IPPN

EPSEN Act Review

Published: 26 January 2023

Minister Josepha Madigan recently announced a review of the Education for Persons with Special Educational Needs (EPSEN) Act 2004. The purpose of this review and consultation is to ensure that legislation on education for students with additional needs is fully up-to-date, fully operational and reflective of the lived experiences of students and their families.

The Act states that " a child with special educational needs shall be educated in an inclusive environment with children who do not have such needs unless the nature and degree of the needs of the child is such that to do so would be inconsistent with (a) the interests of the child as determined in accordance with any assessment carried out under this Act, or (b) the effective provision of education for children with whom the child is to be educated."

Consultation with all relevant stakeholders is central to this review and it is hoped that there will be strong engagement with the process. IPPN is aware of the issues and challenges for schools and school leaders in the provision of education for students with additional needs. IPPN is also aware of the changed and changing educational landscape since the Act was passed in 2004, with some sections of the Act not yet commenced. You are all aware of the barriers to provision in your daily work in schools where the vision of the Act does not bear out the reality in schools. You hear this daily from staff and in your communication with parents who only want the best for their children. The consultation process will end on March 3 2023.

Now is the time for your voice to be heard by engaging with the consultation process through an online survey that can be accessed via the department's website: gov.ie/epsenreview

Research on the Role of the Deputy Principal

Published: 26 January 2023

A research team in Maynooth University has received ethical approval for a proposed research project entitled – Deputy Principals, a hidden asset in schools? The project seeks to construct an understanding of how the position of Deputy Principal is enacted in Irish primary and post-primary schools and how its potential might be more fully realised in post Covid-19 school environments. The intention is to illuminate the strengths, satisfactions and challenges of the position with a view to establishing pointers to a more nuanced appreciation of the possibilities of deputy principalship to enhance students’ learning and the sustainability of schools.

The research team wishes to engage directly with Deputy Principals and would welcome the completion of a short online questionnaire by as many DP’s as possible as part of the initial phase of the research. This research is closely aligned with the ongoing work on IPPN’s Sustainable Leadership project.

Click here to complete the survey

Professional Guidance - Class Allocation (Permanent / Fixed Term Staff Only) Consultation Document

Published: 26 January 2023

DE Circular 16/73 states that the principal teacher “should arrange a fair distribution of teaching duties among the staff, taking into account the needs of the pupils and the abilities, experience, personality and preference of each teacher. S/he should utilise the services of staff with special qualifications or aptitudes in an organising or advisory capacity.” All teachers employed by the Board of Management are expected to be available for deployment in any position across the school.

Having regard to the conditions outlined in circular 16/73 staff can be invited to indicate their preferences. Teachers could be encouraged to indicate their preferences regardless of whether a vacancy exists in any area. They should be reminded that this is only an expression of interest and is not binding. The final decision on class/role allocation rests with the principal.

Staff could also be reminded that reference to their preferences can be made if a vacancy were to arise during the next academic year.

It might also be useful to reference the Teaching & Learning Dimension in Looking at our Schools, which highlights the 4 key domains under Teaching & Learning: Pupil Outcomes, Pupil Experiences, and Teachers’ Individual Planning & Teachers’ Collective Planning. Effective practices relating to Teaching & Learning underpin every role in the school.

Finally, staff should be encouraged to indicate their preferences vis-a-vis mainstream and support roles. Some principals like to ensure that every staff member puts down a mainstream class, even where they prefer a support role.

Some thought should be given to rotation policies. Consider a time limit for how long someone can stay in the same role. Home School Liaison teachers are limited to a maximum of 5 years. Moving staff in and out of support positions allows teachers to develop key skills and access specialist CPD. This allows for greater personal and professional development.