IPPN

Published: 22 January 2025

Circular 0064/2024 - The Operation/Application and Deployment of Special Education Teaching Resources

The purpose of this circular, supported by the Guidelines and Indicators of Effective Practice, is to enable schools to support children and young people with special educational needs.

The Guidelines underpinning this circular (which are revised and replace those issued in 2017) provide comprehensive information on the organization and process for the deployment of special education teaching resources. In addition, the Guidelines provide information to the school on:

• the principles underpinning the Special Education Teaching (SET) model
• the roles and responsibilities of school management and staff
• the problem-solving process for identification of need, planning interventions and reviewing the response to interventions.

The Guidelines seek to inform a whole-school approach to provision and acknowledge the many examples of good practice and initiatives that are in place in our schools, including the promotion of parental involvement and the voice of the child.

Resources for schools to support the implementation of Effective Practice in Key Areas

• Introduction to the Guidelines
• The Continuum of Support Framework
• Key Actions in the provision of SET Supports
• The Student Support File and the Student Support Plan

Deployment of SET Resources
It is critical that all schools deploy additional SET resources to effectively meet the needs of those identified in the School Provision Plan for Young People identified with Special Educational Needs (Appendix 1of updated Guidelines) underpinned by the Continuum of Support Framework.

The Student Support File, which includes the Student Support Plan, is the process through which the school accounts for its decisions on the use and allocation of its SET resources. The Deployment of SET Resources is recorded in the Schedule of Deployment of SET Resources (Appendix 2 of the Guidelines) to assist in tracking the use of SET hours across the Continuum of Support

The principal should allow time for the SEN Team to identify, plan, review, monitor and co-ordinate provision for SEN children. This time includes time to collaborate, liaise and communicate with parents, children, other relevant teachers and staff as part of the problem-solving process. The school should ensure that these hours are quantifiable and recorded in line with Appendix 2 of the updated Guidelines.

The Guidelines outline the Roles and Responsibilities of the Principal, Board of Management and the Class Teacher, and include examples of Student Support Plans and Files as well as Indicators of Effective Practice.

The principal must also ensure that the Board/ETB is informed annually of the allocation of SET resources. A suggested template for this is provided as an Appendix to the circular.

External Supports for Schools

• DE resources and guidance in relation to special educational needs in the school
• NCSE supports to schools include Regional Teams, Special Education Needs Organisers (SENOs), Teacher Professional Learning (TPL), and in-school supports.
• National Educational Psychological Service (NEPS) supports wellbeing, inclusion, learning and social and emotional development of pupils. NEPS assists schools in problem-solving to help the school to identify the needs and interventions to support those needs.

Potential Cases of incorrect Deployment of Special Education Teaching Resources
Where a report is made to the DE regarding systematic and consistent deployment of SEN teachers to other roles, not directly supporting children with identified learning needs outlined in the Student Support File, the DE has a long-standing process to deal with such a report. That process is as follows:

• Step 1: DE becomes aware of the report
• Step 2: DE reviews the school documents
• Step 3: DE engages with the school patron on options to identify a solution
• Step 4: Formal review by NCSE to review special education teaching allocations to the school.

Updated Guidelines for Primary Schools
Key Messages/Introduction/Terminology

• Section 1: Principles Underpinning the Special Education Teaching Model
• Section 2: The Organization of Special Education Provision: Planning the Deployment of Special Education Teaching Supports
• Section 3: Special Education Provision: Roles and Responsibilities
• Section 4: The Process for Identifying and Responding to Needs across The Continuum of support
• Section 5: Supporting Transitions

Summary

• Appendix 1: School Provision Plan for Children with Special Educational Needs
• Appendix 2: Schedule of Deployment of Special Education Teachers for Children with Special Educational Needs
• Appendix 3: Further Information
• Appendix 4: Advice for Gaeltacht Schools and Gaelscoileanna on the Special Education Teaching Model
• Appendix 5: Parental Involvement

Circular https://www.gov.ie/en/circular/f55a5-the-operationapplication-and-deployment-of-special-education-teacher-resources/
Guidelines for Primary https://s3-eu-west-1.amazonaws.com/govieassets/304621/9970967f-60c6-48f5-95f0-5d5b42f0450d.pdf

Published: 11 December 2024

Deputy Principals: A Hidden Asset in Irish Schools? – MU Research

New research from Maynooth University sheds light on the vital yet often underappreciated role of deputy principals in Irish primary and post-primary schools. The study, titled ‘Deputy Principals: A Hidden Asset in Irish Schools?’ which was carried out over the course of 18 months in 2023/2024, provides a detailed examination of how deputy principals perceive their responsibilities and how these roles are enacted in diverse school contexts across Ireland.

You can access the full report at https://mural.maynoothuniversity.ie/19240/

The research, led by a team from Maynooth University, surveyed 120 deputy principals (49 primary; 71 post-primary) through online questionnaires and conducted in-depth one-hour interviews with 10 participants (5 primary; 5 post-primary).

This comprehensive approach provided rich insights into the challenges, satisfactions, and complexities of the deputy principalship.

The study, supported by funding from the National Association of Principals and Deputy Principals (NAPD) and the Irish Primary Principals’ Network (IPPN), identifies deputy principals as critical assets in schools. However, their roles are often overshadowed by a lack of explicit recognition in educational leadership discourse. Key findings from the study include:

1.    Logistical Maintenance & Administrative Challenges

Deputy principals play a vital role in the day-to-day operations of school, from ensuring seamless logistics to implementing Department of Education initiatives. One participant described their role as a series of “unfinished conversations,” reflecting the time-consuming and reactive nature of their responsibilities.

2.    Pastoral Care & Behavioural Oversight

Monitoring student behaviour and providing pastoral support is a core and deeply fulfilling aspect of the role. One post-primary deputy highlighted the satisfaction of “seeing [a student] develop and grow into a young person.”

3.    Fostering Relationships & Teamwork

Building strong relationships with principals, staff, and other stakeholders is essential for shaping positive school cultures. However, deputies often feel that their own wellbeing is overlooked despite their integral role in supporting others.

4.    Curriculum Leadership Under Pressure

Deputies play a pivotal role in driving curriculum innovation and adapting to changes, such as the upcoming Senior Cycle redevelopment and the €12 million funding announced for revised science subjects. However, immediate demands frequently push curriculum leadership down the priority list.

5.    Unique and Multifaceted Responsibilities

Each school presents a unique context, and no two deputy principals perform the same tasks. In primary schools, over 90% of deputies are also class teachers, with many doubling as Special Educational Needs Coordinators (SENCOs). One primary deputy described the SENCO role as “mediating the failures of the system to parents,” underscoring the emotional and administrative burdens deputies often face.

The report highlights the lack of precise role definition as both a frustration and a source of flexibility, allowing deputies to adapt to their school’s unique needs. However, the researchers stress the need for systemic support to address the unsustainable workloads and emotional pressures associated with the role.

The study also points to the implications of these findings for aspiring deputies and those involved in the selection and appointment of school leaders. It calls for a re-evaluation of the deputy principalship to harness its full potential as a vital asset in Irish education.

Speaking about the findings, Dr Majella Dempsey, Associate Professor and EdD Strand Leader for Curriculum Studies at Maynooth University, commented: “Our research highlights that deputy principals are much more than operational managers—they are pivotal leaders in shaping the culture, curriculum, and wellbeing of schools. Yet, their contributions are often undervalued. This report is a call to action for systemic change to ensure that these hidden assets in our education system are fully supported and recognised.”

In September 2024, a stakeholder event hosted by Maynooth University brought together educators, policymakers, and sector representatives to discuss the report’s findings. A recurring theme was the lack of administrative support for the complex management of modern schools, which falls on senior leadership teams, adding to their already significant workload.

The release of this report coincides with broader national conversations about senior cycle reform, the integration of children with additional educational needs and the evolving challenges facing Irish schools. The findings offer a timely reminder of the critical role of leadership in navigating these changes.

About the Research

This study, titled Deputy Principals: A Hidden Asset in Schools?, was conducted by  Dr Gerry Jeffers, Carmel Lillis and Dr Majella Dempsey at Maynooth University. The project was part funded by the NAPD and IPPN, whose contributions were entirely independent of the research findings.

Published: 04 November 2024

As schools are currently arranging parent/teacher meetings, it is perhaps opportune to consider the following issues when making decisions about the structure of these meetings. Most parents look forward to the meeting, even if it is only for a few minutes to discuss their child’s progress. The majority of meetings proceed smoothly with teachers and parents generally feeling appreciated and affirmed by the experience.

Sometimes difficult conversations take place during the course of parent/teacher meetings. Meetings are tiring for teachers, especially after a day’s work. Parents may be anxious about their child’s progress or difficulties and, while most meetings will not present any problems, there is always the possibility of tension. These are the situations where ‘what if’ conversations with staff prior to meetings could prove helpful in achieving a better outcome if one is prepared.

The preferred structure of the meeting is the first decision that you make with your staff. Many schools offer parents the option of face-to-face, online or phone conversation. No one size fits all and it depends on the school’s capacity and context.

Generally, the meetings take place over the course of a week with one particular day arranged to cover the majority of parents in a class. On this day, the school may close half an hour before the usual closing time. Circular 14/04 states: ‘In each school year there will be one formal parent/teacher meeting. This meeting will normally commence at 3.15 and will end at 5.45 pm, unless otherwise agreed at local level between all relevant parties.’ Croke Park hours may be used to extend the duration of this meeting or to provide for formal parent/teacher meetings on more than one afternoon/evening.

The following are some issues/suggestions that may need to be considered:

• What is the school’s preferred option for facilitating parent/teacher meetings? The task of allocating times to parents and especially accommodating parents who have more than one child in the school can be time-consuming, particularly when doing it with pen and paper. Some schools use an extension to one of the School Management Systems which allows parents to select their own times and which then produces the timetable for every class. There are also some school-based Apps which can assist. Depending on family circumstances, parents may also each require a separate parent/teacher meeting. Some teachers facilitate P/T meetings before or after school during the week assigned for such meetings.
• Sometimes difficult conversations take place during the course of P/T meetings. There are the situations where “what if” conversations with staff prior to meetings could prove helpful in achieving a better outcome, for example:
  
  • What if... a parent becomes upset and/or aggressive during a parent/teacher meeting?
  • What if... a parent wants to record the meeting? If online, confirm to the parent that the session is not being recorded and that there is no one else with you in the room. Ask the parent to confirm the same. Be aware that some parents may surreptitiously record a parent/teacher meeting. This is illegal and can only be done with the consent of the parties involved. Many schools now post prominent notices to this effect for face-to-face meetings.
  • What if... more than the allocated time is required? Discuss and agree the procedure to be followed in these cases. There may be instances where a teacher does not feel comfortable meeting a particular parent(s) on their own. In such cases, it would be advisable to support that teacher by sitting in on the meeting or by having a support teacher present during the meeting.
• Normally, parents of children availing of additional support will want to meet those teachers. These can be arranged as a follow-up to meeting the class teacher or involve both teachers at the same time. These arrangements will depend on the school context and procedures.

Useful Resources
There are two resources on the IPPN website that teachers may find helpful in their preparation for parent/teacher meetings:

1. Parent/Teacher Meetings - Guidelines for Teachers
   
2. Template for recording P/T meetings

Published: 24 October 2024

There was a higher response rate to this year’s survey - 1094 respondents in 2023; 1305 in 2024. Sincere thanks to the school leaders who provided key information.

Overall, the results show that teacher supply remains a very challenging issue for primary schools and is causing significant stress to school leaders.

Read more ...