Leadership+ Issue 123 - June 2022

ISSUE 123 / JUNE 2022

+ Leadership THE PROFESSIONAL VOICE OF SCHOOL LEADERS

Progressing

Members’ Priorities

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Living in the shelter, not in the shadows of each other

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Brian O’Doherty describes the work underway on IPPN governance

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Learning to be a School Leader

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Finbarr Hurley provides an overview of the latest CSL research publication

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Women in Leadership & Learning

Dr Kathryn Corbett outlines the research she and Rachel O’Connor conducted in relation to women in educational leadership in Ireland

Ní neart go chur le chéile

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Damian White on celebrating Traveller culture in our schools

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Kathryn Ní Chuirrín on a coaching approach to relationships

Encouraging further growth of Middle Leadership in schools

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THE PROFESSIONAL VOICE OF SCHOOL LEADERS

The President’s Pen

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+ Leadership

Regina O’Sullivan on the contribution of middle leaders to the sustainability of senior leadership roles Irish Primary Principals’ Network, Glounthaune, Co. Cork • 1890 21 22 23 • www.ippn.ie n n

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Editor: Geraldine D’Arcy Editorial Team: Geraldine D’Arcy, Páiric Clerkin and Brian O’Doherty Comments to: editor@ippn.ie Advertising: adverts@ippn.ie ISSN: 1649-5888 Design: Brosna Press

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

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June 2022

EDITORIAL

Progressing

members’ priorities As this school year draws to a close, it is fair to say that it has proved to be as challenging for primary schools as the previous one. The ongoing issues relating to the pandemic and the resulting staff shortages all over the country, as well as the enrolment of and support needed to help several thousand Ukrainian children fleeing war, have added to an already overwhelming workload for many school leaders.

PROGRESS A number of recent positive developments affecting primary principals need to be acknowledged. The first of these is the confirmation from the Department that the day a week provided to teaching principals to manage the pandemic is now on a permanent footing, to afford them time to attend to leadership and management responsibilities. It has taken far too long but is now finally over the line, due to IPPN’s advocacy over many years, which the INTO and the management bodies supported.

Secondly, the awarding of administrative status for teaching principals with two or more special classes is a significant step forward, as is the progress in relation to administrative status for principals of special schools and for deputy principals in larger special schools.

Thirdly, the long-awaited benchmarking award to school leaders is finally to be paid. IPPN’s report to the Public Service Benchmarking Body in 2006, Investing in School Leadership, played a significant role in school leaders being singled out, among all public sector leaders, for a pay increase in 2007. The severe delay in its implementation is despite the continuous pressure and ongoing lobbying that was undertaken on this issue.

It is also positive that the minister seems to be intent on further reducing class size in primary schools. We commend the INTO on their work to bring Irish classrooms into line with OECD countries in this regard.

The adage ‘much done, more to do’ comes to mind, as there is so much else that requires attention and priority, if children are to be supported to enable them to reach their full potential and if the role of school leader is to be supported to make it sustainable for those in the role and attractive to future leaders.

BUDGET 2023 PRIORITIES In this regard, the following priorities for the forthcoming Budget are under discussion with the IPPN Board and Council: Sharing leadership • Complete the reinstatement of posts of responsibility in all schools • Retain leadership and management days for deputy principals in larger schools and in special schools • Reduce the threshold for appointment of administrative DPs in large schools • Extend CSL coaching and mentoring to deputy principals

LEADERSHIP+ EDITORIAL TEAM Adequate supply of substitute teachers and SNAs to ensure continuity of provision to children • Retention of teacher supply panels and expansion to all schools • Appropriate process for the employment of substitute SNAs • Appropriate process for the vetting of SNAs who work across schools Retain funding for cleaning, hygiene requisites, PPE etc. and substitute cover for all staff absences, while the Covid crisis is ongoing in our schools Mental health and SEN supports in schools Capitation grant increase - particularly urgent in light of exponential increases in energy costs and inflation.

We will provide an update in the October issue on the final priorities and our submissions to the Minister for Education and the Minister for Public Expenditure and Reform.

ALSO IN THIS ISSUE… In the President’s Pen, Brian O’Doherty outlines the key elements of the internal review of governance, which will be progressed by the Board and Council this month.

Mary McGrath of the NCSE outlines the supports for students with Additional Educational Needs.

On Your Behalf provides details of the focus of the Sustainable Leadership project, along with recent stakeholder meetings and briefings.

The Legal Diary looks at bullying and harassment of staff in schools. A number of current and former school leaders have contributed articles on a wide range of interesting topics.

As always, we sincerely thank all contributors, advertisers and everyone involved in bringing you this issue. We hope you enjoy the issue.

Is sinne le meas

Brian O’Doherty President LINK

Páiric Clerkin CEO

Geraldine D’Arcy Editor

TO REPORT INVESTING IN SCHOOL LEADERSHIP

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LEGAL DIARY

Bullying and Harassment of Staff in Schools DAVID RUDDY BL Primary and post-primary schools employ approximately 100,000 staff in over 4,000 schools. It’s inevitable that staff issues occur given the proximity and the high intensity environment in which they operate.

Communication and teamwork are essential ingredients to the functioning of a modern school. The most prudent way to address issues is to maintain an environment in which staff respect each other and that there is a pathway available to resolve issues. It’s always easier to discuss this topic when there is no immediate issue. A good starting point is to have a Dignity at Work policy in place. Such a policy can only be of value if staff have an opportunity to discuss and understand its contents.

This can have the effect of empowering staff members to resolve matters informally without having recourse to more formal procedures.

Unfortunately, not all issues can be resolved informally, and school leaders can find themselves in the tricky situation in which they are asked to assist with issues between two members of staff. It’s imperative that the school leader remains impartial at all stages, difficult as it may be at times. Under the Safety, Health and Welfare at Work Act 2005, the Board of Management has a duty to provide its staff with a safe place of work. This includes a workplace free from bullying and intimidation.

Schools ought to have a Bullying and Harassment policy.

The most prudent way to address issues is to maintain an environment in which staff respect each other and that there is a pathway available to resolve issues.

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What is the difference between Bullying and Harassment?

Adult bullying is repeated inappropriate behaviour, direct or indirect, whether verbal, physical or otherwise, conducted by one or more persons against another or others, at the place of work and/or in the course of employment, which could reasonably be regarded as undermining the individual’s right to dignity at work.

An isolated incident of the behaviour described in this definition may be an affront to dignity at work but, as a onceoff incident, is not considered to be bullying. A key characteristic of bullying is that it usually takes place over a period, it is regular and persistent inappropriate behaviour, which is specifically targeted at one staff member or a group of staff members.

The following is a non-exhaustive list of examples of types of behaviour that may constitute bullying: Exclusion with negative consequences Intimidation Aggression Humiliation, ridicule, belittling efforts Excessive monitoring of work Verbal abuse/insults, undermining remarks.

The following do not constitute bullying: A once-off incident Workplace conflicts where staff disagree Objective criticism and correction Expressing differences of opinion strongly Offering constructive feedback, guidance, or advice about workrelated behaviour which is not of itself welcome Performance management, and Reasonable corrective action taken by a board of management or school leader relating to the management and direction of staff (for example managing performance, taking

reasonable disciplinary actions, or assigning work).

Harassment is any form of unwanted conduct related to any of the following grounds: i. Gender ii. Civil status iii. Family status iv. Sexual orientation v. Religious belief vi. Age vii. Disability viii. Race, colour, nationality or ethnic or national origin ix. Membership of the Traveller community. which has the purpose or effect of violating a person’s dignity and creating an intimidating, hostile, degrading, humiliating or offensive environment for the person. Unlike bullying, a single incident may constitute harassment.

Sexual harassment is any form of unwanted verbal, non-verbal or physical conduct of a sexual nature, which has the purpose or effect of violating a person’s dignity and/or creating an intimidating, hostile, degrading, humiliating or offensive environment for the person.

The Board of Management must take seriously any allegation of workplace bullying or harassment. The ‘Working Together’ policies and procedures document as agreed by the INTO and management bodies, is the template for addressing staff relations difficulties, bullying/harassment, and grievance procedures. One of the most important issues for staff is deciding which procedure to follow. If a Board of Management is unsure as to what course of action to take, they should always seek advice.

If you would like to get in touch with David in relation to this article, you can email him at: druddy@mhc.ie.

E G N CHA

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Reflective, Empowered, Authentic Leadership

IPPN Annual Principals’ Conference 2022 Due to the compromised availability of the Citywest Hotel for the foreseeable future, IPPN has been working on contingency plans for the Principals’ and Deputy Principals’ Conferences for the coming year.

At the time of going to print, the plan is for the 2022 principals’ event to take place 16th to 18th November in Killarney. The Deputy Principals’ event for 2022/23 is likely to take place on 9th – 10th February 2023, venue to be confirmed.

Details of both events will be available on ippn.ie as soon as the venue and draft schedule are confirmed.

LINK Follow this link. www.ippn.ie | info@ippn.ie | #ippn22 a @IPPN_Education • @IPPNExpo • d @IPPN

PLEASE NOTE: IPPN and ESCI are working together to provide a Local Support Group (LSG) for every school leader who wishes to join one. Please contact your local Education Centre Director or your IPPN County Representative for information on a LSG near you.

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THE PRESIDENT’S PEN

IPPN Governance Working Group BRIAN O’DOHERTY IPPN PRESIDENT It strikes me that an article about governance should come with a disclaimer to avoid the potential for unsuspecting readers to metaphorically be taken to a place that they had no wish to visit something not quite as sombre as “Abandon hope, all ye who enter here” but maybe more along the cautionary lines of “You have been warned!”

In our advocacy work, IPPN seeks to influence policy-makers and those who fund the education system to create an optimum environment that will allow school leaders to maintain your focus on your core purpose - leading teaching and learning in the particular context of your school.

As the professional body for school leaders, IPPN provides supports and services that empower you to be as effective as you can be in your role, as we know the transformational impact that effective school leadership has on your schools. In our advocacy work, IPPN seeks to influence policymakers and those who fund the education system to create an optimum environment that will allow school leaders to maintain your focus on your core purpose - leading teaching and learning in the particular context of your school. To inform this work, we establish priorities that form the basis of our strategic plan.

One of those stated priorities is to review the governance of IPPN as it behoves us as an organisation to ensure accountability and transparency in our work. Explicitly identifying governance as one of our five strategic priorities for 6

the period 2021-2025 reinforces our commitment to good stewardship and challenges us to evolve and strengthen our structures to ensure that we are set up and governed appropriately to represent our members.

The legislative context, in which notfor-profit organisations like IPPN operate has changed considerably in recent years and IPPN has used this as an opportunity to reflect on our governance structures and practices.

A working group was formed to lead that process and is drawn from the membership, the National Council, the Board and the Support Office staff.

We have also engaged the services of an independent facilitator to guide our reflections and meetings over the last 12 months.

Two aspects of the review are inextricably linked. We undertook to look at the structure of IPPN, from individual members to the Board of Directors, to ensure that such structures are best serving the needs of our members in keeping with our stated aims the documentation that underpins these structures (particularly the Constitution) to ensure that our policies and procedures are in line with best practice.

We have endeavoured to review those structures, policies and procedures through the lens of our mission and with a focus on meeting the needs of our members. There is little point in IPPN being organised and structured in such a way that it may be compliant, efficient, transparent and accountable, if it isn’t delivering on our mission. Similarly, it is great to have policy positions on a variety of issues relating to schools and school leadership. However, if those policies are not informed by the voice of our members and, if that voice is not heard in the advocacy work that we undertake, then we are not delivering on our commitment to members.

In the course of the review, a number of important themes emerged, including the importance of building capacity within the network of members in terms of getting greater numbers involved in the work of IPPN, as well as identifying capacity to contribute at National Council and Board level ensuring the meaningful and practical involvement of the National Council to better serve the needs of members a broad range of skills and experience among members of the Board of Directors facilitating the ongoing provision of peer-to-peer support at local level and ensuring that the senior leadership structures in the organisation best serve the membership while also ensuring compliance with the governance code of the Charities’ Regulator.

We have endeavoured to review those structures, policies and procedures through the lens of our mission and with a focus on meeting the needs of our members.

The working group had the opportunity to report back to the Board and National Council at their meetings in March and there was a resoundingly positive response to the proposals for the expansion of the Council in terms of its numbers and remit. The working group looks forward to working with the Board and Council members to action those proposals as well as continuing to progress the other issues. We will keep you informed of any updates in this regard.

Brian.ODoherty@ippn.ie

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Living in the Shelter, not in the Shadows of each other

It’s time to celebrate Traveller culture and customs in our schools

DAMIAN WHITE

PRINCIPAL OF SCOIL SHINCHILL, KILLEIGH, CO. OFFALY AND IPPN PAST PRESIDENT

In ‘The Master’, his seminal autobiography on his career as a teacher and school principal, the late and much-celebrated Listowel writer Bryan McMahon fondly recounts his dealings with the Travelling community, their stories and their lore. He also speaks fondly of their unique Shelta dialect and their capacity as an ethnic group to survive great hardships with steely resilience and self-reliance. Their capacity to overcome great odds, and the genteel Kerry schoolmaster’s scholarly understanding of their customs and ways, led to his invitation at the height of the Cold War, to address an academic Trans-Atlantic gathering on what they could teach the world about survival in a post-nuclear attack scenario. Irish Travellers were one of two ethnic groups identified by psychoanalysts of the time as having the innate natural toolkit to survive what unimaginable hardships would have resulted from a post-apocalyptic reality.

He also speaks fondly of their unique Shelta dialect and their capacity as an ethnic group to survive great hardships with steely resilience and self-reliance.

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In the 1930s, another noted primary teacher, Patrick Greene, fondly recalled in his native Longford as ‘Master Greene’, combined his love of storytelling and folklore and the friendship and trust he developed with the many Travellers who seasonally camped on the roadsides in the Granard area, to mine a rich seam of priceless oral history for the Folklore Commission. At the time of his death in 2007, 107 yearold Master Greene was Ireland’s oldest man, but had continued to support Traveller children’s right to education well past his 100th birthday, teaching them Shelta, widely known as the ‘Cant’, and to its native speakers in Ireland as ‘De Gammon’. His writings for folklore periodical ‘Béaloidéas’ in the 1930s, and his lexicon of Cant words, are amongst the most significant sources of information on Irish Traveller life.

Bryan McMahon, whose most celebrated play ‘The Honey Spike’ allows us to travel with a young pregnant woman and her husband from the travelling community, from County Antrim where she lives, to her favoured ‘Spike’ or birthing hospital in Kerry where she herself was born. The play allows us to experience the richness of Irish Traveller culture, and the highs and lows of life for those born into the Irish nomadic tradition.

Bryan McMahon and Patrick Greene, through their work as primary teachers, and through their natural curiosity and empathy, gave us in their writings, a window into the world of travelling people laced with a genuine respect and admiration for a way of life alien to our more formulated mores in the ‘settled’ community.

Over the past 25 years or so, the demographic in Irish primary schools has changed dramatically. When I became a school principal in 1994, a principal filling the school register rarely had to look beyond ‘Ainmtheoir agus Sloinntheoir na Scoile’ to log the enrolment of new students under their ‘Irish’ moniker. Since that time,

Our schools and communities have been enriched with the arrival of people from all corners of the globe, bringing with them and sharing with us, their rich and varied cultures our schools and communities have been enriched with the arrival of people from all corners of the globe, bringing with them and sharing with us, their rich and varied cultures.

Schools have played a huge part in easing the transition of people from other deeply contrasting cultures to Irish life, while acknowledging their unique backgrounds and customs.

‘International Day’ in so many schools, particularly those with a wide variety of nationalities represented amongst their parent body, allows children to celebrate the uniqueness of their own cultures, traditions and languages, and to proudly share with their peers, details and samples of their foods, clothing, music and customs. Sadly, such events do not eliminate racism and race-related incidents, but they do help enormously in bringing most people to a greater understanding and appreciation of the lives and lifestyles of their new neighbours.

On March 1st 2017, then Taoiseach Enda Kenny took the historic step of recognising Traveller ethnicity in Dáil Éireann. In doing so, he acknowledged the role of a 17-year-old named Robbie, of whom he said, had deeply moved him during a representation made to him some weeks previously.

‘The representatives spoke passionately about how this strong message from the State would be a very important symbolic and positive step in acknowledging the uniqueness of Traveller identity’ recounted an Taoiseach. ‘They felt it would resonate

June 2022

...there is a rich and valuable backstory to a national ethnic group whose story has for too long been misunderstood, misinterpreted and parodied. strongly among the community and help counter the stigma and shame felt by many, particularly young people, and increase feelings of respect, selfesteem and inclusion’.

At the time of writing, we are approaching five years since that significant day for the Irish Traveller community. It brought to fruition the tireless and often unheralded work of groups such as Pavee Point, the Irish Traveller Movement, the National Traveller Women’s Forum and Mincéirs Whiden, who have campaigned strongly on behalf of Travellers since the 1980s and indeed before. They have worked hard with the community to improve living conditions, and to promote health and education and access to services. They have sought to empower Travellers and have not been afraid to help them address some of their own internal challenges.

In his speech, an Taoiseach announced the establishment of the National Traveller and Roma Inclusion Strategy (NTRIS), whose meetings I’ve had the privilege of attending for a number of years on behalf of the Irish Primary Principal’s Network. Reports on the good work being carried out with children, young adults and parents within the Traveller community in the various areas where they live in significant numbers are indicative of a real interest in improving the lives of people on many fronts.

It is time now to include lessons on Traveller history and customs in our curriculum. It is time to show children today that, along with the new and exciting cultures they experience through their new friends from international backgrounds, there is a rich and valuable backstory to a national ethnic group whose story has for too long been misunderstood, misinterpreted and parodied. It is time to celebrate customs and a language which have existed in our midst but out of our eyeline for generations. In doing so, it will help prevent the same

mistakes from being repeated and will also help tolerance and appreciation to prevail.

First published in the Education Matters Yearbook 2021 by Education Matters LINK

Leaving the last word to the Taoiseach

‘May all the people of our nation live in the shelter and never in the shadow of each other’.

Bibliography available on request. If you would like to contact Damian in relation to this article, you can email him at damian.white@scoilshinchill.com

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LEADERSHIP+ The Professional Voice of Principals

Ní neart go cur le chéile

KATHRYN NÍ CHUIRRÍN EMCC ACCREDITED COACH PRACTITIONER AND PRÍOMHOIDE IONAD, GAELSCOIL PHILIB BARÚN, AN TRÁ MHÓR

A leadership role is essentially a people management role and therefore requires professional development in people management.

In January 2020, I set up my first Community of Practice at Waterford Education Centre, based on Positive Psychology and Solution Focused Conversations. I had an interest in further exploring these themes with fellow teachers, having completed a very practical and professionally relevant foundation course in Coaching Skills.

I was also inspired by Deirdre O’Connor of the INTO, who had declared at a Deputy Principals’ Seminar in December 2019 that a leadership role is essentially a people management role and therefore requires professional development in people management. She called for the extension of a professional coaching service for all senior leaders.

It is clear that this is well under way and will, I’ve no doubt, be further developed through the current IPPN Sustainable Leadership initiative.

My own coaching journey began in September 2018 when I went along to hear a past pupil of mine speak at an information session on the benefits of coaching skills for primary teachers.

My curiosity was further aroused by what he had to say about mindsets and how we can use character strengths to communicate more effectively with others. Coaching has been a game changer for me in many ways. I have incorporated what I have learned as a coachee, trainee coach, and as an accredited coach practitioner into several areas of my life, both personally and professionally.

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In one sentence, what I’ve learned is that people want to be listened to, whether it is a pupil, a newly-qualified teacher, a parent, a colleague or myself. Without doubt, this is more challenging in a problematic situation but worth bearing in mind nonetheless. Being present in a mindful way, asking questions that show you are willing to try to understand, and reflecting back, can help lead to a more favourable solution.

In my various roles as senior leader, mentor, SEN Co-ordinator, Board/ Committee member and collaborator in professional conversations as part of SSE, I have seen how people appreciate it when I show that I value them and their contribution.

It is important also that we value ourselves and our contribution. Selfawareness, goal setting and self-care are all integral components of the courses which I have undertaken.

... people want to be listened to, whether it is a pupil, a newly-qualified teacher, a parent, a colleague or myself.

I have found that a coaching approach leads to more successful outcomes when communicating with others. It also leads to a higher level of engagement, a greater sense of empowerment for all concerned and a ‘can do’ attitude. I am particularly struck by how valuable coaching skills are when exploring and evaluating IEP targets with students, parents, fellow teachers and outside agencies.

I have always enjoyed the ‘EDelian’ approach to coach education and development. There was always a great sharing of information

between the participants themselves as well as very interesting course content delivered in an engaging manner. EDelia’s coaching courses are endorsed by the Centre for School Leadership (CSL). Developing coaching skills could provide the key to your future. It has certainly done that for me.

EDelia’s CEO, Rúairí Ó Céilleachair, will be presenting at the IPPN conference this year on Dignity and Respect at Work, and how to summon the resolve and courage to deal with ‘behaviours of concern’ among staff members.

Más maith leat dul i dteangmháil liom maidir leis an alt seo, seol ríomhphost chugam ag muinteoir.kathryn@pilibbarun.com

LINK

June 2022

The Primary Mathematics Curriculum is changing

The Primary Mathematics Team, NCCA The National Council for Curriculum and Assessment (NCCA) is developing a new Draft Primary Mathematics Curriculum (PMC). This is the latest step in the development of a new Primary School Curriculum, following the Primary Language Curriculum/ Curaclam Teanga na Bunscoile (2019) and the Draft Primary Curriculum Framework (2020). NCCA has now published the draft PMC for consultation and it is available, along with the draft Primary Mathematics Toolkit at www.ncca.ie/primary.

On the website, you will also find support materials on topics such as maths talk, learning environments and inclusive practice in teaching time.

You can get involved in the consultation in the following ways: Complete the questionnaire for school leaders and teachers Encourage parents to complete the parents’ questionnaire Make a submission, perhaps with the teachers in your school.

Working with schools is central to NCCA’s curriculum development and, for the draft PMC, we are working with a diverse network of 15 schools from across Ireland. In addition to gathering the views and opinions of teachers and school leaders, a team from Mary Immaculate College is conducting a consultation with children in the network of schools on our behalf.

We look forward to hearing from you.

OnYourBehalf MEETINGS/EVENTS IPPN participated in meetings/events relating to the following: Meeting of the IPPN Board of Directors re. Principals Conference 2022 NCCA – Updating Aistear: Stakeholder engagement consultation PDST Misneach 4 Small Schools Project – Steering Committee The Chief Inspectors Report 2016–2020– report launch Primary Education Forum Communications sub-committee Primary Education Forum Partnership Schools Ireland – Advisory Group Meeting Forsa Symposium – School Completion NABMSE – an introductory meeting with the new General Secretary Eileen O’Rourke.

School Summer Programme 2022 Consultation The Department of Education is currently in the planning phase of the Summer Programme for 2022.

The views of education partners were sought on the design, content and coverage of the programme.

CSL Collaborative Forum – Working Together to Support School Leaders Discussion on ‘Opportunities and Challenges for Organisations Supporting School Leaders.’

Professor Christine Forde provided an evaluation report on the Impact of Mentoring of Newly Appointed Principals on the Irish system.

CSL also launched their publication ‘Learning to be a School Leader in Ireland’ with Ms. Bernie McNally, Secretary General of the Department of Education.

SUBMISSIONS IPPN made the following submissions: to the DE Inspectorate re. their Review of Code of Practice, Guide to Inspection and the Procedures for Review of Inspections to the DE in relation to the Creative Youth Plan 2023-2027 to the NCCA re. their review of Aistear to the JOC re. Supports for LINK children from Ukraine.

SUSTAINABLE LEADERSHIP PROJECT The focus recently has been on engagement with members to get their feedback on the draft report. 342 members registered for the six focus group discussions, one per theme. The focus groups were facilitated by 39 trained facilitators, each of whom took

small groups of 5-10 members. We are currently reviewing the feedback provided through the facilitator team; this will be a key input to the next review of the report.

As part of the project, a detailed analysis of the legislation and departmental circulars that have a bearing on primary schools over the past ten years was conducted. This has been mapped to LAOS domains and standards to gauge the proportion of system change that relates to leading learning (the ‘core purpose’) vs governance and management and other domains.

640 school leaders completed the Deakin University survey on occupational health and wellbeing. The research team is currently analysing the results and we hope to have preliminary headline results in the next few weeks.

The team is planning the next stage of consultation – with external stakeholders – and is drafting a member consultation survey, to be issued to members early in the new school year. This will help to ensure that we have data to challenge or substantiate initial thinking on a number of aspects of the report for which there is limited data available.

PUBLIC RELATIONS The Journal interviewed IPPN CEO Páiric Clerkin regarding School Staff Shortages and published the resulting piece on 24th March.

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Supporting Students with Additional Educational Needs MARY McGRATH HEAD OF OPERATIONS, NATIONAL COUNCIL FOR SPECIAL EDUCATION

Fig. 1 Accessing NCSE seminars

Fig. 2 NCSE School Portal

Fig. 3 Guidelines on how to apply for a SET Exceptional Review

A key benefit of the new Special Education Teaching (SET) model of allocating teaching resources introduced in 2017 is that it enables schools to allocate teaching supports to students based on their needs. Schools no longer have to apply for resources based on a student’s diagnosis but rather receive SET hours based on their school’s profile. This provides schools with the autonomy to deploy resources with equity, to ensure that students with the greatest level of need access the highest level of supports.

What supports are there to help?

There is a wide range of supports available to help schools. The National Council for Special Education (NCSE) has developed a toolkit with lots of resources to assist schools in deploying SET resources. This toolkit can be found on the NCSE website.

LINK

However, a small number of schools will experience an exceptional event or unanticipated circumstance that is so significant that a school is clearly unable to meet the needs of the full cohort of students, even when all existing resources have been fully and effectively managed and deployed.

The NCSE has a wide range of seminars to support schools in areas such as planning supports for special education, co-teaching, teaching students with literacy needs and leading inclusive schools. It also delivers a range of seminars on a variety of different assessment tools to support teachers to identify needs. The full range of NCSE seminars can be found on the NCSE website. LINK

These schools should apply to the NCSE for a review of their SET allocation using their school portal account via the NCSE website under In-School Support. Where schools clearly demonstrate that an exceptional event has occurred, an Advisor will be assigned to consider the school’s full SET allocation and the use that the school is making of its allocation. This review involves an Advisor meeting with the principal and members of the SET team and reviewing school documentation including student support files, register of students placed on the continuum of support, etc. Following this review, the Advisor’s recommendation will be brought to an NCSE-led Review Panel who will determine if additional SET hours should be allocated based on the evidence provided. The Department of Education determines the quantum of any increases recommended. The Review Panel generally meets once or twice a term. The outcome of this review will be communicated in writing to each school.

School Profiles Schools receive a frontloaded allocation of SET hours based on their profile.

The Department of Education have profiled all schools for the school year 2022/2023. Each school profile comprises of: A baseline allocation (20% of total SET hours) in line with enrolments, A school educational profile component, which takes into account: • The number of pupils with complex needs enrolled in the school • The learning needs of pupils as evidenced by standardised test results for literacy and numeracy • The social context of the school including its disadvantage status, if applicable, and gender profile.

Schools can appeal their SET allocation if they believe any component does not reflect its profile accurately.

In addition, schools can apply for support from an NCSE advisor using their school portal account. This support can be tailored to suit each school’s individual requirements and many include whole staff seminars and support for individual teachers. This support can be delivered in person or online as required. LINK What if my school needs more SET resources?

SET resources should be deployed to ensure students with the greatest level of need access the highest level of support. This requires schools to regularly review students’ identified need and redeploy resources to meet this need. NCSE advisors are available to support schools as necessary.

Having reviewed the documentation mentioned above, if school leaders have any queries, you can email the NCSE at schoolsupport@ncse.ie.

13

LEADERSHIP+ The Professional Voice of Principals

Learning to be a School Leader FINBARR HURLEY CSL COORDINATOR

On April 5th, 2022, Ms. Bernie McNally, the newly-appointed Secretary General of the Department of Education launched the CSL publication ‘Learning to Be a School Leader in Ireland’. This research publication is a culmination of lengthy and broadbased consultation involving desk and field research, consultation with stakeholders, written feedback, and a series of follow up workshops. The publication is intended to inform the planning and designing of professional learning provision for the continuum of school leaders into the future.

Included here is a short synopsis of the publication; the full version is available on the CSL website www.cslireland.ie CSL has developed the accompanying graphic that illustrates the various leadership roles in Irish schools and defines the central focus and key interconnected elements that the literature identifies as important for high-quality professional learning for leaders.

Research highlights that professional learning for school leaders must impact

on both the person and the practice of the leader. CSL is proposing that if change and development of leadership practice in schools are to become a reality, professional learning activities need to incorporate some or all the following elements as appropriate: Reflection on Practice Relevant Experiential Learning Cognitive Development Flexible and Sustainable Learning Individual and Collaborative Learning Underpinned by Professional Standards.

CSL research has also identified six leadership stages that exist in the Irish educational system. These stages, presented in the graphic in a circular fashion, emphasise a vision of a nonhierarchical approach to leadership in schools, with each stage having its own integrity and value. Each stage requires bespoke learning. These leadership stages are teacher leaders, middle leaders, aspiring senior leaders, newly-appointed senior leaders, established senior leaders and system leaders.

There are several themes emerging from the research on professional learning for school leaders. The first theme is about the most prevalent forms of learning that are best suited to support school leaders in their development. Activities such as networking, communities of practice, mentoring and coaching, are now included as part of many professional learning programmes for school leaders.

A second theme concerns the optimum mode for facilitating professional learning for school leaders such as the balance of face-to-face and online learning, the combination of individual learning and

collaborative practice, the balance of practitioner and academic inputs to design and facilitation and formal accreditation.

Contextualising professional learning and the growing emphasis on the connection between effective leadership and positive learning outcomes for students are two other themes that are looked at in the research.

Providing high-quality professional learning from teacher leaders to system leaders will result in improved leadership practices in schools, and better outcomes, experiences, and well-being for students and for entire school communities.

Leadership development can be seen as a lifelong learning process, related to the continuum of school leadership.

It is now accepted that school leaders in their leadership development need formal and informal support and learning opportunities throughout the various stages of their career with particular support when significant changes occur. The development of LAOS (2016), the SSE process and the leadership and management circulars of 2018 and 2019 have emphasised the importance of this approach.

To conclude, the research highlights that the Irish system needs to develop leadership attributes in all staff, and to systematically identify and support its future leaders. The type of extended professionalism advocated by the Teaching Council as part of its Cosán initiative will provide a much stronger pool of potential leaders and will assist in this development. In particular, the central role of the principal as both a lead learner and a key agent for leading learning will be strengthened.

If you would like to get in touch with Finbarr in relation to this article, you can email him at fhurley@cslireland.ie

LINK

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15

LEADERSHIP+ The Professional Voice of Principals

The Occupational Health of Irish Primary Principals:

PSYCHOSOCIAL FACTORS

DR RITA McHUGH

TUTOR & SUPERVISOR AT HIBERNIA COLLEGE OF EDUCATION AND FORMER PRIMARY PRINCIPAL

In academic year 2018-2019, I conducted some doctoral research amongst a sample of 488 Irish primary Principals. My aims were to ascertain if their work environment is adequately protective of their well-being and to gain a deeper understanding of the current day-to-day experience of being a primary Principal in Ireland. I examined both the personal impact on Principals of their workload, and their perspectives on the current management structure of Irish primary schools regarding whether BOMs are adequately supportive of the Principal in this increasingly fastpaced, stressful and demanding work environment. As employers, BOMs are legally obliged to safeguard the wellbeing of employees under EU Directive 1989/391/EEC and Ireland’s SHWW Act 2005 and to do all that is reasonably practicable to ensure this protection, hence this research explored whether BOMs are effectively fulfilling these obligations. An email survey preceded an interview stage. I elected to research both literature and legislation on occupational well-being and found the avenue of most relevance to the Principal’s work environment, based on the WHO’s Healthy Workplace Initiative (2010), is that of psychosocial

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well-being which considers the impact of work-related psychological and social factors on employees’ mental health and productivity. In the absence of a consensus definition for psychosocial well-being in either EU or Irish health and safety legislation, I set about attempting to devise a definition, and to psychometrically measure my selected well-being indicators amongst my sample of Principals. I developed a Framework of Occupational Well-Being comprising six measurable psychological constructs, which I included in my survey: (i) satisfaction of basic psychological needs within the workplace (autonomy, competence and relatedness) (ii) high work motivation (iii) low burnout (iv) mindful engagement with and within the work environment (v) job satisfaction, and (vi) perception of fairness in employment and work conditions.

Subsequent interviews (n=20) contributed a wealth of confirmatory qualitative data as well as clarifying and expanding on the survey’s findings. Results brought a substantial amount of new evidence to light on Principals’ levels of occupational well-being and their perceptions on the efficacy of current BOM models.

Findings While it is not possible to present all findings or recommendations in this article, here follows a brief selection.

The reader is directed to my PhD thesis for a full overview.

Principals recorded the highest global mean burnout scores of any identified participants of the Copenhagen Burnout Inventory (which I adjusted for

58% of Principals suffer from anxiety and 23.4% suffer from depression, ranking above both EU and national averages. this research). Results show 58% of Principals suffer from anxiety and 23.4% suffer from depression, ranking above both EU and national averages. Workrelated stress was attributed to work overload; HR management; conflict resolution; self-infliction This research found that Principals predominantly identify as followers and not leaders within their profession. Only 1.5% identified ‘completely’ as a leader and a further 15% felt ‘considerably’ that they were leaders. In comparison, 85.4% strongly identified as followers while only 0.2% of Principals stated they did not at all identify as followers Principals display behaviours consistent with servant leadership, which prevails in public sector religious educational entities, attracting those with personality traits linked to ethical behaviours (vision, humility, altruism, values, self-sacrifice and service). This echoes their dominant work motivation style (identified regulation) whereby the employee attaches great personal value to their work Since the introduction of Croke Park Hours and salary cuts, there has been a radical reduction in

Principals predominantly identify as followers and not leaders within their profession.

Bullying is experienced by 45.3% of Principals with female colleagues being the most frequent perpetrators followed by parents/guardians and BOM chairpersons voluntary overtime amongst Principals and/or teaching staff. Principals reported that many teachers who habitually completed several hours per week overtime are now unwilling to do any overtime. Some Dublin-based young teachers are unavailable to stay late requiring second jobs to survive financially in the city 76% of Principals consider the (post-appointment) Principal training currently available did not adequately prepare them for Principalship Regarding satisfaction/frustration of basic psychological needs, Principals scored highest in autonomy frustration (denoting a sense of micromanagement from DES/BOM) and competency satisfaction (suggesting a sense of accomplishment/pride in their work). While relatedness scores suggest the majority are satisfied with professional relationships, Principals reported high levels of role isolation whereby they feel socially separated from staff. Bullying is experienced by 45.3% of Principals with female colleagues being the most frequent perpetrators followed by parents/guardians and BOM chairpersons 71% of Principals reported being solely responsible for the BOM workload. Principals largely feel unsupported by BOMs stating they add to their workload instead of alleviating it. This finding is overshadowed by BOM’s legal obligation to as far as possible alleviate employees’ workplace stressors. Principals explained they view BOM members as untrained volunteers, leaving Principals with a sense of personal responsibility for the workload With almost 90% of primary schools under Catholic patronage, only 22% of Principals identify as devout Catholics. A majority

of interviewees consider the multidenominational Community NS model best for Irish primary education going forward.

Recommendations (full complement in thesis) Periodic ‘mental health days’ (which do not erode current sick leave entitlement) should be made available to Principals as enjoyed by multiple other professions displaying lower mean scores for burnout than Principals as revealed in this research Principals displayed a clear need for job control and input to decision-making, hence I recommend that Principal representative bodies strongly advocate for direct teacher input to DES curricular interventions and DES initiatives, their design and the pace of their delivery. A panel of teachers and Principals could be created to liaise with the DES for this purpose Principals turn to spouses/ partners for support when enduring acute work-related strain. While acknowledging the professional support available from INTO and IPPN, they feel that there is currently no reliable pastoral support mechanism in existence for Principals with many enduring role isolation. Hence, I recommend that all Principals have access to a discreet mentor when needing advice/support regarding work-related problems.

Recently retired Principals, having an abundance of wisdom and role expertise, may be best placed to receive training in pastoral support to this end.

Training/running costs could be borne collectively by the various patron bodies who hold legal responsibility for the occupational well-being of the Principal. This scheme would likely also require ongoing DES funding Mandatory pre-service training for prospective Principals should be developed without which one is ineligible to apply for a school leadership position. With 76% feeling unprepared for the role, the lack of formal training is likely a major factor in their unhealthy levels of burnout and their low scores in identifying as leaders.

Examples such as the Canadian

or Singaporean models (see thesis) may provide a sample framework for the design of a model best applicable to an Irish context. I would advise that the Framework of Occupational WellBeing, which I created for this study, be incorporated into the design of any such programme Mandatory pre-appointment training should be provided for incoming BOM members with a view to ensuring they are equipped to effectively support the Principal as school leader, understand their legal obligations and evenly share the BOM workload Considering the alarmingly high levels of Principal burnout uncovered in this research, and high levels of stress amongst educators in general, I recommend Mindfulness training for student teachers and current educators, as trait (innate) mindfulness levels are low in this cohort and mindfulness has been shown to be a protective factor in stressful work environments.

If you would like to contact Rita in relation to this article and her work, you can email her at dritamchugh@outlook.com.

Mandatory pre-service training for prospective Principals should be developed without which one is ineligible to apply for a school leadership position.

LINK

Dr. Rita McHugh recently completed her PhD research at the University of Lincoln.

See link to access her PhD thesis, on which this article is based.

17

LEADERSHIP+ The Professional Voice of Principals

EducationPosts.ie

Latest Develoments MAEVE O’MAHONY EDUCATIONPOSTS.IE

IPPN is constantly developing EducationPosts.ie and we are delighted to provide details on the latest updates to the website.

‘AS GAEILGE’ / IRISH LANGUAGE In April, Marc de Grás (Gaeloideachas Representative of the Primary Schools Sector outside the Gaeltacht) came on board to assist with the Irish translation of EducationPosts.ie.

You may have noticed the initial updates to the Job Seeker and Job Advertiser FAQs, and the dual language email alerts.

This project is ongoing, with other areas of the website being translated over the coming weeks. If you have suggestions, or would like to provide feedback on EducationPosts.ie, please email info@educationposts.ie.

ONLINE RECRUITMENT PORTAL / ONLINE APPLICATION PROCESS IPPN, with the development team and expert consultants, has created a new online recruitment portal within EducationPosts. ie. The new system will facilitate the acceptance of applications online, and streamline communication between candidates and school staff throughout the recruitment process.

When creating an advert, the Advertiser can use the integrated online application process. This feature prompts Job Seekers to complete an application form or upload their CV directly on the website. These developments aim to reduce the administration and paperwork associated with recruitment.

Updates will be issued via email and on social media.

We will continue to update EducationPosts.ie to respond to the needs of schools and job-seekers. If you have suggestions in this regard, you can email them to info@educationposts.ie

www.ippn.ie Latest resources The following are the latest resources uploaded to the different sections of the website since the last issue of Leadership+:

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RESOURCES SCHOOL POLICIES LINK Mandatory Policies ■ 4. Seasamh na Scoile maidir le Bulaíocht DES CIRCULARS LINK 2022/Information Notes ■ Information Note SD 0003/2022 – Updated Covid-19 Guidance to Schools following the mid-term break 2022 ■ Information Note SD 0004/2022 – Important Information regarding schools administration ■ Information Note TC 003/2022 – COVID-19: Parental Leave Scheme – Arrangements for remainder of 2021/22 school year for Teachers and Special Needs Assistants

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employed in recognised Primary and Post Primary Schools Information Note TC 0002/2022 – COVID-19: Changes to Special Leave with Pay from 7th February 2022 for Teachers and Special Needs Assistants employed in recognised Primary and Post Primary Schools DE Info Note: Updated Covid-19 Guidance to Schools following the mid-term break 2022 COVID-19: Changes to Special Leave with Pay from 7th February 2022 for Teachers and Special Needs Assistants employed in recognised Primary and Post Primary Schools)

PLANNING PROMPTS LINK A new prompt is uploaded each week to this section, and each one is relevant to the time of year.

SUPPORTS LEADERSHIP+ 2021/22 ■ Leadership+ Issue 122 – April 2022 E-SCÉALS A new E-scéal is uploaded each week to this section.

ADVOCACY SUBMISSIONS LINK ■ Submission to the DE Inspectorate on Code of Practice, Guide for Inspection and Procedures for Review – April 2022 ■ Submission to the DE on the Creative Youth Plan 2023–2027 – April 2022 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

June 2022

Encouraging further growth of

Middle Leadership in schools REGINA O’SULLIVAN IPPN LEADERSHIP SUPPORT TEAM

One of the very positive things which has emerged from two years of upheaval in schools, is an increased understanding of the crucial role of Middle Leaders. Many Principals and Deputy Principals readily admit that they could not have survived without the innovation, assistance and support of AP1s and AP2s. Teams had to learn together and also lead together.

schools are now actively focused on developing in-school management teams (ISM) so that those involved clearly understand their roles and responsibilities as school leaders.

As we contemplate exactly what we learned in schools during this challenging time, the role of middle leaders is one to consider. Now is the time to look at great examples of leadership shown by middle leaders and indeed by many non-positional teacher-leaders. These people successfully led teaching and learning in an entirely new way, while bringing colleagues, pupils and parents along.

It was testament to their many skills and talents.

Middle leaders, while still engaged in agreed duties and tasks, have a growing awareness of a distributed model of leadership as a key resource for pupil learning.

Post holders within our schools traditionally undertook assigned tasks, and in so doing, contributed to the smooth running and good management of schools. In 2016, with the publication of the Looking at Our Schools document, followed

by Department Circulars in 2018 and 2019, a new vision for school leadership in Ireland was set out.

Today, schools are at various stages in realising that vision. Many

These people successfully led teaching and learning in an entirely new way, while bringing colleagues, pupils and parents along.

It was testament to their many skills and talents.

‘Assistant Principals occupy positions of strategic importance in the leadership, management and administration of the school’. Circular 70/2018

As we emerge from restrictions, schools are beginning to place a renewed emphasis on teaching and learning. As with all senior leaders who teach full time, middle leaders are close to the learners and immersed in the needs of the school.

They are oftentimes skilled users of data and can readily shine a light on strengths and weaknesses within teaching and learning. Furthermore, and importantly, they know how to motivate teachers and can provide the support necessary to effect change.

School Self Evaluation is a highly collaborative process which places serious demands on time and energy in schools. Middle leaders take on responsibilities in drawing up and implementing the School Improvement Plan. They are also central to monitoring and reviewing.

Most importantly, it is our Middle Leaders who help to embed good practices in our schools.

When Middle leadership is working well, there is collaborative practice and clear communication. Schools who encourage Middle Leaders in their leadership roles are more likely to be highly effective in standards

Distributed leadership is not so much about the distribution of tasks as it is about people working collaboratively to respond to the needs of the school. of practice. Distributed leadership is not so much about the distribution of tasks as it is about people working collaboratively to respond to the needs of the school. It is also about developing the organisation according to a shared vision realised by many.

Schools who build teams in this way are ever mindful of communication, including meaningful dialogue, where all voices are heard. They are willing to put relationships at the heart of all that they do in order to build and maintain trust. When our Middle Leader colleagues experience leadership in a way that makes them feel valued and empowered, they see clearly the contribution they can make. There are untold benefits not only for individuals but for the entire school community. This growth of Middle Leaders contributes, in no small way, to the sustainability of the roles of senior leaders.

Many schools have had a unique insight into the power of the distributed model of leadership as they negotiated the demands and effects of a global pandemic on our system and on their communities.

Let us hope that schools can capture these lessons and reflect upon them.

It is sure to bring us further along a road towards realising a new vision for leadership in our schools.

If you would like to get in touch with Regina in relation to this article, you can email her at reginaosul@gmail.com

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REFLECTIONS

Dancing with the Scars DAMIAN WHITE PRINCIPAL OF SCOIL SHINCHILL, KILLEIGH, CO. OFFALY AND IPPN PAST PRESIDENT

I suspect our house is like many houses across the country when it comes to the TV. Earlier in the year, I watched Dancing with the Stars on Sunday evenings with the family, mainly to compensate for having hogged the telly for GAA matches on TG4 or Premiership matches on Sky during winter afternoons. The rest of the family, who all enjoy sport to varying degrees, get a reprieve from those of us with a crippling obsession with combat over the possession of various sizes and shapes of ball when we head off to a match. In a house like ours, ‘DWTS’ is a small price to pay for such liberties.

Two Offaly celebrities made the line-up this year; which piqued my interest a little. Comedian Neil Delamere and Irish 7s rugby international Jordan Conroy brought the undoubted advantage that having strutted your stuff in Tullamore’s ‘Palace‘ night-club gives you - the confidence that your gyrations and buckleaps actually constitute an art form of sorts, and that judges might take kindly to them. When I suggested one evening that they might ask a former IPPN President into next years competition, squeals of laughter drowned out even the loud judge on the left. ‘You only have feet for planting cabbage’ was the kindest offering. ‘Instead of dancing the ‘Paso Doble’, you could do the ’Pass the Belly’ was less kind one, but it got a 9 from Brian for quick wit and improvisation.

Most joking aside, the ‘celebrities’ generally make a reasonable fist of the dancing, and marks tend to improve over time. Lifts come closer to Nureyev and Fontaine than Tadhg Furlong and James Ryan in terms of their balletic grace. Trust builds between the professional dancer and their partner from another discipline. As I sat watching the genuine friendship and affection growing between dancers, my thoughts went as they often do, to ‘what lessons are in this for school leaders?’.

Do the dancers learn from the judges, who comment publicly, sometimes harshly, on their performance, suggesting what they are doing wrong and how they could improve? Do they learn more from their dancing partner and mentor,

who works patiently with them all week, constantly encouraging them when they doubt themselves, leading them with empathy through the difficult bits?

What works to bring about the best performance from people, and gives them the most satisfaction in delivering it? What approach will lead to a sustainable rate of improvement, and cultivate an interest in continuing to selfassess and improve, after you’ve ceased to hold their hand? These are questions that we can ask ourselves - as mentors to new principals, as principals overseeing the work of teachers, or as inspectors overseeing the work of schools.

A quad injury during the week wasn’t enough excuse for one dancer who, in spite of her heroic efforts, scored low. How do we as leaders account for all circumstances when assessing performance? Are we empathetic and supportive, or do we make allowances for no casualties in pursuit of whatever goal is before us? What works in the long run?

At times over the past two years, school leaders have felt like the orchestra on the Titanic, using all the skills in their playbook to offset general panic, while fighting the same dangers themselves.

Each school at this stage is like an heroic boat limping to the shore, or a Memphis Belle, with its undercarriage in smithereens, dependent on the skill of its pilot to complete the last of several impossible missions. Those on board have been too busy fighting the elements to see if the course they have plotted was always the correct one. The shore, the endline, the last dance, are all in sight, but some time is needed for the repair of sails and the oiling of joints.

The remainder of this calendar year is a time for good work in dry dock. The people who have captained the ship, and all those who have kept it afloat, need to re-centre before casting off again. Between now and the end of the year, our work as school leaders should be about people and the relationships they share. Pupils, staff, school leaders, parents and Boards, after the two most

What works to bring about the best performance from people... What approach will lead to a sustainable rate of improvement, and cultivate an interest in continuing to self-assess and improve... challenging years in living memory, must figure out how they all work together post-pandemic.

What changes were we forced to make which we might now retain?

Opening and closing times, breaktime arrangements, access to teachers, homeschool communications, homework and the use of various digital platforms are, as I write, being discussed where interested parties meet.

What is the role of the inspectorate and the various agencies we deal with in all of this? How can they best help to get us back on the dancefloor at our best, get our boat facing the open ocean again? They are no different in how they have had to modify and reimagine how best they could all work during Covid.

Oversight in any occupation is totally necessary and accepted, so what to do now for optimum results?

Like many principals, I have received good support and encouragement from our school inspector during this pandemic.

While no one loved Covid inspections, most saw them as necessary to back up our claims that everything possible was being done to tackle Covid. I would hope that as we emerge from two years of varying degrees of darkness, that we be allowed to adjust once again to the light.

In this, the inspectorate can be our dancing partners, where mutual trust and confidence grow and everyone benefits. As judges however, talking up new routines and manoeuvres in the coming months will only leave everyone sprawled on the dancefloor.

21

LEADERSHIP SUPPORT

Reading and Responding to

Behaviours of Concern Part II DONAL KERINS IPPN LEADERSHIP SUPPORT TEAM This article the second of three, based on the work of Nancy Rappaport and Jessica Minahan. A more complete account of their work and suggestions for dealing with Behaviours of Concern among pupils can be found in their book ‘The Behaviour Code’.

QUICK RECAP Behaviours of Concern Part 1 in Leadership+ Issue 122 described how: misbehaviour is a symptom of an underdeveloped skill behaviour is communication behaviour has function behaviours occurs in patterns behaviour has bookends – ABCs behaviour can be changed.

CHANGE THAT LASTS The greater the effort made to develop a pupil’s underdeveloped skills and the more the environment is changed to encourage appropriate behaviour, the faster the pupil’s behaviour is likely to change. Non-intervention should not be an option.

The greater the effort made to develop a pupil’s underdeveloped skills and the more the environment is changed to encourage appropriate behaviour, the faster the pupil’s behaviour is likely to change.

Building on an understanding of what drives behaviour, the authors provide a framework for a different kind of behavioural intervention plan - the ‘FAIR Plan’. FAIR stands for: Functional Hypothesis Accommodations Interaction Strategies Response Strategies.

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The goal of the FAIR Plan is to change inappropriate behaviour to appropriate behaviour for the long term, rather than simply ‘managing the behaviour’ until the end of the year. Achieving this type of change requires planning and co-ordinated implementation by all adults working with the pupil.

FUNCTIONAL HYPOTHESIS Behaviour has a function and is a form of communication. It is important to establish precisely the function of the behaviour. Mark Durrand, in his book entitled Severe behavior problems: A functional communication training approach, outlines four functions of behaviour: escape motivated behaviour to avoid a person, demand or task tangible behaviour where a pupil strives to obtain a tangible object e.g. money or food when s/he wants it sensory behaviour, motivated by taste, touch, smell etc. attention-motivated behaviour.

ACCOMMODATIONS These are strategies designed to reduce the triggering aspects of the environment as well as explicitly teaching replacement behaviours, underdeveloped skills and selfregulation.

INTERACTION STRATEGIES Pupils with challenging behaviour often have a history of school anxiety, school failure and difficult relationships with authority. Teachers need concrete, easy-to-implement strategies to reassure them that, in fact, they are liked, respected, and safe. Establishing and developing such a relationship will encourage them to take risks and move out of their comfort zone.

Examples of such strategies might be: Embedding choice in instructions e.g. ‘Jack, would you like to walk at the front or back of the line?’ rather than ‘Jack, line up’, or

‘Could you tidy your desk before lunch, Jack?’, rather than ‘Jack, tidy your desk’.

Avoiding Yes or No questions Using humour whenever possible Offering extended time for compliance with requests Offering positive and noncontingent reinforcement Building on the relationship by chatting occasionally with the pupil.

Teachers need concrete, easy-to-implement strategies to reassure them that, in fact, they are liked, respected, and safe.

RESPONSE STRATEGIES How a teacher responds to an agitated pupil can escalate, de-escalate, or maintain his/her level of agitation.

The teacher must avoid reinforcing the function of the behaviour. If an attention-motivated student starts to argue and the teacher takes him or her into the hallway for a stern talk, the teacher has accidently reinforced the behaviour. The pupil is likely to argue again the next day.

If Jennifer starts to argue, instead of responding verbally and perpetuating the argument, the teacher might write her a note that says, ‘please start reading quietly’ and then quickly walk away and engage in another conversation or task (preferably with her back to Jennifer). This response will not only de-escalate a situation that could have become loud and explosive, it will also reduce the likelihood that Jennifer will argue tomorrow because the teacher didn’t reinforce her behaviour with attention.

Donal.Kerins@ippn.ie The Behaviour Code: ISBN-13: 978-1-61250-268-7

June 2022

Instructional Leadership Programme (ILP) KAREN DEVINE DIRECTOR OF CARRICK-ON-SHANNON EDUCATION CENTRE

Research indicates that a teacher’s instructional repertoire is one of the single biggest predictors of a student’s performance and the ILP generally aims to facilitate the growth of a teacher’s instructional intelligence.

The ILP is a Professional Development Programme for teachers and school leaders aimed at enhancing learning and teaching in our schools. The programme was designed by Professor Barrie Bennett, author of ‘Beyond Monet’. Professor Bennett has written and lectured extensively on the theme of teacher learning focused on instructional practices. Research indicates that a teacher’s instructional repertoire is one of the single biggest predictors of a student’s performance and the ILP generally aims to facilitate the growth of a teacher’s instructional intelligence.

Aims of ILP The programme endeavours to initiate and facilitate systemic change, across all levels of education, focusing on teaching and learning. By engaging with this programme, teachers develop the pedagogical skills and language to: Consciously modify their instructional actions in the classroom so as to maximise student learning Facilitate the conscious and deliberate utilisation of teacher actions Foster an awareness of how a teacher’s actions can impact on student learning Empower teachers to cater for diverse student learning needs Enhance classroom management Support professional and collaborative reflection.

ILP supports the following learning areas: leading learning inclusion wellbeing supporting teachers learning and uses the learning processes practice and collaboration, immersive professional learning activities and courses/programmes/workshops (p.28 Cosán – a framework for teachers’ learning, Teaching Council, 2016).

Pilot Project at Primary Level: The programme is well established at post primary level in Ireland since 2008, and is now being piloted at primary level in five Education Centres in Cork, Donegal, Kilkenny, Limerick and Carrick-on-Shannon.

During the 2018/2019 academic year, these five Education Centres collaborated with ILP/ETBI in training primary teachers as facilitators of the ILP under the tutelage of Professor Barrie Bennett and the ETBI Instructional Leadership team.

The rationale for this initiative is to provide a tangible bridge between what’s happening at primary level and recent Junior Cycle developments at Post Primary level, equipping teachers, and in turn their students, with the language and skills needed to not just bridge that gap, but also to lay a solid foundation for effective teaching and learning.

Roll-out of the Pilot Project In July 2019, an ILP summer course entitled ‘Creative Teachers & Classrooms: unlocking the potential of innovative methodologies to enhance teaching’, was hosted in Cork, Donegal and Kilkenny Education Centres.

A DES inspection carried out on this summer course highlighted the deep reflective engagement with course content and the enabling of participants to contribute insightful

opinions and experiences from their own classroom practice. Here is some of the feedback received: The learner’s experience during the course was excellent. The course presenters succeeded in creating a relaxed atmosphere with very high levels of engagement and participation A broad range of methodologies including collaborative tasks and challenging topics for whole-group discussion were used to stimulate participation and response Participant feedback indicated that they gained a range of skills, tactics and strategies that will enhance the teaching and learning in their own classrooms across all subject areas and developed a common language, which supports meaningful professional dialogue and professional reflection.

The summer course will run again from 4th to 8th July 2022 in Carrick-onShannon, Kilkenny, Limerick and Cork Education Centres.

Professional Development Opportunities for Teacher Leaders: Teachers who complete the IL summer course this year will be offered the chance to complete phase 2 of the Instructional Leadership programme in one of the above Education Centres during the academic year 2022/2023.

This will be in the form of 10 x 2 hour workshops face-to-face in the Education Centre. Those participants will receive a certificate of completion from ILP/ETBI and will then be eligible to apply for the position of ILP tutor in an Education Centre, should the position arise.

If you would like to contact Karen in relation to this article, you can email her to director@carrickedcentre.ie.

Read more at www.instructionalleadership.ie and Irish Times Article.

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LEADERSHIP+ The Professional Voice of Principals

WILL WOMEN IN

LEADERSHIP AND LEARNING KATHRYN CORBETT PRINCIPAL OF BISHOP GALVIN NS, DUBLIN AND RACHEL O’CONNOR PRINCIPAL OF RAMSGRANGE COMMUNITY SCHOOL, WEXFORD

‘Networking is not just about connecting people.

It’s about connecting people with people, people with ideas, and people with opportunities’ - Michele Jennae

According to Department to Education statistics for 2020/2021, there are 3,218 primary principals, two thirds of whom are female. However, there are 42,012 teachers (including principals) in our primary schools, with a gender breakdown of 85% of female, 15% male.

Therefore, these numbers show that 1 in 15 females are school leaders, whilst for males, it is 1 in 6. The statistics are similar for our post-primary colleagues.

This was the starting point of our panel discussion as part of the Teaching Council’s Féilte in October 2021, with a focus on the barriers (perceived and real) for aspiring female leaders in education. Following on from this, we decided to design a series of online workshops for aspiring female leaders in education, to provide a space to explore and to share our experience of the bridges we have used, as female school leaders, to overcome those barriers. The workshops took place over three weeks and were kindly hosted by Wexford Education Centre. Topics included reflections on

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concepts and core principles of school leadership, the imposter syndrome, and the creation of a leadership portfolio with participants. Inspiring female leaders, from both within and outside education, were invited as guest speakers to share their stories and their vision for leadership. The response was hugely positive and, due to demand, a second series of workshops took place. Participants’ feedback indicated that they wanted more - more opportunities to engage in discussions around female leadership, and more time to connect with other like-minded women. As a result, the WILL Network emerged!

At the moment, Twitter-@network_will - is our main source of communication, with registration via a Google form, which you can access via a link on our biographical details. Since launching, almost 250 aspiring and inspiring female leaders have registered to hear more, and received priority booking for future events. We are currently planning a number of online events (WILL Chats) and our first in-person event in June (WILL Brunch).

Although we are both busy school leaders with young families, this network is very important to us.

It encompasses our passion for education, mentoring and leadership.

Our vision for WILL Network is to reach out to aspiring female leaders in education, to share the many different aspects of leadership roles, and to have important conversations about

the sustainability of the role, with a view to bringing about change for the benefit of our education system.

‘True leaders don’t create followers. They create more leaders’.

Kathryn Corbett is principal of Bishop Galvin NS, a large senior primary school in Dublin. Rachel O’ Connor is principal of Ramsgrange Community School, a co-educational post primary school in Wexford. WILL (Women in Learning & Leadership) Network was founded and launched by Kathryn and Rachel on 8th March 2022, International Women’s Day. It is a network for aspiring and inspiring female leaders from all sectors in education, a first of its kind in Ireland.

The overall aim of the network is to provide opportunities for women in education to support, to share and to learn from each other.

If you would like to contact Kathryn in relation to this article, you can email her at principal@bishopgalvin.ie.

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New faces, same great team As time moves on change is inevitable. Allianz have been very lucky to have had Shane Mooney and Mairead Mullins as local school representatives for Allianz in the north west for many years. However their time within the education team has now come to an end. With years of experience in the Allianz schools support team Ronan Cassidy now takes up the role of local school representative. As you will have seen in recent communications, there has been a slight reshuffle in the regions of the existing local school representatives as illustrated below. The faces may change but the aim of the team remains the same, to be there to support our schools.

Ronan Cassidy ACII – North West Ronan.Cassidy@allianz.ie 087 430 2246

Alan Carroll CIP – North East Alan.Carroll@allianz.ie 087 956 6721

Ronan Cassidy North West

Noel O’Loughlin ACII – West

Alan Carroll North East

Noel.O’Loughlin@allianz.ie 087 258 8943

Noel O’Loughlin West

Martin Sinnott ACII – South East Martin.Sinnott@allianz.ie 087 686 2329

Martin McKeogh, ACII, BBS (Hon) – South Martin.McKeogh@allianz.ie 087 920 3992

Allianz p.l.c. is regulated by the Central Bank of Ireland. Standard acceptance criteria apply

Martin Sinnott South East

Martin McKeogh South