Leadership+ Issue 132 - April 2024

THE PROFESSIONAL VOICE OF SCHOOL LEADERS

Golden

Nuggets

for

the sharing of leadership

Signposts

John

Also in this issue:

What’s it like to lead an Educate Together school? Emer Nowlan, Educate Together CEO

BLAST Arts and Creativity Initiative - Bryan Lynch, Principal of St Colman’s NS, Stradbally, Co. Laois and Member of IPPN Board of Directors

My Takeaways from IPPN Deputy Principals’ Conference 2024 - Selina Carmody, DP Wexford Educate Together NS, Member of IPPN Board of Directors

REFLECTIONS: The Future to Back - Damian White, IPPN President 2019-2021

LEADERSHIP SUPPORT: Leading from the Middle: Empowering School Leadership – Jack Durkan

Group Mentoring: A process of meaningful and highly professional learning experiences - Caroline Quinn, IPPN Leadership Support Team

Growth Mindset - A Toolkit for Life - Edelle O’Donovan, Teacher in St Joseph’s PS, Tipperary Town

The Classroom Environment: Helping or Hindering? - Shóna O’Donnell, NCSE and Aishling O’Reilly, Ashdale Care Ireland

Leading Climate Action in your School - Mary Moore and Patrick Kirwan, Irish Schools Sustainability Network

The editorial team contributed the following:

The President’s Diary Part 1: September 2023 to February 2024 | Editorial | DP Conference 2024

Ciall Ceannaithe Online Summer Course | On Your Behalf | And Finally

Yvonne

Golden Nuggets for the Sharing of Leadership

The rich data that has been gathered through our member surveys and participation in the Deakin University Health & Wellbeing research has resulted in an up-to-date evidence base to strengthen the case for progressing the recommendations in IPPN’s Sustainable Leadership Report.

The data shows that there is broad consensus among principals and deputy principals with regard to what would enhance their leadership capacity, effectiveness and sustainability, with 95% of principals and 94% of deputy principals agreeing that an ability to focus on their core purpose would have a positive impact. Similarly, 95% of principals and 93% of deputy principals agreed that increased opportunities to share leadership would enhance their own leadership capacity, effectiveness and sustainability.

It is very encouraging that two thirds (66%) of principals and deputy principals believe that the members of their leadership and management teams see leadership as a shared responsibility. This is an indication of the proactive work happening in schools around the development of a culture of shared leadership.

Despite all of the challenges and concerns leaders share about our job, the data also shows that we enjoy our work. Teachers and school leaders do our best at all times for the children in our care, and school leaders value and enjoy working with our management teams and the entire staff in our schools. Yet, how much better could it be over time if our core purpose was recognised and accommodated, if shared leadership was properly facilitated and the development of a proper governance structure was ensured?

The ideas generated at the Leadership Pathways sessions for Principals and the Leadership Connections session for Deputy Principals at their recent conferences – on what is working in schools to share leadership and create time and space to work together – are a mine of ‘golden nuggets’ from which all leaders can draw for their own school context.

Principals were asked ‘What might assist me to better maintain a focus on my core purpose, and to better ensure a partnership/ co-leadership approach to the leadership of the school with the leadership team?’ Some examples include: being clear about that core purpose reframing ‘leading of teaching and learning’ as ‘enabling teaching and learning’ recognising the agency we create in our schools by managing all the non-curricular valuing the impact of our

EDITORIAL TEAM

emotional intelligence in cultivating the environment in our schools that promotes teacher and student agency remembering to cultivate the relationship participation in local support groups.

Deputy Principals were asked ‘How can my principal and I lead our school most effectively together?’ Some examples include: by scheduling discrete time to meet and plan with the principal by remembering to proactively foster and cultivate the relationship by ensuring there is good, honest and open communication between us by ensuring that we are on the same page re. our vision and ambitions for the school by recognising the central importance of trust by acknowledging that deputy principals lead in their own right.

These were shared via E-scéal and are available to download from ippn.ie. We encourage every school leader to consider whether any of the suggestions might work in your school’s context.

Is sinne le meas, Leadership+ Editorial Team

Louise Tobin Páiric Clerkin Geraldine D’Arcy President CEO Editor

LEADERSHIP+

DAVID RUDDY BL

Essential Education Law for the School Leader

The Mason, Hayes & Curran LLP Education Team in partnership with IPPN hosted a webinar on Wednesday 13 March. At this webinar the panellists discussed several topics including:

Parental Complaints Procedures 2024 (Revised)

The revised procedures are effective from 1 January 2024. These procedures were agreed by the management bodies and the INTO.

The procedure is a staged procedure where every effort is made to resolve matters at the earliest possible stage. In most cases, concerns will be dealt with either informally or formally at the earlier stages of the procedure. Where it has not been possible to agree a resolution at the earlier stages, the procedure does allow for the escalation of the matter to the Board of Management. This procedure sets out, in four stages, the process to be followed in progressing a complaint and the specific timescale to be followed. It is expected the parties will follow each stage in sequence.

How to effectively address and resolve concerns raised by parents was the focus of the discussion.

Child Protection Procedures for Primary Schools 2023 (Revised)

The issue concerning the anonymisation of the names of staff in certain circumstances like that of pupils was discussed. There was also comment concerning the emergency protocol and the implications for the staff member and Board of Management

Effective crisis response strategies to mitigate potential risks and ensure the safety and well-being of students and staff was discussed. The importance of having a policy and plan in the event of a crisis was highlighted.

(BoM) alike. The Child Protection and Safeguarding Inspections and the risk assessment to accompany the safeguarding statement was also referenced.

Behaviours of Concern - Responding to a Crisis

How to navigate the complexities of managing behaviours of concern was the focus of this section. Effective crisis response strategies to mitigate potential risks and ensure the safety and well-being of students and staff was discussed. The importance of having a policy and plan in the event of a crisis was highlighted. The use of physical intervention in crisis situations and its implications for staff and pupils was highlighted. The tightrope of balancing the rights of a pupil exhibiting behaviours of concern and the health and safe of other pupils and staff also arose.

Recent developments in employment law relevant to school.

This section discussed recent decisions in cases involving our Education Team including sanctions like verbal/written/ final written warnings and dismissal. The importance of the Principal’s report to the BoM in relation to disciplinary proceedings was addressed. The issue of retirement, which is very topical in relation to caretakers and secretaries, was also discussed.

A link to this webinar is available on both the Mason, Hayes & Curran LLP and IPPN websites.

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

Building Partnerships to achieve your school goals

JAMES MCINTYRE-URE PARTNERSHIP SCHOOLS IRELAND CO-ORDINATOR, NATIONAL PARENTS COUNCIL

Partnership Schools Ireland (PSI) is an initiative which is positively influencing the education landscape across Ireland. This is a partnership between IPPN and the National Parents Council (NPC), which is part funded by the Department of Education to support schools. PSI aims to help children thrive, by promoting collaboration between schools, families and wider communities.

So how does it work? The work of a ‘Partnership School’ is driven by an Action Team for Partnerships (ATP). Each school forms an ATP of 8-16 people including the principal, teachers, students, parents, and members of the community. Though the Principal or Deputy oversees the objectives and outcomes of the partnership, a separate leader is nominated to coordinate the team.

Each year, the ATP leads the work on four goals:

• Two academic goals

• One behavioural goal

• One “climate of partnership” goal

The ATP receives free training which ensures goals are SMART and appropriate resources are available.

Click here for more details of the programme.

By showcasing measurable improvements in student outcomes, parental satisfaction, and overall school performance, PSI provides a track record that speaks volumes.

Here are some testimonials from Principals who we have worked with:

‘I definitely feel that the Partnership Schools Model is an invaluable asset to me as a school leader in working through the School Self-Evaluation process and in implementing the School Improvement Plan. Our work is never an extra burden for staff or pupils, but rather a vital support to and an enhancement of what we are already trying to achieve within our School Improvement Plan.’

Bernie Farrell, Acting Principal, St. Louis Girls’ School, Monaghan

‘The PSI/ATP is time-efficient and easy to interweave into the school programme. The benefits far outweigh the organisational time involved. PSI Is a win-win for the entire school community... It further offers opportunities to pinpoint and act on any further needs. It is collaborative, needs and evidence based.’

Kathryn Keenan, Principal, Emper NS

The success stories of schools that have participated in PSI’s training programme are a testament to its efficacy. By showcasing measurable improvements in student outcomes, parental satisfaction, and overall school performance, PSI provides a track record that speaks volumes. Principals can take confidence in the fact that they are joining a programme with a proven record of positive impact.

The PSI programme is based on the work of Dr Joyce Epstein who has been conducting research on partnerships between schools, families and communities for 40 years.

It offers school leaders the following benefits:

1. PSI supports the parents and student’s participation as required by SSE and SIP in an easy, achievable and impactful way.

2. This programme provides opportunities for emerging leaders in schools to take on responsibilities. It also empowers teachers, parents, and students and developing their leadership skills and confidence.

3. Strengthening communication channels between schools and parents.

4. Support with PAs: If your school does not have a PA or it has disbanded and you are finding it difficult to rebuild, Partnership Schools can help establish a new PA through its partnership approach.

Recognising the diverse needs of primary schools across Ireland, PSI’s training programme offers tailored professional development opportunities. This personalised approach ensures that school leaders receive targeted support for their unique challenges and goals.

If your school would like to join the growing family of Partnership Schools in Ireland, there are still available training dates before the end of the school year. Please contact James by email psi@npc.ie or phone 01 8874478. For those schools who have previously trained and would like some assistance or need reenergising, know that we are always here to support you.

See npc.ie for more information.

Social Media:

KAREN BYRNE PRINCIPAL

Irish special school settings have changed dramatically in the last 20 years. Thankfully, the incredible staff who work in these challenging schools have not.

At the heart of every special school around the country are teachers, special needs assistants (SNAs), secretaries, bus escorts, cooks, cleaners and caretakers. Each and every one of these staff members has an important role to play in the smooth operation of the school day.

In my special school for children with a moderate intellectual disability, nestled on a quiet country road in Skerries, Co. Dublin, you will find a gifted cohort of staff. It has often been referred to as a magical space where wonderful things just happen.

I have been the principal since September 2018, and even before my time the staff have played a crucial role in providing support, guidance and care to our students with diverse needs. The presentation of our students has changed significantly, even in my short time at the school. A debate could take place as to why, however I would like to remain positive and highlight many key points that I observe on an ongoing basis as the leader in my school. The heart of the matter always goes back to the staff and what they bring to the table daily. In St. Michael’s House Special National School, Skerries, we proudly refer to ourselves as ‘TEAM Skerries’. This motto developed out of the Covid-19 crisis and the difficulties we overcame together. The Together Everyone Achieves More (TEAM) motto has been the glue that has kept everyone focused on providing a quality educational experience for the students who attend our school.

A collaborative TEAM approach taken by all staff, as mentioned above, ensures that students receive comprehensive support across every aspect of the school setting, and in each area of their development. When or if you do visit our quaint school, you will find it difficult to distinguish which role is connected to each staff member. This adds to the ‘all for one and one for all’ mentality that you will find throughout our small school. The significance of building

The Heart of the Matter

these strong relationships between staff members and students is one key matter at the heart of the magic in Skerries. My staff possesses a diverse and wide range of skills, including special education training, behaviour management techniques and expertise in working with various disabilities. They come from numerous cultural backgrounds and this adds a richness to the school culture. Staff often engage in ongoing training and professional development opportunities. This takes place both as whole staff trainings and also individually. Staff members frequently enhance their skills and keep abreast of best practices in special education, especially in areas relating to the students they work with. Another key element staff create is a positive school environment. They foster individuality and encourage students to develop peer relationships in their classrooms. This inclusive environment nurtures a space where students feel valued, respected and supported in their learning journey. Students receive personalised and individualised support

based on their unique needs and abilities by an adept staff whose quick thinking generally calms a situation that may have gone pear shaped. They ensure that they have access to appropriate resources, accommodations and opportunities for success both within the school and in the wider community.

Finally, what matters most to the hearts of the staff in my school is the importance of celebrating the achievements and progress of the students. The most valuable key I have is my staff. They play a vital role and have a profound impact on the lives of the students they serve. They each have a special place in my heart too.

If you would like to get in touch with Karen about her article, you can email her at principalsmhskerries@gmail.com.

She is also contactable via social media:

OF ST. MICHAEL’S HOUSE SPECIAL NATIONAL SCHOOL, SKERRIES

School Meals Project in Carlow Educate Together

We felt there must be a better way to do school meals...

Being a DEIS school, we’ve had school lunches for children for many years. Until the hot meals scheme came along, like many other schools, the lunches came every morning in large crates with a sandwich, bottle of water and piece of fruit all wrapped up in plastic. The amount of plastic waste at the end of each day was colossal and given that the crates had to be delivered and collected from each classroom, each day, that had to be managed. While the food coming to the school followed the Department’s guidelines and was good quality, as a school, we felt there must be a better way to do school meals. After all, most other countries in the world manage it well so we decided we’d try to find out.

As part of an Erasmus+ programme focussing on food education and sustainability, our staff visited schools in France, Wales, Romania and Finland to learn more about how they manage food provision. We learned very quickly that all schools have a kitchen and most of them were smaller than we thought. We also learned that they were able to provide good, healthy food on a similar budget to Ireland. Another learning was that staff and children ate together and also had the time to do so, but that’s for another day’s discussion.

We began a search to find a school food provider that would be interested in installing a kitchen in our school and providing food to the children. By a lucky coincidence, there was a secondary school in the town that had this exact service. We contacted the company, The School Food Company. While they had much experience in working in secondary schools, they hadn’t thought about primary schools. We became their first primary school and over the summer, a kitchen was installed, staff were hired and we haven’t looked back.

It’s rare that any decision a principal makes is met with 100% enthusiasm but this was a rare example! The advantages of having a lunch provider onsite has transformed school meals’ provision. Examples include:

• Almost zero waste as food is prepared on site

• Much more flexibility for dietary requirements and the likes/dislikes of children

• Children with very limited diets due to additional needs are catered to

• Everything is managed by the company – from delivering food to staffing

• Any changes, such as portion sizes and changes to the menu are dealt with quickly

• Children that may need extra food due to higher levels of poverty are looked after.

However, the biggest success of all is the uptake on school lunches. Nearly all of children in the school have the lunch every day. The reasons for this are manifold but at the end of the day, parents trust that the quality of the food is good. In fact, every year the School Food Company asks parents to come to the school and they offer them samples of the meals they prepare, so they know exactly what their children are eating. Families can order their meals using an app and everything just runs seamlessly. With all the talk of school leaders and the sustainability of our jobs, school meals are an area where I don’t have to do a thing; and maybe on a purely selfish level, isn’t that the most important thing!

Simon Lewis Principal, Carlow Educate Together

Carlow ETNS was the very first primary school we worked with. Almost 5 years on we asked Simon to write about his experience of our service. schoolfood.ie hello@schoolfood.ie

THE PRESIDENT’S DIARY

Part 1: September 2023 to February 2024

LOUISE TOBIN IPPN PRESIDENT

As I approach the half year mark in my first year as IPPN President, I thought it might be of interest to members to use this page to update you on what I have been doing in my role so far.

September and early October were largely focused on our Autumn County Meetings. These are a fantastic way to meet members and catch up with National Council representatives and Education Centre (EC) Directors, if the meeting is in an EC. Given that my role is centred around membership engagement, our annual meetings and conferences provide a wonderful opportunity to meet and get to know our members. Of course, Deputy Principals (DPs) are full members of IPPN and are invited to our Autumn County Meetings, and I hope to see more representation of DPs this coming Autumn.

IPPN is a member of the International Confederation of Principals (ICP), a global association of school leadership organisations extending across four regions: Africa, The Americas, Asia & Oceania, and Europe. ICP commands a unique position as an influential, global voice for school leadership. I attended the ICP meeting in Finland in September. Despite contrasts in our education systems, these gatherings highlight common issues, provoke constructive conversation, offer different perspectives and diversity of thought, and provide a wealth of valuable insights on how best to address those issues.

IPPN is also a member of ESHA, the professional organisation for national associations for European School

Through these memberships, IPPN has made many valuable contacts. I hope to continue to build relationships, share ideas, and further develop sustainable leadership concepts and practices. It is heartening to know that IPPN and the Irish education system are both highly regarded internationally amongst member organisations.

Heads and Deputy Heads. I attended the ESHA Biennial Conference in Croatia in October, and the General Assembly in the Battersea Power Station in London in January. In Croatia, I had the opportunity to visit schools in the Old City of Dubrovnik. Observing primary schools operating in the narrow streets of this pedestrianised zone, amid its loud and chaotic environs as a very popular historical and tourist destination, was certainly a memorable experience. Another standout finding was that, in Dubrovnik, there are no Deputy Principals to support the Principal, but instead, there is a full-time Financial Administrator.

Through these memberships, IPPN has made many valuable contacts. I hope to continue to build relationships, share ideas and further develop sustainable leadership concepts and practices. It is heartening to know that IPPN and the Irish education system are both highly regarded internationally amongst member organisations.

Many other events provided opportunities to build our network and engage with members from across the sector, including:

Educate Together Nurture Project Review on the benefits to over 30 ET Primary and Post-Primary schools.

Céiliúradh 50 Gaeloideachais, Co. an Chabháin – Príomhoidí agus foirne ó scoileanna lán-Ghaeilge na tíre ag plé ábhair a bhaineann leo agus ag féachaint ar thaispeántais fairsinge d’earraí agus de fhearais. Bhí sé an-thaitneamhach dom a bheith ann agus ónóir mór domsa a bheith ann ar son ár mbaill go léir sna scoileanna lán-Ghaeilge.

Barnardos Children Living with Domestic Violence and Abuse (CDVA) – Launch of 16 Days of Action and the Coercive Control Web, highlighting the Empower Kids Project. I spoke alongside Minister for State James Browne, Assistant Garda Commissioner Justin Kelly, and child and teenage victims of domestic violence and abuse. There are excellent resources on the Barnardos website including a video for teachers, commissioned by the NCCA, which is hosted on the NCCA website.

Additional Highlights

IPPN/NAPD Symposium in January on the theme of Reimagining Leadership for Effective Schools

This excellent event, attended by key DE officials, was facilitated by John Walshe, with input from Dr. Pasi Sahlberg.

Meeting with the Climate Action Committee of Education Support Centres Ireland (ESCI), and members of the Irish Schools Sustainability Network (ISSN) to progress supports and engagement re. Climate Action in primary schools.

IPPN DPs’ Conference in Galway was attended by over 400 school leaders who engaged with the theme of Leading Together with Purpose

I have also started school visits, which I am really enjoying. I hope to visit many schools over the coming year, as this type of engagement is a key input to IPPN’s advocacy work.

It has been a very busy but most rewarding few months of membership engagement, representation and networking.

‘The ear of the leader must ring with the voices of the people’ Woodrow Wilson

Louise.Tobin@ippn.ie

Clockwise from top left: Principal of Holy Child Pre-School Mark Shinnick and Principal of Rutland Street NS Niamh Murray, Jadranka Dabrovic, Principal of Marina Getaldica PS, Old Town, Dubrovnik, Barnardos Event in November with Aine Costello, Barnardos Coordinator for Childhood Domestic Abuse Project, Rutland Street NS.

Foundations for healthy leadership:

The importance of knowing and sharing purpose

PATRICIA MANNIX McNAMARA PROFESSOR OF EDUCATION, UNIVERSITY OF LIMERICK

As human beings, we have a natural inclination to seek meaning and purpose in our lives. This search often involves deep introspection. It can sometimes be destabilising when we begin to question why we do, what we do, or when we open the space to reflect upon the ways in which we lead, and the influences that shape our leadership approach. Many leaders assume that purpose emerges iteratively, but that is not always the case. Taking the time to gain some clarity about our purpose, and how our leadership enhances our purpose, is probably the most important self-development work that we can do as leaders.

Our Purpose is our North Star Explicitly, knowing, and being able to call upon our core purpose is what keeps us safe (and indeed sane) in times of challenge. It is our North Star It guides us in the path of decision making that is values based and ethical. It keeps us in alignment with our integrity and gives us a grounded sense of who we are. It is no surprise then, that Viktor Frankel named his book Man’s Search for Meaning (a recommended read), the core premise of his book being that we can find meaning/purpose within us in times of great adversity.

Many leaders assume that purpose emerges iteratively, but that is not always the case. Taking the time to gain some clarity about our purpose, and how our leadership enhances our purpose, is probably the most important selfdevelopment work that we can do as leaders.

For the everyday trials that may wear us down, (probably a more important consideration because they are more frequent and cumulative and so have greater impact), coming back to purpose is important because it re-energises us and helps us to increase our leadership vitality when it may be waning.

When we think about purpose, we are thinking about what we do, why we choose to do it the way that we do, and its contribution to something greater than ourselves. This is values-driven work. There are no accidental leaders,

we purposefully chose to apply for, and put ourselves into, leadership roles. Now that we are in them, we have significant influence over the culture among staff and students. When we live in alignment with our purpose, we experience greater fulfilment and satisfaction. Therefore, alignment with a greater sense of purpose can serve as a protective factor against burnout.

Values

Our purpose is very much bound up in our personal values. Our values are the guiding principles that influence our thoughts, decisions, actions and in no small part our leadership approach. When we speak of values, we don’t mean ways of behaving (such as being on time or having fun). Values run much deeper. They are the core of who we are, they are about something greater than ourselves, and they drive how we want to be for ourselves and others. They are our compass that guides us to our North Star i.e. our purpose. We build our identity, and consequently our purpose, upon our values.

Communicating our sense of purpose as leaders

The good news is that we can develop our sense of purpose over time. We can be supported to gain clarity, if

articulating our purpose does not come naturally. Often speaking to our values and purpose with a trusted friend, mentor or coach can help greatly. It is a joy to be in the presence of leaders who have a clear sense of purpose. It inspires trust and confidence in their leadership.

Leadership purpose should never be taken for granted. Nor should we assume that those whom we lead know our purpose or that they see it similarly to ourselves. Once we have a good sense of purpose in our respective leadership role (be it principal, deputy principal or an assistant principal role), it is worthwhile to create meaningful ways to communicate it to others.

While it is expected that we communicate ethos and vision at staff meetings, for communication of leadership purpose, it is often more effective to embed references to purpose and values when communicating decisions that we have made, strategies that we adopt, and more importantly that references to our values often come through in the general conversations that we have with our teams. This type of approach engenders consistency and values congruence, but we must be consistent

in our own talk and actions to achieve this. It is a game changer if we seek to influence the creation of a more positive work culture in our staffrooms and classrooms, and it is essential if we seek to develop healthier leadership and followership culture in our schools.

Be a values/purpose architect

As leaders, we have unique opportunities to be architects of culture, to shape core values, and to place ethical leadership and respect for purpose/values, as core to the work culture of our schools. We do this by being it and living it. It is done in shared ways and is championed by communicating through our values consistently and deliberately.

A potential way to begin, if this is new territory, is to work through deputy head(s) and middle leadership teams and to open conversations in which purpose and values can be shared. It gives us deeper insight into what drives members of the leadership team, both personally and professionally. Coming out of the realm of assumptions with leadership teams is vital for school leadership success and will help move the dial towards more authentic leadership distribution. Explicit values

conversations are a must. Even if the teams have been fraught or not well connected, nothing is permanent, things can always improve. Often inviting an external person to facilitate conversations about values and purpose with a leadership team is a very effective form of CPD. Choose external facilitators wisely, they must be very comfortable in affective work and in values and purpose territory.

Taking the time to foster a shared sense of purpose and meaning, and to connect through shared values, will enhance a culture of healthy leadership in the school. Depending on the current culture of your school, this may seem simple or it may seem impossible, but it is neither. What this work will do, is serve as a cornerstone for your future leadership development and will promote a greater sense of trust in your leadership and in that of your team. Why not give it a try?

If you would like to contact Patricia about this article, you can email her at patricia.m.mcnamara@ul.ie or via direct message on /Twitter @patriciamannixm.

Experiences of current primary principals leading schools with autism classes

DR LINDA DENNEHY OIDE LEADERSHIP TEAM, SECONDED PRINCIPAL OF SCOIL ÍOSAGÁIN INFANT SCHOOL, MALLOW, CO. CORK.

Introduction

Having spent the last four years immersed in a PhD programme in Education at University College Cork, I am excited to share some insights and key findings from my research, hoping to contribute to the broader leadership conversation.

This study sought to give the principals time to reflect on their inclusive leadership and decipher what it meant for them in their lived experience and context. Theories of leadership through a socio-cultural lens frame the overall study. A qualitative research design was adopted using semi-structured interviews with 15 primary school principals. Analysis of the data was conducted using a reflective thematic analysis approach. Findings of the research reveal that there are particular leadership styles that align with an inclusive leadership approach. These styles are distributed leadership, transformational leadership and instructional leadership. A positive disposition towards inclusion is an important factor in the principal’s perceptions of their leadership. The idea of inclusionary leadership is borne out of the study. This term indicates that leaders striving for inclusion in their schools do not view it as a destination to be reached but rather a long-term journey they travel.

What are the experiences of current primary principals leading schools with autism classes? Findings and Recommendations

The principals involved in the study reflected on their professional life history and offered insights into their prior experiences of working with and

A positive disposition towards inclusion is an important factor in the principal’s perceptions of their leadership. The idea of inclusionary leadership is borne out of the study. This term indicates that leaders striving for inclusion in their schools do not view it as a destination to be reached but rather a long-term journey they travel.

learning about autism classes. While there is an acknowledgement of the importance of professional learning in the area of inclusion for pre-service teachers there is little research on the need for principals to engage in preleadership professional learning in the area of inclusion. The principals had engaged in some autism specific learning through short courses and one principal had engaged in a formal qualification in the area of special education. The principals were positively disposed towards the content and quality of courses currently on offer but outlined that they would like to see more specific leadership courses in autism on offer. The tailoring of specific professional learning would make it most effective in the opinions of the principals in the study as also identified by Cullinane et al. ‘It is incumbent on education policy-makers therefore to re-evaluate the availability, quality and relevance of leadership training

programmes for aspiring and newly appointed principals’. This assertion can be applied to autism classes. Specific autism training for principals should be provided. To further this recommendation, the Department of Education could allow principals release time away from their schools to complete a specific inclusionary leadership education programme akin to the current model of the PostGraduate Diploma Programme of Continuing Professional Development for Special Education Teachers which is fully funded by the DE and practicing teachers are allowed release time to complete study within their respective school settings in a situated learning experience.

The principals spoke about the value they place on being part of a local principals’ support group. These support groups act as professional learning communities outside of the school. Two of the principals were part of principal support groups that were specifically for principals who were leading autism classes. These principals felt that being part of this group was particularly beneficial for their work in relation to the autism classes. It is a recommendation from this study that principals who are leading autism classes in their schools should start or join principal support groups specifically for supporting each other around autism classes.

Throughout this study the principals outlined the roles they assume when leading the autism classes. Reflective of existing research, the following roles were outlined: advocate, partner, interpreter, negotiator, helper, supporter, organiser and conflict resolver. They also identified that they

use transformational, instructional and distributed leadership styles when leading the autism classes. These styles have been identified in the research as best practice for leading for inclusion.

Professional Learning Communities have been recognised as being impactful for pupils with additional needs in the Irish and international educational contexts. Similarly, in this research it is contended that the model of autism classes can be viewed as a community of practice where everyone within the community is active in terms of legitimate peripheral participation. The principals were very happy to be part of this model and enjoyed the journey of learning along with everyone else without the sense or need for mastery. This model not only develops the principal, but everyone involved. Having an openness to engagement in communities of practice widens the skill development possibilities within the wider school domain.

Inclusionary Leadership

This study recommends that the act of principals striving to create an inclusive school should be referred to as inclusionary leadership. This denotes

most inclusionary leadership styles as well as having the ability to adapt to the roles necessary for developing an inclusive culture in their setting. Similarly, it lends itself to the principal always developing professionally, that the mastery of inclusion is not the end goal. It can never be fully attained as purported by Vlachou and Tsirantonaki. The act of being an inclusionary principal is most important to support pupils and the school community. It provides a pathway for the principal. It is a goal that is achievable for all. The goal of inclusion is a constant work in progress and not an endpoint. It is recursive and iterative in nature. It requires constant review and redevelopment. It is a lifelong professional learning journey.

Conclusion

Echoing other studies ‘principals in this study demonstrated a clear commitment to inclusive education’ in their schools. It has been an honour to peer inside the world of the primary school principal and glean what inclusionary leadership looks like through their eyes. The complexity of the autism classroom and the school in general requires leaders to continually learn to solve the problems they face.

a school as a learning organisation. To successfully lead the autism classes, the inclusionary principal must have a clear vision of what they want to achieve. They lead with vulnerability, with the sole purpose of ensuring the best outcomes for the children. In the case of autism classes, the inclusionary principal becomes part of the community of practice to support and care for all members of the school community, including staff and children. The inclusionary principal cares.

This study would not have been possible without the generosity and vulnerability of the principals who took part in the research – míle buíochas! Thanks also to my supervisors Dr. Kevin Cahill and Dr. Joseph Moynihan and to the Cohort PhD team in UCC.

If you would like to contact Linda in relation to this piece, you can send her an email at linda_dennehy@hotmail.com

Academic references are available on request by email to editor@ippn.ie

Full research is available here

Growth Mindset – A Toolkit for life

EDELLE O’DONOVAN TEACHER IN ST JOSEPH’S PS, TIPPERARY TOWN

As educators, we see many common challenges facing our pupils in today’s world. In many classrooms, we are presented with intense mental health and emotional needs.

Promoting an attitude of Growth Mindset is a preventative approach, open to all pupils, irrespective of background or ability. It is a simple strategy for developing self-esteem, social, problem-solving and emotional regulation skills.

Growth Mindset promotes a ‘never give up’ attitude. Mistakes and failure are seen as an opportunity to learn. This is the key message and learning outcome of a Growth Mindset attitude. Challenges are going to come up in life, we are teaching kids that life is going to be hard at times, that they need to look at these challenges not as a negative, but as a learning opportunity.

Developing a GM in our schools is an effective way to address the many needs of the children in our care. It provides children with a toolkit for life, school is a predictable environment with trusted adults – the atmosphere, language and routines are consistent – making children feel safe, so it’s the ideal space to plant and nurture Growth Mindset skills.

As a leader in your school you have selfbelief, you take on challenges and risks. You have used your skills and talents to get to where you are now. You have taken on advice, made mistakes and learned from them.

However, not all children will have this mindset as it is a concept that needs to be taught, developed and nurtured. So it is our role as leaders and educators to model and inspire it. We must help

Mistakes and failure are seen as an opportunity to learn. This is the key message and learning outcome of a Growth Mindset attitude.

children to understand that mistakes are okay to make, as we can learn from them, turning them even into something positive. We must develop children’s self-confidence and give them the courage to try again, to try new methods, to think outside the box, to take on challenges, encouraging persistence and self-motivation, by celebrating and rewarding effort rather than seeking perfection.

We as educators and leaders are in a position where we can inspire others to use their talents and skills, and work with them to reach common goals. By promoting a Growth Mindset we are creating an environment in which children feel comfortable and confident to take on a challenge. Children feel that their efforts are valued and celebrated. Our role as educators and leaders in education is a lot easier when children love learning, a Growth Mindset encourages and promotes this love of learning.

When children believe they can progress and are eager to learn more – they do so with confidence, making progress in all areas, including Literacy and Numeracy. Higher attainment means better attendance, which leads to better and further opportunities in education, and this new attitude to learning translates into the home environment leading to better relationships and collaboration

between schools, pupils and parents. However, to make it successful –we need everyone in the school to become a believer. We need everyone to support the development of these skills – it’s a whole-school project.

Growth mind-set is knowing that we can teach ourselves to accomplish anything we set our minds to, through our ability to try, fail and learn from our mistakes. It encourages persistence, celebrates all efforts and promotes self-motivation. Research has found that children can learn more with a growth mind-set, as it helps to remove the barriers and limitations they may set due to fear or worry of failure. It is beneficial to all, irrespective of age, ability or social background. A growth mind-set helps children to develop an awareness and understanding of themselves and their capabilities, encouraging them to take an active and responsible part in their everyday learning. It helps teachers and educators to manage and enhance their expectations for their students, provides positive and effective vocabulary and activities which inspire self-belief and intrinsic motivation, as well as instilling a love of learning in their students.

Drop Everything for Dojo:

This is a fantastic free resource which can be used to introduce Growth Mindset and to help define it for pupils and teachers. These videos can be played and discussed in each class to help the children understand the principles of Growth Mindset:

Your brain is like a muscle and when you exercise it, it gets stronger. Mistakes help us to learn that if we don’t make mistakes we are not being challenged. Making connections in learning is key. When faced with a challenge we can

ask for help, reflect and keep trying to achieve our goals. These videos are short, child-friendly and memorable, and they are all less than 4 minutes long!

When a growth mind-set is promoted in a school, the atmosphere and ethos rapidly become more positive, which is beneficial not only to student’s academic achievement but also to their mental, social and emotional development. As the language naturally overflows through all areas of the curriculum, it is easily repeated and reinforced making the benefits of Growth Mindset accessible to both staff and pupils.

Children are at the heart of promoting a growth mindset attitude, but the benefits are noted by all involved. Both children and teachers are encouraged to change their mindset, gaining skills that are beneficial throughout life. Grow your mind and the minds of your staff and pupils - Give it a try!

If you would like to contact Edelle in relation to this article, you can email her to edelleodonovan@gmail.com

BENEFITS OF GROWTH MINDSET

Develops self-motivation

Fosters skills and talents

makes teaching and learning less stressful

Encourages effort and persistence

More receptive to feedback

Removes barriers to trying and learning

Teaches us that mistakes help us to learn

Increases confidence in problem solving

Improves the level of frequency of achievements

Recognises challenge as an opportunity to learn

Global Village School Management Symposium

Exploring whole-school approaches to Global Citizenship Education

Support your staff to bring global issues to the classroom Free Resources and Toolkits for Action

Location: Iveagh House, Dublin Date: May 10th, 2024

To register email info@globalvillageschools.com

*Cost of substitution covered by Global Village*

Reflections on Leadership

TOMÁS Ó RUAIRC ASSISTANT SECRETARY IN THE DEPARTMENT OF EDUCATION, REFLECTS ON HIS FIRESIDE CHAT WITH ANTON SAVAGE AT THE IPPN CONFERENCE IN NOVEMBER 2023

‘If we see leadership as the capacity of a system to co-sense and co-shape the future, then we realize that all leadership is distributed – it needs to include everyone’.

Otto Scharmer of MIT

As I look back on the conversation with Anton Savage in November 2023, the above quote from Scharmer seems to offer a good space in which to frame my reflections. We discussed a broad range of topics, including the education response to the Ukraine war, the Primary Education Forum, leadership capacity and sustainability, the small schools action research project and teacher supply. The research commissioned by the IPPN with Deakin University also came up, and I was glad to have read the latest publication in that series in advance.

I have worked in a number of contexts in the education system since I started as a teacher in 1999 – including Gaeltacht summer colleges, schools, a college of education, governing council of an education agency (NCCA), CEO of the Teaching Council for 10 years and now the Department of Education. I have been privy to wonderful conversations and robust discussions, and I count myself fortunate to have made many good friends and acquaintances throughout that time. Indeed, some of the people I had the most robust discussions with in the past are now some of the people I have the greatest laughs with! Such is the bedrock of relationships that underpins the Irish education system.

If I have learned one thing about leadership from my time at different levels of the system, it is the importance

of good relationships for their own sake, and for getting things done. We can disagree honestly, fervently, respectfully on some things. We can agree wholeheartedly on others. And we do all of this in the interests of ensuring an inclusive, high quality and joyful educational experience for our children and young people. And we do so in the interests of supporting all members of school communities across this country.

When Tipperary lifted Liam McCarthy in 2019, Tommy Dunne, the captain of their 2001 team and coach, spoke of the importance of collective leadership in support of a shared purpose in unlocking what they had just achieved:

‘You are there to make the group better and help the player improve, that’s your only function as a coach, and obviously to ensure they turn into a cohesive team and playing to a system and a style that is true to itself. That’s what we are all there for’.

This quote particularly resonates for me when I reflect on the results of the research commissioned by IPPN. We know about the increasing stress and pressure on principals on the one hand, and how much they value and enjoy their work as principals on the other. The priority they give to quality teaching and learning has always been one of the most inspiring and reassuring things for me in my work in the education system to date.

This extends further of course when we look at the response of school communities to the Ukraine war. Over 18,000 children and young people are now learning in over 2,200 of our schools, covering every county. As the Minister herself has said on a few occasions, this is a phenomenal achievement on the part of the schools and their communities. There is still no end in sight to the war. But the collaboration and collective problem

solving that we see locally and nationally has been incredible. Schools are working with their communities to extend this welcome to Ukrainian children and young people. National stakeholder leaders, including school management bodies, principals’ networks, teacher unions, parents’ councils and student unions are working with the Department and aegis bodies to support schools proactively.

The Department of Education response has only been successful thanks to the active and generous collaboration across thousands of colleagues in the civil and public service, across the leadership of stakeholder bodies and across over 2,200 school communities.

One element that threads this system-wide collaboration is supporting the use and analysis of evidence and data to inform our response. For example, the allocation of additional SEN and EAL teaching hours is directly informed by the enrolment data which the Department holds for primary and post-primary schools. This data is entered by school staff in every school onto one of two databases – POD for Primary and PPOD for Post-Primary. The allocation of SEN resources is automatic, calculated as a percentage of the number of Ukrainian pupils enrolled in a school. There is an application process for EAL, but which is also calculated based on a sliding scale of the numbers of Ukrainians and International Protection students enrolled.

The Ukraine war, just like the pandemic, is a serious and urgent crisis that has elicited a significant response from all of society including education. As we know in education, change and reform is an important and continuous aspect of our work. We are fortunate to have a standing structure called the Primary Education Forum (PEF), of which the IPPN and other stakeholders are members. This Forum was established

in 2021 to provide a space in which the sequence and pace of change could be discussed and managed. It is similar to the partnership structures in aegis bodies like the NCCA, the Teaching Council and the NCSE.

The Communications Subgroup of the Forum has led and implemented a number of practical changes in how the Department communicates with schools e.g. timing of circulars. It also has oversight of the Small Schools Action Research Project. This supports six clusters of small primary schools who have identified a project they want to collaborate on and will support their principals in practical ways. The Forum has also established a consultation subgroup to look at the sequence and pace of consultations with the system. The partnership model is an important one in Irish education. But it does take a lot of time and energy for organisations to reflect on whatever reform or document is proposed, and to make a submission that will both reflect their position on the one hand, and make a constructive contribution to the proposal on the other. Through the Forum, the Department is keen to explore how we can enhance our collective efforts in this area.

At the time of writing, the Citizens’ Assembly on the Future of Education has not yet commenced. Its terms of reference will be a matter for the Houses of the Oireachtas (Dáil and Seanad) to

discuss and approve. This will come on foot of proposals from the Department of the Taoiseach, and Cabinet approval. The Department of Education has, and will have, its thoughts on what the Assembly should look at. But it will be the Oireachtas that will make the final decision on those questions. To date, Citizens’ Assemblies have worked on the basis of randomly selecting 99 members of the public to work within terms of reference approved by the Oireachtas. Stakeholder groups, such as the IPPN, teacher unions, school management are often called to present to the Assembly. If this format is adopted for education, there will be an important opportunity for school leaders to speak to the emerging future, and to engage with education partners in informing and forging a shared vision for that future.

Ultimately, our shared goal is to deliver the best outcome that will support school communities into the future.

Leading in any part of a public service endeavour demands a lot of us as people and professionals. It may seem like an odd source for a civil servant to quote, but it was the singer Alanis Morrisette who once said in an interview that fame does not change who you are, it accentuates it. I think the same is true of leadership in terms of its impact on the individual, and of our system in terms of the impact of the war. Insofar as this points to the wonderful opportunities and great challenges of leading in any context,

it seems to resonate with the research commissioned by the IPPN referenced earlier. We also know, thanks to the growth of mentoring and coaching, the work of the Centre for School Leadership, now Oide, that we are never as alone as we might think ourselves to be.

When we step back and look at things like the Primary Education Forum, the partnership model in education agencies, our response to the Ukraine war, and the Citizens’ Assembly, one common thread in terms of leadership is its deeply collaborative nature across many contexts. This collaboration seems to be clearly situated in the context of a journey. Education and teaching are highly valued here in Ireland. It would be reasonable to infer that one reason for this is our sense that education is vital to progress – economic, social, and of course, personal. On this note, I would like to close by quoting the former head of the FBI, James Comey, who finishes his memoir by saying:

‘I’m grateful to those who taught me, worked beside me, and laughed with me all these years. You know who you are. Thank you for the joy and the journey, which isn’t over yet’.

James Comey, Former head of the FBI

IPPN Deputy Principals Conference 2024

More than 400 Deputy Principals attended their conference on 8 and 9 February in Galway, the highestever in-person attendance. Feedback on the CPD was excellent. Presentation slides and other materials provided by the following speakers and seminar presenters are available on ippn.ie under CPD & Events/ Deputy Principals’ Conference:

Patricia Mannix McNamara – Leading with Purpose

Enda McGorman and Lorraine Dempsey – Wellbeing of leaders, staff and pupils

Séamie O’Neill – Curriculum Leadership

Michelle Stowe – Restorative Practice

Sharon Healy – Behaviours of Concern

IPPN speakers – Páiric Clerkin, Louise Tobin, Brian O’Doherty and Selina Carmody.

The team is reviewing the evaluation feedback as an input to IPPN DP Conference 2025. Thank you to all of our contributors, and also to the exhibiting companies that went to great effort in presenting their products and services at the Expo. The support of exhibiting companies helps IPPN to deliver our CPD events. Please consider these companies when making purchases for your school over the coming year.

LEADING FROM THE MIDDLE

Empowering School Leadership

Let’s face it, the days of the loneranger, ‘I’m the boss around here’ leadership style is gone. If not, it needs to be! In the dynamic ecosystem of education, the concept of leadership has evolved beyond traditional hierarchical structures. The absence of leadership in a school, we now know, is not a vacancy on the staff.

While principals and administrators play crucial roles in setting the vision and direction of a school, the concept of ‘leading from the middle’ is gaining traction as an effective approach to empowering teachers and all staff to take ownership of their roles in school improvement. This approach fosters a culture of collaboration, shared responsibility and distributed leadership.

At its core, leading from the middle involves recognising that leadership is not confined to a single position or individual within the organisation, in this case, the school. Instead, it acknowledges that every member of the school community – teachers, support staff, parents and the students themselves – has the capacity to influence and contribute to the overall success of the school.

Hargreaves (2024) calls this leadership from the middle, ‘the beating heart of the school’. He argues for a new type of leadership in schools that is neither ‘top down nor bottom up’ – he calls it ‘leadership from the middle’ to drive the transformational change needed within education. This inclusive approach to leadership is particularly relevant in schools, where the collective efforts of the various stakeholders are essential for creating a positive learning environment and also for driving student achievement.

One of the key principles of leading from the middle is empowerment. School

Fostering a culture of trust and collaboration, they create opportunities for teachers and staff to contribute their ideas, share best practices, and take on leadership roles within their respective domains.

leaders who adopt this approach, recognise the expertise and insights of their colleagues and actively involve them in decision-making. Fostering a culture of trust and collaboration, they create opportunities for teachers and staff to contribute their ideas, share best practices, and take on leadership roles within their respective domains. This enhances professional growth and job satisfaction, and also leads to more innovative and effective solutions to the challenges facing the school community.

Moreover, leading from the middle emphasises the importance of distributed leadership. Rather than relying solely on top-down directives, school leaders delegate authority and responsibilities to individuals or teams throughout the organisation. This decentralised approach allows for more agile and responsive decision-making, as those closest to the students and classroom dynamics are better placed to address issues and implement initiatives in realtime. By tapping into the collective wisdom and expertise of the entire school community, leaders can leverage diverse perspectives and talents to drive continuous improvement and adapt to changing circumstances.

Leading from the middle also prioritises relationship building and communication.

Effective leaders invest time and effort in fostering positive relationships with all members of the school community. By actively listening to concerns, providing feedback, and soliciting input, leaders create a sense of belonging and shared ownership of the school’s mission and goals. Regular meetings, newsletters and digital platforms facilitate collaboration and keep stakeholders informed and engaged.

Furthermore, this approach requires a commitment to ongoing learning, as well as personal and professional development. School leaders must model a growth mindset and create opportunities for continuous learning and skill-building among their colleagues. By investing in professional learning communities, mentorship programmes, and reflective practices, leaders empower teachers and staff to stay abreast of current research and pedagogical trends and strategies. This not only enhances individual professional growth, it also strengthens the overall capacity of the school community to meet the diverse needs of its students.

In conclusion, leading from the middle prioritises collaboration, empowerment and distributed leadership. By harnessing the collective expertise and insights of all members of the school community, leaders can foster a culture of continuous improvement and innovation that ultimately enhances student-learning outcomes. In today’s rapidly evolving educational landscape, the principles of leading from the middle offer a compelling framework for building resilient, adaptive and student-centred schools.

Academic references are available on request by email to editor@ippn.ie Jack.Durkan@ippn.ie

JACK DURKAN IPPN LEADERSHIP SUPPORT MANAGER

Department of Education Inspectorate

YVONNE KEATING CHIEF INSPECTOR

High-quality learning experiences depend on skilled teachers, strong school leadership, and welcoming and inclusive environments...

Updates and developments

One of the primary goals of inspection is to bring about improvement in the educational experiences of children and young people in schools. High-quality learning experiences depend on skilled teachers, strong school leadership, and welcoming and inclusive environments in which children are treated equitably, their wellbeing promoted, their agency nurtured and their voices respected.

Strengthening the focus on improvement

With a specific improvement-focused lens in mind, we have refined the quality continuum that we use in inspections in two main ways. Firstly, we have introduced the descriptor ‘excellence’ to really celebrate the outstanding and exceptional examples of education provision we see from time to time in the course of our annual programme of inspections in schools and other education settings. Secondly, we have adjusted the language of the descriptors for the two lower levels of quality continuum. They now are:

Requires improvement to achieve a good standard (previously summarised as ‘fair’)

Requires significant improvement to achieve a good standard (previously summarised as ‘weak’)

Pupil participation in inspection

As an Inspectorate, we are committed to a rights-respecting approach to listening to the views and opinions of children and young people in the course of our inspections; in other words, to enhancing their participation in inspection. We approach this work in light of Article 12 of the United Nations Convention on Human Rights, as reflected in the Lundy model of participation. For children to participate meaningfully, they need access to information. We have developed a range of resources, available on gov.ie, to help children to understand what inspection is about. Those resources include an e-leaflet, an animated video about inspection, a video about participating in a focus group, and a webinar for teachers. The resources are available on the DE website under Publications, cf Guide to Inspection

An important part of the rightsrespecting approach that we adopt is letting the children we engage with know how their views were taken into account. Further to this purpose, we are currently introducing a children’s page in a small number of curriculum evaluation reports. It is planned to extend this to all curriculum evaluations from September 2024.

The page will include findings and recommendations from the main report in child-friendly language. We have worked with advisory groups of children in developing a template for these reports; we are very grateful to those children for their participation in this developmental process.

Thematic reports on education provision

We have recently published a thematic report on education provision for children and young people from Ukraine. This is the first in a series of thematic reports on the theme of inclusion that we will be publishing this year. There are many positive findings in this report. Inspectors found very good examples of wellprepared lessons and effective use of resources to support learning, as well as examples of teachers working together to support pupils.

A second thematic report in the series addresses provision for children and young people learning English as an additional language (EAL). This report has just been published and highlights strengths in provision for children and young people learning English as an additional language. It also identifies important areas for improvement in a considerable number of schools.

The third thematic report in the series describes the quality of education provision in the Summer Programme 2023. This report, and all reports in the series, will be published on gov. ie/DEInspectorate in the Inspectorate publications section.

We will be publishing thematic reports on a range of other themes as the year progresses.

Inspectorate homepage on gov.ie

We have created a specific Inspectorate homepage on gov.ie. The homepage is available at gov.ie/DEInspectorate to help schools, teachers, school leaders, special needs assistants, parents, children and young people, and anyone interested in our work, to access the materials we publish. We encourage you to visit it.

Thank you

We thank all school leaders, teachers, children and young people and their parents, who have engaged with us through our inspection, advisory and developmental work, over the past year. Mar fhocal scoir, ba mhaith linn a dhearbhú go bhfuil folláine agus forbairt ár leanaí agus ár ndaoine óga ag croílár gach a bhfuil á dhéanamh againn sa Chigireacht. Sin ár ndualgas agus is pribhléid agus onóir dúinn uile an dualgas sin a bheith orainn.

Summer Programme

JOHN SLATTERY PRINCIPAL OF SCOIL IOSEF NAOFA, ROSCREA, CO. TIPPERARY.

As I write the words ‘Summer Programme’, I am fully aware of the workload and pressure all Principals are encountering daily. I have been the Principal for the past 20 years of a DEIS Band 1 school located in Roscrea with 28 teachers and 9 SNAs. Our school has just completed a new special class base unit build that has occupied my life for the past two years.

I have participated in the Summer Programme for the past nine years admittedly for purely selfish reasons. I am an Irish twin to a special needs brother. Throughout his life, I have witnessed the ongoing love and support he has received from carers in a neighbouring facility, guiding my decision to lead the programme yearly. It is fair to say that this aspect of my life is a major factor in this decision making process. When a particular issue touches your own family it makes it very personal.

I completely understand the Summer Programme is not for everyone and would hate to come across as a person who is attempting to persuade any fellow leaders to take on extra work that will cut short your muchdeserved holidays. Speaking honestly, it is a long four weeks and watching my fellow peers jet off on holidays and playing golf definitely brings out the green monster in me.

On balance, I weigh the above mentioned hard work against the smiles and laughter of the pupils throughout the programme, and it remains no contest for me.

We finish our month by inviting the parents into school on the last day for tea to watch a Power Point display of our month’s adventures. That hour I spend with the parents drinking tea and sharing cake is a moment I treasure and store in my memory bank for when I have a bad day or week during the year.

I commence the process in February by sharing my experiences with all in our Croke Park meetings and finding staff willing to participate. My staff have always engaged in the Programme for a period of time every year. Once the staff and timetables are set, I then write out to parents sharing the good news that we are hosting the programme. Our Board members are informed and it’s all systems go.

Our next step is to adapt the required school policies for the programme and ensure all staff are aware of the changes. Trips, picnics, endless baking and cooking lessons, visits from our local firemen and guards are arranged. The challenging thoughts of an extra four weeks on the school premises are now so full with activities that we

all get excited. Local businesses are brilliant when we ask for assistance and visits.

We have had visits from inspectors over the years who call to observe and offer suggestions about the programme. There is nothing personal and they always thank us for our time. We finish our month by inviting the parents into school on the last day for tea to watch a Power Point display of our month’s adventures. That hour I spend with the parents drinking tea and sharing cake is a moment I treasure and store in my memory bank for when I have a bad day or week during the year.

It is a special month. We receive lots of assistance from the Department and fellow principals when I am applying for the programme and filling in payment forms weekly for the staff. My staff always smile on Fridays when I inform them that their wages are coming in their next pay cheque. The financial reward for my staff to jet away on holidays is always a welcome reward.

If my article has awoken an interest in you to host the programme this summer I am available to answer any questions and offer any advice I can. Right now, the decision is up to you, it is your journey as a Principal. Best of luck.

If you would like to email John in relation to this article, you can contact him at info@corvillens.com

THE FUTURE TO BACK

Mapping a reasonable course in the modern classroom

DAMIAN WHITE IPPN PAST PRESIDENT

When the Wright Brothers were designing their first aeroplane, using among other things, spare parts from their bicycle repair business, they were helpfully surrounded by sceptics. ‘Flying? If God wanted me in the air, I’d have been born with wings’ was one observation. ‘It’ll never take off’ was an expert view of another observer in the early 1900s.

The closest I have come to such illfounded scepticism was when, as an organiser of the IPPN Trade Exhibition at a conference many years ago, I felt bad taking money from a couple of enthusiastic lads pushing what I thought would never get inside the door of Irish primary schools. ‘Who the hell can afford an Interactive Whiteboard?’ I scoffed sagely to anyone who would listen. Within 5 years, most Irish classrooms were equipped with one, bringing about the biggest revolution in Irish education since minister John Boland banned the cane in 1983.

The IWB could do just about anything. Talking about Rome, you can have a large photo of the eternal city within milliseconds. Teaching a song, you can have every version of it at your disposal. Teaching long division, you can have it on a loop as the children learn the various steps. Any piece of writing can be translated into any language.

If Covid-19 had one positive side effect, it was surely the realisation that, as good as technology has become, nothing replaces the teacher when it comes to supporting children’s learning needs. At best, the IWB is a powerful teaching resource, and I’ll make another bold assertion in the face of Chat GBT advances – the human is as vital to the teaching profession as the pig is to a fried breakfast. In 5 years, the pension will protect me from the brickbats if I’m wrong!

The stark classroom with clean lines, clear walls and a large screen may suit the learning of some, and consideration must be given to their needs. However, for many learners, a wall or two covered with information will help them to learn by osmosis.

I’m at the stage of life when I can generally consider a school inspector as a youngster. Therefore, it was refreshing when we had a Whole School Inspection some years ago and one of the cigirí turned out to be a college friend from a year below me. One of our chats reinforced some thoughts I had on the digital revolution and the reliance on technology for instantaneous answers. She suggested that every room should have a clock and a calendar on the wall. I agreed and raised her five, making a case for maps of Ireland, Europe and the World, and where possible, the county and the parish. The same case can be made for number lines and 100 squares adhered to desktops, fraction walls and a printrich environment in English and Irish. We can bring up any of this information in an instant on the IWB, but it is quickly replaced with something else and in a world of fleeting, flashing images, it is quickly and easily forgotten. The old-fashioned and omnipresent resources remain on the wall, slowly and constantly imprinting themselves into the occipital lobe in our brain (I looked it up!) and are central to

incidental learning. Having the Briathra Neamhrialta chart on the wall only requires the occasional mention when using irregular verbs, or a map when discussing national or world news to make its way subliminally to the brain’s storage area for use when needed.

A shortage of subs and my enjoyment of teaching led me to taking a senior class for a few days recently. Needless to say, I thoroughly enjoyed myself, though I gave the IWB a well-earned rest. Aside from the 3Rs, copious amounts of History and Geography were done, always a good plan before the annual Credit Union Quiz. I spent the first 8 of my 30 years in the school as a teaching principal before numbers dictated that I should base myself in an office and, despite taking classes as often as possible, I approach the large interactive screen as I would a modern tractor. I can do the basics, but find myself marvelling at the ease with which my colleagues manoeuvre their way seamlessly through piles of work while I’m still trying to find first gear.

The upshot has been the purchase of several new maps for every senior classroom. At no stage, I hope, will something of interest happen in Ireland, Europe or the World that its location can’t be instantly pointed out and learnings result from the subsequent interactions.

The stark classroom with clean lines, clear walls and a large screen may suit the learning of some, and consideration must be given to their needs. However, for many learners, a wall or two covered with information will help them to learn by osmosis. It may even fuel their dreams. If you would like to contact Damian in relation to this article, you can send an email to damian.white@scoilshinchill.com

Leading Climate Action in your School

MARY MOORE AND PATRICK KIRWAN CO-DIRECTORS OF ISSN – THE IRISH SCHOOLS SUSTAINABILITY NETWORK.

INTRODUCTION

Recent storms and floods across Ireland serve as stark reminders of the urgent need for collective action to address the environmental challenges we face. As stewards of both education and our young people’s future, school principals play a pivotal role in instilling a sense of responsibility and environmental consciousness in the hearts and minds of our young learners. As we prepare our pupils to be active citizens, both now and in the future, we must remind ourselves of our roles. As teachers, our role is to educate and, as principals, it is to lead this education.

CURRICULUM

Therefore, the first step in leading climate action in a school setting is to embed new practices in the curriculum. For example, if a new school garden has just been developed, teachers need to see this as an integral resource to support teaching and learning and not another add-on to a very busy curriculum. By embedding the use of the garden in the Plean Scoile, teachers can begin to utilise the garden to support their planning and teaching and offer their pupils new and exciting opportunities to learn about food production and nutrition, life-cycles, growth, living things, environmental awareness and care and much more. Of course, there is also much scope for skill development, including the softer skills of teamwork and responsibility. Similarly, if a class is taking part in an initiative or working with an external organisation, this work needs to be aligned with learning outcomes in the curriculum so that space is made within the school day for pupils to engage meaningfully with both the initiative and their learning.

BUILDING AND SCHOOL GROUNDS

Following the curriculum, utilising the school building and grounds is

If teaching about the native woodlands of Ireland, is it possible for a teacher to bring pupils outside to identify some of these trees? When teaching about energy, is there an energy monitor available for viewing where pupils can see, in real time, the effect of turning off a light?

the next step to bringing climate action into the daily running of the school. Working to develop the school campus as a model of sustainability and as a tool for learning can guide decisions that need to be made with regards to the building or grounds. If teaching about the native woodlands of Ireland, is it possible for a teacher to bring pupils outside to identify some of these trees? When teaching about energy, is there an energy monitor available for viewing where pupils can see, in real time, the effect of turning off a light? If we are teaching about sustainability in the classroom, but our school building is telling another story, we are creating a conflict for our learners. In the words of environmental educationalist David W. Orr, buildings and landscapes reflect a hidden curriculum that powerfully influences the learning process, so if we are teaching one thing and our buildings or grounds say something else, we tell our pupils that disconnectedness from place is normal. There is much scope within our current curriculum to connect with the local environment, and the school campus is a good place to start.

COMMUNITY

Sustainability is a wide and complicated topic and no one person, staff or school has enough expertise to explore all the issues you might want to engage with. However, beyond the walls of our schools there are many people willing to help and it is important to reach out into the wider school community and tap into the expertise that is out there. Energy agencies, Tidy Towns committees, grandparents and community groups are but a few of the people out there who are currently supporting work in schools around the country. Engaging with the local environment (built or natural), should expand our ecological imagination, offering opportunities to work with others to explore sustainable and better futures for everyone.

TAKING ACTION

When working with teachers, I am often asked about the futility of individual action when the problems seem to be so large and it appears that large corporations and even countries are doing very little. But small actions do matter. Individual action matters. Community action matters. In fact, it matters very much. These actions will not solve all our problems, but they generate the possibility of a sustainable future through its impact on changing mindsets. These actions illustrate the possibilities, alleviate eco-anxiety and get us talking. The tipping point for social change is 25% and here is where our local action can have big impacts. Systems change and individual action are inextricably linked. We have seen a rise in meat substitutes because there is a market for it. We are seeing opposition to cycle lanes but this will change when more individuals start cycling. Individual action can create a copy-cat culture which changes

public opinion and therefore influences businesses and politicians.

Giving our young learners the opportunity to identify issues they wish to work on, and supporting them in taking action provides a meaningful platform for our sustainability education. The action projects that schools decide to engage with are different from school to school. Some schools like to work with existing programmes while others like to work on local issues that are relevant to them. Some schools like the structure provided by different environmental organisations while others prefer more open-ended projects. The key is to find action projects that suit you and to use these projects within the framework of the curriculum, ensuring learning objectives are being met in an exciting, active and meaningful way.

GETTING STAFF ON BOARD

Connecting our work in sustainability to the curriculum, campus and community will help us to embed this work in the day to day of school life, but in order for this to happen, we must bring others on board with us. At the end of the day, it all comes down to values and teachers will bring these topics into their classrooms if they feel they are important. Education for sustainability must be a hopeful endeavour and framing this work as the creation of a better future rather than problems to be solved can help us to get both our staff and pupils on board.

CONCLUSION

The public is deeply unaware of the current climate and ecological crisis and the urgent need for action and our school communities are members of this public. Now is the time for us to educate ourselves and to foster a culture of sustainability within our schools, creating an environment where

students not only learn about climate change but actively engage in initiatives that contribute to a more resilient and sustainable future. Principals are in a prime position to lead the charge in implementing climate-friendly practices within schools, empowering students to become conscientious global citizens who understand the profound impact they can have on the world around them. In order to work towards a sustainable future, we need citizens who know how to pull the levers of change. Surely this is a job for education.

CPD

School leaders who wish to provide CPD to their staff on this topic can contact us at the Irish Schools Sustainability Network and we will provide you with slides and a script to support you in starting this journey in your own school.

Education for sustainability must be a hopeful endeavour and framing this work as the creation of a better future rather than problems to be solved can help us to get both our staff and pupils on board.

If you would like to contact Mary and Patrick in relation to this article, you can email them to m.mullinsmoore@gmail.com and pkgrowgardeners@gmail.com

Group Mentoring

A process of meaningful and highly professional learning experiences

CAROLINE QUINN IPPN LEADERSHIP SUPPORT TEAM AND FORMER PRINCIPAL OF OUR LADY OF GOOD COUNSEL GNS, KILLINEY, CO. DUBLIN.

When the Centre for School Leadership (now Oide Leadership) Mentoring Programme started in 2016, I immediately registered to become a CSL trained mentor, undergoing a programme of training followed by regular Shared Learning Days, to reflect on the programme. In 2017, I moved into the Group Mentoring Programme run by IPPN, to support the induction and development of newly appointed principals in their second year of school leadership. Further training was again provided by IPPN in the facilitation of groups and group dynamics. The Group Mentoring programme works on building a relationship of trust and mutual support in the group, with a shared responsibility for learning. Mentoring, whether individual or group, contributes to a culture of professional learning across the system.

As a Group Mentor, one has knowledge to share, and time and commitment to give to this relationship, which further engages principals in a rich set of experiences that enables them to develop their own leadership skills. Clear guidelines for the process are set out at the start so that all are clear on the relationship and the process into which we are entering. With a background of sixteen years in school leadership, further training in Coaching for Life and Leadership and being a member of Leadership Support Team with IPPN, it is an honour and a privilege to engage in this relationship.

The process itself is designed to support and encourage professionals to manage their own learning, maximise their potential, develop their skills and improve their performance (Mentoring Matters Scotland). Understanding what mentoring is, and what it is not, is a very important element of the process where the mentor shares knowledge and experience, empowers mentees

to be active participants, to seek out information and support themselves, where they draw from their own experience to provide insight, wisdom and knowledge to each other.

Gathering for at least five meetings in the school year allows leaders to find a sense of calm in the storm, where small refreshments and friendly faces await those who make time for themselves. We generally start with a check-in based on Restorative Practice, where each one states how we are feeling on a scale of 1-10, where we then show gratitude by stating what we are grateful for and finally, articulating our hopes. This sets the tone for the meeting to begin. What follows can vary from meeting to meeting but can focus on positive highlights of leadership since we last met, challenges faced in the various school contexts before a collective wisdom focuses on aspects of leadership as we reflect on the scenarios presented. This collective reflection on leadership learning, where only another leader understands and where mistakes are allowed, assists in building such a culture back in the schools.

Mentoring skills as developed in the training programme are used in the process. Sharing experience and knowledge, listening, questioning, summarising, giving and receiving feedback, and hearing diverse perspectives, all contribute to the success of our meetings. All decisions are the mentees’ decisions, but powerful questions are used to good effect. They are open, addressing the why, encouraging reflection, are thought-provoking and seek more information. Coaching models such as the GROW model address framing the goal, examining the current reality, looking at possible options and moving towards suggested action through professional discourse.

Each school is a unique context where school leaders’ situational awareness allows them to seek other perspectives as they connect with fellow school leaders. Mentees’ needs and specific objectives provide focus and direction for the meetings, with an emphasis on peer learning, networking support, skill development, and seeking multiple perspectives to reach a better understanding of leadership issues.

Many benefits accrue to those who participate in this programme, including the creation of a safe environment in which to reflect on leadership, active participation, constructive feedback, the offer of new perspectives and new resources, enabling growth and development while expanding one’s professional network, encouraging relationship building, development of communication skills, and delivering and receiving feedback.

The pillars of trust, respect, expectation and communication yield connection, communication and purposeful collaboration. The school leaders who engage in this shared approach with a shared purpose know that leaders on their own do not have all the answers. Group mentoring allows for ‘learningful conversations’ that balance inquiry and advocacy, where people express their own thinking effectively but are also open to the influence of others.

John Quincy tells us that if our actions inspire others to do more, learn more, and become more, we are all leaders. School leaders engage in this programme seeking to be their best selves in a system supporting them with this learning walk in the promotion of change and success.

Caroline.Quinn@ippn.ie

BLAST Arts & Creativity Initiative

BRYAN LYNCH

PRINCIPAL OF ST. COLMAN’S NS,STRADBALLY, CO. LAOIS

As a busy school leader, the barrage of emails purporting the benefits of various initiatives can be overwhelming. The challenge often lies in establishing which initiatives are worth the time and resource investment. Creating valuable learning opportunities for the pupils to participate in a meaningful project, and ensuring that the school staff have the required support to implement it effectively, is no mean feat.

If I’m being honest, I had a tendency to embrace projects that were in areas I felt comfortable leading. It is fair to say that art is not one of my comfort zones. Those of us who graced the halls of Marino and had art lectures with Michael Flannery, will have the warning about the over-use of paper plates for art activities ringing in their ears. My only issue was that, without the paper plates, I was in trouble. As a school leader, what are you to do to lead teaching and learning of visual arts when all you know is 100 uses for paper plates?! When the opportunity arose to participate in the BLAST Arts project led by an artist with unparalleled levels of expertise, it was one of the easiest decisions I have made for positive curricular development in our school.

The BLAST (Bringing Live Arts to Students and Teachers) arts and creativity initiative is a transformative initiative that brings enriching arts experiences to primary, post primary, Youthreach and special schools throughout Ireland. This programme is designed to ignite creativity, encourage self-expression, and foster an appreciation for the arts among primary school pupils. By partnering with professional artists, the BLAST Arts Project endeavours to integrate diverse artistic disciplines into the classroom environment, creating an inclusive platform for exploration, learning and personal growth.

By partnering with professional artists, the BLAST Arts Project endeavours to integrate diverse artistic disciplines into the classroom environment, creating an inclusive platform for exploration, learning, and personal growth.

At its core, the BLAST aims to provide pupils with direct access to professional artists from various disciplines, including visual arts, music, dance and theatre. They work on unique projects that are planned and developed between the artist, the teacher and the school, and coordinated by the Education Support Centres Ireland (ESCI) network of 21 full-time education centres. The application process opens in March and closes in May. Completed applications are sent to your local education centre. The application process involves the school identifying the teacher(s) who will be involved, a proposed time scale and identifying your preferred art form.

Artists are engaged by Education Centres and are funded for 20 hours of contact time with schools, which includes 6 hours for planning/ development/review time. It is critical that during these hours, the project theme, the materials required, any pre project work needed to be completed by the teacher(s), the display of final pieces, recording the project and if there will be a display of work be discussed. One area we have included in our discussions is roles and

expectations of people. Who will lead the lessons, what will the structure be, what role will each person in the room occupy during the lesson etc. These have been hugely important conversations that have led to the overall success of the contact hours in classrooms and the project itself. The details of the pupils’ engagement with the project, arguably, forms the most important piece of the discussion. Through engaging directly with these skilled practitioners, pupils are exposed to a wide array of creative processes, techniques and artistic expressions. This hands-on approach allows them to delve into their own creativity, experiment with different forms of art, and develop their own unique artistic voice.

BLAST has inspired a love for the arts in young learners, and has provided a supportive and inclusive environment for artistic exploration. It has been a fantastic form of CPD for teachers, allowing them to observe an expert in their craft, promoting professional dialogue and imbuing a sense of confidence and ownership in creative exploration. Unfortunately, the sales in paper plates have taken a hit as a result.

If you would like to contact Bryan in relation to this article, you can send an email to priomhoideblynch@gmail.com.

What’s it like to lead an Educate Together school?

EMER NOWLAN CEO OF EDUCATE TOGETHER

This month sees the annual Educate Together principals’ conference take place – a gathering of 70+ principals from schools around Ireland who come together to support each other, and to share thinking and practice in leading equality-based schools.

Educate Together is a network of 117 schools across Ireland, which has grown since the 1970s, when a small group of parents and teachers got together to create a new model of school based on principles of equality, child-centredness and democratic participation.

Today, the Educate Together network is very diverse, from small rural primary schools to large urban secondary schools. Each school is a member of the organisation, and helps shape policy and practice, as we work together to turn our vision for education into a reality for the children and young people in our schools.

The vision is not complicated: ‘working towards an Ireland in which all people have access to an excellent education that is inclusive of all, irrespective of belief system, race, ethnicity, class, culture, gender, language and ability’ Making that vision a reality can be both challenging and extremely rewarding.

Niall Quinn, principal of Westport Educate Together NS, loves the opportunities that the Learn Together (Educate Together’s patron’s curriculum ) provides:

‘It’s just more broad. You can really integrate and link the children’s learning through all the different curricular subjects. It frees up space and creates a more cohesive learning environment for the children’

Being an Educate Together principal involves deep reflection on how to lead a school culture that celebrates diversity and balances rights, so that everyone feels an equally strong sense of belonging.

Being an Educate Together principal involves deep reflection on how to lead a school culture that celebrates diversity and balances rights, so that everyone feels an equally strong sense of belonging. Our team in the Educate Together national office understand the challenges, and we are constantly seeking ways to support schools in this endeavour. In recent years we have developed a suite of accessible e-learning resources for principals, boards and school staff, including areas like traumainformed, restorative, culturally and socially responsive practice, teaching about controversial or sensitive topics, and philosophy for children.

Being an independent educational charity allows Educate Together to pioneer projects that promote equality and inclusion. At our conference in 2020, one principal shared their experience of introducing a ‘Nurture room,’ and how it had helped students with social, emotional and behavioural difficulties. This led to the development of a three-year funded project through which Educate Together has supported 35 schools to adopt a ‘Nurture Schools’1 approach. Participating schools have reported transformational progress with some students who had been

particularly hard to reach, and we were thrilled to share a positive evaluation and learning from the project publicly in October. You can read more about this on our website. A key goal for Educate Together is to grow to meet increasing demand, so that more families have the choice of an Educate Together school. The Department of Education’s ‘reconfiguration’ programme, which supports existing schools to change patronage, provides new opportunities, and we are thrilled to be welcoming our first Catholic ‘transfer’ school into membership this year. If you or your school is interested in joining Educate Together, you might like to hear what our principals have to say:

‘I think if I’d known how much of a change it would be and how much I would enjoy it, I would have made the move sooner. I was a long time in another school. It [Educate Together] is so much more reflective of our lives and society as it is today. It’s so much more true to my own personal ethos that I think it just ties in much better for me’.

Clodagh Farrell, Stapolin ETNS, Dublin 13

‘This is my sixth year as a principal with Educate Together. I absolutely love the support network. We have a fantastic network of other colleagues and the national office. We really look after each other and that really helps in the complexities of our job’.

Niamh Cullen, Grace Park ETNS, Dublin 9

If you’d like to find out more about Educate Together, get in touch or visit our website: www.educatetogether.ie

1 The Nurture approach was first developed in the UK in 1969 by educational psychologist Marjorie Boxall. The pupil assessment tool she devised has now been developed into an online platform; the Boxall Profile Online® and is administered by NurtureUK.

OnYourBehalf

GERALDINE D’ARCY IPPN ADVOCACY & COMMUNICATIONS MANAGER

Listed below are some of the projects and advocacy-related engagements that were progressed since the last issue of Leadership+

SUSTAINABLE LEADERSHIP PROJECT – HEALTH & WELLBEING RESEARCH

The third and final phase of the Irish Principal and Deputy Principal Health and Wellbeing research will take place from 11 March to 19 April, 2024. Phase 3 is open to all principals and deputy principals, regardless of participation in phases 1 and 2.

We particularly encourage new school leaders to see this as an opportunity to benchmark your personal health and wellbeing in the early stages of your senior leadership role. For those who have participated previously, it is an opportunity to monitor progress and to assess the impact of any interventions you may have tried in relation to your health and wellbeing. Your participation in this research ensures that your voice is heard and that IPPN can build momentum regarding the ongoing advocacy work to improve the current reality of the practice and experience of school leadership.

SUBMISSIONS

Citizen’s Assembly on the Future of Education

The planning group of the Citizen’s Assembly for Education addressed the National Council in December on its aims and objectives, and sought input on a number of key aspects, including:

Vision and purpose

Transitions/holistic education

Resourcing

Teachers as trusted professionals

Skills and values

Voices that need to be heard

The Council’s collated views were a key input to the IPPN submission to the Department of the Taoiseach and the Department of Education. Click here to view the submission. Click here for all submission documents.

STAY UPDATED

IPPN NATIONAL COUNCILADVOCACY AND COMMUNICATIONS COMMITTEE

In January, a Working Group was established and had its first meeting to discuss and plan for advocacy on the topic of the Wellbeing of School Leaders. Based on the discussion and on the outcome of a short survey, a draft paper is in development. Following further discussion by the Working Group, the draft will be shared with the wider Advocacy and Communications Committee and feedback invited.

ADVOCACY@IPPN.IE

The following topics were raised by email to IPPN through advocacy@ippn.ie since the last issue of Leadership+. IPPN will advocate for clarity and fairness around these issues through the Primary Education Forum, the next meeting of which will take place shortly.

Staffing Schedule and SET Allocations Model, especially around complex needs

Requirement to apply for grants for curricular areas (STEM, PE, Music Education) and the need for fairness and equity in the funding of schools Work overload of the teaching principal

The availability of substitute teachers, and teacher supply in general Extra workload involved in hot school meals programme across all schools Leading a school with multiple campuses

Combining principal release time with SET clusters

Schools’ responsibility for bus roadworthiness

Schools’ potential liability re. school meals.

See www.ippn.ie Advocacy/On Your Behalf for up-to-date information about IPPN’s advocacy and communication on behalf of members, including media interviews. Follow IPPN on social media X/Twitter (@ippn_education) and LinkedIn (@ippn)

MEETINGS/EVENTS

IPPN participated in meetings/events relating to the following:

January

25th Ukraine Education Stakeholder Briefing

30th IPPN Louth Principal Meeting

31st PDSL Monitoring Group Meeting

31st Ireland’s Education Yearbook 2023 Launch.

February

14th Teacher Supply meeting/brief updates

20th Launch: Report Card 2024Childrens Rights Alliance

21st Meeting with Dr Niall Muldoon, Ombudsman for Children.

NCCA EARLY CHILDHOOD AND PRIMARY EDUCATION BOARD –25 JANUARY 2024

Research – Report from consultation with children on History and Geography in the Social and Environmental Education curriculum area.

Primary Developments –Consultation on Draft Curriculum Specifications for

• Arts Education

• Modern Foreign Languages

• Wellbeing

• Science, Technology and Engineering Education

• Social and Environmental Education.

The Draft Specifications will be published for wider consultation by the end of March.

Health & Wellbeing Survey

Members are encouraged to complete the final phase of the Health & Wellbeing research by Friday 19th April. See ippn.ie for details.

Pilot Group Mentoring Programme for Newly Appointed Deputy Principals

The objective of the pilot is to afford newly appointed deputy principals (DPs) the opportunity to hear and talk about the experience of the practice of leadership in the company of peers. The pilot will be comprised of four groups of relatively newly-appointed deputy principals who are participating in the Tánaiste programme. The groups are linked to specific education centres where the Tánaiste programme is running. The groups are as shown in the table below; they all held their first meetings in late February.

It is hoped that between February and June 2024, each group will have 4 meetings, some face-to-face, some online. We believe that this pilot programme has the potential to be really impactful in terms of fostering collegiality, enhancing leadership capacity and building networks of peerto-peer support.

Online Leadership Support Group for Administrative DPs

40+ Administrative Deputy Principals to date have submitted an expression of interest to participate in an online leadership support group. This group was surveyed to ensure that the needs of the group are met, and to establish preferred times for meetings, a possible structure of the sessions and what issues or areas they would like to explore. 75% indicated a preference for the meetings to be held during the school day with 97% preferring a semistructured format (an initial focus on a specific topic followed by queries and issues raised by participants on the day). The priority areas of focus are as follows and the first meeting will focus on the top priority:

• the role and responsibilities of Admin DPs

• leading/enabling teaching and learning

• developing a culture of shared leadership with the leadership and management team

• school culture and relationships.

Online Leadership Support Group for DPs in Special Schools

BRIAN O’DOHERTY IPPN DEPUTY CEO

At the recent Deputy Principals’ Conference, Finbarr Hurley of Oide Leadership and Brian O’Doherty met with those DPs who were attending from Special Schools. The purpose of the meeting was to outline the structured support that is being planned by Oide to assist their transition from Teaching to Admin DPs. Three days of bespoke support for the principals and deputy principals in Special Schools will be provided in September, November and February next.

In advance of that support being provided, the DPs present expressed an interest in gathering online to share ideas and perspectives. To facilitate that, expressions of interest are being sought from DPs in Special Schools for participation in an online leadership support group. A similar process will be followed in terms of ascertaining needs and preferences. It is hoped that the first meeting of this group will have been held by the time this article arrives in schools.

The Classroom Environment: Helping or Hindering?

SHÓNA O’DONNELL OCCUPATIONAL THERAPY MANAGER (ACTING), NCSE AND AISHLING O’REILLY SENIOR OCCUPATIONAL THERAPIST, ASHDALE CARE IRELAND

Have you ever thought about how the physical environment of your classrooms may be impacting pupils’ regulation and participation in learning? Do the wall displays distract pupil attention from the board? Does the furniture layout support pupils to learn in a way that works best for them? Do the visuals in your classroom help pupils to know what to do, where and when? Simple changes to our classroom environment can support pupils to manage the daily demands of school life and support their ability to engage with learning and with others.

Why focus on the physical environment?

Our idea of what makes a great classroom environment has been evolving since the 1800s, when the architecture and design of school buildings was first discussed in the literature. Studies have shown that classroom design can have a 25% impact, positive or negative, on pupils’ academic progress. The Clever Classrooms research report from the University of Salford showed that the physical environment of primary classrooms had a 16% impact on pupils’ academic progress across one school year.

The physical environment consists of everything we experience through our senses. It includes the colour palette of the room, the noise of the blinds rattling and the smell of food lingering after lunch. For some, the sensory demands of the classroom can be distracting, uncomfortable and sometimes overwhelming. Schools can take positive steps towards celebrating sensory differences and embedding sensory inclusive practices that, while essential for some, will benefit all pupils.

What can I do to help?

Highly decorated environments with lots of displays, colours and objects can create a visually complex environment that challenges pupils’ attention and

Simple changes to our classroom environment can support pupils to manage the daily demands of school life and support their ability to engage with learning and with others.

regulation. A simple rule of thumb is that keeping 20-50% of wall space clear increases visual comfort. Conducting regular wall audits and organising displays in designated spaces with clear boundaries helps maintain a sense of visual order.

The acoustics of the classroom can also impact learning. Increased noise levels, reverberation of sounds and competing background noises can make processing oral language and staying regulated challenging. Introducing soft furnishings, establishing sound zones (quiet workspaces, whisper tables), putting tennis balls on the legs of chairs, and considering teacher positioning in the room can create an acoustically comfortable space for pupils.

Safety is foundational to pupils’ state of regulation. Creating predictability within the classroom supports pupils’ felt sense of safety. Implementing clear visual schedules for the class, embedding consistent routines, zoning the classroom into spaces with clearly defined functions and expectations promote a predictable, safe environment for pupils.

Space is at a premium in most classrooms, but dedicating a small corner to quiet time can help pupils manage stressors of everyday school life. It may be a beanbag cornered off with a bookshelf, a blanket over a desk, a soft chair nesting behind a whiteboard. What is most important is that the expectations of the space signal

that it is a safe place to rest and recharge. School leaders are rethinking the role of classroom design in pupil learning. As highlighted in the Primary Curriculum Framework, diverse environments encourage pupils’ independence and support learning across the curriculum. Flexible seating promotes collaborative working and creative thinking but also offers opportunities to integrate movement into learning. With clear modelling and expectations, allowing pupils to explore dynamic positions while doing school work can support them to find what works best for them. For example, sitting on the floor for story time, laying on bellies with miniwhiteboards during group work, or using window ledges as standing work stations. Flexible seating doesn’t require expensive furniture; it involves rethinking how you can use what you already have.

Ask the audience

Pupils are our best source of information about what helps them learn. Classrooms designed with pupils and not just for pupils provide them with choice and a sense of ownership, which positively impacts regulation, learning and engagement. As we become more intentional about classroom design, start by asking your pupils what elements of the environment supports and challenges their learning. From here we can begin to identify simple, costeffective changes that will help create an inclusive space for all pupils to learn.

Resources

See www.NCSE.ie for the Sensory Spaces in Schools resource. A new physical classroom environment resource will be available later this year.

If you would like to get in touch with Shóna & Aishling about this article, please contact shona.odonnell@ncse.ie and aishlingor8@gmail.com

My Takeaways from IPPN Deputy Principals’ Conference 2024

SELINA CARMODY DEPUTY PRINCIPAL OF WEXFORD EDUCATE TOGETHER NS & MEMBER OF THE BOARD OF DIRECTORS OF IPPN

The role of the Deputy Principal is often described as assisting the principal in the management of the school. I recently attended the IPPN Deputy Principals’ Conference in the Galmont Hotel, Galway and not once was this mentioned. The conference theme was ‘Leading Together with Purpose’ a more accurate description of the role of the Deputy Principal. In this article I will summarise my key takeaways from the conference through the lens of what leadership and purpose means to me in terms of my role as Deputy Principal.

In his opening speech at the conference, Pairic Clerkin called for clarity regarding school leadership roles and the need to reach consensus on what we want school leaders to spend their time doing – giving leaders the opportunity to do the job they signed up to do. The Emerging Leaders and the Leadership Portfolio Projects seem to have great potential to enhance leadership capacity and sustainability. All of the work IPPN is doing to push for change in terms of governance structures and supports, teacher supply and SEN resourcing is commendable. We now hope that key stakeholders in the Department of Education and other agencies take on board these proposals. Whilst we await this change we can make changes for ourselves, exercise our autonomy and operate on a system of trust. At the beginning of the leadership journey a wise colleague once told me that it is better to seek forgiveness than ask persmission. I have learned that were we to always await permission, little would change. Leadership is about trusting your instincts, something that does take time and experience in the role to establish. In the past number

a wise colleague once told me that it is better to seek forgiveness than ask persmission. I have learned that were we to always await permission, little would change. Leadership is about trusting your instincts, something that does take time and experience in the role to establish.

of years in my own school, we have gained the confidence to stand by our decisions around staff allocation and playing to our strengths. We have used several strategies to do this:

Using the PIEW Framework to streamline our workload and to improve communication across the school community

Playing to teachers strengths by piloting ‘specialist teacher’ models – freeing time for teachers who are passionate about a particular subject area to teach this subject for a number of weeks – this has been really successful in implementing programmes such as ‘Weaving Wellbeing’

Individual meetings with staff annually to ascertain goals, aspirations and to really get to know our team.

There is so much excellent practice around the country in terms of what school leaders are doing to carve out much-needed space to focus on leading the learning in their schools

– it would be wonderful to open the conversations around this topic, a conversation that was so ably lead by Rachel Doogue and Mary Pyne at the conference. My ‘golden nugget’ from our group discussion was the importance of cultivating the relationship between the Principal and the Deputy Principal and how, like any relationship, it takes hard work and commitment. I consider myself incredibly lucky to have a great relationship with my Principal and it is not something either of us take for granted. The central importance of trust in that relationship was highlighted by many attendees; building an environment that is open, inclusive and respectful of differing opinions, trusting the capacity of others to lead and manage with responsibility and creating a culture of shared responsibility and accountability.

If ever we were unsure about our core purpose or the importance of our school culture, having listened to Patricia Mannix McNamara’s input, we have all had a wonderful reminder of it! I was very taken with the idea of returning to our core purpose of stepping into the ‘leadership space’. The role of the Deputy Principal is far from simply deputising or ‘acting up’ in the absence of the principal, it is a central role in itself, a role that requires courage, trust, followship and leadership.

Selina has been teaching for over 15 years and is currently a mainstream class teacher. Prior to her election to the IPPN Board, Selina served on the IPPN National Council for a number of years. She is passionate about literacy curriculum development, school culture and student voice. She may be contacted via email at selina@wexfordetns.ie

And Finally…

QUOTATION

‘ ’

Leadership is a potent combination of strategy and character. But if you must be without one, be without the strategy.

Norman Schwarzkopf

QUOTATION

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I think a hero is any person really intent on making this a better place for all people.

Maya Angelou, American writer

QUOTATION

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Your confidence in the people, and your doubt about them, are closely related to your self confidence and your self doubt.

Khalil Gibran, Lebanese-American artist, poet & writer