I S S U E 2 4 • J A N UA RY 2 0 0 5
Inside National Council for Special Education .............................2
Principals speak out on workload
Providing the ideal school environment .......................3 Putting our heads together.......4 Special Needs A Cross-Border Review...............7 Whole School Evaluation.............8 Special Education Needs ..............9 Learn Together ...................................11 Bursary to New Zealand............12
A Phríomhoide agus a Phríomhoide Thánaistigh,
Primary Curriculum Support Programme ...............15
Ath bhlian faoi shéan ‘s faoi mhaise duit. 2005 promises to be an exciting year for IPPN. Our Annual Conference, with the theme "Inspiring Professionalism", will be attended by 700 Principals at CityWest, Dublin next week.
Legal Diary .............................................16 Risk Management ............................17 Decade: Reeling in Ten Years of Principalship ...............................19 Passionate Principalship .............20 Diary of meetings.............................23 IPPN Conference 2005 ................24
“A man who enjoys responsibility usually gets it. A man who merely likes exercising authority usually loses it.” Malcolm Forbes
The opinions expressed in Leadership+ do not necessarily reflect the official policy or views of the Irish Primary Principals’ Network
ISSN: 1649 -5888 Irish Primary Principals’ Network Glounthaune, Co Cork President: Virginia O’Mahony president@ippn.ie Director: Seán Cottrell director@ippn.ie Editor: Larry Fleming editor@ippn.ie Advertising: Nora Kavanagh office@ippn.ie e: info@ippn.ie l: 1890 21 22 23 t: 353 21 452 4925 f: 353 21 435 5648 w: www.ippn.ie Design and print: Brosna Press
In addition to the array of high calibre invited speakers and relevant workshops, IPPN will proudly launch ‘New Horizons for Smaller Schools and Teaching Principalship’, a final report resulting from two years of research. Led by Tomás Ó Slatara, Deputy President and Dr. Mark Morgan, St. Patrick’s College, IPPN and all its members owe a debt of gratitude to the dedicated hard working sub-committee and all who contributed in any way to the research project. The report will be available shortly on www.ippn.ie. February will also see the launch of IPPN’s new website with a range of exciting user-friendly features and functions. Upgrading our web services has been a priority for the Executive since the successful re-launch of our newsletter Leadership+ last October. The issue of addressing Principals’ excessive workload has been a keen concern of IPPN for some time. Significantly for Principals, IPPN is now
a member of a DES working group which includes management bodies and union. This working group is tasked with examining current practices of In-School Management, Boards of Management and the Role of Principal as set out by Circular 16/1973. IPPN’s approach to this working group is driven by your experience, needs and suggestions as articulated in the National Survey conducted by IPPN last October. 1,100 Principals completed this survey, providing a mix of quantitative and qualitative data which will be invaluable to IPPN in informing our contribution to the DES working group. Key survey findings profile a strong desire among Principals to be relieved of time consuming administrative functions that are rightfully the responsibility of the BoM, so that that Principal Teachers can meaningfully address their role as instructional leaders and influencers of teaching and learning in their schools. Interestingly, administrative principals argued forcefully to be enabled to return to their core business of managing teaching and learning. Given that almost three quarters of all principals have either part- time secretarial service or none, and 45% of those surveyed have no principal’s office, it is hardly surprising that the survey revealed disturbing descriptions of serious stress levels, resultant ill health and pleas for radical action. (CONTINUED ON PAGE 2)
IPPN SURVEY ON PRINCIPAL'S WORKLOAD: How would you consider your current workload? Seriously overloaded Overloaded Very busy but manageable Acceptable 0
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Principals speak out on workload (CONTINUED FROM PAGE 1) The chief strategies recommended by teaching principals in order to reduce workload were: The appointment of a permanent supply teacher, within a defined cluster of schools to release principals on a rotational basis for a minimum one day per week A major reduction of the threshold for the appointment of administrative principals The provision of additional secretarial support and Allowing teaching principals the option of a teaching role in a Resource/Learning Support role as an alternative to class teaching. Administrative Principals prioritised the following as their main workload reduction strategies: Non class contact time for Deputy Principals The appointment of professional school governors to attend to non-educational management functions and responsibilities Release time for middle management posts. IPPN is relieved and increasingly optimistic that the other partners in education are acknowledging and being pro-active in dealing with the serious implications of the workload issue for all principals. We assure you that IPPN will make the strongest possible professional case on your behalf and in keeping with your survey responses. Because so much within the life of the school depends on the performance of the principal, it is vital that our leadership function extends to the control of our own time, to coping with stress, to the direction of our own efforts and energy and to the development of our professional skills and competencies. Perhaps the beginning of 2005 is a good time to focus on ourselves as people and on how we respond daily to the demands of principalship. The professional support available in so many ways through IPPN, together with the personal support of colleagues in support groups and county networks, is increasingly important in raising the levels of professional self-esteem and confidence of principals. Ar scáth a chéile a mhairimid! Is sinne, le meas, Virginia O’Mahony, Seán Cottrell
“Think about the 4 Cs: Continuous learning, Confidence in yourself, Care and attention to those you love and Communication – wherever you are, well-honed communication skills are highly important.” Chairman, Scottish Power
An Chomhairle Náisiúnta um Oideachas Specialta
The National Council for Special Education The National Council for Special Education (NCSE) has taken over the key functions in relation to special education provision from the DES as and from January 1st 2005. The Council developed from the deliberations of a planning group set up by the minister for Education in 1999 to examine the then inability of the Department to deal with the huge volume of applications for Special Education support. The Council has a head office in Trim with a start up staff of 18. The CEO of the new body is Mr. Pat Curtin. Functions of the Council The broad functions of the Council include The organisation and delivery of a local Special Needs service to schools The development and research of best practice in Special Needs Provision Acting in an advisory role to the Minister for Education Eighty Special Needs organisers (SENO) have already been appointed and assigned to schools. Each SENO has a loosely defined geographical area which may or may not have consistency with the local Health Board area. All schools will interact with the Council through the local SENO. The Role of the SENO From January 2005, all applications for Special Needs Support will be channelled through the SENO who will have authority to make final decisions in conjunction with the relevant professionals such as NEPS etc. When the SENO has made a decision, he/she will communicate it to the Principal as soon as possible. The school will then be authorised by the DES to act on the decision of the SENO in relation to the appointment of SNAs and Resource teachers. Applications for Special Needs equipment will also be dealt with by the SENO but funding for same will still issue from the Department. In relation to school transport, the Council will be the eyes and ears of the Department, but for the present the DES will retain responsibility for the funding of the School Transport Scheme. It is also envisaged that the SENO will have a role to play in the future deployment of
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School Escorts. Going forward, the SENO will have functions which ensure the rights provision of the Education for Persons with Special Educational Needs Act 2004, are met. The SENO will now be a vital resource to the Principal in relation to the organising of assessments. As the future of the ‘weighted system’ is unclear judging from the recent comments of the minister, it is still in some doubt if the demand for assessments will be reduced. However, the 2004 act provides for the right to an assessment and a possible IEP so there may be no long term reduction in the demand for assessments. Planning For the Future The establishment of the Council has ensured that there will be a major change in the way decisions are made. The most radical change will be the time frame for decision making. By September 2003, the SENO will have had the opportunity of examining the totality of Special Education Provision in each school and be in a position to advise on overall SNA deployment. The current SNA review being undertaken by the DES will remain outside the remit of the Council for the present. It must be noted that the SENO will have a remit to liaise on a regular basis with the professionals who provide reports. The SENO will also have the authority to overrule the recommendations of other professionals if not enough evidence of need or care is provided in a report. It is also significant that under the 2004 Act, Health Boards (the new Health Executive) now have a statutory obligation to support the educational policies of the Minister of the day. Consequently, the SENO will be in a position to liaise with Health Board personnel in addressing a particular issue or fast-tracking assessments. Contact Details Please use the dedicated landline and messaging service. Leave contact details. Calls will be returned within 48 hours. All Principals will have access to the head office number but the office will not be in a position to answer individual queries. National Council for Special Education Mill Street, Trim, Co. Meath Phone: (046) 948 6400 Fax: (046) 948 6404
Providing the ideal school environment Olwyn Enright, TD Fine Gael Spokesperson on Education and Science
The perceptive and visionary Principal will be aware that to get the best from children, and to encourage them to learn, grow and develop, the right school environment is critical. A child’s experience of education at primary level can have a real impact on later educational achievement at second and third level, and throughout their lifetime. So, how can we improve the education system, and deliver the best possible school environment for children? The need for investment in school buildings and facilities is obvious but in tandem with changes in the physical environment other improvements must also happen if our schools are to be happy and safe places for children to attend. Bullying behaviour between children is a problem that affects education systems in most countries. However, this does not mean that we are powerless to act against it, nor should we accept bullying as part of children growing up. Bullying is deeply destructive, and can have long-term serious consequences for children. Pilot programmes undertaken in this country have shown that formal anti-bullying strategies work, and can reduce the incidence of bullying significantly. In fact, research undertaken in Ireland is currently being used by the Norwegian Government to devise anti-bullying programmes in that country. I believe that we should establish a national anti-bullying strategy for all primary and secondary schools now, to make schools a happier place for children to be. Whilst principals and teachers are vigilant against bullying, it remains a problem that thrives in secrecy and a problem that children will often not discuss. For this reason, a
concerted national campaign in all schools is especially necessary.
Keeping children safe Efforts to reduce average class sizes should also be progressed. Not only is this of benefit to the classroom environment, and of assistance to learning, smaller classes will allow teachers to spend a greater amount of individual time with students, and could help them to identify challenging behaviour before it gets out of hand. We also need a radical overhaul of the vetting procedures that apply in the education sector, as well as in the health and voluntary sectors. Ireland lags behind its neighbours in the vetting arrangements that are applied to people who work with children, and this should be of concern to us all. Recently, the resources available to the Gardaí Síochána for processing vetting requests were increased, and this is very welcome. However, new legislation should be brought forward to place vetting on a statutory basis, and two pieces of existing legislation also need to be updated. I’ve published a detailed document on the changes that I would like to see in our vetting procedures entitled Keeping Children Safe, and would be delighted to forward it to any Principal who would be interested in reading it.
teaching, particularly at primary level, and between 1997 and 2003 the percentage of male lay teachers in national schools dropped from 28.4% to 18.2%. Working towards greater gender balance in the teaching profession is important. Teachers can be strong role models for children, especially at primary level, and more balance between the number of male and female teachers should be achieved. Whilst a decline in males entering primary level education is a trend internationally, we must also look at disincentives to males entering teaching that are specific to Ireland. We should examine whether it is reasonable to expect a higher Leaving Certificate grade in Irish than in other subjects as a basic requirement for admission to teacher-training courses. Girls out-perform boys in the study of Irish at school as it stands, and the current requirements mean that many males who may have an interest in teaching cannot pursue their chosen career. An issue of significant concern is the alarming drop in applications for Principalships.
Of course, tackling bullying and improving vetting should go hand-in-hand with a new focus on school discipline problems. Instances where teachers have been subjected to harassment, intimidation or violence are clearly unacceptable. If schools are to be good places to learn, then they must also be good places to teach.
From January 1st, the new National Council for Special Education has come into force. The NCSE will take over key functions in relation to special education provision from the Department of Education and Science. As a country, the provisions made for children with special educational needs have all too often been far below an acceptable standard. Real change is needed, and I welcome improvements where they take place.
And, with more than 2,000 people joining the teaching profession this year, new teachers will need greater support in learning how to deal with the classroom discipline problems that they encounter. Discipline problems cannot be allowed to become a disincentive to people entering the teaching profession.
It’s often said that a good education is the best possible start in life. If we believe this to be the case, then we have to make it happen. Taking action on bullying, vetting and discipline is essential, as well as meeting the needs of all children within the education system.
Gender imbalance Over the years, the number of males entering the teaching profession has continued to slide. There is now a considerable gender gap in PAGE 3
Happy New Year, and all the best for 2005 to all Principals and Deputy Principals! Olwyn Enright, TD
Putting our heads together Smaller Schools and Teaching Principals by Tomás O Slatara
Cross border networking opportunities
Pictured at the cross-border conference are: Back L to R: Tommy Fegan (North South Exchange Trust); Alan Browne (President NAHT (NI)); Billy Tate (Past President NAHT (NI)); Sean Cottrell (National Director IPPN); Colm Davis (Principal of Tor Bank School); Front L to R: Virginia O' Mahony (President IPPN); Máire Ní Threasaigh ( NcompasS co-ordinator for NI); Eva Creely (NcompasS co-ordinator for border counties); Áine de Baróid (North/South Secretariat).
Principals from the North and South of Ireland came together at the Slieve Russell Hotel in County Cavan for a joint Conference on 22nd - 24th November 2004. This was the first ever cross-border conference of primary school leaders in Ireland. The National Association of Head Teachers, NI (NAHT) and the Irish Primary Principals Network (IPPN), provided a forum where principals, deputy principals and partners in education North and South shared their experiences of delivering education throughout the whole island of Ireland. We are very appreciative of funding provided by the Department of Education and Science (North/South CoOperation Unit) and NcompasS, which is a partnership between British Council, Leargas and the Youth Council for Northern Ireland. The Conference provided opportunities to explore and discuss the following: Commonality and differences. Differing job descriptions, roles, shared experiences and issues which are both cross-border and international. The future of small schools and teaching principals
The integration of children with special needs The establishment of closer cross border links at association, school and individual principal level. The future of small schools issue was particularly relevant to the border regions as the majority of schools there are small rural schools which experience at first hand the problems that have affected teaching and education in Ireland particularly in the last five to ten years. As IPPN, in co-operation with St. Patrick’s College, was undertaking innovative research on creative ideas for the future of small schools and teaching principals for their National Conference in February 2005 there was much to be gained from this cross-border interaction and sharing of professional expertise and experience. Sheelagh Mc Grogan, an associate with the Regional Training Unit (RTU) in Northern Ireland wrote a paper for the Western Education Library Board outlining the progress made in operating a federation of two smaller schools in County Fermanagh. Due to PAGE 4
Sheelagh’s unavailability, her paper was presented by Mr Andrew Walsh, Schools’ Inspector with the Department of Education in Northern Ireland (DENI) and Ms Jenny Thompson, principal of Florencecourt Primary School, Fermanagh. A more detailed report on this innovative project will be contained in the report New Horizons for Smaller Schools & Teaching Principals in Ireland’ for the IPPN Conference 2005. Dr. Mark Morgan and Dolores Corcoran, St Patrick’s College of Education, Drumcondra, outlined progress on the IPPN/St. Patrick’s College research project on smaller schools and teaching principalship in the Republic of Ireland. Some of the key findings of the research undertaken by the sub-committee were presented. These are also contained in the IPPN Conference 2005 report. The focus groups which followed the presentations were very successful as attendees shared their knowledge and experience in relation to small schools and teaching principalship. Each group was co-ordinated jointly by members of IPPN and NAHT. The group sessions discussed commonalities and differences and formulated key conclusions and recommendations.
Regarding commonality there was found to be: A perception that small schools underachieve A perception that larger schools are better because of more funding and resources Diversity of school types Professional isolation and lack of affirmation Falling enrolment and concern about the future Difficulty of teaching composite/ multi-classes A desire to maintain the school in the local community Difficulty in attracting applicants to the post of principalship/headship A lack of promotion prospects Interest in ‘clustering’ The main differences were: Central control in the Republic(DES) /Regional control in Northern Ireland Resources centrally disbursed/Local funding and discretionary spending Locally managed schools/ Education and Library Boards in NI Principal’s salary paid as an allowance/ Separate salary scale for headteachers No specific professional qualification for principalship /Professional Qualification for Headship(PQH) in NI Principals have limited involvement in reviewing teacher performance/ Headteachers are involved in official staff performance review scheme Unqualified teachers in schools/ Qualified teachers only in NI Small number of one teacher schools/No one teacher schools in NI The key conclusions were: We can learn from each other Change is an ongoing reality We need to urgently address recruitment of principals/headteachers There are diverse school communities for which one solution does not fit all There is a desire to retain small schools but in a manageable way Alternative strategies such as clustering and federation should be investigated More time is needed for staff planning and co-ordination of new initiatives NAHT and IPPN need to consult widely and shape policy The key recommendations were: We need more cross border contact and an annual NAHT/ IPPN conference There has to be a commitment to a culture of change in schools Professional development must be provided by the RTU/LDS for all principals and in-school management staff
Release time for teaching principals must be guaranteed No principal should teach for more than three days a week (Proposal from Curran Report 2004 in NI) Salaries should be commensurate with the demands and responsibilities of the job Ongoing research and evaluation is needed especially for any new initiatives Appropriate models of school leadership should be piloted New initiatives should be fully funded/ resourced There has to be more time created for planning and implementation Networking and Cross Border Co-operation This proved to be a most inspiring and informative session. Mr Billy Tate charted the course of his involvement in cross border networking of schools in troubled times in Northern Ireland. His ability, along with many others, to build up friendship and trust amongst teachers, children and parents in divided communities led to the formation of an ‘open cluster’ of schools while he was Principal of Aughnacloy Primary School. Some of Billy’s more memorable quotes were;
"We stopped being followers and became leaders and drivers of change" "You may fail but next time fail better" Regarding the difficulties of working in an ‘open cluster’ initiative he advised:
"Never ask anyone to do more than they can handle"
www.text-a-sub.ie The fastest way to find a substitute teacher for your school. Simply log on and upload the contact details of the school, the nature of the vacant class and the minimum duration for which the sub is required. This information is then automatically sent by text message to all substitute teachers who have registered their mobile phone numbers with www.text-a-sub.ie Hundreds of teachers, in all counties, registered to receive text-a-sub notifications Only the substitute teachers that are available will receive your text message. The Principal / DP can offer a school, home or mobile number to receive a call from subs The Principal / DP then chooses from the most suitably experienced / qualified teachers that reply. This service is totally free!
"Allow them time to come on board" "Put a time frame on it and build on the personnel and resources in the cluster" The importance and success of this initiative was recognised when they were presented with the ‘Better Ireland Award’. The Conference was also attended by Ms Máire Ní Threasaigh, NcompasS, Ms Eva Creely, Leargas and Mr Tommy Fegan, North/South Exchange Consortium (soon to become the North /South Exchange Trust). Attendees were made fully aware of the funding and supports available for cross border and other projects. Many schools have already explored these possibilities and hopefully many more will consider becoming involved.
IPPN SURVEY ON PRINCIPAL'S WORKLOAD: Do you have a Principal's office? 500
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Special Needs A Cross-Border Review by Patt Goff, Wexford
At the recent Cross-Border Conference in the Slieve Russell Hotel, Cavan, two keynote speakers made presentations on the "Challenge of Real Inclusion" in Special Education today.
Sinead McLoughlin, IPPN, shared with all a model of educational provision for pupils with Learning Disability in an integrated, inclusive setting as it has evolved at Scoil Iosagain, Buncrana, Co Donegal. This was set against the background of new legislation and policy changes. It was particularly apt that Sinead should give the presentation, as Scoil Iosagain was the first mainstream school in the country to open a class for pupils with Severe and Profound General Learning Disability. Indeed the mission statement of her school is one that many of us could adopt – ‘to provide an environment where all children can learn together, play together and grow together in an inclusive educational setting’. Mr. Colm Davis, Vice President, NAHT(NI), is principal of Tor Bank School for pupils with severe learning difficulties and has worked in Special Needs for over 23 years. Colm also looked at inclusion of Special Needs within the mainstream framework. The group sessions looked at commonalities, differences and conclusions.
There is a much better service in Northern Ireland. I.E.P’s have been introduced south of the border. Statementing (a statement of intent) in the North, There is a SENCO for every school in Northern Ireland. SENOs are being introduced in the South. Support systems – for many primary schools these are non-existent. In larger schools there is some hope of putting together an SEN team that would at least support each other. In smaller schools, most with a teaching principal, it is nearly impossible to provide support, arrange meetings, IEPs etc., and still teach a class. Weighting systems – currently being reviewed, we believe. The North has a more established support system. CONCLUSIONS The conclusions recognise that we are now at a critical juncture in the development of special educational provision and the policy of inclusion in mainstream schools.
Under commonality there was found to be:
Broad commitment to inclusion, Resource issues – in the North SEN had to be paid for out of the school budget. In the South the problem of accessing resources over the past number of years is well documented Training issues – this applies to class teachers, learning support and resource teachers and also to principals, particularly in the areas of human resource management and the management of challenging behaviour Administrative overload, (what ever happened to ‘Enough is Enough’) Parental expectations/pressures Accommodation issues - it is even difficult to get a pre-fab which may or may not be suitable for pupils with special needs The main differences were:
Provision of psychological services, (NEPS established in 1999 is still unable to provide a comprehensive service – many schools are still without any support).
Class size needs to be reduced. The commitment to reduce class size needs to be honoured. At the very least there should be, dare I say it, some sort of a weighted system where pupils for disabilities count for extra in determining class size and overall enrolment in a school. There is a need for a proper fullyresearched weighted system – in the absence of a system that allows automatic entitlement there must be a weighted system that takes account of the prevalence of disabilities and the type of class and school that the special needs pupils are enrolled in. Included with the other criteria in such a weighted system should be the teaching principal and multi classes. These too should be factors in determining weighting. There is a need for adequate funding – for staffing and resources There is a need for continuous professional development Initial training for teachers and SNAs PAGE 7
must be put in place. The role of class teacher is now that of educator, class manager, innovator, liaison officer, etc. Many SNAs have become an invaluable resource to the education system supporting pupils and teachers alike. A serious look has to be taken at the role of the SNA, their basic qualification and their training, if they are going to develop into a ‘profession’ of their own. There is a need for systematic professional support – enough qualified SENOs and NEPs psychologists should be in place to properly support schools There should be a collaborative approach with special schools – it was felt north & south that special schools could play a major role because of their expertise. There is a very strong case for dual enrolment for some special needs pupils who would benefit from being integrated in a mainstream school but would also benefit from enrolment in a special school. There is a need for appropriate accommodation – many schools exist in extremely poor conditions that are already totally inadequate for pupils and staff. Trying to introduce special needs pupils to such schools, where meetings must take place in corridors and IEPs developed and implemented is nigh on impossible even with the best will in the world. There must be continuity across support services – many schools are lucky if they are able to avail of any support services from Speech & Language, Occupational Therapy, etc. These services have to become mandatory and not just an aspiration. A small sub-committee has been set up to explore future co-operation between IPPN and NAHT(NI). Principals North & South face many of the same problems. Any way that we can mutually support each other to share good practice can only be of professional benefit to all of us, and our schools. There are many challenges ahead that will also give us many opportunities.
P R O F E S S I O N A L
G U I D A N C E
Whole School Evaluation Principals attending the annual IPPN Conference in CityWest Hotel, next week, will have a rare opportunity to avail of a workshop on Whole School Evaluation facilitated by Gearóid Ó Conluain, Deputy Chief Inspector, D.E.S. W.S.E. is being gradually introduced as a general means of school inspection nationwide and many Principals will have a keen interest in learning more about the expectations of the inspectorate in relation to the work practices of the Principal and staff and how the general school environment is fostered and nurtured. Below is a brief synopsis of the W.S.E. process as experienced by a number of Principals around the country pre-Christmas 2004.
What is W.S.E.? WSE is a new approach to the evaluation of schools. It evolved from the WSE pilot project in the late 90’s when 35 schools participated. The process has since been elaborated and refined as deemed necessary. There is a partnership aspect to WSE in that it involves the staff, the parents and the Board as well as the inspectorate. Whole School Evaluation sees the school as a unit and evaluates the development of the school as a whole, focussing particularly on – The quality of school planning The quality of the schools management structures The quality of teaching and learning within the school
Pre-Evaluation An initial meeting takes place between the school Principal and the reporting inspector. There is then a general meeting with the whole school staff where the focus of the evaluation is outlined. A separate meeting is held between representatives of the inspectorate and the Board of Management. This meeting usually lasts one hour. If the school has an affiliated Parents Association, the inspection team will also meet representatives of the Association prior to carrying out the WSE. The Principal can be present at this meeting. There is a set agenda sent out by the D.E.S. for these meetings and there is provision for parents or
the Board to add to the agenda. The agenda places emphasis on teaching and learning within the school as well as organisation and planning. There is also emphasis placed on the parents’ role in designing school policies.
The Evaluation A team of from 2 – 4 inspectors will then visit the school to carry out the evaluation. Depending on the size of the school, the process can vary in duration from 2 days to a week. A 20 teacher school could expect a team of 3 inspectors for a week. Each teacher is visited at least once. Teachers are expected to teach the full range of subjects. The inspectors see the progression of each subject right up through the school. The class teachers are allowed do most of the teaching and have a fair degree of control. The visit could extend to a full half day per teacher. The inspectors observe the nature of pupil – teacher interactions, oral development, and written assignments. Feed back and advice is given to each teacher privately. A member of the inspection team will also spend time with the Principal discussing aspects of school life and examining documentation relating to school management and planning. The Principal also has to fill out a nine page Foirm Eolais which covers most aspects of teaching and learning within the school. The Principal should also have Standardised Test Results for all classes to hand.
highlighted and areas for further development are discussed. A separate meeting may also be held with the Board of Management to outline the findings of the evaluation.
Summary School development planning is seen as an integral part of WSE. School planning is essentially a process by which a schools policy and plans evolve in response to the changing and developing needs of the school and its community. The actual school plan itself should be a statement of the schools educational philosophy, its aims and how it proposes to achieve them. The school plan serves as a basis for evaluating and reporting on whole school progress and development. In general, Principals have been quite positive towards WSE so far despite the fact that it is a daunting process for a school. It affords the Principal and staff the opportunity to cast a critical eye from the bottom up on school strategies and routines. Notification of an upcoming WSE should not cause due concern to Principals but rather should be treated as an opportunity to renew and refresh positive school practices and provide an opportunity to drop procedures which have become ineffective or dated.
Post-Evaluation When evaluation visits have been completed, the reporting inspector meets the whole school staff and the work of the school is discussed and findings outlined. Strengths are PAGE 8
Footnote Some schools have recently been informed that instead of a WSE, they are being offered a "GEM" or "Thematic Review" i.e. Gaeilge and English or Maths.
P R O F E S S I O N A L
G U I D A N C E
Special Education Needs Individual Education Plans (IEPs)
The Role of the Principal
Recent legislation in relation to SEN has placed significant additional responsibilities on the shoulders of the Principal. The Education for Persons with Special Educational Needs Act 2004 states that a child with SEN, "shall be educated in an inclusive environment with children who do not have such needs unless it is not in the best interests of the child or the children in the class". Furthermore, the Act also places the onus on the Principal to arrange for an assessment of the pupil if this is deemed necessary, and to ensure that this assessment is carried out not later than one month after having reached the opinion that the child is not benefiting from the class education programme that is being provided.
Within one month of the assessment being carried out, the Principal "shall cause a plan to be prepared for the appropriate education of the child". In legislative speak we can assume that "shall" translates into "must". The Principal must also ensure that the parents of the child, the teacher(s), SENO, and all other parties whom the Principal considers appropriate are consulted and that the SENO and parents are furnished with a copy of the plan.
What is an Individual Education Plan? Basically, an IEP is a written document that charts behavioural and learning targets for a child over a given period of time, with the specific needs of the child being the focal point. It is a ‘live’ planning document describing the long and short term learning needs and the special teaching arrangements made to meet those needs. It should be a collaborative document with input from class teachers, support teacher(s), parents, SENO, Principal and relevant outside agencies. The plan should take into account the strengths and needs of the child and define long and short term objectives. These objectives should identify the behaviour the pupil is expected to learn and the conditions under which the pupil will demonstrate the behaviour. It should also set time limits for the achievement of goals and identify the resources necessary to achieve these goals, but be careful not to have too many targets and not enough strategies.
as should teaching strategies, equipment and materials to be used The plan should be specific about who takes responsibility for each part of the plan and be clear about monitoring, assessment and review
Drawing up an IEP The fundamentals involved in drawing up an IEP revolve initially around knowing the child’s strengths and weaknesses as a learner. The Principal should endeavour to get everyone involved including the child.
Is an IEP necessary? Yes, because recent legislation dictates that Education Plans should be at the heart of any intervention deemed necessary for the Special Needs child Yes, because IEPs guide decision making re admission to and discharge from Special Education interventions Yes, because it makes for good practice Yes, as it is a barometer towards effective teaching and learning Yes, because legislation clearly puts the onus on the Principal to consult with all relevant bodies in the compilation of an IEP when it is considered necessary Yes, because an IEP effectively ensures delivery of support to the student Yes, because it is a definitive record of intervention which can be produced by the Principal should the need arise in this era of transparency and accountability
Essential Elements of an IEP When preparing an IEP, consideration should be given to information from sources such as Speech & Language, Psychology and Physiotherapy reports Description of the pupils learning strengths and style Goals and objectives should be specified PAGE 9
The class teacher and support teacher should consult previous reports and records before setting targets. The IEP should be S M A R T – specific, manageable, achievable, realistic and timed. For every target there should be a strategy geared towards achieving it. The plan must be short and the terminology should be simple. State clearly where each persons area of responsibility lies. When the plan is drawn up, give a signed copy to all partners. Make it a working document and refer to it regularly. Build in a review process and state when the review should take place.
What Legislation Requires! Legislation is quite clear in its requirements: If an assessment establishes that a child has an educational disability the school must, within one month of the assessment, have an Education Plan prepared, a copy furnished to parents and a review procedure decided upon, involving the full collaborative team. A template that which can be used to devise an IEP can be downloaded from the resources section of the IPPN website. Just log on to www.ippn.ie and follow the instructions. Similarly, a sample IEP template can be found in the Learning Support Guidelines booklet.
www.text-a-parent.ie
Learn Together A New Ethical Education Curriculum for Educate Together Schools Dr. Kathleen Lynch, chair of Equality Studies, UCD, recently launched the new Educate Together Ethical Education Curriculum in Temple Bar. This Curriculum is built around the concepts of human rights and human diversity and aims to guide children towards informed opinions in areas such as respect, trust and responsibility. Educate Together is the National Representative organisation for multidenominational education in Ireland. Educate Together are a specific type of state funded primary school in that the Patron and Board are bound to operate a school that delivers equality of access and esteem to all children irrespective of social, cultural and religious backgrounds. The first Educate Together school was opened in 1978 and there are now 31 Educate Together schools operating nationwide, capturing the vision first enunciated by the founders of the Dalkey School Project in 1975 – the inclusion of all children of all faiths bar none.
EQUALITY IN EDUCATION The key aim of Educate Together is to expand the child’s knowledge and understanding of different beliefs in an atmosphere of mutual respect. As a consequence, the Learn Together Programme was devised with the aim of respecting the individual nature of all students, whilst simultaneously creating an atmosphere in which the identity of every child is guaranteed active support. The 30 minute per day religious instruction period in the Educate Together School is used to elaborate the Ethical Education Programme. Children are encouraged to explore and be exposed to different religious viewpoints without regarding it as a religious duty to persuade others of their own beliefs. Educate Together recognise that the biggest challenge to any curriculum is to provide children with the skills to make value judgements on reflection rather than impulse. The Learn Together Programme is geared towards achieving this aim.
Pictured at the IPPN /NAPD meeting in Portlaoise are: Back row, left to right: Jim Hayes, Past President, IPPN; Derek West, President, NAPD; Sean Cottrell, Director IPPN; Michael Parsons, Deputy President, NAPD, Tomás Ó Slatara, Deputy President, IPPN. Seated are Mary McGlynn, National Director, IPPN and Virginia O'Mahoney, President, IPPN. PAGE 11
Would you like to be able to send a brief message to the parent in your school at short notice? Unpredictable events e.g. enforced school closure no heating etc Last minute timetable change e.g. cancellation of sports day Timetable change e.g. a reminder of early closing for staff meeting Happy announcement e.g. victory in sports final For large schools – reminding staff about a particular event.
How can I use text-a-parent to send messages to the parents in our school? Arrange for the collection of the parents’ mobile telephone numbers Log on to www.text-a-parent.ie Register your contact details Send cheque to IPPN to purchase "credit" for the cost of the text messages When your cheque is received, a text message will be sent to you informing that your account has been set up and is ready for use Follow the on-screen instructions which enables you to type your short message and specify the mobile telephone numbers to which the message will be sent
In November 2003 the Irish Primary Principals Network (IPPN) announced a bursary for a Principal’s Study Trip to New Zealand. Our applications, though individually prepared were based on the theme, Educational Management and Leadership in New Zealand Primary Education: Models of Best Practice. The bursary award was announced on February 6th at IPPN Conference 2004. In collaboration with IPPN and the New Zealand Principals’ Federation (NZPF), visits to schools were arranged, including Maori Language schools, special schools, remote 1 & 2 teacher schools as well as urban schools in Auckland, Queenstown, Waikato, Rotorua, Dunedin, Christchurch, Fielding and Palmerston North. For both of us this has been an unforgettable adventure that opened up new perspectives, challenged us to look afresh at our own practices and inspired us to continue the quest for best educational practice as a collegiate exercise. Above all we learned: that our concerns are shared by our brothers and sisters in other nations, that there is no better way to move forward than working together with our counterparts around the globe. We too are of an island nation and we will grow and develop as a professional community only in so far as we are open to reviewing our own practice, reflecting on that of others, and striving to lead the change necessary for a better future.
COUNTRY PROFILE New Zealand is an island nation in the Southwest Pacific made up of two main islands, The North Island and South island as well as a number of small islands. The country’s Maori name is Aotearoa which means ‘Land of the Long White Cloud’. Education is free and is compulsory between the ages of 6 and 17 but most children start school on their 5th birthday. There are approximately 2,667 state primary and secondary schools, about 60% of which have a roll of less than 200 students, with three quarters of these smaller schools being in rural areas. In the vast majority of these schools the principal is a teaching principal.
IPPN 2004 Bursary to New Zealand Helen O’Sullivan & Marie Dunphy
New Zealand is of particular relevance to us here in Ireland for a number of reasons: Population size is roughly similar There are similar numbers of school sizes with a significant number of teaching principals Policies in education have been roughly similar up to the early 1990s when New Zealand began to move in a direction towards greater school autonomy, local management and devolved financial management It was therefore most interesting to read that the three most stressful factors for teaching principals were: The paper/policy work associated with planning, assessment and reporting. Too much time spent on managing at the expense of professional leadership of staff. Lack of training/qualifications for the job. Sound familiar?
BACKGROUND The organisation and management of Education in New Zealand has undergone major reforms since 1989 when the 1989 Education Act came into effect. Prior to 1989 New Zealand’s educational system was highly centralised with 10 education boards controlling and administrating primary education on a regional basis. The policy document "Tomorrow’s Schools" formed the basis for the new structures and brought about far-reaching changes to educational administration in the country. The most significant of the reforms that have occurred are: Self Governance The involvement of parents and communities as management partners PAGE 12
The introduction of a new curriculum The introduction of qualifications frameworks The setting up of a Teaching Council. Education was now acknowledged as a key component of the social and economic revival of the country. In 1988 the task force that had been assigned to review New Zealand’s administration structure in education, called the Picot Task Force, found that the existing system was overly centralised and overly cumbersome. The report, Administering for Excellence (1988), better known as the Picot Report stated:
"An effective administrative system must be as simple as possible and decisions should be made as close as possible to where they are carried out. Because the state provides the funds and retains a strong interest in educational outcomes, there must be national objectives, and clear responsibilities and goals….." Tomorrow’s Schools (1988) was the government’s response to Picot. From the state’s perspective the purpose of the reforms was to improve educational standards by involving all the stakeholders in a meaningful way, vesting power of decision and control of expenditure in the local unit, the school, in a market-driven climate of high accountability. Value for money was considered to be guaranteed. From the local community’s perspective the reforms were about reducing red tape and empowering the parent body.
Attitude "The longer I live, the more I realise the impact of attitude on life. Attitude, to me, is more important than facts. It is more important than the past, than education, than money, than circumstances, than failures, than successes, than what other people think or say or do. It is more important than appearances, giftedness, or skill. It will make or break a company… a church…a home. The remarkable thing is we have a choice every day regarding the attitude we will embrace for that day. We cannot change our past…we cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude…
Bursary Presentation at last year’s IPPN Conference.
INTERNATIONAL EDUCATION One of the more notable outcomes of the reformed system is that education is not just about providing a basic service to its people, it is also ‘considered a sphere with great potential for New Zealand’s relatively small economy....foreign students pay full fees. As a result, universities and schools are starting to market themselves seriously……in recent years since education has been regarded as a commodity rather than a public good, it has been developing an educational market in Asia.’ (Sullivan, 1997)
I am convinced that life is 10% what happens to me and 90% how I react to it. And so it is with you…we are in charge of our Attitudes." CHARLES SWINDOLL
Management and Administrative Structures in New Zealand:
PARLIAMENT TM
Minister Responsible for Education Review Office
Minister for Education
Schools together buying better Ministry of Education
New Zealand Qualifications Authority (NZQA)
Education Review Office (ERO)
Schools and Boards of Trustees Parents & Local Community In our full report, which will be available on the IPPN website, we focus on 6 key areas of the New Zealand educational system as we observed them: 1 Schools as Professional Organisations 2. Schools as Professional Learning Communities: Opportunities for Professional Growth 3. In-School Management 4. Performance Management 5. Smaller Schools 6. Aspirant Leadership We are so grateful to a number of people: Our families - for enabling us to head off to the other side of the world for much of the month of June,
IPPN - for their vision in providing the bursary and particularly to director, Sean Cottrell for his encouragement, support and genuine interest before, during and after the trip. Our sponsors, Allianz and Allied Irish Banks for their generosity in funding this study trip. Our school communities, Boards of management and the Dept of Education and Science – for facilitating our release from school for the period. The NZPF and all the New Zealand Principals and school communities – for organising our itinerary and giving us such a warm welcome at every stage of our journey. Their hospitality was outstanding and for that we are infinitely grateful.
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Primary Curriculum Support Programme 2004-2005 IN-SERVICE TRAINING This year’s programme includes in-service in 2 subjects, Physical Education and Music. The diagram below outlines the school closure days sanctioned by the Department of Education and Science for the purposes of in-service and planning for the Primary School Curriculum: Subject Physical Education
No. of in-service days 1 day in-service
No. of planning days 1 in-school planning day
Music
2 separate days in-service
1 in-school planning day
In-service for Physical Education focuses on three strands: Aquatics, Games and Outdoor and adventure activities. The remaining 3 strands, Gymnastics, Athletics and Dance will be covered in next year’s programme. Key Messages from Physical Education in-service are: The importance and enjoyment and play Maximum participation by all children Development of skills and understanding Balance between competitive and noncompetitive Balance between Contact and noncontact activities Providing opportunities for achievement for each child Providing activities equally suitable for boys and girls Music in-service reflects the integrated nature of the curriculum comprising all three strands,
Listening and responding, Performing and Composing.
Marie Mc Loughlin Key messages from Music in-service are: Music is for all teachers and all pupils The three strands of the Music Curriculum are equally important Active, enjoyable participation is fundamental to the Music Curriculum Music enhances and enriches the child’s life Cuiditheoireacht The cuiditheoireacht service is continuing in schools. Support is available for English, Visual Arts, Gaeilge, SPHE, Maths, Science and Learning Support. Contact your local Education Centre for further details. Further enquiries can be made using our Callsave line:1850 695969 Alternatively you can access support materials at: www.pcsp.ie
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Marie Mc Loughlin, appointed as National Co-ordinator for the Primary Curriculum Support Programme in September 2004, is currently on secondment from St. Patrick’s Boys’ National School, Carndonagh, Co. Donegal. Marie joined PCSP in 2000 as an English trainer. Since then, she has continued to work with the PCSP as a trainer for Visual Arts and Learning Support and she also provided in-school support for teachers as a cuiditheoir before taking up a position as Assistant National Co-ordinator with responsibility for Visual Arts and Music in 2002.
Bullying: Negligence and liability
T
he past year was an eventful one in relation to some high profile cases. The High Court affirmed the Definition of Bullying as provided in the Department of Education & Science Guidelines. The High Court also allowed for publication of school inspector reports although that decision is currently under appeal to the Supreme Court. An award of €127,000 euro was made to an unsuccessful candidate for a principal’s position. However this is under appeal to the Labour Court. The Education for Persons with Special Education Needs Act was enacted during the summer of 2004. The administrative functions of the Department of Education and Science were transferred to the National Council for Special Education in relation to Special Educational Provision. Our Special Educational Needs Organisers (SENOs) are the new face of the Act. The year finished with a negligence case which may be of interest to you. The judgement in summary held that "A Classroom injury to a pupil does not automatically mean that a school or individual teacher has been negligent"
WAYNE MAHER V BOARD OF MANAGEMENT OF PRESENTATION JUNIOR SCHOOL, MULLINGAR (High Court 2004) A 6-year-old 1st class pupil sustained an injury to his eye in an incident in a classroom in school. It happened when another boy sitting opposite Wayne Maher used a rubber band as a catapult with a pencil while the teachers attention was not on him. The pencil was propelled in the direction of Wayne hitting him in the right eye. The incident occurred when a special needs teacher came into the classroom to talk to the mainstream teacher. The injured pupil gave evidence to say another boy reported the incident to the class teacher. He himself had blurred vision, his eye was watery and painful but he did not cry. The matter was investigated by the class teacher, who brought the injured party and the perpetrator to the school principal. This was the only time that the perpetrator had in fact been brought to the principal on disciplinary grounds.
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PLAINTIFF’S CASE Evidence on behalf of the plaintiff was given by a Dr O’ Reilly (an expert in school management). She expressed the view that the presence of a second teacher in the classroom would make it more difficult for the class teacher to be in total control, and if teachers needed to talk to each other it could take place outside of the classroom. Dr O’ Reilly did accept that the accident in question could only have been prevented if the boy with the catapult was watched by the teacher all of the time. The plaintiff sued on the following grounds; (1) The school failed to provide the injured boy with the means by which to avoid unsupervised contact with the perpetrator. (2) The school failed to provide the plaintiff with adequate protection from assault on the school premises. (3) The school failed to have any adequate precautions in place for the plaintiff’s safety while in the classroom and exposed the plaintiff to a risk of damage or injury which they know or ought to have known.
L E G A L
D I A R Y
would have placed a duty of care on the school which would have been too high and unreasonable. A crucial observation by Mr Justice Peart was that there was " no particular unusual difficulty known concerning the past behaviour in the class". Had the perpetrator of the incident a track record of unchecked misbehaviour or assault the outcome may well have been different.
DEFENDANTS/SCHOOL’S CASE The school rejected all of the above claims. They stated that having one teacher in charge of 25 – 30 pupils was normal. They submitted that the class was well behaved and that the presence of a special needs teacher on a short visit to the class to collect children was not relevant. It was unreasonable to suggest that it was necessary to search each child’s school bag upon arrival and that that would be an unreasonable burden and one not required in the discharge of the duty of care owed by a school to its pupils (even though it was a school rule that rubber bands were not to be brought into school).
Contrast the above case with the December 2004 Dublin Circuit Court Case where Ms Justice Katherine Delahunt approved a settlement of €11,000 for an alleged assault on a 12 year old pupil by a fellow pupil. The victim suffered a fracture to one of his metacarpi, the set of five bones on the hand that connects the wrist to the fingers. The plaintiff alleged that the school had a case to answer for failing to adequately supervise a pupil who knowingly had a propensity for violence. The school did not admit liability and the case was settled without any admission of such. It must be remembered that only a small minority of cases go to the trial and the cases are often settled on economic grounds even though a school might wish to fully contest the case.
THE LAW Per Mr Justice Peart "The standard of care required in school is that of a prudent parent. The school is said to be "in loco parentis", in other words, the school is expected to be no more and no less vigilant of those in its care than a prudent parent would be in his or her home. In any normal child there is always a certain propensity for horseplay and high spirits, granted if it were not so, there might be some cause for concern. It is inevitable that in the ordinary rough and tumble that is part and parcel of the daily life of a sixyear-old child, cuts and bruises will occur. Simply because an injury takes place in school, this does not automatically mean that the school management or individual teacher has been negligent. For a breach of duty to occur there is a requirement of foresee ability where a teacher is momentarily distracted from supervision of a class in order to have a short conversation with another teacher. If an injury is caused to a pupil during that short period, it is not negligent of the teacher to have been so distracted in circumstances where there was no particular or unusual difficulty known concerning the past behaviour of the children in class.
PRIMARY EDUCATION MANAGEMENT MANUAL Just before Christmas Thomson Round Hall published supplement 2 of the Primary Education Management Manual. This supplement takes account of the New Education for Persons with Special Educational Needs Act 2004. Congratulations to Sr Maighread Ni Ghallchobhair who wrote the supplement for chapters 1 and 3 and to Peter Long who did chapter 2. Both are well known school principals and contributors to inservice who give freely of their time and expertise. Chapter 4 refers to the New Safety, Health and Welfare At Work Bill 2004 which will repeal and replace the Safety, Health and Welfare at Work Act 1989. Chapter 6 deals with the implications of the New Equality Act 2004.
OBSERVATION This is a significant High Court Judgement which was successfully defended by the school. It puts paid to the notion that schools are an easy touch for the imposition of liability by the courts. The traditional rule of "in loco parentis" has served schools well over the last 100 years. One must have sympathy for the injured pupil. However if the case was lost by the school it PAGE 17
Risk Management Challenge for Principals
E
very school has a legal Duty of Care to its pupils. What this means is that the Board of Management, through its Principal must provide a level of supervision which is comparable to that provided by a reasonable parent. The level of supervision will be influenced by the age of the child and the nature of the school environment. Every school today has a code of behaviour incorporating a policy on Bullying Prevention. Such codes will have reasonable child appropriate sanctions up to and including suspensions. However, the culture of a Primary School (given that it serves education within the compulsory age range) is to use suspension sparingly and only as a last and final resort. Because of the Duty of Care responsibility, a Principal will make every attempt to deploy strategies in collaboration with Parental Support to address the problem. Suspending a child is rarely a solution in itself and is often a symptom of failure to gain the support of parents. If a child poses a tendency towards violence the Principal faces the dilemma of managing the behavioural problem within the school context or suspending the pupil. This is a classic risk management situation. Parental Support or the lack thereof is fundamental to this decision. If schools are going to be the target of litigation arising from incidents between pupils, Principals will detect a greater sense of vulnerability and the likelihood is a trend in increased suspensions as a means of protecting from litigation. In a case of repeated pupil violence, it must be recognised that schools operate within strict legal parameters which protect the rights of others. The responsibility borne by parents in relation to a child’s behaviour must become the focus of any attempt to address this issue.
PAGE 18
Many years ago the Sunday Independent ran a series called "One Crowded Hour," where each week a seminal moment in sport was recalled through the eyes and the memories of the events’ chief protagonist. People such as Ronnie Delaney, Mary Peters, Jimmy Keaveney, Ray McLoughlin and Con Martin waxed about how the events concerned and their contribution had elevated them briefly or eternally to a higher plane, a plateau reserved for the legendary and the great. While ruminating recently, (administrative principals occasionally get to ruminate!) on the decreasing possibilities of my ever being the feature of such a column (Trivial Pursuit and Scrabble remaining the only opportunities for elevation and that only in the confined sporting arena of our living room), I tried to pick out hours, days or weeks which were life changing, for me at least, if not for the nation. I concluded without much deliberation that a 10-day period in late August – early September 1994 shook my world. This otherwise insignificant period of civilisation began with me carrying my new bride across the threshold of a recently vacated granny flat, ended with Offaly winning the All-Ireland with the most sensational 5 minutes in hurling history, which sandwiched neatly my first day as a Principal Teacher. After the Goldrush So, which of these major events had the most seismic effect on proceedings thereafter? Which affected my physiognomy most profoundly? Have no doubt, the elation and exhilaration felt upon hearing the long whistle in Croke Park in the circumstances which prevailed there that day was almost too much
for a newly married man and could only be counterbalanced by briefly considering what those supporting the vanquished Limerick team must have felt, sure as they were of victory only 5 minutes earlier. A glance at our wedding picture will tell its own tale of how the other two major events have impacted on me. For the subsequent expansion of gut I will lay the blame firmly at the traditional door. However, the race between greyness and baldness I can attribute with impunity to my work promotion. Amongst the gifts received celebrating ten years of married bliss was the album "Decade" which celebrates 10 years in the career of grunge godfather, Neil Young. Just to show how far my mind has gone I looked down through the play list and compared it with where right now my job is at and the affect it has had on me in 10 years (yes, I know, I know!). "Helpless", "Burned", "Tired Eyes," "Long May You Run" and "The Loner" could easily apply to the early, pre-networking days when I plied my trade as a teaching principal. "Expecting to Fly" and "Harvest" would accurately express the elation felt when three years ago it became apparent from our enrolment that I would administer from the following September. "After the Gold Rush" could be interpreted as a cynical review of benchmarking. "Soldier" and "Walk On" express the reality of administration when the elation of elevation subsides and "Old Man" which includes the line " Take a look at your life – I’m a lot like you were…" is depressingly foreboding. Here’s hoping that when the parents are presenting me with the carriage clock and the holiday voucher that the citation won’t read – " To a Man Who Once Was Good at his Job." Winds of Change After 10 years loyal service to one club, a premiership footballer is granted a handsome testimonial when all his old friends return and help to ensure that he walks away with a handsome dividend. The official programme would highlight the high points of the previous decade and the changes that had occurred. Assuming that people are currently proceeding with plans for my testimonial, I’ve decided to PAGE 19
look back on the changes which have taken place over my distinguished career for the benefit of the evenings "Clár Oifigiuil". Leaving aside the legislative and Curricular changes which have had varying degrees of impact on our work, there are some very obvious physical changes around our schools since 1994. As a new and enthusiastic Principal I quickly became involved in Cumann na mBunscol which required many phone calls to other schools. A number of these schools didn’t have a phone. In one case, the "school’s phone" was in the kiosk outside the school gate - I’m sure many Principals can see the advantages of such an arrangement! On one occasion, the Cigire asked me for directions to another school as he was leaving ours. I assumed he was doing the decent thing, allowing me to inform a colleague of his impending arrival. Directory Enquiries informed me that the school had no phone. So the local indefatigable postmistress obliged by passing on the message. It’s quite incredible to think that in 10 years, not alone has every school got a phone but almost every teacher and parent (not to mention the pupils!) has their own pocket version. Computers enjoyed varying degrees of standing from school to school. For many schools the only piece of hardware was the Model–T Ford of computers provided by Quinnsworth in return for a trillion tokens. A decade later, a network point for every four people in the school and instant internet access is the expected norm. In 1994 RAM was still more associated with frisky ewes than driving software. New Age Travellers School Staffing has also changed over the past decade. In 1994 I became Principal of a 6 Teacher School with 182 pupils and a shared Remedial Teacher. The school population is now 194 pupils with 9 Permanent Teachers, two shared teachers (one now called the Learning Support teacher instead of the Remedial Teacher), four classroom assistants and a school secretary. In a rural area in past times it was not uncommon for a well –heeled or high achieving exile to visit his/her alma mater and be able to guess who each pupil was on the basis of curly/straight hair and its colour, freckles, height, smile etc….In that (CONTINUED OVERLEAF)
(CONTINUED FROM PAGE 19)
area neither family names nor distinguishing features would have changed, just individual names and faces. It is not uncommon now in a rural school to have 5 or 6 different nationalities and as many religions in one classroom. Throw in decentralised civil servants, wandering Dubs and other varieties of new age country dwellers and rural wannabees and your melting pot is almost complete. Schools, which a decade ago catered mainly for the children of farming or traditional rural background, now have to organise school trips to farms so children can see a cow up close. Ten years ago aquatics was a spelling you gave to a smart sixth class student to take him/her down a notch…from 2005 however we will have to bury our dignity and teach the stuff! All has “changed utterly” In 1994 one of my clever sixth class, responding to a hint from the Cigire, guessed that the three-letter organisation responsible for policing the North was the IRA. Remedial action following the departure of said Cigire involved teaching every abbreviated organisation in the known world, all of which at that time could be comfortably accommodated on the back page of the Fallons Spelling Book. Teachers dealt with the GAA, CIE, INTO and few others during their careers. A decade later sees regular contact and dealings with – DES, NAPD, NAHT, NABMSE, CPSMA, NEPS, PCSP, SDPS, NCSE, SESS, LDS, SENOs, NCCA and our beloved IPPN. Even our subjects have become abbreviated – SPHE and SESE have replaced SES. A decade ago a strand was a fancy name for a beach or a length of wire to keep cattle and sheep at bay. And as for an IEP?…the mind boggles. Now it seems we are not doing our job if we don’t embrace all strands. So in the ten years since my crowded week, what has changed? Marriage is still marriage and the ingredients for success are similar to those in 1994, with gifts and other expenditure index linked of course! The odds offered by the bookies this year on an All-Ireland victory for Offaly reflect better than anything I can write how things have changed. Mind you, if our colleagues in Westmeath, Laois or Kildare want to know how to receive an All-Ireland Trophy into your school and the protocol involved…we’ve had plenty of practice which we’ll gladly share with our neighbours. Principalship (or should it be principality – a small monarchy democratically administered) has, to paraphrase Yeats, "changed, changed utterly" – it is still a noble and rewarding job – but with very many "Crowded Hours!". Damian White, Scoil Shincill, Uíbh Fhailí
Passionate
DR PAURIC TRAVERS, St Patrick’s College of Education, D
The conference of the Standing Committee on Teacher Education North and South (SCoTENS) held in Armagh in November 2004 addressed education for school leadership, among other issues. The discussion demonstrated yet again how much is to be gained from sharing experiences north and south of the border. It is the consciousness of this truism which led to the establishment of SCoTENS, an organisation now in its fifth year, involving Colleges of Education and University Education Departments throughout Ireland. The recent Cross-Border Principal’s Conference is another initiative inspired by this awareness. Coherent Leadership Education The one tangible outcome from the SCoTENS conference was a decision as a first step to instigate a mapping exercise which will collate information on all initiatives in the area of education for school leadership by way of providing a bench-mark (if one may use such a contentious term) of current provision. As in so many other areas of in-service education for teachers, the most striking feature of provision for leadership education is its ad hoc nature and the apparent absence of a coherent system south of the border as compared to the north. At first glance, provision appears to be systematic in the north and haphazard in the south. Some of those closer to the ground, especially in the north, may retort that appearances can be deceptive and counsel against easy assumptions about the merits or demerits of either ‘system’. It is certainly true that in Northern Ireland the preparation of school leaders and the support for newly-appointed school principals is formal, structured and well-developed. It is also the case that provision in the south is more diverse and extensive than sometimes assumed and that current policy seeks to bring more coherence and reduce fragment-ation. The Leadership Development for Schools programme and MISNEACH, its induction programme for newly appointed principals, PAGE 20
are much-needed initiatives with the potential to make a significant impact over time. Increasing demands, decreasing supports As the 1100 principals who completed the recent IPPN on-line survey on workload will testify, the role of principal is subject to everincreasing pressure. The pressure comes from different directions – state, parents, press and public. What is expected of schools and school leaders is increasingly complex and diverse. Globally, the State demands performance and accountability, value for money, more for less. Those demands are underpinned by statutory obligations placed on schools, which, in reality, means on the school principal. At the same time, paradoxically, the State also seeks to adopt a more remote role and to devolve more responsibility to the school. Such a development would be thoroughly welcome if the necessary resources were devolved and if the structures of governance and management in schools were well developed and supported. In fact the opposite is the case. With rare exceptions, the principal is expected to shoulder the burden of his/her own responsibilities but also much of the Board of Management’s. Little wonder that there is a discernible falling off in the number of applications for positions as principal and that the myth of super-principal has lost some of its gloss.
e Principalship
Dublin
Alternative models of leadership There is a need for new ways of thinking and talking about the role of the principal and of school leadership. For a start the dominant business model of principal as CEO – prescriptive leadership as Ivor Goodson describes it - and the view that leadership is singular rather than collective bear closer scrutiny. The task of constructing alternative models of leadership has received a considerable boost with the publication of Passionate Principalship: Learning from the Life Histories of School Leaders (Routledge Falmer, London 2005). Edited by Ciaran Sugrue, this collection begins from the premise that schools are living organisms shaped by a myriad of external and internal factors and seeks to give the voices and experiences of school principals a central role in the debate of leadership. As Jerry Starratt of Boston College comments in the foreword (and as every school principal intuitively understands), abstract concepts and theories of leadership quickly get pushed off to the side as individual human beings stride on to the stage to speak about their lives, their struggles, their passions working in the vineyards of education as teachers and leaders in schools.
“it situates the debate in the context of the lived experiences of schools and school principals and puts ‘real life’ into school leadership” If an awareness of what is happening in this area in Northern Ireland is valuable, then the same is even more true of the international experience. That is a considerable strength of Passionate Principalship. Drawing on the testimonies of teachers in Ireland, England, Denmark and Norway, it situates the debate in the context of the lived experiences of schools and school principals and puts ‘real life’ into school leadership. In so doing, it challenges head on the dominant discourse about ‘prescriptive leadership’. Leadership with a capital ‘L’ What is most notable about the different experiences of teachers in the four countries is how familiar their stories are. Margaret, a
principal of a mixed primary school in a small Irish town for ten years comes from a very different social and cultural context to Peter from Denmark, a principal of four years standing, Kari from Norway a principal in midcareer or the unnamed veteran English head teacher. They all operate in very different educational environments – the English preference for the nomenclature head teacher rather than principal is itself indicative of such differences. But their stories intersect frequently, with common challenges presenting – coping with accountability, the erosion of autonomy, the competing demands internally and externally and the everincreasing expectations of the principal. All of this will resonate with principals everywhere. There are also many echoes of current debates in Ireland. A recently Danish principal expresses a common dilemma: Earlier on the leader was the ‘primus inter pares’. But the expectations towards leaders today, especially from society, is that you have to be a leader with a capital L. That’s why we have to let go the flat structure and the effort of making everybody equal, that teachers like. These life histories are set within an analytical and theoretical framework in a series of articles by Sugrue and his four co-authors in a way which seeks to give them meaning and to chart directions towards a model of leadership which is engaged, ‘mutually dialectic’ and ‘passionate’. I say chart directions towards because, while the book triumphantly demonstrates the deficiencies of any approach to leadership which discounts the real background and experience of teachers, life histories represent an essential ingredient rather than the whole cake. The arguments presented here are complex, often difficult; and the authors may make too few concessions to the general reader. But the book does repay closer study and open up new and exciting ways of thinking about leadership. Above all, it offers encouragement: by all means, consult the leadership gurus but be your own principal.
Dr Pauric Travers is President of St Patrick’s College, Drumcondra. He is also chairperson of the Board of Management of St Patrick’s BNS and a Director of the Centre for Cross Border Studies, Armagh.
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A Principal’s Prayer Lord, help me to become the kind of leader my staff would wish me to be. Give me that mysterious power which will enable me to explain the ethos, the policies, the rules, the procedures to my staff, even though they were never explained to me. Help me to lead and train the cynical and demoralised members of my staff without ever losing my cool. Give me the patience to understand the challenges and to inspire the reluctant members of the staff into the paths of righteousness by my own example and by gentle persuasion without ever blowing my top. Give me that peace of mind so that no longer will I wake up at night from my restless sleep asking myself – "what have others got that I haven’t got and how did they get it?" Teach me to keep smiling even though it sometimes kills me. Give me greater qualities of understanding, patience, modesty and foresight. And when, Dear Lord, you have helped me to reach this pinnacle of management and when I have become a paragon among Principals – Dear Lord, move over.
DECEMBER 2004
Diary of meetings held by IPPN on behalf of Principals
INTO Executive and IPPN Executive in Portlaoise NAPD and IPPN in Portlaoise John Rigney, Principal Officer, School Planning, DES in Tullamore IPPN Executive Meeting, Portlaoise. IPPN and AIB executives in Dublin IPPN and ALLIANZ executives in Dublin Department of Education & Science Working Group on principals’ workload in Dublin Meeting between IPPN and Thompson Roundhall Press in Dublin re. Primary Education Management Manual IPPN and Hibernia College in Dublin Leadership Development for Schools and IPPN Cork in Cork IPPN and DES, CPSMA, Educate Together and the Church of Ireland Board of Education in Dublin to view a demonstration of www.educationposts.com website IPPN and Seán Flynn, Education Editor of The Irish Times, in Dublin IPPN and Dr. David Tuohy in Limerick – Strategic Review / Principals’ Survey
JANUARY 2005 IPPN and Minister Mary Hanafin, T.D., Minister for Education & Science in Dublin IPPN and Geraldine Kennedy, Editor of The Irish Times, in Dublin IPPN Executive in Portlaoise "New Horizons for Smaller Schools and Teaching Principals in Ireland" Meeting of Sub-Committee in Kilkenny IPPN and Archbishop Diarmaid Martin, Archbishop of Dublin, in Dublin Meeting between Professor John Coolahan, Dr Séamus McGuinness, TCD and IPPN in Dublin Minister Mícheál Martin, Minister for Enterprise, Trade and Employment, attended a function with members of IPPN Cork on the occasion of the 10th Anniversary of the first principals’ conference held in Cork in 1994.
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IPPN CONFERENCE 2005
Inspiring Professionalism THURSDAY 3rd, FRIDAY 4th & SATURDAY 5th FEBRUARY 2005
CityWest Hotel, Saggart, Dublin KEYNOTE SPEAKERS
T I M E TA B L E Thursday 3rd February 3.00pm
Registration & Conference Exhibition
6.30pm
President’s Reception with Supper
7.45pm
Conference Facilitator: Ms Caoimhe Máirtín, President, Coláiste Mhuire, Marino Institute of Education
7.50pm
Fáilte an Uachtaráin, Ms Virginia O’Mahony
8.00pm
Whole School Evaluation Mr Eamon Stack, Chief Inspector, DES
8.20pm
The Teaching Council Ms Áine Lawlor, Director
8.35pm
New Horizons for Smaller Schools Launch of Final Report Dr Mark Morgan, Tomás Ó Slatara
Ms Mary Hanafin TD Minister for Education & Science
Dr Diarmuid Martin
Inspiring Professionalism Virginia O’Mahony, President IPPN Seán Cottrell, Director IPPN Open Forum
10.15am
Conference Exhibition and Refreshments
11.30am
School Ethos, Management & Governance Dr Diarmuid Martin Archbishop of Dublin
12.45pm Lunch 2.00pm
Concurrent Workshops (A 1-16)
3.15pm
Conference Exhibition
4.00pm
Concurrent Workshops (B 1-16)
5.15pm
Conference Exhibition
8.00pm
Gala Dinner
8.45pm
Panel Discussion Ms Caoimhe Máirtín
Saturday 5th February
9.00pm
Close
9.00am
Concurrent Workshops (C 1-16)
10.15am
Conference Exhibition & Refreshment
11.15am
Leadership in 21st Century Ireland Ms Geraldine Kennedy Editor, The Irish Times
11.45am
Conference Overview & Close
Archbishop of Dublin
Ms Geraldine Kennedy
9.30am
Friday 4th February
Editor, Irish Times
9.00am
Conference Facilitator: Caoimhe Máirtín
Ms Áine Lawlor
9.05am
Minister for Education & Science Ms Mary Hanafin, TD
12.30pm Lunch
Director, Teaching Council
Mr Eamon Stack Chief Inspector, D.E.S.
WORKSHOPS Addressing Education Disadvantage – An Integrated Approach Addressing Underperformance Procedures for Dealing with Underperformance Leadership Development for Schools Managing Staff – Different Strokes for Different Folks Legal Issues for Principals Current Practice New Future for Smaller Schools
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Managing change in SEN National Education Psychological Service National Education Welfare Board Reviewing In-School Management Special Education Needs Organisers Staff Recruitment – Best Practice Strategies for Teaching Principals The Role of Deputy Principal The Skills of Conflict Management Whole School Evaluation