Leadership+ Issue 09 January 2002

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NATIONAL

EDUCATIONAL

PSYCHOLOGICAL

SERVICE

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Irish Primary Principals' Network

Lionra Priomhoidi Bunscoi e Eireallll

Jannary 2002

I sue 9 Lionra Phriomhoidi

ATIONAL fORUM:

ENDING DISADVANTAGE

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TABHAIRMRE

EVALUATION OF PRINCIPAL'S ROLE

D IT FEIN ...

TRE & ELFCARE

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WENEEDYOUR NOTlCEBOARD

A ELECTIO &

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E-MAIL ADDRESS CONGRATULATIONS Mr. Tom O'Sullivan from Limerick has been recently appointed as one of the three new INTO Assistant General Secretaries. In addition to his role as a in principal teacher Limerick City, Tom has been a member of the INTO CEC for some years and has been a member of IPPN since its establishment. As part of his remit he will be responsible for principals' issues. We look forward to his enthusiasm for and dedication to this task and wish him well in the future.

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Bunscoile Eireann A Phriomhoide agus a Phrfomhoide Tanaisteach, Final preparations are being made for our annual Conference that commences in Galway on 7th February. This conference, which will be attended by 540 principals, will have as its main focus the future role of the Primary Principal. It is designed to contribute to the process of analysing and evaluating the Principal's role for the future while taking full stock of the challenge and importance of our leadership, management and teaching roles. I want to thank everyone who completed the questionnaire circulated by the Hay Group before Christmas. This questionnaire was very challenging and the quality of the responses has proven invaluable to the Hay consultants.

Meanwhile the IPPN National Committee is busy developing its 26 regions. At present a number of Principals voluntarily represent their counties on the National Committee. After Easter, IPPN will adopt a formal Constitution laying out clearly the aims, structures and procedures for our organisation. Prior to this, Regional Meetings will be held at which Two representatives will be elected to the National Committee.

A Steering Committee will be established to organise and manage the affairs of each Regional County Network.

Principals and Deputy Principals will be afforded the opportunity to determine a programme of professional development/discussion on matters pertaining to school management. This programme will then be funded by the DES (In-Career Development Unit) through IPPN.

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Finally, I wish to thank the many Principals and Deputy-Principals who are so willingly helping to build a national network dedicated to quality school leadership.

Ultimately, the strength of our association depends on our membership. I urge you to convince you,r colleague Principals and Deputies to lend their support by becoming members. An application form is enclosed with this Newsletter - the membership fee of €100 per school is payable by the Board of Management.

The professional development and representation of Principals and Deputies has already increased significantly since the establishment of IPPN. Our needs will be better served through the new identity and voice provided by IPPN. Sean Cottrell, National Director.

NATIONAL CO F CE IS AGAIN IN GALWAY - A VENUE THAT MADE SUCH AN IMPRESSIO 0 T YEAR'S DELEGATE. TIL-\T IT BECAME H AUTOMATIC CHOICE FOR 2002.

VE E: CORRIB GREAT SOUTH' R HOTEL. DATES: THURSDAY 7th - SATURDAY 9th FEBRUARY.

UVE WEBCAST OF CO FERE CE - LOG ON TO WWW.IPP.IE

SCHOOL A .COUNT SOFlW : [ RESPONSE TO MANY QUIRIES. WE ARE DELIGHTED TO

INFORM YOU THAT THE SOFTWARE PACKAGE WILL BE VAILABLE IN MARCH.

NATIONAL EDUCATIONAL PSYCHOLOGICAL SERVICE

PADDY O'DWYER, REGIONAL DIRECTOR, EASTERN (NORTHERN AREA) REGION - AUGUST 2001

Background:The Planning Group,established by the Minister for Education and Science, Micheal Martin, which prepared proposals for a national educational psychological service, recommended in September 1998 that the Minister should establish a National Educational Psychological Service Agency (NEPS). as an executive agency of the Department. The Report also recommended that the agency would have an overall target number of 200 psychologists and 36 administrative/secretarial staff, and that this target should be achieved over a period of five years, beginning during the school year 1999/00. This would allow for an educationall psychological service to be provided eventually to all primary and post-primary schools. It is envisaged that all schools will have access to the NEPS service before the end of the school year 2003/2004 and that most will have access well before that time.

Historical Context: Voluntary Bodies supplying services for the "mentally disabled" were among the first to provide psychological services for children in this country in the 1950s. Indeed, the main purpose of the psychological services developed by statutory agencies, in particular Health Boards in the 60s, was the assessment of children considered as having special educational needs due to a disability.

In the Education sector, the City of Dublin Vocational Education Committee initiated the first psychological service for for schools in its area.This service still exists and currently employs 4 psychologists servi,ng 19 schools.

In 1965, The Department of Education established its own psychological service and employed 3 psychologists. The function assigned to these psychologists was the development of guidance services in the then newly established comprehensive schools and afterwards in post primary schools generally. The Psychological Service remained focused almost entirely on the post primary sector until 1990. It is important to note the establishment of a Pilot Project to primary schools was implemented by that service in 1990.lt was initiated by the then Minister for Education, following proposals from the INTO and the Psychological Society of Ireland for such a pilot. Two contrasting areas were selected for the pilot project in 1990; one an urban area in West Dublin and the other a mainly rural area in South Tipperary. New staff was appointed and the project was implemented between September 1990 and September 1993. This was the first such service provided in education to be reported on by a representative advisory committee and by an external evaluator. At the conclusion of the pilot phase in 1993, it was decided to continue the service on a permanent basis in the two geographical areas.

Many reports recommended the extension of psychological services, including the SERC (Special Education Review Committee) in 1993 and the Report of the National Education Convention 1994, which considered the provision of a comprehensive psychological service to be a priority. The White Paper of 1995 included a commitment to the development of such a service. Other bodies including teacher and parent bodies, the Psychological Society of Ireland and the trade union, IMPACT, had all called for such development It was also decided to further extend the service with the employment of 10 new psychologists in 1996.

Report of the Planning Group: In its policy document, An Action for the Millennium, (1997), the Government stated that one of its key priorities would be "to set up a National Psychological Service to address learning difficulties." To that end the Minister for Education and Science set up a Planning Group to prepare proposals for such a service. The Planning Group reported in September 1998. it recommended that the general aim of a National Educational Psychological Service should be to assist in facilitating all students to develop their potential and to maximise the benefits of their educational and other experiences, having particular regard to those with special needs.

The Main Objectives of a National Educational Psychological Service (as identified by the Planning Group) should be to: • Support individual students • Support others in helping and in preventing problems for individuals • Effect change in the educational family and other related environments so as to bring benefits to particular students and to students generally.

Soon after the group completed its work, the Minister for Education and Science made an announcement with regard to entitlement to special needs in which he stated that all children with special needs, irrespective of their location or disability, will receive the support they require to participate fu'lly in the educational system. This shift in policy towards the needs of each individual child also exerted an influence on the subsequent development of NEPS. In making its recommendation around the issue of service delivery, the planning report concluded that it is necessary that a balance be struck between the proportion oftime assigned to casework and to support and development work. The recommended proportion of time was identified as 65% individual casework, 35% systemic/development work. Development work is defined as contributing to systemic interventions in a school as a whole or to research and development work. The Report went on to outline staffing requirements, structures, organisation administrative support, regional office accommodation and to recommend the staffing for the new Agency be set at 200 psychologists to be in place by 2004.The recommended ratio was 5000 students to each psychologist. It was also recommended that NEPS be organised on a regional basis and, as far as possible, should follow the geographical arrangements of Health Boards. A staffing review will be undertaken in autumn 2001.

The Current Situation: The NEPS service is now available to approximately 1,345 primary schools and to all post-primary schools with the exception of schools of the City and County of Dublin Vocational Education Committees, which have their own psychological service. The Development Plan for NEPS provides for a gradual expansion in the primary sector until all schools have access to the service whilst concurrently improving the level of service in the post-primary sector. NEPS psychologists engage in individual casework with children and young people, provide a consultation service for teachers and parents, and participate in 2

in school-based projects relevant to educational psychology and generally promote mental health in schools. The main focus of the Agency is on the prevention of problems in school rather than on acute crisis management. NEPS psychologists refer children, adolescents and families who appear to need long-term counselling and therapeutic support to the clinical services of the Health Boards and other relevant services.

The service has develo ed 0 erational rind les as follows: the client is the student· the service is for all students' the focus is primarily on prevention rather than on reaction' the aim will be to empower teachers and parents' the service will be easily accessible' there will be an integrated service to primary and post primary schools' there will be a close collaboration with other agencies that provide services to children and adolescents' there will be a culture of excellence' psychologists will work in teams The new NEPS a en, came into existence on 1 Se tember 1999 with the 42 psychologists already employed in the service.

There are over 80 psychologists currently working in the service, more than 30 of whom have joined the service since September 2000. It is the expectation that there will be over 100 psychologists working in the service by early 2002 and the recruitment of a further 28 psychologists in the next school year will raise the staffing to 128 and further enhance the service delivery to schools.

Pressures on NEPS: NEPS is in a period of significant transition and development and there are inevitable pressures associated with this fact. They may be listed as follows: The current ratio for some psychologists in this developmental phase is above that recommended by the Planning Group. New psychologists have to be absorbed on an on-going basis. Psychologists must facilitate induction training and work-shadowing for new psychologists. Development and demand of administrative systems. Demands of working groups - towards the development of policies and practices. Introducing the service to schools not previously included.

Dealing with the pressure from schools not yet included and from parents. Professional supervision and continuing professional development.

Organisation and Structure: The National Educational Psychological Service Agency is developing a regional structure and in that context the provision of office accommodation at regional and at local level is proceeding.This is to facilitate co-operation with the psychological services provided by the Health Boards and voluntary bodies as well as with other agencies that provide support for children and young people.

The Acting Director of NEPS is Lee MacCurtain.

Michael Sheehan is the Director for the Southern Region and with responsibility for the Mid-West region.

The following psychologists have recently been appointed as Regional Directors: Peadar Crowley Director of the South East Region and with responsibility for Eastern Region (East Coast).

Paddy O'Dwyer Director the Eastern Region (North) and with responsibility for the Midlands Region.

Ann Marie Sheehan Director of the North Western Region and with responsibility for the Western Region.

Joan Walshe is Director of the North Eastern Region and with responsibility for Eastern Region (South West).

The ongoing appointment of senior psychologists and the projected appointments next year of two more regional director posts will greatly strengthen the management and full development of the service. In addition to the staffi ng structure, the Management Committee has been in place since 1999. Carl 6 Dalaigh, Deputy Chief Inspector of DES, is chair of this committee. NEPS is ably assisted in its development by the National Policy Advisory Board, on which parents and school authorities are represented along with other partners in education. The Agency has been established initially as a dedicated agency of the DES. It is intended that eventually the Agency will be established on a statutory basis under the powers conferred on the Minister by the Education Act, 1998.

Recent Initiatives: It is clear that the fact that current demand for psychological assessment is not being met either by NEPS or by the clinical psychological services is causing considerable frustration among the general public.The situation will continue to exist until NEPS reaches its full staffing at the conclusion of its five-year development phase in 2004.Two initiatives have been introduced in this context.

(1) Purchase of Assessments: Dr. Michael Woods, Minister for Education and Science, recognises that there is a current need for schools and parents to be able to gain access to psychological assessments pending the full development of the NEPS service.

He recently announced the allocation of £ 1.25 million to NEPS for the purchase of assessments from private practitioners. The management of NEPS has developed an action plan for the implementation of this scheme. Guidelines on how to avail of the scheme will be issued to schools in the new school year.

(2) Pilot Intervention Project in County Monaghan: The Management Committee of NEPS decided in the autumn of 2000 to institute a pilot project with the aim of meeting the need for assessment whilst at the same time not compromising the model of service. As a postal survey conducted by NEPS in County Monaghan already provided some indication of the possible level of demand in the county, it was agreed that a pilot project should be established there which would last approximately 6 months.

The project was to include a pilot consultation scheme for schools in respect of requests for assessments in County Monaghan.

Commencing as soon as possible after September 2000, NEPS would offer a consultancy service to all primary schools in the county in respect of assessment of special educational needs. Certain NEPS psychologists would be available to discuss applications for procedures, and to facilitate arrangements for full psychological assessments as necessary. This project was to operate for a fixed time, until March 2001.There would then be a review and evaluation of its effectiveness and a decision would be taken on whether to replicate the intervention in other areas. Due to unforeseen circumstances, this project has taken a longe, time than w"' odginally ",pected.1t i; ne"iog it; conclu;ion, howevee, and will ~ be evaluated in the near future. At the time of writing this report more than 30 schools in the ~ • county now have access to the NEPS service. When this intervention is fully evaluated, a decision rrlJIt)Ua~'~il@)rr~g, will be made as to its possible replication in other areas.

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STRESS AND SELF CARE - A MESSAGE FROM THET.E.A.S. We all experience stress. It's a natural part of Iliving and a certain level is required in order for us to survive. What about making

an effort to reduce our stress? It is an excess of stress, which is harmful. Let's look at a few simple strategies for helping us

reduce our stress levels.

Get your prioritiesright!What really matters in you r life?

Time management - look at your diary and plan accordingly.

Time - allow time for yourself, your family and friends.

Relax! Build relaxation into every day.

Share worries with others - colleagues, family or friends.

Don't bottle things up or sit brooding - think realistically about problems and decide what is the appropriate action to take.

Don't be reluctant to seek medical help if you are worried about your health.

Learn to delegate.

Take short rests throughout the day and have proper breaks for meals

Reward yourself for positive actions, attitudes and thoughts. Don't be too hard on yourself!

Remember, the Teachers' Employee Assistance Service is there to provide you with a confidential service which offers sup­

port, information, counselling and referral where necessary. It deals with a wide variety of problems and difficulties arising

both within and outside the workplace.

TEACHERS' EMPLOYEE ASSISTANCE SERVICE: CONTACT DETAILS NATIONAL CO-ORDINATOR Ms. Deirdre Kelleher, Unit 3B, South Terrace Court, South Tee., Cork.

Ph No (021) 4315679 / (087) 6298479.

Fax No (021) 4315692.

Email:dkellehereas@eircom.net

CORK CITY & COUNTY Ms Carmel 0' Connor, Unit 3 B, South Terrace Court, South Terrace, Cork.

Ph. No. (021) 4315670/(087) 6501061.

Fax. No. (021) 4315692.

Ms Margaret Keating, 3 Fair St., Mallow, Co. Cork.

Mobile (087) 2348937.

Mr Paddy O'Conor, Wolfe Tone Sq., Bantry, Co. Cork.

Ph. No. (027) 53933/(087) 6501052.

Unit 10 Calbro House, Tuam Road, Galway.

Ph No (091) 773242/ (087) 2255186.

Email eaogalway@eircom.net

DUBLIN CITY & COUNTY Ms Maura McGinley & Ms. Lisa Burke, Senior House, All Hallows College, Grace Park Road, Drumcondra, Dublin 9.

Ph Nos (087) 2273823/2273831.

Ph No (01) 8570209.

Fax No (01) 8570056.

Email: mmcginleyeas@eircom.net Ibu rkeeas@eircom.net

GALWAY CITY & COUNTY

COS. LONGFORD, ROSCOMMON & WESTMEATH & BA.LLlNASLOE TOWN Mr. Padrick 0' Doherty, The Demesne/ Longford. ÂŤ-Address due to change Feb.'02.

Ph No (087) 2255183.

COUNTY MAYO Mr. Tony Hegarty, New Antrim St., Castlebar, Co. Mayo.

Ph No (094) 24615/ (87) 2255182.

Ms. Niamh Murphy, Employee Assistance Service,

TIME MANAGEMENT FOR PRINCIPALS - THE PRINCIPAL'S PLIGHT BY TOM FEELEY, LEITRIM Yes, I'm tired. For several years I've been blaming it on middle age, poor blood, lack of vitamins., air pollution, saccharin., obesity., dieting., underarm odour, yellow wax build up and other maladies that make you wonder if life is really worth living. But I've found it ain't that. I'm tired because I'm overworked.

The population of this country is 4 million. 1 million are retired. That leaves 3 million to do the work. There are I million in school and college. That leaves 2 million to do the work. 740,000 are unemployed and 260,000 are employed by the Government. That leaves 1 million to do the work. 200,000 are armed forces, which leave, 800,000 to do the work. 200,000 are employed by the County Council leaving 600,000 to do the work. There are 420,000 people in hospital and 179,998 in prison.That leaves 2 people to do the work. You and me. And you're sitting on your #%*@, reading this.

No wonder II'm tired!

TO MY GROWN-UP SON My hands were busy through the day, I didn't have much time to play The little games you asked me to, I didn't have much time for you.

I'd wash your clothes; I'd sew and cook, But when you'd bring me your picture book And ask me please to share your fun, I'd say "a little later son."

I'd tuck you in all safe at night And hear your prayers, turn out the light, Then tiptoe, softly, to the door, I wish I'd stayed a minute more.

For life is short and years rush past, A little boy grows up so fast, No longer is he at your side, His precious secrets to confide.

The picture books are put away.

There are no children's games to play, No good night kiss, no prayers to hear, That all belongs to yesteryear.

My hands, once busy, now lie still, The days are long, and hard to fill, I wish I might go back and do The little things you'd asked me to.

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5TH WORLD CONVENTION OF THE INTERNATIONAL CONFEDERATION OF PRINCIPALS JULY 17TH-21 ST 2001, KYONGJU, KOREA - CONFERENCE REPORT REPRESENTING IPPN: Tomas 6 Slatara,Tipperary and Colm Cregan, Limerick, two IPPN Executive members, represented

the IPPN at the ICP conference in Korea during the summer. Funding for the trip was provided by the In-Career Development Unit of the DES and IPPN. INTERNATIONAL DIALOGUE: There were many interesting and relevant workshops and presentations at the conference which highlighted the importance of international dialogue in an age where technology can now match the will of the principal to learn from colleagues in other countries. This focus was particularly relevant in two presen­ tations - one from the current chairman of the Japanese Centre for Preventative Diplomacy, Mr. Yayushi Akashi, entitled "Dialogue between Nations and Generations in the Age of Globalisation" and another from Mr. Jean Jacques Streuhli, Director of the Intenational School of Geneva,"ICP and International Education - The Way to Global Understanding."The commonality of purpose, situation, problem and potential was abundantly clear from the outset.

IPPN PAPER: IPPN was delighted to be able to present a paper at the conference.

Colm Cregan spoke on "The Growth and Opportunity of a Professional Development Organization for the Primary Principal." He spoke in particular about the impressive growth and development of IPPN and the opportunities it provides for principals to network with, and support, each other as they endeavour to take increased responsibility for their own professional development.The delegates were made aware of the goodwill and support shown by the' Partners in Education to IPPN. Following the presentation, Colm and Tomas answered many questions about the profes­ sional issues currently of concern to Irish Primary Principals.

OTHER WORKSHOPS: Colm's contribution merged well with many of the other workshops.

1) "How [Not] to Select a School Leader" - Jan Gispen [Holland] 2) "European Indicators on the Quality of School Education" - Jorma Lempinen [Finland] 3) "Accountability and Assessment" - Mary Taynars [USA] 4) "School Leadership"- Heather Du Quesnay [UK] 5) "Taking Part in International Opportunities for Professional Development"- David Wylde [South Africa] These were seminars attended by the IPPN representatives which created opportunities for sharing of experience and the setting up of links with practitioners worldwide.

KOREAN SYSTEM: The conference also facilitated visits to primary and post-primary schools in the local area. The Koreans were very welcoming and proud of their education system which are quite different to the Irish experience.

Classes are often as large as 40 to 50. Teachers are held in very high esteem and are very well paid. The school facilities were exceptional but it did seem rather a rigid system not that keen on individual expression.

COPING WITH CHANGE: The latter half of the conference concentrated on 'Coping with Change.'

1) "A Leadership Crisis - Principal Shortage" - Brian McKinnon [Canada] 2) "Educational Change" - Steven Koh [Singapore] 3) "Activation of School Education at Risk" - Kyung Huh [Korea] 4) "Education on the Threshold of the Information Society" - Jaan Reinson [Estonia] All talked about this topic in a way which encouraged a flow of discussion from presenter to listener and back again.

FRIENDSHIPS: The fringe meetings at the conference showed how each individual group of principals wants to liaise with colleagues in other countries. Comprehensive links and friendships were established with principals in UK, USA, South Africa, Finland, Korea, Switzerland, Singapore, Zimbabwe, Australia, New Zealand and Ghana. Tomas and Colm would be delighted to link any principal in Ireland with any of the principals' organisations in these countries.

Attending such conferences is allowing IPPN to achieve its aim "to be actively involved in developing an All-Ireland, European and International dimension for IPPN and for our schools."

BENEFITS: International networking will provide opportunities for· understanding of other education systems· good practice dissemination • class teacher and pupil links • interschool exchange opportunities • establishing that there is substantial common ground between Principals worldwide and that ICP can be used as a pivot to help professional development grow and evolve as a necessary positive contributor to the educational process.

FOLLOW THROUGH: The next conference will be held in Edinburgh in 2003. It should be just as interesting and worthwhile. Furthur information about ICP and the Kyongju Conference can be found on www.icponline.org ~

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"CURAM, TUISCINT AGUS COMHLUADAR - THE CHALLENGE OF LEADERSHIP" - I.P.P. . CONFERENCE 2002

CORRIB GREAT SOUTHERN HOTEL, GALWAY. 7TH TO 9TH FEBRUARY, 2002.

The Conference Organising Committee will extend a special "Failte go Gaillimh" to 550 primary principals for our Annual National Conference from the 7th to the 9th February, 2002.

With the theme Curam, Tuiscint agus Comhluadar - The Challenge of Leadership'; we will take an in-depth look at the Role of the Primary Principal and will attempt a re-evaluation and a re-definition of that role, so we can prepare professionally for the certain challenges of the decade ahead.

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As you can see from the Conference Programme, we are fortunate to have contributions from leading experts in education who will undoubtedly help us to tease out the nature of our leadership role. The key partners in education, the Department of Education and Science, the C.P.S.M.A., the I.N.T.O. and the N.P.C. will contribute to a comprehensive and in-depth examination of the role of the principal in 2002. In collabo­ ration with Hay Management Consultants, I.P.P.N. has already embarked on the vital work of examining and defining the role of the principal. It is expected that this seminal conference of I.P.P.N. in 2002 will prove to be a significant milestone on that journey.

Keynote addresses, a choice of attending two out of four seminars and a Questions and Answers session will provide principals with a variety of ideas and presentations. In addition there will be an opportunity to step back from our increasingly pressurized lives in school, to network with colleagues and relax with friends. The Gala Banquet on Friday evening promises an evening of enjoyment and relaxation, with Christy Kenneally as after dinner speaker, followed by musical entertainment.

As a committee we look forward to extending a warm welcome to each of you who will travel to Galway for the Conference and we aim to make your visit to the City of the Tribes a special and memorable experience.

Virginia O'Mahony, Conference Chairperson.

~erence theme

con Key'

EVALUATION OF PRINCIPALS' ROLE

Many principals commented on the number of hours it took to do justice to the Hay Management Consultants questionnaire and berated our National Director for adding to their workload! However, it was good to find that virtually all of these comments were followed by an acknowledgement that if we are to re-define and re-evaluate the role of principal, we must be willing to contribute to the process of professionally analysing our role both in terms of its theory and actual practice. Agroup of principals (volunteers!) met in Dublin on January 17th and formed four separate focus groups facilitated by Hay's team of consultants. These focus groups were constituted as follows: Teaching principals

Administrative principals

Principals of special schools, disadvantaged area schools and the gaelscoileanna

A mixed group consisting of newly appointed and very experienced principals.

The four groups facilitated by Hay Consultants reflected on and processed the key themes and issues that emerged from the questionnaires. In addition, representatives of the Education Partners, who are stakeholders in the role of principal, were also be invited to contribute their experience and vision of principalship to Hay Management Consultants. These groups included the DES inspectorate, DES administration, CPSMA, the INTO, Educate Together, Gaelscoileanna, Board of Education, NPC and Teacher Training Colleges.

The IPPN conference in February will add to the research and debate about various aspects of the role of principal.

Contributors to the conference will include Dr. Ed. Walsh, President Emeritus, UL, Mr. Michael Farrell, Administrative Secretary, UCC (former primary principal), Sr. Eileen Randles, CPSMA, Gearoid O'Conluain, Deputy Chief Inspector, DES, Mr. Peter Baldwin, Asst. Secretary General, DES, Mr. John Carr, General Secretary, INTO, Mr. Frank Hartle, Hay Management Consultants, Mr. Tom Boland, Head of Legal Services, DES and Ms. Finnola Kilfeather, National Parents Council.

Following our conference, Hay Management Consultants will report on their role evaluation to IPPN. This report, which will be communicated to all members, will empower our network to involve all Partners in Education in the re-evaluation and re-definition of the role of principal.

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Irish Primary Princi als' etwork

Annual Conference

Corrib Grea Southern Hotel, Galway

Thursday February 7th to Saturday February 9th 2002

ey Events

Thursday 7th February

19.30 IILeadership in Review"

David Ruddy

Mr.Jim Hayes, President IPPN

20.00 "Prmcipalship for the Future"

Gearoid Uas. 6 Conluain, Deputy Chief Inspector, DES

21.00 President's Reception

Friday 8th February 9.00 Official Opening

by Mr. John Dennehy Secretary General, DES

Michael Farrell

9.30 Keynote Address: "Challenges for Educational Leaders in the 21 st Ce tury"

Ian O'BerUhy

Dr. E. Walsh, President Emeritus, University of Limerick

11.30 "School Leadership, Roles, R'ghts and Responsibilities" Mr. Sean Cottrell, IPPN National Director

14.00 "The Role of PrinCipal Wha the Legislation Means" Mr. T. Boland, Principal, Legal Services, DES

14.00"21 st Century Principals - 21 st Century Skills" Mr. Michael Farrell, UCC frank Hartle

14.00 "Principals and Boards of Management A Vision for the Future"

Gear6id

6 ConJuian

Sr. Eileen Randles, Gen. Sec. CPSMA

4.00 liThe Role of Principal An Independent Analysis" Mr. Frank Hartle, Education Consultant, Hay Group

Saturday 9th February

9.00 "School Leadership m he 21 st Century"

Mr.John Carr, Gen. Sec. Designate, INTO

9.45 IISpecial Education Needs - Principallssues"

John Dennehy

Ian O'Herlihy, Partner, Arthur O'Hagan Solicitors and

Mr. David Ruddy, B.Ed., Dip. Law, B.L.,

Principal, Talbot N.S., Bawnogue, Clondalkin, Dublin

Sister Eileen Randles

11.15 Questions and Answers

Chaired by Ms. Teri Garvey, RTE

12.30 Closing Addres Conference Chairperson,

Ms. Virginia O'Mahony, Deputy President, IPPN

LIVE WEBCAST OF CONFERENCE

LOG ON TO WWW.IPPN.IE

Edward M. Walsh

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Tom Boland

COMENIU5, NEW PATHWAYS TO TEACH I G AND LEARNING Comenius is the action of the Socrates Programme that provides support for European school partnerships, the training of educators and the development of educational networks. In Ireland, Comenius is managed by Leargas - The Exchange Bureau.

Since 1995, through Comenius, over five hundred Irish schools have participated in school based partnerships and learning projects with other European partners. In the area of short-term in-service training, over 150 teachers have taken part in courses offered throughout the continent. l O n e of the major attractions of participating in Comenius projects is that teachers can travel to other countries and find out how the primary school curricula differ in content and methodologies from the Irish system. Educators are able to discuss similarities and differences with European peers and pupils are able to engage in collaborative activities with their peers across Europe. In practical terms, new ideas help to transform the way teaching is conducted in the classroom with the use of an international perspective and the help of ICT as a tool for exchanging correspondence and ideas.

In addition, school administrators and leaders can witness management procedures in action that may differ from those at home. Principals who are interested in supporting the modern language initiative at primary level will be pleased to learn that they can apply for the services of a Comenius language assistant. Assistants act as important language and cultural ambassadors from their countries and are a good resource for primary classrooms.

I There are currently thirty European countries participating in the programme. Leargas assists schools in identifying European partners and developing projects. A key element of our service is to provide opportunities to attend contact seminars for teachers wishing to participate. If you are interested in finding out more please explore our website www.leargas.ie/education or contact Sean Bracken of Leargas by phone at 01 8731411.

A NATIONAL FORUM ON PRIMARY EDUCATION: ENDING DISADVA TAGE INTRODUCTION: A national Forum on Primary Education and Ending Disadvantage will be held in St. Patrick's College, Drumcondra from July 1st - July 5th 2002. The Forum aims to build a joint plan of action that will provide a compre­ hensive and systemic solution to the problem of educational disadvantage in Ireland; and to put in place mechanisms that will enable the implementation of this plan.

BACKGROUND: St. Patrick's College Drumcondra opened a Centre for Educational Disadvantage in September 2000.

One of the stated goals of the Centre is to convene a National Forum in July 2002 on Primary Education and Ending Disadvantage.

THE FORUM will draw together key educational interests from both practice and policy arenas in Ireland to: (a) consider the most up-to-date analysis of the issues related to educational disadvantage, using an integrated approach from the disciplines of education, psychology, sociology, philosophy and economics; (b) consider various school-based and initiative-based responses to educational disadvantage for children of primary school level operating throughout the country, with a view to identifying insights that would contribute to a comprehensive and systemic solution to the problem; (c) provide innovative resources for teachers and other education providers to support their own efforts to tackle the problem. These resources will include innovative pedagogies for diversity of student background, multiple perspectives on teaching and learning, ideas for creative curriculum presentation and education and the arts, models of best practice within the Curriculum, involving parents and the wider community, etc; (d) develop a comprehensive plan of action for realising the changes required to end the educational disadvantage of children, and to establish mechanisms that would support the implementation ofthe plan.

INNOVATION: The Forum is an innovative undertaking. It will involve a collaborative process with all key actors to develop a comprehensive, systemic solution to the problem of educational disadvantage in primary education. This has not happened to date.

FORUM DELEGATES will include practicing teachers, representatives from the Department of Education and Science and other relevant government departments, teachers' unions (in particular the INTO), parents, psychological and other educational support services, Colleges of Education and other Third Level Colleges and Universities, representatives from the Youth, Community and Voluntary Sectors, special interest groups and projects, and other policy interests.

ORGANISATIONAL MATTERS: Participation in the Forum will be subject to an application process. Invitations to the Forum will be forwarded to all potential delegates in February. Those interested in participating in the Forum are advised to apply early, as there will be limits on the number of delegates. Participation in the forum will be free of charge, though participants will have to cover their own expenses, including accommodation. It is hoped that Boards of Managements and other employers would cover the expenses of representatives participating in the forum on their behalves. Alist of suitable accommodation will be forwarded to delegates well in advance of the forum event.

ACCREDITATION: The Forum will be ACCREDITED for the M.Ed.degree offered by 51. Patrick's College, Drumcondra;and will be CREDITED as a five-day inservice course for primary school teachers.

FURTHER INFORMATION: For further details, please contact the following: Ann Louise Gilligan, Co-ordinator, Centre for Educational Disadvantage, 51. Patrick's College. Tel: 01 8842081; email: annlouise.gilligan@spd.ie Sheila Walshe, Centre for Educational Disadvantage, 51. Patrick's College. Tel: 01 8842021. email: sheila.walshe@spd.ie Neil Haran, Forum Co-ordinator. Tel: 0656866574. email: neilharan@oceanfree.net :-;

LETTER TO HEAD OFFICE FROM

KILCUMMIN N.S., KILLARNEY, CO. KERRY.

I am a teaching principal of a 6 teacher rural school, snowed under with paperwork, reports, etc. You name it and I've got it. I am trying to make life easier for myself - if that is possible - by downloading and adapting the school policies from the IPPN website. I've got what's there so far. Do you have any policy on Learning Support? It is an area I'm trying to address right now. Congrats on the IPPN - at least now we have our own organisation specially devoted to principals.

Regards, Tom Dalton.

FROM: betterbody.ias@eircom.net to:

IPPN NETWORKING MAILING LIST

There are many support groups meeting and operating throughout the country. Would it be possible after such meetings for one ofthe group to write a short account ofthe important points discussed. This could then be posted on the IPPN mailing list and provide fodder for other groups or an opportunity to compare findings or approaches. At best five minutes would summarise the proceedings and if any group needed further information or clarification they could seek such. Why spend time reinventing the wheel.

Also, I wonder if it would not make more sense for Principals who are willing to share documents, whether policies, programmes or whatever to post them on the IPPN web-site rather than offering them on a phone call basis. After all, depending on a schools stage of development (or in the words of the famous" Dear Frankie" (that will leave all the young ones wondering)," it may not be your problem today but it might be one day". For my part I have found that what I put up was greatly enhanced by other people viewing it and adapting and adopting. It became a much better product for me through this process.

Church & General

IPPN NETWORKING: COMENIUS PROJECT I am delighted to inform you that our school Comenius Project"l eattherefore I am"done in partnership with 12 other schools from various different European countries, has been nominated a "Labelled Project" for Netdays Europe 2001. We are invited to present it at the launch of Netdays in Brussels.

The following day it will be highlighted in Florence at Netdays Italia with another presentation. Finbarr O'Regan, Carnaun National School, Athenry CHARITIES A principal rang Head Office looking for a policy on "Charities" and requests for schools to support "good causes". There are hundreds of good causes out there and they all see the local Primary school as a great means of fundraising. She feels her school is often under pressure to say 'yes' to enthusiastic parents, teachers, members of the local community etc. who are involved in some project or other. Last year her school supported 5 different charities and she herself wound up doing most of the administration. If anyone has a short policy to offer re this topic please forward to webeditor@ippn.ie and it can be put up on www.ippn.ie for all to share. The same goes for the recent requests re "medicines in school".

Editor's Note: A policy on medicines in schools is now available on our website. Please send policy documents you may wish to share to webeditor@ippn.ie WE NEED YOUR E-MAIL ADDRESS If you would like to receive a regular IPPN update with the latest news and information on school management, etc. we need your e-mail address. 85% of members have provided it; however, we would be delighted to be able to reach all our members using this fast and cost effective method of communication. If you have set up or changed your e-mail address please send details including roll number to info@ippn.ie

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Da aset's 0 tstanding Software System for Administration of Primary Schools. All he information you will ever need about every child in the school. from firs 0 final day, on this user-friendly software ystem.

• Religion

• Medical reports

• Surnames/First Names

• Baptismal Record

• Pupil reports

• Age/Date of Birth

• Health/Permissions

• Home Address/Tel. No.

• Age Lists • Birthdays To-Day

• Parents/Guardian

• General Comments • Attendance/Behaviour

• Father's/Mother's Work no.

• Previous Class/School

• Father' s/Mother' s

• Subsequent School/History

Occupation

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• Minder/AddresslTel. No.

• Transport Lists

• Teacher/Room/Class

• Class/Year Lists

• Siblings in School

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SCHOOL DIRECTORY plus. of course. all the informa ian

• Travel Collection details

• Names and Classes

• Labels for Envelopes to

you need. page by page. to complete your OCTOBER

RETURNS.

he IPPN Appointed Sub-committee Say About FlChildcheck ~~: "A very necessary management package for Primary Schools."

Denis Fenton. PrincIpal. Cillin liath. Co Kerry (64 pupIls)

"Essentiall A tailor made programme. evolving vvith the needs of Principals. " Donal Kerins. Principal. Rushbrook. Co Cork (400 pupils)

"A friendly. flexible and highly comprehensive system. AI/olllls you to link siblings and families in a large schoof to ascertain the number of families. Fantastic for October returns" Jim Daly. Deputy Principal. Scoil Oihbheir. Balfyvolane. Cork. (790 pupIls)

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IPPN TIPPERARY IPPN Tipperary held a talk for Principals and Deputy Principals on January 24th 2002 at the Anner Hotel, Thurles, 7.30-9.30,

by IPPN Legal Advisor David Ruddy whose regular articles are features of this newsletter. The topic was "The Impact of Recent Legislation on Primary Schools". David is Principal ofTalbot N.5., Bawnogue,Tallaght and has lectured extensively on the legal implications of current legislation for primary schools. Tomas 6 Slatara, PRO of IPPN, gave a brief update on recent developments in IPPN at national level. Verdict: A great success and enjoyed by all.

IPPN Tipperary Regional Committee: Tomas 6 Slatara (052 38252), Pat Meagher (067 23611), Paul Murphy (052 21016), Flan Quigney (050421448), Pat O'Halioran (062 52656), Donal Mac carthaigh (05241570), Martin Patwell (062 61833), Liam Moloney (067 24355), Mary Horan (052 23178), Eugene Fogarty (052 21680), Pat O'Malley (052 41950), Brian Devlin, Tom McCarthy, Margaret O'Sullivan and Noreen Spain.

IPPN CONSTITUTION An IPPN sub-committee has been working hard on finalising a draft of the IPPN constitution. The final draft will be completed this month and submitted by our Legal Advisor, David Ruddy, for the incorporation of IPPN as a limited company by guarantee. FollOWing the distribution of the constitution to all members, an AGM will be held to which each Regional County Network will send two representatives. It will be at this first AGM that the IPPN constitution will be ratified allowing IPPN to go from interim to full status. The AGM will be held as soon as possible after our Galway Conference. The Constitution Sub-Committee Members are David Ruddy (IPPN Legal Advisor), Eileen Flynn (National Co-ordinator for SOPS), Aine Lawlor (National Co-ordinator PCSP), Pat Meagher, Youghalarra N.S., Nenagh (member of National Committee) and Tomas 6 Slatara (PRO, IPPN).

DEPUTY PRINCIPALS The involvement of Deputy Principals as members has been generally welcomed and seen as an important development in the growth of IPPN. Unfortunately, due to limited resources, we can only supply one Newsletter for each school.

I hope you will understand the need to control costs in this area. Until our funds are sufficient, we request that Principals and Deputy Principals share the IPPN Newsletter and/or photocopy.

Quite a few deputy principals have been attending regional meetings, accessing the IPPN website and participating in the networking@ippn.ie mailing list. With a view to further exploring how deputy principals can best contribute to and benefit from involvement at IPPN, it is proposed to hold a one day seminar for deputy principals at some stage this Spring, to consider relevant issues and how best to address them. If you would like to contribute to this seminar, please forward your name/roll number/school name and address and contact telephone number to IPPN Head Office.

AlB BEITER IRELAND PROGRAMME In recent discussions with the Allied Irish Banks regarding their sponsorship of IPPN, an AlB representative informed that a significant fund is being made available by AlB towards individual projects which are designed to improve the quality of children's lives, especially those coping with the negative effects of drugs/alcohol abuse, poverty and homelessness. If your school is involved in some specific project or initiative which is tackling the disadvantage that some children experience due to either homelessness, drugs and alcohol abuse or poverty, a relatively straightforward application form will ensure that your project is part of the AlB selection process, which will examine the merit of your initiative. Application forms for the AlB Better Ireland programme can be collected from your local AlB branch or from _ www.aib.ie/betterireland. Following detailed discussions with the AlB on this programme IPPN is confident of the goodwill and financial commitment of AlB to any genuine project or initiative which is aimed at improving the quality of children's life experience.

REGIONAL NETWORKS Currently, we have voluntary representatives from each county on our National Committee and a full list of their names and contact details is available on the website. These representatives (volunteers) are principal teachers who have agreed to assist with the development of IPPN nationally and especially with the establishment of a regional network in each county.

The IPPN draft constitution outlines the role, responsibilities and structure of Regional Networks. Further information on Regional Networks is available in the IPPN Information Booklet distributed at Regional meetings and on our website. The role of a regional network includes: • Inviting all principals and DP's in your county, at least once per term, to discuss professional matters of mutual interest.

• Assisting the IPPN office in establishing our new mentoring programme for newly appointed principals.

Establishing principal support groups through the Education Centres in areas of counties where none exist.

• Co-ordinating communication between new and existing support groups and establishing contact between principals who wish to join a support group and the co-ordinators of new or existing support groups.

• Communicating the key issues of concern to principals and deputy principals in support groups and regional networks to the National Committee.

• Organising specific courses and professional development events for principals and deputy principals in the county with the assistance of IPPN, ICDU and the Education Centres.

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