NAPDPRINCIPALS AND DEPUTY PRINCIPALS Leader

NAPDNAPD MEETSMEETS THETHE MINISTERMINISTER

September A Publication of the National Association of

2014 Principals & Deputy Principals NAPDPRINCIPALS AND DEPUTY PRINCIPALS NAPDPRINCIPALS AND DEPUTY PRINCIPALS

CONTENTS CONTENTS CONTENTS CONTENTSESHA TAKES TO CROATIALeader FOR THE BURNING ISSUES BIG CONFERENCE

Page 15Page 22 Page 27 Page 29 Tom Collins Lucy McCullen Dubrovnik Mary & David

FEATURES 34 43 The Solas Strategy The Very Useful Guide 7 A critical look at how the Solas strategic plan will impact on Further Education Jan O’Sullivan 48 Pat Maunsell Meeting the newly-appointed Minister Comment for Education and Skills 45 Derek West The New School Leaders ALSO IN THIS ISSUE Listings of recently-made appointments of 12 principals and deputy principals in all nine 6 Droichead Student Voice regions 10 Autumn in-service A challenge for school leadership Domnall Fleming REGULARS 11 Cornmarket Advice 14 Conference 15 NEW!! 4 The Burning Issues Presidential Musings 19 Respecting our Flag Tom Collins shares his insights into the 20 Child Protection Law most pressing concerns issues for Irish 5 education The National Executive 21 Latest ESRI Research Barry O’Callaghan 26 Iguana 22 NEW!! 29 The Leader Reader 27 ESHA Conference The Deputy Principal First in a series considering the special 24 28 Spirit of Community role of the DP Phoenix 36 The Arts Supplement Derek West 42 Regional speakers 32

NAPDPRINCIPALS AND DEPUTY PRINCIPALS 47 Bulletin Board Young Social Innovators Leader

Looking for support for a dynamic schools This month’s cover: project Our thanks to Charlie McManus, for taking the portraits of Jan O’Sullivan, paving the way to the interview on Page 7 Bronagh O’Hagan and promising wondrous landscapes in the NAPD Calendar for 2015. NAPD MEETS THE MINISTER

September A Publication of the National Association of

2014 Principals & Deputy Principals NAPDPRINCIPALS AND DEPUTY PRINCIPALS

2 NAPD Leader NAPDPRINCIPALS AND DEPUTY PRINCIPALS

FROM THE EDITOR FROM THE EDITOR Leader

EDITOR: Derek West Email: [email protected] Capturing Diversity Mobile: 087 289 1443

ARTICLE SUBMISSIONS he catch-cry ‘Ar Aghaidh Le Cheile’ has been invoked many times by NAPD. The Association grew out of How to contact Leader the determination of a group of forward-looking You can send your comments, replies, T letters to the editor etc. principals and deputy principals to find a single, united voice for school leaders. Almost fifteen years on, although E: [email protected] Nick West our second-level schools operate in three parallel sectors,

Photo: Photo: that voice is becoming stronger and more united. DISCLAIMER This year the Leader would like to capture as much of the diversity of our education sector as Articles produced in this publication we can. We want to hear as many individual voices from across the spectrum. solely represent the opinions of the authors and do not necessarily reflect We are keen to listen specifically to deputy principals, to find out what makes them tick and to those of NAPD. Every effort has been arrive at a deeper understanding of their role and function in our schools. We’re starting with made to fulfil requirements with regard Mary Hanley, formerly of St. Caimin’s in Shannon, just because she’s a consummate to reproducing copyright material. professional, even in her retirement. She was deputy to David Barry’s principal for many years NAPD will be glad to rectify any and we’re asking them both to cast their minds back to that time together and to give us the omissions at the earliest opportunity. benefit of their considerable wisdom. Barry O’Callaghan, who heads the Leading 4 Learning group in NAPD wants to hear about the current burning issues in Irish education. He has started by grilling Tom Collins, who has PUBLISHING INFORMATION occupied a series of key posts at third level, but who has a deep insight into the second-level Published by NAPD scene. You will find him candid and thought-provoking. Layout & Print: We have also been fortunate to meet Jan O’Sullivan, just as she settles into the demanding Mark Daniel post of Minister for Education & Skills. She will find Ruairi Quinn a hard act to follow, but she CRM Design & Print, seems determined to take on the baton of curricular reform and to push the equality agenda. Unit 6, Bridgecourt Office Park, She will not be rushed, but we should not underestimate her determination. Dublin 12. The Leader Reader is different in this edition. It is given over entirely to Lucy McCullen, a Photography: guidance counsellor in Ballincollig Community School. She has written a remarkable book, The Derek West, Paddy Boyle, Guided Way, which gives a powerful account of her work with young people who face a raft of Dermot Carney & Charlie McManus challenging issues. NAPD has supported the publication of her book, which will be distributed to participants at the forthcoming annual conference in Galway. In the Leader, she explains the rationale behind the book. CONTACT INFORMATION We have an extensive Arts Supplement, to encourage schools to participate in Creative 11 Wentworth, Eblana Villas, Engagement [which will be showcased on October 4 in Collins Barracks]. There’s news of an arts Grand Canal Street Lower, conference at the National Gallery, as well as two inspiring articles about the links between Dublin 2 theatre, drama and education. Tel: (01) 662 7025 We’re nailing a new ‘Bulletin Board’ to our pages and we hope that the Regional Fax: (01) 662 7058 Representatives will keep us fully informed of the activities of interest to principals and www.napd.ie deputies around the country. We invite you to let us know what’s coming up [to Email: [email protected] [email protected]]. There’s lots more in this edition – The Very Useful Guide continues to offer practical advice. You can read about Further Education, European Education, the Irish flag, a new school building, the student voice… We welcome the newly-appointed school leaders. Apart from offering them support and advice, we hope to see them joining us, to ensure that the voice of principals and deputy principals continues to be heard loudly and clearly and le chéile. Find NAPD On-Line [www.napd.ie], Derek West, on September 2014 Facebook, Twitter and Vimeo.

NAPD Leader 3 PRESIDENTIAL MUSINGS

Padraig Flanagan

WELCOMES AND DANCE OUR WAY OUT WELL-WISHINGS OF THE LIMBO? May I take this opportunity to wish you Not for the first time, school leaders find all well as you settle into another school themselves in a very difficult position as year. It is often a difficult and demanding Junior Cycle reform remains in limbo. I time for school leaders and I hope you urge Minister O’Sullivan and the Teacher Padraig Flanagan took the opportunity to get a decent Unions to engage in immediate and A quote from the report neatly break over the Summer. meaningful dialogue. There is an obvious summarises the challenges we face as compromise possible as I believe there is school leaders – ‘In the 21st century no In particular, I welcome the two hundred sufficient goodwill on both sides to principal should feel unsupported in the or so newly-appointed school leaders progress the current impasse. However, face of growing job complexity, increased who have commenced their new roles it is imperative that constructive scrutiny, stress from public accountability recently. I expect you will find your job engagement commences immediately. and decreased control over the ways in demanding, but hopefully also rewarding. Otherwise, we are in grave danger of which the accountability targets are met.’ Please remember that NAPD is there to losing the momentum that is so necessary support and guide you, at both local and for curricular reform. national level, as you lead your school. PROGRESSING CPD Over the summer NAPD has participated in a working group tasked by the DES to progress a model of professional development support for school leaders. We have been working to develop a focussed mentoring programme and coaching support for newly appointed principals. Such a programme will then be piloted for an initial three-year period. We are disappointed that this work focuses only on newly-appointed principals and does not include deputy principals. Nevertheless, it has been a worthwhile experience working with Ruairi Quinn colleagues in IPPN, PDST, NIPT, the Jan O’Sullivan Teaching Council and the Inspectorate. I would also like to welcome my Limerick HEALTH/WELL-BEING SURVEY The fruits of our labour will benefit newly neighbour, Jan O’Sullivan, as the new Preliminary results are becoming appointed principals in future and will Minister for Education and Skills. I wish available from our Welfare Committee’s complement the current Misneach her well and I look forward to meeting sponsored survey on health and well- programme. with her in the near future as we seek to being in association with Monash Much remains to be done in the area of achieve greater support for our University. Apart from the heartening professional development for aspiring, leadership role. statistic that most school leaders report recently-appointed and experienced high job satisfaction in their role, there school leaders. We fervently believe that TRIBUTE are very concerning issues arising from NAPD is the body best suited to lead and It is also appropriate that I pay tribute to the survey results. In particular, as a evaluate this professional development in the outgoing Minister Ruairi Quinn. He profession we have real problems with the future. may not have got everything right but he workload and stress. This is hardly news had a genuine interest in education as to any of you but the challenge for us as I look forward to our National well as having a keen appreciation of the an association is to lead the effort to Conference at the Radisson Blu in Galway importance of NAPD in Irish education. remediate these concerns. next month [October 16 & 17] and I hope you are in a position to attend what I believe will be a stimulating occasion of sharing and learning. Speakers include Dr. ‘As a profession we have real problems Domnall Fleming, DES, Professor Bill with workload and stress’ Rankin, Director of Learning Apple, and Professor Paul Reville of Harvard.

4 NAPD Leader NAPD PRINCIPALS AND DEPUTY PRINCIPALS THE NATIONAL EXECUTIVE

MEETINGS OF THE NATIONAL EXECUTIVE TOOK PLACE IN PORTLAOISE HERITAGE HOTEL ON 11 JUNE AND 20 AUGUST 2014.

progress on the roll-out but, on the Consultation with the assumption that a resolution will be found, NAPD & Leadership supports The Executive noted a report from the the JCT is working to have resources in place Inspectorate Director that the DES is favourably disposed for deployment at the earliest opportunity. NAPD was contacted by the Chief Inspector to NAPD involvement in coaching and NAPD is lobbying for the provision of Dr Harold Hislop as part of the consultation mentoring services for principals and deputy effective supports for school leaders. process with the education partners in principals. A Working Group involving the relation to revisions of the Code of Practice NAPD, IPPN, PDST, Teaching Council, NIPT, for the Inspectorate, the Guidelines for Junior Cycle Working Group the Inspectorate and the Teacher Education Publication of School Inspection Reports, the Section has been established. Department The Executive noted that the Final Report of Regulations for Publication of Inspection officials are anxious that any initial pilot this Working Group has been published on Reports and the Procedure for Review of programme that will emerge will the Department website. Very little progress Inspections. NAPD participated in the review concentrate on newly-appointed principals. was made in recent times. The ASTI /TUI and made a number of suggestions which will NAPD emphasised to those present that our have been invited to meetings that will be improve the documents. Association works with both principals and chaired by the Minister. These meetings were deputies and that NAPD is keen that an to have taken place after the State Exams but effective support structure will be in place with the reshuffle of Cabinet and the Education and Training for school leaders. The group will report appointment of Minister O’Sullivan, a date before the middle of September and it is Boards [ETBs] to meet in early September has been agreed. NAPD has been designated as a nominating hoped the outcome will be a robust support body for the appointment of members to the system for newly appointed principals and new Education and Training Boards. As part deputy principals. NAPD has worked closely Local Support Service [LSS] with the PDST to identify areas of of the nominating process NAPD will The Local Support Service is a personal collaboration. collaborate with the Joint Managerial Body service available to members on a private and (JMB) and the Association of Community confidential basis. Fourteen colleagues met and Comprehensive Schools (ACCS) to make to review the LSS and its operations last year. PPEF Update recommendations to each ETB. A number of A number of colleagues have indicated that meetings were held and it was agreed that NAPD is a member of the Post Primary they are stepping down but seven colleagues Education Forum. The PPEF met with the same two names would be submitted who are retiring this year have indicated their from each of the nominating bodies. Secretary-General, Sean O’Foghlú to discuss willingness to become involved. The the 20:20 Vision Document launched last Nominations were with the ETBs by the due Executive wrote to those retiring thanking deadline. The next issue of Leader will carry year. It was a productive meeting and a them for their sterling efforts on behalf of further meeting will take place in late the list of individuals who were appointed to members. Details of the LSS members and each of the 16 Boards. September to discuss issues which the PPEF their regions are available in Making the Most has agreed to prioritise.. of Your Membership. Children Services Committee The Executive noted a request from the Welfare Committee Centre for Effective Services to NAPD to Droichead Steering Committee The Welfare Committee has met on a nominate representatives to particular The National Induction Programme for number of occasions to plan and develop Children’s Services Committees. Teachers (NIPT) is looking for schools to further inserts for The Very Useful Guide for Representatives are required for Kerry, participate in the Droichead project during School Leaders. It has also been collaborating Kildare, Sligo Leitrim and Waterford. A the coming year. Over 40 schools with Philip Reilly from Monash University in special pack will be arranged for NAPD participated last year and found the process Australia to plan the launch of the Principals’ representatives on the committees. rewarding. There is a large number of Welfare study which, it is hoped, will take teachers who have been through the mentor place around conference. training process and a number will be Junior Cycle for Teachers undertaking the training shortly. Billy The Director met with Padraig Kirk and Redmond, the National Co-ordinator of NCCA Report Paddy Flood from the Junior Cycle for NIPT has been appointed Principal of St The Director gave a report of developments Teachers Team in Monaghan Education Laurence’s College, Loughlinstown. Our best at the NCCA. The Executive noted that Dr Centre to discuss the roll-out of supports for wishes go to him in his new role. In-service Anne Looney will be taking a sabbatical schools. The ban on co-operation with the for Gaelscoileanna has been approved and research leave and that John Hammond will Junior Cycle by the teacher unions has stalled further details will issue shortly. take over as Acting CEO of the NCCA. NAPD Leader 5 implementation of Supervision and College Awareness Week [CAW] Substitution Circulars. Subteacher.ie College Awareness Week will take place from The Executive was briefed by the developers the 24-31 November 2014. Allied Irish Banks from Trojan regarding this new support for and Perrigo have supported the campaign NAPD principals. Members of the Executive which is designed to raise awareness of post- ESHA Conference Update made a number of suggested improvements compulsory education opportunities in areas The ESHA Conference will take place over to the developers and the service will be that are under-served at present. The recent the October half-term in Dubrovnik. The available at the beginning of the new ESRI Report and the HEA Report detailing Executive agreed that a sum of €500 per academic school year. Third Level participation rates illustrate the delegate wishing to attend is available for need for such an initiative which will be NAPD members. supported by the Institute of Guidance NAPD/TCD/NCCA Counsellors, the National Parents Council, NAPD-R Collaboration the Second Level Students Union and IBEC Anthony Condron distributed the NAPD-R the Business Employers Confederation. All The Student Voice Project organised in Newsletter. A successful golf outing was held conjunction with Dr Paula Flynn from Trinity Universities, Institutes of Technology and in Thurles. The AGM of the group will take Further Education Colleges have endorsed School of Education will run again this year place in the Castleknock Resort in October. but with the collaboration of the NCCA. Such the campaign. It is hoped that CAW will Fr Peter McVerry will address delegates. become an integral part of the school was the success of the project last year that calendar like Engineers Week, Seachtain na NCCA are keen to use the Student Voice Gaeilge etc. Vice President 2014-2015 methodology to inform curriculum planning The Community and Comprehensive Sector and design. The project will facilitate a met over the course of the two meetings and consultative process with students in 6 Further Education Committee Paul Byrne, Deputy Principal of Carrick-on schools that will inform the construction of The Further Education Committee met prior Shannon Community School, will be subject specifications by the NCCA as part of to the June Executive meeting. Topics nominated for the position of Vice-President pilot which will run from January 2015. discussed included College Awareness Week at the AGM which will take place during and the implications for FE sector of conference.

Droichead Pilot A new model of induction and probation for NQTs By Tim Geraghty (NAPD representative, Droichead Steering Committee)

In September 2013, the Teaching Council introduced a new In addition there are 21 post primary schools which have model of induction and probation for Newly Qualified expressed interest for 2014/15 Teachers (NQTs) which is currently being piloted in schools. During the period of induction and probation NQTs are This new model involves a period of post-qualification supported in schools by the Principal, Mentors and the professional practice called Droichead (the Irish for ‘bridge’). It Professional Support Team (PST). Training for Mentors and is designed to reflect the importance of induction for new members of the PST is provided through the NIPT. teachers when they are formally welcomed into the profession. Reports to the steering committee from Principals, Mentors, members of the PST and NQTS in the pilot schools indicate a Droichead is grounded in the belief that the people best high level of satisfaction with the process. placed to conduct that formal welcome are experienced fellow professionals who know what is involved in teaching and Participating schools reported an increased awareness of the learning in their school. These fellow professionals are value of professional conversation and that staff members had themselves supported through the provision of a range of an enhanced appreciation of their roles in welcoming NQTs structures and resources. into the teaching profession. Participation in the pilot offers schools an opportunity to Additional research is currently being undertaken on the needs directly influence the probation and induction process, and the of NQTs, Principals, Mentors and PST members in the engagement by all teachers in the process to date has been Droichead process to ensure that the most appropriate commendable and inspiring. supports are in place. Schools who are interested in being part of the pilot are For further information on Droichead see also the Teaching invited to fill in their school details on the Expression of Council website (www.teachingcouncil.ie) Interest form available on the National Induction Programme for Teachers (NIPT) homepage: (www.teacherinduction.ie) CONFERENCE WORKSHOP The Droichead Steering Committee had its last meeting on A workshop on the Droichead experience to date is May 28. planned for our National Conference in Galway on October 16 and 17. There were 40 post primary schools involved in 2013/2014 which welcomed 52 NQTs into the profession.

6 NAPD Leader Portrait by Charlie McManus

Wednesday, 27 August: Jan O’Sullivan is on her feet, ready to shake my hand, as I enter her Marlborough Street office. Her greeting is cordial – so far so good. I’m a tad overawed, DEREK WEST MEETS as I’ve never met a Minister for Education on their home patch before. I fumble with my recorder and lose the opening moments of our THE meeting. I gather that she hasn’t had the time yet to meet too many groups, so I use that as a cue to bombard her with the NAPD materials MINISTER I’ve brought in a folder. I explain that the Supplement to the Handbook for Newly-appointed Principals and Deputy Principals contains Ruairi Quinn’s priorities [outlined to NAPD in February 2013] and that I’ll be keen to see how she will take them on. I give her an advance copy of The Guided Way, Lucy McCullen’s book on the work of counselling. The Minister explains how she has already met representatives from the Irish Guidance Counsellors through The Irish Independent’s exam helpline. We’re moving onto the same wavelength, but I stress that Lucy’s book deals with “tough” cases, such as teen pregnancy, bullying etc., and how it highlights the need for the time and resources for 1:1 counselling.

01 NAPD Leader NAPD Leader 01 I am committed to continuing with the ’m not sure that I’ve persuaded Jan that this is a high priority, but I curricular reform that has been started Ifeel I’ve done my bit of propagandising for the Guidance Counsellors. Just hope she gets time to read the book! My response to that is, ‘The hot issue is school-based assessment,’ and I’m still in daunted mode as I spread out the delights of the NAPD she agrees. I mention meeting a colleague who surprised me by his folder. I feel an overwhelming urge to impress upon her the NAPD arts resistance to the new junior cycle, along the lines of ‘if it works, why fix policy – Creative Engagement, Arts Officer, Collins Barracks exhibition it?’ She firmly shifts the emphasis to the end-game: ‘The reality is that and the importance of the Charter. Slow down, Derek! You haven’t we want children to stay on at school right up to the end of the Leaving even noticed that your recorder’s not running, that the clock is ticking Cert. cycle, so in that sense it [The JCSA] isn’t the final exam for the vast [the meeting HAS TO END at quarter-past] and that you haven’t even majority of students and it shouldn’t be.’ She does concede that got to the prepared topics. ‘because it has been traditionally there and because some teachers see it as a way of preparing pupils for the Leaving Cert., they see it in that A downward glance at my phone averts the potential recording continuum, I think that’s part of their concerns,’ but she is looking catastrophe and we begin engage calmly in conversation that touches beyond that as well: ‘First of all, we have to follow international best on some of the main issues affecting the post-primary sector. Jan practice, but we have to follow what young people need now in terms O’Sullivan is not a stranger to education [she qualified as a teacher and of preparing themselves for a world that has changed dramatically since was the Labour Party spokesperson on education from 2002 to 2005], the Junior Cert. started.’ but she is a newly-appointed Minister, she is clearly reading herself into the job, starting to meet the partners, and not rushing to topple the I want to know about her views on the timing of Leaving Certificate apple cart until she has a clearer idea of where it’s going. reform. She’s not committing to dates: ‘In a way, it is hasten slowly, you know.’ She expands: ‘There is work ongoing all the time in relation to REFORM protocols; for example, I think it’s physics, chemistry and biology at the moment in terms of Leaving Cert., and there’s ongoing work planned We start in earnest on curricular reform. I mention the unions’ position, for other curricular elements of the Leaving Cert. We know that we now at an apparent impasse. The Minister is not disconcerted: ‘Every have an exam that people trust, that is entirely objective in the sense child needs to be facilitated to reach their potential through education, that nobody knows who you are when they’re marking your paper, etc. and curricular reform is part of ensuring that. If you go back to the idea I don’t want to rush into it.’ of having ‘the school experience’, not being purely assessed on the basis of the end of the cycle largely through written exam papers, I think Bearing in mind that the current government will face elections in two people would agree that we need to value the variety of types of years’ time, I ask her how much time she reckons she has to rush, or not learning that young people engage in in schools. to rush, into it. ‘The reality’, she replies, ‘is that you are changing a system with children who go from first year to sixth year and there is a ‘Now, whether that is around working together, or creativity, or being life cycle. I don’t think it’s fair to rush any of this, but at the same time able to solve problems, I think it would be generally agreed that you I want to make slow, steady progress and I want it to be positive need some form of ongoing assessment in order to capture those ways progress but also to ensure that the partners come with us, because the of learning, those kinds of abilities. That’s the background to wanting to teachers, as well as the management and the parents, are an essential reform the way in which we measure. Various people have said if you part of the success of all this. So that’s why I think dialogue is important don’t measure it, it’s not valued, so we have to be able to measure and I think that genuinely listening to their concerns is important.’ different sort of ways of learning.’ ‘If you don’t measure it, it’s not valued.’ I think it would be generally agreed that you need some form of ongoing I point out the concern that’s holding things up appears to centre on a assessment in order to capture those ways group of people, who may have a good rationale for it, but who are resistant and are going down the road of industrial action, or versions of learning, of it, rather than really engaging with the reforms. The Minister is not fazed by this. She can see and comprehend the teachers’ point of view. ‘If you don’t measure it, it’s not valued.’ I have to ponder that remark! ‘Obviously unions have the right to take industrial action, but I would The Minister is clear that what happens in school should be assessed, hope that we can move this forward without industrial action being measured and valued. I think most people will subscribe to that considered to be an appropriate action. I do think that most teachers principle but the devil will be in the detail! I get a strong sense that she actually do want to see movement.’ is ‘keeping her powder dry’ until she has a fuller understanding of the I suggest that teachers might need the reassurance that they don’t feel issues and has listened to the partners. That’s positive, that’s hopeful, at they’ve had yet, and she concedes that teachers ‘have had to take a lot’; least until she gets into earshot of the dissenting voices! they feel they’ve had a difficult time, as a result of the downturn in the Underlying our discussion is the question of how the new Minister will economy. But she’s not going to ‘diss’ the teachers: ‘I very much value take over the baton of the reforms that had gathered a lot of what teachers do. I think we have a very excellent teacher force in momentum under Minister Quinn. On that question she is reassuring: Ireland. We need to recognise that and value it.’ ‘I have continued what Ruairi was doing, for example, in ensuring that However, she gives a strong hint that, like her predecessor, she’ll aim to the English, which is the first subject for Junior Cycle reform, [goes be a reforming minister: ‘We have to move forward, we have to make ahead this September]. The reality is that in the world of after-school, progress. I am interested in the learning element of what goes on in people gather and evaluate knowledge, not in the way that I would have schools and in how children learn. Children largely learn if they are done when I was school. So, I think there is a very strong argument for engaged in a process and we have to make sure that they stay engaged.’ the kind of curricular reform that has been begun, and that is to continue, and I am supportive of that.’ INCLUSIVENESS She is preparing to walk the tightrope between Reform and Reaction- That leads me to ask her about her own personal vision for her new to-Reform. ‘I do want to hear the teachers and I will be meeting with government position. ‘First of all I want to bring a sense of them in the very near future, because they want to ensure that the inclusiveness. I am concerned about the young people who don’t do transparent standard of the exams is maintained. I understand that particularly well in school and I want to make sure that all children have motivation, but I am committed to continuing with the curricular the opportunity to develop to their full potential. That area of inclusion reform that has been started. However, I do want to see to what extent is important to me. Part of that feeds into the discussions around I can address the issues that they have’ curricular reform because young people who don’t achieve as well as

8 NAPD Leader others, in terms of the traditional way in which we measure not something that I have a definitive answer as to how you can ensure achievement, may feel disengaged from school at a very early stage. that every school gives time and space.’ That would be part of my motivation, wanting to make a difference to that whole area of inclusion and equality of opportunity. I would be very passionate about the huge potential of education to offer to young people, whose parents didn’t have huge opportunities, an opening out into all that is good about being a human being.’

First of all I want to bring a sense of inclusiveness.

I want to know how she squares this aspiration with the current two-tier system, of fee-paying and non-fee-paying schools. Rather than address ‘advantage’ she considers how the DEIS schools are addressing ‘disadvantage’: ‘I would be very supportive of the whole DEIS concept rather than seeing it as a negative to the schools that are highly successful in terms of results and having a bit more money, I want to focus on the positive of providing resources to schools that clearly can identify a disadvantage, and the DEIS process was about that. We do need to continue to support schools that clearly have disadvantage. But also I would like to see more inclusiveness in schools, I would like to see more open doors. The Heads of the Enrolment Bill, that we’re going to introduce in the autumn, have been published and I’ll be working on Photo by Charlie McManus the drafting of the legislation. It’s around enrolment policies and Jan O’Sullivan ensuring that doors aren’t closed to children, for whatever reason, whether because they have learning difficulties or whether it’s a social thing. One of the things that we would want to put into the Bill is that MENTAL HEALTH AND WELL-BEING all schools would have to make a positive statement of welcoming We’re running short of time, so I want to re-focus on the mental health children in relation to need, in relation to sexual orientation, and all of and well-being issues, as they are presented in The Guided Way, mainly the areas of equality.’ through the words of children, written in crisis. The author, Lucy McCullen, pinpoints about the 40-minute, one-to-one sessions, as the primary method she has employed in her counselling work. These hours FEE-PAYING SCHOOLS have been virtually squeezed out of the timetable because guidance I want to press the question of fee-paying schools. Even if they have counsellors have been subsumed into the overall teacher quota. Can very open policies, they still require a cheque as an entry requirement, the Minister see any way in which that can be redressed? and it’s not just for boarding. The the Minister sees it primarily as a question of catering for minorities: ‘I would obviously be conscious of TIGHT FINANCIAL SPACES, the issue around the Protestant schools and minority religions, because there is still the issue of children who live in rural areas, and who belong DIFFICULT CHOICES AND HOPE to minorities, and the need to ensure that they don’t have to go to a Her repIy takes us back into familiar territory that Ruairi Quinn told us school that is of a different religious ethos, if they choose not to. So I about, at every conference, first thing: ‘We’ve no money!’ Her version am conscious that there is an issue for minorities, but I am keen not to is: ‘You know the reason it happened was because of the financial state deliver advantage at the same time – it’s getting the balance right. So of the country and there were really, really difficult choices to be made. I’m not going to jump to make dramatic changes, but my overall We are, I hope, coming out of that now, and we’ve been working really principle would be that children are entitled to equality of opportunity hard to do that. There will be a time in the future when I hope I will and I would focus on the children, the student, the young person in all have extra money to spend, rather than having to face Estimates Time of this. every year with wondering how, with the growing demographics etc., we are going to balance our budgets. I wouldn’t close the door to I want to focus on the positive of looking at it in the future. I think guidance is about the whole school and everybody should be watching out for the child who has something providing resources to schools that clearly serious going on in their lives. can identify a disadvantage, and the DEIS process was about that. SOME CHEEKY FINGER-WAGGING I interrupt and metaphorically wag my finger.: ‘I’ll tell you one thing, ARTS-IN-EDUCATION Minister, I was worried when I was working on this book as to who it was for and I felt it would be terrible thing for a principal to hand it to I press the issue of fee-paying schools no further, and move on to the every teacher and say, ‘Read this, mug up a little on the psychology and arts-in-education and how difficult an area it is to assess, how much it you’ll be part of it, everyone’s a guidance counsellor.’ involves engagement in a process – where kids are talking to each other, making things, getting their hands dirty – and how much, within She doesn’t seem to mind the finger-wagging too much: ‘No, I do a framework, which is still largely driven by exams, the arts are understand that but I think that being able to spot a child who has marginalised. Her reply is politic but it does give some grounds for problems is something that should happen across the whole school. optimism. She says, ‘That is one area where policy has to count: you Obviously then you can’t expect everybody to have the expertise to clearly state a policy, that this [the arts] have to be fitted into the deal with it. But one of the things that was done as well is that the DEIS schools, because otherwise the exam system will determine what schools were protected to some extent, in that there was an happens. It’s the same with other areas like anti-bullying, like mental improvement in their PTR, in order to address this issue, because those health and all of those areas that need to be catered for in schools but, schools would have more children with these issues than other schools. at the same time, are not part of exams. I support the idea of music in I do recognise the value and importance of guidance, so I’m not closing the classroom, as well as the idea that every child should have an the door on it for ever, but I don’t want people to think that I am going opportunity to play some musical instrument. I would be guided by the to have money this year, because the reality is that we’re still in that working groups and the organisational structures that are there, but it’s very tight financial space.’

NAPD Leader 9 LEADERS ‘PUT TO THE PIN OF THEIR COLLARS The Minister’s secretary makes me aware of the ticking clock. I want to So Jan’s tip-off about ‘no money’ is essentially the same as Ruairi’s, impress upon her how school managements are suffering. ‘If you think but I press on regardless to the point that, in this ‘no-money’ climate, of schools, average size between 500 and 800, you’ve got a very flat school leaders are put to their pin of their collars, because posts of managerial structure, basically two people, and the remnants of a responsibility are vaporising, and that the ideas of distributed reduced PoR system, which needed to be reformed anyway.’ leadership, of delegation of responsibility, of ladders of promotion, all She’s on top of it: ‘There are proposals for reform from managerial seem to have gone the same way as the guidance counsellors’ hours. bodies that have been submitted. As Minister for Education, I want to I want to know if she can hold out any hope to the beleaguered have the best possible support systems, but we have been in absolutely leaders. unprecedented times over the last few years. It’s been very difficult for ‘I do really understand the difficulty of leaders. I know that principals everybody. We hope we will be in a stronger situation. As I say, I would and deputy principals put in an awful lot of hours. It was part of the make that case that public services money appropriately spent in public Moratorium and part of decisions that were made in a time of huge services, we’ve got to ensure that, as the economy grows, we do put crisis. I know that there are some alleviation measures there, where money back in.’ there’s a particular gap in terms of assistant principals, and I would Time’s up. There’s a delegation waiting to meet the Minister. I thank certainly want to continue that measure and have that there as a her for her time. fallback where there are real difficulties. MINISTER O’SULLIVAN: I hope we covered everything. ‘It is going to be dependent on us getting a little bit more money to spend on public services. We have to make sure that we protect our MR. WEST: Actually, I think we did. public services and that we start to build back up the store of funding But did we? for these vital areas.’

WINTER WORKSHOPS ON TEACHING AND LEARNING

Graham Powell Paul Ginnis Mike Hughes

NAPD has invited Graham Powell, Mike Hughes and Paul Ginnis to conduct workshops on Learning and Teaching over the next few months. Workshops will be of particular interest to Principals, Deputies and teachers who want to become Leaders of Learning in their schools, helping teachers to move beyond the “stand-and-deliver” model to one based on learner self-direction driven by exploration, curiosity and collaboration. Workshops will explore a constructivist, as opposed to an instructivist, approach to learning. Using experiential and collaborative models, workshops will demonstrate practical teaching strategies that improve students’ engagement and the depth of their learning which still cover the curriculum and achieve excellent examination results. Further details will be provided in the next edition of Leader. Dates: November 5 to 7: Graham Powell November 24 to 26: Mike Hughes December 1 to 5: Paul Ginnis

10 NAPD Leader NAPD Leader A guide to the newnew prproposedoposed sick pay arrarrangementsangements

On the 1st September 2014, changes The second look back period is to The main aim of the Schemes is to protect to Public Sector Sick Pay arrangements determine whether full pay or half pay you against the additional financial strain ffoormally commenced ffoor Public Sector applies. If you have less than 183 days, that unexpected illness can bring with it. Employees in Education. So what does this your sick leave record is reviewed over the The Schemes provide you with a benefit of mean ffoor you? previous 12 months from the current date up to 75% of your annual salary less any of absence to determine the rate of sick other income (e.g. Early Retirement Pension, Previously, as a Public Sector Employee in pay. If you have less than 92 days in the last TTeemporary Rehabilitation Remuneration the Education Sectorr,, you were typically 12 months you may be paid full pay up to and/or State Illness Benefit) to which you entitled to 52 weeks (12 months) full pay 92 days, with half pay ffoor up to a further 91 may be entitled. This benefit means in a rolling 4 year period. Once you had days, subject to an overall limit of 183 days invaluable peace of mind that you can accumulated 52 weeks (12 months) of of paid sick leave in a rolling 4 year period. continue to pay your regular outgoings illness in total over a 4 year period, you (mortgage, groceries, school expenses etc.) would have been taken off the payroll When you have exceeded 183 days you while you ffoocus on o recovering. altogetherr.. may receive TTeemporary Rehabilitation Remuneration ffoor a further 18 months (548 With the new Public Sector sick pay With the new arrangements, you will have days). This is granted if there is a realistic arrangements, it’s more important than access to paid sick leave of just 13 weeks prospect of an individual returning to work. ever to protect your income. (92 days) at full pay in a year ffoollowed by 13 weeks (91 days) at half payy,, subject to a The total maximum period of paid sick HALF PRICE OFFER maximum of 26 weeks (183 days) half pay leave including TTeemporary Rehabilitation in a rolling 4 year period. The rolling 4 year Remuneration is two years. If you are under age 40 and have never period is calculated by working backwards been a member of the TUI Income from the latest date of sick leave absence. How might this affect you? Continuance Plan or the ASTI Salary The only exception is in the case of ‘Critical Protection Scheme in the past, you can Illness’ where paid sick leave will be join today and pay half price ffoor the first provided ffoor 6 months full pay in a year 12 months! The deadline ffoor availing ffoollowed by 6 months at half pay in a rolling of the HALF PRICE OFFER ffoor ASTI 4 year period. members is 31st December 2014 and 30th April 20155f5 ffoor TUI members. b If you go out on sick leave, your sick leave will be reviewed over a rolling 4 year period Note: TToo avail of the half price offfeerr,, to determine if (a) you have access to paid you cannot have been a member sick leave and (b) if you do, what rate of of another Salary/Income Protection paid sick leave applies to you. Scheme thrroougough Cornmarket in the past. The rolling 4 year period is calculated by So what cancan youyou do to prprotectotect yyourour working backwards from the latest date salary? of sick leave absence. YYoou can protect against these changes with ToTo find out out more morree about the your Union’s Salary Protection Scheme. ThereTherreeare areare twtwoo look back periods. ASTI Salary ProtectionProtection Cornmarket administers the ASTI Salary The first look back period is to determine Protection Scheme and the TUI Income Scheme and the TUI IncIncomeome whether or not you receive sick pay. If the Continuance Plan. Both Schemes have ContinuancContinuancee Plan, please paid sick leave which you have already made provision ffoor the new arrangements. 9016 9016 NAPD Sick Pay 08/14 received does not exceed 183 days (i.e. This means the Schemes will now cater contactcontact CornmarkCornmarketkeet on 6 months) in a rolling 4 year period then ffoor shorter-term claims that are likely to NAPD you may be granted paid sick leave. If you (01) 470 8084

become more frequent due to the new Sick exceed the 183 days limit, you will not be

arrangements. or log on to P a entitled to any sick pay. y www.cornmarket.ie.wwww..cornmarket.ie. 08/ 14

CCornmarketornmarket GroupGroup FinancialFinancial SerServicesvices LLtd.td. is rregulatedegulated by the CCentralentral Bank ofof Ireland.Ireland. A member ofof Irish LifeLiffee GrGroupoup LtLtd.Ltd. TTeTelephoneelephone calls maymay be rrecordedecorded ffoforor quality controlcontrol and trainingtraining purposes. Irish LifeLiffee Assurance Assurance plc is rregulatedegulated by the CCentralentral Bank ofof Ireland.Ireland. New IrelandIreland AssuranceAssurance CompanyCompany plc is regulatedregulated by the CentralCentral Bank ofof Ireland.Ireland. A member ofof Bank ofof IrelandIreland Group.Group. STUDENT VOICE: A challenge for school leadership Domnall Fleming

tudent voice has gained much traction in schools in recent Syears. Since the Education Act (1998), and arguably the embedding of whole-school evaluation, student councils have become the most visible construct for student voice in post-primary schools. A guidelines document Student Councils: A voice for students (DES, 2002) outlined the role of the council while support materials were provided to schools by a dedicated support service, co- ordinated by Deirdre Phelan, up to 2011. The embedding of school self-evaluation in schools since 2012 has, however, widened the reach of student voice into whole- school surveys, questionnaires, consultations, programme reviews, focus-group discussions, and evaluations based on the students’  experiences of aspects of their lives CALVIN AND HOBBES © 1993 Watterson. Dist. By UNIVERSAL PRESS SYNDICATE. in school. Reprinted with permission, all rights reserved.

STUDENT VOICE recently, identified significant gains in their unease relating to new classroom ECHOES THROUGH POLICY students’ engagement, participation and activities resulting from student voice with DOCUMENTS learning due to student voice framed as their examinations looming. teacher and student dialogue and Arising initially from the United Nations consultation in their classrooms. Nine Charter on the Rights of the Child (UNCRC, INCREASED ENGAGEMENT teachers used student voice over one 1992), student voice echoes through A number of the teachers involved in the school year in three case-study post- policy documents that have informed Irish research reflected on and significantly primary schools. These teachers asked Education from the White Paper (1995) to changed their practice based on their students two key questions – Education Act (1998) through the discussions with their own students and National Children’s Strategy (2000), the l ‘What happens in our classroom at the identified increased engagement Ombudsman for Children Act (2002), the moment that helps you to learn?’ particularly from quieter and more Children Referendum (2012), School Self disengaged students. They saw the l ‘What can I do or change that will help Evaluation: Guidelines for Post-Primary development of more positive you to learn better?’ schools (2012) and the recently published relationships based on trust and respect; Better Outcomes Brighter Futures: the The students demonstrated a clear and, in a number of classrooms, much National Policy Framework for Children and capacity to talk about their classroom improved performances in homework Young People 2014–2020. This framework experience, how they felt about these tasks, and in class-based and end-of-term document outlines the creation experiences, and how they learned. The tests as a result of their engagement with of….’mechanisms to provide children and voices of the students were very positive the voices of their students. Some of these young people with the opportunity to be heard about their experiences of teaching and teachers also found that student voice as in primary and post-primary schools….through learning but they sought more active and dialogic consultation within their student councils or other age-appropriate engaging classroom activities, more visual pedagogical classroom relationship with mechanisms’ (DCYA, 2014, p32). materials and co-operative learning their students caused them to reflect opportunities. Some students, particularly deeply on their role as teachers within the those in third-year and sixth-year classes, classroom and on the pressures they RECENT RESEARCH were challenged by their perceived need experienced from curriculum and Doctoral research, which I completed for notes to ‘cover the course’ and spoke of examinations. 12 NAPD Leader The research also scoped out the issues and contestation that surrounds student voice in classrooms. The need to define and have a shared understanding of student voice clearly emerged. Also issues relating to trust, to authority, behaviour, boundaries and sustainability were surfaced. Both teachers and students identified positives in relation dialogic consultation, respect and trust, but there were also conflicting voices in these classrooms relating to established roles, authority, boundaries, expectations and examinations. Such issues are reflected across the international literature and research on student voice.

WORKING WITH THE STUDENT COUNCIL Research in these case-study schools also involved working with the student council over one school year. This revealed that a council has the potential to provide a construct for meaningful democratic practice for students in schools. However, the reality for the student councils researched reflected engagement in tokenistic activities, contrived involvements with policy-making, and widespread involvement in event organisation and charity fundraising. The opportunity for a deep, person-centred student voice at whole-school level, reflecting rights, participative democracy and active citizenship, was not being realised.

A CLEAR CHALLENGE Student voice therefore presents a clear challenge for school and classroom leadership. The student council has the potential to provide meaningful person-centred democratic and active citizenship experiences for students in schools given the creation of sustainable representative structures. It also requires willingness by school management and teachers to facilitate meaningful dialogic consultation and to engage with the unique viewpoint and voice of their students. Not only should students be facilitated to comment on their experiences in schools and classrooms to inform whole-school improvement, the challenge for leadership of learning at all levels is also, it is argued, to create a pedagogical space within classrooms where students and teachers can dialogue and consult on the students’ learning experiences in those classrooms. This reflects a dialogic consultation that is centred on professional trust and positive classroom relationships between students and teachers. This research therefore contends that student voice as dialogic consultation between teacher and student in that relational and pedagogical Ireland’s leading outdoor education provider classroom space has clear gains in relation to with over 30 years of experience. At Delphi students’ engagement, their participation in classroom activities and in their learning. Adventure Resort we provide curriculum Leadership at whole school and at based programmes to suit your school’s classroom level is therefore challenged to engage with the requirements, 24 hour supervision with 4 star voices of their students, as a right, to facilitate them ‘to have a say in hotel facilities for group leaders. Day trip and matters that affect them’ (UNCRC, residential programmes from €36 per child. 1992), but also as an expression of lived and rights-based democratic practice and active citizenship in schools that can increase students’ engagement Delphi Adventure Resort Leenane, Connemara, Co. Galway, Ireland. and participation with their own learning. Tel: +353 (0)95 42208 E: [email protected] Dr Domnall Fleming, Senior Inspector, Department of Education and Skills, will make a presentation on ‘The student Voice’ at the forthcoming NAPD BE PART OF THE ADVENTURE Conference in Galway in October. WWW.DELPHIADVENTURERESORT.COM

NAPD Leader 13 BE AT THE RADISSON BLU! Galway: 16 & 17 October 2014

The Authentic School Leader

NAPDPRINCIPALS AND DEPUTY PRINCIPALS ANNUALANNUAL CONFERENCECONFERENCE

CONFERENCE SPEAKERS Dr Domnall Shirley Professor Professor Paul Fleming, DES Kavanagh – Bill Rankin, Reville, Professor of Inspectorate, on an Irish Director of Practice of Educational The Student organisational Learning, Apple, Policy and Voice and School development on New Administration, Harvard Leadership. consultant. Dimensions in University Graduate Learning. School of Education.

ESSENTIALS

l Register with NAPD by downloading the application form from www.napd.ie and return it to Catherine Shiels at Head Office l Book your hotel room at the Radisson Blu, Galway on www.radissonhotelgalway.com l BOOK EARLY!

RETURN YOUR REGISTRATION FORMS RETURN YOUR ACCOMMODATION FORM TO NAPD HEAD OFFICE TO THE RADISSON HOTEL

14 NAPD Leader BARRY O’CALLAGHAN MEETS PROFESSOR TOM COLLINS AND FINDS OUT WHAT HE REGARDS AS THE CURRENT BURNING ISSUES IN THE BURNINGIRISH ISSUES EDUCATION.

THE

ISSUES

NAPD Leader 15 THE BURNING ISSUES The issues I think most urgently require our attention centre around 2 areas: (1) Junior Cycle Reform and (2) Societal inequality and the role education needs to play in addressing this.

Junior Cycle Reform – careers end. What does this tell us about where we are and Whither the resistance? critically where we need to move to? When it is widely accepted that our current system of Since pre-service training has a very limited focus on education, particularly at second level, is in need of urgent teaching subjects, CPD for teachers needs to focus more on and radical reform, we need to question why there is so serving teachers than on pre-service or NQTs. Project much opposition to the current proposals. Maths, which has provided us with a template around learning objectives rather than teaching inputs, can be used The biggest challenge is at second level (and particularly in as a model in developing pedagogy in other subjects. the 3 years of the Junior Cycle) where many children become disengaged. Everyone has known for a long time that Junior Cycle reform provides the teaching profession with a something was wrong, previous attempts to reform Junior timely opportunity to reflect on what it means to be a Cycle have failed, the NCCA and ESRI have provided professional: to be trusted by society to rely on its collective convincing evidence that shows the need for reform and yet professional judgement, work with integrity, develop there remains huge resistance. capacity, enjoy autonomy, be individually and collectively accountable, engage in ongoing professional development, The move within Junior Cycle from subjects to statements of advocate moral purpose – all the time with the focus learning is a hugely positive development. The role of the exclusively on the client – in this case the learners and their teacher needs to move beyond subject specialist to a families developer of broader skills and dispositions in addition to content. We need to look at how people in schools and in clusters of schools can work together, rather in the Do we need State certification traditional isolationist way. at Junior Cycle? Even with Junior Cycle reform, young people will still go to One of the stated purposes of Junior Cycle reform is to school, study and undertake exams and yet mention of the change the experience of the first three years at secondary Junior Cycle for many brings on convulsions, expressions of level. But right now, we are wedded to exams - exams give outrage and absolutist defiance. purpose to the school year and entire system. It seems that the Junior Cycle debate has focused almost exclusively on Junior Cycle reform is, by many standards, a relative exams, with little real debate on finding better ways to relatively minor change and is not particularly radical. It’s facilitate real and meaningful learning in our classrooms. time to implement JC and move on other pressing reforms. As a country, we find ourselves in a situation where teachers, students, parents and the media congregate The Teaching Profession and around a narrow educational agenda which serves us poorly. its development It is a myth that the Junior Cycle examination is high stakes. For social and economic reasons we urgently require a It’s not – while is has some meaning it has little purpose. significant debate around pedagogy. NCCA has provided that Junior Cycle has no instrumental value and we now need to forum and yet we have ended up with a debate largely about seriously consider removing the exam completely. terms and conditions. What then does Junior Cycle resistance tell us about the Why can’t teachers assess teaching profession? Why is the profession so reluctant to their own students? embrace change and to interrogate its own practices? Why is the profession so focused on the dissemination of June Cycle reform is predicated on society trusting teachers information and defensive about its assumptions? Why does professionally and teachers trusting themselves it choose to argue its case by shouting loudly through professionally. It has the potential to free the profession, megaphones? allow to it grow and develop and to infuse itself with the developmental energy which will sustain individual I believe that, in part, the problem arises when the teaching members and the profession collectively. unions try to combine their industrial relations role and their professional development role. We are witnessing a high level of cynicism in the profession at second level with a lack of capacity for self-generation and self-advancement. We need to address teacher professional development, more so at second level than at primary level. I have never met demotivated teachers on entry to the profession but rarely have met a highly motivated teacher at

16 NAPD Leader THE BURNING ISSUES

Some teachers argue they should not assess their own students. This is nonsense, since after the Leaving Certificate it is very normal to be assessed by your teachers. At Third Level, TUI members assess their own students and yet at Second Level they refuse to do so. This is hugely inconsistent. In Third Level every exam is high stakes: if students fail an exam they must repeat the exam and if they fail again they must repeat the year. This is high stakes – Junior Cycle is not.

Equality and what Education Prioritising funding to Early Year can do about it Education We have an equality agenda deeply embedded in the The additional funding should not necessarily go into second documentation and pronouncements of the State. The issue level. Much greater resources are needed at preschool. I we must honestly face is - do we really mean what we say would add an earlier year to pre-school (call it about equality? If we do, what do we need to do about it? “Kindergarten”) which effectively would be pre-pre-school. It is known that disadvantage starts at six months and we The recent longitudinal study by the ESRI confirms what understand the factors around children at risk. everyone already knows - our school system works best for those already advantaged. The disadvantaged perform least The importance of a successful encounter with early-life well and are most prone to disaffection and alienation. education attaches profound significance to issues Disadvantage is not confined to second level. It is also true of concerning educational opportunity, access and the primary sector, particularly in literacy and numeracy, participation. In particular it points to the imperative of and then carries forward into both Further Education and enabling children to overcome disadvantages of background, Higher Education. both in accessing education and in their attainments within the education system. Some Primary Principals claim they can identify potential dropouts at the age of six. Many 8-year-olds are clearly The goals of integration and inclusiveness recur persistently signalling they won’t stay the course. I believe that failure to in almost all official pronouncements on Irish education. deliver opportunity regardless of background is our biggest This is true of all sectors of education but is very pronounced failure as a nation. Our educational system fails to challenge with regard to early life education. I am not advocating an and change the inherited background of our young people expanded social welfare agenda; rather change needs to be and the social and economic hierarchy and thereby confirms driven by the educational system. We have failed significant and legitimises inequality. amounts of people with devastating consequences for them personally and for society as a whole. We must not follow the Just as in Ireland, education systems globally are faced with road of the UK and the US in this. the challenge of the disengagement of working-class boys. If we are going to address this, we need to open our eyes to see We have objectives about equality and fairness and if we who’s failing and if we cherish equally the holistic mean them then we should implement them. development of each of our children, we need to determine what objectives are not being met and then make the Let’s learn lessons from required changes. Youthreach and FE Thankfully, we are beginning to see progress around We need to look at what happens in, say, the scouting world, equality in DEIS schools. A key question to be answered is: Youthreach and Further Education where learning are public resources allocated in proportion to the needs of experiences are richer and deeper. How did teachers in the students? If not, then exactly how are they being these areas develop their skills? allocated? Who is doing better and – importantly - at whose expense? Learners in Youthreach programmes consistently report highly positive experiences. This contrasts starkly with many If all boats are rising, the big boats are still the big boats. documented second level experiences. Why? Youthreach is Education has a major role in equalising opportunity but it’s responsive to the needs of learners in a way that second doing the opposite. level isn’t. So, too, is Further Education. The centralised second level curriculum and how it is “delivered” is, I Our GDP spend on education – believe, at odds with the concept of the teaching profession just not enough and urgently needs to change. We currently spend just under 5% of GDP on education. This We have the ridiculous situation where scouting activities needs to increase to at least 7%, in line with other nations. close down during February to facilitate students doing The resulting additional €3 billion would make addressing mocks for the Junior Cycle. We need to look closely at the systemic inequalities an achievable task. involvement of young people participating on a voluntary basis in activities such as scouting and compare and contrast with attitudes to school-based learning. The contract is different they’re not compelled to be there - they choose it. How can we make second level classrooms as appealing? When young people switch off and don’t show up, physically or metaphorically, their truancy is in their heads.

NAPD Leader 17 THE BURNING ISSUES

Most positive learning encounters do not arise from a centralised curriculum. We need to look closely at what happens in extra-curricular activities, inside and outside school and focus on those activities that give the greatest capacity for self-expression. In schools these tend to subjects such as home economics, music, art, physical education. In making the necessary changes to our educational system we need to seriously question the purpose of education. I posit that it is to provide tools for learners to explore their world survive and thrive in their world and even create their one another. Another issue to be addressed is the binary own world. The challenge, therefore, is how to construct divide at Third Level, since universities are effectively free to educational experiences where learners are creative agents do as they like and yet the Institutes of Technology work of their own well-being. Let’s pay closer attention to the under constraints. Choices need to be available after the excellent exemplars around us. Leaving Cert offering greater access to vocational disciplines. What’s wrong with the Leaving Certificate? Fee-paying schools and equality Given the resistance to Junior Cycle reform, it seems that the If equality is part of the State’s agenda, it is very difficult to Leaving Certificate will continue in its present form for some justify the State paying the salaries of teachers in fee-paying time to come. The Leaving Cert comes with many problems: schools. This issue alone confers these schools with huge it’s built around exam predictability and rote learning, the advantages. I don’t understand why Ruairi Quinn did not stakes are too high and the terminal exams are simply too address this. stressful. There is a clear link, again recently supported by research, Patronage and Parental Choice in between outcomes from the Leaving Certificate and social operation class. It’s driven by its role as a selection mechanism for Since the State is, de facto, a facilitator of education rather third level, which is in conflict with all its stated educational than a provider of education we have a system of patronage, aims. which combined with parental choice facilitates inequality Some students, particularly those from middle class and and subverts the State’s equality goals. academically oriented schools, become highly instrumental This subversion of the State’s aims for integration was made in how they approach the impending examination, focusing possible by the primacy accorded the parental position in the only on what is required to do well. education of children and by the State’s readiness to fund An unavoidable conclusion is that the Leaving Certificate patron groups that had evolved along sectarian lines. Any tends to narrow the range of student learning experiences attempt by the State to leverage an integrated solution was and to focus both teachers and students on ‘covering the either too weak or simply never arose in the first place. course’. It is arguable, however, that the State’s commitment to It is perhaps somewhat ironic, therefore, that the child’s first diversity in patronage, the cultural centrality of parental encounter with the formal system - in pre-school - is choice and the ongoing subsidiary nature of the State’s marked by a greater readiness on the part of the system to relationship to patron bodies together replicate the accord autonomy and self-direction to the learner than will structural and cultural conditions which historically allowed be encountered at any other stage in the child’s career for the evolution of a school system segregated on through school, other than in somewhat standalone denominational lines. programmes such as Transition Year. In a more abstract sense the issue calls attention to the By the end of second level it can be reasonably asserted that difference between an emphasis on inclusion and the initial pre- and early-school focus on well-being and integration on the one hand and one on equity on the other. self-direction has largely given way to an instrumentalist There is a clear policy commitment in Ireland on integration focus on examination achievement and performance and inclusiveness but this tends to gain expression in standards remedial or compensatory programmes targeted on those in need. Delinking the agendas of We fool ourselves by thinking that we can advantage the Second and Third level poorer without disadvantage in the well off. The CAO system confuses efficiency with transparency and transparency with fairness. We now need to delink the TOM COLLINS agendas of second and third level. More text required Professor Tom Collins is currently Chair of the The problem with Third Level is that all Colleges want to look Governing Bodies of DIT and IT Blanchardstown. He is the same and that they simply lack differentiation. We need formerly Professor of Education at NUI Maynooth and to look other models, such as the German model, where not is a former Chair of the NCCA. He was Director of all Colleges and universities aspire to look like Trinity Dundalk Institute of Technology from 2001 to 2006, was College. interim President of NUI Maynooth between 2010 and 2011 and served as President, RCSI Bahrain between The challenge is how should they look and be different from 2011 and 2013.

1801NAPDNAPD Leader Leader NAPD Leader 01 A TRICOLOUR FOR EVERY SCHOOL IN IRELAND ‘Promoting Pride in and Respect for the Irish Flag and its meaning for Peace’

amed after Thomas Francis tricolour lapel badges [provided by the At that same meeting in Dublin, John Meagher [Irish Patriot, US army Foundation] during Flag Week. In order to Mitchel, referring to the flag, said: ‘I hope to Ngeneral and Governor of Montana support active citizenship in Ireland, the see that flag one day waving, as our national who flew the first Tricolour on March 7, Foundation has established an awards and banner’. 1848 in Waterford City at the Wolf Tone scholarship programme to recognise Although the Tricolour was not forgotten as Club], the Thomas F. Meagher Foundation outstanding students who have contributed a symbol of a hoped-for union and a banner aims to promote pride in and respect for to their schools and community by displaying associated with the Young Irelanders and the Irish flag and its true meaning for commitment to the aims of the Foundation. revolution, it was rarely used between 1848 peace on this island. Established in 2012 and 1916. The Tricolour was flown during the Foundation, currently numbers some the Rising and captured the national high-profile Honorary Board members imagination as the banner of the new Ireland. who promote the Irish flag at home and After the Rising it became accepted abroad. throughout the country as the National Flag. These include Packie Bonner, former Republic of Ireland goalkeeper; Henry Shefflin, nine times All Ireland Hurling Medal winner; Brian Schweitzer, Former Governor of Montana; Hélène Conway-Mouret, French Minister for the Diaspora; Congressman Thomas Rooney; Fr. Joe Mallin [age 100] son of Michael Mallin, one of the 1916 leaders; Cora Staunton, nine times All-Ireland Ladies Gaelic Football winner; John Treacy: Olympic Silver Medal Winner; Niamh Briggs, Rugby Writers of Ireland Women’s Player of the Year 2013; Professor Rev. Timothy Scully Notre Dame. Thomas F. Meagher ‘The white in the centre signified a lasting truce between Orange and Green. I trust Seán T. O’Kelly that beneath its folds the hands of the Irish Sean T. O’Kelly, who was then a staff officer Catholic and the Irish Protestant may be in the Volunteers and would eventually clasped in generous and heroic brotherhood’ become the President of Ireland, said that On March 7, 1848, Thomas Francis Meagher James Connolly, one of the signatories of the flew a Tricolour flag at the Wolf Tone Club in Proclamation, sent him from the GPO to Waterford City, where it flew continuously Liberty Hall that morning to collect two flags, for eight days and nights before being “one a tricolour and another a green flag removed by the authorities. On that same with a gold harp”. day a Tricolour was also raised in a The Tricolour, said President O’Kelly, was procession to the historic Vinegar Hill in Niamh Briggs raised on the pole at the Henry Street corner County Wexford. In April, Meagher, as of the GPO. Just as the first showing of the leader of the Young Irelanders, brought a The core aim of the Thomas F. Meagher flag by Thomas Francis Meagher flew Tricolour, presented to him in Paris, to a Foundation is promote awareness of the continuously for eight days, the Tricolour Dublin meeting. flags symbolism for peace, to ensure that over the GPO was also flown for the entire every citizen in Ireland – and in particular, duration of the Rising. It continued to be every schoolchild – knows the history and used officially from 1922 to 1937. meaning behind the National Flag and recognises the extraordinary life of Thomas Its position as The National Flag was formally F. Meagher. Over the next two years the confirmed by Article 7 of the new Foundation will present every secondary Constitution, which states: ‘The national flag school with an Irish Tricolour. is the Tricolour of green, white and orange’. Flag Week [1 – 7 March] will be the highlight The information for this article was supplied of the Foundation’s year, culminating in the by Mark Daly, Senate Spokesperson for the 1848 Tricolour Celebration in Waterford. Irish Overseas and Diaspora The Foundation will be a vehicle for www.senatormarkdaly.org participating schools across Ireland to raise funds for projects of their choice by selling Hélène Conway-Mouret

NAPD Leader 19 Recent legislation relevant to Child Protection

Criminal Justice (Withholding of Information on Offences against Children and Vulnerable Persons) Act 2012.

nder the Criminal Justice personnel has disclosed information to An b) A requirement on defined categories of (Withholding of Information on Offences Garda Síochána and the information relates persons (mandated persons) to report Uagainst Children and Vulnerable to a matter that would also fall to be dealt child protection concerns over a defined Persons) Act 2012, it is a criminal offence for with under the Child Protection Procedures threshold to the Child and Family any person to fail to disclose to An Garda for Primary and Post-Primary Schools, that Agency (the Agency); Síochána information in relation to certain member of school personnel must also deal specified offences against children and with the matter in accordance with the c) A requirement on mandated persons to vulnerable persons. Under the Act, a person relevant provisions of the Child Protection assist the Agency in the assessment of a shall be guilty of an offence if – Procedures for Primary and Post-Primary child protection risk arising from a mandated report under the Act, if so Schools. a) he or she knows or believes that any of requested to do so by the Agency; the offences specified in the Act has been committed by another person NATIONAL VETTING BUREAU d) Putting the Children First against a child or vulnerable person, and Interdepartmental Group on a statutory ACT 2012 footing. b) he or she has information which he or The National Vetting Bureau Act 2012 was she knows or believes might be of enacted in 2012. It is expected that, following It is envisaged that the Department of material assistance in securing the some amendments which will be made to it Children and Youth Affairs will review and apprehension, prosecution or conviction and are currently being progressed by the publish updated Children First Guidance on of that other person for that offence, Minister for Justice and Equality, the Act will foot of the finalised legislation and other and become operational in the latter part of recent legislation relevant to child 2014. When it comes into effect, the Act will protection. This will also trigger some c) fails without reasonable excuse to put in place certain statutory requirements changes to the existing Child Protection disclose that information as soon as it is for the garda vetting of persons involved in Procedures for Primary and Post-Primary practicable to do so to a member of An working with children and vulnerable adults, Schools and the Department of Education Garda Síochána including those working in schools. In the and Skills will, in due course, consult with the Details of the specified offences to which this meantime the current arrangements (as set relevant education partners in this regard. Act applies are set out in Schedule 1 and out in Circular 0063 /2010) for the Garda Schedule 2 of the Act. vetting of school personnel continue to PROPOSED AMENDMENTS apply. It is the personal responsibility of each TO TEACHING COUNCIL individual person to comply with the LEGISLATION provisions of the Criminal Justice PROPOSED LEGISLATION Since the arrangements for garda vetting of (Withholding of information on offences against RELEVANT TO CHILD PROTECTION school staff were introduced in September children and vulnerable persons) Act 2012. The Children First Bill, 2014, which will put 2006, the Teaching Council has undertaken a elements of the Children First: National key role in the operation of the vetting It is important to note that the fact that a Guidance for the Protection and Welfare of arrangements for teachers. member of school personnel has dealt with a Children (2011) on a statutory footing was child protection concern in accordance with In anticipation of the commencement of the published by the Houses of the Oireachtas on the Child Protection Procedures for Primary National Vetting Bureau Act 2012, the 14 April 2014. The Bill provides for a number and Post-Primary Schools does not absolve Department of Education and Skills is of key child protection measures, as follows: that person of their legal obligation to currently progressing some amendments to disclose information to the Gardaí under this a) A requirement on organisations the Teaching Council legislation aimed at Act where that person has information that providing services to children to keep underpinning the role of the Teaching falls within the ambit of the Act. It should children safe and to produce a Child Council in the new statutory vetting also be noted that where a member of school Safeguarding Statement; arrangements for registered teachers.

20 NAPD Leader and those in higher education preparing for their final exams.

THE STUDY DISCUSSES A NUM- BER OF POLICY IMPLICATIONS: The findings point to the necessity of providing a positive and engaging school experience for all students in order to enhance later education opportunities. Effective implementation of current junior cycle reforms will require a significant broadening of the set of teaching and ESRI ESRI REPORT HIGHLIGHTS assessment methods used in the classroom in CHALLENGES FACED BY order to engage all groups of young people in learning. YOUNG PEOPLE AFTER REPORTPOST-PRIMARY There is potential within senior cycle to equip young people with the kinds of skills they EDUCATION need for lifelong learning and the labour market, through greater use of approaches including project work and team work. Aspirations to higher education are evident Study links experiences in second-level education as early as junior cycle. The study highlights with later outcomes the importance of a whole-school approach to guidance, in which advice from teachers on which subjects and levels to study keeps new report, launched by ESRI in Realising aspirations options open for the future and in which the August, provides new insights into the Higher education was the dominant pathway climate of the school encourages young Aexperiences of young people for these young people – some 61% of them people to have high aspirations. Young transitioning into further/higher education entered higher education. The research people also value specialist guidance and the labour market. Leaving School in found that those who took Post-Leaving (especially on a one-to-one basis) which plays Ireland: A Longitudinal Study of Post-School Certificate (PLC) courses often saw this as a an important role in providing detailed Transitions follows the pathways taken by compromise rather than a specific goal, information on potential courses and jobs. over 750 students as they make the leap especially where they did not go on to from second-level school into the next phase further study on completion. A significant Post-school educational institutions have a of their lives. This study, which draws on the proportion of young people did not achieve key role to play in providing a range of experience of many of these students since their goals and almost half expressed regrets supports for young people which facilitates they entered post-primary education about the pathway they had taken. Their their academic and social integration into through the Post-Primary Longitudinal regrets reflected their difficulties in accessing college life, thereby reducing dropout and Study (2001-2011), explores the long-term employment during the recession, not having under-performance. effects of school experiences. the ‘points’ to obtain their preferred course, Report author Selina McCoy said “the and courses not being what they expected. research shows that schools make a significant difference to young people’s The transition to further and higher longer term outcomes. Aspirations to further and higher education emerge as early as education junior cycle, indicating the importance of A large majority (over four-fifths) of school providing a supportive school climate which leavers reported significant differences in encourages high aspirations among all teaching and learning between second-level students”. education and further/higher education. They highlighted particular difficulties in relation to the standard expected of them, the difficulty of the course and managing their workload. The need to engage in self- Selina McCoy directed learning in further/higher education was contrasted with the more directive approach adopted in Schools make a difference school. Support structures within further School experiences made a significant and higher education institutions were found difference to the pathways young people to play an important role in supporting the took on leaving school. Young people who transition to further study. Emer Smyth had more positive interactions with their teachers were more likely to stay on in Report author Emer Smyth said “the research education after leaving school. The social mix Young people’s well-being provides strong empirical evidence on a of the school had a particularly strong Young people were largely positive about cohort of Irish students who have been influence. Young people who attended many aspects of their lives, including followed over a period of 10 years. There is a socially-mixed schools and middle-class friendships, accommodation, their huge amount of evidence in this report that schools, were more likely than those from course/job, and workload However, a can inform policy in this area. The ESRI will be working-class schools to go on to some form significant minority (around one in six) hosting a major conference in the autumn on of post-school education and training, all else reported high stress levels, with higher stress the report findings and their implications for being equal. levels among those who were unemployed policy development”.

NAPD Leader 21 The Leader Reader

This month our book column is wholly dedicated to Lucy McCullen’s book on guidance counselling, which will be launched at the forthcoming NAPD Conference. Lucy works at Coláiste Choilm in Ballincollig, Co. Cork. Pat Kinsella, former Principal of the College, says: ‘Her practical suggestions and contacts to support agencies should prove a valuable resource and reference to all involved in the care of students.’ Shay Bannon, Chair of the NAPD Welfare Committee, who was largely responsible for the Association’s project to support this book, regards its publication as ‘very timely, as it raises awareness within the whole school community about the nature and variety of counselling in our schools today.’ Here Lucy outlines her work and how it is reflected in her book.

l The writer confronts and makes real his or her feelings. l Clarity emerges. l Through writing, possibilities for rewriting the present, and future, arise. Writing acts as a reflection. Students who engage in writing - letter or diary or journal or poem – find it empowers them to speak honestly. It allows them to see where they are and offers an opportunity to make changes. With understanding and a renewed perspective, change and hope are more tangible.  Over the years my filing cabinet has silently held these stories, words, letters and poems. In the current climate, where so many answers are sought by so many people, I want to give a voice to these creative pieces in order to offer hope and encouragement to others. This is an opportunity to go beyond the confines of my office and to offer support and advice to those looking for guidance. The Guided Way is written from my own experience and the knowledge and insight I have gained into teenage behaviour. It is my own perspective of the counselling process, highlighting the methods I have found to be useful and successful when working with teenagers in crisis. There are other techniques and approaches, used by many Guidance Counsellors around the country, which are equally effective. This book aims to raise awareness of the myriad of challenges faced by the 21st century student. The more sensitive we are to these challenges Title The Guided Way the more effective we become as educators. This effectiveness allows Author Lucy McCullen for the student to thrive and to reach his, or her, potential. Those students who seek advice and counselling become more active Publisher Lucy McCullen and NAPD “citizens” of the school, and, hopefully, of the wider community. Through awareness, schools become more holistic and complete. Year 2014 Learning, educating, teaching and leading all occur in a context. One of ISBN 978-0-9930341 the objectives of counselling is to support this environment: to promote the aspiration, and the reality, that in the community of school the person “suffering” will be listened to and helped. Good or twenty years I have worked as a Guidance Counsellor in a large counsel is a key thread, combined with clear policies, awareness and and vibrant community college. During that time the students I practices, that forms a holistic and progressive school. Fworked with have contributed to the counselling process through the medium of creative writing, helping them to explore, express and manage real-life difficulties they were faced with. The act of writing is MY ROLE AS A GUIDANCE COUNSELLOR therapeutic. By putting pen to paper three results unfold; Every community has its specialists. Those who are skilled in any given 22 NAPD Leader field are approached and utilized for their expertise. However, the In compiling the stories used in this book it became very evident that Guidance Counsellor, as a specialist, is part of a team devoted to the writings are predominantly from female students. This is not to say delivering pastoral attention and responding to the needs of the that boys do not attend for counselling, but they are slower to put their individual in the community. This book therefore, should be used, and thoughts into writing. All of the accounts are true and honest seen, as an opportunity to highlight the crucial importance of reflections of difficult and traumatic events experienced by a maintaining counselling at the centre of a school’s endeavours. It is a generation of Irish teenagers and are written in their own words. Each confidential, available and free service and one that can only be student has given their written permission for their writing to be provided by trained professionals. included in this book and each is aware that changes have been made in order to protect their identity. As a Guidance Counsellor my sole objective is the welfare of the student. My role is not to change young people, but to equip them to live their lives to the full. I do not impose opinion or judgment, but rather, re-engagement with life. My aim has always been to facilitate students through listening and to provide them with a safe environment in which to explore their concerns. It has also been to provide the tools and strategies to empower their re-engagement with life in a healthier way and to cope with where the journey takes them.

FOR PRINCIPALS AND DEPUTY PRINCIPALS This book offers an insight into the lived reality for certain students. It offers targeted and appropriate approaches and responses to specific instances or crises. Its aim is to make school leaders more informed and therefore initiate and promote policies that support a deeper holistic climate. It is not intended to be used as a handbook of how to counsel but as a source of guidance and advice. Guidance Counsellors liaise with all departments and personnel within the school. Principals and Deputy Principals are kept aware of individual cases, both formally and informally, as appropriate. This ensures that students have the unspoken, but active support of teachers and management. It allows both management and teachers to deal sensitively and appropriately with circumstances that arise in relation to the student, e.g. lack of academic progress, misbehaviour etc. As the Designated Liaison Person [DLP], the Principal is taken into a deeper confidence when the school has to act to protect a student’s welfare. In Lucy McCullen these instances the Guidance Counsellor and Principal bring their professionalism and competencies together to act in the interests of the young person’s welfare. TIME CONSTRAINTS Every day I meet students who present with a range of symptoms, fears FOR TEACHERS and concerns. Usually the underlying issue is not immediately clear, but clouded by confusion and despair. It often takes a lot of time, patience This book opens a window to the challenges faced by their students. and persistence to help the student work through their difficulties This awareness empowers teachers. It is a reminder that no two before a positive outcome is achieved. The job of a Guidance students are the same. Informed teachers understand that ill-discipline Counsellor has become more inhibited by time constraints and the and lack of academic progress is often rooted in a personal or social reduction in one-to-one counselling hours. There are always more problem. While teachers can offer a variety of supports to students, students to meet and not enough time. Disruptions during that are worthwhile and helpful, each teacher must avail of the appointments are common and often distressed students appear at the expertise provided by the Guidance Counselling Department, if positive door and time must then be found to facilitate their needs. progress is to be achieved. TWENTY YEARS ON… FOR PARENTS When I trained as a Guidance Counsellor I was young, enthusiastic and One of the primary aims of this book is to raise awareness amongst optimistic. The students I met, in the first few years, introduced me to parents of the many issues that affect young people today. This new challenges and opened my eyes to different life situations. They readiness affords them the opportunity to be prepared. This book also became my teachers. With each new case, I acquired new skills and tried strives to illustrate that they are not alone in coping. Both the school new approaches. As I learned my trade, I became more comfortable in and the external agencies cited provide expertise and support for an my role. Each year brought new issues but a continuity of topics was individual in need. evident. One of the things I concluded was that no two cases are ever the same. They are separated by the student’s personality, reactions FOR STUDENTS and background. Personalities determine how students respond and I hope students realise that they, too, are not alone. The experience and how I, as their counsellor intervene. words of some of their peers should give them the courage to speak Today, I am still enthusiastic about the work I do. I am still optimistic, and reach for guidance. Teenagers are vulnerable and face many but I am wiser and older! The job remains a stressful one, hindered by challenges. A heightened peer sensitivity towards those in need must be the recent cuts to Guidance and the ever increasing demand in schools encouraged. for personal and social counselling. Frustration is inevitable when faced with a shortage of mental health services, waiting lists and expectations THE TOPICS on schools to be the channel for all interventions. The job is only For this book, I have chosen a sample of twenty-five students from the possible with the support of Principals, Deputy Principals, teachers and 2,500 I have counselled over the past twenty years. The topics I have parents. Thankfully, my experience has been that the participation of chosen are some of the issues most frequently presented in counselling these partners has been a welcome and effective scaffold to the work today and many are interrelated. The mental health issues associated done by Guidance Counsellors. with anxiety, stress and depression, have become the most prevalent. NAPD Leader 23 840 students [highest numbers ever on the smallest site ever] are squeezed into non-quite-enough interim accommodation. A year ago most of them – bar First Years – had to decamp from the old building and make their learning homes in the temporary school on the car park. Now they face – at the end of October – being evacuated from the make- shift pre-fab city into a brand-new new Newpark. Will it be ready? Will that be the end of lorries and cranes and noise? I went back to enquire Phoenix of a cross-section of the school community.

Project Information: Martin McKenna Newpark School Redevelopment fashion over the years resulting in a very poor environment for any Questions for Martin McKenna, pupil’s education. It is to be replaced and some of the existing Smith & Kennedy Architects buildings refurbished, including a Protected Structure, the Sports Centre, and 2 gate lodges.

Could you provide a brief overview of the project? What new/improved facilities will be provided? What does the project consist of? The existing building is in a terrible state of repair with very poor Newpark School is an Education Campus; with an 800 pupil post insulation standards and a difficult profile roof with constant water primary school plus a Sports Centre/Gym/Swimming Pool; a Music problems. The maintenance and heating of the school building is a School; an Adult Education Centre; and a full size hockey pitch and huge drain on the school’s annual budget. The new building will be Hockey Club; the project involves the demolition of the existing fully compliant with current Department of Education Technical school; provision of a prefabricated temporary school; the Guidance standards and Statutory Regulations with a sustainable, refurbishment of an existing Protected Structure; with external ball robust and easy to maintain building fabric. The existing site is a courts and 240 parking spaces and associated landscaping. narrow warren of separate buildings with little open space and no relationship between buildings with dangerous, shared pedestrian and vehicular routes and limited parking. The new building is sited What is the purpose/need for the redevelopment? to open up the spaces between buildings and provide an identity to The existing school building from the 1970’s is in a very poor state each separate user group on the campus, particularly the Protected of repair and does not meet the minimum Department of Education Structures, with safe access for pedestrians between each and standards. The buildings have been extended in a haphazard designated open spaces and vehicular access and parking.

I had some very important questions too. Will complain about? And, I Bobby’s Story the temp building have shelves in the rooms? suppose, what will we spend What about bathroom necessities like soap the vast amounts of money It’s not easy being one of Newark’s caretakers. dispensers, toilet roll holders and where the that we will have saved on After all, who but God could be ‘all things to all heck am I going to put the lockers? Help! maintenance alone? I think people’ and, while you’re at it, know all things we’ll need therapy by the as well? But I love a challenge and to the It was a rough few months, stressful for all, so end of the year. I’d settle for question “Is there any word on the new build many questions, very few answers, all kinds of the government giving us yet?” the answer is, “... oh wait... email from Mr speculation about all sorts of problems and back our wages now that Lowry just in ... ‘The Board of Management is what their answers might be. Looking back the country is on the mend. delighted to inform you that the program for a now I can see we spent far too much time rebuild of Newpark has been approved and doing things we actually didn’t need to do, It seems a long time since I Bobby Ryan July 3, 2013 is the date for the first bulldozer....” mostly because of a lack of detailed held a long list of furniture information on the nitty-gritty of the move. and stared at a map of our Blimey! Marvellous! and other such joyous Information and its communication to new ABC building back in thoughts. appropriate persons is still a big thing in my the early 70’s, given the job by John Harris Oh did I mention we had to move all the ABC philosophy book. Who needs to know what, [newly-appointed principal of Newpark] of rooms into a temporary building in time for the and when, and who is going do it – all that will getting the new furniture from the front door start of the new school year and that most of come into its own when the big move to the safely to its allocated room. Straight from my the teaching staff had already departed for their new building begins later this year. I’ve already Leaving Cert., John had secured this new ‘staff summer hols. Well the builders arrived on July got God size questions piling up. assistant’ job from the DES, the first of its kind in Ireland. Happy days indeed. Now 40 years 3, as forecast, even if it was just a single fork lift All right: so the old ABC block has been kind of yoke sitting rather on its own in the later I am present to see a new building leap levelled to the ground. Gone are the smells in from the ashes of Avoca and Kingstown tennis tennis court/ play area. Bit by bit the temporary the B and C corridors which kept many structure started to rise and then we met the courts. Ah! The tennis tournaments…! I students and staff alike busy in their digress! So here we are embarking on a two ‘movers’ from Duggans, with their sack conversations and magazine articles. They trucks, commandeered JCBs and anything mammoth school term ahead - no parking, and always blamed the toilets and we blamed the the packing boxes are coming out of the else that would move heavy boxes and stale water leaking down from the roof. Gone furniture. bunker once again. The God questions are are the buckets catching water in the A corridor back too. Will the building open on target? Who Once again the God-type questions started too; gone the dozens of keys, gallons of floor can use the lift? And where the heck are we pouring in to the caretaker’s office from staff. polish and endless repair work inside and going to put the lockers? What do I pack? What will I do with the stuff I outside. We may have to re-invent don’t want? conversation in Newpark. What will we talk Chaplains- do you have any answers? about in the new building? What will we find to How will the redevelopment affect the existing site? John’s Story The existing site is a multi-use campus shared In the early Naughties, John O’Neill, metal work between the Post Primary school; the school and engineering teacher extraordinaire, facilities are used at night and weekends for Adult succeeded to the Assistant Principal Post in Education purposes; a separate Music School; an charge of the Newpark Night School, a independently run Sports Centre which includes a thriving enterprise with over 2,000 students Sports Hall; Swimming Pool; Fitness Centre; Sauna a week at its peak. His story is almost John O’Neill and Steam Rooms; and a full size hockey pitch & club; unique, in that it charts the collateral so that the Campus is in use from 8am to 10pm - 7 damage that the building project has days a week, 360 days a year This is a very sustainable caused. The Sports Centre had to close for four community facility. months and exert collective wits to stay afloat with reduced facilities; the Music Centre has had to cope with over a year of noisy disruptions and the Night Was any demolition required prior to construction? School has had more than its fair share of problems. The existing single storey school building is to be demolished with the new 3-storey school building built ‘Back in the day, our Night School was open four nights a week. As soon as approximately on the footprint of the old school. A the builder’s hoarding went up there were problems for us. On the first night prefabricated temporary school building will be provided for of the autumn term we had to install emergency lighting on site. I had to the duration of the construction works. All user groups need to get two generators. The limited parking was mostly taken up by people, be able to continue their operations during the construction going to the Music Centre and the Sports Centre. Little old ladies were period. The construction work is phased on the very limited site having to bring their ingredients [for cooking class], their flowers [for with an extended overall programme to facilitate this. flower arranging] or their furniture [for restoration] on to a building site. I got it in the neck every night: ‘I wouldn’t have enrolled if I’d known there was no parking.’ ‘I’ve got a parking ticket’.’ What is the structural composition of the building? Tradition strip footings with cavity wall construction and concrete More than ever there were bottlenecks and complaints. In addition, frame; precast and insitu concrete floor slabs with a steel framed the local church, which traditionally had offered car-parking, handed roof structure; external render on blockwork and fairfaced painted over to NCP. They built a wall and installed meters, which operate blockwork internally; a standing seam aluminium sandwich low profile until 9.00 pm. pitch roof; double glazed aluminium windows and doors. Going into Spring 2015, John is operating a very limited programme of classes [‘going for the ones we know will pay’] How many storeys does the building consist of? Until the new building is finished, he’ll have to cope with The building is predominantly 3 storeys due to the restricted site with a reduced resources all round – reduced income, reduced single storey workshops wing enclosing an entrance forecourt off number of tutors, reduced supports – he now has just a part- Newtownpark Avenue. The 3 storeys allow the restricted site footprint to be time secretary and he’s the only post-holder involved. After used as open space that was previously lacking. next July, he’ll have the challenge of re-building the Night School. He’s optimistic, but it will be very tough – ‘When What is the approximate floor area of the building? your customers are gone, they’re gone and, when tutors 6,600 m² new building go, they find something else to do at night.’ In addition, 900m² Refurbishment & extension to the Protected Structure the recession and the ubiquity of the lap-top and the PC 2,000 m² temporary school building have had a huge impact on adult education and the 2,500 m² refurbishment of Sports Centre ‘hobby course niche’ that Newpark filled. What cheers John up is that, in his day-school, role, as Are there any design/structural features of note? a teacher of practical subjects, he will have superb Very traditional forms of construction limited by the Departments cost limits. The resources at his disposal – 2 woodwork rooms, 2 main entrance to the school extends through the 3 storeys in height with large metalwork rooms [Junior and Senior] and a rooflights bringing daylight down to the central General Purpose area off the main Technology Room. After years of ‘making do’ in entrance. The siting and massing of the new building opens up separate courtyards sub-standard facilities, ‘we’re doing very well out fronting the existing Protected Structures allowing each building and users group to of it; we’re getting our just rewards.’ Newpark is a have their own separate identity. The whole campus will be opened up to Newtownpark school bursting at the seams, with numbers at an Avenue with a new open concrete entrance all-time high, but when they move into the new canopy onto the main road that returns Have any sustainable/energy building life will become a whole lot easier. along the open courtyard and leads visitors saving methods been and pupils directly to the main entrance. implemented? BDP Mechanical Electrical Consultants The new building and upgrading of Bruce Shaw Partnership Quantity Surveyors From your perspective, where have existing buildings will be brought up to OLM Consultancy – Health & Safety the greatest challenges come from? current Department of Education Mitchell & Assoc – Landscape Architects How have these been overcome? standards and will achieve an A3 rating The site context is very difficult with the with air-tightness of x and a CHP unit in When did construction commence? multiple users and limited space, whilst the Sports Centre utilising the existing June 2013 trying to keep all operations unaffected by swimming pool to the benefit of the new the construction works. The final scheme school building. When is completion due? will benefit all users not only in the fabric July 2015 of the new buildings and the highest Contract Details Are there any points of interest which standards of facilities but in the new layout and day to day operations of a site What is the name of the Main have not yet been mentioned? that currently is frequently congested and Contractor? The current school is hidden behind a high lacking in open spaces for all users. The Duggan Brothers Construction Ltd - boundary wall and although the school is well known, it has little presence on complexity of the site and multiple users Newtownpark Avenue. The new school will put additional pressure on the limited What is the name of the Architect? open out towards the main road and make it Smith & Kennedy Architects budget from the Department. more visible and accessible to the O’Conner Sutton Cronin Structural community. Engineers

NAPD Leader 25 IGUANA PUBLISHES FREE ASSESSMENT TOOLS AND COURSES

The Iguana consortium has published the tools and the courses at www.iguana-project.eu/ilp Iguana (Helping schools overcome resistance to change) is a multi-stakeholder collaborative research and development project initiated by CEPCEP, a research centre of Portuguese Catholic University and Arcola Research in London. Since 2012, this partnership has brought together the Menon Educational Innovation Network in Brussels, Ellinogermaniki Agogi in Greece, The Institute of Mathematics and Informatics in Vilnius, Trinity College in Dublin, Contour Education Services in Surrey, the European School Heads Association and many school leadership associations across Europe. The aim of the project is to research, develop and create innovative resources for overcoming resistance to change when innovation schools. Last May, the consortium launched its integrated system of assessment for levels of resistance, focusing on two dimensions: Organisational ‘Stuckness’ and Personal Resistance to Change. The consortium has also published three additional courses on overcoming resistance to change in schools. The assessments and the courses are part of the Iguana Learning Platform to help teachers, manages, governors and students build the capacity and competences to innovate education. The platform is accessible for all educational leaders and it scontents can be used free of charge. ESHA TAKES TO CROATIA FOR BIG CONFERENCE

ESHA TAKES TO CROATIA FOR BIG CONFERENCE

ESHA TAKES TO CROATIA FOR BIG CONFERENCE

From October 26-29, school heads l Pasi Sahlberg, the Finnish educator Ireland’s educational focus on matters from all over Europe will convene in and scholar who will give a keynote European is likely to be intensified, as Clive Byrne takes over from Ton Duif as Dubrovnik, on the Adriatic Coast, presentation on School Leadership President of ESHA. for the biennial ESHA conference. and Global Educational reform The theme for the gathering will be Movement NAPD is offering a rich incentive to members to attend the conference [see Bringing Leadership Together. l Professor Toby Salt, CEO of the the Executive Report on Page 6. Full There’s an impressive line-up of National College for School details and programme can be found on high-powered speakers, including Leadership will ask, ‘Leading http://eshaconferencedubrovnik.com/. the following: Together, we know the targets, but are we missing the point? l Guy Claxton – well-known to NAPD members – will speak on Leading the Learning-Powered School l John Moncure [USA] will speak on Inspiring Teachers to become Leaders There will be presentations and workshops on Distributed Leadership, The Data-Rich school, Forms of Assessment, Systematic Quality Management, Best Practice fr School Leaders, the role of the principal morivating the staff, the Holistic Future- oriented School. Pasi Sahlberg Toby Salt NAPD Leader 27 Prizes for the 20 finalists include €500, an Give your volunteer invitation to the Gala Awards dinner and fantastic recognition for the school. Two All- Ireland Youth Volunteers of the Year will also students the recognition be selected from the finalists, each of whom will receive €1,000 for their chosen charity they deserve! and a trip to the United States. “Upwards of 200 schools apply year on year and in this, the ninth year of the Awards programme, we aim to increase the entry levels further encouraging greater numbers of schools from across the island to get involved,” said Andrea McBride. “The Pramerica Spirit of Community Awards, which are also run in conjunction with the General Teaching Council for Northern

Launching this year’s programme are Gareth Connor, a finalist in 2014, who continues to volunteer at his local football club, Institute FC, Derry, and Rosemary Russell, Programme Manager, Pramerica Spirit of Community Awards.

ramerica, in partnership with NAPD, abroad. Application forms can be completed Ireland (GTCNI), provides a great has announced details of the 2015 by students at www.pramerica.ie/spirit and opportunity for youth volunteers to shine a PPramerica Spirit of Community submitted to the school principal by 24 spotlight on their inspirational stories and Awards. The only island-of-Ireland youth October, 2014. Principals have until 7 we’d encourage all post primary students to initiative of its kind, the Awards programme November to nominate students for enter so that we can share their wonderful recognises and rewards post-primary national-level recognition. Every school can work and celebrate the strength of students for volunteer work carried out in submit a maximum of two applications to go volunteerism in Ireland.” their local communities. forward for national judging. “The Spirit of Community Awards provide an opportunity to salute deserving students, DATES TO REMEMBER inspire young people to get involved in 1 September 2013: Qualifying period - volunteer activity needs to have taken place on community service activities and attract or after this date widespread recognition for participating schools,” said Andrea McBride, Vice- 1 September 2014: On line Application forms are available for completion President, Pramerica. “Many young people take part in volunteering activities that have 24 October 2014: Final date for students to submit applications to Principal/ a real impact, and we continue to be inspired Deputy Principal by the selfless acts of our young people who 7 November 2014: Submission by the Principal/Deputy Principal of student applications are continually giving back to their communities.” February 2015: Announcement of 20 finalists Pramerica Spirit of Community Awards are March 2015: Pramerica Spirit of Community Awards dinner - 12th March Slieve Donard open to all post-primary students who May 2015: Two All-Ireland Youth Volunteers of the Year to travel volunteer in their community, at school or

28 NAPD Leader Deputy Principal The DES, in its wisdom and penury has decided to prioritise in-service for newly-appointed principals and to leave the deputy principals [DPs] to another day. That’s a blow for NAPD, as the Association is predicated on a belief of the value of, and respect for, the role of the DP – the deputy principal – as unum inter pares with the principal. The main idea with this series is to talk to people who have had experience [long or short] as a DP. We’ve placed huge emphasis on the work of principals over the NAPD years and sometimes the DP disappears from view – or from the conversation - altogether. We want to restore the DP to his/her proper position and to explore some models of good practice. So over the year, LEADER will be talking two people – Mary Hanley and David Barry – who have a great deal to say on this issue, and we will try to extrapolate David Barry some guiding principles for the DP. Mary Hanley

In 1985 David [as principal of St. Caimin’s – a brand-new community school] and Mary as deputy, came together in Shannon. ‘We never knew each other, never met each other, never knew anything about each other until we started,’ recalls Mary, ‘until we were appointed principal and deputy principal.’

PRINCIPLE NO. PRINCIPLE NO. 1 The principal and the So they had to invent a way of working together from scratch. They had to learn a lot ‘on the hoof’. There was no training as such, but they went visiting some of the renowned leaders in the deputy principal C&C sector, in their schools, – Seán Slowey, John Murphy, Pádraig Ó Riordáin – to see how must work together they managed it. as the senior What evolved from that was a working relationship between two like-minded, complementary management team. partners – ‘It was a greenfield school and it was up to us. David brought all the wonderful academic things, that they do in Jesuit schools and I brought all the practical, sensible things that they do in comprehensive schools.’ So right from the start they regarded the two jobs as ‘intermixed’. Central to this is the capability of the DP to take over in the absence of the principal. David Barry expands on this: ‘What we’ve done in Caimin’s is, when we’re appointing a DP, we ask ourselves can this person eventually become principal, have they what actually you regard as necessary?’ So is the DP seen as a principal-in-waiting? ‘Not necessarily, but all the better if the person has the skills to make a good principal.’

PRINCIPLE NO. 2 PRINCIPLE NO. Ultimately, the buck stops with the principal! No getting away from that. Mary sees the specific, There has to be a traditional responsibility of the DP being for the day-to-day running of the school [timetable clear distinction issues, supervision, substitution, cover and, of course, discipline]. The DP is on the ground, day between the roles in and day out. of principal and DP. There’s also a question of protecting the principal. ‘A DP has to keep the sh*t from the principal’s door,’ as a former colleague poetically put it. When the principal is immersed with the DES, the Building Unit, with Section 29, the DP ensures that s/he is protected. David pursues the distinctions a bit further: ‘While the principal and deputy are a team, and should be able to in a sense take to each other’s jobs, if they have to, from time to time, probably to the staff the distinction needs to be more clear-cut. They need to see that the deputy principal is responsible for something and the principal is responsible for something else.’

PRINCIPLE NO. PRINCIPLE NO. 3 The roles of The principal and the DP have a mutual dependency. If their jobs are ‘intermixed’ and interchangeable, each one has to know what the other is doing and how to do it. David principal and the illustrates it: ‘Now, we had a system where, for instance, if a kid called the office and the DP was DP are down in the school, the principal would deal with it. We just had that system where we actually, interchangeable. totally, did each other’s jobs, where necessary, because we always believed that if an issue arose, deal with it, don’t let it fester.’

NAPD Leader 29 PRINCIPLE NO. 4 PRINCIPLE NO. Mary and David keep coming back to the concept of the The essential senior management team. They need to be in constant characteristics of communication – not in the formalised once-a-week- the principal-DP at-a-set-time way. Mary described it: “In our case we had a real open-door policy, that we didn’t wait to relationship. have meetings. We didn’t have a specified meeting once a week, the principal met the deputy for five minutes in the morning, we met all day, every day, and I kept David aware of what was going on and vice versa, he’d let me know if there was something happening.” A lot of their conviction about this grew from the models from community and comprehensive schools. As a new sector, with many greenfield sites, they were open to progressive practices. Mary had had first-hand experience of this in Ballymun Comprehensive School: “The principal and the deputy - their offices were across from each other, the two of them worked hand in hand. Each of the principals in Ballymun worked very closely with the deputy principal and they ran a very, very good ship in Ballymun.” Sharing is crucial; honesty is crucial. David: “For their own benefit, they have to share everything and to be open. There is no point in the principal thinking ‘I’m the principal, I do it this way.’ You have to be honest with each other because you are really the only support each one has, when a crisis emerges. You are the sounding board for each other. If they don’t share and a problem occurs, it won’t be solved as easily.”

PRINCIPLE NO. 5 PRINCIPLE NO. The principal and the DP need to get on with each other and have mutual respect for each other. The DP is not a If the principal has any inclination to ‘play God’, the welfare of the whole school – not to mention supervisor. the relationships with the senior management team – are at risk. When she was President of NAPD [2000-01] she had a lot of contact with people who were in trouble [with each other]. “I think a lot of the people I was dealing with were principals and deputies who were not getting together, where the principal was not informing the deputy what was happening and the deputy was feeling totally undermined. I remember one particular school where the deputy was told to be in school every morning at eight o’clock to supervise the yard. I met with both of them and I actually explained to the principal that the DP wasn’t a supervisor, he could pay somebody to come in and supervise the yard if he wanted to do that and that she, as DP, had a far more important role to play; that she should be the person who would be able to take over from him should he be going to meetings.” This led on to the issue of participation by the DP in NAPD. In a number of instances the deputy wasn’t allowed to go to meetings because they couldn’t leave the school unattended. Mary and David dismissed this practice as nonsense. “We always went to all the APVC meetings together and, subsequently, we went to all the NAPD meetings together, and we put an A-post holder in charge of the school.”

PRINCIPLE NO. 6 PRINCIPLE NO. If the principal and deputy are to form the senior management team, this is predicated on the The importance of concept of having middle management and a system of distributive leadership. Mary and David distributive hark back to a time when schools were well endowed with post-holders but the principle they espouse remains the same – leadership must be shared and distributed. They saw no problem in leadership. their both attending APVC and NAPD meetings. An A-post holder was put in charge of the school and this responsibility was rotated among the post-holders. Mary: “All of the A post holders got the opportunity and I think that really is crucial because the middle management team, then, they know what’s involved in running the school. They are also well prepared should they want to become a deputy principal or a principal themselves, should the opportunity arise. They then know what the job entails and we have always given them responsibility. I remember at the time KEEP when I was president of NAPD trying to get that through particularly to principals who had come from CALM another sector, where the principal was always the AND person who did everything and all staff members, LET THE including the deputy principal, were [regarded simply as] teachers.” DEPUTY PRINCIPAL HANDLE IT Mary believes that, since the establishment of NAPD, the culture of distributive leadership, so much part of C&C schools, has spread to other sectors. She says, “Lay principals

30 NAPD Leader are giving their deputies much more scope now, giving them authority and giving them real work, not just supervision.” KEEP Mary is not impressed by using the cuts as an excuse for NOT having a middle-management structure: “It may CALM not be as good as it was, but I think it is up to the AND principal and the deputy principal to bring them into LET THE their middle management structure.” The place of vision and strength of resolve is very important here. DEPUTY PRINCIPAL HANDLE IT There may be union directives working against people taking on unpaid responsibilities, but on the ground, if a school is to function, there has to be a sense of involvement and shared leadership. Mary and David are less concerned about the ways and means than they are about stressing the vital importance of bringing people into the loop. Mary: “Even the ones who don’t have posts of responsibility, I think it is up to the principal and the deputy principal to bring them into their weekly meetings. David and myself were present with all the A post holders, not just year heads and they informed us what was going on in their year group, we let them know what was going on in the broader sense and sometimes if we were coming up with wonderful ideas and we would bounce it off our A post holders and they might agree with it or they might disagree with us but we used it as…. David: “….a sounding board….” Mary: “… a sounding board really and they can still do that with or without the actual post of responsibility as we knew them. But there are still posts there and I think it’s kind of a copout as well for some principals at the moment to pass all the work on to the deputy principals.” Mary’s vision is of making the management of the school as inclusive as possible: “We also used our middle management structure in the school as a sounding board but we also use non-post- holders as well. Many people on the staff were doing additional work and extracurricular activities, and all of that, and you get a feel from them what is actually going on in the staff room. You won’t get that feeling and you won’t understand what’s happening if you’re sitting in your office all day, not meeting with the staff.

PRINCIPLE NO. 7 PRINCIPLE NO. Mary and David are resolved that communication is the key, not just between the principal and DP, along a line that stretches through the whole school community. “When I say staff, I mean Communication is teaching staff, especially assistants, but, most importantly, our secretarial staff because in our Number One. school we had the most fantastic school secretaries and they knew everything that was going on in the outside community. They were able to fill us in on what’s happening or who is upset about what, whatever. So they were fantastic. But we also met them all the time and treated them as equals and I think your school secretary, she is the person that meets the people as they come in the door, she is the first line really in the school and if she is good and gives a good feel to the visitors, whatever, well that sets the tone, every morning it sets the tone.” Mary has picked up that the new leadership supports, being developed by the DES, in conjunction with IPPN, PDST, The Teaching Council, the Inspectorate, The National Induction Programme for Teachers [NIPT] and the Teacher Section, will be confined, initially, to newly- appointed principals. “Like, Mary,” says David, “I think that’s a disaster.”

PRINCIPLE NO. 8 PRINCIPLE NO. The ‘deep-end’ induction [post-holders left in charge of the school] may be a positive experience in some respects, but there are young teachers who want, and need, the benefit of We have to find opportunities to develop professional skills. Once a teacher is promoted to the post of DP, some kind of much of the training can be achieved informally by exposure to induction. ACCS or NAPD, by meeting experienced practitioners and simply by listening and by asking questions. They both recalled the candour and honesty that characterise many APVC meetings. Principals would openly admit, ‘I made a mess of that’. Principals were not seen as being above making mistakes. If you would like to pose any questions It’s implicit in their comments that they hope that the about the contents of this article, to much larger, united organisation that is NAPD can either Mary or David, or if you simply create that same atmosphere of openness for its want to comment on what they’ve memebrs, both nationally and at regional level. said, we invite you to email [email protected]. The series will continue in the next Leader.

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cconcussion.oncussion. ǁŝĚĞƐƉƌĞĂĚĂŵŽŶŐƚŚĞŝƌƐĐŚŽŽůƉŽƉƵůĂƟŽŶĂŶĚ͕ĨŽůůŽǁŝŶŐƚŚĞǁŝĚĞƐƉƌĞĂĚĂŵŽŶŐ ƚŚĞŝƌ ƐĐŚŽŽů ƉŽƉƵůĂƟŽŶ ĂŶĚ͕ ĨŽůůŽǁŝŶŐ ƚŚĞ ŝŶƋƵĞƐƚŝŶƚŽƚŚĞĚĞĂƚŚŽĨĞŶZŽďŝŶƐŽŶŝŶŽ͘ŶƚƌŝŵŝŶŝŶƋƵĞƐƚŝŶƚŽ ƚŚĞ ĚĞĂƚŚ ŽĨ ĞŶ ZŽďŝŶƐŽŶ ŝŶ Ž͘ Ŷƚƌŝŵ ŝŶ ĞĐĞŵďĞƌϮϬϭϯ͕ƚŚĞƚĞĂŵĨĞůƚƉĂƐƐŝŽŶĂƚĞůLJƚŚĂƚƚŚĞLJǁĂŶƚĞĚĞĐĞŵďĞƌϮϬϭϯ͕ ƚŚĞ ƚĞĂŵ ĨĞůƚ ƉĂƐƐŝŽŶĂƚĞůLJ ƚŚĂƚ ƚŚĞLJ ǁĂŶƚĞĚ  ƚŽƉƌĞǀĞŶƚĂŶLJƐŝŵŝůĂƌƚƌĂŐĞĚLJĨƌŽŵŽĐĐƵƌƌŝŶŐ͘ƚŽƉƌĞǀĞŶƚ ĂŶLJ ƐŝŵŝůĂƌ ƚƌĂŐĞĚLJ ĨƌŽŵ ŽĐĐƵƌƌŝŶŐ͘ dŚĞz^/ƚĞĂŵůŝŶŬĞĚƵƉǁŝƚŚĐƋƵŝƌĞĚƌĂŝŶ/ŶũƵƌLJ/ƌĞůĂŶĚƚŽdŚĞz^/ ƚĞĂŵ ůŝŶŬĞĚ ƵƉ ǁŝƚŚ ĐƋƵŝƌĞĚ ƌĂŝŶ /ŶũƵƌLJ /ƌĞůĂŶĚ ƚŽ dŚĞz^/ŽŶĐƵƐƐŝŽŶWƌŽũĞĐƚŝŶĐƌĞĂƐĞĚĂǁĂƌĞŶĞƐƐ     ŚĞůƉĞĚƵĐĂƚĞƚŚĞŵƐĞůǀĞƐĂďŽƵƚĐŽŶĐƵƐƐŝŽŶ͕ƚŚĞƐLJŵƉƚŽŵƐĂŶĚŚĞůƉĞĚƵĐĂƚĞ ƚŚĞŵƐĞůǀĞƐ ĂďŽƵƚ ĐŽŶĐƵƐƐŝŽŶ͕ ƚŚĞ ƐLJŵƉƚŽŵƐ ĂŶĚ of the serious consequences of concussion whatwhat toto do shouldshould a concussionconcussion occur – the immediateimmediate ƚŚƌŽƵŐŚƚĞĂŵǁŽƌŬĂŶĚƉƌŽŵŽƟŽŶŝŶƚŚĞ ŝŝŵƉŽƌƚĂŶĐĞŽĨƌĞƉŽƌƟŶŐƚŚĞŝŶĐŝĚĞŶƚƚŽĂĐŽĂĐŚ͕ƉĂƌĞŶƚŽƌŵƉŽƌƚĂŶĐĞŽĨ ƌĞƉŽƌƟŶŐ ƚŚĞ ŝŶĐŝĚĞŶƚ ƚŽ Ă ĐŽĂĐŚ͕ ƉĂƌĞŶƚ Žƌ ĐŽŵŵƵŶŝƚLJĂŶĚĞŶĐŽƵƌĂŐĞĚƐƚƵĚĞŶƚƐƚŽďĞĂůĞƌƚ   ƚƚĞĂŵŵĂƚĞ͕ƚŚĞŝŵƉŽƌƚĂŶĐĞŽĨĐŽŵƉůĞƚĞƌĞƐƚ͕ĂŶĚƚŚĞĞĂŵŵĂƚĞ͕ƚŚĞ ŝŵƉŽƌƚĂŶĐĞ ŽĨ ĐŽŵƉůĞƚĞ ƌĞƐƚ͕ ĂŶĚ ƚŚĞ ĂŶĚĂǁĂƌĞƚŚĂƚĐŽŶĐƵƐƐŝŽŶĐĂŶďĞĨĂƚĂů͘  ŝŝŵƉŽƌƚĂŶĐĞŽĨŐĞƫŶŐĐŚĞĐŬĞĚŽǀĞƌďLJĂĚŽĐƚŽƌ͘dŚĞLJĂůƐŽŵƉŽƌƚĂŶĐĞŽĨ ŐĞƫŶŐ ĐŚĞĐŬĞĚ ŽǀĞƌ ďLJ Ă ĚŽĐƚŽƌ͘ dŚĞLJ ĂůƐŽ  ĂĂƩĞŶĚĞĚƚŚĞƵƌŽƉĞĂŶŽŶĨĞƌĞŶĐĞŽŶŽŶĐƵƐƐŝŽŶŝŶ^ƉŽƌƚĂƚƩĞŶĚĞĚƚŚĞ ƵƌŽƉĞĂŶ ŽŶĨĞƌĞŶĐĞ ŽŶ ŽŶĐƵƐƐŝŽŶ ŝŶ ^ƉŽƌƚ Ăƚ DĂƌŐĂƌĞƚ^ŬĞŚĂŶ͕ĞƉƵƚLJWƌŝŶĐŝƉĂů  ƚŚĞǀŝǀĂ^ƚĂĚŝƵŵ͘ƚŚĞǀŝǀĂ ^ƚĂĚŝƵŵ͘ tŚĂƚĐŽŶĐĞƌŶĞĚƚŚĞƚĞĞŶĂŐĞƌƐĨƌŽŵĂƐŚĞůǁĂƐƚŚĂƚƚŚĞƌĞǁĂƐtŚĂƚĐŽŶĐĞƌŶĞĚ ƚŚĞ ƚĞĞŶĂŐĞƌƐ ĨƌŽŵ ĂƐŚĞů ǁĂƐ ƚŚĂƚ ƚŚĞƌĞ ǁĂƐ ddŚĞĨĂŵŝůLJŽĨĞŶZŽďŝŶƐŽŶĐŽŶƟŶƵĞƚŽďĞǁŽŶĚĞƌĨƵůƐƵƉƉŽƌƚĞƌƐŚĞĨĂŵŝůLJ ŽĨ ĞŶ ZŽďŝŶƐŽŶ ĐŽŶƟŶƵĞ ƚŽ ďĞ ǁŽŶĚĞƌĨƵů ƐƵƉƉŽƌƚĞƌƐ ŶŶŽŽďůŝŐĂƚŽƌLJĐŽŶĐƵƐƐŝŽŶĂǁĂƌĞŶĞƐƐƚƌĂŝŶŝŶŐĨŽƌƐƉŽƌƚƐŽŽďůŝŐĂƚŽƌLJ ĐŽŶĐƵƐƐŝŽŶ ĂǁĂƌĞŶĞƐƐ ƚƌĂŝŶŝŶŐ ĨŽƌ ƐƉŽƌƚƐ ŽŽĨƚŚĞĂƐŚĞůz^/ƚĞĂŵĂŶĚƚŚĞLJĂůƐŽĂƩƌĂĐƚĞĚƚŚĞĂƩĞŶƟŽŶĂŶĚĨƚŚĞ ĂƐŚĞů z^/ ƚĞĂŵ ĂŶĚ ƚŚĞLJ ĂůƐŽ ĂƩƌĂĐƚĞĚ ƚŚĞ ĂƩĞŶƟŽŶ ĂŶĚ  ĐĐŽĂĐŚĞƐĂŶĚƉůĂLJĞƌƐĂŶĚƚŚŝƐƚŚĞLJĨĞůƚǁĂƐǁŚĞƌĞĂůŽƚŽĨŽĂĐŚĞƐĂŶĚ ƉůĂLJĞƌƐ ĂŶĚ ƚŚŝƐ ƚŚĞLJ ĨĞůƚ ǁĂƐ ǁŚĞƌĞ Ă ůŽƚ ŽĨ ƐƐƵƉƉŽƌƚŽĨůĞĂĚŝŶŐŵĞĚŝĐĂůĞdžƉĞƌƚƐĂŶĚĐĂŵƉĂŝŐŶĞƌƐŝŶƚŚŝƐĮĞůĚƵƉƉŽƌƚŽĨ ůĞĂĚŝŶŐ ŵĞĚŝĐĂů ĞdžƉĞƌƚƐ ĂŶĚ ĐĂŵƉĂŝŐŶĞƌƐ ŝŶ ƚŚŝƐ ĮĞůĚ͘ ĚĚĂŶŐĞƌůĂLJ͘ĂŶŐĞƌůĂLJ͘ ddŚŝƐƉƌŽũĞĐƚǁŽŶƚŚĞĂůůͲ/ƌĞůĂŶĚzŽƵŶŐ^ŽĐŝĂů/ŶŶŽǀĂƚŽƌƐŽĨƚŚĞŚŝƐƉƌŽũĞĐƚ ǁŽŶ ƚŚĞ ĂůůͲ/ƌĞůĂŶĚ zŽƵŶŐ ^ŽĐŝĂů /ŶŶŽǀĂƚŽƌƐ ŽĨ ƚŚĞ ddŚĞLJĚĞĐŝĚĞĚƚŚĂƚƚŚĞŝƌƌĞƐƉŽŶƐĞǁŽƵůĚďĞĂŶĂǁĂƌĞŶĞƐƐŚĞLJĚĞĐŝĚĞĚ ƚŚĂƚ ƚŚĞŝƌ ƌĞƐƉŽŶƐĞ ǁŽƵůĚ ďĞ ĂŶ ĂǁĂƌĞŶĞƐƐ zzĞzĞĂƌƌŽŶnjĞǁĂƌĚϮϬϭϰĨŽƌƚŚĞŝƌƉƌŽũĞĐƚĂŌĞƌƚŚĞƚĞĂŵĞĂƌƌŽŶnjĞ ǁĂƌĚ ϮϬϭϰ ĨŽƌ ƚŚĞŝƌ ƉƌŽũĞĐƚ ĂŌĞƌ ƚŚĞ ƚĞĂŵ ĐĐĂŵƉĂŝŐŶĂŝŵĞĚĂƚLJŽƵŶŐƉĞŽƉůĞ͘/ƚŝŶĐůƵĚĞĚƚŚĞĚĞƐŝŐŶŽĨĂĂŵƉĂŝŐŶĂŝŵĞĚ Ăƚ LJŽƵŶŐ ƉĞŽƉůĞ͘ /ƚ ŝŶĐůƵĚĞĚ ƚŚĞ ĚĞƐŝŐŶ ŽĨ Ă ŶŶŽŵŝŶĂƚĞĚŝƚĨŽƌĞŶƚƌLJŝŶƚŽƚŚĞŽƉƟŽŶĂůzŽƵŶŐ^ŽĐŝĂů/ŶŶŽǀĂƚŽƌƐŽŵŝŶĂƚĞĚŝƚ ĨŽƌ ĞŶƚƌLJ ŝŶƚŽ ƚŚĞ ŽƉƟŽŶĂů zzŽŽƵŶŐ ^ŽĐŝĂů /ŶŶŽǀĂƚŽƌƐŽĨ ŽĨ  ĐĐĂŵƉĂŝŐŶůŽŐŽ͕ĂǁĂƌĞŶĞƐƐƉŽƐƚĞƌƐǁŚŝĐŚǁĞŶƚƚŽƐĐŚŽŽůƐŝŶĂŵƉĂŝŐŶůŽŐŽ͕ ĂǁĂƌĞŶĞƐƐ ƉŽƐƚĞƌƐ ǁŚŝĐŚ ǁĞŶƚ ƚŽ ƐĐŚŽŽůƐ ŝŶ ƚƚŚĞzĞĂƌĐŽŵƉĞƟƟŽŶ͘ŚĞzzĞĞĂƌ ĐŽŵƉĞƟƟŽŶ͘ Ž͘dŝƉƉĞƌĂƌLJ͕ƚŚĞĐƌĞĂƟŽŶŽĨĂǁĂůůƉůĂŶŶĞƌŽ͘dŝƉƉĞƌĂƌLJLJ͕͕ ƚŚĞ ĐƌĞĂƟŽŶ ŽĨ Ă ǁĂůů ƉůĂŶŶĞƌ ƐƐƉŽŶƐŽƌĞĚďLJĐƋƵŝƌĞĚƌĂŝŶ/ŶũƵƌLJ/ƌĞůĂŶĚ͕ĂƐǁĞůůĂƐĚŽŝŶŐƉŽŶƐŽƌĞĚďLJ ĐƋƵŝƌĞĚ ƌĂŝŶ /ŶũƵƌLJ /ƌĞůĂŶĚ͕ ĂƐ ǁĞůů ĂƐ ĚŽŝŶŐ ddŚŝƐLJĞĂƌ͕ŽŶƚŚĞĂĚǀŝĐĞŽĨĂĞƉĂƌƚŵĞŶƚ/ŶƐƉĞĐƚŽƌ͕ƚŚĞŐƌŽƵƉǁŚŝƐLJĞĂƌƌ͕͕ ŽŶ ƚŚĞ ĂĚǀŝĐĞ ŽĨ Ă ĞƉĂƌƚŵĞŶƚ /ŶƐƉĞĐƚŽƌƌ͕͕ ƚŚĞ ŐƌŽƵƉ ǁŝůůŝůů ƉƉƌĞƐĞŶƚĂƟŽŶƐŝŶƉƌŝŵĂƌLJƐĐŚŽŽůƐ͕ĨŽůůŽǁĞĚďLJĂƉŽƐƚĞƌƌĞƐĞŶƚĂƟŽŶƐŝŶ ƉƌŝŵĂƌLJ ƐĐŚŽŽůƐ͕ ĨŽůůŽǁĞĚ ďLJ Ă ƉŽƐƚĞƌ  ĚĚĞƐŝŐŶĂǁĞďƐŝƚĞƐŽĞǀĞƌLJƐĐŚŽŽůĐĂŶĂĐĐĞƐƐƌĞƐŽƵƌĐĞƐŽŶƚŚŝƐĞƐŝŐŶĂ ǁĞďƐŝƚĞ ƐŽ ĞǀĞƌLJ ƐĐŚŽŽů ĐĂŶ ĂĐĐĞƐƐ ƌĞƐŽƵƌĐĞƐ ŽŶ ƚŚŝƐ  ĐĐŽŵƉĞƟƟŽŶ͘ŽŵƉĞƟƟŽŶ͘ ƐƐƵďũĞĐƚ͘ƵďũĞĐƚ͘ ǁǁǁǁ͘LJŽƵŶŐƐŽĐŝĂůŝŶŶŽǀĂƚŽƌƐ͘ŽƌŐǁǁ͘LJŽƵŶŐƐŽĐŝĂůŝŶŶŽǀĂƚŽƌƐ͘ŽƌŐ ^^ŽĐŝĂů/ŶŶŽǀĂƟŽŶĚƵĐĂƟŽŶŝŶĐƟŽŶŽĐŝĂů/ŶŶŽǀĂƟŽŶ ĚƵĐĂƟŽŶ ŝŶ ĐƟŽŶ

YoungYYooung Social Innonnovatorsvators PrProjectoject WinWinss ''Ğƚ/ŶǀŽůǀĞĚĂŶĚĞůŝŐŝďůĞĨŽƌƚŚĞĞƚ/ŶǀŽůǀĞĚ ĂŶĚ Ğ ůŝŐŝďůĞ ĨŽƌ ƚŚĞ 'ůŽďĂůŶƚƌĞƉƌĞŶĞƵƌƐŚŝƉǁĂƌĚ'ůŽďĂůŶƚƌĞƉƌĞŶĞƵƌƐŚŝƉ ǁĂƌĚ ŶĞǁz^/^ŽĐŝĂů/ŶŶŽǀĂƟŽŶǁĂƌĚƐŶĞǁz^/ ^ŽĐŝĂů /ŶŶŽǀĂƟŽŶ ǁĂƌĚƐ zŽƵŶŐ^ŽĐŝĂů/ŶŶŽǀĂƚŽƌƐŝƐŶŽǁƌĞĐƌƵŝƟŶŐĨŽƌŝƚƐzzŽŽƵŶŐ^ŽĐŝĂů /ŶŶŽǀĂƚŽƌƐ ŝƐ ŶŽǁ ƌĞĐƌƵŝƟŶŐ ĨŽƌ ŝƚƐ ƉƉƌŽũĞĐƚƌŽũĞĐƚͲďĂƐĞĚ^ŽĐŝĂů/ŶŶŽǀĂƟŽŶd/KEWƌŽŐƌĂŵŵĞďĂƐĞĚ^ŽĐŝĂů /ŶŶŽǀĂƟŽŶ d/KE WƌŽŐƌĂŵŵĞ  ǁǁŚŝĐŚŚĂƐƐĞĞŶŽǀĞƌϱϳйŽĨƐĐŚŽŽůƐŝŶƚŚĞZĞƉƵďůŝĐŽĨŚŝĐŚŚĂƐ ƐĞĞŶ ŽǀĞƌ ϱϳй ŽĨ ƐĐŚŽŽůƐ ŝŶ ƚŚĞ ZĞƉƵďůŝĐ ŽĨ /ƌĞůĂŶĚƚĂŬĞƉĂƌƚ͘/ƌĞůĂŶĚƚĂŬĞ ƉĂƌƚ͘ 

ůůƐĐŚŽŽůƐǁŚŽƚĂŬĞƉĂƌƚŝŶƚŚĞd/KEƉƌŽŐƌĂŵŵĞǁŝůůůůƐĐŚŽŽůƐ ǁŚŽ ƚĂŬĞ ƉĂƌƚ ŝŶ ƚŚĞ d/KE ƉƌŽŐƌĂŵŵĞ ǁŝůů ďďĞĂǁĂƌĚĞĚĂĐĐŽƌĚŝŶŐůLJƚŚƌŽƵŐŚƚŚĞŶĞǁ^ŽĐŝĂůĞĂǁĂƌĚĞĚ ĂĐĐŽƌĚŝŶŐůLJ ƚŚƌŽƵŐŚ ƚŚĞ ŶĞǁ ^ŽĐŝĂů //ŶŶŽǀĂƟŽŶǁĂƌĚƐ^ĐŚĞŵĞůĂƵŶĐŚĞĚŝŶDĂƌĐŚϮϬϭϰďLJŶŶŽǀĂƟŽŶǁĂƌĚƐ ^ĐŚĞŵĞ ůĂƵŶĐŚĞĚ ŝŶ DĂƌĐŚ ϮϬϭϰ ďLJ ŶdĂŽŝƐĞĂĐŚŶĚĂ<ĞŶŶLJ͘ŶddĂĂŽŝƐĞĂĐŚ ŶĚĂ <ĞŶŶLJ͘

dŚĞƟĞƌĞĚƐĐŚĞŵĞ͕ĚĞǀĞůŽƉĞĚŝŶĂƐƐŽĐŝĂƟŽŶǁŝƚŚz^/͛ƐŬĞLJdŚĞƟĞƌĞĚ ƐĐŚĞŵĞ͕ ĚĞǀĞůŽƉĞĚ ŝŶ ĂƐƐŽĐŝĂƟŽŶ ǁŝƚŚ z^/͛Ɛ ŬĞLJ ƉƵďůŝĐƉĂƌƚŶĞƌƐ͕ƌĞĐŽŐŶŝƐĞƐƐĐŚŽŽůƐĂŶĚLJŽƵƚŚŽƌŐĂŶŝƐĂƟŽŶƐƉƵďůŝĐƉĂƌƚŶĞƌƐ͕ ƌĞĐŽŐŶŝƐĞƐ ƐĐŚŽŽůƐ ĂŶĚ LJŽƵƚŚ ŽƌŐĂŶŝƐĂƟŽŶƐ  ĨŽƌƚŚĞŝƌĚĞĚŝĐĂƟŽŶƚŽĐŝǀŝĐĂŶĚƐŽĐŝĂůŝŶŶŽǀĂƟŽŶĞĚƵĐĂƟŽŶĨŽƌƚŚĞŝƌ ĚĞĚŝĐĂƟŽŶ ƚŽ ĐŝǀŝĐ ĂŶĚ ƐŽĐŝĂů ŝŶŶŽǀĂƟŽŶ ĞĚƵĐĂƟŽŶ  ƚŚƌŽƵŐŚƚŚĞŝƌƉĂƌƟĐŝƉĂƟŽŶŝŶzŽƵŶŐ^ŽĐŝĂů/ŶŶŽǀĂƚŽƌƐ͛ƚŚƌŽƵŐŚƚŚĞŝƌ ƉĂƌƟĐŝƉĂƟŽŶ ŝŶ zzŽŽƵŶŐ ^ŽĐŝĂů /ŶŶŽǀĂƚŽƌƐ͛  programmes.rogrammes. DDĞŵĞŵďĞƌƐĞƌƐŽĨĨ ƚŚĞƚŚĞ ǁŝŶŶŝŶŐǁŝŶŶŝŶŐ ƚĞĂŵƚĞĂŵ ƚŚĂƚƚŚĂƚ ƌĞƉƌĞƐĞŶƚĞĚƌĞƉƌĞƐĞŶƚĞĚ /ƌĞůĂŶĚ/ƌĞůĂŶĚ ĂƚĂƚ the SSAGEAGE WWorldorld Cup. 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By Pat Maunsell, Director LCFE and member of the NAPD Further Education Committee

Introduction: The FET Committee of NAPD launched its vision document – Realising Opportunities – A Vision for Further Education and Training in April 2014. This document is NAPD’s articulation of its vision for Further

Education and the critical role that FE colleges can play in the emergent L A By the Further Education Committee re streamlined Further Education & Training (FET) sector. National Association of Principals and Deputy Principals fl

he national strategy for Further Education and Training (Further Education and Training Strategy, 2014-2019) was launched in May T2014 by SOLAS. The strategy follows a radical overhaul of the structure of the sector by the Government which includes the within an outcome based funding model, it needs a system that streamlining of 33 existing VECs into 16 Education and Training provides for flexibility, a high degree of responsiveness and integrated Boards (ETBs), the abolition of FÁS and creation of SOLAS, the structures that reflect a dynamic, newly configured role for FE Further Education and Training Authority. Colleges. The national strategy was accompanied by a research report published Funding and Operational Reform: Currently, Colleges are funded by the ESRI, Further Education and Training in Ireland: Past, Present and and resourced through the second-level WTE-PTR (whole-time- Future. The purpose of this report is to provide SOLAS with an equivalent/pupil-teacher ratio). Budget 2013 introduced a significant evidence base and attempts to map provision across the FET sector in cut to the WTE-PTR for Post Leaving Certificate courses, raising it order to identify the main issues that need to be addressed by the new from 17:1 to 19:1 which brought it into line with most secondary national strategy for FET. schools. The PLC sector enrols approximately 38,000 learners per annum. This is about 6,000 places over a cap which was introduced in “The Strategy is intended to give direction to and guide transformation of the 2003 to limit growth of the sector. Colleges continue to enrol over the FET sector for the next five years. It provides a roadmap for a more integrated cap in order to try to meet learner demand, following a long tradition FET systems, articulating the common purpose that enjoins all FET providers of ETB commitment to access for all. towards achieving a world-class FET system” (SOLAS, 2014, p. 18). Colleges have been consistently highlighting the above limitations for FE Colleges welcome the publication of this strategy and the research a long time. Clearly, the post-primary funding model and its report published by the ESRI. This is the first national strategy for operational limitations are not fit for purpose if we wish to achieve a further education and training and provides a basis for a re-configured dynamic, responsive FET sector. The FE Colleges state in their vision FET sector that is responsive, flexible, innovative, learner-centred and document that changes will have to occur here so that the Colleges employer-centred. can be responsive and flexible to the local and regional demand for The NAPD vision statement addresses a number of the themes relevant courses. More flexible funding models are crucial in order to articulated in the new national FET strategy including the need for a proactively meet the rapidly changing requirement of short-term, new more flexible model for FET provision, the requirement for a needs-motivated provision that forms such a significant part of FET. partnership approach within the FET sector including other The SOLAS Strategy recognises the restrictive nature of the current stakeholders such as Higher Education institutions and recognition of funding model and states that the aim is to replace it with a new the distinctive and diverse nature of the FET sector. ‘strategic input/outcomes-based’ funding model. The SOLAS NAPD supports the core principles of the national strategy which are Strategy states - echoed in its vision document: meeting learner and employer needs; In this new approach, a range of elements of funding to providers will be flexibility of the FET delivery model; a focus on multiple routes of weighted in accordance with, for example, the type of provision in question, access and progression for a diverse range of learners and innovative the scale and profile of industry within the ETB catchment area and the partnership approaches to meeting national needs. The FE Colleges profile of learners being served. (SOLAS, 2014, p. 118). are well positioned to work with SOLAS and other stakeholders to address the five strategic goals set out in the national strategy and FE Colleges would agree with this approach but would advise that bring significant experience and expertise in addition to a well- whilst employment is the ultimate desired outcome, it may not be established track record of flexibility and responsiveness to meet the immediately attainable for some learners. Progression within the FET needs of the sector. sector as well as progression to higher education are also desirable outcomes. The FE College sector with its wealth of experience should The national strategy refers to the requirement for FET to be have a key role here in identifying what are acceptable and desirable employment focused and actively inclusive and this is supported by outcomes. We must also remember that the outcome desired by the the NAPD vision of meeting national skills needs through partnership leaner is the most important outcome. with employers and training agencies to facilitate work-based learning, recognition of prior learning (RPL) and innovative As well as seeking flexible funding models that allow for development programmes designed to meet industry needs. of responsive provision, there is a clear need for operational flexibility to meet the needs of industry and further education and training The challenges presented by the new national strategy for FET will policy. As the Vision Document states - require a fundamental review of structures and funding models currently used in FE Colleges. If the sector is to meet objectives set The current post-primary school operational model has a fixed format of staff

34 NAPD Leader roles for teaching and intermediate and senior leadership which does not requisite skills and support a progressive, dynamic and responsive FET service. (NAPD Vision, competences required and 2014, p. 37). supports engagement with other stakeholders in this FE Colleges have evolved under the second-level system and have regard such as the Teaching been very successful up to a point. However, the second-level Council. This need for structures are a strait-jacket on FE Colleges and they will not reach continued professional their true potential until they are restructured. development for FET staff is The SOLAS strategy acknowledges the restrictive structures in the FE echoed in the SOLAS strategy Colleges sector and indicates that a meaningful review needs to be and the FE Colleges support undertaken in order to allow the Colleges to meet the needs of all and agree with this directive. learners and employers. The McIver Report of 2003 in now a distant Guidance and Progression: memory but many of its recommendations still hold true today. This FE Colleges see the report could be the starting point of this review. Again, the FE Colleges integration of SOLAS, need to be at the heart of this revision in order to come up with a INTREO, ETB guidance practical, workable model on the ground. FE College Principals have services and College-based carried out study visits to Scotland, England and elsewhere and are guidance provision as central well placed to advise on what kind of structures would work here in to the success of the new FET Pat Maunsell Ireland. sector. In the context of a Provision and Staff Development: The SOLAS strategy sets out the knowledge economy, and the needs’ of individuals to rapidly reskill to need for “responsive, flexible, innovative and high quality provision” meet changing technology, markets and employment opportunity, FE (SOLAS, 2014, p.32) in a newly configured FET sector. NAPD colleges support the emergence of career management skills as crucial recognises that the sector is well positioned to meet national needs set to personal development and the empowerment of individuals to down by the national skills strategy (Forfas, 2007) but requires manage their own learning and careers. reinvention and a re-alignment that focuses on high quality, industry Ex-quota guidance provision was previously in place in FE Colleges and focused, flexible and tailored programmes. second-level schools based on the number of learners. Due to budget NAPD welcomes and supports the stated aim within the SOLAS cutbacks, FE Colleges are now expected to meet guidance provision strategy of streamlining and coordinating provision across the sector. needs within the existing quota of teaching staff. The learners of FE NAPD believes that the FE Colleges are central to this re-alignment Colleges are typically of lower socio-economic backgrounds than HE and positioning the FE Colleges within the ETB’s as hubs of FET learners and not only is guidance needed in terms of career pathways provision, working in partnership with other smaller FET providers, but also the pastoral element of guidance is critical. Over the last few offers a national structure that supports and facilitates the aims for years, more and more learners are presenting with serious financial, FET programme provision set out in the national strategy. mental health, family and social issues. The need for an integrated guidance service for these learners is essential and a good starting Current provision at NFQ Levels 1 to 6 in the FET sector is diverse and point might be the reinstating of the ex-quota career guidance posts dispersed and entry and progression pathways are not always clearly until a more integrated model is agreed. signposted or clearly understood. It is a fact that provision in the sector has grown organically over time and this had resulted in Learners progressing from further to higher education in Ireland have duplication of provision across the sector. The FE Colleges support the increased significantly in recent years. By 2012 some 20% of CAO need to improve access routes and to provide clear progression applicants were from QQI graduates. FE colleges have a key role to pathways to learners into the workplace, higher education or further play in facilitating progression opportunities between FE and HE. education and training. Innovative partnership based models have been in operation on an informal basis for many years, the new FET strategy is an opportunity The ESRI research points to the poor synergy between FET provision to formalise these pathways for progression. and the labour market. The SOLAS strategy calls for greater engagement between FE Colleges and employers, it advocates a ‘step In the last two years the FE Colleges have begun formal discussions up’ in the quality of the work experience associated with the PLC with the IOT sector through the IOTI with a view to removing barriers programme. Engagement with employers is of course very important to progression and improving access for learners. Good progress has for identifying skill needs, in providing relevant work experience and been made here and the next step here is engagement by both parties in offering input to course content. FE Colleges have been engaging with QQI The SOLAS strategy itself states that QQI has a key role to with the employer community for years and have demonstrated play if better more seamless progression pathways are to be achieved. innovation in a number of initiatives including the recognition of prior FE Colleges are committed to working with the IOTs and QQI with a learning, the advent of learner passports and the integration of work view to removing barriers to progression and increasing the numbers based learning into FE programmes. The SOLAS strategy recognises transferring to higher education. these as fundamental to FET provision (SOLAS, p, 105). However both NAPD welcomes this new era for further education and training in documents recognise that a more systematic and effective Ireland and acknowledges the strategic objectives and aims of the engagement is required both at a local and national level. FE Colleges national strategy for further education and training. NAPD’s vision have a great willingness to build on their work here with employers document highlights common ground and common challenges to be but lack of resources and clear policy guidelines have been a addressed if this new vision is to be realised. The strategic goals set out prohibitive factor. for the FET sector will be achieved provided SOLAS and other national NAPD supports the need for highly skilled, flexible and responsive stakeholders support and facilitate newly configured FET structures staff as identified in the SOLAS strategy (SOLAS, p. 109). Staff which allow for more flexibility, which are based on an appropriate working within FET possess significant experience and have funding model and which empower the existing structures to be demonstrated a track record in supporting the needs of a highly highly flexible, responsive and to cater for learner and employer needs. diverse learner body. The NAPD vision document acknowledges the The FE Colleges and the NAPD are ready to engage with a new system, professionalism and commitment of colleges’ staff and recognises the new structures and challenging targets and invite SOLAS to work with need for continued professional development for staff working in FET us to ensure the newly configured FET sector is fit for purpose and to meet the new and emerging needs of the sector. NAPD is meets the needs of our learners. committed to ensuring the FET workforce is equipped with the

NAPD Leader 35 The NAPD Arts Supplement September 2014 Arts in Education

Questions and Answers

What is Creative Engagement? What about innovation? Creative Engagement is an NAPD arts-in-education Projects must be creative, original and bring something new to programme in which projects are completed in a school with whatever the students are doing. NAPD do not fund an outside artist or arts group involved. Any year group can be traditional school plays, choirs etc. involved. When can I start? Is there funding? Immediately. Just send in the Application Form in the Leader Yes. Co-funded by the Departments of Education and Skills and or download it. The grants for the Projects applications will be Arts Heritage and the Gaeltacht, a school can apply for a grant finally decided on by the Arts and Culture committee at the from the NAPD Arts and Culture committee. Schools usually end of October. contribute some funds towards the projects. Two grant cheques are sent by NAPD to schools during the year, one Can I appeal? upon initiation of the project and the second on its completion If the project is not accepted for grant funding by the Arts and towards the end of the school year. Culture Committee, appeals can be made to the NAPD National Executive. How do I apply? Send the Application Form contained in this edition of the End of Year? Leader to NAPD. Also the Application Form can be Schools often have unveiling ceremonies or celebrations in downloaded on the web site www.creativeengagement.ie. The April or May. All schools are invited to exhibit in the Annual Application Form can be found under FORMS on the website. Creative Engagement Exhibition in Collins Barracks Dublin, held yearly in early October. Upon receiving the Evaluation What arts projects are accepted? Forms on the project, NAPD send the second cheque to the The arts in the broadest sense are encouraged, from Music to school. Sculpture, from literature to film and all the arts in between. Local or national artists or arts groups must work with Deadline for Applications: Wednesday 22 October students as part of this initiative.

Further details are contained in the Application Form, on the website www.creativeengagement.ie, or call Dermot Carney, NAPD Arts Officer on 0862779924

36 NAPD Leader The NAPD Arts Supplement September 2014 Arts in Education

IMAGES FROM CREATIVE ENGAGEMENT Bandon Grammar School [Left], Pobalscoil Setanta, Clonee [Above], St. Aidan’s CS, Cootehill [Below Left], St. Aloysius College [Below Right].

SEPTEMBER SEMINAR Schools and Cultural Engagement: Design, Film, Digital Media

School leaders and teachers are invited to the National Gallery of Ireland Seminar, Schools and Cultural Engagement, on September 27, 10:00 am-1:30 pm.

Launched by Heather Humphries TD, Minister for Arts, Heritage and the Gaeltacht. There will be presentations on creativity, film, digital media, graphic art,  and the Arts in Education Charter. The event is free but the National Gallery requests that you book in advance at [email protected]

Culture Night 2014 will take place on Friday September 19th from 5pm-11pm. Culture Night comprises hundreds of events across Ireland and overseas. From nation’s capital to county town, everyone’s getting involved! Arts and cultural organisations open their doors until late with hundreds of free events, tours, talks & performances for you, your family and friends to enjoy. So get involved!

NAPD Leader 37 The NAPD Arts Supplement September 2014 Arts in Education

Dermot Carney, with opinion from Paul Mercier: The influence of theatre in education

rtists as well as scientists and creative and critical thinking. Paul Mercier The researchers suggest that the benefit of entrepreneurs are role models for observes that this is fundamental to any creative drama based instruction comes Ainnovation in society. Arts education achievement in drama education in schools. from the fact that it is less passive than as a result is often seen as a means of Good teachers are vital. However, he says traditional learning and may be more developing the skills considered critical for he got no formal training in theatre. This enjoyable. innovation, critical to creative thinking, should be built into teacher training. motivation, but also skills in arts and in Meantime school leaders should encourage There is an association between theatre academic subjects such as mathematics and and facilitate any staff members who have a classes and high academic scores but science, reading and writing. passion for the arts. further studies are needed as it is plausible that students with higher academic The student’s self confidence, skills in achievement are likely to study theatre communication, co-operation and empathy than students with low academic are often associated as important and achievement. Paul Mercier again has found positive aspects of theatre education. But that students with higher academic central to all the studies are artistic habits, achievement do tend to be drawn towards the mastery of a technique, the close the drama and theatre. He feels that it is observation, the exploration, expression, “part of their cultural compass.” They often collaboration and finally the skills in have this cultural engagement from home. thinking and creativity and the social and However it can be otherwise, he feels, and behaviour skills that are developed in the it behoves schools to be proactive in arts. drawing students from every background towards the arts in a school and he feels Theatre training involves memorisation of educational achievement can be the return Paul Mercier verbal scripts and performance of these from this as a result of the motivation and Does arts education, including theatre, have scripts. Many researchers have examined self confidence that the student gets from a positive impact on the three subsets of whether acting on stage or informally the participation. skills that we define as skills of innovation: acting out stories in the classroom, technical skills, skills in thinking and strengthens verbal skills or other kinds of creativity and behavioural and social skills? academic skills. While development in Paul Mercier is of the opinion that verbal skills could lead to improvements in creativity goes hand in hand with mathematics or science just because of participation. He goes on to say “I have better reading, writing and text certainly seen it particularly where there is understanding, there is no obvious a participation in any act of imagination theoretical reason that leads to thinking organised in a school.” that theatre education will improve arithmetic, geometric or scientific skills. Studies are ongoing in these areas but the Studies will have to be done in the Irish research is intensifying as economies move situation, such as Project Mathematics, to improve their competitiveness through which does lean on good literacy and text innovation. Education systems are being understanding to help solve the problems examined by the Intels and Ciscos of this presented. Dermot Carney world to gain advantage, and their goal is to persuade nations to integrate and put the The link between theatre and improved The claim that arts education nurtures arts at the centre of education endeavour. general academic achievement is still not children’s creativity seems to be self They start from the extensive body of data proven in academic research. However evident. After all the arts are inherently from the US which reveals that students with more comprehensive research the creative activities. Still there is conflicting who participate in a large number of arts results may be positive. A study in Turkey evidence that this is the case in multi arts courses have a higher educational (Cokadar and Yilmaz 2010) compared education. One explanation for the lack of achievement as measured by grades in science understanding outcomes when 12- overwhelmingly clear findings is the school and scores on verbal and 13-year-olds were given creative-based methods of research used. They are mathematical standardised tests. It is still to drama instruction in science as against typically paper-and-pencil tests of creativity. be determined by further research if these traditional instruction. Classes were In addition there is no reason to think that arts courses cause the higher educational randomly assigned to drama integration arts education will make children more attainment. classes versus control classes and both creative unless the arts are taught in a way science classes were taught by the same that really pushes the children to explore However there is strong evidence in one science teacher. The topics were and invent. So once again mastery of the area, that of theatre education. It shows ecosystems and matter cycles. In the subject and teaching is important. Paul that theatre education, in the form of creative drama group students were asked Mercier again is certain in his experience enacting stories in classrooms (classroom to represent scientific concepts through that the arts and drama in the curriculum drama), strengthens verbal skills. But to movement. In the control group the lessons can improve critical thinking. “It helps a what extent does creative or critical were delivered by lecture and discussion. critical process” Paul says.” Plays are a thinking stem from theatre education? The result was the creative drama group physical act. The problem with a lot of plays Teachers and teaching appears to be crucial showed greater gains in scientific concepts on the syllabus in schools is that are they to the effect that theatre education has on than the control group. Groups did not are seen merely as literature. Taught in a students and their ability to stimulate differ in terms of attitudes towards science. creative way these plays can be use to

38 NAPD Leader The NAPD Arts Supplement September 2014 Arts in Education

challenge students and outside the in Dramatic Performance in the Junior types of interdisciplinary curricula. With a curriculum there is vast scope for theatre Certificate models of which have been view to achieving the modern Knowledge to be used to improve critical thinking” developed by the NCCA. However he feels Economy should second level schools be that drama can be much more widespread more proactive in putting the arts at the There are some new findings suggesting in its application in schools throughout the centre of the curriculum in order to affect that instruction in theatre may help curriculum. He goes on to say “Schools are students’ non arts skills? Paul Mercier adolescents to regulate their emotions, to not responding to the world of video, U would agree that they should but that the develop a more positive self concept, to Tube and ICT and its applications for impact of arts education on other non arts empathise with others and to see other creative drama in the different subject skills and on innovation in the economy perspectives. These are the three social- areas. Schools can now create their own should not be the primary justification for cognitive areas that have been investigated drama and publish it on line. There are now arts education in today’s curriculum. For all in the area of theatre education. There is huge opportunities for site specific children the arts allows a different way of however little research asking whether engagement in schools” Again he understanding than the sciences. They are training in theatre education improves self encourages school leaders to be flexible an area without right and wrong answers, expression or the power to influence and supportive of those staff members who they free students to explore and others. These areas are ripe for research. have the desire to get involved in drama experiment. They are also a place to find There are theoretical reasons to expect and that the Department of Education and personal meaning. theatre to improve social-cognitive skills. Skills should provide the necessary in- Paul Mercier is in no doubt that, after thirty service not just for the new Junior The article draws from an interview with years of drama teaching and involvement in certificate Short Course but for teachers Paul Mercier and the publication, Winner E, theatre, acting improves social-cognitive interested in arts education in schools. T. Goldstein and S. Vincent-Lancrin (2013) skills. Acting requires students to analyse The Impact of Arts Education. Educational characters and hence students can become Theatre and drama in the curriculum has a Research and Innovation OECD. more psychologically astute. Acting large role in education in the OECD requires students to feel the emotions of countries. Research is still ongoing on the the characters they enact, and hence this effects of the arts generally and theatre in can help students become more particular on student outcomes. Having left Paul Mercier’s latest play, Reiltin, empathetic. It also gives them self- formal education arts graduates are will be showing in the Dublin Theatre confidence and positive self-esteem, corner commonly involved in product innovation Festival, at the Abbey stones of any student’s development in which with the sciences drives industry. [Peacock Stage] September 24-27. second level education. Recognizing the value of the arts for innovation for instance, an increasing Paul does welcome the new Short Course number of universities are developing new

NAPD WLTM HH

APD would like to warmly between the arts and education. The congratulate Ms Heather encouragement and support of the NHumphreys on her appointment Minister for the Arts is just as important last July to the Arts portfolio. The Arts & as the positive curricular developments Culture Committee has enjoyed a very in junior cycle. positive relationship with her Vincent Woods [in The Irish Times] Department for almost ten years and we recently urged politicians to visit the Art sincerely hope that the links will of the Troubles exhibition at the Ulster continue and will grow in the coming Museum. He felt it was a rare day when months. politians turn up at arts events. We Heather Humphreys We note with pleasure that Heather would love Heather Humphreys to buck Jimmy Deenihan, was a great attender Humphreys is a past pupil of St. Aidan’s that trend and come to Collins Barracks and a great supporter of our work. We CS in Cootehill, a keen and regular next month for the annual exhibition of look forward to continuing that participant in Creative Engagement, [See Creative Engagement. Her predecessor, important work with her. page 23]. She only has to visit her old school to see a living example of what the arts can do in education and we COME TO COLLINS BARRACKS hope that will inspire her to maintain the Saturday 3 October 11am-5pm crucial funding that is the life-blood of this valuable project. inin thethe RidingRiding SchoolSchool We also want to encourage her to pursue, with her government colleague, Jan O’Sullivan, Minister for Education & Free Skills, the implementation of the Arts-in- Entry Education Charter. NAPD is proud to have been part of the ‘push’ to get this Charter in place. With our colleagues in ETAI, we believe this is a very important landmark in developing closer links The 2014 Creative Engagement Exhibition

NAPD Leader 39 The NAPD Arts Supplement September 2014 Arts in Education

Nell Smyth – Breathing New Life into our Classrooms: Drama at the heart of an integrated curriculum for teenagers

tomisation and Abstraction are like grinding mills desiccating Aand making husks of the vivid stories and life processes that determine the principles and paths of creation. Young people even in the years of pubescent lassitude yearn to move, to learn according to how they are made, and to find active and social paths into how they can navigate the world. How can classroom learning best meet this? How can we support our teens in learning with relevance, enthusiasm, and creativity? Coláiste Choilm Creative engagement project, 2014 The six major skills areas defined by the shared with another teacher as we Inspired by our studies of the new Junior Certificate* reflect a keen dovetail skills and activities in the Revolutions of the 18th Century: awareness of how we have to recover subject realms of English, history, art, American, French, and Industrial, we motivation in our young for learning and and possibly Irish. Taking the pulse found ourselves drawn to the inventors root what they are taught in what they regularly by meeting as colleagues will and their explorations of creativity. actually need to learn. Relevance and be key to our collaborating in attuned, Benjamin Franklin, and James Watt and imaginative power kindle interest and cohesive ways to maximise working his steam engine, emerged as figures of creativity so vital to fuelling the future with wholeness rather than keen interest, who had changed our and strengthening the present. There fragmentation, saturation more than world, tipping us so significantly from an are ways of placing drama, that Cinderella interrupted snippets. age of wood, water, and fire, towards a of the curriculum, at the heart of how we modern age of steam, coal, and iron. I integrate and activate our different How will this be undertaken with the had gleaned in passing a story of French subject areas in school. Through drama students and what will its scope entail? engineers stealing secrets and passing we can metabolise knowledge in more Drawing on my previous experience, off James Watt’s steam machine as their physical and dynamic ways and breathe we will scan the curriculum for own for the new steam powered new life into learning, while at the same resonant, pertinent themes. History in waterworks in Chaillot. Industrial time teaching a multitude of relevant particular can provide a mother lode of espionage, rife at that time, was also, skills. Grounded in in a social inspiration. At the same time, I will Iknew, a rich theme for discussions on constructivist approach, I have forged familiarise myself with the group plagiarism and ownership, but above all this approach from several decades of through activities: theatre games, inspirational material for dramatisation. work in America and Ireland. This writing activities, and dialogue. These article attempts to offer a picture of the offer a lens to observe closely the The story that we developed was to relevance of how drama can work group’s skills and dynamics. Theatre as become Monsieur Prony’s Plot and while when it can function as an enzyme in the most physical and social of the arts a comedy – an indispensable element in the life of a school. offers a wonderful platform for what working with the young – it was also a young people need. Expression In the autumn I will be facilitating a serious exploration of characters and consolidates retention and when they team of teachers at John Scottus Senior their motives, and the decisive technology feel you meet their needs, they are that School in Dublin in developing an of that time, while it developed pertinent much readier to learn and so follow to integrated and thematic approach to skills in how to compose a narrative, places where stamina, artistry, and different areas of the curriculum using structure a play, and capture an discipline are required. Much of what drama to provide the engine for much audience: Sober, hardworking Scot, James we have to bring as teachers requires a of our learning. Deploying what has Watt and his partner Matthew Bolton humanising spark and I find I am drawn been described as a centrifugal have established their manufactory in time and again to stories—often hidden approach**, our goal is to develop a Smethwick, Birmingham. Powered by ones—that we might take, explore, and 100 hours short artistic course with our own ‘head of steam’ we soon had a spin towards a play. the first year, and also to run this for tale and a cast of colourful characters our second years, to establish a model Most recently in County Clare I with some historical verisimilitude: and prototype for future use. Some worked with a group of fourteen-year- three sisters yearning for adventure, sessions with larger groups will be olds around the themes of revolutions. the daughters of the mayor of Chaillot,

40 NAPD Leader The NAPD Arts Supplement September 2014 Arts in Education

a put upon French manservant, an Irish Memorising the sequence of the scenes l share in the tasks of building sea captain, a chorus of three French we developed was done not only portfolios, developing journals and revolutionary fishwives, played very through physically moving them but reflective practice and in expansion enthusiastically by boys, and a gallery of also through dynamic diagramming in of ICT skills through blogging, other parts, prompted by our shared our journals: mandalas enable us to research, and film to amplify our dialogue where the students suggest chart each scene in relation to the students’ own modes of self- what parts they might like to play. whole as we chart and colour in each assessment and the record of what day what we have covered the day they are learning The play not only covered the six skill before. This is an organisational tool sets outlined by the new Junior Cycle l that we use in many different way to get develop our teaching strengths and but also integrated a deeper styles through peer reflection and our overviews, plans, and delegated understanding of Watt’s double discussion tasks, along with linear calendars that condenser steam engine. Built from are also drawn and coloured in our Our hope is that we can be yeast in the scratch and 6 feet high it became a journals. Drama when activated in this bread for much needed school change major set piece constructed from way brings us vividly into time and as we prepare for a century of increased cardboard and hoses, its mode of place. The journals themselves become uncertainty and the need for both greater function illustrated during the play. As a tool for our research, where we write collaborative working together and a well, we developed an appreciation for and reflect, draw, paste in snippets of deepening trust in our creative and Gaspard de Prony’s brake. He invented interesting details: such as Benjamin imaginative powers. this some time later in the early 19c but Franklin’s inventions of swimming this is foreshadowed for him as he flippers, pictures of his lightning rod and * Communication, Creativity, Working with struggles in Faustian fashion with the bifocals which find their ways as jokes Others, Information Processing and fishwives who try to steer him in their and references into our play, a glossary Thinking, Managing Myself, own particular way to a path of of French vocabulary relevant to a play Staying Well. integrity and avoid the temptation to with over half its characters speaking in steal Watt’s idea and pass it off as his ** Jonathan Savage, Cross Curricular French accents, a map, and designs for own. French, science, scriptwriting skills, Teaching and Learning. costumes and props. art and design, props, posters and sets, journalling, reflective practice, ICT skills, Laughter, hard work, enthusiasm, and creating an exhibition, learning to work efficiency are the hallmarks of as part an ensemble, physical successful learning where so much can movement, games and dances, and be orchestrated in a relatively short but meeting deadlines, all pulsed together intensified space of time and where as we found the energy to refurbish the future learning can be seeded by the old school house in Scarriff. This great sparks that have been shared and a warehouse of a building was our venue project that calls for everyone’s and called on a community to rally investment. around clearing, cleaning and building a This autumn our task in Dublin with simple stage out of pallets. The John Scottus School will involve a small physicality of the project from start to band of colleagues meeting regularly to Nell Smyth is a teacher and teacher finish liberated the students and gave build a body of work among our them a sense of sovereignty when trainer residing in Ireland. She has students with the goal of developing an called to fill such a large space. worked in both primary, secondary artistic product. The performances will and tertiary level of education for By the end of the project we had be witnessed by a wider community, over 35 years in both Europe and hummed deep moral themes into which is both celebratory and also America. She is also a Middendorf consciousness, addressed and activated offers a further evaluation tool. breathwork practitioner and trainer, the the six skills areas and imprinted on As we set our navigational instruments author of many plays for children which many curricular areas with a physicality and chart the territory ahead our brief have been included in the NAYD and artistry that brings its own will be to: repertoire and the book, The Breathing vibrancy. Creativity and enthusiasm, Circle: Learning through the Movement communication and working with l share from our respective subject of the Breath. Her new book currently others, taking care of myself and disciplines key themes and goals awaiting publication is called Drama others through the rigours of rehearsal l at the Heart: active learning in an and the joys and challenges of share our subject learning outcomes integrated curriculum. She offers performance, staying well as we learnt workshops, in-service training and to keep in balance, eating, sleeping and l establish where our outcomes and classroom enhancement for schools. resting in order to arrive in time and be subjects find complementarity and She is available for workshops, present and of course, thinking and strengthen and harmonise trainings or further information at information processing, as we culled accordingly [email protected], and developed our material and reflected l www.breathspan.com, and on our process, all emerged easily in agree on modes and frequency of vitalisinglearning.blogspot.ie the course of our working together. assessment

NAPD Leader 41 NAPD Regional Meetings – Speakers and Topics 2013-14

This list gives details of the majority of the presentations made to meetings of members in the nine NAPD regions over the past year. Apart from being a record of achievement, the information here may well be of use to regional committees when they are drawing up a programme for the year, looking for interesting topics and qualified presenters. If you want to know more about any of the listed items you can contact the Regional Representative [they are all listed in the information booklet, Making the Most of Your Membership] or contact the Regional Co-ordinator, Michael McCann, at [email protected] or Mobile: 086 242 2616 SPEAKER TOPIC REGION

Baker Isobel & Kiely Bernadette JCSP Support Service The New Vocabulary Notebook for Strategies around Literacy 7 Bannon Shay NAPD Health and Safety 7 Courtney Pat Schools SPHE Services Anti –bullying policies 1 & 6 Cullen Gary Whole School The Use of Surveys for School Self Evaluation 3 & 4 Dragonfly Training Potential of the use of I pads in Teaching and Learning 9 Easy Payments Plus Online payments 1, 4, 5 & 9 Fennell Dr. Mark Educational Consultant Junior Cert/ School Self Evaluation/Literacy and Numeracy 1 & 8 Fleming Dr. Mary Head of Education NUI Galway Changes in Teacher Education 2 Garven Rebecca GL Education New CAT 4 Cognitive Ability Tests 3 Griffin Dr. Maureen Forensic Psychologist Internet Safety 7 Halbert Ger Education Officer NCCA The New Junior Certificate 6 Heffernan Dr. Fergus Psychologist & Psychotherapist Manage your Life by Managing your Mind 9 Hickey Paul E Safety Cyber bullying 2 Hoban Fiona Mindfulness 6 Hughes Mike Leadership for Learning 7 Kelly Sr. Helen Counsellor and Life Coach You Deserve the Best-Wherever You Are, Be There 1 Kidney Declan Former Head Coach Irish Rugby Team Motivation 7 McCormack Emmanuel VS Software VSware Administration package 1 Mc Feeley Róisín & Liston Dr. Katie ‘Amazing Brains’ The Theory and Practice of Mindset and Motivation 1 Mc Laughlin Joe Cornmarket Financial Services The New Sick Leave Arrangements 1 McLoughlin Kyle and Des Trojan IT Solutions The National substitute Data Package 1 Molloy Malachy Former DP Carrick on Shannon CS PPOD 1 Moore Tom PDST Mediation 2 & 5 O Brien Conor Cúram Governance within Irish Education 8 O Brien Fiona Implementing Teaching and Learning Strategies in Preparation Principal Killarney CC for the New Junior Cycle 6 O’Callaghan Barry Educational Consultant JCSA 3 O’Connor Denis Young People and Us 5 Phelan Deirdre Mental Health within our Schools 5 Redmond Billy NIPT Supporting the Transition from Primary to Post Primary 5 Redmond Michael JMB Caring for Ourselves 2 Ryan Kathleen Mindfulness the Practice for Coming Home to Ourselves 7 School Space Way2Pay 3, 4 & 6

42 NAPD Leader The Very Useful Guide NAPDPRINCIPALS AND DEPUTY PRINCIPALS You can never be too careful!

In this edition of the Very Useful Guide, we feature three more case law scenarios, provided courtesy of Allianz, in order to assist principals, deputy principals and Boards of Management, when they are reviewing policies or carrying out safety audits of school premises.

CASE 16 Supervision of post school training This matter relates to supervision of post-school football training which was an after school activity. Two students walked down through the village to get to the pitch. One of the students ran across the road and the second student (The Plaintiff) hesitated and then ran across the offered him a lift but that he had being funded by the parents road and was knocked down by a declined, choosing to walk down themselves. The Judge ruled that passing car. A claim was brought the road with his friend. It was the accident did not occur during on his behalf and the Board of common for parents to pick up school hours. He also advised that Management were named as a their children’s bags etc. from he was satisfied that the parents Defendant and allegations made them at school and to let the were responsible for getting their that they were responsible for the children walk down to the pitch child to the pitch and they had students after school and should themselves. The teacher looking been notified of this and it was for have provided supervision. after the activity confirmed he them to make a determination of would drive down to the pitch what was safe for their child to The activity was organised with all of the equipment and get to the pitch. He did not through the School Completion would take responsibility for the accept that the children were Course and involved football students at the pitch. It was up under the supervision of the training at a pitch down the road the parents to make school and stated that it would be from the school. The activities arrangements for their children to appalling for him to think organised under this programme attend the activity and this was otherwise. The fact that the are generally held outside of set out in a note to parents at the parents were paying for the school hours. When school beginning of the year. Further minibus to take the children to finished at twenty-to-three, most evidence was given that a these training sessions showed students got lifts from minibus is now used to ferry the that it was clearly their parents/relatives, some cycle and students to training. On responsibility and not the schools. some walk. Evidence was given questioning by the Judge, it was The case as against the school that the Plaintiff’s mother had confirmed that this minibus was was thus dismissed. #

Website: www.napd.ie

11 Wentworth, Eblana Villas, Grand Canal Street Lower, Dublin 2 Tel: 01 662 7025 Email: [email protected] The Very Useful Guide NAPDPRINCIPALS AND DEPUTY PRINCIPALS You can never be too careful!

CASE 17 CASE 18 Injury with tea/coffee canister Slip, trip & fall in school yard While in the yard, the Plaintiff in this case slipped and fell at a step in the school yard injuring her ankle/foot. She was attended on immediately by members of staff who were on supervisory duty and helped from the scene for medical attention. The locus of the accident was inspected immediately thereafter and was confirmed to be clean and clear of any debris. A claim was brought in the Circuit Court for compensation in respect of the personal injury suffered by the Plaintiff which consisted of a fracture to the growth plate in her foot. Particulars were raised in the course of the pleadings and it was asked what the Plaintiff had slipped/tripped on. The response was “a banana skin”. The school was in a position to respond on This case involved a teenage student who was the basis that the locus of the accident had been involved in raising money for charity and organised inspected immediately following the fall and they a tea/coffee event on a parent’s night to raise funds. had a witness who could confirm that the area was The tea/coffee canisters were new and the clear of any debris and more particularly “a banana caretaker had demonstrated how they should be skin”. An Engineer carried out an inspection of the filled. On the night, the Plaintiff took it on herself to surface and the step and confirmed them to be in shake a canister full of boiling water and tea bags good order. The case was set down for trial in the (possibly to hurry up the process of brewing the Circuit Court but the Plaintiff withdrew tea) and boiling water spilt out of the canister onto proceedings on the day of the trial. her hand causing a scald. The judge found as above and confirmed there was no evidence of any negligence on behalf of the school and dismissed the Plaintiff’s claim. As the Plaintiff was involved in a charitable event, the Judge would not make an order as to costs.

Members of NAPD Welfare Committee 2014 Shay Bannon (Chair), Cyril Hughes, Cathnia Ó Muirchearthaigh, Pat Kinsella, Cáit Breathnach Mary Nihill, Seán Crowley, Kay O'Brien Anne Dugan Aubrey O’Keeffe Tim Geraghty, Anne Walsh. President (Padraig Flanagan) and the Director (Clive Byrne) also attend meetings. Illustrations by Maeve Clancy, September 2014

Website: www.napd.ie

11 Wentworth, Eblana Villas, Grand Canal Street Lower, Dublin 2 Tel: 01 662 7025 Email: [email protected] NAPD WELCOMES THE NEW SCHOOL LEADERS, 2014

his Association is as old as the current century and those fourteen years have been marked by an increasing mobility in the teaching profession, particularly at the level of principal and deputy principal. Each autumn we record and celebrate the appointment of new Tschool leaders. We welcome the arrival of fresh energies and up-to-date skills into our schools. It’s becoming increasingly tough to run a school: resources are tight and reforms are wide-reaching. There are enormous demands on the shoulders of school leaders. NAPD endeavours to give them the necessary skills, through the work of the conferences and regional meetings, and practical backing through it Welfare Committee and the local Support Service. It is our hope that those who are new to office will become active members of NAPD and that those members who have the wisdom gained through long experience at the helm will offer guidance, assistance and sympathy, particularly at regional level, to the newcomers. We owe our retiring colleagues a debt of gratitude and appreciation. We hope they will stay close to the Association and continue to share with us their enthusiasm and their insights. We apologise for any omissions and inaccuracies in the listings below. Please notify Catherine Shiels at Head Office about corrections or additions that are required.

Abbreviations used: P = Principal/Príomhoide DP = Deputy Principal/Príomhoide Táinaisteach AP = Acting Principal ADP = Acting Deputy Principal; CC = Community College CS = Community/Comprehensive School SS = Secondary School FE = Further Education

Harte Elaine [P], St Joseph’s Secondary School, Charlestown, Co. Mayo REGION 1 Hyland Daniel [P], St Gerald’s College, Castlebar, Co. Mayo 1 McAlpine Aisling [DP], Coláiste Mhuire, Ballygar, co. Galway DONEGAL, CAVAN, SLIGO, LEITRIM, MONAGHAN NicStiofáin Sinéad [DP], Scoil Chuimsitheach Chiaráin, Chris Darby [P], St. Eunan’s College, An Ceathrú Connemara, Co na Gaillimhe Letterkenny, Co. Donegal O’Doherty Cian [DP], Dominican College, Taylor’s Hill, Galway Ó Frighil Michael [DP], St Paul’s Secondary School, Oughterard, E: [email protected] Co. Galway T: 074 912 1143 Ó Mainnin, Seán [DP], Colaiste an Eachreidh , Athenry , Co Galway , Ó Ruain Liam [P], Colaiste Mhuire , Tourmakeady , Co Mayo Diver Geraldine [P], Abbey Vocational School, Donegal Town Ryan Eileen [P], Castlerea Cs, Co. Roscommon Fagan Cora [DP], Coláiste Cholmcille, Ballyshannon, Co. Donegal Sweeney Mary [P], Presentation College, Headford, Co. Galway McFadden Danny [DP], Deel College, Raphoe, Co. Donegal Williams James [DP], Newport College, Newport, Co. Mayo Keogh Paul [P], College of the Immaculate Conception, Summerhill, Sligo Mullen Tara [DP], Breifne College, Cavan Murphy Maura [DP], College of the Immaculate Conception, REGION 3 Summerhill, Sligo 3 O’Connor Deirdre [DP], Nth. Connaught College, Tubbercurry, Co. Sligo LOUTH, LONGFORD, MEATH, WESTMEATH, OFFALY Ryan Eamonn [AP], Moville Community College, Co. Donegal Rosemary Eager [DP], Scollan Margaret [P], North Connaught College, Tubbercurry, Co. Sligo Wilsons Hospital, Multifarnham, Co. Westmeath E: [email protected] REGION 2 2 T: 044 937 1115 Baker Hugh [P], Drogheda Grammar School, Co. Louth MAYO, GALWAY, ROSCOMMON Bennett Bridget [DP], Dunshaughlin Community College, Co. Meath Margaret Griffiths [DP], Breslin James [AP], Ardscoil Phadraig, Granard, Co. Longford Dunmore Community School, Co. Galway Carroll Leoni [P], Sacred Heart SS, Drogheda, Co Louth Email: [email protected] Clune Ronan [DP], Our Lady’s SS, Greenhills, Drogheda, Co. Louth T: 093 38203 Colgan Michael Anthony [P], Marist College, Athlone, Co Westmeath Coll-Bradley Marion [DP], Drogheda Grammar School, Co. Louth Burke Jarlath [DP], Castlerea CS, Co. Roscommon Corcoran Tony [DP], Ardee CS, Co. Louth Burke Margaret [DP], St Mary’s Secondary School , Ballina , Co Mayo Corrigan Janice [P], Coláiste de Lacey, Ashbourne, Co. Meath Bones John [DP], St Joseph’s Secondary School, Charlestown, Donnelly Paul [ADP], Ardscoil Phadraig, Granard, Co. Longford Co. Mayo Eager Rosemary [P], Wilsons Hospital School, Multifarnham, Concagh Ann Marie [DP], Mount St Michael Secondary School, Co. Meath Claremorris, Co. Mayo Finnegan Kathy [DP], Wilsons Hospital School, Multifarnham, Dunne Pat [P], Scoil Mhuire agus Padraig , Swinford , Co Mayo Co. Meath Flannery Marie [DP], Jesus & Mary Secondary School, Salthill, Finnegan Ursula [P], Gallen Community School, Ferbane, Co. Offaly Co. Galway Guinan Angela [DP], Coláiste na Mí, Johnstown, Navan, Co. Meath NAPD Leader 45 McLoughlin Cara [DP], St Ciaran’s CS, Kells, Co. Meath REGION 6 Mynes Alan [P], Ballymakenny College, Drogheda, Co. Louth 6 O’Dowd Padraic [P], Mullingar Community College, Co. Westmeath O’Rourke Michael [DP], Templemichael College, Longford Town CLARE, LIMERICK, KERRY Quigley Lorraine [P], Louis Secondary School, Dundalk, Co. Louth Mary Jones [DP], Rowley Declan [P], St Mel’s College, Longford St. John the Baptist CS, Hospital, Co. Limerick Scully Frances [DP], Gallen CS, Ferbane, Co Offaly E: info@johnthe baptistcs.ie T: 061 383 283 Uí Liathain Deirdre [P], Coláiste Chu Chulainn, Dundalk Co Louth

Bergin Colin DP John the Baptist CS, Hospital, Co. Limerick Cunninghan Alan [DP], St. Caimin’s CS, Shannon, Co. Clare REGION 4 Fennelly Fr. William [P], Glenstal Abbey School, Murroe, Co. Limerick 4 Fitzgerald Cathal [P], Listowel CC, Co. Kerry Flaherty Robert [DP], Meanscoil na mBráithre, Tralee, Co. Kerry KILDARE, WICKLOW, LAOIS, CARLOW Harte Jennifer [DP], Coláiste Mhichil CBS, Limerick Áine O’Neill [P], Jones Mary [P], John the Baptist CS, Hospital, Co. Limerick St. Fergal's CC, Rathdowney, Co. Laois Kelly Carmel [P], Castleisland CC, Castleisland, Co. Kerry E: [email protected] T: 0505 46357 Kennelly Mary [P], Meanscoil na mBraithre, Ennistymon, Co. Clare Knight Claire [P], St Caimin’s CS, Shannon, Co. Clare Lonergan Teresa [DP], Castleisland CC, Castleisland, Co. Kerry Boyle Fergal [P], Avondale CC, Rathdrum, Co. Wicklow Ní Luinneacháin Norma [DP], Laurel Hill Coláiste FCJ, Luimneach Brennan Geraldine [DP], Scoil Mhuire CS, Clane, Co. Kildare O’Callaghan Ann [P], Meanscoil na mBráithre, Tralee, Co. Kerry Cambie McEvoy Margaret [DP], Ardscoil na Tríonóide, Athy, O’Donoghue Brian [DP], St Munchin’s College, Limerick Co Kildare Carew Michael [P], St Mary’s Knockbeg College, Carlow Cash Tom [DP], Coláíste Chiaráin Leixlip CS, Co. Kildare Conroy Neville [DP], Newbridge College, Co. Kildare REGION 7 Cullen Mary [DP], Confey College, Leixlip Co Kildare 7 Finn Dennis [ADP], Carnew CC, Co. Wicklow CORK CITY AND COUNTY Furlong James Fr. [DP], St. Mary’s College, Knockbeg, Co. Carlow Kelleher Geraldine [DP], Avondale CC, Rathdrum, Co. Wicklow Mary Keane [P] McGrath Rachel [DP], Kildare Community School, Kildare Town Christ the King SS, Cork Meade Anne [DP], Meanscoil Iognaid Rís, Naas, Co Kildare E: [email protected] T: 021 496 1448 O’Brien Pat [P], Dominican College, Newbridge, Co. Kildare O’Byrne Mike [AP], Confey College, Leixlip Co Kildare Bane Yvonne [P], St Mary’s Secondary School, Mallow, Co. Cork Raughter Emma [P], Loreto Secondary School, Bray, Co. Wicklow Barry Patrick [DP], Bishopstown CS, Co. Cork Stack Oliver [DP], Coláiste Chill Mhantáin, Wicklow Town Coleman Eileen [DP], Presentation School, Ballypheane, Cork Travers Ben [P], Meanscoil Iognaid Rís, Naas, Co Kildare Coombes Ian [P], Bandon Grammar School, Co. Cork Ward Aidan [P], St Mary’s College, Arklow, Co. Wicklow Drinan Brendan [P], Schull Community College, Co. Cork White Michelle [DP], CBS, Arklow, Co. Wicklow Farrell John [P], Bishopstown CS, Co. Cork Graham Eric [P], De La Salle College, Macroom, Co. Cork Holland Sharon [DP], Loreto Secondary School, Fermoy, Co. Cork REGION 5 Leahy Mary [P], St John’s Central College, Cork 5 Long Tadhg [P], St Fanahan’s College, Mitchelstown, Co. Cork McCarthy Ronan [P], Nagle Rice CC, Blackrock Cork TIPPERARY, WATERFORD, WEXFORD, KILKENNY Murphy John [P], Coláiste Treasa, Kanturk, Co. Cork Cathnia Ó Muircheartaigh [P], Broderick Ada [DP], Lusk CC, Co. Dublin Coláiste Pobail Osraí, Ormond Road, Co. Kilkenny Carroll Bernadette [DP], Blakestown CS, Dublin 15 Clarke David [DP], Portmarnock CC, Co. Dublin E: [email protected] T: 056 7764557 Ennis Gerard [DP], St. Fintan’s High School, Sutton, Dublin 13 Flanagan Martine [DP], St. David’s CBS, Artane, Dublin 5 Behan Imelda DP Coláíste Cois Siúire, Mooncoin, Co. Kilkenny Lennon Evelyn [DP], Skerries CC, Co. Dublin Brosnan Joanne DP Ardscoil na nDeise, Dungarvan, Co Waterford Murphy John [P], De La Salle College, Macroom, Co. Cork Cawley Patrick [P], Ardscoil na Mara, Tramore, Co. Waterford Murphy Paul [DP], Davis College, Mallow Co Cork Devitt Ruaidhrí DP St Anne’s SS, Tipperary Town Ní Longaigh Rachel [P], St Aloysius School, Crawford St., Cork Fallon Shane DP Scoil Aireagail Co. Kilkenny O’Boyle Judi [DP], St. Joseph’s SS, Rush, Co. Dublin Feehan Brendan [P], Cistercian College, Roscrea, Co. Tipperary O’Keeffe Lorraine [DP], Presentation SS, Mitchelstown, Co. Cork Hagan Joe DP Waterpark College, Waterford O’Reilly Helen [DP], St. Joseph’s SS, Stanhope St., Dublin 7 Kennedy Damien [P], Nenagh Vocational School, Co. Tipperary Ó Siodhcháin Pól [DP], Coláiste Daibhéid, Corcaigh Leahy Anthony DP Ardscoil na Mara, Tramore, Co. Waterford Tarrant Sinéad [DP], Carrigaline CS, Co. Cork Moran Marian DP St Brigid’s College, Callan, Co. Kilkenny Twomey Elma [DP], Cobh CC, Co. Cork Moore Margaret DP Cashel CS, Co. Tipperary O ‘Dwyer Kieran DP St Ailbe’s School, Tipperary Town Steenson Karen [P], Ardscoil na mBráithre, Clonmel, Co. Tipperary

46 NAPD Leader REGION 8 8 REGION 9 9 DUBLIN NORTH DUBLIN SOUTH Jean-Marie Ward [DP], Malahide CS, Gerry Killion [DP], Dominican College, Sion Hill, Broomfield, Co. Dublin Blackrock, Co. Dublin E: [email protected] Email: [email protected] T: 01 846 3244 T: 01 288 6791

Barry Sarah [DP], Ardscoil Rís, Griffith Ave., Dublin 9 Aiken John [DP], The Kings Hospital School, Palmerstown, Dublin 20 Behan Michael [P], St Paul’s College, Raheny, Dublin 5 Brennan Michael [DP], Clonkeen College, Deansgrange, Co. Dublin Clarke Caroline [P], Skerries CC, Co. Dublin Brown Tommy [DP], Technical Institute, Ringsend Dublin 4 Crehan Thomas [DP], Chanel College, Dublin 5 Doyle Jean [P], Rosary College, Crumlin, Dublin 12 Deeney Eithne [P], Portmarnock CS, Co. Dublin FitzGerald Des [DP], Loreto College, St. Stephen’s Green, Dublin 2 Delaney Geraldine [DP], Pobalscoil Iosolde, Palmerstown, Dublin 20 Flynn Michael [DP], St Kevin’s CC, Clondalkin, Dublin 22 Judge Bernie [P], Hansfield Educate Together SS, Dublin 15 Hare Niall [P], Kishogue CC, Lucan, Co. Dublin McCaul Oonagh [DP], Marian College, Ballsbridge, Dublin 4 Kehoe Brian [DP], Oatlands College, Stillorgan, Co. Dublin McLaoghlin Evelyn [AP], St Mary’s Holy Faith SS, Killester, Dublin 5 Kelly Declan [P], John Scottus School, Donnybrook, Dublin 4 Murphy Teresa [P], Margaret Alyward CC, Whitehall, Dublin 9 Mac an Bhaird Deiric [P], Coláiste de hÍde, Tamhlacht, Dublin 24 Neary Frances [P], Trinity CS, Ballymun, Dublin 9 McCaul Damon [P], Gonzaga College, Ranelagh, Dublin 6 Neville Mark [P], Ardscoil Rís, Griffith Ave., Dublin 9 McCaul Oonagh [DP], Marian College, Ballsbridge, Dublin4 O’Donnell Mary [DP], St Mary’s SS, Glasnevin, Dublin 9 McDonagh Cliona [P], St Louis Secondary School, Rathmines, Dublin 6 Sheridan Emmet [P], Balbriggan CC, Co. Dublin O Connell Elizabeth [P], De La Salle College, Churchtown, Dublin 14 Ó Giolláin Feargal [P], Coláiste Chilian, Cluaindolcán, Dublin 22 Ó Murchú Daithi [DP], Coláiste de hÍde, Tamhlacht, Dublin 24 Walsh Liam [DP], Holy Child CS, Sallynoggin, Co. Dublin Whelan Adrienne [P], Killinarden CS, Tallaght, Dublin 22

8 OCTOBER 16 SEPTEMBER Region 8 17 SEPTEMBER , Region 5 AGM NAPDPRINCIPALS AND DEPUTY PRINCIPALS Social Evening for Kilkenny Education Centre, newly-appointed Principal [Meeting starts 4.15pm] Bulletin Board and Deputy Principals

17 SEPTEMBER 16 OCTOBER 23 SEPTEMBER 29 SEPTEMBER Region 6 AGM NAPD Region 3 AGM Adare Region 9 AGM Annual Conference Mullingar Park Hotel, Bewley’s Hotel, Radisson Blu, Hotel, Galway 2.30pm Leopardstown, 3pm 19 SEPTEMBER 17 OCTOBER 24 SEPTEMBER Culture Night 30 SEPTEMBER NAPD 5pm-11pm Region 1 AGM Region 4 AGM Annual Conference Donegal Education Centre, Seven Oaks Hotel, Radisson Blu, Hotel, Galway 4pm 22 SEPTEMBER 5pm Pramerica 22 OCTOBER Young Social Innovators Region 5 AGM deadline for entries deadline for entries Creative Engagement Region 7 AGM deadline for entries Oriel House, Ballincollig, 27 SEPTEMBER 7.30pm 3 OCTOBER National Gallery of Creative Region 8 AGM 26 OCTOBER Ireland Arts Seminar Engagement Exhibition Clontarf Castle Hotel, 10am-1.30pm Collins Barracks, 11am-5pm ESHA Conference 4pm (To be confirmed) Dubrovnik

NAPD Leader 47 Derek West COMMENT At the end of October, Clive Byrne takes over as President of ESHA. He gives the Photo: background to this appointment and outlines the questions he wants to raise.

am very honoured to have been selected to be President of ESHA, leaders with position papers, policy templates, advice on best practice with effect from the beginning of November. Ton Duif, CEO of etc. available. ESHA Magazine will highlight those areas of best practice, IAlgemene Vereniging Schooleiders, in Holland has been President of tackle issues of concern and give advice to members in an interesting ESHA for the last 4 years. He has overseen many development in the and attractive format so that members of each constituent associations Association and has been a familiar figure at NAPD Conferences. Ton’s can immediately see a definite benefit of being involved with ESHA. term as President comes to an end after the Dubrovnik Conference and Comprehensive reports on projects involving member associations as I will succeed him as President. well as the outputs of our involvement with those projects (for example the wonderful “Fly Higher” resources) will show that collaboration on a Ireland, through the NAPD has played an important role in the Europe wide scale can bring tangible benefits to each member’s school. development and expansion of ESHA over the last number of years. As Erasmus+ has enormous potential to further the European ideal and a member in good standing of NAPD you are also a member of ESHA profiles and fact sheets on each education system will help to break which has grown over the last number of years and represents over 40 down barriers and to explain the process of education in each member associations in 30 European countries. The ESHA office is based in state. Utrecht and has benefited from the generosity of our Dutch primary colleagues in Additional funding has been available from the European As I take on the role of President, I have some questions to focus the Commission and as a result of our work on a number of projects ESHA thinking of the association over the next number of years. has grown and developed into a respected European partner. The l ESHA General Assembly made up of representatives of each member How best can ESHA articulate a vision for school leaders and association is the key policy development structure within the school leadership to the Commission and the partners that will association with decisions being implemented by the President and the ensure that the principal is responsible for educational outcomes? Executive Board which is made up of delegates from Finland, United l How can ESHA promote a different image of headship to Kingdom, Slovenia, Norway and Holland. counteract the stereotype of the old and grey holder of the office? Education policy is a national competence l How can school leaders highlight the positive aspects of their role? within each member state and although l How can ESHA at European level seek to both mentor newly the European Union can advise, it cannot appointed colleagues and coach/counsel colleagues in difficulty? instruct or direct member states to l What can ESHA do to develop the strategic rather than the behave in a particular way. operational aspects of school leadership? l How best can ESHA at European level sustain and invigorate Education policy is a national competence within each member state and existing leaders although the European Union can advise, it cannot instruct or direct l member states to behave in a particular way. The system differences How can we articulate their concerns and lobby on their behalf? between countries are striking whether it has to do with the funding of ESHA must develop a moral authority to speak with passion on education, school starting and school leaving age, the training of behalf of members and create self-belief and self-confidence teachers, the availability or not of middle-leadership structures or the among school leaders so as to promote Emotional Intelligence as a processes involved in the appointment of principal. European directives key leadership tool. don’t apply in the field of education and as President, Clive believes that l Importantly, how can ESHA identify and create a cohort of future ESHA can play a key role in breaking down barriers and in bringing about school leaders in the member countries? closer understanding of how the respective systems work. In recent years ESHA has signed Memoranda of Understandings with a number l What competences are critical to getting the right individuals to of international organisations. A priority for the new ESHA President consider school leadership as a career and how do member will be to forge closer links with the European Commission especially associations create opportunities for them to show leadership in the Education & Culture Directorate within the Commission, ETUCE their role as classroom teachers? Is it possible to harmonise (the teachers’ representative body), OBESSU (the students’ educational qualifications for school leaders among ESHA representative body) and EPA (the European Parents’ Association). members? Formal links with these key agencies will strengthen ESHA as the united l What opportunities can ESHA provide for networking in the voice for school leaders throughout Europe. members own country and internationally? The ESHA website and the ESHA Magazine I believe that these are some of the questions we must pose and (published electronically 8 or 9 times a depending on the range, quality and effectiveness of the solutions arrived at, that will dictate what ESHA will look like over the next year) are the principal communications number of years. tools of the association. It is a tribute to the NAPD that I am in a position to become President of ESHA. I look forward to working with colleagues throughout Europe The ESHA website and the ESHA Magazine (published electronically 8 in shaping our educational future, as well as pursuing the important or 9 times a year) are the principal communications tools of the agendas of principals and deputy principals in Ireland. association. The website contains resources for principals and school

48 NAPD Leader