IPPN

Published: 08 November 2018

A revision of the Circular 0012/1996 regarding when to grant an exemption from the study of Irish to a pupil was issued in June 2009. However, the guidelines in Circular 0012/1996 have remained the same - it is how we interpret them that is the key issue. What does this mean for you as Principal?

• No child can be exempt from the study of Irish simply because they have difficulty - in the same way that we do not exempt children from Maths or English if they are struggling. Class teachers must differentiate as they do under normal circumstances
• If the child has a specific learning disability, then of course exemption may be considered
• If a child has a recommendation from a qualified psychologist (dated not more than 2 years from the date of your application), stating that they qualify for an exemption, then the school can progress this exemption once parental request is received in writing outlining the grounds for exemption
• If a child has a significant hearing impairment - they may well be exempt
• If language interpretation is a difficulty - newcomer pupils should not automatically qualify for exemption. Many newcomer pupils have become proficient in our native language. This is a matter for a school/class teacher to monitor a child's progress and make a judgement based on how well a child settles and adapts to language. If there are difficulties - the school can make an informed decision based on observation and assessment. We all know that newcomer pupils have a silent phase when we cannot possibly make an informed judgement, so give the child reasonable time to adjust. Then you have reasonable justification. Document the reasons the reasons by which an exemption is granted or refused.

Sometimes the request is made on the basis that the child is experiencing anxiety because of having to learn Irish. This anxiety can often be related to written work or homework. It has been established that learning any language is helpful in acquiring competence in one’s first as well as additional languages. Determination of the reason for the anxiety with regard to Irish and differentiation may often alleviate this problem. Should the parent be adamant in pursuing the granting of an exemption, it may be referred to the DES Inspectorate to determine if the exemption is warranted.

Once you are agreed that a child needs an exemption based on SLD, psychological assessment or a newcomer who is not adjusting to language - you get parental consent. Certain career opportunities may not be available to a child who has been given an exemption and these need to be discussed with the parents/guardians. You must report the granting of the exemption to the BoM for ratification. Remember the number of exemptions granted must be accounted for in your Annual Statistical Returns. Give parents a copy of Exemption Cert - Your child may be granted an exemption if s/he meets the criteria of paragraph 1(c ) of the primary circular if your child attends a recognised primary school or the post primary circular where your child attends a recognised post primary school.

Click here for further information from the DES

Published: 23 October 2018

By now, everyone is likely aware that IPPN’s number one priority is a minimum of one leadership and management day per week for teaching principals. Despite relentless and repeated efforts to convince TDs, Senators, senior officials and the minister of the importance of this critical investment in school leadership, despite the overwhelming evidence in our submissions and presentations to them, and despite grassroots lobbying by individual school leaders, Budget 2019 has proved to be a huge disappointment to school leaders.

An additional day for teaching principals - four for those with special classes, administrative deputies in 23 of over 130 special schools and expanding CSL coaching to deputy principals in DEIS schools – that’s the sum of the Budget’s provision for school leaders. This is in stark contrast to the minister’s recent comments that ‘investing in leadership is possibly the best bang for our buck we can get. We have started to put in place measures that show our commitment in this area.’ It is difficult to know how to react, other than with frustration. Rest assured, we will continue our drumbeat on behalf of all school leaders, so that a genuine ‘investment in leadership’ is prioritised next year.

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Published: 17 October 2018

Íde is principal of Gaelscoil Mhachan, in Mahon, Cork. She is a founding member of Cork Primary Principals’ Network (now IPPN Cork) and also of IPPN. She served as Chairperson and Treasurer CPPN and as Treasurer of IPPN. She has served as County Representative on IPPN National Council for a number of years. A passionate believer in principals’ support groups, Íde set up support groups in Cork and Kerry with Micheál Rea. Íde has also helped organise CPD for principals in Cork. Íde was elected to the Board of Directors of IPPN in 2016.

Published: 11 October 2018

IPPN’s Professional Guidance Team has experienced an increase in the number of queries being received from our members on the options available to them in filling an Acting Post.

Before appointing a teacher to an Acting Post, the Board of Management must ensure that the acting post is warranted.

Acting Appointments may be either:

• Short-term – Absences less than one school year i.e. start during the school year and do not extend beyond the end of the school year
• Long-term – Absences that are a minimum period of one school year

How to fill short-term acting posts:
Acting Principal - The Deputy Principal should be promoted to fill an Acting Principal's post. If the Deputy Principal decides not to act, the Deputy Principal’s allowance could cease to be paid for the duration of the acting period. In this instance, the next most senior Assistant Principal I post holder is appointed. In schools without an Assistant Principal I, the most senior suitable Assistant Principal II may be appointed as acting Deputy Principal.

Acting Assistant Principal I – The most senior suitable Assistant Principal II post holder shall be promoted to fill an Acting Assistant Principal I post.

Acting Assistant Principal II - Filled by the promotion of the most senior suitable teacher within the staff.

How to fill long-term acting posts:
A Board of Management may fill long-term acting posts following the same steps as short-term acting posts in the schools.
It is a decision for each Board of Management to decide on the options to fill an acting post in the school which meets the leadership demands of the role and is considered to be in the best interests of the children. A Board may decide to fill these posts through internal competition.

Click here to view DES Circular 63/2017 - Leadership and management in primary schools