IPPN

Published: 01 May 2007

A Chara,

Every year, the month of May presents Principals with the challenge of allocating classes to teachers. There are few aspects of the role of Principal where the opportunity for 'fall-out' is greater. Every member of staff knows the complexity of the Principal's task yet often staff are unhappy with the decisions the Principal has made. There are so many factors to be taken on board - teaching styles, teaching abilities, personalities, preferences, childrens' learning needs, continuity, career opportunity, fairness, staff rotation, size of calsses, special needs, teachers' health / wellness, the Teaching Principal, team work ... and many more.

So, how to carry out this essential function of the Principal with the greater good of the entire school in mind? Based on experience and knowledge gathered over the last few years, this E-scéal contains links to four key resources for Principals to assist with the process of class allocation.

Go n-éirí leat leis an saothair tábhachtach seo.

IPPN Professional Guidance re Class Allocation Who picks the Team Class Preference Sheet for Teachers Education Act 1998 Ref to Principal Teachers (Summary)

Benchmarking for Principals We are indeed delighted that principals' pay and working conditions featured so prominently over the Easter break. Following the in-depth research and professional evaluation of principalship presented in the IPPN publication 'Investing in School Leadership', it is heartening that this issue is being afforded the prominence it deserves and has moved to a higher place on the agenda. The crisis around the recruitment and retention of school leaders, put clearly on the agenda both nationally and internationally by IPPN, now appears to be accepted as a reality by others. It would appear that we can be confident that principals' pay will have a more coherent focus in the coming months in the lead up to Benchmarking. This has to be welcome news for Principals and, hopefully, the Benchmarking process will produce a positive response. The basic tenet of the IPPN leadership vision "Quality Leadership - Quality Learning" may at last have taken hold where it counts. Principals must wonder what is really happening when a clear, logical, reasoned and reasonable case for the proper financial reward of principals attracts such knee-jerk criticism. Is sinne le meas
Seán Cottrell & Tomás O Slatara