NAPDPRINCIPALS AND DEPUTY PRINCIPALS LeaderLeader
THOUSANDS OF VULNERABLE CHILDREN “Young pupils in Ireland, whilst cherishing their Irish heritage, are increasingly viewing themselves as global citizens.” – Unicef
Can we focus on our own well-being while ignoring the welfare of children across the globe?
September A Publication of National Association of Principals
2012 & Deputy Principals NAPDPRINCIPALS AND DEPUTY PRINCIPALS NAPDPRINCIPALS AND DEPUTY PRINCIPALS
CONTENTS CONTENTS CONTENTS CONTENTS Leader
Page 36 Page 25 Page 19
Photos: Paddy Boyle
FEATURES 36 28 Teaching Tables Turned! Curam 6 Wicklow initiative brings young Constructive Negotiation The hard questions and old together in unique learning By Luke Monaghan experience ‘Outing’ the elephants in the educational room By Fintan Mulligan 43 By Clive Byrne Allianz REGULARS “Accidents Occur and are Covered” 8 Education Analysis 3 ALSO IN THIS ISSUE Looking at the Leaving Cert. 2012 Editorial –Participation, Choice, Performance By Derek West 18 By Seán McDonagh 4 Express Yourself! 16 Cornmarket 29 Le Chéile Back to school Money-Saving Tips NAPD Appointments A long hard look at the latest edition of the NAPD journal 5 30 By David Meredith Principally Speaking Hampers for Crumlin 19 Mary and Claire: 31 We’re all Talented! a new culture of learning By Maeve Clancy & Derek West Regional Speakers and How local authorities are Topics supporting the arts in schools 19 32 By Victoria Durrer Arts supplement New Principals and Deputies 25 Launching Creative Engagement Welcome to our By Derek West 42 Museum! 38 UNICEF Non-uniform day A national treasure and Executive Report 44 a learning resource Recent meetings summarised By Lorraine Comer Conference Information By Clive Byrne & Tim Geraghty 27 Mentoring
Creating the student-centered school COVER PHOTO: FROM CHILDREN’S EMERGENCE APPEAL BY UNICEF By Seamus O’Brien
Page 2 Leader NAPDPRINCIPALS AND DEPUTY PRINCIPALS
FROM THE EDITOR FROM THE EDITOR Leader
EDITOR: Derek West Ringing the Changes Email: [email protected] Mobile: 087 289 1443
ARTICLE SUBMISSIONS Submissions on topics relevant to post- e’re changing the format a little primary educational leadership are encouraged. and we’re changing the name to Paddy Boyle Paddy W reflect the central concern of NAPD – Photo: Photo: leadership. DISCLAIMER Articles produced in this publication We’re entering a year of change, in the curriculum, in personnel, in the way solely represent the opinions of the we look at the task of Principals and Deputies, so we hope to reflect this in authors and do not necessarily reflect the pages of the Association’s magazine. Our aim is to produce six those of NAPD. substantial issues in the course of the year, as well as the annual journal Le Chéile, due out later this month. PUBLISHING INFORMATION Published by NAPD Many of the regular features from the Executive Report will continue – the Update from the Director, details of the proceedings at meetings of the Design & Print: CRM Design & Print, Unit 6, Bridgecourt Office Park, National Executive. Cúram, Cornmarket and Allianz will bring professional Dublin 12. advice to readers. Mary and Claire will continue their adventures in management and leadership. CONTACT INFORMATION The main purpose in the shifting emphasis of this publication is to enlarge 11 Wentworth, the forum on education – information, analysis and debate. It is very Eblana Villa, heartening to see the widening circle of contributors to these pages and my Grand Canal Street Lower, hope is that we will see more educational professionals sharing their Dublin 2 experiences and their wisdom. If the Association proclaims the twin virtues Tel: (01) 662 7025 of unity and progress – ar aghaidh le chéile! – these pages can be drafted to serve this noble intention. Fax: (01) 662 7058 www.napd.ie On a personal note, I’m delighted to welcome Dermot Carney as the new Arts Officer. Since Mary Hanley set up the Arts & Culture Committee there Email: [email protected] has been a continuous drive to raise awareness of the arts in schools and to alert government departments of the pressing needs of young people in this area. Our efforts are slowly beginning to pay dividends. Welcome , too, to Tim Geraghty [actually he’s been in and out of the office for quite some time now!] who, in the new role of Deputy Director, will act as a crucial support to Clive Byrne – an indication of how the NAPD agenda has grown – and with it the workload of the Director. Find NAPD On-Line [www.napd.ie], on Derek West Facebook, Twitter and Vimeo. September 2012
Leader Page 3 BACK TO SCHOOL MONEY SAVING TIPS
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Page 4 Leader Leader Page 5 Director’s UPDATE
NAPD Director Clive Byrne is not prepared to beat around the bush. He wants real answers to hard questions! This is an extract from his Director’s Update in Le Chéile 6.
SO HAVE WE THE COURAGE TO ASK THE HARD QUESTIONS?
Q A brilliant primary curriculum is delivered in too many Q How can you stand over an exam system where a small schools. Is there a way we could look at school student is unhappy with an A2 grade because they clusters? didn’t get an A1?
Q Is it right that children begin formal education aged 4? Q Why is the Points System the principal route to access university? Q Why do we have a higher incidence of dyslexia in Ireland? Q Why does the Third level tail wag the Second level dog? Q Why is there little link between the curriculum on offer in 6th class and that which is offered in 1st year? Q Why do so many college students drop out after first year? Q The broad curriculum we offer in our second level schools is a strength but is it fair to ask students to Q What’s wrong with including a personal statement study up to 13 subjects in first year? from the student and a reference from the school?
Q Why are Irish teachers unwilling to make professional Q Why is an effective teacher viewed as one who teaches judgements about their students for high stakes to the test? exams when teachers routinely do this in other countries?
Thinkers!
Page 6 Leader Well, guys, any answers?
Q Why is curriculum and assessment run by two Q How many schools have a learning and teaching different agencies? policy?
Q Why should every student have to study maths that Q Why don’t we ask the students what they think? industry says we need? Q Why don’t we ask the parents what they want? Q Why not award 200 points for Honours Maths, 100 per paper? Q Why does the state pay but not control?
Q Why should there be two Maths papers at all? Q In the past were our schools run for the benefit of the teachers rather than the students? How can we run a Why can’t there be maths for all and maths for system with fewer teachers when there will be 70,000 industry? more students enrolled over the next few years? Q Why are we so poor at Irish after 14 years study? Q How can we attract more males into teaching? Q Why is there a media furore when the marks for the Q Why is there 26 points on the teacher’s salary scale? oral count for half of the total?
Q How can we empower the 32,000 volunteers from the Q Why do second level students have to take a three community who serve on Boards of Management? hour twenty minute exam in English?
Q How can the principal be responsible for educational Q Why is French the most popular continental language outcomes if he/she doesn’t have control over hiring to the detriment of German, Spanish, Italian & staff? Portuguese?
Q Why do many teachers begin and end their careers in Q Is the number of second-level schools and competition the same school – often the school that they attended between them at the core of many problems in the as a student. system?
Q Where is the possibility for mobility and cross- Q Why is the competition between schools so fierce? fertilisation of systems, sectors and subjects? Q Why is there is a difference between schools in terms Q Why do the Finns always come top of PISA? of the quality of provision and subject choice for the students? Is the PISA process reliable?
Q Why is there is a difference in educational outcomes depending on the school you attend? HAVE YOU GOT THE ANSWERS?
Leader Page 7 ANALYSING ducation EEBy Seán McDonagh
Seán McDonagh is a former Director of an Institute of Technology and a former University Lecturer in Mathematics. He was Director of the Skills Initiative Unit promoting actions to increase the supply of technicians to the Irish economy. He was a member of the national Expert Group for Future Skill Needs. Recent activities have included membership of An international group advising on Educational Strategy in the Sultanate of Oman. In recent years he was keynote speaker at a European Conference of the Universities of Applied Science in the Hague and at a meeting of the Danish University Colleges at Kolding. He has spoken on education in Columbia and at the national conference of the British Educational Studies Association.
ONTACTS C Email: [email protected]
LEAVING CERTIFICATE 2012 – Participation, Choice, Performance n 2012 the Leaving Certificate examination had about 351,750 subject entries in 43 subjects. This note, by examining aspects of participation, choice and performance in the 2012 school leaving examination, will seek to raise some issues about the potential for Iimprovement of the Senior Cycle programme. This programme, which serves a diverse population in terms of ability, aptitude and ambition, seeks to confer knowledge, cognitive skills and generic abilities. It is broadly based and intended to prepare for Higher Education (HE), for life and employment, for Further Education (FE) and life- long learning. It selects for HE through a Points System, now being reviewed. Its comparative quality is of critical strategic importance. In Table 1 the 2012 Leaving Certificate subject entries are broken down by level and gender. At one sitting a student can take a subject at only one level and full-time students typically take 7 subjects.
TABLE 1: LEAVING CERTIFICATE SUBJECT ENTRIES: LEVEL/GENDER: 2012 Total (%) Male (%) Female (%) Higher 210,594 (59.9%) 101,306 (57.2%) 109,288 (62.6%) Ordinary 131,631 (37.4%) 70,089 (39.6%) 61,542 (35.2%) Foundation 9,548 (02.7%) 5,706 ( 03.2%) 3,842 (02.2%) Total 351,773 (100%) 177,101 (100%) 174,672 (100%)
Table 1 shows that almost 60% of the subject entries were at proportion than females at Ordinary and Foundation levels. Higher level with females at 62.6% and males at 57.2%. In the National Framework of Qualifications (NFQ) the These figures are somewhat misleading as they are Leaving Certificate is placed at Levels 4/5. Table 1 hints at an influenced by two high entry rate subjects with low Higher association of Ordinary level with Level 4 and Higher level entry rates – Irish and Mathematics. If Irish and Mathematics with Level 5. It is interesting to ask at which Levels in the are removed then the remaining 41 subjects have a Higher NFQ are the theoretical minimum entry qualifications to entry rate of 71.0% (M 68.6% and F 73.4%) i.e. the great degree studies at Levels 8 and 7, namely, 4O:D3 + 2H:C3 majority of entries are at Higher level. Males have a higher
It is broadly based and intended to prepare for Higher Education (HE), for life and employment, for Further Education (FE) and life- long learning.
Page 8 Leader TABLE 2: CUMULATIVE RESULTS 2012: ENGLISH AND MATHEMATICS Higher A/B Higher C/D Ordinary A/B Ordinary C/D Total English 12,171 (24.1%) 32,342 (64.1%) 39,459 (78.2%) 49,255 (97.7%) 50,442 Mathematics 5,240 (10.4%) 10,863 (21.5%) 22,042 (43.7%) 41,570 (82.3%) 50,517
(140 points) and 5O:D3 (25 points) respectively. The school The candidates for the 2012 Leaving Certificate are programme offers no “Advanced Level” although such a predominately school candidates. (Many will also have level in some subjects might promote higher achievement availed of private grinds.) With transition and repeat years and serve adult learners well. In the US, bright high school they will have spent 2, 3 or 4 school years post Junior students can take Advanced Placement subjects. In Scotland, Certificate. There are no national mechanisms of Leaving Advanced Highers are widely encouraged and had 21,500 Certificate delivery or partial delivery through distance or subject entries in 2012. blended learning to young people, now so ICT-savvy. Such a delivery, particularly of major demand subjects, would The two “universal” subjects English and Mathematics with facilitate adult learners and enable universal student access combined entries in 2012 of 100,959 (50,517 + 50,442) to the best teachers. It is known that Leaving Certificate account for 28.7% of all subject entries – more than a success is enabled by good teaching. Such delivery could also quarter. These vital core subjects represent the highest levels counteract “school effects” i.e. the proven effect that the of school literacy and numeracy. Both enable the study of socio-economic student mix of a school has on individual other subjects. Mathematics is a strong predictor of Higher performance. Education success. English achievement also predicts HE success. There is a strong case for having an Index of Mathematics and English Achievement as one important BROAD DISCIPLINE CHOICE measure of Leaving Certificate achievement. The Leaving Certificate allows a wide choice of subjects. Students typically take seven subjects which usually include The universal subjects English and Mathematics, largely English and Mathematics and, in a majority of cases, Irish. taken by the same students, starkly illustrate (Table 2) that Significantly the Points System puts no constraints on choice level choice and achievement can vary strongly from one once eligibility requirements are satisfied. (In contrast, and in subject to the next. Table 2, in a sense, contrasts literacy and a different system, the Russell Group of Universities in the numeracy achievements at the end of schooling. In the UK has published a “facilitating” list of A-Level subjects Points System, with the exception of the Mathematics which are “particularly effective” in “equipping students” bonus, all subjects are rewarded equally and all have equal and increasing chances of admission. Their list is as follows: points ratios between Higher and Ordinary. Mathematics and Further Mathematics, English, Physics, In English, for example, 64.1% of all candidates achieved a Chemistry, Biology, Geography, History, Languages.) Higher level passing grade in contrast to 21.5% of all Some argue that there is a core of disciplines and skills that mathematics students. An additional 5,000 Mathematics all school leavers should have. The International students achieved a passing grade at Foundation level. Baccalaureate demands 6 subjects drawn from English, The subject Irish had 42,965 entries at three levels Mathematics, Social Sciences, Experimental Sciences, representing 12.2% or about one in eight of all entries. Irish, Languages and, possibly, Arts. The University of California English and Mathematics together account for 2 in every 5 admits locals who have completed 15 college preparatory Leaving Certificate entries. The Leaving Certificate courses covering English, Mathematics, History/Social examination can be answered in two languages, English and Sciences, Laboratory Science, Another Language, Irish. In 2012 5,127 subject entries were registered as Visual/Performing Arts. answering through Irish -1.5% of the total – with 73.4% of The Higher Leaving Certificate i.e. the Higher level subjects is these at Higher level. A bonus scheme, with subject variation the highest school standard. Table 3 gives the cumulative and a sliding scale, enables extra marks to be earned for national broad discipline breakdown of the Higher Leaving answering through Irish. entries in 2012 and, for comparison, in column 1, the 2008 The Leaving Certificate facilitates small entry subjects breakdown. including 16 languages with a combined entry of about 2,500. These important languages include the languages of Ireland’s immigrant population. Census 2011 revealed Ireland as a multilingual state with over 500,000 residents speaking languages other than English and Irish including 133,000 people born in Ireland. The most common new language spoken in Ireland is Polish. In 2012, 707 students sat a Polish examination – all of them at Higher level. The Leaving Certificate does not distinguish first language or second language learners. There is a strong case for having an Index of Mathematics and English Achievement as one important measure of Leaving Certificate achievement.
Leader Page 9 TABLE 3: HIGHER LEAVING CERTIFICATE: BROAD DISCIPLINE BREAKDOWN BY GENDER Total Total Broad DisciplineMale Female 2008 (No. of Subjects) 2012 2012 15.7%+18.5% English(1) + 14.8%+14.8% 16.4%+21.9% 35% =34.1% Other Languages (20) =29.6% =38.3%
5% 5.9% Mathematics (2) 6.9% 5.0%
17% 19.0% Sciences (5) 18.5% 19.6%
6.4%+14.0% Arts (2) + 4.4%+15.9% 8.3%+13.3% 21% =20.4% Humanities (4) =20.3%=21.6%
11% 9.3% Business Subjects (4) 10.3% 8.3%
7% 7.1% Engineering (4) 13.7% 1.0%
5% 4.1% Home Economics (1) 0.7% 7.9%
Languages form over one third of all Higher entries with Higher subjects in the broad categories: English accounting for 15.7% and Irish for 7.6%. The quality l of language curriculum, teaching and learning is a major Biology exceeds the combined entries of the other factor in overall quality. Science subjects by more than 4,000 l Arts and Humanities constitute a fifth of Higher Leaving Geography accounts for two thirds of Humanities Certificate activity. Sciences constitute 19.0% Higher entries. (In contrast, in the UK, History has more students than Geography at A-Level, Scottish Mathematical subjects formed 5.9% of Higher activity in Highers or Advanced Highers.) 2012. The House of Lords recent STEM report classified countries by their post-16 participation in advance l Business Studies exceeds the combined entries in the Mathematics. Ireland was classified as “Low” behind other Business subjects by 4,000 countries such as Korea and New Zealand classified as High l French exceeds the combined Higher entries in other and countries such as Scotland, Sweden and Finland languages – other than English and Irish – by 4,000. classified as “Medium”. Systems differ but in 2012 the The global European languages Spanish and proportion of subject entries for Mathematical subjects in Portuguese, second and seventh in the world, attracted Scottish Advanced Highers, Highers and UK A-Level was 2,523 and 63 Higher entries respectively 21.9%, 13.2% and 15.3% for males and 11.7%, 9.8% and 8.2% for females. The quality and nature of the Higher Leaving programme is therefore strongly influenced by the subjects Biology, The male and female patterns of Higher broad discipline French, Business, Geography, together with the major choice differ in significant ways: subjects English, Irish and Mathematics and an Engineering l More females do Higher English and significantly more subject for males and Home Economics and Arts for females. do Higher Languages. Is this emphasis justified? Is there a balanced national enrichment through the diversity of subjects studied? Does l The male larger Mathematical figure is largely this mean that the national outcome is too narrowly explained by the fact that three in every four taking focussed to the detriment of, say, Physical Sciences, Other Higher Applied Mathematics is male. Languages, History, Economics? l Engineering is largely a male preserve and accounts for almost one in seven of all male Higher entries. PROPORTION TAKING HIGHER BY SUBJECT As shown above 60% of all Leaving Certificate entries in l Home Economics has strong female support and 2012 were at Higher level, 57.2% male and 62.6% female. contributes 8% of all female Higher choices. With Mathematics and Irish omitted the remaining 41 l The female participation in Higher Arts subjects – subjects had 71% at Higher level. Table 4 shows the Music and Art – is almost twice the male rate. Males proportion of entries at Higher level for each subject. The form a majority of Higher Humanities entries. proportions vary from 22.1% for Mathematics to 91.5% for Music and 90.2% for Applied Mathematics. These vast A striking feature of the broad discipline breakdown of the differences may weaken the widespread view that subjects Higher Leaving Certificate in 2012 is the dominance of some are equal and interchangeable.
More females do Higher English and significantly more do Higher Languages.
Page 10 Leader TABLE 4: PROPORTION TAKING HIGHER LEVEL BY SUBJECT 2012 % Languages Math Arts Business Engineering Science Humanities Home Economic
90% 16 languages 93.3% App. Math 90.2 Music 91.5%
80% Chemistry 82.9% Rel Ed 82.8% Econom 81.1% Technol 83.2% Agri Science 81.1% Constr. 80.1%
75% Phy / Chem 76.3% Geograph 78.3% Engin. 79.0% Art 76.4%
70% Physics 74.6% Home Eco. 72.3% Design 73.1% Biology 74.5%
65% History 66.1% Account 69.4% English 65.3% Business 68.6%
60% German 64.4%
55% Spanish 58.3%
50% French 52.8%
40%
30% Irish 37.1%
20% Mathematics 22.1%
In 2012 11,131 people took Higher level Mathematics an Gaeltacht Irish speakers? Should Irish be assessed like other increase of 35.1% over 2011. Mathematics ranks as having modern languages? the lowest proportion, 22.1%, (or 24.7% of those who took It is striking that, in Table 3, the five main languages have a Higher and Ordinary) of its entries at Higher level. In 2012 Higher level proportion that is lower than ALL other subjects 1,594 students got an A grade at Ordinary level mathematics (except Mathematics). This makes it all the more remarkable in contrast to 4,280 who got that grade in 2011. The that the 16 important low entry languages are almost Mathematics bonus has enticed talented students from entirely examined (93.3%) at Higher level. Ordinary to Higher level. Yet in the 2010 Junior Certificate 35% of students got Honours (A/B/C) in contrast to the Some differences in the Higher rates are surprising: History 18.4% who got Honours in the 2012 Leaving Certificate has a lower rate than Geography which has a much bigger suggesting that many more have Higher mathematical enrolment, Physics is lower than Chemistry, Economics capability. much higher than Accountancy. Applied Mathematics with a 90.2% Higher uptake is a pre- Table 4 dictates the pattern of uptake at Ordinary level. selected group drawn from those doing Higher Mathematics accounts for a quarter of all Ordinary level Mathematics. 21.2% of males got a grade A1 in this subject! entries. Mathematics and Irish account for 43% and Mathematics and Languages contribute 60% of Ordinary Irish has the second lowest Higher Proportion with 37.1% of entries. Irish and mathematics constitute the Foundation entries (or 41.1% of those doing Higher or Ordinary). The level. male Higher proportion doing Irish at 27.8% is significantly lower than the female figure of 45.9%. The low male The Points System measures six subjects while students participation rate raises serious questions for Irish language generally take seven. Table 4 supports the anecdotal view policy. Entries in Higher Irish increased by 1,578, or 11.0%, that for many students the “seventh” subject is either Irish or in 2012. Census 2011 again revealed the fragility of the Irish Mathematics. Even where Ordinary Mathematics is an language and its continuing strong dependence on the eligibility requirement some students may gain their points Gaeltacht areas. For example of 77,000 daily speakers of Irish from other subjects and satisfy eligibility with a low passing 30% were from Gaeltacht areas. National Irish language grade in Mathematics. For Primary Teacher Training where policy cannot be based on the educational system alone. Honours Irish is required a low passing grade in Mathematics Should there be, as in Scotland and Wales, a distinctive or will earn mathematical eligibility. partially distinctive Higher Irish course and assessment for
Census 2011 again revealed the fragility of the Irish language and its continuing strong dependence on the Gaeltacht areas.
Leader Page 11 HIGHER SUBJECT RANKINGS English, Biology and Geography, but not in the same order. Subjects can be ranked by their number of entries at Higher The top 10 subjects have 7 in common English, Mathematics level. Table 5 gives the top 20 ranked subjects for male and and Irish with Biology, Geography, Business and French – female candidates in 2012. It indicates where rankings have major subjects already identified. changed since 2011. It shows the cumulative % totals of Males include Construction, History and Engineering in their entries. top 10.Females include Home Economics, Art and Music. The top 5 subjects for males and females share 3 subjects,
TABLE 5: HIGHER LEAVING CERTIFICATE: BROAD DISCIPLINE BREAKDOWN BY GENDER
No. Male 2012 (2011) Rank Female 2012 (2011) No.
14,989 English 1 English 17,977 10,971 Geography 2 Biology 14,056 8,684 Biology 3 Irish (4) 10,100 6,199 Construction 4 Geography (3) 9,171 5,972 Maths (8) 5 French 8,391 (46.2%) (54.6%)
5,857 Business (5) 6 Home Economics 7,855 5,837 Irish 7 Business 5,981 5,329 French (6) 8 Art 5,309 4,388 History 9 Maths 5,159 3,647 Engineering 10 Music 3,759 (70.9%) (80.3%)
3,474 Physics (12) 11 Chemistry (12) 3,672 3,369 Design/Com (11) 12 History (11) 3,377 3,331 Agri Science 13 German 2,542 3,033 Chemistry (15) 14 Agri Science 2,256 2,548 Art (14) 15 Accounting 1,847 (86.5%) (92.8%)
2,499 Economics 16 Spanish 1,610 2,042 Accounting 17 Physics (18) 1,279 1,885 Music 18 Economics (17) 1,249 1,826 German 19 Religious Education 516 1,037 Applied Math 20 Design/Com 435 (95.7%) (97.5%)
The female pattern shows a concentration on fewer subjects. The top 5 account for 54.6% of all Higher entries and 10 subjects contribute 80.3%. The male subject choice is more widely spread. Unusually there are 13 ranking changes since 2011: l The increase in Mathematics has raised the male figure to a top 5 ranking. Although the female Mathematics Higher enrolment has increased its ranking has not. l The increase in Irish numbers has caused an increase in female ranking. It has caused male Higher Irish and French rankings to change places (again!). l Chemistry has increased its enrolment and rankings on both lists. l Female Economics has declined in enrolment – male enrolment increased. l Physics with almost static entries increased its rankings. l Geography decreased its Higher entries by more than 1,000.
With over 500,000 residents speaking languages other than English and Irish including 133,000 people born in Ireland, the most common new language spoken in Ireland is Polish.
Page 12 Leader INTERNATIONAL RANKING COMPARISONS It is interesting to compare subject rankings with those in the UK systems. Tables 6 and 7 do that and compare Higher Leaving Certificate rankings for males and females with those of the 2012 Scottish Advanced Highers, Highers and UK A-Levels. Systems differ – these are not like-for-like comparisons and no account is taken of Ordinary levels. These comparisons illustrate the vast differences between male and female subject choices in 2012.
TABLE 6: MALE COMPARATIVE RANKINGS
Scottish Advanced Scottish UK Male Rank Higher Leaving Highers Male Highers Male A-Levels Certificate Male Maths English Maths 1 English Physics Maths Biology 2 Geography Chemistry Physics Physics 3 Biology Biology Chemistry Chemistry 4 Construction Graphic Comm. PE English 5 Maths
Music History History 6 Business History Geography Geography 7 Irish English Biology Gen Stud 8 French Computing Modern Studies Economics 9 History Geography Computing Psychology 10 Engineering
l Mathematics has a high 1-2 ranking in the British systems – it is now in the top 5 for Irish males. l The physical Sciences – Physics and Chemistry – have a high top 4 ranking in all the British rankings. They do not appear in the top 10 for Irish males. Biology is important but not dominant in Britain. l Irish males have three languages in their top 10 subjects. Only one language appears in the other top 10s. l Irish males have 2 Engineering subjects in the top 10. The Scottish males have Computing. l History has a higher ranking than Geography in the British systems. Geography is much larger in the Higher Leaving.
TABLE 7: FEMALE COMPARATIVE RANKINGS
Scottish Advanced Scottish UK Female Rank Higher Leaving Highers Female Highers Female A-Levels Certificate Female
Biology English English 1 English Chemistry Maths Psychology 2 Biology Maths Biology Biology 3 Irish English History Maths 4 Geography History Art/Design History 5 French
Music Chemistry Sociology 6 Home Economics Art/design (1) Modern Stud Chemistry 7 Business Modern Studies Busin. Management Gen. Studies 8 Art French Geography Media Studies 9 Mathematics Art/Design (2) Human Biology Rel. Studies 10 Music l Mathematics is a top 5 subject in Britain’s female lists. Despite an increase it is still in ninth place with Irish females. l Irish females have 3 languages in the top 5 contrasting with the other lists. l Chemistry appears on the 3 British lists but not in the Irish female top 10. l Biology features strongly on all lists. Physics is not on female top 10 lists. l History appears in the top 5 on the three British lists but not on the Irish female list. Geography, high on the Irish female list, appears on one British list in ninth position.
Mathematics is a top 5 subject in Britain’s female lists. Despite an increase it is still in ninth place with Irish females.
Leader Page 13 PERFORMANCE AT HIGHER LEVEL 2012 Of those taking Higher Irish 17.4% got an A grade in 2012 The Points System has hitherto rewarded all subjects compared to 13.9% in 2011. On the other hand 9.5% of equally whether eligibility subjects, relevant subjects or Higher Mathematics students got an A grade in 2012 otherwise. It is difficult to compare subjects which are compared to 13.4% in 2011. The two Arts subjects Music inherently different, have diverse and overlapping and Art give contrasting results. Music, with 91.5% populations and, as Table 4 shows, very different choosing Higher, had 94.5% of these gaining Honours and proportions taking Higher level. 14.5% with an A grade. Art, with 76.4% choosing Higher, had 78.8% of these gaining Honours and 5.0% an A grade. Some examples. In 2012 two subjects, Irish and Mathematics, increased the numbers taking Higher level.
TABLE 8: PERFORMANCE AT HIGHER LEVEL: % GAINING A/B GRADES: BY GENDER
Male % Higher Subject Male: % A/B Female: % A/B Gap +/-
36.2% Spanish 45.7% 49.8% +4.1 36.6% Irish 50.1% 56.7% +6.6 38.8% French 37.3% 44.5% +7.2 41.8% German 39.3% 46.2% +6.9 45.5% English 34.1% 39.3% +5.2 46.7% Polish 55.5% 65.8% +10.3 32.4% Art 27.9% 43.1% +15.2 33.4% Music 66.6% 66.8% +3.2 8.7% Home Economic 17.0% 40.3% +23.3 49.5% Business 37.6% 43.3% +5.7 52.5% Accounts 54.6% 57.0% +2.4 66.7% Economics 41.9% 42.0% +0.1 81.6% Technology 53.6% 48.6% -5.0 86.6% Design/Com. 48.1% 52.0% +3.9 94.3% Construction 41.1% 39.7% -1.4 95.5% Engineering 44.8% 44.3% -0.5 54.5% Geograph 34.1% 40.0% +5.9 56.5% History 42.0% 49.1% +7.1 53.7% Maths 42.0% 44.6% +2.6 77.2% Applied Math 58.4% 53.3% -5.1 38.2% Biology 41.3% 46.3% +5.0 45.2% Chemistry 47.0% 49.5% +2.5 59.6% Agri Science 30.0% 44.4% +14.4 73.1% Physics 49.5% 49.9% +0.4%
Table 8 compares the performance of students at the Higher level of students, male and female, by measuring the proportions who gained high A/B grades. It also gives in column 1 the proportion of Higher students in each subject who are male. Finally in the last column it gives the gender difference in performance. There are major variations in the rates of grade A/B achievement from low rates for Agricultural Science and English to higher rates for Applied Mathematics, Accounting, Polish and Irish. What common meaning can be assigned to the same grades in essentially different subjects with differing populations? The IUA Council has suggested consideration of ranking based scores for points purposes. There are major gaps between male and female grade A/B achievement. Of the 24 subjects in Table 8 the female rate exceeds the male rate in 20 subjects, in 11 of these subjects by at least 5 points. These gaps exist regardless of whether females form a majority of the subject students or not. The 4 exceptional subjects are 3 Engineering subjects and Applied mathematics with large male majorities. In all languages males form a minority of those taking the Higher course. One might expect “selection effects” i.e. that the fewer might include a higher proportion of the more motivated talented students. Despite this, a higher proportion of females get high grades with very large gaps in male/female achievement. Males also get a lower proportion of A/B grades in all Arts, Humanities, Business Subjects and Sciences.
The Points System is a method of selection for HE where half the population – the male half – has a different subject choice pattern and has a points distribution lower than the other – the female – half!
Page 14 Leader Lower grades mean lower points. The Points System is a different levels should be clearly seen as something to method of selection for HE where half the population – the be earned. A further benefit would be a clearer male half – has a different subject choice pattern and has a understanding of Higher Education at Level 8 and at points distribution lower than the other – the female – Level 7 and of Further Education. half! This has serious effects on HE admission. The IUA l document on the Reform of Selection makes no reference The Leaving Certificate serves a diverse population and to this central fact. consideration should be given to greater diversity in its delivery and assessment. For some students fewer subjects but with more at Higher level may be a better CONCLUSION option. Consideration should be given to the national The information in this document raises important issues. delivery or partial delivery of major subjects through The current discussion of the reform of HE admission ICT/distance learning. The IUA document on provides an urgent context for their discussion. The Senior University selection raises the possibility of Cycle Programme and its potential needs to be discussed as examinations at the end of the first year of Senior a full broad two-level programme rather than something Cycle in subjects such as Mathematics and Irish. A three that can be summarised by a points score. year Senior Cycle with annual examinations combining l The special importance of the central core – English three day attendance with part time work may suit and Mathematics – needs to be further stressed. An some. Index of English and Mathematical Achievement l Consideration should be given to the introduction of a should be an important measure of Leaving Certificate number of Advanced Leaving Certificate subjects to success. Further encouragement of Mathematical promote high achievement and to match the needs of achievement is required by, for example, the logical adult learners. step of including Mathematics in the subjects contributing points whenever it is an eligibility l Criticism of the Leaving Certificate programme and requirement. assessment is now common. It usually ignores the fact that the LC measured by points is a good predictor of l A pattern of dominant subjects – Biology, Geography, HE persistence and success. So are LC subjects such as French and Business – has emerged. Yet Physical Mathematics and English. It is desirable to more clearly Sciences and other Languages are strongly to Ireland’s outline the benefits of a broad programme and to strategic future needs. A national policy on broad more clearly define the range of generic skills discipline choice promoting Physical Sciences, History, developed and assessed by subject choices within such Economics and a national and regional language policy a programme. International studies show that should seek to influence a more balanced subject curricular examinations are better predictors of HE choice. success than non-curricular tests which usually favour l A National Language Policy must address many issues. the affluent and waste school time. It must ensure the highest literacy standards in English l The Points System of HE selection completely ignores for all. It has to address strong issues in relation to Irish the gender differences in Leaving Certificate choice including serious comparative male underachievement. and performance. Males do fewer Higher subjects. The It must promote the richness of the languages of male and female subject choices, although overlapping, Ireland’s immigrant population. It must promote are different in major ways. Some subjects are taken by effective bilingualism and trilingualism amongst Ireland one sex predominantly. The average male/female bright young people. It must have regard for global achievement differs by subject with females out languages including Spanish and Portuguese. performing male in most subjects. This central issue l Achievement in the Leaving Certificate would be should no longer be ignored. The country that encouraged by raising the theoretical entry standard to successfully addresses this complex issue will gain Level 8 and to Level 7 degree studies. Entry to HE at major comparative advantage.
The Senior Cycle Programme and its potential needs to be discussed as a full broad two-level programme rather than something that can be summarised by a points score.
Leader Page 15
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"The core of education must be values-led" – Neil Hawkes
“Rich but surprisingly 2012 September
easy-to-read…” JOURNAL OF THE NATIONAL ASSOCIATION OF PRINCIPALS AND DEPUTY PRINCIPALS David Meredith reviews the sixth edition of Le Chéile: the NAPD journal
ebates about human nature have no doubt raged since people requires leadership, commitment and change. He refers humans first gained consciousness. On the one hand, we to expansive education: encouraging young people to exercise Dhave subscribers to the Thomas Hobbes notion of the their brains like muscles. He speaks about how the fostering of human condition being characterised by ‘the warre (sic) of every inquisitiveness, curiosity and experimentation and ‘expanding the man against every man’; on the other, most of the characters that range of valued outcomes’ in education requires a fundamental populate the September 2012 edition of Le Chéile, the NAPD change in the way teachers teach. It’s a strong, uncompromising journal. message. ‘We should be preparing youngsters to know how to flounder NEIL HAWKES, A VALUES-BASED EDUCATION intelligently’ he says and this requires teachers to reflect on their EVANGELIST practice and change their habits. Changing habits, says Claxton, Neil Hawkes, a values-based education evangelist is unambiguous. takes ‘commitment, focus, … being reminded, and an Our essence, he claims, contains ‘innate values … such as love, understanding of the length of time it takes’. peace and compassion’. And while one might take issue with the particulars of this assertion, it’s hard to argue with his central CHANGING HABITS contention (more of which later) that when school values are Changing habits is a theme taken up by Paul Ginnis in the same articulated clearly and form the basis of principles, policies, and section. Ginnis advocates encouraging teachers to shift away from concerted and consistent actions, the results can be ‘transmission teaching, instructivist teaching, traditional transformative. teaching’, towards more expansive (there’s that word again) ways of operating in the classroom. Teaching needs to become less SOUNDING A STRONG CAUTIONARY NOTE – about content and more about process. Teachers must engage RORY O’SULLIVAN with their students not only about the subject being taught, but The optimistic belief that education in its most expansive form also about the ‘business of learning’. Ginnis echoes Claxton’s will prevail over a narrow, industry-led utilitarian view of point about ‘floundering intelligently’ and explains how this can schooling pervades this journal. Indeed, Rory O’Sullivan, in a piece be done by turning traditional teaching methodology on its head. on the development of SOLAS, the new further education and Instead of explaining, repeating, demonstrating and getting training authority, sounds a strong cautionary note about the students to copy or rehearse what they’ve been taught, the proprietorial claims of industry and commerce on the education concept of reverse teaching requires the students to have a go first system by highlighting the warnings given by John Dewey as far and then be told the hows and whys. Can this approach possibly back as 1916 about the undue influence of industry distorting the work? Ginnis provides several examples of reverse teaching in education system. action and goes on to speak about the expanded repertoire of teaching skills that Ginnis believes can help to transform learning NO EASY JOURNEY, THIS OPTIMISM TRIP in schools. The intelligent use of technology, questions inspired by de Bono’s Thinking Hats, provocative slides ... this piece is well It’s no easy journey, this optimism trip, and if anyone thinks it’s worth a read. just a question of sticking a mission statement in a frame and tacking it up in the school foyer, then even a cursory skim though the report of Guy Claxton’s presentation to NAPD’s 2012 Spring EFFECTIVE AND COMMITTED LEADERSHIP Symposium on Leading 4 Learning would set them right. None of this change can happen without effective and committed leadership. Modelling such leadership is the theme of the third Claxton focuses on how translating ‘fine words’ into the sort of element of the journal. In answer to those who see only obstacles actions that make a difference to the lives and futures of young and barriers in the way of realising the positive benefits and Page 16 Leader outcomes of the paths mapped out in this publication by the likes challenging the appropriateness of school routines (like bells and of Hawkes, Claxton and Ginnis (and a full supporting cast of regimentation and, dare I add, uniforms), and Ken Robinson education visionaries and practitioners), Anthony Doogan of rehearses his thesis that modern schooling is still influenced by Moville Community College and Mildred Brannigan of Notre 19th Century economic theory. How could these factors alone Dame in Co Dublin describe, in simple and straightforward terms, not contribute to student stress? how change has come about in their schools. Both availed of These rather stark presentations are followed by Frances Shearer, Instructional Intelligence Training promoted by Barrie Bennett, the National Co-ordinator for SPHE, addressing the role schools and outline how, through a process driven by a commitment to can play in being open to young people with issues in their lives the learning agenda, positive change has taken place in their and the importance of the concept and reality of the health schools. Both speak of engagement, conversations, reflection – promoting school. tapping into the desire of teachers to be better at encouraging students to learn effectively - and generating a commitment and RETURN TO VALUES passion for learning on the part of the school community. And so we return to values. Firstly, a presentation by Rachel This desire to pursue a deeper learning agenda is echoed and Collier, head of the Young Social Innovators, a project that reinforced in a powerful report by John McKennedy and Leona involves young people working collaboratively and creatively to Harrington in St Colmcille’s Community School in South Dublin. design and implement solutions to improve the well-being of This school used Dragonfly Training from Britain. The writers people and society. It’s an inspiring piece, demonstrating the speak highly of the quality of the training, referring to John influence that values of compassion, empathy, creativity, Dewey’s assertion that ‘all learning begins when our comfortable leadership and social engagement can have on young people, and ideas turn out to be inadequate’. the consequent effect such engagement can have on others.
CHANGE IS DIFFICULT “It’s hard work, involving a massive commitment” The theme of discomfort being a necessary prerequisite of change These are the kind of values that Neil Hawkes speaks about so is one that is repeated frequently throughout this journal. And passionately in his contribution to the journal: Values-based rightly so. Change is difficult. Good habits take effort to form and education: a blueprint – a follow up to his presentation to the 2011 bed down. But change, even in such straightened circumstances, Killarney Conference. Hawkes advocates placing the ‘search for when the system has been battered by poor political choices and meaning and purpose at the heart of the educational process’, chronic under-resourcing, is no impossible dream. and thereby creating a ‘values-based learning community that fosters positive relationships and quality in education’. While that STUDENT MENTAL HEALTH may sound a bit woolly, his prescription for values-based But what of the students? How are adolescents coping with their education in reality is anything but. It’s hard work, involving a experience in a stretched and somewhat rough around the edges massive commitment to not only articulating key positive human education system? Not too well, it seems. In a very stark series of values, but also living them and modelling them in the classroom, articles based on presentations made to the 2011 NAPD the corridors, the staff room, in relationships with students, other Conference in Killarney, the mental health of Ireland’s staff members, parents and the community. Hawkes emphasises adolescents is laid very bare. Tony Bates and Barbara Dooley lay the comprehensive nature of the values-based education project, out the facts simply: youth mental health as an issue cannot be involving a challenge to the established and accepted ways of ignored. We know more about it now, about the stressors and doing things. By all accounts, Hawkes is a persuasive and responses. Stress and anxiety in young people can have serious charismatic character and his blueprint and his descriptions of long term consequences. According to Bates, three out of every how it has worked in various schools worldwide is well-worth four adults presenting with a mental illness today had reading. experienced diagnosable mental health difficulties by the age of Elsewhere in this rich but surprisingly easy-to-read journal are 18. pieces on Improving School Management, an analysis of statistics relating to Irish Language teaching in schools and, of course, a “School itself turns out to be a significant stressor cameo appearance by Ken Robinson. in the lives of young people” Get your hands on this journal, book yourself a few hours quiet While Bates provides a wide-ranging overview of some the causes reading time – and enjoy. of mental illness amongst young people, Dooley summarises the results of the My World Survey, the first national survey of youth mental health in Ireland. The survey, amongst other things, found David Meredith is the Director of the Irish Board that 30% of the young people sampled fell outside the normal of Speech and Drama. He holds a degree in range of the ‘Depression, Anxiety and Stress’ scale, with 50% of Political Science from Trinity College Dublin, a the sample feeling that, at some level, they are not coping very Higher Diploma in Professional Education Studies well. The presentation goes on to outline some startling facts from the National University of Ireland Galway about the multiplicity and relative importance of stressors and and a Licentiate Diploma from the Irish Board of the range and efficacy of the various supports availed of by young Speech and Drama. people. David has worked at a senior management level with several not- She’s a little dismissive of the fact that school itself turns out to for-profit organisations and recently as a freelance education be a significant stressor in the lives of young people. It shouldn’t consultant specialising in trusteeship, governance and really come as a surprise that students, too, feel stressed by an communication skills. David works full-time as Director of the education system that is crying out for the sort of change Irish Board of Speech and Drama (www.irishboard.ie). advocated in this journal. Elsewhere Neil Hawkes speaks about
Leader Page 17 EXPRESS YOURSELF!
YOUNG PEOPLE PROMOTING HUMAN RIGHTS IN IRELAND
nsuring that everyone everywhere, including Ireland, can live “equal asked to come together to celebrate the Universal Declaration of Human in dignity and rights” is at the heart of the Universal Declaration of Rights (UDHR). As part of the Express Yourself! initiative, the IHRC is EHuman Rights (UDHR). Young people can play an active role in encouraging students to organise an event, on December 12, in their making this principle a reality and in so doing help build a culture of school or community to display their images and promote human rights respect for human rights in Irish society. Education is an empowering and the enduring relevance of the UDHR more than 60 years after its factor. adoption by the United Nations. The Irish Human Rights Commission (IHRC) is inviting CSPE students to make the human rights the focus of their work. They want the students EXPRESS YOURSELF! EXHIBITION to create images in their Action Projects that express what human rights Human Rights images in Ireland mean to them, for display in their schools or community. produced by CSPE students will be displayed at the Express Yourself! national exhibition at the Lighthouse Cinema, Smithfield, Dublin 7. The closing date to submit images is Wednesday, 16 January 2013. The Exhibition will officially open on 27 February 2013 and the images will be on show until 6 March. The IHRC is offering a range of supports to aid both teachers and students. A 6 Step Teachers’ Guide to Express AIMS OF EXPRESS YOURSELF! Yourself! Young People The IHRC promotes and protects human rights in Ireland and supports Promoting Human Rights in Ireland is being sent to CSPE Co-ordinators in educational initiatives in this area. all schools. The Guide is designed as a complement to CSPE textbooks and CSPE Action Project resources produced by other organisations. A Express Yourself! Young People Promoting Human Rights in Ireland aims to similar guide is available for CSPE students. A section of the IHRC website foster in CSPE students a greater understanding of human rights, is dedicated to the Express Yourself! The section also contains a wide empathy with people whose human rights are not being met and range of human rights resources and information for both teachers and encouragement to promote awareness of the importance of protecting students. human rights in Ireland. Producing and exhibiting human rights images, developed as part of such a collaborative process as the CSPE Action For further information on Express Yourself! Young People Promoting Project, will also give concrete expression and validation to students’ Human Rights in Ireland, please contact Fidelma Joyce at the IHRC. Tel: concerns about human rights and what actions we as a society need to 01 8589601 or Email: [email protected] take to secure everyone’s rights. The Express Yourself! initiative is being organised by the IHRC in collaboration with the Association of CSPE Teachers (ACT); the Irish Second Level Students’ INTERNATIONAL HUMAN RIGHTS DAY Union (ISSU); The Professional Development Service for Teachers (PDST); and Every year on International Human Rights Day people everywhere are The National Association of Principals and Deputy Principals (NAPD).
Page 18 Leader The NAPD Arts Supplement
We’re all
talented! Durrer Victoria Photo: Photo:
Victoria Durrer is the Youth Arts Co-ordinator for South Dublin County Council. She writes here about how Local Authorities are supporting the Arts in schools
ngagement within the school environment has been a l Help connect the school with the wider community strong aspect of South Dublin County Council’s local arts l Promote independent learning and team or peer learning Edevelopment work. The Arts Office, like many across the country, works in a variety of ways to promote the artistic and l Provide gateways to the arts creative development of students and teachers. This work is l Be fun!—can promote physical, mental, and emotional part of a shared goal across the country’s Arts Offices to foster well-being an atmosphere where the arts may flourish in their local areas. We believe this because over the past four years, we have been Local Authority Arts Offices engage with schools in a variety of working more closely with teachers, artists, and students in our ways, supporting both arts education, “the mainstream locality to understand the needs, challenges and possibilities of teaching and learning of the arts as part of general education” promoting the arts within our local schools. We have provided (Special Committee on Arts and Education, Points of supports to schools in developing arts projects made possible Alignment, 2008) as well as arts in education, which may through the Creative Engagement Fund managed by NAPD. involved the use of art and cultural techniques as the medium We have worked alongside schools like Tallaght Community for teaching general subjects and / or initiatives in which the School to understand how students’ collaboration with their artistic community and school community are brought closer teacher and a filmmaker on a dance film can contribute to together through a one off project or programme. Such work learning key skills for the Junior Cycle and preparation for the is often carried out through artist residencies in schools, Leaving Certificate in English as well as Art and Design. professional development for teachers, providing advice and support for schools engaging in arts projects and provision of South Dublin County Council’s Arts Office provides monitoring funding for arts projects within a school setting. and evaluation advice and support to schools embarking on Creative Engagement Funded projects. We also sit on school South Dublin County Council Arts Office believes that arts in committees and are delighted to see schools, like Moyle Park schools can Community College, initiating creative teams of teachers to l Link across the curriculum, promote active learning, build the profile of the arts in their school and foster peer critical thinking and problem solving support for creative activities. Further, we have provided support over the last five years for the Tenderfoot programme l Make an important contribution to the wider goal of for Transition Year students to engage in drama productions developing creativity in our society and economy with the Civic Theatre. through promotion of critical and creative thinking, capability and adaptability In addition, our annual Creative Approaches Seminar every
Page 19 The NAPD Arts Supplement
October creates opportunities for artists and second level and to their County arts centre to utilise the books and teachers to meet. No experience in the arts is necessary to creative digital facilities that are there for them. The project attend the seminar. Through artist-led workshops in film, saw new young audiences attending the Library and the arts visual art, drama, dance, design and architecture, the seminar centre long after the project was completed. has provided practical tools for initiating creative activities in “I got to learn more computer skills and I got to learn how to use the the classroom across curriculum areas including Geography, apple computer and also photoshop and learn how to put our comic English, History, CPSHE and more. Lesson plans are made altogether. We got to work on our art and writing skills which was available on our website. The seminar also allows artists and fun. We got to explore RUA RED and the library which was teachers to connect, with the potential of developing longer- interesting. It was rewarding to have made our own comic and to term arts projects within school settings. work as a team” Student reflecting on ‘Drawn Together’ 2011 Creative Approaches opened my mind to new approaches, ideas and encouraged me to inspire pupils as much as possible through creativity. Teacher attending Creative Approaches 2011
We have also been piloting arts projects that connect schools, with artists and the cultural venues in their local area. We believe that fostering these connections will help our vibrant local arts scene thrive, building young audiences and creators of the arts for the future. One project involved comic artist Maeve Clancy, writer Larry O’Loughlin and actor Stephen Jones working with Transition Year students to develop their own comic stories for publication.
Despite the breadth of work carried out not only by South Dublin County Council, but also by local authorities across the country from Sligo to Kilkenny, Cork to Dún Laoghaire Rathdown and Dublin City, as Arts Officers, we’re conscious that schools are not always aware of what supports are available. Feel free to contact your local authority to see what they may offer or what advice they can give. While these supports may differ area-to-area, local authorities have a vested interest in supporting local arts development in education.
For more information on these and other programmes in South Dublin County, visit arts.southdublin.ie. Evaluation With the support of RUA RED, South Dublin Arts Centre, reports of previous projects are available in the Publications Poetry Ireland and South Dublin Libraries, the project, ‘Drawn / Reports section. Creative Approaches 2012 takes place on Together’, afforded the opportunity for students and teachers 5 October 2012 at RUA RED, South Dublin Arts Centre, to not only meet and work with these professional artists in Tallaght. Contact the Arts Office at their own classroom, but also to go out to their local library 01 414 9270 for more information. Victoria Durrer Victoria Photo: Photo:
Page 20 The NAPD Arts Supplement Creative Engagement PROJECT PROPOSALS INVITED!
The long-established NAPD Art and Culture Committee is launching its creativity scheme once again. Funding has been secured from both the Departments for Education and for the Arts, so the scheme is set to go from strength to strength in the coming year. At the core of Creative Engagement is the collaboration between student, teacher and artist, as set out in Artists~Schools [Arts Council 2006] It’s about tapping into the imagination and originality of the young person, while giving both an incentive and a framework for the work to thrive.
NAPD MEMBERS! PRINCIPALS! DEPUTY PRINCIPALS! The Committee is particularly interested in project proposals that draw on the expertise of artists, or of arts organisations; WE NEED YOUR ACTIVE HELP! that enhance the process in the school and afford both Once again we are pleading with our readers to make the students and teachers learning opportunities that may be scheme work. We need you to identify the ‘champion’ sustained in future work. teacher, who will pick up the idea of creativity and run with it! But it’s the school leaders who can give the time and the Artist residencies should follow the guidelines laid down in encouragement to ‘make it happen’ NAPD offers the tangible Artists~Schools. Schools should also abide by Health and Safety and practical support of up to 50% of the costs of the project. guidelines and the procedures for the vetting of people working with students. WHAT’S OUR AIM? PARTNERSHIPS l To encourage creativity, initiative and expression in our In recent years Creative Engagement has established working students. partnerships with a number of related organisations: l The student must be at the centre of the creative l Poetry Ireland process! l Amnesty International l To complement curricular learning in the arts, culture and heritage l Young Social Innovators l The National Museum THE SELECTION CRITERIA l Local authority Arts Offices l Student engagement in – and ownership of – the l CSPE support service creative activity l TEAM Theatre Company l Evidence of partnership between the students, the teacher and the visiting artist Please specify in your application if you are interested in l Originality of the proposal working with one of these organisations. l Clear and plan of action KEEPING A RECORD l Potential for replication or adaptation in other schools Each student participant should keep a project journal, in the form of a diary or video, with the emphasis on visual evidence l Submission of a sustainable School Arts Policy and reflection, making the progress of the work from initial l Membership of NAPD [Principal and/or Deputy] planning to completion. The project Co-ordinator should submit the best diaries [maximum 3] with the evaluation. There will FINANCIAL CONSIDERATIONS be Creative Engagement special awards for the 10 best diaries. l The availability of funding for Creative Engagement will EVALUATION determine amount of grant The Project Co-Ordinator will be asked to submit an evaluation l It will also be related to the scope and nature of the work before the final grant payment. of each proposal l Each application must be accompanied by a detailed DEIS SCHOOLS AND FURTHER EDUCATION COLLEGES costing of the project. We are particularly keen to consider applications from DEIS schools, not only because we recognise the need for positive l Applicants must supply evidence of matching funding. discrimination towards schools in areas of disadvantage, but l Funding is issued in two parts: 25% of grant upon also because we share the belief of Albert Einstein – selection; 75% upon completion ‘Imagination is more important than knowledge’. We are also conscious that the Further Education sector, which
Page 21 Page 21 The NAPD Arts Supplement The design process, for an illuminated glass box, at work in St. Brendan’s Community School, Birr, Co. Offaly.
Simple Simbols Welcome More Welcome! is part of the NAPD ‘family’, has been under-represented in Creative Engagement. We are aware of the rich and varied art TIMELINE FOR works that come from this sector and would encourage CREATIVE ENGAGEMENT colleges to participate in the scheme. September: Issue Application form THE ARTS & CULTURE COMMITTEE AND Investigate partnerships THE NAPD ARTS OFFICER Contact artist Dermot Carney has been appointed Arts Officer for NAPD, with effect from 1 September of this year. One of his main tasks is October: Creative Engagement exhibition to co-ordinate Creative Engagement projects. He will work Certificates presentation at NAPD with the Committee on the selection process and will be in Conference contact with participating schools. On October 13, at Collins Barracks in Dublin, there will be an November: Submit application exhibition of Creative Engagement projects in the presence of Selection process Jimmy Deenihan TD, Minister for Arts, Heritage and the Notification to schools Gaeltacht. NAPD has been directly involved in the development of December: Project planning Artists~Schools, in the drawing up of Points of Alignment [the Project work commences Arts Council proposals for arts-in-education], in the alliance, Encountering the Arts, which represents a wide spectrum of Jan. - March: Project work continues arts and education bodies, and which has become increasingly Seminar for participants involved in advocating. It continues to press for the development and promotion of the arts through government April: Completion of projects departments and key agencies. It aims to build partnerships through dialogue with the organisations which share its May: School evens, exhibitions and and objectives. celebrations
HERITAGE NAPD acknowledges the generous assistance of the In the last year Creative Engagement has formed a closer links Department of Education and Skills [DES] and the Department to the areas of heritage and history, with the appointment of for the Arts, Heritage and the Gaeltacht [DAHG] in funding Michael Parsons, NAPD, to the Heritage Council. Bearing this in Creative Engagement. mind, projects that combine creativity and heritage will be welcome. NAPD P RINCIPALS AND D EPUTY P RINCIPALS National Association of Principals and Deputy Principals Cumann Náisiúnta Príomhoidí agus Príomhoidí Tánaisteacha Imagination ‘is more important than knowledge ONTACTS – Albert Einstein C Mobile: 086 277 9924 ’ Email: [email protected]
Page 22 ] SUMMARY OF PROPOSAL SUMMARY Please answer Sections 1-6. An extra sheet can be added, if needed be added, sheet can An extra Sections answer Please 1-6. [ wants to achieve wants to involved arts office name of organisation, and contactBiographical details of artist[s]; be involved. to etc.) radio local press, local library, exhibition, school launch, (e.g. 1. – the main task and what school and purpose of the proposal nature The 2. and practical timeframe steps indicating overall plan of action, A broad 3. with outside individuals or bodies. collaboration Detail of proposed 4. of the project or celebration display Proposed 5. Arts Policy. Please enclose the school’s 6. the proposal to further relevant Any information ] ] School No. [DES]: [DES]: School No. Creative Medium Creative More than one box can be ticked can than one box More (please specify) [ Drama DesignWeb Stained GlassMusic Film Sculpture Study Environmental Wood-Carving Other History Complete each section Complete [ Engagement (please specify) Category Residency Equipment Grant Partnership DEIS School Heritage Project College Ed. Further Other PROJECT DETAILS PROJECT DETAILS Email: Address: Address: Principal: Principal: APPLICATION FORM 2012-13 APPLICATION School Email: School Email: Name of School: Name of School: Project Art Heritage Art & Heritage Web-master Name: Web-master Creative Co-ordinator’s Email: Co-ordinator’s School Telephone No.: Mobile Telephone No.: No.: Mobile Telephone No.: Mobile Telephone Project Co-ordinator Name: Co-ordinator Project
# Page 23 Signed Project Co-ordinator: THIS PROJECT HAS THE FULL SUPPORT OF THE SCHOOL PRINCIPAL Signed School Principal: 11 Wentworth, Eblana Villas, Grand Canal Street Lower, Dublin 2. h lsn aefrapiain is The closing date for applications The Principal Principal is a current Deputy member of NAPD Creative Date: Proposals should be submitted to “Creative Engagement” Engagement NAPD, Monday 5 November 2012 , EXPENDITURE TOTAL EXPENDITURE Miscellaneous (5% of estimated expenditure) Contingencies Publicity, promotion, printing Photocopying Transport Equipment Materials (specify) Substitution costs Paid planning time Travel expenses Fees provides at least matching funding for the proposed project A requirement for a grant from Creative Engagement [NAPD] is that the school of matching funding providedDetails (sources, amounts) or visitor-in-residenceto pay the artist fee rateThe and the hourly/daily or weekly artist/organisation you intend COSTING OF THE PROJECT, TO INCLUDE – € INCOME TOTAL INCOME sources Other Specify events/methods Fund-raising – estimated Specify source – estimated Donations (Specify) contribution Sponsorship (Local contribution authority) Office Arts Parental contribution School contribution Creative Engagement grant €
Page 24 The NAPD Arts Supplement Welcome! National Museum of Ireland National Photo: Photo:
elcome to the National Museum of Ireland… a centre for learning and creativity spread across four sites in counties Dublin and Mayo. Every year, large numbers of post primary students and teachers visit us and participate in our Wtailor-made learning programmes at the Museums of Archaeology, Country Life, Decorative Arts and History and Natural History. Here at the Education Department, we have many years of experience in designing programmes to fit your needs. We also have exhibitions that span more than 15,000 years of Irish heritage with fascinating objects that all tell a unique story. Our collections range from Irish deer skeletons to the 1916 Proclamation of Independence, from Bronze Age Irish Gold to 20th century skillet pots. We also cater for students’ different learning needs and styles – and we do our best to match our programmes to fit these needs. Did you know?… that our schools’ programme complements the curriculum across an array of subjects at post-primary levels? Students and teachers can immerse themselves in archaeology, art, biology, drama, English, geography, history, music, science and much more. We have used both our knowledge of the Museum’s resources and our experience of teaching and learning methodologies to build a student-centred programme. It offers opportunities for individual and peer group learning, allows for risk taking, and encourages experimentation and interrogation! Our programme is diverse and varied… offering theme-based tours, workshops, research projects, demonstrations and competitions. Alternatively, you could engage in more self-directed learning opportunities assisted by activity sheets, teachers’ notes and other resource materials. All of these learning resources are posted on our website www.museum.ie They can be downloaded before you arrive; or accessed through the Bookings Offices in Dublin and Mayo. Museums are unique… in offering opportunities to learn by handling objects. One way of learning about the lives of people in the past is by examining the objects they used. Working through objects in our handling collections can help students to
Page 25 The NAPD Arts Supplement
develop an enquiry-based approach which can in turn help Department is exploring ways to increase this service develop problem-solving skills and encourage development through the development of partnerships with partners in language and literacy development. This way of learning including the National Association of Principals and Deputy can also appeal to different learning styles – kinaesthetic Principals. The Handling Box Project that we are developing and visual – and a range of ability levels. Through handling with the Education Centres is another way of providing objects and examining and analyzing them in the process, outreach services to schools. students can also develop an understanding of the role of The National Museum of Ireland is there for your school evidence in the construction of historical knowledge. Our to explore and visit. We invite you to read the attached challenging and innovative handling workshops follow the ‘What’s On’ brochure to find out more about what we have themes of the Museum’s exhibitions and collections: they on offer at our four Museums. You can also check the are also designed to stimulate the senses; to support ‘explore and learn’ pages of the Museum’s website individual and group-based learning; and to introduce www.museum.ie for more details on our programme of pupils to primary and secondary source material. tours, workshops, demonstrations and so on. We look forward to welcoming you to our four sites over this academic year and we hope that you will participate in our exciting and varied schools’ programme.
Lorraine Comer, Head of Education
We continually re-evaluate our programmes… in order to connect with what you want. It is important for us to understand the changing needs, interests and expectations of the students and teachers who visit us. Through an on- going evaluation process, the Education team investigates how participants benefit from projects and how we can continue to improve. We also consult with teachers when developing resource material for schools. By listening to what you want we can inform and shape the learning programme to meet your needs and ensure that what we offer you has a relevancy and an excitement to it. National Museum of Ireland National Reaching out to those who find it difficult to visit us is
crucial in opening the Museum to a wider and more Photo: inclusive number of schools. While we currently provide a limited outreach service to schools, the Education
Page 26 mentor CENTRED school ofthe Creating the Therole student- centered
school
THE ROLE OF THE SCHOOL MENTOR
hen students arrive in school for the firstWhen time they students are usually nervous, llarrive nervous, excited, in schooldisorientated,excited, selves.for confuseddisorientate the The andfirst ment ttletim unsure of themselves. The mentor plays a vital role in helping them settle in successfully to their new environment. W Because the mentor has spent a number of years in the school they are familiar with its history, curriculum and layout. For the students new to the school all of these are like a foreign country.’ Seamus O’ Brien –‘The School Mentor’
During staff training days the question is sometimes posed leadership and citizenship skills. They help first year students –“Who is this school for anyway”? Trustees, teachers, the DES make a successful transition to second level education. They and students are all mentioned. Best practise suggests that become active in creating a positive school culture. A culture of students should be the beneficial focus of all our policies and paticipation, consultation and responsibility is encouraged in the practices. However, because of the temporary nature of their student body. time in our schools, a traditional portrayal of young people as Students themselves view mentoring as a genuine invitation to “incompetent beings”, coupled with their exclusion from achieve participation in school life. Senior students are invited to decision-making fora such as the Board of Management, there is step up to the plate and take on real leadership roles. They are an urgent need to increase awareness of young peoples rights to aware of the responsibilities that they are being asked to have a voice in matters that affect them. undertake and become fully cognisant of the need to develop The urgency of making progress on this important matter the requisite skills to carry out these responsibilities. emerged from the recent Gibbons-Shannon report on the Students apply to become mentors and successful applicants deaths of children in the care of the state and the continuinhg emerge from an interview process. Transition and leaving cert absence of a Bill of Rights for children on our statute books. students form the core of the mentor team in the school. The co Substantial progress has of course been made in most of our – ordinating teacher plays a vital role in the selection process. schools. The Education Act has helped create a partnership This teacher needs to have excellent people skills and be culture in many of our schools. The focus has shifted from the interested in the whole concept of young peoples participation rights to schooling to rights within the school. The changing in school life. They should be the “guide on the side” rather than legislative framework has also helped raise awareness of young “the sage on the stage”. This entails being supportive, interested peoples rights and responsibilities in society in general and in and empathetic. educational contexts in particular. The United Nations Mentoring programmes are arguably the most effective means Convention on the Rights of the Child, adopted by Ireland in 1990, of involving young people meaningfully in the life of our schools. states that students should have a voice in matters that affect They provide a real opportunity for personal growth for young them. This landmark piece of legislation now places a clear people and help our educational institutions to build obligation on schools to include students in a real and community. They help create a happier school community for all meaningful manner in the life of the school. The National our young people partciularly those beginning their educational Children’s Strategy is rooted in the United Nations resolution. journey at second level. Mentoring improves life for all in our Young people contributed to this strategy which stated that school communities and helps put students at the centre of our they were not citizens in the making but actual citizens. reflections on priorities for school improvement. Mentoring programmes offer students a real opportunity to Seamus O’Brien has worked as a teacher, Principal and senior actively participate in the life of their schools. The best schools education consultant. His book, The School Mentor [Marino see themselves as mini societies. They model a way of life which Institute of Education, 2007] explores leadership roles for young is caring, challenging and participatory-they are arenas for people in our schools. experiences which last a lifetime. A democratic ethos is the beating heart of these communities. The school is administered as a community and a core segment of the educational ONTACTS philosophy views education as active participation in the life of C Mobile: 087 265 8138 that community. Mentoring structures enable this meaningful Email: [email protected] participation to occur. Students are enabled to develop
Leader Page 27 www.curam.ie NEGOTIATION – GETTING BETTER AT WHAT WE DO EVERY DEAY LUKE MONAGHAN
Constructive Negotiation
chool leaders have so little room My work takes me into contexts where do I imagine are the bottom lines of for manoeuvre that skills of these skills are often required – to the other party and where might the Snegotiation, mediation and work with both parties to arrive at an ‘space’ be… conciliation are essential to develop. agreement that both can live with. I Being able to deploy the right have noticed some characteristics of 4. Relationship – many negotiation approach to achieve good process and effective negotiations that may be manuals leave this to one side – it is a good outcome is vital. worth stating here for you to reflect on perhaps the most crucial in many in your own context. I have developed instances – how is the relationship We know that sometimes the a framework when leading training in now? what do I want it to be after the temptation to get the ‘quick fix’ can this area termed - Navigating negotiation? what will help and hinder blind us to the consequences of the Negotiation©: this? – in a negotiation to listen and longer term. Therefore it is really communicate this listening is vital as worth investing in skill development in 1. Knowledge – what do I need to this ‘human’ dimension could this area of negotiation. And here I am know – about the facts, the person, the significantly promote a positive talking of ‘constructive negotiation’ context that will contribute to outcome for both sides. In my rather than manipulative negotiation – discerning what is possible in terms of Constructive Negotiation Diagram again it is the eye to the long term, to outcome and will also inform how I go (see below) I highlight the importance the development and maintenance of about this negotiation – the process. of relationship in the process of credible pro fessional relationships negotiation. that is key. Constructive negotiation is 2. Goals – what do I want from this about working through the issues with negotiation – what does the other 5. Push and Pull – what are the the party(ies) involved, attending to all person want – how realistic are my factors that will help this to be a the concerns and possibilities and (their) goals – what rationale, that is positive negotiation and then what are arriving at a mutually agreed outcome. convincing, can I bring to these goals. the hindrances? – both with the parties However it does not mean giving way, and any outside issues that may peace at all costs, total capitulation to 3. Space – what are my ‘red’ lines – impinge. Naming these issues can be a either side. It is about honing those what is a ‘must achieve’ from this very constructive element in working skills so that when negotiation is the negotiation – is even that possible? towards a solution. optimum approach you are confident What can I give some way on – what to deploy it.
Page 28 Leader 6. Expected Outcomes – getting to 9. Result – if a negotiated agreement the ‘end game’ – your view of what will is reached, remember to work through NAPD actually occur – what has happened in the details of implementation, of PRINCIPALS AND DEPUTY PRINCIPALS previous such negotiations, what can communication, of review of what to be learned from these, how do I need do if the working through falls down TIM GERAGHTY to prepare for the realistic outcome? somewhere along the line… BECOMES What are the consequences to the 10. Process – as a process person I expected outcome – how do I plan for DEPUTY DIRECTOR always have an eye to how we do these? What might be the creative things as well as what the outcome factor in this process - what have we happens to be…think through the how not thought of, what new thinking can at all steps – what will help, what will we bring in to consider an outcome hinder, do not be blinded to the that might move us through the issues process of getting a negotiation by the more effectively? desire to get an outcome. A good process will deliver the optimum 7. BATNA = best alternative to a outcome. negotiated agreement – if the negotiation fails, what then? Plan B, C, These ten guidelines for an effective D may be needed – think it through. negotiation are all built on good Often the mention of BATNA can common sense, good judgement and galvanise parties back to negotiation as good deployment of our natural Former NAPD President, Tim Geraghty, the alternative is not at all attractive. human skills. Like most things, there is has taken on anew role in the Association, nothing new in the world just a more as Deputy Director. He will be working a 8. Power – for many a dirty word but focused and reflective approach to number of specific areas – the Teaching it’s there - always there, so deal with it, using skills we already possess and use Council, Self-Evaluatiion, Ani-Bullying, acknowledge it. It will wax and wane, Guidance, Principals’ Welfare, the Local each day. Support Service, Leading 4 Learning, so who has it, how much of it does each School Placements – as well as assisting have, how will it change before, during ONTACTS Clive Byrne. and after the negotiation, what is Luke Monahan healthy and toxic about the power C Tim can be contacted at Tel: 087 6876569 [email protected] balance? Email: [email protected]
DEREK WEST UPCOMING OCTOBER CONFIRMED AS SEMINARS PUBLICATIONS EDITOR The themes at our upcoming round of seminars will be dealing with very challenging contexts – with expert presenters:
Understanding and responding to the Seriously Challenging Child [Gerry McNevin]
Avoiding serious conflict and violence in the school [James Shovlin]
How to deal with bullying in the workplace [Tony Bourke]
CORK – Silver Springs Hotel Wednesday 10th October 2012 Derek West has stepped down as Arts & 10am - 3.45pm Education Officer and will be devoting his energies to the growing area of GALWAY – Clayton Hotel publications in the Assocication. As well as Thursday 11th October 2012 editing the NAPD Journal, Le Cheile, 10am - 3.45pm re-designing and enlarging the [former] DUBLIN – Clarion Hotel, Liffey Valley Executive Report, he had been involved with the production of in-house booklets, Friday 12th October 2012 10am - 3.45pm folders and cards. More information on curam.ie He is re-locating to Germany on a part- time basis, but can still be contacted on [email protected]
Leader Page 29 PÁDRAIG FLANAGAN NOMINATED DERMOT CARNEY SUCCEEDS FOR NAPD VICE-PRESIDENCY DEREK WEST AS NAPD ARTS OFFICER
At its recent meeting, the National Executive agreed to nominate Donegal born, Dermot he taught art and history in Greendale Pádraig Flanagan, Principal of Castletroy Community College, Community School before progressing to become Deputy Principal, Limerick, to serve as Vice-President of the Association for 2012-13. and later Principal in St Ciaran’s Community School, Kells. As the This will be ratified at the Annual General Meeting of the Association new NAPD Arts Officer, he continues a strong involvement in the in Galway. Pádraig currently represents Region 6 on the Executive. arts.
Fundraising campaign for Our Lady’s Children’s Hospital Crumlin
Country Hampers in conjunction with the Children’s Medical and Research Foundation in Crumlin Hospital are planning to raffle Irish made artisan food hampers throughout Ireland this upcoming Christmas as part of a major fundraising campaign for the hospital. It is planned to place hampers in as many locations as possible throughout Ireland – hence the request for support from Principals and Deputy Principals in all second level schools. All hampers will be presented in beautifully designed wicker baskets, packed with top quality seasonal food and drink. The aim of this innovative campaign is to raise 50,000 to ensure that children throughout every county in Ireland continue to receive quality care at Our Lady’s Children’s Hospital in Crumlin. It will also help with the construction of the much needed new Cardiac and Bone Marrow Units. We understand and appreciate how difficult it is to raise funds at present but we are hopeful that schools will consider supporting this important fundraising initiative for children. If you feel you can assist this work please contact Kathleen Bannon (087 2492208) or Bernie Maher (087 9509533) at Country Hampers ([email protected]) where they would be delighted to discuss the proposal further with you. Thank you in kind anticipation of your support.
Page 30 Leader NAPD Regional Meetings – Speakers and Topics 2011-12
This list gives details of the majority of the presentations made to meetings of members in the nine NAPD regions over the past year. Apart from being a record of achievement, the information here may well be of use to regional committees when they are drawing up a programme for the year, looking for interesting topics and qualified presenters. If you want to know more about any of the listed items you can contact the Regional Representative [they are all listed in the information booklet, Making the Most of Your Membership] or contact the Regional Co-ordinator, Michael McCann, at [email protected] or Mobile: 086 242 2616
SPEAKER TOPIC REGION
Byrne, Clive Incidental Inspections 8 Chapman, Stephen [i] Practical strategies for improving Classroom Performance 9 (Dragonfly Training) [ii] Assessment for Learning Donnelly, Liam [Evello] Analysing examination results 9 Farrell, Gerry l Self-Care for School Leaders (Counsellor and Psychotherapist) Temperaments and Toxic Attachments 1,6 Farrell, Gearóidín Understanding and Interpreting Psychological Reports [and Mary Atkins] (NEPS) 7 Finnegan, Ursula [with Rita Maher Incidental Inspections & Gabrielle Moran (NAPD members) 3 Geoghegan [PDST] Leadership strategies needed in the current climate 7 Geraghty, Tim [NAPD] [i] A framework for considering Guidance in schools in 2012 [ii] The New school Placement Model for Initial Teacher Education: Issues for School Leaders 2 Glynn, Declan [TUI], Current Industrial Relation Issues 6 with Diarmaid de Paor [ASTI] Hall, Professor Cathy [UCC] Changes to the Postgraduate Diploma in Education 7 Heffernan, Dr. Fergus Ph. D [Psychologist & Psychotherapist] Manage your Life by Managing your Mind 5 Horgan, Miriam [(Sen. Inspector, DES] Draft Guidelines on School Self Evaluation 2 Humphreys, Dr. Eilis The Design and Implementation of the new Junior Certificate Programme 3 Keown, Denise [Teacher] Stress relating to the Leaving Cert. Examination from the perspective of parents & pupils 1 Killion, Gerry [i] The Experience of School Self Evaluation in Dominican College [D.P. Dominican College, Sion Hill [ii] Incidental inspections 5, 8, 9 Knox, Seamus [DES Inspectorate] The Role of School Management in the Promotion of Literacy and Numeracy 5 McGrath, Liam Fire Safety Regulations and School Buildings 3 McHugh, Deirdre Mental Health and Young People 1 [Senior NEPS Psychologist, Donegal] Martin, Shane [Moodwatchers] [i] Looking after our own Mental Health [ii] Minding Ourselves – Dealing with Stress in Management and Harnessing 3, 7, 8 the Positive within Educational Communities [iii] Managing Stress and Mindfulness Monaghan, Luke & Prof. Ciaran Sugrue Information on the new Professional Diploma in Educational Studies-Leadership 3 Mulrine, Niall Internet Safety 1 (p.c. clean- www.pcclean.ie) Ó Brádaigh, Gearóid Policies and Case Studies – a consideration of recent developments in the 1 [Barrister-at-Law] light of recent court decisions and DES Circulars Ó Buachalla, Dónal [NAPD President] Workshop on Incidental Inspections 7 O’Callaghan, Barry [i] The New Junior Cycle [Former Principal, Dún Laoghaire SC] [ii] Leading for Learning (L4L) – an NAPD initiative to articulate, promote and support Principals and Deputy Principals as leaders of learning in the schools [iii] Developing Policies for Learning and Teaching 4, 7, 9 O’Connell, Catherine Managing Conflict in the Workplace 8 [CINERGY Mediation Northside] Fiona Richardson (NBSS) Improving Literacy in Schools 5 Spreagadh Team [i] The role of the Deputy in Developing a positive School Environment l Tom Moore [i] and [ii] [ii] Growing Leadership in your School" and "Dignity in the Workplace l Michael McCann [iii] [iii] Sustaining and Caring for the Leader l Bill Reidy [iv] [iv] Managing the Underperforming Teacher l Tim Geraghty [v] [v] Guidance Provision Framework l Sheila McManamly [vi] [vi] Leadership for Learning l Jean Geoghegan [vii] [vii] The New Junior Certificate Walsh, Ann [DP Kilkenny CBS] New Junior Certificate – A Practical Exploration for Schools 5
Leader Page 31 RECORD NUMBER OF NEW ENTRANTS TO SCHOOL LEADERSHIP, 2012
n the past twelve months over 200 new appointments have been made of Principals and Deputy Principals at post- primary level. While NAPD regrets the many retirements of so many colleagues, with the attendant loss of a huge Iresource of educational wisdom and experience, the Association looks forward to meeting the new appointees its regional and national meetings. Most of the names, listed alphabetically, region by region, below will be new, but we are also delighted to see a cohort of existing members who have been promoted to new positions. The NAPD L-S-S [Local Support Service] has reached out to the new Principals and Deputies, offering help, support and ‘a listening ear’. A booklet, Making the Most of Your Membership, has been distributed to all post-primary schools and it gives regional contact details. NAPD hopes that existing members will ‘gather up’ the new school leaders and that they, in turn, will be encouraged to make contact with their local region. We apologise for any omissions and inaccuracies in the lists. Please notify Catherine Shiels at Head Office about corrections or additions that are needed.
Abbreviations used: P = Principal DP = Deputy Principal AP = Acting Principal ADP = Acting Deputy Principal; CC = Community College CS = Community/Comprehensive School SS = Secondary School FE = Further Education REGION 1 1 REGION 2 2 DONEGAL, CAVAN, SLIGO, LEITRIM, MONAGHAN MAYO, GALWAY, ROSCOMMON Mary Madden [P] Margaret Griffiths [DP], North Connaught College, Tubbercurry, Co. Sligo Dunmore Community School, Co. Galway Email: [email protected] Email: [email protected]
Boner, Frances [P] St. Columba’s CS, Glenties, Co. Donegal Barrett, Breda, [DP] Mount Bellew VS, Mount Bellew Co. Galway Fitzgerald, Noreen [DP] Pobalscoill Chloich Cheannfhaola, Coldrick, Matthew [DP] St. Muredach’s College, Ballina, Co. Mayo Falcarragh, Co. Donegal Doherty, Cahil [P] St. Louis CS, Kiltimagh, Co. Mayo Flynn, Cormac [DP] St. Mogue’s College, Belturbet, Co. Cavan Egan, Austin [P] St. Joseph’s SS, Charlestown, Co. Mayo Gallagher, Dominic [DP] St. Columba’s CS, Glenties, Co. Donegal Folan, Ciarán [DP] Gairmscoil Mhuire, Athenry, Co. Galway Gillespie, Sinéad [DP] Crana College, Buncrana, Co. Donegal Hunter, Martha [P] Beech Hill College, Monaghan Town Gibbons, Geraldine [P] Galway Technical Institute, Fr. Griffin Road Kelly, John [ADP] Coláiste Muire, Ballymote, Co. Sligo Golden, Leo, [P] St. Muredach’s College, Ballina, Co. Mayo Kelly, Maeve [DP] Easkey VS, Easkey, Co. Sligo Hannon, Cormac [DP] St. Gerald’s College, Castlebar, Co. Mayo Lievens, Martha [DP] Bailieborough CS, Co. Cavan Hession, Roy [DP] Coláiste Cholmain, Claremorris, Co. Mayo Lynch, Niall [DP] St. Bricin’s, Belturbet, Co. Cavan Hernon, Betty, [DP] Coláiste Einde, Threadneedle Road, Galway McMorrow, Fionnuala [DP] Carrigallen VS, Co. Leitrim Holohan, Shane [AP] Elphin Community College, Elphin, Minogue, Roddy [P] Inver College, Carrickmacross, Co. Monaghan Co. Roscommon Ó Grianna, Conna [DP] Ballybay CC, Ballybay, Co. Monaghan Hughes McCabe, Marie [P] St. Joseph’s SS, Castlebar, Co. Mayo Sweeny, Maeve [P] Pobalscoil Chloich Cheannfhaola, Falcarragh, McGrath, Seán [DP] Presentation SS, Tuam, Co. Galway Co. Donegal McLoughlin, Aiden [DP] Moyne College, Ballina, Co. Mayo Temple, Fiona [P] Mulroy College, Milford, Co. Donegal Monaghan, Anne [DP] Presentation College, Athenry, Co. Galway CREATIVE ENGAGEMENT Monaghan, David [DP] St. Brigid’s VS, Loughrea, Co. Galway EXHIBITION Moore, Cathal [DP] Presentation College, Athenry, Co. Galway Murphy, Anne [P] Sacred Heart School, Westport Saturday 13 October Murphy, Catherine [DP] St. Brigid’s SS, Tuam, Co. Galway National Museum, Collins Barracks Murphy, Ciarán [P] St. Mary’s College, Galway
Page 32 Leader Ní Loinsigh, Cora [DP] Calasanctius College, Oranmore, Co. Galway REGION 4 O’Brien, Eileen [P] St Joseph’s SS, Foxford, Co. Mayo 4 Ó Donghaile, Séamus [DP] Scoil Mhuire, Strokestown, Co. Roscommon KILDARE, WICKLOW, LAOIS, CARLOW Ó Lochlainn, Padraic [DP] Coláiste Cholmcille, Indreabhan, Áine O’Neill [P], Co. Gaillimhe St. Fergal's CC, Rathdowney, Co. Laois O’Mahony, Geraldine [DP] St. Joseph’s SS, Charlestown, Co. Mayo Email: [email protected] O’Malley, Emma [P] Coláiste Mhuire, Ballygar, Co. Galway Collins, Eddie [AP] St. Farnan’s PP School, Prosperous, Co. Kildare Reilly, Stephen [P] St. Joseph’s SS, Garbally, Ballinasloe, Co. Galway Curtin, Larry [P] Mountmellick CS, Co. Laois Surlis, Tómas [P] St. Nathy’s College, Ballaghadereen, Co. Roscommon Doyle, Nessa [DP] Coláiste Lorcáin, Athy, Co. Kildare Thornton, William [DP] St. Joseph’s SS, Foxford, Co. Mayo Egan, Pauline [P] Coláiste Eoin, Hacketstown, Co. Carlow Ward Alison [DP] Galway Technical Institute, Fr. Griffin Road Gaughran, Eric [P] Curragh PP School, Co. Kildare Gillespie, Lorraine [DP] Dominican College, Wicklow Town REGION 3 Halford, Rob [P] St. Mary’s SS, Edendertry, co. Offaly 3 Hensy, Brian [DP] St. Brendan’s CS, Birr, Co. Offaly LOUTH, LONGFORD, MEATH, WESTMEATH, OFFALY Kearns, Louise [ADP] St. Farnan’s PP School, Prosperous, Co. Kildare Rosemary Eager [DP], Keegan, Ciarán [P] Coláiste Lorcáin, Athy, Co. Kildare Wilsons Hospital, Multifarnham, Co. Westmeath Kennedy, Olivia [DP] Borris VS, Co. Carlow Email: [email protected] Loughnane, Ming [P] St. Brendan’s CS, Birr, Co. Offaly
Bell, Marese [P] Loreto College, Mullingar, Co. Westmeath McCabe, Rita [P] St. Mary’s SS, Naas, Co. Kildare Buckley, Garret [AP] Ardscoil Phadraig Granard, Co. Longford McCaul, Damon [DP] Coláiste Chill Mhantáin, Wicklow Town Campbell, Susan [DP] Coláiste na hInse, Bettystown, Co. Meath McCauley, Siobhán [DP] Maynooth PP School, Co. Kildare Cleary, John [P] Our Lady’s Bower, Athlone, Co. Westmeath Ní Chonghaile, Gearoidín [P] Gaelcholáiste Cheatharlach, Easca, Co. Cheatharlach Conway, Cecil [DP] Our Lady’s College, Drogheda, Co. Louth O’Donoghue, Padraig [P] Coláiste Chill Mhantáin, Wicklow Town Forde, Chris [ADP] Athlone CC, Co. Westmeath O’Kelly Margaret [DP] St. Mary’s SS, Edenderry, Co. Offaly Grant, John [P] O Carolan College, Nobber, Co.Meath O’Sullivan, John [P] Borris VS, Co. Carlow Halpin, John [P] St. Oliver’s CC, Drogheda, Co. Louth Raughter, Emma [DP] St. David’s SS, Greystones, Co. Wicklow Kindlon, Fiona [P] Scoil Uí Mhuirí , Dunkleer, Co. Louth Ryan, Geraldine [DP] Heywood CS, Ballinakill, Co. Laois Kirk, Una [DP] St. Oliver’s CC, Drogheda, Co. Louth Loftus, Helen [DP] O Carolan College, Nobber, Co.Meath Lowry, Tom [P] Moate CS, Co. Westmeath McCormac, Carmel [DP] Moate CS, Co. Westmeath REGION 5 5 McGrath, James [DP] Castlepollard CC, Co. Westmeath McHale, John [DP] St. Finian’s College, Mullingar TIPPERARY, WATERFORD, WEXFORD, KILKENNY McNally, Elizabeth [DP] Our Lady’s College, Drogheda, Co. Louth Shane Hallahan [P], Presentation SS, Loughboy, Co. Kilkenny Mansfield, John [DP] St. Joseph’s CBS, Drogheda, Co. Louth Email: [email protected] Nic Dhonnacha , Sorche [P] Templemichael College, Co. Longford
O’Leary, Gerard [AP] Coláiste na hInse, Bettystown, Co. Meath Behan, Paul [DP] Castlecomer CS, Co. Kilkenny Patton, Karen [DP] O Fiach College, Dundalk, Co. Louth Butler, Mary [P] Ursuline Convent Thurles, Co. Tipperary Cahill, Angela [P] Presentation SS, Ballingarry, Co. Tipperary Conroy, Angela [DP] Coláiste Mhuire, Johnstown, Co. Kilkenny Creedon, Peter [P] St. Ailbhe’s School, Tipperary Town NAPD Delahunty, Darius [DP] Coláiste Dun Iascaigh, Cahir, Co. Tipperary ANNUAL CONFERENCE Dowling, Ger [DP] Presentation SS, Ballingarry, Co. Tipperary Thursday 18 & Friday 19 October Edwards, Tracey [DP] Ramsgrange CS, Co. Wexford Radisson Blu Hotel, Galway Farragher, Sinéad [DP] Borrisokane CS, Co. Tipperary
Leader Page 33 Gallen, Ruth [DP] Presentation SS, Waterford REGION 7 Geary, Maurice [DP] Blackwater CS, Lismore, Co. Waterford 7 Gray, Pascal [ADP] St. Joseph’s CBS, Nenagh, Co. Tipperary CORK CITY AND COUNTY Kileen, Michael [P] Coláiste Mhuire, Johnstown, Co. Kilkenny Seán Crowley, Martin, Elizabeth [P] Coláiste an Átha, Kilmuckeridge, Co. Wexford Bandon Grammar School, Bandon, Co. Cork Meade, Mary [P] Our Lady of Mercy SS, Waterford Email: [email protected] O’Byrne, Audrey [P] Rockwell College, Cashel, Co. Tipperary O’Callaghan, Robert [P] St. Peter’s College, Summerhill, Co. Wexford Aherne, Niall [ADP] CBS, Midleton O’Connor, Rachel [DP] Coláiste an Átha, Kilmuckeridge, Co. Wexford Bane, Yvonne, [P] St. Aloysius School, St Maries of the Isle O’Donoghue, Catherine [DP] Holy Faith Convent, New Ross, Co. Cadogan, Helen [P] St. Brogan’s College, Bandon Wexford Curley, Sheila [P] St. Aidan’s CC, Dublin Hill O’Sullivan, Seán Óg [P] Grennan College, Thomastown, Co. Kilkenny Curran Pat [P] St. Angela’s College, St. Patrick’s Hill Phelan, Deirdre [DP] Ursuline Convent Thurles, Co. Tipperary Desmond, John [P] CBS Mitchelstown Slattery, Tony [AP] St. Joseph’s CBS, Nenagh, Co. Tipperary Desmond, Rose [DP] Coláiste an Chraoibhin, Fermoy Steenson, Karen [AP] CBS, Tramore, Co. Waterford Downey, Miriam [P] Scoil Mhuire, Kanturk Walsh, Louise [DP] Ramsgrange CS, Co. Wexford Dundon, Lorna, [DP] North Presentation SS, Farranree Flynn, Adele [DP] Regina Mundi College, Douglas Road Hannon, Mary [DP] CBS Mitchelstown REGION 6 6 Kelly, Paul [AP] CBS, Midleton Keohane, Maurice [P] Scoil na mBraithre Criostai, Charleville CLARE, LIMERICK, KERRY Kerrigan, Frances [DP] Christ King, Douglas Road Pádraig Flanagan [P], Castletroy College, Castletroy, Co. Limerick McCarthy, Paula [DP] St. John’s Central College, Sawmill St. Email: [email protected] Murphy, Bertie Óg [P] St. John’s Central College, Sawmill St. Ní Longaigh, Rachel [DP] Coláiste Dáibhéid, 5 An tArdán Theas Bunyan, Lorna [ADP] Mercy CC, Rathkeale, Co. Limerick O’Donovan, Mary [P] Coláiste na Toirbhirte, Bandon Coffey, Seán [P] St. Brendan’s College, Killarney, Cregan, Elizabeth [DP] Desmond College, Newcastle West, Co. Limerick Duggan, Rosemary [DP] Coláiste Pobail Mhichil, Ceapach Mhór, Co. Luimnigh 1 Gavin-Barry, Vourneen [P] Desmond College, Newcastle West, Co. Limerick Goulding, Stephen [DP] Listowel CC, Co. Kerry Hynes, Mona [DP] Mary Immaculate SS, Lisdoonvarna, Co. Clare Kelly, Carmel [P] Listowel CC, Co. Kerry Kennelly, Eileen [P] Mean Scoil Naomh Ioseph, Castleisland, Co. Kerry McGreen, Annette [DP] Ard Scoil Mhuire, Bruff, Co. Limerick 2 Moore, Roisin [DP] Mercy SS, Tralee, Co. Kerry 3 O’Callaghan [ADP] Meanscoil na mBráithre, Tralee, Co. Kerry 8 Ó Cinnéide, Ruairi [DP] Gaelcholaiste Chiarrai, Tra Lí, Co Chiarrai & 9 O’Donnell, Tommy [AP] Meanscoil na mBráithre, Tralee, Co. Kerry 6 Ó Seachnasaigh, Áustin [P] Gaelcholaiste Chiarrai, Tra Lí, Co Chiarrai 4 Prendergast, Tom [P] Coláiste Mhicil CBS, Limerick Quane, Nora [DP] Mercy SS, Tralee, Co. Kerry 5 7
Page 34 Leader O’Flynn, Phil [DP] Terence MacSwiney CC, Knocknaheeny REGION 9 Ó Lionáird, Toirdealbhach [DP] Coláiste Ghobnatan, Maghchromtha 9 O’Sullivan, Donal [P] Coláiste Phobail Naomh Mhuire, Buttevant DUBLIN SOUTH O’Sullivan, Gerard [DP] Davis College, Mallow Gerry Killion [DP], O’Sullivan, Maria [DP] Coláiste Choilm, Ballincollig Dominican College, Sion Hill, Blackrock, Co. Dublin Quane, Blathnaid [DP] St. Peter’s CS, Passage West Email: [email protected] Quane, Margaret [DP] St. Aidan’s CC, Ballincollig Sliney, Michelle [P] Coláiste Choilm, Ballincollig Barry, Kevin [P] Clonkeen College, Blackrock, Co. Dublin Waterman, Edith [DP] Ballincollig CS Boolls, Leah [DP] St. Kilian’s CS, Bray, Co. Wicklow Watkins, Cait [DP] Christ King, Douglas Road Breen, Marie [DP] Loreto Abbey, Dalkey, Co. Dublin Clancy, Donnacha [P] College of Further Education, Ringsend, D. 4 Colhoun, Hugh [P] St. Laurence’s College, Loughlinstown, co. Dublin REGION 8 Corr, Aideen, [DP] Alexandra College, Milltown, Dublin 6 8 Doyle, Audrey [P] St. Joseph’s College, Lucan, Co. Dublin DUBLIN NORTH Forrest, Andrew [P] The High School, Rathgar, Dublin 6 Patricia McDonagh [P], Gaynor, Frances [P] College of Further Education, Sallynoggin, Malahide CS, Co. Dublin Co. Dublin Email: [email protected] Gormley, Carol [DP] Senior College, Stillorgan, Co. Dublin Harrington, Kevin [P] Senior College, Stillorgan, Co. Dublin Barry, Tony [P] Riversdale CC, Blanchardstown, Dublin 15 Hennessy, Teresa [DP] Tallaght Community School, Dublin 24 Bourke, Bernadette [DP] Rosmini CS, Dublin 9 Henry, Anne [DP] Deansrath CC, Clondalkin, Dublin 22 Broderick, Ada [P] St. Mary’s Holy Faith SS, Killester, Dublin 5 Hickey, Deirdre [DP] Mount Sackville SS, Chapelizod, Dublin 20 Carroll, Richard [ADP] Scoil Phobail Chuil Mhin, Cluain Saileach, Kelly-Gibson, Aoife [DP] College of Further Education, Ringsend, D. 4 BAC 15 Lynch, Alice [P] St. Kilian’s Deutsche Schule, Clonskeagh, Dublin 14 Cherry, Philomena [P] Rosmini CS, Dublin 9 McGovern Niall [DP] Kylemore College, Ballyfermot, Dublin 10 Fitzgerald, Jean [DP] Coláiste Ide, Finglas West, Dublin 11 Melly, Edward [DP] Clonkeen College, Blackrock, Co. Dublin Flynn, Adrian [DP] St. Finian’s CC,Swords, Co. Dublin Moloney, Leticia [DP] College of Further Education, Inchicore, D. 8 Hodkinson, Blake [P] Marino College, Fairview, Dublin 3 Moore, Bernadette [P] Rathmines College, Dublin 6 Jones, Kathy [P] Coláiste Eanna, Cabra, Dublin 7 Murphy, John [P] St. Kilian’s CS, Bray, Co. Wicklow Keohane, Peter [DP] The Donahies CS, Dublin 13 Naughton, Austin [P] Tallaght Community School, Dublin 24 Knightly, Patricia [P] St. Finian’s CC,Swords, Co. Dublin Nolan, Deirdre, [P] Kylemore College, Ballyfermot, Dublin 10 Leonard, Joe [DP] Beneavin de la Salle College, Finglas, Dublin 11 O’Brien, Elizabeth [ADP] St. Kilian’s Deutsche Schule, Clonskeagh, McDonagh, Patricia [P] Malahide CS, Malahide, Co. Dublin Dublin 14 McPhilips, Patricia [ADP] Scoil Phobail Chuil Mhin, Cluain Saileach, O’Connell, Betty [DP] De la Salle, Churchtown, Dublin 14 BAC 15 O’Connor, Mary-Rose [P] Liberties College, Bull Alley, Dublin 8 Ó Mórdha, Brian [DP] St. Paul’s SS, Raheny, Dublin 9 O’Doherty, Ruth [DP] Ballsbridge College of Business Studies, D. 4 O’Reilly, Ancilla [DP] Coláiste Eanna, Cabra, Dublin 7 O’Donnell, Eileen [P] St. Raphaela SS, Stillorgan, Co. Dublin Ó Rodaigh, Ciarán [ADP] Gaelcholáiste Reachrann, Domhnach Míde, BAC 13 O’Donoghue, Anne [P] St. Aidan’s CS, Tallaght, Dublin 24 O’Rourke, Tony [DP] Malahide CS, Malahide, Co. Dublin O’Dowd, Denise [DP] St. Raphaela SS, Stillorgan, Co. Dublin Russell-Kennedy, Noreen [DP] St. Michael’s SS, Finglas, Dublin 11 Prendiville, Bernadette [P] Loreto College, Foxrock, Co. Dublin Ward, Jean-Marie [DP] Malahide CS, Malahide, Co. Dublin Quigley, Karen [DP] St. Aidan’s CS, Tallaght, Dublin 24 Somers, Statia [DP] Liberties College, Bull Alley, Dublin 8 Taylor, Tom [DP] College of Further Education, Sallynoggin, Co. Dublin NAPD-RETIRED Troy, Geraldine [DP] St. Paul’s SS, Walkinstown, Dublin 12 ANNUAL GENERAL MEETING White, PJ [ADP] Loreto College, Crumlin Road, Dublin 12 Thursday 4 October Clarion Hotel, Cork
Leader Page 35 Technology Teaching Tables Turned!
Transition Year students give mobile phone lessons to their elders
The MPAT programme in action at Dominican College, Wicklow
hree years ago Fintan Mulligan, a coach and mentor with As Fintan Mulligan explained to NAPD Director, Clive Byrne: Enterprise Ireland who has a background in mobile phones “The MPLA [Mobile Phone Learning for Adults] programme Tand IT, approached Mary White, Principal, and Grainne offers a social and sociable outlet for both young and old. Both Wilson, Transition Year Co-ordinator, of Dominican College in groups look forward to classes and both groups are eager to Wicklow Town, to ask if he could invite the Transition Year girls engage. The proof is that some tutors and some learners asked to to volunteer to be one-to-one tutors to adults from the local participate in a second course of lessons. community. Many volunteered and were trained before meeting the adults for the first of eight 90-minute lessons, given once a “Each tutor (TY student) is assigned a learner (adult) for the week over 8 weeks, during school hours, in the school. Any class- duration of the course. Typically, 2 or 3 courses run between room can be used. The adults bring their own mobile phone, a September and April. Usually, the community work involved is notebook and a pen and make notes of their learning. The adults the basis for the awarding of a GAISCE or YSI certificate to the TY practice during the week between lessons. student (tutor).” A cup of tea or coffee was provided for the participants.
A Helping Hand from Jenny White
Page 36 Leader The tutors (the TY students) enjoy being the teacher (for a change !). They enjoy sharing a skill which comes naturally to them. It’s an early opportunity to ‘give something back’ to the older generation. The tutors discover they have a valuable skill to share with adults. Key phrases from the tutors’ feedback:
Interesting adults
Happy to help
The adults learned a lot
The best thing I did in TY
Fintan says, “We don’t limit our advice to use of the learner’s Fintan [organises the whole process and facilitates each lesson. phone – we also “bury relics” i.e. encourage learners to replace The programme offers an exciting option to the list of TY old mobiles with an easy-to-use new mobile designed ‘not for modules without adding work for the school’s management or teenagers’. These mobiles have big/bright screens with large for the TY Co-ordinator. Volunteer mentors (local organisers) fonts (text), big keys with back lighting, good quality sound and have joined Fintan to run lessons (each one is GARDA vetted) for volume.” their local school. He trains them and supports them in this Several factors explain the success and rapid spread of the MPLA voluntary work. programme: The local newspapers, Wicklow Times and The Wicklow People, For the learner: Being ‘one-to-one’ the lessons can be as well as East Coast FM, support Fintan with editorial and live personalised. The learner chooses the topics, which guarantees radio interviews in his efforts to publicise these free lessons to the relevance of the content. Teaching is at the right speed for the local community. He expects local papers/radio to help in each learner. The tutors are conscious that they are representing other counties. the school and usually are not familiar with the learners – as a Guest speakers are invited to present and the content of their result they are very patient with their ‘pupils’. talk is incorporated into the content of future courses – the Responses from learners’ feedback include: course documentation is revised accordingly. Questionnaires are completed by everyone concerned at the end of each course. The I learned feedback keeps the course on the rails. It is important to remember that the TY students are the experts – the I’m in touch mentor/local organiser is not expected to be an expert mobile user. The needs of every party involved must be catered for in I’m more confident! order to ensure the on-going WIN / WIN / WIN nature of this initiative. I feel more secure Fintan is eager to see this initiative spread. He is looking for more volunteers to join the programme and he suggests that Parents’ I had fun Associations can get involved and make ‘it happen’ in their schools. I will miss lessons
My grandchildren text me now .... and I can reply.
MOBILE PHONE LESSONS FOR ADULTS [MPLA] To volunteer / book a course / get information, Contact Fintan Mulligan Tel: 086 8199 752
Peter Loughlin Peter Email: [email protected] 7 Bramble Glade, Photos: Photos: Sophia Kavanagh from the Dominican College, Wicklow Town, Ashford, shows Vera Webster what her mobile phone can do for her Co Wicklow.
Leader Page 37 REPORT NAPD PRINCIPALS AND DEPUTY PRINCIPALS THE NATIONAL EXECUTIVE
12, 13 JUNE IN THE RADISSON, GALWAY AND 16 AUGUST IN THE HERITAGE HOTEL, PORTLAOISE
Jump to it! Pramerica
Applications must be with Principals by 24 October. Photo:
PRAMERICA Documentation for the Pramerica Spirit of Community Awards will be in schools shortly. This year’s awards ceremony will take place in Lyrath Estate Hotel in Kilkenny towards the end of March. The awards recognise the contributions our pupils make in their local community and recognise their work in improving the lives of others.
VISITORS who were in Dublin to study integration comprehensive report on NAPD/R issues. The Executive is grateful to the activities ranging from Spring lunches to The Director, Clive Byrne, represented host schools and also to the Lord a boat trip on the Shannon. The NAPD- the Association at the Annual Mayor, Cllr. Montague, who greeted R Annual Golf Outing took place in Conference of the National Association the delegation and arranged a briefing Thurles on 2 July and, although the day of Head Teachers in Northern Ireland for the Norwegian visitors on how was quite wet, a good time was had by [NAHT]. Dublin City Council is coping with the all. The AGM will take place on the 4 The Past President, Patricia O’Brien, challenges of integrating the “New October next in the Clarion Hotel, attended the John Marcus O’Sullivan Irish”. Lapps Quay, in Cork. Summer School on behalf of NAPD. NAPD-R THE RAPE CRISIS CENTRE The Association also hosted a delegation of colleagues from Norway Anthony Condron gave a very The Executive was briefed about a
Page 38 Leader meeting with the Rape Crisis Centre and highlighted and newly appointed concerns expressed by the Executive NAPD will explore how the resources colleagues in particular will be about how honest schools could be available within the Rape Crisis Network contacted as they settle in to their new regarding their weaknesses were could be made available to schools, roles. The Executive agreed that a relayed to the Chief Inspector and his when students are suffering the effects particular section of the website will be colleagues. The meeting noted that of abuse or sexual assault. The Executive given over to the Support Service which schools have done a lot of work in this decided to invite the Rape Crisis is seen as a valuable personal support to area over the last while and the Network to take a stand at annual the school leader and that details of the inspectors emphasised that they were conference so members can be made service will be provided in the Make the not looking for reams of aware of sources of support to schools. Most of your Membership booklet which documentation, but rather bullet will be sent to all Principals and points, detailing manageable and ICT COMMITTEE Deputies in September. Over 200 achievable targets to be met over the The Executive authorised the ICT schools have been visited by members coming months. NAPD sought the help committee under Ger O’Sullivan to of the network over the last two years of the inspectors in lobbying the State proceed with a revamp of the existing and feedback has been very positive. Examinations Commission to issue website and to develop an Iphone app results analysis in electronic format for for launch at the conference in October. MEETING WITH CHIEF each school. INSPECTOR AND SENIOR ESHA LEADERSHIP OFFICIALS YELLOW FLAG Anthony Condron also brought the CONFERENCE The NAPD Presidents and Director met Executive up to date on Yellow Flag with the Chief Inspector, Harold Hislop, developments reporting on a visit to and his senior colleagues to discuss Grange Community College and Arklow Incidental Inspections, the Draft Community College by a subgroup of Guidelines on School Self-Evaluation the Yellow Flag Steering Committee to and the Association’s role in improving see progress and to encourage further NAPD was invited to represent ESHA at Literacy and Numeracy over the next engagement and involvement. Further a European Conference on School number of years. The meeting took developments have also taken place on Leadership which took place in the place in the context of the Inspectors Senior Volunteering as part of the Gresham Hotel Dublin during May holding a round of meetings with the Grundtvig Programme with funding under the auspices of Education education partners to discuss initiatives from Léargas. Further details shortly. International and ETUCE, the umbrella coming on stream. body for Teacher Unions in Europe. A The Accountability Committee was number of interesting papers from the PR ADVICE asked to consider documentation event are available on the NAPD Bernard Malee, Dan Pender and Orla provided from the Inspectorate and website. Hennessy from PR 360 gave a thirty report their views As there seems to be minute presentation on potential ways general satisfaction with the Incidental for NAPD to act strategically and EDINBURGH CONFERENCE Inspection process and, having debated tactically in the interests of members. A The Executive agreed that up to 4 the matter at National Executive, the sub-committee was set up to crystallise members from each region may attend Association has come down in favour of our thinking before taking this initiative the European School Heads Conference there not being a formal written report further. which is taking place in Edinburgh after an Incidental Inspection. The during the October half-term. Over 40 Association is strongly of the view that members of NAPD attended the last the beauty of the Incidental Inspection FURTHER EDUCATION conference which took place in Cyprus model lies in its informality and it being COMMITTEE in November 2010. seen as a low-stakes process. The The Further Education Committee meet Further information can be found on: willingness of the inspectors to meet the on 7 June to review the FE Conference www.esha.2012scotland.com Principal and Deputy Principal at the which had taken place earlier and which end of the process greatly influenced had been widely reported on in the this decision. It is felt that the inspector Executive Report. A provisional date of LOCAL SUPPORT SERVICE meeting two people at the end of the the 20 March 2013 was agreed for the The President, Past President and day rather than just the Principal alone Conference. The committee also Director attended the AGM of the Local will act as a safeguard for the Principal. considered developments in SOLAS, Support Service [L-S-S] which took Exams (new processes), the Forfás It was also felt that should there be an place in the Mont Clare Hotel. The Skills Report and Teaching Council issue with an individual teacher, the Executive is committed to this initiative issues. and welcomes the willingness of model allows for the inspector to recently retired members to act in a address the Board of Management, if it The Director arranged a meeting with voluntary capacity providing a is deemed necessary. NAPD warmly Assistant Secretary General, Peter supportive and listening ear to serving welcomes the issuing of the Draft Baldwin, who is in charge of the Further Principals and Deputies in their schools. Guidelines but regrets the seeming Ed. Section in the Department. This The availability of Local Support omission of middle-management and meeting took place on July 4 and a very personnel to visit schools will be called for the section on peer positive and informative exchange of observation to be strengthened. The views took place. It is hoped that
Leader Page 39 legislation to establish the new CEO, John Hammond. NAPD supports which NAPD is represented is working Education and Training Boards will be the moves by NCCA to reform the through the practicalities of the process. passed later this year and that the Junior Cycle and was briefed on NAPD is firmly of the view that a legislation enabling the establishment of developments in the pilot schools. partnership model is the best way SOLAS will be taken in tandem. A fact- forward, that CPD must be provided for finding delegation from NAPD, the co-operating teachers, there is a accompanied by representatives from need for the programme to be the department, will visit Scotland in adequately resourced and that the September for a briefing on reforms Department of Education can learn a lot within the sector as implemented in from the very cost effective and Scotland. The delegation will meet progressive model being implemented representatives from FE Colleges, in Scotland at the moment. education officials and representatives from the Scottish government. TEACHING COUNCIL UPDATE PRINCIPALS’ WELFARE GROUP The work of the School Placement Group of the Teaching Council The Principals’ Welfare Working Anne Looney, NCCA continues. Its remit is to develop an Group, chaired by Shay Bannon, has enhanced student teacher placement met on a number of occasions and are Discussions also took place on the development of short courses and when model for the new arrangements for hoping to launch additional resources teacher education at Primary and for school leaders at conference possible templates would be available. The Project Maths initiative was also Second level and recognises the including; a monthly check list for importance of the teaching profession Principals, an anti bullying check list, discussed as were areas of collaboration between the NCCA and NAPD at engaging in the process of teacher notes on dealing with media and a education. bereavement check list. The Group regional level and at Annual hopes to launch a folder at conference Conference. The nomination of Clive There was a plenary session of all the and also to meet with 1st and 2nd year Byrne to the Council by the Minister stakeholders on Thursday, 21 June, in Principals and Deputies to compile list was welcomed. the Glenroyal Hotel, Maynooth to of possible resources which could be review the work of the working party to provided to make their job easier. ANTI-BULLYING FORUM date. The working group had met The President complimented Tim formally on six occasions since its DR. JERRY JEFFERS Geraghty presented a keynote address establishment. The overall response to at the Minister’s Anti-bullying Forum the proposed guidelines was positive. The Executive warmly welcomed The document was praised for its correspondence from Dr Jerry Jeffers which took place in the Clock Tower building in Marlborough Street. clarity, its recognition of existing good (NUI Maynooth) writing on behalf of practice, its partnership approach, its the universities providing post-graduate The Department has set up a non-prescriptive tone and its vision. Guidance courses in which he committee of senior officials to look There were concerns voiced that the recognised the constructive tone of the into bullying in schools and have invited role of the Board of Management is Guidance Framework document issued submissions from relevant groups and underplayed, that the primacy of the by NAPD and the Management Bodies. organisations. NAPD will make a DES and its responsibilities are not fully The very positive feed-back that the submission to the committee and articulated. The Education Centres document received from schools should members are urged to send relevant indicated that they would wish for a mean that the guidance service to documents on anti-bullying initiatives to role. students can be maximised. The Tim Geraghty. The forum was very well Executive noted that the National attended and was streamed live from It was fully recognised that the Council for Guidance in Education the venue. The proceedings can be communication of the document to the (NCGE) – NAPD is represented on the viewed on www.education.ie. wider education community needs to Council by Past-President, Patricia be sensitively handled. The Chair of the McDonagh – will conduct a survey of Teaching Council asked the working TEACHER INDUCTION group to take on board the views of the schools in September to monitor the PROGRAMME effects that offering Guidance within review participants and to consider how quota has on service provision. The Billy Redmond, the National Co- the document might be mediated into President, Dónal Ó Buachalla, thanked ordinator responsible for Teacher the wider educational community. Tim Geraghty and Pat O’Mahony Induction, gave a very detailed and [Report by Tim Geraghty] (IVEA) for all their hard work to impressive presentation on how this produce the Framework Document. programme will be delivered in the next few years. The Executive endorses Billy’s PoR ALLOWANCES work and as the new system will be The Department of Education MEETING WITH NCCA fuller, richer, more structured and continues to press the Department of NAPD has Designated Status with the better evaluated than heretofore, the Public Expenditure and Reform to NCCA and a formal meeting took place prospects for effective teacher permit the payment of Post of between the officers of the Association induction to the profession are good. A Responsibility Allowances at Assistant and Anne Looney, CEO and Deputy Teaching Council Working Group on Principal level which have been
Page 40 Leader embargoed since the beginning of the Mandarin might be an attractive option the discussion took place in the context year pending a review by the DPER. The for progressive Irish schools as a short of the effects the bonus points for inability to fill middle-leadership roles is course. Help could be given to Irish maths will have on the CAO process and having a severe effect on NAPD schools build a curriculum and provide concern was expressed that some members. At every opportunity, the materials/resources, using the schools students will be disadvantaged. The Association lobbies our elected public that ex-pats attend in China to learn Minister’s willingness to review the representatives as well as the senior Mandarin. He also had contacts with effects is welcome but the entire officials in the Department for Chinese people living in Ireland who process highlights the need for radical movement on this issue. Such is the might be able to help. The Irish reform of the Leaving Certificate. level of reform and system change in Chamber in Shanghai also has useful Irish education at the moment, a vibrant contacts with Irish Universities and P-POD middle-leadership structure is needed Institutes of Technology, particularly POST-PRIMARY DATABASE to enable worthwhile initiatives the Confucius Institute in UCD. There progress. was also discussion about possible At a meeting on Thursday July 12, the exchanges of expertise/knowledge DES updated NAPD and the between Principals and Deputies of Irish management bodies on the progress in TRADE MISSION TO CHINA Schools and Shanghai’s International developing P-Pod, the new online data Irish Chamber of Commerce in Schools. base for second level students and the Shanghai: As a result of a recent trade arrangements for data transmission from schools to the DES. The DES has mission to China, the Association was SEAI BRIEFING contacted by Peter Mooney who is a developed draft protocols for data member of the education committee of handling in P-Pod, for the transfer of Irish Chamber of Commerce in data between schools and for Fair Shanghai. Processing Notice for P-POD. There was also clarification on the Peter was in Ireland in July and three The Sustainability Energy Authority of categories of student personal data areas were discussed in a wide-ranging Ireland (SEAI) held a briefing for stored on P-POD: (i) personal data meeting. Although it is unlikely that education partners on July 4.There is a shared between the school and DES, (ii) much of the discussion will be statutory requirement for public sector sensitive personal data shared between immediately relevant to Principals it organisations to reduce energy the school and DES, (iii) personal data, may be that in the event of colleagues consumption by 33% by 2020. Public including sensitive data, which is only being unable to hold on to teachers as a bodies, including schools, are obliged to accessible to the school. result of the education cuts perhaps monitor and report energy use to SEAI. some may consider a move to the SEAI has produced a Post Primary The meeting also received an update on orient. Peter advises that there are Information Pack which is essentially an Data Synchronisation, i.e. how the links approximately 20 International schools energy management guide for schools between P-Pod and local systems such in Shanghai, each with approximately and this will be distributed to schools. It as E-Portal will operate. A circular letter 100 teachers. By Irish standards they are envisages running training courses in is in preparation and guidelines for lavishly equipped with a staff turnover energy management in 2012/13 for parents and these will issue in the new of about 20% per annum, resulting in relevant school personnel. Further school year. [Tim Geraghty] 400 vacancies for English-speaking information is available on teachers in Shanghai alone. www.energyineducation.ie [Report by Tim Geraghty] PDST APPOINTMENT Similar opportunities may arise in other Recent appointments have been Chinese cities. International schools are announced in the Professional attended by the children of expatriates, STATE EXAMINATIONS Development Service for Teachers. as well as children of wealthy Chinese COMMISSION [SEC] families. Students sit the I-GCSE and The SEC has been in contact to thank International Baccalaureate. Principals and Deputies for their help in organising the state exams. They were Peter looking for the best and most cost particularly grateful with help in effective way to recruit Irish teachers distributing the Irish paper at short keen to work in Shanghai. He has made notice. The Executive discussed Project contact with ASTI and TUI who are Maths and Irish. The emphasis on oral willing to publicize the vacancies in their Irish is welcome and NAPD will see to Joan Crowley O’Sullivan has been publications. This initiative might also pursue similar initiatives for the other appointed as National Co-ordinator. be of interest to retired teachers continental languages. How best to Joan was previously Director of the (including Ps and DPs). A teacher with cater for the Maths needs of the nation Special Education Support Service 12 years of experience would earn in the was the subject of a long discussion. It (SESS) and is seconded from Our Lady’s region of 50K annually tax free + flights was agreed that talk of “dumbing- Abbey, Adare, Co. Limerick, where she + accommodation, but a minimum of 2 down” maths was unhelpful and NAPD was a shared learning support teacher years teaching experience is required to will submit a paper to the SEC, the amongst four schools. She was a trainer get a work permit. NCCA and the DES suggesting how the with the Primary Curriculum Support Noting the recent Junior Cycle needs of all sectors, students, society, Programme and was subsequently curricular reform, Peter feels that industry etc could be reconciled. All of appointed as Assistant National Co- Leader Page 41 ordinator with specific responsibility for FF EDUCATION POLICY Averil Power, Dáil and Seanad English and Learning Support. Joan has CONFERENCE Spokespersons, heard delegates call for had continuous involvement in the the maintaining of investment in design and delivery of professional The Director participated in the Fianna education. As a result of a reshuffle, development and support initiatives at Fáil Education Policy Conference, which Charlie McConalogue T.D., has recently regional and national level. NAPD looks took place in Galway in June. This was been appointed Spokesperson on forward to working with Joan and her an opportunity for party members to Education & Skills. The Presidents and team particularly in the areas of influence policy on issues to do with Director have requested a meeting with leadership and planning. small schools, mental health, guidance him when the Dáil resumes after the etc. Brendan Smith T.D. and Senator summer recess.
UNICEF IRELAND NON-UNIFORM DAY: FRIDAY 26 OCTOBER 2012 In aid of the Syrian Children’s emergency appeal
ast year hundreds of schools took part in our annual non-uniform day in aid of the children of East Africa. The pupils of Ireland raised over 30,000 and helped us Lto reach out to thousands of vulnerable children providing food, medicine, shelter and protection. When we went through the many notes attached to the donations last year, it stuck us that young pupils in Ireland, whilst cherishing their Irish heritage, are increasingly viewing themselves as global citizens. It is in this context that UNICEF Ireland is reaching out to the schools of Ireland to make our 3rd annual non uniform day our biggest and most successful yet. A combination of escalating violence, inaccessible services and disruption of livelihoods has put the lives of 1.5 million people at risk and in need of urgent humanitarian assistance in Syria. Tens of thousands of Syrian children have been forced to flee their homes and seek shelter in neighbouring countries. Growing numbers of children are facing psychological distress caused by witnessing violence and displacement. Schools have closed or become too dangerous for families to reach. We are already working to integrate children into public schools, ensuring children are granted free access, and providing vulnerable children with school bags, uniforms and other supplies. We have responded to the urgent protection needs of children by expanding the range of child-friendly spaces offering safe recreation, remedial education and life-skills training as we know that in such instances of violent upheaval often nothing can make a child feel more secure and safe than having a school to go to. Please help us to reach even more vulnerable Syrian children and hold a non-uniform day in your school on Friday 26th October 2012 and donate just 1 per pupil towards our Syria children’s emergency appeal. Please register your school today by contacting Eleanor on 01 878 3000 or emailing [email protected]. We would be delighted to help you with any classroom or project materials you may need to help explain this sensitive issue to your young pupils. Thank you on behalf of every child, The team at UNICEF Ireland.
Page 42 Leader Allianz Pupil Personal Accident – “Accidents Occur and are Covered”
The old cliche “Accidents don’t happen, they are caused” is certainly true. However accidents do occur.
Case 4 – Eye injury to Pupil A Pupil was poked in the eye by another pupil in the school yard on break time. The injured pupil was brought to the doctor and subsequently to an eye clinic where it was discovered he had suffered a tear to his cornea. The medical expenses were covered in full under the Allianz Pupil Personal Accident Policy.
These cases have been selected from the thousands of similar Pupil Personal Accident claims we receive each year. As you will see in each case the claim is settled very easily, quickly and without any fuss. If the Allianz Pupil Personal Accident Policy did not exist or schools with Pupil Personal Case 2 – Pupil injured in school yard in these cases, the parents/ guardians would Accident cover in place there is Pupil was in the school yard at lunch time have had to prove negligence against the the “Peace of Mind” factor for when he was pushed. He banged his head school in order to reclaim these expenses parents, teachers and principals on the concrete ground and received a which could very easily have led to legal that the various benefits bump on his head. The bump initially went action. The existence of a pupil Personal Fprovided by the Allianz Pupil Personal down but a number of days later his face accident Policy does not completely Accident Policy, in particular medical/dental swelled up and turned black and blue as eliminate the possibility of legal action expenses resulting from an accident not a result of the original fall. He had to visit being taken in the event of an injury but recoverable from any other source can be the emergency department three times it does reduce the possibility considerably recovered under the policy. Rather than and have a head CT scan. His medical and in turn save the school a lot of time and outlining the benefits provided under our expenses were covered under the Pupil effort that these legal cases would take. Pupil Personal Accident Insurance policy and Personal Accident Policy and reclaimed by There is compelling evidence to suggest how essential we feel it is to your school, this his parents. that effecting Pupil Personal Accident cover year we are going to show you how it works impacts positively on the level of public in practical terms and let you decide. Case 3 – Pupil injured whilst liability claims made against schools which playing conkers in the long term is of benefit to all. Case 1 – Pupil injured during PE Class Pupil was playing the game of conkers Pupil was taking part in PE in the school using chestnuts with another pupil when If you are interested in purchasing the grounds when he fell awkwardly on his left the chestnut of the opponent hit the pupil Allianz Pupil Personal Accident Policy our hand. His hand swelled up immediately and in the mouth. There were significant dental application form for the next school year the pupil was taken to the VHI Swiftcare expenses accruing from the accident which is available on our schools website. We clinic. An x-ray was carried out and it was were covered in full under the Allianz Pupil will also be continuing our offer of a 30% determined his thumb was broken. As Personal Accident Policy. Follow on dental discount for buying or renewing your there is no excess under the policy full expenses as a result of this accident will Pupil Personal Accident Policy online at medical costs were reclaimed. also be covered. www.allianz.ie/schools.
Leader Page 43 NAPD Thursday 18 Radisson Blu Conference & Friday 19 Hotel, 2012 October Galway
LEADERSHIP FOR SCHOOL IMPROVEMENT
THE HIGHLIGHTS
Building Learning Power Presidential Address Response from Minister, The Learning-powered School, Professor Guy Claxton Dónal Ó Buachalla, Ruairi Quinn T.D. Graham Powell
PLUS PLUS Booking for the Conference l ICT and its role in Workshops Information, Registration & Hotel managing learning Booking Forms can be downloaded l Further Education with Seamus Ryan from the link below and were also sent l ICT to schools with the April Executive l Looking at our School l Ceardlann na nGaelscoileanna Improvement – the Report. February Strengths l School Self Evaluation – The Registration Form should be and Weaknesses bringing schools to a new level returned to NAPD Head Office Report – advice from l Teacher Reflection, Renewal & Redirection those in the know! l Graham Powell – The Booking Form must be returned l Catherine Dunne, The Learning Powered School to the Radisson Hotel, Galway. Author l Education through the Arts FULL DRAFT PROGRAMME l Cúram See: www.napd.ie l Working with Refugees and Asylum Seekers Rape Crisis Network