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The Leader August 2015 Issue 1_Exec Report No.7 March 2008.qxd 23/07/2015 09:44 Page 1
NAPD
PRINCIPALS AND DEPUTY PRINCIPALS
Leader
Information Edition – 2015
August 2015 A Publication of the National Association of
Principals & Deputy Principals NAPD
01
PRINCIPALS AND DEPUTY PRINCIPALS
The Leader August 2015 Issue 1_Exec Report No.7 March 2008.qxd 23/07/2015 09:44 Page 2
The Leader August 2015 Issue 1_Exec Report No.7 March 2008.qxd 23/07/2015 09:44 Page 3
NAPD
PRINCIPALS AND DEPUTY PRINCIPALS
FROM THE EDITOR FROM THE EDITOR
Leader
EDITOR:
Derek West
Leader Email: derek.west43@gmail.com
Mobile: 087 289 1443
Information ARTICLE SUBMISSIONS
Edition – How to contact Leader
You can send your comments, replies,
letters to the editor etc.
Photo: Nick West
2015 E: derek.west43@gmail.com
DISCLAIMER
Articles produced in this publication
T his special edition of Leader brings together as much information as it can for the NAPD
member, old or new.
It acts as a reference store, primarily to record the structures of the Association and to list the key
solely represent the opinions of the
authors and do not necessarily reflect
those of NAPD. Every effort has been
made to fulfil requirements with regard
personnel involved. to reproducing copyright material.
NAPD will be glad to rectify any
Under the Directorship of Clive Byrne, the agenda of NAPD has expanded enormously in recent omissions at the earliest opportunity.
years and this magazine will inform you of the organisations and institutions with which the
Association has become allied.
The last quarter-century has witnessed a vast amount of change to the education system in
PUBLISHING INFORMATION
Ireland. Schools are more diverse, more democratic, more inclusive and more complex than ever Published by NAPD
before. The introduction of free post-primary schooling constituted a seismic shift in 1967; thirty-
Layout & Print:
one years on, the Education Act set out the principles in a legal framework and from that has
Mark Daniel
emanated a whole series of changes and reforms.
CRM Design & Print,
These changes and reforms have impacted on all those involved in education – parents, pupils, Unit 6, Bridgecourt Office Park,
teachers and, probably most of all, on school leaders. Dublin 12.
Principals and deputy principals carry a vast work-load that includes governance, administration
and management, pastoral care for the health and safety of the school community, responsibility CONTACT INFORMATION
for the leadership of learning.
11 Wentworth, Eblana Villas,
Until quite recently, most school leaders were promoted out of the classroom and into an office Grand Canal Street Lower,
without any form of pre-training. We have to be grateful for the many men and women of talent Dublin 2
and an innate capacity for leadership who came forward to administer and develop our schools.
Tel: (01) 662 7025
We can be grateful, too, for the founders of NAPD who, in the late 1990s, saw a need to bring Fax: (01) 662 7058
together the diffuse groups then representing school leaders, into one organisation that spoke as www.napd.ie
the united voice of principals and deputy principals. Email: info@napd.ie
Since its inception in 1998, NAPD has developed as one of the major educational partners. While
it has always been most concerned about the ‘welfare’ of its members, increasingly that has
encompassed the concept of Continuing Professional Development (CPD). NAPD made a major
input into the development of Leadership Development for Schools (LDS), Misneach, Tóraiocht,
and is now, with the Irish Primary Principals’ Network (IPPN) and the DES, responsible for the
Centre for School Leadership.
However, the activities of the association extend much further, through the work of the National
Executive, the sub-committees and working groups and the nine regions. In addition NAPD is
represented on a wide range of education bodies and organisations, playing an active part in
shaping their educational roles. Find NAPD On-Line
The Leader brings together, in one place, the bulk of that information. [www.napd.ie],
on
Derek West, August 2015 Facebook, Twitter and Vimeo.
Leader – Supporting and Informing Principals and Deputy Principals NAPD Leader 3
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NAPD
PRINCIPALS AND DEPUTY PRINCIPALS
CONTENTS CONTENTS CONTENTS CONTENTS
Leader
Page 10
Page 5 Page 12 & 14 Page 20
Mary Nihill Clive Byrne Ger Looney Shay Bannon
SECTION ONE SECTION THREE SECTION FOUR
WELCOME EDUCATIONAL PARTNERS FOR
[5] Mary Nihill, President PARTNERS STUDENTS
[6] The Importance of [26] Cúram [41] CAW AND TAP
Leadership [27] The Guided Way [42] Yellow Flag
[9] NAPD Conference [28] The Heads’ Survival Guide [43] Young Social Innovators
[10] The Current Concerns [33] The Work of the [44] BT Young Scientist
[12] NAPD or NUPD? Teaching Council
[45] Pramerica Spirit of
[14] NAPD-FET [34] Droichead Community
[16] NAPD’s International Links [35] Complaints about [46] GLEN
Registered Teachers
[17] NAPD-Retired [47] BeLonG To
[36] Legal Island & PPEF
[37] NCCA
SECTION FIVE
SECTION TWO
[38] JCT
SUPPORT SERVICES INFORMATION
[39] SEC
[18] The Centre for Leadership [48] National Executive 2014-15
[20] Welfare Committee & NAPD [49] NAPD Committees 2014-15
Leader
PRINCIPALS AND DEPUTY PRINCIPALS
The Very Useful Guide [50] NAPD Regional Committees
[22] Local Support & Mentoring [51] Reports from the Regions
[23] Useful Contacts for [54] Speakers for the Regions
Members
[56] Abbreviations
[24] Leading 4 Learning [L4L]
[58] New DES Circulars
[29] Creative Engagement
[59] Online with NAPD
Information Edition – 2015 [60] NAPD Personnel
August 2015 A Publication of the National Association of
Principals & Deputy Principals NAPD
01
PRINCIPALS AND DEPUTY PRINCIPALS
This Month’s Cover
NAPD acknowledges the support of The ‘I’ says it all.
The Editor warmly thanks the many
Allianz and the Teacher Education
Section, an Roinn Oideachais agus This edition is all about contributors who made this edition
INFORMATION! possible.
Scileanna, for this publication.
4 NAPD Leader Leader – Supporting and Informing Principals and Deputy Principals
The Leader August 2015 Issue 1_Exec Report No.7 March 2008.qxd 23/07/2015 09:44 Page 5
MARY NIHILL
NAPD President
H
opefully, as you read this issue of find your new role demanding but
Leader, you will have enjoyed a hopefully very rewarding. I look forward to
good break and you are feeling re- meeting you at the Misneach and Tánaiste
energised for the year ahead. programmes in August and at our annual
conference in October.
I would like to wish those of you retiring all
the best for the restful years ahead. I NAPD headquarters is busy preparing for
commend NAPD-R (NAPD Retired) as a annual conference in Galway on 15 and 16
means of keeping in touch with other October. Record numbers have again
retired colleagues. registered for Conference 2015. An
interesting programme of keynote speakers
Perhaps you may be interested in joining and workshops is being finalised. More
the very active NAPD local support service importantly for you, as principal or deputy
which was engaged in a highly successful principal, it is an opportunity to relax and
mentoring programme for newly- meet old friends, make new friends and
appointed principals and deputy principals share concerns and solutions with
last year. If you are interested in being part colleagues in the ambiance of the beautiful
of this service in your area please contact Radisson Hotel in the city of the Tribes
head office for details. overlooking Galway Bay.
A very special hello and welcome to those You need to register with NAPD by
of you who have been appointed to the returning the Application Form sent
positions of principal or deputy principal recently to schools or online at
this year. I have no doubt but that you will Mary Nihill, NAPD President www.napd.ie.
The Aims of NAPD
NAPD is working to ensure that the following six major issues are addressed, so that school leadership is protected,
nurtured and supported at post-primary level:
1 2 3 4 5 6
To allow The direct impact Principals must be Time must be given The challenges Salary levels and
Principals to be of educational supported in the to whole-staff and posed in recruiting working
effective leaders legislation on the distribution and whole-school and retaining conditions must
they must be role of the delegation of collaboration, school leaders be made
permitted to Principal must be administrative school planning, must be addressed attractive if post-
concentrate on addressed through tasks, through change- at national level primary schools in
their instructional the provision of provision of management, Ireland are to
role support, advice enhanced senior team-building, have effective
and Continuing and middle staff-development, educational
Professional management policy-development leadership in the
Development structures and future.
[CPD] implementation, in
order to maximise
the learning
opportunities for
students
The National Association of Principals and Deputy Principals (NAPD) was established in 1998. Principals and Deputy Principals in post-primary
schools recognised by the DES, (Community and Comprehensive, ETB and Voluntary Secondary) form the membership of NAPD. NAPD is a
professional association. It does not have a brief to deal with salary or conditions of employment. The Association of Secondary Teachers
Ireland (ASTI) and The Teachers’ Union of Ireland (TUI) represent members of NAPD in these areas.
NAPD Leader 5
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The Importance of
Leadership
Through its conferences, publications and interactions with other associations, NAPD has constantly fostered a
dialogue about the nature of school leadership. Principals and deputies need to understand the nature of their work
if they are to function effectively and leadership needs to be distributed throughout the school community, so that
everyone participates in the process. The establishment of the Centre for Leadership is a culmination of the work
of lobbying and promotion of the leadership concept which NAPD has undertaken over recent years. The
appointment of the Association’s President, Mary Nihill, as Director of the new Centre augurs well for the future.
The article that follows was adapted from the Handbook for Newly-Appointed Principals and Deputy Principals [2012],
a publication that has been superseded by this magazine, but which contained some gems that are worth reprinting
here. [Ed.]
[i] Introduction [ii] The Successful Leader
It is widely recognised that the Irish education system played a This Section looks at an American publication that offers advice on
vital part in the country’s development, competitiveness and the skills you need to acquire in order to be successful in the
economic prosperity, and that, in the current recession, itis business of leading a school. On Page 28 you can read the wisdom
imperative that our young people acquire both the skills and the of John Stevenson, former Headmaster of the Sullivan Upper
attitudes to learning that will contribute to their professional School in Holywood, Co. Down. His Head’s Survival Guide, is for
development and personal well-being. International research those who want to survive in the job of school principal.
emphasises the key role of school leaders in ensuring that schools
Carol Birks became Principal of Warren Harding High school in
effectively respond to rapidly changing societal needs and provide
Bridgeport in July 2007 and a year later was named the
the foundations for lifelong learning.
Outstanding First Year High School Principal in the State of
The 2008 OECD Research Activity, Improving School Leadership, in Connecticut. She is committed to ‘a path of continuous
which Ireland participated: improvement’, which entails a partnership with teachers, students,
parents and the community and which she believes is ‘the driving
l recognised that the challenges and pressures facing school
force’ behind the school’s successes. In an article originally written
leaders in virtually all OECD countries are enormous;
for the National Association of Secondary School Principals
l acknowledged that one of the major dilemmas of school [USA], she summarises these under eight headings:
leadership is that school heads are expected to be both
organisational managers and leaders of effective teaching and EVALUATE THE EXISTING CULTURE
learning; This entails entering dialogue with the students, the teachers, the
parents and members of the wider community. It’s about involving
l accepted that the range of knowledge and skills, required
the stakeholders in the school improvement discussion, so that
today by school principals and deputies, in order to be
you gain perspectives from every angle. It’s about listening and
effective leaders, is daunting;
finding out what is working, and what is not, in the school. Carol
l acknowledged that the cumulative demands on school leaders, employed one-to-one interviews and set up focus groups. She
with the resulting fragmentation and incoherence, can made a point of meeting all members of the staff [in her case
undermine the capacity of schools to meet society’s almost 120 people]. She asked them, How do your students learn?
expectations of them. Why do you think students are not achieving at high levels? What
would you do first if you were Principal? The next stage is to ‘use
NAPD was assured by the former Minister for Education and
the responses’ in determining future actions – identifying the
Science, Mary Hanafin, that the primary role of the Principal is to
things that work, the interventions that are needed; setting goals
be a leader of education:
and priorities; establishing on-going evaluation.
“It is not our intention that you should be administrators. It is the
intention that you will be leaders of education in your school. I am going LOOK AT THE DATA
to work with you over the next year to ensure that we can reduce the Carol Birks rejects the advice, often given to new Principals, ‘not
burden, to review ways in which we can reduce the bureaucracy, while to change anything in the first year.’ She is all on for ‘creating
meeting our obligations, just to make sure that you can get on to do the momentum’.This should arise from a close and critical study of the
job that you are employed to do.” (NAPD Conference 2004) data that is available in the school, covering academic attainment,
discipline issues, attendance, school history, students’ reports,WSE
NAPD lobbies the DES on your behalf to ease the and subject reports from the DES. This forms the basis for the
bureaucratic burden of school leaders. NAPD action plan, the assessment of teacher CPD [Continuing
considers it vital that the DES recognise the Professional Development] needs, the contact with parent groups,
complexity of the work of Principals and Deputy the publication of a bulletin ‘with student expectations and
Principals and acknowledges their vital role as school successes’. Carol also places value on the idea of giving the school
leaders. a physical makeover with a volunteer labour force from among the
stakeholders – ‘Although these changes are mainly cosmetic, the
6 NAPD Leader Leader – Supporting and Informing Principals and Deputy Principals
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project made the volunteers anticipate future developments and [iii] The Key Factors
the students enjoyed seeing the transformation!’
Following meetings between NAPD – IPPN – LDS, a number of
USE THE DATA position papers were exchanged. Some of the common threads
The data indicates current effectiveness and what needs to be done. which emerged as a result of the interaction are:
In an ideal situation, the following preparations will be complete:
EMPIRICAL EVIDENCE THAT THE ROLE OF PRINCIPAL IS
Staffing, timetable, information for parents, building maintenance,
PIVOTAL FOR SCHOOL-WIDE SUCCESS:
school publications [handbooks, school calendar for the year]
l OECD report: Improving School Leadership (2008);
registration and induction programmes, special needs supports.
l Professor Michael Fullan: Quality Leadership for Quality Learning
KNOW WHAT YOU STAND FOR (Paper for IPPN, 2006);
Carol Birks places great importance on the Principal’s capacity to l Professor Kenneth Leithwood: How Leadership Influences
lead and to be the figurehead who is identified with the vision for Student Learning (2004);
the school and its students. The Principal is the guardian of that
vision. ‘I tried to envision what the school should look like 6 [You can access more detail on these items via Google].
months, 12 months, and 5 years after I became Principal. Ask your
leadership team how the school would feel at each of these RECRUITMENT
benchmarks. A successful school must develop a strategy of action l Getting the right person to lead the school is critical;
that revolves around establishing a core curriculum, cultivating l The recruitment process for Principals requires complete re-
relationships, building capacity, and engaging students.’ She sees a design, with emphasis on the personal suitability, professional
major challenge for the Principal is to get the relationship with the skills and competence required for the role;
staff just right. It’s a matter of resolving ‘the innate conflict that
exists between the necessity to lead and evaluate teachers and to l Those charged with appointing Principals require appropriate
be of genuine help to those same teachers.’ It’s a matter of training.
meeting challenges from staff as an opportunity to listen to people
and to identify their concerns. TRUST & AUTONOMY
l The effectiveness of a school leader is highly dependent on
DON’T GO IT ALONE the level of trust and autonomy given to the role;
It is all too easy for the Principal to be an isolated figure. Birks
l Principals are being held increasingly accountable for learning
counsels new appointees to make allies, to find the critical mass of
outcomes – such accountability requires reciprocal managerial
support. This involves candour, a sharing of the vision, and an
autonomy.
acknowledgement that the Principal cannot move the school
forward alone. ‘I acknowledged that I needed help from staff
members, parents and community members alike.’ VALUE FOR MONEY
l If the goal is to improve student learning, investing in school
SUPPORT PROFESSIONAL DEVELOPMENT leadership offers the best value for money, compared with any
While CPD is under threat in the Irish education system, with the other form of resource-intervention.
current level of retrenchment, it is worth holding on to Carol
Birks’s assertion of the importance of maintaining it: ‘Change is ROLE ATTRACTIVENESS
only sustained by building capacity through high-quality, focused, In recent years, teachers have been avoiding school leadership as
and ongoing professional development’. Apart from facilitating a career-advancement option;
teachers to take part in programmes organised for areas of the l The role of Principal is legislatively and administratively so
curriculum and leadership roles, there are numerous over-loaded that it is perceived to be both professionally and
opportunities to make informal contacts with schools that have personally ‘undoable’;
something special to offer. Her final word on this: ‘Ensure that your
professional development is focused on school and staff member l The current Principal’s Contract is inadequate and must be
needs, involves teachers in their own training, provides an replaced to include a detailed job description, reflecting
opportunity for feedback, and is worth their time and effort.’ current legislation and consequent accountabilities;
l These fundamental barriers must be addressed if we want
TAKE CARE OF YOURSELF excellent teachers to compete for school leadership roles.
Since its foundation, NAPD has been acutely aware of the heavy
work-load of principals and deputies. It is all too easy for new
NEWLY-APPOINTED PRINCIPALS
appointees to burn the midnight oil 24/7 [week-ends included] to
l In order to have an effective change of leadership in schools,
ensure that all the work is being done. Apart from the demands
an internship period of 3-months is required;
during the school day and on many week-day evenings, there is the
inevitable mountain of paperwork to be addressed. It is not going l Enhanced mentoring and induction programmes are needed
to go away, but Birks asserts that, as a school leader, you should to ensure a smooth transition.
‘take time to renew yourself: take a class, go to the gym, meditate,
pray, or simply spend time with loved ones… Renewing yourself CONTINUING PROFESSIONAL DEVELOPMENT (CPD)
and your spirit can go a long way toward helping one get through If the Principal is to be a genuine ‘leader of learning’ that Principal’s
those late nights and weekends.‘ own learning career must be continuous and developmental;
l Formal CPD opportunities are essential to aspiring, newly-
ENJOY THE WORK! appointed and experienced Principals;
To be in this job – and not to enjoy it – is to do far more harm
than good. It will always be hard work, but it is both important and l Such programmes should be based on action-research to
accommodate the busy role of Principal;
rewarding, as Birks implies, in her concluding lines: ‘Stay current on
best practices in school reform. Build the capacity of your staff. l CPD modules should be fully-accredited and accessible flexibly
Always do what is right for kids’. throughout the Principal’s career.
Leader – Supporting and Informing Principals and Deputy Principals NAPD Leader 7
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PERFORMANCE APPRAISAL [iv] The Future
l Principalship would benefit from a meaningful, structured
appraisal/feedback process; The future of Irish education depends upon the attraction of
talented and motivated individuals such as you to work as
l Performance-appraisal is not only an essential professional
principals and deputy principals. NAPD wishes to attract teaching
development exercise which benefits the whole school, it is
colleagues into positions of leadership by ensuring a higher degree
also protects the Principal’s own accountability;
of job satisfaction than present circumstances permit and by being
l It is essential that those carrying out the appraisal process are able to focus on the key, creative aspects of leadership. The
appropriately skilled and qualified. In addition, they must have positive aspects of this work entail direct contact with staff,
relevant and adequate experience as school leaders. students and parents; facing challenges, managing the planning
process and effecting change; facilitating the teaching and learning
PRINCIPALS AS LEADERS OF LEARNING process; improving the school environment and facilities; looking
l In order to enable Principals undertake essential functions, to the pastoral care and holistic development of each individual in
such as instructional leadership and coaching, appropriate the school community; in short, becoming fully the leader of
administrative supports must be put in place; learning. Central to the conservation of the quality of Irish
l Most Principals admit that their current administrative education are three linked facets of school leadership:
workload severely limits their capacity to have any meaningful
role in influencing student learning.
RECRUITMENT
GOVERNANCE RETENTION
l While many Boards of Management are effective, there is a REMUNERATION
growing belief that Boards are finding it increasingly difficult to
fulfill their functions as envisaged in the recently-enacted Recruitment
Education, Welfare, Equality and Labour legislation. While the OECD Report, Teachers Matter: Attracting, Developing
and Retaining Teachers (2005), acknowledges Ireland’s good
PROFESSIONAL SUPPORTS & SERVICES fortune in attracting high-calibre graduates to the teaching
l Professional Bodies play an important role for school leaders profession, at post-primary level there is a decreasing number of
and are best positioned to deliver certain supports and applicants for the post of principal. There are also concerns at
services; international level about the shortage of applicants for school
l Principalship is a high ‘wear and tear’ position, some of which leadership positions. There are no national statistics for the
is due to the isolated nature of the role. Consequently, the number of applicants for each vacancy, but evidence from
role requires specialised support structures to address members of NAPD indicates that a number of factors may deter
personal as well as professional difficulties; applications for the post of Principal:
l Informal leadership recovery and coaching programmes are l lack of contractual definition of job at national level
essential supports.
l increasing legislative requirements and responsibilities
IN-SCHOOL MANAGEMENT (ISM) l poor infrastructure at school level
l Distributing leadership throughout the school is an essential l increasing demands on personal time
practice but is severely inhibited by current rigid ISM l events and meetings after school hours
structures;
l inadequate remuneration
l In-School Management in its current form is more focused on
l lack of opportunities for paid sabbatical leave/further study
the promotional entitlement of teachers than the meaningful
distribution of management responsibility and workload; l geographic location of schools (inner city/isolated rural)
l Schools need In-School Management structures which are l complexity of management of post-primary school
flexible and capable of responding to the ever-changing needs l lack of training for aspiring Principals/Deputy Principal
of the school. l complexity of human resource management
STEP UP & STEP DOWN Retention
l The concept of ‘Principal for Life’ is no longer appropriate for Internationally, there are high attrition rates for those appointed
the good of the individual or for the needs of the school;
to the position of Principal. In recent years, there were over 400
l Flexible career structures are required which attract and new appointments of principals and deputies – and an indication
enable teachers to ‘opt in’ or ‘step up’ to a leadership role for of the flight from the profession, arising with even greater
a contracted period of time such as 5 to 7 years; frequency as a result of the recession, and the Croke Park
l ‘Stepping down’ should facilitate salary/pension recognition of Agreement which led to high numbers of retirements from the
the period of time spent as Principal as a proportion of Public Service on 29.02.2012. NAPD has been an active partner
overall teaching career. Length of service as Principal of the with LDS [Leadership Development for Schools] in ensuring that
school should be included in determining ‘seniority’. those who aspire to positions in school leadership receive
adequate preparation. The CPD provided through the NAPD
Regions has opened up new levels of in-service.
NAPD, working on your behalf, will endeavour to
progress this leadership agenda in meetings with the
Remuneration
Department of Education and the Education
NAPD recognises that it is the function of the teacher unions,
Partners. NAPD is conscious of resource implications
ASTI and TUI, to pursue issues of pay and conditions of work, but
but many ideas listed above could easily be advanced
maintains that it is essential that the remuneration of school
in a cost-neutral manner.
leaders is commensurate with the responsibilities involved.
8 NAPD Leader Leader – Supporting and Informing Principals and Deputy Principals
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BE AT THE RADISSON BLU!
Galway: 15 & 16 October 2015
NAPD
PRINCIPALS AND DEPUTY PRINCIPALS
ANNUAL CONFERENCE
SPEAKERS WILL INLCUDE
Jan Toby Salt –
O’Sullivan, CEO Ormiston Academies Trust
Minister for and previously Executive Director
Education and at the [UK] National College for
Skills School Leadership
ESSENTIALS
l Registerwith NAPD by downloading the application form from
www.napd.ie and return it to Catherine Shiels at Head Office
l Book your hotel room at the Radisson Blu, Galway on
www.radissonhotelgalway.com
l BOOK EARLY!
RETURN YOUR REGISTRATION FORMS RETURN YOUR ACCOMMODATION FORM
TO NAPD HEAD OFFICE TO THE RADISSON HOTEL
Leader – Supporting and Informing Principals and Deputy Principals NAPD Leader 9
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THE CURRENT CONCERNS
FOR MEMBERS
Clive Byrne, NAPD Director
principals will be reluctant to approach their boards for the €1,000
cost of this programme. It’s a l’Oreal Moment because we are worth
it! I was taken by a quote from a colleague principal who participated
in the programme “Headspace is an opportunity to step off the
treadmill and to reflect and challenge like-minded colleagues. It gave
me the energy and vigour to step back on”. I hope a number of these
programmes for between 12-15 participants will be organised
regionally within the next school year.
NAPD AND THE REGISTER OF LOBBYISTS
As a professional association seeking to represent the interests of
principals and deputy principals in the Republic of Ireland, NAPD is
now covered by the Regulation of Lobbying Act. The Act is designed to
provide information to the public about who is lobbying, on whose
behalf the lobbying is being carried out, what are the issues involved in
the lobbying, what is the intended result of the lobbying and who is
being lobbied. NAPD has registered and from 1 September meetings
Clive Byrne with elected officials, Ministers and Ministers of State, TDs and
pictured at the Senators, MEPs for constituencies within the state, members of local
FET Conference authorities, special advisors to Ministers and Ministers of State, and
last April. certain public and civil servants above a particular rank must be logged
periodically during the year. All in the interests of transparency – I
suspect the entire process will quickly become the norm and rest
assured the Association will continue to represent the interests of
members in all relevant quarters and will all relevant individuals. The
THE CUISLE INITIATIVE Register of Lobbyists and of meetings will be accessible to the public.
The Presidents and National Executive are constantly striving to The Standards in Public Offices Commission will be the regulator of
improve service to members at regional level. A subcommittee was lobbying.
established and the CUISLE initiative will be rolled out from
September to bring the regions, individual members and schools closer TRANSITION FROM SECOND
together. The model used by Region 6 in engaging with members is at
the heart of this initiative. A planning meeting, attended by three
TO THIRD LEVEL
representatives from each region, took place in Portlaoise on 14 It is really important that the proposed junior cycle reforms are
August and the sharing of ideas and best practice will act as a guide in implemented and embedded as quickly as possible if the revised
compiling a plan to reinvigorate members to improve attendance at proposals are accepted by teachers in the autumn. Until the people of
regional meetings or to design a programme which meets the local Ireland can see that there are more ways to assess a student than by a
needs of members. single terminal examination, it will be impossible to make the
necessary changes to our Leaving Certificate curriculum to create a
second-level system that will be fit for purpose and more responsive to
CARECALL HEADSPACE PROPOSAL our needs as a society.
The Association is exploring a collaboration with Carecall to develop
A working group, chaired by the Secretary-General of the DES, Seán Ó
Headspace, a confidential personal and professional development
Foghlú, and involving all the key stakeholders published Supporting a
programme for school leaders. A number of meetings have already
better transition from second level to higher education in April this year. It
taken place and a presentation was made to the National Executive.
has the potential to be revolutionary. The report sets out clearly the
The rationale behind the initiative is that school leaders need the time
context for reform and concludes that the so-called Points Race results
and space to sustain their own resilience, as well as their personal and
from a complex interaction of factors which are compounded by the
professional effectiveness, so that they can meet the constant
use of the Leaving Certificate results for selection to higher education.
demands of their job. Headspace will offer a safe and confidential
The interactions involve the nature of the preparation for, and
environment where school leaders can explore the most effective
assessment of, the Leaving Certificate, the manner in which grades are
leadership behaviours and learn from each other, using action learning
awarded and converted into points to rank students for admission to
and problem-solving techniques. It will run over a period of between
higher education, the proliferation of entry routes into higher
six and twelve months and is customised to meet the needs of school
education and the high demand for a small number of university
leaders within their specific local context. The programme will consist
courses with a limited number of places.
of a whole-day introductory session followed by five half-day sessions.
This seems like a ‘no-brainer’ because if school leaders were operating We need to encourage and reward critical, reflective and independent
in industry they would be expected to participate in such a programme thinking and the current system doesn’t appear to do this. The report
every so often. School leaders will routinely seek resources to enable considers problematic predictability in the Leaving Certificate
staff to participate in CPD programmes but my hunch is that many examination. A study, commissioned by the State Examinations
10 NAPD Leader Leader – Supporting and Informing Principals and Deputy PrincipalsThe Leader August 2015 Issue 1_Exec Report No.7 March 2008.qxd 23/07/2015 09:47 Page 11
Commission, asks what aspects of predictability are helpful and what becoming functioning members of society. One should never be afraid
aspects engender undesirable approaches to learning. of information so dedicating time to informing our students about life
skills and true life situations as part of a vibrant SPHE programme in
The report also proposes a new grading scale for the Leaving
our schools will be time well spent.
Certificate – for instance in Ireland there are 28 grade-bands across
ordinary and higher level papers. In Scotland there are five and in
Finland seven. If the number of grade-points is reduced, this will NCCA
necessitate the introduction of a revised common points scale. The National Council for Curriculum and Assessment [NCCA] is a
The University sector has agreed to move to a broader undergraduate statutory body established under the Education Act and advises the
entry systems, in science or engineering for example, to enable a Minister on curriculum and assessment matters in the areas of early
broader experience for students with specialisation to follow later in childhood, primary and post-primary education. The term of the new
the degree. Council will end on the 31 December 2018. NAPD isn’t a nominating
body to the Council but Director, Clive Byrne, was a nominee of the
It’s wonderful to think that the moves to reform are upon us. Students Minister on the last Council and he has been reappointed as a member
entering Fifth Year in 2015 and sitting Leaving Certificate in 2017 will of the new Council.
benefit from any moves to eliminate the backwash effect of the
“teaching to the test” Leaving Certificate most of us have experienced.
ARTS IN EDUCATION PORTAL
SEX EDUCATION: Many of you will be familiar with the Creative Engagement project which
is a collaboration between the Department of Education, the
A CHALLENGE FOR SCHOOLS
Department of the Arts and NAPD. Over the last number of years,
Educating teenagers on the subject of sex, sexuality and relationships Creative Engagement has given almost €500,000 to over 250 schools
can be an awkward task but it is undoubtedly one of the biggest that have participated in the scheme. The Arts in Education Portal was
challenges for education. Its implications are far-reaching in terms of one of the objectives of the Arts-in-Education Charter signed by
the emotional, physical, psychological and mental development of a Ministers Quinn and Deenihan in December 2012. NAPD regards the
young person. It is a complicated subject, yes, but one that all our Creative Engagement initiative as the living embodiment of how the Arts
children will inevitably encounter as they mature into adulthood. in Education Portal should be delivered. Arts Officer, Dermot Carney,
Whilst some may argue that the subject should be taught exclusively at has been closely involved in designing and developing the new Portal
home, the reality is that, despite some parents having no difficulty in which was launched in May 2015. The Portal seeks to build support
explaining ‘the facts of life’ to their children, many feel uncomfortable and develop a community of practice within arts and education.
in discussing the subject. Schools feel obliged to provide students with Further details can be found on www.artsineducation.ie .
relevant information on sex and relationships, although precise
motivations differ, whether it’s due the school’s ethos or pressure
from parents, or both.
COLLABORATION WITH OUR
PRIMARY COLLEAGUES
The 2014 announcement from the Department of Education of the NAPD and the Irish Primary Principals Network (IPPN) collaborated
inclusion of a new short course on sex education as part Social most successfully in developing the Centre for School Leadership in
Personal and Health Education (SPHE) is a welcome development and conjunction with the Teacher Education Section of the Department of
must be supported by schools. This initiative will be delivered as part Education and Skills. In the light of this, both associations have
of Junior Cycle reforms which will also see an increase the time embarked on a series of meetings to explore other possible areas of
allocation for SPHE as a short course of 100 hours at Junior Cycle. mutual interest. Issues of governance, the benefits of Charitable status,
The Department of Education published a Life Skills Survey which services to members, representation of members in various fora,
included data on the teaching of Relationships and Sex Education publications and web presence, links to the Teaching Council and
(RSE) in post-primary schools. The report stated that some 98% of other agencies, second-level use of Text-A-Parent and education posts
respondent schools have a documented policy on RSE in place or are in were among the topics covered at the first meeting between officers
the process of developing one. However, the report noted that this of the associations which took place in Castle Durrow towards the end
figure conflicts with data from the Department’s inspectorate report of June. Members will be advised of the progress of these meetings
on RSE which indicated that only 56% of post primary schools designed to better serve the interests of primary and post-primary
evaluated had an RSE policy in place. school leaders.
In the sexualised world in which we live many teenagers will engage in
sexual activity. According to a report by the Department of Children, LOCAL SUPPORT NETWORK
one in four teenagers aged 15 to 17 has done so, whether it be & MENTORING REPORT
motivated by peer pressure, a more sexually liberal society or the The Local Support Service (LSS) is a service offered to members. An
disturbing trend of over-sexualisation of teenagers in the media. experienced recently-retired principal or deputy principal is available
The responsible thing for post primary schools to do is ensure that to provide a listening ear for serving colleagues as a help and support
students are provided with adequate information. Ignorance around in addressing issues of concern. It is a personal support, completely
the facts of life is never acceptable. However I must stress that each confidential. This year members of the LSS cooperated with a serving
school is entitled to teach course content in line with the ethos of the principal and deputy principal to deliver a mentoring service to over
school. 100 newly-appointed colleagues. It is a model which meets members’
needs and also is within our capacity to deliver. I expect there will be
The more comfortable young adults are in talking about sex, the better close cooperation between the Centre for School Leadership and the
it is for wider society. A 2012 HSE Health Protection Surveillance Professional Development Support Service for Teachers to provide an
Centre report found that there were 13,259 notifications of Sexually effective mentoring programme for newly appointed colleagues but
Transmitted Infections [STIs] in 2011, an increase of just over 12% on be aware of the Local Support Service – a personal support for you.
the previous year. On the other hand however Central Statistics Office The LSS will have a stand at the Annual NAPD Conference [Galway,
[CSO] figures indicate that teen pregnancies are at their lowest level October 15 & 16], and there will also be an opportunity to meet your
for 50 years. local representative.
Our education system is, quite rightly, designed to provide its students
with as much quality information in order to better equip them in
Leader – Supporting and Informing Principals and Deputy Principals NAPD Leader 11The Leader August 2015 Issue 1_Exec Report No.7 March 2008.qxd 23/07/2015 09:47 Page 12
NAPD or NUPD??
Ger Looney
From the foundation of NAPD, in the closing years of the last century, the issue of the precise identity of the
Association has been a regular topic of debate. And the question that has arisen again and again, particularly when
the cuts to salaries, promotions and resources have been felt acutely and when there seems to have been a
corresponding increase in the work-load and responsibilities of school leaders, is why principals and deputy principals
are not members of a union, perhaps to be named NUPD, instead of NAPD? Some members have voiced the concern
that, as members of a minority within the existing teacher unions, whose interests seem to be swamped by those of
the vocal majority, they are not being well served by the existing Industrial Relations [IR] structures.
When Ger Looney was President of NAPD, in 2001-02, he carefully researched the ‘union issue’ and came to the
conclusion that it was not viable. A brief debate on these pages, in September 2013, reopened the topic and reached
a similar verdict.
But there is a new cohort of school leaders and the question lingers for them, like the proverbial elephant in the room.
Here, Ger Looney returns to give his 2015 thoughts on the status and purpose of NAPD.
T
he Financial Emergency Measures While some retirees continue to “NAPD was inaugurated in
in the Public Interest (FEMPI) Act contribute to the work of NAPD 1998, as the professional
2009, together with the Committees and specific projects, it is association for second level
imposition of swingeing public service new appointees who will henceforth school leaders in Ireland, with
salary cuts, over last five years in drive the Regional Committees and the the support of Education
particular, has seen hundreds of National Executive. Minister Micheál Martin”
principals and deputy principals retire at
an earlier point in their career than they It is timely, therefore, to remind Against this background, and
would probably otherwise have ourselves of what the Association is all spearheaded by a small group of school
considered. By definition the most about, and in that context also to revisit leaders who pulled these associations
immediate effect has seen an equal what has been one of the recurring together and negotiated with the
number of new appointees to schools themes down through the years, Department, NAPD was inaugurated in
the length and breadth of the country. In particularly in times of difficulty (and 1998, as the professional association for
reality we have witnessed what might there have been many!), i.e., the second level school leaders in Ireland,
almost be described as an ‘inter- question of whether the Association with the support of Education Minister
generational management change’, with would best serve members by operating Micheál Martin.
the baton being handed over to an as a union, NUPD.
Since then and through its Officers,
entirely new group of people. Believe it or not, there was a time when National Executive and Regional
There are many issues that arise as a we had nobody to represent our Network, the Association has provided
consequence, not least of which is the concerns. As a vice-principaI back in the the only united voice for principals and
fact that we are relative newcomers to 1990s I remember it well. True there deputy principals on issues of common
the concept of leadership training and were six associations operating across concern across all three second-level
just ‘gearing up’ with the Centre for the three sectors, variously trying to look sectors. It has built a strong platform
School Leadership. Whatever issues do after the interests of principals and vice- with a range of sub-committees working
come to light – I am content to leave for principals, but two of these associations on specific areas of education and
others to explore. (sub-groups of TUI and ASTI) precluded driving national debate through its
membership of vice-principals! Changes national symposia and annual
in this regard came about as a result of conferences for post-primary and
“We have witnessed… the NAPD representations soon after the further education.
baton being handed over to Association was set up.
an entirely new group of NAPD is now a major partner in Irish
people” In reality, as long as the post-primary education, enjoying a genuinely
sectors were served by small, separate constructive relationship with the DES
In the context of this article, my and sectional organisations there was and SOLAS as well as consultative status
particular concern is that the entire little hope of them making real headway, with the NCCA, representation on a
complement of principals and deputies, particularly in their dealings with the wide range of educational, social and
who would have been part of NAPD Department of Education. Indeed the cultural organisations and contacts with
during its formative years, have now consultative obligations of the educationalists across the globe, as well
retired. Most of the other recent retirees Department were particularly time- as currently holding the presidency of
would also have been members of the consuming, given the number of groups the European Secondary Heads
Association. with which it had to deal. Association (ESHA).
12 NAPD Leader Leader – Supporting and Informing Principals and Deputy PrincipalsThe Leader August 2015 Issue 1_Exec Report No.7 March 2008.qxd 23/07/2015 09:47 Page 13
NAPD is a professional association principals / deputies. This then defines opinion that we should not be looking to
committed to the development of the way they deal with us. Despite all of NAPD to become NUPD. One of the
school leadership that is based upon the change we acknowledge and record; first things we would have to do would
philosophical and moral principles as despite the huge change in the nature, of be to apply for a licence to represent and
well as professional skills. As an our work, the unions have not moved on negotiate on behalf of members as well
association, it is founded on common this definition. as to join the C & A Scheme. TUI and
purpose, with aims which were set out as ASTI have a veto at C & A, which took
I agree that it is extremely difficult for us
follows; years for ACCS to overcome and gain
to be represented by the same trade
membership. I wouldn’t fancy our
l To provide a united voice for the union as teachers. However if you look
chances there.
organisations of Principals and at other sectors, grades of workers, right
Deputy Principals on issues of up to management level within the same There are other implications of
common concern; organisations, are represented by single becoming a union which need careful
unions. We don’t have to look very far, consideration. The annual subscription
l To ensure that Principals and Deputy
as Impact and SIPTU, for example, could not be payable through the school
Principals are treated as one of the
represent different grades in our sector; budget, the NAPD Director’s salary
“Education Partners” and are
SNAs, school caretakers, secretaries and could probably not be recouped through
represented a of right on all relevant
even the Chief Executives of the ETBs . the DES, as it is now, and all of the other
local and national bodies both
supports from the Teacher Education
statutory and non-statutory;
“As an association, NAPD section of DES to the association would
l To ensure that Principals and not be forthcoming
has no industrial relations
Deputy-Principals are consulted on
remit and is not part of the Unions primarily focus on
all relevant matters and in particular
Conciliation and Arbitration representation and protection,
on new initiatives which impinge on
(C&A) process” particularly in relation to the terms of
their role;
employment and working conditions of
l To represent the views of Principals Under Trade Union Law, principals and members. That is exactly what we expect
and Deputy Principals to all deputies are entitled to particular them to do and they generally do a good
interested groups and relevant representation within the teacher job. It’s just that they don’t really do that
bodies; unions, bearing in mind their particular job for us. Again, that’s the bit that we
contractual obligations. This includes need to focus on.
l To provide support/advice for access to a designated officer, the right
Principals and Deputy Principals to raise issues and claims specific to NAPD on the other hand is an
through a secretariat. themselves, the right to vote on such association of leaders. As a consequence
issues and the right to be treated as a ‘forward thinking’ and ‘change’ are part
As an association, NAPD has no of its DNA. Its raison d’etre is to envision
industrial relations remit and is not part separate vocational group. How is this
any different to what we see Impact and and promote national debate. We
of the Conciliation and Arbitration should all be very proud of this and I
(C&A) process. It is not in a position to SIPTU managing to do?
would not have it change.
negotiate on pay and conditions. It is
Believe it or not, relationships between What to do then? For me, I would keep
usually in this context and at times of
NAPD and the teacher unions have the debate open. Why not present a
dispute be it local or national, that the
improved significantly over the years. report to conference annually on our
issue of union status for the association
There was actually a time when unions dealings with the unions on specific
takes centre stage.
would not meet us, but those days have issues? In parallel NAPD should also
Our problem quite simply is that in most long since gone. We have to continue to update detail on the job of
disputes it is the principal and deputy acknowledge huge progress in reaching principal and deputy. It will show clearly
who are isolated, with nowhere to turn the point where the Association is held that we are managers and work at a
except to NAPD and hence the debate in very high regard by the unions and different grade.
around what exactly the association can rightfully recognised as a partner in
/ can’t or should / shouldn’t do. education. If TUI and ASTI cannot differentiate in
representing our particular needs, we
However, the NAPD/NUPD debate is However, we must continue to call them could then be in a position to look for
not straightforward. The issues are to account in the way that they another union, one which already
complex, but there is a logic to them that represent principals and deputies. There possesses a licence to represent
cannot be ignored. The rules around is a process for doing this, governed by management grades within the DES.
union representation and negotiation procedures and regulations set out by
rights / licences are underpinned in law ICTU. If we can show through this There is no panacea however. The job
and also governed by ICTU. We are process that we are not properly or fairly will always be very difficult and hugely
subject to the rules and whatever way represented and continue to fail in our complex. The reality is that there are
people might like to look at it – that is endeavours with the unions, then we very few out there who understand the
quite simply that! could look to seek representation nature of our work, who will listen to us
elsewhere. and represent us wherever possible.
The core of our problem is that the NAPD does.
teacher unions continue to regard us as In looking elsewhere however, and
primus inter pares, or first among equals, having been part of the debate in the
i.e. teachers who just happen to be early years, I am absolutely of the
Leader – Supporting and Informing Principals and Deputy Principals NAPD Leader 13The Leader August 2015 Issue 1_Exec Report No.7 March 2008.qxd 23/07/2015 09:47 Page 14
Further Education and Training
(FET) Sector
2015 -
HAPPY BIRTHDAY!
Ger Looney joins the birthday celebrations with an
account of one of the most vibrant sections of
second-level education
his year Post Leaving Cert. (PLC) This FET sector will streamline the delivery GROWING UP –
T provision in our schools and colleges
quietly celebrates 30 years in
existence, having begun life in 1985 as the
of services in further education, training, area
partnership, welfare, youth, school, juvenile
liaison, justice, community and voluntary as
FROM THE GROUND UP
Further Education (PLC) provision grew
largely through the second-level school
Vocational Preparation and Training (VPT) well as the services support sector (Phew!). system primarily (though not exclusively)
Programme. It’s that ‘bit’ of Further Education delivered by vocational schools and colleges
provision with which we in NAPD primarily and through the 33 VECs. A number of
(though not exclusively) concern ourselves. Community Schools, as well as Voluntary
As things currently stand, with a through-put Secondary Schools, also deliver FE
of almost 38,000 students annually (more programmes.
than 800,000 over the 30 years!), this The system was developed ‘from the ground
provision is the largest of the full-time up’ by teachers who designed programmes to
programmes on the Further Education (FE) be delivered at a local level and certified
landscape. It’s staggering to contemplate what largely by City & Guilds, until the National
we have built in that time, with more than 200 Council for Vocational Awards (NCVA) was
schools and colleges currently offering in set up and in time subsequently replaced by
excess of 1,000 courses in over 60 disciplines, the Further Education and Training Awards
with 92% provided in the ETB sector! Council (FETAC), and most recently QQI.
The European Social Fund (ESF) had
THINGS THAT ARE provided funding for the establishment of pre-
ACTUALLY HAPPENING! employment courses in over 120 schools in
People could be forgiven for thinking that Ger Looney was a founder-member of 1977. These courses were targeted at
Junior Cycle Reform was the only show in NAPD and served as the Association’s post-Junior-Cert students and originally
town in recent years, but there have been third President [2002-03]. He was confined to vocational and community /
other changes (these ones are actually Principal of St. John’s College, Cork, comprehensive schools. In 1984 they were re-
happening!) that will have a significant impact which has had a long and proud history developed as Vocational Preparation and
on schools and colleges in the post-primary as a College of Further Education. Training VPT1 courses and were extended to
sector delivering PLC courses (or FE Courses secondary schools. VPT2 came along in 1985
as we are now increasingly calling them). To govern all of this - SOLAS has been set up
and this is what would become commonly
as the new Further Education and Training
The wider FE landscape has up to recently known as Post Leaving Cert (PLC) provision.
Authority, with FETAC, HETAC and NQAI
included PLC, Community Education, Second- being replaced by a new body, Qualifications Subsequent to this, the Vocational Training
Chance Education (Youthreach, VTOS & and Quality Assurance Ireland (QQI). Opportunities Scheme (VTOS) came on
Prison Education), adult literacy and basic stream, which allowed people who were long
education, as well as self-funded adult evening In addition the 33 VECs have been replaced
unemployed to access PLC programmes and
programmes in second-level schools. It now by 16 Local Education and Training Boards
the numbers of ‘adult returners’ began to
also includes the training provision formerly (LETBs), and INTREO will operate as a single
grow.
delivered by FÁS through its training centres, point of contact for all employment and
as well as specialist providers and training / support services (including education and
development organisations.This significant re- training) for jobseekers and employers alike. A MONUMENTAL EXERCISE
alignment of provision forms a new sector for So we grew PLC provision ourselves – and it
Further Education and Training (FET) – the was nothing short of a monumental exercise
fourth pillar of the Irish education system, in curriculum and system development by
alongside the primary, secondary and higher teachers, that has gifted us with that which all
levels. organisations strive for with their staff, true
ownership of service. This largely because
syllabi, systems and structures developed
14 NAPD Leader Leader – Supporting and Informing Principals and Deputy PrincipalsYou can also read
