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F E AT U R E S Who Pays the Piper .........................3 Towards 2016 ....................................4 Delivering Equality of Opportunity in Schools ............5 Bullying in the Workplace .............7 Learning Plus .....................................9 Teaching Principals Approach to Timetables ...................................10 Retired and Retiring Principals Programme ...................11 Legal Diary .......................................14 Newly Appointed Principals Guidance ......................15

The Power of Networking

NcompasS ........................................17

A Phríomhoide agus a Phríomhoide Thánaistigh

Primary Curriculum

The concept of networking is simple but powerful. It is a key strategy for anyone in a challenging leadership position who wishes to avoid professional isolation and strives to gain job satisfaction and personal fulfilment. In six short years, IPPN has become a vibrant ‘network’ of school leaders. You, as an individual member, can take your share of credit for this success arising from your personal support and professional participation in IPPN. The variety of ways in which members support, encourage and enthuse each other through this network is the real evidence of the value placed on its existence. IPPN’s mission statement ‘Tacaíocht, Misneach agus Spreagadh’ is indeed the pulse-like energy that drives the network.

Support Programme .....................19 Educational Equality is a Right ...........................................21 LDS and School Leaders .............24 Newly Appointed Principals ......27 President: Tomás Ó Slatara Editor: Larry Fleming Assistant Editor: Virginia O’Mahony Advertising: Director: Seán Cottrell Irish Primary Principals’ Network Glounthaune, Co Cork t: 353 21 452 4925 f: 353 21 435 5648 The opinions expressed in Leadership + do not necessarily reflect the official policy or views of the Irish Primary Principals’ Network ISSN: 1649 -5888 Design and print: Brosna Press 090 6454327 •

In 2006 alone, through the commitment and professional generosity of colleagues around the country, a number of IPPN initiatives have come to fruition: New Resources Quality Leadership Quality Learning Proof beyond Reasonable Doubt ‘Giorraíonn Beirt Bóthar’ – Distributing Leadership, Deputy Principals ‘Investing in School Leadership’ - Benchmarking

Quality Leadership PAGE 1

Principals Information Management System (PIMS) Tús Maith - Newly Appointed Principal’s Briefing Pack – Professional Queries answered by a panel of experienced principals Services under development HR Advisory Service Legal Advice Service Directory of School Suppliers Retiring Principal’s Programme Anti-Bullying On-Line Professional Development Programme Through IPPN as a network for school leaders, thousands of principals and deputy principals have engaged heartily in sharing good practice, gaining new ideas, adding value to each others schools and influencing education policy through good practice. In the wisdom of Michael Fullan – ‘Official Policy eventually follows good practice’. Let us continue to shape official policy through the power of networking. Tabhair Tacaíocht, Misneach agus Spreagadh dá chéile. Is muidne le meas Tomás O Slatara

Seán Cottrell

Quality Learning

Principal’s Informaton Management System (P.I.M.S.) Responding to a number of innovative suggestions from Principals earlier this year, the Support Office staff and three Principals undertook the research and design of an information management system for Principals. Every Principal was sent a copy of PIMS in early September and the feedback to date has been very encouraging. It is our first attempt to design a ‘desk diary’ for the day to day needs of Principals. We expect that you will have several suggestions on how it can be improved for next year.

The What, Why and How of Children’s Learning in Primary School: More Information for Parents the National Council for Curriculum and Assessment (NCCA) has developed two resources for parents on‘The What, Why and How of Children’s Learning in Primary School’ – an e-booklet and a DVD. The e-booklet gives parents an overview of their children’s learning across the Primary School Curriculum as well as providing parents with strategies they might use in supporting their children to learn. The booklet is available in both English and Gaeilge on the NCCA website at The e-booklet can be used by schools in a number of different ways. It can be downloaded and given to parents in its entirety, or it can be downloaded in parts with parents being given information which is specific to a particular class level. Schools can also customise the booklet by including their own information if they wish, for example, contact numbers, diary dates and arrangements for parent/teacher meetings. The NCCA is also developing a series of short leaflets for parents about particular aspects of their children’s learning in primary school. The first one is about helping children as they learn to read and write, and is available on the NCCA website. Other leaflets will be added over time. So, if you are planning an information event for parents in your school, why not check out the NCCA website at

“They only person that got everything done by Friday was Robinson Crusoe”

No News is Good News

But...Good News is Great News! Every school has different ways of doing things - even ordinary things; or things you think are ordinary… Many schools have enrolled children of different nationalities or who are just newly arrived in Ireland. In every case, there are challenges in doing this. Maybe something simple like introducing the new child to his or her classmates or making arrangements for the first day or putting language support in place. You may think the way you do things is not remarkable or just common sense. Or you may have found simple, small things that have worked well. One school I know makes sure to label everyday objects in the classroom in the child’s native language. Another school has a chart in the entrance hallway with "Welcome" in 20 different languages. Another school puts a "Buddy" system in place for all new children from other countries. Whatever it is that you do for New Irish children – be it simple or more elaborate, we would like to hear about it. There are far too many stories about the difficulties, problems and challenges around integrating New Irish children into our schools and not enough about the practical and innovative ways that schools have welcomed these children and are providing a quality educational experience for them. We would love to hear about your way of doing things. Jot down a quick and simple account of the ordinary things your school does to welcome and integrate and educate children from other countries. Send it to the IPPN Office by post or to by email. Who knows, maybe by sharing these ideas, you can help others in the same situation? We will compile the information and ideas from your feedback and make it available to IPPN members. Please include any resource material or documents you have developed and don’t forget your name, address and contact details of your school. All contributions received by 30th November will be entered in a draw for a mystery prize!!


Confidential Query Line The IPPN Confidential Query Line has become one of the most important services offered to IPPN members over the last year. It is organised by experienced Principals who have very kindly volunteered their services to be part of the query team in order to assist their colleagues. The main focus of the service is to provide professional and personal support for Principals. The Query Team is available to assist with a broad range of situations ranging from conflict management, day to day school management problems, building queries, SEN issues, etc. A follow-up service is provided if required and confidentiality is assured. HOW DOES IT WORK? A Principal with an issue to be resolved contacts the IPPN Support Office (1890 21 22 23) providing their roll number, full contact details and a brief outline of the particular issue about which they require advice. It is advisable to provide home contact details as it is not always possible to deal with queries during the school day. Queries are automatically transferred to the designated Query Team personnel with particular expertise and experience in the area concerned. A member of the Query Team makes contact by telephone and generally a phone conversation suffices unless follow-up is required. The Query Team makes every effort to respond as quickly as possible. As the Query Team are busy Principals, we encourage members to submit queries only where a solution is not readily available by accessing educational websites, the relevant DES Circulars, the Primary Education Management Manual or the CPSMA Board of Management Handbook. PAGE 2

Who Pays the Piper Calls the Tune…

The tune has changed IPPN’s report ‘Investing in School Leadership’ highlights the issues to be addressed by the Public Service Benchmarking Body. It is born out of the stark reality that it is getting more and more difficult to recruit and retain teachers to the role of Principal. This fact is well documented and widely accepted. In a comprehensive and wide-ranging analysis of the role of the Principal and drawing on research from a variety of sources, IPPN puts the focus in this paper on one of the identified restrictive factors to recruitment for Principalship: pay. A picture is painted of the ever more complex, legislatively demanding and accountable leadership role that has emerged over the years; and which is steadily increasing. The job of Primary School Principal is directly comparable to other management positions in the Public and Private sector. However, it is the only management role in the public sectorwhere the person doing the job is paid at the same rate and considered at the same grade as those they manage.

conflict with my primary purpose and life goal, or my own self-image, to deliver and improve the best healing and caring that I can. Similarly as a teacher and an educator. I can teach in a classroom, I can work counselling children, I can train or educate other teachers, I can develop a curriculum, I can manage the delivery of education in a broader context. I can work to assure the quality of the service being delivered. I can be an educator by vocation but do many different jobs. I would like to think that we could embrace many different roles within the overall label of "educator" while recognising that these many roles can be distinctly different in terms of responsibility and accountability. As a class teacher, I fulfilled the role of educator in one way. As a Principal, I fulfil it in another. The important thing as far as pay and reward is concerned is that the job I do as a Principal is completely different to the job I do as a class teacher and should be rewarded for what the job entails rather than an "add-on" to the job of class teacher.

If the Principal is simply a teacher who "does a bit extra" then why the need for statutory agencies to mention the Principal at all?

Principals are paid a teacher’s salary with an allowance for the additional duties they undertake. This is the structure of how we are paid and rewarded for what we do. Does this reflect reality or should we – as the position paper claims – be on a different salary scale? Are we teachers who do a bit extra or is the job of Principal different? Some Principals have an issue (it seems on philosophical grounds) at being labelled managers first and teachers second. Why are we uncomfortable with that? I have a friend who is a Nurse Manager, another who is a Garda Superintendent. I know a County Manager and a Bank Manager. All leadership roles. They describe themselves as managers. All of them are paid as managers and accountable as managers. If asked what they work at, they do not say "Nurse", "Garda", "Engineer" or "Bank Official". Many of my Principal friends, when asked what they work at, will answer "I am a teacher". If I trained and practiced as a doctor, I might want to think of myself as a healer and a carer. As a personal self-image, this might be very important to me. I might work in general practice, in industry, in research, in the hospital system, as a volunteer in a developing country, as a tutor or educator. At different times or in fulfilling different roles, I might – as a carer and a healer – be an administrator, a teacher, a carer, a lobbyist, a manager. None of these roles are in

I manage and lead the delivery of a quality learning experience for the children in my care. I may also do some class based teaching but this is not the core of my role now. It does not diminish me as an educator to say that I am also a manager of service. It rather enhances me. But I should not be confused about what the core elements of my job are. In recent years, the core elements of the job of Principal have been more clearly defined in legislation. The law talks about what Boards of Management of schools are responsible for and talks about what teachers are responsible for. The DES similarly; and other statutory agencies. But they also talk about what Principals are responsible for. Why? If the Principal is simply a teacher who "does a bit extra" (which is how we are paid) then why the need to mention the Principal at all? Surely it would be enough to lay responsibility at the feet of BOM’s and teachers? We all know the answer to that one. Someone has to manage, to lead, to direct, to make sure it all happens and is co-ordinated. That someone is you and me. We fulfil all the functions of a manager but it seems that some of us don’t like to be called managers and as long as we are uncomfortable with that, we will not be paid as managers. We will be paid as teachers who "do a bit extra". I do not stop being a teacher when I become a Principal but I do a different job – even if I still have to teach a full class load.



TIMELINE 2004: Review of Principals’ Workload (see Investing in School Leadership (ISL) Report /Appendix iii/ page 50 ) Findings and recommendations published to members & presented to Education Partners 2005: Research Project - Attitudes & Aspirations of Teachers towards the role of Principal. (See ISL Report/Appendix iv/page 63) Participated in DES Working Group on In School Management and Principals’ Workload On-line survey of Principals re. ‘Expectations of Benchmarking’ Work begins on ‘Investing in School Leadership’ Report 2006: Feb: ‘Principals Expectations of Benchmarking’ published to members (see ISL Report/Appendix ii/ page 43) March: Meeting with INTO regarding three key research conclusions: 1. The growing crisis in recruitment and retention of principals. 2. Principals clearly favour a Separate Salary Scale (SSS). 3. Based on a Separate Salary Scale, Principals who also have full-time teaching responsibilities to receive an additional allowance for their teaching role. IPPN requested that the INTO include these key findings and recommendations in the Union’s submission to the Public Service Benchmarking Body (PSBB) May / June Draft document available on-line for all members Comprehensive feedback received and incorporated Follow-up meeting with INTO – Draft of ‘Investing in School Leadership’ presented July/August: ‘Investing in School Leadership’ published and sent to INTO, Management Bodies and DES. A copy of ISL sent to all schools awaiting Principals in September.


Towards 2016 Implications for Schools The new National agreement on Social Partnership entitled "Towards 2016" will be worth 10% over 27 months to all workers. This new pay deal will require education staff and unions to co-operate with detailed public service modernisation and change programmes.

PERFORMANCE MANAGEMENT One of the key recommendations of the report ’Torwards 2016’ from an education perspective is in the area of Performance Management. Under the Education Act, a school is required to establish and maintain systems whereby the efficiency and effectiveness of its operations can be assessed.

Section 23 of the Act sets out the responsibilities and functions of the School Principal in the area of creating a school environment which is supportive of learning on a day to day basis. This responsibility also extends to guiding and directing the teachers. The Principal is also recognized as being responsible to the DES for the promotion of professional development within the school. This is an area in which IPPN is widely acclaimed within the education community, because of the support and professional development it provides for Principals and Deputy Principals, since its launch in the year 2000. The parties also recognize the importance of the contribution made by each individual teacher to the overall performance of a school, and agree that the most effective way to enhance team and individual contribution is by way of School Development Planning and Holistic Self Evaluation conducted by the school itself. Accordingly, the report recommends that schools use the DES publication ‘Looking at Our School – an aid self evaluation’.

UNDERPERFORMANCE The report acknowledges that there are, as in all professions, a small number of under performing personnel in schools and that a review and revision of existing procedures is timely. These new procedures will be agreed in

time for implementation with effect from the commencement of the 2007/2008 school year. A key area to be considered in discussions will be the provision of assistance where appropriate to teachers who are experiencing professional difficulties, without prejudice to the role and function of the Teaching Council in relation to the issue of fitness to teach. IPPN is currently working on a Leadership Recovery programme which will complement the recommendations of the parties.

management and development for Special Needs Assistants. It is accepted that redeployment of Special Needs Assistants within schools is necessary in order to respond to urgent work demands and to cover for periods of absence by colleagues. School Management will continue to have discretion to redeploy staff to appropriate duties. It is also agreed that where urgent work demands arise during non instruction days, SNA staff may be deployed on tasks relevant to the needs of the students.



As an outcome of the deal, discussions will take place to revise existing promotion procedures applying to all schools. These will be consistent with the requirements of the Fixed Term Work Act 2003 and the Part-Time Work Act 2001. The revised arrangements will apply to all appointments taking effect from the commencement of the 2008/2009 school year. Efficient arrangements for the redeployment of surplus teachers due to closures, fall in enrolments and the like are also to be in operation for the beginning of the 2007/2008 school year. The existing panel arrangements are also to be reviewed.

IN-SERVICE TRAINING The requirement on individual teachers to engage in continuous professional development has to be viewed in the context of the disruption caused in schools by the delivery of in-service training during normal school hours.

‘Towards 2016’ has identified alternative means by which such training can be delivered thus reducing the impact on tuition time. The Parties have agreed to explore how any implications of such changes might be accommodated in the upcoming work of the Public Service Benchmarking Body. Continued co-operation of schools with the implementation of curricular and legislative change is also built into this new agreement.

SPECIAL NEEDS ASSISTANTS ‘Towards 2016’ will also see the establishment of a structured system of performance PAGE 4

Full co-operation with the introduction of new technology to enhance the delivery of education is also to continue over the life time of this agreement even when it necessitates changes in work practices. The funding of caretakers and secretaries employed under the grants scheme will also be reviewed under this new deal.

INVESTMENT Proposals in the deal include a commitment to 100 extra posts in the Education Welfare Board and N.E.P.S. and 550 extra language teachers.

OUTCOMES TO BE ACHIEVED (PRIMARY) Short Term ■ Roll out of measures under the D.E.I.S. initiative for educational inclusion (see D.E.I.S. page 5 in this issue) ■ Increased provision of services for those with Special Educational Needs. ■ Increased provision for migrants at both primary and second level. ■ Development of baseline data/information sources. ■ All children to have the opportunity to become I.C.T. literate by completion of Second Level. ■ Measures to combat early school leaving and to enhance school attendance.

Long Term ■ Substantially reduced literacy/numeracy

deficits among children in disadvantaged communities. ■ Enhancement of early education provision for children with Special Needs and for those from disadvantaged areas. ■ Encouragement of children to be active agents in their own learning and to engage in active collaborative learning.


Delivering Equality of Opportunity in Schools The new DEIS scheme introduced in the last school year is geared towards meeting the educational needs of children and young people from disadvantaged communities. The scope of the programme covers from preschool through to the end of second level education i.e. 3 to 18 years. Although, it is too early to rate the effectiveness of this new initiative, recent reports from the office of the Comptroller and Auditor General suggest we have got very bad value for from monies invested in Educational Disadvantage over a specific recent year (2003/2004) in relation to improving standards of literacy and numeracy. A look at the generational results from the Head Start project of 1960's USA might be appropriate here! This project found that as a result of investing money in Disadvantage, more people stayed on in jobs in later life, maintained relationships longer and fewer people from disadvantaged areas went to prison. A key element of DEIS provision over the coming years will be second chance education and training, with a particular emphasis on access measures for adults. There is also select provision for students with Special Needs incorporated into the programme.

A NEW BEGINNING Despite millions being spent on disadvantage, big gaps still exist in provision. Under achievement and early school leaving are still major concerns, whilst Early Childhood Education, Literacy and numeracy and integration of services require major surgery. Recent statistics from the OECD show Ireland well down the league table in Early Childhood Education with only one in four children availing of pre-school places. There is no "quick fix" to this complex and multi-faceted issue. Clearly a comprehensive and co-ordinated approach is needed. Perhaps DEIS is the new beginning that will deliver measurable standards, lift numeracy and literacy levels and ensure greater co-ordination of approaches among agencies and personnel involved.

THE MAIN ELEMENTS OF DEIS Many Principals are aware that the primary source of disadvantage is the home. Therefore Home School Community Liaison is required, as a matter of urgency to prioritise higher levels of contact with targeted families. The phased implementation of DEIS over the coming 5 years must focus on Home School Liaison as a means towards better identification of disadvantage in schools.One

of the cornerstones of the new DEIS initiative is the integrated School Support Programme (SSP) "a range of supports for schools with significant levels of disadvantage building upon schemes and supports already in operation. The full implementation of the DEIS programme will see the creation of some 300 additional posts with over 600 schools being supported.

IDENTIFICATION PROCESS AND TARGETS The identification and analysis process of Phase 1 of the DEIS initiative was managed by the Educational Research Centre in Drumcondra, resulting in all applicant schools being allocated a Band Rating.

Many Principals have expressed dissatisfaction with their Band placing and many of these are subject to an appeals process at present. Indications are that Band 1 has been expanded from the proposed 150 to the higher figure of 180. As there is a finite amount of resources allocated for this project, it already appears that that these scarce resources have been diluted before the scheme gets off the ground. DEIS is also targeting Early Childhood Provision, class sizes in designated areas (of 20:1 up to second class and 24:1 in senior classes), financial supports for all the schools in S.S.P and access to co-ordinator support in rural areas. Existing class ratios in Breaking the Cycle schools will remain the same. Literacy and numeracy are being supported through increased funding, family literacy projects, increased access to reading and Maths initiatives and increased PCSP support. The Home/School/ Community Liaison and School Completion Programme is being broadened to include services for 300 Primary Schools and there will be a continued emphasis on this area of the DEIS scheme over the lifetime of the programme. A reduced threshold for the appointment of Administrative Principals will see close to 250 schools benefit within the next year and a half. It is hoped that the new action plan will see a continuing emphasis placed on the development of effective transfer programmes between primary and secondary as this move is acknowledged as being crucial in a child’s school experience.

PAGE 5 Would you like to be able to send a brief message to the parents 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 textaparent to send messages to the parents in our school? Arrange for the collection of the parents’ mobile telephone numbers Log on to 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 you 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

PREVENTATIVE STRATEGIES The workplace can be an intimidating environment even at the best of times – hustle, bustle, deadlines, anxiety, strained relationships… and sometimes unfortunately, the place where a worker can be the victim of obstructive, unwanted, unwarranted and abusive behaviour. Unsolicited attention in the workplace severely limits a workers ability to perform to the optimum. The level of work satisfaction plummets which ultimately is detrimental to the well being of the recipient. Welcome to the world of the workplace bully. Repeated inappropriate behaviour whether verbal, physical or otherwise, undermines an individual’s right to dignity at work. Schools are not exempt from being a breeding ground for such behaviour. Remember, anyone can be bullied, be they Principal, teacher, secretary or caretaker. Ability, status or personality does not insulate against the indescribable pain and

increases and motivation, initiative and loyalty become stifled, with previously energetic workmates not reaching their potential. Suspicion, mistrust and fear paralyses the system as timidity and weakness and eventually resentment begins to affect the victims.

Repeated inappropriate behaviour whether verbal, physical or otherwise undermines an individual’s right to dignity at work. In a school context, this can be devastating as effectiveness is sabotaged for control and power. Mistakes begin to creep in. Learning opportunities are lost due to lack of innovation, lack of creativity, lack of discretionary effort and reduced loyalty.

difficult to come to terms with than the more ouvert and common manifestations of bullying such as angry outbursts, blaming, suspension of verbal communication, spreading rumours and innuendo and insults. The effects of such treatment on the victim are devastating and usually range from heightened levels of stress, anxiety and depression to insecurity, guilt, poor concentration and sleeplessness.

PREVENTING BULLYING IN THE WORKPLACE The open collaborative school environment is a major barrier to bullying behaviour as early symptoms can be recognized more easily. The school must have clear procedures in place in the form of an anti-bullying policy which covers adults as well as children and contains clear procedures for dealing with workplace bullying. An organized intolerance of bullying must be prevalent in the school. This intolerance should be underpinned by trust, open discussion, inclusive communication, role


IN THE WORKPLACE suffering it causes. A national survey of workplace bullying some years ago found that almost as many males as females were being bullied at work with 25% quitting or transferring and 40% considering quitting. Workplace bullying is often psychological in nature and may not be easily identifiable to workmates as it can be well hidden. Over time it can be extremely harmful to organizational effectiveness and morale. This can have serious consequences for a workplace such as a school where effective teaching strategies depend on collaboration and the sharing of information. Bullying does not thrive in a school with respectful, open and collaborative structures. Without these structures in place the school environment soon becomes tense and strained and personal goals may subvert organisational goals.

BULLYING – THE TRENDS The consequences of bullying behaviour soon become apparent in the typical workplace. Absenteeism becomes a problem. Colleagues who once were punctual, enthusiastic and diligent are frequently absent. Staff turnover

TACTICS OF THE WORKPLACE BULLY The typical bully is generally inadequate and insensitive. Whereas the victim does not normally seek retribution but rather wants the bullying to stop so that they can get on with their lives, the bully will have bullied before and will most likely bully again. The tactics used will be varied , from attempting to exclude and isolate to preventing communication and eroding relationships with colleagues. This may take the form of withholding information, preventing meaningful contribution to work practices, withholding recognition and persistent and unfounded criticism. In almost all cases bullies consider they are rarely if ever wrong and are likely to blame everyone but themselves. They will thrive in a workplace that is shrouded in secrecy, silence, fear and denial. Other bullying strategies common in the workplace, and this can include schools, are the inconsistent application of rules, abusive surveillance, the withholding of support and the invasion of privacy. Many of these actions can be attributed to the insecurity and poor communication skills of the bully. Such bullying strategies as described above are more PAGE 7

definition and a warm friendly atmosphere. One of the warning signals of the school atmosphere not being as open as it ideally should be, is the emergence of cliques. These can be devisive and breed suspicion. So the empowerment of all staff rather than a quest for personal power, and respect for and the fair treatment of all staff is central to promoting a positive and effective work environment. Loyalty will develop when a person feels valued and has access to an equitable system of reward without covert interference from anybody.

INTERVENTIONS Sometimes, it may be necessary to confront the bully. This should be done calmly and without aggression, focusing mainly on the behaviour of the bully in an assertive way. If self-initiated resolution is not possible, consultation with designated professionals may be an option. Sources: Jacinta Kitt and Doctor Brendan Byrne

+ LearningPlus Online Courses from IPPN As a professional association of school leaders, IPPN provides professional development on a number of levels, from information, support and advice to informal learning on the mailing lists, to a number of courses online which will shortly be available. This mix of formal and informal, withinschool-day and outside-school-day learning is typical of how we all learn in our busy everyday lives. Online courses are a complementary facility that IPPN have been developing, in order to provide you with additional learning opportunities that we hope you will find useful. Quality Learning: There are many aspects to a quality learning experience - and as school leaders, we should expect learning that is accessible, stimulating and most of all directly relevant to our day to day learning needs. Simply uploading chapters of information and adding some discussion forum ‘interaction’ is not our approach.

■ Learn from the course content, from colleague contributions, from other unexpected sources etc. ■ Pursue the areas of the course you are most interested in ■ Partake in professional development so you will be a better school leader

Course Elements: While each course will have its specific differences, we will endeavour to include certain elements that we feel are essential. 1.


3. Benefits of Online Learning: Online learning is no panacea; in fact great face to face teaching with limitless time and resources in the company of well motivated peers is probably the best learning environment. However, with today’s lifestyles, work pressures, time pressures, the ideal is not often available. Accessing courses online can help, and here are some of the reasons why: ■ Take (part of) a course 24/7, from school, home etc. ■ No driving, parking, rain, ‘see you next week’, dressing up etc.



Technology Orientation: A gentle introduction and support in the technology used to access the course aimed at ICT beginners to be taken at the course outset. Learning Management Orientation: Support for learners in managing their time and resources to complete the course in whatever way suits their lifestyle and timescales. Relevance and contextualisation: Every piece of content, every presentation, every resource should be seen by the learner as directly relevant and essential to their needs. Optional paths: Different learners learn differently! We will endeavour to provide for various learning styles and lifestyles – for example 3 pages of content might be chosen as text, an audio podcast, or a streaming presentation. Iterative Improvement: As in all good learning development, the plan-teachtest-revise iteration will be at the core of our course development. We will seek feedback on items such as content

appropriateness, level of challenge, ease of use, ways of improving, and especially on keeping courses and content tightly focused on actual learning needs in relevant scenarios. Coming Soon! We are currently putting the finishing touches to a number of courses which we will be offering shortly! All courses will be accessible through the IPPN website ( which will link to

Learning+: Taitneamh, tairbhe agus tacaiocht. Learning+, the new IPPN online facility can be accessed on Three new courses have been designed for delivery in the coming weeks. These are:■ Bullying - Prevention and Counteraction ■ The Principal and the Law ■ Dealing with Challenging Behaviour The course content is being reviewed at present to ensure it meets the needs of Principals countrywide. For educators, provides an opportunity to have a say in various issues which impact on the education system. This enables for example IPPN to factor members’ views into reports, position papers etc so that policy development can better reflect membership.

as the use of ICTs in education, WSE consultation, the IPPN pre-conference survey, the In-School Management survey, the survey of Education Provision for children with Autism and so on.

For researchers, provides a facility to obtain the views of a wide variety of school leaders and the wider education community. This has proven very useful in the past for surveys such

Future surveys will include Diversity in schools, Availability of qualified teachers, Financial health of BoMs, Retirement planning and we are of course open to suggestions for other relevant issues. is a website designed to facilitate research and information-gathering on current issues in Irish education.



Teaching Principals A Possible Approach to Timetabling The following is not a blueprint, it is an example to encourage creative thinking on Successful Time Management... 1. Proactive communication, collective prioritising and delegation of tasks to others are all essential for effective leadership. 2. Blocking time for specific functions eliminates much of the continuous flow of low order issues. Ensure everyone knows where and when you are available. 3. The simultaneous demands of Teaching Principalship make it an extremely challenging role. Invite all your colleagues to assist in designing and reviewing your timetable. This may help them to appreciate the demands on your time and gain a greater understanding of the need to share the workload. 4. Send routine information and updates to all colleagues by memo. This will leave formal staff meeting time free for meaningful discussion of more important issues. Am Before School

Block 1 Morning Break

Block 2 Lunch

Block 3

After School

5. Develop a policy of meetings by appointment. Communicate this policy clearly to parents, salespersons etc. 6. Delegate the function of answering telephone, opening e-mail/post and receiving visitors to the school secretary. Where secretary is unavailable, delegate the function to other staff members and/or senior pupils, provide training as required. 7. Install an answering machine where the caller’s voice is audible (to you/staff) while he/she is leaving the message. 8. Use a digital Dictaphone system to record memos, letters, reports etc. which can be word processed by the secretary at a later stage. 9. Book a substitute teacher early in the year and pre-plan your administration days for tasks requiring you your undivided attention. Advise colleagues of these days in advance and make yourself scarce!






Meet Deputy Principal & Secretary Prioritise & Delegate

Meet Deputy Principal & Secretary Prioritise & Delegate

Meet Deputy Principal & Caretaker Prioritise & Delegate

Meet Deputy Principal & Secretary Prioritise & Delegate

Meet Deputy Principal & Secretary Prioritise & Delegate






Delegate Yard Supervision Available for meeting individual Teachers

Delegate Yard Supervision Available for meeting individual SEN Teacher

Delegate Yard Supervision Available for meeting individual SNAs

Delegate Yard Supervision Available for meeting individual Teachers

Delegate Yard Supervision Available for meeting individual Teachers






Lunch Break No Interruptions No Meetings

Lunch Break No Interruptions No Meetings

Lunch Break No Interruptions No Meetings

Lunch Break No Interruptions No Meetings

Lunch Break Yard Supervision


Allocate Children to other teacher(s) e.g.: Music, PE, etc Principal’s time to visit other classrooms


Allocate Children to other teacher(s) e.g.: Music, PE, etc Principal’s time to visit other classrooms

Team Teaching Principal’s opportunity to work with Teachers and get to know other children.

Meet Deputy Principal & ISM Team Discuss, Prioritise & Delegate

Parent Appointments

Meet Chairperson & BoM Treasurer (every other week)

Parent Appointments

Delegate as appropriate

Delegate as appropriate


Section 29 of the Education Act


Retired and Retiring Principals Programme

IPPN has initiated a Focus Group to determine the issues, needs and challenges of Principals who are planning to retire and also those who have already retired. This Focus Group has proposed a two-stage programme which will help Principals in the following areas: 1. Ending the leadership role Managing impact of Principal’s retirement on school ■ How / when to decide to retire ■ Timing of announcement ■ Succession ■ Transfer / transition Managing the ending ■ Informing board / staff ■ Appointment of successor ■ Induction of successor ■ Rituals for saying goodbye (closure) ■ Clearing out – what to take / leave 2. New Beginning after retirement Managing your new existence ■ Meaningful time structuring ■ Balance leisure / intellectual pursuits ■ Developing a new life plan ■ Managing impact on spouse / family Social Relationships ■ Establishing new boundaries with former colleagues – at different Levels ■ Maintaining some social/professional contacts – e.g. IPPN Note: Other elements such as managing health and finances are covered by existing training programmes.

Programme outline In response to the above issues and needs, it is proposed to provide two separate "interventions": 1. Pre retirement workshop This would cover items listed under “Ending the Leadership Role”. The workshop will be offered at the annual IPPN conference. 2. Post retirement programme This would be a facilitated programme offered to retired Principals. It would comprise four facilitated workshops which would be offered at evenly spaced intervals between October and May. The timing suggested is October, early December, February and April. A Mid week morning is proposed of a two and a half to three hour duration. The programme will be delivered in groups of 12 people. It is proposed that the post retirement programme should be offered on a pilot basis to a group of 12 retired Principals during the coming school year. The pilot programme would be delivered at a Cork venue and would be open to retired Principals nationally. If the initial demand for places was very strong, consideration could be given to running a second group perhaps in a different geographical location Survey of retiring / retired Principals In order to get the views of a wider group, it was suggested that a survey of retiring/retired Principals could to undertaken. The survey would aim to ascertain their needs and their interest in taking up the type of options proposed above. We will notify you by E-scéal when this survey is available on


Section 29 of the Education Act deals with parental appeals over a school’s refusal to enrol a pupil and also with the suspension and expulsion of pupils. Recent trends suggest that many Appeals Committees have been coming down in favour of parents, particularly in relation to schools which are refusing to enrol a pupil. But that may soon be about to change. The number of appeals relating to Primary Schools has dropped in the last year, with only 50 cases being heard, 90% being related to a school’s refusal to enrol. Of this type of case that went to hearing, parents won nearly 4 out of every 5. However, the government is in the process of re-examining Section 29 on the recommendation of a Task Group on student behaviour. Many schools are concerned that Appeals Committees may not adequately take into account and effectively balance the interests of the whole school community when making their adjudication. There is particular concern about cases which deal with the expulsion and suspension of pupils. Many schools feel that as it stands, the appeals mechanism favours the educational interests of disruptive students and school authorities eagerly await expected government amendments.

Class Sizes

The recent OECD report highlights the fact that Irish class sizes are still very high by European standards. Many of the 4000 additional teachers who have come into the system in the last 2 years, have been assigned to children with Special Education Needs and to Disadvantaged Schools, areas that were prioritized by Minister Hanafin when she addressed the IPPN conference in 2005. Consequently, this influx of new teachers has not appreciably reduced class sizes nationwide. Many schools still have multi-grade classes in excess of 30, although the average class size in Ireland size is reckoned to be 24. This compares very poorly with countries such as Greece and Luxembourg. The direction of additional resources to Special Education Needs and Educational Disadvantage is most welcome and long overdue. But a thriving economy should also be able to address the inequity of large classes, large multi-grade classes and especially those large classes under the care of the Teaching Principal.

Employment Law "Ignore Appointment Procedures at your Peril" Phyllis Brown (unsuccessful candidate) V Board of Management of Rathfarnham Parish National School, the most Reverend Dr John Neil and the Minister for Education and Science. (Respondents) And Joyce Perdue (successful candidate) Notice Party High Court (June 2006) Judgement of Mr. Justice Quirke

INTRODUCTION A Deputy Principal applies for the Principalship of her school. The candidate has 27years experience. Her application is unsuccessful. The successful candidate is from another school. The selection process is challenged in the High Court by way of judicial review on the basis that it was inherently flawed. THE FACTS Ms Phyllis Brown challenged the Board of Management’s appointment of Ms Joyce Purdue on the following grounds; (1) The Board of Management had accepted a late application (which was that of the successful candidate Ms Joyce Purdue). (2) The failure of the selection panel to supply those called to interview with details of the established criteria for the post. (3) The fact that the Board of Management did not meet in order to consider the nomination of the Selection Board. According to Mr. Noel Ward of the I.N.T.O "any one of these alleged breaches would on it’s own

constitute a serious ground for challenging the process. The aggregate of the three gives rise to the most serious concern". Mr. Ward wrote to the Most Reverend Dr John Neill (Archbishop of Dublin) suggesting he defer sanction on the basis of these concerns. Dr Neill having first approved the appointment, changed his mind and deferred sanction on the basis of his own legal advice. In summary he requested the Board of Management, to recommence the process at the stage where applications would be considered with regard to the closing date for the receipt of same in mind. The actual closing date was 1st November 2004. The late application was submitted on 2nd November 2006. The chairperson of the Board of Management the Reverend Ted Woods in response to the Archbishop stated that legal advice available to the Board indicated that "the chairman of the Board had a discretion to accept the applications and that this discretion was quite properly and appropriately exercised in accepting the notice party’s application on 2nd November 2004. Arguing that a recommencement would expose the Board to a legal action by the notice party and that the failure to furnish criteria to applicants was a "flaw" which affected all candidates equally, Reverend Woods urged the Archbishop not to advise the Department that he was withdrawing his approval of the appointment of the notice party arguing that this would be “grossly prejudicial to the Board which… had hoped that you, as their Patron would consult with and support them in this unfortunate situation”. By letter dated the 22nd December, 2004, Ms. Anne McElduff, who is Assistant General Secretary of the I.N.T.O., wrote to Rev. Woods on behalf of Ms Joyce Purdue notice party. In her letter she referred to the fact that: "On the 17th December, 2004 ... (the notice party)... was shocked to receive a telephone call from you wherein you informed her that an objection to the PAGE 12

appointment had been lodged by the I.N.T.O. on behalf of certain other persons." Contending that the notice party had been appointed by the Board to the post, the letter continued: "Any attempt to interfere with... (The notice party’s) .. Contract or to prejudice her position in relation thereto in any would be most vigorously resisted… (the notice party)… is treating her contract as subsisting and will be commencing her appointment… on 1st February 2005." By letter dated the 28th January, 2005, the Archbishop wrote to Rev. Woods reminding him of the earlier correspondence. He continued: "You informed me in writing on the 23rd December, that the legal advice received by the Board was that the appointment of the (notice party) was valid in spite of certain irregularities in the procedure. I took no further action at this stage and in the light of this communication, I was then given sight of a letter from the Assistant General Secretary of I.N.T.O., Ann McElduff taking the same line as your legal advice and fully supportive of (the notice party). Due to the seniority of Ms McElduff I accepted this as the I.N.T.O. position" Indicating that he had taken independent legal advice the Archbishop stated: "The Strong and clear advice that I have been given is that a complaint by an unnamed person or persons should not be allowed to obstruct the appointment. Furthermore I have been advised that though there were mistakes in the procedure, particularly in the fact that the criteria were not circulated, this affected all candidates in like manner. More significantly a properly constituted Selection Board, following interviews offered the position to a properly qualified preferred candidate. I am therefore stating that the approval that I originally gave to the appointment… remains in place." Ms. Josephine O’ Connor, who is an Assistant Principal Officer in the office of the Minister,

averred that on 1st February, 2005, the Minister sanctioned the payment of salary to the notice party. She did so in reliance upon a declaration from the Board certifying that "the appropriate procedures had been complied" with, in relation to the appointment of the notice party. On the 1st February, 2005, the Board and the Archbishop were aware and had acknowledged to one another that the appropriate procedures had not been complied with in relation to the appointment of the notice party. No evidence was adduced which would indicate that the Archbishop was aware that the Board had made the declaration dated the 1st February, 2005, upon which the minister relied when she sanctioned the notice party’s appointment. Rev. Woods in evidence has averred that three applications for the post had been received on or before the 1st November, 2004. He Stated that at 9.30am on the morning of the 2nd of November, he received an application from the notice party (Joyce Perdue) which was delivered to him by hand outside his home. He stated that he accepted the application in good faith. On 17th November, 2004, the Selection Board met. No record was kept of what occurred at that meeting. A form entitled "Short listing Criteria" was completed. It was signed by Rev. Woods. It recorded the names of the Selection Board members and a decision of the Selection Board that three applicants (including the applicant) should be short listed. It contained a handwritten list of criteria for short listing. No other information was contained in the document. The Selection Board interviewed on the 30th November, 2004. There are no records or minutes of what occurred at that meeting. Arising out of the meeting a form was completed which was signed by the three members of the Selection Board. Addressed to the Board it recorded that the meeting had taken place. It simply recommended the appointment of the notice party to the "vacant position". No other information was contained on the form. It was not circulated to the members of the Board. Rev. Woods averred that he: "… Informed the other members of the Board of Management by telephone that the Selection Board had nominated a candidate and the identity of the candidate. No member of the Board of Management professed to have any difficulty with the nomination of the notice party for the post." He further averred that on the 1st December, 2004, he wrote to the Archbishop seeking his approval, as Patron, for the appointment of the notice party. He averred that "…by the letter of the same date" the Archbishop responded granting approval. He said that he formally offered the notice party the post on the same day and that she responded by letter dated the 2nd December, 2004 indicating her acceptance of the post.

Mr Angus Buttanshaw (a barrister) is a member of the Board. The notice party is married to his wife’s brother.

entitled "…Boards of Management of National Schools – Constitution of Boards and Rules of Procedure."

In evidence Mr Buttanshaw averred that on the 30th November, 2004, he was advised by Rev, Woods that the Selection Board had nominated the notice party for appointment to fill the position of Principal. He indicated to Rev. Woods that he was agreeable to the appointment.

It is a comprehensive document which records agreed procedures inter alia for

He discussed the contents of the letter from Noel Ward dated the 17th December, 2004, with Rev. Woods shortly after it had been received. He advised that a meeting of the Board should be convened and attended that meeting on the 22nd of December. At the commencement of the meeting he disclosed to the Board that he knew the notice party and the nature of his relationship with her. He told the other members of the Board that he would "…withdraw if any of the other members thought it appropriate…" He stated that "…this was not considered necessary by the other members present…". At the meeting he gave the Board comprehensive legal advice in relation to the issues raised in Mr. Ward’s letter. His advice was that the non compliance by the Board with the Rules was not of sufficient gravity to invalidate the appointment of the notice party. The Board acted upon advice and he drafted the Board’s written reply dated the 23rd December, 2004, to the letter which the Board had received from the Archbishop. The notice party duly took up her appointment on the 1st February, 2005, as Principal. On 3rd March, 2005, the applicant was granted leave to seek the relief which has been sought herein. "Relevant legislation on Regularity Provisions" Section 23 of the Education Act of 1998 provides inter alia as follows: (1) "A Board shall in accordance with procedures agreed from time to time between the Minister, the patron, recognized school management organizations and any recognized trade union or staff association representing teachers, appoint to the school in a whole time capacity a person to be Principal of that school subject to such terms and conditions as may be determined from time to time by the Minister with the consent of the Minister for Finance" Pursuant of the provision of s. 23 of the Act of 1998, procedures regulating the appointment of persons as "Principals of recognized Primary schools" have been agreed from time to time between the Minister, the patron and the other bodies referred to in s. 23 of the Act. The agreed procedures presently in force succeeded earlier, similar, Rules and procedures. They were published in November, 2003 and are contained in a document (hereafter "the Rules")


(a) the constitution of Boards of Management, (b) the election and nomination of members of such boards, (c) the terms applicable to Board members, (d) the appointment procedures for teachers, (e) the use of school premises, (f) the procedures for the nomination and election of Patrons and (g) other relevant matters. Appendix D within the Rules regulates the procedures for the appointment of teachers and Principals. It provides inter alia as follows: (i) All appointments of teachers in the school shall be made by the Board of Management in accordance with the Rulesfor National Schools and subject to the prior approval of the patron. (iii) The following procedures are to be followed in all cases of the appointment of teachers unless, in special circumstances, the Minister decides otherwise…" 2. ADVERTISEMENTS (i) Vacancies … shall be advertised in at least one national daily newspaper… the advertisement shall invite applications … to be submitted by a specified date to the Chairperson … (ii) The advertisement shall state … - The latest date for receipt of completed applications, which shall not be earlier than two weeks after the last date of publication of the advertisement. 3. SELECTION BOARD A. Principal Teachers The selection Board shall meet… and shall establish criteria for the assessment of the applications, having regard to the Rules for National Schools and the requirements of the particular post… (iii) A further meeting of the Selection Board is necessary after receipt of the application forms to determine those applicants to be called for interview. Each applicant called for interview shall be supplied with details of the established criteria for the post. 4. INTERVIEWS (iv) Having interviewed such applicants as present themselves, the Selection Board shall submit a written report to the Board of Management, nominating the applicant whom it considers most suitable for appointment. (v) The Board of Management shall appoint the teacher so nominated unless it has good and sufficient reason not to do so … (vi) The Chairperson shall seek the approval of the patron for the appointment.

5. NOTIFICATION OF APPLICANTS (i) Having received approval in accordance with 4 (vi) the Board shall notify the teacher of his/her appointment. The successful candidate should be advised that the offer is subject to the sanction of the Minister. (ii) As soon as the Board of Management has received notification of the teacher’s acceptance of the post, all unsuccessful candidates shall be notified. Both the successful candidate and the chairperson shall complete the relevant form and … If the post is warranted and the Chairperson of the Board certifies that the teacher has met the criteria and the appointment has been made in accordance with the procedures outlined in this appendix, the Minister for Education and Science will sanction the appointment." RULE 15 – of the Rules of Procedures read as follows: 15. Disclosure of interest / integrity of Board proceedings. (b) a member of Board who stands in a relationship to a person who is a candidate for appointment by the Board as teacher or other member of staff of the school, including the Principal, shall disclose to the Board the fact of the relationship and the nature thereof and shall take no part in any deliberation or decision of the Board concerning the appointment and the disclosure and the decision shall be recorded in the minutes of the Board. In this context Board members are required to make a disclosure not only in the case of a family relationship but in respect of any relationship but in respect of any relationship which could be regarded as prejudicial to ensuring absolute impartiality in the selection process." THE APPLICANT’S CLAIM On behalf of the applicant it was claimed that the Board, in nominating the notice party for appointment, disregarded and flagrantly contravened the Rules which were pursuant to the provisions of s. 23 of the Act of 1998 for the express purpose of regulating such nominations. It is contended the decision of the Board was, accordingly, unlawful and ultra vires and should be quashed. Mr Horan S.C. on behalf of the applicant says that the Rules must be construed as mandatory in application, having regarded to their terms. He claims also that the Board’s decision to appoint the notice party was unlawful and invalid because it characterized by actual or perceived bias, contrary to the express provisions of the Rules and to the principles of natural and constitutional justice.

THE RESPONSES (1) On behalf of the Board and the Minister it was contended that the applicant did not seek leave to seek the relief which has been sought herein within the time limited by the Rules of the Superior Courts, (1986) and that accordingly, the court should not exercise its discretion to grant relief in the circumstances.

(2) It was also contended on behalf of the Board that the decision of the Board to appoint the notice party is not amenable to relief by way of judicial review. (3) On behalf of the Archbishop it was contended that there is a "doubt" whether the decision of the Board or the approval of the Archbishop are amenable to relief by way of judicial review. (4) On behalf of all the respondents it was contended that the Rules should not be interpreted by this Court as having a mandatory application. It is argued that the Rules are directory rather than mandatory in nature and that the acknowledged departure by the Board from the procedures laid down by the Rules does not invalidate the decision to appoint the notice party. (5) Finally it was argued on behalf of the Board that the decision to appoint the notice party (Joyce Perdue) was not characterized by either actual or perceived bias and that, in the performance of its functions, the Board was not, as a matter of law, required to act judicially.

JUDGEMENT OF MR JUSTICE QUIRKE (1) The court held that the applicants delay in bringing the action was justified. (2) It was argued that the Board had no right to be challenged in its decision i.e. the Board was performing a function which was not ordinarily seen as coming within the public domain. This argument was rejected by the court on the following grounds. i. This case relates to a major profession, important in the community which is responsible for the provision of primary education for children within the state pursuant to policies implemented by successive governments with the sanction of the Oireachtas. ii. The original source of the power to appoint the Principal teacher of a National School is the Education Act of 1998 and in particular s 23 thereof. The power is conferred upon the Board and may only be exercised "… subject to such terms and conditions as may be determined from time to time by the Minister with the consent of the Minister for Finance" and "in accordance with procedures agreed from time to time between the Minister, the Patron…etc".

ARE THE RULES MERELY AN ADMINISTRATIVE CONVENIENCE? The intention of the Rules is not to accommodate the administrative convenience of the Board but to provide a fair selection process for prospective and duly qualified candidates for appointment. Other rules invoked on behalf of the applicant include those contained in Appendix D (which regulates the procedures for the appointment of teachers and Principal). The relevant rules are as follows: 1. A rule which requires the advertisement for applications to state on its face the latest date for receipt of completed applications (Rule 2). 2. A rule which required that each applicant called for interview "shall" be supplied with details of the established criteria for the post (Rule 3). 3. A rule which required the Selection Board to submit a written report to the Board nominating "the applicant who it considers most suitable for appointment" (Rule 5 (vii)). Again it is to noted that those rules do not suggest an intention to accommodate the administrative convenience of the Board. Rather they suggest an intention to provide prospective candidates with fair procedures.

ARE THE APPOINTMENT PROCEDURES DIRECTIVE OR MANDATORY? The court held that the procedures were mandatory and were not as argued by the Board of Management simply Guidelines.

CONCLUSION The High Court held that the Board of Management had acted unlawfully in failing to properly follow the procedures for the appointment of a Principal teacher. This judgement indicated the action taken by Ms Phyllis Brown the unsuccessful candidate. It also tainted the appointment of Ms Joyce Perdue and has resulted in the Principalship of the school being re advertised and filled in compliance with the correct procedures. Mr Noel Ward of the I.N.T.O. deserves praise for his handling of the case.


iii. The functions of the Board have a statutory genesis. The decision sought to be impugned was made by the Board in exercise of a power conferred upon the Board by the provisions of s. 23 of the Act of 1998. Those facts strongly inter alia suggest that the decision can be said to come within the public domain.

This case is mandatory reading material for Boards of Management in relation to school appointments. The Church of Ireland and C.P.S.M.A. have gone to much trouble in providing training and advice to Boards of Management. This unfortunate situation need not have occurred if the relevant advice and training was adhered to in the first instance. This case stands with the likes of the Kilcoole Case which I referred to in a previous Legal Diary.

iv. The method by which the contractual relationship between the Board and the notice party was created is expressly regulated by a statutory regime.

However we must not lose sight of the fact that hundreds of Principals are appointed each year and perhaps thousands of teachers without as much as a hiccup.



Newly Appointed Principals ■ Acknowledge your dependence on colleagues for information and advice. ■ Involve your Deputy Principal in everything, acknowledging his/her importance not just for support but in all aspects of decision making. ■ Use your opportunity as an NAP to acknowledge and affirm the importance of all ISM roles. ■ Ensure that your social as well as your professional interactions are on an even basis with all staff. ■ Enquire about the history and culture of the school - previous staff members, the school’s successes and issues of pride. ■ Resist the need to show knowledge or competence - this may be misinterpreted as arrogance - instead focus on taking a back seat, listening to everyone. ■ Identify those most uncomfortable or negative towards you/your appointment. Consciously engage with these people - it is essential to demonstrate your ‘comfort’ with everyone, even those who dislike you most. ■ When making decisions - no matter how significant or insignificant they may seem always consult and seek the opinions of others. ■ Who do you consult with? Anybody who is likely to be affected in any way by the decision or who feels they have a role to play in making the decision. ■ Arrange the services of a mentor. You may have friends/neighbouring Principals but it is essential to have a mentor whom you don’t know - not local - for objective and constructive advice.

“Acknowledge your dependence on colleagues for information and advice”

Have you a query about a policy? If you have a query about a policy, if you need a template or just some advice in your day to day role as Principal you should consider subscribing to our mailing list called It's free, simple to use and you'll get to hear about all the challenges, answers to those challenges, daily trials and tribulations of Principals around the country! To subscribe to this mailing list (and indeed any of the IPPN Mailing lists) please follow the instructions below. 1 Log on to the IPPN website. 2. Under the 'Network' tab, a drop down menu will appear. Click on the first item called 'Mailing Lists'. 3. Now you will see a list of all available mailing lists. To join any mailing list, click on the dot beside the word subscribe, and *NB* proceed to the bottom of the page and click the SUBMIT button to confirm your request. 4. You will then start to receive emails from this mailing list, and should you wish to respond to any of those emails, all you have to do is click 'Reply' and send your email in the normal fashion. Later on, if you wish to stop getting emails, simply follow the same procedure, but click the dot beside the word unsubscribe. In addition to our collegial mailing lists, we have a special one for Professional Queries. So, for example, if you have a professional query which you want answered by members of the IPPN Executive - the Advisory Panel - please send your email to There is no commitment, no fee, no pressure to contribute or respond. By joining the mailing lists, you will have an extra daily source of information, inspiration, and virtual congregation! Bígí linn Join NOW – it may be the answer to most of your questions. “There is no‘I’ in ‘TEAM’ but there’s a ‘ME’ if you look hard enough.” PAGE 15

The Next Bearing for

NcompasS ‘Face to face with her was an education Of the sort you got across a well-braced gate’ Seamus Heaney’s words are descriptive of the value of the work being carried out by the IPPN with its northern counterpart the National Association of Headteachers (NAHT), which is supported by NcompasS. The first joint conference, in which NcompasS was involved, was organised in November 2004 on the topic of Small Schools and Special Education, and was successful in establishing face to face relations among members. Building on those relationships, NcompasS looks forward to supporting a further joint initiative which will offer school leaders an opportunity to visit each others schools’ for a job-shadowing/ study visit. The proposed theme of the visits is Cultural Diversity – Challenges and Opportunities which is a topic that is currently of importance both North and South. The intention is to learn from each others experiences, both the commonalities and the differences. In fact, the diversity among the members of both organisations is a richness in itself that will add to the exploration of the theme. This is linked to the aim of NcompasS which is to develop partnerships between people and organisations from differing cultural traditions in the formal and non formal education sectors which will contribute to peace and reconciliation in Ireland and Northern Ireland. The project is administered by a cross border partnership which includes Léargas (based in Dublin), the British Council in Northern Ireland, the Youth Council for Northern Ireland and is being funded for activities 2006-2008 by the extension to the EU Peace II Programme. The proposed cross border visits are the basis of a Joint IPPN/NAHT application to NcompasS for Thematic Project grants. It is also open to individual schools in the border counties of Ireland to apply for a grant to work with a northern partner on a common project theme which can be integrated into the normal activities and which helps to promote Peace & Reconciliation. Possible themes for a project could include: Cultural Heritage of participants; The environment; Arts & Crafts education; Music; Science & Technology; Literary traditions; Local & regional identities; School and the world of work; Equal opportunities for boys and girls; Media; Education through Sport; Drama; Anti racism; Professional development. The deadlines for applications are September 29th and 13th November 2006 Ncompass would particularly welcome applications from schools in the border counties which have not yet taken part in cross border activities. As well as grants, NcompasS tries to provide support and contacts to help schools carry out successful projects. In fact we have produced a Guide to Good Practice in North South activities for young people, teachers etc., based on the experiences of previous NcompasS participants. This is available for download from our website and in hard copy from our office.

Another support activity is the NcompasS training course ‘Managing Educational Exchanges’ which provides a qualification and practical skills in preparing teachers and youth workers to manage educational exchanges for young people. It is accredited by the Open College Network Northern Ireland (OCNNI) at Level 3. Ncompass is also pursuing accreditation options in Ireland. It takes place over 4 residential weekends (2 North/2 South) covering 4 units: Understanding Exchange Programmes, Intercultural Learning, Implementing Exchange Programmes and ICT & Exchange Programmes. NcompasS covers the costs of the residentials and all learning materials. The first residential training course will take place 1-3rd Dec this year And finally school leaders also have an important support role in the final NcompasS activity which funds three week cross border student teacher placements. By welcoming student teachers into their schools, sometimes from very different backgrounds, they are offering them, and the children with whom they work, a unique learning experience. The Attendees at a recent NcompasS evaluation sessions held Training Course after these placements indicate that the impact of this is likely to continue into their professional lives and may be influential in broadening their career decisions. All of this underlines the importance of the leadership role played by Principals and Deputy Principals both now and into the future. By developing and supporting effective cross border relationships school leaders can realise the vision of a particularly ‘well-braced gate’. If any IPPN Members are interested in finding out more information about NcompasS activities for themselves or their colleagues they can check out the website or they can contact me directly at Léargas, 01 8871235 Eva Creely NcompasS Co-ordinator. e-mail:

On- Line Survey on North/ South Educational Links IPPN is facilitating the North South Education Consortium (NSEC) with a 10 minute on line survey to gather relevant information and data from school leaders and staff members on the value of north /south educational links. This is a very timely survey in the current political context and the involvement of you and your staff will help to shape policy and practice in this area over the coming years. The survey is accessible at


Rights and Choices Impact and Challenge for Boards of Management

ANNUAL CONFERENCE Professional Development for Boards of Management in Special Education Organised by the National Association of Boards of Management in Special Education (NABMSE)

Friday 17th November 2006 9.30am – 3.00pm

Tullamore Court Hotel Tullamore, Co. Offaly

BACKGROUND TO THE 2006 PROGRAMME The NABMSE Executive is delighted to announce the programme for this year’s Annual Conference. Evaluations from previous conferences and seminars and on-going contact with the membership dictated the content of this year’s programme. The Education for Persons with Special Education Needs Act (2004) and the setting up of the National Council for Special Education leads us to believe that Boards of Management would welcome the opportunity to receive information and to debate the issues.




Thursday 16th November 7.30–9.30pm AGM and Business Meeting


Presentation by Ian O’Herlihy, B.C.L. This presentation will focus on the Board of Management’s responsibility regarding general contracts, contracts of indefinite duration and vetting of personnel.

Friday 17th November 9.30am Registration


Questions and Answers Session


Introduction and welcome by Chairperson




Address by Ms. Mary Hanafin Minister for Education and Science


Presentation by David Ruddy, B.L.


Question and Answer Session


Section 29 appeals. Advice on preparations necessary for a positive outcome.

Evaluation and closing comments.

This Conference is supported by In-career Professional Development Fund PAGE 18

PCSP Primary Curriculum Support Programme

The PCSP continues to provide an extensive programme of in-service training combined with inschool support through the Regional Curriculum Support Service (RCSS) in this academic year. We wish to acknowledge the valuable and committed support shown by Principals to the PCSP in the past number of years. The programme of in-service training for 2006-2007 is outlined in the grid below. Subject

Off-site in-service day

On-site planning day




Integration (in the context of SESE)



Consolidation and Review (Gaeilge, Science and SPHE)


■ Drama, now recognised as a subject in the

■ Facilitated planning day (Drama/

Primary School Curriculum, will be the focus of in-service training for two nonconsecutive in-service days with the provision of a third day for in-school planning. ■ A new departure for PCSP, the focus on integration in the context of Social, Environmental and Scientific Education, will be an interesting day that endeavours to demystify this topic in a very practical manner. One day of in-service training combined with an in-school planning day is provided for integration. ■ Review templates for SPHE, Gaeilge and Science will be available on the NCCA website by the end of October and will be disseminated to schools in November to facilitate teachers when engaging with consolidation and review. As part of this process, Principals may request the services of a Cuiditheoir to further enhance the implementation of these subjects.

REGIONAL CURRICULUM SUPPORT SERVICE (RCSS) At this stage, you will have received a brochure and poster outlining the services and personnel available through the RCSS in your region. To coincide with the publication of these materials, Cuiditheoirí facilitated meetings have been held nationwide for Principals with the intention of disseminating information about the supports on offer to Principals and teachers through the Regional Curriculum Support Service (RCSS). We wish to extend our gratitude to all Principals who attended these recent information meetings. Cuiditheoirí offer a breadth of services: ■ Once off visits ( full or half day) ■ Sustained Support (repeat visits over a period of time)

■ ■ ■ ■ ■ ■ ■ ■

Integration-SESE) Facilitated day (Consolidation and Review) Workshops in local venues Networks amongst teachers Website Newsletter/Newsnote InTouch Magazine Phone and e-mail Helpline 1850 659 969

PCSP INVOLVEMENT IN OTHER INITIATIVES ■ DEIS: Developing literacy and numeracy in

designated disadvantaged schools ■ Tús Maith: Tacaíocht a thabhairt do mhúinteoirí chun Gaeilge a fhorbairt ■ Enhancing teaching and learning in the multi-grade classroom: a joint project between Region 4 Education Centres and PCSP ■ ICT and Literacy: a joint project between NCCA, PCSP and NCTE, exploring the potential use of ICT in developing literacy. Marie Mc Loughlin (National Co ordinator PCSP)



After a very successful launch podcast on section 29 of the Education Act last June, IPPN is now ready to provide information, procedures and support in relation to a wide variety of Principalrelated issues via podcast. A podcast agenda is being formulated for rollout before Christmas.

UK head teachers hit back at inspectors Inspectors in Britain are up against it as Head teachers prepare to name and shame those who fail to come up to scratch.

Earlier this month, the National Association of Head Teachers (NAHT) in England launched an online reporting system called Offwatch, which allows Heads to register details of inspectors who have, in their opinion, been unprofessional in the way they carried out their work. The NAHT has also made available a post-inspection survival pack, aimed at helping schools cope with the trauma of a poor inspection report. The data about unprofessional inspectors will be collected confidentially via email ( and will be used by the union in its regular meetings with the Office for Standards in Education (Ofsted), General Secretary of the NAHT Mick Brookes said. "These measures are intended as a positive move; we know that Ofsted wants to be made aware of inspections which are not carried out to their high standards. This system will allow NAHT to pass on details of the concerns of NAHT members and to contribute to improving the standard of inspection," Mr Brookes added. But a spokesperson for Ofsted said the initiative was unhelpful. "There are already suitable channels for schools to use if they have any concerns about their inspections," she said. (Source: Education Guardian)

“Those of you who think you know everything are annoying to those of us who do!”

Educational Equality is a Right BY SEAN CROWE

THE CHALLENGE FACING PRINCIPALS community and the issue of our individual range of issues beginning with massively There has perhaps never been a more rights as citizens. increased funding, refocusing government challenging time to be a teacher. On the one thinking and winning over broader society into hand there are the demands and expectations Education is so important today because of its supporting such a shift in government policies. of teachers to be educators who can nourish positive transformative power both on the It also means thinking again about how we minds past the distractions of television, the individual and the communities they come teach, how our schools are designed and how internet, computer games, from. Creating the environment they interact with the neighbourhoods in which In my own IPods, MP3 players and where a child can read and pick up a they are sited. unrelenting peer pressure while book on their own and begin to constituency at the same time also empower direct and control their own learning Delivering educational equality is an expensive children who in many cases are I can point to is a priceless asset, as is creating a project. This year the Fianna Fail/Progressive coming to school cold, hungry child who can count, who can access Democrat coalition will spend €640 million on and from families where the schools where there the ever widening information and tackling Educational Disadvantage. The INTO basics of education are already technologies in our have argued that at least 10% of the education are children from communication tenuous at best. computer driven world, who can budget be spent on tackling disadvantage which imagine and dream up their own would mean an increase to €750 million 54 different Teachers are being asked to stories and games, who can start a annually. However if we take on board some of countries in deliver quality education against lifetime of learning. the recommendations of the Barnardos’ Schools a background of over large or the simple logic of the Tallaght West the playground. In terms of the 21st century Report classes, inadequate buildings and Childhood Development Initiative, or the Young facilities, and an absence of economy, education is the key. The People at Risk Strategic Plan in Dublin’s North services to tackle Disadvantage, Special Needs or modern workplace is more skill driven, East Inner City, we are talking about a budget for indeed to simply take account of the increasing knowledge and qualification focused than ever tackling educational disadvantage that will cost multi ethnic nature of the primary school system before. The ESRI have in recent economic hundreds of millions of Euro more. which with a curriculum designed to be delivered commentaries pointed out the 400,000 plus through Irish or English is increasingly being people in the labour market now, at work in low Sinn Fein believes that this money must be accessed by a growing student cohort for whom wage marginal jobs, who are unskilled and who invested in our children, and if we are serious neither of these languages are their spoken will be the first casualties in any economic about tackling educational disadvantage the tongue. In my own constituency I can point to downturn. What these workers have in price is not negotiable. schools where there are children from 54 common is that they are mostly old Irish and different countries in the playground. products of an education system that let them THE EDUCATIONAL PRIORITIES drop out and could not equip them with the (1) Early Childhood Education So if it is a difficult challenging work basic skills of literacy and numeracy. A quality service of universal free childcare environment for teachers, what can it be like for places for all children in the year before entering the Principals who have to find a way through What is more frightening is that this is a growing primary school was initially proposed by the the chaos, who have to plan a school year problem. A 2001 Centre for Cross Border Studies NESF. The capital costs run to an estimated without adequate buildings and other publication found 1.1 million poorly €1.48 billion and the annual educational resources? educated adults on the island. The We have it seems running costs are €636 million. OECD have consistently registered a created an I cannot underestimate the contribution that literacy problem in Ireland with nearly Creating an early learning teachers are making in the contemporary school one quarter of the adult population education system environment is vital for all children environment and the role of Principals who unable to read the instructions on a and makes the formal primary that replicates years much more productive. have to not only provide a safe learning medicine bottle. Then you have the environment for children, but must also recent Education Research Institute inequality and (2) Out of School Activities establish a positive inclusive ethos for our study into literacy which found that schools, that satisfies parents, allows teachers to 30% of children at school in Participation in out of school is leaving work to their best abilities and operates within Disadvantaged areas have reading activities is another service that is children behind. vital to child development. the constrained and often uncaring funding difficulties. environment created by government. Currently only 1.2% of Primary We have it seems created an education system school children have access to an out of school THE SINN FEIN PERSPECTIVE that replicates inequality and is leaving children service and the National Childcare CoWhat is clear to Sinn Fein is that while increased behind. No parent or Principal wants such a ordinating Committee estimates that there funding is a must, there are other questions to scenario so what is to be done? 360,000 children in need this facility. They put be addressed in creating a better teaching the cost of providing 290,000 places at €557 environment for our children. They lie in the THE EQUALITY EDUCATION SHOPPING LIST million annually. role schools play in, not just the pupil’s life or If we are serious about tackling educational Continued on page 22. that of their families, but in the wider dysfunction in Irish society we need to look at a PAGE 21

Continued from page 21.

(3) Parents With a curriculum based on interactive home work involving collaboration between parents and children, equipping parents to do these tasks involves considerable thought and ultimately money. It also means recognising that many parents need to return to education, not just in the context of their child’s learning but in the context of their own education and work skills. We need to think imaginatively about enhancing the link between home and school. (4) Tackling disadvantage now We need; • Permanent language teachers in schools with multilingual students. • Smaller class sizes and to reach the 20 students per class threshold now. • Adequate funding for the National Education Welfare Board and a tracking system for Primary school students. • Radical improvements in the back to school clothing and footwear allowances and to institute a National Book Rental Scheme. • To extend the schools meals programme THE PRICE IS RIGHT So this shopping list comes with a hefty price tag, but ask yourself what is the benefit of being one of the wealthiest economies in the world if we cannot transform positively the lives of those within it, who are we building this economy for? Tax revenue is at record high levels and investing in education now, will save money in the long run as educated children become skilled workers, healthier people, building better, safer and happier communities. Surely this is preferable to the current policy that replicates inequality and poverty, which this year is yet again leaving at least one in four children behind, condemned to poverty and exclusion. Sinn Fein has the experience with communities on the ground and at ministerial level where for example, Martin McGuinness as Assembly Education Minister prioritised the majority of his discretional funding towards the Primary Sector while at an ideological level he instigated the campaign to end the 11+ as part of our goal of putting equality at the heart of the education system.


CULTURAL DIVERSITY in SCHOOLS – Challenges and Opportunities Europa Hotel , Belfast 27 & 28th November, 2006 The first IPPN-NAHT North/South Conference on ‘Children with Special Needs’ and ‘The Future of Smaller Schools’ held in November 2004 was very successful in bringing school leaders from south and north of the border together as professional learning communities. The programme for the school year 2006-’07 proposes to engage both communities in coming together in a formal conference setting to discuss and learn about commonalities and differences in our education systems in relation to the conference theme. The conference will focus on the question of ‘Cultural Diversity’ as newly encountered in our schools on the island and agreed joint conclusions and recommendations will be formulated. The Experiential Diversity Training Workshops, which will be provided, will in turn encourage all to visit the historical element of cultural identity on the island. We are very appreciative of the support, financial and otherwise, received from the Department of Education.

Concrete contacts will also be established at the conference between clusters (three primary school leaders in each cluster) on each side of the border as part of an exciting and innovative IPPN/NAHT NcompasS sponsored ‘Leadership Links’ project featured in a separate article. The two day conference will be followed up by a 3-day visitation and jobshadowing opportunity by southern cluster members to their corresponding northern cluster. This 3-day session will be reciprocated by visits to the southern clusters by northern cluster groups in May 2007. Research has shown that the level of interest and enthusiasm shown by school leaders in a particular initiative is very often the critical factor in determining a successful outcome. For further information and / or to apply to attend this Conference (limited number of places available) please contact Executive member Gerry Murphy, Louth at 042 9337170 or by e-mail before Friday October 27th to

IPPN Conference 2007 Killarney plays host to IPPN Conference 2007 on January 25th, 26th and 27th. Keynote speakers will include Ms. Emily Logan, Ombudsman for Children; Mr. David McWilliams, Economist, Broadcaster and Social Commentator; Ms. Mary Hanafin TD, Minister for Education and Science and Ms. Brigid McManus, Secretary General of the DES. In addition to a wide-ranging menu of workshops, the Conference will be facilitated by Communications expert and journalist, Ms. Terry Prone. The Conference and Trade Exhibition will be located in the Irish National Events Centre (INEC) and workshops and accommodation will be based in adjoining Gleneagle and Brehon hotels. Application forms will be made available in early November and places allocated on a ‘first come first served’ basis. Based on the growth in numbers seeking to attend conference over the last three years, it is advisable to book your place early.

The unanswered question is why in the Irish political system today, given the array of reports, the findings of expert groups and the shameful statistics of failure, is there so little political will to tackle inequality in education? Sean Crowe TD, is Sinn Fein spokesperson on Education and a member of the Oireachtas Committee on Education and Science. Educate “That You may be Free”, the Sinn Fein education policy document can be accessed at: PAGE 22

Passport to Europe The European Commission Representation in Ireland will distribute 50 copies of its popular booklet - "Your Passport to Europe" - to every primary school in Ireland this month. This colourful booklet is suitable for 5th and 6th classes and contains information that is easy to understand about the European Union, with quizzes and other activities. It is also available in the Irish language. The European Public Information Centre (EPIC), located in Dublin, has many resources for Primary school teachers and pupils. It has illustrated

stories about the environment, booklets about countries in the EU, wallcharts, maps and much more. EPIC is open Monday to Friday, from 9am to 5pm. On 5th October, EPIC hosted its very first table quiz for a Primary school class! Look out for the photos on the Representation website. If you would like to book a visit to EPIC for 5th or 6th classes in your school, or if you need any information about the EU, please call 01 634 1111 or have a look at the website,


Leading for Learning: Learning to Lead

LDS and School Leaders Paddy Flood: LDS National Co-ordinator ■ Strengthening current provision in

that seeks to explore the role of the Deputy supporting Principals and Deputy Principal while building capacity for the Principals challenges that the role offers. Team Member, ■ Widening professional Gretta O’Shea, herself a development opportunities seconded Deputy Principal The IPPN report for teacher leadership will lead this exciting new ■ Providing for the learning needs of pupils ■ Tailoring leadership initiative. The IPPN report "Giorraíonn Beirt with a range of mother tongues, religious development opportunities "Giorraíonn Beirt Bothar" beliefs and cultural traditions for a variety of school offers a number of critical Bothar" offers a ■ The integration of pupils with Special contexts insights into the role of the number of critical ■ Seeking to encourage and Needs into mainstream schools Deputy Principal that will ■ Developing a new landscape for learning develop leaders of the aspects of the insights into the role of inform and teaching in response to curricular future Tánaiste Programme. ■ Build an internal capacity reform the Deputy Principal ■ Integrating technology into education in LDS to respond to an Online Learning: LDS has ■ Managing larger budgets, dealing with evolving educational developed an online that will inform more agencies and creating learning environment learning platform (LDS aspects of the Tánaiste Live) that seeks to communities where teachers and other In practical terms services staff members may work harmoniously ameliorate the isolation of Programme. offered to school leaders for the and productively together school leadership and to coming year include: build on the work that takes LEARNING FOR LEADERSHIP place at residential training sessions. Misneach: Induction Programme for newly The professional lives of school leaders have Margaret McMahon and Marie Dunphy as appointed Principals. Led by Liam Lawlor, over changed dramatically as the challenges leaders of the online learning project look the course of this school year approximately outlined above have been addressed. Previous forward to introducing LDS Live to Live to 400 Principals will participate in this practices have been adjusted, beliefs and participants on LDS programmes from programme which offers participants convictions have been challenged and the September 2006 onwards. residential support, online learning and a demands placed on the interpersonal skills of mentoring service. This mentoring service is school leaders have sharpened. In such a OECD and School Leadership: The LDS organised at local level by context it is critical that school Programme has been commissioned to Supports in the IPPN. The popularity of leaders commit to the notion of conduct a research activity for OECD, entitled Misneach and the need for lifelong learning. Professional `Improving School Leadership`. This activity development is crucial to areas of curriculum, continuous professional forms part of a comparative international development highlighted addressing the challenges activity of OECD and will result in a special education by programme participants research outlined above, and is reflected final report from OECD. Areas under the in the wide menu of in-service and school planning has resulted in the microscope in this activity include: development of follow-up programmes, and expanding are invaluable aids support by way of a ■ School governance and accountability of range of university courses, that leaders residential conference for support school leaders. Supports to school leaders ■ The leadership of learning participants who in the areas of curriculum, special ■ The attractiveness of the school leaders’ completed Misneach in education and school planning and all teachers. roles April 2006. are invaluable aids to school ■ Professional development for school leaders and all teachers. leaders Forbairt: The popularity of the Forbairt Programme for established school leaders in LDS AND SCHOOL LEADERS An initial country background report to be 2005-2006 has resulted in a large number of In response to this environment the completed by January 2007 will spark the applicant schools for placement on this year’s Leadership Development for Schools development of a wider research base around programme. 300 participants have been Programme has sought to offer supports to school leadership in the Irish context. accepted on Forbairt, which seeks to support school Principals and others that assist them in the Principal and the Deputy Principal to work walking the tightrope of school leadership on a SPREAGADH together to build enhanced leadership capacity daily basis while affording leaders the time and The Spreagadh Programme that was pioneered in their schools. A follow-on conference to last support to work with staff to develop a vision in association with IPPN and Cork Education year’s Forbairt Programme is planned and cofor the future of their schools. The expanding Support Centre is currently being modernised ordinators Kevin Hennigan and Helen range of supports and programmes offered by under the guidance of Aiden McEvoy, Assistant O’Sullivan will be in contact with participants LDS reflects the increasing complexity of the National Coordinator and will be offered in at a later date. leadership challenge. The appointment of four three counties during the Spring term. additional Assistant National Coordinators Spreagadh is a practical support service that Tánaiste: The Tánaiste Programme will be and thirteen additional associate members to invites participants to engage in developing launched in the coming months and invites the programme affords LDS the scope to build practical strategies to support their newly appointed Deputy Principals to on existing provision. Current plans for LDS management and leadership of schools, participate in a residential-based programme include: CHANGE FORCES The unrelenting nature of the forces of change in society and in schools has placed significant demands on school leaders in recent years. These changes include:


Leadership Development for Schools Tánaiste Primary Programme A Programme for Newly Appointed Primary Deputy Principals including developing the capacity of in-school management, leading curriculum and learning, school administration issues and personal welfare for Principals. COTHU The Cothu Programme under the direction of Liam Lawlor and Eilis Humphreys was launched in May 2006 and represents the specific needs of school leaders in Special Schools. The initial cohort of schools involved in this support is set to be expanded in the coming months to include schools that cater for a wider range of disciplines.

An initial country background report to be completed by January 2007 will spark the development of a wider research base around school leadership in the Irish context. Inclusion: The advent of DEIS, the challenges of multi-culturalism and the need to respond to a variety of individual needs are recognised by LDS as areas that require support for school leaders. Kevin Haugh and Clare Ryan are engaged in developing a strategy to enhance LDS’ provision in these areas. CREATING THE FUTURE The contribution of IPPN in carving out a new professional identity and professional supports for school leaders is considerable and is most helpful to LDS in developing our programmes. Advice and guidance at national level, matched by support and activity at local level, through mentoring and Spreagadh, afford an opportunity for the voice of school leaders to be clearly represented in the services that they are offered. THE YEAR AHEAD The LDS Programme looks forward to working with 1 500 school leaders over the coming school year. The activities outlined above highlight the appetite of school leaders for learning and for school improvement. The willingness and commitment of course participants suggest that school leaders are addressing the challenging and complex role they occupy with positivity, with a willingness to learn, and with a desire to bring about worthwhile change.

LDS currently offers two programmes for Primary Deputy Principals – a summer school and Forbairt - see for further information. This provision is now being extended to include a new programme of leadership development focusing on newly appointed Deputy Principals at Primary level. Specifically, Tánaiste Primary will endeavour to develop the skills necessary for Deputy Principals to approach their role with confidence and to work effectively with the Principal and other school leaders in order to ensure high quality teaching and learning in the school. Programme participants will be facilitated in developing their understanding of leadership in schools today and to enhance their interpersonal skills and competencies in the exercise of their role in the school community. Programme content Reflecting the main concerns of Deputy Principals, Tánaiste Primary will include; ■ Discussion of the key findings in the IPPN report ‘Giorraíonn Beirt Bóthar’ ■ Exploring the role of the Deputy Principal ■ The evolving role of the Deputy Principal in leading learning in the school ■ Working collaboratively as part of the Leadership Team ■ Managing change especially in relation to In School Management ■ Interpersonal leadership – emotional intelligence ■ Communication skills and managing conflict. The programme will be facilitated by LDS personnel, all of whom are experienced Deputy Principals and Principals. It will consist of two two-day residential sessions with substitute cover provided. It is proposed to hold the first residential session in early December, with the second following in the spring term. As this is a national programme, the venue will be centrally located. Applications are invited for this programme and interested deputy Principals should complete the form below or complete the online form ( and return it by 27th October 2006 to Linda Hogan, Leadership Development for Schools, Clare Education Centre, Government Offices, Kilrush Road, Ennis, Co. Clare.

APPLICATION FORM (please photocopy and return to IPPN) Leadership Development for Schools Tánaiste Primary Programme 2006/07 Name: Home Tel.:


Address: Home Email: School Name and Address:

School Roll No.

School Tel.

No. of Teachers:

Date of Appointment as Deputy Principal: School Email: Signed:



Capitation Grants

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The biggest problem we all face, regardless of school size, is that the Capitation Grant is simply not enough. This year’s fuel price increase will put all of us to the pin of our collar to remain open. Two years ago our Gas Bill per winter month was €1,000. Last year it was €1,400 and this year we add on another 40%. Regardless of how large or small the school is, the money is simply not enough! A number of years ago I wrote to the then Minister Dempsey to ask that the DES pay one part of the capitation grant in October and reduce or add on accordingly once pupil numbers were with the DES. This suggestion was to avoid the nonsense of running a school for five months on the promise of money. I got an answer essentially saying that they wouldn’t because they never had before. Primary schools get approx €110 per pupil. Voluntary secondaries get minimum €295 per pupil. Community Schools get more. The money essentially pays for the same things- heat, light, insurance, cleaning etc. This is the crux of all our problems- we are still treated as inferior beings because children are younger. This can be seen in the provision of PE facilities in primary schools, in school and classroom design. Compare the latest Primary school buildings with a newly opened Community College. Look at the ancillary staff. We are a very large school and have a full time secretary.An equivalent size secondary has three secretaries. Primary schools are expected to do everything on the cheap. This is despite the fact that our schools are open for more days than the secondaries. Imagine what money worries you’d have on €295 per pupilthe secondaries maintain that they have difficulties managing at this amount. I don’t doubt them. Looking at the bigger picture we also need to make sure that as Patron bodies change that the grants remain the same for all schools. I have in mind here a situation where the VEC becomes involved in primary school management. Grants to VEC schools, as far as I know, are higher than to voluntary secondaries. Clare VEC applied to the DES to establish two primary schools last summer.This is an issue that affects all schools but I think deserves a more serious approach in the media than Eddie Hobbs, in his current persona, would bring to it.

Peter Long


Diary of meetings held by IPPN on behalf of Principals May 2006 DES On-Line Claims System (OLCS) National Association of Head Teachers (NI) Michael Fullan Seminars in Athlone, Kilkenny and Maynooth National Association of Principals and Deputy Principals (NAPD) (Second Level) INTO - Benchmarking Deputy Principals’ Conference National Education Welfare Board (NEWB) Protocols between NEWB & Schools

June 2006 IPPN Executive meeting, Portlaoise National Committee meeting, Portlaoise North South Exchange Consortium (NSEC) – re Survey & Job Shadowing initiative IPPN visit to Smaller Schools Bursary Cluster in Cork/Kerry Border area

DES Working Group - Guidelines and Protocols between Bodies and Organisations working in Education Léargas /NcompasS - North / South Conference & Job Shadowing Project National Council for Special Education (NCSE) – Individual Education Plans( IEPs ) Allianz & DES - Presentation of reports from study visit to Ontario

July/August 2006 Support Office – Design & Development of Principal’s Information Management System (PIMS) Support Office – Design & Development of Newly Appointed Principals’ Briefing Pack DES – New Employee Assistance Scheme Retired Principals’ Focus Group

September 2006 DES – Issues of concern to Principals commencing school year DES Inspectors’ Conference – Presentation by IPPN on Principals’ Issues IPPN Executive 2-day Strategic Planning, Trim Co. Meath Comhdháil Oideachais i gColáiste na Tríonóide ar ‘Muineadh na Gaeilge sa Chomhthéacs Ilteangach agus Eorapach’ – Moltaí IPPN pléite Leadership Development for Schools (LDS)Planning for 06/07 DES Customer Services Unit in Athlone – IPPN Presentation on Principals’ Perspectives

October 2005 26 County Network Meetings OECD Improving Leadership Seminar

Newly-appointed Principals IPPN offers its congratulations to the following Newly-Appointed Principals and Acting Principals. Please contact us at the IPPN office if there are names missing from this list. Hacketstown NS, Carlow, Liam Murray Rathoe NS, Carlow, Bláthnaid McDermott SN Mhuire Droim Féigh NS, Carlow, Mairead Fitzgerald Gaelscoil Bhreifne, Cavan, Siobhán Ní Eochagáin SN Corr Lorgan, Cavan, Elizabeth Timmins Tunnyduff NS, Cavan, Geraldine Dolan SN Corrabhá, Cavan, Tara McGovern SN Cill Mhuire, Clare, Peter Walsh Lakyle NS, Clare, Mary Flanagan Connolly NS, Clare, Geraldine Keane Colmcille NS, Clare, Aisling Greene SN na Maighdine Mhuire, Clare, Ann McMahon Clonmoney NS, Clare, Benidicta McEvoy Coore N.S., Clare, Ita Kilcullen Scoil na Maighdine Muire, Clare, Liam Patterson Scoil Barra Naofa, Cork, Gearoidín Uí Mharnáin SN Clogach, Cork, Bob Allen Scoil Bhríde, Cork, Mary O’Callaghan Scoil Eanna, Cork, Marie O’Donoghue Scoil Oilibheir, Cork, Seamus, O’Dálaigh Ballinagree NS, Cork, Orlaith O’Donoghue St Johns NS, Cork, Margaret Canty Walterstown NS, Cork, Micheál Rea Kilmurry NS, Cork, Kathleen Creedon Castlemartyr NS, Cork, Jane Flannery Scoil Mhuire Naíonáin, Cork, Marie Crowley Ballyheada NS, Cork, Jerry Coakley Bishop Murphy Memorial School, Cork, Peadar O’Dwyer Scoil Mhuire gan Smál, Cork, Liz O’Brien Gaelscoil Dhochtúir Uí Shúilleabháin, Cork, Aishling O’Neill Baltydaniel NS, Cork, Una Kingston SN Chuan Doir, Cork Norma Whelton St Johns Girls NS, Cork, Brid O’Callaghan Scoil Naomh Laichtín, Cork, Carl O’Brien Dundar Mhuighe NS, Cork, Mary Cottrell St James NS, Cork, Margaret Lucey Whitegate (mixed) NS, Cork, Kay Foley Strawberry Hill BNS, Cork, Michael Walsh Goggins Hill NS, Cork, Fiona Meehan Scoil Eoin, Cork Dónal Conway Ballinacarriga Mixed NS, Cork, Bernadette Milner Scoil Barra Naofa Buachailli, Cork, Norma Ryan Barryroe NS, Cork, Denise Collins Glandore NS, Cork, Norma Whelton Gaelscoil Charraig Ui Leighin, Cork, Martina Uí Dhubhghaill SN An Bhreacaigh, Donegal, Conor Ó Chonachaín Robertson NS, Donegal, Dawn Somerville St Patricks GNS, Donegal, Ailish Tully Scoil Mhuíre, Donegal, Catherine Mc Callion St Patricks SNS, Dublin, Michele Keane Rush NS, Dublin, Margaret Dobinson Scoil Mhuire, Dublin, Bernadette O’Sullivan Our Lady of Good Counsel GNS, Dublin, Caroline J Quinn Carmona Special NS, Dublin, Anne Campbell Scoil Mhuire, Dublin, Hugh Daly St Cronans JNS, Dublin, Brigid Manton Gaelscoil Phádraig, Dublin, Roise Ní Ghlolláin St Malachy's SMNS, Dublin 11, Fergus Hamill Scoil Eoin, Dublin 12, Daniel O'Leary Scoil Íosagáin, Dublin 12 , Denis Costello Assumption Junior Girls' School, Dublin 12, Joan Fitzgerald St Pauls Junior NS, Dublin 12, Breda O'Connor St Kevins JNS, Dublin 13, Nora Hamill

St Marys PS, Dublin 13, Catherine O'Beirne Tyrrelstown Educate Together, Dublin 15, Maurice Hurley Scoil na Maighdine Muire, Dublin 16, Olive Horgan Holy Trinity NS, Dublin 18, James Tobin St Marys NS, Dublin 24, Mairead Murray St Kevins GNS, Dublin 24, Jillian Ní Ghliasain Scoil Maelruain Sinsear, Dublin 24, Padraig ó Corcorain St Columbas NS, Dublin 3, Ann Creaner St Josephs Adolescent & Family Service School, Dublin 3, James Walsh St Patricks GNS, Dublin 4, Martin Lynch Cromcastle BNS, Dublin 5, Martin Stynen Scoil Eoín, Dublin 5, Brendan Kelleher North Bay NS Project, Dublin 5, Sally McGinley Casa Caterina SS, Dublin 7, Mary Murphy Scoil Náisiúnta Íomair, Galway, Gerard Murray Clonberne Central School, Galway, Bernard Mc Hale SN Cearn Mór, Galway, John Reilly Slatefield NS, Galway, Desmond Donnelly Presentation Primary, Galway, Brid Cosgrove St Brendans NS, Galway, Deirdre Boyle SN Chuilm Chille, Galway, Fil Uí Dhubhghaigh Ardrahan NS, Galway, Bernadette Moylan St Benins NS, Galway, Catherine Brennan St Augustines NS, Galway, Kathleen Campbell Kilnadeema NS, Galway, Eilís Magner Galway Educate Together NS, Galway, Deirbhile Ni Scolai Cahergal NS, Galway, Sally Flynn Barnaderg NS, Galway, Geraldine O'Connor Scoil Mhuire Naofa, Galway, Kevin Collins St Féichíns NS, Galway, Rosaline Lynch- Kelly SN Naomh Treasa, Galway, Aingeal Uí Cheithearnaigh Scoil Ide Jesus and Mary PS, Galway, Mary Horgan St Brendans School, Kerry, Máire Uí hIcí Scoil an Ghleanna, Kerry, Seanachán Mac Gearailt SN Eoin Baiste, Kerry, Aine Uí Loinghsigh Scoil Mhuire, Kerry, Tom Colgan Milltown N.S, Kerry, Liam Fell Scoil Mhuire gan Smál, Kerry, Anne, Hillard S.N Cill Conla, Kerry, Patricia Boyle Scoil Phádraig Naofa, Kildare, Catherine Gillis Scoil Bhride Kildare, Ronan Tighe St Fintans NS, Laois, Yvonne Murphy The Swan NS, Laois, Elizabeth Kennedy Arles NS, Laois, Marianne Murphy St Josephs GNS, Laois, Kay Joyce St Clares PS, Leitrim, John Conlon Sn na Craoibhe Leithe, Leitrim, Rena Fallon St Josephs NS, Limerick, Joseph Lyons Croagh NS Limerick, Teresa Egan St Canices Special School, Limerick, Liam Rimmer Gaelscoil Sáirséal, Limerick, Martina Ni Fhatharta St Christopers Special School, Longford, Esmé McCord Dulargy NS, Louth, Daniel O'Gallachoir St Marys SN, Louth, Brian McDonnell St Peters NS, Mayo, Marie Loftus Naomh Peadar Agus Pól, Mayo, Máire Ní Cheallaigh St Michaels NS, Mayo, Barbara Daly St Johns NS, Mayo, Marie Fallon Pullathomas NS, Mayo, Máire Uí Dhomhnaill Cúigiú NS, Mayo, Siobhán Geraghty Holy Angels NS, Mayo, Mary Fallon Scoil Naomh Bríd, Mayo, Patricia Newman-Ruddy


Partry NS, Mayo, Tom Byrne Kilmainhamwood NS, Meath, Marie Hand SN Muire, Meath, Ben Dorney Scoil an Bhaile Nua, Meath, Mary, Cooke McCarthy Scoil Nais Aitinn Bhui, Meath, Noeleen, Rooney Robinstown NS, Meath, Dan Daly St Ultans NS, Meath, Fergal Fitzpatrick Dunboyne SPS, Meath, Liam O Laighin Coole NS, Meath, Elizabeth Murray Carnaross NS, Meath, Máirín Uí Bhróithe St Louis Infant School, Monaghan, Tina Mc Tiernan St Marys NS, Offaly, Carol White St Philomenas NS, Offaly, Carmel Rafferty Cloonakilla NS, Roscommon, Mary O'Rourke SN O Dubhlainn, Roscommon, Anne Brehon Aughrim NS, Roscommon, John Faughnan Slatta NS, Roscommon, Coilín Kelly Ballinlough NS, Roscommon, Geraldine Kelly St Marys Convent PS, Roscommon, Anna Feeley Scoil an Chroí Naofaf, Roscommon, Arthur Geraghty St Marys NSkSligo, Brian Mahon Owenbeg NS, Sligo, Mary, Mullaney St Colmans NS, Sligo, Jackie, Henry Cliffoney NS, Sligo, Ita MacGowan Scoil Naomh Treasa, Sligo, ,Seamus McCormack St Josephs, Sligo, Carmel Wynn Scoil Ursula, Sligo, Yvonne McSharry St Patricks Boys NS, Tipperary, Maeve Ryan St Colmcilles PS, Tipperary, Kieran Healy Mount Bruis NS, Tipperary, Seán de Lóndra SN Naomh Sheosamh, Tipperary, George Frend S.N. na Carraige, Tipperary, Mairead O'Halloran Ballytarsna NS, Tipperary, Siobhan McGrath Knockavilla NS, Tipperary, Eleanor O’Dwyer Scoil na hÍnse, Tipperary, Martina Flynn Lisronagh NS, Tipperary, Angela McGrath S.N. Cill Rosanta, Waterford, Catherine Dunwoody Mount Sion CBS, Waterford, Michael Walsh St Martin's Special School, Waterford, Terry Ryan Christ Church NS, Waterford, Janet Twigg The Down NS, Westmeath, Derek Butler Scoil Eoin Naofa, Westmeath, Caitríona Uí Mhuirí Scoil Chruimín Naofa, Westmeath, Niall Brennan St Ciarans NS, Westmeath, Pat Canty Ballinahown NS, Westmeath, Mary Breen St Patricks NS, Westmeath, Dympna Comaskey Clonegal NS, Wexford, Anna Cograve SN Padraig Naofa, Wexford, Brian Flood St Fintans NS, Wexford, Rita McNally Screen NS, Wexford, Nicole Roche Castledockrell NS, Wexford, Gillain Murphy Ballyduff NS, Wexford, Patricia Fadlier Ballyroebuck NS, Wexford, John Roban SN Treasa Naofa, Wexford, Dorothy Kenny Naomh Seosamh BNS, Wicklow, Gerardine Mullen Sacred Heart NS, Wicklow, Eilís O'Gara St Josephs NS, Wicklow, Shane O Donnell Kiltegan NS, Wicklow, Helen Oxley St Peters IS, Wicklow, Mary Kavanagh Johnathon Swift NS, Wicklow, Caitlin O'Connor Carysfort NS, Wicklow, Janet Nuzum

Leadership+ Issue 34 October 2006  
Leadership+ Issue 34 October 2006