Leadership+ Issue 75 May 2013

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The end of term, not ‘the end’!

By Seán Cottrell and Gerry Murphy Celebrating the 75th issue of Leadership+ gives us an excuse to lift our heads and look back at what a remarkable journey it has been. As a professional journal it has served principals, deputy principals and indeed the teaching profession in general extremely well. A special thanks to Damian White and David Ruddy for their comprehensive and humorous review of the origins, growth and development of Leadership+. Thanks also to those who took time to reflect on Leadership+ and the value they place on it as a professional support for school leaders. Our sincere thanks to the advertisers, and in particular our sponsors, for their ongoing support which enables us to produce a high quality magazine six times a year.

If you knew somebody so important and discovered that s/he was taking home work daily, working at weekends and not taking a proper holiday, you would probably advise them to get a better balance between work and home.

A few years back there was a particular summer where large numbers of principals returned to school without a break due to construction projects being delayed. That was followed by a summer lost to a ‘constipated’ redeployment panel.This year a major effort has been supported by all the partners to have the main panels cleared by May 31st and the supplementary panels soon after, which will hopefully allow consequential recruitment to be completed considerably earlier than before.

Time management as a concept is gone; time cannot be managed. It’s really about ‘self management’ and making choices. The end of any school year has a funnel effect – so much to be squeezed in before the day of the holidays. June is not a month for taking on any new task, no matter how small or attractive it may be. It is the ‘silly season’ when people are tired and at their most fragile. If a project hasn’t been completed, could it wait until September? It is the nature of the teacher to complete a project and meet deadlines. The challenge for you as principal is to convince your staff that it’s the end of term, not ‘the end’. Perhaps it might be a good idea to ask your staff to design their own ’10 commandments’!

As we approach the end of the school year, we would like to remind you of something we have said to you on a number of occasions before.You are an incredibly important person. You lead so many young people through their most formative years. How well you do this will affect their life chances.

If you knew somebody so important and discovered that s/he was taking home work daily, working at weekends and not taking a proper holiday, you would probably advise them to get a better balance between work and home. If this person were on your staff, you would feel a duty to have a gentle word and remind them of the importance of looking after themselves. Should it be any different if this person is you?

Several years ago, at the risk of starting a new Spanish Inquisition, we wrote the ‘Alternative 10 Commandments’, calling them the ‘10 Self Care Commandments’. These ‘commandments’ are more important today than ever before. Simply put, if you do not look after yourself, you will have nothing to give to others.

Also, think of the negative role modelling you are giving to your teachers and how this may affect their interest in pursuing principalship in the future. And what does such an imbalanced lifestyle say to your family and friends?

Editor: Seán Cottrell Deputy Editor: Geraldine D'Arcy Assistant Editor: Brendan McCabe Comments and articles to editor@ippn.ie Advertising: Louise O’Brien louise.obrien@ippn.ie

The opinions expressed in Leadership+ do not necessarily reflect the official policy or views of the Irish Primary Principals’ Network ISSN: 1649 -5888

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

Design: Brosna Press 090 6454327 • info@brosnapress.ie PAG E 3

Supporting Traveller Children A tough road ahead?

By Nora Kavanagh, Principal of Scoil Bhride, Clara, Co. Offaly Having bade a fond farewell to my Visiting Teacher for Travellers at the end of June 2011, the extent to which her departure was going to impact on my role and all those supported by her was not immediately apparent. For those of you who have never had the privilege of such support let me clarify the role.

On the surface it could be said that she breezed in and breezed out of our school on a fairly regular basis and in between her visits, sent on the paper work necessary to document the attendance and other personal details of all of the travelling families whom she had on her caseload. In between those visits, I often wondered ‘what exactly did she do?’.

While Principals now have to add this additional work to the ever-expanding role, we also have with it the added ‘guilt’ of knowing that we are not in a position to give it the time, dedication or passion required to ensure it is done properly.

To use the analogy of the duck swimming, all appeared calm on the surface but I now realise that underneath the calm there was quite an amount of furious pedalling going on. In other words now that she is no longer around, we realise the immense loss that she is. To quote my NEWB attendance officer on her recent school visit, ‘I really miss Jean’.

To begin with, she had total responsibility for developing relationships with the travelling families in her area and, depending on their travel plans, this was a fluctuating caseload. As I see it, her role initially was to try and win the trust of her families. Not an easy task!

To answer my own question ‘what exactly did she do’, the following is a summary: 1. She was ever present when new traveller families moved into the area to ensure they enrolled in school as soon as possible 2. When families moved on, or children had not appeared in school for a while, she followed up on their movements 3. She researched possible candidates for enrolment in Junior Infants and did site visits if she felt they were being held onto by parents who were unwilling to send them to school for ‘another year’ 4. She tracked attendance and did ‘dawn raids’ on sites to check out where children were and persuaded parents to send them back to school 5. She ensured they had uniforms, books and all the basics they needed or that they were provided by the school when resources allowed 6. She sought Psychological, Speech and Language and Occupational Therapy assessments on behalf of the families 7. At 2nd level (I have 1st hand knowledge of this from our regular School Completion meetings) she was a constant voice to ensure Traveller Children were included in all aspects of school life - trips, tours, summer camps and so on - and she was so proud when one or two made it to examination stage. Prior to her departure, many of the students in her care were moving through the education system successfully.

8. She liaised with Home School Community Liaison Co-ordinators and School Completion Workers to maximise the potential of traveller children in the system 9. She dealt with transfer to and enrolment on time at 2nd Level to ensure any obstacles were removed for students who previously would not have considered transferring.

Her presence meant that I, and many Principals like me, did not have to do the visiting, monitoring, thinking, planning, chasing, attendance tracking, phone calls or any of the list above or indeed many other unforeseen duties that fell within her role.

More important was the fact that she built strong relationships with the families who viewed her as being on their side. She created a national link with her colleagues in other areas of the country to ensure these families were supported and the children sent to school regardless of where they went. One thing was apparent. She was passionate about and believed in what she was doing.

Now that she is gone the ultimate responsibility for all of the above is mine.

As an Administrative Principal I might be seen to have time to carry out the role vacated by the suppression of her post. What of the Teaching Principal?

This has now become another duty for the already overburdened Principal.

There was a time when a post holder may have taken on the duties. Not anymore!

While Principals now have to add this additional work to the everexpanding role, we also have with it the added ‘guilt’ of knowing that we are not in a position to give it the time, dedication or passion required to ensure it is done properly.

I can’t help wondering “Who really are the biggest losers? To quote Barnardos, ‘The cuts to Traveller education, like all cuts to education and health, are being made so that Ireland’s economy can recover, but what cost will this have to future generations?’

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Kildavin NS and friends doing their bit for the Hospice

By Regina Doheny, Principal, Kildavin NS, Enniscorthy The children from Kildavin National School and some friends held a fun fundraising basketball tournament in Ballon community hall on Sunday 7th April in aid of County Carlow Hospice.

The 48 children from Kildavin NS raised a fantastic 584 by donations and monies from a raffle. They played from 12.30pm to 6.30pm and they presented the funds raised to the County Carlow Hospice representative who was there on the day.

There was some super basketball played and every child had a fantastic day. From playing basketball matches to Speed Dribble, Highest Score and Gotcha competitions, everyone was a winner and no child left the hall without a trophy, medal, prize or goody bag.

There was a lot of good will shown by people on that day, parents helped out, Supervalu Bunclody supplied fruit, Supervalu Tullow and Tesco Tullow supplied the water for the children and one local business, Michael McAssey from Ballon, sponsored the trophies and medals for the tournament. The basketball matches and the competitions were refereed by Kildavin’s school secretary Bernie and her son Christopher.

The whole day had a feel good atmosphere as the children had to pay to play. Donations were their entry fee and they gave very generously and had a lot of fun in doing something

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worthwhile for the local hospice. The youngest to participate was a 6 year old Senior Infant and the oldest was a 13 year old 6th class pupil.

Supports and Services from PDST Technology in Education

By Tom Lonergan In June 2012 the National Centre for Technology in Education (NCTE) came under the remit of the Professional Development Service for Teachers (PDST) and is now known as PDST Technology in Education.

All existing NCTE programmes and services are supported by PDST Technology in Education and can be accessed on either the www.pdsttechnologyineducation.ie or www.ncte.ie websites. This article gives a brief overview of the main supports and services provided by PDST Technology in Education in the following areas: I I I I

ICT-related Professional Development for Teachers Scoilnet and Digital Content Technology Infrastructure and Internet Safety.

We also provide online courses and up to date information is available at www.ncte.ie/onlinecourses.

Whole School Training (in your own school) We provide access to CPD opportunities tailored to your staff needs and made available in your own school. A minimum of ten participants per course applies, so schools may need to join with other schools in arranging these. Courses can consist of one of our standard courses or a customised course to meet your school needs.

All existing NCTE programmes and services are supported by PDST Technology in Education and can be accessed on either the www.pdsttechnologyineducation.ie or www.ncte.ie websites.

The e-Learning Planning section of our website contains resources to assist schools in developing their e-Learning plan, using the NCTE’s eLearning Handbook and Roadmap. Case studies and video exemplars are provided to highlight how teachers can integrate ICT in their classrooms. For more information, go to www.ncte.ie/elearningplan.

The NCTE’s e-Learning Handbook outlines the process of planning for e-Learning in your school and provides a step-by-step guide to the development of the school’s e-Learning plan. The handbook outlines the key roles and responsibilities of those involved in the development of the plan.

ICT-RELATED PROFESSIONAL DEVELOPMENT FOR TEACHERS A wide range of face-to-face and online ICT-related CPD courses are provided for principals and teachers, and more information is available at www.ncte.ie/training. A range of tutor-led courses are available to teachers via the regional network of Education Centres. All of our courses are free for teachers. Some current courses include: I I I I I I I I I I I

Using ICT for literacy and numeracy in junior classes Creating and using ICT resources for literacy ICT sa Bhunscoil Using Scratch (i.e. visual programming) to develop numeracy Developing an e-Learning plan for your school Using tablets and online tools for literacy and numeracy Creating your school website using Scoilnet blogs Creating ICT resources for the infant classroom Introduction to your interactive whiteboard Podcasting for learning Web 2.0 (blogs, podcasts and wikis).

Our website includes excellent Good Practice Videos in primary schools where teachers show how they are using ICT to support learning. Some examples include: I I I I

Using tablet devices in a primary school Using Scratch (i.e., visual programming) to support numeracy Using Interactive whiteboards to support literacy Cross-curricular learning with Scoilnet Maps and other tools.

These videos can be accessed at www.ncte.ie/GoodPractice/Videos/Primary.

SCOILNET AND DIGITAL CONTENT Scoilnet is the Department of Education and Skills’ portal for Irish education and contains a database of over 13,000 digital resources, including theme-pages, reviewed websites, quizzes, lesson plans, crosswords and other multimedia. Resources are constantly being reviewed, developed and updated by a team of over 30 curriculum experts. For more information, go to www.scoilnet.ie.

FÍS introduces the medium of film as a support to the Primary School

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Curriculum (Curaclam na Bunscoile). Teachers and children are encouraged to make a short film, documentary or animation and to enter it in the annual FĂ?S Film Festival. www.fis.ie.

Scoilnet Maps features a comprehensive range of Ordnance Survey Ireland (OSI) maps and other world maps and is available via schools broadband. Teachers can also access it from home using their Scoilnet account. For more information, go to http://maps.scoilnet.ie.

INTERNET SAFETY Webwise is our Internet Safety initiative and provides educational resources, advice and information relating to internet safety. It empowers users to engage in safe and responsible use of the internet. For more information, go to www.webwise.ie.

TECHNOLOGY INFRASTRUCTURE The main technology infrastructure support services are: I The Schools Broadband Programme and I Advice on ICT infrastructure including procurement.

Schools Broadband Programme The programme provides broadband to schools using a range of technologies, including telephone lines, wireless, cable and satellite, using a range of local suppliers. Six levels of content filtering are provided from

School Based Support which schools can choose the level that best suits their needs. The Schools Broadband Service Desk is the single point of contact for schools and can be contacted at servicedesk@ncte.ie or at 1800 33 44 66.

Advice on ICT infrastructure A range of advice on different ICT is provided on our website at www.ncte.ie/Technology.

Schools are also welcome to contact us directly seeking specific advice. Information on procurement frameworks for PCs, Notebooks and digital projectors can be accessed at www.ncte.ie/purchasingframeworks.

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Schools may contact us at technologyineducation@pdst.ie or at (01) 7008200.

Tom is National Coordinator for Technology Integration in PDST Technology in Education (formerly NCTE) and has been working with schools for over 10 years. Tom advises schools on all aspects of ICT infrastructure. He also has responsibility for the Schools Broadband Programme in PDST.

Principal Advice Building and Sustaining Relationships 2

By Angela Lynch, Principal Advice Manager

In issue 74 of Leadership+, the area of building and sustaining relationships within the school community was examined. Following the very successful Deputy Principals’ Conference in Killarney in May, it is perhaps opportune that we examine the building and sustaining of the relationship between the principal and deputy principal.

Generally very few formal structures are in place to ensure effective communication between the principal and deputy principal. Both leaders have a responsibility to develop the leadership relationship between themselves and the school community. Achieving this goal is a journey that has many twists and turns, constant changes and is littered with challenges. The leadership relationship of the principal and deputy principal will impact on the leadership culture of the whole school. Developing this relationship is the key element in school effectiveness. It is a relationship driven by leadership, based on consultation, negotiation and team-work.

The challenge to the deputy principal is to respond to the leadership position to which he/she has been appointed.

The role is not merely defined by a list of duties, but by the principles of co-leadership.

The challenge to the deputy principal is to respond to the leadership position to which he/she has been appointed.The role is not merely defined by a list of duties, but by the principles of co-leadership.The principal and deputy principal share the leadership role, agree responsibilities and share knowledge. The principal supports, rather than supervises, the deputy principal in fulfilling the role. Building and sustaining that relationship is the journey that both principal and deputy principal undertake.

What can I, as Principal, expect of you as Deputy Principal?

What can you expect of me?

What can I, as Deputy Principal, expect of you as Principal?

What can you expect of me?

Both Principal and Deputy Principal might initially reflect on these questions personally and then engage with each other to formulate, based on these discussions, a working template for a professional code of conduct. Good communication and engagement with each other at this level will serve to produce a clear understanding and definition of roles.

Good communication and engagement with each other at this level will serve to produce a clear understanding and definition of roles.

This all important task could be facilitated against the backdrop of the latest Resource Bundle, Giorraíonn Beirt Bóthar – Distributed Leadership – Deputy Principals, which may be accessed on www.ippn.ie.

Over the past ten years, IPPN has carried out a variety of research and produced a number of reports and publications on the topic of distributed leadership between the principal and deputy principal. We have now collated this research and much more into a resource bundle specifically on the role of the deputy principal.

The resource bundle follows the deputy principal from the recruitment process to undertaking a leadership role within the school.

In journeying through the Giorraíonn Beirt Bóthar Resource Bundle and reflecting on its content, it is hoped that the shared leadership vision for schools might be realised. Giorraíonn Beirt Bóthar is a starting point for building and sustaining a quality relationship between both school leaders.

In the words of Plautus, ‘No one is wise enough by himself.’

Go n-éirí go geal leis an mbeirt agaibh ar an aistear sin.

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Giorraíonn Beirt Bóthar Distributed Leadership –Deputy Principals A resource bundle on the role of the Deputy Principal Over the past ten years, IPPN has carried out a variety of research and produced a number of reports and publications on the topic of distributed leadership between the Principal and Deputy Principal. We have now collated this research, and much more, into a user-friendly and interactive resource bundle specifically on the topic of the role of the Deputy Principal.

The resource bundle follows the Deputy Principal from the recruitment process to undertaking a leadership role within school. There is a focus on practical approaches from procedural checklists to role definition.

This resource bundle can be viewed on www.ippn.ie

Health & Safety and School Insurance Sponsored by Allianz

The following case studies, which are real cases involving injury to staff and pupils in Irish primary schools, illustrate the importance of adequate maintenance procedures throughout the school premises, including outlying areas.

CAR PARK MAINTENANCE/ TRIPPING This case stresses the need to continually inspect and monitor the school premises for defects which might arise over time. In this case, a teacher returning to his car after supervising after school activities stepped into and tripped in a pothole in the car park, causing a serious injury to his wrist and back. His car was parked in an area away from public lighting, and it was his role to turn off the lights when locking up the school. As a result of his turning off the lights, the exterior light closest to his car and the pothole was turned off. In retrospect, he would have been better off if he had moved his car earlier in the day to a spot covered by the public lighting, recognising that it would be dark when he would exit the building. Apart from the lighting aspect, the fact that a pot hole 14 inches in width, 28 inches in length and 3.25 inches deep was present was sufficient for a finding of negligence against the school. Neither the caretaker nor the board of management was aware of the existence of the pothole or how long it had been there. A pothole of that size does not develop overnight and the view was that the plaintiff would succeed on liability. Inspection and maintenance of school premises demands constant attention and this case highlights what can happen where this is not done.

The claim was settled in advance of being set down for hearing in the High Court.

correspondence it was always alleged that the cut was caused by the presence of a rock/stone. Nothing was discovered on inspection at the time but the pitch was wet and mucky. Work had been carried out in the area by the local Council some fourteen months prior to the accident occurring but the pitch had been taken back in care by the school and, given the passage of time, there was no likelihood of passing responsibility for the accident onto the Council. There had been poor grass growth in the area following the work and the Principal did complain to the Council in relation to same but legal advice indicated that if the school were not happy with the area, they should not have allowed the pupils to train there. All in all, the advice was that there was some significant risk as there was no doubt that the injured party cut his leg on something and, given the history of the area, it was highly likely that it would be accepted that there was something in the ground which caused same.The time span between the Council work and the incident left the Insured in a situation of having to settle the claim because of the risks presented and the claim was settled on the best possible terms.

FALLEN GLASS / LACERATION This case involves a claim from a pupil who suffered a laceration to her knee which was caused by broken glass from a window which she alleged simply broke when a fellow pupil opened it. The window was in a stairwell and the pupils were returning to class after lunch.There were no pupils descending the stairs at the time and as the plaintiff was a little late in returning to class, there was only one other pupil present when the incident occurred. The second pupil was not in court, having emigrated to Australia. It was alleged by the plaintiff that her fellow pupil simply opened the window and the pane broke and the glass somehow came into contact with her knee causing the laceration.There was a denial that there was any horseplay involved and the only reason for the glass breaking was her fellow pupil opening the window. Equally, there was no good reason for the pupils to be opening the window on their way back to class. Engineering evidence confirmed the glass thickness was adequate for the position of the window and admitted that it was most unusual for the glass to smash from simply opening the window as described by the plaintiff. After hearing the case, the judge found that the plaintiff had not produced any convincing evidence as to how the window was caused to break and dismissed her claim with no order as to costs.

PLAYING PITCHES MAINTENANCE / LACERATION This case is in relation to maintenance of playing pitches on schools premises. During a training session, the pupil involved did a slide tackle and when he stood up discovered that he had a serious laceration to his leg. On inspection of the area of the pitch, there was nothing obvious to indicate what had caused the injury. In the pleadings and in the initial

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Principal in Profile: Tackling the ‘poverty of aspiration’ The unique challenge of leading a DEIS Band 1 school

By Tiernan O’Neill, Principal of Corpus Christi Primary School, Moyross, Limerick City Schools located in socio-economically deprived areas face unique challenges. The grinding effects of poverty on student performance often manifest themselves through lower attainment, reduced expectations and lack of parental supports. As principal of Corpus Christi PS in Moyross, I set about tackling this ‘poverty of aspiration’ on a daily basis. People’s perception of Moyross is often coloured by the unfair media portrayal of an area that sits in the shadow of the iconic home of Munster Rugby,Thomond Park.

The line we often get from visitors to our school, after they have seen the happily engaged children, vibrant classrooms and the level of parental involvement is, the school is not what I expected’.

What did they expect? Alsatians patrolling the corridors? Snipers on the roof? This perception of a disenfranchised, marginalised community is poles apart from the reality we are striving to create in Corpus Christi PS. The reality we try to create is underpinned by the philosophy that ‘education leads to opportunities’. For these seeds of opportunity to germinate and thrive it is important that we do not work with the child in isolation.We encourage the adults in the children’s lives to become active participants in school life, with an array of community adult education classes available five days a week in the school. The scale and scope of our Home School Community Liaison (HSCL) scheme is an intrinsic aspect of our efforts to tackle educational underachievement. In my 12 years working in the school as a class teacher, HSCL co-ordinator and now principal, it was the 4 years I spent as a HSCL co-ordinator that truly resonated with me. My experiences in this role saw me at times functioning as a quasi social worker tackling a myriad of issues such as drug abuse, domestic

violence, criminality, to name but some, all of which opened my eyes to the complexities of educational underachievement in communities that never surfed the Celtic Tiger wave.

Tackling educational underachievement involves multi-agency, multi-faceted responses that cannot be provided by the school in isolation.

Unfortunately in these austere times, cuts for example in adult drug treatment, primary care supports and mental health interventions impact negatively on children’s lives.

With regards to child mental health, a published study titled How Are Our Kids highlights the fact that mental health and behavioural problems in areas of Limerick City are four times the Irish and American average. The psychological and emotional baggage children carry to school is undoubtedly impacting on their ability to access the curriculum. The need for therapeutic interventions is absolutely imperative for so many children in our school; fortunately the Blue Box Creative Learning Centre provides some of our children with Art Therapy. This support is complemented by therapeutic interventions the school provides, including Equine Assisted Therapy and a traditional boat building project.

These interventions have enhanced our school’s ability to support children and families through the peaks and troughs of life in Moyross. To enable the rollout of such programmes, fundraising has become an inherent element of my principal’s ‘job description’. Christmas raffles, bag packing, presentations to corporate entities and grant applications to philanthropic organisations are staple elements of my educational diet.

Our schools’ parent demographics see us with

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virtually 100% unemployment but, while parental contributions in the financial sense are virtually non-existent, our parent body’s ability to seize the initiative when it comes to fundraising is hugely uplifting and is the glue which very often binds our school community together.

Within the maelstrom of duties that are undertaken by principals up and down this country, our ability to create an educational environment conducive to maximising our students’ potential underpins all our endeavours.

Over the past number of years the Delivering Equality of Opportunity In Schools (DEIS) programme, has provided us with a framework to enhance the learning outcomes for our children.

First Steps Literacy Programme, Reading Recovery, Maths Recovery are examples of programmes that have been embraced by school staff. The seismic shift in standardised test results over the past 8 years is attributable not just to the roll out of these programmes but also to the incredible commitment and skill set of our teaching staff who, to quote W.B.Yeats, do not see education as the ‘filling of a pail but the lighting of a fire’.

Like many DEIS schools, our school is situated in a community where decades of inappropriate government policies and abdication of responsibility by state agencies has hindered the development of a strong social fabric. In this social vacuum it is vital that the school shines like a beacon and acts as the fulcrum around which community life revolves. To quote Alan Bloom ‘Education is the movement from darkness to light’. It is my sincere hope that the light of education continues to shine brightly in Corpus Christi PS for many years to come.

A long, long time ago...

By Damian White, Principal of Scoil Shinchill, Killeigh, Co. Offaly

The young man looked at me puzzled. ‘So you are saying to me that the duties of a principal teacher were listed in 1673 - that’s a long, long time ago...!’ ‘No Dougal’, I almost countered, sensing the maths trolley was off its moorings. ‘CIRCULAR 16 dash 73. That’s 1973’. ‘Aha’, responded Young Einstein, his quest for information prior to applying for a principal’s job gaining him nuggets of interview gold. ‘Still a long, long, time ago...’ ‘Limerick hurlers would understand’ I quipped, unhelpfully.

On the 26th May 1973, Damian Pius William White knelt at the altar rails wearing a blue blazer, flamboyant tie and a contentious pair of snow white shorts to receive his first Holy Communion. Photographs after the ceremony were taken in front of a backdrop of strange fashions, fuzzy heads and Ford Anglias. One old lady in the picture couldn’t but have known someone in her youth who had attended Daniel O’Connell’s monster meetings. It was two years after Don McLean released ‘American Pie’ which begins with the line ‘A long, long time ago...’ Not today, nor yesterday.

software engineer. In school, the two orange books still smelled of printers’ ink. Educational resources were thin on the ground. Colm agus Nuala depended on sandpaper to keep upright.

Learning would be supported by the short shepherd’s hook hanging menacingly beside the blackboard. It would take 7 more years before Minister John Boland would outlaw the bata as an aid to learning. The sales of Blistereze dropped alarmingly.

For old time’s sake, I looked up circular 16/73 again recently. The type-setting was redolent of a different time.

I’m afraid I’m a little careless about some of my duties. I am responsible for the promotion of the notion of saving, both personally and nationally. I am honestly guilty of dereliction of duties in this regard. Neither have I provided the opportunity for the purchase of books through the school for some time. In 1973 our principal would be gone for a day in early September and would come back from Dublin laden down with all we needed. There wasn’t a school bookshop in every town then.

There is no mention in 16/73 of child protection, computers, OLCS, ancillary staff, standardised testing or a myriad of other issues so relevant to our jobs today. The word ‘she’ does not appear anywhere. Nell McCafferty didn’t have a hand in the document’s construction. Fresh from her famous train trip North two years earlier, constitutional lawyer Mary Robinson didn’t get a look at it before publication either. ’MnĂĄ na hEireann’ would make their mark, but not yet! Just a thought if all the references to the principal use ‘he’, are female principals bound by this circular at all? Over to you on that one David Ruddy!

We are bombarded with advice on the

In 1973, Ireland joined the EEC. For those newly or not so newly-appointed principals, we now call it the EU. During that year, Éamon de Valera left à ras an Uachtaråin to cheering thousands for the last time. The white short pants got their second and final wear that day. Liam Cosgrove and Brendan Corish would assume power that summer. Austerity reigned out of necessity. Hall’s Pictorial Weekly cut loose on finance minister Richie Ryan, depicting him as Minister for Hardship Richie Ruin. A government would fall at the hands of the satirists for the first, but not the last time.

It was a time when only someone who stuffed pillows with feathers would call themselves a

For old time’s sake, I looked up circular 16/73 again recently. The type-setting was redolent of a different time. The spirit duplicator fathered thousands of them in the pre photocopier days and the language was clear, plain and straightforward. There is no mention of the Board of Management. This was long before the team of eight. The principal must carry out all lawful instructions issued by the manager. When a vacancy arises we must inform the manager of the type of person required to fill the position. The redeployment panel doesn’t exist in our instruction manual from 1973.

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importance of contracts for everyone. A teacher working to cover maternity leave should have a clear and unambiguous contract to cover 26 weeks. Cleaners, caretakers and secretaries should have clearly-stated and signed terms and conditions. What about the principal - is there a contract for us at all? You know, something in plain language outlining what we must and mustn’t do.

When our most recent job description was issued, ‘Tie a Yellow Ribbon’ topped the charts on both sides of the Atlantic. Gary Glitter sang his foreboding ‘Hello Hello I’m Back’ in the top five. That was Bealtaine 1973. Minister, with all due respect, it’s time for a new contract for principals. You would make this little boy in white short pants very happy.

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Legal Diary

by David Ruddy BL, Principal of Talbot BNS, Clondalkin, Dublin 22

75 Issues – Some Reflections The initial issue of Leadership+ was published in February 2000. A year later, I wrote my first article for issue 4 in January 2001. The article featured the Education Welfare Act 2000. Apart from the relatively new Education Act of 1998 there was little education-related legislation and just the odd High Court.These cases involved negligence due mainly to trips and slips and lack of adequate supervision. I felt that I might have sufficient material to write an article once or twice a year. Little did we know that there would be a raft of case law and legislative provisions that would attract our attention and impact on the way we managed our schools.A quick review of the Legal Diaries over the years shows a few dominant themes.

SEN The provision for and management of Special Education Needs (SEN) is perhaps one of the greatest achievements for principals, teachers, Department of Education and Skills (DES), school management and parents. The high profile cases initiated by the parents of Paul O’Donoghue and Jamie Sinnott were the catalyst for change.These developments encouraged governments to introduce the Education Act 1998 and the EPSEN Act 2004.The definition of SEN changed from ‘Disability, illness/disease’ to that of ‘a restriction in the capacity of a pupil to learn’. Schools have now become so inclusive of not alone SEN pupils but of pupils whose first language was not English and minority groupings.The positive and enthusiastic attitude of school principals and teachers, the introduction of special needs assistants with the support and encouragement of the DES and parents has transformed our schools over the last decade in a manner that everyone involved in the education sector can be proud of and which will bestow huge benefits to society.

ATTENDANCE Undoubtedly another piece of legislation which has had a profound positive effect on the school landscape is the Education Welfare Act 2000. School attendance has increased dramatically over the last decade, and in particular in DEIS Schools, through enhanced funding and a raft of initiatives. A small number of parents continue to break the law in relation to school attendance.

This behaviour is unacceptable and the National Education Welfare Board needs to issue more school attendance notices and actively prosecute neglectful parents.The Education Welfare Act 2000 also deals with discipline in schools.

Many schools are availing of the provision in the Act by requesting parents to accept and sign off on a school’s Codes of Behaviour as a condition of enrolment in a school. Significant guidelines in relation to Codes of Behaviour were issued in 2008 by the NEWB. School discipline has improved through a combination of supports in SEN, NEPS and a more positive, holistic approach. The misuse of social media and the subsequent fallout however is an issue that affects schools. The new DES guidelines on anti-bullying strategies for parents and schools should be some assistance in this area and are due to be issued in September 2013.

ENROLMENT A few thousand Section 29 appeals resulting from provisions in the Education Act have concentrated the minds of principals and Boards of Managements

(BoMs), particularly in relation to enrolment issues. Whilst high profile cases like the Scoil Mologa and Stokes cases have clarified the roles of the Section 29 committees, it will take legislation as proposed by the current Minister Ruairi Quinn to address some long standing perceived gaps in the current enrolment law.

HEALTH & SAFETY Huge progress has been made in relation to health & safety in schools. In particular, the Health & Safety at Work Act 2005 forced schools to introduce risk assessment and control measures for identifiable hazards in schools. Whilst there are always cases involving trips and slips, the state of school premises (like the progress in SEN) have been transformed thanks to the Celtic Tiger.

Teachers and school management are highly conscious of the importance of health & safety. New templates to enhance health and safety in primary schools will be published in September 2013 by the Health & Safety Authority.

EMPLOYMENT One of the more challenging aspects of law is in the area of employment.The requirement for written contracts of employment to reflect the different personnel and part time staff in schools has challenged principals and BoMs. The greatest challenge has been that of underperformance. Circular 60/2009, dealing with the sanctions for teachers and other statutory provisions for ancillary staff, is fraught with danger for the unsuspecting principal. ‘Fair Procedures’ and ‘Due Process’ are the cornerstone of employment law. Many of these types of cases can involve allegations of bullying and stress-related illness.There were a number of high profile cases involving school principals.

Schools are not unique, all work places and employers are experiencing similar pressures.

As we near the end of another academic year and the publication of issue 75 of Leadership+, we can reflect on the major changes over the last 13 years with some satisfaction and look forward in anticipation for what developments the future may bring.

THE EDUCATION (ADMISSION TO SCHOOL) BILL 2013 The Minister for Education & Skills Ruairi Quinn TD announced his intention to bring draft heads of legislation to government which will ensure that every pupil is treated fairly in relation to enrolment in schools. The Bill when enacted will be accompanied by regulations which will flesh out the details of legislation.

WHY DO WE NEED ENROLMENT LEGISLATION? It is estimated that at least of 20% of Primary and Post Primary schools in particular operate restrictive enrolment policies. These schools comply with the law which prohibits discrimination on grounds such as race or disability.

One such example was the case of Stokes V Clonmel High School. A traveller boy applicant challenged the policy of the school to give preferential treatment to the sons of former pupils. The school was deemed not to have discriminated against traveller applicants as the rule affected all other applicants in a similar way.

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ISSUE WHAT ARE THE MAIN PROVISIONS OF THE LEGISLATION? Past Pupils The policy of giving preferential treatment to pupils based on their parents or siblings having attended the school will be abolished.

First Come First Served Basis This practice can cause disadvantage for some families. If a family moves into an area after the renting or purchase of a new home they are likely to be excluded from certain schools because they were not there early enough to apply first.

Waiting Lists The Minister is anxious that waiting lists are reduced possibly to just one year before enrolment.

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No one is arguing that parents be denied the right to choose the school to which they send their children. But in a way, their right to choose runs counter to best educational practice’.

The cherry picking of students does not align with the legal requirement of equal access to education.The result is a school population that does not always reflect local catchment areas’.

Is it fair that the child of a past pupil of a school be allowed to leapfrog others in the queue?’

In an innovative proposal, Mr Cottrell has suggested that all primary and post primary schools should adapt a CAO-style common enrolment application form, with clusters of schools in defined catchment areas cooperating on shared enrolment practices. This system would be web-based with specific deadlines for applications by parents and for the response by schools.

Application Fees The Bill will outlaw the practice of up front voluntary contributions / applications fees being charged to parents. This will result in a reduction in some schools fundraising income.

Open Days & Interviews Compulsory attendance at open days or attendance at interviews is to be abolished.

WHAT NEXT? The Minister will allow for a high level of consultation and written submissions regarding the proposed legislation. He has stated that there will be a transitional period to assist schools in implementing the changes required.

Parents will be extremely interested in this new legislation, particularly in areas that are already oversubscribed. Any deviation from the proposed new Act apart from that provided in the transitional arrangement time-frame would almost certainly result in Section 29 Appeals by parents of disappointed applicants.

THE IPPN POSITION IPPN Executive Director Seán Cottrell in a recent article written for the Irish Independent gave a broad welcome to the Minister’s legislative proposals. He offered the following observations:

Presentation Primary School Warrenmount. Principal: Margaret Ryan. Photo by: Ed Darcy PAG E 1 3

Jean McGowan Principal of , St Edwards NS Co. Sligo n, Ballytivna of sunshine here in es from the one day Just as the glow fad a regular top up to adership+ provides the North-West, Le ile each issue deals rpose of this job. Wh my focus on the pu mative and that are highly infor with a range of topics and at times ovoking, encouraging relevant, thought-pr orting learning for us is always on supp challenging, the foc hip+ arrives I unity. When Leaders all in the school comm nny day), the contents (like that su look forward to its bsequent humour, and the su element of fun and Well done on the s. ue ag ds to with colle conversations it lea may you lead! th edition and long publication of the 75

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Leadership Article highlight ISSUE 1 (JAN 2000)

ISSUE 15 (MAR 2003)

ISSUE 25 (MAR 2

Excerpt from Introduction to first issue of IPPN’s Newsletter by Jim Hayes ‘There is growing awareness among Primary Principals of the need to invest in our own professional development.The role of the Principa1 continues to change and develop in response to societal, legislative and educational changes. All the indications are that the pace of such unprecedented change and development will continue, thereby creating a greater demand for quality professional development.

The Irish Primary Principals’ Network is a new national organisation which will seek to foster, coordinate and develop, in a structured manner a culture of professiona1 support and professiona1 development for Primary Principals. We would hope, through consultation and partnership, to actively inform and influence those who make policy decisions concerning Primary Education and especially in relation to our role as Principal Teachers.’

Haygroup launches Report on Primary Principalship ‘Eamonn Drea of Haygroup Management Consultants launches the IPPN-commissioned report ‘The Role of the Primary Principal in Ireland’.

Among the findings, it was noted that Administrative and Teaching Principals have the same responsibilities and accountabilities (...) but it was evident that teaching duties were perceived by Teaching Principals to be the primary priority. Some elements of the role contributed to the enormous workload ofthe Principal, such as ● Leadership ● Policy formation ● Education ● Resource management ● External relationships ● Administration’

Breacadh Ré Nua do The launch of the report Smaller Schools and Teach Ireland’ was a particularly IPPN/St Patrick’s Colleg well-supported clustering key professional developm smaller schools to [...] sha break the professional isol principals and their staffs.

ISSUE 26 (MAY 2

Two heads are better ‘The role of Deputy through an interesting ti of transition when schoo from the older model of V merely took over from th times of absence to a f distributed school leader

2000 2001 2002 2003 2004 2005 2006

ISSUE 7 (OCT 2001)

ISSUE 16 (JUNE 2003)

ISSUE 31 (APR 2006)

First Legal Diary by David Ruddy BL ‘Legal Diary – The Equal Status Act 2000’

Local and regional networks of principals ‘Local and regional networks are by now firmly established in most counties and professional development seminars have taken place in many locations throughout the 26 counties’

Quality Leadership <=> Quality Learning - Proof beyond reasonable doubt ‘Quality Leadership <=> Quality Learning, Professor Fullan’s recent report commissioned by IPPN insists that the challenges presented by school leaders must be tackled [...] now to ensure the quality learning for our children into the future.’

ISSUE 13 (OCT 2002) School Closures Threat ‘The issue of supervision and the threat of closures in primary schools highlighted in the recent media coverage was discussed by the executive of the Irish Primary Principals Network at a meeting in Galway on Saturday August 31st August.’

ISSUE 20 (JUNE 2004) Principals who step down are punished ‘IPPN feels there is now a massive disincentive for Principals to consider stepping down. It is completely insulting to the status of Principal to be made the most junior teacher in the school. [...] In response to IPPN concerns, the DES has stated that the existing system is the fairest way to ensure that a Principal’s decision to relinquish his/her post does not impact on other staff.’

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Multi-culturalism – the emerging challenge ‘The influx of migrant workers into Ireland over the last 8 years from countries in Eastern Europe, Africa and South America has presented a new challenge to schools.’

ISSUE

ts through the years…

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2005)

ISSUE 44 (APR 2008)

ISSUE 60 (JAN 2011)

IPPN t ‘New Horizons for hing Principalship in y proud moment for ge. [...] Localised and g needs to be seen as a ment opportunity for are the workload and ation experienced by

Special Education Requires Special Resourcing ‘Principals of Special Schools and Special Classes tell us in no uncertain terms that no one single methodology can effectively address the needs of children with ASD. The perceived merits of the various teaching methodologies employed for ASD pale into insignificance as the priority issue when compared with three more fundamental concerns: ● availability of multi-disciplinary support ● access to quality professional development for staff ● inadequate funding and resourcing.’

New IPPN Support Office now officially open / Deich mBliana ag Fás – Reeling in the Years ‘To capture in a publication the birth, infancy and the first ten years in the life of IPPN was always going to be a challenge. Seán Cottrell as editor and the team who undertook this important project marking the 10th birthday of IPPN were keenly aware of the importance of reflecting accurately the story so far of a vibrant Principals’ professional association.’

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than one Principal is going me. This is a period ols are moving away Vice-Principal, who he Principal during far broader role of rship.’

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ISSUE 65 (NOV 2011) ISSUE 47 (NOV 2008) Legal Diary: Codes of Behaviour – the new guidelines 2008

New Boards of Management ‘Like general elections, which happen roughly every four years, over 3,300 schools are currently establishing a new board of management which will ‘manage’ the school until the end of 2015.’

2007 2008 2009 2010 2011 2012 2013

ISSUE 40 (SEPT 2007)

ISSUE 57 (SEPT 2010)

ISSUE 67 (MAR 2012)

Ciall Ceannaithe – Essential guidance for newly appointed principals ‘As the old saying goes – ‘a good start is half the battle’. In recognition of this well-worn cliché, IPPN recently decided to provide all Newly Appointed Principals with a dedicated publication aimed at helping them confront the significant challenge that is leading a school. The resultant document Ciall Ceannaithe – Sound Advice and Borrowed Wisdom for Newly Appointed Principals arrived on the desks of all Newly Appointed and Acting Principals earlier this month.’

Open letter from Dublin 15 principals to all members of the Oireachtas and local representatives ‘We, the undersigned, believe there is an urgent need to evaluate education in Ireland. At a time when the economy seems to take precedence over everything it is imperative that we create a clear vision for education. The quality of the society we develop is more important than the economy in which we live. A sustainable and vibrant economy is important. However, the society we build must be one where the individual is valued, the old are cared for and our children are cherished.’

Small schools are in budget shock ‘Small schools are still in budget shock. The strategy of annually increasing class size, making teaching and learning gradually more difficult, is like slow-boiling a lobster from cold water. The absence of any vision for small schools other than amalgamations and closures demonstrates a lack of understanding of the importance of small schools and the role they play in rural Ireland.’

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ISSUE

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Celebrating 75

By Damian White

Manchester United began with a different moniker. Their original name, Newton Heath would never, I suspect, have become a global brand. Had Marion Morrison not figured that a change of name would help foster his image as a tough cowboy, John Wayne might not have shot and fought his way into western film legend either.

As a callow young principal, I was amazed at how the organisation took shape and how close as a committee we became.

IPPN’s Executive weren’t considering global market saturation when they sat around a table to consider a name for the network’s organ. All agreed that while ‘The IPPN Newsletter’, as it was known then, was a somewhat ‘clunky’ title. We needed a name that reflected what we were about while at the same time was catchy and memorable. Yet everyone was very proud of what had been achieved up to that point.

Seán Ó Díomasaigh was the newsletter’s first editor. I still maintain our first issue, copies of which are as scarce as runners-up medals in Kilkenny, was our most important. It was the first publication of the fledgling organisation in February 2000 and served notice that a new organisation was taking shape and intended to move, shake and shape on behalf of primary principals.

Watching a documentary on the early days of ‘Hot Press’ reminded me of the infancy, not just of our newsletter, but of IPPN itself. The image of the calm swan gliding on the lake hiding the manic pedalling going on below the surface also comes to mind. As a callow young principal, I was amazed at how the organisation took shape and how close as a committee we became. In those heady days, IPPN President Jim Hayes led with calm assurance. I was amazed that ‘one small head could carry all he knew’. Raymond King, as secretary, was tireless in his application to all

the necessary paperwork details while Tomás Ó Slatara managed PR. Moira Lynch (RIP) was the recording secretary at meetings and is on record as IPPN’s first ever member. Íde Ní Dhúbháin and Una McNamara looked after finance. A few more of us were merely acting as ballast at the early meetings but everyone involved in the early stages took on important roles as the organisation flourished and grew.

Issue 3 of the newsletter in November 2000 announced the appointment of Seán Cottrell as IPPN’s National Director, beginning what has become an extraordinary career in support of school leaders and ground breaking initiatives.

Tomás O Slatara served as editor of the newsletter as it grew in size and circulation. In 2003, Larry Fleming succeeded Tomás as he took on the role of Deputy President, and remained at the helm for the next three years, even taking this Sancho Panza along for company as deputy editor. A new design was introduced under Larry’s stewardship and the need for a new name arose. We had some fun before we emerged with ‘Leadership+’!

Some titles were discussed but, when ‘googled’, threw up other publications of the same name. Hundreds and, with only slight exaggeration, thousands of titles were considered, ill considered or considered ill. My idea, ‘Headz’, sounded more like a name for a barber shop, I was told! ‘Head Honcho’ also got a short knock. ‘Thinking a Head’ went into the conclave as Pope but came out as a cardinal. After exhausting the set of ‘head’ clichés, we decided it was more of a British term for a school leader. That conclusion was reached after someone got excited about the term ‘Head banger’. Exhausted and a little exasperated, a voice around the table said it should be all embracing and inclusive of both principal and deputy, about ‘leadership’.

The penny dropped. We were on track and within minutes the title ‘Leadership+’ emerged, meaning ‘leadership and a little more’.

PA PA GG E E1 61 6

I succeeded Larry and spent almost 6 years as editor. I was really fortunate that the executive saw the need for support for the editor and Geraldine D’Arcy came on board, initially as a sub-editor, eventually making my job really easy by dealing with all the day to day issues around Leadership+.

While the style of Leadership+ and the previous newsletter has changed over the years, some constants have remained in place from day one.

While the style of Leadership+ and the previous newsletter has changed over the years, some constants have remained in place from day one. David Ruddy’s Legal Diary is essential reading every time. ICT Tips, initially from Seaghan Moriarty and more recently from many other tech-savvy principals, is also widely read. Regular members’ surveys are covered in the leader column. When these surveys have revealed surprising or controversial results, we have never backed down from our responsibility to represent the views of school leaders. Various agencies such as PDST, NEPS and others have brought information to school leaders through regular articles. Conference keynote speakers have their ideas published each year. Many principals have kindly written profile pieces for us, or contributed articles on their areas of interest. Many have contributed humour, advice or other useful pieces to help share the load and lighten the burden on principals and deputy principals.

Seventy five issues in and the passion still burns for all at Leadership+. Articles are always welcome for consideration. Onwards towards issue 76! I’m not even a fan of Manchester United. Mind you, I doubt if ‘Woolwich Arsenal’ wound have made the cut either!

ISSUE Clive Byrne tional Director, Na of Principals n io at Associ incipals and Deputy Pr (NAPD) of Leadership+. The on the 75th edition as ach de air gh mh Co happens in IPPN ional magazines as ss ofe pr of ity bil ila ava on the day to day lleagues up to date co s ep ke PD NA d an as a voice and as a tions and acts both cia so as the of rk wo rtake their leaders as they unde resource for school of what school bit le amalgam of a litt An . les ro ing nd ma de y need is a really little bit of what the a d an nt wa rs de lea tween head office ive communication be ect eff for ipe rec good portunity to show hip+ provides an op ers ad Le . ers mb me and cefully a leadership rs, to articulate for ice off the of rk wo the wledge good news of concern, to ackno s ue iss g fla to , da agen ations in our , to showcase innov ice act pr st be d an s storie d profiles, by way of features an schools, to introduce, eaking out on sp as sector as well the in s yer pla nt ica signif sense of humour good advice and the issues. Useful tips, the recipe for is keep us grounded which we so need to 100th edition. onwards towards the success as we move

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ynn Mairead O'Fl oil Sc l, pa ci Prin ore ym Mhuire, Ball ldare Ki .

Eustace, Co interesting ership+ provides an I enjoy the way Lead mples of exa es describing good combination of articl the more thoughtpractice along with principals’ everyday to read about g pieces. It helps me gin en all ch d an ing provok with problematic g similar difficulties other principals havin innovative the te urages us to emula issues. It also enco the fact that ng makes it appeali is at Wh d. ibe scr de methods o have studied a not by theorists wh articles are written, ners who have t by everyday practitio particular thesis, bu are describing their , tried them out and embraced new ideas nner. Legal Diary nest and practical ma experiences in an ho passion for legal favourite page. His

by David Ruddy is my s just the is infectious and wa educational matters law degree. The eded to undertake my encouragement I ne es ensures that I presentation of articl clear and colourful erence. save them all for ref

slop Dr Harold Hi tor, ec sp Chief In of nt me Depart Skills Education & the editorial team, nity to congratulate I welcome the opportu lly good journal for Leadership+. A rea past and present, of reassure its orm, challenge and principals should inf se with energy and hip+ does all of the readership. Leaders Leadership+ has organisation, IPPN, t ren pa its e Lik t. insigh ary education. It of debate within prim added to the quality ng to school ati kled thorny issues rel has consistently tac others. And it g on improvement, am l oo sch d an ip rsh leade regarding advice to principals has provided valuable effective practice. rs. informed practitione Principals need to be onal ssi ofe pr the lved deeply into Leadership+ has de ipals and inc pr ty pu de of principals and s ed ne nt me op vel de opment process. nt tool in that devel rta po im an en be s ha cal and nowledged the practi Certainly, it has ack l leaders. But oo sch ulties faced by administrative diffic It has situated the ne more than that. to Leadership+ has do from the very first rning context and, of le ro principal within a lea on the key issue, it has focused this landmark 75th of learning. principal as leader ois agus a bhí gafa siúd uile atá gafa an leo r Is Tréaslaítea ceannródaíoch seo. s an bhfoilseachán san am atá thart lei e! eil eagrán roimh an gcéad 75 cinnte go bhfáiltítear

Gerry Moran S.N. Príomhoide, a, Brí, of Na h am Seos h, id Inis Córtha an rm Ga Co. Loch

A Grade from me Leadership + gets an wonder. d off as a mere 4 page

rship+ starte In the year 2000 leade ster piece. In 2000 swells to a 24 page ma 13 20 ver The latest issue in 2010 we had 78. Ne issued from DES. In ls. ipa nc pri we had 12 circulars l ry schoo so important to prima the t gh hli has Leadership+ been team hig that the publishing As principal I know path. David Ruddy ht rig the guide us along ce. important issues and vises on best practi al decisions and ad leg nt eva l rel oo ts gh sch hli the hig the role of ntinue to highlight co án Se a d s an ing br rry Ge and Damian unsympathetic media principal among an r. Angela has recently de lea l the job of schoo to lity rea raw of se sen ble pieces of advice. popped up with valua we have so much valuable tool when + Leadership+ is a m DES, Leadership and edicts coming fro s lar cu cir a , in on ati ne isl leg has to be do explains clearly what d an ase ch the to cuts school context. le - a one stop shop found IPPN invaluab .

As a NAP in 2004 I line advice is great t school life. The on ou ab es eri nd qu ha at all for d they are near the current issues an Leadership+ collates + and its team of ers ud IPPN, Lead hip pla ap I . ed uir req when us up to date on all current, for keeping d an st pa s, tor bu contri our staffrooms. + brings IPPN into hip ers ad Le s. ue iss l schoo

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Leadership+ Archive Did you know that all 75 issues of Leadership+ are archived on ippn.ie. To visit the archive, simply log on to ippn.ie, go to the Supports menu Leadership+ is listed as the sixth item. Every year is archived as a group and each individual issue has a thumbnail image of the cover, month of publication and a summary of the contents to make searching for articles easier.

Damian White Leadership+ Editor 2006-2012 Damian, who is principal of Scoil Shinchill in Killeigh, Co. Offaly, took on the responsibility to edit Leadership+ in 2006, taking over from fellow Offaly man, Larry Fleming. Damian brought his own flair and style to the magazine.

He set about commissioning articles from a very diverse network of contacts within and outside the education sector.

Damian’s experience as a local radio broadcaster with Midlands 103 has given him a great instinct for items that capture readers’ interest.

Damian’s own droll sense of humour, combined with the insights he has gained from leading a school through rapid growth in the last decade, have proved to be a winning formula. His observations have inspired dozens of articles on a diverse range of topics. Damian continues to write for Leadership+ but his main focus with IPPN at the moment is on CPD video tutorials for principals. Watch this space!.

Cóilín Ó Coigligh nscoil Principal, Bu , Trim, re ui Mh r Clocha Co. Meath without a name to ged from a newsletter Leadership+ has chan ly shared with ion that can be proud a professional publicat ups. Issue 1 was a onal educational gro national and internati two principals day when there were newsletter back in the y since and have wa have come a long We . ite Wh an mi Da called principal of that ss to have only one made sufficient progre involved in s in the early days wa name. The readership st in the realm of fir , which must be a me na w ne the g sin choo . educational publishing latest us up to date with the kee The Legal Diary ps had the first 13 ue Iss t not superstitious bu am I . nts me op vel de on the euro . We even got advice article on Section 29 a great avenue for s wa ber thinking this em rem I . ver geo an ch ce. I have earch and best practi principals to share res gh the years. It was ou thr onal article down submitted the occasi e in print. I de to see the first on a great source of pri deputies who had d an ls merous principa subsequently met nu til I started asking if s chuffed initially un seen the article. I wa read it? anyone had actually human interest. I am joy articles with some en ly I particular it or I can empathise if I know who wrote more likely to read it example, Brian of their story - for with the human side joy Damian’s articles a day in his life. I en Thorpe’s account of ur and they are a good sense of humo as there is nothing like sense of humour! nothing like a good

Tony Healy (Retired) St Oliver Principal of ol, Plunkett Scho Dublin .

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Professor Ciaran Sugrue ol of Head of Scho iversity Un Education, in bl Du College

IPPN’s Leadership+ ppy 75th Birthday to Ha d an ns tio ula rat Cong ort. It is always the great years of supp 13 for you in nk tha d an adership+ was simple are the best and Le ls ipa inc Pr simplest ideas that by d designe ad in its outcome – & orm inf concept but very bro ich wh s, ught provoking article for Principals with tho laud the leaders in inspire, acclaim & app & e rag cou own en te, educa h some humour thr y to read format wit +. hip ers ad Le our schools in an eas ry issue of t fully achieved in eve ing ect aff are t in – a tall order bu tha issues apshot in time of the e Each edition is a sn om its humble 4 pag Fr . sis ba ily da a on s live l na sio fes our pro ust must-read s now become the rob spread in 2000, it ha we can laugh with – le bib nal development bimonthly professio r and legal guru, be m David our barriste s of Damian, or learn fro in the ups and down and Virginia, share the h wit encouraged by Sean ms ter to e principals as they com new and not so new in the 9/11 article. the world events as see or res ssu ing pre ily da IPPN in its support rted the growth of e. cap ds lan Leadership+ has cha l ucationa an ever changing ed l cia an fin role for Principals in d an e e, tim , stress and self car good of ls de Workload & overload mo g, rin nto t resolution and me management, conflic the next 75. to s re’ He re. the all practice – they are

past decade + publication over the hip ers ad Le N IPP e Th ders, as well as ny faces of school lea ma the d nte ese pr s ha es seeking to leadership, at all tim the multiple faces of is tacaíocht dá ch ea e, support, misn vic ad ht, lig w ne bring lucht léitheoireachta. sown continue acorns of leadership ny ma the , so ing In do ended and e and multiply in int to bear fruit, mutat ty and density ing leadership capaci ild bu ys, wa d de en unint allenging times. re widely for our ch and distributing it mo has become a scoth. Leadership+ Ceannaireacht den educational a rapidly changing major continuity in al and resilience of sustenance, renew landscape; a source mhghairdeas. to its readership. Co

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Active Schools Week

By Kate Gallagher B.Ed., Principal, Scoil Bhríde, Athgarvan, The Curragh, Co. Kildare In this time of austerity, cutbacks and general doom and gloom, it is heart-lifting to take a step back and appreciate all the good around us.

And there is so much good going on on a daily basis in primary schools right across the country. We teachers, SNAs and ancillary staff are a breed apart. We continue to care for, teach, inspire and motivate the young people in our care. We do so with good grace and with a smile.

But we also get so much back. Who could fail to be uplifted when listening to singing or music coming from a classroom, cheering a school team on the football field or basketball court, having an infant child run up to you to give a hug spontaneously - the list goes on. As a newlyappointed principal, I find every day a challenging and frustrating yet highly rewarding experience. The good moments far outweigh the bad.

I suppose, if this wasn’t true none of us would stick the job for very long!

Our ‘Active Schools Week’ took place in April last. We are fortunate that some of our staff and parents come together each year to form a ‘Healthy Lifestyle’ committee. This committee works tirelessly throughout the school year to promote healthy eating and lifestyle among the children (and thus among the parents and staff).

Our ‘Active Schools Week’ took place in April last. We are fortunate that some of our staff and parents come together each year to form a ‘Healthy Lifestyle’ committee.

I

of the Curragh plains. Once a month the entire school community (pupils, parents, staff, dogs and toddlers!) walks out the back gate and up Rabbit Hill on the Curragh. It is some sight to look back and see the line of children walking and skipping across the plains and finishing off with a game of ‘hide & seek’ in the ranges. It’s all free too! A piece of fruit is offered to all on return to school. We have done this walk on sunny, foggy, mucky and snowy days. All our past pupils list it as a memory of their days in Scoil Bhríde. My own son (now 19) particularly remembers the “juiciest oranges ever” given on the walk.

Skipathon: Another of our active schools days involves all pupils (and energetic staff) taking part in a skipathon. For the younger legs the skipping is adapted to just jumping over the rope on the ground.

For the more adventurous we have a long rope over which up to 3 can jump at a time. All great fun!

It’s very hard to describe in words the atmosphere which exists during this week. There is such a buzz around the school that you can’t help to be infected by it. Parents join in by volunteering to supervise and act as referees.

The entire school community joins together to get active and be healthy.

The hope is of course, that the children will do some of the activities at home at weekends and over the holidays.

One of the teachers and SNAs on the committee came to me to outline their plans for this year’s ‘Active Schools Week’. I left school with a huge smile on my face and consider myself and our school community so fortunate to have these innovative and enthusiastic professionals on our team.

The Active Schools Week included I Dance Day: the classes were taken in groups and taught a variety of dance genres – just to get active and have fun. Music was played in the playgrounds at break times over the intercom. This encouraged the children to freely move and dance to the music with their friends. Staff enthusiastically volunteered to do yard duty that day, myself included (allowance or not!!).

I In-School Football League: Each year the committee organises a league between all classes from Juniors to 6th. The teams are arranged to include boys and girls, whether sporty or not. It is non competitive and just encourages all children to ‘give it a go’ and maybe find a new interest and talent.

I School Relay: We organised for the children to run class by class in laps around the school building so that there were children running around the school continually throughout the day. We provided refreshments and ensured there were rest breaks.

I Curragh Walk: We are very fortunate to be situated on the edge

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What’s in a name?

Gerry Murphy, IPPN President

Freud said that the most beautiful sound in the word to a human being is the sound of your own name. In the world of work, next to your name is the title of your role. And this is where the fun begins! The teacher who is placed ‘in charge’ of a school is called the ‘principal teacher’. Straight forward so far; it couldn’t be any clearer. Principal teacher means the ‘main’ teacher just as it is expressed in the Irish language as ‘Príomh Oide’. So where did the terms ‘administrative principal’, ‘teaching principal’ not to mention ‘walking principal’ and ‘working principal’ come from? And that’s what they say to your face!

IPPN has always believed that, regardless of role

Ciall Ceannaithe IPPN's online course for Newly Appointed and aspiring principals and experienced principals wishing to refresh their practice.

title or school size, every principal has a responsibility either to be engaged directly in teaching or indirectly through the teaching staff.

How this is achieved by principals who are fulltime class teachers is a whole other matter.

Professor Michael Fullan commented to IPPN once during a visit to Ireland that he thought the terms ‘teaching’ and ‘administrative’ principals were ‘unhelpful’. He felt that if we are to overcome the blunt instrument of 178 children to define what a principal actually does, IPPN should consider using different language to describe the role. This language should not take from the legal reality, which is that the principal of every school is the ‘line manager’ for all staff and is both accountable and reports

Ciall Ceannaithe – IPPN’s online Summer Course – has been developed to provide a greater understanding of the innovative solutions to challenges facing Principals.

This course is a highly practical step-by-step course built on the collective wisdom and experience of seasoned Principals.

Ciall Ceannaithe is designed to professionally support Newly Appointed Principals through the first day, first week, first month and first year of your principalship. It is also a very suitable refresher course for experienced Principals who wish to reflect on current practice.

directly to the board of management.The word ‘principal’ is the one noun that crops up in each of the role titles mentioned earlier. So our challenge now is to find a role title that maintains the significance of being the lead teacher and the day to day manager of the school while avoiding the antiquated terms ‘administrative’, ‘working’, ‘walking’ and ‘teaching’ principal, which can be confusing and even divisive. One thing that is certain is that in the eyes of the DES and the Law (Education Act), all principals carry equal legal accountability and authority. Perhaps George Orwell might suggest that ‘some principals are more equal than others’! Let us know what you think. Email info@ippn.ie.

Modules include: ● Accessing professional supports & key resources ● Getting started in your role ● What to do… what not to do! ● Scheduling priorities ● Good practice & timetabling for Teaching Principals

Course includes: ● 10 modules (20 hours of study) ● Fully interactive online lessons with audio/visual ● Discussion forum with expert moderators & facilitators ● Online reflective learning log ● Innovative technology-enhanced Learning

Registration: ● Course registration will be open in June with the course commencing in July ● Full details will be available on www.ippn.ie in the coming weeks ● Access to broadband is a necessity ● The DES have sanctioned 3 EPV days for participants who successfully complete the course

For further information contact Jennifer McCarthy at jennifer.mccarthy@ippn.ie PAG E 2 0

Reclaiming Your Principalship

By Micheál Rea – Principal, Scoil Inse Ratha, Little Island, Cork Everyone has an opinion on how to run a school and what to teach our children. How often have you heard “we need to get a programme into schools” in response to whatever topic is hot at a given time?

Jim Spinks came to speak at the IPPN Conference a few years ago and I had the pleasure of meeting him. He said that if you were to ask a room full of principals if they felt they had the autonomy to run their schools as they see fit, approximately half would say no. This struck me as interesting. If you don’t feel free to run the school as you see fit (within reason), who do you look to for direction? Who is steering the ship? If there is a line you are told not to cross, where would you stand? On the line, just over it or far away from the line where there would be no possibility that you might slip up and cross it? Maybe it depends on your situation. Do you feel in control of your own destiny as a Principal?

We operate in the grey areas between the black and white lines that the DES and Patron bodies set. If you were to try and enforce every circular to the letter of the law, surely the school would grind to a halt. Principals have a long and proud tradition of taking circulars and making them work for themselves and their schools. There is an increasing level of direction coming from outside agencies with their deadlines and their agendas. Is that a good way to run a school? It isn’t, in my opinion. I feel we need to take charge and dictate the agenda in our own schools.

Is your motivation good when you are making decisions? Are you trying to do the best for your children/school? If the answer is yes then drive on.

We all know that there is no one else to look to - the buck stops with you.

You can discuss it at BoM level but ultimately it is your baby. With that in mind, embrace it. Take ownership of your principalship. Stand over your decisions and let anyone challenge you on them because you know the context of your school better than anyone else. You will make mistakes and you will be wrong from time to time but it will not be because of lack of effort. There isn’t one way to be a principal – just your way.

We can make a difference, one school at a time, by making sensible, childcentred decisions and by focussing on our title as it is as Gaeilge –P.O. – Príomh-Oide and not Principal Officer.

“Lots of things that couldn’t be done have been done” Charles Auston Bates

It is my opinion that we need to take control of our role and reclaim our principalship. I can seek advice when I need it. I can listen to opinions and I can seek out colleagues who will have their own take on things but ultimately a choice has to be made.

If the principal of the school is to be held responsible for all the things we are supposed to be responsible for then the principal has to take ownership of the process. It is well and good for outside agencies to try and force your hand but they are not accountable for it.

Everyone has an agenda. It is our job to make sure that the various agendas don’t sink the ship or pull us in different directions.

Lots of people have an opinion on how to run a school but few step up to actually try. Some opinions are better informed than others and are worth listening to. Some opinions you have to listen to even though you know they make no sense in your context - Ministers, inspectors, NCCA, NCSE, various other bodies along with parents, staff, children, local community, the media etc. It can feel like you are a ship being blown about on the sea, out of control.

How do you take all these opinions and directives on board without being blown off course? I would suggest that it is within all of us to decide our own fate.

Make a decision in the best interests of the children in your care and go with it. Most DES circulars are sufficiently vaguely written that there is plenty of room for interpretation. What is the worst that can happen? If you have made a decision and you can stand over it, then someone might give out to you but so what!

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The Administrative Principal Walking the Walk with the School Team

By Larry Fleming, principal of Ballinamere NS, Tullamore, Co. Offaly and IPPN PRO The administrative or ‘walking principal’ is no longer a rare species in Irish education. There was a time when such a rarity was only to be found in bustling urban schools. Nowadays, it is not unusual to discover that the once small school on the outskirts of the town has grown to 8 teachers or more and boasts an office-bound administrator. Recent years have seen a steady rise in the number of such schools, particularly rural schools which have benefitted from changing demographics and increased enrolments. Today, almost one third of all schools in the state have an administrative principal.

Administration presents many new challenges but the first challenge to be tackled is the fostering of these positive and supportive working relationships with classroom-bound colleagues.

It can be quite a culture shock for the busy teaching principal who is expected to seamlessly readjust to the role of office-bound overseer.

Retaining a strong, mutually respectful professional and personal relationship with teaching colleagues is central to future success and happiness in the role. Role satisfaction will also determine how others view the school and how happy the children are in the school environment. Administration presents many new challenges but the first challenge to be tackled is the fostering of these positive and supportive working relationships with classroom-bound colleagues. After all, no one will really care about how much you know until they know how much you actually care.

Initially, it may seem like a safe and logical option to retreat into the office to deal with the avalanche of paperwork, circulars and school

returns that is the principal’s lot on a daily basis.

This may prove beneficial in the early stages of life as administrative leader but can also lead to festering resentment if colleagues perceive you are becoming increasingly removed from the realities and practicalities of everyday classroom life. It is extremely important to retain close, supportive contact with teaching colleagues but at the same time avoid volunteering yourself as the ‘school substitute’ whereby class teachers assume you are readily available to fill in for them when they have to leave their class on an errand or are taking an EPV day.

The principal, as captain of the ship, must plot a course to avoid the many icebergs lurking in the choppy waters of education. Plotting this safe course involves regular communication with both the staff and the parent body. Feedback from these interactions enables one to anticipate potential problems of titanic proportions down the line. The principal must attempt to act as a facilitator rather than a dictator when engaging in human resource activities, particularly when parental demands cause unease within the staffroom.

As teaching and learning is the primary focus of a school, the administrative principal must be aware of what is actually happening in the classroom.

As schools increase in size, many principals are tempted by circumstances to communicate with staff by means of email and text. While this is both quick and effective, time should also be set aside for personal interactions, when the principal can confirm their trust and continuing support, validate teacher experiences and affirm their contribution to the school. Teachers feel more secure and valued when they know the principal is readily available to offer practical support.

As teaching and learning is the primary focus of a school, the administrative principal must be

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aware of what is actually happening in the classroom. It is therefore a good idea to visit classrooms as often as possible. This can prove more difficult in the larger schools due to the inherent time constraints and multiple classes.

However, giving the class teacher a half hour break from the class has many advantages. Once the teacher is satisfied that you are acting in a non-intrusive way and feels neither under scrutiny nor threatened, this intervention affords the class teacher an opportunity to catch up on other class work or even take a break.

Meanwhile, the principal can get to know individual children better and familiarise himself / herself with curriculum content and teaching methodologies being used in the classroom.

Teachers feel more secure and valued when they know the principal is readily available to offer practical support.

The principal’s role in the school is pivotal to all that a school represents to teachers, students and parents. However, without the support of teachers first and foremost, the principal is doomed to failure. Therefore, the principal should ensure that the needs of all teachers involved in teaching and management functions and all staff development needs in the school are identified and provided for. For example, the principal must ensure all teachers are made aware of evolving education legislation and how it impacts on current policy and procedures in both the classroom and the staff room. This requirement to provide CPD is set out clearly in Section 9 of the Education Act 1998. Most principals have their own tried and trusted ways of engaging with and affirming colleagues and by extension, pupils. This may be by means of school assemblies, staffroom notice boards and pigeon holes, e-mail or personal engagement.

Whatever your preferred channel of communication, keep it constantly open - every principal will vouch for the fact that a fully supportive staff makes the job of principal so much easier.

IRELAND’S No.1 SITE FOR EDUCATION VACANCIES FEATURES: ● Advertise your job vacancies FREE of charge ● The details of the job go directly to job-seekers – registered teachers receive email alerts about vacancies matching their subjects and chosen locations ● Advertise all categories of teaching post using the simple step-by-step ‘Advertise a Post’ process SOME ADVICE BEFORE ADVERTISING ON EDUCATIONPOSTS.IE: ●

Are you sure that you can go ahead and advertise? Check that the post is sanctioned by contacting the Diocesan Office or DES.

●

You can only advertise once the panel is cleared – check with the Diocesan Office or Panel Operator to make sure that this is the case

●

If you have a maternity leave post to fill remember that this is a substitute position but should be properly advertised

●

Remember – as a job advertiser you don’t need to log-in to EducationPosts.ie. Once you visit the homepage go straight to Advertise a Post. If you cannot see Advertise a Post you may be logged in from a previous session – just click log out and refresh the page.

Designed by Principals for Principals Visit www.EducationPosts.ie For additional queries: info@EducationPosts.ie Irish Primary Principals’ Network Líonra Phríomhoidí Bunscoile Éireann

ICT and Copy Equipment Summer Shutdown - Best Practice PHOTOCOPIERS 1. Turn off equipment per manufacturer’s specifications. Best practice would be to leave machine plugged in as a trickle charge is kept on which can help avoid start-up problems in September.

2. Remove paper from machine and store in appropriate location.

3. Try to keep machines out of direct sunlight during the summer months as it can damage plastic and rubber parts.

4. Cover machine if remedial works are being done during the summer as dust can cause major problems with machines.

5. All toner should be stored in a dry cool area.

Excess spare toner should be returned to supplier to ensure old damp toners are not used.

COMPUTERS / DESKTOPS 1. Follow Windows shutdown procedure 2. Unplug all monitors and desktop computers from mains 3. Make sure all machines are covered if any remedial works are being done in proximity

to where you equipment is usually stored 4. Consider getting a complete ‘health check’ and clean of computers to ensure optimum performance when school resumes in September.

5. It is important even during the summer months that machines are not stored in areas prone to dampness. Best practice is a temperature-controlled room but an area that is not prone to fluctuations in temperature will suffice.

LAPTOPS & IPADS 1. Fully charge device.

2. Follow manufacturer’s shutdown procedures.

3. Store devices in secure trolley if one is available.Trolley to be stored in a dry area not prone to high temperature fluctuations.

4. If a smart trolley is available, set your charge setting per device settings.

SERVERS 1. Your server should be left on with surge protection through an uninterruptible power supply (UPS) device.

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2. If updates are available, this period would be a good time to test to ensure they do not interfere with the running of the equipment.

SUMMER MAINTENANCE IT EQUIPMENT During the summer months while equipment is idle is the best time to get your equipment checked and cleaned to ensure optimum performance for the year ahead. This would include system scans, fan and board cleansing and operating systems optimisation. Your IT service contract should cover this work. It is also a good time to introduce any new equipment to your network or to do any wireless surveys as classroom access is open during this time without class interruption.

EMS COPIERS EMS Copiers are preferred supplier of copiers, printers and multi-function devices to IPPN’s National Support Office in Cork. You can contact EMS Copiers on 1890 770 770, by email to info@emscopiers.ie or online at www.emscopiers.ie.

Are you planning to retire in 2013?

If you have made the decision to retire in the coming weeks or months of 2013 we wish you every happiness and fulfilment in the future.

IPPN acknowledges the importance of providing every possible support for Newly Appointed Principals and aims to contact them as soon as they are appointed. However, the greatest challenge we face is to find out the names of these Newly Appointed Principals as early as possible.

To assist the work being done in the IPPN Support Office could you please let us know of your impending retirement and also the name of the Newly Appointed Principal as soon as that decision has been made?

This would be of enormous help to us and I know would be very much appreciated by the Newly Appointed Principal.

Any information that you can provide can be emailed or mailed to Jackie at the IPPN Support Office: jackie.oreilly@ippn.ie

PAG E 2 5

Professional Conversations 2

By Seán Cottrell

Have you ever overheard a conversation between two members of staff that you wish wasn’t happening? It might be an argument between a teacher and a fellow teacher, an SNA, the school secretary or caretaker which is within earshot of other staff, parents or worst of all, children. It goes without saying that this is completely unprofessional and unacceptable behaviour. However, it does happen. The question is - how do you react in such a situation?

One option is to bide your time and to meet the parties concerned afterwards. Alternatively, if the ‘conversation’ is either breaching confidentiality or likely to become an embarrassment for somebody, the best option is to intervene. It takes courage to step in between two people and say ‘Excuse me,

Having an argument in public is an extremely bad example to children, sending them a clear message ‘Do as I say, not as I do’. please. This conversation does not belong here and I respectfully ask that you come with me and discuss it privately’. But intervene you must. Next I would point out that, whatever the nature of the argument, it is completely inappropriate to behave in such a manner in front of parents, children and/or colleagues.

Having an argument in public is an extremely bad example to children, sending them a clear message ‘Do as I say, not as I do’. It damages

parental confidence in the school and it has a corrosive effect on staff morale and the teamwork approach.

Whatever is the root cause of the fracas, there is a process for dealing with it and that process should not involve a public spat. There is a complaints procedure for parents, a grievance procedure for staff and, considering that we are all professionals, one would hope that we would apply common sense first of all and solve problems the way we would teach problem-solving to children. Most schools have a vision and/or mission statement. In such a situation, this might be a suitable time to ask the parties involved to read the statement and consider whether their behaviour is supportive of that vision or mission.

English Third to Sixth Classes The Wonderland English Literacy Programme for Stages Three and Four comprises of four books:

The My Read at Home Book series develops reading fluency and comprehension skills by encouraging daily and independent reading at home.

The series currently consists of four books: My Read at Home Book 3, 4, 5 and 6.

+ Get Set! (Stage Three, Book 1) + Let’s Go! (Stage Three, Book 2) + Up and Running! (Stage Four, Book 1) + Racing Ahead! (Stage Four, Book 2) Each reader contains 20 extracts from published children’s literature, 10 fact units and 10 poems.

The extracts have been carefully chosen by peer reviewers and cover a wide range of reading genres. Each extract is followed by a series of activities.

The Teacher’s Notes that accompany each book include a comprehensive week-by-week, month-by-month scheme.

ICT is fully integrated throughout the programme.

As this is an independent series, it can be used in conjunction with any reading programme.

Each book consists of 120 single-page units, arranged into 30 sections (one per week of the school year). Each page is a vibrant stand-alone piece, with a variety of styles and themes to appeal to all tastes and interests.

www.cjfallon.ie PAG E 2 6

Music Generation Programme Grab it with both hands!

By Ann Lanigan Garry, Principal of Rath NS, Ballybrittas, Laois As a rural school nestled on the banks of the River Barrow, apart from tin whistle and some singing, we never had the opportunity or resources to allow for performance music education in our school. Then along came Music Generation Laois in 2012 and Rath NS now has two programmes running in the school: the Harp Programme and The Music Box.

involved, as do I. The children’s parents pay for the harp tuition and The Music Box is subsidised by the school and with some local sponsorship I acquired. Of a population of 188 students, 18 children from Junior infants to 6th class are participating in The Music Box and 12 pupils from 3rd to 5th class are partaking in harp tuition but I have seen the benefits for the entire school.

The Harp Programme provides tuition and ensemble playing on small lap harps. Prior to this initiative I would have associated harpists with occasions such as the Bunratty Banquet and myths and legends. Now we are surrounded by harpists on a daily basis. Along with the harp tuition we are privileged to have The Music Box – a music tuition programme for children and young people with special needs, which introduces the children to a wide range of instruments, from strings to percussion and the latest technology on their iPads.

Every day I am enamoured by the impact these programmes are having on our school community and indeed, the wider community from builders working on our new classrooms, to parents, grandparents and visitors from all walks in life. Staff members are truly grateful for the positive, melodic and welcoming atmosphere created and extended in Rath NS by our budding, enthusiastic musicians.

I have experienced many new opportunities through these programmes, from entering national competitions, to welcoming other local schools who have performed for us (and we for them) and performances from professional musicians.

With this, I have witnessed children from mainstream and our children in the Autism Resource Centre benefitting and progressing in a calm, holistic environment.

The harp tutor comes on a Tuesday afternoon from 2.30- 4.30 pm and The Music Box tutors spend two hours here on a Monday. Lessons take place in the halla and resource room for The Music Box and in the infant room which is free from 2pm for the harpists. The Special Needs Assistants, the teacher from the Autism Resource Centre and the learning support teachers get

Music Generation has made this possible by providing the harps, the keyboards, the guitars and

the drum kits for The Music Box, as well as highly talented teachers.

Working with Music Generation Laois, from the facilitating and generous Co-ordinator Rosa Flannery, to the lovely talented teachers Alison, Sarah and Claire, has been a fantastically positive and fun experience for me and all the children.

Music Generation has allowed me to nourish and fulfil our school ethos and motto "Uasal Ó Dhuchas" which aims to reflect the dignity and potential of each and every child, no matter what the individual circumstances are. If Music Generation is ever offered to your school - grab it with both hands.

Music Generation is Ireland’s National Music Education Programme, initiated by Music Network and funded by U2 and The Ireland Funds, together with local Music Education Partnerships. Music Generation is currently established in Carlow, Cork City, Laois, Limerick City, Louth, Mayo, Offaly/Westmeath, Sligo and Wicklow and works with Music Education Partnerships in each of these areas. Music Generation also works closely with the Department of Education and Skills who will commence co-funding the initiative on a phased basis from July 2014. Visit www.musicgeneration.ie or contact Eithne Egan, Director of Operations and Communications at eithne@musicgeneration.ie for further information.

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.brannigan@ippn.ie.

The following are the new resources available in the different sections of the website: RESOURCES Recruitment ● DES Panel Update 2013

● Literacy Questionnaire for Pupils - Infants ● Literacy Questionnaire for Teachers Comprehension ● Literacy Questionnaire for Teachers General Maths-Problem Solving Resources Planning Process ■ Term Planner Open-ended Investigations using ICT ■ Junior Open Ended Investigations

Staff Management ● DES Panel Update 2013

Maths Trails ■ Argos Catalogue Trail ■ Ideas for Maths Trails

DES Circulars 2013 ● 0018/2013 - Teidliochtaí Saoire Uchtála do Mhúinteoirí Cláraithe i mBunscoileanna agus in Iar-Bhunscoileanna Aitheanta

■ Junior Generic Maths Trail ■ Junior Maths Trail Task Card ■ LIDL Brochure ■ Receipt Trail

● 0018/2013 - Adoptive leave entitlements for registered teachers in recognised primary and post primary schools ● 0017/2013 - Teidlíochtaí Cosanta Maáithreachais do Chúntóirí Riachtanas Speisialta i mBunscoileanna agus in Iarbhunscoileanna Aitheanta ● 0009/2013 - Teidlíochtaí Chosaint Mháithreachais Do Mhúinteoirí Cláraithe Curriculum & School Planning ● Literacy Questionnaire for Parents ● Literacy Questionnaire for Pupils - 1st to 3rd Classes ● Literacy Questionnaire for Pupils - 4th to 6th Classes

■ The Grove Menu ■ The Grove Menu Work Card PARENTS & PUPILS ● Complaints Policy ● School Rules Poster

ADVOCACY Press Releases ● 24th April 2013 - IPPN calls for CAO-style application process for school places EVENTS Deputy Principals’ Conference Deputy Principals’ Conference 2013 Keynote Speakers (Presentation Materials & Speech Texts) ■ Joanne O’Riordan,Young Person of the Year 2012 ■ Angela Lynch, IPPN Principal Advice Manager ■ Gary McDarby, CTO Fifith Province Ventures ■ Brendan McCabe, IPPN Deputy President Workshops (Presentation Materials) ■ Anna Mai Rooney - School SelfEvaluation - The Practical Approach ■ Joe O'Connell - Managing challenging behaviour across the spectrum of adult relationships in the school community ■ Noel Loftus, NCCA - Reporting to parents and transferring pupil information to post-primary school

● School Rules - Implications

■ Kyle Petrie, eSafety.ie - Cyber-bullying Keeping Children Safe Online

RESOURCE BUNDLES ● Deputy Principal – IPPN Resource Bundle

■ Seán Gallagher and Fergus Seoighe, PDST - Leading the use of Technology to support Learning and Teaching

● Recruitment & Appointment Resource Bundle SUPPORTS Leadership+ ● Leadership+ Issue 74 – April 2013.

■ Karen Belshaw, Stress Management Ireland - Manage Your Stress and Improve Your Wellbeing ■ Crannóg Financial Solution - Managing Personal Finances at all Stages of Your Career

On your behalf Since the last issue of Leadership+, IPPN has continued our advocacy role on behalf of principals, through meetings, events and submissions in relation to the following:

MAY

APRIL

● IPPN Deputy Principals’ Conference, Killarney Convention Centre – Reimagining Education

● DES – computerising school records, roll books etc, standardised enrolment policy, SEN, administrative support for principals to enable them to be leaders of learning, making the case for small schools ● IPPN Presentation to final year student teachers in Church of Ireland College of Education, Rathmines ● Area Based Response to Child Poverty Initiative - Information Seminar hosted by the Department of Children and Youth Affairs ● Junior Cycle Framework - Information for Primary Parents ● IPPN Pre-retirement seminar.

● NAHT-NI Annual Conference ● IPPN Executive Committee Meeting, Portlaoise

● Teaching Council - School Placement Working Group Meeting ● Professor Michael Hayes, President, Mary Immaculate College ● IPPN Presentation to final year student teachers in Mary Immaculate College ● Teaching Council – IPPN proposal re. probation of NQTs ● Department of Social Protection – funding for economically disadvantaged ● Clive Byrne, Director of NAPD – transfer of students from primary to second-level education PAG E 2 8

● NCSE Report launch ‘Supporting Students with Special Educational Needs in Schools’.

JUNE ● Minister for Education & Skills, Ruairi Quinn TD ■ enrolment policies ■ tudent transfer to second level ■ administrative support for principals – why: ◆ School Self Evaluation ◆ Enormity of workload. ◆ IPPN Executive Committee Meeting.

Cuts that don’t hurt Ireland’s total public sector energy bill is €500 million a year, so a relatively modest 10% energy saving is very significant. These are cuts that hurt no-one. In fact, they can make the workplace more comfortable and promote good working relations as well as helping the environment.

Ireland has big targets on energy efficiency – a cut of 33% in public sector usage by 2020.

Existing projects show that low-cost measures bring about 15 - 20% savings within a few years.

But Dublin Friends of the Earth (FOE) research shows that progress relies too much on wellmotivated individuals. Dublin FOE contacted a random selection of schools, hospitals, health centres and social welfare offices and found that most have no energy efficiency plan. As one school principal said, “We’ve had circulars from the Department of Education on every other cut, but none on cutting energy.”

The Department and SEAI have developed a website called www.energyineducation.ie, designed to help schools reduce energy use.

The Sustainable Energy Authority of Ireland (SEAI) has some very good schemes. They say that ‘many organisations can achieve 20% savings in energy use through proven management and technology solutions’ and that ‘the first law of energy saving is: the greater the commitment, the greater the saving.’

In education, vital capitation grants have been cut by 4% since 2011. But Minister Ruairi Quinn has not told our 4,200 schools that they can save money through consistent energy efficiency programmes – and that he’s going to require them to do so. Instead, his Department and school patron bodies leave energy saving to individual schools.

There are many good examples of how to reduce energy consumption. The Office of Public Works (OPW) ran a campaign between 2007 and 2012, cutting €5 million from an annual energy spend of €30 million across 250 buildings. It’s now being extended to 400 more.

If every large public sector building in Ireland

did likewise, OPW believe that €50 million could be saved each year. If all 7,000 public buildings in Ireland were involved, €100 million a year could be saved within a few years.

Major effective, targeted energy campaigns are not free – in OPW’s case, the initial costs were €600,000 a year, but five times that money was soon saved, and once such programmes are well-established, the costs reduce greatly, while the savings continue each year.

SCHOOLS The taxpayer spends over €200 million every year on capitation grants to primary and postprimary schools. Dublin FOE research indicates that as much as a third of a school’s grant is typically used to pay for energy, meaning a cost to the tax-payer of at least €70 million a year.

Saving 20% would mean an extra €14 million for education.

The Department and SEAI have developed a website called www.energyineducation.ie, designed to help schools reduce energy use.

It is possible to make cuts in energy use in schools without major retrofitting, as this data from An Taisce’s Green Schools initiative shows:

where fireman Neil McCabe has been fighting energy waste as well as fire. In the space of four years he reduced electricity use by 80%. His vision for the fire station has led to 1.5 million litres of water being saved annually, a cost saving of 90%. He also converted four wasteland areas into creative spaces, with two beehives, a vegetable allotment and a commemorative garden for deceased members.

Dublin FOE believes that the government as a whole has to give leadership – including the Taoiseach, Enda Kenny, Minister for Public Expenditure and Reform, Brendan Howlin, and high-spending ministers in education, health, social protection and indeed environment and local government. Only then can we ensure that the maximum possible savings are made in all buildings and facilities paid for by their budgets, and that staff and the public are motivated to play their part.

Distilled from Dublin Friends of the Earth publication ‘Cuts that don’t hurt! How to save €100 million on Public Sector energy use’

OUT NOW!

In 2006 Scoil Phroinsias Naofa, Clara, Co. Offaly reported a 70% reduction in energy costs after making low-level changes like reduced settings on the heating system, a time switch on the staffroom heater, turning off boilers at night and motivating pupils and teachers to close doors and turn off lights.

Gaelscoil na Cruaiche, Westport, Co. Mayo halved its energy use in 2005 by lowering settings on heaters, turning them off in summer instead of running them “needlessly”, appointing monitors to ensure lights were turned off and installing draught excluders.

In 2006 Scoil Phroinsias Naofa, Clara, Co. Offaly reported a 70% reduction in energy costs after making low-level changes Another example of what can be done comes from another area of the public sector Kilbarrack Fire Station on Dublin’s northside PAG E 2 9

See www.gordondarcy.ie For details and to order your copy

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And Finally…

HELGA THE COW

QUOTATIONSelected

ing There are advantages to be s elected, I had President.The day after I wa fied Top Secret. my high school grades classi

AND BALLINCROSSIG NS

Ballincrossig NS is a two-teacher rural school based in Ballyduff, in the North Kerry area. There are 33 pupils in attendance but despite the school’s size, the spirit displayed by the Parents’ Association, staff, community and pupils during a fund-raising drive was huge. When choosing an idea, necessity seemed to be the mother of invention. The Chairman of the Parents’ Association, who is a dairy farmer, with three children attending the school, donated a Hereford heifer named Helga to the cause. A committee was formed and a plan of action with military precision was drawn up. Aunties working in the marketing field in Dublin produced posters, cousins collected printed tickets en route from GAA matches and maps of the area were segmented, with leaders in each segment overseeing ticket sales. Pupils complained of exhaustion from pedalling their bicycles each evening while selling tickets and all parents sold tickets at local area events they attended. Shopkeepers placed books of tickets on their counters, with some requesting more when they had sold out. In total, over a three to four week period, 9,214 was raised. A phenomenal amount for such a small school and treble the Board of Management’s expectation of the fund-raisers. An evening draw saw the winner being selected, much to the disappointment of some pupils, who had designated areas of the garage in hopes of Helga’s arrival. Overall the process was not only an exercise deemed necessary by finances but also a fine display of what ingenuity, vision and a little co-operation, even in the smallest of groups, can achieve.

Ronald Reagan

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PRINCIPALS’ PERKS? Overworked, exhausted Principal seeks glamorous job with perks, Will trade staff room and leabhar tinreamh for holidays and Mercs!

Tired of circulars and Croke Park 2, policies and plans.

Looking for a job with zero worries and demands.

Would-be travel correspondent, sipping cocktails by the pool, assessing far-flung destinations instead of self-assessing school.

Yes, tired and jaded Principal seeks job with just one perk!

Or should I end this reverie and just get back to work?

Maria O'Rourke, Grange NS, Co. Carlow

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QUOTATIONS

A good head and good heart are always a formidable combination. a But when you add to that en literate tongue or pen, th you have something very special.

Nelson Mandela

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PARENTSâ&#x20AC;&#x2122; NOTES TO SCHOOL These are real excuse notes from parents (with their original spelling) ... At least, we assume that these were written by the parents... * My son is under a doctor's care and should not take P.E. today. Please execute him.

Please excuse Precious, she has been sick and under the doctor.

Please exkuce Kim for being absent from skool. She was sick and I had her shot.

Please excuse Eddie for being. It was his father's fault.

I kept Billie home because she had to go Christmas shopping because I don't know what size she wears.

Dear School: Please exscuse Aaron being absent on June 28, 29, 30, 31, 32, and also 33.

Please excuse Jennifer for missing school yesterday.

We forgot to get the Sunday paper off the porch, and when we found it Monday, we thought it was Sunday.

Please excuse Gwen from Jim today. She is administrating.

Please excuse Martin from Physical Education lessons for a few days. Yesterday he fell out of a tree and misplaced his hip.

John has been absent because he had two teeth taken out of his face.

Ray was absent yesterday because he was playing football. He was hurt in the growing part.

Ann could not come to school today because she has been bothered by very close veins.

Chris will not be in school cus he has an acre in his side.

Please excuse Ray from school. He has very loose vowels.

Please excuse Pedro from being absent yesterday. He had (diahre) (dyrea) (direathe) the runs.

Sally won't be in school a week from Friday. We have to attend her funeral.

Please excuse Jason for being absent yesterday. He had a cold and could not breed well.

Please excuse Mary for being absent yesterday. She was in bed with gramps.

Anne-Marie was absent last week, because she had a fever, sore throat, headache and upset stomach. Her sister was also sick, fever and sore throat, her brother had a low grade fever and ached all over. I wasn't the best either, sore throat and fever. There must be something going around, her father even got hot last night.

Please excuse little Jimmy for not being in school yesterday. His father is gone and I could not get him ready because I was in bed with the doctor. * Source: www.grinningplanet.com

PAG E 3 1

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