I am the Principal of a rurally based primary school.

Pupils and staff have the opportunity to work in a location which is very beautiful.

Nature abounds around us. The beauty of the seasons can be observed at first hand.

The community in which the school is based is close knit and very supportive. The school is at the centre of the community and life revolves around it.
I have been teaching for the past twenty years, the last twelve of those years have been in the position of Principal

I was quite proud to have been appointed Principal at such a young age. I determined to do all I could to make my school a place that everyone could be proud of.

Dealing with a multi class group is very challenging from an organisational aspect especially when being the principal further compounds the challenge. The constant ringing of the phone, callers to the door, the additional pressures of paperwork etc. detract from my main duty of care – my pupils.

Educationally we are quite advanced in our outlook. We are very involved in the local community. We get involved in many projects. The pupils are environmentally aware.

We have the honour of having our own website. The site was researched and uploaded by the pupils themselves.

Little did I think when I entered the teaching ‘profession’ that I would end up doing some of the ‘duties’ that I do on a daily basis.

Amongst other things I have to:

• Set traps to catch vermin.
• Mop up the floor of the toilet after heavy rain.
• Go up on the roof during the holidays to patch it up.
• ‘Build’ a scaffold with tables to patch up the ceiling to prevent the damp plaster from falling down.
• Regularly throw out books damaged by the dampness.
• Store paper and library books at home to prevent them being damaged in school and because lack of space is also a major problem.
• Carry home all the computer equipment for holidays because of dampness fears and because of security fears.

Teaching in conditions like these shows a marked disrespect to my profession and for me.

I am helping to mould the Irish citizens of the future. It is difficult to maintain a respect for a system that does not maintain a respect for me.

The goodwill that exists between teachers and the Department of Education and Science is slowly waning.

If that goodwill goes our Education System will surely suffer.

Now with the Celtic Tiger becoming a distant memory what’s one of the first things to get hit? ….. the Education System!

You’re pulling the promised funding for I.C.T.

Thanks a lot Fianna Fáil!

The Irish National Teachers’ Organisation today called on the government to clarify what funding if any, is available for school computing. The union’s General Secretary John Carr said the Taoiseach’s refusal to say if funding for new computers was available would come as a body blow to schools waiting nearly six years for government investment to upgrade clapped out computers.
“In computer terms that is two lifetimes of no money for school computers. Most school computers should be in museums not schools,” said Carr.
Mr Cowen was unable to confirm to the Dail today if the commitment in the NDP that €252 million would be spent on school computing was going ahead.
John Carr said there must be no doubts about this matter. “Either the money is there or it’s not,” he said. “If it is, it must be paid to schools straight away. If it’s not then government must admit publicly to parents and teachers that it has broken another promise on primary education.”
Mr Carr said Irish primary schools already lag well behind their EU counterparts when it comes to IT investment. “Our level of funding is only a fraction of what is spent in the north,” he said. “A digital border is beginning to divide our island.” Only last December, Mr Cowen, in his budget speech told the Dail that postponing or delaying the NDP would be a major policy error and specifically stated education would be included in the main elements of the capital investment programme for 2008. Today he was unable to confirm if the planned investment in Information and Communication Technology in schools would go ahead as planned.

It’s now official!

Information and Communication Technologies aren’t a priority for our schools.

We were promised €252 million as part of the National Development Plan.

It doesn’t seem to be available anymore.

Judge for yourself …. the following is an extract from a Dáil question and reply session with our new Minister for Education and Science Batt O’Keeffe:

Deputy Brian Hayes asked the Minister for Education and Science when schools will be able to draw down the €252 million investment promised for information and communications technology; and if he will make a statement on the matter.

Minister for Education and Science (Deputy Batt O’Keeffe):
Since the introduction of the programme of investment in information and communications technology in 1998, almost €200 million has been invested in information and communications technology in schools. Some €80 million was provided to schools in equipment grants under the Schools ICT 2000 and Blueprint for the Future of ICT schemes. A further €23 million has been provided since 2004 to develop the networking capacity of schools and facilitate the full exploitation by schools of the potential offered by broadband connectivity and the efficient use by schools of computer software. The current national development plan provides for investment of €252 million in information and communications technology in schools between 2007 and 2013.
The Deputy will be aware that my predecessor appointed a strategy group to advise on the priorities for expenditure on information and communications technology in schools. I intend to publish the group’s report shortly. The report will cover areas of required investment over the lifetime of the national development plan. At its core will be the embedding of information and communications technology in the teaching and learning culture of schools. This will require continuing investment in teacher professional development to build further on the impressive teacher participation levels which have been evident to date. It will require the continuing maintenance of a national broadband network for schools, the upgrading and renewal of hardware and the provision of software and digital content. It will be important to focus on the provision of technical support to schools and the development of appropriate models in a cost effective manner.
Decisions on the timing and amount of expenditure in this area this year must be made in the overall context of the current budgetary situation. I am required to work within the budget set for the Department of Education and Science. My officials and I are reviewing the overall financial position with regard to spending trends and emerging pressures. Following this review, I anticipate that I will be in a position to make decisions on specific areas of expenditure.

Deputy Brian Hayes:
I congratulate Deputy Batt O’Keeffe on his appointment as Minister for Education and Science. I look forward to working with him over the course of the next while. I wish him well in his new position. In his response to Question No. 79, which relates to the development of information and communications technology in our schools, the Minister seemed to suggest that the €252 million that is allegedly earmarked for this sector over the course of the national development plan may be at risk. Can the Minister unequivocally tell the House whether the €252 million which was dedicated for the development of information and communications technology in schools over the course of the national development plan is absolutely guaranteed?

Deputy Batt O’Keeffe:
I thought I had made it plain that I am discussing the exact financial position with my officials. It has not been easy to examine all the funding issues in the Department of Education and Science. I am not in a position today to say “Yes, something will happen”. I have provided for expenditure in the schools sector of approximately €20 million, on the current side. I will continue to fund the National Centre for Technology in Education, which provides more than 10,000 continuing professional development training places to teachers each year. I am in discussions with my colleague, the Minister for Communications, Energy and Natural Resources, Deputy Ryan, on the issue of broadband services in schools.

Deputy Brian Hayes:
Do I understand correctly from the Minister that the answer to my question is that the €252 million funding package is not guaranteed over the course of the next five to six years? If so, this news will come as a bombshell to schools throughout the country. The Minister’s predecessor made 17 separate announcements pertaining to the €252 million allocation.

Deputy Batt O’Keeffe:
That is right.

Deputy Brian Hayes:
The Minister has now honestly told the Dáil that there is no absolute, firm and gilt-edged guarantee that this money will be provided for schools. Is he aware that Ireland is ranked 20th of 30 OECD countries in respect of expenditure in this area? Does he know that Ireland is ranked 19th of the 27 EU member states in respect of the roll-out of broadband?
We have one computer for every ten children in this country. Our information and communications technology funding record is abysmal. The Minister, unlike his predecessor, has been honest with the Dáil. He has admitted that there is no commitment to provide a €252 million spending package. This news will come as a bombshell to schools. Can the Minister tell the Dáil whether he has read the report of the expert group? I understand that the group has said that an allocation of €252 million would be insufficient to meet the technological development needs of this country’s schools. Can the Minister confirm whether the expert group has told him that?

Deputy Batt O’Keeffe:
I do not want the Deputy to misinterpret what I am saying. I am in discussions with my officials about the overall package of funding within the Department. I am not saying that I do not intend to put funding in place for information and communications technology. It is in the national development plan. It is obvious that it is my aspiration—–

Deputy Brian Hayes:
It is no more than an aspiration.

Deputy Batt O’Keeffe:
—–to meet the demands of that part of the national development plan.

Deputy Brian Hayes:
It is not true.

Deputy Batt O’Keeffe:
I certainly do not intend to give Deputy Hayes an absolute commitment, in the Dáil, that I have the funding to roll out the whole of this.

That’s 50% less wastage!

I have written about School Development Planning Support (Primary) previously.

In their wisdom S.D.P.S. have decided to put a copy of their website on CD …. issue a copy of the CD to all the Primary School teachers in the country and to provide each member of the Board of Management with their own copies as well.

What an utter waste of money!

Fix our school broadband …. we’ll be able to access it online.

They wasted their time sending copies for the Board of Management …. they don’t read the printed material I give them …. what hope is there that they’ll browse a CD?

Those CD’s were promptly binned … they’d laugh me out of it if I gave them a CD each.

I’d prefer the SDP advisors actually knew how to advise … spend the money there …. train them properly …

Maybe then we’d start getting places!

Just in case people think it’s all a figment of my imagination.

Look at the School Development Planning Support (Primary) website …… and you’ll see all that is expected of us!

I am wrecked …. we have 12 policies done! Either newly completed or revised.

• Gaeilge
• English
• Mathematics
• History
• Geography
• Science
• Visual Arts
• Music
• Drama
• Physical Education
• Social, Personal & Health Education
• Religion

All ready and waiting to be presented to the Board of Management …. who’ll take little notice of them and have little idea of the hours, days, weeks and months of work that have gone into them.

They are excellently written and will be a great guidance to our school (if I say so myself).

They haven’t been ‘copied or pasted’ from anybody else’s policies.

All original work … each and every one of them!

The folder containing the 12 documents would be worth a fortune …. but I ain’t selling!

A staff handbook is a necessary document as it informs new staff members, substitute or temporary teachers about the day-to-day running of the school.

It helps in maintaining continuity and promotes a unified approach to the operation of the school.

Items that may form part of the handbook include:

• Accidents – reporting and recording, first aid, etc.
• Attendance – roll books, the process for collection of data
• Class lists for the school year
• Communication policy – how data/information is distributed to parents/guardians
• Collection and release of pupils, especially infant pupils
• Extra-curricular activities – insurance issues regarding school tours, policy on school tours
• Health care
• Health and safety – fire drills, first aid, assembly points in the event of fire and procedures to be followed in the event of fire
• Holidays for the year (if fixed on an annual basis)
• Homework policy
• Information and Communication Techology policy
• Library
• List of posts/post-holders and their responsibilities
• Litter/Environmental policy
• Lost property
• Lunch-break procedure
• Lunch-break supervision rota
• Personal items – the labelling and storage of
• Procedure to be followed on wet days
• Policies on food in the playground, etc.
• Policy on money – how it should be sent to school, recorded, stored, etc.
• Procedure for contacting support services, health boards, etc.
• Pupil illnesses – procedure to be followed
• School books – rental schemes (if one exists)
• School calendar of events for the year
• School saving schemes
• School uniform
• Use of mobile phones
• Visual Arts – policy and procedures

and so on ………

So what policies do we need?

This is a long list …. you have been warned!

The policies in bold print are required by legislation. We ain’t got a choice with those ones. All schools should have them in place because they have to!

The others are ‘recommended’ …. which is as good as saying …. ‘put them in place!’

Here goes:

• Access by parents to children’s records
• Admission/enrolment policy
• Anti-Bullying/sexual harassment
• Appeals procedure
• Certified accounts
• Code of behaviour/discipline
• Equality of opportunity
• Health education
• Integration of children with special educational needs
• Management and staff development
• Reporting on attendance levels
• Safety statement
• School attendance strategies
• School Plan
• Yard duty/supervision
• Administration of medicines
• Annual school calendar
• Assembly/dismissal of pupils
• Assessment and testing
• Booklists
• Car parking
• Class and classroom allocation
• Class masses
• Class meetings
• Classroom Assistants
• Class records and roll books
• Commercial promotions
• Commercial sales people
• Community involvement
• Complaints procedure
• Contacts with other schools
• Data retention/protection
• E-mail/Internet/acceptable-use policy
• Emergency closures
• Environmental awareness
• EPV days
• Extra-curricular activities
• Financial accountability
• Fire drills
• Fund-raising
• Guidance for substitute teachers
• Home-school liaison
• Homework assignment and correction
• Induction of new pupils
• Infants after hours
• In-School communication
• Junior school wardens
• Learning support resource allocation
• Library
• Litter
• Meetings for specific purposes
• Memos to parents
• Notification of absences
• Opening hours
• Parent/teacher meetings
• Participation in competitions/festivals
• Pastoral care
• Photocopying
• Promotion for external charities
• Psychological assessment
• Pupils’ lunch breaks
• Pupil promotion
• Pupil transfer
• Pupil absence
• Pupil illness during the school day
• Pupil insurance – personal accident
• Reception of student teachers
• Record keeping
• Reporting of sexual abuse
• Reports to parents
• Resource allocation
• School savings scheme
• School security
• School medical service
• School milk scheme
• School organisation
• School tours
• Staff development
• Staff meetings – procedure
• Stay safe programme
• Supervision
• Sports days
• Teacher grievance
• Textbook selection/book rental
• Transfer of essential information
• Uniforms
• Use of AV and other facilities
• Use of common areas/grounds
• Use of mobile phones

I’ll go through the above in future postings.

More about school planning tomorrow!

Planning is now a statutory requirement for schools.

Under Section 20 of the Education Act all schools are obliged to have a school plan.

The school plan is like the Bible except it’s the school’s own version. The school plan contains everything that needs to be known and should be known about the school, the way it’s run and the way learning takes place in it.

It is a legal requirement to have a school plan.

Schools will have their own particular layout and as its particular to their school it will also be at its own particular stage of development.

The school plan can be divided up into sections.

The following is indicative of how a school may divide up its plan:

• General School Details
• Vision/Mission Statement
• Curriculum Plans/Programmes
• Organisational Policies
• Procedures and Practices
• Development Section

The General School Details section would include areas such as the history of the school, details about school personnel, subjects taught, the opening and closing times, uniform, extra curricular activities etc.

The Vision/Mission Statement reflect the characteristic spirit of the school and would influence all policies. It would address inclusivity and equality (Equal Status Act 2000), the holisitic development of the child and would refer to the school climate/atmosphere.

Curriculum Plans/Programmes is fairly self-explanatory. A curriculum plan is based on the policy for a specific Primary Curriculum subject. The plan would set out the school’s policy to the teaching and learning for that particular subject. It would also refer to how the subject would be managed and organised within the school.

Organisational Policies would deal with the school’s response to legislative requirements, national guidelines. School practice in certain areas would be outlined here too.

The Procedures and Practices section would basically be short statements of fact rather than having  the need for a full blown policy.

The Development Section would detail on going work. You could call it a ‘work in progress’ or ‘what we hope to achieve’ section.

It’s important to realise is that the school plan is always evolving …. it never ends …. it will always have some part of it being reviewed …. if this isn’t happening it has lost its purpose.

The difficulty for schools in compiling their school plan is TIME.

Officialdom doesn’t care if you’re a small school or a big school …. we’re all expected to have our well detailed plan available for inspection.

In my school we have started all areas, some parts are well underway, whilst other are fully completed (until review time of course).

I’m busy at the Curriculum plans/Programmes section at the moment …. it’s well on the way …. but there’s still lots to do!

So the next time you have a go off the class teacher or the Principal who’s running around like a hare ….. stop …. and think …… SCHOOL PLAN!

* My next post on the ‘policies line’ will list what policies schools are advised to have or are legally obliged to have. *

* It will be a long list! *