Understanding school leadership a mixed methods study of the context and needs of serving and aspiring post primary school principals
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- APPENDIX TWO
- Tánaiste and Minister for Education and Skills
- APPENDIX 3 SURVEY FROM NAPD Executive report (
- Please circle the appropriate answers Your gender
- What post did you hold immediately prior to appointment
- Please rank each of the sentences below according to the extent to which they reflect your experience to date. Circle
- APPENDIX 6 A summary of resource issues referred to in the interviews
- APPENDIX 8
- Many Principals express concerns that the present middle management structure is not fit for purpose. Do you agree
- What one initiative would you like to see policy makers consider in the area of Post Primary school leadership
A list of Appendices
APPENDIX ONE Abbreviations used ACCS Association of Community and Comprehensive Schools www.accs.ie DES Department of education and Skills www.education.ie ESRI Economic and Social Research Institute www.esri.ie ICT Information Communications Technology IPPN Irish Primary Principals Network www.ippn.ie IVEA Irish Vocational Education Association www.ivea.ie JMB Joint Managerial Board www.jmb.ie LDS Leadership Development for Schools www.lds21.ie NAPD National Association of Principals and deputies www.napd.ie NCCA National Council for Curriculum and Assessment www.ncca.ie NCSL National College for School Leadership www.ncsl.org NERC National Education Convention OECD Organisation for Economic and Cultural Development www.oecd.org RAP Research Associate programme WSE/MLL Whole School Evaluation / Management Leadership and Learning APPENDIX TWO Dail Questions Available from http://debates.oireachtas.ie/dail/2010/05/05/00308.asp Question number 398. Deputy Ruairí Quinn   asked the Tánaiste and Minister for Education and Skills the number of post primary principals appointed in the years 2005, 2006, 2007, 2008 and 2009; the number of teachers appointed each year by school type that is, vocational school, voluntary secondary school and community schools; the number of those appointed principals who were previously deputy principals; and if she will make a statement on the matter. [17828/10]
Tánaiste and Minister for Education and Skills (Deputy Mary Coughlan):
Information on the number of teachers appointed each year by school type is not readily available for Secondary and Community/ Comprehensive schools. The number of Whole Time Teacher equivalents for each of the years is:
399. Deputy Ruairí Quinn asked the Tánaiste and Minister for Education and Skills the number of principals her Department estimates will be needed in the years 2010 to 2020; and if she will make a statement on the matter. [17829/10]
Tánaiste and Minister for Education and Skills (Deputy Mary Coughlan): Retirement figures for principal teachers for the past three years are:
This is based on Department held data with a pro-rata adjustment to include VEC schools. The number of new schools and school closures will also impact on the demand for new principals. The Forward Planning Section of my Department has carried out a study of the country to identify the areas where, due to demographic changes, there may be a requirement for significant additional school provision at both primary and post-primary levels over the coming years. This study has been conducted using data from the Central Statistics Office, the General Register Office and the Department of Social & Family Affairs with reference to recent schools’ enrolment data. The study indicates that the requirement for additional primary provision in years 2010, 2011 and 2012 is likely to be greatest in more than 40 identified locations across the country based on significant changes to the demographics of those areas. Forward Planning Section is in the process of carrying out detailed analysis and reports for each of these locations in order to identify the school accommodation requirements for each area up to and including the school year 2014/2015. When the required reports have been completed for the initial areas Forward Planning Section will continue to work on preparing reports on a priority basis for the remainder of the country. Overall primary and post primary accommodation requirements will be analysed as part of this process. APPENDIX 3 SURVEY FROM NAPD Executive report ( PART 1) Thank you for taking time to complete this short questionnaire. It should take no more than 5 minutes to complete. All data gathered will be used exclusively for the purpose of this research project. This research aims to assist policy makers and decision makers in the area of school leadership. To do this I aim to compose a snap shot of the cohort of school Principals currently serving in all three sectors. It is hoped that the data could help to inform and improve the quality of recruitment, induction, and on-going support for all of us who work as school Principals. Please circle the appropriate answers Your gender: Male Female Age group 60yrs + 50-59yrs 49-40yrs 39-30yrs < 30yrs In which sector is your school ? V.E.C. Vol. Secondary Community/Comprehensive How many years have you been a school Principal? 1-5 years 6-10 years 10 +years What post did you hold immediately prior to appointment? Deputy Principal Assistant Principal Special Duties Post Other Were you promoted from within your school or from another school? (Circle one) Promoted from within Employed from another school APPENDIX 4 SURVEY FROM NAPD PART 2 Please rank each of the sentences below according to the extent to which they reflect your experience to date. Circle one on each line.
My previous experience prepared me well for the job of Principal: 1. 2. 3. 4. 5. I experienced a lot of anxiety in my first year as Principal. 1. 2. 3. 4. 5. During my first year(s) I was encouraged not to rock the boat in my school 1. 2. 3. 4. 5. I have completed an LDS course 1. 2. 3. 4. 5. I receive good feedback and support from the BOM and or the Trustees of my school: 1. 2. 3. 4. 5. During my first year(s) as a Principal I felt quite isolated. 1. 2. 3. 4. 5. Too much of my time is spent on paperwork or other non educational matters 1. 2. 3. 4. 5. I was well aware of the nature of the challenges of Principalship when I applied 1. 2. 3. 4. 5. I found the LDS courses very helpful 1. 2. 3. 4. 5. APPENDIX 5 A description of the 12 interview subjects .
APPENDIX 6 A summary of resource issues referred to in the interviews The job is changing BUT people aren’t ! The pressure of Inspection / Evaluation makes things more challenging I took over form a parlour of nuns who left no structure behind them The sheer complexity of the job The effect of the embargo on appointments to posts and non-teaching staff Increased expectation around SEN After a period of good service LDS has been scaled back. THIS MUST BE REVERSED Financial pressures Different constituencies within the staff who want different things A changing and challenging student cohort. Increases in the Pupil teacher ratio Increased parental expectation Challenges of how to deal with the underperforming teacher The sheer workload The principal as plate spinner The expectation that the principal must be a magician Pressure to lead curricular change LCA, LCVP and Trans Yr are now part of the mainstream. New initiatives; Literacy and numeracy and The new Junior Certificate Union directives to teachers mean the principal is the middle man for cuts Too much time is spent doing other people’s work The challenge to maintain school discipline Competition from other schools, lack of cooperation Pressures and frustration within staff and parent body
The contributors to the Delphi Panel. The CEO of Ceist The CEO of Le Cheile The CEO of National Council for Curriculum and Assessment The Jesuit Education delegate The Gen Sec. of the JMB The Gen Sec of ACCS The director of Limerick Education Centre The Director of Dublin West Education Centre The Director of CURAM The National Coordinator and members of the team who deliver courses through Leadership Development of Schools (LDS) The Director and members of the executive of the National Association of Principals and Deputy Principals. (NAPD)
DELPHI Round one summary. What is the single biggest challenge facing the serving Post Primary school principal within the system today?
Many Principals express concerns that the present middle management structure is not fit for purpose. Do you agree?
What one initiative would you like to see policy makers consider in the area of Post Primary school leadership?
APPENDIX 9 Letters of invitation and consent A Chara Thank you for agreeing to take part in my research as part of my study for a professional Doctorate in Education. The propose of the interview is to help me in composing an answer to my research question How can the education system best understand and respond to the needs of serving and aspiring school principals in a context of increased demands and explicit requirements for leadership and the leadership of learning. The interview will take the form of a structured conversation during which I will invite you to respond to the following open questions.
With your consent the interviews will be recorded to enable me to represent your views accurately. Although the data from the interviews will form part of my research paper your responses will be presented in my thesis anonymously and neither you nor the name of your school will be identified. The data will be stored in the college for a period of five years and will then be destroyed Sincere thanks once again for your willingness to help me in what I hope will be a valuable exercise. Consent Form I have read and understood the conditions of my involvement in these interviews and give my consent to participate and to have the interview recorded for the purposes of this study. Signed ______________________________ Download 0.68 Mb. Share with your friends:
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