Leadership+ Issue 84 January 2015

ISSUE 84 / JANUARY 2015

+ Leadership THE PROFESSIONAL VOICE OF PRINCIPALS

Practice makes Perfect at whose cost?

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Does a shortened school day for a pupil amount to discrimination?

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Multigrade Classes

Multigrade classes, where two or more year groups are taught together by one teacher in the same classroom, are very common in Irish primary schools

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Resource Bundles

The most frequently-asked topics received to the IPPN National Support Office have been used to identify and design our latest support tool for members – IPPN’s Resource Bundles.

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School placement, or teaching practice as it was formerly known, has become problematic in many schools.

Priorities for Principal Teachers

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Legal Diary

Practice makes Perfect

In this article, we will explore the interactions between the Principal and Parents.

Conference 2015

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THE PROFESSIONAL VOICE OF PRINCIPALS

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+ Leadership

Conference 2015 will once again deliver high quality professional development seminars, inspirational keynote speakers and a varied Education Expo.

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Many of this issues advertisers will also be at Education Expo. Look out for this symbol on their advert.

Signposts ISSUE 84 / JANUARY 2015

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LEADERSHIP+ The Professional Voice of Principals

January 2015

GOVERNANCE IPPN Board of Directors On November 15th at our National Council AGM a new Board of Directors were elected. Each member was elected for a two year term. Once elected, Board Members may put themselves forward for nomination and re-election, at the end of each term for a maximum of 3 terms. The exception being the roles of President and Deputy President.

IPPN’s Board of Directors has the principal responsibility for the general leadership of the organisation, to achieve its mission and the legal accountability for its operations. This means that, as a group, the Board is in charge of establishing a clear organisational mission, forming the strategic plan and overseeing and evaluating the plan’s success.

Brendan McCabe

Seán Cottrell

Maria Doyle

Virginia O’Mahony

President

Chief Executive Officer

Deputy President

Assistant CEO

Our Lady of Mercy PS Waterford

Pat Goff

David Ruddy

Anna Mai Rooney

Treasurer

Legal Advisor to IPPN

Board Member

Board Member

St Louis GS, Monaghan

Our Lady of Good Counsel School, Waterford

Scoil Mhuire, Coolcotts, Wexford

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Catríona O’Reilly

Damian White

Gerard Ruane

Gerry Moran

Micheál Rea

Páiric Clerkin

Board Member

Board Member

Board Member

Board Member

Board Member

Scoil Shinchill, Offaly

Parteen NS, Clare

Seosaimh NS, Wexford

Scoil Inse Ratha, Cork

St Patricks NS, Dublin

LEADERSHIP+ The Professional Voice of Principals

January 2015

Practice makes perfect

- at whose cost?

School placement, or teaching practice as it was formerly known, has become problematic in many schools. The Teaching Council website states that “Since 2012/2013, all undergraduate programmes of initial teacher education are now at least four years in duration, and from 2014, all postgraduate programmes will be two years long.

Typically, a student teacher will spend in the region of 20 weeks in schools over the course of those programmes, and, in all cases, the second half of the programme must include one 10-week block placement.�

SEĂ N COTTRELL AND BRENDAN McCABE

In September 2015, the fourth year of the extended B Ed primary programmes will begin in all colleges.

Allied with the extended 2-year Professional Masters in Education, this will result in an approximate increase of 30% in the number of students seeking placements in primary schools, compared to this academic year.

According to a recent survey, the number of placements required for the next academic year will be 3130 in St. Patrick’s College, 2513 in Mary Immaculate College, 952 in Marino College, 630 in Froebel College, 189 in Church of Ireland College of Education and 1200 in Hibernia College, making a total of 8614.

The 10-week duration of the placement is problematic.

Principals are telling us that they are having great difficulty getting teachers to agree to facilitate a student for such a long placement.

It is time that the teacher training colleges begin to balance the equation.

It is their collective responsibility to arrange for teacher placements.

teacher placements. Given their dependence on schools to facilitate teaching practice, would it not be fair to ask that the colleges engage with school principals to ascertain how their students can best be accommodated?

Is is not also their responsibility to to allocate the schools among themselves, using geographic or other criteria, so that principals would not have a line of students from various different colleges knocking on their door? The lack of a standardised approach means that multiple prov-iders are making requests from a small pool of schools, mainly in urban areas. Another way to give back to the profession is to engage with IPPN to look at opportunities to provide personal and professional development to principals, to reciprocate the support they receive from school leaders.

The Teaching Council has sent to schools a booklet on school placements explaining the process and rationale, but, beyond that, these changes have not been mediated in any meaningful way with schools. It is time that the teacher training colleges begin to balance the equation. It is their collective responsibility to arrange for

The 10-week duration of the placement is also problematic. Principals are telling us that they are having great difficulty

getting teachers to agree to facilitate a student for such a long placement.

They feel that it is overly disruptive on their yearly plans of work. Growing pressures from parents, standardised tests and WSEs are being given as reasons for not accepting students. It has been suggested that the student could be moved around from class to class but in smaller schools there are limited possibilities in this regard.

Perhaps the Teaching Council could revisit their requirement for such a long placement, bearing in mind the desirability of students experiencing a diverse range of classes and school types?

Unless the Teaching Council and the HEIs can ďŹ nd ways to address this issue many students will have great difficulty in ďŹ nding placements in the coming year and this is not in anybody’s interest, least of all student teachers.

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Does a shortened school day for a pupil amount to

DISCRIMINATION? Mrs A (on behalf of her son) v A National School The Equality Tribunal, October 2014 FACTS

DAVID RUDDY BL PRINCIPAL OF TALBOT SNS

The pupil in question was 10 years old.

He was diagnosed with Autism and ADHD. A report from a clinical psychologist recommended that the boy had a requirement for a one to one Special Needs Assistant (SNA) on a full-time basis. The boy attended the school’s Autism Unit.

It appears that the boy’s behaviour deteriorated to the level where his own health and safety, as well as the health

and safety of other pupils and staff, became a concern. The incident log showed that the on-going nature of the boy’s behaviour warranted two members of staff being with him all day.

Ultimately the school Board decided to shorten the boy’s day to one hour on health and safety grounds.

The boy’s mother argued that this decision was discriminatory. The school in her opinion should have been able to control her son, and did not put in place all parts of the Behaviour Support Plan.

There was no reference to a shortened school day in the Support Plan. The decision was made without proper consultation with her as a parent or with his doctor or with appropriate experts. Ultimately, in his mother’s opinion, his challenging behaviour was a result of his disability. This mother reared her son alone and also alleged

It appears that the boy’s behaviour deteriorated to the level where his own health and safety, as well as the health and safety of other pupils and staff, became a concern.

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LEGAL DIARY LEADERSHIP+ The Professional Voice of Principals

further discrimination in that she was reported to a social worker. Apparently the mother was away for 3 weeks. She stated that the boy was in good care during her absence. However the school claimed that it tried to contact the mother whilst she was away but were unable to do so. They had no notification that she was away, and claimed that her son was very distressed in school.

Many schools find themselves in situations where a pupil’s behaviour is such that, even with additional supports, it is impossible to contain a pupils’ violent behaviour.

The school argued that the decision to reduce the boy’s schooling to one hour per day was not arbitrary. It was based on his teacher’s observations that the boy’s disruptive behaviour started about one hour after school commenced. It was envisaged that his attendance would be extended when his behaviour improved. It was eventually extended to two hours. The school gave evidence that they had to make a room available for the boy about an hour after his school day commenced and his behaviour deteriorated. It meant that other pupils in the boy’s class were unable to access the room for movement breaks. These

The school argued that the decision to reduce the boy’s schooling to one hour per day was not arbitrary. It was based on his teacher’s observations that the boy’s disruptive behaviour started about one hour after school commenced. same pupils were deprived of their inclusion programme in a mainstream class as there was no available SNA to accompany them.

FINDING The tribunal found that there was no evidence of discrimination against the boy or his mother. The school was entitled to shorten the boy’s day even though this was not referenced in his Behaviour Support Plan. The decision was taken on health and safety grounds. The principal had given evidence that the alternative to shortening the school day was suspension.

OBSERVATION Many schools find themselves in situations where a pupil’s behaviour is such that, even with additional supports, it is impossible to contain a pupils’ violent behaviour.

The provisions of the school Health and Safety Statement, and the Code of Behaviour must be used to ensure a safe working environment pertains.

Anti-Discrimination legislation such as the Equal Status Acts recognise situations where the accommodation of a pupil who is posing serious safety risks and the unsustainable use of resources may result in the school not being able to provide a service to the rest of the pupils. In such exceptional cases schools can shorten a school day, and indeed use sanctions such as suspension or expulsion. Due process and fairness of procedures must be exercised at all times.

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All efforts should be made to contain the situation with parental support, and the implementation of a behavioural support plan. Ultimately there are times when the health and safety of the pupil, that of other pupils and staff have to be prioritised. A Board of Management owes a duty of care to all participants in a school environment.

THE RECRUITMENT OF ANCILLARY STAFF One of the most frequently litigated areas of employment law in schools concerns ancillary staff. This may well relate to the fact that there are no prescribed procedures, unlike the protocols published for appointing teachers and special needs assistants. Guidelines for appointing teachers, and SNAs are available in the DES publication Constitution of Boards and Rules of Procedure, 2011. Whilst these rules were drafted with teachers and SNAs in mind, they illustrate good practice when it comes to recruiting a school secretary, caretaker, and cleaners.

The first task is to advertise a position. Schools should be mindful that the wording of an advertisement can form part of a job description. It is essential to take notes to avoid a claim that misrepresentations were made by the school at interview.

Both parties at interview may make representations to each other which can be deemed to form part of the contract of employment. Any letter of offer to a successful candidate should have preconditions such as requiring production of Garda vetting and possibly the necessity to undergo a medical examination.

Ancillary Staff resources are available to download from ippn.ie by selecting Resources – Recruitment – Ancillary Staff. In addition, the Recruitment & Appointment Resource Bundle is an excellent reference point for good practice in the recruitment of both teachers and ancillary staff. This is available under Resources – Resource Bundles.

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LEADERSHIP+ The Professional Voice of Principals

January 2015

Action Team PARTNERSHIP ANNA MAI ROONEY

PRINCIPAL, ST LOUIS GNS, MONAGHAN TOWN

Action Team Partnership is a new model of support for the work of the school. It was piloted in 2013/2014 by three schools and five additional schools have adopted the plan for the current school year. The model is being rolled out jointly by IPPN and the National Parents’ Council. The idea originated in America and is primarily the work of Dr. Joyce Epstein, Director of the Centre on School, Family and Community Partnerships for John Hopkins University in Baltimore.

The partnership is an opportunity for teachers, support staff, parents, pupils and community members to work together. The aim is to discuss the current work of the school and to find ways of supporting and enhancing this work from a variety of viewpoints. It focuses on four areas, two curricular, one behavioural and one which ensures that the school is a welcoming place.

The curricular areas are drawn from the School Improvement Plan.

The partnership operates as a Think Tank to develop an Action Plan for the year. One of the main advantages is accessing the voice of each group member which brings a new perspective to the school’s areas of focus.

As one of the pilot schools, St. Louis G.N.S. in Monaghan town was privileged to test out the model in the last academic year. Aligning the model with the school’s Improvement Plan meant looking at Oral Language as the current literacy focus along with Tables and

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Mental Maths in numeracy. The group developed Oral Language and Maths homework tips which were sent out to all parents.

The partnership also discussed ideas for the development of a positive attitude to Oral Language. These included an assembly on the etiquette of meeting and greeting and drama lessons provided by a parent member of the team. It addressed the language needs of parents whose first language is not English by discussing their educational experiences and listening to their impressions of the Irish system. This approach ensured positivity towards Oral Language and a reassurance for parents and pupils feeling challenged by it. The ability of members of the partnership to look outside the box on behalf of the school, in conjunction with the planning already completed by the teaching staff made for an interesting and very effective Oral Language Plan.

The partnership also supported the review of the school’s Anti-Bullying Plan, the adoption of a new approach to tackling bullying, and the promotion of this work at whole school level. Finally, to promote the school as a welcoming place for all, the partnership suggested changes to the lay-out and presentation of newsletters and organised coffee mornings and talks for parents. In its second year, the ATP has continued with all of last year’s activities whilst also addressing the promotion of a positive attitude towards Maths, the overhaul of

the school library and the development of simple, inclusive and useful learning opportunities for parents.

As principal, I find the insight of the ATP members inspirational and extremely helpful. I enjoy their diverse opinions and their ability to focus on the needs of the school with a fresh perspective. The pupils’ voices are both special and insightful. The time spent with the team provides the perfect opportunity to reflect on the school’s culture and its general progress. Aligning it to the School Self-Evaluation Plan ensures its relevance. Sharing this with all staff members brings richness and a variety to how we approach our daily work. I am a member of the partnership but I do not chair the meetings or plan agendas.

Instead, I have the opportunity to listen to perceptions of the school from the other team members. What a privilege this is! It may well prove invaluable in the development of a more inclusive, effective and dynamic school learning community for the future.

Anna Mai is Principal of St Louis GNS, Monaghan Town and is also a member of IPPN’s Board of Directors

Creating Better Environments

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Priorities for Principal Teachers Parents & Parent Associations Where an effective partnership exists between home and the school, the benefits are clear. Children learn more, behave better and are happier in school. Teachers are more effective when they are supported by parents.

PÁIRIC CLERKIN PRINCIPAL OF ST PATRICK’S NS, CASTLEKNOCK, DUBLIN 15

Continuing the series of articles regarding the key interactions between the principal and members of the school community, in this issue, I examine the work that is done with parents and parent associations. I give examples of tasks that could perhaps be shared in a different way, by considering those activities that principals must do ourselves, those we could delegate or share and also those tasks we should not do ourselves or could agree to deprioritise, at least for a while.

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I certainly don't have all of the answers and what works in my school may well not work in yours. However, in any school, parents want the best for their children, as do teachers for their pupils. Where an effective partnership exists between home and the school, the benefits are clear.

Children learn more, behave better and are happier in school. Teachers are more effective when they are supported by parents. Where there are is an effective Parent Association in the school, parents can enjoy the support of other parents and they are enabled to meaningfully support the aims of the school.

If we are to tackle our own heavy workload to make it more manageable, we need to consider and

discuss the priorities for our school and how activities and responsibilities can be delegated amongst the school community. We need to promote the concept of distributed / shared leadership and empower those around us to help develop and take ownership of a shared vision for the school.

In considering this, you may wish to read the IPPN publication Giorraíonn Beirt Bóthar - A Vision for Shared Leadership: Creating Deputy Capacity. There are also many sample school policies and templates on www.ippn.ie that may be of use.

PRIORITIES FOR PRINCIPALS

LEADERSHIP+ The Professional Voice of Principals

In relation to prioritising the work relating to the parent body, the following may be a useful starting point for your school: Key Priorities for the Principal – Must Do

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Develop a positive relationship with parents and encourage involvement in their children’s education (along with all staff) Be aware that the parent is the primary educator of the child and that the school supports that role Establish procedures for consulting and communicating with parents, ensuring that they are made fully aware of key school policies Ensure parents are aware of the optimal time to communicate with the principal and with teachers Meet with parents and be available to discuss their concerns - by appointment (except in emergency) Support the setting up of a Parent Association, if none is already set up in the school, should parents desire it.

Other Priorities – Could Delegate or Share

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Provide professional advice on children’s learning and welfare (Led by teachers with support from the principal) Consult and communicate with parents Seek notification of the reasons for a child’s absence Ensure adherence to Parental Complaints Procedure Attend meetings with parents and other professionals/ agencies involved with pupils in the school e.g.

NEPS/EWO/Child Protection Service/HSE etc.

Ensure consultation with parents on IEPs (teachers consult with parents; principal signs off the IEP) Organise formal parent/teacher meetings annually Support school events organised with parents.

Other Tasks – Deprioritise / Principal should not need to personally undertake I

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Make school policies available on request (secretary/school website) Arrange for the distribution and collection of forms requiring parental consent Write letters on behalf of parents e.g. custody and access issues (not recommended) ‘Help’ parents to find places in second level schools. (It is not the function of the principal to appraise and compare secondary schools, nor to put pressure on them to accept pupils).

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PRINCIPAL ADVICE

LEADERSHIP+ The Professional Voice of Principals

WHAT ARE YOU REALLY SAYING? ANGELA LYNCH PRINCIPAL ADVICE MANAGER

Have you ever been in a roomful of people, speaking to someone whose eyes continuously dart around the room, looking for someone more important or more interesting? He seems to be saying all the right things but his body language tells you something different. I must admit that I also have been guilty of this. In an age where communication has advanced to such a point where information can be transmitted worldwide in seconds, person to person communication has become more difficult for many people.

You may choose the language and words well, but if your tone of voice is angry, defensive or anxious, the person may well hear a very different message to the one you intended to deliver.

Byron Rivers in his book ‘Communication in the Workplace’ maintains that “For effective communication, think about how your speech is perceived rather than what you are actually saying.”

Poor communication leads to conflict.

Both personal and professional development is essential.

We can become more caught up in thinking what we are going to say next, than in what the other person is saying. We don’t listen when we are planning what to say next.

As teachers, we have a certain repertoire of language and a certain way of speaking.

“You’re not in school now.” Have you

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“Take advantage of every opportunity to practise your communication skills, so that when the important occasions arise, you will have the gift, the style, the sharpness, the clarity and the emotions to affect other people.” Jim Rohn ever been told this at home? Of course you know they are right!

38% - Tone of voice 55% - Body language

In the classroom we are constantly watching out for the signs and signals – the talkers, the child staring out the window, the child who is getting anxious, the child who is struggling to complete a task, the mischief-makers.

We tailor our tone of voice and our body language to meet all these situations. We are quite skilled in communicating with young people.

However, when it comes to adult communication, we don’t always manage to read the signals in the other person’s tone of voice or body language.

If the voice doesn’t carry confidence and the body language shouts that they would rather be anywhere else than here, then we see where this conversation is going. Using some simple strategies could well produce a very different outcome: I Use simple language I Slow down and speak clearly I Use inclusive language – ‘We are here to work together to find a solution’ I Use “I” statements – “I feel that—.” “I hope—-“. This explains the impact.

I Don’t hedge or appear uncertain I Stay positive I Maintain regular eye contact I Don’t fidget or fiddle I Keep palms of hands open I Relaxed, calm stance I Listen. Allow the person to have their say without interruption I Be aware of your body language I Be aware of the other person’s body language.

Poor communication leads to conflict.

Both personal and professional development is essential. We need to first of all reflect on our own communication skills and then spend time with our teachers. This should ideally happen before an issue arises.

We need to engage in reflective practice within our staff and look at the ‘what if’ scenarios.

For example, what if a parent comes to you with an issue in relation to their child?

What do I do?

How do I handle it?

What do I say?

The time spent on this type of internal conversation will be the most valuable personal and professional development you could undertake.

Research tells us that communication happens in the following manner: 7% - Word meanings

It is essential to begin the discussion regarding communication with staff by looking at personal reactions when having difficult conversations, then formulating strategies staff can use in these situations before going on to develop effective skills.

As Stephen Covey says “Seek first to understand and then to be understood.”

Let us start the conversation.

LEADERSHIP+ The Professional Voice of Principals

January 2015

MULTIGRADE CLASSES: Challenges for Schools and Teachers Multigrade classes, where two or more year groups (for example, second and third class) are taught together by one teacher in the same classroom, are very common in Irish primary schools, with a third of primary school children taught in these settings. It is surprising, therefore, that there has been little research or policy discussion on how children get on in multigrade classes.

A recent study by Amanda Quail and Emer Smyth uses data on 8,568 9 year old children from the Growing Up in Ireland study, a major longitudinal study of infants and children in Ireland.

The data are a rich source of information on the situation of nineyear-old children in Ireland and draw on the perspectives of the child’s teacher, principal, parents and the children themselves. Over one third (35%) of these children were taught in a multigrade setting. Among this group, 47% were taught with older children, 42% with younger children and 11% with both older and younger children. Not surprisingly, children attending small, rural schools were more likely to be taught in a multigrade class setting.

The research looked at children’s academic and social outcomes.

Children’s academic outcomes were assessed by their scores on the Drumcondra Reading and Maths tests.

Their social outcomes were measured using the internationally renowned Pier-Harris self-concept questionnaire, which assessed how they saw their behaviour, intellectual/school status (that is, how they rated their own

BY AMANDA QUAIL AND EMER SMYTH ECONOMIC AND SOCIAL RESEARCH INSTITUTE

academic abilities) and their popularity with peers. The analyses took account of a range of background variables, including social background, the social and gender mix of the school, class size and teacher experience, so that we could compare ‘like with like’ in assessing the effects of being in a multigrade class.

Overall, no significant differences were found between children in singlegrade and multigrade classes in terms of their reading and maths achievement. However, the effects of being in a multigrade class were different for girls and boys and also depended on the age mix of the class as a whole.

Being in a class with older children was linked to more negative outcomes for girls but not for boys. Girls taught in a class with older children had lower reading and maths test scores, poorer

behaviour, felt they were less popular and were less confident as learners than similar girls in single-grade classes. Girls taught with younger children also had a more negative view of their abilities and popularity. In contrast, there are few differences in outcomes for boys, with the exception that boys taught in classes with younger peers tend to have poorer behaviour. Girls seem to be making more comparisons with their peers than boys; as a result, they feel more negative about their abilities, especially in the presence of older, more academically advanced learners.

The fact that children tend to socialise with peers of the same age may also limit the extent to which girls see themselves as popular with classmates of different ages.

The research highlights challenges for teachers in dealing with the gender dynamics of multigrade classes. The findings point to the need to develop innovative ways to engage students, manage classroom interaction and discipline, and provide feedback to children in such a way as to prevent potentially negative effects on girls’ self-image and achievement.

Quail, A. and Smyth, E. (2014) “Multigrade teaching and age composition of the class: The influence on academic and social outcomes among students”, Teaching and Teacher Education, Volume 43, Pages 80-90. h t t p : //d x .d o i .o r g / 1 0 .1 0 1 6 / j .t a t e .

2014.06.004.

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LEADERSHIP+ The Professional Voice of Principals

January 2015

A RARE BREED - an Administrative Deputy Principal BRIGID SCULLY DEPUTY PRINCIPAL, SCOIL MHUIRE, COOLCOTTS, CO. WEXFORD An rud is annamh is iontach!

Many of you who are teaching principals will be wishing that the minimum requirement to become an administrative principal would be reduced rather than allocating administrative deputies.

Now, that would be “iontach!”

So how did my role come about and what do I do all day?

The minimum enrolment for an administrative deputy is 500 pupils for a DEIS Band 1 school. In my case, we are a Band 1 DEIS school with an enrolment of 581 and it includes an autistic unit with three classes. Our staffing is 43 teachers, 16.25 SNAs, a secretary and a caretaker. So, on a daily basis we have 66 people working in the school. Scoil Mhuire is a large, urban, mixed school which includes 100 pupils whose parents hail from 28 different countries.

Shortly after I became an administrative deputy, the principal, Pat, and I signed up for Forbairt. Some inspiring speakers opened up my mind to shared management, shared leadership and shared vision.

Shortly after I became an administrative deputy, the principal, Pat, and I signed up for Forbairt. Some inspiring speakers opened up my mind to shared management, shared leadership and shared vision. How did this translate into everyday life in our school? According to my job spec I have 18 different duties.

These duties reflect the duties of a

principal and each of them is written in broad terms such as to be responsible, with the principal, for the overall drafting and implementation of the DEIS plan.

The central plank of my post is that I coordinate the SEN team. This comprises 13 support teachers, between GAM and Resource, the ASD unit and the SNAs. We have 141 resource hours in addition to the ASD unit.

Communication is always a challenge in this area, making sure that class teachers, support teachers, SNAs, parents and outside agencies are all singing from the same hymn sheet. The stresses emerge from the struggle to present the best case for each child in order to access support or not to lose support or stretching cover to maintain a working learning environment.

Thankfully, we have a tremendous staff, one that will always go the extra mile in supporting children with special needs and their parents.

is promoted throughout the whole school. In terms of the staff knowing which of us to approach, there isn’t any protocol. The lines of communication in Scoil Mhuire can be blurred but that’s fine. The lack of any formal hierarchy allows for greater ownership and inclusion from everyone, including the pupils. We couldn’t operate any other way.

Do I miss the classroom? Yes. But I don’t miss the feeling of guilt during my final years in the classroom where my mind was distracted from my pupils. I know that, in that sense, I’m lucky!

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I also look after work placement students. We try to accommodate as many as we can because we know that a placement with us may provide a different experience for the students.

Due to our situation and ethos, we can take quite a sizeable number. So far this year, 22 students have completed placements with us.

A typical day for me? There just isn’t one! Generally Pat and I meet every morning and update each other on what’s happening as well as looking at the day ahead. There are various curricular teams involving other staff members and post holders and we discuss the issues that they have brought to our attention. We will often prioritise and decide which of us will follow up on an issue. It can be frustrating at times trying to tie up loose ends in a satisfactory manner. Pat and I have different styles and I’m sure I am the thorn in his side with my constant reminders! However, we have worked together for over 30 years and at this stage, we have ironed out the kinks!

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LEADERSHIP+ The Professional Voice of Principals

January 2015

IMPACT

Maths Programme MIA TREACY

DEPUTY DIRECTOR, PROFESSIONAL DEVELOPMENT SERVICE FOR TEACHERS

The IMPACT Maths programme is a resource developed by the Professional Development Service for Teachers (PDST) primary numeracy team to assist teachers in the implementation of the Primary School Mathematics Curriculum (PSMC). To date, three teacher handbooks have been designed to assist in teaching of the following strands/ strand units: I Shape and Space (Infants to 6th class) I Fractions (1st to 6th class) I Place Value (1st to 6th class) I Percentages and Decimals (1st to 6th class).

The programme is in the development stage and it is intended to extend these resources to the other strands of the PSMC over the coming years.

Currently, the PDST are developing a similar resource to assist in the teaching of the Measures strand. These resources formed the basis of the numeracy link teacher training over the last two years.

PURPOSE The purpose of the handbooks is to provide additional guidance in teaching and learning. The resources attempt to illuminate an instructional framework for enhancing mathematical thinking. This instructional framework advocates methods of eliciting, supporting, and extending higher-order mathematics skills such as reasoning; communicating and expressing; integrating and connecting; and applying and problem solving. Although these resources highlight certain strands and strand units, this instructional framework can be used for all strands and strand units of the PSMC. The resources focus on an approach to mathematics that encourages pupils to communicate and share their mathematical thinking. It also emphasises the practical exploration of mathematical tasks, moving from the concrete to the pictorial to the abstract. Teachers adopt a more facilitative role with less teacherdominated discussion where correct14

ness resides in the mathematical discussion rather than with the teacher as the sole validator of mathematical knowledge. The teacher encourages this approach by eliciting, supporting, and extending mathematical thinking.

TEACHERS’ REACTIONS Teachers who have used these resources have overwhelmingly reported a positive impact on their mathematics lessons. Furthermore, teachers have indicated that they would like more of these types of resources to assist them in teaching mathematics. Some teacher comments include: ‘I now know where to start with concrete materials, particularly for the senior classes’.

‘I am less dependent on the textbook and more confident in my role as a facilitator of learning.’

‘The teacher’s voice was very clear in supporting me to elicit ideas from the pupils. The resources are invaluable for planning.’

‘My children really enjoy learning maths this way.’

‘Please design more!’

Teachers have also reported finding the handbooks easy to use. In particular, they have reported that the differentiated levels, the progression from the concrete to the pictorial to the abstract, and the extension activities makes differentiation easier to manage in mathematics classes.

They also report that the teacher language sections are particularly useful. Furthermore, teachers have commended the use of hyperlinked IT resources in the handbooks.

AVAILABILITY The three teacher handbooks that are currently available for the IMPACT Maths programme can be downloaded free from the PDST website at www.pdst.ie/numeracy. Alternatively, the teacher handbooks can be purchased at cost price from www.pdst.ie/publications.

Any queries not answered by the PDST website can be addressed by email to info@pdst.ie.

LEADERSHIP+ The Professional Voice of Principals

January 2015

Your School and Confronting Conflict The escalation of conflict issues in schools over the past year, as indicated by calls logged to the Principal Advice Service in the Support Office, resulted in the provision of one-day seminars entitled Your School and Confronting Conflict. One of these seminars, facilitated by Dr. Joe O’ Connell, Director of the Limerick Education Centre and IPPN Principal Advice Manager, Angela Lynch was held during October in Portlaoise with a second one in Cork in November.

The thrust of these seminars is that, despite the use of national procedures (Complaints Procedure and Grievance Procedure), the level of conflict escalates quickly to the point where it becomes impossible to resolve.

Conflict can and ought to be resolved where it initially occurs. This presupposes that staff, principal, Chairperson and BoM members all understand that they have a role and responsibility in managing conflict situations. However, this is not always

the case. Each person needs, first of all, to become aware of their own attitude to conflict and then engage in the development of good communication and conflict management style. We need to provide for the personal and professional development of our school communities. For this reason, attendance at these seminars is open to staff and BoM members.

Unless we change the way we deal with conflict, we will continue to see the same results.

Feedback from these sessions has been very positive with attendees leaving with a different perspective as well as a repertoire of language to address the inevitable conflicts that arise in both our personal and professional lives.

This is perhaps the best chance you will have to engage in professional development which could change the ways in which we develop relationships

Postgraduate Diploma in Educational Leadership

and ultimately develop one of the most important life skills – conflict management.

A further seminar will take place on Saturday 28th February in Clare Education Centre. The event is open to principals, teachers and members of Boards of Management. Book your place by registering online – see ippn.ie for details.

TÓRAÍOCHT

175 primary and post-primary teachers were conferred with the Post-graduate Diploma in Educational Leadership (Toraíocht) on the 30th October, 2014 at Maynooth University.

The National Leadership Programme is offered to teachers who aspire to senior school leadership positions and has attracted more than 1000 participants over the past 6 years. The programme is offered by the Professional Development Service for Teachers (PDST) in partnership with the Department of Education at Maynooth University, and is delivered in regional centres across the country each year.

IPPN and NAPD sponsor annual prizes for the graduates who attained the highest results each year.

Applications for courses for the 2015/2016 school year can be made from January 2015 via the Postgraduate Applications Centre website - www.pac.ie. For more details please contact education.department@nuim.ie.

Toraíocht prize-winners 2013/2014 (Left to right): Raymond Darcy, Scoil Ide, Limerick; Rebecca Doyle, Lucan East Educate Together N.S - both prize winners; Ciara O’Donnell, National Director of PDST; Sharon Todd, Professor of Education, Maynooth University; and David Ruddy B.L., Principal of Talbot SNS, Clondalkin and IPPN representative.

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LEADERSHIP+ The Professional Voice of Principals

January 2015

RESOURCE BUNDLES Topic-specific Guidance & Best Practice RACHEL HALLAHAN PRINCIPAL INFORMATION OFFICER The most frequently-asked topics received to the IPPN National Support Office have been used to identify and design our latest support tool for members – IPPN’s Resource Bundles.

These one-stop-shop, interactive, userfriendly ‘bundles’ cover each topic comprehensively in clear language and provide supporting documentation and reading materials that principals and deputy principals require for the day-to-day management of their schools.

Six Resource Bundles are currently available to view and download from www.ippn.ie. This section of the site can be accessed via the ‘Resources’ tab on the menu tool bar and selecting ‘Resource Bundles’ from the sub menu.

These Resource Bundles are: I Recruitment & Appointment Resource Bundle - Offers a stepby-step guide to follow the recruitment process as well as

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answering the most frequentlyasked questions Parental Separation - Implications for the School – Clarifies the roles and responsibilities of the school and how to manage the expectations of separated parents Communication– Considers the different forms of communication and the benefits of effective communication in managing school-parent relationships, handling complaints and dealing with conflict Deputy Principal – Examines the supporting leadership role of the deputy principal including the sequential process to appoint a teacher to the role School Improvement Plan Covers topics such as setting and achieving literacy and numeracy targets as well as evaluating strengths and quantifying challenges

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School Self Evaluation - Road Map - Looks at what is expected of schools in chronological order until the 2016/2017 school year.

This is followed by a short and simple explanation of each of the six steps in the Road Map.

One of the most popular requests that we receive from members is a detailed list of all leave types for teachers. An Absences Resource Bundle is currently in the final stages of development. All teacher leave types will be listed and will include details of the relevant circular, whether or not the absence is substitutable and how it is to be recorded on OLCS. In addition, a Supervision Resource Bundle will address one of the big issues for schools – what is the school’s duty of care? It will provide best practice and guidance regarding issues such as before & afterschool supervision and after–school activities.

REFLECTIONS LEADERSHIP+ The Professional Voice of Principals

Seeing the Light ON SMALL SCHOOLS DAMIAN WHITE PRINCIPAL, SCOIL SHINCHILL, KILLEIGH, CO. OFFALY If Aliens who were rumoured to be invading Earth in the 1950s were to arrive today, they might land more successfully than the poor misfortunate emissary who landed head first in Area 51 deep in the Nevada Desert and, interestingly, within the confines of the Edwards Air Force Base.

If they arrived in Ireland they would have a choice of places to land. Indeed they would anticipate a welcoming party to accompany the well-lit landing pad in every village and town where summer sun has reluctantly given way to Winter’s shadow and teams prepare for provincial championships in hurling , football and rugby.

Floodlights have a mesmeric effect in a rural area. Like flies who buzz in anticipation of a bathroom light, a mere glance at the sky on a winter’s night from afar can tell us if the local heroes are rehearsing for combat and if the nearby ditch will be alive with the banter of its regular hurlers and bluffers.

The success of our local Kilcormac Killoughey club in recent years has seen an unprecedented interest in gathering beneath floodl-ights to watch and dissect even the most rudimentary field drills.

When I heard that Irish Water had underestimated the cost of installations by €100 million, I dug out my beret and tilted it sideways. I’m considering retiring my razor. where you ‘may check out but you may never leave’. People simply like the place. The first principal, Michael Crosby, stayed 40 years. His grandson Paddy Crosby launched his radio show ‘The School around the Corner’ from the old man’s stories. Because of the school, the village shop keeps going and the post office is busy. There is life in the place.

All 6 schools are small. None will ever have an administrative principal. Yet each acts as a focus for much or all social and cultural activity in its own bailiwick. Each has a history and vibrancy and is vital to the area it serves.

Each has been caused pain by the

enrolment requirements imposed on small schools, where 5 extra children will be needed in 2015 to maintain the number of staff over what would have been required in 2010. Some have already lost staff.

I don’t get mad very easily. I’d be a poor enough revolutionary, being honest.

When I heard that Irish Water had underestimated the cost of installations by €100 million, I dug out my beret and tilted it sideways. I’m considering retiring my razor.

A mere fraction of this ‘oversight’ would restore the enrolment requirement to its former figure for schools of 4 teachers and under. Small communities like Mt. Bolus could re-emerge and bask in the glory of the light coming from next door.

And should those changes happen before the aliens land, demanding to meet our leader, Minister O’Sullivan, we will proudly direct them to you.

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As I arrived with my tuppence worth to share recently, discussion centred on a photo being taken of 4 sets of identical twins - the 32 year-old Healions, 22 year-old Geraghtys, 15 year-old Dalys and 11 year-old Kavanaghs. All had attended the same 2-teacher school in Mt Bolus and the 4 GAA championships the school has ever won all coincided with having one of the sets of brothers on board. The Healions and Geraghtys have all played for the Offaly senior hurlers and were among 7 players whose tiny alma mater backs onto the pitch to play a role in the club’s meteoric rise to All Ireland finalists in 2013. The photograph has since done the rounds and a copy hangs proudly on the school wall.

Mt Bolus is one of 6 schools in the parish. Since 1850, remarkably, current incumbent Michelle Balfe is only the 6th principal. This is not Hotel California, 17

LEADERSHIP+ The Professional Voice of Principals

January 2015

Conference 2015 DARING TO LEAD

CITYWEST HOTEL & CONVENTION CENTRE • Thursday 29th & Friday 30th January 2015 The Conference theme, Daring to Lead, suggests that school leaders need to be courageous and daring, often pushing the boundaries to lead their schools.

This has never been more true. The theme will no doubt provide food for thought and debate at January’s conference.

Conference 2015 will once again deliver high quality professional development seminars, inspirational keynote speakers and a varied Education Expo. We look forward to welcoming the largest gathering of principal teachers to Citywest later this month.

Following on from previous years, attendees will have a menu of high quality seminar sessions and personal wellbeing fringe events to chose from over the two days. On registration, attendees will have the option to attend three from the following list:

SEMINARS: I I I I I I I I I I I

Multi-grade teaching - Practical Tips for Teaching Principals - Caroline Madigan ICTs in the primary school: Tutor, Tool and Tutee - Robbie O’Leary Establishing and Managing Early Start/Autism Units in Mainstream Schools - Larry Fleming The personality of leadership - Pat Lyons Gaeilge a chur chun cinn - maidir leis an bPlean Feabhsúcháin scoile - Máire Nic an Ri, PDST A New Religious Education Curriculum for Catholic Primary Schools - Elaine Mahon Integration & Inclusion of Special Needs Children in mainstream schools – good policies & practices - Pat Goff From Policy to Effective Practice in Your School – Implementation and the DES Anti-Bullying Procedures - Seán Fallon Avoiding Litigation in Schools - David Ruddy Priorities for Principal Teachers - managing our workload - Tom McGann and Páiric Clerkin Looking After You First – How to Deal with Stress and Burnout – Dr Philip Riley

Wellness and Self-Care A programme of activities including yoga, pilates, health screening and mindfulness training are available to help you address those elements of self-care that many of us neglect. In addition at our Wellness Zone, our on-site salon provides attendees with the opportunity to avail of these services without the hassle of moving off-site and missing other key elements of conference. Note: The Yoga and Pilates classes book out quickly as capacity is very limited so book early to avoid disappointment!

PLAN YOUR VISIT The conference website has a wealth of information about seminars, keynote speakers, Education Expo, wellness activities and much more to help you plan in advance. Visit ippn.ie to access the conference website.

REGISTER AT CONFERENCE On arrival at Citywest, visit the Registration Desk to receive your access badge, tickets for the President’s Dinner and Gala Dinner, conference programme, seminar details and map. The Registration Desk is open for Fast Track Check-in on Wednesday evening 28th January. Arrive early and avoid Thursday’s queues.

BOOK YOUR PLACE! You can book your place at Conference 2015 now by visiting ippn.ie

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LEADERSHIP+ The Professional Voice of Principals

January 2015

FEATURED KEYNOTE SPEAKERS

DR ROB EVANS Rob is a psychologist and the Executive Director of The Human Relations Service in Wellesley, Massachusetts. A former high school and pre-school teacher, and a former child and family therapist, he has worked with schools and families for thirty-five years. He has consulted to more than 1,700 schools, public and private, both in the U.S. and internationally, working with teachers, administrators, boards, and parents.

Rob’s particular interests are in leadership, in helping schools manage change, and in improving adult relationships within schools and between schools and their families. He also helps schools cope with major crises.

RIGHT REVEREND DR PAUL COLTON

FERGUS FINLAY CHIEF EXECUTIVE, BARNARDOS

Dr Colton is Bishop of Cork, Cloyne and Ross. In recent years, Bishop Colton has been very involved in the field of education, on school boards of management, as a governor and as Patron of 20 primary schools and one comprehensive school.

He is a member of the Board of Education of the General Synod of the Church of Ireland and is Chairperson of the Secondary Education Committee. The Bishop chairs the boards of a significant number of charities and is associated with the National Suicide Research Foundation, and is a patron of many societies and organisations.

Apart from his role as CEO of Ireland’s largest children’s charity, Fergus is also the author of four best-selling books.

He has founded a number of organisations that campaign for the rights of people with disabilities, is currently on the board of several nongovernmental organisations, and was Chairperson of Special Olympics Ireland for four years. He broadcasts regularly on radio and television, and contributes a weekly column to the Irish Examiner.

OTHER KEYNOTE SPEAKERS INCLUDE I I

Jan O’Sullivan TD, Minister for Education & Skills Dr Philip Riley

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Brendan McCabe, IPPN President Seán Cottrell, IPPN CEO

EDUCATIONEXPO

2015

Principals, are you getting the best deal in the market? Do you need to research new products? Are you reviewing your current supplier?

Education Expo takes places on Thursday 29th and Friday 30th January in City west Convention Centre , parallel to IPPN’s Annual Principals’ Conference.

We

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recommend arriving early on Thursday to enjoy time in Education Expo, exploring the huge range of products and services on offer. Only principals booked to attend Conference will have

access to Education Expo over the course of the 29th and 30th with the exception of the Teachers’ Zone session on Thursday evening, see below.

Teachers’ Zone Thursday 29th January 4.30 - 8.00pm: We are delighted to announce Teacher Zone, a new component of Education Expo which will take place on Thursday 29th January between 4.30pm and 8pm. If you are booked to attend conference, your school colleagues are eligible to visit Expo on Thursday evening after school. This is an ideal way to involve staff in the research of products and services for school, especially in specialist areas such as IT, special needs resources and general curriculum resources. In the weeks before conference all principals booked to attend conference will receive an email invitation to Teacher Zone which can be passed on to your school colleagues. They can then register to attend the Teacher Zone session and avail of complementary refreshments and an Expo Guide. Teacher Zone will only take place on Thursday 29th January between 4.30pm and 8pm (parallel to the first plenary session of conference) and is only open to teachers of schools where the principal is booked to attend conference.

Follow IPPN Education Expo on Twitter (@IPPNExpo #IPPN15) for updates about Expo and news from exhibitors!

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January 2015

EDUCATION EXPO 2015 EXHIBITORS: (correct at time of going to print) I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I

3P Learning 4Schools.ie Aladdin Allianz Aloha Mental Arithmetic An Gúm / COGG An Mála Mór A-tint Glass Coating Brother International Corp.

Butlers Chocolate Experience Cantec Business Technology Carambola Kidz CJ Fallon Coimicí Gael Communication Technology Ltd Compu b Cornmarket Databiz Solutions Declim Ltd Devtech Business Systems Digital Schools of Distinction Divers Educational Supplies Dogs Trust Educational Company of Ireland Éirim: The National Assessment Agency Ltd EMS Copiers Enable Supplies Ltd Epson Ireland European Commission Fit4Skool Folens Publishers Food Dudes Forbo Flooring Ireland Fresh Today GAA & Croke Park Tours

I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I

Gaelchultúr GDK Network Systems Gerflor Ltd Get Smart Media Gill & Macmillan Primary GL Assessment Glanmore Foods Go Play Ltd Helix Trading Ltd Hibernia College iConnect ICS Skills - ECDL Ireland Ille Paper Services Images Ltd IMEX Interactive Interleaf Technology Jaggo Junior Entrepreneur Programme KBC Bank Lafayette Photography Lámh Chúnta Let’s Talk Solar Mahers Sports Mary Immaculate College CDU Memory Lane Photography Michael Doherty School Supplies Ltd Mindfulness Matters Moneysave New Ireland Assurance Nexus TEC Old World Wood Pic. Ed. Playchimes.ie Polymath Pora Ora

I I I I I I

I I I I I

I I I I I I I I I I I I I I I I I I I

And Lots more...

This year’s Passport Giveaway is our biggest to date with 8 fantastic prizes to be won.

You will receive your passport in your conference bag, then simply visit each of the following companies and enter your passport in the prize draw.

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Allianz Comtec/Riso Edco

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4schools.ie Folens Forbo Flooring

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Memory Lane Photography Moneysave

Premier Stationery Prim-Ed Publishing Ltd QDP Services Ltd Real Nation Road Safety Authority (RSA) Ryco Book Protection Services Ltd Sanctuary Synthetics Schofield & Sims Scholastic SchoolDays.ie SDG Acoustic & Vibration Control Smart School Systems Smarty Cat Games SP Sports & Lesisure Special Educational Essentials Specialist Crafts Ireland Ltd. Spectrum Educational Sustainable Energy Authority SEAI Tayto Park TCI Ireland Ted Kelleher First Aid & Hygiene The First Tee of Ireland The Primary Planet The Schoolwear House Titanic Belfast Toomey Audio Visual Topline Markings Ltd Veritas Vhi Healthcare West Coast

LEADERSHIP+ The Professional Voice of Principals

January 2015

PRINCIPALS& SEANCHAITHE

RICH BURCHILL FORMER MASSACHUSETTS PRINCIPAL Sartre described man as a storyteller who “lives his life as if he were recounting it.”

Who has a richer, “storied” history of storytelling than Ireland? Seanchaithe, the communicators of oral history were critical contributors to Irish identity and culture.

Forty years ago in Dublin I had the great pleasure of watching Eamon Kelly present a one man show about the seanchaí tradition called, “In My Father’s Time.” In the last few years of my professional life, I have come to appreciate how story can play such an important role in the life of the school principal.

Who has more stories than a primary principal? The words that come out of the mouths of young children are pure, direct and without filter. Teachers present us with wonderful material. And then, parents… I remember one parent of a 7 year old boy with reading difficulties. When told that the teachers had been using a strong phonics program to help, the father was so impressed he enthused, “Yes, he has been doing so much better since he started phonicating.”

to school presumably something he had won at a fair or carnival. Of course I confiscated the whip, contacted the parents and told them they would have to come into my office that afternoon to take the whip home.

A little later, a second grade boy was sent in for punching another boy. I dealt with that and contacted his parents.

Seanchaithe, the communicators of oral history were critical contributors to Irish identity and culture.

The next morning the second grader’s father came in unexpectedly and asked to see me. I brought him into my office.

He said that his son hadn’t punched the other boy in the stomach but on the arm. Next he said his son hadn’t punched him a number of times but only twice.

and having friends say, “Dude, you must have been crazy!” I can imagine the second grade boy now telling peers how he had the baddest elementary principal in the world. “In fact the guy used to whip us when we were sent to his office.” I’m guessing that the father tells a tale of courageously going into the school and confronting a deranged principal.

As he continued to scan my office he said, “And when he came into your office, you had a whip on your desk…” I paused and then replied, “Yes, but I only use it on teachers.”

I often think about that story. I wonder how it is retold fifteen years later by the participants. I can picture the fifth grader now certainly in his late twenties telling about bringing a whip to school

As for me, fifteen years later I get to share the story with Irish colleagues who can probably relate in so many ways. May you live your principal life as if recounting the unique stories I’m sure that you have.

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So what do stories have to do with being a principal? Stories allow us to share what we have in common - our human frailties, our challenges, our learning from experience (or not), the humour involved in being an educator, a learner, a parent, a citizen. The judicious sharing of certain stories can help in leading a school.

As principals we can utilize stories to reassure, to support, to lighten the school culture and establish connections. Stories shared among our principal colleagues can reaffirm what we do and take some of the edge off how difficult our work is. Personal storytelling isn’t even so much about the teller as it is about the story and how the story can help or entertain others.

Fifteen years or so ago, I was sitting in my office when a fifth grader was sent in from recess. He had brought a whip 21

LEADERSHIP+ The Professional Voice of Principals

January 2015

WHAT YOU TOLD US PPN has consulted with members on a number of topics over the past few months. The following provides a summary of the results. Sincere thanks to all those who have provided invaluable information to IPPN through these surveys.

c. If Board members and schools agree d. Where schools have a similar ethos/Patron body e. Junior and senior schools on the same campus.

BOARD OF MANAGEMENT REFORM In preparation for the establishment of new Boards of Management in 2015, the DES established a working group to review and update the operations of Boards of Management as set out in the DES publication ‘The Constitution of Boards and Rules of Procedure 2011’.

IPPN is part of this working group and sought the opinion of IPPN members in October 2014 in relation to the substantive issues arising in this review through an online survey. 581 members responded and the information provided has informed the stance to be taken by IPPN representatives on the working group over the coming months.

1.

Should every school continue to have its own Board of Management?

80%

No

2. The following are the circumstances in which members feel one Board of Management could govern more than one school. Many principals commented that it would not work: a. Yes, where declining enrolments puts pressure on resources b. Yes, two or more very small schools in a parish

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84% 16% 0%

20%

40%

Yes

60%

80%

IPPN RESEARCH & PUBLICATIONS MANAGER

the BoM delegate certain Board responsibilities to members of the BoM, other than the Principal’.

9. 93% agreed that Board members should be allocated designated roles/responsibilities with 97% saying that this should form part of the BOM training.

SCHOOL FINANCES

100%

No

Cutbacks in education are still a reality in schools. 502 members responded to a November 2014 online survey which will enable IPPN to advocate more effectively on your behalf in relation to inadequate grants for capitation, ancillary staff and minor works.

1.

4. An overwhelming 92% said SNAs and other ancillary staff should not have a nominee on Board of Management.

5. Just over half (53%) said the Patron should continue to nominate the Chairperson with 47% saying no.

Again, just over half 54% say the chairperson should be elected /selected by the Board itself and 46% say they should not be elected.

20%

Yes

3. A clear majority (84%) feels that the school community is adequately represented on the BoM.

GERALDINE D’ARCY

6. Over three quarters (76%) say the method of appointment of a Chairperson has a bearing on the ethos of the school with a quarter disagreeing.

7. Almost all respondents (95%) say the principal should continue to be a voting member of the Board.

8. 96% agreed with the statement that ‘In recognition of the Principal's workload, there should be agreed procedures to enable

Compared with last year, is your school financially...

2% 13% 85%

0%

20%

Better Off

40%

60%

The Same

80%

100%

Worse Off

2. What impact has this had on your school?

The large number of responses can be categorised as follows: a. Inability to pay for heating, electricity, insurance – basic running costs b. Reduced hours for secretary and caretaker means more work on non-educational tasks for the principal c. Forced to seek overdraft facilities and other means of deferring payments d. Increased fund-raising required,

LEADERSHIP+ The Professional Voice of Principals

e.

f. g.

h.

i.

j.

taking up valuable time and straining relationships with parents Cannot support families in financial difficult for e.g. school trips, swimming Extra-curricular activities curtailed Reduced funding means IT equipment and software, PE materials, classroom requisites such as art supplies, teacher resources and other materials cannot be repaired, upgraded or replaced Building maintenance works not completed so school buildings are becoming dilapidated e.g. guttering, painting, glazing Pressure, worry and stress for the principal, the Board and others Impact on staff morale.

3. Does your school request a voluntary contribution from parents?

January 2015

A very even response with 51% saying they do request a contribution and 49% saying they don’t.

4. How much do you request from each family?

5%

NOVEMBER 2014 – NETWORKING MAILING LIST PROTOCOLS 722 respondents helped to define the new protocols for the mailing list which were issued on 4th December via networking@ippn.ie.

1%

3%

15%

76%

Up to €100

€100–€150

€150–€200

€200–€250

93% agreed that Board members should be allocated designated roles/responsibilities with 97% saying that this should form part of the BOM training.

More than €250

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

schools may wish to consider at that particular time of year. This section will act as an online archive of planning prompts, which are also issued via E-scéal.

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

ADVOCACY Press Releases I 13th November- More taxes property, water and now...primary schools I 14th Oct 2014 - IPPN’s Reaction to Budget 2015

Leadership+ I Leadership+ Issue 83 - November 2014

RESOURCES Staff Management I School Placement - Quick Reference Guide for Schools I School Placement Guidelines Teaching Council DES Circulars 2014 I 0072/2014 - Panel access for fixedterm/temporary (this includes substitute) and part-time teachers to the Supplementary Redeployment Panel for the 2015/16 school year

CURRICULUM & SCHOOL PLANNING Mass on 8th December I Mass on 8th December Feast of the Immaculate Conception Planning Prompts Please note that planning prompts are uploaded each week to this section, outlining activities that

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DEADLINES I

Career Break applications (DES Circular 10/03) and Job-sharing applications (DES Circular 11/03) must be submitted to the Board of Management for consideration no later than 1st March 2015. A synopsis of the process for both leave types is provided in E-scéal 334 – available on ippn.ie.

discretionary days to extend this to a 5-day break from Monday 16th to Friday 20th February inclusive - unless changes are required as part of contingency arrangements to make up for time lost due to unforeseen school closures. See Circular 16/2014 for more information.

WINTER READINESS I

DES GRANTS I

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The first moiety of the Capitation Grant will be issued to schools this month.

The Ancillary Services Grant will be issued in March.

Note: More specific dates were not available at the time of going to print

FEBRUARY MID-TERM BREAK All primary schools are closed on Thursday 19th and Friday 20th February. Schools may use 3

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A dedicated website www.winterready.ie - is provided by the office of Emergency Planning and has a dedicated section for schools. It provides a pre-event evaluation step-by-step guide of what should be or could be put in place to facilitate the opening of a school during severe weather. See E-scéal 407 for more information.

EVENTS I

IPPN’s Annual Principals’ Conference 2015 takes place on 29th and 30th January at the Citywest Hotel in Dublin.

Conference registration is open now - see www.ippn.ie.

Your School & Confronting Conflict - following very strong feedback on the Cork and Portlaoise seminars facilitated by Joe O’Connell and Angela Lynch, a further seminar is planned on 28th February in the Clare Education Centre - see www.ippn.ie for more information.

NOTABLE CIRCULARS I

0072/2014 - Panel access for fixedterm/temporary (including substitute) and part-time teachers to the Supplementary Redeployment Panel for the 2015/16 school year. See DES guidance outlined in E-scéal 404 issued on 21st November last.

Note: All circulars are available on ippn.ie under Resources/DES Circulars.

E-scéals are also archived on the website under Supports – E-scéals.

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LEADERSHIP+ The Professional Voice of Principals

And Finally…

The teacher sent a note home with the student asking about an odd drawing she had made as part of her homework. A note accompanied the child the next day explaining the meaning of the drawing:

Dear Ms Murphy, I wish to clarify that I am not now, nor have I ever been, an exotic dancer. I work at B&Q and told my daughter how hectic it was when the snowstorms hit. I told her we had sold out of every shovel in stock and that when I came back out of the stock-room with one that I found, people were fighting over who should get it. The drawing doesn’t show me dancing around a pole. It’s supposed to depict me selling the last shovel in B&Q.

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QUOTATIONS

It is better to lead from behin d and to put others in front, especially when you celebrate victory when nice things occur .

You take the front line when the re is danger. Then people will appreciate your leadership.

Nelson Mandela

’

From now on I will remember to check her homework more thoroughly before she hands it in.

Sincerely

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

NOVEMBER I

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Department of Children and Youth Affairs - meeting re. Child Participation Assessment Tool, Dublin Review of Constitution of Boards and Rules of Procedures - DES, Dublin National Council for Curriculum and Assessment - Assessment for Key Competencies - Dublin IPPN National Council AGM -

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Portlaoise National Council for Special Education- Annual Research Conference, Dublin Iniuchadh ar an gCumas Dátheangach –Dublin Comhairle na N-Óg National Showcase and celebration of 25th Anniversary of the UN Convention on the Rights of the Child – Dublin Your School and Confronting Conflict, IPPN Seminar - Cork ‘The Inclusive School ‘ INTO LGBT Teachers Group Education Conference – Dublin

DECEMBER I I

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PCEO Forum 2014 - Dublin Castle Meeting with Fine Gael Media and Research Office – Government Offices ‘Leaders in Higher Education’- Dublin Glasgow Scottish College for Educational Leadership ‘Dealing with Underperforming Teachers’- Dublin Consultative Forum on Teaching Supply- Teaching Council – Johnstown House ‘Reforming Learning- Driving Success’ Conference - NUIG Launch of Education Matters Yearbook – National University of Ireland 25

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