Signposts
The Léargas PsyTales Project: Supporting pupils’ and educators’ health and wellbeing
Deirdre Kelly and Catriona Donohoe Members of the IPPN Board of Directors
Early on the road of my AI journey
Richard Carroll Principal of Grange NS, Clonmel, Co. Tipperary
Rethinking Wellbeing for School Leaders: A Principal’s Perspective
David Cashman Principal of South Lee Educate Together in Cork
AmalgamationFeel the fear and do it anyway
Una Feeley Principal of St. Comán’s Wood Primary School, Roscommon
The Power of Positive Relationships
Emma Stokes Principal of Phoenix Park Specialist School, Dublin
Two-campus school: Fighting the good fight on two fronts
Adrian Cregg Principal of Swinford NS, Co. Mayo
OMG: Getting Lost Under The Abbreviation Avalanche – Paul O’Donnell, Principal of St Patrick’s NS, Slane, Co. Meath
NCSE RELATE – Reframing Behaviour and Supporting Student Engagement and Participation
– Caroline Quinn, IPPN Leadership Support
Tragedy at School – Louise Tobin
Address to IPPN Cork on 10 February 2025 on the 25th Anniversary of IPPN’s Foundation – Angela Lynch, founding member of IPPN
The Online Portal – Recruitment Made So Simple – Fergus Seoighe, Principal of Scoil Phádraig, Westport
Exploring Principal Turnover and Retention – Dr Brian Cahill, Hibernia College
FSSU – The importance of Engagement – Frank Keane, Principal of Scoil Bhríde, Shantalla, Galway And much more…
Editor: Geraldine D’Arcy
Editorial Team: Geraldine D’Arcy, Brian O’Doherty and Louise Tobin
Comments
AMALGAMATION: Feel the fear and do it anyway!
ÚNA FEELEY PRINCIPAL OF ST. COMÁN’S WOOD PS, ROSCOMMON
In Roscommon town, on 1st September 2017, the Abbey Boys’ NS and Scoil Mhuire Mercy Convent amalgamated into St. Comán’s Wood Primary School – one school on two sites, 500 metres apart. I was appointed principal after spending 13 years as principal of the Convent Girls’ School. Was the amalgamation worth it? Definitely, Yes! Would I want to go through the process again? Me personally, No, but it is not about me. It is about the future of the wider school community at the core of which are the children and their families. Decisions must be rooted in what is best for the children, and the amalgamation meant that sisters and brothers could be taught in primary school together during the most formative years of their lives. All members of the staff and Board of Management of both schools were important cogs in the wheel that made our story a successful one. No pain, no gain and the process was certainly coloured with pain – worry about jobs, seniority, position, change of culture, change in the ‘way we do things’, new personnel, new teams, two campuses etc.
On my first day as principal of this new school, the sounds from the school yard were different as the boys and girls got used to mixing with each other. The sounds in the staff room were different also, as staff who hadn’t worked together before, sat beside each other, anxious, not knowing what lay ahead. Writing this many years later, in the office beside the staff room, I hear a different sound, staff are laughing and are relaxed – a sound that never fails to give me comfort –and often draws me to where I should be, among my colleagues, knowing that without them I am nothing and our school would cease to function.
It is about the future of the wider school community at the core of which are the children and their families. Decisions must be rooted in what is best for the children, and the amalgamation meant that sisters and brothers could be taught in primary school together during the most formative years of their lives.
We know that a newly appointed principal should change nothing in their first year unless there is a health and safety issue. Time should be spent getting to know the most precious resource in the school – the staff – and nurturing high-trust relationships. I had spent over 13 years working on one site and none on the other. A third of the staff did not know me. Change is tricky and for those who did not know me, all the more challenging. Despite my determined effort not to make changes, for some it was different – my voice on the intercom; my presence on the yard and corridors; how I entered a classroom, greeted children/adults, were all different. However, after eight years I’m still here and I can honestly say that I have been privileged to serve a community that has made St. Comán’s Wood Primary School a place where we ‘Live, Love, Laugh and Learn’, our motto identified by 3rd class children for our new school back in 2017.
My biggest challenge on two campuses has been communication, communication, communication. Google has been a very helpful friend on this journey. However, as we all know, nothing beats the faceto-face interaction, the down-time in the staff room, the thumbs up when you’re having a bad day, the acknowledgement of hard work and the reassurance that I’m not on my own. Not all days are sunny, but we have more sunny days now than we did when we first amalgamated.
After 40 years teaching, I am reminded of my uncle’s advice to leave a party when you’re having a good time! Hopefully, when the time is right, I will know and, if not, a brave colleague will nudge me to say my goodbyes and save me from being kicked out! That would be a terrible end to what has been a rollercoaster journey – a party of a lifetime!
If you would like to get in touch with Úna, you can email her at ufeeley@comanswoodprimary.ie
Recruitment Look Before You Leap
DAVID RUDDY BL
The final term of school coincides with the recruitment of teachers, special needs assistants (SNAs) and ancillary staff. A starting point is whether the Board of Management (BoM) has sanction for the post in question. In the case of upcoming vacant permanent posts, you should be clear as to what entitlements serving members of staff have, if any, to contracts of indefinite duration. Equally, if a permanent post is lost to the school, is the staff member entitled to panel rights? The BoM must be mindful that it adheres to its obligations in relation to the panels in each diocese or relevant patron body.
In advertising a post, and in any subsequent interviews, one must be careful not to offend against the Equal Status Acts, including issues concerning gender, marital status, family status, age, disability, sexual orientation, race, religion and membership of the travelling community. The interview process needs to stand up to scrutiny in the event of a dispute or legal action. Notes recorded by the interview panel should be on the basis that the interviewee (data subject) is figuratively looking over your shoulder. Ensure that the independent assessors are from a list approved by the relevant Patron. After the interview process, references should always be checked. Never take short cuts.
Recently, a teacher who unsuccessfully applied for a fixed term post, took a case against the BoM. Her complaint was that her non-appointment, and the way that her application was treated by the school, constituted discrimination on the grounds of age and religious beliefs. The teacher was 37 years of age and claimed that successful candidates were in their 20s, and that age discrimination is endemic in schools. She also claimed that an interview question was discriminatory in that it undermined her strong religious beliefs. The claim failed. It was held that the teacher’s skills on
In advertising a post, and in any subsequent interviews, one must be careful not to offend against the Equal Status Acts, including issues concerning gender, marital status, family status, age, disability, sexual orientation, race, religion and membership of the travelling community.
paper alone were not sufficient to get her the job. It was also held that taking offence to a remark is not the same as being discriminated against.
When the BoM has approved the selection board recommendations, Patron and Department of Education approval must be sought. All staff should sign a contract of employment before commencing work. A contract of employment is a bargain struck between two people, this being the employer and the employee. This is a crucial document as it is the reference point when there are any disputes. CPSMA and management bodies have employment templates that are very helpful and have stood the test of time.
Department of Education Circular 0030/2014 highlights the list of duties for an SNA. This list of duties could be provided to any SNA applicant, should be discussed at interview, and further added as an appendix to the contract of employment. This approach dispels any misunderstandings as to what the role entails.
Employment legislation is complex and strongly tilted towards staff in a highly
unionised workplace. Employing staff is probably one of the most important tasks that you as a member of the BoM must undertake. Additionally, the current job market very much favours the applicant. Better leave a post unfilled on a temporary basis than select an unsuitable candidate. Always seek advice if you’re unsure.
School Leave Policy
Given that the application process for career breaks, secondments and job sharing has passed, it may be prudent to review your current leave policy. Is the current leave policy fit for purpose? Many current policies were drafted when there wasn’t the current acute shortage of staff. Additionally, extended statutory leave including maternity, paternity and parental leave entitlements, have put additional pressure on schools. Statutory leave is an entitlement. There is no such entitlement to non-statutory leave, such as career breaks, secondments, and job sharing. Good management dictates that decision making must be based on the best interests of the pupils, and the effective running of the school.
If you would like to get in touch with David in relation to this article, you can contact him at druddy@cpsma.ie
All staff should sign a contract of employment before commencing work. A contract of employment is a bargain struck between two people, this being the employer and the employee. This is a crucial document as it is the reference point when there are any disputes.
In late Summer 2024, Deirdre Kelly and Catriona Donohoe were offered the opportunity to become involved with a Léargas project. Following conversations with Dr Jolanta Burke of the RCSI, who outlined the objectives of the project, both were delighted to begin working on the project and IPPN joined as a partner organisation.
The motivation for this project arose from increasing societal pressures that place significant stress on young learners. Studies indicate high rates of mental health issues among children and teenagers, with teenagers reporting higher stress levels than adults. The primary goal of PsyTales is to equip pupils with tools to prevent and improve their health and wellbeing.
PsyTales brings together expertise from organisations across five EU countries: the Royal College of Surgeons (Ireland), SCS LogoPsyCom (Belgium), Les Apprimeurs (France), the Regional Directorate of Primary and Secondary Education of Western Macedonia (Greece) and ourselves, the Irish Primary Principals’ Network (Ireland).
PsyTales is a project dedicated to writing 33 tales for young people aged 9-12. These tales aim not only to help pupils manage stress, anxiety and challenges but also to help them thrive by providing psychological resources like optimism, character strengths, hope and the ability to recognise emotions such as awe through engaging stories with meaningful insights and illustrations, PsyTales. Additionally, the project includes comprehensive teacher and parent guidance, to ensure effective classroom implementation of these tales.
The project will develop materials and methodologies to inform educators about the current mental health landscape and provide tools to enhance pupils’ wellbeing and self-regulation skills. Drawing from
The Léargas PsyTales Project
Supporting pupils’ and educators’ health & wellbeing
DEIRDRE KELLY AND CATRIONA DONOHOE MEMBERS OF THE IPPN BOARD OF DIRECTORS
PsyTales is a project dedicated to writing 33 tales for young people aged 9–12. These tales aim not only to help pupils manage stress, anxiety, and challenges but also to help them thrive by providing psychological resources like optimism, character strengths, hope and the ability to recognise emotions such as awe.
the European Healthier Together Initiative, and incorporating principles of positive psychology and lifestyle medicine, these resources will build resilience through personal, social and learning-to-learn skills, helping pupils feel more confident, capable, responsible and supported in their educational journey.
Special attention will be given to pupils with fewer opportunities, including those with disabilities, from socio-economically disadvantaged backgrounds, or those who are at risk of discrimination based on origin, gender, sexual orientation or beliefs. PsyTales is committed to ensuring inclusive representation and accessibility in its materials, featuring adaptations for special educational needs and inclusive strategies for all pupils. Ultimately, PsyTales aims to provide pupils with tools to positively approach health, stress and challenges, supporting their health and wellbeing through innovative and inclusive educational materials and methodologies.
By using relatable stories, the project helps students develop emotional
literacy and resilience, enabling them to better manage stress, failure and interpersonal conflicts. The key objectives are:
Providing coping tools for students: The stories in PsyTales reflect real-life situations, encouraging students to adopt positive coping strategies such as emotional regulation and problemsolving to navigate challenges Supporting educators with practical resources: The current pedagogical booklet offers educators guidance on integrating wellbeing practices into their classroom, but also an online course tackling PsyTales stories creation
Enhance emotional literacy and resilience through storytelling: PsyTales engages students emotionally, helping them recognise and articulate their feelings while building empathy and self-awareness Equip parents and caregivers to support their children: The stories of PsyTales empower parents and caregivers to foster a supportive learning environment at home, enriching their children’s emotional growth and educational journey.
PsyTales offers more than just stories. It provides a holistic educational approach that integrates wellbeing into learning. By equipping students with emotional tools and educators with practical resources, PsyTales fosters a supportive and inclusive environment that prioritises emotional wellbeing alongside academic achievement. Please take a few minutes to visit the website, and we look forward to sharing further updates with you. www.psytales.eu
If you would like to get in touch with Deirdre or Catriona in relation to this article, email Deirdre.Kelly@ippn.ie or Catriona.ODonohue@ippn.ie
Tragedy at School
LOUISE TOBIN IPPN PRESIDENT
The concept that schools are microcosms of society, meaning they reflect and represent the larger society, is a common theme in educational philosophy and sociology, with John Dewey being a notable advocate for this idea.
Unfortunately, life and society are full of ups and downs-sadness and joy, the good and the bad. This is true for our school communities.
When tragedy strikes a school, such as a sudden death, it’s crucial for the school community to have a plan in place to help students and staff cope with the emotional trauma, with the first three weeks being a particularly vulnerable time
As part of my membership engagement plan, I’ve been reaching out to schools who have suffered a bereavement, tragedy or trauma, involving a pupil or staff member, or indeed a Critical Incident that has challenged and shaken the school.
I’m currently working on a Resource Bundle to support school leaders in challenging times like these. I’m compiling ideas and suggestions that have worked for others, to share and be available if tragedy or sadness comes to your school door.
If you have any ideas or wisdom to share from your own experiences, please email me at louise.tobin@ippn.ie
and, together, we will create a resource to help our fellow school leaders and school communities at times of greatest need. Thank you, Louise.
‘You’ll need coffee shops and sunsets and road trips. Airplanes and passports and new songs and old songs, but people more than anything else. You will need other people and you will need to be that other person to someone else, a living breathing screaming invitation to believe better things.’ Jamie Tworkowski
Louise in Cornamaddy CNS with Principal Yvonne Naughton & LWETB rep Seamus Mohan
Louise in Coosan NS with Principal Stephen Cunningham
Louise in St Ciarans NS with Principal Pat Canty
A SAFER PLAYGROUND SOLUTION FOR SCHOOLS!
We turn tarmac and concrete into safe, all-weather play spaces.
No more cuts, slips, or mucky mess. Just safe, year-round play!
COMING THIS SEPTEMBER
School Suppliers
Catalogue 2025
The School Supplier Catalogue will once again be distributed in September 2025 to IPPN member schools. Featuring a comprehensive list of high-quality educational materials, classroom resources, and innovative learning tools. It is designed to support schools in preparing for a successful academic year. Keep an eye out, it’s a resource you won’t want to miss.
Early on the road of my AI journey
RICHARD CARROLL PRINCIPAL OF GRANGE NS, CLONMEL, CO. TIPPERARY
My experience with AI began as recently as November 2024 at a Misneach training event. Before then, if someone mentioned AI to me, being from a farming background, my first thoughts would have turned to replacing our beloved Aberdeen Angus bull with straws and a flask of liquid nitrogen. As is so often the case at conferences and training events, I have found that some of the best learning comes from informal chats during the tea breaks. This was the case for me at Misneach 2 last November where a colleague shared her experiences as to how she was using Artificial Intelligence in her school. A curiosity was awakened within me and I began wondering how I could use AI in my school day. There are many options out there for those interested such as Chat GPT, Microsoft Copilot, and the one I have probably used most often – Google Gemini.
Allow me to share some of my experiences so far with you.
Each year we enter teams in the local Credit Union quiz. We first hold an internal quiz to find our best quizzers. This usually involves trawling through some hardcopies of school quiz books looking for questions that are still relevant and factually correct. Not this year. ‘Gemini, create a quiz with 25 questions suitable for 10-13-year-olds in an Irish primary school’ ‘No, I don’t want them to be multiple choice, and please include the answers’. The quiz was ready in under a minute.
We take the children in the older classes in our school for swimming lessons in the local pool. This year we had a child in one of the middle
Gemini obliged and provided a beautiful little story with details that I know I never would have considered. Armed with the story, and Google Street View, I met with the child and we discussed the trip in detail. Imagine my delight when that child headed off swimming on week two and didn’t miss a session since.
classes who was very anxious about going and refused to attend the first week. ‘Gemini, could you create a social story for me, suitable for a nineyear-old, about attending swimming lessons with their classmates at the local pool, we will be travelling there by bus, a journey of about fifteen minutes’. Gemini obliged and provided a beautiful little story with details that I know I never would have considered. Armed with the story, and Google Street View, I met with the child and we discussed the trip in detail. Imagine my delight when that child headed off swimming on week two and didn’t miss a session since. It’s hard to put a value on that.
One of the real benefits I have encountered is its ability to distil lengthy documents and identify the most pertinent information. Take for example the recently published ‘Understanding Behaviours of Concern
and Responding to Crisis Situations’ guidelines. While it’s great to have a comprehensive 96-page document, it’s equally great that Gemini worked its magic to create a two-pager for quick reference.
Away from school, I spend a share of my time harvesting firewood. When I began some years back, I always split the logs with a hatchet. That was until we invested in a PTO log splitter for the back of the tractor. The logs still end up split, just much faster and with less effort from me. For me, AI is like the log splitter, it can do many of the jobs in a fraction of the time. In a school environment where time is becoming increasingly more precious, then any tool that can reduce time spent on tasks is worth considering. AI is far from a silver bullet and, as that colleague at Misneach advised me, people have to be the intelligent part of its use.
But once you’ve used a log splitter, it’s hard to look at the hatchet the same way again.
One of the real benefits I have encountered is its ability to distil lengthy documents and identify the most pertinent information.
If you would like to get in touch with Richard in relation to this article, you can send him an email at principalgrange1956@gmail.com
NCSE RELATE Reframing Behaviour and Supporting Student Engagement & Participation
CAROLINE QUINN IPPN LEADERSHIP SUPPORT TEAM
pedagogy, RELATE offers practical strategies, reflective tools, and guiding principles to create inclusive, student centred learning environments. UDL, through elements of support, understands that what is essential for one student will often benefit many or all with the barrier to learning not in the students themselves, but in some element of the environment.
valued and respected and have the means to learn and grow.
Principles
Following the publication of Understanding Behaviours of Concern and Responding to Crisis Situations (Guidelines for Schools in Supporting Students), NCSE published Relate, a new, primarily online resource designed to support schools to reframe behaviour through a regulation first approach, placing student wellbeing and engagement at the centre of education. It is a solution-focused, goal setting tool supporting staff in recognising the good practice already happening in the school and considering next steps to build upon it.
Developed collaboratively by educators and therapists, in inclusive practice, RELATE provides Teacher Professional Learning, practical strategies and a range of new tools and supports to help educators to support students with understanding and connection. When students feel included, connected and a sense of belonging, they can truly engage and participate in a meaningful way. It is grounded in the most up-to-date research, and it seeks to empower school staff to see behaviour as a form of communication, enabling proactive and relational supports to all students. Grounded in universal design for learning (UDL) and relational
Whether you’re supporting individual needs or enhancing whole class engagement, RELATE equips you to foster stronger relationships, reduce barriers and build a culture of connection and growth in your classroom. John Kearney, CEO NCSE reminds us that true inclusivity is built upon understanding and connection, and that by providing meaningful relationships, we as educators can build safe and supportive learning environments where students feel
It has eight grounding principles which underpin every element of the framework to support school staff in understanding behaviour and is the foundation for support. Teachers and school staff can use these principles to reflect on their own practice using the resources, the readings and the video clips that accompany them. The principles should be considered in every action.
Universal Design for Learning (UDL) – recognises, accommodates and celebrates the variability of students’ needs and how they learn Rights based – this resource is informed by the rights of all students
Student Voice – students have the right to express their views,
feelings and wishes in all matters that affect them
Regulation First – self-regulation is a complex higher-level executive functioning skill. It is defined as the ability to manage your energy levels, emotion, attention and behaviour
Neuro-affirmative – supporting behaviour is not about changing the person, conforming or being neuro-typical. We respect and celebrate difference and when behaviour is supported, it is always to support the student in their learning and for them to work towards achieving their best hopes
Solution-focused – solutionfocused practice (SFP) is a change-focused approach that helps people find ways forward from difficult or challenging situations by focusing on what is working and what will solve the problem in the future
Staff and Student Wellbeing – this is of the utmost importance and the wellbeing of supportive adults is key to their practice as coregulators
Unconditional Positive Regard – the theory of Unconditional Positive Regard underpins NCSE RELATE throughout and is a caring attitude towards another, where the other person is valued and totally accepted without judgement.
RELATE puts relationships at the heart of teaching and learning taking a regulation-first approach meaning that the relationships, the environment and the individual are central to the support. It shifts the focus from what is happening to why it is happening, and it applies support to remove the barriers that are there. In essence it supports the behaviour from a pedagogical perspective recognising the role pedagogy plays in teaching and learning.
The Elements
Following the eight principles, NCSE RELATE is presented in six elements to guide practice as schools respond to the variability of students and be more proactive than responsive to situations that may arise. The elements of support include practical strategies and opportunities for reflective practice.
The Relationships Element – no significant learning can occur without a significant relationship.
The Exploring Element – this element builds on what has been established
in The Understanding Element and the relationships Element to develop knowledge of the student and how they can be supported to achieve best hopes and become expert learners.
The Classroom Element – this element encompasses the environment and the people who create a classroom community. The proactive measures in the classroom environment include routine, predictability, consistency and clear expectations.
The Teaching Element – takes account of learner variability and the removal of barriers to learning.
The Reflecting Element – reminds us that this is an important part of the process, where we can take time to reflect on all the elements and the reflective questions posed throughout the document.
The Understanding Element – reminds us that to fully support students, we need to know about them and understand where they are coming from.
Resources
The resources section includes new tools, resources and videos made to support school staff and students. All cited and NCSE resources may also be found on the Padlet included by scanning the QR code in the document online. A Spotify playlist with all recommended podcast episodes may also be accessed through
a second QR code. Reflective questions are posed throughout this resource and a Printable Reflective Tool which can be used for discussion purposes at staff meetings is also included.
A Toolkit can be found in the Appendices including a Stressors Tools, UDL Plus One, PACE, Goal Setting, Getting to Know Me templates and a Phases of Support Template.
A key message for all educators working in this space is that employing support on a whole-school basis that reflects the diversity of the school community will most certainly lead to more consistent and enduring best practice embedded in the everyday actions of all staff in the school.
‘An Introduction to NCSE Relate’ information sessions will be rolled out in local education centres and can be booked on the NCSE website. Whole school seminars will also be available to support whole staff learning. A request can be made for a whole school seminar at https://ncse. freshdesk.com/support/login.
LINK Link to the Relate resource
Caroline.Quinn@ippn.ie
IPPN Budget 2026 Submission
GERALDINE D’ARCY IPPN ADVOCACY & COMMUNICATIONS MANAGER
The focus of IPPN’s budget submission is on enhancing leadership effectiveness, school effectiveness, and better outcomes for children. Budgetary priorities for 2026 can be summarised as follows:
Give school leaders time to lead
The rollout of the Revised Primary Curriculum Framework will begin this September. Over the course of the next 6 years, the state will invest significant funds to support the implementation of the curriculum in schools. However, 54% of primary school principals teach four out of the five days in a school week. 98% of primary school deputy principals have full-time teaching duties. Their lack of leadership time means that the implementation of the curriculum, and the state’s investment, will be less effective than it might be. Accordingly, to ensure the state gets value for money from its investment, allocating increased time for leadership in primary schools must be a priority.
Resource Special Education Needs Provision
The state’s investment in Special Education is failing to keep pace with
the number of children presenting with additional needs in our schools. Sufficient investment is required to ensure that every child with additional needs has access to an appropriate school placement and to the therapies, equipment, resources and supports they need to achieve their potential alongside their peers.
Enhance supports for children experiencing disadvantage
a) Fund the initiative, announced in the Programme for Government, to create a new DEIS+ band to support the schools with children from the most deprived communities in Ireland.
b) Expand DEIS supports to include children from socio-economically disadvantaged backgrounds who attend schools that are not designated disadvantaged. This would deliver specific and much needed supports to ensure equity of access and provision for all children.
Increase Grant Funding
Increase capitation funding in all primary schools to at least €275 per pupil to meet running costs without resorting to debt or voluntary parental contributions.
You can view the full submission on ippn.ie under Advocacy / Submissions.
Advocacy@ippn.ie
COURT REPORT – CLAIMS INSIGHTS: WHY SCHOOLS MIGHT WIN OR LOSE A PERSONAL INJURY CLAIM
In this article, we review how simple accidents occur in schools and how court decisions can vary.
1. Lunch time incident: Students played soccer on the pitch at lunchbreak, one student was injured during a tackle. Two teachers were supervising the pitch and attended to the injured student immediately, bringing the student to reception, applying first aid and ringing the dad. Dad brought the student to A&E and medics confirmed the students ankle was fractured. Dad called the principal claiming his son was being bullied by the student who performed the tackle. The principal carried out a thorough investigation and the complaint was unfounded. It was a simple accident and no malice by the student involved in the tackle. All procedures were followed and the principal prepared a full investigation report. Dad was not happy with the outcome and appointed a solicitor to sue the Board of Management for his child’s injury. Allianz appointed their legal team to defend the claim, no offers were made to settle the claim and the claim ran in court. The judge dismissed the claim finding there was no negligence against the Board of Management; the judge believed it was a simple accident. There was no findings in relation to bullying, the yard was adequately supervised and all protocols adhered to.
Strengths to defending the claim: Parental Complaints Procedure and Code of Behavior was followed
Principal and teachers attended court as witnesses
Adequate teacher/student supervision ratio in yard
First aid protocols adhered to and parents called Lunch Time Rota and Incident Report was retained.
2. Fall off chair in classroom:
The Board of Management received a letter of claim alleging a student fell off a defective chair in the classroom and injured their back. The insured was unaware of any incident occurring, it was not reported at the time of alleged incident. According to attendance records the student was not absent from school following the incident.
We carried out an in depth investigation with our insured and our legal team. We put the claimant on full proof of their injuries. The claimant told us the exact classroom they were in, the teacher they had and the receptionist they attended for an ice pack. We interviewed all associated witnesses who advised they had no recollection of this incident. We met with the school caretaker, he was not aware of any incident and no one reported issues with the chairs. The caretaker confirmed there was no inspection system in place to inspect chairs regularly which was an exposure for us.
Based on our insureds evidence we were happy to defend this claim. We attended court with our witnesses to run the case. The judge who heard the case ultimately found in favour of the claimant and made
an award to the claimant for injuries sustained. Despite us believing we had a strong case, sometimes it comes down to the appointed judge making a judgement call.
Judgement:
This case comes down to credibility. It would not be unusual for an older child to cover up some discomfort due to embarrassment following a fall. Do I think the accident happened? I do. Do I think it happened in the classroom? I do. Do I think it occurred due to a defective chair? I do. The fact of the matter is that the Plaintiff, in my opinion, is entitled to succeed by the narrowest of margins as this is an “all or nothing” situation.
Conclusion:
In conclusion, personal injury claims can come down to how the school handled the situation. By adhering to protocols and maintaining detailed records, schools stand a better chance of defending themselves.
If you are insured with Allianz directly and would like to discuss any potential liability issues in your school, then please contact your local Allianz CRE. If you are otherwise insured, then you should contact your intermediary.
EMMA COUGHLAN ALLIANZ CLAIMS RELATIONSHIP MANAGER
IPPN ROADSHOW Interviews with IPPN Presidents
In this series of recorded discussions, IPPN past presidents Damian White and Pat Goff interview their fellow past presidents and each other. These interviews provide an exceptionally rich oral history of the organisation in its first quarter century.
In this issue, we present interviews with the first four presidents of IPPN, who served from 2000 to 2009. All of these recordings are available on the current ippn.ie website under About IPPN – IPPN History. They will be available on the new website under News & Events.
Mayo Sligo
Donegal
Jim Hayes, Founding President 2000 – 2003
Tomás Ó Slatara, 2005 – 2007
Virginia O’Mahony 2003 – 2005
Larry Fleming 2007 – 2009
LINK Link to Interviews with IPPN Past Presidents
The Online Portal Recruitment made so simple!
FERGUS SEOIGHE PRINCIPAL OF SCOIL PHÁDRAIG, WESTPORT, CO. MAYO
Recruitment has come a long way since I started my journey as principal in 2005. Back then, an advertisement had to be put in the national newspapers for the entire country to see. In fact, it was so visible that in 2003, my mother spotted a teaching job in Westport and duly cut out the advertisement and posted it to me in Dublin so I could apply and move home! Luckily, I got the job and the rest is history.
There are many processes and procedures that can be simplified to make life easy for principals, and thankfully Educationposts.ie recruitment portal is one of them. I first used the portal last summer to advertise jobs and I was very glad I did, because it made the whole recruitment process so much simpler and clearer.
What I like most about it, is that it removes a lot of the work involved in advertising and it also removes
the room for error. Most recruitment happens in June or July, when school leaders are very busy, thus increasing the likelihood of human error.
The portal provides access to enhanced features for specific vacancies at primary and post primary levels, including online applications using Standard Application Forms or PDF Forms, integrated Calendar and Advert Record History (Audit Trail). Opting to use this portal for your advert means you will not receive job applications by post or email and applicants must apply directly to your online advert. Candidate applications are accessed only through the Advertiser Dashboard.
I will be using this recruitment portal again this summer because it removes a lot of thinking and planning, because it is all done for you. For applicants, it is a long way removed from the days of having to buy the national paper every
day to check on job advertisements, print out your CV and hand-write your application letter and pop it in the post, hoping that you have calculated enough days for it to reach the school in time!
If principals could have more joinedup thinking like this around processes and procedures, one might be able to get on with the real job of being a principal: teaching and learning!
How it works
Creating a vacancy on EducationPosts. ie, you are presented with two options: Advertisement only Online Application Portal (this is the ‘new’ method).
After selecting Online Application Portal, you choose between your own custom application form to be uploaded by the school, or the integrated standard application form for jobs. You can also select whether
ONLINE APPLICATION PORTAL
The Online Application Portal allows Advertisers to manage the recruitment process online using the existing school account. The portal streamlines the hiring process, and reduces the administration and paperwork associated with recruitment. When advertising an eligible role, advertisers can opt to create a Portal advert to avail of the additional features. Jobseekers apply directly to adverts using their accounts.
Find out more here: https://bit.ly/49ov9Wb
Portal Data Deletion
Applicant data on the Portal is available for 18 months after the recruitment process has ended. Applicant data for all unsuccessful applicants will be automatically deleted after this date. The advertiser is required to download any data they are required to retain beyond the 18-month period, and store it on their own systems.
Advertisers will be notified by email regarding the steps to download Portal advert data. Find out more here: https://bit.ly/4i6XcNj
Fighting the Good Fight on Two Fronts
ADRIAN CREGG PRINCIPAL OF SWINFORD NS, CO. MAYO
There is a long-established maxim, ‘avoid fighting a war on two fronts’. Unfortunately, as a principal of a twocampus school, I and others like me are facing that reality on a daily basis. Recently we have seen an increase in single sex schools amalgamating in towns where previously there were separate boys’ and girls’ schools. The function of this article is to share the experience of what it is like to be principal of a two-campus school and to outline some of the challenges of amalgamation.
School Context
Our school is a two-campus school in Swinford, Co. Mayo. It was formed in 1990 from the amalgamation of an all-boys’ primary school and an allgirls convent primary school. We have approx. 200 children in 8 mainstream classes, and 1 ASD class, spread across both campuses.
The main challenges are financial, organisational and communication.
Financial
After amalgamating, all grants are paid by roll number, so the newly amalgamated school goes from two minor works grants to one, two ancillary grants to one, while maintaining two school buildings
The school still has two electricity bills, two heating oil bills, two sets of water charges, two CCTV systems, two photocopiers/ printers, two boilers to maintain and service, two fire alarms, two burglar alarms and door entry systems etc.
Our school insurance is much higher as a result of having two buildings to insure
We have to purchase extra iPads as it is not practical to be transferring them from one campus to another
Equipment – two photocopiers, two laminators, two of every white good need to be purchased and maintained.
Organisational
Children need an adult with them crossing the road. At the moment, only 6th Class children are allowed to cross, in groups
ASD class – an SNA is needed to bring children from ASD Class for integration in yard and mainstream class. These children and SNAs cross from one building to the other a few times per day
SNA organisation – it is very difficult to share an SNA between two campuses. SNAs have to cross over and back a few times per day e.g. when they are checking on a child with diabetes whose blood sugar is up and down during the day. This is not taken into account in SNA allocation
SET/EAL organisation – no matter how we try, we still have children and teachers crossing from one building to the other at different times of the day. If we are implementing literacy lift-off or station teaching, there are always children and teachers on the move between the two campuses
EPV Days – classes are split on these days. It takes a while to organise and split the class and then they need to be brought back to their appropriate yard for break and lunch
Hot lunches – lunches have to be delivered from one building to another.
Communication
We have one school secretary who crosses over and back with messages, sick children, children going on appointments etc.
Two staffrooms – school staff do not share breaks or yard duty. New staff or temporary staff do not meet teachers in the other building School assemblies and Croke Park hours take longer and are harder to organise
Planning between SET, ASD class and mainstream classes is harder to arrange as teachers are in separate buildings. A quick word on the corridor never happens.
Our two-campus school is faced with significant financial, organisational and communication issues. After 35 years of amalgamation, our school is significantly worse off from a financial and organisational point of view.
Amalgamations require a plan to unite both schools in a single building on a single site. There needs to be increased capitation for multi-campus schools together with a longer-term plan to unite campuses in order to offset these difficulties.
Adrian Cregg has been a primary principal since 2008 when he was appointed to Ballinameen NS in Roscommon. He has been principal in Swinford NS since 2020.
He is an IPPN National Council representative for Roscommon and is on the Advocacy and Communications sub-committee. He can be contacted at acregg@swinfordns.com in relation to the issues raised in this article.
OMG: Getting Lost Under the
Abbreviation
PAUL O’DONNELL PRINCIPAL OF ST PATRICK’S NS, SLANE, CO. MEATH
Abbreviations are all in with Gen (Generation) Z, ICYMI (In Case You Missed It). Whether through acronyms, made of parts of the phrase they stand for and pronounced as a word (think ASAP – As Soon As Possible) or initialisms, where an acronym is pronounced as individual letters (e.g. FAQ Frequently Asked Questions), I can’t keep up anymore.
Confused? Welcome to the club, or so I thought. Until recently, that is, when a friend asked me what SNA stood for. It got me thinking. How elaborate is our own education abbreviation language and, if so, who might feel excluded in plain sight as a result? There was only one way to find out; by noting how many education abbreviations I encountered in a week. Spoiler alert. There was no end to them.
My first chance appeared at a BoM meeting. I read the CPOR, and explained that, as DLP, I had nothing to report to TUSLA. There were also updates from the APs on the ISM (or is it ISL these days?) team, as well as the current status of our SSE plan, including the SIP. Seeing the confused faces looking back at me, I brought up the LAOS document, as well as a recent circular from the DE, including communication from CPSMA, IPPN and the INTO on its publication. I thought of the new board members, who sat in silence, and wondered what they might have been thinking?
Next on the list was a SEN (or is it AEN?) meeting with the SENCO (who is also the DP and the DDLP), SET teachers and SNAs (or ANAs or ASAs?). Might some behaviour be consistent with traits of ODD, ADHD, ADD or DLD? One thing for sure was
How elaborate is our own education
abbreviation language and, if so, who might feel excluded in plain sight as a result? There was only one way to find out; by noting how many education abbreviations I encountered in a week. Spoiler alert. There was no end to them.
that the SENO and NEPS would be included in further discussions. Would an SLT and OT be needed? Only time would tell. At least we had all the SSPs and SSP+ documents (what happened to IEPs?) ready to go. By this stage, I needed something for my headache and just imagined a parent of a child with additional needs sitting in on the meeting. How intimidated might he or she have felt in the midst of the alphabet soup being sloshed around?
Finally, at our CP hour, it was time to update the staff about the new NCCA curriculum. They already knew about the PLC and the PMC, although they looked less sure footed at the mention of CLIL. The fun was only starting. I explained that MFL was on the way, and that SESE is being broken up with some subject areas being popped into either SEE or STE. In addition, SPHE (including RSE and PE) would be subsumed into Wellbeing. Meanwhile ESD would be sprinkled across all curriculum subjects. Most of the
Avalanche
teachers clearly looked like they were not in on the secret code. At this stage I wondered who was?
While the internet and social media have turbo charged the use of abbreviations, their use is not just to save time. These words, phrases or abbreviations become a code to a select group of people who understand them. Educators like to think we are inclusive but how many people do we exclude by how we communicate? How many staff, parents and others in the school community might feel that they are on the outside of this special club? Noticing how many are used in your school might be the starting point. Explaining them more often might be the next step towards a more inclusive school, IMO (In My Opinion), but you might have a different POV!
FYI – If you would like to GiT (Get in Touch) with Paul in relation to this piece, you can contact him at donegalpaul@hotmail.com
Educators like to think we are inclusive but how many people do we exclude by how we communicate? How many staff, parents and others in the school community might feel that they are on the outside this special club?
PARTNER
NEW SCHOOL YEAR
Effortless Partnership
New Revenues
SCAN
WORKING
Principals’ Conference
The Gleneagle Hotel and Events Centre, Killarney, Wednesday 12th to Friday 14th November 2025
Registration opening soon!
Date for your Diary 2026 Deputy Principals’ Conference Venue ThursdayTBC,5th and Friday 6th February 2026
Rethinking Wellbeing for School Leaders: A Principal’s Perspective
DAVID CASHMAN PRINCIPAL IN SOUTH LEE EDUCATE TOGETHER IN CORK
As a principal of a developing school, I know first hand the unique challenges that come with the role. The long hours, the pressure to create something from the ground up, and the constant balancing act between leadership, teaching, and advocacy. It’s both incredibly rewarding and, at times, utterly overwhelming. My PhD research, The Entanglement of Wellbeing: How Wellbeing is Constructed in Developing Schools, was born out of this lived experience. I wanted to understand what wellbeing truly means for school leaders and how we can create environments that support not just our students and staff, but also ourselves.
The Reality of Principal Wellbeing
When I first stepped into the role, I was filled with excitement about shaping a school’s culture and creating a nurturing space for learning. I quickly realised that wellbeing in school leadership is far more complex than what’s often presented in training or policy documents. The expectation is that we should manage our wellbeing through self-care and resilience, but the reality is that wellbeing is deeply tied to school structures, relationships, and the relentless demands of the job.
Relationships: The Heart of Wellbeing
One thing I’ve learned is that relationships make or break a principal’s sense of wellbeing. The connection with staff, students and parents can be the most uplifting part of the job, but it can also be a source of significant stress.
One of the principals I interviewed summed it up perfectly: ‘Relationships are the most important thing, bar nothing. If you don’t have a relationship with someone, they won’t come to you when they’re struggling.’ I’ve felt this in my own experience — when staff feel valued and supported, the whole school thrives. But when relationships become strained, the stress can feel insurmountable. Peer support groups, like the IPPN clusters, have been a lifesaver, offering a space to share experiences, vent frustrations and find solidarity.
The
Toll of Temporary Accommodations
An issue that came up repeatedly in my research, and something I’ve personally struggled with, is the impact of inadequate school buildings. Many of us start out in prefabs or temporary accommodations, and while we make the best of it, it takes a toll.
One principal I spoke to described arriving at her school for the first time: ‘Black mould on the walls, holes in the floor, leaks in the roof — it felt overwhelming. The immediate sense from staff and students was that no one cared about them.’ I’ve had my own moments of frustration, wondering how we’re supposed to foster a sense of pride and belonging in spaces that feel neglected. On the flip side, when principals finally move into a permanent, well-designed school building, it’s transformative – not just for students, but for staff morale and principal wellbeing.
The Hidden Burden of Resource Allocation
If there’s one thing every principal of a developing school understands, it’s the constant battle for resources. Special Education Teacher (SET) and Special Needs Assistant (SNA) allocations never seem to match the growing needs of our schools. The fight for resources is exhausting, and it’s something my research highlighted as a major stressor for school leaders.
One principal put it bluntly: ‘Every time you need something — an SNA, a special education teacher, even a class teacher — you have to go and fight for it. It’s exhausting.’ I’ve felt this firsthand — having to justify and plead for what should be standard allocations. It’s not just about workload; it’s about the emotional toll of constantly advocating for your students while feeling like your hands are tied.
High Stress, High Satisfaction
Despite the stress, most principals I spoke to love what we do. The ability to shape a school’s culture and see the impact of our leadership is deeply fulfilling. But this satisfaction comes at a cost. Many of us
work through summers, spend evenings on emails, and struggle to fully switch off. The idea of work-life balance often feels like an unattainable ideal.
One principal described it well: ‘So stress at work would probably be around a seven or eight out of 10. But satisfaction at work will be a 10 out of 10.’ The consensus generally —loving the job doesn’t mean it’s sustainable.
Rethinking
Wellbeing in School Leadership
What’s clear from my research is that wellbeing for principals isn’t about taking up mindfulness, treats on a Friday or learning to ‘cope better.’ The real issue is structural. Many of us feel that the Department of Education’s policies on wellbeing are wellmeaning but ultimately hollow.
One principal voiced a frustration that I’ve felt myself: ‘It’s meaningless. They tell us to look after our wellbeing while handing us policies that actively harm it.’ What we need is practical, tangible support — mentorship from experienced school leaders, proper resource allocation, and recognition of the realities of the job. Wellbeing isn’t just a personal responsibility; it’s something that needs to be embedded in how schools and educational systems function.
Conclusion
Being a principal of a developing school can be so rewarding. But the current system makes it far harder than it needs to be. My PhD research reinforces what I, and many others, have lived — if we want sustainable, effective school leadership, we need to move beyond tokenistic wellbeing initiatives and address the real, systemic barriers that impact principal wellbeing. Investing in real supports, fostering strong relationships, and rethinking support structures are key to making this role one that principals can thrive in—not just survive.
If you would like to contact David in relation to this piece, you can send an email to dave@wsn.ie.
FSSU The Importance of Engagement
FRANK KEANE PRINCIPAL OF SCOIL BHRÍDE, SHANTALLA, GALWAY
I have worked in Scoil Bhríde for my whole career, as Principal for 25 years. We are a DEIS Band 1 school in the Westside of Galway city. Like all my fellow principals, I engage on an ongoing basis with many sections of the Department, with Tusla, unions, networks, the list is endless. Most of our worry, concern, anxiety and sleepless nights centre around inspections and audits – the dreaded whole-school evaluation (WSE), the DEIS evaluation, the incidental inspection. Over the years, we have been warned to avoid an audit by the Financial Service Support Unit (FSSU) at all costs. I have often heard the phrase ‘Don’t draw them on you’ bandied about when the FSSU is mentioned!
In November, we were selected by FSSU for an audit. The Chairperson of our Board of Management got a letter informing him that our school was chosen to participate in the audit. Having recovered from the initial shock, the Board decided that this could be very worthwhile as we, and many DEIS schools, struggle financially despite the perception that we get loads of extra funding. If I knew what the experience of engaging with the FSSU meant, I would have invited them in years ago. It was one of the most positive experience our school and Board have had in my time as Principal.
FSSU did exactly what the S stands for, supported us. The process was excellent from start to finish. They were very accommodating about the timeframe involved and worked with the school in choosing the time and date. They gave us ample time and agreed to schedule the audit after a Section 29 hearing we were preparing for. They clearly explained the process and the documentation needed. This clear direction put the Board at ease and the information required was easily accessible.
The audit itself was a two-part process. Initially there was an online meeting of
the FSSU with the Board Chairperson, Principal and Treasurer. We were informed that no preparation was necessary as it was a Question and Answer Session. We completed this on Zoom; it lasted for over 90 minutes. My only regret was I didn’t have a session like this when I started as principal. It was incredibly helpful. The advice given was excellent. If we didn’t know an answer, we were reassured. If some policy or procedure didn’t exist, we were advised not to be unduly concerned; we could forward on any documents we didn’t have available on the day. There were separate questions asked of each of the Board officers, reflecting the roles and responsibilities. It was very clear that the questions were geared at identifying the gaps that existed or to identify where improvements needed to be made, but this was done in a non-intrusive and supportive way. I can honestly say that the engagement was hugely instructive for us as a Board, as it gave us a chance to self-evaluate and identify areas ourselves. On completion, we had an opportunity to ask for clarification or seek guidance. This helped to remove any worries or anxiety we may have had, as the feeling was that this process could be beneficial for us as a school going forward.
The FFSU visit was held during a school day. The FSSU staff who came to the school were thoroughly professional in their approach and hugely supportive, offering advice and guidance, and identified areas where improvements could be made. The day was spent examining internal financial controls within the school. The letter from the FSSU was very specific to our school. The audit addressed issues such as school rental procedures and the controls in place the Covid period and measures taken to ensure grants were appropriated properly
our annual accounts, the systems in place and the accountancy practices used systems for how cash was receipted and accounted for the process in place for lodgements and the use of the credit card the policy for dealing with petty cash etc.
They also drew our attention to their website and the resources that were in place. We were, and had to be, well prepared. The process was invaluable, thought-provoking and well worth engaging with.
Having experienced the audit first hand, I could not recommend the FSSU highly enough. As I say, my only regret is that we didn’t engage sooner. Their approach was better than any financial consultant’s advice I have got in the past, specific to school-related finance and free to schools.. The support and follow-up have also been very helpful – there has been continual engagement and support.
I’d like to compliment the two FSSU staff our school worked with – Louise McNamara and Lorraine Guinan. They were extremely thorough, professional, and highly experienced, and excellent at what they do. The way they addressed the issues was very impressive. It was a hugely positive experience for us.
As I come to the end of my career, I can only advise to engage with the FSSU as the service is excellent. I would encourage principals and Boards to use the website, engage with the webinars, seek advice and use the FSSU resources. They are what they say – a Financial Support Service, available to us all.
You can contact Frank in relation to this article by emailing him at fkeane@scoilbhrideshantalla.ie
Where can PROFESSIONAL LEARNING take you?
AIDAN O’SHEA
PRINCIPAL OF GREENLANES NS, CLONTARF, DUBLIN 3
We all know how frenetic September can be. New pupils are settling into routines, new teachers are adapting to the school, and new families are finding their way in the community. For school leaders, our days are often packed with endless emails, meetings and problem-solving. So, when a teacher comes to you saying, ‘I’ve found a course I’d love to do, but it’s during school time and there’s no sub cover’, it’s easy to understand why the initial response might be a long sigh. That was exactly the situation I found myself in last September.
The course in question was a free coaching workshop for NFL Flag Football, something I knew very little about. The teacher had recently spotted a group of children throwing an American football in the yard and wanted to tap into this interest. For me, it wasn’t urgent, and it wasn’t part of our SSE Plan, but something about the teacher’s enthusiasm persuaded me to say yes. That small ‘yes’ triggered an extraordinary chain of events.
As all of the equipment required was provided free of charge as part of the workshop, the teacher was able to immediately start training with a group of pupils during breaks and after school. Before long, they were hooked. The sport captured their imaginations. It was new, fast paced, and inclusive. We entered the Irish NFL Flag Championship
in December, not expecting much, and ended up winning. By January, we were flying to Florida to represent Ireland in the International NFL Flag Championship. It was surreal.
For those who are unfamiliar, Flag Football is a non-contact version of American Football. Rather than tackling, players wear two flags on their waist. Pulling a flag ends a play, much like a tackle would. This small adjustment transforms the game. The physical nature is removed but the strategy, teamwork and athleticism remain. It’s fast and it’s accessible to everyone, regardless of gender, physical build, or prior experience. It only requires a football, a set of belts with flags and 10 players per team. It also supports the aims of the Irish Primary School PE Curriculum by promoting skill development, physical activity and enjoyment through inclusive team games.
What began as one teacher’s dedication to professional learning, quickly evolved into something much more significant. The teacher developed new skills and embraced a leadership role. He can also proudly say that he coached the Irish NFL Flag Team, competing against international teams on the world stage. The team members gained confidence, honed their teamwork skills, and demonstrated remarkable resilience. The entire school community came together
to show their support, with a fantastic send-off and a wonderful homecoming celebration on our return. It became more than just a sporting event for Greenlanes, it was meaningful for the community; there was a genuine sense of pride and togetherness, with pupils, staff and families all sharing in the excitement and success.
As school leaders, we are often balancing what’s possible with what’s practical. Occasionally, an opportunity comes along that doesn’t fit neatly into the calendar but is worth saying yes to. In these moments, saying yes can change lives.
John C. Maxwell once said, ‘A leader is one who knows the way, goes the way, and shows the way’. For us, the ‘way’ was built on trust in a teacher’s passion and in the value of professional growth, even when the timing wasn’t ideal.
Leadership is about seeing beyond the immediate and spotting the spark that could light a fire. A professional learning opportunity taken in September led to us taking an all expenses paid trip to Florida in January to represent Ireland at the International NFL Flag Championships, transforming our sense of what’s possible.
If you would like to contact Aidan in relation to this article, you can email him at aidan.oshea@greenlanes.ie
And Finally…
QUOTATION
It is not technology or curriculum that has the greatest impact on student learning in the classroom, but it is the amazing teacher!
Dr Brad Johnson, Educational Research, Author, Speaker
‘You will continue to suffer if you have an emotional reaction to everything that is said to you. True power is sitting back and observing things with logic. True power is restraint. If words control you that means everyone else can control you.
Breathe and allow things to pass.”
Warren Buffett
Ciall Ceannaithe
Supporting School Leaders
Navigate Change with Confidence – Ciall Ceannaithe 2025
COMHAIR LINN
School leadership is a key determinant of school effectiveness and better outcomes for children. The role is multi-faceted, responsibilities are diverse and a broad range of skills and competencies are required.
This summer, Ciall Ceannaithe provides you with an opportunity to consider what effective school leadership looks like, and to reflect on and enhance your leadership capacity, your effectiveness as a leader and the sustainability of your role.
This online course offers convenient and practical professional development focused on the needs of all school leaders, whether you are thinking about applying for a school leadership role, whether you are starting in a leadership role or whether you are already in role and wish to reflect on experience.
Who should participate?
Newly appointed principals
Aspiring school leaders
Deputy principals
Experienced leaders who wish to reflect on their current leadership practice.
Course includes:
5 modules (20 hours)
Module Topics
Sustainable Leadership
Policies & Child Protection
School Self Evaluation
Process
Relationships
Essential Information
Fully interactive online lessons with audio/video
Scheduled Zoom meetings with facilitators
Discussion forums with expert moderators & facilita tors
Individual feedback on all submitted assignments
Online reflective learning log
Innovative technology-enhanced learning
online@ippn.ie
Registration
Course registration will be available on ippn.ie from April 2025
Course will be open on July 1st
Registration fee is €95
Online Summer Course for full course information see www.ippn.ie
Course dates July 1st - 31st