School leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
A “principal” is defined in the 1998 Education Act (as amended in 2022) as “a person appointed under section 23”, which details the functions of the principal, such as “be responsible for the day-to-day management of the school; provide leadership to the teachers and other staff; be responsible for the creation of a supportive school environment; and set objectives for the school and monitor the achievement of those objectives. The act also clarifies that the term “teacher” also applies to principals.
The term “Principal Teacher” is also used in the act and other documents such as the Constitution of Boards and Rules of Procedure 2011,
Schools also may have a “deputy principal”. According to Circular 04/98, the deputy principal assumes the role of the Principal in their absence and assists the Principal in fulfilling their responsibilities.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The document Looking at our School 2022 available for primary and post-primary schools, contains a framework for leadership and management. Circular 03/2018, 70/2018, and 44/2019 mandate the framework nationally for primary and post-primary levels. The framework is used to inform the work of inspectors as they monitor and report on quality in schools. The Quality Framework for Leadership and Management, a document developed by the National Association of Principals and Deputy Principals, identifies the key leadership and management areas in a school (domains), and these are then further divided into various content standards for each domain. It also identifies statements of practice for each standard.
Roles
Setting expectations/objectives: According to the 1998 Education Act (as amended in 2022), the principal sets the objectives for the school and monitors the achievement of those objectives. In the Quality Framework for Post-Primary Schools, it is written that principals and deputy principals have a role in “leading and managing action planning for improvement. They ensure that improvement plans are put into action on a whole-school basis and are monitored systematically.”
Developing teaching and learning: The school principal is responsible for the day-to-day management of the school, including guidance and direction of the teachers and other staff of the school, and is accountable to the board for that management. According to the Quality Framework for Post-Primary Schools, a highly effective principal works very effectively with the board of management to monitor the use of budgets, personnel, and other resources to ensure that they are closely aligned with identified learning priorities and the school’s strategic plan. The principal and deputy principal must be able to work purposefully to ensure that all aspects of the school curriculum are implemented in a way that provides all students with valuable learning experiences. Likewise, they have in place effective systems for monitoring students’ progress and development. The principal promotes a culture of collaborative review of teaching and learning practices and outcomes and does so in an affirming and developmental manner.
Promoting collaboration: The 1998 Education Act (as amended in 2022) states that the principal is “responsible for the creation, together with the board, parents of students and the teachers, of a school environment which is supportive of learning among the students and which promotes the professional development of the teachers.” The principal encourages the involvement of parents of students in the school in the education of those students and the achievement of the objectives of the school. According to the Quality Framework for Post-Primary Schools, “the principal and other leaders in the school foster a culture in which learning flourishes. They lead the school community to continuously strive for excellence by setting high expectations for students. They promote a culture of continuous improvement by supporting colleagues to become reflective practitioners.”
One of the main standards in the Quality Framework for Post-Primary Schools is to “build and maintain relationships with parents, with other schools, and with the wider community.” A highly effective leader, in this, builds and maintains a constructive relationship with parents and other schools; supports the parents’ association; and has mutually beneficial relationships between the school and the wider community. They may do this through effective and regular communication using a range of media. He/she seeks and listens to the opinions of others and formally engages in very effective dialogue.
Supporting staff development: The principal is required to provide leadership to the teachers, other staff and the students of the school. The Quality Framework for Post-Primary Schools states that “those in leadership and management roles support and promote teachers’ continuing professional development in a range of areas, to support high-quality teaching”. The principal and deputy principal ensure that professional development is firmly based on action research and is adapted to the identified needs of the school. They maximise opportunities to develop teachers’ capacity and competence to improve teaching and learning. A highly effective principle actively promotes innovation and creativity and expects and facilitates teachers to critically analyze and evaluate their own practice.
Acting in accordance with the ethical principles of the profession: The Teaching Council has put together a Code of Professional Conduct for Teachers which all educators in Ireland, including principals, are expected to follow. The code is comprised of four ethical values: respect, integrity, trust, and care.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to Circular 02/02 which discusses the Eligibility Criteria for Principals in Primary and Special Schools, to be deemed eligible for the post of Principal, applicants must certify that they are qualified primary teachers, have satisfactorily completed probation, and have at least five years qualified whole time teaching service. The Teaching Council is the statutory body that sets the standards of academic achievement and professional training required of teachers. For the position of principal, a selection criteria is established under the Constitution of Boards and Rules of Procedure 2011 which reflects the value of a teacher’s experience and how that contributes to his/her capacity to meet the requirements of the post. Circular 05/02 and 29/02 detail the Eligibility for Principals in Post Primary schools. They require that candidates must also have five years of whole-time teaching service or its equivalent.
Appointment decision
According to the 1998 Education Act (as amended in 2022), the school board appoints the school a person to be principal subject to terms and conditions as determined by the Minister of Education. The Constitution of Boards and Rules of Procedure 2011 also states that the Board of Management is the employer of teachers and other staff of the school. Open competition is the mechanism by which principal posts are filled. A selection board is created with the chairperson of the board and two assessors independent of the board. At least three applicants must be called for an interview. The selection of the successful candidate is based on four competencies which are aligned with the Quality Framework for Leadership and Management. Once the applicant has been notified and accepted for the new position, the board of management must provide a contract.
Employment equity measures
The Constitution of Boards and Rules of Procedure 2011 makes clear that care must be taken to ensure no discrimination during the appointment process of teachers and principals. In the selection of staff for boys-only and girls-only schools, both male and female applicants must be given equal opportunity to present themselves as suitable. Measures to ensure equitability were not explicitly found.
Working conditions
Principals may be a part of a national network such as the Irish Primary Principals’ Network (IPPN), which represents the primary school level; the National Association of Principals and Deputy Principals (NAPD), which represents the secondary school level; and the Centre for School Leadership (CSL) which was a partnership of both and the Department of Education. There does not seem to be a mandated limit to the term of a school principal. However, principals are hired under Terms of Employment contracts, which may restrict their terms. Unions participate in the hiring process and training of school principals. According to Circular 70/2018, in consideration of roles and responsibilities assigned, the School authorises the Department of Education and Skills/ETB to pay the appropriate allowance for the category of post from the schedule of salaries and allowances for teachers at the rate agreed from time to time in the Teachers' Conciliation and Arbitration Scheme in addition to the teacher's salary scale. Teachers are paid on a point system. Incremental progression is determined by employment history (the number of hours completed, and contract secured). Principals receive an additional allowance for their post of €10,503 to €47,910 (category I-XVII) at the post-primary level, and €13,806 to €44,086 (category I-XIV) at the primary level. As such, the lowest a primary school principal could receive would be at point 1, category I at €51,138. Though it is most likely that a new principal would be starting at a higher point level.
2.3. Leadership preparation and training
Pre-service training
There is no mandatory training that is required for principals before appointment. However, there are graduate programmes which exist that teachers who aspire to be principals may take part in. For example, the Post Graduate Diploma in School Leadership is partially funded by the Department of Education and is open to all teachers with five years of experience teaching. The modules are delivered in 12-week semester-long blacks and teachers are expected to continue working in a school for the duration of the course. Other programmes have been endorsed by the Center for School Leadership (CSL).
Induction and in-service training
Induction training is also non-compulsory; however, many programmes exist for newly appointed principals. The induction period usually lasts for the first three years and contains targeted professional learning and system support. There are multiple programmes available that newly appointed principals can choose from. Misneach is a two-year personal and professional development programme for Newly Appointed Principals developed by the Professional Development Service for Teachers (PDST). The training covers topics found in the Quality Framework for Leadership and Management. PDST also provides a mentoring service that new principals can take advantage of. The Irish Primary Principals' Network (IPPN) has also developed many training programmes focused on school leadership.
PDST’s Meitheal programme is developed for principals with a minimum of five years’ experience. The programme runs over two years and is largely participant-led. The Forbairt programme is also for experienced school leadership teams and lasts one year. Other programmes have been endorsed by the CSL.
3. Teachers, parents and students
3.1. School management committees and boards
Part IV of the 1998 Education Act (as amended in 2022) discusses the Boards of Management. Each school must appoint a board of management. The members should be “patrons of schools, national associations of parents, recognised school management organisations, recognised trade unions and staff associations representing teachers and the Minister.” The board must have an appropriate gender balance. The board is responsible for preparing the school plan, circulating the plan, and regularly reviewing and updating it. The school plan states the objectives of the school relating to equality of access to and participation in the school and the measures which the school proposes to take to achieve those objectives including equality of access to and participation in the school by students with disabilities or who have other special educational needs. The board must establish procedures for communicating with parents, teachers, other staff, and a student council if one has been established. The board also publishes school policies and effectively uses resources to meet the needs of the students.
The Department of Education and Skills has published the Constitution of Boards and Rules of Procedure 2011, which provides further details on the board's responsibility. For example, boards “have a statutory duty to ensure that appropriate systems and procedures are in place to ensure school resources (including grants, staffing and other resources) are managed appropriately and efficiently and in a manner that provides for appropriate accountability to the relevant parties.” Boards also receive relevant training including modules on topics such as “child protection procedures, the board as a corporate entity, procedures governing the appointment of staff in schools, board finances, and legal issues. The board should constitute of the following members: two nominees of the Patron, two elected parents of children enrolled in the school, the principal teacher, one other serving teacher elected by vote, and two extra members proposed by the board nominees. A Chairperson is then elected by the members and may not be the principal or teacher. Other positions include the secretary and the treasurer. The term of office for all board members is four years.
3.2. Middle leaders
An Assistant Principal is next down the line after the Deputy Principal and is considered a middle leader in Ireland. According to Circular 44/2019, Assistant Principals work in teams in collaboration with the Principal and/ or Deputy Principal and have shared responsibilities such as: learning and teaching, leading school development (including curriculum development), pupil support including wellbeing, school improvement, leadership/management and development of individuals and staff teams, special education and inclusion, and supporting teachers during the induction phase of their career.
The Professional Development Service for Teachers (PDST) runs the Comhar programme specially designed for “middle leaders in both primary and post-primary schools (i.e. Assistant Principal I and Assistant Principal II)”. Several other programmes targeted for middle leaders have been endorsed by the Center for School Leadership.
3.3. Parents
According to the 1998 Education Act (as amended in 2022), “the parents of students of a recognised school may establish, and maintain from among their number, a parents’ association for that school and membership of that association shall be open to all parents of students of that school.” A parents’ association goal is to promote the interests of the students in cooperation with the board, Principal, teachers and students at that school. For that purpose, the association may: advise the Principal or the board on any matter relating to the school and adopt a programme of activities which will promote the involvement of parent in the operation of the school.
3.4. Students
The 1998 Education Act (as amended in 2022) does set guidelines for the creation of student councils. Students of a post-primary school may establish a student council with support from the school board. A student council promotes the interests of the school and the involvement of students in the affairs of the school, in cooperation with the board, parents and teachers. The school board determines rules for the establishment of a student council which may include details such as the election of members and the dissolution of a student council.
The Quality Framework for Post-Primary also discusses student councils, by charging principals with ensuring that student views are valued and that students are involved in the operation of the school. Principals also ensure that student councils are democratically elected and representative of the student body as a catalyst of change. They support students in taking leadership roles by facilitating relevant training and providing opportunities to lead school initiatives. The student council must be actively consulted and engaged to review and improve teaching, learning and assessment practices. They must also have an active role in decision-making and policy development.
4. Governance
4.1. Autonomy of school leaders
In Ireland, school leaders share the responsibility of leadership and management responsibilities. Thus, the school board, the principal, the deputy principals, and the assistant principals (I and II) all play important roles of responsibilities in areas such as curriculum and learning, student support and wellbeing, school improvement, and leadership/management. Budget and personnel management responsibilities are also shared with the school leadership team. The roles and responsibilities of each postholder are selected and change depending on the needs of the school.
4.2. Assessment and accountability of school leaders
According to the Quality Framework for Post-Primary, principals and other school leaders regularly review their own and each other’s professional practice and development through the school’s self-evaluation process. According to Circular 04/98, the “Principal and Deputy Principal are accountable to the Board of Management/Manager. The work of individual Principals and Deputy Principals will be monitored in accordance with the provisions of their contracts.” Circular 49/2018 outlines the procedures for unsatisfactory performance, suspension, and dismissal of the principal. According to this circular, every Principal is personally accountable for his/her own behaviour and work performance. Concerns may be raised by parents after which the Board of Management works to address the concerns. The Chairperson will seek to explore with the principal the underlying cause(s) and where possible agree on the steps that need to be taken to address the matter. There are no formal performance appraisals for principals.
4.3. Teacher assessment by school leaders
The 1998 Education Act (as amended in 2022) indicates that the principal, as part of their responsibility for the management of the school, has responsibility for the guidance and direction of teachers, and the provision of leadership to teachers. Circular 49/2018 notes that this means the principal is in the best position to identify when professional competence issues arise in a teacher’s work. If the principal has concerns, they must advise the teacher orally and with any relevant documents. Both discuss the next steps and work towards resolving the issue. The 2023 Educational Research Centre’s Evaluation Framework for Teachers’ Professional Learning in Ireland states that data collection may include modelling, observation, questionnaires or focus groups. Annually, the principal meets with teachers to discuss their professional development.
