February 2024
EDITORIAL
Small Schools Action Research Clustering Project – important learnings This action research project has established six clusters of small schools – each of which is supported by a cluster co-ordinator who is sponsored by one of the management bodies, IPPN or INTO. The clusters have tested some very interesting initiatives that are yielding important findings. Many common themes and initiatives are emerging from the clusters. Among them are the following: The power of the collective All groups have emphasised the importance of the cluster coordinator in developing the collaborative group culture Transitions between primary and post-primary sectors Student clustering for certain activities Clustered Digital Technologies Support Clustered Secretarial Training Clustered in-school management team training The need for structured ‘Compliance and Governance’ supports. Access to a digital administrative management system, through the availability of Aladdin to all clusters, was mentioned by many as a significant support in terms of managing school administration. Populating Boards of Management in small schools can be challenging. One cluster has the same chairperson in all schools. That’s a significant commitment to a local community and perhaps presents an opportunity to examine potential administrative supports for boards, especially in the area of compliance. A number of the clusters expressed an interest in examining the development of such compliance and financial supports through the expansion of the cluster administrative officer role currently in operation in the Gort cluster. However, there are barriers in terms of the Education Act - Section - 14.2. The Small School Cluster Action Research Project must provide opportunities to examine and pilot innovative ideas that may contribute to designing the types of support that schools, school leaders, and boards of management will require in the future. The system must examine how we can overcome any such barrier to potential compliance and governance supports. Combining part-time hours to create a fixed-term position Some of the clusters have made great progress in creating fulltime posts by combining Principal Leadership and Management days with SEN, EAL, and other part-time hours. They have identified several positive outcomes to this arrangement: Fewer part-time teachers to manage Greater efficiency - instead of two or three teachers coming into each school, there is only one teacher, which reduces time lost traveling between schools. Greater continuity for pupils Cost-neutral to the Department Positive impact on the wellbeing of all involved. Cluster Administrative Officer Perhaps the most innovative development is the Cluster Administrative Officer Role developed by the Gort Cluster.
LEADERSHIP+ EDITORIAL TEAM The positive impact on the schools and leadership of the schools seems to be very significant. The schools are receiving support in areas such as: Recruitment of substitute teachers and SNAs Centralised vetting of all substitute SNAs for all of the schools in the cluster Organisation of staff CPD, parent talks, shared sports days, shared flag initiatives across the cluster Supporting the management of the Exceptional Review Process across the cluster Policy development across the cluster, including areas such as health and safety & First Aid Co-ordination of the free book scheme across the cluster Audit and management of shared resources Development of a common approach to SSE Procurement of IT equipment, cleaning supplies, photocopier contracts etc. Droichead training Clustered leadership coaching. The project sponsors have an opportunity to determine how such innovative practice can be supported beyond the small school cluster project, to ensure learning is garnered in terms of potential supports that may be required by schools into the long-term future. The research aspect of the project has yet to be progressed. In the interim, the clusters are show-casing a more sustainable model for the schools and for the school leaders within the clusters – a model that can ensure effective leadership focusing on core purpose that will lead to effective schools and will result in better outcomes for the children attending those schools. The next stage is crucial – to build on the learning in the clusters and ensure that the initiatives that have been proven to work are implemented nationally, to benefit all small schools. Is sinne le meas, Leadership+ Editorial Team
Louise Tobin President
Páiric Clerkin CEO
Geraldine D’Arcy Editor 3