IPPN

Changing Ireland- past and present perspectives

A chomhghualaithe, a chomhpháirtithe agus a chomhghairmeoirí i saol an oideachais agus lasmuigh, a Aoíanna speisialta a tháinig chugainn anocht ó chian is ó chongar, A chairde uile atá anois mar chuid de chomhluadar IPPN, is ormsa a thiteann sé don dara uair failte mhór chroíúil a chur róimh uile chuig an tríú comhdháil déag de Líonra Phríomhoidí Bunscoile Éireann.

Tá an Chomhdháil seo ag bailiú nirt ó bhliain go bliain agus tá uasmhéid de 700 príomhoidí ag freastal ar an gComhdháil seo le linn na deireadh seachtaine. Ní beag san mar uimhir - agus ar ndóigh is mó go mór an tionchar nuair a cuirtear san áireamh go bhfuil an slua atá anseo bailithe bainteach le pobail agus paróistí oideachais ó iar-thuaisceart go hoir-dheisceart na tíre.

Táim tuisceanach agus dóchasach agus eolasach ar an tábhacht a bhaineann leis an gComhdháil seo daoibhse mar phríomhoidí, agus d'ár n-aíonna speisialta freisin, agus muid ag díriú isteach ar chaint agus díospóireacht ar athraithe atá tarlaithe agus le tárlu fós ar fud oileán na hÉireann.

I'm very pleased that almost 300 principals of the 750 present here tonight are at an IPPN Conference for the first time and particularly pleased that we have the highest ever number of teaching principals present. 'Changing Ireland' is our theme. We all have our own stories to tell. I'm a child of the 50's (mid- 50's, I might add). Some of you here are older, most of you younger. That's very noticeable actually!!

We can all however reel in the years and hopefully you will take time to share some of your own story with others as we reflect on a changed and changing Ireland and your diverse roles as leaders and agents of worthwhile change in our schools and education system.

What changes could we talk about?

We could compare the Ireland of emigration that haemorrhaged so many of its citizens to other countries with the Ireland that now plays host to 400.000+ immigrants. This is possibly the single biggest demographic change in Ireland since the famine. We often acknowledge and celebrate our Irishness in countries throughout the world that accepted and accommodated the Irish diaspora. How ready are we at school and system level to reciprocate and accept the challenges and opportunities that a multicultural society presents?

We could discuss the Ireland of the telephone kiosk and telephone operator that now looks on with increasing amazement at the Ireland of internet, e-mail, mobile phones, texting, Bebo, Utube and now the iphone being the latest technological innovation to be launched. How up to date, trained, resourced and supported are we in our schools and in our education system to utilise this technology?

We could bask in the glory of the Ireland that is synonomous with sport and take pride in the achievements of our many sports stars. How seismic a culture change is it that the GAA is now facilitating the exciting prospect of soccer and rugby being played in Croke Park? Who would have thought it possible 5, 10, 50 or a 100 years ago? Who would have thought we would have the GPA- a dedicated professional body for players?

Come to think of it, who would have predicted 10, 50 or a 100 years ago that IPPN would exist as the professional body representing school leaders?

It's only one of many changes we are witnessing. Our schools are microcosms of Irish society and are mirroring and adapting daily to challenges and opportunities in a 'Changing Ireland'.

Stories of our professional lives as teachers and school leaders in the educational context and landscape of a changing Ireland will no doubt also be shared. Enjoy the opportunity because you deserve to celebrate your role as a leader and driver of change in your school community. Multiply your individual effort by 3,300 and you will see the power and potential of what can be achieved collectively. This is the power and potential that IPPN has unleashed since its formation in 1999.

Nelson Mandela once said: " there is nothing like returning to a place that remains unchanged to find the ways in which you yourself have altered"

I want to return for a moment to tell a little of the story of my own school, Scoil Náisiúnta na Gráinsí, Cluain Meala and to let these pictures and observations help us to reflect on changes common to many primary schools.

The school you see in this photograph was built in 1857 and educated boys and girls schools for almost 100 years through and bad time and bad. You see here the Principal Teacher's residence built in 1858 and presented as a wedding gift to the then Principal of the Boys' School Thomas Hackett and his wife Bridget, who was Principal of the Girl's School - a perk of the job and a sign of the status given to the role of Principal.

Staff and 81 pupils move into their new school. You can see that hurleys are prominent. There is a certain irony still talked about locally that the principal who started all this was a Kerryman. One of his most famous past pupils was Michael 'Babs' Keating who left Grange NS in 1955, (and I'm speaking as a proud Tipp man here) to go on to enjoy a very successful hurling, football and managerial career.

Here you see the latest chapter in our story as the Minister officially opens our long awaited new extension of which we are all justifiably proud.

Here are my predecessors. Paud O Shea,on the left, a Kerryman born in, (I had better be careful here) Dingle-Daingean Ui Chúis-An Daingean? Who took over in 1948 from his predecessor Seamas O Maolchathaigh, who was appointed in 1904. I am only the 3rd Principal Teacher to serve in Grange National School in the last 100 years.

I can't see the next 100 years of education in Grange being led by just three principals. Can you for your school? I don't think that any one individual, no matter how good he or she is, will be willing or able to sustain the responsibility and challenge of principalship for periods of 40+years. Professor Michael Fullan's recommendation about offering new principalships on a 5-7 year contract seems like a viable solution.

I wonder what changes in the role of Principal we would talk about if we, the three principals, had the opportunity to reflect on education in a 'Changing Ireland'.

An bhfuil morán oibre ar siúl ag príomhoidí inniu? Sin ceist a chuirfeadh siad orm, b'fhéidir.

Where do I begin? I could start by showing them this diagram

Children -All 455,000 of them. They provide us with daily challenge and opportunity. -Newcomer children from other countries would have been rare in former times. -Corporal punishment has gone thankfully. Codes of behaviour and discipline are now the norm.

Teachers and other staff:
- They are the life blood of every school. - My colleagues would surely be impressed with the 23 volumes of the Curriculum that sit on every teacher's desk. -I could confuse them by talking about LSTs,RTs,VTs,ELTs,,RTTs and of course SNAs, Secretaries and Caretakers. -What would they think when I tell them that we are still paid on the basis of the number of teachers in the school regardless of how many SNAs and other staff we are responsible for!!!

Principal:
-We are still there leading the teaching and learning. -I would explain that we are also called CEOs, Administrators, Managers, Curricular Leaders, Organisational Leaders, Instructional Leaders, Transformational Leaders,

-With all these titles Paud and Seamas probably wouldn't be too surprised, or upset, to hear that Principals were looking for a Separate Salary Scale like all the other management positions in the public service.

DES: They would be familiar with buildings and payments and I reckon we could share a few good stories on inspections and WSE, Patron, Management Bodies, Diocesan Secretaries: Some new additions for discussion here such as Gaelscoileanna, Educate Together, Boards of Management: Only in since 1975 and now set within a legislative framework. Still totally voluntary. Plenty of material for discussion here.

Parents: Not too involved in past times. Proactive and generally supportive education partners now.

Community: Lots of changes but each community values its local school â€Â¦Ã¢€Â¦.no matter what size. It would be nice to know what the official policy is for the future of smaller schools.

Media: Plenty happening in education. IPPN and principals are getting the value of leadership message out.

Society: Celtic Tiger is setting the pace. The school is now a microcosm of society.

Unions: Common ground certainly. A common purpose - we're working on it.

Oireachtas Legislation/Courts: Not much of it in past times So much policy seems to be decided now in the courts.

Insurers: Can't risk being without itâ€Â¦Ã¢€Â¦..

Statutory Agencies: Not many of these in past times. All important and relevant now but heavily dependent on co-operation and commitment from principalsâ€Â¦Ã¢€Â¦Ã¢€Â¦Ã¢€Â¦..

Deputy Principal and ISM Team: The administrative and managerial workload was much less and easier to share in past times.

Having compared and contrasted the role and workload implications between past and present eras Seamas and Paud would probably be VERY VERY glad that they had passed on to their eternal reward!!!

I forgot of course to tell them about IPPN.

Are there any constants over the 100 years that we should value and retain in our profession?

Seeing as I am in the county of Kerry we could source an answer from Bryan Mc Mahon the author of that wonderful book 'The Master', who as a principal and teacher left ( and I quote) "the track of his teeth on a parish for three generations". We have the same potential to do good or harm in our role.

Bryan identified 'dedication', 'a love of learning, 'cultivating a sense of wonder', 'acting in harmony with the traditions and culture of the school area' and, I particularly like this one, 'pacing one's energy and maintaining economy of effort' as desirable characteristics. I'm sure we could all add to that list of significant characteristics and constants in leadership and teaching. My own constant would be respect. I try to show and earn respect in the way I fulfill my role as principal but I also expect to receive it from those I deal with.

Bryan obviously showed and earned respect in his role as Principal Teacher and radiated that in his conversation and stories. He, like any good principal, wasn't blind to or uncritical of the faults and inadequacies of the education system and brought about many worthwhile changes during his time in Listowel.

If Bryan was positive about his job so also are principals in general as is shown by the results of our pre-conference survey. Principals' main feelings are those of being challenged in the job, yet enthusiastic and happy about their work. Most principals feel valued and supported but are also tired, stressed, anxious and somewhat overwhelmed by the challenges of the post. Half of the principals responding to the survey are full-time teaching principals which of course is an added factor.

One of the reasons we can feel overwhelmed at times has to do with the requests and requirements contained in circulars and correspondence.

"Death by circular is the norm - it just arrives and my workload increases" was how one principal described it.

"How many of the drafters of Circulars have job shadowed a principal for a day or have been in a school?" was another question asked.

"Is there any chance of a victim impact statement or a risk assessment under health and safety regulations of all department circulars and other correspondence?" was a question that caught my eye.

These three boxes contain all the circulars, DES returns, salary claims, grant claims, correspondence to DES and other Education agencies, BOMgt correspondence, applications for teaching, ISM and SNA posts, reports, journals, junk mail, entries to competitions, surveys, requests for passport forms, references and work experienceâ€Â¦Ã¢€Â¦Ã¢€Â¦to name but a few that arrived in most schools in 2006. All these come with workload implications, even if it is only to shred some of them. As I pointed out to the Minister at a meeting in November last, "IPPN is solution driven and we never raise an issue without also proposing a solution".

With this in mind

I am recommending that every new circular and initiative from the DES and other agencies dealing with schools be given a "Principal Impact Assessment" by the DES, Mgt Bodies, INTO and IPPN prior to issue. It could be part of a health and safety risk assessment for principals that might become known as the PIA Process!!!

The basic message here is PLEASE don't send us out any circulars, correspondence or requests for information that increase our workload without also taking into account the time, capacity and resources, human and otherwise that are available and required in schools to deliver that workload.

What else needs to change? I believe we need to look closely at the potential of distributed leadership and In-School Management.

Our capacity to deliver as principals is very much allied to the model of distributed leadership that empowers and values the leadership potential of all members of staff, teaching and ancillary and let's not overlook the leadership potential inherent in children. The IPPN 'Giorraíonn Beirt Bóthar' report to be launched tomorrow challenges principals and deputy principals to 'realise a shared leadership vision for schools'. Another part of that vision is the potential of In-School Management.

IPPN was invited to be a member of the DES Working Group on Principals' Workload and In-school Management. It has met irregularly over the past two years and has focused primarily on the revision of the ISM Circular, a review which was supposed to have been initiated at least 5 years ago. We persisted in having the Circular updated and revised. We consulted with you and provided a vision document on ISM for consideration by all the education partners and you our members. A revised Circular, with significant input from IPPN on the areas of time, appointment procedures and criteria was presented at our meeting in December but will now be finalized within the industrial relations arena between the DES, Management Bodies and our Trade Union.

This is one circular that could really make a difference if it addresses the need for teamwork and flexibility in sharing the day to day management and workload of the school through facilitating and requiring best practice in relation to ISM.

It is long overdue.

(Picture of child and calf ) No! You're not at the IFA Conference! I want to talk first about the calf in this photograph.

We have a Bovine Database to trace all cattle movements from birth to death or export. That calf within a few weeks of birth is tagged. The number remains with it right throughout its life. The farmer posts the details of that calf to a company authorised to operate the database on behalf of the Dept of Agriculture. Farmers, who have the IT capacity to do so, are now providing this information on-line. The information is then recorded onto the national database as are all further events relating to the animal.

Could we and should we have a national database for our primary schoolchildren?

I don't think I need to convince you of the value of having such data available to inform educational planning, policy and distribution of resources at school and system level.

In a changing Ireland that claims to be one of the leading countries in Europe I believe that it is time to harness the potential of the IT world to produce a national database for all primary school children. This already exists for secondary schools. Are we to be once again the poor relations? We have pressed this issue at different meetings with the DES and have offered to assist with research and piloting this worthwhile and necessary change. While we are aware that some discussion has taken place it is not good enough to be told that "we will look at it when we have the On-line Claims System (OLCS) up and running".

I am calling tonight for the introduction of a national database for our 455,000 primary school children as a matter of urgency.

Currently, we can more readily access information about this calf than this child! This is not acceptable in the 21st century.

As you know we have regular on-going meetings with the DES and the other education partners which is an acknowledgement of the importance and value of consultation with IPPN as the recognized professional association for school leaders. We are in there on your behalf asking the relevant questions and proposing solutions. Getting agreed consensus and support for worthwhile change is a real challenge and the voice of leadership needs to permeate all discussions on proposed changes on the educational landscape.

It is for this reason that we have requested the that IPPN should be granted 'Designated Status' which requires the DES and other statutory bodies to consult with IPPN as the officially recognised professional body for the leaders of Irish Primary School

It would be an important and welcome public acknowledgement of your key role as managers and leaders of teaching and learning in your schools and of IPPN's role in representing, resourcing and supporting you in those management and leadership roles.

On a personal note, I am really enjoying my term as President.

I have the privilege of meeting so many principals and deputy principals at our network meetings and events and in many cases in your schools. Thank you for your support and encouragement.

Working closely with the national committee, executive and especially the dedicated team of support office personnel led by Seán is heartening and inspiring.

I really appreciate the good wishes and support the parents and community of Grange NS and most especially of the Board of Management. I am delighted to have the Chairperson Liam Ahearn here as our special guest tonight. I particularly want to acknowledge the leadership and commitment shown by acting Principal Louise Tobin, acting deputy principal Marie Keating and all the staff. You'll be delighted to know that the school is thriving in my absence - a good sign of distributed leadership.

I could not fulfil the role without the on-going support, encouragement and tolerance of my wife Sheila, my children, Catherine, Conor and Róisín and my friends and colleagues in Tipperary.

One of the highlights from an IPPN perspective in 2006 was the honour bestowed on IPPN's 1st President Jim Hayes in being awarded the Allianz Scoil Treasa Award for Services to Education. Jim was the first to state that this award was also "a tribute and acknowledgement of the success of the collective efforts of all IPPN members over the last 6 years". The recognition and acknowledgement of Jim's part in this is a particular source of pride to us all.

Another source of pride to us all is the recent appointment of Maighread Ni Ghallachóir to the National Council for Special Education. Many of you will know her as Maighread Benincasa from the networking@ippn.ie. Comhghairdeas.

Finally, as Principals we aspire daily to good quality leadership and management and for 7 out of every 10 of you good quality teaching also. IPPN will continue to challenge, resource and support you, and also the education partners, in our common role as drivers and practitioners of worthwhile change and best practice in a 'Changing Ireland'.Bainigí taitneamh agus tairbhe as na laethanta agus na hoícheanta seo le chéile.

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Speaking on RTE's Morning Ireland today IPPN Director Seán Cottrell said "Principals, teachers and parents should not have to fundraise for basic running costs for primary schools. Fundraising for survival takes from the core business of school which is teaching and learning. If schools operate strictly on government funding, many schools would be forced to close between February & Easter."

A recent survey of 200 primary schools conducted by IPPN (the Irish Primary Principals Network) has found that 97% of our primary schools do not receive enough to cover their basic running costs and 80% of schools depend on fundraising from parents to cover the shortfall.

Primary schools get €161 per child every year. This is to cover the basic costs of keeping the building open and operating so that teaching and learning can take place. It is meant to pay for heat, light, insurance, telephone, cleaning, and security as well as Art and Craft supplies, PE equipment, science materials, books, software and other educational resources for use by children. The average grant for the schools surveyed was €25,000. Their running costs averaged €48,000. The shortfall was €23,000 or nearly 100% of what they received from the Exchequer.

"This survey shows that our primary schools are receiving only half of what they need to operate." said Seán. "Paradoxically, when a child leaves primary and starts in a second level school, the grant changes from €161 to €316. This begs the question: Does it cost less to heat, clean and insure a building with 200 four year olds than a building with 200 fourteen year olds? "

Almost half of the schools surveyed operate from a bank overdraft for part or all of the school year. Schools open each year in September but do not receive the first part of their capitation grant until January. "We are in the vicious circle that any fundraising goes into the black hole of an overdraft. The bank has refused us an extension to the overdraft facility and is looking to get us to take a Term Loan to help us." reported one principal.

Tomás O Slatara, President of IPPN said. "If we are serious about education as a driving force for economic competitiveness, we must at a minimum double the investment in the basic running costs of schools. Schools are depending on the goodwill and financial support of parents to keep the doors open. This is not how it should be in times of prosperity."

"Garda superintendents and chief fire officers do not have to fund raise to meet the running costs of their stations. The time and energy I spend fundraising is time lost from teaching and learning" stated one principal in the survey.

IPPN Director, Seán Cottrell is calling for

* An independent analysis of the actual running costs of schools. * A serious debate involving all education partners * An end to fundraising in schools for basic running costs

"We are going to invest billions through the National Development Plan - gone should be the day when the next fill of oil in a primary school is dependent on the cake sale."

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Good morning everybody. I must say that I am delighted to be here in Killarney in the company of such an esteemed gathering of 750 school leaders, most-welcome guests, colleagues and great friends... I wish to thank you, Minister, for addressing our Conference and for your strong support for IPPN. We admire your enthusiasm, energy, commitment and high visibility in your role as Minister. You have succeeded in increasing the primary budget, especially for buildings, Education Disadvantage and Special Education Needs. We also acknowledge your initiative in authorizing 20 substitute supply panels for Teaching Principals' administration days. We are especially grateful for your announcement today granting Designated Status to IPPN. This affirms the value placed by your Department on IPPN as an Education Partner.

IPPN is a solution-driven professional body of school leaders and we are committed to working with you and your officials in delivering real improvement in primary education. I would specifically like to acknowledge the support of Secretary General, Brigid McManus and Chief Inspector, Eamon Stack, as well as Martin Hanevy and Paul Ryan for our Professional Development programmes. In tandem with the work of LDS, this investment in school leadership is beginning to make a difference. We do appreciate your practical support as we seek to enhance the quality of school leadership.

Last evening you heard our President address the Conference theme, Changing Ireland, in the context of change as an adjective - how Ireland has changed and continues to change. This morning, I will explore the conference theme looking at Change as a verb, and the actions that need to be taken if we are to achieve real improvement in primary education for the benefit of all children.

Principalship in a changing Ireland is a significant challenge. For many, it feels more like a crisis. While my Chinese isn't great, I understand that the word 'crisis' in Chinese is represented by two symbols: one of which means "challenge"; the other "opportunity". My case to you this morning is that if school leadership is to be really effective in a time of constant change, we must find the courage within ourselves to define our role as Principal based on what we can, rather than what we cannot .. do. Principalship has lapsed into a state of disempowerment rather than empowermentâ€Â¦.. Later on, I will examine how the role of Principal needs to change and the responsibility we, as Principals, must take for those changes. But first, I want to take a closer look at the system itself.

The first person I heard talking about openness and change was Mikail Gorbachev when he introduced the notion of "glasnost" and "perestroika" - that by the way is the full extent of my Russian! The 1990s gave us a new culture of transparency and accountability. Nowhere has the appetite for accountability been greater than in education. The public now has full access to Whole School Evaluation reports online. But it strikes me that it is not entirely balanced or fair to focus all evaluation and accountability at the unit of service delivery, namely the school. Would it not be reasonable to also evaluate the system that controls schools including education policy and resources? What about if we were to have REAL WSE â€Â¦Ã¢€Â¦ whole SYSTEM evaluation?

Let's start by looking at the strengths of the system. Ireland has gained an international reputation for having a high standard of teaching and learning. We have a strong tradition of placing great value on education. The teaching profession has always been held in high esteem. Our teachers and Principals are highly professional and committed to their work. Practising teachers and Principals are engaged in designing and delivering Professional Development programmes. Our children are ambitious and eager to learn. Parents support their children's education and have opportunities to work closely with teachers. We have a Minister who is passionate about education and has brought it right to the centre of Government policy. We also have a Secretary General who is open to new ideas and focused on strategic planning and change. The Inspectorate has evolved from traditional Inspection to a research & evaluation role. Progress is being made towards the inclusion of all children in our schools. There is a growing emphasis on research and the provision of support programmes for teachers. The importance of leadership as an agent of positive change is becoming part of mainstream thinking.

This description of the strengths of our education system, is by no means comprehensive but nevertheless, profiles much of what is good about it.

Let's now look at some of the key weaknesses or, as they are called these days, areas for development bearing in mind the National Development Plan and Towards 2016.

Where better to start than with Funding. The rising cost of running a primary school continues to outstrip the rate of increase in grant aid. In our recent research you told us that your school is only funded to the tune of approximately half of its actual running costs. Successive governments must STOP regarding primary education as a charity - - particularly at a time when Ireland is one of the richest nations in the world.

Most schools are left to operate with part-time secretaries and caretakers, barely earning the minimum wage. And by the way, could someone explain to me, as I'm a little bit slow on the pick up, why a 13 year old in a secondary school needs twice as much heat, light, insurance and cleaning as his 12 year old sister .. across the road in a primary school? Is this not a form of educational apartheid?

So what's needed? Apart from capital investment, funding the everyday running costs of primary schools must be brought into line with that of second-level schools. This funding must be based on the number of children enrolled in the current school year and issued on a monthly basis. Secretaries and caretakers must be paid by the Department with secretaries given the same terms and conditions as Special Needs Assistants.

Next, I want to look at the role of the school itself It seems to me that just about every government department, statutory agency and lobby groupâ€Â¦ focuses on the primary school to solve all of the ills of modern society. There has been a progressive overloading of the Role of the School leading to expectations that are unreasonable and unsustainable. Some Teachers and Principals are being asked not just to educate children, but to feed, clothe and vaccinate them, to act as surrogate parents, amateur psychologists, social workers, paramedics and providers of crèche facilities. There a long-term risk that families will become even more disempowered by their over-dependence on schools in serving the basic needs of their children.

The time has come to re-examine the main purpose of the school. If the school is going to become the point where more than educational services are delivered, then the design, planning and resourcing of schools must include facilities and professionals for the relevant disciplines. The provision of comprehensive services to children is essential but not at the risk of compromising the core function of the school.

The Revised Curriculum is undoubtedly something we are all proud of. However, the myriad additional agencies and support services that now interact with schools collectively consume so much time and energy from teachers. Teachers that are already challenged with the detailed planning practices associated with 11 different subjects. We may yet see proof of the theory that "the thickness of the planning file is inversely proportional to the quality of the teaching". Within a few years, we may well be redirected to concentrate on literacy and numeracy because of falling standards â€Â¦.exactly as happened in England. To address this growing concern, I want to repeat IPPN's call first made in 2005 to re-structure the main support programmes - School Development Planning, Curriculum Support & Special Education Support - into one, locally-based, professional support service offering a more coherent, and less intrusive interaction with schools.

Last evening you heard our President describe one of the biggest demographic changes in Ireland since the Famine - the arrival of the New Irish. We-are, at best, struggling to embrace these changes in our schools. The Department has consulted widely in the last year and is aware of what needs to be done, particularly in relation to improving the quality and accessibility of language support services. Improved services are urgently required if schools are to meet the needs of these children. However, a much bigger challenge to be resolved is the uneven distribution of New Irish children among schools. This is an issue which equally applies to children from disadvantaged homes, Traveller children and children with Special Education Needs.

Complex problems require radical solutions. IPPN proposes the creation of a pre-school facility similar to Early Start which can deliver as a key objective, a language competency that enables every child to commence Junior Infants without disadvantage. Such pre-schools would also facilitate other children who have been identified as requiring pre-school language support. Furthermore, schools must be resourced to employ people with the appropriate skills in translation, language teaching and cultural education as Integration Support Assistants.

Affirmative action must be taken to address the unequal distribution of New Irish children in schools. Factors such as language groups, access to rental accommodation, transport and jobs tend to create concentrated enrolments of New Irish in certain schools. There is anecdotal evidence of some schools deflecting applications for enrolment to other schools in their area with a more open door policy. All Principals have a moral responsibility to be fully inclusive in this regard. Two actions are required: first, we need a comprehensive audit of all school enrolments from the New Irish community. This will enable strategic planning to be based on facts rather than estimation. Second, the Department should engage its Regional Offices in the coordination of enrolment applications from the New Irish community. While this may require an amendment to the Education Act, I believe it is necessary if we are to address this fundamental issue. It will not resolve itself.

Moving on to technology, nine years ago, we were getting ready to embrace the digital revolution in schools. We all know what happened - a digital damp squib. Now there's a huge difference between the ICT haves and the ICT have-nots depending on a school's fundraising capacity. This means that children's access to technology is unequal. How many of our children will be dunces in the Knowledge society?

What needs to happen? First, looking at ICT as a tool for learning, we urgently need to develop a strategy which will enable the delivery of the curriculum for all children through appropriate technologies. Start by targeting one core subject such as Mathematics and make ICT the vehicle through which it is delivered for every child. This strategy must fully integrate pedagogy, training, software, hardware and technical support, with multi-annual funding for ongoing reinvestment. Second: It is both urgent and important that the Department commences work on a National Pupil Database. This must be capable of capturing information from schools electronically and sharing this information where relevant.

Let's now talk about the "elephant in the corner". Teaching Principals lead 7 out of every 10 schools. They account for almost half of all primary children. We know from research that the quality of education in smaller schools is excellent. We also know that such schools are crucial to their communities particularly given the disappearance of most other services in rural Ireland. Why then are virtually all Department policies & programmes designed for larger schools and single-grade teaching? Is there some secret strategy to have fewer, larger schools? If so, how could such an arrogant approach be justified? What IS the Department's policy for small schools? Does it have one? If not, why not?

Three actions are required as a matter of urgency if we are to show even a modicum of respect for the needs of the parents, children, teachers and Principals of small schools.

First, small schools must be facilitated to form clusters enabling them to access the facilities of full-time secretarial, caretaking and other shareable resources. This would allow small schools to create a critical mass, and acquire the benefits of larger schools.

Second, Teaching Principals must not be prevented from filling the role of support teacher.

Third, systematic and sustainable support must be provided for Teaching Principals. This will allow meaningful time outside teaching hours for instructional leadership and school management.

To achieve this, IPPN is calling for a radical change to the current redeployment panel. This would involve the creation of new supply panels for clusters of small schools. Teachers who become available through redeployment are allocated to a cluster of five small schools. This will provide guaranteed substitute cover on a rotational basis for those Teaching Principals. Minister, I urge you to take this as an absolute priority from this conference.

The last system weakness that I want to refer to today has to do with recruitment and retention of Principals. A system that recognises, but fails to reward the leadership role of Principal has to be questioned. All legislation and policy confirms the Principal as the pivotal person to lead school improvement. Yet Principals continue to be rewarded as a teacher with an add-on allowance for their leadership role. The opportunity to review pay comes just a few times over the course of our careers. Our research evidence points clearly to the need for a different reward system that is based on a separate salary scale. IPPN argues that this is the only strategy that will reward the leadership role and provide incentives for teachers to seek promotion to Principalship. Tweaking the allowances alone, fails to address the key issues. Principals are required to fulfil a 21st century leadership role while rewarded on a 20th century model.

IPPN has no direct role in this process. However, on your behalf, we have conducted research, consulted with members and published our findings. We have presented a clear goal and a viable strategy to our Union. The responsibility now rests with THEM to deliver this time for Principals.

In summary, we have a lot to be proud of in our education system. But we must not live on past glories and continuously play catch-up. If we want Ireland's next generation to enjoy our current prosperity, we must not just compete with the best education systems in the world, we must surpass them. This is absolutely achievable but it will take vision, leadership and, above all, the courage to act. Perhaps it's now time for people with the courage, vision and decisiveness of a Donagh O'Malley to show such leadership - this time for PRIMARY education.

Having looked at strategies to address some of the weaknesses in the system, we must now turn to Principalship itself and how it needs to change. Evidence from our recent research confirms that most of you love your jobs! You feel privileged to be able to guide your team of teachers as you influence generations of children. Why then are so many Principals not getting job satisfaction and looking for a way out? The simple answer is that you have been let down. You have been overloaded and suffocated by work imposed on you by others. You either feel guilty about the quality of teaching in your own classrooms or, in the case of Administrative Principals, feel guilty for not having sufficient time to influence the quality of teaching and learning across the school. Perhaps it's time to develop the Stay Safe programme for Principals - Say No, Get Away, Tell Somebody.

However, sometimes we neglect to speak about the Principals who have courageously defined their own roles in an effort to manage rather than react to change. What sets them apart is their courage, creativity and their healthy lack of respect for the status quo. They are driven by a passion to make a difference for the children in their care by doing whatever it takes.

The Department's decision to relieve Deputy Principals in larger schools of their teaching duties is a welcome case in point. More than ten years ago, some Principals took the courageous decision, with the backing of their Boards, to free up their Deputy Principals. And now we see policy following the lead of good practice. This, by the way, must be extended to a far greater number of Deputy Principals.

Courageous leaders often don't conform and either get themselves into deep trouble or become the evangelists whom others later seek to follow. Such people rarely look for permission - only forgiveness. Thinkâ€Â¦

As Principal teacher you have experienced phenomenal levels of change both in your own role and in the lives and work of the children, parents and teachers you encounter on a daily basis. Sometimes we forget the extent to which those very same people look to you - the Principal - as the one who can change things for the better.

So what does this mean for us?

It's time to stop waiting for good policy to arrive and start pioneering your own best practice. After all, has good policy ever emerged in the absence of good practice preceding it? Think of Special Schools and special classes.

However, for Principals to develop best practice, we must have a strong moral compass. We must be able to differentiate between "doing the right thing" and "doing things right". To achieve this, it is necessary to boil down Principalship to its fundamentals - our job is essentially to make sure that what we do individually and collectively is in the best interest of all the children in our care.

Naturally, every leader has to be accountable. Legally, Principals are accountable to their Board, Patron, Minister and to the Law of the Land. As Principals, we are also accountable to our own moral conscience and to the children who enter our schools every day. If we use our moral accountability as a guiding principle, we will be less inclined to feel restricted by the 'what ifs' and the 'if onlys'. We need to become greater risk-takers. I think it was Michael Fullan who said "it is a far greater risk to maintain a dysfunctional status quo" .

Sometimes, being a leader means not being over-compliant. Sometimes the leader has to be subversive, not afraid to challenge the system and upset the status quo. They like to comfort the afflicted and to afflict the comfortable.

So, how do I become the change I want to see? If I want to reclaim my role as Principal as well as get job satisfaction, I need to be absolutely clear in my mind that when confronted with difficult decisions, I focus on what is the right thing to do for all the children in my care. I need to know that I have the right to say yes and no, the right to delegate, and the right to expect support from my peers and those to whom I report. The key message I want you to take from today is that you are NOT alone, that there IS support and that you CAN act.

The one thing that I am certain of is this: the Principals I know who love their jobs are the ones who are clear about the purpose of their role and who get a buzz out of putting their own stamp on change. They are the ones who invest in their own personal and professional development and who have developed a strong survival instinct. These are the qualities that I observe in the Principals who have stepped forward to drive the Irish Primary Principals' Network. Each and every one of you, through your membership, can take credit for IPPN. It, is indeed, living proof that collectively, school leadership is a powerful and positive force. We have established leadership credibility and are in a strong position to influence change.

Minister, we have the leaders with the experience, the commitment and the passion to bring about dynamic change in Irish primary education. You have at your disposal this potential which is waiting to be unlocked. Minister, you hold the key. Empower principals now with the supports we need. Just imagine what we can achieve.

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