10th February 2004 Principals Fight to save Small Schools
Principals fight to save Small Schools
The Irish Primary Principal's Network (IPPN) will publish an interim report on the future of small schools in Ireland at their Annual Conference on Thursday. This research report, jointly undertaken with St. Patrick's College of Education, Drumcondra, examines a variety of options and possibilities that should enable smaller schools to thrive and prosper into the future.
This research document conclusively identifies that -
- The learning experience of children in small schools is comparable to that of children in larger schools.
- There are alternatives to amalgamations.
- International models provide proof that 'clusterings' can work.
- Small schools are an intrinsic part of the social fabric binding small communities together.
IPPN has taken the initiative in this particular area due to the fact that no serious consideration has been given to the future of small schools - over 80% of schools in Ireland can be classed as small schools with the Principal Teacher having full time duties as well as administrative and management functions. In recent times it has become apparent that smaller schools are being allowed wither on the vine.
This report will be the first part of the most comprehensive research to date on this particular subject.
Larry Fleming and John Curran, PRO, IPPN.
10th February 2004 - Principals take the lead in addressing Under-Performance
Principals take the lead in addressing under-performance
At their annual conference today, the largest gathering of Principals ever in Ireland will hear their Director, Sean Cottrell urge the DES and Management Authorities to address the lack of appropriate procedures required to empower principals to manage underperforming staff.
In an age of transparency and accountability schools are coming under greater scrutiny through Whole School Evaluation (WSE). Currently the principal is the only member of staff identifiable in this process. Given that the principal is being held accountable through both legislation and WSE, for the quality of teaching and learning, principals must have the appropriate procedures, training and support structures to manage the performance of their staff.
Underperformance is a very sensitive issue. Because of this it has not been addressed in a meaningful way before now. This is an issue that can affect all members of the school community: children, parents, teachers, principals and the B.O.M. IPPN urges the DES and management authorities to provide training and support in this area.
Most principal teachers report little experience of underperforming staff. On the contrary principals speak with great pride of the professionalism, commitment and amazing goodwill of their school staff. Because the issue of underperformance has never been addressed or researched there are no statistics available to profile the scale of the problem. The incidence of underperforming staff though relatively very small, is a serious problem when it occurs, with broad implications for the entire school community.
The problem can manifest itself in a variety of ways - people who "can't do" the job, "won't do" the job, "won't let others" do their jobs, "behave in a way which negatively effects professionalism and general staff morale". Underperforming staff can include S.N.As, caretakers, secretaries, teachers and principals.
There are currently a number of barriers to managing underperformance:
1. Governance gap - Education Act 1998, Section 24 requires the DES and management authorities to develop procedures for dealing with performance management. None have been developed to date.
2. The Education Act fails to clarify the relative roles of the principal and the inspector in the management of the professional competence of staff.
Meanwhile IPPN advises BOMs and principals to utilise the Dept. of Enterprise and Employment(2000) Statutory instrument when difficult situations arise for discipline of staff in the workplace. This is a generic procedure which can be used in any workplace in the absence of locally developed and agreed procedures.
Larry Fleming and John Curran, PRO, IPPN.
1st February 2004 - Dempsey Ignores School Principals
E-Scéal 25 - Dempsey Ignores School Principals
24th September 2003 - Principals urge that Lessons be Learned
Principals Urge That Lessons Be Learned
The Irish Primary Principals' Network (IPPN) expressed its serious concern at the aspirational level of some key elements in the Education for Persons with Disabilities Bill 2003. In its submission to the Joint Oireachtas Committee for Education and Science yesterday, IPPN Director, Seán Cottrell, called for lessons to be learned from the Education Welfare Act where essential personnel and resources failed to materialise in time for schools to implement the new legislation.
In welcoming the broad thrust of the Bill for Persons with Disabilities, Seán Cottrell stated that the role of Special Needs Organiser (SNO) is critical to the effective implementation of this historic legislation. The Bill in its current draft form places an unrealistic burden of responsibility on the role of principal whilst failing to define satisfactorily and in adequate detail the role of the SNO. Seán Cottrell claims that principals have displayed remarkable commitment to the inclusion and integration of children with disability and special education needs into mainstream primary schools. However, unless the Act outlines an effective, meaningful and clear role for the SNO it is most probable that expectations will be raised by this piece of legislation only to have the hopes and dreams of parents and children dashed by system failure.
75% of all principals of primary schools are also fulltime class teachers. An independent report by HayGroup Management Consultants earlier this year highlighted the already overburdened nature of the role of the primary principal. IPPN believes that the statutory rights of children with disability will be best served through the creation of a network of Special Needs Organisers who will provide a 'one-stop shop' for parents of children with disability. The role of SNO should include identifying and registering children with disability, commissioning the required assessments, facilitating enrolment, designating resources, co-ordinating individual education plans and conducting ongoing reviews. Such a service would radically reduce the need for the use of the Courts as a means of accessing services and would lead to a more equitable system for all concerned.
IPPN urges the Oireachtas to ensure that principal teachers are given meaningful consultation in the evolution of this Bill to ensure that the Act will lead to sound educational practice serving the needs of our most cherished children.
ENDS
For Further information: Tel: 1890 21 22 23 Seán Cottrell (National Director of IPPN)
