Leadership+ Issue 11 May 2002

IPPN CONTACT DETAILS Mr. Jim Hayes, President, IPPN, Scoil Oilibhéir, Ballyvolane, Cork.

Tel: 086 856 1466 email: president @ippn.ie Tomás Ó Slatara, P.R.O/Editor, IPPN, S.N. na Gráinsí, Cluain Meala, Co. Thiobraid Árann.

Tel: 087 648 6801 email: pro@ippn.ie Seán Cottrell, National Director, IPPN, Penrose Wharf, Cork.

Tel: 1890 21 22 23 Fax: 1890 21 22 24 email: director@ippn.ie IN THIS ISSUE PHOTOS FROM CONFERENCE 2002 “EVERYTHING THAT ARRIVES ON YOUR DESK SHOULD BE BINNED UNLESS THE CHILDREN BENEFIT FROM IT” NAHT NATIONAL PRESIDENT NEXT ISSUE JUNE 02 REPORT ON A.G.M. CONSTITUTION UPDATE LIST OF NEW NATIONAL COMMITTEE MEMBERS AND IPPN EXECUTIVE REPORT ON ANDY HARGREAVES SEMINAR REPORT ON DEPUTY PRINCIPALS’ WORKSHOP CONFERENCE REPORT 21st CENTURY PRINCIPALS 21ST CENTURY SKILLS MICHAEL FARRELL ADMIN. SEC. UCC

Irish Primary Principals’ Network May 2002

Líonra Príomhoidí Bunscoile Éireann Issue 11

A Phríomhoide agus a Phríomhoide Tánaisteach, AGM: History will be made when the AGM of the first fully elected National Committee of IPPN takes place on Friday the 31st of May in the Corrib Great Southern Hotel in Galway.

CONSTITUTION: Since our official launch on the 10th of February 2000 a group of Principals, in consultation with the National Committee, have drafted IPPN’s constitution. Under the guidance and direction of Mr. David Ruddy, IPPN’s Legal Advisor, we are now poised to ratify this constitution at our first AGM. Once ratified a copy of the IPPN constitution will be placed on our website.

COUNTY/NATIONAL NETWORKS: Meanwhile 26 county network meetings have been held in the last two months to put in place a steering committee and elect two representatives to the national committee. This transparent democratic structure empowers IPPN to continue to promote the professional and personal development of Principals and Deputy Principals and to represent school leaders at national level on the key professional issues affecting all our schools.

SEMINARS: As primary education continues to evolve and undergo constant change, the effective representation of school leaders and the continuous promotion of their professional development will be vital to the health of primary education. The excellent seminar facilitated by Dr. Andy Hargraves in Dublin on April 17th and the forthcoming workshop for Deputy Principals in Galway on May 30th are examples of the value gained from taking ownership of our own professional development and taking time out to ‘sharpen the saw’.

REPORT: Hay Management consultants are due to report on their profiling of the role of Principal Teacher this summer. This process will lead to a major refocusing on the role of Principal, considering such issues as recruitment, induction, professional development, accountability, barriers and resource requirements. Consequently other key roles, namely Deputy Principal and Chairperson BOM will require systematic analysis and profiling if improvement of the lot of Principal is to be achieved.

FUTURE: Remember it is only through school leaders taking ownership and responsibility for their own future that we can hope to increase the level of aspiration towards the role of Principal and restore decent levels of job satisfaction for those who hold the position.

Is mise le meas, Seán Cottrell.

IPPN STATEMENT OF SUPPORT

The Irish Primary Principals’ Network is very concerned that Mr. Tomás Ó Dúlaing, Príomhoide, Gaelscoil Thulach na nÓg , Dunboyne, is under temporary suspension by the school Board of Management for trying to deal honestly and openly with a matter of professional concern to himself, his staff and parents.

We offer our wholehearted professional support and encouragement to Mr. Ó Dúlaing in this very trying and difficult situation. IPPN feels strongly that every possible effort should be made by all the “Partners in Education” to find a resolution to this issue that does not involve the extreme measure of removing Mr. Ó Dúlaing from his post as Principal.

Seán Cottrell, National Director, Tomás Ó Slatara, P.R.O.

NABMSE The National Association of Boards of Management in Special Education (NABMSE) represents and promotes the interests of special schools and mainstream schools with special needs students. NABMSE is recognised by the Department of Education & Science as a partner in the education process and in addition to meeting with Department of Education & Science officials, NABMSE also meets with CPSMA, INTO, NPC and the Federation of Voluntary Bodies on matters of joint concern. NABMSE is represented on the NCCA, currently advising on the new curriculum for students with special needs.

Arising from our Annual General Meeting in November, NABMSE is working on behalf of it’s members in the areas of Board of Management training, bus escorts, conditions for Special Needs Assistants, the length of the school year for certain groups of students, the Council for Special Education, shortage of teachers and health professionals, challenging behaviour, the establishment of a permanent secretariat for the Association, revision of the NABMSE Constitution.

The members of the Executive Committee are elected each year at the Annual General Meeting and serve in a voluntary capacity. The strength of an organisation depends on its number of members. Membership is open to all Boards of Management of schools with special needs students.

The fee is: Special schools - ¤76.00 and special classes - ¤38.00. Schools wishing to apply for membership of NABMSE may contact: Aileen Broderick, Hon. Secretary, St. Laserian’s School, Dublin Road, Carlow, 0503 424601, Antoinette Buggle, Chairperson, Killybegs, Prosperous, Co. Kildare, 045 868032, or Patricia McCrossan, Treasurer, CRC School, Vernon Avenue, Clontarf, Dublin, 01 8057430.

MENTORING NEW PRINCIPALS In the current school year more then one hundred newly appointed Principals have availed of the IPPN mentoring service. Between one and two hundred newly appointed Principals will take up their posts during the coming summer months. IPPN intends to offer an improved service to these Principals during the first year of their appointment. In September, IPPN will run a one-day seminar for ‘Mentor Principals’. If you would like to be a mentor to a newly appointed Principal please contact the IPPN office at 1890 21 22 23, or by e-mail at info@ippn.ie with your name, school, address, telephone numbers, and e-mail address.

Principals who act as mentors should satisfy the following criteria: At least 5 years experience as Principal Familiar with the broad issues of school management A good listener Totally confidential Approachable Professionally generous with one’s time and experience Have ‘street cred’ with fellow Principals.

If you believe you satisfy these broad criteria and would like to be available to assist a newly appointed Principal, please contact us.

EXTREME CONFLICT / WORK RELATED STRESS Although in a minority, there are nonetheless, a significant number of Principals/Deputy Principals suffering from severe levels of stress arising from work related conflict and crisis situations. One of the most important services IPPN provides for members is the confidential professional advisory service for those encountering extreme levels of pressure and stress arising from their role. Currently twelve Principal Teachers have volunteered their services to confidentially support people through difficult times. Principals and Deputies wishing to avail of this advisory service should contact IPPN at 1890 21 22 23.

SCHOOL CALENDAR - STANDARDISATION? Many Principals have enquired about the possible standardisation of the school calendar year. Much staff time can be spent on deliberating over the merits of one week as opposed to another for mid term break, etc.?

Advance planning of mid term breaks already takes place in many schools in deference to the wishes of parents and teachers planning for family and holiday arrangements. The prior co-ordination of mid term breaks between Primary schools and Secondary schools should be given fullest consideration as it is in the best interest of parents, children and teachers (frequently parents themselves). The Primary Curriculum In-Service and School Planning Days are likely to continue for many years to come, the co-ordination and standardisation of term beginning and endings, mid term breaks, etc. would minimise the frustration for all concerned.

The following are some suggested dates for next year for those interested in such forward planning: Term One Beginning 02/09/2002 Mid Term Break 28/10/2002 to 01/11/2002 Ending 20/12/2002 Term Two Beginning 07/01/2003 Mid Term Break 10/02/2002 to 14/02/2003 Ending 16/04/2002 Term Three Beginning 28/04/2003 Ending 27/06/2003 WELL WORTH DROPPING IN ON ANY OF THE FOLLOWING www.nzpf.ac.nz www.appa.asn.au www.naesp.org www.eun.org www.epsa.org THE FOLLOWING QUERY LINES ARE PROVING VERY POPULAR insurance@ippn.ie legal@ippn.ie sdp@ippn.ie [School Development Planning] curriculum@ippn.ie finance@ippn.ie specialed@ippn.ie Access to these query lines is through www.ippn.ie/mailinglists

www.naht.co.uk

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COMMERCIAL PROMOTIONS AND ADVERTISING In recent years there has been an inordinate increase in the number of organisations and companies wishing to promote their products and services through schools. In response to requests from Principal Teachers for guidance in this regard, IPPN recommends that schools should not facilitate outside agencies, commercial bodies, etc. to promote their products and services through children. The collection of stickers, tokens and vouchers as a pre-requisite to entering competitions, (with sometimes dubiously attractive prizes), is frequently nothing more than another form of sales promotion and marketing. Many schools have established very effective local partnerships with shops and businesses which can be professionally and ethically acceptable and beneficial to a school but which do not require children to encourage their parents to buy products in a particular store etc.

CHARITIES-WHAT IS YOUR POLICY? One IPPN member received 43 separate requests for support of individual charities last year! Schools have for many years been the bedrock of fund raising for a lot of charities, at local, national and indeed international levels. When it is a really good cause, it’s very difficult sometimes to say “No” to the person who comes to your door and asks for your support. However, as school leaders, we have to ask ourselves where in our list of priorities does fundraising for charity come? How many charities is it reasonable for a school to support? Is it a school’s core business?

One of the schools contacted in the last few weeks about this matter had developed a policy which seemed to be rooted in a lot of common sense. Every three years the school chooses two charities, which it will support for a three-year period. Each adult member of staff nominates the charity of his or her choice. A simple ballot is conducted and the chosen charity is supported over the following three years. Similarly, the children of rang a sé are invited to nominate the charity of their choice which is supported for the following three years. In both cases, staff and children are encouraged to select charities that have a child and/or educational focus. This policy is communicated to parents and is used as a justification for not supporting additional requests for charity support.

Think about it! Put your views on networking@ippn.ie or drop a line to the IPPN office.

DEPUTY PRINCIPALS’ SEMINAR IPPN is facilitating a seminar for Deputy Principals in Galway on the 30th of May. The workshop will involve an examination of current/past practice regarding the role of Deputy Principal, discussing the existing guidelines and academic theory surrounding the role of Deputy Principal and the establishment of a framework and timescale towards re-evaluating the DP’s role in effective in-school management.

Members of the Leadership Development for Schools Initiative (LDS) will participate in the workshop with a view to identifying the professional development and training needs of Deputy Principals in the context of their new initiative.

This is probably the first ever initiative at a national level to examine the role of Deputy Principal of a primary school.

It is most encouraging that the 100 places at this workshop have been oversubscribed considerably, indicating clearly the desire amongst Deputy Principals to focus on their professional development and take increased ownership and responsibility for their management role.

DEPARTMENT OF EDUCATION AND SCIENCE PRIMARY BRANCH CIRCULAR TO BOARDS OF MANAGEMENT AND PRINCIPALS OF NATIONAL SCHOOLS - IPPN The Minister for Education and Science, Dr. Michael Woods, T.D., recently granted recognition to the Irish Primary Principals’ Network as a professional body for Principals in primary schools.

The organisation will be given representation on appropriate groups and committees under the aegis of the Department of Education and Science. Following consideration of representations made to the Department, I am directed to inform you that the cost of membership subscriptions to the new Network is an appropriate charge on school funds.

Accordingly, individual school management authorities may, if they wish, meet this cost from funding advanced by the Department towards the school’s operating costs.

DO YOU WANT TO STAY UP TO DATE WITH THE LATEST IN EDUCATION . . .

Would you like an opportunity to pose questions and raise issues?

Engage in professional dialogue with hundreds of colleagues?

Participate in an on-line community of school leaders?

Share good practice, resources, and innovative ideas?

Dermot Ryan, Principal Officer, April 2002.

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IF YOU ANSWERED YES, YES, YES, YES THEN SUBSCRIBE TO NETWORKINGIPPN.IE Accessible free of charge through www.ippn.ie Each e-mail is virus screened.

networking@ippn.ie

“EVERYTHING THAT ARRIVES ON YOUR DESK SHOULD BE BINNED UNLESS THE CHILDREN WILL BENEFIT FROM IT” - NAHT NATIONAL PRESIDENT Report by Damian White, Offaly The key-note address of Permanent Secretary of the Department of Education, Mr. Gerry McGinn, to the AGM of the National Association of Head Teachers (N.I.) looked generally at the changing demographics and employment trends in Northern Ireland. However, the feeling amongst delegates at the AGM and Conference was that his contribution was aspirational rather than concrete and that the burning issues regarding salary were not properly addressed. Most felt that the single most important item for discussion was the heightening of industrial action in support of the restoration of salary differentials.

Sue Sayles National President of NAHT 2001-2002

Much anger was expressed from the platform and the floor at the 24-month delay since the publication of the 2000 Salary and Conditions of Service determination, during which time no progress at all has been made in relation to the salaries of Principals and Vice-Principals.

The Regional Council of NAHT are set to escalate industrial action to include non-cooperation with the employers and the Department in a long list of areas including: Annual Statistical Returns, Audit Surveys, arrangements in relation to ancillary staff, handling mail, Key Stage Assessments, additional teaching and supervisory duties.

Vice-Principals: In addition, Vice-Principals who now find themselves earning similar or lower salaries to their teacher colleagues, will only work similar hours to those of a classroom teacher until the issue is resolved.

Familiar Topics: This year’s conference marked a change in format from previous conferences with discussions on topics of interest, which had arisen at local Association meetings replacing the adoption of formal resolutions. Hence, lively debates ensued on a number of hauntingly familiar subjects - the inclusion of pupils with emotional or behavioural problems in mainstream schools, the conditions of service for the Teaching Principal, funding for Primary Schools and the recognition of the management role of Vice-Principals.

Presidential Address: Newly elected NAHT (N.I.) President, Kenny Wright, in a lively and entertaining presentation, covered all the previously mentioned issues. In doing so he complimented the newly-installed procedures in the Republic regarding applications for Resource Teaching Hours and Special Needs Assistance as announced by Deputy Chief Inspector Gearóid O Conluin at the IPPN Conference in Galway. He called for similar procedures in Northern Ireland where the Principal should trigger and, in consultation with the psychologist, quantify the provision of special needs assistance.

NAHT National President, Sue Sayles made a salient and well received speech. She echoed the advice given at the 2001 IPPN Conference by Dr. Maureen Gaffney calling on Head Teachers to look after themselves.

Everything that arrives on your desk should be binned unless the children will benefit from it, she said. (Eileen Flynn, National Co-ordinator SDPS, would call it ‘working smarter, not harder’.) Sue Sayles also claimed that while planning is important, it shouldn’t get in the way of teaching. “If it is no longer helping in teaching the children, don’t do it!” she said.

Our impression leaving the conference was of a united and determined organisation with which IPPN will doubtless have many dealings in the future.

Jim Hayes, Deirdre Kelleher and Sean Cottrell at the Ministerial launch of “Educare “ formerly the Employee Asssistance Service Page 4

“THE ROLE OF THE PRINCIPAL-AN INDEPENDENT ANALYSIS” Mr. Frank Hartle, Educational Consultant, Hay Group. Report by Paul Murphy Mr Hartle gave an overview of the role of the Principal from an international perspective. The central theme was “What makes Principals effective in the jobs in the changing context of education”? The changing perceptions of the role of the Principal were discussed with the “Leading Professional” model and “Chief Executive” model compared. The “ Transformational Leader” was deemed to be the most desirable model according to Mr. Hartle combining the four dimensions of transformational learning: a Strategic – to see and communicate the big picture b Cultural – changing the way we do things. c Educational – building a learning environment d Responsive – coming to terms with accountability Mr. Hartle then provided a framework for school leadership in the 21st century drawing on research from the U.K. The key findings were that effective leaders in schools are strongly value driven, combine the role of leading professional manager and chief executive manager, show a high level of emotional intelligence, develop leadership capability throughout school, create positive motivational climates and are strong operational leaders. This was compared to the issues facing Irish Primary School Principals who are faced with balancing demands (teaching/principalship), self image, professional development, time demands, developing others and providing support.

We look forward to the report of Hay Group’s first ever independent survey and evaluation of the role of the Primary Principal commissioned by IPPN. This process has been inclusive of all the partners in education and is designed to provoke fresh thinking on educational leadership. Frank Hartle as Director of Hay Group (UK) is just one of many Education Consultants whose expertise and international experience will be available to the Hay Group as they assess and evaluate the many questionnaires submitted by Principals.

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Frank Hartle is a Director of Hay Group (UK). Currently head of the Education Consulting Business, he has written several books and his latest book called “Getting the Best out of Performance Management in Schools” will be published in June.

Faces in the Crowd at Conference 2002

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Conference 2002 Top left: Special guests from Allianz/Church & General (sponsors) and the Department of Education & Science.

Top right: Aine Lawlor and Henry Thynne Above left: Paddy Flood and Frank Hartle.

Above right: Frank O’Meara and Joe Diver Below left: Tom O’Sullivan and Eileen Flynn Below right: Sean Cottrell and John Carr

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IS THE ROLE OF PRINCIPAL BEING TRANSFORMED INTO THE ROLE OF CHIEF EXECUTIVE? MR. JOHN CARR’S ADDRESS TO CONFERENCE The General Secretary designate of the I.N.T.O., Mr. John Carr, in his address to Principals at the IPPN Conference 2002, stressed initially that he intended to use his mandate to secure the professional future of all teachers, and to ensure just reward for the entire teaching profession for its role in the transformation of the entire Primary Education system.

The Internal School Environment.

Mr. Carr outlined his view that the expertise, competence, skill and enthusiasm of the staff is the primary resource of any school, and is central to the provision of high quality education in our schools. However, he accepted the many difficulties that face Principals every day, - untrained personnel, standards of accommodation, non-existent professional development opportunities, - all putting school leadership under severe pressure, with the Principal fighting a rearguard action to prevent meltdown, rather than being given the opportunity to provide leadership. As a result, many Principals are suffering from burnout, even cynicism, with some even preparing exit mechanisms to escape their daily dilemmas.

Mr. Carr blasted the lack of funding given to the Primary sector as opposed to other levels, and expressed concern that the role of the principal was being transformed into the role of Chief Executive with other emphases on administration and management. The movement towards modern school management threatens to transfer control for addressing the needs of the system. Relinquishing control over the teaching and learning process will ultimately deprofessionalise the teaching force, something which must not be allowed to happen.

Mr. Carr expressed concern that the present managerial structures in Primary Schools are making Principals the de-facto managers of schools. Little attention has been paid to effective management with the result that the Principal has, in effect, became the unpaid and unsupported manager of the school.

External Environments.

The external environment of the school typically comprises of groups such as parents and other agencies who interact with the school, e.g. Gardaí, Health Boards, etc. Principal teachers are expected to engage with these groups on an ever-increasing basis. Mr. Carr stated clearly that demands on the Principal to engage with these groups should be accompanied by increased remuneration, something the I.N.T.O. intends to pursue.

A Plan for Action.

Mr. Carr also said that his leadership of the I.N.T.O. would straddle three fronts - salary, conditions of employment and funding, with salary being the number one priority. Recognition by the Department and the Labour Court that teachers’ salaries are depressed and will have lost their sell-by date by June 2002, if the Benchmarking Body does not respond appropriately to our legitimate pay claim, he stated.

Mr. Carr then reiterated the twelve basic demands of the I.N.T.O. on behalf of teachers, from a general increase of 20% up to the application of the Post Primary part-time teachers hourly rate for participation in extra-curricular activities and professional development in-service courses. Mr. Carr did however express concern about reports in the national media purporting to claim that the I.N.T.O. approach to rewarding Principal teachers attempted to subsume Principalship into the teaching function. Mr. Carr stated that his union’s submission was based on the premise that teaching is complex, wide-ranging and comparable to the managerial profession. He stressed the need for a united organisation willing to campaign together.

Funding and Conditions of Employment.

Mr. Carr promised to relentlessly pursue the issue of improved conditions of employment for primary teachers, similar to those enjoyed in other sectors of the education system. He also promised to address the disparity in funding between first and second level schools.

Finally, Mr. Carr outlined his vision of the future role of the primary Principal - a role free from stretching scarce resources and overwhelming paperwork, a model where the administrator does not necessarily have to be a teacher, as in the medical model.

His vision for his union is based on good relationships between all its members, leading to a common goal. Mr. Carr called on all teachers to refocus energies towards the creation of positive images. He stressed the importance of collective support and mutual trust, as the profession of teaching reaches a crossroads. The way forward is to light the candle rather than curse the darkness.

Report by Larry Fleming, Assistant P.R.O. Page 8

THE ROLE OF THE PRINCIPAL - WHAT THE LEGISLATION MEANS REPORT BY PAT MEAGHER, YOUGHALARRA N.S., NEWTOWN, NENAGH Forty three pieces of legislation dealing with education have been enacted by the state, eighteen of these since 1990.

Legislation is demanded, firstly, by the Constitution, secondly, by the demands of accountability by the various players in education, and finally, by the demands of democracy. The consequences of such legislation have both an up side and a down side. On the positive, such legislation gives certainty and clarity, provides for definite structures, confers statutory rights and powers. On the other hand legislation can create inflexibility in interpretation, legalism - strict adherence to the letter of the law, and a climate of litigation.

Tom then went on to outline the provisions of the Education Act in relation to the role of the principal and the accountability framework contained therein. The second piece of legislation dealt with was the lesser known Education (Welfare) Act, 2000. This is a new statutory framework for promoting regular school attendance and preventing early school leaving. The role of the principal is defined within sections 18 to 24. While a number of the functions demanded by the Act are already part of our daily routine, the Act introduces a number of new areas of duty.

It also provides for the establishment of a welfare officer system. The final piece of legislation dealt with was the Children with Special Needs, Equal Status Act, 2000.

The main point for schools is that hostility to admitting pupils with special needs will no longer be tolerated. It is now illegal under several acts.

This session was very worthwhile. We need to start concentrating on the Education (Welfare) Act, 2000 as much as we have with the Education Act.

For the past 8 years Tom Boland has occupied the post of Head of Legal Affairs and Legal Adviser to the Minister for Education and Science.

“INTERCULTURALISM” - BREDA M. NAUGHTON, DEPARTMENT OF JUSTICE Until recently the travellers were the main ethnic minority in Irish schools. In the last few years the profile of the school population has been changing. The number of non-national children in our schools is on the rise.

This opportunity for diversity is welcomed. In 1992 only 39 people applied for asylum in Ireland; in 2000 and 2001 this number has risen to over 10,000. There are many EU nationals coming with their families to live and work in Ireland. In addition non-EU nationals are also coming here on work permit, work visa schemes. In total, people from over 120 nationalities are now residing all around Ireland. The children of these non-nationals have a right to primary and post-primary education.

What is available to assist schools? In May 2001 the Department of Education and Science, with the help of the Reception and Integration Agency, published an Information Booklet for schools on asylum seekers. This booklet outlines, amongst other items, the resources available to schools for non-national pupils who have significant English language deficits. It also provides a comprehensive list of references. Copies of this document are available from primary administration in Athlone at 0902 83733. Sean Mac Gabhann, Assistant Chief Inspector, in the Department of Education and Science is the chief contact person in the Department for issues as they relate to non-national students. He is assisted by another inspector - Audrey Scott at 01 8734700.

The Reception and Integration Agency is responsible for catering for the needs of newly arrived asylum seekers.

The Agency has accommodation centres for asylum seekers in 25 counties. Further information can be obtained by contacting Breda Naughton at 01 4183211.

Integrate Ireland Language and Training - formerly the Refugee Language Support Unit provides inservice, on a regional basis, for primary and post-primary principals and English language resource teachers. Such inservice is normally taken by schools who already have non-national students enrolled. IILT also provides comprehensive resource materials for teachers. IILT can be contacted at Unit 4A Trinity Enterprise Centre, Grand Canal Quay, Dublin 2 [01 6775337 (ph) or 01 6775338 (fax)] The National Committee for Development Education has an extensive library of Development Education materials.

Schools can also purchase materials from NCDE. It is located at 16 - 20 South Cumberland Street, Dublin 2 [01 6620866 (phone) or 01 6620808 fax)] The National Consultative Committee on Racism and Interculturalism have prepared packs for schools that can be used to discuss issues of racism and interculturalism. They also provide training. NCCRI is located at 26 Harcourt St. Dublin 2 (01 4785777 (ph) or 4785778 (fax) or http://homepage.eircom.net/racismctee There are many agencies who produce resource materials that can be used by schools including UNHCR, Trócaire and Access Ireland to name but a few. There are more and more NGO groups set up or being set up throughout the country and they too can provide schools with resource materials or personnel who will assist schools and students as they debate issues of anti-racism, interculturalism etc.

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A PRINCIPAL’S PRAYER E-MAILED BY MARY FROM PINECREST@EIRCOM.NET Dear Lord, help me to become the kind of leader my staff would like me to be. Give me that mysterious something which will enable me to explain policies, rules, regulations and procedures to my staff even if they have never been explained to me. Help me to teach and to train the uninterested and the dimwitted without ever losing my cool. Give me that love for my fellowman which surpasseth all understanding so that I may lead the lazy, obstinate, no good members of staff (DES) into the paths of righteousness by my own example, by soft persuasive remonstration, instead of busting them one on the nose. Instil into my inner being tranquility and peace of mind that no longer will I wake from restless sleep crying out “What have others got that I haven’t got and how did they get it? Teach me to smile even if it kills me. Make me a better leader by helping me to develop greater qualities of understanding, tolerance, sympathy, wisdom, perception, equanimity, mind-reading and foresight.

And when, Dear Lord, Thou has helped me to achieve this pinnacle of management and when I shall have become the paragon of supervisory virtues in this earthly world, Dear Lord, move over. Amen.

Faces in the Crowd at Conference 2002

SCHOOL LEADERSHIP COURSE FOR PRIMARY PRINCIPALS 1ST TO 5TH JULY

IN COLLABORATION WITH IPPN, THIS RESIDENTIAL COURSE AIMS TO ENABLE PRIMARY PRINCIPALS TO DEVELOP THE PERSONAL, PROFESSIONAL AND PRACTICAL SKILLS NECESSARY FOR VISIONARY LEADERSHIP.

VENUE: HODSON BAY HOTEL, ATHLONE DATE: 1ST TO 5TH JULY FOR DETAILS AND APPLICATION FORM CONTACT NOEL CANAVAN, MARINO INSTITUTE OF EDUCATION, GRIFFITH AVE., DUBLIN 9. TEL: 01 8057706.