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NAPDPRINCIPALS AND DEPUTY PRINCIPALS

September 2012

A Publication of National Association of Principals & Deputy Principals

“Young pupils in Ireland, whilst cherishingtheir Irish heritage, are increasingly viewingthemselves as global citizens.” – Unicef

Can we focus on our own well-being whileignoring the welfare of children across the globe?

THOUSANDS OFVULNERABLE CHILDREN

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FEATURES6The hard questions‘Outing’ the elephants in the educational room

By Clive Byrne

8Education AnalysisLooking at the Leaving Cert. 2012–Participation, Choice, Performance

By Seán McDonagh

16Le ChéileA long hard look at the latest edition ofthe NAPD journal

By David Meredith

19We’re all Talented!How local authorities are supporting the arts in schools

By Victoria Durrer

25Welcome to ourMuseum!A national treasure and a learning resource

By Lorraine Comer

27MentoringCreating the student-centered school

By Seamus O’Brien

36Teaching Tables Turned!Wicklow initiative brings young and old together in unique learningexperience

By Fintan Mulligan

REGULARS3EditorialBy Derek West

4CornmarketBack to school Money-Saving Tips

5Principally SpeakingMary and Claire: a new culture of learning

By Maeve Clancy & Derek West

19Arts supplementLaunching Creative Engagement

By Derek West

38Executive Report Recent meetings summarised

By Clive Byrne & Tim Geraghty

28CuramConstructive Negotiation

By Luke Monaghan

43Allianz“Accidents Occur and are Covered”

ALSO IN THIS ISSUE18Express Yourself!

29NAPD Appointments

30Hampers for Crumlin

31Regional Speakers andTopics

32New Principals and Deputies

42UNICEF Non-uniform day

44Conference Information


COVER PHOTO: FROM CHILDREN’S EMERGENCE APPEAL BY UNICEF

CONTENTS CONTENTS CONTENTS CONTENTS

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Page 36 Page 25 Page 19

Photos: Paddy Boyle

FROM THE EDITOR FROM THE EDITOR

Ringing the Changes

We’re changing the format a littleand we’re changing the name to

reflect the central concern of NAPD –leadership.

We’re entering a year of change, in the curriculum, in personnel, in the waywe look at the task of Principals and Deputies, so we hope to reflect this inthe pages of the Association’s magazine. Our aim is to produce sixsubstantial issues in the course of the year, as well as the annual journal LeChéile, due out later this month.

Many of the regular features from the Executive Report will continue – theUpdate from the Director, details of the proceedings at meetings of theNational Executive. Cúram, Cornmarket and Allianz will bring professionaladvice to readers. Mary and Claire will continue their adventures inmanagement and leadership.

The main purpose in the shifting emphasis of this publication is to enlargethe forum on education – information, analysis and debate. It is veryheartening to see the widening circle of contributors to these pages and myhope is that we will see more educational professionals sharing theirexperiences and their wisdom. If the Association proclaims the twin virtuesof unity and progress – ar aghaidh le chéile! – these pages can be drafted toserve this noble intention.

On a personal note, I’m delighted to welcome Dermot Carney as the newArts Officer. Since Mary Hanley set up the Arts & Culture Committee therehas been a continuous drive to raise awareness of the arts in schools and toalert government departments of the pressing needs of young people inthis area. Our efforts are slowly beginning to pay dividends.

Welcome , too, to Tim Geraghty [actually he’s been in and out of the officefor quite some time now!] who, in the new role of Deputy Director, will actas a crucial support to Clive Byrne – an indication of how the NAPD agendahas grown – and with it the workload of the Director.

Derek WestSeptember 2012

EDITOR:

Derek West

Email: [email protected]

Mobile: 087 289 1443

ARTICLE SUBMISSIONS

Submissions on topics relevant to post-primary educational leadership areencouraged.

DISCLAIMER

Articles produced in this publicationsolely represent the opinions of theauthors and do not necessarily reflectthose of NAPD.

PUBLISHING INFORMATION

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on Facebook, Twitter and Vimeo.

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o: P

addy

Boy

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U P DAT EDirector’s

Q How can you stand over an exam system where astudent is unhappy with an A2 grade because theydidn’t get an A1?

Q Why is the Points System the principal route to accessuniversity?

Q Why does the Third level tail wag the Second leveldog?

Q Why do so many college students drop out after firstyear?

Q What’s wrong with including a personal statementfrom the student and a reference from the school?

Q Why is an effective teacher viewed as one who teachesto the test?

NAPD Director Clive Byrne is not prepared to beat aroundthe bush. He wants real answers to hard questions! This isan extract from his Director’s Update in Le Chéile 6.

Q A brilliant primary curriculum is delivered in too manysmall schools. Is there a way we could look at schoolclusters?

Q Is it right that children begin formal education aged 4?

Q Why do we have a higher incidence of dyslexia inIreland?

Q Why is there little link between the curriculum on offerin 6th class and that which is offered in 1st year?

Q The broad curriculum we offer in our second levelschools is a strength but is it fair to ask students tostudy up to 13 subjects in first year?

Q Why are Irish teachers unwilling to make professionaljudgements about their students for high stakesexams when teachers routinely do this in othercountries?

SO HAVE WE THE COURAGE TO ASK THE HARD QUESTIONS?

Thinkers!

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Well, guys, any answers?

Q How many schools have a learning and teachingpolicy?

Q Why don’t we ask the students what they think?

Q Why don’t we ask the parents what they want?

Q Why does the state pay but not control?

Q In the past were our schools run for the benefit of theteachers rather than the students? How can we run asystem with fewer teachers when there will be 70,000more students enrolled over the next few years?

Q How can we attract more males into teaching?

Q Why is there 26 points on the teacher’s salary scale?

Q How can we empower the 32,000 volunteers from thecommunity who serve on Boards of Management?

Q How can the principal be responsible for educationaloutcomes if he/she doesn’t have control over hiringstaff?

Q Why do many teachers begin and end their careers inthe same school – often the school that they attendedas a student.

Q Where is the possibility for mobility and cross-fertilisation of systems, sectors and subjects?

Q Why do the Finns always come top of PISA?

Is the PISA process reliable?

Q Why is curriculum and assessment run by twodifferent agencies?

Q Why should every student have to study maths thatindustry says we need?

Q Why not award 200 points for Honours Maths, 100 perpaper?

Q Why should there be two Maths papers at all?

Why can’t there be maths for all and maths forindustry?

Q Why are we so poor at Irish after 14 years study?

Q Why is there a media furore when the marks for theoral count for half of the total?

Q Why do second level students have to take a threehour twenty minute exam in English?

Q Why is French the most popular continental languageto the detriment of German, Spanish, Italian &Portuguese?

Q Is the number of second-level schools and competitionbetween them at the core of many problems in thesystem?

Q Why is the competition between schools so fierce?

Q Why is there is a difference between schools in termsof the quality of provision and subject choice for thestudents?

Q Why is there is a difference in educational outcomesdepending on the school you attend? HAVE YOU GOT THE ANSWERS?

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LEAVING CERTIFICATE 2012 – Participation, Choice, Performance

In 2012 the Leaving Certificate examination had about 351,750 subject entries in 43 subjects. This note, by examining aspects ofparticipation, choice and performance in the 2012 school leaving examination, will seek to raise some issues about the potential forimprovement of the Senior Cycle programme. This programme, which serves a diverse population in terms of ability, aptitude and

ambition, seeks to confer knowledge, cognitive skills and generic abilities. It is broadly based and intended to prepare for HigherEducation (HE), for life and employment, for Further Education (FE) and life- long learning. It selects for HE through a Points System,now being reviewed. Its comparative quality is of critical strategic importance.

In Table 1 the 2012 Leaving Certificate subject entries are broken down by level and gender. At one sitting a student can take a subjectat only one level and full-time students typically take 7 subjects.

Seán McDonagh is a former Director of an Institute of Technology and a former University Lecturer in Mathematics. Hewas Director of the Skills Initiative Unit promoting actions to increase the supply of technicians to the Irish economy. Hewas a member of the national Expert Group for Future Skill Needs. Recent activities have included membership of Aninternational group advising on Educational Strategy in the Sultanate of Oman. In recent years he was keynote speaker at aEuropean Conference of the Universities of Applied Science in the Hague and at a meeting of the Danish UniversityColleges at Kolding. He has spoken on education in Columbia and at the national conference of the British EducationalStudies Association.

EEducationBy Seán McDonagh

Table 1 shows that almost 60% of the subject entries were atHigher level with females at 62.6% and males at 57.2%.These figures are somewhat misleading as they areinfluenced by two high entry rate subjects with low Higherentry rates – Irish and Mathematics. If Irish and Mathematicsare removed then the remaining 41 subjects have a Higherentry rate of 71.0% (M 68.6% and F 73.4%) i.e. the greatmajority of entries are at Higher level. Males have a higher

proportion than females at Ordinary and Foundation levels.

In the National Framework of Qualifications (NFQ) theLeaving Certificate is placed at Levels 4/5. Table 1 hints at anassociation of Ordinary level with Level 4 and Higher levelwith Level 5. It is interesting to ask at which Levels in theNFQ are the theoretical minimum entry qualifications todegree studies at Levels 8 and 7, namely, 4O:D3 + 2H:C3

It is broadly based and intended to prepare for Higher Education (HE), for life and employment,for Further Education (FE) and life- long learning.

A N A LY S I N G

O N TA C T SC Email: [email protected]

TABLE 1: LEAVING CERTIFICATE SUBJECT ENTRIES: LEVEL/GENDER: 2012

Total (%) Male (%) Female (%)

Higher 210,594 (59.9%) 101,306 (57.2%) 109,288 (62.6%)

Ordinary 131,631 (37.4%) 70,089 (39.6%) 61,542 (35.2%)

Foundation 9,548 (02.7%) 5,706 ( 03.2%) 3,842 (02.2%)

Total 351,773 (100%) 177,101 (100%) 174,672 (100%)

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(140 points) and 5O:D3 (25 points) respectively. The schoolprogramme offers no “Advanced Level” although such alevel in some subjects might promote higher achievementand serve adult learners well. In the US, bright high schoolstudents can take Advanced Placement subjects. In Scotland,Advanced Highers are widely encouraged and had 21,500subject entries in 2012.

The two “universal” subjects English and Mathematics withcombined entries in 2012 of 100,959 (50,517 + 50,442)account for 28.7% of all subject entries – more than aquarter. These vital core subjects represent the highest levelsof school literacy and numeracy. Both enable the study ofother subjects. Mathematics is a strong predictor of HigherEducation success. English achievement also predicts HEsuccess. There is a strong case for having an Index ofMathematics and English Achievement as one importantmeasure of Leaving Certificate achievement.

The universal subjects English and Mathematics, largelytaken by the same students, starkly illustrate (Table 2) thatlevel choice and achievement can vary strongly from onesubject to the next. Table 2, in a sense, contrasts literacy andnumeracy achievements at the end of schooling. In thePoints System, with the exception of the Mathematicsbonus, all subjects are rewarded equally and all have equalpoints ratios between Higher and Ordinary.

In English, for example, 64.1% of all candidates achieved aHigher level passing grade in contrast to 21.5% of allmathematics students. An additional 5,000 Mathematicsstudents achieved a passing grade at Foundation level.

The subject Irish had 42,965 entries at three levelsrepresenting 12.2% or about one in eight of all entries. Irish,English and Mathematics together account for 2 in every 5Leaving Certificate entries. The Leaving Certificateexamination can be answered in two languages, English andIrish. In 2012 5,127 subject entries were registered asanswering through Irish -1.5% of the total – with 73.4% ofthese at Higher level. A bonus scheme, with subject variationand a sliding scale, enables extra marks to be earned foranswering through Irish.

The Leaving Certificate facilitates small entry subjectsincluding 16 languages with a combined entry of about2,500. These important languages include the languages ofIreland’s immigrant population. Census 2011 revealedIreland as a multilingual state with over 500,000 residentsspeaking languages other than English and Irish including133,000 people born in Ireland. The most common newlanguage spoken in Ireland is Polish. In 2012, 707 studentssat a Polish examination – all of them at Higher level. TheLeaving Certificate does not distinguish first language orsecond language learners.

The candidates for the 2012 Leaving Certificate arepredominately school candidates. (Many will also haveavailed of private grinds.) With transition and repeat yearsthey will have spent 2, 3 or 4 school years post JuniorCertificate. There are no national mechanisms of LeavingCertificate delivery or partial delivery through distance orblended learning to young people, now so ICT-savvy. Such adelivery, particularly of major demand subjects, wouldfacilitate adult learners and enable universal student accessto the best teachers. It is known that Leaving Certificatesuccess is enabled by good teaching. Such delivery could alsocounteract “school effects” i.e. the proven effect that thesocio-economic student mix of a school has on individualperformance.

BROAD DISCIPLINE CHOICEThe Leaving Certificate allows a wide choice of subjects.Students typically take seven subjects which usually includeEnglish and Mathematics and, in a majority of cases, Irish.Significantly the Points System puts no constraints on choiceonce eligibility requirements are satisfied. (In contrast, and ina different system, the Russell Group of Universities in theUK has published a “facilitating” list of A-Level subjectswhich are “particularly effective” in “equipping students”and increasing chances of admission. Their list is as follows:Mathematics and Further Mathematics, English, Physics,Chemistry, Biology, Geography, History, Languages.)

Some argue that there is a core of disciplines and skills thatall school leavers should have. The InternationalBaccalaureate demands 6 subjects drawn from English,Mathematics, Social Sciences, Experimental Sciences,Languages and, possibly, Arts. The University of Californiaadmits locals who have completed 15 college preparatorycourses covering English, Mathematics, History/SocialSciences, Laboratory Science, Another Language,Visual/Performing Arts.

The Higher Leaving Certificate i.e. the Higher level subjects isthe highest school standard. Table 3 gives the cumulativenational broad discipline breakdown of the Higher Leavingentries in 2012 and, for comparison, in column 1, the 2008breakdown.

There is a strong case for having an Index of Mathematics and English Achievement as one important measure of Leaving Certificate achievement.

TABLE 2: CUMULATIVE RESULTS 2012: ENGLISH AND MATHEMATICS

Higher A/B Higher C/D Ordinary A/B Ordinary C/D Total

English 12,171 (24.1%) 32,342 (64.1%) 39,459 (78.2%) 49,255 (97.7%) 50,442

Mathematics 5,240 (10.4%) 10,863 (21.5%) 22,042 (43.7%) 41,570 (82.3%) 50,517

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Languages form over one third of all Higher entries withEnglish accounting for 15.7% and Irish for 7.6%. The qualityof language curriculum, teaching and learning is a majorfactor in overall quality.

Arts and Humanities constitute a fifth of Higher LeavingCertificate activity. Sciences constitute 19.0%

Mathematical subjects formed 5.9% of Higher activity in2012. The House of Lords recent STEM report classifiedcountries by their post-16 participation in advanceMathematics. Ireland was classified as “Low” behindcountries such as Korea and New Zealand classified as Highand countries such as Scotland, Sweden and Finlandclassified as “Medium”. Systems differ but in 2012 theproportion of subject entries for Mathematical subjects inScottish Advanced Highers, Highers and UK A-Level was21.9%, 13.2% and 15.3% for males and 11.7%, 9.8% and8.2% for females.

The male and female patterns of Higher broad disciplinechoice differ in significant ways:

l More females do Higher English and significantly moredo Higher Languages.

l The male larger Mathematical figure is largelyexplained by the fact that three in every four takingHigher Applied Mathematics is male.

l Engineering is largely a male preserve and accounts foralmost one in seven of all male Higher entries.

l Home Economics has strong female support andcontributes 8% of all female Higher choices.

l The female participation in Higher Arts subjects –Music and Art – is almost twice the male rate. Malesform a majority of Higher Humanities entries.

A striking feature of the broad discipline breakdown of theHigher Leaving Certificate in 2012 is the dominance of some

Higher subjects in the broad categories:

l Biology exceeds the combined entries of the otherScience subjects by more than 4,000

l Geography accounts for two thirds of HumanitiesHigher entries. (In contrast, in the UK, History hasmore students than Geography at A-Level, ScottishHighers or Advanced Highers.)

l Business Studies exceeds the combined entries in theother Business subjects by 4,000

l French exceeds the combined Higher entries in otherlanguages – other than English and Irish – by 4,000.The global European languages Spanish andPortuguese, second and seventh in the world, attracted2,523 and 63 Higher entries respectively

The quality and nature of the Higher Leaving programme istherefore strongly influenced by the subjects Biology,French, Business, Geography, together with the majorsubjects English, Irish and Mathematics and an Engineeringsubject for males and Home Economics and Arts for females.Is this emphasis justified? Is there a balanced nationalenrichment through the diversity of subjects studied? Doesthis mean that the national outcome is too narrowlyfocussed to the detriment of, say, Physical Sciences, OtherLanguages, History, Economics?

PROPORTION TAKING HIGHER BY SUBJECTAs shown above 60% of all Leaving Certificate entries in2012 were at Higher level, 57.2% male and 62.6% female.With Mathematics and Irish omitted the remaining 41subjects had 71% at Higher level. Table 4 shows theproportion of entries at Higher level for each subject. Theproportions vary from 22.1% for Mathematics to 91.5% forMusic and 90.2% for Applied Mathematics. These vastdifferences may weaken the widespread view that subjectsare equal and interchangeable.

More females do Higher English and significantly more do Higher Languages.

TABLE 3: HIGHER LEAVING CERTIFICATE: BROAD DISCIPLINE BREAKDOWN BY GENDER

Total Total Broad Discipline Male Female2008 (No. of Subjects) 2012 2012

15.7%+18.5% English(1) + 14.8%+14.8% 16.4%+21.9%35% =34.1% Other Languages (20) =29.6% =38.3%

5% 5.9% Mathematics (2) 6.9% 5.0%

17% 19.0% Sciences (5) 18.5% 19.6%

6.4%+14.0% Arts (2) + 4.4%+15.9% 8.3%+13.3%21% =20.4% Humanities (4) =20.3% =21.6%

11% 9.3% Business Subjects (4) 10.3% 8.3%

7% 7.1% Engineering (4) 13.7% 1.0%

5% 4.1% Home Economics (1) 0.7% 7.9%

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Gaeltacht Irish speakers? Should Irish be assessed like othermodern languages?

It is striking that, in Table 3, the five main languages have aHigher level proportion that is lower than ALL other subjects(except Mathematics). This makes it all the more remarkablethat the 16 important low entry languages are almostentirely examined (93.3%) at Higher level.

Some differences in the Higher rates are surprising: Historyhas a lower rate than Geography which has a much biggerenrolment, Physics is lower than Chemistry, Economicsmuch higher than Accountancy.

Table 4 dictates the pattern of uptake at Ordinary level.Mathematics accounts for a quarter of all Ordinary levelentries. Mathematics and Irish account for 43% andMathematics and Languages contribute 60% of Ordinaryentries. Irish and mathematics constitute the Foundationlevel.

The Points System measures six subjects while studentsgenerally take seven. Table 4 supports the anecdotal viewthat for many students the “seventh” subject is either Irish orMathematics. Even where Ordinary Mathematics is aneligibility requirement some students may gain their pointsfrom other subjects and satisfy eligibility with a low passinggrade in Mathematics. For Primary Teacher Training whereHonours Irish is required a low passing grade in Mathematicswill earn mathematical eligibility.

Census 2011 again revealed the fragility of the Irish language and its continuing strong dependence on the Gaeltacht areas.

In 2012 11,131 people took Higher level Mathematics anincrease of 35.1% over 2011. Mathematics ranks as havingthe lowest proportion, 22.1%, (or 24.7% of those who tookHigher and Ordinary) of its entries at Higher level. In 20121,594 students got an A grade at Ordinary level mathematicsin contrast to 4,280 who got that grade in 2011. TheMathematics bonus has enticed talented students fromOrdinary to Higher level. Yet in the 2010 Junior Certificate35% of students got Honours (A/B/C) in contrast to the18.4% who got Honours in the 2012 Leaving Certificatesuggesting that many more have Higher mathematicalcapability.

Applied Mathematics with a 90.2% Higher uptake is a pre-selected group drawn from those doing HigherMathematics. 21.2% of males got a grade A1 in this subject!

Irish has the second lowest Higher Proportion with 37.1% ofentries (or 41.1% of those doing Higher or Ordinary). Themale Higher proportion doing Irish at 27.8% is significantlylower than the female figure of 45.9%. The low maleparticipation rate raises serious questions for Irish languagepolicy. Entries in Higher Irish increased by 1,578, or 11.0%,in 2012. Census 2011 again revealed the fragility of the Irishlanguage and its continuing strong dependence on theGaeltacht areas. For example of 77,000 daily speakers of Irish30% were from Gaeltacht areas. National Irish languagepolicy cannot be based on the educational system alone.Should there be, as in Scotland and Wales, a distinctive orpartially distinctive Higher Irish course and assessment for

TABLE 4: PROPORTION TAKING HIGHER LEVEL BY SUBJECT 2012

% Languages Math Arts Business EngineeringScience Humanities Home Economic

90% 16 languages 93.3% App. Math 90.2 Music 91.5%

80% Chemistry 82.9% Rel Ed 82.8% Econom 81.1% Technol 83.2%Agri Science 81.1% Constr. 80.1%

75% Phy / Chem 76.3% Geograph 78.3% Engin. 79.0%Art 76.4%

70% Physics 74.6% Home Eco. 72.3% Design 73.1%Biology 74.5%

65% History 66.1% Account 69.4%English 65.3% Business 68.6%

60% German 64.4%

55% Spanish 58.3%

50% French 52.8%

40%

30% Irish 37.1%

20% Mathematics 22.1%

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English, Biology and Geography, but not in the same order.The top 10 subjects have 7 in common English, Mathematicsand Irish with Biology, Geography, Business and French –major subjects already identified.

Males include Construction, History and Engineering in theirtop 10.Females include Home Economics, Art and Music.

With over 500,000 residents speaking languages other than English and Irish including 133,000 people born in Ireland, the most common new language spoken in Ireland is Polish.

HIGHER SUBJECT RANKINGSSubjects can be ranked by their number of entries at Higherlevel. Table 5 gives the top 20 ranked subjects for male andfemale candidates in 2012. It indicates where rankings havechanged since 2011. It shows the cumulative % totals ofentries.

The top 5 subjects for males and females share 3 subjects,

TABLE 5: HIGHER LEAVING CERTIFICATE: BROAD DISCIPLINE BREAKDOWN BY GENDER

No. Male 2012 (2011) Rank Female 2012 (2011) No.

14,989 English 1 English 17,97710,971 Geography 2 Biology 14,056

8,684 Biology 3 Irish (4) 10,1006,199 Construction 4 Geography (3) 9,1715,972 Maths (8) 5 French 8,391

(46.2%) (54.6%)

5,857 Business (5) 6 Home Economics 7,8555,837 Irish 7 Business 5,9815,329 French (6) 8 Art 5,3094,388 History 9 Maths 5,1593,647 Engineering 10 Music 3,759

(70.9%) (80.3%)

3,474 Physics (12) 11 Chemistry (12) 3,6723,369 Design/Com (11) 12 History (11) 3,3773,331 Agri Science 13 German 2,5423,033 Chemistry (15) 14 Agri Science 2,2562,548 Art (14) 15 Accounting 1,847

(86.5%) (92.8%)

2,499 Economics 16 Spanish 1,6102,042 Accounting 17 Physics (18) 1,2791,885 Music 18 Economics (17) 1,2491,826 German 19 Religious Education 5161,037 Applied Math 20 Design/Com 435

(95.7%) (97.5%)

The female pattern shows a concentration on fewer subjects. The top 5 account for 54.6% of all Higher entries and 10subjects contribute 80.3%. The male subject choice is more widely spread.

Unusually there are 13 ranking changes since 2011:

l The increase in Mathematics has raised the male figure to a top 5 ranking. Although the female Mathematics Higherenrolment has increased its ranking has not.

l The increase in Irish numbers has caused an increase in female ranking. It has caused male Higher Irish and French rankingsto change places (again!).

l Chemistry has increased its enrolment and rankings on both lists.

l Female Economics has declined in enrolment – male enrolment increased.

l Physics with almost static entries increased its rankings.

l Geography decreased its Higher entries by more than 1,000.

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Mathematics is a top 5 subject in Britain’s female lists. Despite an increase it is stillin ninth place with Irish females.

l Mathematics has a high 1-2 ranking in the British systems – it is now in the top 5 for Irish males.

l The physical Sciences – Physics and Chemistry – have a high top 4 ranking in all the British rankings. They do not appear inthe top 10 for Irish males. Biology is important but not dominant in Britain.

l Irish males have three languages in their top 10 subjects. Only one language appears in the other top 10s.

l Irish males have 2 Engineering subjects in the top 10. The Scottish males have Computing.

l History has a higher ranking than Geography in the British systems. Geography is much larger in the Higher Leaving.

INTERNATIONAL RANKING COMPARISONSIt is interesting to compare subject rankings with those in the UK systems. Tables 6 and 7 do that and compare Higher LeavingCertificate rankings for males and females with those of the 2012 Scottish Advanced Highers, Highers and UK A-Levels. Systemsdiffer – these are not like-for-like comparisons and no account is taken of Ordinary levels. These comparisons illustrate the vastdifferences between male and female subject choices in 2012.

TABLE 6: MALE COMPARATIVE RANKINGS

Scottish Advanced Scottish UK Male Rank Higher LeavingHighers Male Highers Male A-Levels Certificate Male

Maths English Maths 1 EnglishPhysics Maths Biology 2 GeographyChemistry Physics Physics 3 BiologyBiology Chemistry Chemistry 4 ConstructionGraphic Comm. PE English 5 Maths

Music History History 6 BusinessHistory Geography Geography 7 IrishEnglish Biology Gen Stud 8 FrenchComputing Modern Studies Economics 9 HistoryGeography Computing Psychology 10 Engineering

TABLE 7: FEMALE COMPARATIVE RANKINGS

Scottish Advanced Scottish UK Female Rank Higher LeavingHighers Female Highers Female A-Levels Certificate Female

Biology English English 1 EnglishChemistry Maths Psychology 2 BiologyMaths Biology Biology 3 IrishEnglish History Maths 4 GeographyHistory Art/Design History 5 French

Music Chemistry Sociology 6 Home EconomicsArt/design (1) Modern Stud Chemistry 7 BusinessModern Studies Busin. Management Gen. Studies 8 ArtFrench Geography Media Studies 9 MathematicsArt/Design (2) Human Biology Rel. Studies 10 Music

l Mathematics is a top 5 subject in Britain’s female lists. Despite an increase it is still in ninth place with Irish females.

l Irish females have 3 languages in the top 5 contrasting with the other lists.

l Chemistry appears on the 3 British lists but not in the Irish female top 10.

l Biology features strongly on all lists. Physics is not on female top 10 lists.

l History appears in the top 5 on the three British lists but not on the Irish female list. Geography, high on the Irish femalelist, appears on one British list in ninth position.

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Of those taking Higher Irish 17.4% got an A grade in 2012compared to 13.9% in 2011. On the other hand 9.5% ofHigher Mathematics students got an A grade in 2012compared to 13.4% in 2011. The two Arts subjects Musicand Art give contrasting results. Music, with 91.5%choosing Higher, had 94.5% of these gaining Honours and14.5% with an A grade. Art, with 76.4% choosing Higher,had 78.8% of these gaining Honours and 5.0% an A grade.

PERFORMANCE AT HIGHER LEVEL 2012The Points System has hitherto rewarded all subjectsequally whether eligibility subjects, relevant subjects orotherwise. It is difficult to compare subjects which areinherently different, have diverse and overlappingpopulations and, as Table 4 shows, very differentproportions taking Higher level.

Some examples. In 2012 two subjects, Irish andMathematics, increased the numbers taking Higher level.

The Points System is a method of selection for HE where half the population – the male half – has a different subject choice pattern and has a points distribution lower than the other – the female – half!

Table 8 compares the performance of students at the Higher level of students, male and female, by measuring theproportions who gained high A/B grades. It also gives in column 1 the proportion of Higher students in each subject who aremale. Finally in the last column it gives the gender difference in performance.

There are major variations in the rates of grade A/B achievement from low rates for Agricultural Science and English tohigher rates for Applied Mathematics, Accounting, Polish and Irish. What common meaning can be assigned to the samegrades in essentially different subjects with differing populations? The IUA Council has suggested consideration of rankingbased scores for points purposes.

There are major gaps between male and female grade A/B achievement. Of the 24 subjects in Table 8 the female rate exceedsthe male rate in 20 subjects, in 11 of these subjects by at least 5 points. These gaps exist regardless of whether females form amajority of the subject students or not. The 4 exceptional subjects are 3 Engineering subjects and Applied mathematics withlarge male majorities.

In all languages males form a minority of those taking the Higher course. One might expect “selection effects” i.e. that thefewer might include a higher proportion of the more motivated talented students. Despite this, a higher proportion offemales get high grades with very large gaps in male/female achievement.

Males also get a lower proportion of A/B grades in all Arts, Humanities, Business Subjects and Sciences.

TABLE 8: PERFORMANCE AT HIGHER LEVEL: % GAINING A/B GRADES: BY GENDER

Male % Higher Subject Male: % A/B Female: % A/B Gap +/-

36.2% Spanish 45.7% 49.8% +4.136.6% Irish 50.1% 56.7% +6.638.8% French 37.3% 44.5% +7.241.8% German 39.3% 46.2% +6.945.5% English 34.1% 39.3% +5.246.7% Polish 55.5% 65.8% +10.3

32.4% Art 27.9% 43.1% +15.233.4% Music 66.6% 66.8% +3.2

8.7% Home Economic 17.0% 40.3% +23.3

49.5% Business 37.6% 43.3% +5.752.5% Accounts 54.6% 57.0% +2.466.7% Economics 41.9% 42.0% +0.1

81.6% Technology 53.6% 48.6% -5.086.6% Design/Com. 48.1% 52.0% +3.994.3% Construction 41.1% 39.7% -1.495.5% Engineering 44.8% 44.3% -0.5

54.5% Geograph 34.1% 40.0% +5.956.5% History 42.0% 49.1% +7.1

53.7% Maths 42.0% 44.6% +2.677.2% Applied Math 58.4% 53.3% -5.1

38.2% Biology 41.3% 46.3% +5.045.2% Chemistry 47.0% 49.5% +2.559.6% Agri Science 30.0% 44.4% +14.473.1% Physics 49.5% 49.9% +0.4%

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different levels should be clearly seen as something tobe earned. A further benefit would be a clearerunderstanding of Higher Education at Level 8 and atLevel 7 and of Further Education.

l The Leaving Certificate serves a diverse population andconsideration should be given to greater diversity in itsdelivery and assessment. For some students fewersubjects but with more at Higher level may be a betteroption. Consideration should be given to the nationaldelivery or partial delivery of major subjects throughICT/distance learning. The IUA document onUniversity selection raises the possibility ofexaminations at the end of the first year of SeniorCycle in subjects such as Mathematics and Irish. A threeyear Senior Cycle with annual examinations combiningthree day attendance with part time work may suitsome.

l Consideration should be given to the introduction of anumber of Advanced Leaving Certificate subjects topromote high achievement and to match the needs ofadult learners.

l Criticism of the Leaving Certificate programme andassessment is now common. It usually ignores the factthat the LC measured by points is a good predictor ofHE persistence and success. So are LC subjects such asMathematics and English. It is desirable to more clearlyoutline the benefits of a broad programme and tomore clearly define the range of generic skillsdeveloped and assessed by subject choices within sucha programme. International studies show thatcurricular examinations are better predictors of HEsuccess than non-curricular tests which usually favourthe affluent and waste school time.

l The Points System of HE selection completely ignoresthe gender differences in Leaving Certificate choiceand performance. Males do fewer Higher subjects. Themale and female subject choices, although overlapping,are different in major ways. Some subjects are taken byone sex predominantly. The average male/femaleachievement differs by subject with females outperforming male in most subjects. This central issueshould no longer be ignored. The country thatsuccessfully addresses this complex issue will gainmajor comparative advantage.

Lower grades mean lower points. The Points System is amethod of selection for HE where half the population – themale half – has a different subject choice pattern and has apoints distribution lower than the other – the female –half! This has serious effects on HE admission. The IUAdocument on the Reform of Selection makes no referenceto this central fact.

CONCLUSIONThe information in this document raises important issues.The current discussion of the reform of HE admissionprovides an urgent context for their discussion. The SeniorCycle Programme and its potential needs to be discussed asa full broad two-level programme rather than somethingthat can be summarised by a points score.

l The special importance of the central core – Englishand Mathematics – needs to be further stressed. AnIndex of English and Mathematical Achievementshould be an important measure of Leaving Certificatesuccess. Further encouragement of Mathematicalachievement is required by, for example, the logicalstep of including Mathematics in the subjectscontributing points whenever it is an eligibilityrequirement.

l A pattern of dominant subjects – Biology, Geography,French and Business – has emerged. Yet PhysicalSciences and other Languages are strongly to Ireland’sstrategic future needs. A national policy on broaddiscipline choice promoting Physical Sciences, History,Economics and a national and regional language policyshould seek to influence a more balanced subjectchoice.

l A National Language Policy must address many issues.It must ensure the highest literacy standards in Englishfor all. It has to address strong issues in relation to Irishincluding serious comparative male underachievement.It must promote the richness of the languages ofIreland’s immigrant population. It must promoteeffective bilingualism and trilingualism amongst Irelandbright young people. It must have regard for globallanguages including Spanish and Portuguese.

l Achievement in the Leaving Certificate would beencouraged by raising the theoretical entry standard toLevel 8 and to Level 7 degree studies. Entry to HE at

The Senior Cycle Programme and its potential needs to be discussed as a full broad two-level programme rather than something that can be summarised by a points score.

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people requires leadership, commitment and change. He refersto expansive education: encouraging young people to exercisetheir brains like muscles. He speaks about how the fostering ofinquisitiveness, curiosity and experimentation and ‘expanding therange of valued outcomes’ in education requires a fundamentalchange in the way teachers teach. It’s a strong, uncompromisingmessage.

‘We should be preparing youngsters to know how to flounderintelligently’ he says and this requires teachers to reflect on theirpractice and change their habits. Changing habits, says Claxton,takes ‘commitment, focus, … being reminded, and anunderstanding of the length of time it takes’.

CHANGING HABITSChanging habits is a theme taken up by Paul Ginnis in the samesection. Ginnis advocates encouraging teachers to shift away from‘transmission teaching, instructivist teaching, traditionalteaching’, towards more expansive (there’s that word again) waysof operating in the classroom. Teaching needs to become lessabout content and more about process. Teachers must engagewith their students not only about the subject being taught, butalso about the ‘business of learning’. Ginnis echoes Claxton’spoint about ‘floundering intelligently’ and explains how this canbe done by turning traditional teaching methodology on its head.Instead of explaining, repeating, demonstrating and gettingstudents to copy or rehearse what they’ve been taught, theconcept of reverse teaching requires the students to have a go firstand then be told the hows and whys. Can this approach possiblywork? Ginnis provides several examples of reverse teaching inaction and goes on to speak about the expanded repertoire ofteaching skills that Ginnis believes can help to transform learningin schools. The intelligent use of technology, questions inspired byde Bono’s Thinking Hats, provocative slides ... this piece is wellworth a read.

EFFECTIVE AND COMMITTED LEADERSHIPNone of this change can happen without effective and committedleadership. Modelling such leadership is the theme of the thirdelement of the journal. In answer to those who see only obstaclesand barriers in the way of realising the positive benefits and

Debates about human nature have no doubt raged sincehumans first gained consciousness. On the one hand, wehave subscribers to the Thomas Hobbes notion of the

human condition being characterised by ‘the warre (sic) of everyman against every man’; on the other, most of the characters thatpopulate the September 2012 edition of Le Chéile, the NAPDjournal.

NEIL HAWKES, A VALUES-BASED EDUCATIONEVANGELISTNeil Hawkes, a values-based education evangelist is unambiguous.Our essence, he claims, contains ‘innate values … such as love,peace and compassion’. And while one might take issue with theparticulars of this assertion, it’s hard to argue with his centralcontention (more of which later) that when school values arearticulated clearly and form the basis of principles, policies, andconcerted and consistent actions, the results can betransformative.

SOUNDING A STRONG CAUTIONARY NOTE –RORY O’SULLIVANThe optimistic belief that education in its most expansive formwill prevail over a narrow, industry-led utilitarian view ofschooling pervades this journal. Indeed, Rory O’Sullivan, in a pieceon the development of SOLAS, the new further education andtraining authority, sounds a strong cautionary note about theproprietorial claims of industry and commerce on the educationsystem by highlighting the warnings given by John Dewey as farback as 1916 about the undue influence of industry distorting theeducation system.

NO EASY JOURNEY, THIS OPTIMISM TRIPIt’s no easy journey, this optimism trip, and if anyone thinks it’sjust a question of sticking a mission statement in a frame andtacking it up in the school foyer, then even a cursory skim thoughthe report of Guy Claxton’s presentation to NAPD’s 2012 SpringSymposium on Leading 4 Learning would set them right.

Claxton focuses on how translating ‘fine words’ into the sort ofactions that make a difference to the lives and futures of young

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“In the Service of Learning and Teaching”New Priorities for Changing Times

David Meredith reviews the sixth edition of Le Chéile: the NAPD journal

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Issue No. 6 September 2012Vision and ValuesWelfare and Well-Being

Leading 4 Learning

Vision and ValuesWelfare and Well-BeingLeading 4 Learning

"The core of education must be values-led" –Neil Hawkes

"The core of education must be values-led" –Neil Hawkes“Rich but surprisingly easy-to-read…”

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challenging the appropriateness of school routines (like bells andregimentation and, dare I add, uniforms), and Ken Robinsonrehearses his thesis that modern schooling is still influenced by19th Century economic theory. How could these factors alonenot contribute to student stress?

These rather stark presentations are followed by Frances Shearer,the National Co-ordinator for SPHE, addressing the role schoolscan play in being open to young people with issues in their livesand the importance of the concept and reality of the healthpromoting school.

RETURN TO VALUESAnd so we return to values. Firstly, a presentation by RachelCollier, head of the Young Social Innovators, a project thatinvolves young people working collaboratively and creatively todesign and implement solutions to improve the well-being ofpeople and society. It’s an inspiring piece, demonstrating theinfluence that values of compassion, empathy, creativity,leadership and social engagement can have on young people, andthe consequent effect such engagement can have on others.

“It’s hard work, involving a massive commitment”

These are the kind of values that Neil Hawkes speaks about sopassionately in his contribution to the journal: Values-basededucation: a blueprint – a follow up to his presentation to the 2011Killarney Conference. Hawkes advocates placing the ‘search formeaning and purpose at the heart of the educational process’,and thereby creating a ‘values-based learning community thatfosters positive relationships and quality in education’. While thatmay sound a bit woolly, his prescription for values-basededucation in reality is anything but. It’s hard work, involving amassive commitment to not only articulating key positive humanvalues, but also living them and modelling them in the classroom,the corridors, the staff room, in relationships with students, otherstaff members, parents and the community. Hawkes emphasisesthe comprehensive nature of the values-based education project,involving a challenge to the established and accepted ways ofdoing things. By all accounts, Hawkes is a persuasive andcharismatic character and his blueprint and his descriptions ofhow it has worked in various schools worldwide is well-worthreading.

Elsewhere in this rich but surprisingly easy-to-read journal arepieces on Improving School Management, an analysis of statisticsrelating to Irish Language teaching in schools and, of course, acameo appearance by Ken Robinson.

Get your hands on this journal, book yourself a few hours quietreading time – and enjoy.

David Meredith is the Director of the Irish Boardof Speech and Drama. He holds a degree inPolitical Science from Trinity College Dublin, aHigher Diploma in Professional Education Studiesfrom the National University of Ireland Galwayand a Licentiate Diploma from the Irish Board ofSpeech and Drama.

David has worked at a senior management level with several not-for-profit organisations and recently as a freelance educationconsultant specialising in trusteeship, governance andcommunication skills. David works full-time as Director of theIrish Board of Speech and Drama (www.irishboard.ie).

outcomes of the paths mapped out in this publication by the likesof Hawkes, Claxton and Ginnis (and a full supporting cast ofeducation visionaries and practitioners), Anthony Doogan ofMoville Community College and Mildred Brannigan of NotreDame in Co Dublin describe, in simple and straightforward terms,how change has come about in their schools. Both availed ofInstructional Intelligence Training promoted by Barrie Bennett,and outline how, through a process driven by a commitment tothe learning agenda, positive change has taken place in theirschools. Both speak of engagement, conversations, reflection –tapping into the desire of teachers to be better at encouragingstudents to learn effectively - and generating a commitment andpassion for learning on the part of the school community.

This desire to pursue a deeper learning agenda is echoed andreinforced in a powerful report by John McKennedy and LeonaHarrington in St Colmcille’s Community School in South Dublin.This school used Dragonfly Training from Britain. The writersspeak highly of the quality of the training, referring to JohnDewey’s assertion that ‘all learning begins when our comfortableideas turn out to be inadequate’.

CHANGE IS DIFFICULTThe theme of discomfort being a necessary prerequisite of changeis one that is repeated frequently throughout this journal. Andrightly so. Change is difficult. Good habits take effort to form andbed down. But change, even in such straightened circumstances,when the system has been battered by poor political choices andchronic under-resourcing, is no impossible dream.

STUDENT MENTAL HEALTHBut what of the students? How are adolescents coping with theirexperience in a stretched and somewhat rough around the edgeseducation system? Not too well, it seems. In a very stark series ofarticles based on presentations made to the 2011 NAPDConference in Killarney, the mental health of Ireland’sadolescents is laid very bare. Tony Bates and Barbara Dooley layout the facts simply: youth mental health as an issue cannot beignored. We know more about it now, about the stressors andresponses. Stress and anxiety in young people can have seriouslong term consequences. According to Bates, three out of everyfour adults presenting with a mental illness today hadexperienced diagnosable mental health difficulties by the age of18.

“School itself turns out to be a significant stressorin the lives of young people”

While Bates provides a wide-ranging overview of some the causesof mental illness amongst young people, Dooley summarises theresults of the My World Survey, the first national survey of youthmental health in Ireland. The survey, amongst other things, foundthat 30% of the young people sampled fell outside the normalrange of the ‘Depression, Anxiety and Stress’ scale, with 50% ofthe sample feeling that, at some level, they are not coping verywell. The presentation goes on to outline some startling factsabout the multiplicity and relative importance of stressors andthe range and efficacy of the various supports availed of by youngpeople.

She’s a little dismissive of the fact that school itself turns out tobe a significant stressor in the lives of young people. It shouldn’treally come as a surprise that students, too, feel stressed by aneducation system that is crying out for the sort of changeadvocated in this journal. Elsewhere Neil Hawkes speaks about

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asked to come together to celebrate the Universal Declaration of HumanRights (UDHR). As part of the Express Yourself! initiative, the IHRC isencouraging students to organise an event, on December 12, in theirschool or community to display their images and promote human rightsand the enduring relevance of the UDHR more than 60 years after itsadoption by the United Nations.

EXPRESS YOURSELF! EXHIBITIONHuman Rights imagesproduced by CSPEstudents will be displayedat the Express Yourself!national exhibition at theLighthouse Cinema,Smithfield, Dublin 7. Theclosing date to submitimages is Wednesday, 16January 2013. TheExhibition will officiallyopen on 27 February2013 and the images willbe on show until 6 March.The IHRC is offering arange of supports to aidboth teachers andstudents. A 6 StepTeachers’ Guide to ExpressYourself! Young PeoplePromoting Human Rights in Ireland is being sent to CSPE Co-ordinators inall schools. The Guide is designed as a complement to CSPE textbooksand CSPE Action Project resources produced by other organisations. Asimilar guide is available for CSPE students. A section of the IHRC websiteis dedicated to the Express Yourself! The section also contains a widerange of human rights resources and information for both teachers andstudents.

For further information on Express Yourself! Young People PromotingHuman Rights in Ireland, please contact Fidelma Joyce at the IHRC. Tel:01 8589601 or Email: [email protected]

The Express Yourself! initiative is being organised by the IHRC in collaborationwith the Association of CSPE Teachers (ACT); the Irish Second Level Students’Union (ISSU); The Professional Development Service for Teachers (PDST); andThe National Association of Principals and Deputy Principals (NAPD).

Ensuring that everyone everywhere, including Ireland, can live “equalin dignity and rights” is at the heart of the Universal Declaration ofHuman Rights (UDHR). Young people can play an active role in

making this principle a reality and in so doing help build a culture ofrespect for human rights in Irish society. Education is an empoweringfactor.

The Irish Human Rights Commission (IHRC) is inviting CSPE students tomake the human rights the focus of their work. They want the studentsto create images in their Action Projects that express what human rightsin Ireland mean to them, for display in their schools or community.

AIMS OF EXPRESS YOURSELF!The IHRC promotes and protects human rights in Ireland and supportseducational initiatives in this area.

Express Yourself! Young People Promoting Human Rights in Ireland aims tofoster in CSPE students a greater understanding of human rights,empathy with people whose human rights are not being met andencouragement to promote awareness of the importance of protectinghuman rights in Ireland. Producing and exhibiting human rights images,developed as part of such a collaborative process as the CSPE ActionProject, will also give concrete expression and validation to students’concerns about human rights and what actions we as a society need totake to secure everyone’s rights.

INTERNATIONAL HUMAN RIGHTS DAYEvery year on International Human Rights Day people everywhere are

EXPRESS YOURSELF!

YOUNG PEOPLE PROMOTING HUMAN RIGHTS IN IRELAND

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The NAPD Arts Supplement

Engagement within the school environment has been astrong aspect of South Dublin County Council’s local artsdevelopment work. The Arts Office, like many across the

country, works in a variety of ways to promote the artistic andcreative development of students and teachers. This work ispart of a shared goal across the country’s Arts Offices to fosteran atmosphere where the arts may flourish in their local areas.

Local Authority Arts Offices engage with schools in a variety ofways, supporting both arts education, “the mainstreamteaching and learning of the arts as part of general education”(Special Committee on Arts and Education, Points ofAlignment, 2008) as well as arts in education, which mayinvolved the use of art and cultural techniques as the mediumfor teaching general subjects and / or initiatives in which theartistic community and school community are brought closertogether through a one off project or programme. Such workis often carried out through artist residencies in schools,professional development for teachers, providing advice andsupport for schools engaging in arts projects and provision offunding for arts projects within a school setting.

South Dublin County Council Arts Office believes that arts inschools can

l Link across the curriculum, promote active learning,critical thinking and problem solving

l Make an important contribution to the wider goal ofdeveloping creativity in our society and economythrough promotion of critical and creative thinking,capability and adaptability

We’re alltalented!

Victoria Durrer is the Youth Arts Co-ordinator for South Dublin County Council. She writes here about how Local Authorities are supporting the Arts in schools

l Help connect the school with the wider community

l Promote independent learning and team or peer learning

l Provide gateways to the arts

l Be fun!—can promote physical, mental, and emotionalwell-being

We believe this because over the past four years, we have beenworking more closely with teachers, artists, and students in ourlocality to understand the needs, challenges and possibilities ofpromoting the arts within our local schools. We have providedsupports to schools in developing arts projects made possiblethrough the Creative Engagement Fund managed by NAPD.We have worked alongside schools like Tallaght CommunitySchool to understand how students’ collaboration with theirteacher and a filmmaker on a dance film can contribute tolearning key skills for the Junior Cycle and preparation for theLeaving Certificate in English as well as Art and Design.

South Dublin County Council’s Arts Office provides monitoringand evaluation advice and support to schools embarking onCreative Engagement Funded projects. We also sit on schoolcommittees and are delighted to see schools, like Moyle ParkCommunity College, initiating creative teams of teachers tobuild the profile of the arts in their school and foster peersupport for creative activities. Further, we have providedsupport over the last five years for the Tenderfoot programmefor Transition Year students to engage in drama productionswith the Civic Theatre.

In addition, our annual Creative Approaches Seminar every

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October creates opportunities for artists and second levelteachers to meet. No experience in the arts is necessary toattend the seminar. Through artist-led workshops in film,visual art, drama, dance, design and architecture, the seminarhas provided practical tools for initiating creative activities inthe classroom across curriculum areas including Geography,English, History, CPSHE and more. Lesson plans are madeavailable on our website. The seminar also allows artists andteachers to connect, with the potential of developing longer-term arts projects within school settings.

Creative Approaches opened my mind to new approaches, ideas andencouraged me to inspire pupils as much as possible throughcreativity.

Teacher attending Creative Approaches 2011

We have also been piloting arts projects that connect schools,with artists and the cultural venues in their local area. Webelieve that fostering these connections will help our vibrantlocal arts scene thrive, building young audiences and creatorsof the arts for the future. One project involved comic artistMaeve Clancy, writer Larry O’Loughlin and actor StephenJones working with Transition Year students to develop theirown comic stories for publication.

With the support of RUA RED, South Dublin Arts Centre,Poetry Ireland and South Dublin Libraries, the project, ‘DrawnTogether’, afforded the opportunity for students and teachersto not only meet and work with these professional artists intheir own classroom, but also to go out to their local library

and to their County arts centre to utilise the books andcreative digital facilities that are there for them. The projectsaw new young audiences attending the Library and the artscentre long after the project was completed.

“I got to learn more computer skills and I got to learn how to use theapple computer and also photoshop and learn how to put our comicaltogether. We got to work on our art and writing skills which wasfun. We got to explore RUA RED and the library which wasinteresting. It was rewarding to have made our own comic and towork as a team”

Student reflecting on ‘Drawn Together’ 2011

Despite the breadth of work carried out not only by SouthDublin County Council, but also by local authorities across thecountry from Sligo to Kilkenny, Cork to Dún LaoghaireRathdown and Dublin City, as Arts Officers, we’re consciousthat schools are not always aware of what supports areavailable. Feel free to contact your local authority to see whatthey may offer or what advice they can give. While thesesupports may differ area-to-area, local authorities have avested interest in supporting local arts development ineducation.

For more information on these and other programmes inSouth Dublin County, visit arts.southdublin.ie. Evaluationreports of previous projects are available in the Publications/ Reports section. Creative Approaches 2012 takes place on5 October 2012 at RUA RED, South Dublin Arts Centre,Tallaght. Contact the Arts Office at01 414 9270 for more information.

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EngagementCreative

The long-established NAPD Art and Culture Committee is launching its creativity scheme once again. Funding has been secured from boththe Departments for Education and for the Arts, so the scheme is set to go from strength to strength in the coming year.

At the core of Creative Engagement is the collaboration between student, teacher and artist, as set out in Artists~Schools [Arts Council2006] It’s about tapping into the imagination and originality of the young person, while giving both an incentive and a framework forthe work to thrive.

PROJECT PROPOSALS INVITED!

WE NEED YOUR ACTIVE HELP!Once again we are pleading with our readers to make thescheme work. We need you to identify the ‘champion’teacher, who will pick up the idea of creativity and run withit! But it’s the school leaders who can give the time and theencouragement to ‘make it happen’ NAPD offers the tangibleand practical support of up to 50% of the costs of the project.

WHAT’S OUR AIM?

l To encourage creativity, initiative and expression in ourstudents.

l The student must be at the centre of the creativeprocess!

l To complement curricular learning in the arts, cultureand heritage

THE SELECTION CRITERIA

l Student engagement in – and ownership of – thecreative activity

l Evidence of partnership between the students, theteacher and the visiting artist

l Originality of the proposal

l Clear and plan of action

l Potential for replication or adaptation in other schools

l Submission of a sustainable School Arts Policy

l Membership of NAPD [Principal and/or Deputy]

FINANCIAL CONSIDERATIONS

l The availability of funding for Creative Engagement willdetermine amount of grant

l It will also be related to the scope and nature of each proposal

l Each application must be accompanied by a detailedcosting of the project.

l Applicants must supply evidence of matching funding.

l Funding is issued in two parts: 25% of grant uponselection; 75% upon completion

The Committee is particularly interested in project proposalsthat draw on the expertise of artists, or of arts organisations;that enhance the process in the school and afford bothstudents and teachers learning opportunities that may besustained in future work.

Artist residencies should follow the guidelines laid down inArtists~Schools. Schools should also abide by Health and Safetyguidelines and the procedures for the vetting of peopleworking with students.

PARTNERSHIPSIn recent years Creative Engagement has established workingpartnerships with a number of related organisations:

l Poetry Ireland

l Amnesty International

l Young Social Innovators

l The National Museum

l Local authority Arts Offices

l CSPE support service

l TEAM Theatre Company

Please specify in your application if you are interested inworking with one of these organisations.

KEEPING A RECORDEach student participant should keep a project journal, in theform of a diary or video, with the emphasis on visual evidenceand reflection, making the progress of the work from initialplanning to completion. The project Co-ordinator should submitthe best diaries [maximum 3] with the evaluation. There willbe Creative Engagement special awards for the 10 best diaries.

EVALUATIONThe Project Co-Ordinator will be asked to submit an evaluationof the work before the final grant payment.

DEIS SCHOOLS AND FURTHER EDUCATION COLLEGESWe are particularly keen to consider applications from DEISschools, not only because we recognise the need for positivediscrimination towards schools in areas of disadvantage, butalso because we share the belief of Albert Einstein –‘Imagination is more important than knowledge’.

We are also conscious that the Further Education sector, which

NAPD MEMBERS! PRINCIPALS! DEPUTY PRINCIPALS!


is part of the NAPD ‘family’, has been under-represented inCreative Engagement. We are aware of the rich and varied artworks that come from this sector and would encouragecolleges to participate in the scheme.

THE ARTS & CULTURE COMMITTEE AND THE NAPD ARTS OFFICERDermot Carney has been appointed Arts Officer for NAPD, witheffect from 1 September of this year. One of his main tasks isto co-ordinate Creative Engagement projects. He will workwith the Committee on the selection process and will be incontact with participating schools.

On October 13, at Collins Barracks in Dublin, there will be anexhibition of Creative Engagement projects in the presence ofJimmy Deenihan TD, Minister for Arts, Heritage and theGaeltacht.

NAPD has been directly involved in the development ofArtists~Schools, in the drawing up of Points of Alignment [theArts Council proposals for arts-in-education], in the alliance,Encountering the Arts, which represents a wide spectrum ofarts and education bodies, and which has become increasinglyinvolved in advocating. It continues to press for thedevelopment and promotion of the arts through governmentdepartments and key agencies. It aims to build partnershipsthrough dialogue with the organisations which share itsobjectives.

HERITAGEIn the last year Creative Engagement has formed a closer linksto the areas of heritage and history, with the appointment ofMichael Parsons, NAPD, to the Heritage Council. Bearing this inmind, projects that combine creativity and heritage will bewelcome.

NAPD acknowledges the generous assistance of theDepartment of Education and Skills [DES] and the Departmentfor the Arts, Heritage and the Gaeltacht [DAHG] in fundingCreative Engagement.

National Association of Principals and Deputy PrincipalsCumann Náisiúnta Príomhoidí agus Príomhoidí Tánaisteacha


TIMELINE FOR CREATIVE ENGAGEMENT

September: Issue Application form

Investigate partnerships

Contact artist

October: Creative Engagement exhibition

Certificates presentation at NAPDConference

November: Submit application

Selection process

Notification to schools

December: Project planning

Project work commences

Jan. - March: Project work continues

Seminar for participants

April: Completion of projects

May: School evens, exhibitions and andcelebrations

‘ ’Imagination

is more important than knowledge

– Albert EinsteinO N TA C T SC Mobile: 086 277 9924



Simple Simbols Welcome More Welcome!

The design process, for an illuminated glass box, at work in St. Brendan’s Community School, Birr, Co. Offaly.

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Welcome!

Welcome to the National Museum of Ireland… a centre for learning and creativity spread across four sites in countiesDublin and Mayo. Every year, large numbers of post primary students and teachers visit us and participate in ourtailor-made learning programmes at the Museums of Archaeology, Country Life, Decorative Arts and History and

Natural History.

Here at the Education Department, we have many years of experience in designing programmes to fit your needs. We alsohave exhibitions that span more than 15,000 years of Irish heritage with fascinating objects that all tell a unique story. Ourcollections range from Irish deer skeletons to the 1916 Proclamation of Independence, from Bronze Age Irish Gold to 20thcentury skillet pots. We also cater for students’ different learning needs and styles – and we do our best to match ourprogrammes to fit these needs.

Did you know?… that our schools’ programme complements the curriculum across an array of subjects at post-primary levels?Students and teachers can immerse themselves in archaeology, art, biology, drama, English, geography, history, music, scienceand much more. We have used both our knowledge of the Museum’s resources and our experience of teaching and learningmethodologies to build a student-centred programme. It offers opportunities for individual and peer group learning, allowsfor risk taking, and encourages experimentation and interrogation!

Our programme is diverse and varied… offering theme-based tours, workshops, research projects, demonstrations andcompetitions. Alternatively, you could engage in more self-directed learning opportunities assisted by activity sheets, teachers’notes and other resource materials. All of these learning resources are posted on our website www.museum.ie They can bedownloaded before you arrive; or accessed through the Bookings Offices in Dublin and Mayo.

Museums are unique… in offering opportunities to learn by handling objects. One way of learning about the lives of peoplein the past is by examining the objects they used. Working through objects in our handling collections can help students to

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Department is exploring ways to increase this servicethrough the development of partnerships with partnersincluding the National Association of Principals and DeputyPrincipals. The Handling Box Project that we are developingwith the Education Centres is another way of providingoutreach services to schools.

The National Museum of Ireland is there for your schoolto explore and visit. We invite you to read the attached‘What’s On’ brochure to find out more about what we haveon offer at our four Museums. You can also check the‘explore and learn’ pages of the Museum’s websitewww.museum.ie for more details on our programme oftours, workshops, demonstrations and so on.

We look forward to welcoming you to our four sites overthis academic year and we hope that you will participate inour exciting and varied schools’ programme.

Lorraine Comer, Head of Education

develop an enquiry-based approach which can in turn helpdevelop problem-solving skills and encourage developmentin language and literacy development. This way of learningcan also appeal to different learning styles – kinaestheticand visual – and a range of ability levels. Through handlingobjects and examining and analyzing them in the process,students can also develop an understanding of the role ofevidence in the construction of historical knowledge. Ourchallenging and innovative handling workshops follow thethemes of the Museum’s exhibitions and collections: theyare also designed to stimulate the senses; to supportindividual and group-based learning; and to introducepupils to primary and secondary source material.

We continually re-evaluate our programmes… in orderto connect with what you want. It is important for us tounderstand the changing needs, interests and expectationsof the students and teachers who visit us. Through an on-going evaluation process, the Education team investigateshow participants benefit from projects and how we cancontinue to improve. We also consult with teachers whendeveloping resource material for schools. By listening towhat you want we can inform and shape the learningprogramme to meet your needs and ensure that what weoffer you has a relevancy and an excitement to it.

Reaching out to those who find it difficult to visit us iscrucial in opening the Museum to a wider and moreinclusive number of schools. While we currently provide alimited outreach service to schools, the Education

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leadership and citizenship skills. They help first year studentsmake a successful transition to second level education. Theybecome active in creating a positive school culture. A culture ofpaticipation, consultation and responsibility is encouraged in thestudent body.

Students themselves view mentoring as a genuine invitation toachieve participation in school life. Senior students are invited tostep up to the plate and take on real leadership roles. They areaware of the responsibilities that they are being asked toundertake and become fully cognisant of the need to developthe requisite skills to carry out these responsibilities.

Students apply to become mentors and successful applicantsemerge from an interview process. Transition and leaving certstudents form the core of the mentor team in the school. The co– ordinating teacher plays a vital role in the selection process.This teacher needs to have excellent people skills and beinterested in the whole concept of young peoples participationin school life. They should be the “guide on the side” rather than“the sage on the stage”. This entails being supportive, interestedand empathetic.

Mentoring programmes are arguably the most effective meansof involving young people meaningfully in the life of our schools.They provide a real opportunity for personal growth for youngpeople and help our educational institutions to buildcommunity. They help create a happier school community for allour young people partciularly those beginning their educationaljourney at second level. Mentoring improves life for all in ourschool communities and helps put students at the centre of ourreflections on priorities for school improvement.

Seamus O’Brien has worked as a teacher, Principal and senioreducation consultant. His book, The School Mentor [MarinoInstitute of Education, 2007] explores leadership roles for youngpeople in our schools.

O N TA C T SC Mobile: 087 265 8138Email: [email protected]

CENTRED

The role of the scho

ol mentor

When students arrive in school for the first tim

ll nervous, excited, disorientate

selves. The mentttle

Creating thestudent-centeredschoolTHE ROLE OF THE SCHOOL MENTOR

During staff training days the question is sometimes posed–“Who is this school for anyway”? Trustees, teachers, the DESand students are all mentioned. Best practise suggests thatstudents should be the beneficial focus of all our policies andpractices. However, because of the temporary nature of theirtime in our schools, a traditional portrayal of young people as“incompetent beings”, coupled with their exclusion fromdecision-making fora such as the Board of Management, there isan urgent need to increase awareness of young peoples rights tohave a voice in matters that affect them.

The urgency of making progress on this important matteremerged from the recent Gibbons-Shannon report on thedeaths of children in the care of the state and the continuinhgabsence of a Bill of Rights for children on our statute books.

Substantial progress has of course been made in most of ourschools. The Education Act has helped create a partnershipculture in many of our schools. The focus has shifted from therights to schooling to rights within the school. The changinglegislative framework has also helped raise awareness of youngpeoples rights and responsibilities in society in general and ineducational contexts in particular. The United NationsConvention on the Rights of the Child, adopted by Ireland in 1990,states that students should have a voice in matters that affectthem. This landmark piece of legislation now places a clearobligation on schools to include students in a real andmeaningful manner in the life of the school. The NationalChildren’s Strategy is rooted in the United Nations resolution.Young people contributed to this strategy which stated thatthey were not citizens in the making but actual citizens.

Mentoring programmes offer students a real opportunity toactively participate in the life of their schools. The best schoolssee themselves as mini societies. They model a way of life whichis caring, challenging and participatory-they are arenas forexperiences which last a lifetime. A democratic ethos is thebeating heart of these communities. The school is administeredas a community and a core segment of the educationalphilosophy views education as active participation in the life ofthat community. Mentoring structures enable this meaningfulparticipation to occur. Students are enabled to develop

W hen students arrive in school for the first time they are usually nervous, excited, disorientated, confused andunsure of themselves. The mentor plays a vital role in helping them settle in successfully to their new environment.Because the mentor has spent a number of years in the school they are familiar with its history, curriculum and

layout. For the students new to the school all of these are like a foreign country.’ Seamus O’ Brien –‘The School Mentor’

Leader

www.curam.ie

NEGOTIATION –GETTING BETTER AT WHAT WE

DO EVERY DEAY

My work takes me into contexts wherethese skills are often required – towork with both parties to arrive at anagreement that both can live with. Ihave noticed some characteristics ofeffective negotiations that may beworth stating here for you to reflect onin your own context. I have developeda framework when leading training inthis area termed - NavigatingNegotiation©:

1. Knowledge – what do I need toknow – about the facts, the person, thecontext that will contribute todiscerning what is possible in terms ofoutcome and will also inform how I goabout this negotiation – the process.

2. Goals – what do I want from thisnegotiation – what does the otherperson want – how realistic are my(their) goals – what rationale, that isconvincing, can I bring to these goals.

3. Space – what are my ‘red’ lines –what is a ‘must achieve’ from thisnegotiation – is even that possible?What can I give some way on – what

School leaders have so little roomfor manoeuvre that skills ofnegotiation, mediation and

conciliation are essential to develop.Being able to deploy the rightapproach to achieve good process anda good outcome is vital.

We know that sometimes thetemptation to get the ‘quick fix’ canblind us to the consequences of thelonger term. Therefore it is reallyworth investing in skill development inthis area of negotiation. And here I amtalking of ‘constructive negotiation’rather than manipulative negotiation –again it is the eye to the long term, tothe development and maintenance ofcredible pro fessional relationshipsthat is key. Constructive negotiation isabout working through the issues withthe party(ies) involved, attending to allthe concerns and possibilities andarriving at a mutually agreed outcome.However it does not mean giving way,peace at all costs, total capitulation toeither side. It is about honing thoseskills so that when negotiation is theoptimum approach you are confidentto deploy it.

do I imagine are the bottom lines ofthe other party and where might the‘space’ be…

4. Relationship – many negotiationmanuals leave this to one side – it isperhaps the most crucial in manyinstances – how is the relationshipnow? what do I want it to be after thenegotiation? what will help and hinderthis? – in a negotiation to listen andcommunicate this listening is vital asthis ‘human’ dimension couldsignificantly promote a positiveoutcome for both sides. In myConstructive Negotiation Diagram(see below) I highlight the importanceof relationship in the process ofnegotiation.

5. Push and Pull – what are thefactors that will help this to be apositive negotiation and then what arethe hindrances? – both with the partiesand any outside issues that mayimpinge. Naming these issues can be avery constructive element in workingtowards a solution.

LUKE MONAGHAN

ConstructiveNegotiation

Leader

9. Result – if a negotiated agreementis reached, remember to work throughthe details of implementation, ofcommunication, of review of what todo if the working through falls downsomewhere along the line…

10. Process – as a process person Ialways have an eye to how we dothings as well as what the outcomehappens to be…think through the howat all steps – what will help, what willhinder, do not be blinded to theprocess of getting a negotiation by thedesire to get an outcome. A goodprocess will deliver the optimumoutcome.

These ten guidelines for an effectivenegotiation are all built on goodcommon sense, good judgement andgood deployment of our naturalhuman skills. Like most things, there isnothing new in the world just a morefocused and reflective approach tousing skills we already possess and useeach day.

6. Expected Outcomes – getting tothe ‘end game’ – your view of what willactually occur – what has happened inprevious such negotiations, what canbe learned from these, how do I needto prepare for the realistic outcome?What are the consequences to theexpected outcome – how do I plan forthese? What might be the creativefactor in this process - what have wenot thought of, what new thinking canwe bring in to consider an outcomethat might move us through the issuesmore effectively?

7. BATNA = best alternative to anegotiated agreement – if thenegotiation fails, what then? Plan B, C,D may be needed – think it through.Often the mention of BATNA cangalvanise parties back to negotiation asthe alternative is not at all attractive.

8. Power – for many a dirty word butit’s there - always there, so deal with it,acknowledge it. It will wax and wane,so who has it, how much of it does eachhave, how will it change before, duringand after the negotiation, what ishealthy and toxic about the powerbalance?

O N TA C T SC Luke Monahan Tel: 087 6876569 Email: [email protected]

TIM GERAGHTYBECOMES

DEPUTY DIRECTOR

Former NAPD President, Tim Geraghty,has taken on anew role in the Association,as Deputy Director. He will be working anumber of specific areas – the TeachingCouncil, Self-Evaluatiion, Ani-Bullying,Guidance, Principals’ Welfare, the LocalSupport Service, Leading 4 Learning,School Placements – as well as assistingClive Byrne.

Tim can be contacted [email protected]

Derek West has stepped down as Arts &Education Officer and will be devoting hisenergies to the growing area ofpublications in the Assocication. As well asediting the NAPD Journal, Le Cheile, re-designing and enlarging the [former]Executive Report, he had been involvedwith the production of in-house booklets,folders and cards.

He is re-locating to Germany on a part-time basis, but can still be contacted [email protected]

DEREK WESTCONFIRMED ASPUBLICATIONS

EDITOR

UPCOMING OCTOBER SEMINARS

The themes at our upcoming round of seminars will be dealingwith very challenging contexts – with expert presenters:

CORK – Silver Springs Hotel

Wednesday 10th October 201210am - 3.45pm

GALWAY – Clayton Hotel

Thursday 11th October 201210am - 3.45pm

DUBLIN – Clarion Hotel, Liffey Valley

Friday 12th October 201210am - 3.45pm

More information on curam.ie

Understanding and responding to the Seriously Challenging Child[Gerry McNevin]

Avoiding serious conflict and violence in the school[James Shovlin]

How to deal with bullying in the workplace[Tony Bourke]


Leader

PÁDRAIG FLANAGAN NOMINATED FOR NAPD VICE-PRESIDENCY

Country Hampers in conjunction with the Children’s Medical and Research Foundation in Crumlin Hospital are planning to raffleIrish made artisan food hampers throughout Ireland this upcoming Christmas as part of a major fundraising campaign for thehospital. It is planned to place hampers in as many locations as possible throughout Ireland – hence the request for support fromPrincipals and Deputy Principals in all second level schools. All hampers will be presented in beautifully designed wicker baskets,packed with top quality seasonal food and drink.

The aim of this innovative campaign is to raise 50,000 to ensure that children throughout every county in Ireland continue toreceive quality care at Our Lady’s Children’s Hospital in Crumlin. It will also help with the construction of the much needed newCardiac and Bone Marrow Units.

We understand and appreciate how difficult it is to raise funds at present but we are hopeful that schools will consider supportingthis important fundraising initiative for children. If you feel you can assist this work please contact Kathleen Bannon (087 2492208)or Bernie Maher (087 9509533) at Country Hampers ([email protected]) where they would be delighted to discussthe proposal further with you. Thank you in kind anticipation of your support.

Fundraising campaign for Our Lady’s Children’s Hospital Crumlin

At its recent meeting, the National Executive agreed to nominatePádraig Flanagan, Principal of Castletroy Community College,Limerick, to serve as Vice-President of the Association for 2012-13.This will be ratified at the Annual General Meeting of the Associationin Galway. Pádraig currently represents Region 6 on the Executive.

DERMOT CARNEY SUCCEEDS DEREK WEST AS NAPD ARTS OFFICER

Donegal born, Dermot he taught art and history in GreendaleCommunity School before progressing to become Deputy Principal,and later Principal in St Ciaran’s Community School, Kells. As thenew NAPD Arts Officer, he continues a strong involvement in thearts.

Leader

SPEAKER TOPIC REGION

NAPD Regional Meetings – Speakers and Topics 2011-12This list gives details of the majority of the presentations made to meetings of members in the nine NAPD regions over the past year.Apart from being a record of achievement, the information here may well be of use to regional committees when they are drawing upa programme for the year, looking for interesting topics and qualified presenters. If you want to know more about any of the listeditems you can contact the Regional Representative [they are all listed in the information booklet, Making the Most of YourMembership] or contact the Regional Co-ordinator, Michael McCann, at [email protected] or Mobile: 086 242 2616

Leader

Byrne, Clive Incidental Inspections 8

Chapman, Stephen [i] Practical strategies for improving Classroom Performance 9(Dragonfly Training) [ii] Assessment for Learning

Donnelly, Liam [Evello] Analysing examination results 9

Farrell, Gerry l Self-Care for School Leaders(Counsellor and Psychotherapist) Temperaments and Toxic Attachments 1,6

Farrell, Gearóidín Understanding and Interpreting Psychological Reports[and Mary Atkins] (NEPS) 7

Finnegan, Ursula [with Rita Maher Incidental Inspections& Gabrielle Moran (NAPD members) 3

Geoghegan [PDST] Leadership strategies needed in the current climate 7

Geraghty, Tim [NAPD] [i] A framework for considering Guidance in schools in 2012[ii] The New school Placement Model for Initial Teacher Education: Issues for School Leaders 2

Glynn, Declan [TUI], Current Industrial Relation Issues 6with Diarmaid de Paor [ASTI]

Hall, Professor Cathy [UCC] Changes to the Postgraduate Diploma in Education 7

Heffernan, Dr. Fergus Ph. D [Psychologist & Psychotherapist] Manage your Life by Managing your Mind 5

Horgan, Miriam [(Sen. Inspector, DES] Draft Guidelines on School Self Evaluation 2

Humphreys, Dr. Eilis The Design and Implementation of the new Junior Certificate Programme 3

Keown, Denise [Teacher] Stress relating to the Leaving Cert. Examination from the perspective of parents & pupils 1

Killion, Gerry [i] The Experience of School Self Evaluation in Dominican College[D.P. Dominican College, Sion Hill [ii] Incidental inspections 5, 8, 9

Knox, Seamus [DES Inspectorate] The Role of School Management in the Promotion of Literacy and Numeracy 5

McGrath, Liam Fire Safety Regulations and School Buildings 3

McHugh, Deirdre Mental Health and Young People 1[Senior NEPS Psychologist, Donegal]

Martin, Shane [Moodwatchers] [i] Looking after our own Mental Health[ii] Minding Ourselves – Dealing with Stress in Management and Harnessing 3, 7, 8

the Positive within Educational Communities[iii] Managing Stress and Mindfulness

Monaghan, Luke & Prof. Ciaran Sugrue Information on the new Professional Diploma in Educational Studies-Leadership 3

Mulrine, Niall Internet Safety 1(p.c. clean- www.pcclean.ie)

Ó Brádaigh, Gearóid Policies and Case Studies – a consideration of recent developments in the 1[Barrister-at-Law] light of recent court decisions and DES Circulars

Ó Buachalla, Dónal [NAPD President] Workshop on Incidental Inspections 7

O’Callaghan, Barry [i] The New Junior Cycle[Former Principal, Dún Laoghaire SC] [ii] Leading for Learning (L4L) – an NAPD initiative to articulate, promote and

support Principals and Deputy Principals as leaders of learning in the schools[iii] Developing Policies for Learning and Teaching 4, 7, 9

O’Connell, Catherine Managing Conflict in the Workplace 8[CINERGY Mediation Northside]

Fiona Richardson (NBSS) Improving Literacy in Schools 5

Spreagadh Team [i] The role of the Deputy in Developing a positive School Environmentl Tom Moore [i] and [ii] [ii] Growing Leadership in your School" and "Dignity in the Workplacel Michael McCann [iii] [iii] Sustaining and Caring for the Leaderl Bill Reidy [iv] [iv] Managing the Underperforming Teacherl Tim Geraghty [v] [v] Guidance Provision Frameworkl Sheila McManamly [vi] [vi] Leadership for Learningl Jean Geoghegan [vii] [vii] The New Junior Certificate

Walsh, Ann [DP Kilkenny CBS] New Junior Certificate – A Practical Exploration for Schools 5

RECORD NUMBER OF NEW ENTRANTS TO SCHOOL LEADERSHIP, 2012

In the past twelve months over 200 new appointments have been made of Principals and Deputy Principals at post-primary level. While NAPD regrets the many retirements of so many colleagues, with the attendant loss of a hugeresource of educational wisdom and experience, the Association looks forward to meeting the new appointees its

regional and national meetings. Most of the names, listed alphabetically, region by region, below will be new, but we arealso delighted to see a cohort of existing members who have been promoted to new positions.

The NAPD L-S-S [Local Support Service] has reached out to the new Principals and Deputies, offering help, support and ‘alistening ear’. A booklet, Making the Most of Your Membership, has been distributed to all post-primary schools and it givesregional contact details. NAPD hopes that existing members will ‘gather up’ the new school leaders and that they, in turn,will be encouraged to make contact with their local region.

We apologise for any omissions and inaccuracies in the lists. Please notify Catherine Shiels at Head Office aboutcorrections or additions that are needed.

REGION 1 1 REGION 2 2DONEGAL, CAVAN, SLIGO, LEITRIM, MONAGHAN

Mary Madden [P]North Connaught College, Tubbercurry, Co. Sligo


Boner, Frances [P] St. Columba’s CS, Glenties, Co. Donegal

Fitzgerald, Noreen [DP] Pobalscoill Chloich Cheannfhaola,Falcarragh, Co. Donegal

Flynn, Cormac [DP] St. Mogue’s College, Belturbet, Co. Cavan

Gallagher, Dominic [DP] St. Columba’s CS, Glenties, Co. Donegal

Gillespie, Sinéad [DP] Crana College, Buncrana, Co. Donegal

Hunter, Martha [P] Beech Hill College, Monaghan Town

Kelly, John [ADP] Coláiste Muire, Ballymote, Co. Sligo

Kelly, Maeve [DP] Easkey VS, Easkey, Co. Sligo

Lievens, Martha [DP] Bailieborough CS, Co. Cavan

Lynch, Niall [DP] St. Bricin’s, Belturbet, Co. Cavan

McMorrow, Fionnuala [DP] Carrigallen VS, Co. Leitrim

Minogue, Roddy [P] Inver College, Carrickmacross, Co. Monaghan

Ó Grianna, Conna [DP] Ballybay CC, Ballybay, Co. Monaghan

Sweeny, Maeve [P] Pobalscoil Chloich Cheannfhaola, Falcarragh, Co. Donegal

Temple, Fiona [P] Mulroy College, Milford, Co. Donegal

Abbreviations used:

P = Principal DP = Deputy Principal AP = Acting Principal ADP = Acting Deputy Principal;CC = Community College CS = Community/Comprehensive School SS = Secondary School FE = Further Education

MAYO, GALWAY, ROSCOMMON

Margaret Griffiths [DP], Dunmore Community School, Co. Galway


Barrett, Breda, [DP] Mount Bellew VS, Mount Bellew Co. Galway

Coldrick, Matthew [DP] St. Muredach’s College, Ballina, Co. Mayo

Doherty, Cahil [P] St. Louis CS, Kiltimagh, Co. Mayo

Egan, Austin [P] St. Joseph’s SS, Charlestown, Co. Mayo

Folan, Ciarán [DP] Gairmscoil Mhuire, Athenry, Co. Galway

Gibbons, Geraldine [P] Galway Technical Institute, Fr. Griffin Road

Golden, Leo, [P] St. Muredach’s College, Ballina, Co. Mayo

Hannon, Cormac [DP] St. Gerald’s College, Castlebar, Co. Mayo

Hession, Roy [DP] Coláiste Cholmain, Claremorris, Co. Mayo

Hernon, Betty, [DP] Coláiste Einde, Threadneedle Road, Galway

Holohan, Shane [AP] Elphin Community College, Elphin, Co. Roscommon

Hughes McCabe, Marie [P] St. Joseph’s SS, Castlebar, Co. Mayo

McGrath, Seán [DP] Presentation SS, Tuam, Co. Galway

McLoughlin, Aiden [DP] Moyne College, Ballina, Co. Mayo

Monaghan, Anne [DP] Presentation College, Athenry, Co. Galway

Monaghan, David [DP] St. Brigid’s VS, Loughrea, Co. Galway

Moore, Cathal [DP] Presentation College, Athenry, Co. Galway

Murphy, Anne [P] Sacred Heart School, Westport

Murphy, Catherine [DP] St. Brigid’s SS, Tuam, Co. Galway

Murphy, Ciarán [P] St. Mary’s College, Galway

CREATIVE ENGAGEMENT EXHIBITION

Saturday 13 October

National Museum, Collins Barracks

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REGION 5 5

REGION 4 4

REGION 3 3

KILDARE, WICKLOW, LAOIS, CARLOW

Áine O’Neill [P],St. Fergal's CC, Rathdowney, Co. Laois


Collins, Eddie [AP] St. Farnan’s PP School, Prosperous, Co. Kildare

Curtin, Larry [P] Mountmellick CS, Co. Laois

Doyle, Nessa [DP] Coláiste Lorcáin, Athy, Co. Kildare

Egan, Pauline [P] Coláiste Eoin, Hacketstown, Co. Carlow

Gaughran, Eric [P] Curragh PP School, Co. Kildare

Gillespie, Lorraine [DP] Dominican College, Wicklow Town

Halford, Rob [P] St. Mary’s SS, Edendertry, co. Offaly

Hensy, Brian [DP] St. Brendan’s CS, Birr, Co. Offaly

Kearns, Louise [ADP] St. Farnan’s PP School, Prosperous, Co. Kildare

Keegan, Ciarán [P] Coláiste Lorcáin, Athy, Co. Kildare

Kennedy, Olivia [DP] Borris VS, Co. Carlow

Loughnane, Ming [P] St. Brendan’s CS, Birr, Co. Offaly

McCabe, Rita [P] St. Mary’s SS, Naas, Co. Kildare

McCaul, Damon [DP] Coláiste Chill Mhantáin, Wicklow Town

McCauley, Siobhán [DP] Maynooth PP School, Co. Kildare

Ní Chonghaile, Gearoidín [P] Gaelcholáiste Cheatharlach, Easca, Co. Cheatharlach

O’Donoghue, Padraig [P] Coláiste Chill Mhantáin, Wicklow Town

O’Kelly Margaret [DP] St. Mary’s SS, Edenderry, Co. Offaly

O’Sullivan, John [P] Borris VS, Co. Carlow

Raughter, Emma [DP] St. David’s SS, Greystones, Co. Wicklow

Ryan, Geraldine [DP] Heywood CS, Ballinakill, Co. Laois

TIPPERARY, WATERFORD, WEXFORD, KILKENNY

Shane Hallahan [P], Presentation SS, Loughboy, Co. Kilkenny


Behan, Paul [DP] Castlecomer CS, Co. Kilkenny

Butler, Mary [P] Ursuline Convent Thurles, Co. Tipperary

Cahill, Angela [P] Presentation SS, Ballingarry, Co. Tipperary

Conroy, Angela [DP] Coláiste Mhuire, Johnstown, Co. Kilkenny

Creedon, Peter [P] St. Ailbhe’s School, Tipperary Town

Delahunty, Darius [DP] Coláiste Dun Iascaigh, Cahir, Co. Tipperary

Dowling, Ger [DP] Presentation SS, Ballingarry, Co. Tipperary

Edwards, Tracey [DP] Ramsgrange CS, Co. Wexford

Farragher, Sinéad [DP] Borrisokane CS, Co. Tipperary

Ní Loinsigh, Cora [DP] Calasanctius College, Oranmore, Co. Galway

O’Brien, Eileen [P] St Joseph’s SS, Foxford, Co. Mayo

Ó Donghaile, Séamus [DP] Scoil Mhuire, Strokestown, Co. Roscommon

Ó Lochlainn, Padraic [DP] Coláiste Cholmcille, Indreabhan, Co. Gaillimhe

O’Mahony, Geraldine [DP] St. Joseph’s SS, Charlestown, Co. Mayo

O’Malley, Emma [P] Coláiste Mhuire, Ballygar, Co. Galway

Reilly, Stephen [P] St. Joseph’s SS, Garbally, Ballinasloe, Co. Galway

Surlis, Tómas [P] St. Nathy’s College, Ballaghadereen, Co. Roscommon

Thornton, William [DP] St. Joseph’s SS, Foxford, Co. Mayo

Ward Alison [DP] Galway Technical Institute, Fr. Griffin Road

LOUTH, LONGFORD, MEATH, WESTMEATH, OFFALY

Rosemary Eager [DP], Wilsons Hospital, Multifarnham, Co. Westmeath


Bell, Marese [P] Loreto College, Mullingar, Co. Westmeath

Buckley, Garret [AP] Ardscoil Phadraig Granard, Co. Longford

Campbell, Susan [DP] Coláiste na hInse, Bettystown, Co. Meath

Cleary, John [P] Our Lady’s Bower, Athlone, Co. Westmeath

Conway, Cecil [DP] Our Lady’s College, Drogheda, Co. Louth

Forde, Chris [ADP] Athlone CC, Co. Westmeath

Grant, John [P] O Carolan College, Nobber, Co.Meath

Halpin, John [P] St. Oliver’s CC, Drogheda, Co. Louth

Kindlon, Fiona [P] Scoil Uí Mhuirí , Dunkleer, Co. Louth

Kirk, Una [DP] St. Oliver’s CC, Drogheda, Co. Louth

Loftus, Helen [DP] O Carolan College, Nobber, Co.Meath

Lowry, Tom [P] Moate CS, Co. Westmeath

McCormac, Carmel [DP] Moate CS, Co. Westmeath

McGrath, James [DP] Castlepollard CC, Co. Westmeath

McHale, John [DP] St. Finian’s College, Mullingar

McNally, Elizabeth [DP] Our Lady’s College, Drogheda, Co. Louth

Mansfield, John [DP] St. Joseph’s CBS, Drogheda, Co. Louth

Nic Dhonnacha , Sorche [P] Templemichael College, Co. Longford

O’Leary, Gerard [AP] Coláiste na hInse, Bettystown, Co. Meath

Patton, Karen [DP] O Fiach College, Dundalk, Co. Louth

NAPDANNUAL CONFERENCE

Thursday 18 & Friday 19 October

Radisson Blu Hotel, Galway

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REGION 7 7

23

4

5

6

7

1

8&9

REGION 6 6

CORK CITY AND COUNTY

Seán Crowley, Bandon Grammar School, Bandon, Co. Cork


Aherne, Niall [ADP] CBS, Midleton

Bane, Yvonne, [P] St. Aloysius School, St Maries of the Isle

Cadogan, Helen [P] St. Brogan’s College, Bandon

Curley, Sheila [P] St. Aidan’s CC, Dublin Hill

Curran Pat [P] St. Angela’s College, St. Patrick’s Hill

Desmond, John [P] CBS Mitchelstown

Desmond, Rose [DP] Coláiste an Chraoibhin, Fermoy

Downey, Miriam [P] Scoil Mhuire, Kanturk

Dundon, Lorna, [DP] North Presentation SS, Farranree

Flynn, Adele [DP] Regina Mundi College, Douglas Road

Hannon, Mary [DP] CBS Mitchelstown

Kelly, Paul [AP] CBS, Midleton

Keohane, Maurice [P] Scoil na mBraithre Criostai, Charleville

Kerrigan, Frances [DP] Christ King, Douglas Road

McCarthy, Paula [DP] St. John’s Central College, Sawmill St.

Murphy, Bertie Óg [P] St. John’s Central College, Sawmill St.

Ní Longaigh, Rachel [DP] Coláiste Dáibhéid, 5 An tArdán Theas

O’Donovan, Mary [P] Coláiste na Toirbhirte, Bandon

Gallen, Ruth [DP] Presentation SS, Waterford

Geary, Maurice [DP] Blackwater CS, Lismore, Co. Waterford

Gray, Pascal [ADP] St. Joseph’s CBS, Nenagh, Co. Tipperary

Kileen, Michael [P] Coláiste Mhuire, Johnstown, Co. Kilkenny

Martin, Elizabeth [P] Coláiste an Átha, Kilmuckeridge, Co. Wexford

Meade, Mary [P] Our Lady of Mercy SS, Waterford

O’Byrne, Audrey [P] Rockwell College, Cashel, Co. Tipperary

O’Callaghan, Robert [P] St. Peter’s College, Summerhill, Co. Wexford

O’Connor, Rachel [DP] Coláiste an Átha, Kilmuckeridge, Co. Wexford

O’Donoghue, Catherine [DP] Holy Faith Convent, New Ross, Co.Wexford

O’Sullivan, Seán Óg [P] Grennan College, Thomastown, Co. Kilkenny

Phelan, Deirdre [DP] Ursuline Convent Thurles, Co. Tipperary

Slattery, Tony [AP] St. Joseph’s CBS, Nenagh, Co. Tipperary

Steenson, Karen [AP] CBS, Tramore, Co. Waterford

Walsh, Louise [DP] Ramsgrange CS, Co. Wexford

CLARE, LIMERICK, KERRY

Pádraig Flanagan [P], Castletroy College, Castletroy, Co. Limerick


Bunyan, Lorna [ADP] Mercy CC, Rathkeale, Co. Limerick

Coffey, Seán [P] St. Brendan’s College, Killarney,

Cregan, Elizabeth [DP] Desmond College, Newcastle West, Co. Limerick

Duggan, Rosemary [DP] Coláiste Pobail Mhichil, Ceapach Mhór, Co. Luimnigh

Gavin-Barry, Vourneen [P] Desmond College, Newcastle West, Co. Limerick

Goulding, Stephen [DP] Listowel CC, Co. Kerry

Hynes, Mona [DP] Mary Immaculate SS, Lisdoonvarna, Co. Clare

Kelly, Carmel [P] Listowel CC, Co. Kerry

Kennelly, Eileen [P] Mean Scoil Naomh Ioseph, Castleisland, Co. Kerry

McGreen, Annette [DP] Ard Scoil Mhuire, Bruff, Co. Limerick

Moore, Roisin [DP] Mercy SS, Tralee, Co. Kerry

O’Callaghan [ADP] Meanscoil na mBráithre, Tralee, Co. Kerry

Ó Cinnéide, Ruairi [DP] Gaelcholaiste Chiarrai, Tra Lí, Co Chiarrai

O’Donnell, Tommy [AP] Meanscoil na mBráithre, Tralee, Co. Kerry

Ó Seachnasaigh, Áustin [P] Gaelcholaiste Chiarrai, Tra Lí, Co Chiarrai

Prendergast, Tom [P] Coláiste Mhicil CBS, Limerick

Quane, Nora [DP] Mercy SS, Tralee, Co. Kerry

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REGION 8 8

REGION 9 9

DUBLIN SOUTH

Gerry Killion [DP], Dominican College, Sion Hill, Blackrock, Co. Dublin


Barry, Kevin [P] Clonkeen College, Blackrock, Co. Dublin

Boolls, Leah [DP] St. Kilian’s CS, Bray, Co. Wicklow

Breen, Marie [DP] Loreto Abbey, Dalkey, Co. Dublin

Clancy, Donnacha [P] College of Further Education, Ringsend, D. 4

Colhoun, Hugh [P] St. Laurence’s College, Loughlinstown, co. Dublin

Corr, Aideen, [DP] Alexandra College, Milltown, Dublin 6

Doyle, Audrey [P] St. Joseph’s College, Lucan, Co. Dublin

Forrest, Andrew [P] The High School, Rathgar, Dublin 6

Gaynor, Frances [P] College of Further Education, Sallynoggin, Co. Dublin

Gormley, Carol [DP] Senior College, Stillorgan, Co. Dublin

Harrington, Kevin [P] Senior College, Stillorgan, Co. Dublin

Hennessy, Teresa [DP] Tallaght Community School, Dublin 24

Henry, Anne [DP] Deansrath CC, Clondalkin, Dublin 22

Hickey, Deirdre [DP] Mount Sackville SS, Chapelizod, Dublin 20

Kelly-Gibson, Aoife [DP] College of Further Education, Ringsend, D. 4

Lynch, Alice [P] St. Kilian’s Deutsche Schule, Clonskeagh, Dublin 14

McGovern Niall [DP] Kylemore College, Ballyfermot, Dublin 10

Melly, Edward [DP] Clonkeen College, Blackrock, Co. Dublin

Moloney, Leticia [DP] College of Further Education, Inchicore, D. 8

Moore, Bernadette [P] Rathmines College, Dublin 6

Murphy, John [P] St. Kilian’s CS, Bray, Co. Wicklow

Naughton, Austin [P] Tallaght Community School, Dublin 24

Nolan, Deirdre, [P] Kylemore College, Ballyfermot, Dublin 10

O’Brien, Elizabeth [ADP] St. Kilian’s Deutsche Schule, Clonskeagh,Dublin 14

O’Connell, Betty [DP] De la Salle, Churchtown, Dublin 14

O’Connor, Mary-Rose [P] Liberties College, Bull Alley, Dublin 8

O’Doherty, Ruth [DP] Ballsbridge College of Business Studies, D. 4

O’Donnell, Eileen [P] St. Raphaela SS, Stillorgan, Co. Dublin

O’Donoghue, Anne [P] St. Aidan’s CS, Tallaght, Dublin 24

O’Dowd, Denise [DP] St. Raphaela SS, Stillorgan, Co. Dublin

Prendiville, Bernadette [P] Loreto College, Foxrock, Co. Dublin

Quigley, Karen [DP] St. Aidan’s CS, Tallaght, Dublin 24

Somers, Statia [DP] Liberties College, Bull Alley, Dublin 8

Taylor, Tom [DP] College of Further Education, Sallynoggin, Co. Dublin

Troy, Geraldine [DP] St. Paul’s SS, Walkinstown, Dublin 12

White, PJ [ADP] Loreto College, Crumlin Road, Dublin 12

O’Flynn, Phil [DP] Terence MacSwiney CC, Knocknaheeny

Ó Lionáird, Toirdealbhach [DP] Coláiste Ghobnatan, Maghchromtha

O’Sullivan, Donal [P] Coláiste Phobail Naomh Mhuire, Buttevant

O’Sullivan, Gerard [DP] Davis College, Mallow

O’Sullivan, Maria [DP] Coláiste Choilm, Ballincollig

Quane, Blathnaid [DP] St. Peter’s CS, Passage West

Quane, Margaret [DP] St. Aidan’s CC, Ballincollig

Sliney, Michelle [P] Coláiste Choilm, Ballincollig

Waterman, Edith [DP] Ballincollig CS

Watkins, Cait [DP] Christ King, Douglas Road

DUBLIN NORTH

Patricia McDonagh [P], Malahide CS, Co. Dublin


Barry, Tony [P] Riversdale CC, Blanchardstown, Dublin 15

Bourke, Bernadette [DP] Rosmini CS, Dublin 9

Broderick, Ada [P] St. Mary’s Holy Faith SS, Killester, Dublin 5

Carroll, Richard [ADP] Scoil Phobail Chuil Mhin, Cluain Saileach, BAC 15

Cherry, Philomena [P] Rosmini CS, Dublin 9

Fitzgerald, Jean [DP] Coláiste Ide, Finglas West, Dublin 11

Flynn, Adrian [DP] St. Finian’s CC,Swords, Co. Dublin

Hodkinson, Blake [P] Marino College, Fairview, Dublin 3

Jones, Kathy [P] Coláiste Eanna, Cabra, Dublin 7

Keohane, Peter [DP] The Donahies CS, Dublin 13

Knightly, Patricia [P] St. Finian’s CC,Swords, Co. Dublin

Leonard, Joe [DP] Beneavin de la Salle College, Finglas, Dublin 11

McDonagh, Patricia [P] Malahide CS, Malahide, Co. Dublin

McPhilips, Patricia [ADP] Scoil Phobail Chuil Mhin, Cluain Saileach,BAC 15

Ó Mórdha, Brian [DP] St. Paul’s SS, Raheny, Dublin 9

O’Reilly, Ancilla [DP] Coláiste Eanna, Cabra, Dublin 7

Ó Rodaigh, Ciarán [ADP] Gaelcholáiste Reachrann, Domhnach Míde,BAC 13

O’Rourke, Tony [DP] Malahide CS, Malahide, Co. Dublin

Russell-Kennedy, Noreen [DP] St. Michael’s SS, Finglas, Dublin 11

Ward, Jean-Marie [DP] Malahide CS, Malahide, Co. Dublin

NAPD-RETIREDANNUAL GENERAL MEETING

Thursday 4 October

Clarion Hotel, Cork

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As Fintan Mulligan explained to NAPD Director, Clive Byrne:“The MPLA [Mobile Phone Learning for Adults] programmeoffers a social and sociable outlet for both young and old. Bothgroups look forward to classes and both groups are eager toengage. The proof is that some tutors and some learners asked toparticipate in a second course of lessons.

“Each tutor (TY student) is assigned a learner (adult) for theduration of the course. Typically, 2 or 3 courses run betweenSeptember and April. Usually, the community work involved isthe basis for the awarding of a GAISCE or YSI certificate to the TYstudent (tutor).”

Three years ago Fintan Mulligan, a coach and mentor withEnterprise Ireland who has a background in mobile phonesand IT, approached Mary White, Principal, and Grainne

Wilson, Transition Year Co-ordinator, of Dominican College inWicklow Town, to ask if he could invite the Transition Year girlsto volunteer to be one-to-one tutors to adults from the localcommunity. Many volunteered and were trained before meetingthe adults for the first of eight 90-minute lessons, given once aweek over 8 weeks, during school hours, in the school. Any class-room can be used. The adults bring their own mobile phone, anotebook and a pen and make notes of their learning. The adultspractice during the week between lessons.

A cup of tea or coffee was provided for the participants.

Technology Teaching Tables Turned!

The MPAT programme in action at Dominican College, Wicklow

A Helping Hand from Jenny White

Transition Year students give mobile phone lessons to their elders

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The tutors (the TY students) enjoy being the teacher (for achange !). They enjoy sharing a skill which comes naturally tothem. It’s an early opportunity to ‘give something back’ to theolder generation. The tutors discover they have a valuable skill toshare with adults.

Key phrases from the tutors’ feedback:

Interesting adults

Happy to help

The adults learned a lot

The best thing I did in TY

Fintan [organises the whole process and facilitates each lesson.The programme offers an exciting option to the list of TYmodules without adding work for the school’s management orfor the TY Co-ordinator. Volunteer mentors (local organisers)have joined Fintan to run lessons (each one is GARDA vetted) fortheir local school. He trains them and supports them in thisvoluntary work.

The local newspapers, Wicklow Times and The Wicklow People,as well as East Coast FM, support Fintan with editorial and liveradio interviews in his efforts to publicise these free lessons tothe local community. He expects local papers/radio to help inother counties.

Guest speakers are invited to present and the content of theirtalk is incorporated into the content of future courses – thecourse documentation is revised accordingly. Questionnaires arecompleted by everyone concerned at the end of each course. Thefeedback keeps the course on the rails. It is important toremember that the TY students are the experts – thementor/local organiser is not expected to be an expert mobileuser. The needs of every party involved must be catered for inorder to ensure the on-going WIN / WIN / WIN nature of thisinitiative.

Fintan is eager to see this initiative spread. He is looking for morevolunteers to join the programme and he suggests that Parents’Associations can get involved and make ‘it happen’ in theirschools.

Fintan says, “We don’t limit our advice to use of the learner’sphone – we also “bury relics” i.e. encourage learners to replaceold mobiles with an easy-to-use new mobile designed ‘not forteenagers’. These mobiles have big/bright screens with largefonts (text), big keys with back lighting, good quality sound andvolume.”

Several factors explain the success and rapid spread of the MPLAprogramme:

For the learner: Being ‘one-to-one’ the lessons can bepersonalised. The learner chooses the topics, which guaranteesthe relevance of the content. Teaching is at the right speed foreach learner. The tutors are conscious that they are representingthe school and usually are not familiar with the learners – as aresult they are very patient with their ‘pupils’.

Responses from learners’ feedback include:

I learned

I’m in touch

I’m more confident!

I feel more secure

I had fun

I will miss lessons

My grandchildren text me now .... and I can reply.

Sophia Kavanagh from the Dominican College, Wicklow Town, shows Vera Webster what her mobile phone can do for her

MOBILEPHONELESSONS FORADULTS [MPLA]

To volunteer /book a course / get information, Contact Fintan Mulligan

Tel: 086 8199 752


7 Bramble Glade, Ashford,Co Wicklow.

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R E P O R T

THE NATIONAL EXECUTIVENAPDPRINCIPALS AND DEPUTY PRINCIPALS

12, 13 JUNE IN THE RADISSON, GALWAY AND 16 AUGUST IN THE HERITAGE HOTEL, PORTLAOISE

comprehensive report on NAPD/Ractivities ranging from Spring lunches toa boat trip on the Shannon. The NAPD-R Annual Golf Outing took place inThurles on 2 July and, although the daywas quite wet, a good time was had byall. The AGM will take place on the 4October next in the Clarion Hotel,Lapps Quay, in Cork.

THE RAPE CRISIS CENTREThe Executive was briefed about a

who were in Dublin to study integrationissues. The Executive is grateful to thehost schools and also to the LordMayor, Cllr. Montague, who greetedthe delegation and arranged a briefingfor the Norwegian visitors on howDublin City Council is coping with thechallenges of integrating the “NewIrish”.

NAPD-RAnthony Condron gave a very

VISITORSThe Director, Clive Byrne, representedthe Association at the AnnualConference of the National Associationof Head Teachers in Northern Ireland[NAHT].

The Past President, Patricia O’Brien,attended the John Marcus O’SullivanSummer School on behalf of NAPD.

The Association also hosted adelegation of colleagues from Norway

PRAMERICADocumentation for the Pramerica Spirit of Community Awards will be in schools shortly. This year’s awards ceremony will takeplace in Lyrath Estate Hotel in Kilkenny towards the end of March. The awards recognise the contributions our pupils make intheir local community and recognise their work in improving the lives of others.

Jump to it! Applications must be with Principals by 24 October.

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concerns expressed by the Executiveabout how honest schools could beregarding their weaknesses wererelayed to the Chief Inspector and hiscolleagues. The meeting noted thatschools have done a lot of work in thisarea over the last while and theinspectors emphasised that they werenot looking for reams ofdocumentation, but rather bulletpoints, detailing manageable andachievable targets to be met over thecoming months. NAPD sought the helpof the inspectors in lobbying the StateExaminations Commission to issueresults analysis in electronic format foreach school.

YELLOW FLAGAnthony Condron also brought theExecutive up to date on Yellow Flagdevelopments reporting on a visit toGrange Community College and ArklowCommunity College by a subgroup ofthe Yellow Flag Steering Committee tosee progress and to encourage furtherengagement and involvement. Furtherdevelopments have also taken place onSenior Volunteering as part of theGrundtvig Programme with fundingfrom Léargas. Further details shortly.

PR ADVICEBernard Malee, Dan Pender and OrlaHennessy from PR 360 gave a thirtyminute presentation on potential waysfor NAPD to act strategically andtactically in the interests of members. Asub-committee was set up to crystalliseour thinking before taking this initiativefurther.

FURTHER EDUCATIONCOMMITTEE

The Further Education Committee meeton 7 June to review the FE Conferencewhich had taken place earlier and whichhad been widely reported on in theExecutive Report. A provisional date ofthe 20 March 2013 was agreed for theConference. The committee alsoconsidered developments in SOLAS,Exams (new processes), the Forfás Skills Report and Teaching Councilissues.

The Director arranged a meeting withAssistant Secretary General, PeterBaldwin, who is in charge of the FurtherEd. Section in the Department. Thismeeting took place on July 4 and a verypositive and informative exchange ofviews took place. It is hoped that

highlighted and newly appointedcolleagues in particular will becontacted as they settle in to their newroles. The Executive agreed that aparticular section of the website will begiven over to the Support Service whichis seen as a valuable personal support tothe school leader and that details of theservice will be provided in the Make theMost of your Membership booklet whichwill be sent to all Principals andDeputies in September. Over 200schools have been visited by membersof the network over the last two yearsand feedback has been very positive.

MEETING WITH CHIEFINSPECTOR AND SENIOR

OFFICIALSThe NAPD Presidents and Director metwith the Chief Inspector, Harold Hislop,and his senior colleagues to discussIncidental Inspections, the DraftGuidelines on School Self-Evaluationand the Association’s role in improvingLiteracy and Numeracy over the nextnumber of years. The meeting tookplace in the context of the Inspectorsholding a round of meetings with theeducation partners to discuss initiativescoming on stream.

The Accountability Committee wasasked to consider documentationprovided from the Inspectorate andreport their views As there seems to begeneral satisfaction with the IncidentalInspection process and, having debatedthe matter at National Executive, theAssociation has come down in favour ofthere not being a formal written reportafter an Incidental Inspection. TheAssociation is strongly of the view thatthe beauty of the Incidental Inspectionmodel lies in its informality and it beingseen as a low-stakes process. Thewillingness of the inspectors to meet thePrincipal and Deputy Principal at theend of the process greatly influencedthis decision. It is felt that the inspectormeeting two people at the end of theday rather than just the Principal alonewill act as a safeguard for the Principal.

It was also felt that should there be anissue with an individual teacher, themodel allows for the inspector toaddress the Board of Management, if itis deemed necessary. NAPD warmlywelcomes the issuing of the DraftGuidelines but regrets the seemingomission of middle-management andcalled for the section on peerobservation to be strengthened. The

meeting with the Rape Crisis Centre andNAPD will explore how the resourcesavailable within the Rape Crisis Networkcould be made available to schools,when students are suffering the effectsof abuse or sexual assault. The Executivedecided to invite the Rape CrisisNetwork to take a stand at annualconference so members can be madeaware of sources of support to schools.

ICT COMMITTEEThe Executive authorised the ICTcommittee under Ger O’Sullivan toproceed with a revamp of the existingwebsite and to develop an Iphone appfor launch at the conference in October.

ESHA LEADERSHIPCONFERENCE

NAPD was invited to represent ESHA ata European Conference on SchoolLeadership which took place in theGresham Hotel Dublin during Mayunder the auspices of EducationInternational and ETUCE, the umbrellabody for Teacher Unions in Europe. Anumber of interesting papers from theevent are available on the NAPDwebsite.

EDINBURGH CONFERENCEThe Executive agreed that up to 4members from each region may attendthe European School Heads Conferencewhich is taking place in Edinburghduring the October half-term. Over 40members of NAPD attended the lastconference which took place in Cyprusin November 2010. Further information can be found on:www.esha.2012scotland.com

LOCAL SUPPORT SERVICEThe President, Past President andDirector attended the AGM of the LocalSupport Service [L-S-S] which tookplace in the Mont Clare Hotel. TheExecutive is committed to this initiativeand welcomes the willingness ofrecently retired members to act in avoluntary capacity providing asupportive and listening ear to servingPrincipals and Deputies in their schools.The availability of Local Supportpersonnel to visit schools will be

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which NAPD is represented is workingthrough the practicalities of the process.NAPD is firmly of the view that apartnership model is the best wayforward, that CPD must be provided forthe co-operating teachers, there is aneed for the programme to beadequately resourced and that theDepartment of Education can learn a lotfrom the very cost effective andprogressive model being implementedin Scotland at the moment.

TEACHING COUNCIL UPDATEThe work of the School PlacementGroup of the Teaching Councilcontinues. Its remit is to develop anenhanced student teacher placementmodel for the new arrangements forteacher education at Primary andSecond level and recognises theimportance of the teaching professionengaging in the process of teachereducation.

There was a plenary session of all thestakeholders on Thursday, 21 June, inthe Glenroyal Hotel, Maynooth toreview the work of the working party todate. The working group had metformally on six occasions since itsestablishment. The overall response tothe proposed guidelines was positive.The document was praised for itsclarity, its recognition of existing goodpractice, its partnership approach, itsnon-prescriptive tone and its vision.There were concerns voiced that therole of the Board of Management isunderplayed, that the primacy of theDES and its responsibilities are not fullyarticulated. The Education Centresindicated that they would wish for arole.

It was fully recognised that thecommunication of the document to thewider education community needs tobe sensitively handled. The Chair of theTeaching Council asked the workinggroup to take on board the views of thereview participants and to consider howthe document might be mediated intothe wider educational community.[Report by Tim Geraghty]

PoR ALLOWANCESThe Department of Educationcontinues to press the Department ofPublic Expenditure and Reform topermit the payment of Post ofResponsibility Allowances at AssistantPrincipal level which have been

CEO, John Hammond. NAPD supportsthe moves by NCCA to reform theJunior Cycle and was briefed ondevelopments in the pilot schools.

Anne Looney, NCCA

Discussions also took place on thedevelopment of short courses and whenpossible templates would be available.The Project Maths initiative was alsodiscussed as were areas of collaborationbetween the NCCA and NAPD atregional level and at AnnualConference. The nomination of CliveByrne to the Council by the Ministerwas welcomed.

ANTI-BULLYING FORUMThe President complimented TimGeraghty presented a keynote addressat the Minister’s Anti-bullying Forumwhich took place in the Clock Towerbuilding in Marlborough Street.

The Department has set up acommittee of senior officials to lookinto bullying in schools and have invitedsubmissions from relevant groups andorganisations. NAPD will make asubmission to the committee andmembers are urged to send relevantdocuments on anti-bullying initiatives toTim Geraghty. The forum was very wellattended and was streamed live fromthe venue. The proceedings can beviewed on www.education.ie.

TEACHER INDUCTIONPROGRAMME

Billy Redmond, the National Co-ordinator responsible for TeacherInduction, gave a very detailed andimpressive presentation on how thisprogramme will be delivered in the nextfew years. The Executive endorses Billy’swork and as the new system will befuller, richer, more structured andbetter evaluated than heretofore, theprospects for effective teacherinduction to the profession are good. ATeaching Council Working Group on

legislation to establish the newEducation and Training Boards will bepassed later this year and that thelegislation enabling the establishment ofSOLAS will be taken in tandem. A fact-finding delegation from NAPD,accompanied by representatives fromthe department, will visit Scotland inSeptember for a briefing on reformswithin the sector as implemented inScotland. The delegation will meetrepresentatives from FE Colleges,education officials and representativesfrom the Scottish government.

PRINCIPALS’ WELFARE GROUPThe Principals’ Welfare WorkingGroup, chaired by Shay Bannon, hasmet on a number of occasions and arehoping to launch additional resourcesfor school leaders at conferenceincluding; a monthly check list forPrincipals, an anti bullying check list,notes on dealing with media and abereavement check list. The Grouphopes to launch a folder at conferenceand also to meet with 1st and 2nd yearPrincipals and Deputies to compile listof possible resources which could beprovided to make their job easier.

DR. JERRY JEFFERSThe Executive warmly welcomedcorrespondence from Dr Jerry Jeffers(NUI Maynooth) writing on behalf ofthe universities providing post-graduateGuidance courses in which herecognised the constructive tone of theGuidance Framework document issuedby NAPD and the Management Bodies.The very positive feed-back that thedocument received from schools shouldmean that the guidance service tostudents can be maximised. TheExecutive noted that the NationalCouncil for Guidance in Education(NCGE) – NAPD is represented on theCouncil by Past-President, PatriciaMcDonagh – will conduct a survey ofschools in September to monitor theeffects that offering Guidance withinquota has on service provision. ThePresident, Dónal Ó Buachalla, thankedTim Geraghty and Pat O’Mahony(IVEA) for all their hard work toproduce the Framework Document.

MEETING WITH NCCANAPD has Designated Status with theNCCA and a formal meeting took placebetween the officers of the Associationand Anne Looney, CEO and Deputy

Leader

the discussion took place in the contextof the effects the bonus points formaths will have on the CAO process andconcern was expressed that somestudents will be disadvantaged. TheMinister’s willingness to review theeffects is welcome but the entireprocess highlights the need for radicalreform of the Leaving Certificate.

P-PODPOST-PRIMARY DATABASE

At a meeting on Thursday July 12, theDES updated NAPD and themanagement bodies on the progress indeveloping P-Pod, the new online database for second level students and thearrangements for data transmissionfrom schools to the DES. The DES hasdeveloped draft protocols for datahandling in P-Pod, for the transfer ofdata between schools and for FairProcessing Notice for P-POD.

There was also clarification on thecategories of student personal datastored on P-POD: (i) personal datashared between the school and DES, (ii)sensitive personal data shared betweenthe school and DES, (iii) personal data,including sensitive data, which is onlyaccessible to the school.

The meeting also received an update onData Synchronisation, i.e. how the linksbetween P-Pod and local systems suchas E-Portal will operate. A circular letteris in preparation and guidelines forparents and these will issue in the newschool year. [Tim Geraghty]

PDST APPOINTMENTRecent appointments have beenannounced in the ProfessionalDevelopment Service for Teachers.

Joan Crowley O’Sullivan has beenappointed as National Co-ordinator.Joan was previously Director of theSpecial Education Support Service(SESS) and is seconded from Our Lady’sAbbey, Adare, Co. Limerick, where shewas a shared learning support teacheramongst four schools. She was a trainerwith the Primary Curriculum SupportProgramme and was subsequentlyappointed as Assistant National Co-

Mandarin might be an attractive optionfor progressive Irish schools as a shortcourse. Help could be given to Irishschools build a curriculum and providematerials/resources, using the schoolsthat ex-pats attend in China to learnMandarin. He also had contacts withChinese people living in Ireland whomight be able to help. The IrishChamber in Shanghai also has usefulcontacts with Irish Universities andInstitutes of Technology, particularlythe Confucius Institute in UCD. Therewas also discussion about possibleexchanges of expertise/knowledgebetween Principals and Deputies of IrishSchools and Shanghai’s InternationalSchools.

SEAI BRIEFING

The Sustainability Energy Authority ofIreland (SEAI) held a briefing foreducation partners on July 4.There is astatutory requirement for public sectororganisations to reduce energyconsumption by 33% by 2020. Publicbodies, including schools, are obliged tomonitor and report energy use to SEAI.SEAI has produced a Post PrimaryInformation Pack which is essentially anenergy management guide for schoolsand this will be distributed to schools. Itenvisages running training courses inenergy management in 2012/13 forrelevant school personnel. Furtherinformation is available onwww.energyineducation.ie [Report byTim Geraghty]

STATE EXAMINATIONSCOMMISSION [SEC]

The SEC has been in contact to thankPrincipals and Deputies for their help inorganising the state exams. They wereparticularly grateful with help indistributing the Irish paper at shortnotice. The Executive discussed ProjectMaths and Irish. The emphasis on oralIrish is welcome and NAPD will see topursue similar initiatives for the othercontinental languages. How best tocater for the Maths needs of the nationwas the subject of a long discussion. Itwas agreed that talk of “dumbing-down” maths was unhelpful and NAPDwill submit a paper to the SEC, theNCCA and the DES suggesting how theneeds of all sectors, students, society,industry etc could be reconciled. All of

embargoed since the beginning of theyear pending a review by the DPER. Theinability to fill middle-leadership roles ishaving a severe effect on NAPDmembers. At every opportunity, theAssociation lobbies our elected publicrepresentatives as well as the seniorofficials in the Department formovement on this issue. Such is thelevel of reform and system change inIrish education at the moment, a vibrantmiddle-leadership structure is neededto enable worthwhile initiativesprogress.

TRADE MISSION TO CHINAIrish Chamber of Commerce inShanghai: As a result of a recent trademission to China, the Association wascontacted by Peter Mooney who is amember of the education committee ofIrish Chamber of Commerce inShanghai.

Peter was in Ireland in July and threeareas were discussed in a wide-rangingmeeting. Although it is unlikely thatmuch of the discussion will beimmediately relevant to Principals itmay be that in the event of colleaguesbeing unable to hold on to teachers as aresult of the education cuts perhapssome may consider a move to theorient. Peter advises that there areapproximately 20 International schoolsin Shanghai, each with approximately100 teachers. By Irish standards they arelavishly equipped with a staff turnoverof about 20% per annum, resulting in400 vacancies for English-speakingteachers in Shanghai alone.

Similar opportunities may arise in otherChinese cities. International schools areattended by the children of expatriates,as well as children of wealthy Chinesefamilies. Students sit the I-GCSE andInternational Baccalaureate.

Peter looking for the best and most costeffective way to recruit Irish teacherskeen to work in Shanghai. He has madecontact with ASTI and TUI who arewilling to publicize the vacancies in theirpublications. This initiative might alsobe of interest to retired teachers(including Ps and DPs). A teacher with12 years of experience would earn in theregion of 50K annually tax free + flights+ accommodation, but a minimum of 2years teaching experience is required toget a work permit.

Noting the recent Junior Cyclecurricular reform, Peter feels that

Leader

Averil Power, Dáil and SeanadSpokespersons, heard delegates call forthe maintaining of investment ineducation. As a result of a reshuffle,Charlie McConalogue T.D., has recentlybeen appointed Spokesperson onEducation & Skills. The Presidents andDirector have requested a meeting withhim when the Dáil resumes after thesummer recess.

FF EDUCATION POLICYCONFERENCE

The Director participated in the FiannaFáil Education Policy Conference, whichtook place in Galway in June. This wasan opportunity for party members toinfluence policy on issues to do withsmall schools, mental health, guidanceetc. Brendan Smith T.D. and Senator

ordinator with specific responsibility forEnglish and Learning Support. Joan hashad continuous involvement in thedesign and delivery of professionaldevelopment and support initiatives atregional and national level. NAPD looksforward to working with Joan and herteam particularly in the areas ofleadership and planning.

Last year hundreds of schools took part in our annual non-uniform day in aid of thechildren of East Africa. The pupils of Ireland raised over 30,000 and helped usto reach out to thousands of vulnerable children providing

food, medicine, shelter and protection.

When we went through the many notes attachedto the donations last year, it stuck us that youngpupils in Ireland, whilst cherishing their Irishheritage, are increasingly viewing themselves asglobal citizens. It is in this context that UNICEFIreland is reaching out to the schools of Ireland tomake our 3rd annual non uniform day our biggest andmost successful yet.

A combination of escalating violence, inaccessibleservices and disruption of livelihoods has put the lives of1.5 million people at risk and in need of urgenthumanitarian assistance in Syria. Tens of thousands of Syrianchildren have been forced to flee their homes and seek shelter inneighbouring countries. Growing numbers of children are facingpsychological distress caused by witnessing violence anddisplacement. Schools have closed or become too dangerous forfamilies to reach.

We are already working to integrate children into public schools, ensuringchildren are granted free access, and providing vulnerable children with schoolbags, uniforms and other supplies. We have responded to the urgent protectionneeds of children by expanding the range of child-friendly spaces offering saferecreation, remedial education and life-skills training as we know that insuch instances of violent upheaval often nothing can make a child feelmore secure and safe than having a school to go to.

Please help us to reach even more vulnerable Syrian childrenand hold a non-uniform day in your school on Friday 26th October 2012 and donate just 1 per pupiltowards our Syria children’s emergency appeal.

Please register your school today by contacting Eleanoron 01 878 3000 or emailing [email protected]. Wewould be delighted to help you with any classroom orproject materials you may need to help explain thissensitive issue to your young pupils.

Thank you on behalf of every child,

The team at UNICEF Ireland.

UNICEF IRELAND NON-UNIFORM DAY:FRIDAY 26 OCTOBER 2012

In aid of the Syrian Children’s emergency appeal

Leader

For schools with Pupil Personal Accident cover in place there is the “Peace of Mind” factor for parents, teachers and principals that the various benefits

provided by the Allianz Pupil Personal Accident Policy, in particular medical/dental expenses resulting from an accident not recoverable from any other source can be recovered under the policy. Rather than outlining the benefits provided under our Pupil Personal Accident Insurance policy and how essential we feel it is to your school, this year we are going to show you how it works in practical terms and let you decide. Case 1 – Pupil injured during PE ClassPupil was taking part in PE in the school grounds when he fell awkwardly on his left hand. His hand swelled up immediately and the pupil was taken to the VHI Swiftcare clinic. An x-ray was carried out and it was determined his thumb was broken. As there is no excess under the policy full medical costs were reclaimed.

Case 2 – Pupil injured in school yardPupil was in the school yard at lunch time when he was pushed. He banged his head on the concrete ground and received a bump on his head. The bump initially went down but a number of days later his face swelled up and turned black and blue as a result of the original fall. He had to visit the emergency department three times and have a head CT scan. His medical expenses were covered under the Pupil Personal Accident Policy and reclaimed by his parents. Case 3 – Pupil injured whilst playing conkersPupil was playing the game of conkers using chestnuts with another pupil when the chestnut of the opponent hit the pupil in the mouth. There were significant dental expenses accruing from the accident which were covered in full under the Allianz Pupil Personal Accident Policy. Follow on dental expenses as a result of this accident will also be covered.

Case 4 – Eye injury to PupilA Pupil was poked in the eye by another pupil in the school yard on break time. The injured pupil was brought to the doctor and subsequently to an eye clinic where it was discovered he had suffered a tear to his cornea. The medical expenses were covered in full under the Allianz Pupil Personal Accident Policy. These cases have been selected from the thousands of similar Pupil Personal Accident claims we receive each year. As you will see in each case the claim is settled very easily, quickly and without any fuss. If the Allianz Pupil Personal Accident Policy did not exist in these cases, the parents/ guardians would have had to prove negligence against the school in order to reclaim these expenses which could very easily have led to legal action. The existence of a pupil Personal accident Policy does not completely eliminate the possibility of legal action being taken in the event of an injury but it does reduce the possibility considerably and in turn save the school a lot of time and effort that these legal cases would take. There is compelling evidence to suggest that effecting Pupil Personal Accident cover impacts positively on the level of public liability claims made against schools which in the long term is of benefit to all. If you are interested in purchasing the Allianz Pupil Personal Accident Policy our application form for the next school year is available on our schools website. We will also be continuing our offer of a 30% discount for buying or renewing your Pupil Personal Accident Policy online at www.allianz.ie/schools.

Allianz Pupil Personal Accident – “Accidents Occur and are Covered”

The old cliche “Accidents don’t happen, they are caused” is certainly true. However accidents do occur.

Leader

NAPDConference

2012

LEADERSHIP FOR SCHOOL

IMPROVEMENT

THE HIGHLIGHTS

PLUS

Building Learning PowerProfessor Guy Claxton

Presidential AddressDónal Ó Buachalla,

Response from Minister,Ruairi Quinn T.D.

The Learning-powered School,Graham Powell

l ICT and its role inmanaging learningwith Seamus Ryan

l Looking at our SchoolImprovement – theFebruary Strengthsand WeaknessesReport – advice fromthose in the know!

l Catherine Dunne,Author

PLUS Booking for theConference

Workshops

l Further Education

l ICT

l Ceardlann na nGaelscoileanna

l School Self Evaluation – bringing schools to a new level

l Teacher Reflection, Renewal & Redirection

l Graham Powell – The Learning Powered School

l Education through the Arts

l Cúram

l Working with Refugees and AsylumSeekers Rape Crisis Network

Information, Registration & HotelBooking Forms can be downloadedfrom the link below and were also sentto schools with the April ExecutiveReport.

The Registration Form should bereturned to NAPD Head Office

The Booking Form must be returnedto the Radisson Hotel, Galway.

FULL DRAFT PROGRAMMESee: www.napd.ie

Thursday 18 & Friday 19

October

Radisson BluHotel,

Galway

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