Ver8 - The Leader September 2015 Issue 2:Exec Report No.7 March 2008.qxd 21/09/2015 12:26 Page 1
NAPDPRINCIPALS AND DEPUTY PRINCIPALS
Embedded in our folk memory is the terrible upheaval of the Famine years, so we know suffering and we know that urge to seek security and opportunity. We need to revive that folk memory right now and to reach out to our fellow humans who are in deep distress. Unlike Kos and Lesbos and Sicily, our island has been largely detached from the tragedies that have been unfolding on a scale not seen since the end of World War II. If we regard ourselves as Europeans, we need to stand up to be counted. If we regard ourselves as leaders, we must stand up and to offer practical assistance, making our schools – l Places of welcome for the children who will eventually reach these shores and need to be educated l Places where, through learning and teaching, we raise awareness of our role and responsibility as global citizens l Places that will focus the energy and generosity of the Irish people through a myriad of fund-raising events
September/ A Publication of the National Association of October 2015 Principals & Deputy Principals 01 NAPDPRINCIPALS AND DEPUTY PRINCIPALS Ver8 - The Leader September 2015 Issue 2:Exec Report No.7 March 2008.qxd 21/09/2015 12:26 Page 2
LifeLife InsurInsuranceaance
Has your Life Insurance policy got you and your family covered?
Ivan Ahern, Director, Cornmarket Group Financial Services Ltd.
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“It is too simplistic to attribute the change to that photo of Aylin Kurdi. But public opinion changed overnight,” writes Barry Andrews, CEO of GOAL. He argues here that it is essential to build positively on that change and that, in schools, Development Education has a major role to play.
n 9 October 9, 400 schools around the country will take part in now”. Rather than people looking back on the Syrian crisis in 20 years time OGOAL’s Jersey Day – it is one of our most important fundraisers. and regretting that they paid so little attention, we would confront people as directly as possible with the grim reality of daily life in Syria and the We also have a Development Education department that is funded by Irish consequences of the great public inertia on the subject. Aid. GOAL staff visit schools all over Ireland to focus attention on solidarity and action to tackle injustice. These initiatives are critical to the continuing Then “the photo” appeared in every newspaper in the world. Our little and important role that Ireland plays in leading on Development politics advocacy campaign was swept away in the tsunami that followed. worldwide. Ireland’s great tradition in overseas solidarity has deep roots. The critical awareness-raising function of Development Education can’t be Daniel O’Connell’s opposition to slavery, his support for women’s rights understated. In the 70s and 80s returning missionaries spoke passionately and his central belief in the common brotherhood of man shaped his world in schools and parishes around the country about the early development view and in turn played a part in the evolution of Ireland’s international work they did. Now that work is being done by what we call “Dev-Ed” outlook today – including non-alignment, peace-building and specialists. humanitarianism. Arguments about the great global mega-trends like urbanization, climate His reading of the modern Human Rights agenda would have been change and inequality need to be tackled (and won) at school. outward-looking, progressive and provoking. However, he would have The failure to get people energized about climate change, for example, has despaired at the failure of the international system to have evolved been described as the greatest PR failure in history, so great are the sufficiently to protect populations in conflict and to prevent continuing consequences of such failure. and horrific human rights abuses. O’Connell’s view of the world was best described in a comment by “The cost of doing nothing about Syria is Frederick Douglass on the passing of Daniel O’Connell. He regretted that now greater than the cost of doing O’Connell was succeeded “by the Duffys, Mitchells, Meaghers and others something.” – men who loved liberty for themselves and their country, but were utterly destitute of sympathy with the cause of liberty in countries other than their In GOAL we have been focused on the failure to energise public opinion own.” sufficiently to demand the kind of changes required in public policy to end Douglass and O’Connell were kindred in many ways, the former writing to the conflict in Syria. William Lloyd Garrison in 1846 of his impressions of the Irish Famine – With politics, as with social injustice, it’s not enough to be right. As “though I am more closely connected and identified with one class of someone else said, the majority don’t have the right to be wrong. You have outraged, oppressed and enslaved people, I cannot allow myself to be to find a way to persuade. insensible to the wrongs and sufferings of any part of the great family of man. I am not only an American slave, but a man, and as such, am bound As witnesses to the barbarism of Jihadists and the massive crimes against to use my powers for the welfare of the whole human brotherhood.” humanity committed by the Assad government, we in GOAL feel a great weight of responsibility to testify to what is going on in the hope that even the small role we can play will contribute to peace breaking out. “Replacing the strong advocacy work of returning missionaries in our schools is I said on Morning Ireland recently that the so-called Migrant Crisis has had neglected.” the effect of profoundly changing the way politicians and members of the public now see the real crisis - the one in Syria. Now the electoral equation Since then, the missionary projects in the developing world have given has changed for politicians – the cost of doing nothing about Syria is now expression to that early internationalism and in many ways defined Ireland’s greater than the cost of doing something. positive image in the world. Replacing the strong advocacy work of It is too simplistic to attribute the change to that photo of Aylin Kurdi. But returning missionaries in our schools is neglected. public opinion changed overnight. Development Education has the potential to drive that agenda. Schools are A week earlier, on August 24, GOAL launched its first advocacy campaign setting up GOAL committees, inviting in guest speakers and committing which we tried to capture in a hashtag - #nowyouknow. The basic idea time and energy to initiatives like (the soon to be launched) GOAL letter- comes from my own experience of reading about Rwanda and thinking, writing competition on the subject of the crisis in Syria. “What the hell was I doing in 1994 – I wish I’d known then what I know
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NAPDPRINCIPALS AND DEPUTY PRINCIPALS Leader CONTENTS CONTENTS CONTENTS CONTENTS
Page 24 Page 32 Page 34 Special Insert Pekka Hyysalo Sandra Irwin-Gowran Panti YES! Joanna Siewierska
FEATURES 26 36 3 Assessment by Teachers Understanding Adolescent Comment Interview with Christine Kay Behaviour Some practical advice for schools The Importance of Development Education 28 Barry Andrews Joanna Lynch Mentoring 10 A new induction model for teachers 39 Flipping Ruairí Ó Céilleachair Digital issues Making Staff Meetings Better How Finnish principals support each other It’s here to stay – we can use it or abuse it. John Gavin Looking at aspects of IT in education 30 [i] Digital Addiction –Sorcha Pollak 12 Spotlight on Sport [ii] Cyber Bobbies – Pat McKenna The Burning Issues Rugby for Schools [i] Website to Enrich History Teaching – Four reforms for education Danielle O’Donovan Stephen McNamara Barry Andrews 43 14 32 CSL Seven Myths In the Wake of the Centre for School Leadership Things we get seriously wrong Marriage Referendum Paul Byrne Andreas Schleicher Considering the effect of the ‘Yes’ vote on education 16 REGULARS Why Blog? 6 NAPD The National Executive PRINCIPALS AND DEPUTY PRINCIPALS A tool for Reflection and Communication 8 Mary Nihill Alan Mongey 27 Cúram 18 9 The Very Useful Guide Cool about Boole 9 NAPD-Retired Celebrating the bi- centenary of an 44 The Esha Column
Embedded in our folk memory is the terrible upheaval of the Famine years, so we know suffering and we know that urge to seek security and opportunity. We need to revive that folk memory right now and to reach out to our fellow humans who are in deep distress. Unlike Kos and Lesbos and Sicily, our island has been largely detached from the tragedies that have been unfolding on a scale not seen since underestimated mathematical hero the end of World War II. 45 The Leader Reader If we regard ourselves as Europeans, we need to stand up to be counted. If we regard ourselves as leaders, we must stand up and to offer practical assistance, making our schools – Places of welcome for the children who will eventually reach these shores and need to be educated Places where, through learning and teaching, we raise awareness of our role and responsibility as global citizens Places that will focus the energy and generosity of the Irish people through a myriad of fund-raising 47 events New School Leaders
September 2015 A Publication of the National Association of Principals & Deputy Principals NAPD01 19 PRINCIPALS AND DEPUTY PRINCIPALS
LED This Month’s Cover SPECIAL INSERT Leading Educational Design 2015 Refugee Crisis An End to the Uncertainty? Reporting on the 2015 ICP Convention Painting by Mary Frawley Can junior cycle reform now get underway? Derek West
4 NAPD Leader Ver8 -TheLeaderSeptember2015Issue2:ExecReportNo.7March2008.qxd21/09/201512:27Page5
Photo: Nick West In this thesis, aninnovationinyourschool,gettouchwithme! they havesomethinginterestingtotellus,willcontributethesepages.Ifyouanidea,a who volunteertowritearticlesforus.Ihopewecanexpandthenumberofpeoplewho,realising and who‘cameupwiththegoods’.Ourpublicationsrelyongoodwillenthusiasmofpeople partnerships ofNAPD.ThankstoallthecontributorswhomIsubjectedagreatdealnagging appear onpages46to48].Weofferedthemavastamountofinformationabouttheworkand welcome ahugecohortofnewappointeestoschoolleadership[andhopethatmosttheirnames together formembers,oldandnew,acompendiumofdataabouttheAssociation.Oncemorewe This year,westartedourpublishingamonthearlywiththe‘InformationEdition’of on yourwork.Note,Idon’tsay‘timeout’–itisanintegralpartofwhoyouareandwhatdo. Blog onPage17givessomeindicationofwhatcanbeachievedifyoutaketimetoreadandreflect social media.Weknowyouareverybusypeople,especiallyatthistimeofyear,butAlanMongey’s More importantly,wearehopingtostimulatemorediscussionamongschoolleadersthroughthe – bothnewonesandthosethathavebeenpreviouslypublishedinthepublicareaofnapd.ie. we havedecidedtoexpandthelinksbetweenLeadercontentandwebsitebyfeaturingarticles The perennialdiscussionisabouttherelationshipbetweenprintedwordandinternet improvement. T FROM THE September 2015 Derek West, time –todeliverherPresidentialAddressattheGalwayConference. Welookforwardtothat. for hernewpostandourgoodwishesgowithher.Fortunately,she’ll bebacktoNAPDonemore principal, associationmemberandinnovatorinCPDforschoolleaders. Sheissuperblyqualified the reinsofnewCentreforSchoolLeadership.Marywillbemissed asanoutstandingschool O npage8,wepublishthelastarticlebyMaryNihill,asNAPDPresident. Sheisleavingtotakeup to schoolleaders. cycle. Wehaveprovidedasummaryoftheprogress–orlackit todateandoffersomeadvice September 2015startedwiththecontinuingcloudofuncertaintyhanging overthereformedjunior at theimplicationsforeducation,aswehavestartedtodoonpage32. just aswewenttopresswiththeMay-Juneeditionandpromisedreturnthisissue,looking which washeldinHelsinkilastAugust.TheresultsoftheMarriageReferendumweretumbling Conference [October15and16]withthefirstofanumberreportsfromICPConvention least onceayeartoreviewNAPDpublicationsandidentifyareasfordevelopment his year, NAPD Leader we focusonanumberofimportantissues.Weanticipatenextmonth’sNAPD EDITOR Leader is headinginsomenewdirections.TheEditorialBoardmeetsat Leader Directions for New FROM THE EDITOR Leader , bringing Leader Facebook, Twitter andVimeo. omissions attheearliestopportunity. anyNAPD willbegladto rectify to reproducing copyright material. made to fulfilrequirements withregard those ofNAPD. hasbeen effort Every authors anddonotnecessarily reflect solely represent theopinionsof produced inthispublication Articles DISCLAIMER E: [email protected] letters to theeditor etc. You cansendyour comments, replies, How to contact Leader ARTICLE SUBMISSIONS O’Sullivan,Ger Derek West O’Callaghan,Barry ÁineO’Neill, Tim Geraghty, Nihill, Mary Clive Byrne, AnneDuggan, EDITORIAL BOARD Mobile: 0872891443 Email: [email protected] Derek West EDITOR: Email: [email protected] www.napd.ie Fax: (01)6627058 Tel: (01)6627025 Dublin 2 Grand Canal Street Lower, 11 Wentworth,Eblana Villas, CONTACT INFORMATION Dublin 12. Unit 6, Park, Office Bridgecourt &Print,CRM Design Daniel Mark Layout &Print: Published by NAPD PUBLISHING INFORMATION Find NAPDOn-Line [www.napd.ie], NAPD Leader on NAPD P ICPL AND RINCIPALS D EPUTY P RINCIPALS 5 Ver8 - The Leader September 2015 Issue 2:Exec Report No.7 March 2008.qxd 21/09/2015 12:27 Page 6
NAPD PRINCIPALS AND DEPUTY PRINCIPALS THE NATIONAL EXECUTIVE
Meetings of the National Executive took place on 9 & 10 June and 18 August in the Heritage Hotel, Portlaoise.
Do any of the teachers in your school have registration conditions which are about to expire?
number of teachers have conditions attached to their Teaching Council registrations which are due to expire on 31 December A2015. The Council is making ongoing efforts to engage directly with the teachers concerned. It is of vital importance that all teachers in this group make contact with the Council immediately. If teachers employed in your school do not fulfil their conditions by 31 December, and if they have not engaged with the Council in the interim, their registrations will lapse. This means that the payment of their salaries will be stopped by the relevant paymaster (DES or ETB). There may be a number of reasons why a condition has not been addressed, and in some cases it may be that the condition has been addressed but the Council has not been informed. Teachers within this group should notify the Council if the condition has been addressed, or of any genuine reasons why a condition has not been met (e.g., maternity leave, career breaks, unemployment). Principals are urged to inform teachers that if their conditions are due to expire on 31 December 2015, it is very important that they contact the Council now to discuss the options that are open to them. The lapsing of the registration of any teacher on your staff could have a serious impact on your school. The Teaching Council can be contacted by calling 01 651 7900 or emailing [email protected]
questions were: how assessment can be used Cycle reforms, should there be agreement The Cuisle Initiative Report as a tool to promote learning, what is the following the ballots of the teacher union As part of the National Executive’s policy to best way to promote agents of change in the members. A number of meetings have also strengthen the regions, the Cuisle initiative system and what a CPD programme for taken place with members of the Junior was launched over the summer. teachers could and should look like. Some Cycle for Teachers (JCT) team to explore the Representatives from the regions met in comments which struck home were – ‘CPD implications for schools of the CPD and in- Portlaoise to generate a Best Practice Guide should be a process rather than an event; service required by teachers of English, for regional committees. Templates and Conversations are meaningful if they connect Science and Business during the current asset packs were designed as well as an initial with the why; It will be a real challenge to school year. NAPD welcomes the assurance populating of the 9 regional blogs to update enthuse teachers; Assessment should be a by the Minister that schools will have the and inform members of events happening seamless part of the teaching process; How necessary resources in place, but has locally. The Executive hopes that by best can change be supported when schools concerns that the necessary supports will not maximising communication opportunities and teachers are starting from different be in place until 2017. with principals and deputy principals at places? We need to change the culture to regional level, as well as developing and ensure that learners can support one another updating regional blog and twitter accounts, in their learning; Confidence, self-esteem and NAPD-IPPN meeting in the Association will be more responsive to engagement are more important than test members’ needs. The service will be rolled scores. Castle Durrow out nationally from this month on. A delegation of IPPN and NAPD officers met It was a very useful opportunity to exchange in Castle Durrow to discuss areas of mutual views. There will be a further opportunity to cooperation and collaboration. The engage with the topic later in the year. Changing Assessment Practice Governance structures of both organisations were discussed in the light of the vision, NAPD was represented at a joint NCCA/JCT values, goals and legal status of both Seminar on Changing Assessment Practice Meeting with the Management associations. The potential benefits of having towards the end of August in the Ashling charitable status (which IPPN enjoys) were Hotel Dublin. The keynote address was given Bodies re. Junior Cycle discussed. by Prof Louise Hayward. It was an interactive The NAPD officers are working in close day with each table having time for contact with all three management bodies to Both Associations regard the establishment discussion as well as opportunities to achieve the necessary resources to enable the of the Centre for School Leadership as a feedback on burning issues that arose. Key successful implementation of the Junior significant investment in school leadership.
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Combining the CSL with the PDST staff will more and more schools are considering promote positive mental health messages be a challenge. There was detailed discussion moving to a one hour timetable – something and initiatives among our students. on what secondment to NAPD and IPPN that must have major implications for what would mean. There was discussion on how goes on in the classroom. Clive posed a best the CSL could act as a certifying body challenge to the JCT team to lift the mood Leading Learning Regional and quality controller for leadership training music by providing hints on classroom funding if such training was being provided observation, providing information on the Seminars Report by other bodies. It was emphasised that the language of assessment and by giving clear NAPD, in an initiative to promote the initial programmes of the CSL should be guidelines on the format of the whole school concept of the Learning Powered School, has detailed, relevant and of a very high day in-service. Close collaboration between invited Graham Powell to conduct a series of standard. Both Associations are clear that it is NAPD and JCT will help the implementation workshops in the coming academic year. The not in the long term interest of school of the curricular reform and change. programme will seek to empower schools to leaders that coaching be perceived as a put learning at the centre of the pupil’s deficit model. It was agreed that resource experience. content, which has been available since the NAPD and the time of LDS, must be made available to the Specific aims will be: new CSL and the professional associations. Register of Lobbyists l Enable school leaders to plan strategically Discussions took place as to the need for the The new lobbying legislation came into force for the learning powered school Director to attend meetings of IPPN and on 1 September. As a professional l Build the capacity of lead teachers to NAPD National Executives during the year. association representing school leaders, enhance learning across the school Both Associations feel it is important that the NAPD has registered as a lobbyist. Meetings l Ensure that the principles of coaching are CSL would have a research base and possible which the association has with politicians and enacted at all levels research opportunities between the public servants, as designated under the Act, l Associations and the CSL would be explored. now have to be reported, with a note of the Evaluate impact and outcomes Succession planning for the office of meeting, who was present and what was throughout the process President and Director was noted as an area discussed, available to the public on the l Provide exemplary support for a further of consideration at future meetings. register. tranche of schools Consideration was given as to whether it would be viable to offer membership to The programme will comprise four parts: Assistant Principal or Aspiring Principal Educational Provision levels. It was agreed that both associations 1. September/October 2015: Introduction will liaise closely with the Teaching Council in the Gaeltacht to programme for both Principal and regarding CPD for principals to meet their NAPD was asked to make a submission on Deputy professional needs in the context of the Irish language provision in Gaeltacht 2. January 2016: Principal or Deputy plus maintaining registration. Much time was schools. Fo-choiste na Gaeilge met to spent debating the challenge for both the school’s 2 to 3 internal champions of consider the request and Moltaí Polasaí don learning associations relating to the shortage of Soláthar Oideachais i Limistéir Ghaeltachta applications for the post of principal in both was presented on time to influence thinking 3. March/April 2016: Principal or Deputy sectors. Ways to improve the attractiveness of the Department in the whole area. There is plus the same 2 to 3 internal champions of the role of school leader will be discussed a definite challenge but how best to chart a of learning who participated in January at future meetings. The high quality way forward is a key challenge. Thanks to 4. Online support from Graham via Skype publications from IPPN particularly articles Cathnia Ó Muircheartaigh and baill eile den by David Ruddy BL in Leadership+ could be Fo-choiste a d’eagraigh an doiciméad le linn Workshops typically will begin at 9:00 am shared with NAPD. The Very Useful Guide an tsamhraidh. and finish around 1:30 pm, followed by light compiled by NAPD’s welfare committee will lunch. be shared with IPPN. A position paper on guidelines for interview for principals will be Comhairle na nÓg drawn up between both organisations. Both Centre for Leadership – Associations will try to agree a position paper Let’s go Mental to enable Principals step down from principal NAPD Director, Clive Byrne is on the Misneach and Tánaiste report ship while retaining their allowances pro-rata Advisory Board to Comhairle na nÓg which is Misneach and Tánaiste took place a week for pension purposes. the executive arm of Dáil na nÓg organised earlier in August this year for newly in conjunction with the Department of appointed principals and deputy principals. Children and Youth Affairs. Mental Health The seminars, organised by the Leadership Briefing meeting with the was chosen as the key action item by the and Planning arm of the PDST were very well Comhairle this year. A number of events to received. NAPD President Mary Nihill Junior Cycle team promote positive mental health under the became Director of the Centre for School Clive Byrne was invited to address the Junior “Let’s Go Mental” banner have already taken Leadership on September 1 and she Cycle team in Kilkenny Education Centre. place over the summer months and others addressed those in attendance. As well as Among the points he made was the pivotal will be held in the next while. The key helpful hints and advice on what to do and importance of the role of the principal to the message to young people is to mind their not to do in the first few weeks, a key success success of curriculum reform. The key mental health in the same way as the mind of both programmes was the interaction challenge is to create time to brief staff so their physical wellbeing. NAPD also sits on between delegates over dinner and in the bar that real change can occur in teaching and the Children’s Mental Health Coalition and where there was I’m sure a fertile sharing of learning. The challenge of developing a co- tracks a number of other groups and ideas, challenges and funny stories. There will operative culture as well as developing the initiatives designed to promote a positive be close collaboration between NAPD, PDST skills to nurture and embed that culture mental health message to young people. As and the new CSL to ensure the necessary cannot be underestimated. The importance school leaders, we are very much at the coal supports to resource newly appointed school of a timetable which allows for innovation is face when our students experience mental leaders are in place. so important and it would appear likely that health problems so let’s go mental and
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DEBATE ABOUT THIRD LEVEL EDUCATION MARY NIHILL The debate, led by Professor Philip Nolan of the National University Maynooth, around the proliferation of “prestige” courses in NAPD President college prospectuses, which take in a very small number of students in a bid to get a high points listing in the CAO, is another welcome impetus to initiating debate around the true meaning of education at all levels. The “Learn from yesterday, live for today, creation of so many course codes panders to an idea among some students that if they hope for tomorrow.” don’t “use all their points” they are somehow Albert Einstein wasted. Professor Nolan, has acknowledged that the third level institutions themselves are trapped in that internal competition because As I sit down to write what is my last of a public perception that a 500-point course Presidential Musings for Leader, it is hard to is better than a 400-point course. believe that nearly a year has gone by since my first submission – and what an eventful year Universities and institutes of technology have it has been in education at a national level. At pledged to reduce the number of courses on this time of rolling ballots on national offer to make the CAO application simpler, agreements and re-framed frameworks, it thus allowing students greater flexibility in would be easy to forget some of the positive their college options. footprints laid down this year. Therefore, I would like to take the opportunity to focus on THE ENTHUSIASM AND some of the more positive developments COMMITMENT OF NEWLY during the 2014-15 academic year I would APPOINTED COLLEAGUES hope that these positive developments have A further source of positivity and renewed been guided and informed by the words in the energy for me this year was the opportunity I quotation above by Albert Einstein had to meet with newly-appointed colleagues Mary Nihill at their recent in-service in Portlaoise. It was ESTABLISHMENT OF CENTRE heartening to hear of their genuine FOR SCHOOL LEADERSHIP grading bands will hopefully dissuade the commitment to serving their school The year saw the Department of Education practice amongst students and some teachers communities. On behalf of NAPD may I take and Skills collaborate with NAPD and IPPN in of feverishly chasing every extra mark, often this opportunity to wish all new appointees all setting up the Centre for School Leadership. through a reliance on rote learning. Another of the best in your new role. I expect that you As its first National Director, I am looking welcome outcome of this change to a broader will find your job demanding but also very re- forward to it being a real force in developing grading system will hopefully be an end to warding. I would encourage all of you to a more strategic approach to meeting the students choosing Leaving Cert subjects that participate in local mentoring cluster needs of both newly-appointed and serving they perceive to be easier or are more meetings. Members of the NAPD Local school leaders. The establishment of the predictable and will be replaced by a selection Support Service (recently-retired Principals Centre provides us with a unique opportunity based on interest. I would hope that now that and Deputies) will join with a serving Principal for the development of a coherent continuum we have begun to travel down this more and Deputy Principal from the local area to of professional development for school enlightened pathway that a way can be found facilitate the cluster mentoring sessions. I leaders. The dramatically changed and to include a fuller picture of a student’s would also encourage you to check out your changing demands on principalship and portfolio of achievement, including areas, region’s blog on the NAPD website for up-to- deputy principalship underscores a need for such as contribution made to the life of their date news on what is happening in your role-clarity and action to go hand in hand with communities and involvement in extra – region. this initiative to professionalise the role of the curricular activities, in any final certification. school leader. Recent research which points to CONFERENCE 2015 the fact that almost 75% of second-level A FRAMEWORK FOR I am looking forward to our annual principals have yet to complete their first five TEACHERS’ LEARNING conference next month in the beautiful year cycle as school leaders, makes the need The publication of “Cosán” the draft Radisson Blu Hotel, Galway. I hope that you for role clarity, middle leadership, technical framework for teachers’ learning is another are in a position to attend what will no doubt support and a commitment to ongoing very welcome development. This framework be an opportunity to listen to inspiring professional development for school leaders based as it is on the core values of professional speakers as well as network with fellow school essential at this time. autonomy, flexibility relevance and quality, leaders. The involvement of the two professional accessibility acknowledgement and impact Finally I wish to thank sincerely our very organisations in the centre is a recognition of will give teachers and school leaders hardworking National Executive of serving the central role that they play in representing autonomy to plan their own professional Principals and Deputy Principals who make school leaders. learning and to take account of the changing needs of the students they teach and the time every month to meet to discuss and schools they lead. All involved in developing debate issues relevant to school leaders. This WELCOME OVERHAUL OF this framework are to be complimented on commitment combined with leadership and CAO POINTS SYSTEM this well-researched document. This enormous work-rate provided by our The proposed overhaul of the CAO points framework provides guidance to those of us National Director Clive Byrne means that system which is being rolled out for our involved in leadership development and NAPD as a very lean organisation (with only current 5th year students is also a welcome learning for school leaders. two salaried staff) exerts influence often development. The new scale with its broader associated with much larger organisations.
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The Very Useful Guide NAPDPRINCIPALS AND DEPUTY PRINCIPALS Shay Bannon reports on latest developments
The Welfare Committee has prepared and produced Other areas of interest to the Welfare Committee include: Very documentation on the following issues for inclusion in the l Identifying workshops for National Conference with an Useful Guide in recent months: emphasis on the well-being and self-care of principals and deputy principals l The A-Z Quick Reference Guide for Special Educational Needs (SEN) l Developing a list of useful reading materials l l Dignity in Work Policy Identifying areas for post graduate research that might be undertaken by NAPD members l Guide on Financial and Legal Supports l Working with the National Executive to identify problem l DEIS Inspections – Planning and Evaluation; DEIS Focussed sources for principals and deputy and to assist in creating Evaluation Research – School Information Form (sample additional support strategies for membership. 2011); DEIS Baseline Data; DEIS Three-year Plan – Summary Framework l Copy of the online questionnaire for teachers as part of TO ACCESS VUG ONLINE: Whole School Evaluations (WSE) and Whole School Evaluations – Management Leadership and Learning (WSE- l Go to www.napd.ie MLL) l Log in to Members Area [You will need your l An article by Ms. Joanna Lynch on Understanding Adolescent User Name and Password] Behaviour – some practical guidance for schools (The article is l included in current Leader, starting on page 36). Click on ‘PUBLICATIONS’ on bar at top of screen l Click on The Very Useful Guide The Welfare Committee are currently working on: l Cyberbullying of staff online l Reviewing posts l Induction of PME students An important and ongoing part of the work of the Welfare NAPDPRINCIPALS AND DEPUTY PRINCIPALS Committee is the Irish Principals’ and Deputy Principals’ Health and Well-Being Survey which commenced in February 2014. This is a totally independent survey that is jointly sponsored by NAPD and IPPN. The survey is being carried out over a 5 year period Retired and an update on the findings to date will be given at annual conference in October. Shay Bannon The Welfare Committee and AGM & Conference members of the Local Support The NAPD Retired Members’ 2015 AGM & Conference takes Service (LLS) will again meet with place in the Castleknock Hotel, Somerton Road, Dublin 15, on newly-appointed Principals and Wednesday 30 September 2015. Deputy Principals at the annual For Booking Accommodation: conferences in Galway. This Contact Reservations Tel: (01) 640 6300 and mention that you meeting will provide new are attending the NAPD–R function. members with an opportunity to Special hotel rate for NAPD-R members: €85 per double/twin meet with colleagues and to room including breakfast. Banquet: €35 pp. A special rate has discuss the challenges and indeed, been negotiated by NAPD-R for those who wish to reserve a the successes that they have second consecutive night in the hotel. encountered to date in their new Golf may be paid for on the day/ Banquet on the night. role. Golf: €25. Tee off: 10.20-11.30am. The Welfare Committee would welcome additional suggestions Complimentary tea/coffee and scone before tee off. and proposals for inclusion in the Very Useful Guide and you can contact committee members individually with your ideas Contact: Tom O’Brien Tel: 087 668 9336 or Email: [email protected] or by email at: mailto: [email protected]
Contact us at : E: [email protected] Website: www.napd.ie
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John Gavin asks IS IT TIME TO ‘FLIP’ YOUR STAFF MEETING? “Staff meetings are generally a waste of time and most definitely a colossal waste of talent”
2. Items such as ‘housekeeping’ and up to WHAT IS A FLIPPED MEETING? date staff announcements are l Involvement of teachers front-loaded in advance recorded in a brief video or voice recording. This can be done at a l Incorporate use of technology: emails, Word documents, short videos/voice moment’s notice on any modern recordings, chat forums computer or phone. l Dispense with announcements or distribute by in advance 3. Using something like your Word and l Materials uploaded to meeting-specific folder in advance PowerPoint files as the content, deliver essential knowledge and outline l Teacher participation through chat forums prior to the ‘in-person’ meeting mission critical information to your staff via a series of short information Leader to flag expectations clearly and ahead of the meeting. Teachers have time videos. Accompanying notes or [12-14 days] to absorb the relevant materials and to frame responses. By ‘flipping' presentations for download and staff the meeting, formerly leader-driven meetings transform into distributed leadership polling exercises can be linked to these meetings. Time is spent more creatively with teachers taking more active roles. videos.
4. Leverage existing online content hese are not my words but those of a WHAT DOES ‘FLIPPING’ [videos, articles, academic research very experienced and highly respected MEAN? etc.] related to the mission critical principal whom I interviewed a T Flipped teaching, or the flipped classroom, areas, and embed it within the meeting number of years ago. If you agree with the is where learners come to the class equipped folder. above sentiment, or can relate to it at any with the knowledge needed to participate level, then the next question to ask yourself 5. Clearly outline your expectations and more effectively in the class itself. This is is why would anyone continue to “waste follow-on tasks for staff members. typically achieved time” conducting traditional staff meetings in their school? by giving them access to digital information 6. Invite staff to participate in the staff via video tutorials, downloadable notes, chat meeting chat forums on your school’s I’ve come across and know of many school forums, and online quizzes in advance of the learning management system, in leaders who are highly efficient and effective physical class. It enables learners to view the advance of the in-person meeting. at conducting staff meetings, with the ability content and collaborate with their fellow 7. Release all of the key information to to energise their staff and lead meaningful students and their teachers before, during staff at least 12-14 days in advance of change within their schools. Nonetheless, I and after the class itself. seldom hear teacher friends and the staff meeting itself, thereby acquaintances talking positively about staff Perhaps the most important element, that allowing teachers sufficient time to meetings, and especially time spent with you generally don’t hear mention of, is that consume and then reflect upon the key colleagues during ‘Croke Park’ hours. I flipped teaching provides sufficient time for information. deep personal reflection, without would go so far as to say that the words 8. Observe and learn from the points interruption or influence. “staff meeting” are dreaded by most raised in the online chat forums. Use teachers, if not all Here’s my suggestion for school leaders in the information and feedback The good news is that some new approaches Ireland: why not take the same principles gathered to design the order and are beginning to emerge in other that underpin flipped teaching and apply physical design of the in-person staff jurisdictions, particularly in the US. Flipped them to your staff communication, most meeting. staff meetings, while a new concept, have especially your staff meetings? 9. Identify supportive and generally already been tried and proven to be quite positive individuals who could effective based on initial feedback from THE FLIPPED STAFF potentially lead the breakout group innovative bloggers and educational MEETING PROCESS discussions at the meeting. technologists. Harvard University recently 1. Plan your meeting well in advance and reposted an article by Amy Arborgash which gather the documentation as normal. 10. Capture the notes, minutes, and outlined her experiences when Rather than printing and photocopying suggestions of each group discussion implementing a flipped staff meeting the documents, they can be uploaded to a and save them to the meeting folder, approach, and it makes a strong case for meeting specific folder on your school’s and invite post-meeting feedback and moving in this direction sooner rather than learning management system e.g. follow-on discussions via the chat later. Edmodo/Schoology/Moodle forums.
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WHY DO THIS? effort but the reward. As outlined in the basic email and PC skills will be sufficient to How many times have you tried to conduct benefits above, you can bring your staff begin with. There is no fee involved and a professional meeting that descended into meetings and staff relations to another absolutely no obligation to implement the an aggravated farce within less than fifteen galaxy compared to what you do right now, approach if you join the group. but only if you’re willing to put in the effort or twenty minutes? Have you ever felt that At the end of this school year we will review initially. you’re just a glorified announcer at the top the learning experiences of the entire group of a room full of disinterested and tired and report back to NAPD members on both 2. The staff will object to it people who want to race out the door at the its successes and limitations. end of the session? Are you tired of reducing and won’t get involved your staff meeting to a ‘housekeeping’ It is really important to trust your staff when If you possess an innovative and pioneering session for fear of upsetting the intransigent it comes to change management in this approach to staff relations, or if you find the and unwilling staff member(s) who can turn instance. Nothing of any note or value can idea as outlined attractive, this might be a a potentially positive session into a be achieved without bringing your staff with great initiative for you to get involved with. destructive engagement in a flash? As you. I’d suggest using an early action model another principal put it to me a few years when planning your flipped staff meetings Please send an email to ago: in your first year. If you can achieve a number of quick wins that lead to a genuine [email protected] if you wish to “Running a staff meeting is more akin to a form awareness and understanding of the learn more about joining the group or of ineffective group counselling. You’re obliged benefits of flipped staff meetings, you will would like to lend your support to this to politely listen to all of the woes and negatives, quickly find a number of staff evangelists initiative. yet people rarely want to move forward, and who will do a lot of the heavy lifting for you. certainly won’t come up with a suggestion as to how they will move forward”. 3. How will we fill the actual meeting time? MANAGEMENT BENEFITS There is never going to be a moment when a flipped staff meeting will have nothing to l Both you and your staff are looking forward to the staff meeting and do or discuss. In fact, you’re more likely to engaging in meaningful discussions, find yourself asking discussion groups to which have already begun for most return to plenary sessions on time, such is participants. the enthusiasm with which they will begin to engage with their colleagues in breakout l All staff members have access to and rooms and subject department meetings. should have read the key documentation - you can require each 4. My deputy/principal is too person to provide a digital verification old fashioned for this that they’ve read something This isn’t about one individual, nor is it l about their age or technical know-how. This ‘Housekeeping’ and general initiative is centred on a communicative and announcements are not necessary pedagogical ideology that has been proven John Gavin is an Irish and ICT l You know in advance what the ‘hot’ to work with learners both young and old. teacher in Crescent College issues are and which individuals might The only requirement of a principal or Comprehensive. John has many be either supportive or challenging to deputy is that they must be willing to equip years‘ experience working as both your ideas and suggestions themselves with the knowledge required to an initial teacher trainer and as a implement the strategy. They do not CPD facilitator. Since 2011 he has l Educational and pedagogical issues necessarily need to be the ones engaging worked with Hibernia College’s dominate the agenda and discussion with the recording technology or planning PDE team as a tutor & lead tutor the meeting design. l Proposals and suggestions for for school experience. John has spent over 15 years as an e- improvement have already emerged 5. What we’re already doing works learning and educational l If you truly believe and can prove with data The process of critical reflection has technology specialist, and is a that your staff meeting is leading to begun for most staff members passionate advocate of flipped continuous and meaningful pedagogical l You will be in a strong position to changes in your school, perhaps you’re in a teaching and educational reform become a leader of learning at every position to state the above. Before you generally. meeting completely dismiss this idea, however, it might be wise to survey your staff and ask COMMON OBJECTIONS & them about how effective your current staff CHALLENGES meeting really is. 1. There’s too much work involved NEXT STEPS? Clearly, there is a learning curve with I’m developing an online learning forum something like this. I’m not suggesting that through which a limited group of principals making such a radical change is going to be and deputies will be given access to a series easy at first. It will take time, effort, and of video tutorials, documentation, technical work on your part to implement an effective support, and online seminars, starting in flipped staff meeting strategy in your school. November 2015. You don’t need to be an What you really need to focus on is not the expert user of technology to get involved i.e.
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Barry Andrews, born 16 May 1967, is a former Fianna Fáil politician [He was TD for the Dún Laoghaire constituency from 2002 to 2011 and served as the Minister of State for Children from May 2008 to March 2011] but prior to that he spent nine years as a teacher. He lost his seat at the 2011 General Election. In May 2011, he returned to practising law, working mostly in areas of child law. In September 2012, he was appointed Director of Elections for Fianna Fáil for the Children’s referendum. On 8 November 2012, Andrews was appointed Chief Executive of aid charity GOAL, replacing John O’Shea. Andrews recently gave a TED talk titled, Why No One Cares About Syria in which he spoke about the alarming humanitarian situation in Syria and the international community’s lacklustre effort to address the problem. Andrews has travelled with GOAL to visit communities the organization assists. Andrews is also maintaining the strong connection to the Irish sports community that John O’Shea established when the organization was founded in 1977.
THE
ISSUES
DoDo teachersteachers stillstill readread stuffstuff outout andand expectexpect kidskids toto taketake itit down?down? ThatThat wouldwould bebe heart-heart- breakingbreaking unlessunless wewe seesee stenographystenography asas aa driverdriver ofof globalglobal growthgrowth inin thethe comingcoming decades.decades.
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“Education is everything you remember after you’ve forgotten everything you learnt”. This quote was written on one of those teachers’ journals that I used for roll calls back in my classroom days in the 1990s. I spent 7 years teaching English, History and Economics and lived by that maxim. I tried to concentrate on learning rather than teaching; in other words, put the child at the centre of the equation. Figure out how they learn first and develop teaching methods to suit that. I have two big gripes with the education system right now – lack of physical activity and failure to develop social skills and emotional intelligence. Jarlath Dowling (RIP) and Toirleac O’Brien. Worst of all, he got no encouragement. I tried to concentrate on learning As a teacher myself, I was acutely conscious of the tyranny of rather than teaching results. The cranial x-ray that is the Leaving Cert is tremendously democratic but gives as little insight into what someone has learnt as a blood test. As a teacher I was a bit of a messer. The aforementioned roll call was an opportunity to wake people up and have some fun. We did fast roll calls (the record was 9.45 seconds for 30 So what changes would I make? If I had a children, in case you’re interested), backwards roll calls, silent magic wand I would do four things: roll calls (you have to remember where you come in the alphabetical list) and the holy grail, backwards silent roll calls. Firstly, I would phase out the three months summer holidays I wanted to make sure they looked forward to coming to my over a decade. In 2009, President Obama noted that the class and were sufficiently relaxed to learn something. I was holidays were based on an agrarian economy, in circumstances happy if they learnt something ephemeral like respect or where few enough kids work on the farm in June, July and courtesy. I would regularly announce that there would be no August. However, he did nothing about it, which is a testament homework and instead each student would have to carry out to the power of the teaching unions in the US. one random act of kindness upon which they would have to Secondly, I would pay teachers more. No argument there. report by the following day. Thirdly, I would insist on 3 hours of physical education every I volunteered to run debating clubs, soccer clubs, outward- week for every school-age child, again phased in over a bound stuff and rarely went for the door at 3.30. number of years to allow for the development of infrastructure ‘What about the results?’ I hear you say – but that would only and appropriate recruitment. Ireland’s obesity issue is evident be half the battle if I am sticking to my maxim. When I meet in our school-age population and sedentary lifestyles are being former students I am not wondering whether they got into phased out in every work place except schools. medicine but whether they are happy and well adjusted. Finally, I would require group-work to be a standard teaching methodology in all disciplines. It is natural at primary level Each student would have to carry out one because children of that age are much less inhibited. At post- random act of kindness primary, social interaction needs to be developed as a skill. Too many children can navigate through school without the development of real emotional intelligence. Group-work on What informed my view was a personal experience. I was an science problems is common but much less so in English or OK student myself, enjoyed the study and breezed through History. exams without fuss or any high achievements. By contrast, my older brother David was a disaster in school. He was not (Do teachers still read stuff out and expect kids to take it academic and demonstrated his instinct for satire to the cost of down? both fellow pupils and his teachers. Bringing these four together, you could pilot four-week summer schools where teachers would concentrate on culture, physical activity and group-work. Well-off parents send their children on expensive courses throughout the summer while the less well-off have few such options. There is plenty of research (see Malcolm Gladwell’s book “Outliers”) to back up the proposition that poorer children regress during the long holidays. Of course, there are no silver bullets and I’m out of education a long time. But could anyone argue that if you put the child at the centre of policy and decision making you would end up with the system we have today. David McSavage [left] with Brendan Gleeson in Calvary
He left school without qualifications. Now he is a successful comedian (stage-name David McSavage) and has starred in film (Calvary) and stage (The Pillowman). Somehow or other our education system was blind to his talent and unable to provide him with any certificate to mark his ability and potential. Our school system found no channel for his energies – with the notable exception of Fr.
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SEVEN MYTHS ABOUT SCHOOLING Andreas Schleicher ESHA is keen to work with key partners influencing education in Europe and around the world. Andreas Schleicher, Director of the OECD Directorate of Education and Skills, has agreed to share regular articles and updates through the pages of the ESHA magazine. In this he explores seven key myths about schooling which are thoroughly debunked by OECD work including the high profile PISA studies.
This article was published in the Esha Magazine, May 2015 and is reproduced here by kind permission of the author and Esha.
1 2 3 DEPRIVATION IS IMMIGRANTS ARE A IT’S ALL ABOUT DESTINY DRAG ON THE MONEY
Teachers all around the world struggle with OVERALL Without investment in skills people languish making up for social disadvantage in their PERFORMANCE OF on the margins of society, technological classrooms. Some believe that deprivation is progress does not translate into productivity destiny. And yet, results from PISA show that SCHOOL SYSTEMS growth, and countries can no longer the 10% most disadvantaged 15-year-olds in compete in an increasingly knowledge-based Integrating students with an immigrant Shanghai have better math skills than the global economy. And yet, educational background can be challenging, and their 10% most privileged students in the United expenditure per student explains less than performance in school can be only partially States and several European countries. More 20% of the variation in student performance attributed to their host country’s education generally, children from similar social across OECD countries. For example, system. Some observers have attributed the backgrounds can show very different students in the Slovak Republic, which lower performance of education systems in performance levels, depending on the school spends around USD 53,000 per student PISA to a higher share of immigrants. And yet, they go to or the country they live in. The between the age of 6 and 15, performs at the results from PISA show no relationship point is that education systems where same level at age 15 as the United States between the share of students with an disadvantaged students succeed are able to which spends over USD 115,000 per immigrant background in a country and the moderate social inequalities. They tend to student. Korea, the highest-performing overall performance of students in that attract the most talented teachers to the OECD country in mathematics, spends well country. Even students with the same most challenging classrooms and the most below the average per-student expenditure. migration history and background show very capable school leaders to the most Similarly, only 12% of the student different performance levels across countries, disadvantaged schools, thus challenging all performance variation across countries can suggesting that where students go to schools students with high standards and excellent be predicted by GDP per capita. The world makes much more of a difference than where teaching. They foster new forms of seems no longer divided between rich and they come from. educational provision that take learning to well-educated countries and poor and badly the learner in ways that allow students from educated ones and success is no longer all backgrounds to learn in the ways that are about how much money is spent, but about most conducive to their progress. how money is spent.
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students and their parents may expect less, specific programmes. Conventional wisdom too. This is a heavy burden for education has it that the former serves equity, while the systems to bear, and it is unlikely that school latter fosters quality and excellence. The systems will achieve performance parity with assumption underlying selection policies the best-performing countries until they somehow is that students’ talents will 4 accept that, with enough effort and support, develop best when students reinforce each all children can achieve at very high levels. In other’s interest in learning, and create an EDUCATIONAL QUALITY Finland, Japan, Singapore, Shanghai-China and environment that is more conducive to AND PERSONALISATION Hong Kong China, students, parents, teachers effective teaching. And yet, international and the public at large tend to share the comparisons show now trade-off between IS ABOUT CLASS SIZE belief that all students are capable of the quality of learning outcomes and equity achieving high standards and need to do so. in the distribution of educational Everywhere, teachers, parents and policy- Students in those systems consistently opportunities, the highest performing makers favour small classes as the key to reported that if they tried hard, they would education systems combine both. And none better and more personalised education. trust in their teachers to help them excel. of the countries with a high degree of Reductions in class size have also been the One of the most interesting patterns stratification, whether in the form of main reason behind the significant increases observed among some of the highest- tracking, streaming, or grade repetition is in expenditure per student in most countries performing countries was the gradual move among the top performing education over the last decade. And yet, PISA results from a system in which students were systems or among the systems with the show no relationship between class size and streamed into different types of secondary highest share of top performers. learning outcomes, neither within nor across schools, with curricula set to very different countries. More interestingly, the highest levels of cognitive demand, to a system in performing education systems in PISA tend which all students now go to secondary to systematically prioritise the quality of schools with curricula set to much the same teachers over the size of classes, that is, high level of cognitive demand. Those wherever they have to make a choice countries did not accomplish this transition between a smaller class and a better teacher, by taking the average of the previous levels 7 they go for the latter. Rather than in small of cognitive demand and setting the new classes, they invest in competitive teacher standards to that level. Instead, they “levelled THE DIGITAL WORLD salaries, on-going professional development up”, requiring all students to meet the and a balance in working time that allows NEEDS NEW SUBJECTS standards that they formerly expected only teachers to contribute to their profession their elite students to meet. In these top- AND A WIDER and to grow in their careers. performing education systems, all students CURRICULUM are now expected to perform at the levels formerly thought possible only for their Globalisation and technological change are elites. In these education systems, universal having a major impact on what students need high expectations are not a mantra but a to know. reality and students who start to fall behind When we can access so much content on are identified quickly, their problem is Google, where routine skills are being 5 promptly and accurately diagnosed and the digitised or outsourced, and where jobs are appropriate course of action is quickly taken. SUCCESS IN EDUCATION changing rapidly, the focus is on enabling Inevitably, this means that some students get people to become lifelong learners, to IS ABOUT TALENT more resources than others because the manage complex ways of thinking and needs of some students are greater; but it is The writings of many educational working. the students with the greatest needs to who psychologists, from Terman on, have fostered get the most resources, for that reason. a widespread notion that student In short, the modern world no longer achievement is mainly a product of inherited rewards us just for what we know, but for intelligence, not hard work. This is also what we can do with what we know. mirrored in results from PISA where a Many countries are reflecting this by significant share of students in the Western expanding school curriculums with new world reported that they needed good luck school subjects. The most recent trend, rather than hard work to do well in 6 reinforced in the financial crisis, was to teach mathematics or science, a characteristic that students financial skills. But results from Pisa was consistently negatively related to EXCELLENCE IS ABOUT show no relationship between the extent of performance. Teachers may feel guilty financial education and financial literacy. In pressing students who they perceive to be SELECTION fact, some of those education systems where less capable to achieve at higher levels For centuries educators have wondered how students performed best in the Pisa because they think it unfair to the student to they should design educational school assessment of financial literacy teach no do so. systems so that they best serve student financial literacy but invest their efforts Their likely goal, then, is to enable each needs. Some countries have adopted non- squarely on developing deep mathematics student to achieve up to the mean of selective and comprehensive school systems skills. students in their classrooms rather than, as that seek to provide all students with similar More generally, in top performing education in Finland, Singapore or Shanghai-China, to opportunities, leaving it to each teacher and systems the curriculum is not mile-wide and achieve high universal standards. A school to cater to the full range of student inch-deep, but tends to be rigorous, with a comparison between school marks and abilities, interests and backgrounds. Other few things taught well and in great depth. performance of students in PISA also countries respond to diversity by grouping suggests that teachers often expect less of or tracking students, whether between students from lower socio-economic schools or between classes within schools, backgrounds even if the students show with the aim of serving students according to similar levels of achievement. And those their academic potential and/or interests in
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Notes and thoughts on my own reading to better inform my own practice BLOGGING AS A TOOL FOR REFLECTION AND COMMUNICATION
By Alan Mongey
‘As I am reading through articles, in trying to put proposal together, I have been blogging•a few things as a way of recording Alan Mongey is principal of reading and thoughts. I am also using it as a model to staff, on how Coláiste Bhaile Chláir and a to reflect on their own practice, by reflecting and thinking about former DES Inspector. He my own.’ participated in the Round table 2014, that was covered extensively in Le Chéile The Changing Role of the School Principal, [October 2014] and he reported for Leader [February 2015] on as outlined by Michael Fullan the Galway conference, Many will have read Michael Fullan’s previous books about school leadership such as The Six Reforming Leaning; Driving Secrets of Change: What the Best Leaders Do to Help Their Organizations Survive and Thrive (2008), Success. In the last year he has Change Leader: Learning to Do What Matters Most (2011), Professional Capital (2012), or been working on a Ph.D. He is Stratosphere: Integrating Technology, Pedagogy, and Change Knowledge (2012). keen to involve other people The Principal – Three Keys to Maximising Impact (2014), in contrast to previous publications, in the process. explores and discusses in detail how and why (and as outlined in the preface “why so urgently”) the principal’s role itself must change. I am in the process of summarising each chapter and At NAPD, we are constantly drawing out some points for my own learning. striving to stimulate school leaders to engage in an While the book is largely US-centric, the key issues taken up [as outlined by Fullan] are educational conversation applicable in any country in the world. With his promise of “How life could change markedly for about what they do, what they the better for the principal” who wouldn’t be drawn in! read and what ideas they have Of particular interest to me is how I “can enhance and improve learning for students” in my own about teaching and learning school but also the responsibility we all have as leaders in schools to work together to “strive and leading. In the coming for whole-system change” through a “collaborative effort”. months we will publish Fullan opens by charting the learning fate of principals, teachers and students – all keeping excerpts from Alan’s blog and pace with each other but, as he outlines, in the wrong direction. Students are bored as they we hope that readers will be reach and progress through second level education. From once happy “kindergartners” they encouraged to share their are alienated by grade 9 (about 1st/2nd in the Irish context). This also resonates with research ‘reading and thoughts’, by in Ireland by Dr Emer Smyth, ESRI and the NCCA particularly Moving Up (2004) and Pathways sending them to us through Junior Cycle (2006). Fullan suggests that teachers have less job satisfaction and [[email protected]] Principals are becoming “increasingly stressed”. Fullan says if you ask teachers what school they would most like to teach in or whether they
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Michael Fullan
would want to stay in teaching, you will hear of two things that will (Kaizen – more about this in another post when I get the time – the top their lists: the quality of their colleagues and the quality of school work of W. Edwards Deming, is a must-read, that’s my inner leadership. engineer coming out but relative to much of Fullan’s writing). The heart of the book as outlined by Fullan is to reposition the What Fullan does at the end of each chapter is to also give the reader “direct instructional leadership role” of the principal which is “not some homework and reflection tasks the solution”, to one of “overall instructional leader”so that the principal’s role clearly, practically and convincingly “becomes a force Some Action Items include for improving the whole school”. This changed role promises to l maximize learning for all teachers and, in turn, for all students. The What signs do you see among your more advances students of new view of leadership Fullan outlines is more in harmony with the growing love or dislike of school? human condition. We (humans) Fullan suggests are fundamentally l What roles do you play now as principal? motivated by two factors: l doing things that are fundamentally meaningful to ourselves Discuss with colleagues includes l working with others in accomplishing worthwhile goals never l Where is your school headed right now and what implications before reached. does this have for how teachers can work more effectively together? If principals can get the knack of stimulating and enabling these powerful organic forces then fundamental changes will occur I can see from my own experience how Fullan’s redefinition of the in accelerated time frames. For anyone that has read some of role of principal from instructional leader to leading learning in a Fullan’s recent collaborative work with Maria Langworthy school, someone “who models learning, but also shapes the on New Pedagogies for Deep Learning (https://twitter.com/ conditions for all to learn on a continuous basis” how great an NewPedagogies) you will see some of the aspects of a new role impact it has had and can continue to have not just on my own principals emerging. Central to this new role is professional practice but on that of the teachers in our school. This is something I have been trying to adopt in my own practice over “learning leader-one who models learning, but also shapes the the past two years in Coláiste Bhaile Chláir and indeed previously as conditions for all to learn on a continuous basis”. principal in Gairmscoil Mhuire. We have exceptionally able and This is flanked by two other parts: gifted teachers in all of our schools. They should be celebrated and encouraged to continually develop themselves both professionally l System player and personally. l Agent of change Refreshingly Fullan highlights that this isn’t simply theory informing practice rather “practice producing better theory”. It is based on the MAXIMIZING IMPACT work is engaging with in schools throughout the world. Fullan outlines that throughout the book he will detail what principals should do if they want to lead learning in ways that clear Alan Mongey the path toward improving student achievement in demonstrable Principal Coláiste Bhaile Chláir ways. He promises that he “will make no claims for the role that cannot be linked to measurable impact deep and wide.” ONTACT End of Chapter Action items and discussion points with colleagues C W: www.claregalwaycollege.com I suggest that my teachers and students reflect on their learning and @amongey practice on a regular basis as a source for continuous improvement @claregalwaycoll
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Big Boole Day! 200 Years 1815-2015
November 2 marks the 200th anniversary year of George Boole’s birth. University College Cork wants as many people as possible to know a little about George Boole and his mathematics. Cork Education Support Centre, on behalf of ATECI, has teamed up with UCC to provide free lessons and resources for students of all ages so teachers can celebrate the big day. With the help of NAPD, PDST and with generous support from EMC the Boole2School project team is bringing Boolean algebra and logical thinking skills to students of all ages. On November 2 every school student in the country will have an opportunity to do a lesson based on the work of George Boole with the help of the Boole2School project. Schools can to log on to the www.georgeboole.com and download free, easy to follow, lesson plans with materials suitable for both primary and secondary school students.
eorge Boole was born on 2 November 1815 in Lincoln, the first George Boole’s initial motivation to study mathematics Gchild of John and Mary Ann Boole. was to deepen his understanding of practical science, George’s father was a shoemaker and his particularly mechanics, optics and astronomy. mother a lady’s maid. The family was not prosperous, but his father had intellectual aspirations. He had developed a passion for Liverpool, moving in 1833 to Hall’s Academy development benefitted from the support of science and mathematics, and for making at Waddington, near Lincoln. Sir Edward French Bromhead of Thurlby Hall near Lincoln. A Cambridge graduate in scientific and optical instruments. Recognising that an assistant teacher’s salary mathematics and a Fellow of the Royal could not provide adequately for his family, John was George’s first mathematics teacher Society, Bromhead had a fine library and he took the courageous step in 1834 of and strongly encouraged his son’s academic introduced Boole to advanced mathematical opening his own school in Free School Lane, development. Together they built cameras, texts, lending works to Boole and providing Lincoln. This was reasonably successful in kaleidoscopes, microscopes, telescopes and comments on his researches. a sundial. financial terms, and his reputation as a conscientious teacher grew. Boole was chosen to be the first professor Before the age of two, George Boole In 1838, George Boole was invited to take of mathematics in Queens College Cork attended his first classes at a school in charge of Waddington Academy. The now (UCC). George loved being a teacher Lincoln for the children of tradesmen. A year Academy flourished under Boole’s direction. and excelled pushing both himself and his later, he went to a commercial school run by To improve his family’s financial security, he students to be independent thinkers. This a friend of his father. opened his own ‘Boarding School for Young culminated with the publication in 1854 of At seven, he moved to a primary school and Gentlemen’ in 1840, at Pottersgate, Lincoln. An Investigation of the Laws of Thought which over the next three years his talent for His family moved into the school premises is widely acknowledged as a masterpiece. languages and translation became apparent. to help with administration and teaching. Boole’s theory took on a practical His father arranged for additional instruction From 1831, Boole began an ambitious dimension through the exploration by in Latin from William Brooke, a Lincoln programme of self-education in Claude Shannon in 1938. Today, Boole’s bookseller and printer, who gave George mathematics. The first advanced text he legacy is associated principally with Shannon great encouragement. tackled was the Lacroix•Calcul Différentiel, and circuit theory, leading to the Soon, the young Boole’s appetite for which he read in the original French. He construction of modern computers. Less knowledge was outpacing the ability of his moved on to the French mathematicians well-recognised but equally significant is the teachers. Having mastered Latin, he went on Lagrange and Laplace, painstakingly impact of Boole’s mathematical logic on to teach himself Greek. mastering these books by repeated readings computer programming, and how until he understood their use of differential computers handle data. In 1828, Boole entered Bainbridge’s and integrated calculus. He also read and Commercial Academy in Fish Hill, Lincoln. In George Boole, we find a remarkable mastered Sir Isaac Newton’s monumental George forged ahead with his Latin, Greek combination of high creativity with firm Principia around this time. and algebra, and taught himself French, rigour. An independent thinker who German and later Italian. George Boole’s initial motivation to study explored the diversity of mathematics, he mathematics was to deepen his marched intently into the unknown while In 1831, John Boole’s precarious business understanding of practical science, more orthodox figures chose a slower path. foundered and George Boole, particularly mechanics, optics and George Boole’s work as a mathematician astronomy. As his mastery of the subject Aged only 16, found himself the main influences almost every aspect of modern advanced, he recognised that mathematics is provider for his family. life. His revolutionary advances are today a most exciting and creative subject in its Abandoning thoughts of becoming a fundamental aspects of computer science own right. clergyman, George took work as an assistant and electronics. teacher, first in Doncaster and then In the late 1830s, his mathematical
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EQUITY IS THE KEY
This is Finlandia Hall, ‘like a large block of ice’ dropped into parkland on the banks of Töölö Bay in the heart of Helsinki, that played host to the hundreds of school leaders who attended for the 12th Convention of ICP from August 3-6. This is the first of a series of reports and reflections by Derek West and members of the Irish delegation
1,200 school leaders made it to Helsinki There were large be extrapolated from the dizzy heights of a global firmament, delegations from Finland [obviously], South Africa, Australia, New peopled by exceptional leaders, great communicators, astonishing Zealand, Canada, Ghana, Nigeria, Uganda, China and small individuals and other stars? numbers from a host of other countries. Ireland, with members ‘Drill down, drill down,’ as one presenter exhorted us, and at the from IPPN and NAPD, had fourteen representatives. Other outset it seemed as though quite a lot of drilling would be required. countries – the UK, the USA, some of the countries emerging from Most of the Irish delegates were seasoned conference-goers and the communist bloc – were conspicuous by being barely maybe they had tasted and tested, as Patrick Kavanagh would say, represented or not at all. a little ‘too much’. They did not respond wholeheartedly to the However, it was a splendid affair. All the trappings of a major world gimmicks of the snazzy presenters [‘Sing along with me….’, ‘Repeat conference were in place. There was a civic reception in the City after me…’ ‘Now you’re learning some Finnish…’ a few cheesy Hall, a gala dinner at the Hilton Hotel, copious coffees and lavish videos] which occasionally distracted from the genuinely lunches in the elegant vestibules of Finlandia [the national interesting wisdom that lay underneath. convention centre] entertainment from a talented array of young There was a consensus among the Irish veterans that there was just Finnish music students, speeches of welcome and [self-] a little too much emphasis on ego and entertainment at the start – congratulation from the great and the good. not the young musicians, who were outstanding, but the ‘star So amid the razzamatazz what substance was there? What could turns’.
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EQUITY IS THE KEY
Pasi paid a great deal of attention to Equity. ‘The highest performing education systems are those which combine excellence with equity,’ proclaimed one of his slides.
Pasi Sahlberg at ICP [happy to plug Finnish design with his ‘Where’s Wally’ T-shirt] Pasi Sahlberg has the ability to captivate, inspire and inform. He is superbly confident and an outstanding communicator. Quite the showman, he held the audience in Finlandia Hall in the palm of his hand; his delivery was easy on the ear, but all the time he was drilling down, drilling down. Stairway to Equity Heaven? His frequent disclaimer is that there’s no point in trying to replicate The top four countries that have achieved the finest balance of the Finnish education system, but he offered a thought-provoking equity and quality are Canada, South Korea, Japan and Estonia. The analysis of the factors that make for success – and for failure. Netherlands are ‘Knock-knocking at Heaven’s Door’ [we had to sing along with this] and Ireland is nudging its way towards the pearly Failing systems are part of GERM, as he calls it, the gates, but with no room for complacency. Global Education Reform Movement, characterised by Competition, Standardisation, Test-based Accountability, De- Equity is about access to education for all; it’s about gender [and he professionalisation, and Market-led School Choice. Pasi sees this as devoted quite a lot of time to that]. a deadly virus, spreading across education systems, world-wide ‘Equity’ was the word that echoed in the conversations that I had [you can read more in the Leader, December 2015]. The alternative with delegates from across the world. Many countries have two- way that he envisions is based on a different set of values. and three-tiered systems, where privilege can be enshrined in the capacity of some to pay for schooling, to the exclusion of others. Some of the Australians I met saw the inequity of their system where fee-paying private schools have a capacity to ‘cream off’ some of the most promising students and many of the state schools are left to flounder On the African continent, in Ghana, Nigeria, Kenya, Uganda the main option is the fee-paying single- sex boarding school, or nothing. Schools are run as businesses, but in the light of minimal provision by government, this has to be viewed as better than nothing. The provinces of Canada, particularly Alberta, are securely placed in Pasi’s cloud. From my conversation with one principal, Christine Kay, it was clear that schools are geared up to address issues of differentiation, special needs, cultural and linguistic diversity. Ireland has, according to Pasi’s figures, yet to achieve ‘heavenly’ status in the matter of equity. We’re lagging behind Switzerland and the Netherlands and this would suggest that we need to look again at the ‘Design’ of our education system. He posed the question – ‘Fix the Old, or Design a New?’
THE FINNISH MIRACLE Quite a showman, too, was the opening speaker of the conference, These may well be the characteristics of the ‘Finnish Miracle’ but they Canadian André Noël Chaker, and not fearful of blowing his own are also the key criteria for a truly grounded education system. trumpet – quite an irritant at times.
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100 books per month are published on creativity and innovation, that’s 3 books a day and you are falling behind. If you read all the books you would go daft! “Think outside the box”: Where is the box? Has anyone seen it? Creativity is meant to be a break out of the doldrums. We have created innovation fatigue. How do we bring in those that are not part of the conversation? We all have loads of ideas but we are all supreme idea killers How? The shrug (frankly you are not worth the words!), the yawn, the giggle “I hear what you are saying” (you mean the air waves have hit me, I am not deaf) How does that make people feel? His approach was that of a quirky, humorous story-teller. Santa Ideas cannot survive a working group Claus featured largely, as the greatest entrepreneur of all time and subject of a rather saccharine video. He also gave an outline of a projected book, a kind of allegory that took us and young Santa Claus on a journey up Dream Valley, through tests of openness, trial, effort and bravery, to arrive eventually at Dream Mountain. While he proceeded to abstract some essential messages about openness of mind, positive uniqueness, stagnation and transformation, the chain of self-confidence, efficiency and creativity, the visuals were notable for their slickness rather than their illumination. André Noël is a mover, doing clever things, such as lobbying for Finland to host major sporting events, and a shaker, taking the Finnish Lottery by the scruff of the collar and making it hugely profitable. He’s a professional motivational speaker and therein lies his capacity to charm and entertain, but in front of an intelligent, well-qualified and somewhat sceptical audience of leaders, not necessarily able to be totally convincing. After lunch on the second day, Alf Rehn, gave a keynote on Creativity, Critique and Care – On Designing Thinking Organisations. Vanessa de Oliveira Andreotti I was conducting interviews outside so I have to rely on an One of my Helsinki Highlights was a straight-up, no-nonsense, enthusiastic summary from one of the Irish delegates, who presentation of a rich array of ideas, deeply explored and regarded this as one of his Helsinki Highlights: passionately conveyed by Vanessa de Oliveira Andreotti, whose title was Imagining Global Citizenship Education Otherwise. Vanessa revels in cans of worms, and the opening thereof. She unpacked the term ‘global citizenship’, breaking it down into intelligible and personalised units. By her own background she is a citizen of the world, drawing her ancestry from many strands and travelling the globe with her family and meeting lots of challenges on the way. This has informed her scholarly, but vibrant approach to issues such as Global Forces, Usual Responses, International Policies of Global Citizenship Education [GCE], Enduring Problematic Imaginaries and Practices, Alternative Views of GCE, Implications for Educational Design – a daunting set of headings; yet such is her commitment and sincerity that they became a fascinating series of revelations. If the purpose of a conference, such as ICP, is to open our eyes and understanding to universal truths in a global context, Vanessa achieved that. Alf Rehn
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In the coming months, NAPD publications will attempt to justice leadership and gave a clear, deeply-informed reflection on what to her ideas. As a ‘sampler’ I’d mention her declension of the global makes for great leadership. As one clear, analytical slide followed forces at work – ‘complexity, uncertainty, plurality, and another, we knew we were being given a kind of text-book lesson, (unfortunately) growing levels of inequality and violence in but one which was both valuable and transferrable. He spoke about contemporary societies’. the competencies of effective principals [his video clips clearly demonstrated these] and asserted that ‘good leaders can be She is critical of the pseudo relationships that are spawned in the developed’. He revisited, with a ying/yang graphic, ‘leader’ and social media, where everybody wants to be your friend, the ‘manager’ and saw them as being both distinctive and ‘illusion of companionship without the demands of friendship’ and complementary. He spoke about the competencies. He gave us uses this cartoon to illustrate a ‘connected disconnect from the self systematic tools, step-by-step, warned us of mistakes to avoid and and from the physical world at large’ left us with a wealth of links to helpful resources. It was an immensely satisfying presentation – we exited the auditorium, like contented kids who were buoyed up with a sense of having really learnt something in a superbly-structured, traditional class. A couple of amazing people, outstanding individuals, spoke to us. Olive Mugenda, Vice-Chancellor of Kenyatta University in Uganda spoke about Transformational Leadership and Governance, but what she gave us in essence was an awe-inspiring tour of a university that had burgeoned through leadership, a ‘Can Do’ approach, a ‘Never-Say-‘No’ approach. This was a riveting example of the charismatic leader in action. There was nothing she couldn’t do. Slide after slide gave us a display of a campus packed with impressive new buildings, each one proclaiming its role, erected economically by the University’s own building company and part- funded by the seaside hotel in which Olive had invested.
The social media have made their mark Another outstanding presentation, more straightforward, perhaps, more conventional in delivery, but packed with the fruits of his experience of working for a large philanthropic organisation, the Wallace Foundation, came on the third day from Andrew Cole, speaking on How effective principals lead change: lessons from great school leaders. If the convention fluctuated between inspiration and instruction, Andrew Cole gave us the latter in bucketfuls. As Senior Consultant to the Wallace Foundation, he is in the enviable position of being able to identify improvements in learning for disadvantaged children and through the philanthropy of the Olive Mugenda Foundation to give positive assistance and resources to those who need it. He was sharply focussed on principals, change and “I found Olive Mugenda inspirational,” writes one of the Irish delegates. “She had a different view on leadership, if it needs to get done then do it; there are no barriers only the ones in our heads. The amount of “stuff” that she achieved was truly inspirational. It was interesting that she was the only one that got a standing ovation while I was there. (I missed the last keynote: plane catching!). What was interesting for me was that for the standing ovation, a large section of the audience did not rise. I wonder if there is still some resentment to certain races and genders. Not only was Olive impressive to virtually the whole assembly in Helsinki; she became the outspoken voice of contemporary Africa, which was well represented, as evidenced by the magnificent colourful fabrics adorning both the men and the women, but who were, with only a few exceptions, shy about speaking up in the Andrew Cole plenary sessions. They were delighted with Olive and, at the end of
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her presentation, accorded her ‘star’ status as they milled around, languages being spoken simultaneously. This was an excellent and shaking her hand and congratulating her. worthwhile conference which allowed the delegates access to top quality educational speakers who challenge us to contemplate our There were three other keynotes, on the on Designing Thinking view on the future of education. It also gave us a chance to see how Organisations and on Learning and Motivation. They packed in a lot of our education system compares to those in other countries and provocation and inspiration, but not with quite the same impact as allowed us access to best practices in educational leadership as the ones I have singled out. exercised in other countries and indeed continents. In the keynotes it was, to some extent, a case of the global agendas eclipsing the local ones. We were presented with one heady macro- vision after another and individual delegates were left with the task of extrapolating the vital relevancies for themselves. There was an array of workshops, spread over four blocks of time and three sessions for ‘Research Oriented Principals. I report on page 29 on the excellent session on Mentoring; I slipped out of another workshop which appeared to be a barely-disguised boastful plug for a very well-endowed and successful school; I missed the other two because I was meeting and interviewing delegates. That’s not offered as an excuse; just an indication of how packed the four days were. Smiling Irish delegates assemble after the Gala Dinner The intervals were long and leisurely so there WAS time for communicating and collaborating, and fresh conversations. New The members of the Irish delegation were given great alliances were formed – though in what numbers it is hard to say. opportunities to mix and mingle with their counterparts from It was clear that some groups of delegates, tended to cluster across the globe. It was interesting to see the similarity in the together. Perhaps that allowed them collectively to process what challenges posed for educational leaders today and the differing they had seen and heard, but it seemed to me to be rather approaches adopted in the various countries to addressing them. haphazard. The cross-cultural contact was more stimulating, but The workshops presented by Philip Riley and the joint workshop who’s to say how much of that went on? presented by Ari Pokka (ICP President) and our own Clive Byrne (ESHA President) allowed for open dialogue between the A conference at ICP level raises high expectations. For most representatives on issues of welfare and direction of future delegates it’s a big spend and a long journey. They want to be collaboration on an international level. Philip Riley is the Principal entertained and inspired; they want to come away with enriched Researcher and coordinator of the Principal Health and Wellbeing ideas and new perceptions, some new friends and some useful Survey which is now in its second year in Ireland and in its fourth contacts. To manage all those cosmopolitan expectations is a major year in Australia. Some interesting points were made by delegates challenge for the conference organisers. In this instance, to judge from many countries reinforcing the findings by Dr. Riley in by the various opinions I gathered, they were highly successful. relation to the increasing demands of school leadership. There were very few dissenting notes. People were pleased and impressed. The highlight for me from this conference was the keynote speech given by Professor Olive Mugenda of Kenyatta University. This PAUL BYRNE, NAPD VICE-PRESIDENT, inspirational leader made history in Kenya by becoming the first woman to be appointed the Vice-Chancellor of a public university ADDS A FINAL NOTE and that was just the start of a story of leadership and The organisers of the International Confederation of Principals development spanning the past nine years. During that time she definitely chose well when they selected Helsinki as the venue for has led the growth and development of Kenyatta University to see the 2015 conference. The conference was held in the beautiful student numbers tripled and satellite campuses established. The Finlandia Hall congress centre. It is hard to believe that this building university is in the process of constructing a state-of-the-art was designed in 1962. The architect was Alvar Aalto. His design for paediatric hospital at the cost of KSh8 billion (US$95 million), the building has a timeless quality and is inviting set against which is more than the institution’s annual budget. One of the glorious background of a tree filled park beside a lake. This setting other Irish delegates remarked on how he had been “inspired and would have you believe that you were anywhere but in the centre invigorated” by her presentation and we were both in agreement of a large vibrant city. The city itself, with its fantastic public that the ICP conference was worth attending for her presentation transport system, is a model of good design and efficient alone. management. It is no wonder that the Finnish education system is in such good standing as it reflects the very nature of the countries To conclude, the reception and hospitality extended by the Finish psyche. people was second to none and I look forward to returning to Helsinki at some stage in the future. The 1,200 delegates attending the conference were further awed by the weather in Helsinki as the sun came out to assist the Finns to show off their city to its optimum. The area around the MORE HIGHLIGHTS FROM HELSINKI IN THE conference hall buzzed with the sound of a multitude of different NEXT LEADER.
NAPD Leader 23 Ver8 - The Leader September 2015 Issue 2:Exec Report No.7 March 2008.qxd 21/09/2015 12:32 Page 24 Pekka The Convention ended with a stunning presentation by a remarkable young Finn, Pekka Hyysalo. On 28 April 2010, he was a professional free skier*, placed 11th in the Association of Free-skiing Professionals [AFP] ranking, when one jump changed his life. Was he at ICP as an educationalist? No. As a motivational speaker? Possibly – he is now a seasoned presenter on the conference circuit; his English is perfect, as is his mastery of A-V images. But, on reflection, I think he was mainly there as an amazing, courageous human being, although at times it felt a little like having an audience with Christy Brown. One of my colleagues, who wasn’t actually there in the Finlandia Hall, kept badgering me about the point of this presentation. ‘What did you learn? How would it apply to school leadership?’ My answer now would be we learnt about human determination, resilience, motivation…. We saw in Pekka, in action, a set of admirable characteristics; we sensed the potential of the species; we were awed and moved; we left the convention on a positive emotional high. Wasn’t that justification enough? * Free skiing is a specific type of skiing, which involves tricks, jumps, over obstacles such as rails, boxes or jibs.
THE RELENTLESS RAISING OF THE STAKES FREE CROSS SNOW SLALOM DOWNHILL COUNTRY BOARDING SKIING
HIS LAST JUMP TBI & DAI On 28 April 2010 Pekka was a Pekka was unconscious and taken professional free skier, ranked 11th to the Intensive Care Unit (ICU) in in the Association of Free skiing Oulu, where he spent several weeks Professionals [AFP] ranking, when in medically induced coma. He had one jump changed his life. He was severe head injuries, TBI (Traumatic skiing the last trick at the end of a Brain injury), DAI (Diffuse Axonal filming session at Ylläs. A sudden injury) and different kind of blast of wind, upset all his haemorrhages like SAV. That meant calculations, and made Pekka to he lost his ability to move, speak, overshoot the landing. He over- eat, take care of himself and the rotated his trick, landed sideways, TBI injury meant also both short and all of a sudden, he was fighting term and long term memory for his life instead of AFP rankings. problems.
HELMET Pekka was saved from certain death by his helmet. “Ski helmet use may not REDUCE the brain injuries, but it does SAVE lives.Sweet Protection saved my life. I don’t hope anyone to crash that bad that it would have to save theirs… but, wear a helmet. It’s only for your own sake
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FIGHTBACK Dr. Rajul Vasa In spring 2012, Pekka and a friend, Florian Lehmann, founded FightBack, and organisation to help Pekka – and, later on, other victims of TBI [Traumatic Brain Injury, to rehabilitation and a new way of life. He was inspired by an Indian medic, Dr. Rajul Vasa, who had devised a ‘concept’, named after her, which combines a certain amount of mysticism with exercises which helps people with brain trauma, stroke, and cerebral palsy. Pekka spent some time with her when she came to Scandinavia - “During that month, one thing came crystal clear to me: Rajul is a genius. No kidding. She has studied the brain over the world and has one goal above anything else, to , end the dependency of all people with brain trauma.” h g ‘I couldn’t run, but I decided to learn. I decided to run a Marathon’ e VASA CONCEPT I believe that the Vasa Concept is the most efficient way to rehabilitate people with similar injuries than mine… anyone else doesn’t seem to know what to do. I want to help. If the body is the gateway to the brain, we’d knowledge and facilities around the world to train the body.
SKI SLOPES This was Pekka’s ideal adventurous environment – snow-clad precipitous ski- slopes. As a nineteen-year-old he was a dare-devil, an extreme risk-taker, always pushing the boundaries of performance and ambition.
AFTERWORD Circus or Insight? A month on from the Convention I’m still wondering if I was manipulated or uplifted by Pekka Hyysalo’s presentation. Perhaps I’m too much of a cynic! I’ve already indicated the malaise that I – and some of my fellow delegates from Ireland – felt at the razzmatazz elements of ICP but at the top of the article I outlined the positive outcomes of this grand finale. And I was put in mind of other outstanding and heroic young people [Joanne O’Riordan, Malala Yousafzai, the growing cohort of ‘Spirit of Community’ winners], who, by making known their personal struggles and convictions, create a platform of awareness of the capacity humans have for resilience, courage and hope. Let’s go with the hope. We need lots of it right now.
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TEACHER-BASED SCHOOL ASSESSMENT
A chance meeting with Canadian delegate Christine Kay, at the ICP Convention, led to a discussion about school- based assessment, a hot potato here, hopping between the unions and the aspirations of the DES for the new junior cycle, and, in Ontario, simply a matter of routine.
hristine is principal of June Avenue Public [Primary] School has 184 Cpupils drawn from 31 different cultures [as diverse as Russian, Dutch, Saudi, French and Asian]. The school is located at the north end of Guelph, a city about 90 minutes N-W of Toronto. Its catchment reaches back into the suburbs and out into the country. 50-60 of the students are bussed in; the rest are driven ‘when they could easily walk’, Christine says. With a staff of 23 teachers, plus administration, a teacher-librarian and two pre-learning classrooms, the school caters for Grades 1-6, ages 6 - 12. They also have a fully-developed disability classroom, for children with autism, Down Syndrome and Christine Kay at the ICP Convention other genetic disorders. Christine speaks highly of her teachers - needed. Christine, as principal, monitors needs of certain students. ‘The teacher the majority are ‘high-performing to the comments. If she spots 3 or 4 that are needs to know who needs the support.’ exceptional; they work hard for those the same, alarm bells ring and she It is essentially a kind of formative kids.’ There is a lot of collaboration with intervenes. assessment, but it also has a function when parents and Christine has no fears of those ‘Is it onerous?’ I ask. ‘Yes,’ she replies, ‘it students transition to Grades 7 and 8 in who are engaged intensely with the school can be onerous! If you really take the time, another school. The Record File, consisting ‘You know, I like those kinds of parents it can take a long time. They look at the of all the record cards, the student’s IEP because they draw out the issues that we skills in eight areas [organisation, self- [Individual Education Plan] reports from don’t look for! They have their fingers on regulation etc.] and they comment on the outside agencies, hours of special the pulse. They can be candid and if I don’t personal development of the learner as a instruction etc., is handed over. There is a know what’s broken I can’t fix it.’ member of the class. They look at the ‘candid meeting’ between the principal pupil’s skills in reading, writing, media and resource teacher, as part of the ASSESSMENT literature and oral skills. They look at the exchange of information. The While there is a provincial test for pupils, full range of subjects, through to physical communications between them, according aged 6-11/12, teachers in the school are education and drama.’ to Christine, are ‘good’. In addition, as part responsible for all the on-going of the induction into the new school, the Teachers get time out of class, and the assessment. This system of assessment has students experience a quarter-day at the assistance of a relief teacher, to allow them been well-established, Ontario-wide, since receiving school, as a kind of sampler. to work on the assessments. This is a 2007. They design a ‘continuum of considerable help in reducing the work- Christine exudes enthusiasm for what she’s assessment’ which is used year-on-year to load. doing: ‘I still love what I’m doing – 98% of monitor student skills, based on specific the time. I love being with the kids.’ The expectations, arising from the state ‘Do the teachers have faith in it?’ ‘Some school-based assessment places her curriculum. The teachers work in clusters do, some don’t.’ relationship with her pupils on a professional and grade the students at levels that range Christine talks about differentiation. There and objective footing that assists the from “Not reaching the goals” to is a strong emphasis on responding to the children in their learning and provides a “Achieving beyond expectations”. educational needs of each child. While the valuable portfolio about their strengths and This assessment is ongoing throughout IEP is targeted on the students with specific talents as they move on up the educational each learning unit, complemented by a learning difficulties, it can often allow other ladder. It’s not about high-stakes testing, formal diagnostic both pre- and post-unit. students ‘to fit along this path too.’ This grades or points; it’s not about an entry Some teachers prefer to verbalise their gives teachers permission to re-align their requirement for the next level – it’s about assessments rather than give marks or teaching to the needs of the pupils. Every forming a picture of the student’s learning, grades. Three report cards are sent home school has a resource-teacher allocation about tailoring the teaching to his or her in the course of the year – November, and the practice is that s/he works for a needs; it’s part of a partnership between the February and June. There is no menu of period of time with small clusters of teacher and student, parent and school. As comments. Each comment is based on the students in the classroom and then leaves we travel in hope – and just a little individual child and focuses on their the class teacher to ‘take it from there’. trepidation – towards the new junior cycle, strength, the areas the teacher and student There are also ‘educational assistants’ who there may be some useful lessons to pick up need to work on and the supports that are cope with the behavioural and physical from the Ontario model.
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www.curam.ie LUKE MONAHAN Teamwork for Year Heads Building on the article in the May-June edition of Leader, a focus to team is given now to the role of year head.
Purpose: When there is a lack of clarity as to the primary purposes of a team, then difficulties are inevitable. Lack of clarity can result from a number of factors. These include: no mandate given to the team; the team has not clarified, or agreed collaboratively, a clear aim and set of objectives; the purpose of the team is not adhered to; the team is obstructed from outside. Such a situation should not be allowed continue. It is imperative that clarity of purpose is established so that staff are aware of what is expected. This clarity greatly aids review and future planning. Incompatibility: Inevitably, personality clashes and other interpersonal difficulties will surface in teams. Where such difficulties arise, members of a team need to be able to determine what level of interpersonal difficulty can the team manage and still service the task of the group. Or, to put this issue in question form: ‘In what ways can the team work so that its responsibilities are carried out and the team is not overwhelmed by the interpersonal?’ This can occur in the context either of the team of tutors or of year heads. It can also affect other key relationships in the work of the year head.
Some Suggestions: ü means of sharing tasks: e.g. absentees; collating reports; liaising with homes; uniform checking; newsletter preparation Ø recognise the level of difficulty and negotiate the difficulties and/or a way to work around them Not just meetings Ø delegate duties, with a third party assisting with evaluation Of course team membership is not just about meetings. There are many and Ø an agreed member of staff to facilitate team meetings various ways for members of a group to carry out their respective tasks without being in formal session: Ø reduce the number of formal team meetings and liaise individually – this should only be a short term intervention while the issues are resolved INFORMAL CONSULTING/CONVERSATION Word in your ear. While you’re passing on the corridor... Where do I fit in? There is much personal learning to be derived from participation in a team INFORMAL MEETINGS situation, but learning can occur only when there is reflection on the experience. Over coffee. In the staff room. In the year head’s office. Local coffee shop... Therefore it may be helpful to pause at this stage to consider the teams you are part of and to reflect on how you relate to them. INFORMATION SHARING A special space on the staff notice board. Different people research different Myself and the Team... aspects and come together to pool findings. Reflect on the following questions...Answer them...Be aware of how you feel both about the question and your answer...What is there to learn for EMAIL/MEMOS you...Note down what is important for you... An occasional email/note on the desks of team members when a meeting is not l What do I like about being in a teamwork situation? necessary or timetabled. Passing on information that doesn’t need face to face. l What value do I see in a team approach? ASSIGN TASKS l What’s the role of leadership in team? Not every action has to be discussed by the whole group. Prioritise what’s l What do I find difficult in team? essential for the full team and distribute the rest. l How do I handle power in teams I am part of or was part of? The team of tutors l Who controls the teams I’m in? Tutors should not be left to paddle along for the whole year without some form of l How do I take up my ‘authority’ in a team? regular support and communication. The year head will need to assess how best to work with the particular personalities of the tutor team. There is no one mechanism l Am I more committed when I’m in charge? into which all tutor teams must fit. Tutors need to be supported and to be consulted. l How do I ‘work’ the interpersonal in team? This can be achieved through a monthly meeting, annual review and planning meetings with frequent informal conversations. (Tutor’s Companion, Foster & Monahan, l What are my major patterns in team? Do I need some changes? 2006) l What feedback about my being in team do I get or welcome? The year head works very closely with this group in overseeing the overall welfare of the year group. It is the tutors who are in a sense on the front line, Focus on the Year Head and the year head is a resource and support. In their turn, the tutors assist the It is appropriate now to move from the general to the particular. Each person year head with the many responsibilities involved in the role. Consequently, it is in the role of year head must consider what part team membership will have in to the benefit of both tutor and year head to work closely together as they the exercise of that role. First of all, the specific purposes of team for the year contribute to the welfare of the year group for the good of the entire school head must be established: community. ü a means to share and collate information in a structured manner, e.g. From the outset it is vital to establish clarity of role, responsibilities and tasks. student profiles; feedback on actions taken This is a sine qua non to the developing of a positive working relationship. These ü consulting others before a decision is made: e.g. regarding a suspension; new understandings of roles can be returned to from time to time to ensure their uniform procedure; class trip implementation and their effectiveness for all concerned. ü combating isolation in both the general exercise of the role and in This is an extract from the newly published Year Heads Making a Difference specific cases by Luke Monahan, commissioned by the Joint Managerial Body as part of a professional development programme for year heads in the voluntary sector. ü enabling a common stance to be agreed on a particular issue such as learning supports; bullying; uniform; awards; behaviour ü supporting other roles in a concrete way - tutors, care team, subject ONTACT teachers, other year heads Email: [email protected] ü ways to negotiate difficulties - interpersonal, administrative, issue-based C Tel: 087 687 6569 ü reviewing, evaluating and planning
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MEANTÓIREACHT GHLÚIN GO GLÚIN
Ruairí Ó Céilleachair
ús maith, leath na hoibre. No the course and the expertise of the doubt we all remember our course facilitator, Veronica Beehan, T first day on the job. For some inspired me to train as an IMT facilitator of us it was not easy. If we were lucky, and I have had the pleasure of delivering some battle-hardened senior teacher IMT training, as an NIPT associate, for took us aside and gave us a heads-up the past three years. I love the work. It on what the survival strategy was in has re-energised my own teaching and our particular school. For others, there been invaluable in helping me improve my were no friendly words of advice and we work as a mentor in our school. It gives fumbled on and tried to stay afloat. We all teachers the opportunity to chat and interact know people who sank. Ruairí Ó Céilleachair with motivated teachers from all over the country and is, I feel, having a hugely positive effect Ar scáth a chéile a mhaireann múinteoirí. on our profession. The NIPT motto is “to ask for support I teach Physics at Gaelcholáiste Mhuire, an Mhainistir Thuaidh is a sign of strength” and I feel it says so much about the situated on the north side of Cork overlooking the city. Cork city, philosophy behind the programme. and hence the view, has changed much since I began teaching in The NQTs (Newly-Qualified Teachers) are registered with the 1980, mostly for the better. The profession I chose has also Teaching Council and are fellow professionals who are new to changed and some of the most exciting changes have occurred the profession. Our role as mentors is to provide support for the in the area of teacher induction. NQTs in that crucial first year of teaching. In September 2012, sections of the Teaching Council Act, 2001 Because structured mentoring in second level is a relatively new dealing with induction and probation were beginning to be phenomenon there seems to be a degree of confusion, and implemented. The Teaching Council now has a statutory indeed, apprehension about the role of the mentor. A mentor responsibility for establishing procedures and criteria for the under the Droichead process is defined as a facilitator of the induction and probation of newly qualified teachers. Fortunately, induction process in a school. One of the most important Mary Burke, National Co-ordinator, and her small team at the principles of mentor training is that induction is a whole school National Induction Programme for Teachers (NIPT) have already process and not the sole responsibility of the mentor. pioneered a highly innovative and effective induction programme, initially for primary schools and recently introduced All Droichead schools put in place a Professional Support Team in post-primary. (PST). Usually this comprises of the principal, a mentor and at least one other member of staff known as the experienced For the past two years schools around the country have been professional. The composition of the PST can be adjusted to piloting a new induction model for teaching called Droichead. It ensure adequate support for NQT’s. is grounded in the belief that the people best placed to conduct that formal welcome are experienced colleagues who know what The mentor provides support for the NQT during this crucial is involved in teaching and learning in their school. stage of her/his teaching career by co-ordinating the induction plan and induction activities in collaboration with the principal Sa scoil againne tá an t-ádh linn go bhfuil ceathrar mheantóirí a and the NQT. thraenáileadh ag an gClár Náisiúnta Ionduchtaithe do Mhúinteoirí. S’iad Ciara Ní Mhaolagáin, Clár Ní Cheannabhuaidh, Colette Ní Chomh maith leis na meantóirí eile sa Ghaelcholáiste, bím i dteagmháil Mhurchú agus mé féin. Tá an fhoireann agus an Príomhoide, Dónal Ó leis an bPríomhoide agus le daoine éagsúla ar an bhfoireann ó thaobh Buachallla agus an Leas Phríomhoide Marc McGabhann, go mór i deiseanna a eagrú dos na múinteoirí nua-cháilithe go bhféadfaidís dul bhfábhair na hoibre atá ar siúl agus tuigeann siad na buntáistí a isteach i ranganna ag brathnóireacht nó ag obair le h-ais múinteoirí bhaineann leis. eile. I trained as a mentor with the NIPT in 2011. I really enjoyed the As a mentor I consult with the principal regarding the release IMT (Initial Mentor Training) course. I found it stimulating, time for the mentors and NQTs so that substitution practical, challenging, refreshing and lots of fun. The quality of arrangements can be made. Mentors enable and empower the
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NQT to find their own answers to their problems. From the very participants to interact with each other and tease out the beginning clear boundaries for the mentor-NQT relationship concepts that they presented. In that way, the workshop must be established so that fruitful professional conversations involved a considerable amount of ‘hands-on’ work by delegates. can develop which guide the NQT’s reflective practice. They highlighted the isolation of principals and the need they have to discuss and share experiences. This scheme is based on Early in the year much of the mentor’s role involves practical the premise of ‘colleague support’. The scheme has EC support. induction activities such as familiarising the NQT with school Its long title is Pedagogical action for a European Dimension in policies and procedures and helping them with general Educators’ Induction approaches [PAEDEIA for short]. It focuses orientation. However the role of the mentor varies based on the on ‘the three pillars of teacher education’ : needs of the NQT. We are often advocates for NQTs who may feel vulnerable and somewhat powerless as they negotiate their l Pre-service education way at the beginning of their careers. l Induction programmes for beginning teachers A major aspect of mentoring is classroom observation. When I l In-service courses for experienced teachers began mentoring I was very apprehensive about being in a fellow Finland stretches almost 800 miles from south [Latitude 600N] professional’s classroom having spent the first 30 years of my to north [Latitude 700N]; apart from the capital and some large teaching career as the only adult in the room. towns, its population is scattered in small, often isolated pockets Taithí a dhéanann máistreacht. across the country. Small secondary schools [with no more than 150 students] abound. The mentor training really prepared and reassured me and, as it turned out, I have benefitted so much as a teacher myself from Since 2012, principals have been getting together in small my observation work. I found the listening and feedback skills groups, no more than ten, and working with a mentor, who acts that I learned and developed since I began mentoring with the as both facilitator and organiser of the sessions. They are drawn NIPT have enriched my work and made it more rewarding. from a small geographical area so that regular two-hour meetings [once a month] are feasible. The mood is both informal As a mentor I can also attend mentor professional development [refreshments and rotating sociable locations] and structured. evenings where I can share expertise with other mentors. The facilitators receive training, but the agenda emerges from We have also found that mentoring provides opportunities for the priorities and interests of the participants. staff members to assume autonomy, leadership and The process is one of sharing, of ‘constructing knowledge’ responsibility in a fresh role within the school. The involvement together. It is most definitely NOT about the Top-Down of more teachers has contributed to the building of a shared staff ‘transfer’ of knowledge from expert to recipient. The workshop vision for our school and has had a very positive influence on reflected this philosophy by expecting the delegates to both staff morale. listen to the presenters and to talk among themselves. I will always be grateful to those teachers who helped me stay It is very much about support, ‘an oasis in the desert’. The afloat and eventually enjoy swimming in the sometimes workshop began by querying the amount of support people felt turbulent waters of the Irish educational sea. I am so glad that as newcomers to their schools, either as teachers or principals. future generations of teachers will have the buoyancy of the There seemed to be a culture in some schools of giving the structured mentor support of experienced colleagues that is now toughest classes to the most inexperienced teachers, giving them provided by the NIPT under the Teaching Council of Ireland. a baptism by fire. A principal taking up an appointment as an I believe our view from Gaelcholáiste Mhuire, often interesting, external appointee would often find it difficult to engage with sometimes spectacular and always changing, will continue to the staff. improve. The quality of support is improving. 150 out of 250 Ní neart go chur le chéile municipalities are now involved in facilitating peer-mentoring groups; there are now 700 trained mentors and 3,500 teachers have been involved. That is still a relatively small percentage, but with the support of university education departments and the equivalent to the ETBs this is set to continue expanding. In a Peer-group Mentoring – country that actively encourages CPD in teachers, this work has the Finnish Way offers food been formalised in that teachers can get a credit for participation. for thought for NAPD and CSL Some of the NAPD regions stretch over a considerable area and this has been somewhat of an inhibiting factor in the development of their full potential. The most popular events are the overnight conferences, which not only take the ‘sting’ out of the travelling but allow the members time and space to learn and relax together in sociable surroundings out of school. But as the emphasis on developing appropriate skills for school leaders grows, with the establishment of the Centre for school One of the workshops in Helsinki offered insights into a form of Leaders, it would be worthwhile looking at this Finnish model as peer-mentoring that has proved to be very successful in Finland, a way of setting up small, viable cells and training mentors, to as a means of allowing school leaders to work and learn together. allow principals and deputies to share their experiences and, through autonomy and self-support, to learn from each other. Five practitioners shared their insights and invited the
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SPOTLIGHT ON… SPORT!
Just like Schools, Irish Rugby is looking forward to the year ahead by Stephen McNamara, Director of Communications, IRFU As another school term begins principals, teachers and children look forward to a challenging year and for many it will be a time to excitedly consider all the possibilities that lay ahead both academically and in the sporting year. 2015 is a special year. Just once every four years children return to school at a time when our national rugby travel to a Rugby World Cup. Like those working in education, and children returning to school, the coming months offer much promise and many possibilities for Joe Schmidt, and his management team, and Paul O’Connell and his squad of players. Indeed, while this school year will be the last for many pupils, who will move to new chapter of their life, this World Cup is the final year for Paul O’Connell, who will hang up his international rugby boots after proudly pulling on the green jersey of Ireland for over 13 years. While students will hope to leave with a great report card and a fantastic Leaving Cert., O’Connell will be looking to graduate with the ultimate prize in rugby in what would be a fitting send off to a great man of Irish sport.
ugby continues to grow in popularity and with the Rugby World Cup set to fill our television screens for months to Rcome it is likely that we will see more and more children pick up rugby balls in parks and school-yards throughout the country. Rugby has a strong and proud schools tradition and as the game becomes increasingly popular it is certainly the wish of the Irish Rugby Football Union and our provincial colleagues in Connacht, Leinster, Munster and Ulster to help support the game in existing rugby playing schools and to expand it to schools that may not yet off the sport to their pupils. We all know the benefits of team sport, and the IRFU hopes that sport, while delivering undoubted benefits from a physical and mental health standpoint can also develop values that the young rugby player can carry with them throughout life. The IRFU values of Respect, Integrity, Inclusivity, Fun and Excellence are at the centre of everything we do to develop our sport and are at the centre of every coaching programme. These are the values we expect players to bring onto the pitch with them. Recent data from the ESRI showed that children who played sport perform well in exams. This perfectly demonstrates that a pupil, who balances academic study with an active past-time, is a happy and healthy one.
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Rugby World Cup – A celebration for schools boys and girls is not yet fully understood, and while parents, With the World Cup on our doorstep it is likely that throughout guardians, games masters and young athletes may believe that taking September and October everyone in your schools will be keeping supplements is harmless, it is not yet known whether they have a track of how the Irish team are doing in the tournament. We are harmful effect on long-term health development. likely to see the build-up, performance and post-match analysis fill the A second and highly significant risk is that the person taking airwaves, televisions, newspapers, and every available online and social supplements, unless taken under an approved and management media platform. To celebrate this festival of rugby, the IRFU and Rugby nutrition programme, may run the risk of inadvertently taking a World Cup partner DHL have come together to build the excitement banned performance enhancing substance. The impact that this can by delivering a DHL Rugby World Cup pack to affiliated rugby playing have on the physical health of the person is not be underestimated, schools. as is the impact it could have on the persons reputation and indeed If your school is not currently participating in one of the provincial of the reputation of the team, school or sport they are representing. competitions or developing rugby in conjunction with your local In order to avoid such eventualities, the IRFU advises that people provincial team, but would like to engage with a local rugby under the age of 18 years of age do not take sports supplements and development officer you can contact: alternatively focus on developing the cooking skills and nutrition l Connacht – [email protected] knowledge that can help them to maximise their rugby potential. l Leinster – [email protected] Further information on nutrition and supplements is available on l Munster – [email protected] the www.irishrugby.ie l Ulster – [email protected] SAFE Rugby Programme The IRFU and its provinces are proud to support the development of While serious injury remains rare the IRFU continues to look at rugby in schools through the Schools of Ireland Scheme, which provide ways to ensure that those involved in rugby, at all levels, have access advice and financial assistance in the development of the game to on-going and updated training which provides them with the nationwide. knowledge and skills to react to, and manage, emergencies such as head and spinal injuries, fractures, dislocations and other common Rugby World Cup – A chance to educate medical emergencies. With interest and engagement in rugby likely to be at an all-time high, it provides the IRFU with an opportunity to advise the public about The importance of having the best education and training to assist ongoing developments that support and build our rugby values. with an injury, in any sport, or indeed with any situation where a pupil is injured, cannot be understated, and the IRFU invites everyone who has an interest in upskilling their education in this regard to Concussion education and return to learn look at our SAFE Rugby programmes onwww.irishrugby.ie/medical or The number one priority in every sport is health and safety. The IRFU contact First Aid and Injury Prevention Coordinator, Shane Mooney has been leading the way in relation to how sport in Ireland is dealing ([email protected]) with the increased understand in relation to potential impact of concussion in sport and how we identify it and treat it. Rugby – Give it a Try All physical sports will carry risks, and concussion can occur in all One of the priorities for the IRFU, the government and the Irish sports of a physical nature and indeed in everyday life, be it in the Sports Council in recent years is to increase female participation in playground the sports ground or in just going from A to B. physical activities, with an emphasis on team sports. The IRFU has made education and awareness of the signs and The IRFU has grown the women’s game throughout the country and symptoms and the risks associated with concussion as our number has recently developed a number of documents and programmes to one priority in recent years. Without any doubt this campaign has assist those, especially those who don’t come from a rugby resulted in a great debate and a wider awareness of the issue. background, to develop the girls and women’s game. There are now a host of educational materials sent to schools each year and these are also available on our website - With the profile of the Irish Women’s XV and Sevens team increasing all the time this could be the ideal time for schools to develop a girls www.irishrugby.ie/concussion - where everyone from teachers, to team in your school. Documents such the IRFU Long Term parents and coaches to players can find information on the how to Development Plan, Give it a Try and Give it a Try – Minis provide a recognise a concussion, what to do if you suspect a person has great first step in developing a women’s team and are available on the experienced a concussion and what steps must be taken to ensure Women’s game section of the IRFU website. that that person returns to play safely and crucially, returns to learn successfully. This information will be of particular interest to teachers Have FUN as when a person suffers a concussion; they may see a temporary The coming months look set to be very interesting for rugby fans, impact in the performance of the pupil in the classroom. but one of the most important factors in our game is that is remains FUN. Our national team will do their best, schools teams will do Nutrition and Anti-Doping their best, but it will not matter unless it is fun for everyone involved. Every sport and every athlete wants to compete at their best and the reality of sports now is that in some cases people think that they have to take sports supplements to achieve their goals. The IRFU advice in this regard is very clear – we believe in a food first policy to maximise rugby performance and advise against the use of sports supplements by those under 18 years of age. The growing sports person can maximise their rugby performance by having a food first, balanced diet which provides them with the fuel to grow and develop to their potential. While sports supplements have a place within a managed, structured and approved nutrition programme for elite adult athletes they can provide more risk than benefit to amateur and young sports players. The potential impact of sports supplement use in young developing
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In the Wake of the Marriage Referendum By Derek West
‘normalisation’ of LGBT relationships. The Campaigner For Sandra the recent referendum The decision by 67% of campaign was a macro version of the conversation that has been taking voters, on Saturday, place in many Irish homes, when a May 23, to pass into the person ‘comes out’ to family and Constitution, and into friends. There’s always a period where the family has to talk about ‘the law, the right to elephant in the room’ and to adjust to marriage of same-sex the new information about the person. The referendum was similar, although couples, was the on a much grander scale. culmination of a long That conversation has been taking campaign by LGBT place for years, but it gathered [Lesbian Gay, Bisexual momentum in the first half of 2015. Ireland is unique in that the issue of and Transgender] same sex marriage was put to a vote of people for equality, the people, rather than being freedom from determined through legislation. The result, Sandra sees as a ‘resounding Charlie McManus discrimination and vote of welcome’ for LGBT people. assertion of human Those conversations over the time of Photo by the campaign brought Ireland to a new rights. Sandra Irwin-Gowran place, alongside other countries which embody tolerance, acceptance of In this series of articles, andra Irwin-Gowran is Director sexual diversity. the Leader will interview of Education Policy Change with Sthe Gay and Lesbian Equality people who were Network. She wrote in the August ’15 involved in the Leader about the result of the Implications marriage referendum. I wanted to campaign or were know more about the impact this was for Schools affected by it, with a going to have in schools, so I met her What does the referendum result particular focus on recently in the GLEN offices in Dublin. mean for schools? Many lesbian and GLEN is approaching a decade, over gay teachers and students felt hugely those in education. In which time she has worked closely supported as a result of the this edition, we meet with the DES, NAPD, teacher unions, referendum. However, there are many more who are in schools and Sandra Irwin-Gowran, parents councils and management staffrooms where those important bodies, all with the aim of making Patrick Viale and Paddy conversations did not take place. schools safe and supportive places for Schools tend to be conservative McGovern. LGBT young people. Her work has also places. Sandra points out that ‘many involved campaigning for broader teachers have known only schools.’ rights for gay and lesbian people. The journey from school to college Civil Partnership was obviously an and back to school has left them in an important step on the way. It got great enclosed system, embodying the assent. It was part of the cultural norms of that system.’ If those
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schools are governed by a strong and conservative religious ethos, particularly an ethos that espouses a morality that is averse to same-sex relationships, change can be difficult. In some cases it still might be very difficult for LGBT people to be ‘out’ without feeling that they may be subject to a sanction as a result. Cultural change will need to bolster the constitutional and legislative changes that have occurred. Sandra is clear that teachers and school leaders will have a critical role in shaping the culture of the schools. ‘There are a number of legal developments in the process that will impact on schools and school leaders will need guidance in transposing the relevant changes to school practice.’ GLEN will continue its role of advocacy and support with guidance materials. One such legislative change relates to Section 37 [i] of the Employment Equality Act, which up to now has been interpreted as allowing religious-run schools a derogation Sandra grew up in the midlands and, as a lesbian, she never from the charges of discrimination in nine areas (Gender, felt personally discriminated against, although she was Marital status, Family status, Sexual orientation, Religion, aware that homophobia ‘was present’, However, like others, Age, Disability, Race/colour/nationality/ethnic or national I have spoken to, she was apprehensive about the possibility origins, Membership of the travelling community). For LGBT of a NO vote and contemplated, in that eventuality, whether teachers this remains a veiled threat. Section 37 is in the she would be able to stay in the country. ‘If it had gone process of being amended by the Government and, once against us I would have felt deeply discriminated against for this is through, it will alleviate the fears of most LGBT the first time in my life.’ teachers. Teachers, however, will need to build confidence that, when they go for an interview, they are being judged on As we know that did not happen and the campaign merit, not on their sexual orientation or gender identity. culminated in a moment of euphoria, for the LGBT community, for politicians of all hues, for huge numbers of There is, according to Sandra, a huge amount of cultural straight people (It couldn’t have happened without them’). ‘stuff’ that needs to be changed. There are proactive steps The intervention of Mary McAleese had a huge positive that could be taken to make things easier for LGBT teachers impact, as did the participation and support of a huge and students. For example, trustee bodies could provide number of equality organisations. It was a national reassurance to teachers that their sexual orientation or campaign in the true sense of word, involving people who, gender identity is not an issue as long as they are doing their prior to this, had been non-political, non-campaigners, and job of teaching. now went out to knock on doors. The amendment to section 37 will embolden and enable The Irish people took it as an opportunity to give the teachers. It states – thumbs up, very warmly, very generously, in an affirmation that LGBT people were looking for. She says, ‘For me, the (a) A religious organisation shall not be taken to rest of my fellows citizens have opted to say ‘Sandra, we’re discriminate against a person for the purposes of ok with you and your family.’’’ this Part or Part II by giving favourable treatment on the religion ground to an employee or a prospective employee where the religion or belief of the employee constitutes a justified occupational requirement. (b) No religious organisation, or body under the direction or control of a religious organisation, may give less favourable treatment on gender, marital status, family status, sexual orientation, religion, age, traveller community, disability grounds or the ground of race to employees or prospective employees in services it operates including educational or medical institutions.
Both INTO and ASTI have LGBT groups. The INTO group has hosted major conferences in Dublin, with LGBT teachers talking to each other and all the educational partners represented. Individual teachers, strong individuals, helped the networking. It was a bottom-up approach, but the unions were very supportive, ensuring the groups were both visible and integrated into mainstream union activity.
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was vigorously engaged in the Abortion debate, culminating The Teachers the Referendum, the 8th Amendment to the Constitution, passed by 67%, in which – The State acknowledges the right to life of the unborn and, with due regard to the equal right to life of the mother, guarantees in its laws to respect, and, as far as practicable, by its laws to defend and vindicate that right.’ While it had no direct bearing on the LGBT community, it does give an indication of how staunchly conventional Ireland was at that time. Both the abortion and Divorce referenda, and the Pope’s visit, emboldened the conservatives. Members of Family Solidarity, Pro-Life campaigners and others were encouraged to become involved. In the early 1990s the Stay Safe programme met with significant opposition from some members of primary schools boards of management. For Patrick, growing up in the 1950s and 1960s, and struggling to come to terms with his own sexuality, the Charlie McManus public face of homosexuality was the camp capers of public figures such as Larry Grayson and Kenneth Williams. It had
Photo by taken a long and courageous struggle by activists to reach the 1993 Bill. He praises David Norris as a ’trail blazer – he Patrick Viale spoke back, when others backed off.’ He was also impressed For Patrick Viale and Paddy McGovern, the days before the by another prominent, more recent campaigner, Panti, who legalisation of relationships between same-sex couples hit the headlines in January 2014, claiming on the Brendan were very different. They are now both retired secondary O’Connor Show, that certain Irish journalists were teachers and they are partners. Becoming a teacher in the homophobic, and in the February of that year, in a Noble early 1970s and being gay was to live with a sense of Call speech from the stage of the Abbey Theatre [described insecurity, intimidation and fear. Patrick wasn’t ‘out’ in by Fintan O’Toole as ‘the most eloquent Irish speech in school, except to a few close friends, and, (although to his almost 200 years’] when he asked – knowledge, when he began teaching, there were seven Have any of you ever come home in the evening and turned colleagues on the staff who were gay), there was also a on the television and there is a panel of people - nice people, degree of hostility within the school. respectable people, smart people, the kind of people who He remembers being advised to join a union that would make good neighbourly neighbours and write for afford him a degree of protection. His personal life was newspapers. And they are having a reasoned debate about separated from his working life by discretion and silence, you. About what kind of a person you are, about whether but he decided right from the start that he would not curtail you are capable of being a good parent, about whether you his private life. He loved teaching, but he would have been want to destroy marriage, about whether you are safe prepared to give it up, rather than remain entirely around children, about whether God herself thinks you are compromised. an abomination, about whether in fact you are “intrinsically disordered”. And even the nice TV presenter lady who you A traumatic event for the gay community in Ireland – in feel like you know thinks it’s perfectly ok that they are all Dublin, in particular – was the brutal (and never solved) having this reasonable debate about who you are and what murder in January 1982, of Charles Self, a set designer in rights you “deserve”. RTE. A report by Jim Cusack (The Irish Independent, 3 July 2011) implies that old-fashioned homophobic bigotry on the And that feels oppressive. [Excerpt from Panti’s Noble Call.] part of the Gardaí was a feature of the investigation and involved them calling to the work-places of some gay people, pressurising them to ‘name names’, and effectively ‘outing’ and humiliating them. Later in 1982, the case of Eileen Flynn attracted huge attention. She was a secondary school teacher, unmarried, but pregnant by her partner, who was separated from his wife. The State did not recognise divorce then and, following complaints from parents of some of her students that her lifestyle and behaviour ‘rejected the norms of the school’, she was dismissed from her post and subsequently failed in her efforts to sue for unfair dismissal. It was to be another decade before the state came to terms with the unconventional, in terms of heterosexual, or homosexual, relationships. A year after the Eileen Flynn case, the country Rory O’Neill [aka Panti]
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On the other hand, Paddy, whose instinct is to maintain a evasion – if he was asked – casually – what he’d been doing low profile, feels that the adopted drag persona distracts at the week-end, he’d use the ‘default position’ and talk from the seriousness of what he has to say, and that it runs about ‘I’, not ‘we’. When he became Deputy Principal in a the risk of being seen as just another performance. ‘When provincial all-boys school he had to be careful to maintain he’s himself, Rory O’Neill, he’s much more credible.’ credibility and authority with the students. His sexuality remained submerged’ he was conscious of living a life ‘less It was more than 10 years after the death of Charles Self than fully integrated.’ that homosexuality was decriminalised (24.6.93). “The passage of the Bill in June 1993 was a watershed in the lives The recent changes have gone a long way towards dispelling of gay and lesbian people in Ireland,” said Kieran Rose, the the discomforts of that earlier time. And, of course, being head of the Gay and Lesbian Equality Network. “No longer retired makes this aspect of life easier for both of them. were Irish people to be treated as criminals, just because of Paddy looks, with interest, to the effect this will have on the who they were.” life of LGBT people in schools. He sees that there is now a validation that will empower principals and deputies to And it was more than 17 years before Irish law enshrined the tackled issues face-on, particularly to intervene in concept of Civil Partnership, allowing same-sex couples to instances of homophobic bullying, snide comments and enter into civil partnerships. There is no difference, in the innuendos. Act, in the rights and obligations accorded to opposite sex cohabiting couples or same sex cohabiting couples, however Paddy thinks that the YES vote was not so much about there are significant differences between the rights and marriage, as it was about attitudes and values. He feels at obligations accorded to Civil Partners (same-sex) and those home in a different way. He was deeply impressed by a accorded to married couples (opposite-sex). Because, letter [to The Irish Times, May 2015], in which 50 signatories, however, this Bill was enacted in the Oireachtas, it was all teachers, came out and urged a YES vote. Now, the vulnerable to chage: a further Dáil vote could remove it from country has said ‘I’m all right, you’re all right.’ The values of the Statute Book. respect, fairness, pluralism, openness, integration have ben asserted. Patrick and Paddy reflect on the 30% of voters This was the landmark that pointed towards the marriage who ticked NO. They are not persuaded that this cohort was referendum and beyond. Patrick echoes Sandra’s necessarily homophobic. They think it may have something observation that the composition of the current to do with the age profile of these voters and a sense that government created a positive climate for the advance of by voting against the Amendment they were protecting this legislation, which, coupled with anti-bullying children. The confusion and distraction of the surrogacy procedures, equality law, the Gender Recognition Act made issue compounded this. for a very different Ireland from that of his boyhood. Many people, including Patrick, were apprehensive about the Patrick and Paddy offer only tentative advice to gay outcome of the referendum, had there been a NO result. teachers. While there are fewer reasons for them to be Patrick says that he would, have been angry, that he would guarded and more for them to be confident, things have not have felt different. He did meet some hostility on doorsteps, changed everywhere. They need to ‘judge the school’, the while canvassing. One man told him ‘to get back to Sodom principal and colleagues before they ‘come out’. and Gomorrah!’ Another was ‘dumbfounded, palpitating with However, the result of May 23 has given a new meaning to anger.’ Generally, however, the reception was very positive. democracy in Ireland. The Irish people have, by a Patrick went into the city on the evening of the result, May substantial majority, voted to empower LGBT people and, in 23. There was a ‘huge buzz’, absolute jubilation. Meanwhile, the context of the school, have given protection and Paddy was watching the results unfold on the big television support to the gay student and the gay teacher. screen in Dublin Castle, with county after county, constituency after constituency, coming up green, raising the possibility of a clean sweep. It was a huge boost, both for present and future, giving a sense of solidarity among people. A referendum impacts on the Constitution and cannot be overturned except by another referendum. This is one of the main differences between the Marriage and Civil Partnership initiatives. For Patrick, the changes over recent years in his school are apparent. There is a LGBT Club, students are ‘out’; teachers are ‘out’. There are anti-discrimination posters and homophobic bullying is specified in the Code of Behaviour. When Paddy McGovern started teaching in a Catholic boys’ school in 1974 he knew he had to be wary, not of the brothers, but of boards of management that included conservative lay people who were keen to maintain a strictly Catholic ethos. He was ‘perpetually cautious, careful and reserved’. He experienced no hostility, but he had an ingrained, automatic instinct for self-preservation. He kept This series continues in the next edition of Leader, his private life in the margin. The full truth was edited into to be published in November.
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Understanding Adolescent Behaviour –
Some practical guidance for schools
SUDDEN CHANGES IN BEHAVIOUR Any parent with teenage children is fully aware of the changes in behaviour that occur as soon as they hit adolescence. It is difficult for a parent to take a step back and realise that this is all part of the maturation process which will eventually lead to them, in most cases, becoming well rounded and responsible adults. Adolescence is a developmental period characterised by changes in behaviour where many teenagers become quieter and more introspective than when they were younger. For this reason teenagers require a much greater degree of understanding and patience. Teachers need to realise that they may have to deal with numerous sudden upheavals in the lives of the teenagers they encounter including major physical, psychological, sexual and social changes. It can also be a period of increased vulnerability, emotional sensitivity and reactivity.
HORMONE CHANGES It is very important to understand that the mood swings that happen when children reach adolescence are as a result of both biological and psychological changes. There is no doubt that puberty and the release of raging hormones affects the moods of teenagers. Hormones bring about changes to the body that initially make most teenagers much more self-conscious. Breast development, breaking voices and growing to mid-teenage years it is vitally important to understand that it presents facial and body hair are among the things that will have an effect on a great window of opportunity for developing a better, smarter and their perception of themselves and this ultimately has a knock on effect faster brain if it is nurtured properly. Unfortunately, it can also be a time on their behaviour. of lost opportunity, if this part of the developing brain is allowed to stagnate during these years. It is a common misconception that all teenage behaviour can be put down to hormone changes. Modern research has shown that these Interactive and challenging learning methods need to be adopted by behavioural changes are much less a result of hormones and much more teachers. Students need to be encouraged to think outside the box in down to changes that are taking place in the brain during adolescence. an independent and innovative way. There is no point in a teacher sitting at the top of a classroom reading from a book because it is not CHANGES TO THE BRAIN challenging a student. Equally, a spoon feeding approach will only result in students regurgitating the same information and little or no interest Teachers need to understand and be aware of what is going on inside in real and inquisitive learning. Active learning, where the student is the teenage brain. There is a very dramatic growth in a part of the brain expected to make decisions for himself, overseen, encouraged and structure called the prefrontal cortex during adolescence. The guided along the way is critical. As the prefrontal cortex develops prefrontal cortex is involved in a wide range of cognitive functions such students need to be put into situations where they are involved in real as decision making, planning, inhibition of inappropriate behaviour, decision-making and learn to develop planning and organisational skills. understanding other people and impulse control. In early puberty these By being encouraged to think for themselves at home and at school, are all the things that most teenagers tend not to be very good at. students are much more likely to make life choices and choose careers Due to the rapid growth spurt in the prefrontal cortex during the early that will ultimately make them happy.
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THE WAY THEY THINK Another very important occurrence that takes place during the teenage years is the change in the way they think. Younger children think in a very concrete and structured way. Teenagers begin to think in an abstract way where they can work things out in their heads and can now imagine different scenarios and outcomes. This makes it possible for them to visualise and wonder how others see them. As they become better at abstract thinking their social anxiety tends to increase as they wonder how they are fitting in. This can leave them feeling very vulnerable and self-conscious. These emotions can also result in their self-confidence diminishing. All teenagers are extremely self-conscious so teachers need to very aware and sensitive about this when dealing with them in front of their peers. Teachers should consciously avoid making negative comments about a student which generates laughter and derision among their peers, as this can be very embarrassing and teachers to avoid confrontation with students and try and remain hurtful and will undermine how they view themselves. Young teachers, controlled and calm. By losing their cool and letting a student get under in particular, are at a greater risk of falling into this trap in an effort to their skin by fighting fire with fire it only makes a bad situation worse. come across as being ‘one of the lads’ and trying to be seen as the new Taking the heat out of a volatile situation means a teacher will gain the ‘cool teacher’. respect of the class. Keeping a lid on things means a teacher will remain in charge and be seen to be running the show. It should be seen as a sign PEER INFLUENCES of strength rather than weakness to show real sensitivity and empathy One of the hallmarks of teenage life is the strong influence peer with students. approval has on them. It is extremely important to understand how it is so highly valued by teenagers. In the same way a young child develops CALMING DOWN in the context of the family environment and forms a strong attachment Over the course of adolescence the prefrontal cortex begins to exercise to their parents, a teenager develops largely in the context of the peer more control over the limbic system. Older teenagers gain greater group. As they seek to fit in and win the admiration of their peers they equilibrium and have started to develop the skills to interpret signals are more likely to take risks, particularly those in the 13-16 year old from those around them. They get more comfortable in their own skins bracket, before the influence of the inhibiting prefrontal cortex kicks in and generally gain in self-confidence and assurance. They begin to and gains some degree of control. realise the importance of study and planning their future and this is when teachers really need to get heavily involved in encouraging them RISK TAKING to set high expectations and challenging goals. Risk-taking in teenagers is linked to an older, more developed part of Some of the behaviours that were deemed cool and got admiration in the brain called the limbic system. This set of structures, deep in the the early teenage years gradually become less admired by the peer brain below the cortex, is involved in judging incentives and emotional group as they get older and can even be viewed as childish behaviour information. Unlike the prefrontal cortex, which grows rapidly during by many of the more mature ones who have started to carve out unique the teenage years, these subcortical limbic systems are almost and more confident identities. completely developed by adolescence. Limbic system development is largely influenced by the primary caregivers in the individual’s life from The less mature teenagers have a less developed prefrontal cortex and an early age and this explains why there is so much individual difference due to the fact that it exercises less control over their risky and in emotional maturity of all individuals but particularly teenagers. A immature behaviour, so many of them will carry on in a juvenile way teenager’s maturity is inevitably strongly dependent on the emotional into their late teenage years and on into their early twenties. This maturity of the main adults in their lives during the formative years. explains the phenomenon of binge drinking culture among some young University students. Brain imaging clearly shows that risk taking and processing emotional information intensifies the activation of the limbic system and that this Most settle down in time but, as we all know, there are many adults and intensification is greatly exaggerated during the teen years. parents who never grow up and they start to develop a new cycle of immaturity in the next generation. This means that when a risky choice has a strong emotional incentive, such as winning the admiration of peers, the limbic system is strongly activated. The more mature and emotional, incentive driven limbic SUPPORT AND UNCONDITIONAL LOVE system, holds sway in most cases over the immature prefrontal control Teenagers need enormous amounts of emotional support and system in the early teenage years. unconditional love to successfully negotiate the whirlwind of changes they are experiencing. It is easier said than done for teachers to remain Being overly aggressive on the sports field and getting into fights by measured and controlled in the face of seemingly rebellious behaviour trying to be the macho hard men in front of their friends is a common which is often at odds with their own beliefs and values. It is a hugely trait. Trying to be the ‘Jack the lad’ and drinking more than their friends difficult gift to acquire and it is very useful to remember that we were to try to get the admiration of the gang is also a frequent behaviour. In all young once and had our own battles and arguments with our own more extreme cases, trying to be seen as cool by experimenting with parents (and possibly teachers!) as we tried to establish a sense of drugs is another risk taking act that some engage in. individuality. Behind the façade teenagers are only finding their way in the world and are crying out for love and attention. FLYING OFF THE HANDLE It is very common for young teenagers to fly off the handle with parents KNOWING THE BACKGROUND and teachers but this need not necessarily be interpreted as rebellious It needs to be noted that some young adolescents are much more behaviour. It is often down to a misreading of the signs and messages vulnerable than others by virtue of their backgrounds. They may come from parents, teachers and peers. Teachers need to take a calm and from dysfunctional families, which will very often have a serious effect measured approach to prevent an escalation in this type of behaviour on their emotional maturity. While teachers are not psychologists and as it is generally not malevolent and can usually be put down to are not expected to be counsellors to their students they should at least misunderstanding. Resorting to discipline and sanction in response to know what to look out for in a student who is experiencing difficulties. this behaviour will usually backfire. It is a far better approach for Unfortunately these children often present in secondary schools with
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an awful lot of damage and baggage. It is of critical importance that a another person because they do not feel good about themselves and by clear and comprehensive profile of each child, but particularly those making others feel bad they give themselves a temporary boost. Bullies with difficulties, is received from primary schools to enable school are not the confident and cocky people they may appear to be and are management and teachers in second level schools to deal with incoming experiencing their own inner turmoil so they need to be dealt with in a first years appropriately. It would be unfair on teachers to expect them mature but decisive way. to pick up behavioural signs within a class of thirty children without Bullying can now be carried out 24/7 through the use of multimedia foreknowledge. It is imperative therefore that a private and confidential and while cyber-bullying is a relatively new phenomenon it can be file is received and briefed to all teachers to enable them to pay extremely relentless and insidious due to the fact that the bullies can particular attention to those students with identified needs. hide behind screens. TELL-TALE SIGNS In some cases this can trigger self-harm and even suicide. A teacher that Teachers need to be sensitive to the tell-tale signs of disturbed or highly becomes aware of sudden changes in personality and of a student anxious behaviour. Students will exhibit definite signs if they are becoming withdrawn or distracted should to talk to them in a quiet and unhappy and agitated. Fortunately, they have not fully honed the art of caring way and let them know they can talk to them in total confidence. concealing their emotions at that stage of their development. Like all Cyber-bullying should also be addressed in the school’s Anti Bullying humans, teenagers are desperate for attention and very often teachers Policy. can have them eating out of the palm of their hands thereby having a potentially enormous influence over their moods. TEACHERS-LEAVING PROBLEMS Changes in behaviour need to be treated very proactively. For example, AT THE SCHOOL GATE if a normally quiet and withdrawn teenager starts acting in a wild or out An extremely important point is that teachers need to be fully aware of of control manner or conversely a vivacious teen starts sulking and being their own behaviour at all times. Like all members of society, teachers unresponsive in class, it needs to be acted upon when it lasts for any often come with a lot of their own baggage and can unwittingly transfer period of time. this to students for no reason other than the fact that they rub them up the wrong way. It is usually a lack of awareness of their own All teenagers have some degree of low self-esteem and many lack behaviour that causes teachers and indeed some parents to take a dislike confidence because of all these changes in their lives and need a huge to some children. It needs to be remembered that a teacher is there to amount of affirmation. There will be some that are more outgoing, bring out the best in the students and not to judge or undermine them. assertive and brighter than others and these are generally the ones that The better a teacher feels about herself the more accepting they will be a teacher will be naturally drawn to and pay them more attention. The of all their students and help them reach their full potential. quieter ones can therefore often fade into the background and go unnoticed. To prevent the shy and retiring ones disengaging and Even though it is easier said than done, it is extremely important that withdrawing from the activities in the classroom, teachers need to teachers try very hard to leave their own problems at the school gate. actively encourage participation from them. They need to be made feel To a certain extent they need to be like actors giving a performance and that they are an important part of the group and that they feel genuinely be seen to be making a big effort to guide and influence the class. respected and wanted. Aggressive and loud behaviour will only cloud their judgement and lead to poor decision making. It is important that teachers and parents avoid beating themselves up over mistakes they make. Every day is a school BEING POSITIVE day when we learn something new and we all need to learn from our Teenagers feed off positivity and are generally anxious to please and to mistakes and try to continually improve. get approval from their teachers – they are generally like sponges who want to grow and learn from people they respect. As a parent, I have seen this with my own children where they loved and were enthusiastic about subjects where they had inspiring teachers. It is uncanny how my children are enthused and excited by the same subjects in school, not because of the subject, but by the positivity of their teacher. This is a Joanna Lynch great example of how one person can have such a powerful influence Joanna has a BA (Hons) in psychology and sociology. She is over a young adult. Teachers must try to have a positive and invigorating also a qualified professional Life coach. impact on the imagination of their students as by so doing they can She has extensive experience in inspire them to achieve great things in their lives. tutoring in Child Development and also in Human and DEALING WITH BULLYING BEHAVIOUR Personal Development. She was a tutor for Bullying behaviour by individuals or groups is probably one of the most Special Needs Assistants common problems teachers will have to deal with. The first thing to (SNAs) in the South East make clear is that bullying takes the form of sustained, concerted and over the years working conscious behaviour. One off or occasional nasty comments and jibes with the local ETB. may be hurtful to the student but they are not acts of bullying, even though they are often referred to and misunderstood as such. She has delivered talks to parent groups in a number of Schools have to deal with any signs of bullying in an assertive and secondary schools on positive determined way. By ignoring it and hoping it will die down or go away parenting and on how to bring the is the worst possible approach. All bullying incidents should be dealt best out of children. She also gives talks to staff in with in line with the school’s agreed Anti Bullying Policy as this is an multinational companies on parenting and personal growth. action plan to resolve and manage bullying behaviour. This policy should be in line with the Department of Education and Skills Circular Letter Joanna Lynch is the mother of 4 children, 3 boys and 1 girl, 0045/2013 – Anti-Bullying Procedures for Primary and Post-Primary Schools. ranging in ages from 21 to 13. She is an avid blogger and her blogs, on day to day life issues, can be read on Victims of bullying generally have very low self-esteem which makes www.mumsdword.com. them vulnerable to abuse. Teachers have to let the person being bullied know that they are there to support them and that they can talk to them [email protected] in confidence. It is also important to remember that the bully is also generally suffering from low self-esteem. A bully tries to undermine
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dropped since 2011, when 51% of this age group were reportedly signing up to sites Report sheds light on with phony accounts. In the latest report, nine out of 10 in the 15- digital addiction among 16 age bracket said they had a social networking profile, while 58% reported using the internet excessively. A 16-year-old boy interviewed during the research confessed: Irish children “With the internet connected constantly you’re never offline… Like, you always log Facebook on your phone, unless you log Net Children Go Mobile report reveals one in five out… but it’s kind of a hassle to log in and log out. But even if you sit in class; you can have have encountered distressing content. 10 seconds and check your newsfeed.”
By Sorcha Pollak PEER PRESSURE Dr O’Neill blames peer pressure for the major report published in February raises concerns about online bullying and constant need to stay connected and worries on internet use among Irish children access to harmful content. “Young people are it could lead to an increase in online bullying. Ashows that, while they are rapidly always online, always connected and always “The internet is a large, vast, unregulated developing their online skills, a higher available with no escape.” space. There can be violent content, scary proportion are reporting seeing distressing content, sexual content that disturbs them.” However, he believes parents must be careful content when using laptops, tablets and not to lecture children about internet use. Girls seem to be most vulnerable to online smartphones. One in five nine to 16-year-olds “Children often pick up these habits from bullying, with 26 per cent reporting abuse said they had accessed harmful or distressing parents. Digital use is a matter for everybody.” compared with 17 per cent of boys. The rate content, double the rate in 2011. In the 15-16 of reported online bullying increased from 22 age bracket, the proportion saying they had The report found 60% of children believe per cent in 2011 to 23 per cent in 2014, seen something they wished they hadn’t – they know more about the internet than their despite claims from sites such as Facebook such as discriminatory messages, self-harm parents, with young girls claiming a more and Ask.fm of increased regulation and sites or forums discussing drug usage – was critical understanding than boys. Their online moderation. as high as 37%. skills include bookmarking websites, deleting website records, changing privacy settings and The Net Children Go Mobile, 2015, report, blocking messages from strangers. ONLINE ABUSE carried out through interviews with a A 13-year-old girl interviewed for the study nationally representative sample of 500 Not surprisingly, young people are becoming spoke of the abuse she suffered online. “I children by researchers at Dublin Institute of more dependent on social networking sites cried, it was an old friend, who was jealous of Technology, found just under half (46%) had for communicating with their peers. Nearly me that because I went to this new school access to the internet from their bedrooms. 40% of those aged 11-12 admitted setting up and she saw I have more friends and so, she And 14 per cent of this nine to 16-year-old a profile despite bans across most sites on was very jealous, she said bad things about me cohort said they went online “a lot” after users under 13 signing up. This number has like I was ugly and I wasn’t spending much 9p.m. time with her, and I spend more time with Dr Brian O’Neill, co-author of the report, other new friends not with her.” says this incessant access to digital devices Some 58% of those Reports of exposure to sexual images have aged 15-16 risen from 17% in 2011 to 21%, with children reported using the encountering hate and discriminatory messages, anorexic or bulimic content, self- internet excessively harm sites and sites discussing suicide. “Stranger danger” is another issue for many children when they are exploring the web. “This is a very extreme and rare form of danger in terms of predatory contact,” says Dr O’Neill. “The internet has access on a global stage to lots of potentially unsavoury individuals.” However, he says perceptions of internet safety in Ireland are changing, with parents becoming more proactive and engaging with their children’s internet use. Webwise.ie educates and promotes dialogue between children, teachers and parents on safe and appropriate use of the internet.
First published: Monday, 9 February, 2015. Reproduced by kind permission of The Irish Times. Special thanks to Sorcha Pollak and Joe Humphreys.
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Teachers as Digital Bobbies?
chools are not well placed to manage incidents that All forms of online harassment impact on the school environment. originate or perpetuate in cyber space. The issues Affected students congregate and share information some of which are complex and resource intensive to investigative is collectively harmful particularly since online innuendo and rumour S are rife; truths, half-truths and lies combine to become greater and can present challenges even for the Gardaí. The ‘truths’ and small problems between young people that are state for many years thrust responsibility for managing manageable in the real world get completely out of hand, so fast bullying and other inter-student ills upon schools staff. that they are difficult to contain. Ordinarily the school is on the tail In the digital age, that is no longer an option. end of the process receiving a report from a parent or student when the flare up is matured and heated. Typically on the SARAH (shock, In May 2014, a government appointed advisory body examining anger, resentment, acceptance and healing) scale, school staff internet content governance offered its report beginning with a members are landed with the issue somewhere between the shock statement of the financial worth and benefits of the digital industry and anger meaning that there is an awful long road to travel to solve to our society. It further referred to our ‘Internet Safety System’ as the problem, whatever ‘solve’ looks like at the conclusion, assuming being robust and capable of responding to online harms, particularly that there ever is one. of an illegal nature. The tradition that bullying largely occurs in schools is no longer true. In 2011 an EU-wide survey of 9 to 16 year-olds found that Ireland The school is a player, a piece of the jigsaw but absolutely not a was the safest place in Europe for young people online with 93% of source of investigation or remediation. And so it is reasonable to parents mitigating their children’s activities on the Internet. The say that no school can be held responsible for determining the findings are reflected in the Seventh Report of the Special outcome of a cyber-incident when at best it can only contribute to Rapporteur on Child Protection, Dr. Geoffrey Shannon to the a solution in ways within its remit. Oireachtas in 2014: I meet many schools councillors and principals that want to refer “This data demonstrates that while risks certainly exist online, Irish incidents to the Gardaí who in turn have to establish that a crime children experience less risk than their EU counterpart. Many of the has been committed to initiate an investigation from which court figures for risky behaviour such as meeting people first met online, orders can be obtained to acquire the necessary information to or posting explicit images of themselves online are quite low. While prosecute. The law is not favourable to cyber harassment in its efforts should continue to be made to reduce these even further, current form and requires sensible update make it easier for the empirical data is quite encouraging as it shows that children, stakeholders to manage cases. I say, ’sensible’ because the wording educators, and care givers are generally aware of the potential risks of the law is one thing; resources to implement it are something that exist online and act to avoid them or reduce their impact”. completely different and for the most part, investigation of cyber- It is against that backdrop that lawmakers work to shape the needs crime is time consuming and resource intensive. of our society in the digital age. The one favourable factor about cyber bullying is that it is detectable Young people interacting online leave a digital footprint that is the and also possible to determine those involved, unlike instances of sum of all of their online activities. The nature of their individual grooming and image misuse where victims are often unaware that footprint can be used by HR people to form an opinion that supports they have been targeted. or otherwise the contents of a CV, and similar elements can bring a What of students exploring relationships where one is consuming young person to the notice of people that would do them harm online pornography and is influenced by it? through harassment such as grooming, cyber-bullying and image misuse to highlight three common difficulties among that age group. The regulated pornography industry that existed in the era of VHS
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digital imagery that has enabled abusers of children and adults alike to reach an adoring and unforgiving audience. Victims may endure ridicule, bullying, online and physical sexual harassment and grooming, and can remain generally uninformed and unaware of their situation because the result of informing victims or parents is unpredictable and very often destructive. From the moment of upload a risk exists, and this continues until a crime is committed at which time An Garda Siochána bring their expertise to the table, or the victim simply matures without incident. This means that we do nothing but wait and see if a risk elevates to a crime and that may be an appalling life changing event for a victim. A very old saying: security through obscurity is no security at all meaning that hiding the front door key in the garden flower patch is obscurity, not security. That analogy applies well in the area of online protection of children.
and DVD is completely overrun by what is termed user generated But what of the victim that is aware and upset at the presence of content where site users are sourcing or making their own material. their images on these sites; where do they go for assistance; who do This content is largely unregulated and often depicts teenagers they call? making amateur porn either freely or under duress. It is of course Tusla seems overwhelmed by its existing workload and a non-nude no surprise that teenagers seeking this material for their personal image upload doesn’t supersede an actual abuse case. The Gardaí entertainment are enacting what they see in the real world and that can only investigate a confirmed crime meaning that the image presents huge issues for those whom they encounter in relationships would have to be in contravention of the Child Trafficking and that are unprepared for such expectations. Pornography Act and a ‘WezzGear’ image doesn’t apply. Society must acknowledge online pornography and lay a grounding In conclusion our ‘Internet Safety System’ is not robust and is for students to understand that they have a choice; that the content incapable of responding to online harms that are not of an illegal is not reflective of mainstream relationships; that a person nature. Schools are places of education and the online safety and acquiescing with its consumers by extension acts the role of the porn reputation syllabus needs overhaul to benefit both staff and star that very often suffers violence and denigration. students. Grooming is a most horrendous crime against a child that is What will it take for change to happen? perpetrated in ways such that victims often never become aware that they have been targeted. It is personal engineering through means available in digital space to find, forge a path, influence, befriend, and where circumstance allow then sexually attack a victim through personal image, web cam, or physical encounter. Today we This article was written by Pat McKenna, the founder of Child use terms such as ‘sextortion’ to describe sexually oriented Watch, now known as CW Research, a fully independent and blackmail. Financial and sex scams represent a primary threat to all Irish-owned company, has evolved from a need for digital young persons in addition to grooming and yet we have little based security and privacy for structured education to prepare them to recognise such attacks. children, and a desire for adults to better understand and Misuse of images on pornographic and image-sharing sites raise appreciate the difficulties levels of stress for victims that have resulted in loss of life, self-harm, involved in protecting and present long term psychological challenges that are seldom children whilst retaining resolved. The nature of the imagery varies depending on the source: freedom to interact on images copied from social media, ‘candids’ taken without the the internet. knowledge of the victim, partial or fully nude images shared for private use only, images involving a sexual act. Child Watch addresses data protection issues in Our eighteen month study named Digital Fish reveals evidence of addition to internet victims as young as eleven having their images copied from their vulnerabilities at a time when Pat McKenna social media pages to web sites where they are displayed and no-one really considered the commented upon for the pleasure of users. In many cases such protection of children’s information in business and public commentary comes from persons that exhibit a blatant sexual service databases to be an issue. The company works with interest in minors which is a concern since 80 of the 220 victims media, speaks in schools to second-level students, staff and identified by us so far are easily identifiable because the uploading parents; addresses organisations such as NAPD. Child Watch user has supplied the victim’s forename and surname initial; some has worked with RTÉ, as research consultants on issues victims are living in rural settings with few or a single school making related to online crimes against children. They advised the tracing virtually certain; some of these victims appending geo- Taoiseach’s Senate nominees advocating the introduction of a tagging data to photos and social media posts render tracing filtering system for child abuse images in Ireland. They liaise completely certain. with organisations throughout the world and are happy to Those 220 victims may only represent from ten to twenty percent bring their expertise to the table whenever they can assist of all victims out there. with issues relating to child protection. Instances of snaps depicting partial nudity of minors and revenge www.childwatch.ie porn incidents perpetrated against staff are factors in this era of
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NEW WEBSITE AND DIVERSE LEARNING ACTIVITIES ENRICH HISTORY TEACHING FOR SECOND-LEVEL STUDENTS
By Danielle O’Donovan
Secretary General of the Department of Education and Skills, Seán Ó Foghlú, speaks to transition year students from Moyle Park School, Clondalkin.
ast March, in the Science Gallery, Trinity College launched a new President Mary McAleese and Ian Paisley, Lord Bannside, stated that website to support second level teachers in using the 1641 they hoped that the depositions would be used by Irish and British LDepositions in the history classroom. The web address is school students in order to foster a greater understanding of Ireland’s http://1641.tcd.ie/learning. We would be delighted if history teachers past. throughout the country make use of this resource, which really casts In 2010 Professor Jane Ohlmeyer, secured a grant from the Irish light on troubled mid-17th century Ireland. The site would be an ideal Department of Foreign Affairs’ Reconciliation Fund in order to develop resource for use in Transition Year, to demonstrate to students how educational resources for second-level school students in Ireland and studying history, the ‘queen of disciplines’, is brilliant for honing critical the UK. The first phase of this project resulted in the creation of thinking skills. The website was a collaboration between the TCD innovative, paper-based teacher resources, developed largely by the Department of History and Bridge21 (http://www.bridge21.ie) and expertise of Dale Purvis and Dr. Eamon Darcy. These resources their work was funded by the Department of Foreign Affairs. encouraged students to investigate the depositions for themselves and were highly creative in the use of various strategies in order to THE 1641 DEPOSITIONS empower students to “be” historians and “do” history. First. a little context about the depositions. The 1641 depositions have been called the most controversial source in Irish history. They were collected by a commission of eight Church of Ireland clergymen and TEACHER ORCHESTRATING A DIVERSE RANGE OF later by Cromwellian soldiers and administrators and became the chief LEARNING ACTIVITIES evidence for the hotly-contested premeditated massacre of Irish For the development of the new learning website, we used the already Protestants at the hands of their Catholic neighbours in 1641. From designed and tested teachers’ resources as a starting point. We their immediate collection they were edited and published in London reformatted the activities to align with the Bridge21 model of 21st as an attempt by Irish Protestant colonial officials to lobby for a full- Century Learning and Activity Model. The lessons are designed to scale military conquest of Ireland in the 1640s and later the wholesale include team-led activities, project-based, technology-mediated learning, appropriation of Irish Catholic lands in the 1650s. with the teacher acting as orchestrator. Activities include warm-ups, introduction to a problem context, team-based research and then “FOSTERING A GREATER UNDERSTANDING OF presentation of findings to peers. Thus the 1641 Depositions and Bridge21 lesson plans fit in with a broader 21st century learning agenda, IRELAND’S PAST” while also developing key historical thinking skills For centuries Protestant polemicists invoked the depositions during (http://1641.tcd.ie/learning). discussions on the penal laws, Catholic emancipation and during the push for Irish Home Rule. After Ireland gained independence, the Irish government blocked two attempts (first, in the 1930s and then again CENTRAL THEMES in the 1960s) to publish the depositions fearing that they would stoke The lessons cover central themes related to the 1641 depositions and sectarian tensions. Thus, their publication in 2010 was hailed as an the Irish rebellion. For example, students are introduced by means of indicative success of the Peace Process and the Good Friday agreement a short video to the latest views of historians on the validity and utility (http://1641.tcd.ie). At the launch of the digitized depositions, both of the depositions as a historical source. From there they can discuss
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Paul Byrne, NAPD Vice-President, Welcomes the Centre for School Leadership [CSL]
Eoin Houlihan, history teacher at Moyle Park School, Clondalkin; Dr Danielle O’Donovan; Secretary General of the Department of Education and Skills, Seán Ó Foghlú; Professor of Modern History, Jane Ohlmeyer; Dr Eamon Darcy and Professor Brendan Tangney, the Academic Director of Bridge 21.
the Ulster Plantations, the causes of the rebellion and the outbreak of rebellion. One of major bones of contention about the depositions during the early modern period was the fact that they were utilized in It is with a degree of pride that NAPD welcomes the recent an edited format in contemporary propaganda to discredit the appointment of the senior management team of the newly-established Confederation of Kilkenny, the government of the Irish rebels of the Centre for School Leadership. The appointment of our current 1640s. Thus students are given challenges to help them understand the President, Mary Nihill as Director gives me, personally, a tremendous use of the depositions in contemporary propaganda to shape political sense of confidence in the future success of the Centre. Mary has views in the 1640s. Finally, students are asked to consider the contested supported Principals and Deputy Principals effectively and efficiently legacies to the 1641 rebellion and their effect on how the rebellion has both during her time with LDS and as President of NAPD. Mary brings been studied and discussed over the last three centuries. with her a lifetime of professional educational experience and a level of drive and dedication which is unequalled. It is safe to say that with such “ENGAGING WITH THE DEPOSITIONS IN an experienced leader at the helm of this new organisation ably assisted MULTIMODAL WAYS” by Deputy Directors Máire Ní Bhróithe (Post Primary) and Anna Mai Overall, we wanted students to engage with the depositions in Rooney (Primary) I am confident we will receive excellent support and multimodal ways – from paper-based transcriptions with modernized training both at primary and secondary level. I look forward to well- spellings to the original transcribed texts online. We also included the structured and well-presented CPD to support us all in the relevant use of secondary texts kindly supplied by History Ireland. We felt it was areas. important to introduce students to history articles where historians Principals, deputies and also assistant principals can look forward to a have worked with and interpreted primary documents. All texts on the programme for the next generation of aspiring leaders. The continued site form a marked contrast to the average history textbook. As provision of the programme will help to address the area of succession historians, our work is grounded in enquiry and in designing our planning in our education system. Newly appointed Principals and learning website we have sought to reflect this traditional process of Deputies can also look forward to realistic, focused and relevant historical enquiry along with how that process now exists in the induction courses and an excellent support service. I, from my own information age. perspective, found NAPD, ACCS and LDS a tremendous support network group following my appointment to the position of Deputy USING PRIMARY DOCUMENTS FOR Principal. The Centre of School Leadership will be a welcome addition TEACHING HISTORY to these existing supports. In a recent Leader article I made an argument for the widespread use In education circles the notion of collaboration as opposed to of primary documents for teaching history. This activity “is not the competition, as identified by Pasi Sahlberg as the way forward in passive reading of a narrative of history, but … the downright study of the education and exemplified in the Finnish system, is being put into problems presented in the evolution of a nation. In this method the pupil is practice by the Centre of School Leadership. The Centre is founded on not called upon to fill his mind with a number of facts, but he is called upon the notion of collaboration between the major stakeholders in to work out the problems that any historian must solve. He is put into the education leadership. The DES, NAPD and IPPN will work as one entity 1 workshop or laboratory of the historian.” It was suggested that since so in partnership to provide for the needs of education leaders across the many primary sources have now been made available in searchable education sector. formats online, we have the opportunity to bring these sources into the classroom, while also facilitating our students in developing 21st The Centre of School Leadership will also be tasked with sourcing and century skills. providing coaching and support for members of both NAPD and IPPN. It is clear even from the preceding few paragraphs that there is a great In creating the set of learning resources for 1641, which really do place challenge facing Mary Nihill and her team over the next three years. On students in the laboratory of the historian in wrestling with these behalf of the NAPD Executive I would like to wish the Centre for School controversial texts, we hope that we have clearly demonstrated that Leadership every success in its future endeavours. history is a subject of enduring relevance for the future. Go n éirí an t ádh libh go léir leis an obair a bheidh idir 1 Rolla Milton Tryon, The Teaching of History in Junior and láimhe agaibh sa todhcha. Senior High Schools (Boston: Ginnand Company, 1921), p.78
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increased motivation and school engagement resulting in less student boredom and fewer dropouts. The following day’s work saw delegates participate in workshops related to Entrepreneurial Education, exploring the potential of Erasmus+ funding program to By Barbara Novinec, Vice-President advance ESHA goals and priorities (motivation, exchange practices among he ESHA spring 2015 General ESHA partners), advocating that Assembly was held in Podgorica responsibility of for educational outcomes Tfrom 27 - 28 of March 2015. The of the students should lie with the meeting in the Montenegro capital was principal, and also the ESHA magazine attended by 32 representatives from 14 themes. Four EU projects, with which countries. The GA meeting was opened by ESHA is involved, were presented: Clive Byrne, the President of ESHA, and European Policy Network of School the host Radiša Šeki, the President of the Leadership to influence policy makers Association of School Leaders from (autonomy, distributed leadership, etc.); Montenegro. In a busy first day the Iguana, helping to reduce staff and following issues were discussed; ESHA stakeholder resistance to change; Quality work plan 2015-2017, the financial report for Innovation, project approach for for 2014 and the budget for 2015. innovative schools; Entrepreneurial Leadership: a course for school heads to The last biennial conference in Dubrovnik promote such leadership. was reviewed and the plans for the upcoming biennial conference in There followed group discussions Barbara Novinec Maastricht in 2016 were debated. regarding the best learning practices and a challenging issue within each school Significant time was spent discussing the system. A key theme throughout the ESHA website as a means to promote the A report by Barbara Novinec, meeting was the effects of budget cuts to expansion of the ESHA membership. As Slovenia, a member of the education. The financial conditions ESHA connects more than 85,000 leaders throughout Europe must not affect the Executive Board and Vice- in 42 European countries, it was important goal of all principals and President of ESHA. Barbara’s recommended that the national teachers which is to give students the best original piece was published in associations encourage their members to possible education and to prepare them visit the ESHA website www.esha.org as the ESHA magazine, May 2015. for the global life in the 21st century. regularly as possible. The concluding part of the session was The ESHA office made a plea for all dedicated to the topics that should be associations to become involved in discussed at future meetings to provide developing the ESHA magazine which is greater value-added for ESHA members. published eight times a year on Bringing education of all European www.eshamagazine.com and is free of countries on a higher level, creating links charge. between delegates from schools of a Delegates were given an extensive similar size and among sectors from overview of the Montenegro education different countries, as well as providing system both positive areas and challenges the exchange of ideas, are certainly some and there was a heartfelt plea to promote of the primary benefits of the ESHA links between schools in Montenegro and membership. ESHA can help with other European countries. involvement of local associations in Entrepreneurship Education is very projects, by sharing of best practices, successful in Montenegro and an implementing innovations, and lobbying introduction was given on how the on the EC level. current model operates in Montenegro – The next General Assembly meeting will warts and all. Entrepreneurship is seen as be held in Bergen on 30-31 October 2015. a major engine for economic growth and ESHA will also support the organization of job creation. Such education is to achieve the regional conference for the South-East more interest, enjoyment, engagement, of Europe, taking place in Belgrade, Serbia and creativity among students, along with on 25-27 October 2015. The President issued a general invitation to participate in As ESHA connects more than 85,000 leaders in 42 the next Assembly meeting in Bergen in European countries, it was recommended that the October 2015 and also in the upcoming national associations encourage their members to visit biennial conference in Maastricht in the ESHA website www.esha.org as regularly as possible. October 2016. Ver8 - The Leader September 2015 Issue 2:Exec Report No.7 March 2008.qxd 21/09/2015 12:41 Page 45
The Leader Reader
PATRICIA McDONAGH ON KEN ROBINSON ‘YOU MUST READ IT!’
If you have read The Element or Out of Our Minds you will be familiar with his theme of nurturing the creative side of students and they are well worth reading. If you haven’t then just go straight to this book, because he covers some of the same ground but brings his ideas on to a whole new level.
Beginning with the present-day obsession with raising standards, which he maintains is not working, he says we need to radically rethink our “Metaphors” around how schools are organised and start changing schools. He clearly puts the student in the centre of everything as a natural born learner and charts the role of great teachers, visionary principals, the whole community and policy makers, in revolutionising education from the ground up.
The main premise of the book is that we should be teaching students not subjects – students who are unique, individual, creative and naturally curious. This is based on a belief in the value of the individual and the right to self-determination. He feels that teaching is all about building relationships. Once a student feels that you care about what they care about - could be football, books, pets, anything they value, and you help them in that – then they will work for you in maths, because they won’t want to let you down. Good teachers have always known this instinctively. He quotes a teacher who says, “Start with what they can do not what they can’t.”
Title Creative Schools I share his view that education which started by educating the elite then moved after the industrial Revolution to educating the masses now needs Author Ken Robinson to move to educating the individual, which I think will be made easier Publisher Allen Lane through the use of technology. Year 2015 In the introduction he states that many people believe that the current systems of education are basically sound; they are just not working as well ISBN 978-0-241-00395-4 as they should because standards have fallen. Therefore, these people say, raise standards, which will be measured by testing and more testing until we get the desired effect, and then, all will be well. hen Ken Robinson, writes a new book on education, you should read it. When his new book is entitled Creative Schools, There is no shortage of political will to raise standards: PISA, No Child Left WRevolutionizing Education from the Ground Up, [Published by Allen Behind in the US, the Shanghai Miracle and our own Literacy and Numeracy Lane, 2015] you must read it! Not because all of the ideas are strikingly Strategy are all examples of political initiatives to raise standards. Education new or original but because the ideas that we, in NAPD, have been has always been a political issue because of its economic and cultural absorbing over the last number of years from the likes of Paul Ginnis, Guy importance and raising standards always seems like a good thing to do, but Claxton, Graham Powell, Mike Hughes and our own Professor Tom Collins, Robinson asks the question: standards of what? The basic strategy seems as well as from Pasi Sahlberg, have been brought together in one very to be to standardise the three strands of: curriculum, teaching and readable book. The second reason you should read it is because I think it assessment. Test these in a competitive way, like the PISA Tests, and then will make you realise how close we were in Ireland to realising many of the the increased competition will drive up standards. ‘But…’ he asks, ‘is it ideas in this book in the original Framework document for the new Junior working?’ He thinks not. Cycle, now sadly downgraded. It certainly convinces me that we should be abolishing the Junior Cert. exam altogether and that experiential learning Not if you look at the alarming dropout rates in schools and colleges, as should continue until age 16, leaving plenty of time for a more traditional well as the high levels of self-harm, anxiety, stress, depression and suicide approach at a later stage. among the young, some of whom are the brightest students. Look at the
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falling value of university degrees and level of unemployment among Socially, we need active and compassionate citizens, for a healthy graduates and you have to ask yourself, is it working? He gives many more democracy and to eradicate inequalities in society. examples of how it is not working; from graduate unemployment in China Finally education is deeply personal and cannot meet the other purposes to a lack of any significant improvement in literacy in the US. without enriching the hearts and minds of individuals. Engaging students Robinson says the standards movement is failing. He feels that the as individuals is the heart of raising achievement. academic/vocational caste system is one of the most corrosive problems He argues that education is a living system based on four principles: Health in education and we need a radical rethink. The success of Finnish Ecology, Fairness and Care. To practise these principles policymakers need education is often attributed to the lack of educational and social to facilitate particular conditions: distinction between the academic and the vocational in Finnish schools and society. I have always felt that Ireland could benefit from this this kind of To foster health you need: to cultivate enthusiasm for learning, understand thinking. how students learn, provide a diverse curriculum, have a vision that drives you and encourage teachers to motivate students. He says “there is no Robinson is not saying that the way education is organised has never system of education in the world that is reliably better than its teachers”. worked but that it was of its time and now we need a revolution. Watching To nurture Ecology you need: inspiring leaders, well focused resources and a programme on BBC2 recently about a project where Chinese teachers a holistic approach agreed by everyone. To promote fairness you need: brought their methods over to a school in England it struck me that in a partnership and collaboration for education to thrive and you need to developing society the motivation to do well in school is extrinsic – better encourage and support strategic innovation. To provide care you need to job, more money, a way out of poverty; however in an advanced society have mutual respect, educators should be accountable for their the rewards from education need to be more intrinsic – pleasure, effectiveness and you need continuous professional development. satisfaction and opportunities to be creative. Robinson goes on to discuss the role of teachers, principals, parents and Robinson feels now is the time to radically change education from the policy makers in bringing about these changes. He says great teachers ground up, not just to try and fix it. Research and practical experience have engage inspire and enthuse students. Through good relationships they shown that the critical factors in raising student achievement are enable students to learn and bring out their natural curiosity. If teachers motivation and students’ expectations of themselves. This is why Robinson have high expectations of their students they will respond. Classrooms argues that we need to change the metaphors we use. shouldn’t be built around passivity, listening and taking notes. He says it For example, education has long been based on the factory system, which should be about learning at your pace, interacting, problem solving, produced identical versions of the same product, demanded compliance collaborating and making things. from it workers, where the process is linear and is related to market Those of us lucky enough to have attended Paul Ginnis days know exactly demand. But people are not standard, they are diverse in abilities, unique what he is talking about. I feel that many Irish classrooms are moving in and not compliant, they are creative. this direction but some have a long way to go. Robinson feels that students are natural learners with great natural abilities. In his chapter on Principals he says leadership is about vision and it is hard The key to developing these natural abilities is to move beyond the narrow to overestimate the impact of leadership The heart of the Principal’s role, confines of academicism and conformity to systems that are personalised he says,” is appreciating the individuality of the student body, seeking to the real ability of every student and he describes what this means: potential at every turn, and constantly striving to move the school forward Recognise that intelligence is diverse and multifaceted in the face of constant change”. So, no pressure then!
Enable students to pursue their particular interests and strengths Throughout the book Robinson gives many examples of schools that have made the kind of changes he is talking about and the positive impact these Adapt the schedule to the different rates at which students learn changes have made in the lives of students. Nearly all of the changes involve underachieving schools, or schools in deprived areas of the US. I Assess students in ways that support personal progress & achievement sometimes think that it is easier to make radical changes in these schools These may seem unrealistic and unachievable, but I have read of a school than it is in “successful”, high achieving middle class schools. Even though in the US which is not run on linear cohorts of same age students, but they need them just as much, it is often harder to convince parents, just as allows them to attend classes according to their abilities [for example, to we see with the new Junior Cycle. Talking to my colleagues in DEIS schools move a year ahead in maths while being a year behind in French]. I have they would agree that it is often easier to make changes in their schools. seen Timetables in Finland constructed along the lines of universities which But that should not stop any of us from trying. allow students pick courses that suit their abilities better and allow then There is so much in this book that I haven’t even touched on which is worth spend more time on what they are good at. I attended a workshop once considering and sharing with your teachers. I would encourage you to buy on a school in a deprived area of the UK which, as well as running normal multiple copies and share them with your staff. You never know what classes in the school, also runs Open University style classes online for wonderful discussions they might lead to during Croke Park meetings in students who are carers at home and cannot always come to school. the darker months! Innovation is possible, especially with the help of new technologies, flipped In the final chapter Robinson argues that “Policy makers can facilitate classrooms and social media. However I do feel that this could cause a change at all levels by advocating for it and by giving schools permission tension in many countries and especially in Ireland where our curriculum to break old habits in the interest of breaking new ground” is so content-driven, between what knowledge we think students should know and what they want to learn. I don’t think Robinson fully resolves I noticed in a recent article in The Irish Times that the Minister for Education, that tension in his chapter on “What’s worth Knowing” Jan O’Sullivan had taken the book with her for reading over the holiday period. Now if only we knew what the Trade Union leaders were reading! The other metaphors he wishes us to look at differently are the 4 basic purposes of education: Economic, Cultural, Social and Personal. They haven’t changed but how we apply them to today’s world needs to change. In the economic sphere education should enable students to become Patricia McDonagh economically responsible and independent. Schools have always believed Patricia McDonagh is Principal of Malahide this and the Standards Movement has argued for them too, but we all Community School. She has served for many know the significance given to CSPE in the timetable. In today’s world we years on the National Executive of NAPD and need to cultivate diversity, that’s why we need no social division between was also President of the association. She has academic and vocational education. long been an admirer of Ken Robinson and his creative ideas of education, and introduced his In terms of culture students should be taught to appreciate their own culture TED talk at the NAPD Conference in 2006. and respect others. To achieve this you need a broad based rich curriculum.
46 NAPD Leader Ver8 - The Leader September 2015 Issue 2:Exec Report No.7 March 2008.qxd 21/09/2015 12:41 Page 47
NAPD WELCOMES THE NEW SCHOOL LEADERS, 2015
ach autumn we record, welcome and celebrate the appointment of new school leaders, principals and deputy principals. NAPD endeavours to give them the necessary skills, through the work of the conferences and regional meetings, and practical backing Ethrough it Welfare Committee and the local Support Service. Below we print contact details for each of the regions and we hope you will become an active member of the Association in your area.
We apologise for any omissions and inaccuracies in the listings below. Please notify the Editor [[email protected]] 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
REGION 1 1 REGION 3 3 DONEGAL, CAVAN, SLIGO, LEITRIM, MONAGHAN LOUTH, LONGFORD, MEATH, WESTMEATH, OFFALY Chris Darby [P], St. Eunan’s College, Rosemary Eager [DP], Letterkenny, Co. Donegal Wilsons Hospital, Multifarnham, Co. Westmeath E: [email protected] E: [email protected] T: 074 912 1143 T: 044 937 1115
Fagan Cora [DP], Ballyshannon Community School, Co. Donegal Byrne Cathy [DP], Dunshaughlin CC, Co. Meath Kelly Eddie [P], Our Lady’s SS, Castleblayney, Co. Monaghan Cody Margaret [AP], Columba College, Killucan, Co. Meath Macaree Colette [ADP], Magh Éne College, Bundoran, Co. Donegal Flood Eilis [DP], Drogheda Institute of Further Education, Co. Louth McFadden Donna [DP], Pobalscoil Chloich Cheannfhaola, Gardiner Ian [P], Coláiste na hÍnse, Bettystown, Co. Meath Falcarragh, Co. Donegal Ó Briain Séamus [P], Pobalscoil Ghaoth Dobhair, Co. Dhún na nGall Kehoe Brian [P], Coláiste Naomh Cormac, Kilcormac, Co. Offaly O’Connor Margaret [P], Loreto Community School, Milford, McCormack David [DP], Coláiste de Lacy, Ashbourne, Co. Meath Co. Donegal O’Hare Ciarán [P], St Mary’s Diocesan School, Drogheda, Co. Louth Ó Fearraigh Nigel [DP], Pobalscoil Ghaoth Dobhair, Co. Dhún na Ó hÉanaigh Seán [DP], Coláiste Chú Chulainn, Chapel St., Dundalk, nGall Co. Louth Rogers Ciarán [DP], Errigal College, Letterkenny, Co. Donegal Toole Caroline [DP], Ballymackenny College, Drogheda, Co. Louth Scollan Margaret [P], North Connaught College, Tubbercurry, Co. Sligo Tighe Pat [AP], Magh Ene College, Bundoran, Co. Donegal REGION 4 4 REGION 2 KILDARE, WICKLOW, LAOIS, CARLOW 2 Áine O’Neill [P], St. Fergal's CC, Rathdowney, Co. Laois MAYO, GALWAY, ROSCOMMON E: [email protected] T: 0505 46357 Margaret Griffiths [DP], Dunmore Community School, Co. Galway Cullen Mary [DP]Confey College, Leixlip, Co. Kildare Email: [email protected] T: 093 38203 Gaughran Eric [P]Coláiste Lorcán, Castledermot, Co. Kildare [Transferring] Healy David [DP]Arklow Community College, Co.Wicklow Fetherston Carmel [DP], Sacred Heart SS, Westport, Co. Mayo Keegan Ciarán [P]Naas CC, Co. Kildare [Transferring] Foy Finola [ADP], Sancta Maria College, Louisburgh, Co. Mayo Kilroy Claire [ADP], St. Brigid’s SS, Tuam, Co. Galway McCarthy Siobhán [P]Mountrath CS, Co. Laois Moore Cathal [P], Athenry, Co. Galway McShane Niamh [DP]Templecarrig CS, Greystones, Co. Wicklow Morrison Majella [DP], Ballyhaunis CS, Co. Mayo Malone Kevin [DP]Salesian College, Celbridge, Co. Kildare Murphy Maura [AP]St. Mary’s CBS, Portlaoise, Co. Laois Ó Domhnaill Ciarán [DP], Maynooth CC, Co. Kildare O’Leary Gerard [P], Celbridge CS, Co. Kildare [Transferring] White Monica [DP], Mountrath CS, Co. Laois
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REGION 5 5 REGION 8 8 TIPPERARY, WATERFORD, WEXFORD, KILKENNY DUBLIN NORTH Cathnia Ó Muircheartaigh [P], Jean-Marie Ward [DP], Malahide CS, Coláiste Pobail Osraí, Ormond Road, Co. Kilkenny Broomfield, Co. Dublin E: [email protected] T: 056 7764557 E: [email protected] T: 01 846 3244 Betts Margaret [AP], De La Salle College, Newtown, Co. Waterford Claffey Juliet [DP], St. Mary’s SS, Nenagh, Co. Tipperary Bourke Bernadette [P], Holy Faith SS, Glasnevin, Dublin 9 Devitt Ruaidhrí [P], St. Ailbe’s CC, Tipperary Town Byrne Mary [ADP], Mount Temple CS, Malahide Road, Clontarf, Dublin 3 Gibbs Adrian [P], Presentation College, Waterford Dunleavy Anna [DP], Manor House School, Raheny, Dublin 5 Jackman Eamon [DP], Coláiste Eamann Ris, Callan, Co. Kilkenny Elster Aoife [P], Coláiste Glór na Mara, Baile Brigin, Co Atha Cliath O’Brien Declan [ADP], De La Salle College, Newtown, Co. Waterford Ó Cadháin Séamus [P], Meanscoil San Nicolas, An Rinn, Flynn Adrian [P], Grange CS, Donnaghamede Dublin 13 Co. Phort Láirge Garrihy Claire [DP], Coláiste Pobail Setanta , Phibblestown, Clonee, Ryan William [AP], Presentation College, Wexford Dublin 15 Gormley Helen [AP], Mount Temple CS, Dublin 3 Harrington Leona [DP], Le Chéile SS, Blanchardstown, Dublin 15 REGION 6 Hayes David [DP], Malahide CS, Co. Dublin 6 Horrigan Michelle [DP], Donahies CS, Streamville Rd., Dublin 13 CLARE, LIMERICK, KERRY Judge Gretta [DP], Rosmini CS, Drumcondra, Dublin 9 Keohane Peter [P], Donahies CS, Streamville Rd., Dublin 13 Mary Jones [DP], McCafferty Michael [ADP], St. Aidan’s CBS, Whitehall, Dublin 9 St. John the Baptist CS, Hospital, Co. Limerick Moran Áine [P], Le Chéile Secondary School, Tyrrelstown, Dublin 15 E: info@johnthe baptistcs.ie T: 061 383 283 Murphy Teresa [P], Margaret Aylward CC, Whitehall, Dublin 9 Sterritt Mary [ADP], Mount Temple CS, Dublin 3 FitzGerald Cathal [P], Causeway Comprehensive School, Co. Kerry Fleming Karin [P], Crescent College Comprehensive SJ, Dooradoyle Road, Co. Limerick REGION 8 Herbert Bríd [P], Ardscoil Mhuire, Corbally, Co. Limerick 9 Mulcahy Sinéad [DP], Crescent College Comprehensive SJ, DUBLIN SOUTH Dooradoyle Rd., Co. Limerick O’Mahony Liam [P], St. John Bosco SS, Kildysart, Co. Clare Gerry Killion [DP], Dominican College, Sion Hill, Blackrock, Co. Dublin REGION 7 Email: [email protected] 7 T: 01 288 6791 CORK CITY AND COUNTY Casey Laura [DP], Holy Child CS, Sallynoggin, Co. Dublin Mary Keane [P] Cox Alan [P], Templecarrig School, Greystones, Co. Wicklow Christ the King SS, Cork [Transferring] E: [email protected] T: 021 496 1448 Dean Janet [P], Rosemont School, Sandyford, Dublin 18 Delaney Geraldine [DP], Pobalscoil Iosolde , Palmerstown, Casey Karen [DP], Mayfield CS, Cork Dublin 20 Cronin Brian [P], St. Patrick’s College, Gardiner’s Hill, Cork Dempsey Jackie Ms [P], Loreto SS, St. Stephen’s Green, Dublin 2 Farrell John [P], Bishopstown CS, Co. Cork Fitzgerald Bernadette [P], St. Joseph’s SS, Lucan, Co. Dublin Gash Edward [P], Midleton College, Co. Cork Glynn Michael [DP], Tallaght CS, Dublin 24 Golden Kieran [P], Mayfield CS, Cork Hennessy Teresa [P], Tallaght CS, Dublin 24 Lamb Lucy [P], Ursuline Secondary School, Blackrock, Cork Johnston Martin [P], St. Benildus’ College, Kilmacud, Dublin 14 McDonnell Fiona [DP], Nagle CC, Blackrock, Cork Marshall Louise [DP], The King’s Hospital, Palmerstown, Dublin 20 McGrath Seán [DP], Glanmire CS, Co. Cork Moriarty John [DP], Ballyfermot College of Further Ed., Dublin 10 O’Brien Eugene [AP], Hamilton High School, Bandon, Co. Cork Mynes Lorraine [P], Dominican College, Wicklow Town O’Brien Honor [DP], Presentation SS, Crosshaven, Co. Cork O’Brien Patricia [DP], College of FE, Sallynoggin, Co. Dublin O’Flynn Caitriona [ADP], Presentation SS, Ballyphane, Cork O’Malley Julia [DP], Rosemont School, Sandyford, Dublin 18 O’Flynn Phil Ms [P], Terence MacSwiney College, Knocknaheany, Somers Statia [P], Liberties College, Bull Alley, Dublin 8 Cork Taylor Tom [P], College of FE, Sallynoggin, Co. Dublin O’Keefe Lorraine [AP], St. Mary’s SS, Clonakilty, Co. Cork Wallace Philip [DP], Terenure College, Dublin 6W Ó Morchú Dónal [AP], St. Aloysius College, Carrigtwohill, Co. Cork Walsh Liam [P], Holy Child CS, Sallynoggin, Co. Dublin Warren Donal [DP], Bandon Grammar School, Co. Cork
48 NAPD Leader