IPPN

Published: 17 June 2021

You will have seen the Department of Education’s (DE) Statement of Strategy for the period 2021-2023 in last week’s e-scéal. It is fair to say that we in IPPN are very disappointed that the critical supports needed by primary school leaders are not included in the Statement. While the Strategy focuses mostly on learners, there was an opportunity under Goal 3: ‘Helping those delivering education to continuously improve’, to articulate the DE’s vision for supporting school leadership in a proactive, practical way to be more sustainable. It would have been a very positive indicator to principals and deputy principals that the DE is serious about their wellbeing, as well as the wellbeing of pupils. The only reference to school leaders in the Statement is in relation to the provision of CPD. This of course is crucial, but in no way reflects the key priorities of school leadership. IPPN will continue to advocate for the needs of primary school leaders to be prioritised in our engagement with all education stakeholders, including the Department and the relevant ministers. It will continue to be emphasised that sustainable leadership for all school leaders is IPPN’s number one priority. Chief among the priorities is the workload of teaching principals, particularly those with two or more special. classes in their schools. Administrative status for those principals has to be prioritised.

Damian White, IPPN President

 

IPPN’s Submission
In IPPN’s submission last November in relation to the strategy, IPPN was asked to ‘list 3 key strategic actions that should be prioritised for primary and post-primary education over the next 3 years’ in relation to Goal 3: Helping those delivering education to continuously improve.

IPPN highlighted the following:

1. Sustainable leadership action research, especially in relation to small schools,helping school leaders improve their practice, through significant support and the structures relating to leadership, as well as improving governance and leadership development.
2. To facilitate school leaders’ development, they need time to focus on leading teaching and learning, as well as time to engage with professional learning. Teaching principals need specific support in this regard, including a minimum of one day a week for leadership and management, with a review of the threshold for appointment as administrative principal.
3. IPPN believes that the induction process for newly-appointment principals should be mandatory and enhanced further to ensure all new leaders are fully supported to thrive in the role.
4. A particular action needs to be prioritised around governance and the structures and supports needed to ensure it is effective and sustainable in every school, with a particular focus on small schools.

It also asked ‘How could greater collaboration/engagement benefit students under this goal?’ The response was ‘Putting structures and supports in place to help school leaders to feel sustained and supported in their role would help to ensure improved morale among school staff, increased focus on teaching and learning, and pupil outcomes - Quality Leadership Quality Learning.’

IPPN’s resourcing priorities for consideration:

1. Put one leadership and management day per week for teaching principals on a permanent and statutory footing
2. Ensure that the rebuilding of middle leadership capacity can be facilitated right across the sector in a fair and equitable manner
3. Continue the level of resourcing currently in place for schools to maintain cleaning and hygiene for the duration of the pandemic.