4th February 2005 - Hundreds of Small Schools face Closure unless immediate action is taken
"Small schools face the same fate as Ireland's rural Post Offices, Garda Stations, and Banks unless urgent action is taken" according to Dr. Mark Morgan, Head of Education in St. Patrick's College, Drumcondra. "New Horizons for Smaller Schools and Teaching Principalship in Ireland" is the title of a report published today by the Irish Primary Principals Network (IPPN) to 750 primary principals attending their annual conference in Citywest, Dublin.
The result of over two years research into the issues and challenges facing smaller schools in Ireland, the study was undertaken jointly by St. Patrick's College of Education and IPPN and looked at ways in which the problems encountered by smaller schools and teaching principals can be overcome. One of the most comprehensive studies ever undertaken in Irish schools in recent years, the study involved consultation with the education partners, review of other research, focus-groups throughout the country, a North-South conference, questionnaires and surveys. It points the way forward for professional and career development opportunities for teachers and enhanced educational opportunities for children. IPPN today calls for urgent action to implement the main recommendations of this report and to start a process which will allow smaller schools to respond to changes in society and be a thriving force in the education landscape in the future.
Smaller schools have a crucial role to play in the educational and community life of Ireland. Research has shown that standards are as high in such schools as in larger schools. "Principals and their staffs have a strong commitment to working in these schools and there is evidence that they present unique educational opportunities for children," said Dr. Mark Morgan, Head of Education in St. Patrick's College.
However, there are also significant disadvantages by comparison with larger schools in terms of the facilities and educational opportunities available to children and especially with regard to the particular challenge presented by multi-class teaching in smaller schools. The report indicates that a major problem in such schools is professional isolation. There is ample evidence that innovation in practice needs a community of peers for support and affirmation. "The small school is very important to the wider community..." points out Tomas O Slatara, Deputy President IPPN and co-author of the report, "Many isolated rural communities are already losing other valued services such as post offices, banks and local shops".
The particular difficulties of teaching principals are also highlighted in the report. Teaching principals struggle daily to fulfil the multi-faceted role required of them as school leaders in the 21st century. Every Monday, over 2,000 primary school principals face into a demanding week, with full teaching duties, teaching mixed class groups and trying to carry out the myriad of other tasks and responsibilities that come with leading, managing and organising a modern primary school. Currently 73% of primary principals are fulfilling this dual role in schools with less than 180 pupils.
The average number of applicants for the post of principal has fallen from 5.5 in 1996 to 2.9 in 2004. IPPN research provides ample evidence that a significant number of principals are 'handing back the keys' and also that many teachers are not interested in applying for principalship. "This is a crucial issue for smaller schools and for the teaching profession in general and there is an onus on all the partners in education to address these worrying trends." The report explores how schools might co-operate and work together in a variety of ways to identify and meet their needs in agreed local clustering arrangements. Detailed guidelines are presented for the development and try-out of such "clusters". O'Slatara is convinced that serious consideration needs to be given to establishing a number of pilot projects and to providing financial support so that smaller schools can work together in meaningful, innovative, local professional development clusters. "This approach presents real opportunities for the further development of this crucial feature of Irish primary education and is a welcome alternative to the politically unpopular options of amalgamation or closure that are the current reality facing many smaller schools."
The consultation with the social partners undertaken as part of the research indicates that such a view is widely shared. There was unanimous agreement about the need for smaller schools to work together and the importance of building on the formal and informal arrangements for clustering that are already in place. "In this report we have examined research from several countries which has shown that significant benefits accrue to students and teachers from suitable clustering arrangements" said Dr. Morgan. He concludes that "One of the key benefits is that clustering arrangements can allow schools to maintain their independence while at the same time linking with other schools to maximise the use of resources and address the issue of professional isolation".
Unless this issue is addressed urgently, we will see more and more smaller schools disappearing from the rural landscape and our children facing long and tedious journeys to school.
4th February 2005 - IPPN Statement following Minister Hanafin's Address to the IPPN Conference at CityWest
IPPN President Virginia O'Mahony acknowledged the significance of Minister Hanafin's presence at the IPPN conference and her address to 750 principals gathered there. The Minister was warmly received by the large gathering of primary principals and spoke with great style and humour at what she described as 'the beginning of the Conference Season'.
IPPN is pleased with the Minister's understanding of the challenging role of the Principal and her recognition of the extent to which the Department of Education and Science was responsible for the massive increase in bureaucratic administration which has added much to the principals workload.
We welcome Minister Hanafin's clear recognition of the leadership role of the principal and the need to provide further professional development appropriate to their leadership role. In acknowledging the valuable contribution that IPPN makes to the education system through its support and representation of primary principals, the Minister acknowledged that the DES valued IPPN as an important education partner and would consult on policy issues through its representative network.
In her response to the Minister, IPPN President, Virginia O'Mahony acknowledged the affirmation of principals by the Minister but asked that this would be matched by a more professional quality of service from the DES to school principals - "Principals are seen by parents as the public face of the education system and consequently require accurate information from the DES as well as reliable responses to requests for resources within the promised time frame."
In his address to the Minister, Seán Cottrell, Director, referred to the evidence provided by 850 principals surveyed on the issue of Principals workload. In describing the incremental nature of additional responsibilities placed upon principals he likened it to a lobster placed in cold water with the temperature being turned up slowly. Most principals feel "well and truly cooked now". However, Sean referred to the workload shock experienced by newly appointed principals as the lobster being thrown into a cauldron of boiling water with the instant desire to leap back out again!
On the issue of the Minister's three priorities of Special Education Needs, Education Disadvantage and reducing class size for better educational outcomes, Sean Cottrell called upon the Minister to consider what best strategic approach would assist in achieving her three priorities as Minster for Education and Science. Given the Ministers earlier acknowledgement of the pivotal role played by principals in a school's success, Sean outlined the multiplying and accelerating factor of an effective principal in each of the three priority areas. Similar to the Health Sector, additional resources in their own will not achieve the desired improvement of services without high quality strategic leadership and management.
In reference to the role of teaching principal IPPN was pleased to hear the Minister acknowledge the difficulty of this role. Sean Cottrell compared the plight of administrative and teaching principal to that of airline pilots - a transatlantic 747 with 2 pilots, a cabin crew of 20 and 400 passengers. However in contrast, the Aer Arann flight from Dublin to Knock does not expect a single pilot to load the baggage, serve the tea, answer the passenger call bells as well as flying the aeroplane!
The need to make progress in addressing the principals workload and in particular the workload encountered by teaching principals has dominated IPPN's Annual Conference. A significant feature of the 850 principals responses was their desire to be relieved of non-educational responsibilities and time wasting bureaucracy so they can return their core function of managing and influencing the quality of teaching and learning.
27th January 2005 - Research on Attitudes and Aspirations of Teachers towards the role of Principal
Research on the attitudes and aspirations of teachers towards the role of Principal
The role of Principal Teacher has undergone unprecedented levels of change in the last decade. Legislation, society, the education
system, parents, staff and pupils all place extraordinary demands on what was once an easily defined role. Principals now find themselves with immense levels of responsibility but lack the corresponding authority, the control of and the access to resources.
This change of circumstances for Principals has resulted in the role
becoming less attractive to teachers and has resulted in a fall off in
the number of applicants for vacant positions. Incumbent Principals
are experiencing extreme difficulties in responding to increasing
levels of overload, a lack of meaningful support structures.
The Irish Primary Principals' Network and the National Association of
Principals and Deputies (2nd Level) are conducting a Nationwide Survey of Primary and Second Level Teachers to research the attitudes and aspirations of teachers towards the role of Principal. This research is being conducted in preparation for an International Conference which will take place in Cork on March 9th addressing the theme 'The Challenge of recruiting and retaining School leaders'. The survey commences Saturday January 29th and is currently accessible on www.EducationOpinion.ie
ENDS
Further information from
Seán Cottrell
Tel: 1890 21 22 23
16th December 2004 - Risk Management Challenge for Principals
Risk Management Challenge for Principals
Every school has a legal Duty of Care to its pupils. What this means is that the Board of Management, through its Principal and teachers must provide a level of supervision which is comparable to that provided by a reasonable parent. The level of supervision will be influenced by the age of the child and the nature of the school environment. Every school today has a code of behaviour incorporating a policy on Bullying Prevention. Such codes will have reasonable child appropriate sanctions up to and including suspensions.
However, the culture of a Primary School (given that it serves education within the compulsory age range) is to use suspension sparingly and only as a last and final resort. Because of the Duty of Care responsibility, a Principal will make every attempt to deploy strategies in collaboration with Parental Support to address the problem. Suspending a child is rarely a solution in itself and is often a symptom of failure to gain the support of parents.
If a child poses a tendency towards violence the Principal faces the dilemma of managing the behavioural problem within the school context or suspending the pupil. This is a classic risk management situation. Parental Support or the lack there of is fundamental to this decision. If schools are going to be the target of litigation arising from incidents between pupils, Principals will detect a greater sense of vulnerability and the likelihood is a trend in increased suspensions as a means of protecting from litigation.
In a case of repeated pupil violence, it must be recognised that schools operate within strict legal parameters which protect the rights of others.
The responsibility borne by parents in relation a child's behaviour must become the focus of any attempt to address this issue.
Is mise le meas,
Seán Cottrell
Director
