Assistant Principals - Appointments

Assistant Principal – Distributing the Leadership Recruitment & Appointment

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Glossary of Terms API APII DP ISM L&M POR T&L QF PAMs

Assistant Principal Post I – equivalent to the pre-Circular 63/2017 Post of Assistant Principal Assistant Principal Post II – equivalent to the pre-Circular Circular 63/2017 Post of Special Duties Teacher Deputy Principal In-School Management (team) Leadership and Management Dimension of the QF Post of Responsibility Teaching and Learning Dimension of the QF Quality Framework for Schools (DES Publication “Looking at Our School 2016 – A Quality Framework for Primary Schools”) Principal Aide Memoires are one or two page briefings on Teacher Recruitment topics. They are stored on the IPPN website and may be downloaded and printed by IPPN Members. To download a PAM, simply click on the PAM icon beside the topic, download it and then insert your own school’s name and logo in the Header. They might be laminated and kept ready for quick and easy reference when needed

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Table of Contents 1

SEQUENCE OF ACTIVITY FOR AP RECRUITMENT & APPOINTMENT .......................................................... 1

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SECTION 1 - DISTRIBUTED LEADERSHIP – IN-SCHOOL MANAGEMENT TEAM (ISM) .................................. 2 2.1 2.2

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SECTION 2 – PREPARING FOR THE PROCESS ............................................................................................ 4 3.1 3.2 3.3 3.4 3.5 3.6

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CONFIRMING THE NEED FOR A POR INTERVIEW PROCESS ................................................................................... 4 DP VACANCY – INTERNAL OR EXTERNAL COMPETITION ..................................................................................... 4 INTERNAL COMPETITION – ALL AP AND SOME DP VACANCIES ............................................................................ 4 PROCEDURE & TIMING................................................................................................................................ 5 STAFF PREPARATION ................................................................................................................................... 6 IDENTIFYING THE LEADERSHIP AND MANAGEMENT NEEDS AND PRIORITIES OF THE SCHOOL ........................................ 7

SECTION 3 – RECRUITMENT AND APPOINTMENT PROCESS ..................................................................... 8 4.1 4.2 4.3

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INTRODUCTION – LEADING THE SCHOOL, SETTING THE TONE, CREATING THE ETHOS ............................................... 2 PORS & THE QUALITY FRAMEWORK FOR SCHOOLS ........................................................................................... 3

ADVERTISING THE POST OF RESPONSIBILITY ..................................................................................................... 8 INTERVIEWS .............................................................................................................................................. 8 ROLES & RESPONSIBILITIES FOR PORS .......................................................................................................... 10

USEFUL RESOURCES............................................................................................................................... 12 5.1 5.2

IPPN RESOURCES .................................................................................................................................... 12 DES RESOURCES ...................................................................................................................................... 12

ASSISTANT PRINCIPAL – DISTRIBUTING LEADERSHIP: RECRUITMENT & APPOINTMENT

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SEQUENCE OF ACTIVITY FOR AP RECRUITMENT & APPOINTMENT

PAM (See Sequence of Activity for AP Recruitment & Appointment)

1. BoM Preparation Confirm the need for Interview Process Construct a Timeframe – ending on a suitable date 2. Staff Preparation Inform Staff of POR Recruitment Process Assist Staff to reflect on the nature and purpose of the ISM Assist each Staff member to consider their own application for the POR o Their suitability and willingness to take on the responsibilities o Their ability to cope with the disappointment of their application not being successful o Their ability to work with a colleague who is appointed to the POR

3. Identify the L&M Needs of the School Assist Staff to reflect on the Mission, Vision and Ethos of the School Consult with BoM and Staff to reach a consensus on o The L&M Needs and Priorities of the school o The Roles and Responsibilities required to effectively manage the L&M Needs and Priorities o The equitable distribution of the Roles and Responsibilities among the POR holders o If no consensus is reached, the BoM decides

4. Advertise the POR Advert to be in a prominent location in the Staff Room All eligible Teaching Staff – including those on approved leave - must be notified

5. Interview Process BoM appoints Independent Assessor with Chairperson and Principal to form Interview Board Selection Board meets to open Applications and will interview all candidates Selection Board is briefed on the Marking Scheme Selection Board sets a date for interviews and invites candidates to interview Selection Board conducts interview and marks candidates

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SECTION 1 - DISTRIBUTED LEADERSHIP – IN-SCHOOL MANAGEMENT TEAM (ISM)

2.1 INTRODUCTION – LEADING THE SCHOOL, SETTING THE TONE, CREATING THE ETHOS

2.1.1 Leadership Team “It is generally accepted that the quality of school leadership is second only to effective classroom teaching, in having a crucial impact on pupil learning” (Circular 63/2017).

The In-school Management Team (ISM) is the beating heart of the school. The standard of leadership it provides will define the quality of pupil care, teaching and learning and will ultimately determine the standard of educational outcomes for pupils. Members of this team will, consciously or unconsciously set the tone of the school and define the limits of achievement of pupils and staff.

2.1.2 Core Values, Vision, Ethos ISM Team: guides the school in line with its Vision and Mission Statements defines and implements the values underpinning the school’s Mission Statement gives practical expression to the Vision and Core Values to create a characteristic spirit or ethos throughout the school. It is this tangible expression of the Vision and Core Values – more commonly referred to as the ethos – which defines the “feel” or atmosphere which pervades a school and which distinguishes one school from another Members of the ISM Team, with the exception of the Principal, have their own defined areas of responsibility. However, their collective contribution to the school ethos is more important than the individual areas of responsibility. It is critically important that the ISM Team carries out its tasks in a manner which enhances the school ethos.

2.1.3 In-School Management Team The ISM consists of the Principal, Deputy Principal and as many Assistant Principals (I and II) as are assigned to the school in accordance with Circular 63/2017.

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2.2 PORS & THE QUALITY FRAMEWORK FOR SCHOOLS 2.2.1 Overview In Looking at ‘Our School 2016 – A Quality Framework for Primary Schools’, the DES sets out the standards to be attained in schools and is designed to assist schools identify their strengths and weaknesses in the dimensions of: Teaching and Learning Leadership and Management The framework provides a set of domains and standards for each of these dimensions. Each standard has statements of effective practice and highly effective practice to guide school leaders and school staffs towards identifying the areas of greatest need and sufficiency.

2.2.2 Leadership and Management ISM Team is tasked with the practical implementation of this dimension in the school. The particular tasks assigned to members of the ISM Team will contribute towards the effective administration and management of the school but will also be integral to the leadership functions of the school.

Leadership and Management will go hand in hand and will have but one common purpose – to provide the best possible facilities, organisation and environment to support and promote Teaching and Learning, which is the core function of the school. The Domains in this Dimension are: Leading Teaching and Learning Managing the Organisation Leading School Development Developing Leadership Capacity Ideally, all Teaching Staff would be familiar with the Quality Framework and its implications for their school before embarking on a process of identifying the leadership and management needs of the school.

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SECTION 2 – PREPARING FOR THE PROCESS

3.1 CONFIRMING THE NEED FOR A POR INTERVIEW PROCESS Circular 63/2017 (pps 8/9) contains a table outlining the distribution of PORs to schools. However, if the school has a Privileged Assistants or a Personal Basis Allowance Holder on the Staff, it may mean that the vacant POR must be assigned to this person without a competition (Circular 63/2017 Section 19).

3.2 DP VACANCY – INTERNAL OR EXTERNAL COMPETITION From 2023, a vacancy for DP in any school will be filled by Open Competition. This means that eligible teachers from within the school and from other schools may apply. The following table sets out how this will be phased in between 2018 and 2023: 2017/2018 2018/2019 2019/2020 2020/2021 2021/2022 2022/2023

24 or more teachers 18 or more teachers 14 or more teachers 10 or more teachers 6 or more teachers All Primary Schools

Until then, in accordance with the above table, BoMs will appoint DPs using internal competition only.

However, if there are no internal candidates for a DP vacancy, the BoM may proceed with open competition for these schools. (See Circular 63/2017 – Section 6).

3.3 INTERNAL COMPETITION – ALL AP AND SOME DP VACANCIES All API and APII vacancies will be filled by internal competition, as well as DP vacancies in accordance with the above table until 2022/2023. The competition will be open to all permanent and temporary teachers in the school. However, a temporary teacher who is assigned to a POR will have to relinquish it when his/her temporary contract comes to an end.

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3.3.1 Ex-Quota Posts These are normally posts with a Special Education function e.g. SET Teachers, Home School CoOrdinator etc. They may be shared between two or more schools. A Shared Teacher who is on the staff of the Base School may apply for and be appointed to a POR in the Base School.

A DP must relinquish the post of DP for the duration of his/her service as a Shared Teacher or as a Home School Co-Ordinator.

An API or APII may serve in any shared post but the BoM must ensure that the teacher appointed will carry out the full leadership and management functions and spirit of POR as though they were serving on a non-shared basis (See Circular 63/2017 – Section 7).

3.4 PROCEDURE & TIMING 3.4.1 Plan the Procedure The process of Recruiting and Appointing candidates to a POR is organised in a logical step by step sequence. Before beginning the process it is critically important that the Principal and Chairperson of the BoM, on behalf of the BoM, thoroughly familiarise themselves with the process and plan its implementation. This is critical because unless procedure is followed meticulously, one of the candidates may choose to appeal the final decision, citing a breach in procedure. Such a breach of procedure will inevitably mean beginning the process again from the beginning.

3.4.2 Getting the Timing right It is especially important that enough time is allowed for the process. This should take account of: discussing the process with the Staff with the objective of ensuring that everyone is aware of the upcoming vacancy and are fully informed of the process involved providing an opportunity for each member of the staff to consider their own possible application and to reflect on the possibly of not being appointed and, in that case, how they can respect and support their colleague who has been appointed having the Staff review and reflect on the mission, vision and ethos of the school in the context of the new post preparing the Staff to identify the Leadership and Management needs and priorities of the school by ensuring that they understand and appreciate the Quality Framework for Schools, and in particular the L&M Dimension the length of time required by the more formal aspects of the process: o Staff consideration of mission, vision, ethos of the school o Staff consideration of their overall and individual attitudes to the post and how they will support the appointed person, regardless of who is properly appointed o Identification of the L&M needs and priorities of the school o advertising the position o time for candidates to make their applications (10 school days) o time to process the applications and shortlist candidates for interview (up to 5 days) ASSISTANT PRINCIPAL – DISTRIBUTING LEADERSHIP: RECRUITMENT & APPOINTMENT

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“a reasonable amount of time” is to be allowed as notice of interview – normally one week the interview and BoM meeting to ratify the Interview Board’s recommendation o o o

time to notify the appointed candidate and the other candidates, pending appeal time for appeal, should any candidate wish to do so appointment administration

It would be advised that the BoM aim to conclude the process at an opportune time – the eve of a holiday or short break period. This gives all candidates an opportunity to come to terms with their elation or disappointment. The Principal and Chairperson should therefore select the time when they wish the process to conclude and work backwards to give themselves sufficient time to work through the process in an orderly manner.

3.5 STAFF PREPARATION It is important that all members of a Teaching Staff be fully informed of upcoming POR vacancies and of the procedures involved in filling them. Openness and transparency should be experienced by every staff member in relation to POR appointments. It is also important that time be given to allow for reflection among Teachers in relation to their aspirations to a POR. Not all teachers can be part of the ISM. Experience has shown POR interviews have caused friction and upset in Staffrooms in the past. All applicants must be treated with respect and given a full and fair opportunity to make their case to the Selection Board. Teachers should have confidence in the Selection Board to fairly adjudicate on the interview process. All Staff Members should then respect the result and give their full support to the person appointed.

A discussion at a Staff Meeting or Croke Park Hour may be helpful in preparing staff members to consider their feelings in relation to a vacant POR: Are they going to apply for the POR? Do they have an expectation of being appointed?

Do they consider that their colleagues would be equally successful in the POR? How will they react if they are not successful at interview?

At such a meeting, the Principal might address the following: Assure everyone that you are thoroughly familiar with the procedures and that the BoM has made preparations to conduct the process in accordance with the procedures Encourage all eligible teachers on the staff to consider applying for the POR and assure them that it is not a sign of failure if they are not appointed Make the point that not everyone who applies can be appointed and that everyone needs to consider how they would react if not successful Make the point that not everyone is necessarily suited to school leadership whereas all teachers are leaders of teaching and learning in the school community Ask the staff to consider the futility and waste of becoming disaffected because of not being appointed to a POR (assuming that the procedures were properly and fairly carried out) ASSISTANT PRINCIPAL – DISTRIBUTING LEADERSHIP: RECRUITMENT & APPOINTMENT

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______________________________________________________________________________ Consider announcing the results of the appointment on a Friday evening or immediately preceding a break or holidays. This gives disappointed candidates an opportunity for reflection, should it be needed

3.6 IDENTIFYING THE LEADERSHIP AND MANAGEMENT NEEDS AND PRIORITIES OF THE SCHOOL Once a POR vacancy has been confirmed, the Principal and staff will undertake a consultation process to identify the leadership and management needs and priorities of the school (See Circular 63/2017 Section 5). There are four aspects to this consultation: It is important that this consultation process includes consideration of the leadership aspects of the ISM rather than viewing the process as merely producing a “list of jobs”. The Staff should consider o the core values and vision of the school are and how the POR can assist in translating these into practice – how they will impact on the ethos or “feel” of the school o the four domains of the L&M dimension o the needs of the school in relation to issues raised through analysis of the school’s strengths and weaknesses using the Quality Framework The alignment of the school’s Mission Statement, Vision and School Plan and how these are serving the current pupil and curricular profiles The actual roles and responsibilities which need to be assigned in order to improve educational outcomes by creating a positive school climate and environment as well as motivating and empowering educators and learners within their school community The distribution of the above roles and responsibilities among the available PORs. It is important for all staff to realise that the Principal will have to assume those roles and responsibilities not included in other PORs The school is expected to reach a consensus on the requirements for the vacant POR(s) between the BoM and Staff. If not, the BoM will decide.

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SECTION 3 – RECRUITMENT AND APPOINTMENT PROCESS

4.1 ADVERTISING THE POST OF RESPONSIBILITY On completion of the consultation process above, the vacant leadership and management position should be notified to all teachers on leave and currently serving in the school. The advertisement should be placed in a prominent position in the Staff Room. The notice should specify the following The level of the POR – AP I, AP II or DP (Internal Competition) The fact that the appointee will become a member of the school’s leadership and management team The roles and responsibilities of the post based on the L&M needs and priorities of the school as identified by the BoM and that these roles and responsibilities are subject to change The closing date for receipt of applications – at least 10 days from the date of putting up of the notice (including that day) That applications must be made in writing to the Chairman of the BoM within the time specified The notice must be displayed for at least 5 days (including the day on which it was posted).

4.2 INTERVIEWS 4.2.1 Interview Board The Interview Board will consist of: Chairperson of the BoM Principal of the School Independent Assessor (from appropriate Panel) The Interview Board will meet as soon as possible after the closing date and consider all applications.

They will arrange to interview all candidates and will conduct an interview even if only one candidate applies. PAM (See Guide to Interviews – AP DP Internal)

4.2.2 Conducting the Interview The Selection Board will link questions to the criteria and establish a structure for interview PAM (See Sample Interview Question Areas – AP I and APII) The Marking Scheme for AP, and DP (Internal), interviews is prescribed in Circular 63/2017 Section PAM (See Interview Criteria and Marking Sheet AP, DP Internal)

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______________________________________________________________________________ A candidate may request from the Chairperson, in writing, their individual marking sheets from each assessor, their aggregate overall marks and any formal notes written by the assessors during their particular interview. The assessors are identified by a number or letter and not by name. The names and marks of other candidates are redacted on marking sheets thus supplied.

4.2.3 Determining the Successful Candidate On completion of the interview process, each member of the Selection Board is required to give the Chairperson of the Board their own individual marking sheet for candidates. These will establish each applicant’s final mark and produce a ranking of applicants The Chairperson of the Selection Board, on behalf of the BoM, will check the references of that highest ranked applicant prior to producing a report for the BoM The Chairperson will produce a written report for the BoM PAM (See Sample Letter – Report of Selection Panel to BOM ) indicating: o that selection procedures have been followed o if there has been a disclosure of interest/integrity to the Selection Board and the outcome of the disclosure o the ranked order of candidates – in accordance with their marks received o the name of the nominated candidate for appointment o confirmation of receipt of references for the nominated candidate The BoM meets to approve the appointment of the successful candidate, subject to the outcome of an appeal, if any The BoM will post a notice in a prominent area of the Staff Room and send it to any candidates who are on leave, as follows: "The Board of Management of (name of school)..... proposes to offer the post of....... (specify post) to...... (name of teacher), provided that an appeal in writing by an unsuccessful candidate against the proposal has not been lodged with the Chairperson of the Board of Management within ten school days* of the publication of this notice."

(Date of publication and signature of Chairperson to be included with notice) * the ten school days include the day of posting of the notice

If there is no appeal within the time specified, the BoM will issue an offer to the successful candidate All documents in relation to the interview process will be retained for 7 years.

4.2.4 Offer, Contract & Form PoR1 The letter of offer will include the following: Confirmation of the appointment of the candidate, subject to the provisions of Circular 63/2017 Statement that the role is subject to regular review Statement that the responsibilities of the POR may require the teacher to participate in the leadership role outside of the standard school day Statement that the post holder must enter a contract to undertake the role of the POR ASSISTANT PRINCIPAL – DISTRIBUTING LEADERSHIP: RECRUITMENT & APPOINTMENT

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______________________________________________________________________________ The BoM will then ensure that a contract is entered into between it and the successful candidate. This contract will include the following: Statement that the BoM will authorise the DES to pay the appropriate allowance for the POR, in addition to the teacher’s salary Statement that, in the event of a dispute between the Principal and teacher in relation to any aspect of the POR which cannot be resolved through discussion between them, the teacher may refer the matter to the BoM The contract may be evidenced in one of the following forms: A written agreement, including the roles and responsibilities agreed between the BoM and the successful candidate, signed by both parties A letter from the successful candidate addressed to the Chairperson of the BoM indicating her/his willingness to accept the POR together with the roles and responsibilities attaching to it A letter from the Chairperson of the Board of Management to the teacher in question confirming the nature of the agreement reached with the teacher and outlining the roles and responsibilities attaching to the post A Copy of the Contract should be held on the teacher’s file by the BoM The BoM will inform the DES of the appointment and authorise payment of the appropriate allowance by completing and returning Form POR1

4.3 ROLES & RESPONSIBILITIES FOR PORS 4.3.1 Assignment and re-assignment Assignment and re-assignment of roles and responsibilities to APs may be delegated by the BoM to the Principal The Principal (or BoM) will assign roles and responsibilities to APs taking account of: The level of the POR – API, APII or DP (Internal Competition) The needs and priorities identified by the BoM in consultation with the Staff.

Best practice would recommend a meeting between the Principal, Deputy Principal and Post Holder to outline objectives for the POR. These may be linked to school self-evaluation strategies.

The Principal may, following consultation with the Post Holder, reassign the Post Holder to alternative roles and responsibilities in accordance with the above.

The roles and responsibilities for each Post Holder will be set out in a Statement of Roles and Responsibilities.

PAM - See Sample Statement of Roles and Responsibilities – API PAM - See Sample Statement of Roles and Responsibilities – APII

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4.3.2 Annual Report All Post Holders will be required to make an annual report to the Principal / Deputy Principal in relation to the objectives set for their POR. These reports will form part of the Principal’s annual Leadership and Management report to the BoM PAM (See Sample Report to P, DP for BoM).

4.3.3 Review All Post Holders will be required to regularly (at least every 2 years) review their PORs with the Principal / Deputy Principal. This review may result in the Post Holder being assigned alternative roles and responsibilities within the ISM. Assigning Post Holders to different leadership roles within the ISM allows them to develop their own leadership skills and capacities.

The review will consider: the Post Holder’s current role is meeting the changing needs of the school the professional development needs of the Post Holder progress on the objectives set for the Post Holder

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USEFUL RESOURCES

5.1 IPPN RESOURCES Sequence of Activity for AP Recruitment & Appointment Guide to Interviews – AP DP Internal Sample Interview Question Areas – AP I and APII Interview Criteria and Marking Sheet AP, DP Internal Sample Letter – Report of Selection Panel to BOM Sample Statement of Roles and Responsibilities – API Sample Statement of Roles and Responsibilities – APII Sample Report to P, DP for BoM).

5.2 DES RESOURCES Circular 63/2017 Our School 2016 – A Quality Framework for Primary Schools Form POR1

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