Register all pupils
n Maintain contact details of parents/guardians
n Maintain records of additional support provided
Attendance
n Ensure that attendance and reasons for absence are entered and recorded by all classroom teachers on a daily basis
n Ensure monthly reports are generated
n Ensure attendance returns are made to Tusla
n Ensure referrals are made where there are concerns re attendance
Standards
DOMAIN 2 – MANAGING THE ORGANISATION
Recruitment
In conjunction with the Chairperson of the BoM:
n Confirm existence of post
n Advertise post
n Arrange date(s) for interviews
n Secure an independent assessor
n Convene a meeting of the selection committee
n Shortlist candidates for interview
n Issue invitations for interview
n Devise format for interview
n Prepare marking sheets for interview
n Ensure appropriate arrangements for interviews
n Conduct interviews
n Identify preferred candidate(s)
n Check references of preferred candidate(s)
n Issue report to BoM from selection committee
n Request approval of preferred candidate from Patron
n Communicate result of interview process to all interviewees
n Ensure garda vetting, medical fitness and registration with Teaching Council are in place
n Prepare and furnish appointee with relevant contract
n Complete and return appointment form to DE
n Retain all records for stipulated period
n Ensure list detailing the seniority of staff is maintained
Free School Book Scheme
n Compile booklist received from each individual class teacher and related classroom resources required for each class
n Establish, and list, the total number of schoolbooks, workbooks and copybooks that need to be purchased
n Establish budget breakdown
n Determine what related classroom resources will be covered by the grant
n Adhere to public procurement guidelines including seeking the required number of quotes
Standards
DOMAIN 2 – MANAGING THE ORGANISATION
from schoolbook shops and suppliers and adhering to advertising and tendering requirements where applicable
n Decide on a supplier for schoolbooks, workbooks, copybooks and any related classroom resources being provided and place order/s
n Liaise with shops and suppliers in relation to any issues
n Check all invoices against orders
n Check stock delivered against orders/invoices
n Arrange a suitable place to store stock
n Arrange for payment to issue to shops and suppliers in a timely manner
n Arrange for a cover to the placed on schoolbooks to help extend their lifespan
n Ensure that there is an adequate system in place to catalogue schoolbooks e.g. label/barcode/scanner system
n Sort books and related classroom resources by class grouping and within classes as appropriate
n Ensure all the necessary teaching resources/ copyrights are provided by the relevant publishers
n Maintain financial records
n Communicate with parents
n Cooperate with the Department if selected to participate in the evaluation of the scheme
n As required during the year, order additional stock (both schoolbooks and related classroom resources)
n Organise for the return of schoolbooks from pupils at the end of each year
Extra-curricular activities
n Processing applications from providers of activities
n Ensure licensing agreements are in place
n Ensure all providers have Garda Vetting
n Arrange venues/rooms for activities
n Ensure payments for rental of facilities are received
Standards
DOMAIN 2 – MANAGING THE ORGANISATION
Secretary to BOM
n Set the Agenda for meetings in consultation with the Chairperson.
n Issue notice of meeting and agenda to Board members.
n Record the minutes of Board meetings - to include issues discussed, decisions taken, including the numbers of those voting for or against a motion, and actions to be taken.
n Communicate Board decisions to relevant parties and follow up appropriately.
n Keep minutes of each meeting in an appropriate form and in a safe place.
n Deal with Board of Management correspondence.
n Liaise with Chairperson between meetings.
n Provide information to members concerning Board of Management rights and responsibilities
n Liaise with school management authorities on behalf of BOM and apprise BOM members of advice and guidance received.
n Advance development of school policies
Miscellaneous
n Maintain the school’s registration on the Register of Charities
n Submit an Annual Report to the Charities Regulator
n Complete and file annual report on energy usage directly to the Sustainable Energy Authority of Ireland (SEAI)
n Liaise with external agencies
n Facilitate school placement
n Facilitate the School Meals Scheme
n Facilitate school vaccination programme
n Facilitate vision & hearing screening
n Facilitate dental scheme
n Facilitate participation in inter-school activities
n Facilitate work experience
Standards
Communicate the guiding vision for the school and lead its realisation
DOMAIN 3 – LEADING SCHOOL DEVELOPMENT
n Ensure that there is a shared guiding vision for the school
n Ensure that vision is communicated to all
n Work towards the realization of that vision
Lead the school’s engagement in a continuous process of self-evaluation
n Proactively engage with the school selfevaluation process
n Develop school improvement plans
n Implement school improvement plans
n Evaluate their impact
Mission Statement and Values
n Ensure regular reflection on and review of the school’s mission statement and values
n Ensure all members of the school community are involved in such processes
n Ensure that all activities promote the realisation of the school’s mission are and underpinned by agreed values
SSE
n Initiate consultation to establish areas of focus
Build and maintain relationships with parents, with other schools, and with the wider community
Manage, lead and mediate change to respond to the evolving needs of the school and to changes in education
n Foster positive relationships with parents as partners
n Support the work of the Parent Association
n Engage positively with other schools and education providers
n Develop and maintain positive relationships with the wider community
n Adapt and respond to changes in education policy
n Adapt and respond to changes in the school’s needs and context
n Keep abreast of developments within the education sector
n Facilitate consultation to identify priorities with the area of focus
n Ensure data is gathered and analysed
n Ensure tasks and targets are formulated
n Ensure school improvement plan is devised
n Ensure school improvement plan is implemented
n Ensure that a combined School Self-Evaluation Report and School Improvement Plan is prepared each year, and that a summary of the plan is communicated to the whole school community annually.
Parents
n Identify opportunities for meaningful and appropriate involvement of parents in school activities
n Ensure that there are appropriate arrangements for parent/teacher meetings
n Attend PA committee meetings
n Meet with officers of the PA
n Assist the organisation of PA events
n Attend such events
n Co-ordinate fundraising with the PA
n Consult the parent body re policy development/review
n Ensure delivery of BOM report to PA
Standards
Critique their practice as leaders and develop their understanding of effective and sustainable leadership
Empower staff to take on and carry out leadership roles
n Reflect on own leadership practice and identify areas for improvement
n Remain mindful of own wellbeing and that of others
n Remain mindful of importance of emotional intelligence
n Establish systems and structures to remain focused on identified priorities
n Recognise the importance of effective leadership
n Recognise the importance of sharing leadership
n Create teams to facilitate the sharing of leadership
n Ensure mentoring/ induction of teachers in new roles
Leadership Reflection
n Self-evaluate leadership practice against quality framework
n Identify priority areas for development
n Consider engagement with professional coaching
Sharing of leadership
n Ensure the adoption of a co-leadership or partnership approach between principal and deputy principal
n Meet regularly as a senior leadership team
n Develop and embed a culture of shared leadership within the wider Leadership & Management Team
n Meet regularly as a Leadership & Management Team
n Collate reports from the Leadership & Management Team to the BOM
Promote and facilitate the development of pupil participation, pupil leadership and parent participation
Build professional networks with other school leaders
n Recognise pupils and parents as important voices / key stakeholders
n Establish a forum to capture and promote the student voice
n Ensure the student and parent voice is heard in the SSE process
n Engage with/ participate in leadership networks/ communities of practice
n Avail of services and supports from professional bodies
n Afford opportunities to staff members outside of the Leadership & Management Team to take on leadership roles
Induction / Mentoring
n Ensure the formation of the Professional Support Team
n Engage in collaborative planning for Droichead process
n Facilitate the NQT’s observation of peers
n Facilitate observation of the practice of the NQT
n Facilitate professional conversations following observations
n Arrange one to one meetings with NQT’s
n Make determinations with regard to the NQT’s engagement with the process
Policy Development
n Develop initial drafts
n Ensure consultation process involving all stakeholders
n Refine drafts on basis of consultation
n Seek ratification by Board
n Ensure implementation of policy
Student Councils
n Facilitate appropriate arrangements for the election of a Student Council
n Facilitate the Student Council’s engagement with and involvement in appropriate issues
n Seek opportunities to highlight the work of the Student Council
Engagement with professional networks/bodies
n Encourage and facilitate the principal, deputy principal and assistant principals in developing and effectively exercising their leadership role in the school
n Seek engagement with school leaders in other schools
n Participate in local leadership support groups or fora
n Consider membership of relevant professional bodies
n Avail of supports and services provided by such bodies