Michelle Keane Chairperson INTO Principals and Deputy Principals

Michelle Keane Chairperson INTO Principals’ and Deputy Principals’ Committee

Workshop • In what respects more demanding or stressful since 2015? • What factors have made teaching more demanding/stressful? • How has the climate of teaching changed, with references to various policy changes? • What kinds of policy changes have impacted on the climate of teaching? • How can stress/work load be improved in ways that enhance job satisfaction? • What kind of initiatives would be likely to increase job satisfaction and make teaching less stressful? • What opportunity is required for teachers to plan and how can the system respond?

Solutions • Local / school level • National / policy level

Workshops – 2019 • Administrative Principals • Teaching Principals • Principals in special Schools – with Special Classes • Principals and Deputies in Northern Ireland • Deputy Principals • Class teachers • SEN teachers

Administrative Principals ISSUES 1. Buildings/17 infrastructure 2. SEN 3. Documentation/Paperwork • BOM structure not fit for purpose • Lack of time to lead learning • Lack of posts • Demands for policies • Child protection and GDPR • No downtime • Lack of meaningful supports • HR Demands

Administrative Principals TOWARDS SOLUTIONS Local • Sharing school policies • Shared IT person between schools • Special class for pupils with EBD System • Templates to accompany circulars • Central HR support • SEN management post • Cluster schools for IT support • Restore POR • Centralised system for school buildings • Placement of children with SEN to be tracked and reviewed • More special school places • Centralised system for finance support

Teaching Principals ISSUES 1. Balancing roles – Teaching/Admin 2. SEN 3. Paperwork/Documentation • Buildings • Challenging Behaviour • Managing staff – more than teachers (HR) • Lack of time • Lack of substitution • Expectations of inspectors • BOM issues • Child Protection • Unplanned interruptions • Initiatives • Legislative changes - demands

Teaching Principals TOWARDS SOLUTIONS Local • Cluster meetings of principals (support) • Delegation • BOM responsible for finances • PDST advisors • Clusters for release days • Say NO • Committed and supportive staff • Good ISM team System • • • Minimum 1 release day per week Re-evaluation of BOM system Slow down pace of change Centralised advise re GDPR/Child Protection Consistent standard from DES Inspectors Joined up thinking re paperwork and SEN Full-time trained secretary paid by DES More centralised approach to arranging clusters Proper funding Support for SEN – teachers, SNAs, facilities, withdrawal rooms, SLT, OT, Psychological • Support for Travellers, EAL, homeless, direct provision

Special Schools/Classes ISSUES • • • • Lack of coordination between services/agencies supporting schools Discipline/Challenging Behaviour Staffing issues (HR) – teachers, SNAs, escorts Documentation/Paperwork Policies and Initiatives Sub shortage Lack of places for children with ASD Health and Safety Non-acceptance of teachers’ reports Non-recognition of all staff for purposes of remuneration Inadequate buildings Lack of resources Lack of multi-disciplinary supports Inappropriate curriculum

Special Schools/Classes TOWARDS SOLUTIONS Local • Behaviour Support Plans for children with challenging behaviour • Lobby TDs for support • Meeting parents and listening to their concerns • Use Employment Assistance Scheme • Appropriate training/CPD for staff • Risk assessments • Referring for multi-disciplinary support • Creating positive environments System • More resources, without unnecessary paperwork • Therapy services – SLT, OTs • Social workers to support families • Coordinated pathway for children with SEN – placement, services, resources. • Improved ratios for children with severe disabilities / Autism • Joined up thinking between DES and HSE • Admin PO in all special schools • Admin DPO in larger schools • Accepting principals’ and teachers’ professional judgement • Adequate training/CPD for all new teachers • Dedicated time for planning • Adequate provision of places • Pay should reflect number of staff • Adequate funding

Deputy Principals ISSUES 1. Balancing teaching and admin 2. Paperwork 3. SEN • Curriculum and initiative overload • Lack of subs • Reduction in POR • Keeping up to date with policy change • Attitudes to role – pupils, colleagues, parents • Expectations of colleagues • Demanding parents

Deputy Principals TOWARDS SOLUTIONS Local • Prioritising at local level • More specialisation among teachers • Time for collaborative meetings • Good relationships at school level • Using Croke Park hours System • Information from one source only • Clear messaging • Templates for plans • One initiative per year/reduction in initiative • More SEN teachers • More non-teaching time to DP duties • More autonomy to allocate teachers • Faster processing of applications • Reduce threshold to appoint admin DPs • Official monthly planning time • More POR

Northern Ireland ISSUES • • • Workload at crisis level ETI Budget pressures Managing finances Lack of support from DE/Education Authority Isolation of principals Brexit Dealing with societal problems Dealing with special needs Health issues for principals

Northern Ireland TOWARDS SOLUTIONS • • • Local cluster groups of principals (INTO) Network of leadership advisors (INTO Essential school task list (INTO) Templates for School Development Plans (INTO) Leadership training and professional development - CPD (INTO) More supportive inspection process Freeze on all new initiatives Increase in funding – salaries independent of school budget Proper consultation Cross border joint planning HR support Teacher well-being

Next Steps Findings from workshops will inform survey of members in Spring 2020. Full report available in late 2020 / early 2021

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