Leadership+ Issue 103 March 2018

ISSUE 103 / MARCH 2018

+ Leadership THE PROFESSIONAL VOICE OF SCHOOL LEADERS

Resolving the

SUBSTITUTE TEACHER CRISIS

2018

IPPN Annual Deputy Principals’

CONFERENCE

Leadership without Borders CITYWEST HOTEL

Thursday 19th and Friday 20th April 2018 Having listened to Deputy Principals’ feedback, we have redesigned the event to meet your needs. See ippn.ie for registration details.

Confirmed to date: THURSDAY Special Interest Group Seminars – Facilitated discussion: ■ Newly-appointed Deputy Principals ■ Administrative Deputy Principals ■ Gaelscoileanna ■ Special Schools & schools with Autism Units ■ DEIS schools Keynote inputs Páiric Clerkin, IPPN CEO Chief Inspector, Harold Hislop

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FRIDAY: Choose from the following seminars (Note: there are two sessions): ■ Our School: Developing Leadership for Learning – Kathryn Corbett ■ Improving Teaching and Learning through SSE – Martin Whyte and Leo Kilroy, DES Inspectorate ■ Assessment and Planning for Students with Special Education Needs (Primary) – NCSE

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Inclusion Support Service Restorative Practices – Ann Ryan & Richie Walsh Child Protection – Ongoing Awareness – Donal Kerins

Keynote speakers Minister for Education and Skills, Richard Bruton TD ■ Dr Anne Looney, Executive Dean, DCU ■ David Ruddy, IPPN President ■

YOU CAN ALSO AVAIL OF THE FOLLOWING: Education Expo Networking opportunities Conference dinner with entertainment Fitness classes – Spin, Aquafit, Pilates, Yoga – booking required ■ Health screening – booking required (these fill up within a few hours!).

Booking details will be sent by email to those attending. This is managed by an external organisation.

■ ■ ■ ■

Don’t miss out, book your place and your choice of classes and seminars before they fill up!

Book now on www.ippn.ie More information is available on conference.ippn.ie

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The challenge will be to retain our NQTs in the system to cover the shorter term absence should they not secure permanent/fixed-term positions.

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Taking the Time to Think

Angela explains why nobody can manage time but how you can manage those things that take up your time.

The ethos of Educate Together schools is based on four principles: co-educational, equalitybased, child-centred and democratically run.

Legal Diary

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David provides further information relating to Child Protection Procedures.

Lost in Transition PAGE

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One Bully per class in Irish Primary Schools?

Monica Monahan of the Anti-bullying Institute abi.ie explains their survey results.

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Resolving the Substitute Teacher Crisis

Educate Together Ethos

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THE PROFESSIONAL VOICE OF SCHOOL LEADERS

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+ Leadership

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Kathryn Corbett describes how and why her school developed a comprehensive Transition Programme for sixth-class pupils.

Irish Primary Principals’ Network, Glounthaune, Co. Cork • 1890 21 22 23 • www.ippn.ie I I

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I I

Editor: Geraldine D’Arcy Editorial Team: Geraldine D’Arcy, Páiric Clerkin and David Ruddy Comments to: editor@ippn.ie Advertising: Sinead Coakley sinead.coakley@ippn.ie ISSN: 1649-5888 Design: Brosna Press

The opinions expressed in Leadership+ do not necessarily reflect the official policy or views of IPPN

Signposts ISSUE 103 / MARCH 2018

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LEADERSHIP+ The Professional Voice of Principals

WHAT IS THE

EDUCATE TOGETHER ETHOS? FIONNUALA WARD PRIMARY EDUCATION OFFICER, EDUCATE TOGETHER This year marks the 40th anniversary of the first Educate Together school and yet Educate Together schools in general are still somehow seen as the ‘new kids on the block’. There isn’t an Educate Together principal or teacher who hasn’t at some stage been asked if they teach Irish or indeed the primary curriculum generally. This tends to be followed by a question related to the use of first names for staff and pupils alike and a comment on the adverse effect this must have on relations within the school.

CULTURAL PRACTICES INFORM, AND ARE INFORMED BY, THE EDUCATE TOGETHER ETHOS Whilst the answer to the Irish and curriculum questions are, of course, a resounding yes, the first name issue is an interesting one. Children are always curious about their teacher’s first name and there is no practical reason for it to be kept secret.

As adults our identity is very much bound up in our first name.

It’s only in the most formal of contexts that surnames come into the picture. Why then should this change when dealing with the children in our charge?

Respect is at the core of relationships in our schools and is viewed as a two-way street, a concept to be earned and not granted, and in no way dependent on the use of Ms/Mr or Múinteoir.

FOUR PRINCIPLES UNDERPIN THE ETHOS As for the ethos of Educate Together schools, it is based on the following principles: co-educational, equality-based, child-centred and democratically run.

Co-educational, a radical concept in 1978, commits schools to acting proactively in facilitating children to explore their full range of abilities and to identify and reject gender-based bias in school activities.

A child-centred approach positions pupil welfare at the heart of decision-making within the school and encourages the use of child-centred learning and teaching methods wherever possible.

A democratically-run school encompasses the active participation of parents and pupils within the school community, whilst positively affirming the professional role of the teacher. Schools are encouraged to nurture and affirm pupil voices in everyday school life.

WHAT DOES ‘EQUALITY-BASED’ MEAN IN EDUCATE TOGETHER SCHOOLS? Member schools of Educate Together voted to replace ‘multidenominational’ with ‘equality-based’ at the 2015 AGM, on foot of findings by a working group which concluded that the term ‘multi-denominational’ suggested a religious focus

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and had become confusing to parents, teachers and the general public alike.

This ‘equality-based’ principle guarantees that no preference is given at the point of entry to those of a particular religious or cultural background. But equality of access achieves little on its own. It has to be linked to equality of esteem which ensures that no one belief system or cultural perspective is given preference over another within the school. The child’s personal identity and identities are affirmed throughout their primary education.

While many parents in Educate Together schools avail of Catholic sacramental preparation classes which take place outside of the school day on school premises, these facilities are likewise available to other religious and belief groups as requested. Educate Together schools do not arrange or pay for any group to provide these services and all groups are subject to the usual requirements related to garda vetting and insurance.

LEARN TOGETHER: THE PATRON’S PROGRAMME In all national schools, half an hour of the school day is given over to the patron’s programme and, in Educate Together schools, the Learn Together Ethical Education curriculum is taught at this time. This curriculum is divided into 4 strands.

Moral and Spiritual Development looks at values and feelings, the development of conscience as well as decision-making and critical thinking. It also nurtures a reflective approach to life where stillness and meditation are encouraged.

Amongst other issues, Equality and Justice addresses rights and responsibilities, discrimination, diversity and democracy, not only at school level but also locally, nationally and globally.

Belief Systems explores the beliefs and practices of the six main world religions as well as looking at atheist, agnostic and humanist perspectives.

Ethics and the Environment, arguably the strand that will no doubt impact more than any other on the current cohort of primary pupils, encourages a knowledgeable and respectful approach to the natural environment.

Pupils are reminded throughout the curriculum of the moral imperative in becoming actively involved in issues about which they feel strongly and wherever possible are encouraged and facilitated to do so.

And finally, Educate Together schools have the same funding, allocation and building issues as their friends and colleagues in other sectors.

March 2018

Resolving the

EDITORAL

SUBSTITUTE TEACHER CRISIS On the surface, it seems quite simple.

We know from the register of births exactly how many children are born in the country each year. Project forward five years from there and one will have a fairly reliable figure as to the number of new enrolments we are going to have coming into our primary schools.

There will additionally be a small number of families emigrating and a somewhat larger number immigrating but, based on recent trends, it shouldn’t be too difficult to put a fairly accurate estimate on the net figure.

Allowing that it takes four years to train teachers and that there is a fiveyear lead-in, it would seem reasonable to expect that sufficient teachers are trained to guarantee adequate supply.

Providing for primary school staffing would seem a good deal easier than for our secondary school counterparts as primary teachers’ skills are not subject-specific. However, as schools know all too well, and never more so than this year, something is going terribly wrong.

We currently have a situation where, according to a recent IPPN survey, 36% of schools report that they have, since September, failed on more than ten occasions to find a substitute teacher.

CPSMA report that 90% of their schools have had difficulty, since September, in finding substitutes.

These figures have, since Christmas, undoubtedly been further inflated by the onset of a serious ‘flu epidemic.

While the scarcity of trained substitutes seems to be worse this year than normal, it is nevertheless not a new phenomenon. Why is this?

PÁIRIC CLERKIN AND DAVID RUDDY To begin with, because salaries are better abroad, especially in the Middle East, many of our young graduates are heading for the airport if they have not secured at least a year-long fixed-term post. There is also the fact that the redeployment panels take what seems to our young graduates like an eternity to clear. Many of them are unwilling to wait around living off scraps of shortterm subbing when there is an abundance of opportunities available to them overseas. The supplementary panel, an invention of recent years, is particularly unhelpful in this regard. Is there a case for reimagining the redeployment panels so as to pull the dates back much earlier and ensure that all panels are clear by the end of June?

While the scarcity of trained substitutes seems to be worse this year than normal, it is nevertheless not a new phenomenon.

Why is this?

With regard to teachers on career break, we know that many are willing to work more than the ninety days permitted.

We welcome the Minister’s announcement at conference that the cap is to be lifted temporarily. While the current substitute crisis persists, we are also calling on the minister to allow all teachers who are job-sharing to provide substitute cover on their week off.

There are probably quite a number of foreign-trained teachers who, for want of the Irish language qualification, are not currently teaching. While the substitute scarcity continues, these should, again on a temporary basis, provided they have conditional Teaching Council recognition, be allowed to teach in short-term mainstream positions. It is also essential that every single teacher who is looking for employment should register their availability with ‘TextaSub’, which is part of EducationPosts.ie.

Ultimately though, robust forward planning is key to resolving this perennial problem. A starting point would be to ascertain annually the exact number of teachers required, the number of NQTs available to the system in any given year, data regarding NQTs’ career progression post qualification and approximate numbers of teachers required to cover long-term/short-term absence. The challenge will be to retain our NQTs in the system to cover the shorter term absence should they not secure permanent/fixed-term positions.

Surely the resolution here lies in the reestablishment of supply panels.

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LEADERSHIP+ The Professional Voice of Principals

CHILD PROTECTION PROCEDURES DAVID RUDDY BL IPPN PRESIDENT

for Primary & Post Primary Schools (Part 2)

In the Legal Diary in Leadership+ issue 102 – Child Protection Procedures Part 1, the relevant documentation necessary for schools to adhere to best child protection practice was examined. In summary it included: A. Children First Act 2015 B. Children First National Guidance 2017 C. Child Protection Procedures for Primary & Post Primary Schools 2017 D. Child Safeguarding Statement to include a Risk Assessment Template 2017 E. DES Circular 0081/2017.

Also discussed was the role of registered teachers as mandated persons, in particular their statutory obligations.

The Child Safeguarding Statement and a Risk Assessment Template were also examined. These two documents must be in place and ratified by Boards of Management (BoMs) by March 11th 2018.

RECORD-KEEPING When child abuse or neglect is suspected, it is essential to have a written record of all the information available. School personnel shall carefully note what they have observed and when they observed it.

Signs of physical injury shall be described in detail and, if appropriate, sketched. Any comment by the child concerned, or by any other person, about how the injury occurred shall be recorded, preferably quoting words actually used, as soon as possible after the comment was made. The record of the discussion shall be signed, dated and given to the Designated Liaison Person (DLP), who shall retain it.

The DLP shall record all concerns or allegations of child abuse brought to her/ his attention, and the actions taken following receipt of a concern or allegation of child abuse.

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The DLP shall retain a copy of every report submitted by her/him to Tusla and shall keep a record of any further actions to be taken by the DLP, and of any further communications with Tusla, An Garda Síochána or other parties in relation to that report. All records created shall be highly confidential and placed in a secure location.

To allow for effective recording and tracking of relevant records and actions, all child protection case files and any parties referenced in such files shall be assigned a unique code or serial number by the DLP. In this context ‘parties’ means any party whose identity, if disclosed, might lead to the identification of a child or a person against whom an allegation has been made.

OVERSIGHT A new feature of the procedures is the increased level of oversight required by a number of organisations.

1. THE BOARD OF MANAGEMENT Principal’s Child Protection Oversight Report to the Board of Management In reporting to the BoM at each meeting, the principal shall include a report and will reference the following: Number of reports of allegations of abuse made against members of school staff since the last BoM meeting Child protection concerns not involving school staff Child protection concerns arising from alleged bullying behaviour amongst pupils Summary data in respect of reporting.

Any matters relating to the employment status of a staff member as a result of child protection concerns should only be considered by the BoM following legal advice. Tusla should not be consulted in relation to employment status matters.

Dealing with allegations against school personnel: a. State the number of reports made to Tusla since the last BoM meeting in respect of an allegation of abuse against a member of school personnel b. State number of cases, since the last BoM meeting, where the DLP sought advice from Tusla in relation to an allegation of abuse against a member of school personnel and the matter was not reported by the DLP based on the advice of Tusla c. State the number of cases, since the last BoM meeting, where any allegation of abuse has been made against a member of school personnel and the DLP has not sought any advice from Tusla in relation to the matter and has not reported the matter to Tusla d. State the number of cases, since the last BoM meeting, where an allegation of abuse has been made against a member of school personnel and the DLP did not report the matter to Tusla in circumstances where Tusla has advised the DLP that it should be reported e. Where there were no such cases at (a), (b), (c) and (d) above, state this fact.

In each case referred to at (a) and (b) above, the BoM shall be provided with and review the following at the BoM meeting: 1. Copies of all records and notes pertaining to how the allegation came to be known to the DLP 2. Copies of any records and notes pertaining to the seeking of Tusla advice in relation to the allegation and to the advice given 3. Copies of any report submitted to Tusla in respect of the allegation 4. Copies of any other records of communications with Tusla, An Garda, or any other party in relation to the allegation (including any acknowledgement of receipt of the report by Tusla)

LEGAL DIARY

5. Copies of any notifications issued to parents where a parent makes an allegation of abuse against a member of school personnel. The DLP shall, within 10 school days of the parent making the allegation, issue a written notification to the parent concerned, setting out whether or not the matter was reported to Tusla and, if so, what were the resulting actions.

6. Copies of any statements given to school personnel by the DLP explaining why the child protection concern was not reported to Tusla.

The documents listed above shall be provided to the BoM at a BoM meeting and all documents shall be recovered after the matter has been dealt with and placed on the appropriate cases file by the DLP. The documents shall not be separately circulated to or retained by any members of the BoM. The minutes shall specify the documents provided to the meeting with the above requirements.

The minutes shall not name the employee or any children referred to in the documentation but shall record the matter by reference to a unique code or serial number assigned to the case/ parties concerned.

2. THE PATRON 1. The Patron must be provided with a copy of the child Safeguarding Statement and the notification regarding the annual review of the Safeguarding Statement 2. Records of the annual review of the child Safeguarding Statement and its outcome shall be made available, if requested, to the Patron 3. Where any allegation or suspicion of child abuse or neglect regarding a member of the BoM has been reported by the DLP (or BoM) to Tusla, the BoM will inform the Patron 4. The Patron must also be informed where the BoM has reported an allegation of abuse against an employee to Tusla, where advised

by Tusla to do so 5. The Patron must be informed if a member of the BoM breaches confidentiality in respect of the Oversight Report.

3. THE DEPARTMENT OF EDUCATION AND SKILLS (DES) Oversight by the DES will be the responsibility of the following components: 1. Schools Division 2. Inspectorate

3. Child Protection Oversight Group (CPOG) 4. Management board of the DES. OBSERVATION The oversight provisions provide for a more robust child protection regime.

There will be challenges in relation to confidentiality. It is imperative that BoM members are fully cognisant that the oversight role demands that the key issue is to ensure that procedures are followed correctly. Great care must be taken to ensure that the strictest confidence is maintained and that there should be no discussion or investigation in relation to the substance or creditability of allegations. Equally, the BoM‘s oversight should not impinge on any disciplinary procedures.

Source: Child Protection Procedures for Primary and Post Primary Schools 2017, (Department of Education and Skills); Child Protection Resource Bundle (IPPN) https://www.ippn.ie/index.php/resource s/resource-bundles/5599-childprotection

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LEADERSHIP+ The Professional Voice of Principals

IPPN Submissions

Substitute Teacher Shortage GERALDINE D’ARCY IPPN RESEARCH AND PUBLICATIONS MANAGER

The following is a summary of the submission to the Joint Oireachtas Committee (JOC) on Education and Skills in midFebruary in relation to the shortage of substitute teachers. IPPN CEO Páiric Clerkin addressed the JOC on Tuesday 20th February, highlighting the key issues as they affect primary schools.

WHY IS THERE A SHORTAGE OF SUBSTITUTE TEACHERS? There are many possible explanations for the reduced number of substitute teachers, including the following factors: Population growth – the growth in student teachers hasn’t kept pace with the increase in population Regulation of substitute teachers – can restrict the availability of partially and fully-qualified teachers.

A new fourth year in the B.Ed. degree – caused a severe shortage of newly-qualified teachers in 2015 Economic factors – including significant increases in housing costs, led to young teachers emigrating in higher numbers to avail of tax-free salaries Pupil/Teacher ratio improvements – an increase in permanent teaching posts ‘absorbed’ available teachers Retirement trends – including a high proportion of teachers taking voluntary (early) retirement.

While many schools have had significant difficulty finding available suitably-qualified substitute teachers, certain school types have severe difficulty, including schools who teach through Gaeilge, special schools, island schools, those situated in remote locations and one-teacher schools.

WHAT IS THE EVIDENCE? IPPN member consultation surveys in 2015, 2016 and 2018 have shown that the situation has become increasingly challenging, and is getting much worse over time. The CPSMA reports that 90% of their schools have had difficulty, since September, in finding substitutes.

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While many schools have had significant difficulty finding available suitablyqualified substitute teachers, certain school types have severe difficulty, including schools who teach through Gaeilge, special schools, island schools, those situated in remote locations and oneteacher schools.

Striking the Balance Report The Teaching Council report Striking the Balance also noted significant issues in relation to primary education. It estimated that there was a need for approximately 5,000 substitute teachers (WTEs) annually and that only 64% of the absences were claimed for by schools. Schools, particularly principals, are dealing with the shortfall, and with the consequences.

A key conclusion in the report noted ‘significant concerns regarding the efficiency and effectiveness of the current substitute teacher system. The demand in schools for substitute teachers does not appear to be met in a significant number of cases; and, in addition, the level of substitute employment available to many teachers may not provide a sustainable income. Most importantly, there is a risk that this dysfunction can have a

negative impact on the quality of pupil learning.' IPPN shares those concerns.

IMPACT ON SCHOOLS OF THE SUBSTITUTE SHORTAGE What do these statistics mean on the ground, in our primary schools?

Pupils It goes without saying that the biggest impact of the shortage of substitute teachers is on the children and their learning.

Workload Finding a suitable substitute teacher may require a significant number of phone calls and responding to queries from available substitute teachers who received a message from the IPPN TextaSub service. Many schools collaborate and share lists of substitute teachers, helping each other to find teachers. In every case of teacher absence, there is a workload impact on the principal, which means their attention is drawn away from leading teaching and learning, which should be their primary focus, and is acknowledged as being critically important.

Teaching Principals In the case of the 59% of school leaders who teach full-time, the situation is far worse. Their own pupils end up waiting for the principal to source a substitute teacher for another class before s/he can begin to teach his/her own class. If the search fails, they may face having a significant number of pupils from the other class(es) brought into their class, which is, at best, very disruptive to all the pupils involved, as well as the teacher.

School Policies As schools have had such difficulty, many Boards of Management will have to consider reviewing their school policies in relation to career breaks, Extra Personal Vacation (EPV) days, secondments and job-sharing so as to minimise the number of teachers concurrently availing of such facilities, and thus the number of substitute teachers required at any one time.

Schools would prefer to allow teachers to avail of these arrangements, given the opportunities for up-skilling involved, however the needs of pupils must come first.

Unappetising implications It is also very challenging for principals to ask resource teachers to side-line their responsibilities to vulnerable children and teach classes to cover for absences.

Similarly, administrative principals often find themselves teaching classes themselves when they can’t find a substitute teacher. In extreme cases, principals find themselves asking unqualified and partially-qualified people to teach pupils. All of these examples are far from ideal. Parents understandably ask challenging questions of principals, and there are no easy answers.

IPPN RECOMMENDATIONS There are some potential solutions that would at least alleviate the critical shortage of substitute teachers over the next few years, while the factors affecting the crisis are at their worst.

Supply Teacher Panels Supply Panels should be established in each county, possibly based in education centres, to ensure trained subs are available regionally. They would offer

security to new graduates and would provide cover for the leadership days of teaching principals.

4th Year B. Ed. Students IPPN strongly believes that the teaching practice element of the fourth year B. Ed. degree should be considered as an internship. This would allow for greater flexibility in the redeployment of host teachers to take up other work, including to cover for their colleagues’ absences.

Career Breaks and Job-sharing We welcome Minister Bruton’s decision to lift the cap on the number of days teachers on Career Break can work.

While the current substitute crisis persists, we are also calling on the minister to allow all teachers who are job-sharing to provide substitute cover outside of their existing contracted hours, should they so wish, as they are currently prohibited from doing so if their contract is in their school.

New Teachers’ Pay Restoring pay equality for new entrants to the profession would help retain newlyqualified teachers in Ireland and disincentivise overseas travel for economic reasons. In this regard, IPPN fully supports the INTO’s call for pay equality.

Redeployment Panels Despite improved procedures and timelines in recent years, it takes too long for redeployment panels to clear.

The supplementary panel is particularly unhelpful in this regard. Many young teachers are unwilling to wait around when there is an abundance of opportunities available to them overseas. All redeployment panels should be clear by the end of May.

Teachers qualified in other jurisdictions It is likely that there is a significant number of foreign-trained teachers who are not currently teaching, as they cannot fulfil the Irish language qualification requirement. These teachers should, on a temporary basis and provided they have conditional Teaching Council recognition, be allowed to teach in short-term mainstream positions.

Retired Teachers Encouraging recently-retired teachers to make themselves available is another option however IPPN fully supports the DES directive to prioritise newlyqualified teachers over retired teachers when filling substitute positions.

Student Teacher Numbers Ultimately, robust forward planning of supply and demand is key - the exact number of teachers required needs to be ascertained, including those required to cover long and short-term absences.

Registering Availability Every teacher who is seeking employment must register their availability with EducationPosts.ie and ‘TextaSub’, where they can subscribe for vacancy alerts in two counties.

All IPPN submissions are available to view and download from www.ippn.ie.

See the Advocacy – Submissions webpage.

In each issue of Leadership+ this year, a key submission has been summarised to provide an overview of key points raised. https://www.ippn.ie/index.php/advoca cy/submissions

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LEADERSHIP+ The Professional Voice of Principals

EducationPosts.ie 2017 Ireland’s longest-established and most widely used website dedicated to education recruitment

In 2017, EducationPosts.ie was a free service provided to Department of Education and Skills-recognised schools in Ireland and the majority of costs were absorbed by IPPN. EducationPosts.ie spans advertising of Pre-School, Primary, Secondlevel, Third & Higher level and International & Other job posts Every advert is reviewed and manually activated Time-sensitive service – adverts activated every 3-4 hours during working hours All emails and queries are responded to via email within a specific timeframe all year round.

EducationPosts.ie Circular 0020/2012, issued by the Department of Education & Skills, lists EducationPosts.ie as a legitimate means of advertising all teaching related posts at both primary and post-primary level Nearly 17,000 education-related posts advertised in 2017 More than 100,000 registered active account holders Search facilities and email alerts – between 50,000 and 120,000 email alerts issued daily to jobseekers Over half a million unique users logged every year In excess of 3 million online sessions a year More than 17,000,000 page views generated annually.

TextaSub A free service linking substitute teachers with primary schools Available to fully-qualified primary school teachers only Teaching Council registration numbers are validated On average there are 316 fullyqualified primary school teachers registered with TextaSub 450,000 text messages sent per year (37,000 per month) All costs absorbed by IPPN.

2017 Adverts Activated on EducationPosts.ie Pre-School Primary Level

Second Level

Third Level

Total

January

32

168

325

4

36

565

February

19

125

198

4

36

382

March

14

137

228

2

23

404

April

9

105

523

1

27

665

May

16

829

2,179

8

35

3,067

June

21

1,658

1,161

2

28

2,870

July

21

1,225

921

10

30

2,207

August

38

956

1,301

16

44

2,355

September

22

608

745

15

34

1,424

October

20

511

693

11

34

1,269

November

19

501

593

2

26

1,141

December

16

235

308

5

16

580

247

7,058

9,175

80

369

16,929

Total

The number of adverts advertised on the site annually has doubled in the last four years:

Number of Adverts Activated

2014

2015

2016

2017

8,135

11,805

13,305

16,929

Primary level now only equates to 42% of the total adverts activated on EducationPosts.ie:

Pre-School Primary level Second level Third level International & Other

Visit www.EducationPosts.ie now You can email us on: info@educationposts.ie

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International & Other

2017

% 2017

247 7,056 9,175 80 371 16,929

1.5% 42% 54% 0.5% 2%

REFLECTIONS

Core balance DAMIAN WHITE PRINCIPAL OF SCOIL SHINCHILL, KILLEIGH, CO. OFFALY AND IPPN DEPUTY PRESIDENT

Every generation produces its selection of new words, concepts and terms which cross the barrier from the new cool to the downright painful at some point in their evolution. ‘Economic paradigms’ was a term beloved of economists and politicians until its use was derided as typical of the mumbo jumbo which landed us in our worstever monetary mess. ‘Da Bomb’, a suave ‘90s term denoting the coolness of its subject, was updated to ‘Da Bomb.com’ before being reduced to junk status from overuse. Some will remember answering the phone with some friend shouting ‘Whaaazzup’ at the other end by way of introduction, thanks to a Budweiser ad which captured the imagination.

Perhaps because of my interest in sport, or because everyone who trains a team from under 6 upwards is now obsessed with it, but ‘core training’ is a term which has crept into popular usage. For so many coaches, it has become essential to have young players skipping, jumping on and off benches, manipulating medicine balls and walking against the restraint of a piece of flexible elastic, so that they will have the essential physical toolkit when the last 5 minutes of a tense county final approaches.

As a child, the only core I remember was the one your friends begged you for after you’d eaten a track around your apple in the schoolyard. The essential muscles were deemed to be exercised enough by pitching copious amounts of square bales in the summer and forking endless piles of silage to stallfed cattle in the winter. The bicycle took care of the rest.

Running into a lad who had this form of exercise was seen as unproductive for our more cosmopolitan townie friends.

Your core muscles looked after themselves, in other words.

I have been thinking of children and young people as I write to this point. However, my real worry is for principals and teachers. I have always believed that we should prepare as teachers and record progress. The bulk of our energy in the job however, should be concentrated on delivery. A good practitioner in any profession will reflect on how their work has gone and make adjustments to their style and their approach, as they go along. They do not and should not need to write everything down. Talking to two very close teaching friends recently, I discovered that they meet at night every second week in each other’s houses to plan together. This usually takes a number of hours, as aims, objectives and plans were adjusted, agreed upon, and cut and pasted into endless files full of the most repetitive records. Both teachers have young families. This is time they won’t get back to spend with them. Over the years, I have received the odd compliment from a past pupil for something we did in class years before. No past pupil said ‘Mr. White, the amount of notes you kept had a really positive effect on us!’

Today’s teacher must consider their core strength, their capacity to juggle the demands of the job with their own personal lives. If their core is off kilter, their capacity to do the job where it matters – in the classroom – is affected.

Some new words manage to stay the pace and burrow into our more permanent lexicon. I hope that ‘core balance’, both physical and mental, is one of these.

As I sat outside our clubhouse last Sunday morning, waiting for my 15 year old son to fall through the door from an hour’s core training, with the promise of Mass on the way home, I began to think of the whole ‘core’ idea. While young people with the right core training are, according to those in the know, less likely to pick up needless muscular injury as the season progresses, is there another core, a mental and psychological balance that should also be sought – to ensure similar protection against emotional injury? For children and young people, mindfulness has become a regular element of SPHE and religion classes. Is ‘mindfulness’ another fad word, a chuckle-inducing concept when we reflect in 2028 on the quirks of the late noughties and onesies?

Hopefully by then, only the term ‘onesie’ will draw guffaws, as we remember considering banning parents wearing the pyjama version from entering the school on health and safety grounds, in places where it became an issue. Mindfulness, personal satisfaction and inner peace need to remain at the forefront of our thinking and will hopefully outlive the fad phase.

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PRINCIPAL IN PROFILE

LEADERSHIP+ The Professional Voice of Principals

LOST IN TRANSITION KATHRYN CORBETT

PRINCIPAL OF BISHOP GALVIN NS, TEMPLEOGUE, DUBLIN 6

For most pupils, the move from primary to post primary is a momentous event in their young lives.

Last year our school had 122 pupils in sixth class, divided into 5 classes. The majority of pupils go to our local post primary school. In Term Three you can sense the restlessness, as sixth class begin to anticipate what lies ahead.

Confirmation is over, Graduation is next. Primary school can suddenly seem childish and restrictive.

Our school was keen to develop a comprehensive Transition Programme – to support our sixth class pupils, inform ourselves as teachers, and build a shared sense of responsibility with our local post primary school.

Our school was keen to develop a comprehensive Transition Programme – to support our sixth class pupils, inform ourselves as teachers, and build a shared sense of responsibility with our local post primary school.

programme.

The first meeting took place in November to discuss our ideas, timelines, and who would be involved.

There was a sense of nervous excitement that in our working together, primary and post primary could collaborate in a way that would not only benefit our pupils, but also positively impact teachers’ learning in both schools.

The first step involved a visit by sixth class teachers to the post primary school to see classrooms in action across a range of subjects. We looked at the school through the eyes of our pupils, and imagined how it must feel to experience the sheer size, the movement after each class, the management of lockers, using a canteen, remembering where to sit, and what was needed for each of the 19 (!) subjects they would have for First Year. Our empathy for pupils with special educational needs deepened, strengthening our determination to develop the best possible transition

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The next step was to return the favour.

We opened our sixth class classrooms for a number of post primary teachers to come and observe, with a particular focus on the methodologies used, assessment and differentiation strategies, seating arrangements, code of behaviour, and transition between subjects. Our sixth class teachers were nervous; it was a leap into the unknown, and there’s a vulnerability and courage in opening your practice to others. Two lessons were observed and, with the permission of the class teacher, the post primary teacher got actively involved with small groups when they were completing a task.

This led to an incredibly enriching professional conversation. The post primary teachers spoke about their preconceptions of primary teaching, the independence of learning they observed, the power of pupil discussion, the movement and pacing of teachers, and how embedded assessment was in teaching and learning. They were blown away by the ability of our sixth classes. ‘Maybe we disempower them when they come to us, because we have such low expectations of what they are able to

do’ was one thoughtful comment. The general consensus was that there were more similarities than differences between the sectors, and there was a real sense of affirmation for all involved.

As a result of this collaboration, our transition programme for 2017-18 now includes: sixth class sports day will take place in the post primary school, using their facilities and equipment we will use a map of the post primary school and their timetable for sixth class transition activities the post primary Student Council will visit each classroom and work with our pupils on activities in a Transition Booklet the post primary Assessment of Needs Coordinator will observe in our classrooms, and will work closely with our Special Education Needs Coordinator to develop supplementary transition activities for pupils who require additional support NCCA Education Passport profiles will be completed early in Term Three and forwarded to the post primary school to assist in class allocation We hope to work with our post primary colleagues in planning for the use of their Science labs for sixth classes in the future.

We are excited about the programme and will build on its success each year.

Teacher collaboration that focuses on pupil learning is a powerful agent of change. Without the professional collaboration on our transition programme, I have no doubt that pupil and teacher learning could have been lost in transition.

LEADERSHIP SUPPORT

Taking the Time to

Think

ANGELA LYNCH LEADERSHIP SUPPORT PROGRAMME MANAGER

I’ve been thinking about time a lot lately. I listen to school leaders talk about running from one task to the next, constantly checking emails, taking and making calls, managing the teaching and learning, managing conflicts, attending meetings, organising the next school activity, dealing with the next initiative, being busy, being hyper productive. There never seems to be enough time in the day to do everything. We are operating at the rate of knots. We know that speed kills.

Operating at this rate, we become stressed and anxious. We cannot continue to operate in this way and expect a good outcome. If you believe that you do not have enough time in the week to do all that you have to do, then consider the words of Kevin Ngo:

“If you don’t make the time to work on creating the life you want, you’re eventually going to be forced to spend a lot of time dealing with a life you don’t want.”

Your greatest resource is your time.

Nobody can manage time (despite the millions of programmes and publications dedicated to time management), but you can manage those things that take up your time.

H. Jackson Brown Jr. suggests

“Don’t say that you do not have enough time.

You have exactly the same number of hours per day that were given to Helen Keller, Pasteur, Michelangelo, Mother Theresa, Leonardo da Vinci, Thomas Jefferson and Albert Einstein.”

My purpose in all of this is to urge you to take the time to think. I promise that there are really enough hours in the day for everything, but it may take a bit of rearranging and re-imagining to find them. Managing time is not about squeezing into the day as many tasks as possible. I suggest that it is about making space in life for people, play, rest and, above all, identifying priorities.

I believe that there is a world of difference between someone who speaks to you in their free time and someone who frees their time to speak to you. Developing good relationships is at the heart of every school community. How is this working in your school? Is it a priority? If so, how can I make the time to have those important conversations? What are my priorities?

Personal? Family? School?

Take the time to think. All very well you might say, but how can I do this? The first step to making change in our lives is becoming aware of the need to change and making “time to think” a habit in our lives, in order to identify our real priorities. In the next issue of Leadership+ it is intended to explore some practical ways of spending the majority of our time on what is really important and not get constantly pulled away by the urgent and not important. For those of you who just can’t wait! – you might look on the internet at Dwight Eisenhower’s grid, based on the urgency and importance of issues. This will be a personal exploration, different for everyone, as we all have different realities in our schools and home lives.

“You will never ‘find’ time for anything. If you want time, you must make it.”

Charles Buxton

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IPPN Annual Principals’

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2018

Doing the right thing PÁIRIC CLERKIN IPPN CEO

IPPN’s vision is ‘Empowering leaders, inspiring learners’. This is fundamental to everything we do. As an organisation, we need to empower, to lead school leaders and to be an advocate and a voice for all of you. School leadership isn’t easy, but we know that most great achievements in life are never easy.

And that’s what I want to focus on – what we can achieve – as individuals and as a collective.

School leadership has such a fundamental impact on Irish society and its young people. We can and we do make a difference. Our primary focus will always be to create a positive learning environment in our schools and enhance the well-being of our pupils and our staff.

In our schools we are faced with making decisions about the right course of action on a daily basis. And in doing so, sometimes, as we were told a number of years ago by Michael Fullan, sometimes the right thing to do is to say ‘No’.

In IPPN, looking for change and lobbying for an alternative approach takes time and involves the building of trust and the development of positive relationships. Collaboration with our colleagues throughout the education sector is key to changing attitudes – and it does work. Just look at recent developments regarding the appointment process for deputy principals in our primary schools and additional release days for teaching principals. We will continue to actively advocate for the needs and concerns of the principals of one-teacher schools, and of the leaders of our 137 Special Schools, as part of the IPPN Membership Engagement project. Evidence and focus on the right course of action will win out in the end.

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Over the past number of years, it has been assumed that school leaders will lead reform and manage the constant stream of change.

We can find ourselves drowning in a sea of paperwork and spending an inordinate amount of time filling forms. It is right that there is an emphasis and greater focus on transparency, openness and accountability.

But, what about the focus on teaching and learning? Systems thrive on accountability and measurement, but children thrive on stimulating, teaching and learning.

The needs of children must always win out over those of any system.

We are heartened by the reaction of many stakeholders to the concept of a calendar of reform. Now we need to move from concept to action. We want all of the education partners and agencies to engage in open and transparent dialogue about the change agenda. There needs to be an agreed agenda and timescale to manage the pace of change.

We need time to implement and embed the significant change that has already taken place in our schools.

We need to minimise further change in our own schools to allow everyone within the school community to actively engage in the embedding process without the distractions of newer initiatives. We must protect the positive learning environments in our schools by saying NO to initiatives unless they directly support the priorities we have identified, for our schools. We have a great amount of autonomy – we should exercise it – and control our response to events rather than allowing events to control us.

The well-being of our school community means the well-being of our pupils and our staff.

With the support of the ‘Well-being for Teachers and Learners' group, we will continue to promote a culture which develops resilience and emotional well-being. And of course we must start with ourselves! We have to take our breaks, switch off the phone at night, and discuss our challenges with key staff – to share the load!

The system must support and encourage those school communities who reflect upon their own practice. It should support those who identify priorities and actively manage their own pace of change, mindful of sustaining the positive learning environment. They are doing the right thing.

[This] brings me to the importance of collaboration in terms of achieving our goals. We may differ with stakeholders in relation to certain goals, but many of our goals are similar. In looking to

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IPPN Conference Goody Bag

make progress, IPPN must work with the education partners to address professional concerns and find appropriate ways forward, even when dealing with the most difficult of issues. A greater understanding and appreciation of these issues among stakeholders will ultimately benefit school leaders.

One such divisive issue has been Droichead. From the time it was first mooted as a means of inducting and probating NQTs, it has divided opinion amongst school leaders. IPPN surveys conducted in 2015 and in 2017 indicated that a majority of members did not wish to engage in a process about which they had expressed serious professional concerns. There are also IPPN members who engaged with Droichead from the beginning, and who believe it is the way forward for inducting NQTs, as well as further professionalising the role of the school leader. It is crucial that we can hold such debates in a respectful and professional manner. Perhaps with further dialogue, reflection and some flexibility, the system may be able to accommodate the alternative viewpoints.

Sheila [Nunan], we appreciate the part the INTO played in supporting that campaign and we hope that you will

Rosemary McCabe, A ´ ine Fitzpatrick and Norrie Goff

2018

Vladimir & Anton

support us with another, which is the step-down facility for Principals.

Almost half of you told us in a recent survey, that you would step down from your leadership role, if the conditions were right. We will work with you and support the INTO and any of our education partners on the journey towards full restoration of posts of responsibility for all schools, not just the 1 to 6 teacher school. Every school is deserving of a fully-functioning leadership team.

the empathy, and the invitation to collaborate. We all appreciate the importance of giving and receiving support through the network, because we know school leadership is one of the most important roles in society. We know it’s a challenging role, but it is also a rewarding and fulfilling one. We know that others look to us for inspiration. And we know that we are positioned to truly impact on the lives of children, but we also know that we can’t do it alone.

We are also fully behind the INTO’s campaign to secure equal pay for all teachers. This will be crucial if we are to retain our young teachers and tackle the critical shortage of substitute teachers nationwide, especially when more than a third of schools failed to find a sub on more than ten occasions since last September!

If you take away one thing from conference this year, it is that we all need the support of our network – it will empower us to do the right thing.

We should be incredibly proud of our progress to date as an organisation. It has never been more crucial to have a vibrant network amongst school leaders.

We are here to support each other. I invite you to join us in developing and building stronger networks, in each and every part of the country. We must ensure that every school leader feels that sense of support, the understanding,

The full speech text and a video clip including Q&A with facilitator Anton Savage is available on www.ippn.ie – CPD & Events – Principals’ Conference – Principals’ Conference 2018 – Keynotes. https://www.ippn.ie/index.php/events/p rincipals-conference/principalsconference-2018/keynotes/5602-01pairic-clerkin-ippn-ceo

National Children's Choir

Finbarr Hurley, principal of St Columba’s BNS, Douglas, Cork and Jackie O'Reilly, IPPN 13

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Damian White, IPPN Deputy President

David Ruddy presenting Seán Cottrell with IPPN Lifetime Membership

Allianz stand

2018

Joe Brolly

Anna Mai Rooney, CSL Explorium

Mairead O’Flynn LarsPlay Wriggle

Damian White with Minister Bruton

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Minister Bruton arriving at the Conference

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David Ruddy

Pat Goff presents IPPN plaque to Sheila Nunan, Secretary General of the INTO

2018

David Ruddy and Anton Savage

Mary Nihill, CSL Minister Bruton

Páiric Clerkin presents an IPPN plaque to Dr Anne Looney, Provincial Minister Debbie Schafer and Brian Schreuder

Richie Walsh and Ann Ryan

Sheila Nunan

Finbarr Hurley

Nuala Ward and Niall Muldoon OCO

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IPPN Annual Principals’

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2018

Break for the Border DAMIAN WHITE

DAMIAN WHITE, IPPN DEPUTY PRESIDENT

A weary barman, Wednesday night Rasped the call-Last Orders Now go to bed and clear your head For Leadership without borders.

Team colours got plenty of mention.

Dave slagged the Rebel County.

But a Mayo man with a lust for Sam Will need to raise the bounty.

Cáirde are now nationwide Mentors everywhere Experience always by your side From those who really care.

There’s nothing more to cause regret For time spent in the bar Than a detailed, wordy slideshow At a morning seminar.

If a priestly curse from ’51 Is ever to be shed, Own goals, red cards, free-taking woes Must all be put to bed.

Joe Brolly, a man of opinion and wit, Recipient of letters of spite.

Vincentian boy, barrister with an essential kit, That verbal toolbox to fight.

The traders bustled early ‘Have you seen the new edition?

You should replace the old one It’s in terrible condition’.

But president Dave with determined gait Left the minister in no doubt That one day release and posts restored Are what this conference is about.

The trade show has moved on a bit Since stencils and playdough Were all the rage for the shopaholic Citing problems with cash-flow.

Debbie Schaefer talked of Benedict, a boy who raised the bar.

This boy to man is the story of great work in a land afar.

Stands now fight for space and trade And all are making money For those whose business depends on schools It’s the land of milk and honey.

By a teacher who believed in him and his own thirst for a better life.

To reach academic freedom Overcoming struggle and strife

A choir of national children, Seán Creamer’s great creation A repertoire of choral class from children across the nation.

Páiric and Sheila lit the room With a pretty shared vision.

They hit the highlights with figures many Of clinical precision.

Two leaders talking, issues shared And such friendly, kind exchange.

A bright impressive combo At a time of major change.

Anne Looney talked of borders, Of barriers coming down, Of well-rounded young school-leavers, With feet firmly on the ground.

Let the young teachers travel To all corners of the globe.

Don’t stop career breaks or they’ll leave as soon as they don the robe.

Classroom-ready teachers, Chickens from Manor Farm A phrase beloved of bureaucrats, Which could do so much harm.

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The Western Cape has problems, Lads like Benedict fight to survive.

Education plays a major part In keeping their hopes alive.

Brian Schreuder loves his rugby, a towering proud Springbok Anton felt at 38-3, we really shouldn’t mock.

Education growth requires reform, and Mellon support is key.

Building towards a future when all schools will be bright and free.

E-learning is an exciting tool, a new platform for kids.

Embrace reality, use devices, and certainly don’t get rid.

A beavering staff of style and grace Carried out the master plan Never without a friendly face Was our lovely office clan.

Mary Nihill and Anna Mai School leadership doyennes both, Outlined in a convincing way, CSL’s extraordinary growth.

For underprivileged victims of dire circumstance, Who’ve fallen foul of the law But people who, if given the chance, Will far overcome any flaw.

So think independently, question and quiz, Children are now for statistics, A system designed to shake up and jizz By a bunch of heartless sadistics.

Two footed footballers, Zen archers excel The Finnish example to all.

Immerse, not compete, and you’ll do well, And be comfortable on the ball.

Blair’s Third Way – confusion abounds, Food banks for teachers and nurses.

Brexit and Trump, Chopra’s strange sounds Dismissed with a barrage of curses.

Armagh’s McNulty sharing positive vibes Are but verbiage and folly.

Don’t be led by the noise of the tribe Says that ‘breath of fresh air’ – Joe Brolly.

Leadership without borders, barriers broken Learning without fear or favour Confident children, through written and spoken Is something we all can savour.

So don’t let paperwork cloud up your vision When on Monday you head back to rule Take one look around and make the decision That this is a border-free school.

IPPN Annual Principals’

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Leadership without borders DAVID RUDDY IPPN PRESIDENT

Our Conference theme is “Leadership without Borders”. The Brexit issue has convulsed us here in Ireland, particularly in the UK and indeed the wider EU. It has created huge uncertainty and insecurity. We have always had a complex relationship with our nearest neighbour. Minister, it’s actually a bit like the relationship we in IPPN have with the DES. Ultimately, in our heart of hearts, we know that our futures are intertwined – Ireland and the UK; IPPN and the DES. It’s all about the best deal for our future generations, in our case, our pupils. It’s not about building borders, or walls!!!

One of the greatest challenges facing us presently is finding teachers to teach our pupils. We all dread that phone call when a member of staff informs us that they are ill. I received an email last week from a principal who has struggled so badly to find a sub that she can’t cover 18 hours in a special educational needs role since last September. Worse still, she hasn’t been able to find a teacher for a maternity leave so far this calendar year. This causes huge problems in schools and I can absolutely empathise with her situation.

And we know that splitting classes and cancelling special needs classes isn't the solution. In our quest to find teachers, we frantically log on to ‘TextASub’, hit the phones and pray that we will get lucky and find a teacher.

However, let’s face it, the demographics are against us, at least for the next few years. It’s not easy to square the circle but there ARE solutions.

For example...

1. More flexibility in allowing teachers on career breaks and job-

sharers to work more days needs urgent attention.

2. Encouraging recently-retired teachers is another option.

3. Recruiting surplus teachers from Northern Ireland is also an option, particularly for our border counties.

4. The five-day rule for unqualified teachers also needs to be relaxed, again on a temporary basis.

Recruitment agencies are circling the universities in their scores trying to lure our newly-qualified teachers to work in the Middle East. They are even approaching our schools directly, trying to poach the teachers we have!

Young people should travel, however, I am asking all of our newlyqualified teachers to stay with us for the next two years. Our country needs them!

Happily, the economy is recovering for many, however it’s not so obvious in our primary schools. Capitation grants have not increased in over 10 years, in fact they have decreased! Many schools are breaking, if not broke! The situation is made worse still by the fact that the grant is not paid until December and June, several months into the school year. Consequently, 40% of schools are continually running at a deficit, which

is against the rules, and means that schools end up cutting back on the essentials and spending valuable time fundraising. A simple amendment to the timing of the payment would make a huge difference, as would restoring and increasing the grant.

In my opinion, one of the most significant initiatives by the Department in recent years has been the circular on school leadership and management, which espouses the importance of distributive leadership. Educationalist Thomas D. Bailey stated that “Conductors of great symphonies do not play every instrument”.

I agree with this wholeheartedly. No principal can do it all alone.

The most important relationship we have in our schools is undoubtedly with our deputy principal. In my own case, I could not undertake the role of IPPN president if I didn’t have the support of my deputy principal, Loyola.

On that note, we would ask everyone here to encourage your deputies to attend their IPPN conference this coming April.

So what does leadership mean in 2018?

Is it one person’s responsibility to solve

BLENDED SUMMER SCHOOLS FOR SCHOOL LEADERS Available from July 2 – 6 EPV day approved Full course details on www.ippn.ie 17

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Co ´ ili´n O ´ Coigligh, Principal of Bunscoil Clochar Mhuire, Trim

all of the problems others bring to them? Or is it about empowering and supporting others to find solutions for themselves? Is it about controlling and monitoring everything? We all know, it’s about creating an environment in which the team around you can thrive.

Our new AP 1 and AP 2 positions provide an unprecedented opportunity to develop a real and genuine distributive leadership in our schools. These positions are not simply promoted posts with specific and limiting job descriptions. They are about leadership in the widest possible sense.

In an ideal world, every teacher should aspire to a position of leadership and, ultimately, for some, the role of principal.

Equally, the importance of developing as a leader cannot be overstated. As well as the leadership CPD provided by IPPN and others, the mentoring and coaching programmes developed by the Centre for School Leadership are very positive and welcome initiatives.

IPPN is proud to be a partner in the work of CSL. I would like to acknowledge the partial lifting of the moratorium on promoted posts within schools. 1,300 posts [were] restored, which is very welcome.

Jacinta Kitt 18

2018

Carmel Kearns of the Teaching Council

The prioritisation of the allocation, in my opinion, was fair in that the schools that had lost practically all of their promoted posts through retirements etc. got some alleviation, as did all smaller schools. Now I suggest it’s time for medium and larger schools to benefit equally. I hope [that] the Minister will prioritise this in the next Budget.

The decrease in the pupil teacher ratio and extra SEN posts announced in the budget are welcome. I would also like to particularly highlight and acknowledge the increase in principals’ release days.

Almost 60% of school leaders have full-time teaching responsibilities. Our top priority is to have one administration day per week, like our colleagues in Northern Ireland. Minister, I hope that you can achieve this in the next two budgets at the latest. It’s the best value for money that you will ever get.

The recent PIRLS report in regard to 4th class pupils, published by the ERC, put only two countries ahead of us in relation to literacy. Equally, the Trends in International Maths and Science Study recorded significant improvements in 2015 compared to 2011. The DES strategy on literacy and numeracy has been a success, thanks to the hard

work of our teachers, pupils, parents, and of course our school leaders. We should celebrate such success.

I am always amazed by the resilience of people – of our school leaders in particular, but also the resilience of our pupils, parents and all the challenges they have to cope with on a daily basis.

Speaking of resilience, that resilience comes through in so many ways, so many times, and in so many places.

Yes, you will be tested. Yes, you will be challenged, but IPPN is here to support you. IPPN must never become complacent.

Make your voice heard. Keep us on our toes. This organisation belongs to all of us. Help us shape IPPN for the future. If we go for it… if we seize it… if we fight for it with every ounce of passion... nothing and no-one can stop us!

The full speech text and a video clip including Q&A with facilitator Anton Savage is available on www.ippn.ie – CPD & Events – Principals’ Conference – Principals’ Conference 2018 – Keynotes. https://www.ippn.ie/index.php/events/p rincipals-conference/principalsconference-2018/keynotes/5604-03david-ruddy-ippn-president

Jack Durkan, IPPN Leadership Support Advisor

IPPN Annual Principals’

CONFERENCE IPPN PARTNER:

2018

EDUCATION EXPO SPONSORS:

We would like to thank the following companies for their generous contributions:

IPPN would like to thank the companies that went to great effort in presenting their products and services at 144 Expo stands. The support of exhibiting companies helps IPPN to deliver our Annual Principals’ Conference – please consider these companies when making purchases for your school over the coming year.

An interactive version of the Education Expo Guide is available on ippn.ie.

Finally, we would like to thank the many principals who have referred companies onto the National Support Office and who go on to exhibit at our Education Expo.

We would like to thank the following companies for participating in the Passport Giveaway and for their generous prizes: Allianz, Edco, 4Schools.ie, Cantec, SchoolDays.ie, Communication Technology Ltd, Memory Lane photography, Toomey Audio Visual, Sherpa Kids.

completed

Passport Giveaway Prizewinners: L-R Anne Maria Bourke, Blathnaid McDermott, Annette Dineen, Donnachadh Kelleher, Kieran Watters, Diarmuid McCarthy, Karen O’Donovan, Donal O’Sullivan, Mary McDowell

Donal O’Sullivan, Scoil Barra,

eg NS, Kells, Watters, Kilb ed with Kieran e iPad Air 2 ur pl ct Ap pi ; nz ize lia pr Al eir Alan Black of y winner of th ck lu e th s wa Co Meath who

Ballincollig and Annie Bosma,

IPPN

Enjoy your prize!

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LEADERSHIP+ The Professional Voice of Principals

‘CURATE’S EGG’ OF A YEAR

A

SEÁN COTTRELL RETIRED CEO OF THE IRISH PRIMARY PRINCIPALS’ NETWORK (2000 – 2017) When a late 19th Century bishop apologised for serving a young, awestricken curate a less than healthy egg, his young subordinate urged his boss not to worry, saying that it was ‘good in parts’. The cartoon in Punch magazine relaying the story and the phrase ‘curate’s egg’ was born. It’s a phrase loved by opposition politicians seeking to undermine budget proposals from their governing opponents or by theatre critics not entirely convinced of the quality of a performance just witnessed. It is possibly the most useful cliché to describe the 2017 primary education year.

Minister Richard Bruton launched an ambitious ‘Action Plan for Education’, modelled on a similar plan for jobs introduced in his time as Minister for Jobs. His aim is to make the Irish education and training service the best in Europe by 2026. As educators, we hope that such ambitious plans are backed with the requisite finance to make it happen. We want the minister to prove to be a ‘good egg’.

DES Circular 0060/2017 legislates for the roll-out and operation of the Financial Support Services Unit (FSSU) from September 2017 over a threeyear school period. It guarantees compliance with Section 18, Education Act 1998 to ensure that appropriate accounting and financial procedures are in place in schools. Twenty one years after the ground-breaking Education Act 1998, full financial accounting compliance will be in place for all schools. ‘Twenty One years is a Mighty Long Time’ as Johnny McEvoy might still sing. While schools in the main have very good established practices around accounting, the FSSU should bring certainty to an area that caused schools considerable concern.

The annual presentation of accounts by 2019 may also help to highlight how grossly underfunded primary education is and how much of the shortfall is made up from school fundraising activities.

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This year saw the publication of ‘Towards a Better Future: A review of the Irish school system’. The seminal publication resulted from an initiative jointly supported by IPPN and NAPD, who were in turn inspired by a similar review of the Finnish education system by the renowned academic Dr. Pasi Sahlberg. The publication is a comprehensive overview and analysis covering contemporary early childhood, primary and second-level education in Ireland. The work was carried out by five distinguished educationalists – Professor John Coolahan, Professor Sheelagh Drudy, Dr. Pádraig Hogan, Professor Áine Hyland and Dr. Seamus McGuinness, who, to their enormous credit, all worked voluntarily on the project. The review was conducted independently of the commissioning organisations and provides a conspectus for policy-makers, practitioners and participants of the comprehensive range of issues and concerns relevant to the achievement of the ongoing reform programme.

This year saw the publication of ‘Towards a Better Future: A review of the Irish school system’.

The review comes almost 20 years after the 1998 Education Act and reflects on the many subsequent changes and reforms, including continual primary curriculum reform, substantial growth of national and international forms of assessment, school development planning, school self-evaluation, the formation and growth of IPPN and NAPD and the subsequent establishment of the Centre for School Leadership (CSL), the establishment of the Teaching Council and substantial reforms in teacher education. Many of these reforms and changes came about as Ireland was experiencing unprecedented economic growth. When the so-called ‘Celtic

Tiger’ economy collapsed in 2008, the financial, social and employment consequences were devastating.

Cutbacks affected many services, including education, bringing great stress at all levels to staff, pupils and parents. It is a credit to all involved in education that significant reform took place in spite of the economic downturn, the fruits of which we enjoy today as the economic recovery continues.

September 2017 saw the roll-out of the new Special Education Needs (SEN) model. It is designed to provide more equitable access to services for those most in need. Schools no longer need to wait for the arrival of a psychologist’s report to support a child with obvious needs. Each school has secured its allocation for two years based on last year’s resource allocations. No school lost out immediately but the concern remains for those schools due to lose supports in September 2019.

The Centre for School Leadership (CSL) has only existed for two years but already much has been achieved in support of principals, particularly those who are newly appointed. A total of 285 primary mentors have been trained, 135 of them matched with newly-appointed principals this year. Newly-appointed principals must engage with the Misneach programme in order to avail of mentor support.

Mentoring involves a monthly meeting lasting up to two hours, phone contact fortnightly with rules, procedures and record-keeping for everyone’s protection. The relationship begins in September and formally ends in June.

Each mentor in turn has a ‘cara’ from whom they garner support and advice.

Coaching for school principals is a new and welcome support. It can be accessed through the CSL website and is available free of charge to 400 principals, and is aimed at those wishing to move their practice to a higher level or those who are finding

March 2018

the role very challenging. Those availing of the service can have six sessions completely free of charge with a coach they select, a service that is often seen as prohibitively expensive.

A level nine post-graduate programme for aspiring school leaders is also available through CSL, which is delivered by a consortium of UCD, UL and NUIG. The content is based on the Quality Framework for Leadership and Management. The course is part-time and blended and comes at a cost of €2,000.

Vetting continues to be part of the egg that the curate might baulk at. The question continues to be asked as to why substitute teachers, SNAs and sports coaches need to be vetted individually for each and every school in which they work. Is there not a system whereby they have a renewable card presentable to all schools, clubs or places where minors gather, guaranteeing the bona fides of the holder in terms of child protection issues? One diocesan secretary has reported processing a vetting application form for a substitute teacher on 16 different occasions over a short period. It is in everyone’s interest to create a more clear-cut and userfriendly process to alleviate the extra workload such duplication creates.

The National Induction Programme for Teachers (NIPT) continues to provide a quality support service for newlyqualified teachers and the mentors and Professional Support Team (PST) who assist at school level. Since 2013, NIPT has been responsible for the training of PSTs in schools offering the Droichead process, with over 720 NQTs inducted via Droichead since 2015. The Droichead process remains a bone of contention for many principals in particular, who cite workload, staff relations and fears over the quality assurance element of the process as key issues. Many young teachers prefer the process to the traditional model involving the Inspector and see it as a way of learning from colleagues in a more collaborative way. Droichead is now national policy and, from 2017, is the only route to induction for NQTs in schools of 24 classroom teachers or more and for all teachers in SEN settings. In two years from now, all schools with an administrative principal will be expected to provide their NQTs’ induction. Those teachers on a school’s PST will receive four days training with sub cover to equip them with the skills and knowledge required

to guide the NQT through the process.

NIPT also provides advisory visits and support for PST members.

The Droichead process itself happens over an agreed time of not less than 60 consecutive days, if the PST decides the time is appropriate. The NQT will get a chance to observe quality teaching from experienced colleagues and be observed in turn by them. The NQT will keep a ‘Taisce’ to document learning and reflective practice. At the end of the process, a joint declaration is signed by the NQT and PST confirming that they have “engaged in a quality teaching and learning process”. Doubts remain about the process however, and many questions remain on the logistics of carrying through the Droichead process in a small school with a teaching principal.

Children are the primary focus of all schools and their protection is of paramount importance.

The Children First Act 2015 was fully commenced in November 2017. The act places an obligation on all mandated persons (registered teachers) to report child protection concerns that meet or exceed defined thresholds.

The Children First Act will act in tandem with Children First Guidance.

Department of Education and Skills procedures have been revised in accordance with Children First. The role of the Designated Liaison Person does not change with the introduction of obligations on mandated persons.

Another positive development has been the Children and Young People’s Services Committees. CPYSCs are a key structure identified by the Government to plan and co-ordinate services for children in every county in Ireland. The overall purpose is to improve outcomes for children and young people through local and national

interagency collaboration. The main statutory, community and voluntary providers of services to children come together to co-ordinate activity to ensure that children and their families receive improved and accessible services. Some counties have prioritised initiatives locally with success. In South County Dublin for example, the CYPSC has worked to improve critical incident protocols through the development of a community response. Cork have prioritised wellbeing while Meath have concentrated on the transition from primary to second level. Through IPPN, a school leader in each county is appointed to the committee. Other agencies involved include Tusla, local authorities, HSE nominees, Education and Training Boards (ETB), Gardaí, City or County Childcare committees, NEPS, Department of Social Protection, thirdlevel institutions, and NAPD, as well as local community organisations and Local Development companies.

Perhaps the curate was right. There is more to be positive about than negative. However, I wouldn’t want any positivity to hide the simple fact that more money must be allocated to primary education, if the initiatives continue to arrive and costs continue to rise. We all know to implement change is extremely challenging.

Machiavelli said that the people who gain most from change are the ones who give the least support in bringing it about. In schools, only when staff have been involved in identifying what must be changed, and take ownership and responsibility for the change process, can sustainable change come about. In the Theory of Reciprocity, as outlined in IPPN’s ‘Quality Leadership – Quality Learning’ study, every unit of capacity demanded of the school by the system must be provided in equal ratio to the school. Otherwise the natural conclusion is that constant change, which is often repetitive and time-demanding, results in the inevitable diminution of the school’s core business. Too much of that egg would make anyone ill.

Excerpts of an article first published in Education Matters Ireland’s Yearbook of Education 2017-2018. IPPN CEO Páiric Clerkin is on the editorial board of Education Matters.

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LEADERSHIP+ The Professional Voice of Principals

www.ippn.ie Latest resources If your school has a policy or plan that is not available on ippn.ie, or which would supplement available resources, we would appreciate if you would submit it for review by email to rachel.hallahan@ippn.ie.

January 2018 – relevant to SNA’s, Primary, Post Primary and third level: I

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The following are the new resources available in the different sections of the website:

RESOURCES RECRUITMENT Teachers I FSSU Financial Guideline – Payments to Independent Assessors on Interview Panels PARENTS & PUPILS Parents Association I Good Financial Governance & The Parents’ Association SCHOOL POLICIES Child Protection I Child Safeguarding Risk Assessment I Procedure for dealing with a disclosure from a member of school staff I When a Child Makes a Disclosure I Summary of Reporting Procedures I Summary of Record Keeping Requirements I Reasonable Grounds for Concern/ Threshold of Harm I Notification Regarding the Board of Management’s Review of the Child Safeguarding Statement I The Principal’s Oversight Report to the Board I Child Safeguarding Statement Template 2 I Child Safeguarding Risk Assessment Template 1 I Checklist for Review of the Child Safeguarding Statement I Circumstances which give rise to Concern in Relation to Child Abuse I Child Abuse – Sexual I Child Abuse: Neglect, Emotional Abuse, Physical Abuse New SEN Model I SEN Policy

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RESOURCE BUNDLES Child Protection

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DES CIRCULARS The DES published a number of Circulars on 21st December in relation to Salary Increases from 1st

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0073/2017 (SNA): Revision of Salaries for Special Needs Assistants (SNAs) with effect from 1 January 2018 – bit.ly/Cl0073-2017 0074/2017 (Primary, Post Primary): Revision of Salaries with effect from 1 January 2018 for Clerical Officers and Caretakers Employed in National Schools Under The 1978/79 Scheme and Clerical Officers Employed in Post Primary Schools under the 1978 Scheme – bit.ly/Cl0074–2017 0077/2017 (Primary, Post Primary): Revision of Salaries of all staff paid directly by a recognised school or ETB with effect from 1 January 2018 – bit.ly/Cl0077–2017 0078/2017 (Primary): Revision of Pay Rates in 2018 for School Secretaries, Caretakers and Cleaners employed by the Boards of Management of Recognised Primary Schools or by ETBs in Community National Schools using Ancillary Services Grant funding and Revised Rates of Ancillary Services Grant – bit.ly/Cl0078-2017 0083/2017 (Primary, Post Primary): Revision of Teachers Salaries with effect from 01 January 2018 – bit.ly/Cl0083-2017 0001/2018 – Teacher fee refund scheme 2017 0004/2018 – Post-Graduate Diploma Programme of Continuing Professional Development for Special Education Teachers – 2018/2019 0005/2018 – Graduate Certificate in the Education of Pupils on the Autism Spectrum (AS) for teachers working with Pupils on the AS in Special Schools, Special Classes or as Special Education Teachers in mainstream Primary and PostPrimary Schools 2018/2019 0006/2018 – Post-Graduate Certificate/Diploma Programme of Continuing Professional Development for Teachers working with Students with Special Educational Needs (Autism Spectrum Disorder) 0010/2018 – Staffing arrangements in Primary Schools for the 2018/19 school year

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0010/2018 - Appendices A to H 0011/2018 – Grant Scheme for ICT Equipment for 2017/2018 School Year

PLANNING PROMPTS A new prompt is uploaded each week to this section, outlining activities that schools may wish to consider at that particular time of year. This section will act as an online archive of planning prompts, which are also issued via E-scéal.

SUPPORTS LEADERSHIP+ Note: All 2016-2018 issues of Leadership+ are now available in an ePublication format 2017/2018 I Leadership+ Issue 102 – January 2018.

E-SCÉALS A new E-scéal is uploaded each week to this section, outlining key information that is relevant to school leaders – deadlines, decisions, planning prompts, research etc. This section will act as an online archive of E-scéals.

ADVOCACY PRESS RELEASES I 10th October - Budget 2018 More teachers, less sugar, provides sweetener for Education SUBMISSIONS Submission to the Centre for School Leadership re. Professional Learning Continuum for School Leadership (Nov 2017)

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CPD & EVENTS PRINCIPALS’ CONFERENCE Principals’ Conference 2018 A wealth of materials is now available to view/download from www.ippn.ie: Keynotes Video Clips and speech texts – https://www.ippn.ie/index.php/events /principals-conference/principalsconference-2018/keynotes 1. Páiric Clerkin, IPPN CEO 2. Sheila Nunan, INTO Secretary General 3. David Ruddy, IPPN President 4. Richard Bruton TD, Minister for Education and Skills 5. Mary Nihill, Director of the Centre for School Leadership 6. Anna Mai Rooney, Deputy Director of the Centre for School Leadership

March 2018

IPPN Board of Directors 7. Anne Looney, Executive Dean, Dublin City University 8. Debbie Schafer, Provincial Minister for Education, Western Cape, South Africa 9. Brian Schreuder, Head of Education, Ministry for Education, Western Cape, South Africa 10. Joe Brolly, Barrister, GAA All Star, Sports pundit, journalist Seminars https://www.ippn.ie/index.php/even ts/principalsconference/principalsconference-2018/seminars Leadership Pathways I Year 1 School Leaders I Year 2 School Leaders I Years 3 – 5 School Leaders I Year 6+ School Leaders Other Seminars: 1. Ann Ryan and Richie Walsh – Restorative Practices 2. Catherine Carragher – Induction – The HOW and the WHY 3. Carmel Kearns and Phil Fox – Teaching Council – The Continuum of Teacher Education 4. Cóilín Ó Coigligh – Staff Wellbeing for Dummies 5. Jacinta Kitt – Managing Interpersonal Behaviours, Relationships and Emotions 6. Mairéad O'Flynn – Getting Data Protection Ready 7. Máire Nic an Rí – An Teanga ó Bhéal – Spreagadh agus Cur Chun Cinn na Cainte 8. Maria Doyle – Children First Act – essential school compliance information 9. Niall Muldoon, Ombudsman for Children and Nuala Ward – Child-centred complaint handling 10. Shay Bannon and Alan Black – Developing a Safety Culture, including: a. Classroom checklist b. Risk assessment templates: i. Classroom ii. External Areas iii. Office & Administration area c. Fire Safety Checklist d. Suggested format for School Safety Statement 11. Simon Lewis – Technology 12. Siobhán Allen and Claire O’Donovan – Special Schools Supporting Each Other

ROLE & RESPONSIBILITIES IPPN’s Board of Directors sets the overall direction for the organisation and has the legal accountability for its operations.

Collectively, the Board is in charge of establishing a clear organisational mission, forming the strategic plan and overseeing and evaluating the plan's success. Other responsibilities of the Directors are: 1. Commitment to the development and growth of IPPN and support for its values 2. Attendance at Board meetings – a minimum of eight meetings per year 3. Strategy development and planning 4. Monitor all activities to ensure they are consistent with IPPN’s vision and core values 5. Membership of sub-groups as requested 6. Represent the interests of the wider community of school leaders as opposed to those of a particular county or constituency.

BOARD MEMBERS 2017/2018 David Ruddy

President/ Chairperson Maria Doyle Past President Brian O'Doherty Treasurer Damian White Board Member & Deputy President Anna Mai Rooney Board Member Catríona O'Reilly Board Member Gerard Ruane Board Member Gerry Moran Board Member Denise Ward Board Member Pat Connaghan Board Member Kieran McCarthy Board Member Íde Ní Dhúbháin Board Member Mairead O'Flynn Board Member Padraig McCabe Board Member Louise Tobin Board Member

referred to the advisory group from time to time. This advisory group comprises past IPPN presidents, the CEO and deputy CEO. Its members are: David Ruddy Páiric Clerkin Maria Doyle Brendan McCabe Gerry Murphy Pat Goff

President CEO Past President Past President Past President Past President & Deputy CEO Larry Fleming Past President Virginia O'Mahony Past President Tomás Ó Slatara Past President The Internal Audit Advisory Group reviews IPPN’s financial management to ensure that it is in accordance with the requirements of the IPPN Auditor and with legislation. Its members are: Brian O'Doherty Páiric Clerkin Nora Kavanagh Simon Lewis Caroline O'Dea

The HR/Finance Advisory Group sets and revises internal policies and budgets.

Its members are: Brian O'Doherty Páiric Clerkin David Ruddy Damian White Kieran McCarthy

The Board of Directors has formed a number of ‘advisory groups’ to look at particular matters pertaining to the responsibilities of the Board, to recommend certain decisions and actions, and to escalate issues to the Board for its consideration. The advisory groups currently in place are as follows.

Damian White Ger Ruane Gerry Moran Larry Fleming

Board Member (Chair) Deputy President Board Member Board Member Past President

The Board Policy Advisory Group looks into matters relating to the governance of IPPN as an organisation.

Its members are: Damian White

The Governance and Nominations Advisory Group sets criteria and reviews nominations for election to the Board of Directors as well as internal IPPN support office roles, as well as advising the Board on other matters

Treasurer (Chair) CEO President Deputy President Board Member

The Position Papers Advisory Group researches and prepares position papers describing IPPN’s official stance on topics of relevance to school leadership.

Its members are: Catriona O’Reilly

ADVISORY GROUPS OF THE BOARD

Treasurer (Chair) CEO National Council Representative National Council Representative Operations

Mairéad O’Flynn Gerry Moran Catriona O’Reilly Tomás Ó Slatara

Deputy President (Chair) Board Member Board Member Board Member Past President

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OnYourBehalf Highlighted below are some examples of IPPN’s advocacy and representative work on behalf of principals and deputy principals, through meetings, events and submissions, since the last issue of Leadership+:

scheme at the request of the Minister for Education and Skills. The working group was established to assist the NCSE to identify and develop a proposal for a model of support to provide better outcomes for students with special educational needs who have additional care needs. The NCSE Working Group re. a Model of Support for Additional Care Needs met on 9 occasions. A final The seminars outlined the obligations report has now been prepared for the that apply to schools now that the act NCSE Council and the Minister. has been implemented. They also DEPUTY PRINCIPALS’ FOCUS GROUP provided essential information for – 12th December, Dublin schools around Risk Assessment and The meeting centred on a possible Group the Child Safeguarding Statement. Mentoring pilot programme for DPs. Additional briefings were arranged to meet the huge demand, as venue DES – Review of Redeployment capacity was limited in some instances. Arrangements – 7th December, Over 1200 Principals attended countrywide. Athlone This meeting reviewed the operation of CENTRE FOR SCHOOL LEADERSHIP the panels in 2017. For the first time, IMPLEMENTATION GROUP – 21st panel officers had to be appointed in November, 18th January and 8th four dioceses to clear the supplementary February, Athlone panel. Overall, the main redeployment The Implementation Group is responsible panels operated very efficiently. There for the implementation of CSL and also were numerous problems with the to make recommendations to the CSL Supplementary Panel, especially with Steering Group on policy and procedures the large numbers in some areas. The for CSL. Each meeting has a report from issue of cross panel movement was also CSL Director, a Financial Report and discussed. fixed agenda items for discussion such as Quality Assurance Framework. It is DES – 6th December, Athlone chaired by Margarita Boyle of the DES. Among the topics discussed were: Teaching principals It has one representative each from Staffing schedule – SNA schedule IPPN, NAPD, TES, Clare Education should be brought forward as well Centre, as well as a recording secretary. as teacher schedule. 2012 was last DEPARTMENT OF CHILDREN AND review.

YOUTH AFFAIRS – 30th November Restrictive practices – no progress and 17th January, Dublin since summer – staffing reduced The working group are currently finalising Finance standards for pre- and after-school New resource model care. These standards would be applied Policy on first aid in schools – to any group or institution that would guidance for schools and periodic be accessing public money to run them. funding to schools to ensure a NABMSE – 13th December, Dublin member of staff can be trained.

Topics discussed included IPPN Priorities, NATIONAL PARENTS’ COUNCIL, Special Schools Member Engagement PRIMARY – 4th December, Dublin Project and the IPPN SEN Position Paper.

Discussion re the NPC programme DIRECTORS OF EDUCATION delivered in the Colleges of Education.

CENTRES – 13th December, Kildare IPPN invited to observe the programme Education Centre in DCU between 1st February and The meeting focused on IPPN collaboration 3rd May. with the Education Centres to deliver PDST – 4th December, Athlone future CPD, and the urgent need for The focus of the discussion was CPD support in relation to Child Protection. around collaboration between our two organisations. PDST confirmed that NATIONAL COUNCIL FOR SPECIAL they would be providing two online EDUCATION WORKING GROUP – 22nd November & 14th December, Dublin modules and one face-to-face day for The NCSE is carrying out a comprehensive DLPs and DDPLs. IPPN will be briefed review of the Special Needs Assistant on the timetabling of the PDST events IPPN CHILD PROTECTION BRIEFINGS re. Children First legislation Between 1st February and 8th March, IPPN, in partnership with the Association of Teachers’/Education Centres in Ireland (ATECI), presented a series of regional briefing seminars on The Children First Act. The 1 hour 30 minute sessions were facilitated by David Ruddy, Maria Doyle and Donal Kerins.

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in order to facilitate any IPPN briefing sessions. IPPN to inform members of timing of PDST online and face to face sessions.

CENTRE FOR SCHOOL LEADERSHIP STEERING GROUP – 4th December, Dublin The CSL Steering Group is responsible for agreeing a budget and programme of work for CSL. It also signs off on all key decisions in relation to CSL. It is chaired by Áine Lawlor and has representatives from IPPN, NAPD and DES. TUSLA – 27th November, Dublin Among the items discussed were DEIS, training for Home School Community Liaison Teachers and Principals, School Attendance, Child Protection/Children First training and the School Completion Programme.

DEPUTY PRINCIPALS’ SUPPORT GROUP - 27th November, Limerick The Limerick meeting resulted in a Support Group being set up for deputy principals in Limerick. The Support Group subsequently met and is now up and running.

PDST – 24th November, Citywest PDST to deliver full days training to all schools in relation to Child Protection – to the DLP and Deputy DLP. Looking at possible collaboration regarding linkages between Headstart and Misneach.

Potential regional information session regarding the PDST resources relating to Digital Schools. ICT innovation clusters also discussed.

TEACHING COUNCIL – 15th November, Maynooth The briefing related to Retrospective Vetting. It included discussion about: S.33 of the Teaching Council Act This meeting was attended by the education partners and focused on the efforts by the Teaching Council on ensuring that all remaining teachers were vetted A final cohort of teachers was difficult to track down due to ill health and incomplete documentation (Photos unclear/Wrong Addresses on utility bills) A 3-month extension was granted until the end of March 2018 to complete the process Convictions affecting vetting included road traffic offences and serious criminal offences.

March 2018

Research to Empower Educational Leaders, Drumcondra Education Centre Teaching Council – Teacher Supply Forum, Athlone IPPN Clare County Network Meeting Parents / Values / Beliefs programme, DCU HSE Schools Immunisation Programme 2017/18 Review Newly-qualified teachers’ graduation, Mary Immaculate College Joint Oireachtas Committee on Education and Skills – re. Teacher Supply, Leinster House CPSMA conference, Dublin School visit to Fatima NS, Carrickon-Shannon, Leitrim Teacher Placement, Froebel, Maynooth University.

OTHER MEETINGS/CONFERENCES ATTENDED/HOSTED January IPPN Board of Directors meeting, IPPN Support Offices, Cork IPPN Annual Principals’ Conference, Citywest Convention Centre NAPD and CSL meeting, Dublin Thomas Byrne – Fianna Fáil Education Spokesperson, Leinster House – Topics discussed include IPPN priorities, teacher supply Sheila Nunan – INTO, Dublin – Conference arrangements, teacher supply – career break cap, job-sharing Anne Looney – DCU DEIS Class Size Working Group, Dublin CSL Quality Assurance for Group Mentoring, Dublin Wellbeing for Teachers and Learners’ Group, Dublin School Completion Project, Farmleigh House.

February Launch of the Chief Inspector’s Report, Marlborough St

April April: Payment of Standardised Testing Grant & School Book Grant I Mid–April: Schools to appoint teachers from the panels to vacancies I 1 April 2018: Final date for Boards of Management to issue a written notice of approval or refusal to SNA regarding their career break application (DES Circular 22/2012) I 14 April 2018: Final date for Teacher I

FORTHCOMING EVENTS PDST Tanáiste Programme, Cork and Cavan CSL Mentor training – Cork, Carrick-on-Shannon INTO Congress, Killarney Newly-qualified teachers’ graduation, Marino Institute of Education IPPN Annual Deputy Principals’ conference – Citywest, 19th and 20th April 2018 CSL professional learning day, Athlone IPPN Board of Directors’ meeting – 27th April.

March NAPD regional meeting, Killarney IPPN Board of Directors’ meeting, Citywest IPPN National Council meeting, Citywest NCCA meeting

Job-Share and Career Break applicants to withdraw their applications, providing the replacement teacher’s contract has not been signed 14 April 2018: Final date for SNA Job-Share and Career Break applicants to withdraw their applications (DES Circular 22/2012) (DES Circular 41/2014) 19 – 20 April 2018: Deputy Principals’ Conference, Citywest Hotel 30 April 2018: Deadline for Retrospective Vetting.

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May I May 2018: Publication of SNA allocations on the NCSE website I 1 May 2018: Final date for schools to submit notice of an SNA Career Break Absence to the DES (OLCS) (DES Circular 22/2012) I 1 May 2018: A copy of the approved SNA job-sharing application should be submitted to the Non-Teaching Payroll Section (DES Circular 41/2014) I 25 May 2018: General Data Protection Regulation (GDPR) now enables parents to request access to emails that reference their child(ren).

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KEY DATES March I 23 March 2018: Easter Holidays – All schools will close on Friday 23 March 2018 and Re-open Monday 9 April 2018. Note: Wednesday 28 March 2018 will be the final date of term for schools that are required to make up for time lost due to unforeseen school closures.

I End of March: Main Redeployment Panels will be published I 31 March 2018: Final date for Boards of Management to issue a written notice of approval or refusal to SNA regarding their jobsharing application (DES Circular 41/2014).

CSL Mentor Training, Sligo PDST Tanáiste Programme, Portlaoise Hibernia College Research Conference – Celebrating Innovation in Teacher Education.

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DES CIRCULARS 0001/2018: Teacher fee refund scheme 2017 I 0004/2018: Post-Graduate Diploma Programme of Continuing Professional Development for Special Education Teachers– 2018/19 I

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0005/2018: Graduate Certificate in the Education of Pupils on the Autism Spectrum (AS) for teachers working with Pupils on the AS in Special Schools, Special Classes or as Special Education Teachers in mainstream Primary and PostPrimary Schools 2018/19 0006/2018: Post-Graduate Certificate/Diploma Programme of Continuing Professional Development for Teachers working with Students with Special Educational Needs (Autism Spectrum Disorder) 0010/2018: Staffing arrangements in Primary Schools for the 2018/19 school year 0011/2018: Grant Scheme for ICT Equipment for 2017/18 School Year 0012/2018: Scheme of Temporary Re-Assignment For Registered Teachers In Recognised Primary Schools.

RESOURCE BUNDLES – New & Revised Child Protection: The Children First Act I Data Protection: GDPR & Your School I Leadership & Management in Your School I Recruitment & Appointment: Teachers.

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IPPN EVENTS 19 – 20 April 2018: Deputy Principals’ Conference, Citywest Hotel.

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LEADERSHIP+ The Professional Voice of Principals

YOUR IPPN COUNTY NETWORK, YOUR NATIONAL COUNCIL Effective communication is essential for the success of any organisation. It creates a bond and a sense of belonging. In IPPN, local Support Groups and County Networks are at the heart of the Network. County Networks provide a vital means of communicating between individual members and the National Council and, through the Council to the Board of Directors.

Each county has elected two National Council Representatives, which collectively form the National Council. National Council members have stepped up to represent their County Networks. They are leaders in their local Networks and it is part of their role to encourage and motivate members at County level to get involved in IPPN and avail of our supports and services.

Effective communication is one means of motivating others to be involved. However, there are a number of potential barriers to communication within County Networks. These include information overload and unclear communication channels. How can we counteract this? We would encourage members to read their E-scéals each week and also to avail of www.ippn.ie and Dashboard.ippn.ie to stay informed of the latest news and information. We also encourage County Committees to use What’s App, Viber or similar tools to communicate easily with each other. Finally, members in individual counties can use the County Network email addresses county@ippn.ie where county is the specific county name e.g. laois@ippn.ie to communicate within the specific county.

THE ROLE OF THE NATIONAL COUNCIL REPRESENTATIVE To ensure effective communication between the Board of Directors, National Council and their own County Network To provide feedback on the professional issues that concern school leaders in their county To use the county mailing list to report the decisions, policies and activities of the Board and National Councils to each County Network To encourage school leaders to use the mailing lists dedicated to their county. The specific county mailing lists are designed for sharing information and discussing issues that are relevant to that county only e.g. extra-curricular activity To communicate the decisions, policies and activities of the Board and National Council to their own County Network To assist the Board and National Council in developing IPPN policies by participating in research and development of sub-committees

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These two representatives, by necessity, are automatically members of the County Network Committee. Ideally the two representatives will serve a minimum term of office of two years with staggered replacement to ensure continuity of experience To review and ratify IPPN Policy Position papers as appropriate To elect members to the Board of Directors at the AGM To elect the President & Deputy President of IPPN To support the Board of Directors in identifying professional exemplars from within the membership.

Your 2017–2018 National Council Representatives are: COUNTY

NAME

NAME

Carlow

Mandy McDonnell Ryan

Simon Lewis

Cavan

Breege Flynn

Niall Clerkin

Clare

John Burns

Martin Moloney

Cork

Andrias Ó Foghlú

Fiodhna Ní Bhaoil

Donegal

Catherine McClafferty

Noirín Uí Ghradaigh

Dublin

Carol Burke Heneghan John Williams

Galway

Marianne Brady

Máire De Brún

Kerry

Diarmuid McCarthy

Mary Woodcock O'Sullivan

Kildare

John Drewett

Moira Liddane

Kilkenny

Margaret Walsh

Mary McCormack

Laois

Maurette Maher

David O'Brien

Leitrim

Caroline Healy

Zara Ball

Limerick

Suzanne Cobbe

Niall West

Longford

Cora Nevin

Teresa Kearney

Louth

Bryan Collins

Ann Middleton

Mayo

Anita Healy

Regina Corrigan

Meath

Sinead Cannon

Morag McGowan

Monaghan

Elizabeth Moorehead

Mark McEntee

Offaly

Frank Kelly

Nora Kavanagh

Roscommon Shane O'Donnell

John O'Dowd

Sligo

Bernadette Dwyer

Deirdre Kelly

Tipperary

Louise Tobin

Siobhan Verdon

Waterford

Pat O'Mahony

Marc de Gras

Westmeath

Bernie McVeigh

Caroline Mhic Roibin

Wexford

Seámus Dempsey

Siobhan Doyle

Wicklow

Kathleen Byrne

Miriam Cahill

ADVERTORIAL

LEADERSHIP+ The Professional Voice of Principals

Study finds one bully per class in Irish Primary Schools MONICA MONAHAN EDUCATION DIRECTOR AT THE ANTI-BULLYING INSTITUTE A new study by the Anti-Bullying Institute (abi.ie) an Irish research institute focusing solely on bullying behaviours at school level, has found that there is at least one potential perpetrator of bullying behaviour in every primary school classroom in Ireland. The study is the first of its kind to look at bullying behaviour patterns in Irish primary school children from ages 6 to 12.

From a sample of over 4,000 primary school children, the study has revealed that around 850 children (21%) feel bullied, almost 1,430 of children (35%) witness bullying and a startling 214 children (5%) admitted to using bullying behaviours. A further 1,071 children (27%) affirmed that they had reported bullying.

This effectively means that 50% of Irish primary school children are suffering serious stress and a long term threat to their mental health due to exposure to bullying.

Asked about their experience with bullying in their current school year, 789 children (20%) reported being victims of repeated name calling, 694 children (17%) reported being repeatedly physically hurt. Interestingly, the lowest reported bullying behaviour was cyber-bullying, with 505 children (12%) reporting being victims of on-line bullying.

The very large international PISA study of 15-year olds in secondary schools found that there were significant differences between schools, but we did not find a pattern of especially "good" or particularly "bad" schools in our sample of 28 primary schools.

Another interesting finding was that children admitting to bullying were 28

...there is at least one potential perpetrator of bullying behaviour in every primary school classroom in Ireland. very evenly distributed over classes.

With around one student using bullying behaviours per class, we are looking here at evidence for a systemic emergence of the ‘bully’ role phenomenon. The PISA study also confirmed in its findings that “on average, there is a bully in every class.”

(OECD 2017, 3).

Variations between primary schools were found in respect of understanding and reporting bullying behaviour. “This indicates the vital importance of best practice intervention planning within schools to make sure school children's voices are being heard and that they can trust the school is acting on what they are saying” says PD Dr. Micha Strack, abi Research Advisor.

The abi programme teaches young children what bullying behaviour actually is, enhances caring behaviour and empathetic responses, how to manage their wellbeing and mental health and develop frustration tolerance in potential bullying cycles. The initiative is now being taken up by a number of county councils, including Fingal.

And Finally…

QUOTATIONS

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If you can solve your problem, then what is the need of worrying? If yo u cannot solve it, then what is the use of worrying?

’

Shantideva

the story of

THE MEXICAN FISHERMAN Be More with Less

An American investment banker was at the pier of a small coastal Mexican village when a small boat with just one fisherman docked. Inside the small boat were several large yellowfin tuna.

The American complimented the Mexican on the quality of his fish and asked how long it took to catch them.

The Mexican replied, “Only a little while. The American then asked why didn’t he stay out longer and catch more fish? The Mexican said he had enough to support his family’s immediate needs. The American then asked, “But what do you do with the rest of your time?”

The Mexican fisherman said, “I sleep late, fish a little, play with my children, take siestas with my wife, Maria, stroll into the village each evening where I sip wine, and play guitar with my amigos. I have a full and busy life.” The American scoffed, “I am a Harvard MBA and could help you. You should spend more time fishing and with the proceeds, buy a bigger boat. With the proceeds from the bigger boat, you could buy several boats, eventually you would have a fleet of fishing boats. Instead of selling your catch to a middleman you would sell directly to the processor, eventually opening your own cannery. You would control the product, processing, and distribution. You would need to leave this small coastal fishing village and move to Mexico City, then LA and eventually New York City, where you will run your expanding enterprise.”

QUOTATIONS

‘

’

Nothing endures but change Heraclitus

The Mexican fisherman asked, “But, how long will this all take?”

To which the American replied, “15 – 20 years.”

“But what then?” asked the Mexican.

The American laughed and said, “That’s the best part. When the time is right you would announce an IPO and sell your company stock to the public and become very rich, you would make millions!”

“Millions – then what?”

The American said, “Then you would retire.

Move to a small coastal fishing village where you would sleep late, fish a little, play with your kids, take siestas with your wife, stroll to the village in the evenings where you could sip wine and play your guitar with your amigos.”

[Credit - Courtney Carver]

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QUOTATIONS

One dull pencil is worth two sharp minds.

Unknown

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