IPPN

Last Updated: Thursday, 03 February 2005 00:00

IPPN Press Release Thurs 3rd Feb 2005

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"Small schools face the same fate as Ireland's rural Post Offices, Garda Stations, and Banks unless urgent action is taken" according to Dr. Mark Morgan, Head of Education in St. Patrick's College, Drumcondra. "New Horizons for Smaller Schools and Teaching Principalship in Ireland" is the title of a report published today by the Irish Primary Principals Network (IPPN) to 750 primary principals attending their annual conference in Citywest, Dublin.

The result of over two years research into the issues and challenges facing smaller schools in Ireland, the study was undertaken jointly by St. Patrick's College of Education and IPPN and looked at ways in which the problems encountered by smaller schools and teaching principals can be overcome. One of the most comprehensive studies ever undertaken in Irish schools in recent years, the study involved consultation with the education partners, review of other research, focus-groups throughout the country, a North-South conference, questionnaires and surveys. It points the way forward for professional and career development opportunities for teachers and enhanced educational opportunities for children. IPPN today calls for urgent action to implement the main recommendations of this report and to start a process which will allow smaller schools to respond to changes in society and be a thriving force in the education landscape in the future.

Smaller schools have a crucial role to play in the educational and community life of Ireland. Research has shown that standards are as high in such schools as in larger schools. "Principals and their staffs have a strong commitment to working in these schools and there is evidence that they present unique educational opportunities for children," said Dr. Mark Morgan, Head of Education in St. Patrick's College.

However, there are also significant disadvantages by comparison with larger schools in terms of the facilities and educational opportunities available to children and especially with regard to the particular challenge presented by multi-class teaching in smaller schools. The report indicates that a major problem in such schools is professional isolation. There is ample evidence that innovation in practice needs a community of peers for support and affirmation. "The small school is very important to the wider community..." points out Tomas O Slatara, Deputy President IPPN and co-author of the report, "Many isolated rural communities are already losing other valued services such as post offices, banks and local shops".

The particular difficulties of teaching principals are also highlighted in the report. Teaching principals struggle daily to fulfil the multi-faceted role required of them as school leaders in the 21st century. Every Monday, over 2,000 primary school principals face into a demanding week, with full teaching duties, teaching mixed class groups and trying to carry out the myriad of other tasks and responsibilities that come with leading, managing and organising a modern primary school. Currently 73% of primary principals are fulfilling this dual role in schools with less than 180 pupils.

The average number of applicants for the post of principal has fallen from 5.5 in 1996 to 2.9 in 2004. IPPN research provides ample evidence that a significant number of principals are 'handing back the keys' and also that many teachers are not interested in applying for principalship. "This is a crucial issue for smaller schools and for the teaching profession in general and there is an onus on all the partners in education to address these worrying trends." The report explores how schools might co-operate and work together in a variety of ways to identify and meet their needs in agreed local clustering arrangements. Detailed guidelines are presented for the development and try-out of such "clusters". O'Slatara is convinced that serious consideration needs to be given to establishing a number of pilot projects and to providing financial support so that smaller schools can work together in meaningful, innovative, local professional development clusters. "This approach presents real opportunities for the further development of this crucial feature of Irish primary education and is a welcome alternative to the politically unpopular options of amalgamation or closure that are the current reality facing many smaller schools."

The consultation with the social partners undertaken as part of the research indicates that such a view is widely shared. There was unanimous agreement about the need for smaller schools to work together and the importance of building on the formal and informal arrangements for clustering that are already in place. "In this report we have examined research from several countries which has shown that significant benefits accrue to students and teachers from suitable clustering arrangements" said Dr. Morgan. He concludes that "One of the key benefits is that clustering arrangements can allow schools to maintain their independence while at the same time linking with other schools to maximise the use of resources and address the issue of professional isolation".

Unless this issue is addressed urgently, we will see more and more smaller schools disappearing from the rural landscape and our children facing long and tedious journeys to school.

ENDS