Leadership+ Issue 94 September 2016

ISSUE 94 / SEPTEMBER 2016

+ Leadership THE PROFESSIONAL VOICE OF SCHOOL LEADERS

PLAN TO

SUCCEED

+ Leadership 4

Legal Diary

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Both Benjamin Franklin and Roy Keane said that if you fail to plan, you plan to fail.

Making a Difference

School Self-Evaluation June 2016 brought the first phase of school self-evaluation (SSE) to a close. In the course of our ongoing contact with schools during its implementation, many school leaders reported very positive experiences and outcomes.

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Ombudsman for Children

Supposing we all set a goal this year that our whole school community will be a happier, healthier environment, with more positive and better communication. How do we manage to achieve this?

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As Ombudsman for Children, Dr. Niall Muldoon leads an independent human rights institution that was established under the Ombudsman for Children Act 2002.

IPPN Engaging with you

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The Children and Family Relationships Act 2015 is an attempt to recognise the increasing diversity of family life.

Plan to Succeed

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THE PROFESSIONAL VOICE OF SCHOOL LEADERS

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The Board and Staff of IPPN have been working on a strategic plan for the next number of years, 2016-2020.

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

Editor-in-chief: Seán Cottrell 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 94 / SEPTEMBER 2016

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IPPN Autumn Meeting Schedule September– October 2016 County Network meetings are the essence of IPPN’s network and offer members the greatest opportunity to find support, share best practice and avail of practical CPD at a local level. County Network meetings are open to Principals and Deputy Principals. The Autumn meetings are of great importance. Each meeting is attended by one or more of IPPN’s Board of Directors. IPPN Board members are your elected representatives nationally. They carry much needed information to principal teachers while taking member feedback and priorities to shape IPPN’s programme of work for the coming year.

Please attend a meeting in a venue that is convenient for you.

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

12th September

13th September

14th September

15th September

WESTMEATH The Mullingar Park Hotel, 4pm

LOUTH Crowne Plaza, Dundalk, 4pm

MEATH Navan Education Centre, 4pm

WEXFORD Wexford Education Centre, 4pm

DUBLIN Redcow Hotel, 4pm KERRY Brehon Hotel, 4pm

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

19th September

20th September

21st September

22nd September

LONGFORD Longford Arms Hotel, 4pm

WICKLOW The Glenview Hotel, 4pm

CARLOW The Dolmen Hotel 4pm

TIPPERARY Anner Hotel, 4.30pm WATERFORD Waterford Teacher Centre, 4pm CLARE Clare Education Centre, 4pm

GALWAY Ardilaun Hotel, 7.30pm

TUESDAY

WEDNESDAY

THURSDAY

26th September

27th September

28th September

29th September

SLIGO Clarion Hotel, 4pm

LEITRIM Carrick on Shannon Education Centre, 4pm

CORK Oriel House Hotel, Ballincollig, 4pm LAOIS Laois Education Centre, 5pm KILKENNY Hotel Kilkenny, 4pm

MONAGHAN Monaghan Education Centre, 4pm

DONEGAL Clanree Hotel, Letterkenny, 4pm

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

3rd October

4th October

7th October

8th October

MAYO Mayo Education Centre, 4pm

OFFALY Tullamore Court Hotel, 4pm

KILDARE Kildare Education Centre, 4pm

LIMERICK Radisson Blu, 4pm

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ROSCOMMON Abbey Hotel, 4pm

MONDAY

CAVAN Hotel Kilmore, 4pm

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CHECK OUT WHEN WE’ R E IN YOUR AREA!

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

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June 2016

PLAN TO

SUCCEED Both Benjamin Franklin and Roy Keane said that if you fail to plan, you plan to fail. How well have you and your staff planned for the year ahead? So much of what goes on in school is cyclical by nature so it should be possible to plan ahead for most, if not all of the work in the school. Time spent scheduling and planning is time well spent. The schedule and plan for the year should be visible and referred to and updated regularly. When anything outside the plan happens, whether it is a notification of an inspection, a new circular, a new project the staff have suggested, or any other change, it should not be routinely added to the plan. Each new request needs to be assessed on its own merits first, and then its impact on the plan.

If there is one word that school leaders must adopt as their mantra, it is ‘prioritise’. Prioritising is not only about which items are more important, it is also about deciding the order in which projects and tasks of equal importance are done. While this may seem very challenging, IPPN has already put a lot of thought and research into how this can be done effectively. IPPN’s document Priorities for Principal Teachers – In Clear Focus divides all the work of the school into three sets of responsibilities in relation to children, staff, parents, Board of Management, external agencies, and strategic leadership: 1. Critical duties that should always be the direct responsibility of the principal 2. Duties which the principal could fulfil personally but, alternatively, could delegate to or share with other members of staff, the BoM or other relevant stakeholders 3. Duties that the school may collectively agree to de-prioritise for a time, as well as duties which the principal should not need to personally undertake.

School leaders are passionate about promoting high standards and getting the job done. However, we aren’t so good at saying no. It may take a bit of practise getting used to saying ‘That’s a great idea. However, we are already fully committed that week’ or ‘The school schedule has already been agreed for the current/coming school year’.

SEÁN COTTRELL AND MARIA DOYLE to set priorities. If you have not already made use of the document, we would urge you to do so. Priorities for Principal Teachers is recognised as a vital tool in the arsenal of school leaders and very useful for principals and deputy principals to support working together on school planning.

If there is one word that school leaders must adopt as their mantra, it is ‘prioritise’.

June and September can be pressure points in schools if priority planning is not in place. Is it worth considering whether some of this pressure and stress may have been avoided by looking in more detail at the schedule of events and how these are managed?

Do sports days or school tours have to take place in June? Should June and September be off limits for EPV days?

Challenging the status quo in these sorts of ways could open up opportunities to smooth out the school calendar, avoiding too many peaks of activity in any one month.

Any change that would relieve stress and pressure is worth trying.

In other words, ‘Do, Delegate or Deprioritise’! This is the first time that shape has been put on the role of principal, with clear guidance on how 33

The Children and Family Relationships Act 2015 The above Act was commenced on 18th January 2016. It is an attempt to recognise the increasing diversity of family life. It amends a suite of family law legislation to include the Custody and Guardianship of Children Act 1964.

The main provisions of the Act that concern schools are as follows:

if the person has shared responsibility for the child’s day-to-day care for more than 2 years. It will be possible for the court to appoint a person i.e. (grandparent) as a child’s guardian if that person has been responsible for the child’s day-to-day care for more than 1 year and if no parent or guardian is willing to assume the responsibilities of guardianship.

GUARDIANSHIP

DAVID RUDDY BL PRINCIPAL OF TALBOT SNS

A non-marital father will automatically become the guardian of the child if he lives with the child’s mother for at least 12 consecutive months, including 3 months after the child’s birth. This provision is not retrospective: only cohabitation after the commencement date will be taken into account.

A person other than a parent may become a child’s guardian. A person can apply to the court to be appointed as a child’s guardian if married to or in a civil partnership with the child’s parent or if s/he has cohabitated with the child’s parent for over 3 years and

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The powers of court-appointed guardians will generally be limited to decisions on day-to-day matters.

CUSTODY A parent’s spouse, civil partner or cohabitant of not less than 3 years will be able to apply for custody where s/he has shared parenting of a child for 2 years. A person can also apply for custody if s/he has parented the child for a year and if there is no parent or guardian willing or able to exercise the powers and responsibilities of guardianship.

LEGAL DIARY

A grandparent or other relative will be able to apply to court for custody of a child where s/he is an adult who has undertaken the child’s day-to-day care for more than 12 months and again no parent or guardian was willing or able to act as guardian.

ACCESS & MAINTENANCE Relatives of a child such as grandparents or those acting in loco parentis will be able to apply to have access to children more easily in the context of relationship breakdown.

The court can impose enforcement orders where a parent or guardian has been denied custody or access. These may include requiring that he or she get compensatory time with the child, that his/her expenses be reimbursed or that one or both parties attend parenting programmes, family counselling or receive information on mediation.

A maintenance responsibility may be imposed on a cohabiting partner for a partner’s child where the partner is a guardian of the child.

CIVIL PARTNERS A child co-parented by civil partners will have the same protections as are enjoyed by a child or family based on marriage. The court will be able to order a civil partner to pay maintenance for the support of a dependent child of the civil partners,

Prior to the 2015 Act, unmarried fathers were persistently excluded from constitutional protection. This was no surprise given that our Constitution of 1937 reflected social attitudes of the time. including where the child is the child of only one of the civil partners.

OBSERVATION Guardianship is a matter determined by reference to the circumstances of a child’s birth. The decisions reserved to guardians are decisions on the child’s place of residence, his/her religious, spiritual and cultural upbringing and on medical matters, placement for or consent to adoption of a child and on the issue of a passport for a child. A child can only have 2 guardians.

Prior to the 2015 Act, unmarried fathers were persistently excluded from constitutional protection. This was no surprise given that our Constitution of 1937 reflected social attitudes of the time. Now a range of persons actively supporting and rearing children may seek guardianship in certain situations. This can only have a positive impact on the lives and education of children.

Custody essentially means physical control and care. The rights of groups like grandparents have been greatly enhanced by this legislation.

Access is a right and duty of visitation, allowing the person with access to visit and communicate with a child on a temporary basis.

PARENTAL DISPUTES It is inevitable that parental disputes spill into school. One day a parent may claim that the other parent can no longer collect his/her children. In situations like this it is advisable to seek a copy of the court order giving this new power to the particular parent. Court orders can be temporary.

If you are not clear about the order, or think it has expired, seek a solicitor’s letter confirming the arrangements. A solicitor is an officer of the courts. If you find yourself under pressure to make a judgement call, defer your decision in order to seek advice.

THE ATTITUDE OF THE COURTS A child’s best interests will be the paramount consideration for the court in proceedings on guardianship, custody or access. School principals would be well advised to follow the same road map in relation to parental disputes.

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: LATE JUNE Maynooth Education Forum – ‘Dismantling ‘The Murder Machine’?

– Interrogating Cultures of Assessment’ – NUI Maynooth

Meeting with An Garda Síochána National Crime Prevention Unit re. bomb/other threats to schools Dublin

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Consultation meeting re. Pilot Project and Development of a New Model for Allocating Resource Teachers to Schools - DES Offices, Marlborough Street

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IPPN Administrative & Teaching Principals Summer Schools Leadership and Learning – Reviewing, Rethinking & Refreshing Practice

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Meeting with INTO re. Droichead, lack of substitute teachers, In-school Management - Dublin

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Brendan O’Keeffe of Mary Immaculate College – institutional review of the college.

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CSL Steering Group - Clare Education Centre.

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Centre for School Leadership Mentoring Programme/Celebration Event - Athlone Meeting with NAPD – re. CSL progress, aspiring leaders, wellbeing in schools, joint research project on The State of Irish Education, Inschool Management, school autonomy, the new primary language curriculum - Dublin

of CPSMA Séamus Mulconry to brief him on the key leadership and management issues in primary education - Maynooth

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AUGUST Headstart course for newlyappointed principals – Citywest.

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JULY IPPN Strategic Planning session Naas

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Ciall Ceannaithe - facilitation of online summer course

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Meeting with new General Secretary

SEPTEMBER IPPN Professional Briefing Day 2016, Citywest Hotel – speakers from the DES, key agencies, and Conor Cusack.

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REFLECTIONS LEADERSHIP+ The Professional Voice of Principals

Filtering DAMIAN WHITE PRINCIPAL, SCOIL SHINCHILL, KILLEIGH, CO. OFFALY A bugbear of all teachers is how the argument is always made for solving every known world problem by introducing a programme for schools. Diminishing whale numbers, care for donkeys, safe cycling practices, the medicinal properties of bog cotton and the dangers of overhead power lines represent a mere fraction of the hundreds of social, industrial, medical and societal issues that populate our in-tray, on the assumption that schools and teachers are waiting with bated breath for lesson plans extolling the virtues of their various campaigns.

The circus wants you to distribute €2 discount vouchers.

Fifteen summer camps want to hand out literature promising a week of fun and frolics. Comhaltas want the school for music classes. The chess-loving parent wants to share the joys of chess with everyone in the school. The local garage wants a colouring competition honoured, showing a picture of the new Ford Whopper on the front with the company logo prominently displayed. An enthusiastic Masters student wants to circulate surveys on mental or dental health. So many requests for a non-uniform day arrive that you consider holding a uniform day instead, to remind children what the school outfit actually looks like.

For those wishing to attract customers, increase club membership, evangelise, entertain or inculcate, the primary school is seen as raw meat, a breathing ground for their many and varied causes. Does your filter reflect your own biases when it comes to who gets the floor and who gets the door?

Every day now presents with one or more opportunities to distract from what is the school’s core business. While it would be easy to dismiss every intrusion into the planned day you were about to share with staff and children, it would also be naive. Local groups promoting healthy activities for mind and body - sports, drama, music and parish activities - should always be welcome. If it takes a community to raise a child, at least give the community some support in this venture.

School time-tabling at primary level has become as complex as at second level. With so many children entitled to resource teaching time and learning support, fitting this in with visiting coaches, choir practice, access to IT rooms or trolleys, as well as avoiding the withdrawal of children from core subjects can be the Spaghetti Junction of competing interests. Anything which messes with the school’s scheduling ecosystem can feel like a Brexit result, where all certainty is abandoned.

Several years ago, I was caught unawares one Monday morning by a gentleman who presented himself as an origami artist. His quick demonstration of his skills and insistence that he was providing free lessons had me running around gathering senior classes into one room for his performance.

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What followed was a breath-taking display of paper-folding and financial chicanery as his final masterpiece, with the children already in raptures, was followed by a seemingly innocent query as to who would like to have his book. Every hand shot up immediately and, before I could say “Rodney, you plonker” to myself, he had handed out a cheaplyproduced bunch of tatty sheets to everyone in the room, saying ‘You bring in €3 tomorrow. Teacher will pay me today.

Thank you boys and girls.’

Some children arrived with money the next day but most returned his shady offering, with the uncomfortable implication from a few of what I could do to make best use of our friend’s dodgy pamphlets! Perhaps I had the last laugh, making use of the newly-created IPPN network to warn others of the scam, while enjoying from their replies, the fact that I wasn’t the only one caught.

So how do we keep the support of the community, provide interesting learning opportunities and promote worthy issues whilst protecting the dignity of the school day? Start by asking what this will do for the children. Finish with the same question. Filtering will then look after itself. Perhaps we need a school programme on the matter!

September 2016

Ombudsman FOR CHILDREN DR. NIALL MULDOON

As Ombudsman for Children, I lead an independent human rights institution that was established under the Ombudsman for Children Act 2002 and has two core roles: I to promote children’s rights and welfare; and I to deal with complaints made by or for children about the actions of public organisations.

While people may be aware of the OCO’s work as a complaints-handling body, they may be less familiar with our work to promote children’s rights and welfare.

In fulfilling these roles, I am independent and directly accountable to the Oireachtas.

Since the Ombudsman for Children’s Office (OCO) was established in 2004, we have dealt with over 11,000 complaints, some of which have received considerable public attention.

While people may be aware of the OCO’s work as a complaints-handling body, they may be less familiar with our work to promote children’s rights and welfare. In this article, I would like to highlight elements of this work in order to illustrate the breadth of what we do.

In my role to promote children’s rights and welfare, I am required by law to do several things. Among my obligations is to advise Government on legislative developments affecting children.

Doing so is an opportunity to consider how proposed legislation may impact on children and to recommend how draft legislation can be strengthened in the best interests of children and

their rights. The area of school admission is one current example in this regard.

I am also obliged to raise awareness of children’s rights, including among children. The OCO has a rights education programme, which includes: I education workshops, which we deliver to children and young people visiting the OCO with their schools and youth services I an online platform called It’s Your Right (www.itsyourright.ie), which aims to raise awareness among children of children’s rights and to support teachers and others in their work to develop children’s understanding of children’s rights.

Our workshops and outreach activities are a valuable opportunity to engage directly with children and to learn about issues that concern them. This work complements our dedicated initiatives to hear and highlight children’s views, which have included a consultation with children on dealing with bullying in schools. In addition to informing the development of the 2013 Anti-Bullying Procedures for Primary and Post-Primary Schools, the OCO’s report on this consultation was sent to schools as a resource to assist work to address this complex issue.

We also run a seminar programme for postgraduates who are working, or who are planning to work, with children. Over 600 students pursuing qualifications in education, social work, social care and child protection have participated to date, including students from St Patrick’s College, Drumcondra and Marino Institute of Education.

highlight issues of concern and to pursue systemic changes that will strengthen the protection of children and their rights.

I would like principals and teachers to see the OCO as a resource in your work with and for children. We would be delighted to welcome your students to the OCO for a workshop.

I would like principals and teachers to see the OCO as a resource in your work with and for children. We would be delighted to welcome your students to the OCO for a workshop. I encourage you to use It’s Your Right in your work to educate children about rights. We are also available on Freephone 1800 202040 to discuss any concerns you may have about children you are working with. We appreciate when people contact us early as we are then better placed to engage to prevent problems from escalating.

Since my appointment, I have made links across the education system, including with IPPN, whose current work on emotional well-being I support. I look forward to further constructive engagement with you to see how we can work together in the best interests of children.

My complementary roles as Ombudsman for Children enable me to draw on the experiences of children, their families and professionals to

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LEADERSHIP+ The Professional Voice of Principals

DES STATEMENT OF STRATEGY 2016-2018 IPPN SUBMISSION GERALDINE D’ARCY IPPN RESEARCH & PUBLICATIONS MANAGER The Programme for a Partnership Government May 2016 sets out a number of proposals within eight areas of priority. The stated priorities are laudable, and few would argue that the aims outlined and the focus on measurement of outcomes are not important. However, in IPPN’s view, the plans don’t go nearly far enough, and represent a missed opportunity.

This is particularly true in terms of supporting and empowering school leadership, the very people who are needed to support, manage and implement all system change as it affects schools.

The DES’ Statement of Strategy 2015-2017 is impacting on the work of schools and other education settings, not all of it positive.

Conscious of the following powerful thought from Professor Fullan, IPPN works tirelessly to achieve our stated mission to ‘empower every Principal to be an exemplary leader of learning and inspire every teacher to lead every child’s learning’.

‘The principal is the nerve centre of school improvement.

When principal leadership is strong even the most challenged schools thrive.

When it is weak, schools fail or badly underperform.’

COHESIVE CHANGE MANAGEMENT There is very little detail about how the various proposals outlined in the Programme for a Partnership Government will be implemented, which gives rise to justifiable concern.

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The DES’ Statement of Strategy 20152017 is impacting on the work of schools and other education settings, not all of it positive. Given the significant investment involved, it is hoped that lessons have been learned in relation to the many issues that have arisen due to ineffective change management. For principals, the key issues are the exponential increase in their workload, as well as the poorlyplanned, relentless and concurrent nature of change in the sector.

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IPPN has repeatedly called for a Calendar of Reform, to take into account all the various initiatives already in the process of being implemented in the sector, before any further change is discussed in detail, agreed or scheduled. Future change needs to be cohesive, integrated, structured and, above all, prioritised and scheduled.

Successive ministers have confirmed their understanding of… the huge challenges facing primary principals. Yet most of the key priorities identified by principals to alleviate their overburdened role…do not feature in the Department’s plans

IPPN RESPONSE IPPN welcomes the following proposals and plans, many of which can be made within existing resources: I Increased capitation grant – at least a restoration to pre-Austerity levels I Clarity that no small school will be involuntarily closed and that there will be a review of appointment thresholds in very small schools I CPD for newly-appointed principals – development of a leadership pipeline, preappointment training and a revised appointment process are also crucial I Introduction of an additional ECCE year I Additional teacher CPD I Reduced pupil/teacher ratio at junior and senior infant level I Examination of SEN access and funding provision, including an extension of the July Provision programme

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Full implementation of the EPSEN Act Provision of additional NEPS psychologists Additional speech and language therapists - preferably directly employed by the DES Pool of experts to assist schools in the areas of finance, HR, IT etc.

Clarity around enrolment/ admissions policy Capital investment and eliminating the use of prefabs.

The following are interesting proposals, and we will review these areas in more detail to ensure school leaders’ needs are taken into account as well as maximum return on investment: I Measures to assist teaching principals I Allowing school management to decide on allocation of resources – training and ongoing support are vital to achieve this I The introduction of rolling 3-year grant to allow for planning I Expanding DEIS beyond the current scheme to ensure all those in disadvantaged settings can avail of the significant supports available and benefits of this successful initiative

June 2016

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Implementing diversity of parental choice in our school system, including the increase to 400 multi- and non-denominational schools by 2030 Utilisation of school buildings out of hours.

IPPN would have significant concerns about the following proposals, and will seek opportunities to discuss these further: I Schools Excellence Fund I Ombudsman for Education – significant duplication with the role of the Ombudsman for Children I Any proposed use of standardised testing data for the compilation of ‘league tables’ - while IPPN is very supportive of the need for openness and transparency as well as the importance of

assessment for learning, we would have strong reservations about assessment of learning being used to compare schools.

KEY OMISSIONS There are also some key omissions, particularly in relation to leadership and the stated aim to support ‘School leadership […] in identifying and introducing reforms that drive up educational standards’. Successive ministers have confirmed their understanding of, and empathy with, the huge challenges facing primary principals. Yet most of the key priorities identified by principals to alleviate their overburdened role (per our October 2015 submission Principals’ Priorities for Education Budget 2016) do not feature in the Department’s plans:

1. Minimum of one administration day per week for Teaching Principals 2. Improve the pupil/teacher ratio 3. Increase the Capitation Grant 4. Restore full resource hours 5. Restore middle leadership posts 6. Reduce the threshold for administrative principalship 7. Revise the staffing schedule for special schools 8. Dignified step-down facility for principals without loss of seniority/pension.

‘Unless commitment is made, there are only promises and hopes...’ Peter Drucker To see the full submission, go to the Advocacy/Submissions webpage on ippn.ie.

SCHOOL LEADERS’ PROFESSIONAL DEVELOPMENT PAT GOFF

IPPN DEPUTY CEO

As part of our membership engagement IPPN asked a key question ‘What would you like to achieve professionally over the next three years? The underlying sentiment was that ‘one size does not meet all needs’.

The answers were many and varied which to a large extent mirrors the size and types of schools from one-teacher to forty-teacher. The other underlying factor is where people are in their own professional lives. Some are newlyappointed, others are becoming more comfortable in their roles, while still others are firmly-established. Yet all acknowledge how complex schools have become and the unending pace of change. It is one of the chief reasons that IPPN is working to establish a ‘Calendar of Reform’ with our education partners.

The key elements that you have identified in terms of CPD: 1. Better work-life balance based on continuous personal and professional development 2. Management training 3. Leadership skills

4. Do both jobs well as a Teaching Principal 5. Time management 6. School leaders ( Principals & Deputy Principals) working together 7. Principals’ & Deputy Principals’ Conferences.

Newly-appointed principals value the Headstart programme in August, others enjoy the face-toface nature of the Summer School for teaching and administrative principals and the most popular of all, Ciall Ceannaithe.

Newly-appointed principals value the Headstart programme in August, others enjoy the face-to-face nature of the Summer School for teaching and administrative principals and the most popular of all, Ciall Ceannaithe.

IPPN is looking at the different models of content and delivery. We have worked closely with CSL, the Centre for School Leadership, in the past year. This work is ongoing for the next two years of the pilot. CSL has delivered a quality Mentoring Programme in the last year and this will continue to be rolled out to the remainder of school principals in the coming year. In addition CSL will have a Coaching scheme in place in the near future as well as a new programme for Aspiring Leaders. CSL will have a quality control remit for other CPD courses such as Misneach and Forbairt delivered by PDST. School leaders want access to a menu of CPD provision so that they can meet their individual needs. IPPN will continue to provide high quality leadership CPD both face-to-face and on-line. This CPD has to be tailored to meet the needs of very busy school leaders.

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LEADERSHIP+ The Professional Voice of Principals

PRINCIPAL IN PROFILE

Peter

LONG PRINCIPAL OF SCOIL ÍDE, CORBALLY, LIMERICK

‘Are you still there?’ is a question often asked of long-established principals. I suppose it’s because you’ve become part of the fabric of your school over years. Over the past few weeks I’ve watched butterflies raised from caterpillars, bottle rockets launched deploying parachutes, submarines submerged and surfaced, the fabulous work of Aistear, potatoes and peas harvested while pumpkins and sweet corn are planted. I’ve attended Assemblies with hosts of parents celebrating the life of our school. The excitement of learning delivered by a committed, collaborating staff is what fuels the daily work of our school.

Many people look at large schools and wonder how they function but at their core is a teacher and a class and on that relationship all else is founded.

Scoil Íde is a 795-pupil school with 43 teachers and 6 SNAs aided by an invaluable secretary and caretaker 200 metres from the Shannon in the suburbs of Limerick. It’s where I’ve worked since 1981 when I moved to Limerick to get married after two years teaching in the Marist in Athlone. I’ve been Principal since 1992. I became Principal preEducation Act, Revised Curriculum and the plethora of acronyms which dominate education.

It was the early days of ICT and myself and my now Administrative Deputy, Joe O’Sullivan, worked on the early BBC Acorn computers. This year a 5th Class group are tracking the astronauts on the Space Station using Python coding 1010

through Raspberry Pi, a group exhibited Capacitive Touch Technology at the Young Scientists Exhibition and we teach Scratch through the school. I’m really looking forward to one of our 5th Classes using BBC micro:bit processors this school year. BBC gave 1 million of these, free, to 11 year olds in the UK. Over the past number of years, we’ve put a much bigger emphasis on STEM in our teaching, not simply because it will be a huge part of the working lives of our children but because if you want to understand the modern world you will need a basic interest in and understanding of all that makes it function. Not having this knowledge is akin to being illiterate when Gutenberg invented the printing press - a whole world of knowledge is closed to you. It also gives tremendously exciting learning opportunities for children and teachers.

Many people look at large schools and wonder how they function but at their core is a teacher and a class and on that relationship all else is founded. I’ve always enjoyed the dynamics of our large school and found the innovation that results from the interaction of committed teachers invigorating.

Through allowing teachers to research and time to develop ideas we’ve seen great curricular innovation in science, technology, geo-literacy, cognitive acceleration in maths education and comprehension strategies instruction.

Of course a huge change in that time is the massive growth in collaboration between teachers. I’m keen on John Hattie’s work and am interested that he identifies teacher collaboration as hugely important for pupil and teacher development.

My early days as Principal were preIPPN and it was a lonely spot at times. I was involved at a very early stage in the Network at local and national level and I was Web Editor in the early days of the website and e-mail networking. It provided great opportunities to me for

professional growth. IPPN has brought a huge change to the working lives of Principals with support and advice a phone call away, opportunities to be mentored and to mentor, local support networks to exchange practice and the huge professional development involved in the annual Conference. The early struggles of IPPN to win recognition for itself are now history and largely forgotten but the institutional opposition to its growth was strong and to have become a logical and steady voice in the noisy education world is a great achievement.

So to answer the opening question the answer is yes, and still loving it.

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LEADERSHIP SUPPORT

Making a

Difference ANGELA LYNCH LEADERSHIP SUPPORT PROGRAMME MANAGER

Summer has flown by and we are back in school, starting afresh with many of the same children now at least an inch taller and a new crop of excited, anxious and sometimes tearful people of the new Junior Infant class (often the parents!). We look at those children, their eagerness and anticipation shining in their eyes.

We want to do the best we can for them, to make a difference to their lives. The parents want the best for their children. This is what we all intend at the start of another school year.

Supposing we all set a goal this year that our whole school community will be a happier, healthier environment, with more positive and better communication. How do we manage to achieve this? How do we ensure that the motivation to make that difference remains a primary focus throughout the year?

Parental Complaints Procedure.

Discuss with the staff, the Board and the parents the following ‘what if scenarios’: I What if a parent comes to me as a teacher with an issue or a concern about their child? How do I handle it?

I What if I as a parent have a concern about my child? What do I do?

I What if a group of parents come to me as principal regarding an issue with a staff member? What should I do?

I What if a parent comes to me, as Chairperson with an issue regarding their child? What should I say?

involved. As long as the lines of communication are made clear from the outset, and provided that each of the parties understands their role and responsibility, early and successful resolution is more likely to happen.

This is one area of potential conflict but preparing for it at the start of this year before a problem arises will be time well spent. There are other areas of potential conflict that I will consider in future issues but for now, you might take a first small step. Have the conversation with the Board of Management. Discuss with the staff.

Discuss with the parents. Make the Complaints Procedure available to all.

Most importantly, have those conversations soon.

I have often spoken about this type of scenario. If handled incorrectly, it can cause such conflict and damage to relationships, not to mention the stress and worry for the parties

“Take the first step in faith. You don’t have to see the whole staircase – just take the first step.” Martin Luther King Junior.

It may seem like a huge task, but as Mark Twain says ‘The secret of getting ahead is getting started. The secret of getting started is breaking your complex overwhelming tasks into small manageable tasks and then starting on the first.’

Often the things that matter most are the things we do least about. We often assume that as teachers we are good communicators. That may be so but faced with the unexpected, the difficult conversation, we tend to become tongue-tied, or worse, shoot our mouths off with the unconsidered or unkind word that we can never take back. We plan and prepare our lessons carefully. Can I suggest that you plan and prepare for these eventualities now before they arise, so that when they happen, and happen they will, you will be ready with a considered and measured response?

As a first step this year, consider the 11

LEADERSHIP+ The Professional Voice of Principals

One-teacher

SCHOOLS GERALDINE D’ARCY IPPN RESEARCH & PUBLICATIONS MANAGER

There are currently 32 one-teacher schools across 10 counties in the Republic of Ireland, predominantly in Galway (9), Mayo (6), Clare (5), Cork (4) and Donegal (3), with one each in Carlow, Leitrim, Roscommon, Waterford and Westmeath.

To date, current and past presidents of IPPN have engaged with the principals of all 32 of these schools. Combined with detailed survey responses from 17 of the principals, this has provided a very clear understanding of the rewards and challenges of teaching in and leading these schools, as well as the supports required to make a very challenging role more manageable.

These 32 schools represent a variety of types – with a mixture of vertical and junior schools; Catholic, Church of Ireland and ETB patronage; mainstream and special schools; girls, boys and coed schools; DEIS and non-DEIS; island and mainland schools included in the mix. Almost all (26) are led by women; most of the principals (80%) are under 50 years and two thirds work over 40 hours per week (a fifth work more than 50 hours per week).

The stark data provided in the survey is balanced by the rich stories that unfolded during the school visits. The data tells us unequivocally that the workload is unsustainable, that enrolments are generally falling in our smallest schools (65%), and that the lack of provision for child protection is a key concern. Ultimately, more than half of the principals surveyed (57%) said that one teacher schools are not viable. Six principals reported that closure or amalgamation was an option their school was already considering. Many others suggested it was not on the cards either due to resistance of the Board or a lack of willingness by other schools to amalgamate. Principals often feel unable to express their doubts about viability and educational benefits of 12

these schools, in case their loyalty to the community is questioned.

Child protection was a key concern for all of the principals, primarily the fact that they are often the only adult in the school for entire school days. This contravenes child protection legislation as well as health and safety policies – responsibility for supervision is constant - and exposes both the pupils and the principals to unacceptable risk.

While these principals try very hard to put provisions in place to provide continuity of learning and child protection, it can also be very difficult, particularly in remote areas, to get a substitute teacher to provide cover for administration days, sick leave, seminars, case conferences and the like.

While the number of one-teacher schools is small, and falling, it is unjust for those leading these schools to carry the workload and stress without the required supports. The principals tell us that what they need is for the following supports to be put in place: I A second adult full-time in the school (This could be a combination of classroom assistant, secretary and SNA) I One administration day per week with planned substitute cover I Planning templates in English and Gaeilge for one-teacher schools.

Another key factor is personal and professional isolation and the related concerns about adequately planning for and covering the full curriculum with up to 8 class levels, and the lack of guidance and support in this regard.

Substitute teachers often refuse vacancies for the same reason. In terms of other adults present in these schools, the principals report having part-time or visiting teachers on average 6.8 hours per week, with 9 schools having 5 or fewer per week. Most report having no SNA support, although a few have half-time or full-time SNAs. Secretarial support is available 10 hours per week

on average, although a number of schools have no admin support at all.

Most of the schools have no regular caretaking support, others have up to 8 hours per week.

Some principals reported a few benefits to teaching in a one-teacher school, including more attention given to individual pupils, positive relationships with the pupils, knowledge of the pupils, autonomy in decision-making and parental involvement. However, not all principals felt this was the case.

Any such benefits are outweighed by the negatives in any case. Chief among the challenges are (in weighted order): I Contingency cover when the principal is unavailable I Professional isolation I Child protection concerns / personal safeguards I Falling enrolments I Multi-grade Teaching, often of all 8 class levels I Others listed include lack of support from the Board, attempting to do extracurricular activities on top of everything else.

Principals highlighted the need for IPPN to: I Help one-teacher schools share resources they find useful for planning I Assist scoileanna sa Ghaeltacht agus Gaelscoileanna by translating key resources I Organise a seminar for one-teacher schools, with substitute cover I Facilitate networking among principals of one-teacher schools I Continue to promote an increase in administration days for teaching principals.

The information provided by the school visits and online survey is invaluable to IPPN as we seek to better support these school leaders and discuss their needs in detail with policy-makers.

LEADERSHIP+ The Professional Voice of Principals

IPPN engaging with you at the heart of school communities PAT GOFF The Board and Staff of IPPN have been working on a strategic plan for the next number of years, 2016-2020. Over the past year in particular we have attempted to do this in a number of different ways, including: 1. Open Questions at Autumn Meetings - results collated September/October 2015 2. Focus Groups throughout the school year with specific cohorts including Deputy Principals, Principals of one-teacher schools and new Principals 3. World Café held in July, with National Council, Board of Directors, IPPN staff and external guests discussing IPPN’s key goals 4. Direct school visits of one-teacher schools in June and July 5. Surveys – consulting with members on a wide variety of topics including Droichead, availability of substitute teachers, the role of Deputy Principal and inspection models.

IPPN’s aim was to engage with a large cohort of members and potential members to define their understanding of IPPN, membership requirements, needs, wants, etc. to address the requirements and expectations of the changing demographic of school leaders.

PROJECT OBJECTIVES: I

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To increase membership engagement and experience at a national level, with particular geographic areas being targeted To address the needs of the changing demographic Identify people who will professionally challenge IPPN and to incorporate succession planning for IPPN To achieve a higher standard of continuous professional development for exemplar principals To further define and enhance offerings to Deputy Principals and middle management.

IPPN DEPUTY CEO

AUTUMN MEETINGS In autumn we asked the following questions 1. Why are you a member of IPPN? 2. What do you value?

3. What should IPPN consider not doing/providing?

4. What should IPPN consider doing/providing?

5. What would you like to achieve professionally over the next three years?

6. How can IPPN help?

The areas identified as core business for IPPN were: to be a voice for principals; to support and to facilitate principals supporting fellow principals; Networking; Online Support and Principal Advice; Support Groups at local level; Planning Prompts and Resource Bundles; Conference. Many members also wanted more CPD, particularly with both Principals and Deputy Principals attending. The key messages in terms of representation were administration days for teaching principals and middle-management posts. Members also wanted IPPN to be strong in opposition to Droichead, and also to be mindful in welcoming new initiatives. Overall, the vast majority of members were very happy with the service provided by IPPN.

Membership engagement also involved doing a survey with our oneteacher schools and also following up this survey with a visit. A full report on this engagement is outlined elsewhere in this issue.

An area that was highlighted was that half of our membership, i.e. our Deputy Principals, do not get the same level of support as principals. A number of focus group meetings were held with Deputy Principals and these resulted in DPs designing their own survey and also in helping to plan the DPs conference. This was a welcome start in involving the Deputy Principals more in IPPN. Who knows, maybe we should contemplate changing our name to IPDPN (Irish Primary & Deputy Principals Network) - a debate for the Autumn?

Quite a few of the ‘elder principals’ remember a time when there was no IPPN and very little support for principals and deputy principals. About two thirds of all current principals and deputy principals were appointed in the last ten or so years. IPPN has been there to support you as a newly-appointed leader. Your role is constantly changing – IPPN also needs to evolve to meet your changing needs.

June 2016

SSE

School self-evaluation:

WHERE ARE WE NOW? DR DEIRDRE MATHEWS ASSISTANT CHIEF INSPECTOR, DEPARTMENT OF EDUCATION AND SKILLS, WITH RESPONSIBILITY FOR THE EVALUATION SUPPORT AND RESEARCH UNIT (ESRU) June 2016 brought the first phase of school self-evaluation (SSE) to a close.

In the course of our ongoing contact with schools during its implementation, many school leaders reported very positive experiences and outcomes.

Principals told us that they now have the language to engage in professional conversations about teaching and learning; some have indicated that teaching and learning is on the agenda of every staff meeting; others have it on the agenda of every board meeting.

Most importantly, many teachers have recounted how they have taken on board the views of pupils and others, and have made positive changes to their approaches to teaching. And some schools now have concrete evidence that the changes they made as a result of SSE have led to improvements in outcomes for pupils, including improved results in standardised tests.

September 2016 sees the beginning of the next phase of the SSE journey. The Department and the Inspectorate have listened carefully to feedback from school leaders, management, teachers and others directly involved in the SSE process. We know that SSE is not yet embedded in some schools. Even where feedback is positive, there are still challenges to overcome. We know too that regular school self-evaluations and external inspections are complementary processes that are key to maintaining the quality of our schools.

As we continue the SSE journey, we know that the Department and schools need to have a shared understanding of what good practice in schools looks like. While we have issued guides to explain our inspection models and to support SSE, you told us that you needed something clearer and more user-friendly. That is why we have now developed a quality framework for schools and published it in Looking at Our School 2016: A Quality Framework

for Schools. It is a simple and accessible guide to help school leaders, teachers and inspectors to make judgements about what is good in a school and what needs to be improved.

The quality framework contains two dimensions: teaching and learning, and

As we continue the SSE journey, we know that the Department and schools need to have a shared understanding of what good practice in schools looks like. leadership and management. Each dimension has four areas of practice, called domains. Each domain contains four standards, which state the qualities and behaviours that characterise good practice in that domain. These qualities and behaviours are described in more detail in the statements of practice that are linked to each standard.

Looking at Our School 2016 contains domains and standards for leadership and management. However, schools should continue to focus their selfevaluation on teaching and learning.

They are not required to engage in selfevaluation of leadership and management in the second phase of school self-evaluation (2016 to 2020).

School leaders told us that the teaching and learning framework published in the 2012 Guidelines was complex, and many schools didn’t use the quality framework, the criteria and the evaluative statements. We hope that schools will find the teaching and learning dimension of the revised quality framework less complex and simpler to use. The new statements of practice, expressed at two levels – effective practice and highly effective

practice – should help schools to make judgements about how to improve aspects of practice that they have prioritised for development.

We have also revised the Guidelines for School Self-Evaluation to make them more accessible. The 2016 Guidelines include the teaching and learning dimension of the quality framework, and provide guidance and direction on the process and how schools can continue their engagement with it.

Templates, checklists and sample questionnaires are now available on the website www.schoolself-evaluation.ie for ease of access and adaptation as relevant. School leaders have been generous in sharing their SSE reports and school improvement plans on the website, which also contains a range of video clips outlining how particular schools developed their SSE process.

Finally, we have published a new SSE Circular, 0039/2016, to replace Circular 0039/2012. This outlines what is required of schools over the next fouryear period, and provides greater flexibility than the 2012 circular, as requested by our education partners.

Schools may focus on two, three or four curriculum areas or aspects of teaching and learning in the period 2016-2020. The number will depend on the depth and breadth of the areas prioritised for improvement within the school’s own context. The circular also simplifies SSE reporting and recording requirements. And while schools will typically use the SSE process to introduce the Primary Language Curriculum, they are not required to do so.

What remains vital is that SSE becomes a means of changing practice in classrooms and other learning settings in order to improve learning for pupils.

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LEADERSHIP+ The Professional Voice of Principals

January 2015

CSL

Next Steps ANNA MAI ROONEY DEPUTY DIRECTOR PRIMARY, CENTRE FOR SCHOOL LEADERSHIP Mentoring The Centre for School Leadership is looking forward with enthusiasm to the second year of this leadership pilot. The main priority is the continuation of the Mentoring Training Programme which we are delighted to be rolling out countrywide.

It will take place in the venues where PDST facilitate the Misneach Programme - Portlaoise, Kilkenny, Ennis and Monaghan. Access to the programme is by application to the CSL website at www.cslireland.ie. The only criterion to become a formally trained CSL Mentor is to have five years’ experience as a principal or to be within two years of retirement. Two hundred principals have already generously given of their time to become trained CSL Mentors. The CSL Team was overwhelmed by the positive response to the programme from principals in the greater Leinster area.

They spoke about the collaboration and sharing of good practice and the importance of giving something back to the profession.

They believe providing support for newly-appointed principals is essential to building leadership capacity in the system.

While the training was oversubscribed by administrative principals, teaching principals found it more difficult to engage due to the ever-increasing pressure on their time and the lack of substitute availability last year. Yet, it is essential that teaching principals avail of the training to be in a position to offer real support to others in the same position. Substitute cover is available to attend the two one and a half day sessions. Training is from 4pm to 7pm on the first evening and continues from 9am to 3-30pm the next day.

Teaching principals can access substitute cover for both days.

Administrative principals can access cover for the second day. There is an

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extra shared learning day later in the year and further support days when the mentoring relationship begins in September 2017.

Mentors and mentees are matched by the CSL team using self-assessment forms from both. Mentees learn about the mentoring relationship on the new Misneach Programme which they access in August in advance of beginning in their new position.

We look forward to meeting you on the Mentor Programme during the year - all the details you need are on the CSL website.

PILOT PROJECTS IPPN is planning a pilot project on mentoring for deputy principals this year. It will be organised by IPPN in consultation with CSL. Cluster/Group Mentoring for principals will be researched by the CSL team, which will develop training in consultation with IPPN. This group mentoring system will be available to school leaders on their second year of principalship from September 2017.

COACHING Four hundred coaching places will be soon available for both primary and post primary principals. This is when professional coaches will help and support principals who are experiencing a particular challenge or those who need assistance to cope with the demands of the role. This service is by selfreferral and is confidential

to the person and the service provider only. Look out for the advertisements and details of how to access the programme which will be on the website and will arrive shortly in your school.

TORAÍOCHT The very successful Toraíocht course for aspiring leaders continues this year in Maynooth. Over the years, this course has been renowned for the high quality of CPD it provided for those interested in leadership. The CSL Aspiring Leaders’ Programme will replace this programme in September 2017. This is an eighteen-month course with content researched and developed by CSL in association with the education partners. Further details of the programme will be available when the tendering process is completed.

The team would like to express their gratitude to all the principals who have worked with them last year and those who participated in the Mentor Training. They would like to wish you a very successful and rewarding school year and look forward to meeting you in the near future.

June 2016

CYPSC IPPN and the Children and Young People’s Services Committees PADRAIG MCCABE PRINCIPAL OF ST MARY’S JUNIOR NS, CLONDALKIN, AND IPPN NATIONAL CYPSC COORDINATOR

There are currently 22 Children and Young People Services Committees (CYPSC) located within local authority, city and county council boundaries.

Their remit is to plan and co-ordinate services for children and young people aged between 0 – 24 years in their geographic area, to enhance interagency co-operation and to work to realise the five National Outcomes for children and young people as set out in Better Outcomes, Brighter Futures, the National Policy Framework for Children and Young People, 2014 2020.

Principals have long recognised the need for better co-ordination of services for children, indeed there are few professionals better placed to identify gaps in service provision.

Consequently the potential of Children and Young People’s Services Committees (CYPSC) was recognised from an early stage by IPPN, in particular by our past president, Gerry Murphy. As a result IPPN members were encouraged to become involved as key members of County CYPSCs. The reason for IPPN involvement is clear, as CYPSCs were established to: I Ensure the needs of children and young people are identified and addressed I Plan and co-ordinate services for children and young people in their local area I Ensure effective collaboration and interagency working

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Promote quality, evidence-informed planning and practice Optimise the use of resources, and Promote best participation practice.

Where a CYPSC has been effective, children and young people should experience improved access to, and a speedier response from local services.

Taking a more holistic approach should also lead to improved outcomes for individuals, groups and the wider population of children and young people.

Agencies and individuals involved on CYPSCs can also benefit through greater efficiency, greater involvement with service users, less duplication and by developing a better understanding of the various agencies and professionals who engage with children and young people. Indeed CYPSCs provide an excellent forum for networking at local level, as can be seen from the range of agencies involved.

These include Tusla, An Garda Síochána, County Councils, NAPD, HSE, Education Welfare Service, Education Training Boards, Local Partnerships, Probation Service, and organisations such as Barnardos, Jigsaw and Foróige etc.

Despite their potential it is fair to say that Principals who have been involved on CYPSCs have had varying experiences. This is to be expected given the range of agencies and individuals involved. All principals

involved with CYPSCs understand that it makes sense to have greater collaboration among services. Some describe how they developed a greater understanding of what was happening at local level and how other agencies operate, while others describe CYPSCs as ‘a great structure for improving services at local level’. In some counties CYPSCs were very successful in highlighting issues affecting young people and in working to address these, while in others CYPSCs promoted specific programmes aimed at young people. The lack of a co-ordinated approach and induction for IPPN representatives however meant that some principals have struggled to see the relevance of CYPSC, and their role on committees. IPPN is currently working to address this.

There are increasing expectations on schools to address all of society’s needs.

Schools are expected to cater for children’s educational, emotional, health, lifestyle, social, safety and attendance needs. CYPSCs, given the wide range of agencies involved, provide a forum to plan and co-ordinate services, to identify and address needs and ensure more effective collaboration among relevant agencies.

What happens in a child’s life between the years 0-24 has significant implications for schools and principals. It is for this reason that IPPN intends, through its representatives on CYPSCs, to continue being ‘the trusted voice for children and their learning’.

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LEADERSHIP+ The Professional Voice of Principals

Succeeding to leadership in Irish primary schools DR. ÉADAOIN MCGOVERN A national research project provided the framework for a comprehensive investigation of primary school leadership from the perspectives of Newly Appointed Principals (NAPs) in the field of practice. Many aspects of the principalship were examined along early career trajectories termed as aspiration, succession and transition phases of school leadership. A large scale survey, which was complemented using personal stories, presented a unique insight into the world of NAPs their motivation to lead, their preparation and development for the role, their recruitment experiences and transition and practice supports. In this article, I will focus on some of the findings relating to succession experiences on the pathway from teacher to leader.

Most NAPs confirm that they identified themselves with the role of principal early on in their teaching careers and that the decision to become a primary school principal is a considered one. The potential for long-term succession management therefore exists in our schools. It would seem, however, that leadership potential is not formally developed within our system and that leadership recruitment and succession planning operate on a largely informal basis in Irish primary schools. The absence of early career leadership development in the Irish system is notable when compared with other

ST. PATRICK’S COLLEGE, DRUMCONDRA.

jurisdictions, where an emphasis is being placed on leadership development in teaching. The research indicates that the recruitment of future leaders in primary schools depends largely on potential being identified and developed by serving principals, who recognise and promote leadership talent in schools. Experienced principals therefore play an influential role in the long-term sustainability of school leadership in practice.

In contrast with other systems, a principalship in Ireland is an indefinite contract and mobility across school contexts, though not impossible, is unlikely.

The greatest mobility, highlighted in the research findings, occurs when teaching principals move to administrative positions. There is strong evidence to suggest that NAPs regard a teaching principalship as a necessary stepping stone towards an administrative principalship and for many this pathway is part of a longterm career plan. Notably, for a specific cohort of NAPs who served as Deputy Principals (DPs), succession to principalship is far less likely to have been planned. A majority of former DPs report that they experienced some reluctance in taking up the position of principal and less than a quarter of DPs claim to have actively pursued the position to advance their careers. The requirement for DPs to fulfil the role of principal in the case of sudden or

unplanned departures is complicated by the fact that there are no mandated procedures for leadership handovers in schools. It appears that, although nothing impacts more greatly upon a school community than a change of leader, in Irish primary schools there is nothing less planned for. The study confirms this and demonstrates that the term ‘teacher on Friday and principal on Monday’ is potentially a practice reality within the Irish system. School leadership development is simply not a policy priority, and leadership succession and transition procedures are left to the discretion of incumbents and successors or to individual schools.

By failing to invest systemic attention on school leadership from the earliest stages of a potential leader’s career, schools are reliant on the divergent talents of individuals. Investment in school leadership is not prioritised and leadership development, recruitment and succession planning are witnessed as areas devoid of attention. These issues complicate the pursuit of sustainable leadership in schools, especially in light of the fact that, in Ireland, acceptance of the role of principal is a life-long career commitment.

If you would like to find out more, or view the research document, please email Éadaoin to eadamac@gmail.com.

CPSMA General Secretary The relationship that IPPN enjoys with CPSMA has always been valued and appreciated. As Dr. Tom Deenihan steps down as General Secretary it is appropriate that we acknowledge his commitment and enthusiasm as he moves on to pastures new. It has been a pleasure to engage with him over the past number of years.

Seamus Mulconry is the new General Secretary of the CPSMA appointed on 22nd June last. Seamus has broad 18

experience in public affairs, having worked as Policy Advisor to Damien English T.D., Minister of State at the DES and the Department of Jobs, Enterprise and Innovation in the last Government.

Seamus is also a former Executive Director of Philanthropy Ireland, the Association for Trusts and Foundations in Ireland and former Director of Public Affairs with Edelman PR. The Board of Management plays a vital role in every school. An effective Board

requires knowledge of the Law, Finance, HR, construction, health and safety and a host of other management issues. It is crucial that Boards get the best possible support and training from management bodies such as CPSMA in carrying out their role. We wish Seamus the best of luck in his new role and look forward to working in full cooperation with him in our shared endeavours in the leadership and management of our schools.

June 2016

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 SCHOOL POLICIES I Bomb Threats - Advice from An Garda Síochana.

RESOURCE BUNDLES I FAQs Contract of Indefinite DES CIRCULARS I 0034/2016 - Information in relation to Standardised Testing and Other Matters - Academic Year 2015/16 and Subsequent Years I 0035/2016 - Recruitment of Special Needs Assistants (SNAs) Supplementary Assignment Arrangements for the 2016/17 school year I 0037/2016 - Primary Online Database (POD) (A synopsis of this circular is also available) I 0038/2016 - Primary Online Database (POD) - Special Schools I 39/2016 - Continuing Implementation of School Self-Evaluation 2016-2020 Primary and Special Schools I 42/2016 - Public Service Stability Agreement 2013 – 2018 (Lansdowne Road Agreement) - Teachers - Review of Usage of Croke Park Hours – Amendment to Circular 0008/2011 I 46/2016 - Home Tuition Grant Scheme 2016/2017 - Special Education Component I 47/2016 - Direct entry (recruitment) grades (other than Teachers & SNAs) in the Education Sector (Post 1 January 2011 Entrants) Recognition of Previous Public Service in another EU Member State ·I 49/2016 - Post-1 January 2011 New Entrant SNAs– Recognition of

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Previous Public Service in another EU Member State 50/2016 - Home Tuition Grant Scheme 2016/2017 54/2016 - HSE Primary School Vaccination Programme 2016/2017

PLANNING PROMPTS I A new prompt is uploaded each week to this section

SUPPORTS PIMS 2016/2017 TEMPLATES I Section 01 - Today's Priorities I Section 02 - Monthly/Annual Calendar I Section 03 - Appointments Diary I Section 04 - Contacts I Section 05 - Teachers/SNA Absence I Section 06 - Principal/Deputy Principal I Section 11 - Caretaker I Section 14 - Parents I Section 16 - Parent Association I Section 17 - Board of Management I Section 18 - Staff Recruitment I Section 19 - IPPN Member Benefits I Section 20 - Treasurer/Finance/Grants LEADERSHIP+ I Leadership+ Issue 93 – June 2016.

E-SCÉALS I A new E-scéal is uploaded each week to this section.

ADVOCACY PUBLICATIONS I Principals and Deputy Principals' Health and Wellbeing – Report commissioned by IPPN and NAPD on the health, wellbeing and safety of Irish school leaders.

SUBMISSIONS I Submission to the Minister for Education & Skills re. Strategy for Education and Skills 2016-2018 (June 2016) I Submission to the DES Inspectorate re.

Curriculum Evaluation Model (June 2016)

Submission to the DES Inspectorate re.

Evaluation of Provision for Pupils with Special Educational Needs (SEN) (June 2016) I Submission to the JOC - School Meals Programme (Dec 2015).

An archive of submissions is also available on this webpage.

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POSITION PAPERS The following recent position papers are available to view on www.ippn.ie on the menu: I Reducing the Threshold for Administrative Principalship (May 2016) I Emotional Wellbeing in Primary Schools (March 2016) I In-School Management (March 2016 replaces Feb 2006 version) I Physical Education in Schools (March 2016).

An archive of position papers is also available on this webpage.

CPD & EVENTS DEPUTY PRINCIPALS’ CONFERENCE Deputy Principals’ Conference 2016 The following presentation materials were submitted by seminar facilitators: I Conflict - Managing the adult relationships in the school community - Angela Lynch I Defining the Role of the Deputy Principal & Shared Leadership - Áíne Fitzpatrick (DP) and Enda McGorman I Emotional wellbeing – making it the heart of the school community - Hilary McCarthy (DP) and Maria Doyle I Special Education & Managing SNAs Brigid Scully (DP), who also provided the following materials: G Care Needs and Targets for Annual Review and Transition G Personal Pupil Plan - EBD G Personal Pupil Plan - Autism.

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LEADERSHIP+ The Professional Voice of Principals

IPPN Position Papers

Emotional Wellbeing in Primary Schools Since 2009, depression and obesity among children has doubled and neglect has increased by 6%. In 2016, principals report that the greatest child welfare challenge is family issues such as marital breakdown and bereavement.

Given the prevalence of such issues in our primary schools, it is crucial that principals and teachers are equipped to identify problems and address them adequately. Yet 80% of principals feel ‘insufficiently trained’ or ‘not trained at all’ to identify mental health issues in children, much less adequately support them once they have been identified.

Children can present with a very wide range of issues on a spectrum of emotional wellbeing, from complete wellness on one end to suicidal at the other. While the supports available at the more extreme end are relatively well known, it is less clear where to go for help when a child displays distress or when there is dysfunction at home.

It is not teachers’ responsibility to deal with children’s mental health issues; only medical professionals have the relevant expertise and qualifications to do so. However, teachers do have a role to play. We can give children the language and the opportunity to express their emotions. We can create a school environment where it is safe for a child to talk to a teacher. Schools can

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actively plan and assess their work in this area through SSE. There are services and state programmes available to schools.

However, such supports and services are ad hoc and inadequate and they are not integrated. It is unclear to schools which services to engage with, when to engage and how to engage.

IPPN raised these issues at our Symposium on Emotional Wellbeing in Schools in Nov. 2015. We are members of the new Wellbeing for Teachers and Learners working group which includes NAPD, wellbeing ambassador Conor Cusack, the Ombudsman for Children, the Teaching Council, NEPS, and the DES Inspectorate.

IPPN RECOMMENDATIONS 1. Create an Action Plan for Emotional Wellbeing in Schools, from pre-school to post-primary, involving all key education stakeholders.

2. Map existing guidelines for emotional wellbeing and identify gaps in provision.

3. Develop a cross-sectoral continuum of supports and services for schools, to clarify which service to engage, for what type of issue, and how to go about it.

4. Develop a CPD programme on emotional wellbeing for teachers and for principals.

5. Review the national curriculum, ensuring that adequate time is given to personal development, emotional wellbeing and resilience.

Rebalance in favour of SPHE and PE. 6. Staff wellbeing is central to managing the emotional wellbeing of children. Personal development should be an integral component of a teacher’s CPD, beginning with pre-service education.

7. SSE and external evaluations to include a focus on school culture and emotional wellbeing for all.

Acting on these recommendations would collectively improve schools’ ability to support children to develop emotionally and to deal with issues that arise during their school years. While there is no desire to reinvent the wheel, there is a need to integrate services and supports and plug any gaps in provision. With the emotional health of everyone in the school community at stake, what could be more important?

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

And Finally…

RULES FOR STUDENTS

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QUOTATIONS

If your actions inspire others to dream more, learn more, do more and become more, you are a leader.

’

John Quincy Adams, US President 1825-1829

Rule No. 1: Life is not fair. Get used to it.

Rule No. 2: The real world won't care as much about your self-esteem as much as your school does. It'll expect you to accomplish something before you feel good about yourself.

This may come as a shock.

Rule No. 3: Sorry, you won't make $40,000 a year right out of high school. And you won't be a vice president or have a car phone either.

Rule No. 4: If you think your teacher is tough, wait 'til you get a boss. He doesn't have tenure, so he tends to be a bit edgier. When you screw up, he's not going to ask you how you feel about it.

Rule No. 5: Flipping burgers is not beneath your dignity. Your grandparents had a different word for burger flipping. They called it opportunity. They weren't embarrassed making minimum wage either.

Rule No. 6: It's not your parents' fault. If you screw up, you are responsible. This is the flip side of "It's my life," and "You're not the boss of me," and other eloquent proclamations of your generation.

Rule No. 7: Before you were born your parents weren't as boring as they are now. They got that way paying your bills, cleaning up your room and listening to you tell them how idealistic you are.

Rule No. 8: Your school may have done away with winners and losers. Life hasn't. In some schools, they'll give you as many times as you want to get the right answer. This, of course, bears not the slightest resemblance to anything in real life. (See Rules 1, 2 and 4.)

Rule No. 9: Life is not divided into semesters, and you don't get summers off. Not even Easter break. They expect you to show up every day. For eight hours.

Rule No. 10: Television is not real life. Your life is not a sitcom.

Your problems will not all be solved in 30 minutes, minus time for commercials. In real life, people actually have to leave the coffee shop to go to jobs.

Rule No. 11: Be nice to nerds. You may end up working for them.

We all could.

Rule No. 12: Smoking does not make you look cool. It makes you look moronic. Next time you're out cruising, watch an 11-year-old with a butt in his mouth. That's what you look like to anyone over 20. Ditto for "expressing yourself" with purple hair and/or pierced body parts.

Rule No. 13: You are not immortal.

Rule No. 14: Enjoy this while you can. Sure parents are a pain, school's a bother, and life is depressing. But someday you'll realize how wonderful it was to be a kid. Maybe you should start now.

You're welcome.

Charles Sykes - "Dumbing Down America"

‘

QUOTATIONS

le A common mistake that peop ething make when trying to design som completely foolproof is to underestimate the ingenuity of complete fools.

’

Douglas Adams, Novelist Galaxy The Hitchhiker's Guide to the

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