Leadership+ Issue 92 May 2016

ISSUE 92 / MAY 2016

+ Leadership THE PROFESSIONAL VOICE OF PRINCIPALS

Slowing down

the pace of

CHANGE

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Legal Diary

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The Children First Act was enacted in November 2015. However, thus far it has only been partially commenced by means of a statutory instrument.

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Leading a Special School

St Joseph’s Special School, established in 1964 to provide education for children with moderate general learning disabilities, has changed dramatically over the years. Despite all the changes, it has remained true to the ethos of its founding volunteers.

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Our Role in Online Safety

Since not all parents are as enthusiastic or knowledgeable about Snapchat and Instagram as their offspring, children may take their first steps into the online world with very little adult guidance - if any at all.

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Slowing the Pace of Change

Principals are committed to continued improvement in the quality of teaching and learning but they are totally frustrated by the current change agenda which is placing unrealistic demands on schools.

Can’t or Won’t

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Focus your attention and prioritise the issues where you can have the greatest influence and impact.

Giving Children a Voice

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THE PROFESSIONAL VOICE OF PRINCIPALS

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+ Leadership

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Those of us who work with children know how wise they are. We are not surprised. We know that they have a truly valuable and unique contribution to make to our world.

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

Editor: Seán Cottrell Deputy Editor: Geraldine D’Arcy Assistant Editor: Maria Doyle Comments to: editor@ippn.ie Advertising: sinead.coakley@ippn.ie ISSN: 1649-5888 Design: Brosna Press

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

Signposts ISSUE 92 / MAY 2016

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LEADERSHIP+ The Professional Voice of Principals

Deputy Principals’

Conference 2016 PROCLAIMING LEADERSHIP Evolving the Role of the Deputy Principal 19th & 20th May, Citywest Hotel, Dublin Online registration is now open for IPPN Annual Deputy Principals’ Conference 2016 on conference.ippn.ie. We have engaged with a cohort of deputy principals to ensure the event is designed to meet their specific needs. It promises to be an event not to miss.

Keynote speakers include Professor Ciaran O’Boyle, Director of the RCSI Institute of Leadership and Shane Martin, Psychologist and Director of Moodwatchers.com. Both Shane and Ciaran gave keynote addresses at the Principal’s Conference in January and were excellent.

There will be a range of professional and personal development seminars, health screening and fitness classes to choose from, including the following: I Conflict - Managing the adult relationships in the school community– Angela Lynch I Using and Reducing the Use of Restrictive Practices and Physical Interventions in Irish Schools – Siobhán Allen I DPmeet - TeachMeet for Deputy Principals – David Foley and Kathleen Byrne I Emotional wellbeing – making it the heart of the school community – Hilary McCarthy and Maria Doyle I What supports are available to Deputy Principals – including supports when Acting Up as Principal – Pat Goff and Rachel Hallahan I Defining the Role of the Deputy Principal & Shared Leadership – Áine Fitzpatrick and Enda McGorman I Inclusion of special needs - what's possible with well-placed SNA support – Brigid Scully.

Keep an eye on the IPPN Dashboard, ippn.ie and E-scéals for more information.

Professor Ciaran O’Boyle

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EDUCATION EXPO 23 companies, demonstrating a wide variety of products and services, will exhibit in the area adjacent to the conference auditorium. Set some time aside to visit our exhibitors and find out about the latest developments in teaching and learning resources, with many items available for purchase.

Viewing times for Education Expo will be: Thursday 3.30- 5.30pm Friday 20th May 08.30 – 09.00 10.30 – 11.15 12.45 – 14.00 Tea/coffee and desserts will be served in Expo area on Friday 20th May* Please see Conference webpage conference.ippn.ie for a full list of exhibitors*

The conference fee is €150 per person and can be booked on ippn.ie Follow the event on Twitter -

#IPPNDP16 REGISTER NOW!

Shane Martin

May 2016

Slowing down the pace of CHANGE months. It is vitally important to IPPN that we listen carefully to the needs of all principals, not just those who engage with us through our surveys. It is also important that principals have an opportunity to engage with their professional body in their own schools where the real work of teaching and learning is taking place.

Schools thrive on structure.

Timetables, calendars, deadlines and planning timelines are very familiar to principals. In fact, schools simply could not function efficiently without such organisation and planning.

Principals are committed to continued improvement in the quality of teaching and learning but they are totally frustrated by the current change agenda which is placing unrealistic demands on schools. Never before have we seen such a determined drive to implement initiative after initiative in such a short period of time. It appears relentless and, unless there is a staggered approach to this change agenda, there is a serious risk that some positive, progressive and innovative change will be dismissed and overlooked simply because the related workload and expectations on schools are unrealistic. We all know that implementing any change takes time, commitment and resources. There is no lack of commitment on the part of principals and teachers, but there is certainly a lack of time and resources.

SEÁN COTTRELL AND MARIA DOYLE opportunity for the DES and all education agencies to show their genuine understanding of the challenges facing school leaders and the benefits of slowing down the pace of change. We hope that this will translate into the planning process, both at education agency level and in schools.

True to IPPN’s mission Tacaíocht, Spreagadh agus Misneach – Supporting and Representing School Leaders, our programme of school visits will continue over the coming

There are 26 one-teacher schools in Ireland. We are listening to principals in these schools, to understand and prioritise what needs to be put in place. The unique challenges facing the principals in these schools cannot be underestimated. Very often the principal is the only adult in the school.

The significant child protection, health, safety, welfare and wellbeing, among other concerns in these schools must be addressed as a matter of urgency.

IPPN has engaged with the DES on this matter, focusing specifically on the risk to both the children and the principal where the principal is the only adult in the school. The DES, management bodies and the union individually have a role to play in managing these risks.

If Education Partnership is to have any meaning, principals, who are a key partner, must be involved in all planning for educational change. At the very least, a collaborative approach is required to an agreed Calendar of Reform where stakeholders and agencies sit together and discuss proposed new initiatives and agree a reasonable and manageable timeframe for the introduction of change.

Furthermore, Principals need some breathing space – at least two years to take a step back from the current onslaught and assess and reflect on what is working well in their schools.

This does not mean that schools stand still; on the contrary, this is vital work on school continuous improvement.

School Self Evaluation is the ideal tool to facilitate such assessment.

IPPN is committed to engaging with stakeholders on these issues. This is an 33

The Children First Act 2015

DAVID RUDDY BL PRINCIPAL OF TALBOT SNS

The above Act was enacted in November 2015. However, thus far it has only been partially commenced by means of a statutory instrument. The definition section and section 28 in particular have commenced. Section 28 amends the Non-Fatal Offences against the Person Act 1997. The defence of ‘Reasonable Chastisement’ is abolished, its effect being that no parent or adult can beat a child. The Act defines good practice in child care and child protection. It will put elements of Children First: National Guidance for the Protection and Welfare of Children 2011 on a statutory footing. It forms part of a suite of child protection legislation which already includes the National Vetting Bureau (Children and Vulnerable Persons) Act 2012 and the Criminal Justice (Withholding of Information on Offences against Children and Vulnerable Persons) Act 2012.

WHAT ARE THE KEY MEASURES IN THE ACT? 1. A requirement that schools keep pupils safe 2. Schools must produce a Child Safeguarding Statement 3. All Mandated Persons/Teachers to report child protection concerns over a defined threshold to The Child and Family Agency (Tusla) 4. Teachers are required to assist 4

Tusla in the assessment of child protection risk, if so requested 5. Puts the Children First interdepartmental group on a statutory footing.

Does the Act of 2015 replace the National Guidance of 2011?

No, the Act does not replace the guidance. The 2011 National Guidance should be read in conjunction with the Act. They coexist side by side.

Children First 2011 was launched in schools with the help of specific guidelines published by the Department of Education and Skills (DES) and Circular 65/2011. The initial 1999 Guidance was updated in the light of developments.

Boards of Management (BoM) and teachers were alerted and made aware of actions required where there were concerns or suspicions or allegations of child abuse.

Child abuse was defined to include neglect and emotional, physical and/or sexual abuse. Signs and symptoms of abuse were also outlined.

The following features were outlined in the 2011 procedures: 1. Schools must, without modification, adopt the Guidance 2. All primary schools must fully implement the Stay Safe programme

LEGAL DIARY

3. A copy of the child protection policy must be made available to all staff and parents 4. The mandatory appointment and role of the Designated Liaison Officer (DLP) was outlined 5. The DLP must present a child protection report at each BoM meeting 6. An annual review is conducted by the BoM 7. The name of the DLP is prominently displayed near the school entrance 8. Child protection and welfare are reflected in all policies.

WHAT IS A ‘MANDATED PERSON’?

The Act creates a new position of a ‘mandated person’. A wide range of persons are included. All teachers registered with the Teaching Council are listed. Strangely, there is no reference to special needs assistants, school secretaries or caretakers.

The Act states that ‘where a mandated person knows, believes or has reasonable grounds to suspect, on the basis of information that he or she has received, acquired or becomes aware of in the course of his or her employment and probation, that a child has been harmed; is being harmed; or is at risk of being harmed, he or she shall, as soon as is practicable, report that knowledge belief or suspicion as the case may be to the Child and Family Agency, Tusla.’

DOES THIS MEAN THAT TEACHERS NOW REPORT SUSPICIONS OR DISCLOSURES DIRECTLY TO TUSLA AND NOT TO THE DLP? A literal reading of the Act would suggest that the answer to this question is yes and that this is mandatory reporting. However, the reality is that this Section of the Act is not yet commenced.

Another subsection provides that matters relating to the reporting by mandated persons may be prescribed by regulation. All the evidence suggests that the DLP reporting mechanisms are working well and there is no indication that it will be abolished.

Prior to the commencement of this Section, the DES will no doubt give guidelines and notify school authorities of any changes to the current reporting mechanisms. It should be noted that, under current guidelines, the DLP is required to

justify in writing a refusal to report a suspicion or allegation by a teacher to him/her. The teacher is always at liberty to report directly to Tusla in any case.

CHILD SAFEGUARDING

BY SCHOOLS The Act states that all recognised schools shall ensure, as far as practicable, that each child is safe from harm. A new requirement of the Act is that all recognised schools must undertake a risk assessment, prepare a Child Safeguarding Statement and appoint ‘a relevant person’ for those purposes not later than three months from the date of the commencement of Section 11 of the Act. The following matters should be included in a Child Safeguarding Statement: 1. Arrangements for managing any identifiable risk 2. Dealing with a staff member who is the subject of an investigation 3. Selection and recruitment of staff 4. Reporting procedures 5. List of mandated persons 6. The appointment of a ‘Relevant Person’.

‘maturity’ between the parties and the relationship is not being ‘intimidatory or exploitative’.

There is no requirement to report if the child concerned has made it known that the activity or information should not be made known to Tusla or another mandated person has made the report.

OBSERVATION The Children First Act 2015 has only commenced in a minor way. The Act will continue to be read in conjunction with the Children First Guidance 2011.

The Act provides for mandatory reporting. For the moment, the existing DLP structure should be maintained, whilst taking account of the principle of mandatory reporting.

In-service will be required to facilitate the commencement of key Sections of the Act. The issue of confidentiality is covered in the existing guidance.

Information should only be shared on a ‘need to know’ basis i.e. the person with whom you share the information needs to have a legitimate involvement or role. Always seek advice and guidance from Tusla if you are unsure or unclear as to whether you need to report a matter. In the case of emergencies, contact the Gardai.

WHO WILL BE THE ‘RELEVANT PERSON’?

This will be clarified when the relevant Section is commenced. It is difficult to envisage a DLP holding both positions as there may well be a conflict of interest. It may be worth considering the appointment of a designated member of the BoM to this important post.

WHAT HAPPENS IF SCHOOLS FAIL/REFUSE TO FURNISH A SAFEGUARDING STATEMENT? There are penalties for non compliance with a request to furnish a child safeguarding statement and provision for a register of non-compliance which will be made available for inspection by members of the public to Tusla.

EXCLUSION IN REGARD TO REPORTING There is an exclusion in relation to the mandatory reporting requirement to cover a situation where a child between 15 and 17 years is engaging in sexual activity with another party to the activity who is not more than 2 years older than the concerned child.

This is subject to there being no material difference in the ‘capacity’ or 5

LEADERSHIP+ The Professional Voice of Principals

THOUGHTS FROM ACROSS THE POND Long Sermons and Shy Singers RICH BURCHILL

RETIRED PRINCIPAL OF BELMONT DAY SCHOOL, MASSACHUSSETS AND FORMER EXECUTIVE DIRECTOR OF MASSACHUSETTS ELEMENTARY SCHOOL PRINCIPALS’ ASSOCIATION

Despite having two parents born and raised in West Cork, I recently had the pleasure of rereading Stories from a Kerry fireside by the late John B. Keane, the accomplished Kerry writer and publican. The book is a series of essays on life around Listowel early to mid last century. Two of the chapters got me thinking about how principals at their best try to lead strong learning communities.

Keane’s country ramb-lings served to confirm my belief that common sense is key to being a successful school principal even when common sense appears lacking with unfounded and unfunded educational mandates prevailing.

One of his pieces was entitled “Long Sermons.” In it he writes, “Believe it or not I have no objection to long sermons in church. I always wake up from them feeling greatly refreshed.

On the other hand, short, instructive sermons keep me awake and present no opportunities for dozing.” It reminded me of my second principalship.

In one of my first after school faculty meetings I was going on about creating a positive culture for students and looked up to notice one of my veteran teachers asleep in his chair. I took little solace in that he had been hearing these “long sermons” from seven principals in ten years before me and that it was after a long day of teaching. That experience opened my eyes to how much more valuable faculty meetings became when I engaged teachers in sharing their best practices with each other.

The less I talked, the more productive meetings became.

Another of Keane’s essays in the book was ‘Shy Singers’. In this piece he relates the tradition of shy singers who meaningfully and beautifully sang at local wakes and parties but who were not comfortable being watched. They wanted to be heard, 6

not seen. Now, shy is not a word associated with most principals I know, yet most great principals deflect praise to their teachers, students, parents and others. No need to be shy, but rather attuned to how much people buy into something if they feel it is their idea and not something imposed upon them. Also, unlike the shy singers, sly principals

!n one of my first after school faculty meetings I was going on about creating a positive culture for students and looked up to notice one of my veteran teachers asleep in his chair…

know it can be more important at times to be seen and not heard.

There is a part of shy singers and shorter sermons in most successful principals. There is a lot to be said for the ‘golden rule’ about treating others the way you like to be treated.

Highlighting others’ strengths and not their weaknesses may or may not have been the norm in schools in John B. Keane’s time, but in today’s schools it is far more successful than the opposite.

I always ask what it is as school principals that we do when we are at our best. I think we sometimes shyly and slyly ‘sing’ as well as promote idealism, telling shorter stories about the transformative teaching and learning happening in our classrooms and schools. We teach and don’t preach. We walk more and talk less.

PRINCIPAL ADVICE

CAN’Tor

WON’T

ANGELA LYNCH PRINCIPAL ADVICE MANAGER I lay awake around 4am this morning contemplating the difference between the words ‘can’t’ and ‘won’t’ (as you do!). Lately, familiar feelings of being overwhelmed have resurfaced and I’m reflecting on the many times this happened to me in the past as a school principal and how I managed to deal with these issues. I thought about what I had done well; what I had done badly and would not repeat; and what I would change to produce a better outcome in the future. At times I sat at my desk at 3pm not having eaten since I left home that morning.

Sometimes I felt like resigning, throwing the computer and phone out the window and telling the next person who came to me with a request or a problem to just leave me alone. Familiar territory?

Before you tackle that pile of paperwork, respond to an email or make that phone call, walk away from your desk, eat and drink something, take a short walk - outside if possible - before returning to your desk. When you tell yourself that you haven’t got the time to rest is when you need it most.

Ask yourself: I What is the best use of my time right now?

I What must I do right now?

I What can I leave until tomorrow/next week?

I What am I doing right now that someone else could do?

I Will this matter next week? Next month? Next year?

long term and significant impact on the teaching and learning in the school e.g. communication and relationships, then this is a high priority area that needs reflection, collaboration and planning.

Regardless of how focused you are, you will continually encounter situations where attempts are made to pull you away from your priorities in favour of other people’s agendas.

As someone who has always found it difficult to say no, this aspect of my own self development has been particularly difficult. Even when I recognised the necessity of saying ‘no’ at times, I still persisted in using language that made an excuse as to why I ‘couldn’t’ do something rather than being more direct and saying ‘ I won’t’ do it. An example of this may be a teacher coming to you looking for a meeting the following day at 3pm. You remember that you have arranged to meet a friend that afternoon. Your initial thoughts may be ‘If I don’t agree to do this, she might get annoyed and it could cause further conflict in an already difficult situation.’ ‘I’ll have to cancel on my friend. She’ll be disappointed but what choice do I have?’ ‘This is really unfair. Why do people always do this to me?’

Focus your attention and prioritise the issues where you can have the greatest influence and impact.

Agreeing to do things under duress leads to resentment and feelings of being overwhelmed. An important shift for me occurred with a slight change in the language I used.

Previously I would have responded to the request for a meeting with several excuses as to why I can’t/couldn’t meet with the teacher and then hearing an aggrieved response.

If the impact will be short term, provide a quick solution and then let it go. If the impact is more long term, the solution is worth a little more investment in time. If the issue has a

Now I use different language which informs the teacher that I won’t meet with her tomorrow but will meet with her at a time that suits both of us. I offer no excuses and it allows us both

to acknowledge our own and each other’s priorities. This may be a very small shift in language but it is a major shift in how I value myself and the work that I do. Until we acknowledge the importance of prioritising our work and demonstrate this to others, we will continue to allow others dictate how, when and where we spend our time and focus our attention.

‘Every oak tree started out as a couple of nuts who stood their ground.’

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LEADERSHIP+ The Professional Voice of Principals

Inclusive Education

Leading a Special School BREDA DOLAN

PRINCIPAL, ST JOSEPH’S SPECIAL SCHOOL, NEWCASTLE, GALWAY

I arrived in St Joseph’s Special School in September 1975, having just graduated from Mary Immaculate College. I was allocated a class of 14 pupils, some of whom were one year younger than myself. No pressure!

Though initially daunting, I soon realised that this was the place for me.

I was appointed principal in 1990. The school, established in 1964 to provide education for children with moderate general learning disabilities, has changed dramatically over the years.

Despite all the changes, I am proud to say that St Joseph’s has remained true to the ethos of its founding volunteers - to enable pupils to reach their full potential and live as independently as possible.

Though categorised as primary schools by the Department of Education and Skills (DES), all special schools provide education for pupils up to 18 years. In addition to the primary curriculum, Woodwork and Home Economics are taught in our senior school. Special emphasis is placed on Social Personal and Health Education throughout the whole school.

In 2006 the school programme was validated by the Further Education and Training Awards Council (FETAC), thus giving our pupils access to national certification and formal recognition of their learning. We are delighted that the National Council for Curriculum and Assessment is now developing programmes suitable for our cohort as part of the new Junior Cycle and we are currently sampling these programmes.

Of the 71 pupils currently enrolled, 30 have Autistic Spectrum Disorders along with their intellectual disability.

An eclectic approach, incorporating autism-sensitive teaching approaches, is used to accommodate individual learning styles. We are indebted to the Special Education Support Service and the Middletown Centre for Autism for the provision of professional

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development which is availed of by all teachers.

frequently

We pride ourselves on being a very inclusive school where personal achievements, no matter how small, are celebrated at morning assembly. We are the first special school to have received the Digital Schools of Distinction award thanks to the leadership of the deputy principal and the e-learning team.

St Joseph’s has a high profile in Galway, achieved by pupil participation in a range of activities including Special Olympics, Galway Community Circus, Green School and the Galway Autism Partnership. Such outreach activities give our pupils status and recognition in their community, which is further enhanced by shared activities with local mainstream schools.

The Christmas concert/ nativity play is the highlight of the season for many people in Galway and is always attended by the mayor, bishop and local dignitaries.

As principal of a special school, I have responsibility for leading and managing a large staff - teachers, subject teachers, SNAs, nurse, bus escorts, caretaker, secretary and housekeepers along with the administrative duties associated with multi-disciplinary teams and health professionals. Regular paediatric, orthotic and prosthetic, and dietetic clinics are held in the school to meet

the medical needs of the pupils. This level of responsibility is not reflected in the principal’s and deputy principal’s remuneration or in the number of allocated posts as this is determined solely on the number of full-time teachers in a school, in our case 14. The moratorium on promoted posts has resulted in the present situation where the management team consists of me and the deputy principal.

I have overseen enormous change in the make-up of the school, going from 7 teachers and one childcare assistant in 1990 to 14 teachers and 25 SNAs today. Whereas extra staffing is very welcome, the increase has been warranted due to the complex needs of pupils, the expanded curriculum, information and communication technology, legislative change and the ongoing development of special education. The changes in general are positive but have failed to take into account the burden of extra administration arising from human resource management and meeting the bureaucratic demands of the DES. It has become increasingly difficult to be a leader of learning in this context. The DES needs to take cognisance of the fact that, despite these changes, the pupil teacher ratio for special schools has not been reduced since the Special Education Review Committee (SERC) report of 1993. Furthermore, it needs to address the ad hoc approach to allocation of resources to special schools throughout the country, which

Our pupils enjoy all aspects of school life where they are enabled to grow in confidence and form lasting friendships with their peers. Their resilience and ability to overcome obstacles despite their disabilities is an inspiration to us all.

May 2016

results in some schools having subject teachers and extra SNA allocation while others cannot access these resources. In the interest of equity, I believe it would be preferable for pupils and school administration if therapists and healthrelated professionals were employed directly by the DES so as to focus exclusively on the needs of the school.

Our patron body Ability West a voluntary organisation funded mainly by the Health Services Executive provides essential support to me as school leader through administration of all financial matters. Since 2008 we have had an employee of Ability West as Chairperson of the Board of Management, which has been a very supportive and positive experience for me.

Breda Dolan retires at the end of this school year as Principal at St. Joseph’s Special School in Galway.

Breda has been a valued IPPN National Council member for many years and has never failed to highlight the challenges facing Special School principals and staff in a dignified yet determined way. She has been a true advocate for the Special School sector while remaining immensely proud of her own school, St. Joseph’s SS, which has thrived under her leadership. She has shared her expert knowledge and experience selflessly with colleagues and we wish her health and happiness as she begins this new chapter in her life.

From its foundation, parents had a central role in the school and this continues today. The school has a warm and welcoming atmosphere which gives parents confidence that all of their child’s needs are being met.

This is essential as many pupils travel long distances and, unlike mainstream schools, many parents don’t have daily access to staff.

Throughout my career I have been very fortunate to work with professional, experienced, and dedicated colleagues who without doubt are our greatest resource. Material resources are important but, at the end of the day it is the staff who make the difference, particularly so in the special school setting.

Our pupils enjoy all aspects of school life where they are enabled to grow in confidence and form lasting friendships with their peers. Their resilience and ability to overcome obstacles despite their disabilities is an inspiration to us all. The sense of celebration for the whole school is palpable when a pupil who has persevered at a task has finally acquired the skill. I consider myself privileged to have shared such moments throughout my career.

“It’s not what you do some of the time; it’s what you do most of the time that makes the difference” Photograph of Breda courtesy of Michelle in Senior 3 Class. The class is taking an advanced photography course courtesy of Miriam Jennings of Spectrum Photography. If you would like to contact Brenda, you can email her to or call her at 087 2272951.

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UPDATES I 29 April – Subject to final confirmation, the processing of vetting disclosures will transfer to the National Vetting Bureau I May – School Book Grant I May – It is expected that the NCSE will issue Resource Teacher Allocations & SNA Allocations in May as the application deadline was brought forward to February I 11 May – Final date for submission of appeals to the Primary Staffing Appeals Board for its meeting in May.

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DES CIRCULARS 0018/2016 - Further Extension to the ‘Grace Period’ for Superannuation Benefits in respect of Teachers I 0019/2016 - Further Extension to the ‘Grace Period’ for Superannuation Benefits in respect of Special Needs Assistants I 0020/2016 - Further Extension to the ‘Grace Period’ for Superannuation Benefits in respect of Clerical Officers and Caretakers employed in National Schools under the 1978/79 Scheme I 0027/2016 - Post 01 January 2011 and Post 01 February 2012 New I

I I

Entrants to Teaching – Recognition of Previous Public Service in another EU Member State 0028/2016 - Capitation and Ancillary Services Grants 0029/2016 - Grants administered

by Schools Division Financial to Voluntary Secondary Schools in the Free Education Scheme.

EVENTS 19 & 20 May - Deputy Principals’ Conference.

IPPN RESOURCES I 3 June – Final date to order your PIMS Inserts (Sections 1 – 3) on www.ippn.ie.

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May 2016

EDUCATION ABOUT RELIGIONS AND BELIEFS (ERB) & ETHICS IN THE PRIMARY SCHOOL PATRICK SULLIVAN

DIRECTOR OF CURRICULUM AND ASSESSMENT, NATIONAL COUNCIL FOR CURRICULUM AND ASSESSMENT, AND FORMER PRINCIPAL OF ARD RÍ COMMUNITY NATIONAL SCHOOL, NAVAN

A child’s experience of religions and beliefs, as well as their ethical development, can have a profound impact upon their personal growth.

And yet, there has never been a State curriculum in the areas of religions, beliefs or ethics for children attending primary schools. Currently, religious and ethical education is provided by the patron’s programme of the school, designed to underpin the ethos of these schools and which usually involves teaching from a faith-based perspective.

The development of a curriculum in Education about Religions and Beliefs (ERB) and Ethics is intended to be for all children attending primary school.

This teaching is entirely appropriate for children who practise and adhere to the same religion as the school patron. However, concern has been expressed for children of a different religion or belief background to that of the school, who may miss out on valuable learning in religions, beliefs and ethics. The development of a curriculum in Education about Religions and Beliefs (ERB) and Ethics is intended to be for all children attending primary school.

Of course, schools across Ireland have responded to this need by developing their own forms of inclusive and intercultural education. However, these schools have not been afforded the curriculum time or space to support these important practices. The development of a curriculum in ERB and Ethics will ensure that every child has access to structured, coherent and incremental learning in these areas; ensuring the good practices that

already take place in schools are recognised and supported.

THE CONSULTATION PROCESS The National Council for Curriculum and Assessment’s (NCCA) consultation on the proposals for a curriculum in ERB and Ethics ran from 3rd November to 31st March this year. The consultation saw an unprecedented volume of responses from teachers, parents and the general public; with 2,200+ questionnaire responses, 150+ written submissions and numerous engagements with various interest groups. NCCA also worked with casestudy schools collecting the experiences of children, parents, teachers, school leaders and Boards of Management. A final consultation report outlining the findings of the consultation will be published on in the summer term.

VOICE OF THE SCHOOL LEADER The voice of the school leader has been strongly represented in the consultation process. It has drawn attention to the unique composition of Ireland’s primary sector, current debates about school ethos and patronage, perceived curriculum overload and the moratorium on promotion in primary schools, as issues for consideration when proposing new initiatives in the primary sector. The conflation of these issues have provided additional sensitivities over and above the general cut and thrust of debates about curriculum change in Ireland.

BENEFITS FOR THE CHILD It is important to focus on the central questions for curriculum development; what should children learn, and for what purpose? These questions are at the heart of the development of a curriculum in ERB and Ethics.

identity and belonging by developing their self-awareness, self-confidence, self-esteem and, ultimately, their happiness. The curriculum will enable children to share ideas about the world, promoting relationships and friendships with those of different belief backgrounds. Through a child’s reflection on their own beliefs and values, and on those of others, they will grow in respect for themselves and others. A child’s active engagement in education for ethics will contribute to their awareness of the complexities of human behaviour and promote the development of skills and dispositions required to live and contribute, in a positive way, to a diverse society.

A child’s participation in this curriculum will help foster a sense of identity and belonging by developing their selfawareness, self-confidence, self-esteem and, ultimately, their happiness.

Religious practices and beliefs have changed greatly in Ireland in recent decades and continue to maintain a central role in many people’s lives, as evidenced by their prominence in public discourse. Our schools have been innovative in supporting children to develop as ethical beings and to understand the role of religion and beliefs in people’s lives, it seems appropriate then to provide time and space in the curriculum for this learning to continue.

A child’s participation in this curriculum will help foster a sense of 11

LEADERSHIP+ The Professional Voice of Principals

Giving children a voice in decision-making ANNE O’DONNELL

HEAD OF CITIZEN PARTICIPATION, PLAY, RECREATION AND CULTURE AT THE DEPARTMENT OF CHILDREN AND YOUTH AFFAIRS

Those of us who work with children know how wise they are. We are not surprised. We know that they have a truly valuable and unique contribution to make to our world.

In today’s world, children have a right to a voice in decisions that affect their lives. With the ratification of the UN Convention on the Rights of the Child (UNCRC) in 1992, Ireland, like almost all other countries, committed to ensuring that the voices of children and young people are heard and that their opinions are given due weight in matters that affect them.

The Department of Children and Youth Affairs (DCYA) has a dedicated Citizen Participation Unit, which has the lead national role in ensuring that children and young people have a voice in the design, delivery and monitoring of services and policies that affect their lives Ireland is the first country in Europe to have developed a crossGovernment National Strategy on Children and Young People’s Participation in Decision-making (2015-2020). This Strategy was launched in June 2015, and is a constituent of Better Outcomes, Brighter Futures: The National Policy Framework for Children and Young People, 2014-2020 (both available on www.dcya.ie).

The Department of Children and Youth Affairs (DCYA) has a dedicated Citizen Participation Unit, which has the lead national role in ensuring that children and young people have a voice in the design, delivery and monitoring of services and policies

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that affect their lives, at national and local level. It collaborates with other government departments, statutory bodies, schools and non-government organisations and is particularly committed to ensuring the inclusion of the voices of seldom-heard children.

positive about the experience. They love the opportunity to have their say.

They value the fact that their views will be in a report for the Government.

They enjoy the creative consultation methods.

The feedback from Principals and teachers is equally positive.

Getting children’s views The DCYA has an expert participation team, which has for many years consulted with children and young people on issues of national concern, such as mental health, living in the care of the State, alcohol use, Junior Cycle Reform, among other issues.

Children who have taken part in consultations are almost always very positive about the experience. They love the opportunity to have their say.

We needed a partner organisation that would enable our expert team to consult with young children under the age of 12. In 2011, we started working with IPPN and this has become a highly valued partnership. Some of our joint DCYA-IPPN collaborations include consultations with children on: I The Ireland 2016 National Commemorative Programme (2015 and 2016) I The development of the National Obesity Strategy (2015 and 2016) I Human rights for the Universal Periodic Review (2015) I The ideal qualities for the Ombudsman for Children (2014 and 2015) I The Digital Strategy for Schools (2014) I The development of domains and questions for the Health Behaviour of School-aged Children Survey (2012 and 2013) I The development of the National Policy Framework for Children and Young People, 2014-2020 (2011) I The Forum on Patronage and Pluralism in Primary Schools (2011).

Feedback from children and school Principals Children who have taken part in consultations are almost always very

Collaboration with IPPN With the help of IPPN, this month (May 2016) we will work with approximately 40 schools in consulting with children on after school care. A report of the views of the children will be submitted to the Minister for Children and Youth Affairs to inform the development of standards and policy on after school care.

In June 2016, over 100 children who took part in the Ireland 2016 consultations will attend the Ireland 2016 Children’s State Ceremonial in Áras an Uachtaráin. This event will commemorate the children who died in 1916 and present a report on the policy changes children want for the future of Ireland to the President, An Taoiseach and other Ministers.

Would children in your school be interested in taking part in consultations?

We would like to work with more Principals and schools across Ireland.

If you would like the children in your school to take part in future DCYA-led consultations or you would like more information about our work, please contact Elaine Masterson () or visit www.dcya.ie.

May 2016

John

RINGRIP REGINA HALPIN

DEPUTY PRINCIPAL, DIVINE MERCY SNS, BALGADDY, CO. DUBLIN

It is an honour to have been asked to write this tribute to John Ring, a friend, colleague, teacher and principal, husband to Clare and father to Niall, Conor and Cathy. In whatever role people came to know him John always came across as a genuine, caring and sincere person.

John and I began working together in September 1986 in the then newly-established Archbishop Ryan NS in Balgaddy. John had come from Scoil Lorcáin in Kilbarrack and it was my first permanent position. That marked the beginning of our thirty year professional collaboration and friendship.

From the beginning, John was a committed and dedicated teacher and he was passionate about education, in particular, educational disadvantage and lifelong learning.

John received his M. Ed. from St. Patricks in 2003 and encouraged others in their academic pursuits. He aspired to make our school a great place for pupils and teachers alike to learn and to work.

make us laugh, saying ”You may appear in my novel”. He established the annual Art Exhibition in the school and was foremost in introducing the Strings Programme and School Orchestra.

In recent years, John’s health was severely compromised.

He bore his problems with dignity and good humour and didn’t allow them to interfere with his work ethic, right to the time he was called for the long-awaited liver transplant.

John Ring, a caring and beloved family man, a cherished colleague and friend, will be missed by many but not forgotten by those of us who were fortunate enough to have known him.

Ar dheis Dé a anam dílis

From the beginning, John was a committed and dedicated teacher and he was passionate about education, in particular, educational disadvantage and lifelong learning.

John taught all class levels and then in 1990 he was one of the first cohorts of HSCL coordinators. He brought his enthusiasm for learning to the parents and the wider community of Balgaddy. During his six year tenure, he inspired and supported parents to complete the Junior Cert and Leaving Cert. He created a parents library, a drama group, a fathers’ club as well as supporting parents in a real and compassionate way.

John was a huge sports fan. A lifelong member of Naomh Barróg GAA club in his native Kilbarrack, he also played tennis, badminton, hurling, football, rugby and soccer, and ran the Dublin City Marathon three times. He was an active member of Cumann na mBunscoil and introduced cricket, rugby and table tennis to the school.

In 2004 he was appointed principal of Divine Mercy SNS when Archbishop Ryan separated into Junior and Senior schools and his leadership skills and qualities came to the fore once again.

John was a true Renaissance Man. He loved writing and had planned to write his memoirs when he retired and would

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LEADERSHIP+ The Professional Voice of Principals

Online safety

what part can you play?

MICHEL COLACI Primary school pupils are engaging with digital devices and social media at an increasingly younger age. This presents many positive learning opportunities, but also many risks.

Since not all parents are as enthusiastic or knowledgeable about Snapchat and Instagram as their offspring, children may take their first steps into the online world with very little adult guidance - if any at all.

Class lessons and extra-curricular events for children, and information seminars for parents, can enable them to get up-to-speed with the everchanging digital landscape and to equip them with the tools to parent in the digital age. Detailed guidelines, usage limitations and information about the positive use of digital technology could form the basis of a cohesive digital education policy.

How does the online behaviour of your pupils affect your school?

Aiden O’ Brien, Principal at Scoil Oilibheir in Cork, has this to say:

Relevant and up to date content Apps and other online technologies change their safety settings regularly and trends change quickly. It is therefore important to keep any policies updated.

The incredible advances in technology of recent years are exciting and present so many opportunities for learning in our schools. However, problems arise when inappropriate online actions taken outside of the school have repercussions within the school. It has been very worthwhile to use our school as a conduit for internet safety sessions for parents and pupils. It has been a positive step toward providing parents and pupils with the tools as well as the technical knowhow to ensure that children are safe online. We have noticed that actively involving parents means that the message of internet safety is reinforced in the home and the school.”

Who should educate and protect children? And how?

Educators can play a vital role in digital safety and well-being education, but responsibility should not be borne entirely by schools. Whilst it is the parents’ decision to equip their child with a powerful piece of digital technology, it is of benefit to all if the education is a collaboration between parents, children and schools, thereby ensuring a unified learning platform.

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For instance Facebook recently activated the “Facebook nearby” feature enabling users to share their physical location. There is also a growing trend of “rating profiles” on Instagram and apps such as ‘Hot or Not’, whereby pupils rate their classmates on their looks.? Parents and educators may not be aware that children as young as eleven

increasingly feel pressured into sharing explicit images online…a phenomenon that the ISPCC (Irish Independent, 11th February 2016) referred to as “a huge child protection issue”.

We all have a part to play in keeping our children safe, and a moral and social obligation to reverse some of these disturbing trends. Through preventative action and informed, relevant education, we can create safer online spaces for children.

QUICK TIPS ON DIGITAL SAFETY & PRIVACY:

Ensure social media account settings are private Keep personal information out of profile data Use sensible/generic profile images Use strong passwords

May 2016

New Members on the

IPPN Board of

DIRECTORS 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.

Responsibilities of the Directors 1. Commitment to the development and growth of IPPN and support for its values 2. Attendance at Board meetings - a minimum of eight meetings per year 3. Strategy development and planning 4. Monitor all activities to ensure they are consistent with IPPN’s vision and core values 5. Membership of sub-groups as requested 6. Represent the interests of the wider community of school leaders as opposed to those of a particular county or constituency.

We are delighted to welcome the following as new directors on IPPN’s Board. They bring a wealth of expertise and experience to the Board and we look forward to working with them in the coming years.

the opportunity to continue learning in a brilliant social setting.

valuable and powerful tool she has to support her in her role. The advice, resources and information available through IPPN make her daily challenges achievable. Denise believes in the continuous professional development for all teachers, especially whole school CPD to support up-skilling and collaborative learning within the school team.

KIERAN McCARTHY

DENISE WARD Denise has been Teaching Principal since 2009 at Scoil Mhuire Moynalty, Co. Meath, a small rural 5-teacher school with two SEN posts. The school is Ireland’s first Passive House energy efficient primary school building and it opened in 2012.

Denise is a Meath representative on the National Council and was co-opted to the Board of Directors in 2015. As a Teaching Principal, Denise believes that membership of IPPN is the most

Co-Founder and Partner of Audit & Advisory at Hughes Blake Kieran is founding Partner and Head of Audit & Advisory at Hughes Blake since 2005. His main area of expertise is in advising entrepreneurial owner managed and family business, as well as recovery solutions for businesses.

Kieran published his first book Family Business- A Survival Guide with the Chartered Accountants of Ireland in October 2014. Kieran is chairperson of the Ireland Health Foundation for the past four years, and is non-executive director to a number of companies assisting with strategic plans and governance.

The full list of directors and their bios are available on the About Us – Our People – Board of Directors webpage on www.ippn.ie.

PAT CONNAGHAN Pat has been principal of Acres NS, Burtonport, Co. Donegal, a 4-teacher Rural DEIS school, since 1998.

Having served as the National Council representative for Donegal for a number of years, Pat was co-opted to the Board of Directors at the end of 2015. He is a great advocator of principal support groups and set up a group in North West Donegal a number of years ago. Pat encourages principals, particularly in Donegal, to attend the annual conference and believes it is the major calendar event for a principal. He believes it informs, invigorates and provides principals 15

LEADERSHIP+ The Professional Voice of Principals

What predicts primary school principals’ job satisfaction and job-related stress school had emotional/behavioural difficulties reported higher stress levels than those in schools where such difficulties were less prevalent.

Furthermore, current discipline difficulties (as measured by the frequency of use of a range of disciplinary measures) were associated with higher stress levels.

A principal’s job has become increasingly demanding and complex in recent decades. While these demands have been acknowledged in the media, comprehensive research into principals’ levels of stress and job satisfaction that is based on nationally representative data has remained sparse.

An article published in International Journal of Educational Management in 2016, drawing on the large-scale Growing Up in Ireland study, shows that both job satisfaction and stress are associated with a number of individual and school factors.

The analysis, based on responses from primary school principals in 898 schools, reveals that levels of job satisfaction are high and those who are very satisfied with their jobs generally tend to report lower stress levels.

However, a sizeable group (27 per cent of principals) report high levels of satisfaction as well as feelings of stress. This may suggest that this group places a strong value on the nature of their job but that day-to-day conditions operate as stressors.

While job satisfaction does not vary by gender, age, location or school size, it does, however, vary by the length of time the principal has spent in the school, with satisfaction levels highest among recently appointed principals.

Job satisfaction declines after three years in the job but recovers somewhat thereafter. Not surprisingly, teaching principals were much less satisfied with their job than administrative principals.

Having better administrative support significantly enhanced job satisfaction, as did satisfaction with school facilities and the disciplinary climate in the school. Principals were also less satisfied with their jobs where teachers were seen as less open to new developments and where teachers provided less help and support to their colleagues.

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MERIKE DARMODY AND EMER SMYTH ECONOMIC AND SOCIAL RESEARCH INSTITUTE

While school location or size is not associated with principal stress levels, principals in very old school buildings had higher stress levels than other principals.

The stress levels of primary school principals did not vary by gender, although stress levels tended to be higher for principals over 40 years of age. Stress levels were significantly lower among those who had previous experience as a principal in another school; this experience appears to equip them for their current role and reduces the stresses involved. Stress levels were higher for those in the early stages of principalship, then dip after five years but tend to increase again after ten years in the post. Principals who had teaching duties had somewhat higher stress levels and stress levels were much higher among those who reported inadequate administrative support.

While school location or size is not associated with principal stress levels, principals in very old school buildings had higher stress levels than other principals. The composition and climate of the school was an important driver of principal stress levels.

Principals in schools where more than a quarter of pupils coming into the

Principals were also more likely to report feeling stressed where they considered that teachers in their school were less open to new developments and challenges.

The results of this study indicate that an overall majority of Irish primary school principals were happy with their job although a significant proportion experienced occupational stress.

However, a considerable proportion report being dissatisfied and feeling stressed. This is likely to have serious implications as the job-related stress of school principals is likely to impact on the school environment and pupils and teachers in the school. Role overload has been found to contribute to the job satisfaction of principals.

Combining teaching commitments with school leadership and administrative duties poses considerable challenges for principals in some Irish primary schools, highlighting concerns about the long-term viability of this dual role. In order to develop strategies to support school principals, it is essential to recognise the range of variables that impact on how principals perceive their jobs. In conclusion, these findings relate to principal perceptions in 2008. More recent waves of the Growing Up in Ireland study provide the potential to explore the impact of the recession on principal stress and satisfaction.

Darmody, M. and Smyth, E. (2016), Primary school principals’ job satisfaction and occupational stress, International Journal of Educational Management, Vol. 30 No. 1, 2016

May 2016

CPPN No, it’s not a typo!

2016 is an important milestone for IPPN. More than two decades ago, in response to overwhelming change in education, a group of principals sat together to discuss their school leadership role. This was a significant innovation at the time as principals worked largely in isolation and had no opportunities to meet as a group and learn from each other. They discovered that all principals were experiencing much the same challenges, regardless of the school context.

One of the early initiatives of this group was to organise a national conference of principals in 1994, the first of its kind. Having organised three national conferences in Cork for primary principals, the need for a more appropriate structure to support and represent principals became evident.

This led to the founding, at a meeting of Principals on March 19th 1996, of a formal new organisation called the Cork Primary Principals’ Network (CPPN), which had over 170 members.

Back Row (l to r): Jim Hayes, IPPN Founding President, Niamh Ní Mhaoláin, Dympna Daly, Orla Barry, Angela Lynch, Dan Leo, Michael Farrell, Máire Áine Uí Aodha, Seán Cottrell, Pat Delea, Fiodhna Ní Bhaoill, Íde Ní Dhubháin Front Row (l to r): Eilís O’Sullivan, Maria Doyle (IPPN President), Máire Roycroft

became obvious that a national network was needed, bringing together all principals, from all 26 counties. In 2000, CPPN was dissolved to become ‘IPPN Cork’, part of the new national Network of principals – the Irish Primary Principals’ Network.

On 9th April last, the founding members of CPPN met to celebrate its 20th anniversary and the origins of what became IPPN. We thank those principals who showed leadership at a critical time for education and also acknowledge all those who have given so generously of their time and expertise over the years to make IPPN what it is today.

In many respects, this development was a forerunner for what later became a national movement. It 17

REFLECTIONS LEADERSHIP+ The Professional Voice of Principals

If the Cap fits…

DAMIAN WHITE PRINCIPAL, SCOIL SHINCHILL, KILLEIGH, CO. OFFALY As a nod to the day that was in it, I put on an old tweed cap heading for Dublin on Easter Monday. The mirror was slightly unkind in its reflection. If I was a member of a ‘flying column’, it would have been with the catering corps at best. Michael Collins I certainly wasn’t, but hey - I could be Michael Healy Rae! I was alone in my own living room so I decided to ape the Kingdom’s great vote hoover with a pragmatic speech on the state of the nation.

‘I was below in the local secondary school at an open day’ I blasted in a mixture of Kerry, Offaly and Pidgin.

‘T’was seven years ago and we were trying to figure out where to send our first born for her second level education. A clever young student naturally called Michael - came to the microphone and spoke passionately about how good his school was and how he wanted more than anything to become a primary teacher.

“Good” says I. ”We need more chaps like him in our profession”. More than anyone else in the room that night, that young man convinced us to send our daughter to that school. The young man went on to Mary Immaculate College, graduated with an honours degree and was the first person from

his class to secure a full-time job. I’d gotten to know him a bit by then and every time I met him he impressed me more and more.

He came to me prior to his job interview for a bit of coaching and, to be honest, I learned at least as much from him.

When I saw him on Facebook, campaigning for restored pay levels for recently-qualified teachers, I was delighted to see him standing up for himself. He appeared in a daily paper wearing a t-shirt carrying a slogan with the same message.

Michael, you see, is on a little over €23k per year, driving a motor car and is living away from home. He is a brilliant teacher and a credit to his profession and someone who can be a leader in primary education in the next 30 years. He is also a young man who can look sideways at his old classmates from secondary school and see comparatively how they are getting on in their careers.

What is to keep that young man in teaching? What does the future hold for Michael and people like him? How will he relate to other colleagues lucky enough to be in the system long

enough to be earning more for the same job, on a scale that he can never aspire to? How will this be for Michael’s principal when he wants to reward his brilliance by handing him a really difficult class?’

I was frothing by now, looking around for my bearded brother for backup. It was then that I spotted my wife, my first born, and my subsequent ‘borns’ standing in the doorway, giggling.

“Are you coming to Dublin with us or are you travelling on the bonnet of a jeep” chided my long-suffering wife.

“Sure I’ll go with ye – I can’t afford a jeep” I said rather sheepishly. “Your friend Michael won’t ever afford one either”, chimed in my daughter, “Not on the teacher’s salary he’s facing.

After hearing you I’m glad training college isn’t on my CAO Application.”

‘Let’s go to Dublin and celebrate the teachers responsible for the birth of our nation’, I frowned, seeking to change the course of the conversation.

“Will we park and ride like we said we would” asked my youngest as I bolted the door, ever conscious of keeping rural crime at bay.

“That’s enough Luas talk,” says I, pulling down my cap to shield the spring sunshine.

On Your Behalf 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:

FEBRUARY I

IPPN Board of Directors Meeting

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CPSMA Conference

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Meetings with the Teaching Council and the INTO.

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3U Leadership Symposium, Maynooth

Presentation to final year students, Marino

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Wellbeing Working Group Meeting

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NAPD Wellbeing Symposium, Dublin

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CSL Mentoring programme meeting

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IPPN Board of Directors and National Council meetings

DES Information Session – Update on the Primary Online Database (POD)

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Focus group meetings with Deputy Principals.

Meeting with the directors of CSL and NAPD, Dublin

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Presentation at the CSL Mentoring training session, Athlone

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Meeting of the SSE Working Group in Dublin.

MARCH I

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APRIL I

20th Anniversary of founding of CPPN

May 2016

IPPN Position Papers

Administration Days for Teaching Principals As a body supporting principals in their professional and personal development and as a recognised Education Partner, IPPN has an obligation to highlight the increasing challenges faced by Teaching Principals and to make recommendations that will address some of those challenges, so that Teaching Principals may be enabled to focus on their core function – being leaders of teaching and learning.

The IPPN position paper Administration Days for Teaching Principals addresses the impact of workload on the ability of Teaching Principals to effectively lead and manage the teaching and learning in their schools and the impact of workload on their health and wellbeing.

THE ISSUE 60% of Irish primary principals are Teaching Principals.

Teaching Principals have two roles to fulfil. They have full-time duties as teachers, more often than not teaching in multigrade settings. They also have fulltime roles as school principals. It is clear that lack of time to deal effectively with their workload is having a negative effect on their ability to focus on leading teaching and learning. If we expect our school leaders to function effectively as leaders, then we must support them with sufficient time to do so. At our 2015 Conference, Dr. Philip Riley presented us with stark evidence that Teaching Principals die younger. Do we need a more convincing argument that the health and well-being of 60% of the school leaders in our country is at serious risk?

all principals, both administrative and teaching, was one administration day per week for Teaching Principals.

IPPN has consistently heard from Teaching Principals that one non-teaching day per week would have the most significant impact on reducing work overload.

IPPN recommends that the DES rescind PC25/02. In its place, a new circular recognising the emphasis in the Education Act (1998) on the learning, developmental, consultative and leadership aspects of the role of the principal should be published. This circular should provide: a) a minimum of one administration day per week for all Teaching Principals, to be taken at their own discretion b) provide for the establishment of a national panel of qualified

substitute teachers allocated to clusters of schools - to ensure adequate and consistent cover for Teaching Principals’ administration days c) provide for adequate administrative support for Teaching Principals.

In 21st century education, it is critically important that principals can focus on leading and managing the quality of learning in their schools. It is IPPN’s belief that the current situation of Teaching Principals is no longer sustainable. ‘There is proof beyond reasonable doubt that quality leadership and quality learning go hand in hand. It is time to strengthen this powerful bond through action’.

(Fullan, 2006) To read the full position paper and to see all other position papers published to date, log in to ippn.ie and go to the Advocacy – Position Papers webpage.

WHAT IS NEEDED? IPPN has consistently heard from Teaching Principals that one nonteaching day per week would have the most significant impact on reducing work overload. At Conference 2015, IPPN was asked by Minister for Education and Skills Jan O’Sullivan to prioritise areas for increased spending in future education budgets. When surveyed by IPPN, the top priority for

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LEADERSHIP+ The Professional Voice of Principals

January 2015

www.ippn.ie Latest resources 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.

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

RESOURCES DES CIRCULARS I 0012/2016 - Release Time for Principal Teachers in Primary Schools I 0017/2016 - Indemnity Declaration Form I 0018/2016 - Further Extension to the ‘Grace Period’ for Superannuation Benefits in respect of Teachers I 0019/2016 - Further Extension to the ‘Grace Period’ for Superannuation Benefits in respect of SNAs I 0020/2016 - Further Extension to the ‘Grace Period’ for

Superannuation Benefits in respect of Clerical Officers and Caretakers employed in National Schools under the 1978/79 Scheme.

decisions, planning prompts, research etc. This section will act as an online archive of E-scéals.

CPD & EVENTS SCHOOL POLICIES I Template for Recording bullying Behaviour I Annual review of Anti Bullying Policy Checklist PLANNING PROMPTS A new prompt is uploaded each week to this section, outlining activities that schools may wish to consider at that particular time of year. This section will act as an online archive of planning prompts, which are also issued via E-scéal.

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SUPPORTS Leadership+ I Leadership+ Issue 91 – March 2016.

PRINCIPALS’ CONFERENCE Principals’ Conference 2016 I See what you missed at conference by watching our 2016 Principals’ Conference videos of all our Keynote speakers and our conference opening ceremony.

I Presentation materials from seminar facilitator Siobhán Allen are available by clicking Seminars: I Incident Report Form 1 - Minor Incident I Incident Report Form 2 Significant Incident I Part 5 Child Protection - Guidelines for using and reducing restrictive physical interventions I Reducing Risks - Significant Behavioural Incidents.

E-scéals A new E-scéal is uploaded each week to this section, outlining key information that is relevant to school leaders – deadlines,

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Farewell to

Louise O’Brien Many of you will know Louise, who has been a key member of the IPPN Support Office team for over seven years. Louise has developed the role of Sales & Marketing Executive over the years and has made it her own. She has expertly managed the Education Expo at the Annual IPPN Principals’ Conferences for the past several years as well as trade exhibitions at other IPPN events, growing the number of stands year on year and exceeding the needs of principals and exhibitors alike.

presence. More than that, Louise has a wonderful way of engaging with everyone – members, colleagues, exhibitors, venue staff and everyone else she comes into contact with. She has certainly lived by, and enhanced, the way we like to do things – professional, with a light touch!

Louise is moving into an Event Management role in the UCC Academy and we wish her all the very best in this exciting new role. We thank her for everything she has done for IPPN – she She has brought huge professionalism will be missed. and enthusiasm to all her work, whether marketing advertising and sponsorship opportunities externally or developing IPPN’s social media

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And Finally…

Q&A

‘

QUOTATIONS

Rewarding outstanding performance is important. Mu ch more neglected is the equally important need to make sure that the underachievers don’t get rewarded. This is more painful, so it doesn’t get done very often .

Robert Townsend

yn, how do Teacher: Olw codile? you spell cro -K-O-D-I-A-L Olwyn: K-R-O g , that’s wron Teacher: No it is but you e b y a M : n y Olw w I spell it! asked me ho

’

Teacher: Oli via, what do you call a person who keeps on talk ing when people are no longe r interested?

Olivia: A tea cher. on omposition c r u o y , y rr a Teacher: B me as your a s e th y tl c a x ‘My Dog’ is e ? you copy his id D . s r’ e th bro ame dog. ". s e th ’s it , s is Barry: No M

Teacher: Ho w old is you r father, Cliv Clive: He’s s e even, sir Teacher: Ho w could he b e seven Cliv Clive: He on e? ly became a father when was born!

I the nal, what is Teacher: Do r? ula for wate rm fo l a ic m e h c KLMNO Donal: H I J lking at are you ta Teacher: Wh about? id rday, you sa Donal: Yeste ! it was H to O

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QUOTATIONS Children must be taught how to think, not what to think.

Margaret Mead, cultural anthropologist

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